TEACHER STRATEGIES IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS AT DIAMOND COURSE IN KRAKSAAN PROBOLINGGO
TEACHER STRATEGIES IN TEACHING ENGLISH VOCABULARY TO
YOUNG LEARNERS AT DIAMOND COURSE IN KRAKSAAN PROBOLINGGO
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
by:
LORENTIA ALICA ABDI YOGA
201010100311180
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENT
Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina
muhammadin wa’ala alihi wa sohbihi ajma’in. Praise be to the almighty Allah
SWT, the greatest creator of this universe who always gives strength and bless to
the writer to finish this thesis. Shalawat and greeting may always be upon the holy
prophet Muhammad SAW and his family.
First, the writer would like to express her highest gratitude to her first
advisor Mrs. Dr. Sri Hartiningsih M.M who has devoted her time and energy
through numerous inputs, correction, and continuous support. Then, to her second
advisor Mrs. Nurakhfini Septiany, M.A, M.ED who has been very helpful, kind
and passion in giving advises, ideas, and valuable time during the process of this
thesis writing. Her special gratitude is delivered to Mrs. Iis and the entire students
of English Diamond Course in Kraksaan Probolinggo who had been very helpful to
the writer during the research process of this thesis.
Second, the writer would say thanks to her mother ( Mrs. Indarti ) and her
father ( Prayogo Wibowo), the family of D 2010 class that cannot be mentioned
one by one, the family of PPL 2, and all of the my family for their pray, support,
love and passion in helping the writer finishing this thesis. Finally, the writer hopes
that this thesis could be a useful resource for the reader who wants to analyze the
same subject as in this thesis, that is about the teacher strategies in teaching English
vocabulary to young learners.
TABLE OF CONTENTS
APPROVAL ........................................................................................................... i
LEGALIZATION ................................................................................................. ii
MOTTO AND DEDICATION ........................................................................... iii
ORIGINALITY DECLARATION ..................................................................... iv
ABSTRACT .......................................................................................................... v
ACKNOWLEDGEMENTS ................................................................................ vi
TABLE OF CONTENTS ................................................................................... vii
LIST OF APPENDIXES ...................................................................................... x
CHAPTER I INTRODUCTION
1.1 Background of Study ................................................................................ 1
1.2 Statement of the Problem ......................................................................... 2
1.3 Purpose of study ....................................................................................... 3
1.4 Significance of Study................................................................................ 3
1.5 Scope and Limitation of the Study............................................................ 3
1.6 Definition of Key Terms........................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Young Learners ........................................................................................ 6
2.2 The Characteristic of Young Learners ..................................................... 6
2.3 Teaching English Vocabulary .................................................................. 7
2.4 Teaching English Vocabulary to Young Learners ....................................8
2.5 Teaching Strategy ...................................................................................10
2.5.1
Demonstration Strategy .............................................................. 11
2.5.2
Activity Strategy ......................................................................... 12
2.5.3
Imitation and Modelling Strategy .............................................. 13
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ..................................................................................... 16
3.2 Research Subject .................................................................................... 17
3.3 Instruments ............................................................................................. 17
3.4 Data Collection ....................................................................................... 20
3.5 Data Analysis ......................................................................................... 20
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .................................................................................. 22
4.1.1
Kinds of Strategies Used by English Teacher in Teaching
vocabulary .................................................................................... 22
4.1.2
Strategies Applied by English Teacher to Teaching Vocabulary . 23
4.1.3
The Problems Faced by the Teacher in using The Strategies in
Teaching Vocabulary.................................................................... 26
4.2 Discussion .............................................................................................. 27
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .............................................................................................. 30
5.2 Suggestions ............................................................................................. 31
5.2.1
Suggestion for the Teacher ........................................................ 31
5.2.2
Suggestion for Students .............................................................. 31
5.2.3
Suggestion for Next Researchers ................................................ 31
REFERENCES ................................................................................................... 32
APPENDIXES..................................................................................................... 35
LIST OF APPENDIXES
Appendix 1
: Field note ................................................................. 36
Appendix 2
: Interviewed Guidance ............................................... 39
Appendix 3
: Interview Transcripts ................................................ 41
Appendix 4
: Letter ........................................................................ 45
Appendix 5
: Documents ................................................................ 46
REFERENCESS
Allens, Russel. 1972. Teaching English as a Second Language: A Book of
Readings.McGraw-Hill,Inc.
Ary, Donald 2006. Introduction to research in education (sixth edition).
Belmont: Wadworth
Ary, Donald 2010. Introduction to research in education (sixth edition).
Belmont: Wadworth.
Ariyanto. 2003. The Teaching of Vocabulary in the Primary School Foreign
Language Classroom Nordersteidt Germany: GRIN Verlag
Arikunto, Suharsini 2002. Procedur Penelitian. Jakarta : Rineka Ciputra
Ary, Donald. 2002. Introduction to research in education (sixth edition).
Belmont: Wadworth.
Brown H Doughlas. 2000. Principles of Language Learning and Teaching,
Fourth Edition. Addison Longman, Inc.
Brown H Doughlas. 2011. Teaching Principles by An Interactive Approach to
Language Pedagogy. New York: San Fransisco State University.
Brown H Doughlas. 2007. Teaching Principles by An Interactive Approach to
Language Pedagogy. New York : San Fransisco State University.
Brumfit, Christoper. 1991. Teaching English To Children from Theory to
Principle. London: Harperco IIins Publisher.
Barnhart. 2008. Definition of Vocabulary. Department of Literature and
Language: Oxford Dictionary.
Charty, Michael. 1995. Discourse Analysis for Language Teacher: New
York. Mc.Millan.
Chaudron, Craigh. 1988. Second Language Classroom. USA: Cambridge
University Press.
Chatib, Nur. 2013. Teaching Strategies in Classroom Activity. Jakarta
Sealatan: Salemba Empat.
Gaeda, Alfitra. 2009. Some Strategies in Teaching English Vocabulary. An
Unpublished Paper. Mataram: IKIP Mataram.
Harmer, Jeremy. 1998. How to teach English. England: Addison Wesly
Longman Ltd. Publishers.
Harmer, Jeremy. 1991. The Practice of Language Teaching. London: Courier
International.
Henry, Arifin. 1994. Strategies and Technique in Language Teaching. An
Unpublished Paper .
Hornby. 1995. Teaching Learning a Foreign Language. England: Addison
Wesly Longman Ltd. Publishers.
Khotari. 2008. Research Methodology : Method and Technique.
Kasihani. 2007. English as Second language : From Theory to Practice: New
York: Regent Publishing Company.
Karnarman, Kasim. 1987. An Introduction to Language. Australia: Hard Harcount
and Company Australia.
Mc. Millan (2000). Essential assessment concepts for teacher and
administrators. California: Corwin Press, Inc.
Miller. 2007. Improving Students Ability in Vocabulary: Oxford University
Press.
Murcia, Marianne. 2001. Teaching by Principles. South Melbourne: Addison
Wesley Longman, Inc.
Mercer, D. Cecil and Ann. R. Mercer. 1989. Teaching Student with Learning
Problem. New York : Macmillan Publishing Company
Nation, I.S.P. 2001. Learning Vocaulary in Another Language. Cambridge,
England: Cambridge University.
Powell, A Russel et al. 2002. Introduction to Learning and Behaviour.USA:
Wadsworth Group.
Phillips, Sarah (1993). Young Learners. New York: Oxford University Press.
Pique, Concha, Edelma. 2000. Teaching English Vocabulary to Elementary
Students in Fun Way. Botton. Department of Literature and Language:
Oxford Dictionary.
Wahyuni, Sari. 2012. Qualitative Research Method: Theory and Practice.
Jakarta Selatan: Salemba Empat.
Sabillah, Fardini 2004. Teaching English to Young Learners. It’s blog,
Framework and Activity Based Teaching. Malang: Unpublished Book
Guidance of UMM
Scott. 2002. Characteristics of Young Learners. Melbourne: Addison Wesly
Longman, Inc.
Shoebotton. 2011. Learning Vocabulary to Young Leraners. Cambridge,
England: Cambridge University.
Susilo. 2004. Jurnal Pendidikan dan Pembelajaran. Th. 17. No. 1. 41.
Uno, Alexander. 2008. Teaching Strategy in Classroom Activity. South
Melbourne: Addison Wesley Longman, Inc.
CHAPTER 1
INTRODUCTION
This chapter presents background of study, statement of problems, purpose
of the study, significance of study, scope and limitation, and definition of key
terms. Each section is presented as follow:
1.1 Background of study
Nowdays, English in Indonesia has become a very important language.
Teaching English in the early age is very important to develop the children’s
language competence especially in learning foreign language. When foreign
language is teaching to young learners, it will effectively because they have a lot
of opportunities to build up their personal ability in acquisition other language.
The importance skill that must be learned by young learners is vocabulary
mastery. According to J. Harmer (1991), teaching vocabulary is an important area
worthy of effort and investigation. It is more than just presenting and introducing
new vocabulary to the learners. The teacher should be creative in choosing the
materials and able to stimulate the students interest. The teacher needs some
strategies to support the teacher in learning process. Therefore, teaching
vocabulary is one of the important element of language. Vocabulary is the basic
competence that must be reached by students in order to get other competence like
reading, writing, listening, and speaking.
Miller (in Zimmerman, 2007) states that vocabulary is a set of words that are
the basic building blocks used in the generation and understanding of sentence.
Without learning vocabulary, they cannot understand the meaning of things. It is
1
difficult to master the other competence without mastering and understanding
the vocabulary.
The young learners need teacher to help them in understanding of vocabulary.
Teacher is the most important influence in solving the problem of young learners
in studying of vocabulary mastery. Young learners was very difficult to
understand the English lesson that the teacher give because they have not yet
received English lesson previously
A previous research which was conducted by Alfitra Gaeda (2009) who found
that using guessing word strategies in teaching English vocabulary made the
transition to independent learning could be easier and more efficient. Another
research was conducted by Edelma Concha Pique (2000), found that the synonym
and identifying picture strategies will make students to think more interactive and
interesting with the new words and it assist the students to grasp the meaning of
the new words easily.
Based on the reason above, the researcher is interested to investigate what
strategy used by the English teacher of Diamond Course in Kraksaan Probolinggo.
The present study aims at knowing the teacher’s strategy of teaching vocabulary
especially for the young learners.
1.2 Statement of Problems
From the background of study above, the writer formulates the questions as
follow:
1. What strategies are used by the English teacher in teaching vocabulary
at Diamond Course in Kraksaan Probolinggo ?
2
2. How are the strategies applied by English teacher in teaching
vocabulary at Diamond Course in Kraksaan Probolinggo ?
3. What difficulties does the teacher face by using strategy in teaching
vocabulary at Diamond Course in Kraksaan Probolingo ?
1.3 Purpose of Study
In accordance to the statement of the problems above, this study aimed:
1. To find out strategies used by the English teacher in teaching
vocabulary at Diamond Course in Kraksaan Probolinggo.
2. To Find out how the strategies applied in teaching vocabulary at
Diamond Course.
3. To find out the difficulties that the teacher faces by using the strategies
in teaching vocabulary at Diamond Course in Kraksaan Probolinggo.
1.4 Significance of Study
It is expected that the result of the study will help the English teachers to
improve their skill in teaching vocabulary. It is also hoped that the result of
this study can give contribution to the success of the teaching learning English
at Diamond Course especially related to the effort of enriching students
vocabulary in learning new vocabulary.
1.5 The Scope and Limitation
The scope of this study will concentrate on the teacher strategies in teaching
vocabulary and the writer limits her research as follows.
a. This study is conducted on the English teacher of Diamond Course in
Kraksaan Probolinggo.
3
b. This study is only dealing with the teacher strategies in teaching
vocabulary to young learners at Diamond Course in Kraksaan
Probolinggo.
1.6 Definition of Key Terms
a. Strategies is a plan, a “how” a means of getting fom here to there
(Henry,1994).
b. According to Brown (2000), teaching is guiding and facilitating
learning, enabling the learners to learn, setting the conditions for
learning.
c. Teaching strategy is a specific method used by the teacher for
approaching a problem or task, modes of operation for achieving a
particular end, planned designs for controlling and manipulating
certain information (Brown,2000:113).
d. English is international language in the world and its content by word
and word. It also the name of city in England (Karnarman,1987).
e. Vocabulary is a collection or list of words, usually in alphabetical
order and defined (Barnhart,2008).
f. Young Learner students is a large number of children who are in the
early stage of their schooling up to the age of 13 or 14 (Brumfit,1991).
4
YOUNG LEARNERS AT DIAMOND COURSE IN KRAKSAAN PROBOLINGGO
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
by:
LORENTIA ALICA ABDI YOGA
201010100311180
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENT
Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina
muhammadin wa’ala alihi wa sohbihi ajma’in. Praise be to the almighty Allah
SWT, the greatest creator of this universe who always gives strength and bless to
the writer to finish this thesis. Shalawat and greeting may always be upon the holy
prophet Muhammad SAW and his family.
First, the writer would like to express her highest gratitude to her first
advisor Mrs. Dr. Sri Hartiningsih M.M who has devoted her time and energy
through numerous inputs, correction, and continuous support. Then, to her second
advisor Mrs. Nurakhfini Septiany, M.A, M.ED who has been very helpful, kind
and passion in giving advises, ideas, and valuable time during the process of this
thesis writing. Her special gratitude is delivered to Mrs. Iis and the entire students
of English Diamond Course in Kraksaan Probolinggo who had been very helpful to
the writer during the research process of this thesis.
Second, the writer would say thanks to her mother ( Mrs. Indarti ) and her
father ( Prayogo Wibowo), the family of D 2010 class that cannot be mentioned
one by one, the family of PPL 2, and all of the my family for their pray, support,
love and passion in helping the writer finishing this thesis. Finally, the writer hopes
that this thesis could be a useful resource for the reader who wants to analyze the
same subject as in this thesis, that is about the teacher strategies in teaching English
vocabulary to young learners.
TABLE OF CONTENTS
APPROVAL ........................................................................................................... i
LEGALIZATION ................................................................................................. ii
MOTTO AND DEDICATION ........................................................................... iii
ORIGINALITY DECLARATION ..................................................................... iv
ABSTRACT .......................................................................................................... v
ACKNOWLEDGEMENTS ................................................................................ vi
TABLE OF CONTENTS ................................................................................... vii
LIST OF APPENDIXES ...................................................................................... x
CHAPTER I INTRODUCTION
1.1 Background of Study ................................................................................ 1
1.2 Statement of the Problem ......................................................................... 2
1.3 Purpose of study ....................................................................................... 3
1.4 Significance of Study................................................................................ 3
1.5 Scope and Limitation of the Study............................................................ 3
1.6 Definition of Key Terms........................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Young Learners ........................................................................................ 6
2.2 The Characteristic of Young Learners ..................................................... 6
2.3 Teaching English Vocabulary .................................................................. 7
2.4 Teaching English Vocabulary to Young Learners ....................................8
2.5 Teaching Strategy ...................................................................................10
2.5.1
Demonstration Strategy .............................................................. 11
2.5.2
Activity Strategy ......................................................................... 12
2.5.3
Imitation and Modelling Strategy .............................................. 13
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ..................................................................................... 16
3.2 Research Subject .................................................................................... 17
3.3 Instruments ............................................................................................. 17
3.4 Data Collection ....................................................................................... 20
3.5 Data Analysis ......................................................................................... 20
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .................................................................................. 22
4.1.1
Kinds of Strategies Used by English Teacher in Teaching
vocabulary .................................................................................... 22
4.1.2
Strategies Applied by English Teacher to Teaching Vocabulary . 23
4.1.3
The Problems Faced by the Teacher in using The Strategies in
Teaching Vocabulary.................................................................... 26
4.2 Discussion .............................................................................................. 27
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .............................................................................................. 30
5.2 Suggestions ............................................................................................. 31
5.2.1
Suggestion for the Teacher ........................................................ 31
5.2.2
Suggestion for Students .............................................................. 31
5.2.3
Suggestion for Next Researchers ................................................ 31
REFERENCES ................................................................................................... 32
APPENDIXES..................................................................................................... 35
LIST OF APPENDIXES
Appendix 1
: Field note ................................................................. 36
Appendix 2
: Interviewed Guidance ............................................... 39
Appendix 3
: Interview Transcripts ................................................ 41
Appendix 4
: Letter ........................................................................ 45
Appendix 5
: Documents ................................................................ 46
REFERENCESS
Allens, Russel. 1972. Teaching English as a Second Language: A Book of
Readings.McGraw-Hill,Inc.
Ary, Donald 2006. Introduction to research in education (sixth edition).
Belmont: Wadworth
Ary, Donald 2010. Introduction to research in education (sixth edition).
Belmont: Wadworth.
Ariyanto. 2003. The Teaching of Vocabulary in the Primary School Foreign
Language Classroom Nordersteidt Germany: GRIN Verlag
Arikunto, Suharsini 2002. Procedur Penelitian. Jakarta : Rineka Ciputra
Ary, Donald. 2002. Introduction to research in education (sixth edition).
Belmont: Wadworth.
Brown H Doughlas. 2000. Principles of Language Learning and Teaching,
Fourth Edition. Addison Longman, Inc.
Brown H Doughlas. 2011. Teaching Principles by An Interactive Approach to
Language Pedagogy. New York: San Fransisco State University.
Brown H Doughlas. 2007. Teaching Principles by An Interactive Approach to
Language Pedagogy. New York : San Fransisco State University.
Brumfit, Christoper. 1991. Teaching English To Children from Theory to
Principle. London: Harperco IIins Publisher.
Barnhart. 2008. Definition of Vocabulary. Department of Literature and
Language: Oxford Dictionary.
Charty, Michael. 1995. Discourse Analysis for Language Teacher: New
York. Mc.Millan.
Chaudron, Craigh. 1988. Second Language Classroom. USA: Cambridge
University Press.
Chatib, Nur. 2013. Teaching Strategies in Classroom Activity. Jakarta
Sealatan: Salemba Empat.
Gaeda, Alfitra. 2009. Some Strategies in Teaching English Vocabulary. An
Unpublished Paper. Mataram: IKIP Mataram.
Harmer, Jeremy. 1998. How to teach English. England: Addison Wesly
Longman Ltd. Publishers.
Harmer, Jeremy. 1991. The Practice of Language Teaching. London: Courier
International.
Henry, Arifin. 1994. Strategies and Technique in Language Teaching. An
Unpublished Paper .
Hornby. 1995. Teaching Learning a Foreign Language. England: Addison
Wesly Longman Ltd. Publishers.
Khotari. 2008. Research Methodology : Method and Technique.
Kasihani. 2007. English as Second language : From Theory to Practice: New
York: Regent Publishing Company.
Karnarman, Kasim. 1987. An Introduction to Language. Australia: Hard Harcount
and Company Australia.
Mc. Millan (2000). Essential assessment concepts for teacher and
administrators. California: Corwin Press, Inc.
Miller. 2007. Improving Students Ability in Vocabulary: Oxford University
Press.
Murcia, Marianne. 2001. Teaching by Principles. South Melbourne: Addison
Wesley Longman, Inc.
Mercer, D. Cecil and Ann. R. Mercer. 1989. Teaching Student with Learning
Problem. New York : Macmillan Publishing Company
Nation, I.S.P. 2001. Learning Vocaulary in Another Language. Cambridge,
England: Cambridge University.
Powell, A Russel et al. 2002. Introduction to Learning and Behaviour.USA:
Wadsworth Group.
Phillips, Sarah (1993). Young Learners. New York: Oxford University Press.
Pique, Concha, Edelma. 2000. Teaching English Vocabulary to Elementary
Students in Fun Way. Botton. Department of Literature and Language:
Oxford Dictionary.
Wahyuni, Sari. 2012. Qualitative Research Method: Theory and Practice.
Jakarta Selatan: Salemba Empat.
Sabillah, Fardini 2004. Teaching English to Young Learners. It’s blog,
Framework and Activity Based Teaching. Malang: Unpublished Book
Guidance of UMM
Scott. 2002. Characteristics of Young Learners. Melbourne: Addison Wesly
Longman, Inc.
Shoebotton. 2011. Learning Vocabulary to Young Leraners. Cambridge,
England: Cambridge University.
Susilo. 2004. Jurnal Pendidikan dan Pembelajaran. Th. 17. No. 1. 41.
Uno, Alexander. 2008. Teaching Strategy in Classroom Activity. South
Melbourne: Addison Wesley Longman, Inc.
CHAPTER 1
INTRODUCTION
This chapter presents background of study, statement of problems, purpose
of the study, significance of study, scope and limitation, and definition of key
terms. Each section is presented as follow:
1.1 Background of study
Nowdays, English in Indonesia has become a very important language.
Teaching English in the early age is very important to develop the children’s
language competence especially in learning foreign language. When foreign
language is teaching to young learners, it will effectively because they have a lot
of opportunities to build up their personal ability in acquisition other language.
The importance skill that must be learned by young learners is vocabulary
mastery. According to J. Harmer (1991), teaching vocabulary is an important area
worthy of effort and investigation. It is more than just presenting and introducing
new vocabulary to the learners. The teacher should be creative in choosing the
materials and able to stimulate the students interest. The teacher needs some
strategies to support the teacher in learning process. Therefore, teaching
vocabulary is one of the important element of language. Vocabulary is the basic
competence that must be reached by students in order to get other competence like
reading, writing, listening, and speaking.
Miller (in Zimmerman, 2007) states that vocabulary is a set of words that are
the basic building blocks used in the generation and understanding of sentence.
Without learning vocabulary, they cannot understand the meaning of things. It is
1
difficult to master the other competence without mastering and understanding
the vocabulary.
The young learners need teacher to help them in understanding of vocabulary.
Teacher is the most important influence in solving the problem of young learners
in studying of vocabulary mastery. Young learners was very difficult to
understand the English lesson that the teacher give because they have not yet
received English lesson previously
A previous research which was conducted by Alfitra Gaeda (2009) who found
that using guessing word strategies in teaching English vocabulary made the
transition to independent learning could be easier and more efficient. Another
research was conducted by Edelma Concha Pique (2000), found that the synonym
and identifying picture strategies will make students to think more interactive and
interesting with the new words and it assist the students to grasp the meaning of
the new words easily.
Based on the reason above, the researcher is interested to investigate what
strategy used by the English teacher of Diamond Course in Kraksaan Probolinggo.
The present study aims at knowing the teacher’s strategy of teaching vocabulary
especially for the young learners.
1.2 Statement of Problems
From the background of study above, the writer formulates the questions as
follow:
1. What strategies are used by the English teacher in teaching vocabulary
at Diamond Course in Kraksaan Probolinggo ?
2
2. How are the strategies applied by English teacher in teaching
vocabulary at Diamond Course in Kraksaan Probolinggo ?
3. What difficulties does the teacher face by using strategy in teaching
vocabulary at Diamond Course in Kraksaan Probolingo ?
1.3 Purpose of Study
In accordance to the statement of the problems above, this study aimed:
1. To find out strategies used by the English teacher in teaching
vocabulary at Diamond Course in Kraksaan Probolinggo.
2. To Find out how the strategies applied in teaching vocabulary at
Diamond Course.
3. To find out the difficulties that the teacher faces by using the strategies
in teaching vocabulary at Diamond Course in Kraksaan Probolinggo.
1.4 Significance of Study
It is expected that the result of the study will help the English teachers to
improve their skill in teaching vocabulary. It is also hoped that the result of
this study can give contribution to the success of the teaching learning English
at Diamond Course especially related to the effort of enriching students
vocabulary in learning new vocabulary.
1.5 The Scope and Limitation
The scope of this study will concentrate on the teacher strategies in teaching
vocabulary and the writer limits her research as follows.
a. This study is conducted on the English teacher of Diamond Course in
Kraksaan Probolinggo.
3
b. This study is only dealing with the teacher strategies in teaching
vocabulary to young learners at Diamond Course in Kraksaan
Probolinggo.
1.6 Definition of Key Terms
a. Strategies is a plan, a “how” a means of getting fom here to there
(Henry,1994).
b. According to Brown (2000), teaching is guiding and facilitating
learning, enabling the learners to learn, setting the conditions for
learning.
c. Teaching strategy is a specific method used by the teacher for
approaching a problem or task, modes of operation for achieving a
particular end, planned designs for controlling and manipulating
certain information (Brown,2000:113).
d. English is international language in the world and its content by word
and word. It also the name of city in England (Karnarman,1987).
e. Vocabulary is a collection or list of words, usually in alphabetical
order and defined (Barnhart,2008).
f. Young Learner students is a large number of children who are in the
early stage of their schooling up to the age of 13 or 14 (Brumfit,1991).
4