word meaning, but it also related with how it is spelled, how it is pronounced, how it is inflected i.e. how it changes if it is a verb, noun or adjective, other
grammar information about it, and how it collocates or what other words are often used with it. The learners has an important job to memorize it. So the
teacher should create an effective ways or technique to help the learner to memorizing vocabulary.
In the reality implementation of teaching and learning process, not all teacher give the all aspect vocabulary or words when they teach vocabulary.
The learner also just learn a part of the aspect of vocabulary or words especially the meaning of the words. It will not give a complete
understanding of vocabulary. The implementation of teaching and learning vocabulary is quite
different with the theory. Azwani 2010 in Saputro 2013 argues that even though students realize the importance of vocabulary when learning language,
most students learn vocabulary passively due to several factors. First, they consider the teachers explanation for meaning or definition, pronunciation,
spelling and grammatical functions boring. In this case scenario, language learners have nothing to do in a vocabulary learning section but to listen
to their teacher. Second, students only think of vocabulary learning as knowing the primary meaning of new words. Therefore, they ignore all other
functions of the words. Third, students usually only acquire new vocabulary through new words in their textbooks or when given by teachers during
classroom lessons. For example, learners find many new words in a context or text and then ask the teacher to explain the meanings and usages. Many
learners do not want to take risks in applying what they have learnt. Students may recognize a word in a written or spoken form and think that they already
know the word, but they may not be able to use that word properly in different contexts or pronounce it correctly. From this differentiation of the
theory and implementation, it’s the teacher job to correct the incorrect habit from the learner in learning vocabulary at the teaching and learning
vocabulary process.
B. RESEARCH METHOD
In this research, the researcher uses the qualitative research. According to Denzin and Lincoln 2004:2 in Wahyuni 2012:2 Qualitative research is
a multi-method in focus, involving an interpretative, naturalistic approach to its subject matter. Donyei in fauziati 1995 2009:241 states that data
collection procedures that result primarily in open ended, non-numerical data which is then analyzed primarily by non-statistical methods. The subject of
this research is limited to the English teacher and seventh grade students of SMP Muhammadiyah 5
Surakarta . in 20142015 acedemic year. The object
of this research is the English teaching and learning process especially vocabulary at the seventh grade students of SMP Muhammadiyah 5
Surakarta . The data of this research is all information of activities of the
teacher and the students which research takes from field note of the observation. There are three sources of the data; there are teaching-learning
process, interview and document. The research is using instruments of collecting data namely;
1. Observation
The researcher observes the teaching and learning English vocabulary process at the seventh grade students of SMP Muhammadiyah 5
Surakarta . The researcher wants to get the real procedure in teaching
vocabulary process at the seventh grade students. The researcher focuses on the learning process.
2. Interview
The researcher collects the data by interviewing the teacher. The respondent is the teacher. The researcher prepares some questions for
interviewing in order to get information related to the research problems. The result of the interview is to know the general objectives of teaching
English and teaching vocabulary, the source of material in teaching vocabulary, the technique of teaching English vocabulary, and procedures
in teaching English vocabulary.
3. Document
The documents are syllabus, lesson plan, teaching materials, and books that given by the English teacher.
The researcher analyzes the data using three steps of technique for analyzing data namely; data reduction, data display, and drawing conclusion
or verification. a.
Reducing the data The researcher describes the general objectives of teaching English and
teaching vocabulary, the source of material in teaching vocabulary, the technique of teaching English vocabulary, and procedures in teaching
English vocabulary. The researcher discusses the finding based on teaching learning process. Then, the researcher writes a summary from the
points of data and classifies the data and reduce the data that not importance.
b. Display of the Data
In this step, the researcher discusses and displays the data in the description form that have correlation with categories. The finding data of
the research consist of data from observation, interview, and document. c.
Verifying the data In this step, the researcher drawing conclusion based on research.
C. RESEARCH FINDING AND DISCUSSION
a. Research Finding
1.
Objective of teaching English vocabulary
The general objective of teaching English is to develop the language skills and to communicate written and orally dealing with the development
of science and technology in the globalization era. The objective of teaching vocabulary is to help the students to achieve the vocabulary in the
material according to the themes.
