then help the students get self confidence and focus on specific details to the material especially material of vocabulary.
In other opinion according to Newby, et al as cited by Journal of Purdue University Cooperative Extension points out that advantages of demonstrations
include the students can see, hear, have experiences an actual event directly, get good stimulus, they can present ideas and concepts clearly, and also demonstration
technique can reinforce learning for students.
19
It means that demonstration technique gives good impact
toward students’ response in teaching and learning vocabulary which is students become interested. The students present their ideas clearly and
provide direct experiences. Therefore, it will make the students are interested and active when they learn vocabulary in the class.
Cohen and Manion point out that the motivational advantages of demonstration through simulation in learning process include:
20
a. A heightened interest and excitement in learning.
b. A sustained level of freshness and novelty arising out of the dynamic nature
of simulation tasks. c.
A transformation in the traditional pupil-teacher subordinate-superordinate relationship.
d. The fact that simulation is a universal behavioral mode.
The writer think that advantages of demonstration in learning process provide a lot of changes for the students to be better such as the students are interest and
excitement, and then make students have fresh atmosphere and have super ordinate relationship in learning process.
From statements above that demonstration technique give good effects for students especially, which is the students are interest and enjoy in learning vocabulary
and it bring out new atmosphere in the class. Therefore, it will help the teacher in
19
Newby, et al. as cited by Journal of Training Curriculum, Giving a Demonstration, Journal of Purdue University Cooperative Extension. 2001. p. 1
20
Louis Cohen and Lawrence Manion, Research Methods in Education, London and New York: Routledge, 1994, p. 265.
teaching vocabulary and will have good social relationship for students from this way.
2.3 Teaching Vocabulary by Using Demonstration Technique
Teaching vocabulary is not easy to be increased without a proper way of how to build it up. Teaching vocabulary by using demonstration technique is one the
alternative ways to students of elementary up to university for independent learning in or out of the class. Demonstration technique can be used by using action, gesture,
or mime in learning process. Harmer describes , “Action, in particular, is probably
better explained by mime. Concepts like running or smoking are easy to present it in this way; so are ways of walking, expressions, prepositions ‘to’, ‘toward’, etc and
times a hand jerked back over the shoulder to repre sent the past, for example.”
21
From explanation above, the teacher can present the vocabulary by using demonstration technique through mime, action, role play, or gesture because that is
more effective and easy to be understood for learners. But, the materials have to be adapted when using demonstration technique such as about verb, adjectives, or nouns.
Several ways that writer does to present the vocabulary by using demonstration based on the
writer’s observation as the following: a.
Divides students for some groups with each group has five to ten students. b.
The materialsobjects already in the classroom c.
Materialsobjects that can easily be brought such as picture card, cartoon, realia, students, etc
d. Stationery by teachers or students, if necessary to make picture or sentences or
anything before demonstrated e.
Next, demonstrate to show by actions or gestures based on the sentences or pictures.
f. After all students demonstrate, the teacher gives points or reward to the best
group. In order the students have passion in learning process.
21
Jeremy Harmer, op. cit,. p. 161
Other ways of teaching vocabulary through demonstration, Petty points out as illustrate:
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The teacher mimes a simple story. The students then take turns to describe the story as it is mimed, for example:
“He was eating a meal. He dropped some food. He called the dog. The dog ate the dropped food. He patted the dog.”
The whole class repeats the story at the end. The teacher claps once if the class is to repeat only the last line; twice if he or she wants the whole story
repeated from the start, with students taking a sentence each.
The activities, teaching vocabulary by using role-play in demonstration technique which the teacher gives a role in each of group of students, then they act out. For
example, one student in each pair could be a hotel receptionist, with their partner playing a speaker of the target language who wants to make a booking. The students
can take turns to play each role. It helps to provide scenarios such as ‘You want a quiet
double room for a week’.
23
It is the students practice the vocabulary based on situational in learning process which the students as actor or actress who play an
action in the classroom. The writer’s hypothesis thinks that demonstration technique
in teaching and learning vocabulary is an alternative ways with teaching aids because almost students like to do activity that interactive and fun, which is by using mime,
gesture, action, or role-play in learning process.
B. Previous Study
Some students of university had conducted similar research about teaching technique or teaching method in teaching vocabulary. The writer has found some
researches that related the title, which is using teaching technique. One of the researches had written by Rachmad Setiawan with
the title “The Influence of Using Active Learning Method in Improving Students’ Vocabulary”. The purpose of this
research was to find out whether the use of active learning can develop students’
22
Geoffrey Petty, op. cit, p. 250.
23
Ibid,.
