A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG

A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP
MUHAMMADIYAH 2 MALANG

THESIS

By:
MUHAMMAD MUNIR
201110100311165

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP
MUHAMMADIYAH 2 MALANG

THESIS

By:
MUHAMMAD MUNIR

201110100311165

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP
MUHAMMADIYAH 2 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in
English Language Education

By:
MUHAMMAD MUNIR
201110100311165

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

ACKNOWLEDGEMENTS
Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina muhammadin
wa’ala alihi wa sohbihi ajma’in. After going through a long and challenging journey, the
researcher finally arrives at his most intended goal that is to finish this thesis successfully.
Accordingly, it is a precise time for the writer to express his gratitude to all people who are
engaged in this long and winding road. But most of all, firstly, the writer would like to deliver
his best gratitude to Allah SWT for giving him guidance and blessing in order that the
researcher able to finish this thesis in time. Moreover, praises are also offered to the beloved
Prophet, Muhammad SAW as the best role model ever to all people around the world especially
Muslims.
Secondly, the researcher warmly gives his uncountable thanks and appreciation to his
first advisor, Mr. Bayu Hendro Wicaksono, M.Ed., Ph.D who guides, cares and supports the
researcher to finish this thesis as soon as possible. Then, the researcher would like to convey
his great gratitude to his kind second advisor, Mr. Khairudin, S.Pd., M.Pdwho has given his
support, suggestion, advice, and helpful correction to construct an improvement during the
writing process. The researcher also extends gratitude to all lecturers of English department of

University of Muhammadiyah Malang who have taught and given their knowledge patiently
during his study.
Thirdly, great, special, and huge gratitude are addressed to the researcher’s adored
family and relatives. For my strong father Abdul Muis, my tender-hearted and patient mother
Masita, my three sisters, my clever nephews and nieces, many thanks are presented for all their
endless love, unlimited prayer, care, support, and everything. The researcher will always do his
best for making them proud and happy.

Finally, so much thanks are also delivered to all of the researcher’s friends; classmates,
boarding house mates, travelling friends, and many others for their unlimited supports and
prayers. Those will be the researcher’s greatest and unforgettable experience for the rest of his
life.

Malang,April 18, 2016
The Researcher,

Muhammad Munir

TABLE OF CONTENTS

APPROVAL............................................................................................................i
LEGALIZATION..................................................................................................ii
MOTTO AND DEDICATION............................................................................iii
ORIGINALITY DECLARATION......................................................................iv
ABSTRACT ...........................................................................................................v
ACKNOWLEDGEMENTS.................................................................................vi
TABLE OF CONTENTS...................................................................................viii
LIST OF FIGURES............................................................................................. xi
LIST OF TABLES...............................................................................................xii
CHAPTER I INTRODUCTION
1.1 Background of Study .............................................................................. 1
1.2 Statement of Problems .............................................................................. 4
1.3 Purpose of Study ....................................................................................... 4
1.4 Significance of Study ................................................................................ 5
1.5 Scope and Limitation ................................................................................ 5
1.6 Definition of Key Terms ........................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Definition of Teaching ............................................................................... 8
2.2 Vocabulary ................................................................................................. 9
2.3 Technique of Teaching Vocabulary.........................................................11

2.3.1 Technique of Teacher-Centered activity………………………….12
2.3.1.1 Visual Technique...............................................................12
2.3.1.1.1 Visual..................................................................12
2.3.1.1.2 Mime and Gestures.............................................13
2.3.1.2 Verbal Techniques.............................................................13
2.3.1.2.1 Illustrartive Situation (Oral or Written)..............13
2.3.1.2.2 Synonym and Definition.....................................14
2.3.1.2.3 Contrast and Opposites.......................................14
2.3.1.2.4 Scales..................................................................15
2.3.1.2.5 Examples of the Type.........................................15
2.3.1.3 Translation.........................................................................16

2.3.2 Technique of Student-Centered Activity........................................16
2.3.2.1 Asking Others....................................................................16
2.3.2.2 Using Dictionary................................................................17
2.3.2.3 Contextual Guesswork.......................................................17
2.4 Definition of Picture and Translating Story Technique............................17
2.4.1 Definition of Picture.......................................................................18
2.4.2 Definition of Translating Story.......................................................21
2.5 The Differences between Approaches, Methods, Strategies,

and Techniques........................................................................................22
2.6 Reason of Choosing the Techniques.........................................................24
2.7 Related Study............................................................................................25

CHAPTER III RESEARCH METHODOLOGY
3.1 Research Designe.....................................................................................27
3.2 Population and Sample............................................................................28
3.3 Research Instrument................................................................................29
3.4 The Data Collection Technique...............................................................30
3.5 The Data Analysis Technique..................................................................32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Findings...................................................................................................35
4.1.1 The Result of the Pre-Test.............................................................35
4.1.2 The Result of the Post-Test………………………………………37
4.1.3 The Result of the T-Test………………………….......……….....39
4.2 Discussion……………………………………………………………...41

CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .............................................................................................. 44
5.2 Suggestions .............................................................................................. 45

REFERENCES.....................................................................................................47

APPENDIXES

APPENDIX I........................................................................................................49
APPENDIX II.......................................................................................................71
APPENDIX III.....................................................................................................73
APPENDIX IV.....................................................................................................86
APPENDIX V.......................................................................................................98
APPENDIX VI...................................................................................................106

LIST OF FIGURES

Picture 1: Flash Card..............................................................................................18
Picture 2:Large Wall Picture in Class……………………………........................18
Picture 3: Cue Card...…………………………………………………………….18
Picture 4: Photograph…………………………………………………………….18
Picture 5: Projected Slide……………………………………………………......19
Picture 6: Drawing…………………………………………………………..…...19

LIST OF TABLES
Table 1.The Result of the Pre-Test of Control and Experimental
Groups........................................................................................................36
Table 2.The Result of the Post-Test of Control and Experimental
Groups……………………………............................................................38
Table 3.The ResultofGained Scores of Control and Experimental
Groups........................................................................................................40

REFERENCES

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education
(8th ed.). CA: Wadsworth.
Brown, H.D. (2007). Principles of Language Learning and Teaching (5th edition). New
York: Addison Wesley Longman, Inc.
Brown, H.D. (2001). Principles of Language Learning and Teaching (4th edition). New
York: Addison Wesley Longman, Inc.
Brown, H. D. (2000). Teaching by Principles : An Interactive Approach to Language Pedagogy (2 ed.).
White Plains, NY: Pearson Education.
Creswell, J. W. (2012). Educational Research : Planning, Conducting and Evaluating Quantitative and

Qualitative Research (4th ed.). Boston, MA: Pearson.
Fajriyah, I. (2013). Peningkatan Penguasaan Kosakata Bahasa Inggris Melalui Penggunaan Media
Kartu Gambar Pada Siswa Kelas II SD Muhammadiyah Purwodiningratan 2 Yogyakarta State
University of Yogyakarta, Yogyakarta.
Gairns, R., & Redman, S. (2003). Working with Words : A Guide to Teaching and Learning Vocabulary.
UK: Cambridge University Press.
Gomez, M. A. B. (2010). How to Use Tales for The Teaching of Vocabulary and Grammar in a Primary
Education English Class. RESLA, 23.
Grenfell, M. (1999). Modern Languages and Learning Strategies: In Theory and
Practice. London: RoutledgeFalmer.
Guilloteau, N. (2010). Introduction to the Vocabulary Module. The Importance of Vocabulary, 1.
Retrieved from https://coerll.utexas.edu/methods/modules/vocabulary/01
Hamruni. (2012). Strategi Pembelajaran. Jakarta: Insan Madani.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). England: Pearson Education
Limited.
Neuman, W. Lawrence. (2000). Social Research Methods(4th ed). Needham Heights, MA: Pearson
Education Company

Nida, E. A., & Taber, C. R. (1982). The Theory and Practice of Translation (Vol. 8). Leiden,
Netherland: E.J. Brill.

Normalasari. (2013). The Vocabulary Teaching Techniques Used by the First Grade English teacher in
SMP Muhammadiyah 06 Dau Malang. University of Muhammadiyah Malang, Malang.
Oshima, A., & Hogue, A. (2007). Introduction to Academic English. (3rd ed.). White Plains, NY:
Pearson Education.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods In Language Teaching (2nd ed.).
UK: Cambridge University Press.
Riyanto, S. (2010). Developing Vocabulary Skill.Yogyakarta: Pustaka Pelajar.
Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson Education Limited.
Walter, E. (2008). Cambridge Advanced Learner’s Dictionary Cambridge Advanced Learner’s
Dictionary (3rd ed.). UK: Cambridge University Press.

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CHAPTER I
INTRODUCTION

In regards to discuss the content of this study, the researcher is going to give
the introduction section in this first chapter. It covers some points. They are
background of study, statement of problem, purpose of the study, significance of
the study, scope and limitation, and definition of key terms. Each section is

presented as below:
1.1

Background of the Study
As a student of teacher training and education faculty who has experienced

PPL 2, the researcher thinks that being a teacher is not easy, especially in teaching
English as a foreign language to young learners. Good technique is needed to
make the students understand or even interested on learning English. Teaching is
not only about explaining the lesson and giving some tasks to the students. In his
book, Brown promotes that, “Teaching is guiding and facilitating learning,
enabling the learner to learn, setting the conditions for learning” (2007: 8). In line
with the Brown’s statement, Grenfell (1999: 50) argues that in adopting such
responsibilities, teachers can help students fulfill their potential by teaching
students how to become more successful language learners. From those
statements above, the researcher may conclude that being a teacher has to have the
ability to guide, facilitate, make the learners enable to learn, and set the learning
condition for the students. The researcher asserts that teaching English as a
foreign language is more difficult to do than teaching the students who have
English as their second language. This assumption comes to the understanding

2

due to the facts that students who have English as a foreign language will have
more confusion to understand the meaning. As a result, English teachers need a
technique to make the students understand and solve the confusion in their mind
about the materials.
Technique is a tool for a teacher in teaching to make the students more
interested, understand or active in the class. As Brown states, “Technique is any
of a wide variety of exercises, activities, or tasks used in the language classroom
for realizing lesson objectives” (2001: 16). In other words, teaching technique is
several activities used by teacher in language classroom to attain the successful of
learning process.
Teacher who teaches English as a foreign language is important to have a
good language skill in reading, speaking, listening and writing because if there is
one mistake made by the teacher, the students can do so in years until they realize
that it is a mistake. To teach English as a foreign language is not easy for a teacher
especially for non-native teacher, because the teacher should have an ability to
pronounce the word correctly. If the pronunciation is wrong, so the information or
the material cannot be delivered successfully. Not only a good pronunciation, but
also good grammar and vocabulary are the language components that important to
be owned by an English teacher. In other words, the teacher should have language
skill and language components to master. All of these language skills and
language components have its own goals. Reaching the goals sometimes the
teacher will have some problems, the major problems are the students will not
understand teacher’s explanation or the students are afraid or hesitant to speak
because of their limited vocabulary.

3

Vocabulary is an important thing in communication. Riyanto explains that,
“the ability to express our idea or thought in English orally or in written form is
very much influenced by the number of vocabulary that we have known and
understood. (2010: VI). Whatever language skills that exist, they all need
vocabulary mastery. For example in writing skill, the students cannot understand
or get an idea of a text if they have a view of vocabulary, otherwise they can
understand those things if they have good vocabulary mastery, besides they do not
have to open or reopen their dictionary to check the vocabulary because they
already have it in their mind. Second, in speaking skill, a student with very limited
vocabulary will have misunderstanding when they speak in English, not only
because they do not understand their partner’s words but also because they cannot
express their idea or thought. Third, in reading skill, when a student with good
vocabulary mastery reads a book, novel, or any text in English, they will
comprehend the content, otherwise a student with very limited vocabulary will not
comprehend the book, novel or English text they want to read. Last, in listening
skill, having good vocabulary mastery can make the students understand any
things such as when a student watching a western movie, watching English news,
or any instructions in some international public places.
Based on the explanation above, the researcher would like to do a study
about vocabulary, it is focused on the comparative study on vocabulary teaching
technique at SMP Muhammadiyah 2 Malang. SMP Muhammadiyah 2 Malang
which is located in Letjen Sutoyo Street no 68 Malang and is also called an
Innovation School since school year 2010-2011. This school has seven classes,
there are three classes for the first grade, three classes for the second grade, and

4

three classes for the third grade. Three of nine excellent programs in SMP
Muhammadiyah 2 Malang are IT based learning (LCD, Internet, and Wi-Fi),
Inclusive education (Children with special needs), and praying guidance and
reading holy Qur’an correctly. The researcher does this study to know which
teaching technique that can improve students’ vocabulary mastery by using
translating story and pictures in the learning process, and the result of this study
may give some important knowledge as references for the other researchers.
1.2

Statement of Problem
In line with the background of the study and the need to construct the

inquiry of knowledge in this topic, the writer formulates a research question. It is:

1. Does using picture excel the translating story teaching technique on students’
vocabulary mastery?
1.3

Purpose of the Study
In line with the research question formulated above, the researcher also

designs the purpose of the present study as:

1. To know the more effective teaching technique on students’ vocabulary
mastery between using picture and translating story.

5

1.4

Significance of Study
To make the readers understand the terms used in this study easily, the

researcher would like to present several definitions of the key terms as follows:
1.

For the teacher: This study is expected to be a reference mainly for English
teacher who wants to use a technique in teaching English to improve
students’ vocabulary mastery.

2.

For the students: Hopefully, the result of this study will help the student
how to improve their vocabulary mastery whether using picture or
translating story in teaching technique.

3.

For the researchers: The result of this study is expected to encourage and
give input to the readers to know which is the best teaching technique
between using picture and translating story to improve students’ vocabulary
mastery.

1.5

Scope and Limitation
Based on preceeding statement in the statement of problem, the researcher

considers to make the scope and limitation of this study. The scope of this study
focuses on the using of picture and translating story, a technique to improve
students’ vocabulary mastery. Meanwhile, the limitation of this study is on the
subject that is at SMP Muhammadiyah 2 Malang at the 1st grade of 2015.

6

1.6

Definition of Key Terms
To avoid the misinterpretations, defining the key terms as follows is needed:

1.

Comparative:

a.

Comparative means to do a comparison between different things. According
to Oshima and Hogue, “Comparison is a technique that we use every day.
For example, we compare courses and teachers when we decide which
class to take. We compare products and prices when we shop. An employer
compares applicants for job, and a job applicant compares job offers.”
(2007: 109)

b.

In term of research, comparative helps the researcher to identify the
similarities or the differences in the result of two or more cases. As Neuman
states that comparison examine pattern of the similarities or the differences
across cases and try to come to terms with diversity (2000:401).

2.

Vocabulary:

Vocabulary is a necessary ingredient for all communication. Language learners
encounter vocabulary on a daily basis, and must be able to acquire and retain it.
( Guilloteau, 2010).
3.

Teaching technique:

a.

Teaching: “Teaching is guiding and facilitating learning, enabling the
learner to learn, setting the conditions for learning” (Brown, 2007).

b.

Technique: Technique is any of a wide variety of exercises, activities, or
tasks used in the language classroom for realizing lesson objectives.
(Brown, 2001)

7

So, teaching technique means a wide variety of exercise, activities, or tasks used
by a teacher in guiding the students to attain the successful learning process.
So, in this chapter the writer has introduced the basic information about the
study. They are background of study, statement of problem, purpose of the study,
significance of the study, scope and limitation, and definition of key terms. The
chapter two will discuss about review of related literature dealing with this study.