THE IMPLEMENTATION OF WORD WALL MEDIA TO TEACH VOCABULARY IN THE FIRST GRADE STUDENTS OF SMPN 1 PRIGEN
THE IMPLEMENTATION OF WORD WALL MEDIA TO
TEACH VOCABULARY IN THE FIRST GRADE
STUDENTS OF SMPN 1 PRIGEN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
Written By:
IKA AINUR DIYANINGRUM
201110100311274
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO
Sesungguhnya sesudah kesulitan itu ada kemudahan, maka apabila
kamu telah selesai (dari sesuatu urusan), kerjakanlah dengan
sungguh-sungguh (urusan yang lain)
(QS: Al-Insirakh: 6-7)
Barang siapa berjalan untuk menuntut ilmu maka Allah akan
memudahkan baginya jalan ke syorga
(HR. Muslim)
Janganlah terlalu mengeluhkan kehidupan yang kita miliki, karena
diluar sana mungkin banyak orang yang memimpikan kehidupan kita.
(Ika Ainur)
Never say later, because it will be never
DEDICATION:
I dedicated this thesis to:
My beloved parents Suhardi, S.Pd and Sri Udayanti, S.Pd
My lovely sister R.Z. Widya Iswara
My grandma in heaven Musiyem
My best friends ever Dessy, Dina, Dini and Havizh
My lovely friends, mbak Indah, Vivin,Anggita, Ata,Winda, Aan,
Nita, Santi, Puji, Luluk, Malinee, Soraya.
My sweet friends E Class (English Depart. 2011)
My 1st Advisor, Puji Sumarsono, M.Ed, M.Pd
My 2nd Advisor, Wahyu Taufiq, M.Ed
My teachers and lecturers
TABLE OF CONTENT
APPROVAL.................................................................................................
ii
LEGALISATION.........................................................................................
iii
ORIGINALITY DECLARATION.............................................................
iv
MOTTO........................................................................................................
v
DEDICATION.............................................................................................
vi
ACKNOWLEDGEMENTS........................................................................
vii
ABSTRACT..................................................................................................
viii
TABLE OF CONTENTS.............................................................................
ix
REFERENCES..............................................................................................
x
CHAPTER I INTRODUCTION
1.1 Background of Study..................................................................................... 1
1.2 Statement of Problem .................................................................................... 5
1.3 Purpose of Study ........................................................................................... 6
1.4 Significance of study.....................................................................................6
1.5 Scope and Limitation ............................................................................ ........6
1.6 Definition of Key Terms ............................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Vocabulary .................................................................................................... 8
2.1.1 The Importance of Vocabulary ........................................................... 9
2.1.2 Types of Vocabulary.........................................................................10
2.2 Teaching Media .................................................................................... ......10
2.2.1 The Function of Teaching Media ..................................................... 11
2.2.1.1 Teaching Media as Resources of Learning .......................... 12
2.2.1.2 Semantic Function................................................................12
2.2.1.3 Manipulative Function..........................................................12
2.2.1.4 Psychological Function........................................................13
2.2.1.5 Socio-cultural Function........................................................15
2.2.2 Kinds of Teaching Media..................................................................15
2.3 Word Wall Media ....................................................................................... 17
2.3.1 Classroom Activity Using Word Wall Media ................................. 18
2.3.2 The Step of Word Wall in Classroom Activity ............................... 21
2.4 Problem in Teaching English ..................................................................... 22
2.4.1 Linguistics Factors ........................................................................... 22
2.4.2 Non-Linguistics Factors .................................................................... 23
2.5 Teacher Ways to Solve The Problems.........................................................25
CHAPTER III RESEARCH METHODOLOGY ........................................ 27
3.1 Research Design .......................................................................................... 27
3.2 Subject of The Study ................................................................................... 28
3.3 Research Instrument .................................................................................... 27
3.3.1 Observation ........................................................................................ 28
3.3.2 Interview ........................................................................................... 29
3.4 Data Collection............................................................................................ 31
3.5 Data Analysis .............................................................................................. 31
CHAPTER IV RESEARCH FINDING AND DISCUSSION ..................... 32
4.1 Research Findings ....................................................................................... 32
4.1.1 The way the Teacher Implement Word Wall Media in Teaching
Vocabulary ............................................................................................ 32
4.1.2 The Problems faced by the Teacher in Implementing Word Wall Media to
Teach Vocabulary .................................................................................... 35
4.1.3 The Ways the Teacher Copes with the Linguistics Problem in
Implementing Word Wall
Media...................................................................................... ............... 36
4.2 Discussion................................................................................................... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS...............................42
5.1 Conclusions ........................................................................................... .... 42
5.1.1 The Implementation of word wall media to teach vocabulary ........... 42
5.1.2 The Problems faced by the teacher in implementing word wall media to
teach vocabulary ............................................................................... 43
5.1.3 The ways teacher copes with the problem in implementing word wall
media ................................................................................................. 43
5.2 Suggestions ................................................................................................. 44
REFERENCES................................................................................................56
APPENDIXES……………………………………………………………….58
REFERENCES
Arguelles, Maria. 2013. Building Academic English Within the 3-Tier
Framework. Hershey. (online),
(http://pattan.netwebsite.s3.amazonaws.com/images/2013/06/12/18_B
AEWT3.pdf) Accessed on Wednesday, 7 January 2015 at 10.00 wib
Ary, et. al. 2010. An Introduction to Research in Education (eight edition).
Belmont: Wadworth
Brown H Doughlas. 2000. Principles of Language Learning and Teaching,
(Fourth Edition). Addison Longman, Inc.
Creswell, W. John. 2009. Research Design (third edition). New York. SAGE
Publication, Inc.
Cronsberry, Jennifer 2004. Word Walls a Support for Literacy in Secondary
School Classrooms, (online)
(http://webcache.googleusercontent.com/search?q=cache:HiAuRVhk0
PoJ:curriculum.org.) Accessed on Wednesday, 7 January 2015 at
10.15 wib
Daryanto. 2012. Media Pembelajaran. Bandung: PT. Sarana Tutorial Nurani
Sejahtera
Dennis,Tracy
E.
2013.
Interactive
Word
Wall.(online)
(http://www5.esc13.net/thescoop/ell/files/2013/12/IWWHandouts.pdf.), Accessed on Thursday, 8 January 2015 at 08.00 wib
Sari, Evi Retno Indah. 2013. The Problem Faced by the teacher in
Implementing Contextual Teaching and Learning (CTL) at SMA
Negeri 2 Jombang. Unpublished Thesis. Malang: Undergraduate
Program in English Language Education University Muhammadiyah
Malang.
Muslimah, Ferdiyana Rose. 2009. The Linguistic and Non-Linguistic
Problems Faced by the Teacher in Teaching English for Young
Learner at Madrasah Ibtidaiyah Jenderal Sudirman Malang.
Unpublished Thesis Malang. Undergraduate Program in English
Language Education University Muhammadiyah Malang.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Fourth
Edition. Pearson. Longman
Harmon, Janis. 2009. Interactive Word Walls: More Than Just Reading the
Writing on the Walls. Journal of Adolescent & Adult Literacy 52(5).
International Reading Association. (online),
(http://researchgate.net/publication/237726549_Interactive_Word_Wa
lls_More_Than_Just_Reading_the_Writing_on_the_Walls.),
Accessed on Thursday, 8 January 2015 at 08.30
Helena, Lanisia. 2007. How to Teach Vocabulary Effectively. Praia.
Jasmine, Joanne; Pamela Schiesl. (2009). The Effects of Word Walls and
Word Wall Activities on the Reading Fluency of First Grade Students.
Reading Horizons Journal. V49.4. Pp 301-314. (online),
(http://scholarworks.wmich.edu.) Accessed on Thursday, 8 January
2015 at 08.45
Kothari, C.R. 2004. Research Methodology (second revised edition). New
Delhi. New Age International Publishers.
Latief, Adnan M. 2012. Research Methods on Language Learning: An
Introduction. Malang: Universitas Negeri Malang Press
Munadi, Yudhi. 2013. Media Pembelajaran: Sebuah Pendekatan Baru.
Jakarta Selatan: Referensi
Zahro, Novida Fatimatuz. 2009. Using Media Word Wall to Improve
Vocabulary Achievement of the Second Year Students at MTs N
Bangil. Unpublished Thesis. Malang: Undergraduate Program in
English Language Education University Muhammadiyah Malang.
Ruis, Nuhung. 2009. Instructional Media. Jakarta: Language Teachers and
Education Personnel
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. London.
Cambridge University Press.
Sudjana, Nana. 2010. Media Pengajaran. Bandung: Sinar Baru Algensindo
Thornbury, Scott. 2002. How to Teach Vocabulary. Longman. Pearson
Education Limited
Pamungkas, Triana. 2012. Linguistics Problem Faced by Teacher in Teaching
English to Young Learners at Tri Dharma Kindergarten Probolinggo.
Unpublished Thesis. Malang: Undergraduate Program in English
Language Education University Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
Chapter I of this research presents background of the study, statement of
the problem, purposes of the study, significance of the study, scope and limitation,
and definition of key terms.
1.1
Background of study
As an international language, English is a medium of interaction and
communication among people from different parts of the world. Therefore,
English is the most popular language in the world. There are four language skills
that should be mastered in English learning: listening, speaking, reading, and
writing. To master those skills, language learners need to learn vocabulary, it is
because vocabulary is an important component in learning English. Based on
Wilkins quoted in Thornbury (2002:13) “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed.” In summary, vocabulary
is the main language component to learn by language learner to help them in
learning the four English skills.
Vocabulary is manipulated in various ways by skilled writers and speakers
to construct smooth and coherent discourse and to create various emotive effects
(Nobert Schmitt, 2000: 96). It can be said that vocabulary is useful in many social
activities. Everybody needs vocabulary to arrange word.
Helena (2007:11) states that vocabulary knowledge is not about word
meaning knowledge, the words are used in the appropriate context, in natural way,
1
includes the relationship between new words acquired, and the ones already
acquired. It is able to conclude that vocabulary is important for English learner.
By memorizing vocabulary, English learners do not think so long when they have
conversation in English. Therefore, the tasks for teacher are to make good
strategies to help students combine the new vocabulary learned and what the
students already knew, to teach the meaning of words in context, and to help
students memorize the words and their meaning.
Helena (2007:12) states that there are some importances of vocabulary.
The first is vocabulary knowledge helps students with language comprehension. It
means that the comprehension of a language depends on the amount of words that
are known in that language. The second is students are able to understand a
writer’s message only if they know the meaning of most of the words used in text.
It is clear that without knowledge of the key vocabulary in a text, learners may
have serious trouble in understanding the message. In this case, students with a
large amount of vocabulary knowledge are essential to language comprehension.
The third is vocabulary helps students with language production. It means that
students who have more words will know more precisely how to express the exact
meaning they want to. Finally, the importances of vocabulary are essential
component to determine how much a student is able to communicate successfully.
Students have to overcome the lack of vocabulary knowledge in order to
communicate effectively. In conclusion, vocabulary promotes the language
learner to comprehend and understand the context of language and also makes the
students to be able to communicate.
2
To helps students master vocabulary easily, it requires meaningful
teaching learning activity. Brown (2007:8) states that “Teaching is showing or
helping someone to learn how to do something, giving instructions, guiding in the
study of something, providing with knowledge, causing to know or understand.”
In teaching and learning process, teacher is the key to achieve the goal of
teaching. He has to act as the motivator and facilitator for the students. Moreover,
the teacher has to prepare the material to teach students totally.
To facilitate students learn vocabulary well, a teacher should provide
attractive teaching media. Teacher needs a medium to transfer the material to
students and it is called media. Sadiman as cited in Ruis (2009:2) defines that
media is anything used to send message(s), from the sender(s) to the receiver(s),
so it can arouse the learners’ thought, feeling, and interest to learn. It was a
particular trick used to help learner in learning. The media depends on the teacher,
his individually artistry, and on the composition of the class. The teacher should
be a good teacher in order to solve the students’ problems in vocabulary mastery
especially in memorizing and understanding vocabulary. In conclusion, media is
needed by teachers to transfer the material in classroom. Teachers should find a
good media to help students understand the material.
One of the media used to teach vocabulary is word wall. Word wall media is
words that printed in large size and displayed in a classroom. A word based on
material and every word has a different color. Word wall is useful for all skill. By
using word wall, students should write, read, listen and speak the word. Word
wall activities encourage students to participate actively and engage students
3
while learning vocabularies, whether it is learning to explain a word or to compare
it to other key concepts. Based on Cronsberry (2004:3), word wall is a media that
can help students to improve vocabulary. The rule of word wall is easy; the
expectation is to make students easier in memorizing vocabulary and enjoying
classroom activity. Word wall is easy to use in the classroom. Both teacher and
students will actively use word wall. “Students use word wall for learning and
teachers use them as teaching devices” (Harmon et.al, 2009:401). The students
use word wall for studying, remembering, writing and completing classroom
assignment. Whereas, the teacher uses word wall to help students review
previously discussed words and to present new terms.
A previous study conducted by Zahro (2009), indicated that word wall
media was able to improve students’ interest in learning English at MTsN Bangil.
Besides, it was able to improve students’ vocabulary mastery especially in
narrative text.
Whereas, in this current research, the writer aims to explore the way word
wall media works in classroom activity, the teacher’s problem in implementing
this media and also to investigate its solutions. According to Cronsberry (2004:3)
“word wall activities encourage active students’ participation. Gestures, such as
pointing to key words during a lesson, offer visual reinforcement which can be
very helpful for students.” Based on the writer’s experience when she did the preobservation at SMPN 1 Prigen, the process of teaching and learning in the
classroom was still passive. There were some factors influencing the teaching and
learning process in the classroom. First, the teacher used Bahasa Indonesia in
4
teaching and learning English. It was because their environment use mother
tongue in daily life. Sometimes, the teacher used both of Bahasa Indonesia and
English language in teaching, the comparison between Indonesian and English for
about 85% - 15%. Second, word wall media was media that used by teacher in
teaching and learning process. But, almost all researches about word wall are to
know the students understanding by using word wall media. In this case, there is
still limited research to know what the teachers’ problem is to teach vocabulary by
using word wall.
Based on the explanation above, the writer decides to choose a title “The
Implementation of Word Wall Media to Teach Vocabulary of the First Year
Students at SMPN 1 Prigen”.
1.2 Statement of problems
Based on the background of the study presented above, the problems that
will be observed are stated as follows:
1. How does the teacher implement word wall media to teach vocabulary to
the first year students at SMP N 1 Prigen?
2. What are the problems faced by the teacher in implementing word wall
media to teach vocabulary for the first year students at SMP N 1 Prigen?
3. How does the teacher solve the problems in implementing word wall
media to teach vocabulary for the first year students at SMP N 1 Prigen?
5
1.3 Purposes of the study
Based on the statement of the problems, this study is intended:
1. To describe the way the teacher implements word wall media to teach
vocabulary to the first year students at SMP N 1 Prigen.
2. To find out the problems faced by the teacher in teaching vocabulary by
using word wall media to the first year students at SMP N 1 Prigen.
3. To investigate the solve of problems faced by the teacher in teaching
vocabulary by using word wall media to the first year students at SMP N 1
Prigen.
1.4 Significance of the study
This study is expected to enrich the reader knowledge. It also gives new
information for them about word wall media. For the teacher, they can use this
media to teach the students in order to promote them in teaching and learning
process.
1.5 Scope and limitation
The scope of this study is how the teacher uses word wall media to teach
vocabulary in SMP N 1 Prigen. Meanwhile, this research only focuses on how the
teacher implements word wall media to teach vocabulary on the first grade student
in SMP N 1 Prigen in academic year 2014/2015. The material will be focused on
current chapter that is taught by the teacher.
6
1.6 Definition of key term
In order to make the readers understand what the writer wants to analyze
concerning her study, the writer would like to explain the definition of the key
terms:
Teaching media: some tools or materials used by teacher in
teaching and learning process to make an instruction and send
message to the students and also stimulate them to learn (Ruis,
2009:2).
Media : everything that can be used for transferring and delivering
messages from many sources to create conducive situation which
help learners to do teaching learning process effectively and
efficiently (Munadi, 2013:8).
Word wall: a group of words that are displayed on a wall, bulletin
board, chalkboard, or whiteboard in a classroom (Cronsberry,
2004:3).
Vocabulary: the knowledge of words and their meaning. (Diamond
and Gutlohn in Helena, 2007:11).
7
TEACH VOCABULARY IN THE FIRST GRADE
STUDENTS OF SMPN 1 PRIGEN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
Written By:
IKA AINUR DIYANINGRUM
201110100311274
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO
Sesungguhnya sesudah kesulitan itu ada kemudahan, maka apabila
kamu telah selesai (dari sesuatu urusan), kerjakanlah dengan
sungguh-sungguh (urusan yang lain)
(QS: Al-Insirakh: 6-7)
Barang siapa berjalan untuk menuntut ilmu maka Allah akan
memudahkan baginya jalan ke syorga
(HR. Muslim)
Janganlah terlalu mengeluhkan kehidupan yang kita miliki, karena
diluar sana mungkin banyak orang yang memimpikan kehidupan kita.
(Ika Ainur)
Never say later, because it will be never
DEDICATION:
I dedicated this thesis to:
My beloved parents Suhardi, S.Pd and Sri Udayanti, S.Pd
My lovely sister R.Z. Widya Iswara
My grandma in heaven Musiyem
My best friends ever Dessy, Dina, Dini and Havizh
My lovely friends, mbak Indah, Vivin,Anggita, Ata,Winda, Aan,
Nita, Santi, Puji, Luluk, Malinee, Soraya.
My sweet friends E Class (English Depart. 2011)
My 1st Advisor, Puji Sumarsono, M.Ed, M.Pd
My 2nd Advisor, Wahyu Taufiq, M.Ed
My teachers and lecturers
TABLE OF CONTENT
APPROVAL.................................................................................................
ii
LEGALISATION.........................................................................................
iii
ORIGINALITY DECLARATION.............................................................
iv
MOTTO........................................................................................................
v
DEDICATION.............................................................................................
vi
ACKNOWLEDGEMENTS........................................................................
vii
ABSTRACT..................................................................................................
viii
TABLE OF CONTENTS.............................................................................
ix
REFERENCES..............................................................................................
x
CHAPTER I INTRODUCTION
1.1 Background of Study..................................................................................... 1
1.2 Statement of Problem .................................................................................... 5
1.3 Purpose of Study ........................................................................................... 6
1.4 Significance of study.....................................................................................6
1.5 Scope and Limitation ............................................................................ ........6
1.6 Definition of Key Terms ............................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Vocabulary .................................................................................................... 8
2.1.1 The Importance of Vocabulary ........................................................... 9
2.1.2 Types of Vocabulary.........................................................................10
2.2 Teaching Media .................................................................................... ......10
2.2.1 The Function of Teaching Media ..................................................... 11
2.2.1.1 Teaching Media as Resources of Learning .......................... 12
2.2.1.2 Semantic Function................................................................12
2.2.1.3 Manipulative Function..........................................................12
2.2.1.4 Psychological Function........................................................13
2.2.1.5 Socio-cultural Function........................................................15
2.2.2 Kinds of Teaching Media..................................................................15
2.3 Word Wall Media ....................................................................................... 17
2.3.1 Classroom Activity Using Word Wall Media ................................. 18
2.3.2 The Step of Word Wall in Classroom Activity ............................... 21
2.4 Problem in Teaching English ..................................................................... 22
2.4.1 Linguistics Factors ........................................................................... 22
2.4.2 Non-Linguistics Factors .................................................................... 23
2.5 Teacher Ways to Solve The Problems.........................................................25
CHAPTER III RESEARCH METHODOLOGY ........................................ 27
3.1 Research Design .......................................................................................... 27
3.2 Subject of The Study ................................................................................... 28
3.3 Research Instrument .................................................................................... 27
3.3.1 Observation ........................................................................................ 28
3.3.2 Interview ........................................................................................... 29
3.4 Data Collection............................................................................................ 31
3.5 Data Analysis .............................................................................................. 31
CHAPTER IV RESEARCH FINDING AND DISCUSSION ..................... 32
4.1 Research Findings ....................................................................................... 32
4.1.1 The way the Teacher Implement Word Wall Media in Teaching
Vocabulary ............................................................................................ 32
4.1.2 The Problems faced by the Teacher in Implementing Word Wall Media to
Teach Vocabulary .................................................................................... 35
4.1.3 The Ways the Teacher Copes with the Linguistics Problem in
Implementing Word Wall
Media...................................................................................... ............... 36
4.2 Discussion................................................................................................... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS...............................42
5.1 Conclusions ........................................................................................... .... 42
5.1.1 The Implementation of word wall media to teach vocabulary ........... 42
5.1.2 The Problems faced by the teacher in implementing word wall media to
teach vocabulary ............................................................................... 43
5.1.3 The ways teacher copes with the problem in implementing word wall
media ................................................................................................. 43
5.2 Suggestions ................................................................................................. 44
REFERENCES................................................................................................56
APPENDIXES……………………………………………………………….58
REFERENCES
Arguelles, Maria. 2013. Building Academic English Within the 3-Tier
Framework. Hershey. (online),
(http://pattan.netwebsite.s3.amazonaws.com/images/2013/06/12/18_B
AEWT3.pdf) Accessed on Wednesday, 7 January 2015 at 10.00 wib
Ary, et. al. 2010. An Introduction to Research in Education (eight edition).
Belmont: Wadworth
Brown H Doughlas. 2000. Principles of Language Learning and Teaching,
(Fourth Edition). Addison Longman, Inc.
Creswell, W. John. 2009. Research Design (third edition). New York. SAGE
Publication, Inc.
Cronsberry, Jennifer 2004. Word Walls a Support for Literacy in Secondary
School Classrooms, (online)
(http://webcache.googleusercontent.com/search?q=cache:HiAuRVhk0
PoJ:curriculum.org.) Accessed on Wednesday, 7 January 2015 at
10.15 wib
Daryanto. 2012. Media Pembelajaran. Bandung: PT. Sarana Tutorial Nurani
Sejahtera
Dennis,Tracy
E.
2013.
Interactive
Word
Wall.(online)
(http://www5.esc13.net/thescoop/ell/files/2013/12/IWWHandouts.pdf.), Accessed on Thursday, 8 January 2015 at 08.00 wib
Sari, Evi Retno Indah. 2013. The Problem Faced by the teacher in
Implementing Contextual Teaching and Learning (CTL) at SMA
Negeri 2 Jombang. Unpublished Thesis. Malang: Undergraduate
Program in English Language Education University Muhammadiyah
Malang.
Muslimah, Ferdiyana Rose. 2009. The Linguistic and Non-Linguistic
Problems Faced by the Teacher in Teaching English for Young
Learner at Madrasah Ibtidaiyah Jenderal Sudirman Malang.
Unpublished Thesis Malang. Undergraduate Program in English
Language Education University Muhammadiyah Malang.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Fourth
Edition. Pearson. Longman
Harmon, Janis. 2009. Interactive Word Walls: More Than Just Reading the
Writing on the Walls. Journal of Adolescent & Adult Literacy 52(5).
International Reading Association. (online),
(http://researchgate.net/publication/237726549_Interactive_Word_Wa
lls_More_Than_Just_Reading_the_Writing_on_the_Walls.),
Accessed on Thursday, 8 January 2015 at 08.30
Helena, Lanisia. 2007. How to Teach Vocabulary Effectively. Praia.
Jasmine, Joanne; Pamela Schiesl. (2009). The Effects of Word Walls and
Word Wall Activities on the Reading Fluency of First Grade Students.
Reading Horizons Journal. V49.4. Pp 301-314. (online),
(http://scholarworks.wmich.edu.) Accessed on Thursday, 8 January
2015 at 08.45
Kothari, C.R. 2004. Research Methodology (second revised edition). New
Delhi. New Age International Publishers.
Latief, Adnan M. 2012. Research Methods on Language Learning: An
Introduction. Malang: Universitas Negeri Malang Press
Munadi, Yudhi. 2013. Media Pembelajaran: Sebuah Pendekatan Baru.
Jakarta Selatan: Referensi
Zahro, Novida Fatimatuz. 2009. Using Media Word Wall to Improve
Vocabulary Achievement of the Second Year Students at MTs N
Bangil. Unpublished Thesis. Malang: Undergraduate Program in
English Language Education University Muhammadiyah Malang.
Ruis, Nuhung. 2009. Instructional Media. Jakarta: Language Teachers and
Education Personnel
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. London.
Cambridge University Press.
Sudjana, Nana. 2010. Media Pengajaran. Bandung: Sinar Baru Algensindo
Thornbury, Scott. 2002. How to Teach Vocabulary. Longman. Pearson
Education Limited
Pamungkas, Triana. 2012. Linguistics Problem Faced by Teacher in Teaching
English to Young Learners at Tri Dharma Kindergarten Probolinggo.
Unpublished Thesis. Malang: Undergraduate Program in English
Language Education University Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
Chapter I of this research presents background of the study, statement of
the problem, purposes of the study, significance of the study, scope and limitation,
and definition of key terms.
1.1
Background of study
As an international language, English is a medium of interaction and
communication among people from different parts of the world. Therefore,
English is the most popular language in the world. There are four language skills
that should be mastered in English learning: listening, speaking, reading, and
writing. To master those skills, language learners need to learn vocabulary, it is
because vocabulary is an important component in learning English. Based on
Wilkins quoted in Thornbury (2002:13) “without grammar very little can be
conveyed, without vocabulary nothing can be conveyed.” In summary, vocabulary
is the main language component to learn by language learner to help them in
learning the four English skills.
Vocabulary is manipulated in various ways by skilled writers and speakers
to construct smooth and coherent discourse and to create various emotive effects
(Nobert Schmitt, 2000: 96). It can be said that vocabulary is useful in many social
activities. Everybody needs vocabulary to arrange word.
Helena (2007:11) states that vocabulary knowledge is not about word
meaning knowledge, the words are used in the appropriate context, in natural way,
1
includes the relationship between new words acquired, and the ones already
acquired. It is able to conclude that vocabulary is important for English learner.
By memorizing vocabulary, English learners do not think so long when they have
conversation in English. Therefore, the tasks for teacher are to make good
strategies to help students combine the new vocabulary learned and what the
students already knew, to teach the meaning of words in context, and to help
students memorize the words and their meaning.
Helena (2007:12) states that there are some importances of vocabulary.
The first is vocabulary knowledge helps students with language comprehension. It
means that the comprehension of a language depends on the amount of words that
are known in that language. The second is students are able to understand a
writer’s message only if they know the meaning of most of the words used in text.
It is clear that without knowledge of the key vocabulary in a text, learners may
have serious trouble in understanding the message. In this case, students with a
large amount of vocabulary knowledge are essential to language comprehension.
The third is vocabulary helps students with language production. It means that
students who have more words will know more precisely how to express the exact
meaning they want to. Finally, the importances of vocabulary are essential
component to determine how much a student is able to communicate successfully.
Students have to overcome the lack of vocabulary knowledge in order to
communicate effectively. In conclusion, vocabulary promotes the language
learner to comprehend and understand the context of language and also makes the
students to be able to communicate.
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To helps students master vocabulary easily, it requires meaningful
teaching learning activity. Brown (2007:8) states that “Teaching is showing or
helping someone to learn how to do something, giving instructions, guiding in the
study of something, providing with knowledge, causing to know or understand.”
In teaching and learning process, teacher is the key to achieve the goal of
teaching. He has to act as the motivator and facilitator for the students. Moreover,
the teacher has to prepare the material to teach students totally.
To facilitate students learn vocabulary well, a teacher should provide
attractive teaching media. Teacher needs a medium to transfer the material to
students and it is called media. Sadiman as cited in Ruis (2009:2) defines that
media is anything used to send message(s), from the sender(s) to the receiver(s),
so it can arouse the learners’ thought, feeling, and interest to learn. It was a
particular trick used to help learner in learning. The media depends on the teacher,
his individually artistry, and on the composition of the class. The teacher should
be a good teacher in order to solve the students’ problems in vocabulary mastery
especially in memorizing and understanding vocabulary. In conclusion, media is
needed by teachers to transfer the material in classroom. Teachers should find a
good media to help students understand the material.
One of the media used to teach vocabulary is word wall. Word wall media is
words that printed in large size and displayed in a classroom. A word based on
material and every word has a different color. Word wall is useful for all skill. By
using word wall, students should write, read, listen and speak the word. Word
wall activities encourage students to participate actively and engage students
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while learning vocabularies, whether it is learning to explain a word or to compare
it to other key concepts. Based on Cronsberry (2004:3), word wall is a media that
can help students to improve vocabulary. The rule of word wall is easy; the
expectation is to make students easier in memorizing vocabulary and enjoying
classroom activity. Word wall is easy to use in the classroom. Both teacher and
students will actively use word wall. “Students use word wall for learning and
teachers use them as teaching devices” (Harmon et.al, 2009:401). The students
use word wall for studying, remembering, writing and completing classroom
assignment. Whereas, the teacher uses word wall to help students review
previously discussed words and to present new terms.
A previous study conducted by Zahro (2009), indicated that word wall
media was able to improve students’ interest in learning English at MTsN Bangil.
Besides, it was able to improve students’ vocabulary mastery especially in
narrative text.
Whereas, in this current research, the writer aims to explore the way word
wall media works in classroom activity, the teacher’s problem in implementing
this media and also to investigate its solutions. According to Cronsberry (2004:3)
“word wall activities encourage active students’ participation. Gestures, such as
pointing to key words during a lesson, offer visual reinforcement which can be
very helpful for students.” Based on the writer’s experience when she did the preobservation at SMPN 1 Prigen, the process of teaching and learning in the
classroom was still passive. There were some factors influencing the teaching and
learning process in the classroom. First, the teacher used Bahasa Indonesia in
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teaching and learning English. It was because their environment use mother
tongue in daily life. Sometimes, the teacher used both of Bahasa Indonesia and
English language in teaching, the comparison between Indonesian and English for
about 85% - 15%. Second, word wall media was media that used by teacher in
teaching and learning process. But, almost all researches about word wall are to
know the students understanding by using word wall media. In this case, there is
still limited research to know what the teachers’ problem is to teach vocabulary by
using word wall.
Based on the explanation above, the writer decides to choose a title “The
Implementation of Word Wall Media to Teach Vocabulary of the First Year
Students at SMPN 1 Prigen”.
1.2 Statement of problems
Based on the background of the study presented above, the problems that
will be observed are stated as follows:
1. How does the teacher implement word wall media to teach vocabulary to
the first year students at SMP N 1 Prigen?
2. What are the problems faced by the teacher in implementing word wall
media to teach vocabulary for the first year students at SMP N 1 Prigen?
3. How does the teacher solve the problems in implementing word wall
media to teach vocabulary for the first year students at SMP N 1 Prigen?
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1.3 Purposes of the study
Based on the statement of the problems, this study is intended:
1. To describe the way the teacher implements word wall media to teach
vocabulary to the first year students at SMP N 1 Prigen.
2. To find out the problems faced by the teacher in teaching vocabulary by
using word wall media to the first year students at SMP N 1 Prigen.
3. To investigate the solve of problems faced by the teacher in teaching
vocabulary by using word wall media to the first year students at SMP N 1
Prigen.
1.4 Significance of the study
This study is expected to enrich the reader knowledge. It also gives new
information for them about word wall media. For the teacher, they can use this
media to teach the students in order to promote them in teaching and learning
process.
1.5 Scope and limitation
The scope of this study is how the teacher uses word wall media to teach
vocabulary in SMP N 1 Prigen. Meanwhile, this research only focuses on how the
teacher implements word wall media to teach vocabulary on the first grade student
in SMP N 1 Prigen in academic year 2014/2015. The material will be focused on
current chapter that is taught by the teacher.
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1.6 Definition of key term
In order to make the readers understand what the writer wants to analyze
concerning her study, the writer would like to explain the definition of the key
terms:
Teaching media: some tools or materials used by teacher in
teaching and learning process to make an instruction and send
message to the students and also stimulate them to learn (Ruis,
2009:2).
Media : everything that can be used for transferring and delivering
messages from many sources to create conducive situation which
help learners to do teaching learning process effectively and
efficiently (Munadi, 2013:8).
Word wall: a group of words that are displayed on a wall, bulletin
board, chalkboard, or whiteboard in a classroom (Cronsberry,
2004:3).
Vocabulary: the knowledge of words and their meaning. (Diamond
and Gutlohn in Helena, 2007:11).
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