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1. INTRODUCTION
In SMP 1 Muhammadiyah Surakarta the teachers used KTSP curriculum in teaching learning process. The teachers are the central of learning but the teachers also engage the students to
participate in teaching learning process. The teachers have a responsibility to give the students teaching that make easily to transfer their knowledge to the students. In one meeting, the teachers
not only focused on one aspect skill but the teachers cover all of skills in teaching-learning process.
In SMP Muhammadiyah 1 Surakarta vocabulary is an important aspect in teaching English to support the other skills of English language learning, without the vocabulary the students will not be
able to learn the material. The students of SMP Muhammadiyah 1 Surakarta less interested to learn English subject because they think English subject is very difficult especially the students less
vocabulary mastery and the students feel difficult to memorize the meaning of new word and they had bad pronunciation.
the teachers in SMP Muhammadiyah 1 Surakarta used several techniques. Such as the teachers use word card to develop students’ vocabulary. The students make some card and they
write words in the card. They must memorize ten words per day and present their vocabulary in front of the class. But the students less interested and feel bored when they just memorize some
words.
To make the students interested and enjoyed the learning English especially vocabulary. The teachers should use a variety of ways to develop the teaching and learning process of the students’
English language skills. In teaching-learning process of English, the teachers use a variety of classroom techniques to attract the attention of students in learning English especially vocabulary
skill. Based on that phenomenon, the writer interested to observe the classroom technique used by English teachers to develop students’ vocabulary repertoire. The writer wants to learn various
techniques to teach the vocabulary repertoire to teenagers.
Approach is a theory of language and language learning. Method is a procedure or overall plan of presentation usually used by the teacher to get their aims in teaching learning process.
According to Antony in Fauziati 2014: 11 approach is “A set of correlative assumption dealing with the nature of language and the nature of language teaching and learning. An approach is
an axiomatic.” An approach describes the nature of the subject matter to be taught. It states a point of view, a philosophy or an article of faith, that is, something that one believes but cannot
necessarily prove. An approach is often unarguable, except interms of the effectiveness of the methods which grow out of it Method as “an overall plan for the orderly presentation of language
material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic whereas a method is procedural.” According to Antony also defines
“implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a
method, and therefore in harmony with an approach as well.”
Classroom technique has the important role in teaching learning process. Without classroom technique, the students can feel bored to study. The teachers should explore their knowledge about
various techniques in teaching especially vocabulary repertoire, which appropriate the students’ characteristic and learning style. Technique is something that actually takes place in language
teaching or learning in the classroom.
Based on the description above on approach, method, and technique. Celce-Murcia 2004: 9 states that an approach is general e.g. cognitive approach, that a method is specific set of
procedures more or less compatible with an approach e.g. silent way method, and that a technique is very specific type of learning activity used in one or more methods e.g. using colored rods of
varying length to facilitate language practice in silent way. An approach is the natural characteristic
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that used in teaching and learning process, that a method is the way that used in approach, that a technique is a classroom activities that the teacher uses in teaching and learning process.
The researcher focuses on the classroom techniques used by the teachers to develop stude
nts’ vocabulary repertoire at SMP Muhammadiyah 1 Surakarta and the components of this research are types of classroom technique, the purposes of each classroom technique, the teacher’s
role, the student’s role, and the role of instructional material. The writer uses several theories to support the research. There are several theories namely notion of approach, method, and technique,
notion of vocabulary, teachers’ roles, students’ roles, and instructional material.
According to Antony 1963: 94 in Fauziati 2014: 11 approach is “A set of correlative
assumption dealing with the nature of language and the nature of language teaching and learning. An approach is an axiomatic.”
According to Antony 1963: 95 in Fauziati 2014: 13 defines method as “an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based
upon the selected approach. An approach is axiomatic whereas a method is procedural.” According to Antony 1963: 96 in Fauziati 2014: 13 “implementation actually takes place in
a classroom. It is a particular trick, strategy, or contrivance used to accomplish an immediate objective. The technique must be consistent with a method, and therefore in harmony with an
approach as well.” This focused on teaching vocabulary repertoire, there are several technique in teaching
vocabulary. Fauziati 2010: 66 present several sample activities to promote vocabulary learning and to support language skill development, namely semantic networks, memorization, guessing from
context, the word wall approach and collocation. Harmer 2007 states that, some of the most common teachers’ roles are the following
controller, prompter, resource, assessor, organizer, participant, and tutor. Johnson and Paulston in Ric
hards 1985: 23 describe the learners’ roles in individualized approach to language learning are 1 the learners is planner of his or her own learning program and
those ultimately assumes responsibility for what he or she does in the classroom, 2 the learner is a member of a group and learns by interacting with others, 3 the learner is a tutor of other learners,
4 the learner learns from the teacher, from other students, and from other teaching sources.
Cunningsworth 1995: 7 states that the role of instructional material in language teaching namely a a resource for presentation materials spoken and written, b a source of activities for
learner practice and communicative interaction, c a reference source for learners on grammar, vocabulary, pronunciation, and so on, materials as the source for the teacher, d a source of
stimulation and ideas for classroom activities. e a syllabus where they are reflected learning objective that have already been determined, f a support for less experienced teachers who have yet
to gain in confidence.
Based on the review above, the writer wants to describe the classroom techniques used by the teacher to develop students’ English vocabulary repertoire. To show the originality of this
research, the writer takes some previous study related to teaching English vocabulary repertoire. The first previous finding was written by Abdulkadir. The purposes of study are 1 to find
out whether teaching vocabulary through collocations will result in better vocabulary learning than teaching vocabulary using classical techniques such as definition, synonym, antonym, and mother
tongue translation, 2 to show the contribution of collocations to vocabulary learning of students in English Foreign Language EFL classes in state primary schools in Turkey. The result showed that
learning vocabulary through collocations is an effective strategy that positively contributes to the development of vocabulary learning.
The second previous finding was written by Fadilla. The are some results of her study which objective of the previous study is to find out whether the students can improve their vocabulary
mastery well by using hyponymy games. The technique of collecting data of the previous study is
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using communication, interaction, and information about other people, society and other groups. The result showed that the students were enthusiastic in doing the activities and they are interested
in joining the teaching learning process as well. The third previous finding was written by Eunice. She showed some results of her study,
such as 1 the objective of the previous study is to show why and how EFL students from Middle East, African and ASEAN countries purposively chosen learn vocabulary by debating, 2 The
procedures of debate technique are noticing new word, writing down the new words, using dictionaries and translating the new vocabulary, using the new words in context through interaction.
The result
showed that students learned vocabulary due to debate’s interactivenature requiring contextualized and meaningful language use from preparation to actual debate.
The fourth previous finding was written by Pamelasary. She showed some results of her research, such as the objective of the previous study is to help students to master the science
vocabulary by using schoolyard inquiry method. The technique of collecting data of the previous study is using a method of independent learning that is conducted outside the class. By using the
schoolyard inquiry method, they are successfull learner.
The fifth previous finding was written by Vahid. There are some results of his study which objective of the previous study is to find out the comparison of the learners to improve their
vocabulary by using Software Flashcards vs. Word Clouds. The technique of collecting data of the previous study is using integration of computer and secondforeign language teaching. The result
showed that students more understand learned vocabulary by using word clouds rather than software flashcards.
The sixth previous finding was written by Irum. She showed some results of her research such as 1 the objective of the previous study that is to investigate the vocabulary learning strategies
employed by the undergraduate students. 2 the activation strategy used by teacher, memorization strategy; metacognition regulation strategy and cognitive strategy like guessing word meaningby the
context and parts of the speech of the words; note taking strategies and dictionary strategies. 3 The results of the study have implications on enhancing teaching and learning by acquainting students
with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language.
The seventh previous finding was written by Sepideh. He showed some results of his research for example, the objective of the previous study is to describe Dynamic Assessment of
Incidental Vocabularies: A Case of Iranian ESP Learners. The technique of collecting data of the previous study was using implementation, a post-test similar in content to pre-test, which was
administered to the same participants. The result of the study indicated that participants incidental vocabulary learning promoted dramatically using DA. It employed structured hints for the mediation
process. The results of this study can inform both teachers and learners to provide a step by step procedure to promote both teaching and assessment of ESP learners vocabulary.
Based on the reason above, the previous studies shows that all of researchers conducted the research about the several of classroom technique used by teacher to develop student’s English
vocabulary in teaching and learning process. In conducting the study, the researcher has certain purposes or objectives as the main target
to gain in this research paper. The purposes of this study are: 1 to describe the types classroom techniques used by teachers, 2 to describe the purpose of classroom techniques used by teachers,
3 to describe the teacher’s roles in each types of classroom techniques used by teachers, 4 to
describe the students’ roles in each types of classroom techniques used by teachers, 5 to describe the roles of instructional material used by teachers.
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2. RESEARCH METHOD
