THE IMPLEMENTATION OF MODIFIED DIRECT METHOD IN VOCABULARY TEACHING LEARNING TROUGH GROUP WORK BY USING PICTURES AT SECOND YEAR OF SMP NEGERI 11 BANDAR LAMPUNG

  

ABSTRACT

  THE IMPLEMENTATION OF MODIFIED DIRECT METHOD IN

  VOCABULARY TEACHING LEARNING TROUGH GROUP WORK BY USING PICTURES AT SECOND YEAR OF SMP NEGERI 11 BANDAR LAMPUNG By

  HARTINI The lack of students’ competence in English subject, especially in vocabulary, usually hinders them to communicate in English Language. Meanwhile, vocabulary becomes one of basic or important basic in English language that should be mastered by the students of SMP. Therefore the researcher compared two techniques in teaching, the first group work by using original Direct Method and the second group work by using modified Direct Method with pictures technique in teaching learning process. To investigate the result of applying those two teaching techniques by using between the group work by using original Direct Method and the group work by using modified Direct Method with pictures techniques in teaching vocabulary and to find out which one that would give better result than another. significant differences of students vocabulary achievement between those taught through group works by using original Direct Method and group work by use the modified Direct Method with pictures in doing this research. Intact group pretest and group posttest design was used, there is one class in SMP Negeri 11 consists in VIIIE and divided into eight groups.

  The experimental group I was taught by using group works through the original Direct Method and experimental group II by using group works through modified Direct Method by using pictures in teaching learning process. The sample was taken randomly through lottery. The treatments were administered in three meetings in both experimental groups.

  The result showed that there was a significant difference of students vocabulary achievement between those taught through group work by using original Direct Method and group work by using Modified Direct Method through pictures technique in teaching learning process. It can be seen from the differences of the students or groups scores. The group’s mean scores of experimental class by using original Direct Method in pretest test are group one was 35.5, group two was 40.4, group three was 34.6, group four was 44.5, group five was 37.9, group six was 24.7, group seven was 46.2, group eight was 45.4. And the groups mean scores of experimental by using Modified Direct Method with pictures in posttest test are group one was 57.7, group two was 47.8, group three was 42.1, group four

  After comparing the results of the groups, it was found that although those teaching could give improvement to the students but teaching vocabulary through Modified Direct Method by using group work with pictures gave better result than using original Direct Method in group work. Based on the data analysis at the significant level F 0.05, it proves that students scores were significantly different (p>0.05, p=0.000). So the hypothesis proposed in this research was accepted. It means that there is significant difference of vocabulary achievement between students taught trough group work by using original Direct Method and by using Modified Direct Method with pictures.

ADMITTED BY

  1. Examination Committee Chairperson : Prof. Ag. Bambang Setiyadi, M.A., Ph.D. …………….

  Examiner : Drs.Sudirman, M.Pd.

  ……………… Secretary : Dra. Editha Gloria Simanjuntak ……………....

  2. The Dean of Teacher Training and Education Faculty Dr. Bujang Rahman, M.Si.

  NIP 196003151985031003 Graduated on: January 27, 2012

  CONTENTS

  Page ABSTRACT ............................................................................................. i CURRICULUM VITAE .......................................................................... ii MOTTO ................................................................................................... iii ACKNOWLEDGEMENT ....................................................................... iv DEDICATION ......................................................................................... v LIST OF APPENDICES .......................................................................... vi LIST OF TABLE ..................................................................................... vii LIST OF GRAPHS .................................................................................. viii

  I. INTRODUCTION

  1.1 Backgro und of Problem……………………………………………… 1

  1.2 Formulations of Problem…………………………………………….. 6

  1.3 Objective o f the Method……………………………………………… 6

  1.4 Uses of t he Research………………………………………………….. 6

  1.5 Scope of the Met hod ………………………………………………….. 7

  II. FRAME OF THEORY

  2.1 Concept of Teaching Learning Process ………………………….……. 8

  2.2 Concept of Vocabulary………………………………………….…..… 9

  2.3 Concept o f Pictures……………………………………………………. 12

  2.4 Original Concept of Direct Method……………………………...…… 13

  2.5 Advantages an d disadvantages…………………...…………………... 16

  2.6 Procedure of Teaching English Vocabulary through Direct Method by Using Group Work……….....………………………………...…… 18

  2.7 Procedure of Modified Direct Method in Vocabulary Teaching Learning through Group work by Using

  Pictures…………………….. 20

  2.8 Theoretical Assum ption ………………………………………………. 29

  2.9 Hypothesis ……………………………………....................................... 30

  III. METHOD OF THE RESEARCH

  3.1 Research Design……………………………………………………….. 31

  3.2 Subject Of The Research……………………………………………… 32

  3.3 Data Co llecting Technique…………………………………………….. 33

  3.4 Re search Procedure……………………………………………………. 34

  4.3 Result of the Posttest………………………………………….............. 50

  4.4 Increase of the St udents Vocabulary Achievement……………………. 55

  4.5 Disc ussion……………………………………………………………… 63

  V. CONCLUSSIONS AND SUGGESTIONS

  5.1 Conclusions ………………………………………………………….… 71

  5.2 Suggestions…………………………………………………................ 72 REFERENCES ........................................................................................... 73

THE IMPLEMENTATION OF MODIFIED DIRECT METHOD

  

BANDAR LAMPUNG

By

HARTINI

  

A Script

Submitted in a Partial Fulfillments of

The Requirements for S-1 Degree

In

  

The Language and Arts Department of

Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

THE IMPLEMENTATION OF MODIFIED DIRECT METHOD

  

BANDAR LAMPUNG

(A Script)

By

HARTINI

LAMPUNG UNIVERSITY

CURRICULUM VITAE

  Name the writer is Hartini, she was born in Tanjung Karang Bandar Lampung on

  th January 26 , 1987. She is the second daughter of Dirun Riyanto and Ponirah.

  She has three brothers and named Hartono A.md, Haryadi, and Haryanto Wijaya.

  She went to a formal education institution for the first time at Kindergarten of TK Fransiskus I Bandar Lampung in 1992 and graduated in 1993. She had her study in primary school at SD Fransiskus I Bandar Lampung and graduated in 1999.

  Then she continued to secondary school at SLTP Al-Kautsar Bandar Lampung and accomplished it in 2002. After that, she joined a state senior high school at SMU Negeri 4 Bandar Lampung and graduated in 2005.

  In the same year, 2005, she was registered as a student of S1 English Education Study Program at the Language Fine Art University of Lampung. At the beginning of October, 2009, she did teaching practice program (PPL) at SMP Negeri 11 Bandar Lampung.

  In 2010, she worked as a teacher in an English Institution named Central English

  

ACKNOWLEDGEMENTS

  Allhamdulillah, Praise is always to THE ALMIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along her life. She believes that by the blessing and the grace of Allah SWT, she is able to accomplish this script, entitled “The Implementation of Modified Direct Method in Vocabulary Teaching Learning Trough Group Work by Using the Pictures at

  Second Year of SMP Negeri 11 Bandar Lampung” as one of the prerequisites to finish the S1 degree at the Language and Art Education of Teacher Training and Education Faculty, University of Lampung. She would like to express her sincere and great appreciation to all people and institutions that without their support, motivation, and assistant, this script would never be compiled. She wants to express her thanks to:

  1. Prof. Ag. Bambang Setiyadi, M.A, Ph.D. as the first advisor who has given his suggestion, patient guidance, encouragement and countless hours in helping the writer to finish this script;

  2. Dra.Editha Gloria Simanjuntak as the second advisor who has given advices, kindness, ideas, patient guidance and countless hours in helping the writer to finish this script;

  3. Drs. Sudirman. M.Pd. as the examiner for patiently giving support, critics, inputs, and advices to improve this script to be the better one.

  4. Drs. Imam Rejana, M.S, as the Chairperson of the Department of Language and Art Education;

  6. All the lecturers at the English Education Study Program at the Language Fine for the meaningful and useful knowledge, suggestions, and encouragements;

  7. The headmaster and English teachers of SMP Negeri 11 Bandar Lampung for giving opportunity and time to conduct this research;

  8. All students of SMP Negeri 11 Bandar Lampung class VIII for being good and sweet students, thank you for the cooperation;

  9. Special thank is to her parents, her brothers and her sister-in-law who always encourage and support her to do her job. Thanks for everything;

  10. Her Lovely “Sandy Ramadona” who always cares, supports me and makes me strong when I feel down. Thank you so much for your love that you always give to me.

11. Her soul mate for all “Hapsah and Regina” your love and spirit.

  12. Her dearly nice friends, Dina Mustika Rini, Ariesta Prapti Pratiwi, Elynda Sari, Sauqi Wafa, Ika Marthalia, Anin Pangesti, Novi Williya Pura, Faradias Wita, Irawan Prayoga, Try Haryono, who always be ready to support and help her killing the days. And thank you for the cooperative that we always do together.

  13. All my friends English NR ’05 and NR „06 for all kindness to the writer along her study at University of Lampung; The writer is fully aware that this script is still far from perfection, thus, criticism and suggestion are expected to make better paper in the future. Finally, the writer really hopes that this script can be useful and gives positive contribution to everyone.

  Bandar Lampung, January 2012 The writer,

  Hartini

  

DEDICATION

Bismillaahirrahmaannirrohiim, this piece of work is sincerely dedicated to those

  who never give up on me: My loving family at home:

• Ibu and Bapak who always care, protect and support me, so I can be what I want to be; I love you forever.
• My Brothers, you are the best brothers who always hear my stories and help me to solve my problems; My Lovely “Sandy Ramadona” who always cares, supports me and makes
• me strong when I feel down. Thank you so much for your love that you always give to me.

  My sweet family Pakde and Bude, my cousin; Lucky and Callystha. My best friends wherever you are. My Great Almamater.

  Thank you for the love, support, advice, time, and money. No other words but great thanks for everything. I lo ve U all….

  

MOTTO

“Yesterday is History, Today is Blessing, Tomorrow is

Mystery

  

And

ALLAH is only one purpose”

(Annique)

  

LIST OF TABLES

  Page Table 1. Table of Specification of the Try out Test ...........................................

  33

  2. Table of Distribution Frequency of The Group Work Scores of The Pretest by Using Direct Method ......................................................... . 42

  3. Table of Distribution Frequency of The Group Work Scores of The Posttest by Using Modified Direct Method with Pictures ................... 47

  4. Table of Sample Mean Scores of The Pretest and Posttest in Group I by Using Direct Method ........................................................................... 59

  5. Table of The Sample Increase in Pretest and Posttest of The Students Vocabulary Achievement Group I ..................................................... 59

LIST OF GRAPHS

  Graphs Page

  1. Table of Distribution Frequency of the Students Group Work Scores of the Pretest by Using Direct Method

  ……… 42

  2. Table of Distribution Frequency of the Students Each Group Work Scores of the Pretest by Using Direct Method... 43-44

  3. Table of Distribution Frequency of the Students Group Work Scores of the Posttest by Using Direct Method ……… 48

  4. Table of Distribution Frequency of the Students Each Group Work Scores of the Posttest by Using Direct Method

  ……… 48-50

  

5. Table of Distribution Frequency Different Increase Students

Each Group Work Scores of the Pretest and Posttest …………… 53-54

  

6. Table of Distribution Frequency Mean Students Each Group

Work Scores of the Pretest and Posttest …………………………..55-56

I. INTRODUCTION

1.1 Background of the Problem

  Language is one of communicative way in our life. Each country has language (mother tongue) as a characteristic of the country. English language is a communicative way or relation language in our world with other countries. It is very important for our life, because country by using English language as the international language. Therefore in Indonesia, English language as a foreign language because in Indonesia there the Mother Language it means is as a characteristic in Indonesia. It means, in our country, Indonesian language as a basic language and as association language. So, English is taught at school as a foreign language. The English is needed as communication strategies in the international scale.

  To understand that language the students should master the aspect of English. One of them is vocabulary. Vocabulary is one of basic components in the English language, and also becomes one of basic language in our language. Vocabulary can help the students master the four skills (listening, speaking writing, and understanding a language. It means processing a great number of vocabularies is essential to know and to master a language.

  Unfortunately the students of SMP Negeri 11 Bandar Lampung get the vocabulary matter is still low. Even though the students have studied for several years, their mastery of English vocabulary is unsatisfactory. This condition is providing by using the English Test in SMP Negeri 11 Bandar Lampung; it makes students to study hard to get the highest score graduating. It means concerning their integrations skill of English skills, the result of the students test is still below the average score of standard target for SMP based on Suwito as an English teacher the researcher found the problem that occurred in vocabulary student’s achievements: 1. Students are getting bored with the theme of the material.

  2. Students have difficulties to memorize the words.

  3. Students have difficulties in spelling the words.

  To improve the student s’ vocabulary teaching learning process which emphasizes only on memorizing the list of vocabulary without training the students to develop their vocabulary and involving them in the activity can also make them difficult to learn vocabulary. Cedder (1987:136) stated that learning vocabulary is not only a matter of memorizing a number of words, but how to words immediately, but it needs a process, perhaps, after remembering the words from the list of words, students are able to remember them. It is because learning word list does not pass thought some step or remembering strategies that make the meaning of target words will stick in student’s mind. The lack of student’s vocabulary is also caused by the lack of strategy to arouse their attention and motivation to study, so they are bored in learning English.

  In the teaching process the teacher can use many techniques, especially for teaching vocabulary. Hadfield (1986:4) denotes that a variety of technique is important in language teaching. By using a variety of technique, the teacher expects that the students were not being bored, so the teaching learning process can be enjoyable.

  The developments have new system in the teaching and learning. In the 1994 curriculum the teacher must be a center on teaching and learning, and be active in the process of teaching and learning; it can make the students lazy, and cannot improve their knowledge. Now the developments make the innovation in the system teaching and learning. The teacher must be motivators in the teaching learning and the students must be active and focusing in the teaching and learning.

  It can make students improve and energy in the teaching and learning process, and it is a reflection of Direct Method technique.

  (Freemen, 1986: 22). Is state in the Curriculum Basic Competent Strategy in the teaching learning vocabulary process a teacher acts as a motivator who helps the students in developing their language skills. Those, a teacher should be able to manage the class, chose and create an interesting technique in order to achieve the aims of teaching English, in this case by using Direct Method to help the students master their Vocabulary. Fries in Supriadi (1996) states direct method is a method of teaching a foreign language, through conversation and reading in the language itself. In teaching learning process the direct method is the teaching process without translation, and without the study of formal grammar.

  The direct method is usually called by the Natural Approach. The general goal of the direct method is to provide learners with a practically useful knowledge of language. Here the researcher Modified the original Direct Method through group work by using the picture because Modified the Direct Method with picture in small group work with discuss process is an effective in teaching learning process. Especially to teacher should always modified instruction for students with disabilities. Modified Direct Method instruction with pictures for students is the efficient strategy and the corner for successful learner outcomes. Most students with disabilities tend to benefit from types of instructional modification, which is the cornerstone of helping students with disabilities succeed in the classroom. The best way as a teacher modified their lessons is by targeting those aspects of learning that can be difficult for students, such as presentation of the lesson,

  There are several ways a special teacher can modified a lesson but some of the common ones are; for students who are struggling with verbalizing their thought process, think aloud strategy, placing the students in cooperative groupings and giving praise and feedback immediately are effectively modified. For students with short attention span, a special teacher can accommodate this problem by modified the length of the material. Breaking assignments into shorter tasks can help students struggling with staying on task.

  The researcher modified the direct method through group work by using pictures which is usually used in the class to get the target language in teaching learning process. The first word is taught by pointing the objects, or pictures, or by performing action.

  The direct method is chosen to improve the students English Vocabulary achievement and to improve the teacher’s performance and also to make the teaching learning process interesting. By using the modified direct method in the teaching learning process the students are expected to be interested in learning as they do not feel bored and the material may become easier to be understood. Therefore, this title of research is

  “The Implementation of Modified Direct Method in Vocabulary Teaching Learning Though Group Work by using picture at the second year of SMP 11 Bandar Lampung”.

  1.2 Formulation of the Problem

  In reference to the background above, the problem can be formulated as follows: Is there any difference increase of students vocabulary achievement taught through group work by using the original Direct Method and through group work by using Modified Direct Method with pictures?

  1.3 Objective of the Research

  The objectives of the research are: To find out whether Modified Direct Method can be used to have batter imp rovement in the student’s vocabulary achievement in teaching learning than original Direct Method.

  1.4 Uses of The Research

  The Uses of the research are:

  1. As an input that Modified Direct Method can be used and improve the student ’s Vocabulary achievement.

  2. As a reflection of the students and teachers performance in the teaching learning process.

1.5 Scope of The Research

  This research is about finding difference increase of the student’s vocabulary through group work. It was conducted at second grade, especially class VIII E of SMP Negeri 11 Bandar Lampung. There was being three treatments. The material taught was based on the student’s handbook for grade VIII of junior high School.

  It is about 45 words related to content words (nouns, words, and adjective). It was focused on teaching English Vocabulary of Sport. The material was concerned with the kinds of sport, sport equipments and the sportsmen as stated in Curriculum Basic Competent Strategy. Then a pretest and posttest was admin istered to find out the student’s achievement in teaching learning process by use modified Direct Method with pictures technique.

II. FRAME OF THEORY

  This chapter discusses about concept of teaching learning process, concept of vocabulary, concept of direct method, the procedure of teaching English vocabulary through direct method, the advantages and disadvantages of direct method process, the modifying concept of direct method, procedure the modifying of direct method in vocabulary teaching learning process through group work.

2.1 Concept of Teaching Learning Process

  In teaching learning process a teacher given some materials that have been formulated based on the curriculum. Besides that the teacher gives motivation, guidance, direction and chance to students in order to study very well. In other word, in the teaching learning process the teacher functions as a center in the teaching learning process or facilitator. Muhammad (1984:3) states that teaching is an intentional effort to provide ample chances for the students to create learning process according to the objectives formulated. The statement is relevant to Burton in Chuhan (1997:4) who states that teaching is an effort in giving stimulus, this case they interact with their environment and as a result change their behavior. Kuethe (1986:5) states that learning is a process by which behavior change as a result of experiences.

  Concerning the teaching learning process, both the teacher and the students should be actively involving. The teacher as a facilitator and the students as learners must create in the teaching learning process and was get much knowledge, and trying their knowledge and behavior in teaching learning process run well to improve their abilities, as a teacher and as students was study foreign Language easily.

  In teaching vocabulary, a teacher must select the word which can be learn in limited time, which words should be chosen for teaching and which words should be left out. (Bismoko, 1976: 64). This idea indicates that the teacher should be careful in selecting the words relevant for teaching certain topic. The words should be related to the curriculum, the student’s age, knowledge and the student’s level as well as their needs to get much knowledge. So, it can be said that vocabulary is the most important element and the most important basic in teaching learning a language.

2.2 Concept of Vocabulary

  namely listening, speaking, reading, and writing without having enough mastery of vocabulary. So, this becomes an English teacher task to should increase the studen t’s vocabulary because vocabulary is an important part in language. Hornbury (1984), states that vocabulary is a building block to build the language. In order to communicate effectively the learner needs adequate numbers of vocabulary. This statement is supported by Rivers (1970: 462), who says that it would be impossible learning a language without words. It means that by mastering vocabulary one is able to communicate in English.

  Wallace (1988:9) adds that vocabulary is the vital aspect of the language. If we have vocabulary we need, it is usually possible to communicate after a fashion.

  An adequate vocabulary may enable the massage to be expressed clearly. Meanwhile, Harimurti as cited in Suprapto (1999: 6) states that vocabulary is a component of language containing information about the meaning and the using of word in language.

  Learning vocabulary plays an important contribution in learning a language which must be considered by the teacher in order to be careful in selecting the vocabulary that will be taught. Teacher must decide which words should be taught since there are many kinds of words that belong to types of vocabulary.

  

There are some types of vocabulary in English. Fries (1974:4), classifies

  1. Contents words represent the names of object or things that is concrete nouns (athlete, ball, racket, etc). For example: athletes from many different nations take part in the Olympic Games; actions done by or with these things that is verbs (run, jump, hit, push etc). For example: Wahyu runs fast in the competition; and qualities of these thing, that is adjective (noisy, fast, big, long, small, tall, heavy, etc). For example: The spectators at the stadium are very noisy.

  2. Function words are those words which are used as a means of expressing relation of grammatical structure, such as, conjunctions (and, but, however, etc), For example: The cheerleaders cheer and dance energetically: articles (a, an, the), For example: A football coach should have a very loud voice: Auxiliaries (do, does, did), For example: Susi Susanti does her job as well as in her previous competitions.

  3. Substitute words are those which represent to individual things or specific action as substitute for whole form-classes of words, that is indefinite article (anybody, anyone, somebody, and someone), for example: A referee is someone who controls a game.

  4. Distributed words are those distributed in use according to grammatical matter as the presence or absence of a negative, such as, any, either, too, or yet. For example: A climbing is too dangerous sport for children.

  From these types of English vocabulary, the content words (nouns, verbs, as the material because they are often used as a satisfactory means of communication.

  Concerning some concepts of vocabulary proposed by the expert above, that vocabulary is an important part in learning a language. Without mastering a large number of vocabularies, it is difficult for a learner to study, to use a language. A large number of vocabularies can help the students to express their ideas precisely vividly, and without repeating ourselves in composition. It also helps a learner to understand foreign language easily, including English as the language being researcher here.

2.3 Concept of Picture

  In teaching vocabulary, unless there is a challenge and a new way, the students or the learners might not be interested in learning new vocabulary. To make teaching interesting, the writer uses pictures. According to Hornby (1962:730), picture is a painting, drawing, sketch of something, especially work of art. This statement is supported by Webster (199:890), he states that picture is a design or representation made by various means as painting, drawing or photography.

  Referring to the statement above, it is possible that picture can give a good impression on students, and they are better preserved in the minds of both adults producers of some product often use pictures in their advertisement to attract the customers.

  We often see artist using pictures to deliver one message or express his or her emotion, because picture can keep thousand of words. This is supported by Burke (1978:35) who argues if pictures can save a thousand of words, why do not language teachers make greater use of them in their lesson? Based on the statement above, the writer thinks that pictures can be used for presenting the materials in the classroom, and they can give positive effect to the result of learning, especially English vocabulary concerning with sports.

2.4 Original Concept of Direct Method

  The direct method has one basic rule; No Translations is allowed (Freeman, 1986:18). The teacher should not translate when the teacher teaching the language. In other word, it can be said that the native language should not be used in the teaching learning process. The teacher must demonstrate, not translate when she teaches the new language. It is desirable that the students make direct association between the target language, without going through the process of translations into student’s native language.

  Dealing with direct method, fries in Supriyadi (1996: 13) states Direct Method is a teaching a foreign language, through conversation and reading in the language indicates that in the teaching learning process by using direct method, the native language is not used and the teacher may use objects or realize and performance.

  The principles of “Direct Method” are:

  1. Reading in the target language should be taught from the beginning of the language instruction: however, the reading skill will be developed through practice with speaking.

  2. Object with pictures presented in the immediate classroom environment should be used to help students understands the meaning.

  3. The native language should not be used in the classroom.

  4. The teacher should demonstrate not explain or translate. It is desirable that students make direct associations between the target and meaning.

  5. Students should learn to think in the target as soon as possible.

  Vocabulary is acquired more naturally if the students use it in full sentences, rather memorizing word lists.

  6. The purpose of language learning is communication ( therefore students need to learn how to ask question as well as answer them).

  7. Pronunciations should be worked on the right from the beginning of the language instruction.

  8. Self- correction facilitates language learning.

  9. Lesson should contain some conversational activity some opportunity for students to use language in real contents students should be

  10. Grammar should be though inductively there may never be explicit grammar rule given.

  11. Writing is an important skill, to be developed from the beginning of the language instruction.

  12. The syllabus is based on situations or topics, not usually on linguistic structure.

  13. Learning another language also involves learning how speakers of that language live.

  Direct Method is that students was learn to communicate in the target

  language, partly by learning how to think in that language and by not involving L1 in the language learning process whatsoever. Objectives include teaching the students how to use the language spontaneously and orally, linking meaning with the target language through the use of reality, pictures or pantomime (Freeman 1986:24). Teaching English Vocabulary through direct method can be done by the procedure prescribed by Freeman 1996.

  Ways of direct method processing in teaching learning are:

  Pre Activity

  1. Warming up by questioning students about general things related to the topic.

  2. Distributing the text. Whilst activity

  3. Asking the students to read aloud the text by themselves, after the teacher asks one students to read aloud and replay about the text.

  4. Bringing the students to the real condition by having discussions about the new vocabularies and their spelling, if it is possible the teacher can bring some subject, object or pictures into the classroom.

  5. Asking the students if they have questions or not understand about the material the topic.

2.5 Advantages and Disadvantages of the Direct Method

  Each technique of teaching learning has trouble. In direct method troubles usually is the language, because the teacher must be active in the real of speak the target of language and the students must be focus in follow the teaching learning process, active and creative in to get the target of language in the teaching learning process. There are the advantages and disadvantages in Direct Method.

  The advantages of Direct Method are: 1. The teacher focuses on teaching some material in the class.

  2. The teacher teaching with easy process.

  3. The teacher must be active, attractive and innovative.

  4. The students focus in following the teaching learning process.

  6. The students easy to know and following the teacher’s explanations.

  7. The teacher and the students must be having much new idea.

  8. Usually can be used for short period of time.

  The disadvantages in direct method technique are:

  1. The teacher teaching with allowed meaning

  2. The teacher teaching as a central in the class 3.

  The students can be bored if he/she don’t know about the meaning of the material

  4. Not practical with more than 20 students, it can make the teaching learning process not effective.

  Usually the teachers have the problem with their ability to practice out explanations the materials in teaching learning process. It can be caused by unefficient techniques that are used by the teacher. Its can make the teacher difficult to used and given much knowledge to students. Usually the teachers not understand about the efficient techniques of teaching learning process and the purpose of the direct method technique to get the target language in teaching learning process.

  So, the influence of problems in direct method process because their background knowledge, ability to transfer and absorb the material between the teacher and the students, and the technique uses in teaching learning process.

2.6 Procedure of Teaching English Vocabulary through Direct Method By Using Group Work

  Teaching English Vocabulary through Direct Method can be done by having the following procedure (Freeman, 1986:18):

  1. Choose a particular situation (situation as at the bank, at the supermarket, at the library, etc) or a particular interesting topic (such as a sport, etc) and write a short passage or a dialogue on the theme we have chosen.

  2. Bring the students to real situations and conditions if it is possible. If it is possible we can bring some object and pictures in the classroom.

  3. Introduce the method we are going to use ( the rule) and tell what they are going to learn ( vocabulary)

  4. Ask the students to prepare their notebook, pen, etc.

  5. Describe and demonstrate the parts (the meaning) when we are teaching the students. Don’t translate the meaning into the student’s native language.

  6. Repeat the process of teaching several times by demonstrating.

  7. Ask the students if they have question. Try to create questions and

  9. Let the students discuss the lesson with their friends.

  Based on Freeman’s procedure the researcher has proposed some sequences of the implementation of Direct Method in the classroom. They are:

  1. The researcher selects a certain topic. For example a topic of “kinds of Sport”. The researcher prepares a visual aid; the researcher uses a picture of kinds of sport.

  2. Tell what they are going to learn (teaching English vocabulary about kinds of sport). First, the researcher show the picture, in this step the researcher puts the picture on the whiteboard. Second, the researcher mentioned and point out the kinds of the sports one

  3. One and the researcher write the words she has mentioned on the whiteboard. Finally, to know whether the students understand the lesson or not, the researcher asks about the kinds of sport. For example, explain about kinds of sport water? And the students groups discuss to answer with show the picture.

  4. Repeat the process of teaching several times.

  5. Ask if the students have any questions.

  6. Carry out question answer session several item.

  7. To know the result of the students acquisition of the lesson, the researcher asks, the students to do the test based on the material.

  

2.7 Procedure of Modified Direct Method in Vocabulary Teaching Learning

Through Group Work by Using Pictures

  The students in teaching learning process have many problems with their knowledge, especially in English subject; it can make the students have trouble with their ability in communication in teaching learning process. Usually the students have many troubles with their vocabulary. Vocabulary is a basic subject in English.

  If the students haven’t much knowledge about vocabulary, it can make the students lazy to study and boring to follow the teaching learning process. In teaching learning process the teacher must be active in transfer the teacher knowledge to students, with make the innovation in teaching learning process, or their technique in teaching learning to student’s interest to study.

  Based on Freeman’s procedure the researcher has proposed of differences sequences of the implementation of modifying the Direct Method in the classroom. They are:

  1. The researcher uses the big class to explain or try to modify the direct method in teaching learning.

  2. The researcher selects a certain topic. For example a topic of “kinds of Sport”. The researcher prepares a visual aid; the researcher uses a picture of kinds of sport.

  3. Tell what they are going to learn (teaching English vocabulary about kinds of sport). First, the researcher show the picture, in this step the researcher puts the picture on the whiteboard. Second, the researcher mentioned and point out the kinds of the sports one by one and than, writes the words she has mentioned on the whiteboard. Finally, to know whether the students understand the lesson or not, the researcher asks about the kinds of sport. For example, explain about kinds of sport water? And the students groups discuss to answer with show the picture.

  4. Repeat the process of teaching several times.

  5. Ask if the students have any questions.

  6. To know the result of the students acquisition of the lesson, the researcher asks, the students to do the test based on the material.

  7. Finally, the researcher can get the point or score about the student’s ability in teaching learning process by using the Direct method is the natural approach in to get the target language. Direct Method usually use in the small class. Direct Method in teaching learning less of meaningful and in direct method process make the students confuse to following the teacher subject in teaching learning process, because have differences of the students background knowledge. So, it can make the students difficult to know about the meaning and purpose of the material.

  In Direct Method sometimes there are gap in teaching learning process between the teacher’s vocabulary and student’s vocabulary, it can make the teacher active and attractive to teach their students in order to get the students the target language. In direct method have some problem that can make a gap in teaching learning process. The problem usually consists with:

   Their ability,  Knowledge,  Memorize,  Focus on the subject in teaching learning process, and act.