TEACHERS’ STRATEGIES IN IMPROVING STUDENTS’ VOCABULARY AT SMA MUHAMMADIYAH 3 YOGYAKARTA

Teachers’ Strategies in Improving Students’ Vocabulary at
SMA Muhammadiyah 3 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
as A Partial Fulfillment of the Requirements for the Degree
Sarjana Pendidikan

ADIB WIRAWAN AULIA
20120540079

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

Teachers’ Strategies in Improving Students’ Vocabulary at
SMA Muhammadiyah 3 Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment
of the Requirements for the Degree
Sarjana Pendidikan

ADIB WIRAWAN AULIA
20120540079

English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
August 2016

Statement of Authenticity

I am a student with the following identity:
Name

: Adib Wirawan Aulia

NIM

: 20120540079

Program Study

: English Education Department

Faculty

: Faculty of Language Education

University

: Universitas Muhammadiyah Yogyakarta

Certify that the skripsi entitled “The Teachers’ Strategies in Improving Students’ Vocabulary
at SMA Muhammadiyah 3 Yogyakarta” is definitely my own work. I am completely
responsible for the content of this skripsi. Others’ opinion or findings included in this skripsi
are quoted in accordance with ethical standard.

Yogyakarta, August 25, 2016
The researcher,

Adib Wirawan Aulia

iii

Acknowledgement
Alhamdulillahirabbil’alamin. Praise to Allah SWT who has given His blessing to
the writer so that he can complete the writing of this skripsi. In this occasion, the
writer would like to express his deepest gratitude and appreciation to the following:
1. The writer’s family “Bp. Sugiman, Ibu Suharni, My Sister Tika Antun Aulia,
and My brother Aziz Arifin Aulia” for their love, support, caring, prayer, and
helps.
2. Ms. Maryam Sorohiti, S.S., M.H.Sc., as the supervisor for the patience in
providing carefully guidance, helpful correction, indefatigable suggestion and
encouragement to the best result of this skripsi.
3. Miss. Puput Arfiandhani, S.Pd., MA., and Miss Ika Wahyuni Lestari, S.Pd.,
M.Hum., as examiners for all suggestion and valuable comments to improve
my skripsi writing.
4. All the lecturers of English Education Department of Universitas
Muhammadiyah Yogyakarta, for teaching and guiding me during studying in
this department.

5. All the English teachers in SMA Muhammadiyah 3 Yogyakarta who are
willingness as my respondents to support this skripsi
6. All the friends in English Education Department of batch 2012. Thank you for
providing me the time and valuable friendship especially B class who are
cannot mention one by one.
7. Thank you VERY MUCH Teguh, Hardiansyah, Rizky, Didin, and Anto for
their help, friendship, togetherness and support in arranging this skripsi.

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Table of Contents
Cover .......................................................................................................................................... 1
Approval Sheet........................................................................................................................... ii
Statement of Authenticity .........................................................................................................iii
Acknowledement ...................................................................................................................... iv
Table of Content ........................................................................................................................ v
Abstract ................................................................................................................................... viii
Chapter One : Introduction ........................................................................................................ 1
Background ........................................................................................................................... 1
Statement and Limitation of the Problem ............................................................................. 3

Research Question ................................................................................................................. 4
Research Objective ................................................................................................................ 4
Significance of the Research ................................................................................................. 5
Outline of the Research ......................................................................................................... 5
Chapter Two : Literature Review ............................................................................................. 7
Definition of Vocabulary ...................................................................................................... 7
Type of Vocabulary ............................................................................................................... 8
Strategies to Teach Vocabulary ........................................................................................... 10
Problem Faced the Teachers in Improving Students’ Vocabulary ...................................... 14
The Previous Related Studies .............................................................................................. 15
Conceptual Framework ....................................................................................................... 16
Chapter Three : Research Methodology .................................................................................. 19

Research Design .................................................................................................................. 19
Research Setting and Participant ......................................................................................... 20
Research Setting .......................................................................................................... 20
Participant ................................................................................................................... 20
Data Collection Method ...................................................................................................... 21
Data Analysis ...................................................................................................................... 22
Chapter Four : Finding and Discussion .................................................................................. 23

Teachers’ Strategies in Improving Students’ Vocabulary ................................................... 24
Finding 1 .......................................................................................................................... 24
Finding 2 .......................................................................................................................... 25
Finding 3 .......................................................................................................................... 26
Finding 4 .......................................................................................................................... 26
Finding 5 .......................................................................................................................... 27
Finding 6 .......................................................................................................................... 28
Finding 7 .......................................................................................................................... 30
Finding 8 .......................................................................................................................... 31
Finding 9 .......................................................................................................................... 32
Finding 10 ........................................................................................................................ 33
Finding 11 ........................................................................................................................ 33
Problem in Improving Students’ Vocabulary ...................................................................... 34
Finding 1 .......................................................................................................................... 34

Finding 2 .......................................................................................................................... 35
Finding 3 .......................................................................................................................... 35
Finding 4 .......................................................................................................................... 36
Chapter Five : Conclusion and Recommendation ................................................................... 37
Conclusion ........................................................................................................................... 37

Recommendation ................................................................................................................. 20
References ............................................................................................................................... 37
Appendices ............................................................................................................................... 37

Abstract

Vocabulary mastery is a basic skill that is needed by students in learning English.
Teaching vocabulary involves more than teaching the definition of technical or
unfamiliar words in text. In teaching vocabulary, special attention must be given not
only to single word but also to some word. The objectives of the research are (1) to
know what are the teacher’s strategies in improving students’ vocabulary at SMA
Muhammadiyah 3 Yogyakarta, and (2) to know what are the problems faced by
teachers’ in improving students’ vocabulary at SMA Muhammadiyah 3 Yogyakarta.
The researcher used qualitative research design. To answer the research question, the
researcher conducted interview to three respondents of English teachers of SMA
Muhammadiyah 3 Yogyakarta and then the researcher analyzed the data by using
coding. The findings of this research showed that the teachers had strategies in
improving students’ vocabulary. The strategies include giving illustration on how to
write and to pronounce the words, reminding and asking the students to repeat,
teaching with the context, asking the students to read text book, encouraging the

students to practice in the class, encouraging the students to read and talk at home,
teaching the important words, encourage students to use dictionary, encourage
students to memorize. Asking the students to listen and sing English song, and asking
the students to use multimedia. Related to the problems faced by the teacher in
improving students’ vocabulary at SMA Muhammadiyah 3 Yogyakarta, the problems
faced by the teachers were the students often forget new words, the students lack in
reading habit, pronunciation, and spelling,
Keywords: teaching vocabulary, strategy in improving vocabulary, problem in
improving vocabulary

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1

Chapter One
Introduction

This chapter discusses the background of the study, the statement and
limitation of the problem, the research questions, research objectives, significance of
the research, and also outline of the research.

Background
Teachers play an important role in the learning process in the class rooms. In
the process of teaching and learning English, teachers play an important role because
usually students learn English at the first time at school with their teacher and spent
more time to learn English with their teacher too (Wantini, 2010). Through teachers,
students learn basic materials especially vocabulary in learning English.
Vocabulary is a number of words a learner knows, while vocabulary
complexity refers to the learner’s knowledge about their usage (Daller, H., Milton, J.,
&Treffers-Daller, J., 2007). The word is a letter or group of letters that has meaning
when spoken or written. Vocabulary is important in language world because
vocabulary is always used when speaking and writing. Vocabulary mastery could
help enhance one’s speaking skill. That statement is also supported by Ebrahimi,
Azhideh and Aslanabadi (2015) who stated that vocabulary is important to learn a
foreign language because it can influence the mastery of language skills: writing,
speaking, reading, and listening. Similarly, Jordan (1997, p.149) also stated that

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teaching vocabulary is such an important task in teaching English because vocabulary
achievement is related to all language learning and concern to all four language skills.

Vocabulary size can be criterion toward students’ vocabulary mastery. A
person might require the substantially more 8000 or 9000 words for trouble free
reading and speech (Nation, 2006). However, when the students do exercise in
English lesson, they know and understand vocabulary or term in English. Therefore,
the learners should have motivation to improve the vocabulary mastery.
Teaching vocabulary involves more than teaching the definition of technical
or unfamiliar words in texts. In teaching vocabulary, special attention must be given
not only to single word but also to some words. According to Snow, Griffin, and
Burns (2005), teaching vocabulary is a building process that occurs over time as
students make connections to other words, learn examples and related words, and use
the word accurately within the context of the sentence”. So, in teaching vocabulary
teachers are expected to help the students to gain large vocabulary of useful words.
Teachers should be able to introduce new words and asks the students to practice
them.
Learners who are actively involved in doing English tasks will be more
successful in vocabulary learning compared to those who are less involved (Williams
& Burden, 1997). For instance, when the learners are asked to complete the essay task
they would make some efforts finding the vocabularies to share their ideas into

3

sentences or paragraph. Unconsciously, their vocabulary mastery can enhance
through writing the essay.
In teaching and learning process in the class, the teacher is expected to have
strategies or treatment in improving students’ vocabulary mastery. The same thing
occurs in SMA Muhammadiyah 3 Yogyakarta. Some student’s vocabulary in SMA
Muhammadiyah 3 Yogyakarta was still limited. It is based on the researcher’s
experience when doing a teaching practice there. When the students were asked to
write in English some students used limited vocabulary. So the teacher gave
treatment to improve students’ vocabulary.
Based on the background above, the researcher wanted to know and carry out
a research on what the teacher’s strategies in improving student’s vocabulary are. The
researcher also wanted to know the information from the teachers about what
problems occurring when implementing the strategies in improving students’
vocabulary.
Statement and Limitation of the Problem
The researcher realizes that the students’ mastery of vocabulary is important
in learning process. Based on the researcher’s experience when doing teaching
practice in SMA Muhammadiyah 3 Yogyakarta, the researcher found out that the
vocabulary mastery of some students was still limited as seen in their writing
practice. The English teachers of SMA Muhammadiyah 3 Yogyakarta has done some
treatments to improve student’s vocabulary.

4

In teaching and learning process some teachers might implement some
strategies that are not considered suitable for teaching vocabulary, such as teaching
vocabulary as teaching a list of words that the students should memorize. Another
problem is that some teachers lack of ability in teaching the ability in applying word
in different situation and context. In addition, some teachers teach vocabulary that
makes the students think that English is difficult and complicated. So, it is important
to investigate the teacher’s strategy as well as their problems in improving students’
vocabulary.
Research Questions
The research questions of this study are:
1. What are the teacher’s strategies in improving students’ vocabulary at SMA
Muhammadiyah 3 Yogyakarta?
2. What are the problems faced by the teachers in improving students’ vocabulary at
SMA Muhammadiyah 3 Yogyakarta
Research Objectives
1. To find out the teacher’s strategies in improving students vocabulary at SMA
Muhammadiyah 3 Yogyakarta.
2. To identify the teacher’s problems in improving students vocabulary at SMA
Muhammadiyah 3 Yogyakarta.

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Significance of the Research
This research is expected to give benefit to:
Teachers. Through this research the teachers can learn the strategies in improving
students’ vocabulary mastery applied by the teachers in SMA 3 Muhammadiyah
Yogyakarta. This research also gives information of the teacher’s problems in
improving student’s vocabulary, so they can anticipate the problems in improving
students’ vocabulary.
Other Researchers. This research can be a reference for the next researchers who are
going to do similar research.
Reader: This research provides a literature for the readers about strategies and
problems in improving student’s vocabulary. The reader will get information about
the teacher’s strategies and problems, so that they might practice and apply
independently.
Outline of the Research
The researcher will divide the skripsi into five chapters. The first chapter is
introduction. Introduction consists of background, identification and limitation of the
problem, research question of the problem, objective of the problem, the significance
of the research, and outline of the research. The second chapter will review the
literature and previous studies. The methodology will be discussed in the third
chapter. Methodology consists of research design, setting of the study, data collection

6

method, technique of data collection method, and data analysis. The result of this
study will be discussed in the fourth chapter which are finding and the research
discussion. This chapter focuses on the result of the data collected. The last chapter
will discuss the conclusion and suggestion.

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Chapter Two
Literature Review

This chapter presents review of related literature. It covered the definition of
vocabulary, types of vocabulary, strategies to teach vocabulary. Previous related
studies and conceptual framework are also presented in this chapter.
Definition of Vocabulary
Vocabulary is a number of words a learner knows, while vocabulary
complexity refers to the learner’s knowledge about their usage (Daller, H., Milton, J.,
& Treffers-Daller, J., 2007). According to Wilkins (1972, p. 111) “without grammar,
very little can be conveyed, without vocabulary, nothing can be conveyed”. This
shows how important vocabulary is. Therefore, teaching and learning vocabulary in
learning language classroom system is very important.
Vocabulary is the collection of words that an individual knows (Linse, 2005,
p.121). Whereas Hornby (1995, p.1331) stated that vocabulary is the total number of
words in a language. Every individual has collection of words. An individual has total
of words differently. Moreover, an individual has to know vocabulary to
communicate with other individual. Vocabulary can support the four skills: listening,
speaking, reading, and writing.
According to Hatch and Brown (1995, p.1), the term vocabulary refers to a list
or set of word for a particular language list or set of word that individual speaker of a

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language might use. This does not mean that explicit vocabulary instruction is less
important in teaching foreign language.
From some definitions above, the researcher can conclude that vocabulary is a
list of words that a person knows and uses to communicate every day. It is an
important part of language. It is a collection of the words used to communicate every
day, and to be learned when people study foreign language.
Types of vocabulary
According to Will (1990) there are two types of vocabulary expressive and
receptive vocabulary. Receptive vocabulary is a word in our receptive vocabulary
when we understand it when others use it. Meanwhile, expressive vocabulary is a
word in our expressive vocabulary when we use it. He also increase, almost half of
the adults use receptive vocabulary type. Beck (2002) stated that according to the
finding in Macaro’s survey in 2003, to increase a word to our expressive vocabulary,
the word should stay in our temporary evaluation. The word should stay in the list of
the words until we have good progress in the practice of using it.
Based on Blachowiccz & Fisher (2004) the type of vocabulary is divided into
two categories namely oral and written. Oral vocabulary contains words that appear
and are used in listening and speaking. The written one contains words that are used
in reading and writing. According to Ebrahimi, Azhideh and Aslanabadi (2015)
vocabulary can be receptive or productive. Receptive vocabulary consists of words
that appear in we are listening and reading. Whereas, productive vocabulary consists

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of words that we use when we speak and write. In addition, according to Bard,
Robertson & Sorace (1996) the classification of vocabulary is described in the
following chart:

Figure 1. Type of vocabulary chart
Based on the picture, we can see that oral vocabulary are listening and
speaking, while the written vocabulary covers reading and writing. Speaking and
writing are categorized as productive vocabulary. Listening and reading are
categorized as receptive vocabulary. Meanwhile, written vocabulary covers reading
and writing. So over all, all types of vocabulary are related.
Vocabulary is the basic for learning language. From figure above shows that
vocabulary strongly related to reading, writing, speaking and listening. The learners
learn language and use it to express themselves and communicate their ideas to others

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when the learning process in the class. It is obvious that good communication needs
appropriate word choices along with accurate structure.
Strategies to teach vocabulary
When a learner studies second language vocabulary, vocabulary teaching
strategies should be taken into consideration by the teacher (Sanaoui, 1995).
Vocabulary improvement involves knowledge of keeping information about the
meaning and pronunciation of words or letter required for communication to each
other. It is important for starting comprehending the reading, speaking, writing and
listening.
Teachers can do many things to improve students’ vocabulary. According
to Wallace (1988) there are some essential principles for successful and effective
teaching vocabulary. The first one is aim. The meaning of aim is that teachers know
what is to be taught, which words and how many words. The second one is need.
When students learn target vocabulary, they should be interested in those words. The
third are frequent exposure and repetition. In learning vocabulary, students should
learn the vocabulary frequently and not be bored to repeat. The last is meaningful
presentation. When teaching vocabulary material, it should be clear and
unambiguous. The reference should be real. Based on those principles the teachers
can develop their strategies in improving students’ vocabulary.

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There are some strategies in improving students’ vocabulary. They are as
follows:
Read aloud to the students. According to Elley (1989), students can learn
words from books being read aloud to them. The teacher can read aloud books and
other material such as newspaper or magazines, but not too many words that are new
for the students. Read-aloud of storybooks is important exercise, but it is also
important to read-aloud of other types of text, like an information book (Pappas,
1991).
Get the students to read. The students who read more have tendency to
have richer vocabularies (Stahl, 1998). When teachers involve students in
motivational activities to encourage reading, teachers are also concurrently improving
their vocabularies. Therefore, the teachers’ strategy in improving students’
vocabulary can include asking the students to read.
Engage students in rich oral language English. The students can also
receive the new words through the talk. The students also learn by way of listening
and joining in high-level conversation. For example, the students whose parents use
uncommon word at dinner are able to master higher vocabularies and later gain
reading achievement better than other students (Beals, 1997).
Encourage reading and talking at home. The students can improve and
develop their vocabulary at home. The students should be encouraged, persuaded,
influenced in reading and speaking to each other in or outside of school. For example,

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with the parents’ participation, the teachers can ask their students to have
conversation with the family and environment. This activities are done in order to
give positive effects for the students (Baker, 2000)
Teach important words. Everyone can teach the student a new word or
vocabulary (Fairbank, 1986). There are the limitation how many new vocabulary that
a teacher can teach to the students. The important factor is to select new words
appropriate to the student and teach them carefully. In giving or teach the student a
new word or vocabulary we must make sure that new vocabulary delivered to the
children is easily relatable to other word which student already know (Kucan, 2002).
Encourage students to use dictionary. According to Eslami & Huang
(2013) “Advocates of dictionary use suggest that teacher should encourage learners to
use a dictionary to find the particular meaning of an unfamiliar word in a given
context”. Hayati and Fatttahzadh (as cited in Eslami & Huang, 2013) also recommend
“that learners consult a dictionary for the meaning of an unfamiliar word to make
certain that their assumptions are accurate based on the contextual information”. It is
supported by Gu & Miyangga (as cited in Eslami & Huang, 2013) Access to a
dictionary helps learners become more autonomous because they can find appropriate
interpretations of unfamiliar words in sentences without depending on teachers’
explanations.
Encourage students to memorize. Memory strategies are classified into
practicing and encoding categories. Word list and repetition are instances of

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practicing strategies. According to Oxford (as cited in Nemati, 2009) Memory
strategies, traditionally known as Mnemonics, involve relating the word with some
previously learned knowledge by using some form of imaginary or grouping. Based
on Schmitt (1997) Memory strategies are strategies, which engage learners in
learning the new word through mental processing by associating their existing or
background knowledge with the new word.
Listening and singing English song to improve students’ vocabulary. Song
can be used by the teachers in English learning process especially in improving
students’ vocabulary. According to Maulaya (2008), the use of song can be one of
teaching strategies to improve students’ language skill, listening in particularly. Also,
based on Hapizuddin (2013, p.3), “through the song, students will also learn
vocabulary easier because song, indirectly, will attract them to find the meaning of
difficult words in the dictionary”. By listening and singing an English song actually
can be interesting in improving students’ vocabulary.
Teaching using the Multimedia. In improving students’ vocabulary teachers
can use the multimedia as stated by Xiqin (2008, p.13), “Multimedia had a good aid
to vocabulary teaching and learning. The information from multimedia provides a
hypertext system that integrates words, sound, images and moving picture. With help
of multimedia, teachers can activate all the senses of the students in learning
vocabulary”. Using appropriate media can help and motivate students in learning and

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enrich students’ vocabulary. Using media learning process become effective and
more interesting for the students.
Problems faced the teachers in improving students’ vocabulary.
Pronunciation and spelling contribute to the factors that make some words
more difficult than other (Thornbury, 2005). When improving students’ vocabulary,
teachers might find the problems related to those factors.
Pronunciation. The research demonstrates the words that are hard to
pronounce are harder to learn. Basically the words which are hard to master will
normally be those that consist of common sounds to some groups of other learners.
Spelling. Sound-spelling disparities are likely to be cause of errors. One of the
pronunciation or of spelling can give a hard word. When the most English spelling is
fairly law-abiding, there are any glaring irregularities.
Besides, there are other problems faced by teachers in improving students’
vocabulary. The first one is that students forget the words. The second one is that
students are not motivated to open the dictionary. The third one is that students lack
motivation in reading. The last one is that student use online dictionary.
The Students forget the words. One of the problems faced by teachers in
improving students’ vocabulary is that students sometimes forget the words.
According to Gaim and Redman (as cited in Xiqin, 2008), “Information stored in the
memory will fall into disuse unless it is activated fairly regularly”. So, when students’

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obtain new words and did not practice in other time its words possible to forget. The
students should be able to train enrich the new words with continuous.
The Previous Related Studies
There are several research previously carried out by some researchers related
to vocabulary improvement. The first previous study was conducted by Januari
Ningsih Hidayati (2010) about improving the Student’s Vocabulary Using Comics.
This research is an action research describing the process of teaching vocabulary by
using comics, it aimed to know what comics can improve student’s vocabulary. The
subject of the research is the grade eighth students of MTsN Ngemplak Boyolali. The
procedure of the researcher consists of identifying the problem, planning the action,
implementation of the action, observation the action, and the reflecting the result of
the research. The data were taken from observation, interview, document,
questionnaire, and test (pre-test and post-test). The tests were conducted to know how
well students comprehend the reading text. The result of the research shows that
implementation of comics can improve the student’s vocabulary mastery as shown by
the improvement on the students’ score in the pretest and posttest.
The second previous study was conducted by Isti Widyaningsih (2012) about
the application of Scanlation to Improve Students’ Vocabulary Mastery Focused on
Descriptive Text at Eight Grade Students of SMP N 1 Ngemplak Boyolali. The
objective of this research was to improve the students’ vocabulary mastery by the
application of scanlation method. The problem in this research was the low

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vocabulary mastery of eight grade students at SMP N 1 Ngemplak, Boyolali in
Academic Year 2011/2012. The result of observation displayed that the application
of scanlation can improve students’ vocabulary mastery. Meanwhile, the problems
faced by the researcher cover technique and non-technique problem. The result of
improving students’ vocabulary mastery by applying scanlation was in line with the
standard competence in English subject for class VIII semester 1. The result also
showed that the written works of students were well organized based on the score and
their translation. The students had also confidence to present their work. The
application of scanlation could increase the student’s vocabulary mastery. It could be
seen from the progress of students’ score from pre-test to post test. The student’s
verge score was 5.2 in the pre-test and it became 6.9 in the posttest 1 and it became
8.5 in the post-test 2.
This research is related to my research on how the students’ vocabulary
mastery improved. Their previous research applied comic and scanlation as their
strategy to improve the vocabulary. It may be applied by the in SMA Muhammadiyah
3 Yogyakarta as well as their strategy.
Conceptual Framework
In this research, there are two points in this research. The first is the
researcher wants to identify the teacher’s strategy in improving students’ vocabulary
and the second is the researcher wants to investigate the problems in teacher’s
strategies in improving students’ vocabulary. To answer the research questions

17

related to the strategies used in improving student’s vocabulary the researcher will
apply the theory from Elley (2006), Stahl (1998), Beals (1997), Baker (2000),
Fairbank (1986), and Kucan (2003). Their theory are suitable for my research since
they discussed about the strategy in improving students’ vocabularies. To answer the
research question related to the problems in improving student’s vocabulary, the
researcher will use the theory from Thornbury (2002), Xiqin (2008), and Huang and
Eslami (2013). The schema of the research is described in the following chart.

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Vocabulary Mastery

Problems in
improving students’
vocabulary

Strategies to improve
students’ vocabulary

1.

Read to them, (Elley,1989)

2.

Get them reading, (Stahl,1998)

3.

Engage Students in rich oral language,
(Beals,1997)

4.

(Huang and Eslami, 2013)
3. Pronunciation

Teach important words, (Fairbank, 1986) and
(Kucan, 2002)

6.

(Xiqin, 2008)
2. The students lack in reading habit

Encourage reading and talk at home,
(Baker,2000)

5.

1. The students often forget new words

4. Spelling
(Thornbury, 2002)

Encourage students to use dictionary, (Huang
and Eslami, 2013)

7.

Encourage students to memorize, (Nemati,
2009)

8.

Listening and singing song to improve
students’ vocabulary (Maulaya, 2008) and

Happizuddin (2013)
9.

Teaching using the Multimedia (Xiqin, 2008)

Figure 2. Vocabulary mastery types chart

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Chapter Three
Research Methodology
This chapter explains the methodology of this research. It consists of some
parts, namely research design, setting and participants, data collection method and
also data analysis.
Research Design
The researcher used the qualitative research design method. The purpose is to
explore the teacher’s strategies and problems in improving student’s vocabulary at
SMA Muhammadiyah 3 Yogyakarta. According to Creswell (2012) qualitative
research conducted from small number of individuals in order to gain in depth
information. Qualitative research method is a method used to gain in depth
understanding toward certain accident like a feeling, through processes, and emotion,
which is difficult to learn throughout another research method (Corbin, 1998).
Teacher’s strategy in improving student’s vocabulary was a problem which needs to
be explained in detail and clearly.
A qualitative research was done in depth and detail to gather a complete data
and produce an information which show the quality of a certain thing. The case in this
research was single case. A case study research was done by conducting an empirical
investigation of a contemporary phenomenon within its natural context using multiple
sources of evidence. As Stated by Yin (2009, p.18) “a case study is an empirical
inquiry that investigates a contemporary phenomenon in depth and within its real-life

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context, especially when the boundaries between phenomenon and context are not
clearly evident.” In this research, the researcher investigate the teachers’ strategies in
improving students’ vocabulary at SMA Muhammadiyah 3 Yogyakarta.
Research Setting and Participant
Research Setting. This study was conducted at SMA Muhammadiyah 3
Yogyakarta. The reason why SMA Muhammadiyah 3 Yogyakarta was selected as the
research setting in this study was that the researcher had teaching experience there
when doing his teaching practice. So, the researcher was familiar with the student’s
situation and condition when the teacher delivered the material in the class. Based on
the researcher’s observation, the some students’ vocabulary mastery at SMA
Muhammadiyah 3 Yogyakarta was still limited. Therefore, the researcher interested
in conducting a research on the teacher’s strategies and problems in improving
student’s vocabulary SMA Muhammadiyah 3 Yogyakarta. The researcher held
interview in May morning in school office. The researcher expected that the result of
this study can be used an evaluation to improve student’s vocabulary at SMA
Muhammadiyah 3 Yogyakarta.
Participant. The participants of this study were three teachers of English at
SMA Muhammadiyah 3 Yogyakarta. All participants were female in this research.
They had same teaching hours about 24 hours every week on English learning
process in the class. The researcher used the convenience sampling method to select
the participants due to the participants’ availability and limitation of time. The

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convenience sampling method is one of the most effective sampling when one needs
to study a certain phenomenon. According to Creswell (2012, p.619) the convenience
sampling is a sampling procedure in which the researcher selects participants because
they are willing and available to be studied. So, the researcher chose the teachers who
was available and willing to participate in this research.
Data Collection Method
This research used interview to gather the data. The researcher prepared
questions to interview the teachers in SMA 3 Muhammadiyah Yogyakarta. The
researcher interviewed the participant using the same question and the interview
needed around 30 minutes. The researcher interviewed them about their strategies and
problems in improving student’s vocabulary. The researcher interviewed the
participants one by one using Bahasa Indonesia in order to get in depth and clear
information. The interview recorded using the hand phone voice recording
application. According to Creswell (2012) one-on-one interview is a data collection
process in which the researcher asks questions and records answers from the
participant individually. The interview questions were semi-structured to anticipate
more possible questions during the interview. The interview questions were
developed by the researcher based on the theories in order to gain in-depth result in
order to explore the answer for the research question.

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Data Analysis
After the researcher finished the interview, the next step was transcribing.
Transcribing was repeatedly writing what the respondent has told. The result of
transcript had the same with as record of the interview. Member checking used to
ensure the validity of the data. The result of the member checking had done to be
checked by the participants and there is no addition and deletion of the information.
Next step the researcher chose the data and categorized the data by the coding. The
data analyzed used several coding including were open coding, axial coding and
selective coding. Coding is to take or write the main point from the respondent about
what the interviewer asks. Coding divided into three categories. The first was open
coding, in open coding the researcher made some categories and the name of
categories with criteria decided in the interview. The researcher had three
participants, so the researcher used name such as P1 for participant 1, P2 for
participant 2, and P3 for participant 3. The second was axial coding which divided the
codes into strategies in improving students’ vocabulary and problems faced by the
teacher in improving students’ vocabulary that related to the research question. The
classification used excel program. The last step was selective coding. In selective
coding the researcher identified and integrated other categories to be well structured,
systematic and correlated to the core category. After finishing the selective coding,
the researcher reported the data coding by describing it in the form word, sentences,
and paragraphs, in order to answer the researcher’s question of this study.

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Chapter Four
Finding and Discussion

This chapter presents the finding and discussion of this research. The finding
of this research are followed by discussion that contain the analysis of the findings.
Both findings and discussion are meant to answer the research questions on “What
are the teacher’s strategies in improving student’s vocabulary at SMA
Muhammadiyah 3 Yogyakarta, and what are the problems faced the teacher in
improving student’s vocabulary at SMA Muhammadiyah 3 Yogyakarta?
The findings of this research indicate several points of teacher’s strategies in
improving student’s vocabulary at SMA Muhammadiyah 3 Yogyakarta. The findings
of this research showed that the teachers had strategies in improving students’
vocabulary. The strategies include giving illustration on how to write and to
pronounce the words, reminding and asking the students to repetition, teaching with
the context, asking the students to read text book, encouraging the students to practice
in the class, encouraging the students to read and talk at home, teaching the important
words, encourage students to use dictionary, encourage students to memorize, asking
the students to listen and using English song, asking the students to use multimedia.
Related to the problems faced by the teacher in improving students’ vocabulary at
SMA Muhammadiyah 3 Yogyakarta, the problems faced by the teachers were the

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students often forget new words, the students lack in reading habit, pronunciation,
and spelling,
Teacher’s strategies in improving students’ vocabulary
Related to Teacher’s strategies in improving student’s vocabulary at SMA
Muhammadiyah 3 Yogyakarta, based on the result of the interview the researcher
found some findings.
Finding 1: Giving illustration for students how to write and pronounce.
The finding related to the teacher’s strategy in improving student’s vocabulary
at SMA Muhammadiyah 3 Yogyakarta, two teacher had the same opinion, one of the
strategies in improving students’ vocabulary is give illustration for the students how
to write and how to pronounce. As showed in their answer below:
The students were given the illustration how the word in English is written
(Participant 1, 2016)
I will give the new word and ask the students to practice how to pronounce
(Participant 1, 2016)
We use their experience before, and then ask the student to practice writing and
pronunciation (Participant 3, 2016)
It was clear that two of the participants perceived that they had same strategy
in improving students’ vocabulary about giving illustration for the students how to

25

write and pronounce. The same was showed by Thornbury (2005) that the first
strategy in improving students’ vocabulary is by having the aim. The meaning of aim
is that teachers know what is to be taught, which words and how many word. The
teachers when to teach about the vocabulary to students did not instantly but they had
the stimulus such as giving illustration, use the key word, and can also use the
students’ experience.
Findings 2: Reminding and asking the students for the repetition.
Based on the interview done with two the participants, two participants said
that they reminded and asked the students for the repetition. The following of the
participants:
Needed to repeat to remember what the meaning (Participant 3, 2016)
I ask the students to repeat again (Participant 1, 2016)
From the two participants’ statement above, it revealed that strategy in
improving students’ vocabulary use method remind and ask the students for the
repetition. This result also supported Thornbury (2005) that the second strategies in
improving students’ vocabulary are frequent and repetition. In learning vocabulary,
students should learn the vocabulary frequently and not be bored to repeat. In
teaching vocabulary, the teachers should be repeat the material to the students in
order to they can understand well and clearly.

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Findings 3: Teaching with the context.
From the interview result, the first and third participant had the same opinion
that one of the strategy in improving students’ vocabulary is teach with the context.
These are opinion by the first and third participants:
I’m swinging the door and then I move the door, swim the chair please! So
they not only know that word but also get the context (Participant 1, 2016)
When the reading learning we take the some vocabulary and then they will
guess based on context (Participant 3, 2016)
The participants’ opinion about teach with the context. It is in appropriate
with the theory Thornbury (2005) that the third strategies in improving students’
vocabulary is a contextual and communicative aim or goal. When teachers teaching
vocabulary material, it should be clear and unambiguous in order to the students
understood and easy receive the material. The reference should be real in order to
materials that were given for the students. The teacher is perceived need when giving
the materials appropriate with the context.
Findings 4: Asking the students to read text book.
From the interview result, there are two participants that had the same opinion
about asking the students to read text book in improving students’ vocabulary. Here
are opinions from the participants:

27

I give the book text to the student, and then I ask them to read
(Participant 2, 2016)
With the reading will be help them in acquire the vocabulary
(Participant 3, 2016)
With these method the teacher perceive reading text book is important to enrich the
students’ vocabulary. It was also showed by Stahl (1998) that the other strategies in
improving students’ vocabulary is getting them to read. Students who read more have
tendency to have richer vocabularies. From the text book are available to much the
vocabulary, so the teacher should provide many text book that appropriate for the
students. If the students are lazy to read the text book, it will be challenging for the
teacher to provide the more interesting textbooks. For example, the students get more
interested to read the recent news than the past news.
Findings 5: Encouraging the students to practice language in the class.
The findings showed that the third participants always ask the students to
practice language in the class. This can be seen from the following statement by all
respondents:
When I teach them, I ask them to speak practice in the class with the other
student. They speaking practice related to vocabularies and with the clear
pronunciation (Participant 1, 2016)
I ask the students to role play in front of class (Participant 2, 2016)

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We encourage and invite the students to practice English language
(Participant 2, 2016)
For the speaking practice, we have some method one of is use role play and
they provide a guided, and ask the students to retell the story
(Participant 3, 2016)
Based on the statement above, all participant had the same method in
improving students’ vocabulary that is encouraging the students to practice language
in the class. This finding is also supported by Beals (1997) that the strategy in
improving students’ vocabulary is by engaging students in rich oral language. The
students can also receive the new words through the talk. Students also learn by way
of listening and joining in high-level conversation. To train the students’ vocabulary
the teacher can ask the students to practice and practice. In a simple exercise, the
students can practice with other students using easy topic or retelling the story in
front of class.
Finding 6: Encouraging the students to read and talk at home.
The next finding of the teachers’ strategy in improving students’ vocabulary is
encouraging the students to read and talk at home. There are two participants that had
the same statement about encouraging students to read and talk at home in their
strategy in improving students’ vocabulary. It can be seen in the following statement:

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When outside the class we greet each other using English language
(Participant 2, 2016)
I often give homework and ask the students to looking for the difficult words
and ask the student to practice talk at home (Participant 3, 2016)
From the interview, the first respondent showed that she conducted English
learning not only in the class room, but also outside the class such as greeting to each
other using English language. Like the first respondent, the second respondent also
applied English learning outside class, but the second respondent gave home work for
the students as additional method to improve students’ vocabulary. The second
respondent encourage the students to work independently by giving the home work. It
is supported by Baker (2000) that encouraging the students to read and talk at home
can improve students’ vocabulary. His study suggests that the children can improve
and develop their vocabulary at home. Therefore, the student should be encouraged,
persuaded, influenced in reading and speaking to each other in or outside of school.
In addition according to Boonkongsaen (2012, p.46) states that mastery of
vocabulary is a gradual process and needs an effort invested by the learners. For the
second language learners, learning new vocabulary has always been challenging for
them. It may not be possible for students to learn all new vocabulary items only in the
classroom setting.

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Finding 7: Teaching the important word in improving students’ vocabulary.
From the data, all the participants showed that during learning about the
vocabulary, they often remind the stud