4
someone to test you
6
. I t‟s mean that if the learners have difficult to understand the
materials, they can ask freely to the teacher or the other learners. Therefore, One of the ways that can do by the teacher to solve these
problems are by using a teaching strategy that is cooperative language learning. Hence, the writer would like to apply the cooperative language learning in
learning verbs. Cooperative Language Learning is an alternative approach to be used in the classroom. It is an approach where the students work in a group to
achieve the material. Cooperative Learning uses small groups that consist of 4-6 members of students in a group. Cooperative Learning is learning based on a
small-group approach to teaching that holds students accountable for both individual and group achievement.
7
Cooperative Language Learning has many kinds of variations; one of the variations is Jigsaw. Jigsaw is one of the types in cooperative learning which
promotes both academic and social goals for students
8
. Jigsaw is also designed to promote interdependence and also help learners to break the learning into
managable pieces, and then to integrate all the pieces into a meaningfull whole. Thus, in jigsaw technique the students will learn and share together about the
materials and they can ask to the expert‟s student easily to the students who
mastery the materials. According to the explanations above, the writer is limited to do
experimental study about teaching verbs. Therefore, he chose
the title “The Effectiveness of teaching verbs by using cooperative learning” A Quasi
Experimental Study at the second year students of 169 Junior High School Jakarta as his “skripsi” title.
6
Lynne Cameron, Teaching English to Young Learner, Cambridge: Cambridge University Press, 2001, p. 92.
7
D
onald C. Orlich, Teaching Strategies: A guide to Effective Instruction, Boston: Wadsworth, 2007, p. 268.
8
Jeanine Dell‟ Olio and Tony Donk, Models of Teaching: Connecting the Student Learning with St\andards, New York: Sage Publications, Inc, 2007 , p. 246.
5
B. Identification of the Problem
Based on the background of the study above, the writer identifies some problems:
1. The learners did not understand the sentence in English, because they have
limit vocabulary. They could not identify the verbs which is regular verbs or irregular verbs.
2. In learning Narrative or Recount text, the learners usually find verbs in the
text, but they did not know the meaning of verbs in the text itself. 3.
The amount of learners in each class is big, thus the teacher felt difficult to pay attention and notice all of the students.
4. The teacher seldom gives a chance to the learners to ask or even work
together, so there were no interaction in the classroom.
C. The Limitation of the Problem
The study is limited on teaching verbs through cooperative learning by using jigsaw technique at the second year students of 169 Junior high school
Jakarta as required in the syllabus.
D. The Formulation of the Problem
Based on the explanations above, the writer formulates the problem of the research as follow:
Is there any significant progress in teaching verbs by using cooperative learning specifically by using Jigsaw at second year students of 169
Junior High School Jakarta ?
E. The Objective of the Study
The objective of this study is to find out the empirical evidence whether cooperative learning is effective to improve the students in mastery of verbs at the
second year students of 169 Junior high school Jakarta.
6
F. The Significance of the Study
The result of this study is expected to 3 three groups of people are: a English Teacher, b Students, c Other Researcher. To English teacher, the finding
of this study is expected t o be able to enrich the teacher‟s knowledge in terms of
teaching English through cooperative learning in teaching verbs at second grade year of students 169 Jakarta. To students, the result of this study is expected to
make the process of learning more communicative and more enjoyable, so that it will increase not only their motivation and interest but also their vocabulary
especially in learning English. To other researchers, these findings of the study will deliver useful information and the new knowledge, so that the further
research can obtain the knowledge for doing better research of teaching and learning process in conducting similar studies and the writer hopes that the result
of the study can be a basic consideration and basic information to do further investigation.
7
CHAPTER II THEORETICAL FRAMEWORK
A. The General Concept of Vocabulary
Learning the language means learning the four language skills and its component. Language skills consist of listening, speaking, reading, and writing.
While the language sub-skills consists of pronunciation, grammar, and vocabulary. Sub-skills in learning English are also important in order to make the
people easy in communicating or using the sentence in conversation. Understanding the sub-skill of vocabulary is also needed for everyone in
learning the language, because when we want to use the language, we also need the words or the vocabulary. Words are one of the important parts of our life
because we think by using words and we also read, speak, write and listen by using words. Thus, words and vocabulary can not be separated from learning the
language, because the more we know the words, the more we will understand what we hear and read. Therefore, vocabulary can be categorized as one of the
important sub skill that the people should know and understand in learning the language.
However, there are some definitions of vocabulary which are given by some experts. Penny Ur defines vocabulary as the words that we teach in the
foreign language and Penny Ur also defines vocabulary is not just a single word, but also vocabulary may be more than one word, for example: the words post-
office and mother in law can be categorized as a word or a vocabulary.
1
Beside that, Evelyn Hatch and Cheryl Brown give theirs
‟ idea about the definition of vocabulary. According to them, vocabulary refers to a list or set of words that
everyone uses for a particular language or a list or set of words that individual speakers of a language might use.
2
1
Peny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996, p. 60.
2
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic and Language Education, Cambridge: Cambridge University Press, 1995, p. 1.
8
Meanwhile, vocabulary based on oxford dictionary is all the words that a person knows and uses.
3
Another definition comes from Kridalaksana stated that vocabulary is a component of language that contains all of information meaning
and using word in language.
4
Based on the definitions above, the writer would like to summarize about the definition of vocabulary. Vocabulary is not only the word that contains
meaning. It can be said as a number of words that help people to use and to understand the language.
1. Kinds of Vocabulary
There are two kinds of vocabulary according to Finnochiaro, namely active vocabulary and passive vocabulary. Below are the brief description about
active vocabulary and passive vocabulary. a
Active vocabulary Active vocabulary refers to items which the students can use appropriately
in speaking or writing. Active vocabulary can be also called as a productive vocabulary. It means the student has to know how to pronounce it well and the
student has to know and be able to use grammar of the target language. In productive vocabulary, the student has to know about collocation and the student
has to understand the connotation meaning of the word. b
Passsive vocabulary Passive vocabulary refers to language items that can be recognized and
understood in the context of reading and listening. it is also called as receptive vocabulary.
5
Another kinds of vocabulay comes from Fries. He says that vocabulary is of two, namely: function words and content words
6
. The function words are closed-class words, we can not add to the prepositions or auxiliaries or modals or
3
A.S Hornby, Oxford Advanced Learner’s Dictionary, Oxford University Press, 2000,
p. 1506.
4
A.M. Zainuri, Vocabulary I, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta: UIN Jakarta, p. 1.
5
Ibid., p.2.
6
Charles C. Fries, Teaching and Learning English as a Foreign Language, Michigan: University of Michigan Press, 1945, p. 44.
