AN ANALYSIS OF USING SILENT WAY METHOD IN LEARNING VOCABULARY TO IMPROVE YOUNG LEARNER VOCABULARY AT TK KEMBANG IBU BANDAR LAMPUNG

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ABSTRACT

AN ANALYSIS OF USING SILENT WAY METHOD

IN LEARNING VOCABULARY TO IMPROVE YOUNG LEARNER VOCABULARY AT TK KEMBANG IBU BANDAR LAMPUNG

ADESTAMIA LAMBUNG NEGARA

Vocabulary is one of language components that is presented in the classroom during the process of language teaching, but to make a good process in learning vocabulary the teacher should use good teaching method to make students pay attention in learning. There are many methods that can be used for teaching vocabulary related to their subject. And Silent Way is one of the method that can be used for teaching vocabulary supported with media.

Therefore, the objective of the research was to find out a type of vocabulary that can be improved using Silent Way Method and what problems that students faced when they were taught using Silent Way.

This research used qualitative study and the design was The One-Shot Case Study. The participants of this research were students in class B at TK Kembang Ibu Bandar Lampung, in academic year 2013-2014.The researcher used two data collecting techniques: observation and test. The observation was used to collect data on the problems of student when Silent Way conducted, while the test was used to collect data on the students vocabulary achievement.

The result showed that the highest vocabulary that influence students’ achievement was noun. It could be seen from the result, the highest vocabulary that improve better is noun, and the lowest score was verb. It also showed that was vocabulary that improved better when taught using Silent Way, the students still find the problem during the process. The researcher found that the students of low level of English mastery were still confused to follow the lesson. They were confused to find out whether their response was already correct or not. . So it means that they could not analyze their own response while in Silent Way Method should be able to analyze their own response (Richard and Rodgers, 1986:100)

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ACKNOWLEDGEMENT

Alhamdulillahirobil „alamin, thank for the Sake of Allah for blessing and mercy that enable me to finish the script entitled “An Analysis of Silent Way Method in Learning Vocabulary to Improve Young Learner Vocabulary in TK Kembang Ibu Bandar Lampung”. This script is submitted as compulsory fulfillment of requirement for S1 degree of English Education Study Program at Teacher Training and Education Faculty, Lampung University.

Without the supports, prayers, and opportunity from many people who love me and also the blessing from Allah SWT, this script would never have been printed as a real script. Here, I would like to show my respect and gratitude to:

1. Dr. Muhammad Sukirlan, M.A., as my first advisor who is willing to give his advices, ideas, guidance, support and also great knowledge for finishing this script. Drs. Sudirman, M.Pd., as my second advisor for his kindness, suggestion, and patiences for guiding me to make this script. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as my best examiner for every kindness, patience, support and suggestion for making this script better. 2. All my lecturers in English Education Study Program who have given

their guidance and wide knowledge when I studied in Lampung University.

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3. The headmaster of TK Kembang Ibu Bandar Lampung, Yulina Effendi, S.Pdi., for giving me permitssion to conduct the research. And English teacher of TK Kembang Ibu Bandar Lampung who was very kind in helping me conduct my research and all lovely students in class B.

4. My greatest inspirations are dedicated to my beloved father, Drs. Bustami, M.Pd., and my beloved mother, Densi Farida, S.H.,M.H., for all of their care, love, motivate, guide, pray, patient and support me to finish this script. You are my biggest inspiration and motivation. My beloved sister, Bertharia Lambung Negara who always asked and remembered me when I could finished the script. And also for my little brother, Muhammad Chandra Jaya Negara. They are my motivation to achieve success in my life.

5. My beloved friends in English Education Study Program 2010 including class A and class B. Especially to my best partners Imelda Ayu Mustika and Resti Febtrina in spending time together in every situation, thank you very much for your support. My closest friends: Elsye Yetti Prida, Nandita Wana Putri, Tanjung Wulandari, Cheerybeler (El, Kia, Indah, Logi, Puspa) and Bellabeler groups thank for always being my sweetest friend.

6. UKM Fotografi Zoom Unila as my second family, especially to myLADIES and ANGKER ‟13 (Sueb, Suig, Suang, Cetong, Lian, Rama, Okto, Ableh, Adi, Bima) thanks a lot for your care and big support, for all my seniors Bangkit, Kak M, Nyai Ayu, and for all my incredible siblings: Dika, Ridwan, Gogon, Rifki, Ronal, Donal, Tata, Ade, Irna, Elmira, Ica,

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Bary, Gilas, Adi and Zoomers „16.“Sedekat sahabat, sehangat keluarga, ZOOMERS”

7. Last but not least, for my special friend Apriansyah. Thank for always there when I need. Your care love, guide and support is my motivation too.

Bandar Lampung, November 2014 The writer

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CURRICULUM VITAE

The writer was born in Bandar Lampung, on December 11th 1992. She is the first daughter of three children from a wise couple Drs. Bustami, M.Pd., and Densi Farida, S.H.,M.H., She has one sister and one brother named Bertharia Lambung Negara and Muhammad Chandra Jaya Negara.

She started her education at TK Kurnia Teluk Betung Utara, Bandar Lampung, and graduated in 1998. To continue her study, in the same year she entered Elementary school at SDN 3 Sumberrejo, Bandar Lampung and graduated in 2004, and then she continued to SMPN 14 Bandar Lampung and graduated in 2007. She spent her senior high school at SMAN 3 Bandar Lampung and graduated in 2010.

In August 2010, she was registered as a student of English Education Study Program, Language and Art Education Department Faculty of Teacher Training, Lampung University. And then in July to September 2013 she accomplished the Teacher Training Program (PPL) at SMP Mifathul Ulum Sekincau, West Lampung.

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DEDICATION

This script is proudly dedicated to:

My Parents: Drs. Bustami, M.Pd., and Densi Farida, S.H.,M.H. My sister Bertharia Lambung Negara, and

My brother Muhammad Chandra Jaya Negara

My honorable lecturers at English Educational Study Program All my incredible friends

My Almamater: University of Lampung

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LIST OF APPENDICES

Page

1. Research Schedules ………. 45

2. Observation Noted ... 46

3. Pictures Material ... 49

4. Students Paper Test ... 58

5. Lesson Plan 1 ……….. 64

6. Lesson Plan 2 ……….. 67

7. Lesson Plan 3 ... 70

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LIST OF TABLE

Page 1. The Composition of test items ... 29 2. The distribution frequency of students score …………....…... 34 3. The percentage of vocabulary that improve ... 35 4. Schedule of the research ……….... 45

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Motto:

“Without ambition, one starts nothing. Without work, one finishes nothing” -Ralph Waldo Emerson-

“The secret of getting ahead is getting started” - Mark Twain-

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AN ANALYSIS OF USING SILENT WAY METHOD

IN LEARNING VOCABULARY TO IMPROVE YOUNG LEARNER VOCABULARY AT TK KEMBANG IBU BANDAR LAMPUNG

(A Script)

By

Adestamia Lambung Negara

ENGLISH EDUCATION STUDY PROGRAM ARTS AND LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

LAMPUNG UNIVERSITY 2014

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TABLE OF CONTENTS

Page

ABSTRACT ………... i

CURRICULUM VITAE ……….. ii

MOTTO ……… iii

DEDICATION………... iv

ACKNOWLEDGEMENTS ………... v

TABLE OF CONTENTS ……….. viii

LIST OF TABLE ………... ix

LIST OF APPENDICES ……… x

1. INTRODUCTION 1.1.Background of Study ...………. 1

1.2.Identification of the Problems ………... 4

1.3.Formulation of the Problems ……….. 4

1.4.Objectives ...………..… 4

1.5.Uses ...………..…. 5

1.6.Definition of Terms ……….…… 6

2. LITERATURE REVIEW 2.1.Vocabulary ...……… 7

2.2.Types of Vocabulary ... 9

2.3.Teaching of Vocabulary ………...…. 11

2.3.1.Technique for Teaching Vocabulary …………..…… ... 14

2.4.English Teaching at Kindergarten ... 16

2.4.1.Differences between Children and Adult Learner ...… 16

2.5.Silent Way ... 17

2.5.1.Teaching Vocabulary through Silent Way .……...…….. 18

2.5.1.1. Silent Way through Pictures ... 20

2.5.1.2. The Types of Pictures ... 21

2.5.1.2.1. Advantages and Disadvantages Pictures ... 21

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2.6.Theoretical Assumption ………... 23

2.7.Hypothesis ... 24

3. METHOD 3.1.Design ………...………. 25

3.2.Subject of the Research ………. 26

3.3.Data Collecting Technique ……….. 26

3.4.Research Procedure ……….… 27

3.4.1. Validity ... 29

3.4.2. Reliability ... 30

3.5.Data Analysis ……….. 31

4. RESULT AND DISCUSSION 4.1.Result of the Research ……… 32\

4.2.Result of the observation ... 33

4.3.Result of the Treatment ... 33

4.4.Result of the test ... 34

4.5.Types of Vocabulary that Improve better ... 34

4.6.The Problems that Students Face taught Silent Way ... 35

4.7.Discussion of the Finding ……… 36

5. CONCLUSIONS AND SUGGESTIONS 5.1.Conclusions ……… 40

5.2.Suggestions ….……… 41

REFERENCES ……… 42

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1. INTRODUCTION

In learning English, there are four main elements that need to be taught, they are spelling, pronunciation, vocabulary and grammar. But must supporting element to learn them is vocabulary and grammar. Vocabulary is considered as the contributing element in learning English. Without vocabulary nothing can be conveyed.

1.1. Background of Study

English is one of the foreign languages for Indonesian students taught from kindergarten level until University level. English is considered as a difficult subject for Indonesian students because English is completely different from Indonesian language in terms of the system of structure, pronunciation, and vocabulary. There are four skills in English, i.e. listening, speaking, reading, and writing, but before learning further about the four skills, it is important to know the vocabulary. Vocabulary is one of language components that is presented in the classroom during the process of language teaching. Rivers (1970:462) states that it would be impossible to learn a language without vocabulary. Jumariati (2010) says that vocabulary learning is the important aspect in learning a foreign language. It means that vocabulary is one of language components that cannot be separated in learning a language. Learning vocabulary is really an important aspect that must get special attention. The learner should comprehend and they should have high confident to use

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it in front of speaker especially how to communicate with a good vocabulary building.

Kindergarten is a place where the children learn some basic materials, and English language is one of these materials. One of the most important components in the learning English language is the learning English vocabulary. For students learning English, much like learning any language, the overall goal is to be able to communicate clearly and effectively in the language they are learning. For most students, this will mean having a grasp on the mechanics and grammar of the language, and being able to speak, listen, write and read in English. Likewise, the children must also be able to master the vocabulary before they learn the English language. To acquire English vocabulary, children can take some ways, such as, they can imitate some vocabulary from people in their environment, and they can also learn the vocabulary in the formal institution. When people could master grammar and pronunciation better than vocabulary, they will be difficult to communicate but if their mastery of vocabulary is better than grammar and pronunciation they will be easy to communicate (Widya, 1997:53).

Since vocabulary is important in learning a language, the teacher should have the ability to teach student and help them to improve their vocabulary because students often claim that their primary problem in acquiring English is the lack of vocabulary (Murcia, 1978:253). The students are also not able to use English in communication, whether for understanding the spoken language, for using it in conversation or for expressing their ideas. For example some students get difficulties in learning

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vocabulary, they were easy get bored during the class and difficult to remember the words and finally they become passive during the class. Less vocabulary make them don’t have self esteem and afraid use their vocabulary in communicate.

There are various factors affecting the learning of a foreign language, such as intelligence, motivation, attitude, age, gender, personality, anxiety, and so on (Skehan,1989). The various factor might influence the student’s problem in mastering vocabulary. However, it is assumed that one of the most important factors that might influence the student’s problem in learning vocabulary is the technique that the teacher uses to teach vocabulary. A good technique need to make student’s attentions in classroom and media are needed to be used in the classroom. To develop the students’ vocabulary the teacher must find out the effective way of teaching vocabulary. The teacher should use a good method and techniques to increase students’ achievement at specially vocabulary. There are many methods that can be used for teaching vocabulary, related to their subject. And Silent Way is one of the techniques in learning vocabulary that used media. The Silent Way is a language-teaching method created by Gattegno that makes extensive use of silence as a teaching technique. The Silent Way was conceived as a special case of Gattegno's broader educational principles, rather than a method specifically aimed at teaching languages. It is very important to make student active and concentrate in learning vocabulary. And we have to monitor and controlled them.

Based on the explanation above, the researcher was interested to improve students vocabulary achievement by using silent way method.

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1.2. Identification of Problem

1. Students felt easy to get bored during the class.

2. Many students still have difficulties in understanding vocabulary in English. 3. The students have low motivation in learning English because of their limited

knowledge of English vocabulary

1.3. Formulation of Research Problem

Based on the background of study above, the researcher formulated the problems that are discussed in this research. There are two main problems:

1. What types of vocabulary that improve better when the students are taught using Silent Way method at TK Kembang Ibu Bandar Lampung?

2. What problems do the students face when they are taught using Silent Way in learning vocabulary?

1.4. Objective

The objective of the research are :

1. To find out what types of vocabulary that improve better when the students are taught using Silent Way method.

2. To find out the problems that students faced when they are taught using Silent Way in learning vocabulary.

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1.5. Uses

The uses of the research are:

Theoretical

The result of this research is expected to be useful for supporting the theory about silent way technique be use to improve student in learning vocabulary.

Practical

The result of this research can be used as information for English teacher that silent way technique be use to improve student learning vocabulary.

1.6. Scope

This research was focused on the analysis of the student vocabulary knowledge and what problem appeared when using silent way method. The research was focused on noun verb and adjective vocabulary, it is was conducted at TK Kembang Ibu Bandar Lampung students. There are two class in the school, and the researcher took one class as the sample of the research.

1.7. Definition of Key Term

To avoid the possible misunderstanding and misinterpreting of this study, it is necessary to clarify some terms as follow:

Analysis

It refers to the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it.

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Improve

It refers to become better than before; to make something or somebody better than before.

Silent Way Technique

It refers to a method of teaching a foreign language in which the teacher does not speak much, but uses movement, pictures and wooden rods to explain meaning.

Vocabulary

It refers to all the words that a person knows or uses, or all the words in a particular language; the words that people use when they are talking about a particular subject

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2. LITERATURE REVIEW

In this chapter will discuss about Vocabulary, Teaching of Vocabulary, Technique for Teaching Vocabulary, Silent Way, teaching Vocabulary through Silent Way, Silent Way through Pictures, Advantages and Disadvantages Pictures, Strength and Weakness the Silent Way, Theoretical Assumption, and Hypothesis. These theoretical concepts are presented in the following points.

2.1. Vocabulary

Learning a language is closely related to learning its vocabulary because without vocabulary someone cannot build a language. Wallace (1986:1) states that vocabulary is the vital element of the language. Vocabulary has been considered important who learn a language, since it in a term that should be acquired by the students in order to communicative effectively. Vocabulary is important for learning a language, if the students cannot master vocabulary; the students will fail to use the language both in oral or written form. Therefore, students must learn vocabulary well so that they are able to master the language. By mastering a great number of vocabularies, the student can learn foreign language easier. Learning new words is important part of learning a new language. It will be impossible to make sentences when speaking a language without knowing words vocabularies. Byrne (1976:10) states that in order to communicate effectively, the learners need an adequate mastery of vocabulary.

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It is obvious that without mastery of vocabulary, someone can convey nothing. Even though we master the grammar of a certain language but we do not have any knowledge on this vocabulary, we will not able to communicate or to express our idea using the language. If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Zhihong (2000) who say that words are the basic unit of language from supports it. Without vocabulary, one cannot communicate to effectively or express idea. He also states that having a limited vocabulary is also a barrier

Based on the statement above, the writer assumes that vocabulary is the basic element of language in form of words which will make a language meaningful. Knowing vocabulary seems to be the basic things in learning language, even children learning their native tongue usually learn isolated words or phrases before piecing them together into more complex utterance. ”The fact is that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111). Vocabulary becomes one of critical component in learning a language that should be mastered because by mastering vocabulary we will be able to communicate although other components are still needed. We can still understand the language even if we know nothing about grammar. On the other hand, the language will tell us nothing if we know nothing about vocabulary. It shows that vocabulary contains more information than carried out by grammar.

In any activity of learning language, a learner is trying to use the language by using vocabulary into certain sentences in order to be able to communicate and transfer

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their ideas and we can still understand the language even if we know nothing about grammar.

2.2. Types of Vocabulary

There are 4 types of vocabulary: Listening Vocabulary, Speaking Vocabulary, Reading Vocabulay, and Writing Vocabulary. The first two constitute spoken vocabulary and the last two, written vocabulary. Children begin to acquire listening and speaking vocabularies many years before they start to build reading and writing vocabularies. Spoken language forms the basis for written language. Each type has a different purpose and, luckily, vocabulary development in one type facilitates growth in another.

a. Listening Vocabulary

Listening is the words we hear and understand. Starting in the womb, fetuses can detect sounds as early as 16 weeks. Furthermore, babies are listening during all their waking hours – and we continue to learn new words this way all of our lives. By the time we reach adulthood, most of us will recognize and understand close to 50,000 words. (Stahl, 1999; Tompkins, 2005) Children who are completely deaf do not get exposed to a listening vocabulary. Instead, if they have signing models at home or school, they will be exposed to a “visual” listening vocabulary. The amount of words modeled is much less than a hearing child’s incidental listening vocabulary.

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b. Speaking Vocabulary

The words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000 words for all their conversations and instructions.

This number is much less than our listening vocabulary most likely due to ease of use.

c. Reading Vocabulary

The words we understand when we read text. We can read and understand many words that we do not use in our speaking vocabulary.

This is the 2nd largest vocabulary IF you are a reader. If you are not a reader, you can not “grow” your vocabulary.

d. Writing Vocabulary

The words we can retrieve when we write to express ourselves. We generally find it easier to explain ourselves orally, using facial expression and intonation to help get our ideas across, then to find just the right words to communicate the same ideas in writing. Our writing vocabulary is strongly influenced by the words we can spell.

When reading, a child with hearing will say all the phonemes related to a word to sound it out. They will then guess a word they know. This is dependent upon their lexicon (Judy K, 2007). Children would not guess a word they didn’t know. Deaf students do not use auditory memory to sound out a word. They mostly memorize spelling patterns.

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Therefore, students who are deaf typically use a reduced variety of words in writing while they are learning.

2.3. Teaching of Vocabulary

Learning new words is important part of learning a new language. It will be impossible to make sentences when speaking a language without knowing words vocabularies. Learning some words and phrases in a new language allows people to start communicating at once. Rivers (1970:462) says that it would be impossible to learn a language without learning its vocabulary. It suggests that vocabulary has very important role in learning a language. Therefore, in order to help students master a new language, they have to master an adequate number of vocabularies in other words, we can say that the quality of the language performance of the student may depend on the quality and the quantity of the vocabulary that the student have. Learning and remembering a set of words are prerequisite in order to learn a particular language (Nation, 1978:2). The more and better vocabulary they gain, the more skillful the language they can perform.

Mastering vocabularies means mastering the meaning and the ways to use them in context. Nation (1986:18) states the teaching of vocabulary is the most teachers take for granted today that the meaning of the words must be taught in the context from a list of unrelated words.

The relationship between grammar and vocabulary is like a partner working together to create meaningful communication. Words in a language are known as vocabulary,

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while grammar gives the methods and rules for combining those words into sentences. Ideas are communicated when both grammar and vocabulary work in tandem. All words in vocabulary can be divided into verbs, nouns, pronouns, adverbs, adjectives, prepositions, conjunctions, and interjections, collectively known as the eight parts of speech. Grammar and vocabulary unite to combine words, the vocabulary, into the right arrangement, the grammar, according to these parts of speech. The placement of a word in a sentence can change its function.

In order to be successful in teaching student’s vocabulary, the material shall be prepared and selected appropriately. There are several criteria in selecting vocabularies to be taught to the student, i.e.:

1. Frequency of occurrence

Vocabulary taught should not only be chosen from a high frequency of occurrence but also from a low frequency of occurrence. It means that the teacher should not only teach the vocabularies, which often appear but also vocabularies which rarely appear, e.g. resemble, examine.

2. Simplicity

Vocabulary should be appropriate with the students’ level of capability. The vocabulary considered difficult for the students should be avoided, by following the English curriculum, which is appropriate with the students’ level of school; the student will be freed from the very difficult vocabularies. Vocabulary that would be given should appropriate to SMP English curriculum.

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3. Relevancy

Vocabulary that was presented by the teacher should be relevant to daily life phenomenon, e.g. eat, drink, see, sleep, etc. Such vocabulary, at least have great interest for the students to learn English.

4. Quantity

Presenting a large number of vocabularies should be avoided in order that one student do not get confused. It is based on the consideration that the process of mastering vocabularies will be successful if it is done step by step. Moreover, vocabularies learned in small numbers will stay longer in students mind.

The essential area of language learning is the lexicon or vocabulary of the language (Finnochiaro, 1964:68). It can be concluded that vocabulary must be learned correctly when someone learns language, if not he learns nothing. It needs some possible techniques in the process of learning vocabulary

Wallace (1988:82) adds that there are four techniques which can be considered in teaching vocabulary, i.e.:

1. To explain the meaning of the difficult words, that is by giving translation or explanation in simpler English.

2. To led the students to be creative in raising some question about words. 3. To get the students to check up the target words in their dictionaries.

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4. To get the student to guess or infer the meaning of words by using clues given.

From the criteria above, it can be concluded that teaching vocabulary cannot be separated from four language skills i.e. reading, speaking, listening, and writing. In other words in teaching learning process, vocabulary is an important factor, so that teaching vocabulary can be meaningful and useful if teacher chooses and uses better ways of application. The English teacher shall recognize what vocabulary will be presented to the teaching process. Most of the techniques and methods developments seem to have similar purpose that is to motivate and to increase students’ vocabulary achievement. In this view by using suitable media in teaching vocabulary, it enables student to learn well.

2.3.1. Technique for Teaching Vocabulary

Harmer (1991: 154) states “one of the problems of vocabulary teaching is how to select what word to teach”. Furthermore, Harmer (2001: 159) states “some which the language teacher can use to encourage the students to really learn a word, i.e. (1) active and passive, (2) interaction which word and (3) discovery techniques”.

1. Active and Passive Vocabulary

A distance frequently made between active and passive vocabulary. active vocabulary refers to vocabulary that students have been taught or learn and which they are expected to be able to use, while passive vocabulary refers to word which the students will recognize when they meet them but which they will probably not able to produce. It is certainly a good idea to provide sets of

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vocabulary, which student can learn most of the early words will be constantly practiced and so can presumably be considered as active.

2. Interaction with Words

Experiment on vocabulary seems to suggest that students remember when they have done something with the words they are learning. However there is a define advantage in getting students to do more than just repeating them. Task such as changing them to means theirs opposites, making a noun, an adjective, putting word together etc. help to fix the word in the learner’s minds.

Then it seems that we should get students to interact with words. We should get them to “adopt” word that they like and want to use. We should get them to do thing with word so that they become properly acquainted with them.

3. Discovery Techniques

Discovery techniques use with vocabulary material allows students to activate previous knowledge and to share what they know (if they are working others). They also provoked the kinds of interaction with words which we have said desirable.

2.4. English Language Teaching Learning at Kindergarten Students

Teaching English vocabulary as a foreign language for kindergarten students is not easy thing to apply. The teachers are demanded to be successful. An effective teaching is the basic factor for the success of teaching-learning process. To prepare an effective language teaching, it is necessary for teacher to make a theory that account for effective language teaching.

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In teaching, teacher must be aware of the age because students of different ages have different needs, competence and cognitive skills. The ages of the student are major factor about how and what teachers to teach. Different ages also mean having different characteristics.

Kindergarten students are categorized as beginners or young learners. Based on the student’s background, it is crucial for the teachers to teach them vocabulary. Vocabulary is one of component of language which is a means to conduct a communication. Teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help the students in mastering the language skill. A rich vocabulary also makes language skills easier to perform.

2.4.1. The Differences between Children and Adult as Language Learner

Brown (2001) states there are some different characteristics between children and adult as language learner. First, children have shorter attention span than adult. The children cannot keep concentration and interest in learning material and activity for a long time. They will be bored with monotonous activity. But, the adults are more able to keep concentration and interest in learning material and activity. Second, the emotional factor which influences learning inhibition of children and adults is different. As an example, when practicing English utterances, the adult are rarely shy to do it. But, the children are braver to do it. When receiving corrective feedback, particularly when in social community (front of their friends), the children are not shy to receive it. Different from the children, the adults are shy with their friends in receiving corrective feedback.

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Thus, the children have longer social interaction with their friends in practicing English language than the adult. Third, the children acquire grammatical rule inductively and the adults acquire grammatical rule deductively. When learning grammatical rule, the children can understand it through some examples. If they are given the patterns of grammatical rule first they will be difficult to understand it.

2.5. Silent Way

The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education. The Silent Way was conceived as a special case of Gattegno's broader educational principles, rather than a method specifically aimed at teaching languages. Gattegno (1963) developed these ideas to solve general problems in learning, and he also applied them to his work in the teaching of mathematics and the mother tongue. Broadly, these principles are:

1. Teachers should concentrate on how students learn, not on how to teach 2. Imitation and drill are not the primary means by which students learn

3. Learning consists of trial and error, deliberate experimentation, suspending judgment, and revising conclusions

4. In learning, learners draw on everything that they already know, especially their native language

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These principles situate the Silent Way in the tradition of discovery learning, that sees learning as a creative problem-solving activity. (Setiyadi: 2006)

The Silent Way makes it easy for students of foreign languages to master grammar at a very early stage in their study. This can be accomplished while playing games or any media. The Silent Way uses a structural syllabus. The teacher will typically introduce one new language structure at a time, and old structures are continuously reviewed and recycled. These structures are chosen for their propositional meaning, not for their communicative value. The teacher will set up learning situations for the students which focus their attention on each new structure. For example, the teacher might ask students to label a floor plan of a house in order to introduce the concepts of inside and outside. Once the language structures have been presented in this way, learners learn the grammar rules through a process of induction. After achieving good control over the grammar, pronunciation and melody of a language, students can absorb large amounts of “content vocabulary” (shoe, tree, run, tired, etc.) and immediately put these words to use in sentences. Like the name, silence is a key tool of the teacher in the Silent Way. From the beginning levels, students do 90 percent or more of the talking. Being silent moves the focus of the classroom from the teacher to the student and can encourage cooperation among them. It also frees the teacher to observe the class. Silence can be used to help students correct their own errors. Teachers can remain silent when a student makes a mistake to give them time to self-correct. They can also help students with their pronunciation by mouthing words

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without vocalizing, and by using certain hand gestures. When teachers do speak, they tend to say things only once so that students learn to focus their attention on them. A Silent Way classroom also makes extensive use of peer correction. Students are encouraged to help their classmates when they have trouble with any particular feature of the language. This help should be made in a cooperative fashion, not a competitive one. One of the teacher's tasks is to monitor these interactions, so that they are helpful and do not interfere with students' learning. Self-directed learners are autonomous learners who are able to assuming responsibility for their own learning and gradually achieving confidence, commitment and proficiency (Oxford, 1990). The Silent Way was only used by a small number of teachers. However, the ideas behind the Silent Way continue to be influential, particularly in the area of teaching pronunciation.

2.5.1. Teaching Vocabulary through Silent Way

The Silent Way has techniques for using pictures and Cuisenaire-rod stories to help foreign-language student master large numbers of vocabulary items while having fun. There are some media that can use in teaching vocabulary by using Silent Way Technique:

1. The Silent Way Wall Pictures and Worksheets 2. Telling Stories Using Rods

3. Word Lists for Recycling Vocabulary 4. Silent-Way Restriction Games

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5. Writing a Story

Vocabulary is introduced through the wall pictures and worksheets is put to use in stories told with the help of rods, practiced and combined through restriction games and eventually written in a composition. Many of these Silent-Way techniques can easily be applied in any classroom and will result in a richer experience for teacher and students

2.5.1.1. Silent Way through Pictures

The purpose of using picture for the student is to give the student opportunity to practice language in real context or in situation which they can use it to communicate with their idea. By using picture, it can guide them to express their feeling about the picture marked. Picture can encourage, motivate the students for learning English because it is interesting, and clarifying the words that the students have not understood yet.

According to Long and Rhicards (1987) in His Article that the picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language

2.5.1.2. The Types of Pictures

Through picture presentation, people are able to reach outside their minds. Pictures that they can see always lead to the reality of their minds. But the realities that have

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been presented by pictures depend on the types of the pictures. There are two kinds of pictures that Szyke (1981) finds especially useful as

teaching aids, they are:

a. Pictures of individual persons or thing may be used mainly at the elementary level, to introduce or test vocabulary items, for example: a man, and a car. Portraits, pictures showing people in close details, are useful for intermediate and advance learners. The students can be asked question about the age and profession of the model

b. Pictures of situations in which person and object are .in action. Between objects and people can be perfect teaching aid for introducing or reviewing grammatical or structures.

2.5.1.1.1. Advantages and Disadvantages of Using Picture

a. The Advantages of Pictures Used

Following are some opinions concerning with the advantages of using pictures. According to Gerlach (1980) :

1. They are inexpensive and widely available.

2. They provide common experiences for an entire group.

3. The visual detail make it possible to study subject, which would turn back to be impossible.

4. They can help you to prevent and correct disconcertion.

5. They offer a stimulus to further study, reading and research visual evidence is power tool.

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6. They help to focus attention and to develop critical judgment

7. They are easily manipulated.

b. The Disadvantages of Pictures Used

There are some disadvantages of pictures used in teaching and learning process, such as:

1. Students pay attention on the picture more than on learned material. 2. It takes time and costs much to provide attractive pictures.

3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures.

.2.5.2. Strength and Weakness the Silent Way

Each method has strength and weakness, likewise the silent way is.

a. The strengths of teaching-learning process using Silent Way are:

1. This method can save a lot of time.

2. The teacher can observe that students can keep the material presented much longer in their mind.

3. The students become more active because the teacher gives more time to talk. 4. The students get more feeling of secure learning through the Silent Way

method.

5. This method can improve the student’s vocabulary.

6. The students can concentrate with the material.

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If the method has the strength, of course it also has the weakness.

b. The weaknesses of teaching-learning process of English using Silent Way are:

1. In providing the materials, the writer needs more work preparation of Silent Way than others method.

2. This method sometimes makes both teacher and students are frustrated, especially when the students fail to guess the cues provided by the teacher. 3. The students tend to rebel against this method.

4. Dealing with vocabulary only, so it lacks of grammar. 5. The students often make an error.

6. This method cannot be used to teach all aspects of language learning.

2.6. Theoretical Assumption

In relation with the theories above, teaching vocabulary can be defined as a teaching in which student deals with words through various ways used by teacher. However, not all of ways are appropriate for the student level and need, therefore teacher should have the ability to choose appropriate way and implement in teaching learning process to obtain the goal. The use of an interesting aid is necessary to motivate the students to learn. Silent way through pictures on of the way is appropriate and interesting for the student. By using picture the student will have more motivation and attention to the lesson. It will be easier for the students to develop new words. Indeed, the researcher assumes that silent way through pictures can help students to improve students’ vocabulary.

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2.7. Hypothesis

Based on the frame of theory and theoretical assumption mention above, the researcher formulates the hypothesis as follow:

1. Vocabulary that improves better when silent way is used in learning vocabulary is noun.

2. The students do not have any problems in learning vocabulary through silent way technique through pictures.

In this chapter has discussed about Vocabulary, Teaching of Vocabulary, Technique for Teaching Vocabulary, English Language Teaching Learning at Kindergarten Students, Silent Way, teaching Vocabulary through Silent Way, Silent Way through Pictures, Advantages and Disadvantages Pictures, Strength and Weakness the Silent Way, Theoretical Assumption, and Hypothesis.

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3. METHOD

In order to understand about the methods of the research used in this study, this chapter discusses the design, subjects, and data collecting technique, research procedure, data analysis, and hypothesis test.

3.1. Design

The research is a phenomenological qualitative study. In this research, the researcher used one class as experimental. The probability sampling was applied to select the experimental class and the researcher used The One-Shot Case Study. Based on the design, the students were given material vocabulary and taught by using Silent Way tmethod, and then in the last meeting the students were given a test to measure the knowledge of the students vocabulary. The research design is as follow:

X T

Where:

X : Three times treatment (Silent Way)

T : Test (Campbell and Stanley 1963)

In doing this research, the researcher observed and collaborated with the English teacher to look at and describe the process during teaching learning and to figure out the problem when learning by silent way technique.

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3.2. Subjects of the Research

The subject of this research was the students B class of TK Kembang Ibu Bandar Lampung in second semester 2013/2014 as population. The samples were 15 students, 9 girls and 6 boys. Their age ranged from 5-6 years old. There are two class in the school, and the researcher took one class as the sample of the research.

3.3. Data Collecting Technique

In collecting data the researcher used observation and test.

1. Observation

Observation is the first data collecting technique, where the researcher conducted observation directly to the object of study for a close look at the activities carried out (Riduwan, 2004: 104). The observation used to measure the ability of the students that never learned English before. The researcher observed the process of learning before and when the treatment conducted to know the respond of the student and problem when the treatment conducted. The researcher was helped by the teacher for observation.

2. Test

In this research the researcher used an achievement test to measure the students’ progress in mastering vocabulary. The researcher used 15 items of the test that consist of noun, verb, and adjective. The test was conduced after the treatments.

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3.4. Research Procedures

In order to get the data, the researcher arranges the research procedure as follows:

1. Determining the population and sample

The subject of this research was the students of TK Kembang Ibu Bandar Lampung as population. The samples were 15 students, 9 girls and 6 boys. Their age ranged from 5-6 years old. They are multi-culture and different social economic status. There were two classes in the school, and the researcher took one class as the sample of the research.

2. Administering observation

The researcher did observation before, and when the technique was used in the class. In this classroom observation, the subjects of observation were teacher and students’ activities in English language teaching process. It focused on the teaching methods, learning English materials, and assessment of students’ ability in acquiring English lesson, especially the vocabulary.

3. Conducting treatments

Before conducting the treatment, the researcher prepared the material and lesson plan. The material given to the students were some texts appropriate with the students’ curriculum and their level of competence. The students were given three treatments by using Silent Way technique through pictures.

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4. Administering test

The researcher administered the test in order to evaluate the result of the research after the treatment and to measure the students’ progress in memorizing vocabulary. Students answered 15 items of the test that consisted of nouns, verbs, and adjectives.

5. Scoring the students’ work

The researcher scored the learner’s work to get the data.

� x 100%

S: Score of the test

R: Right answer

N: Number of the items

7. Analyzing the data

After scoring the students, then the researcher analyzed what vocabulary that improves better using Silent Way Method.

8. Concluding the result

After analyzing the data, the researcher found the result. From the result the researcher analyzed it and made the conclusion about the result of the research.

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3.4.1. Validity

According to Heaton (1991:159), the validity of the test is the extent to which it measures what it is supposed to measure. There are four types of validity but the researcher wanted to explain only two types of validity, they are content validity and construct validity.

a. Content validity is intended to see whether the test is good reflection of what have been taught. Therefore the test will be based on school curriculum and it is about vocabulary knowledge of student. To know wheter the test is based on school curricullum or not, the reseearcher shared with the English teacher what test that compatible with the curricullum. The composition of the test items is presented in the table of specification below :

Tes items Number of test Total 1. Noun

2. Verb

3. Adjective

1, 2, 3, 4, 5.

6, 8, 9, 13

7, 10, 11, 12, 14, 15 5

Total 15

b. Construct validity focuses on the kind of the test that is used to measure the ability. In this research, the researcher administered a vocabulary test and the technique scoring is based their knowledge of vocabulary. Before administered

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a test, the researcher has been shared with the English teacher about the test. According to Setiyadi (2006:26), if the instrument just measure one aspect, for example vocabulary, the construct validity can be measure by evaluate all items in the test.

3.4.2. Reliability

Reliability refers to the extent to which the test is consistent in its scores, and it gives an indication of how accurate the scores. Reliability is a necessary characteristic of any good test: to be valid, a test first should be reliable as a measuring instrument (Heaton, 1988:162).

To ensure the reliability of the score and to avoid the subjectively of the researcher, inter rate reliabilities applied in this research. Inter rater reliability is used when score of the test is independently estimated by two raters. To achieve such reliability and to score the students’ response, the researcher:

1. The researcher involved second rater in using the profile to give judgment for each student’s response. The second rater was the English teacher who has known their response in learning. It was done to provide the consistent and fair judgment.

2. The researcher scoring the test items whether to known their ability and a types of vocabulary that improve when taught using Silent Way.

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3.5. Data Analysis

In order to know the result of the research, the researcher analyzed by these following procedures:

a. Observation

Data from observation was analyzed by researcher systematically. The researcher saw the students’ expression, behavior, activities, problems and interaction in the class when they study vocabulary before and while silent way conducted.

b. Test

The test was administered in order to evaluate the result of the research after the treatment and to measure the student progress in memorizing vocabulary. Students just answer 15 items of the test that consist of nouns, verbs, and adjectives.

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5. CONCLUSION AND SUGGESTION

This chapter deals with conclusions of the results of the data analysis and suggestions.

5.1. Conclusion

1. There is a certain type of vocabulary that improve better when students never learnt English before and when Silent Way Method taught in learning vocabulary. The score was got from the test. The highest vocabulary that improve better when using Silent Way Method is noun, its mean Silent Way can be used to improve noun. From the result noun is better than verbs, it means verbs are more complex to be learned by the students than nouns. This statement is supported by Gentner (1981) in Gentner and Boroditsky (2001: 243) who states that verbs are harder to remember, both in recognition and in recall; more mutable in meaning under semantic strain; less prone to be borrowed in language contact; and less stable in translation between languages than nouns.

2. There were some problems that students face in learning vocabulary when they are taught with Silent Way Method. The researcher found that the problems during teaching and learning process was that some students who are the lower level students get confused. They were confused to find out whether their response was already correct or not and the students were very

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active so they difficult to attention with the command, So it means that they could not analyze their own response while in Silent Way Method should be able to analyze their own response (Richard and Rodgers, 1986:100).

5.2. Suggestion

Considering the conclusions of the research above, the writer would like to propose some suggestions as follow:

For teacher :

1. The teacher should be a good facilititator and motivator when the teaching learning process begins in order that the teachers can create a good

atmosphere in the class. In conducting the research the researcher found some students who were afraid to share their utterances and got confused. It seems that they were afraid the teacher would get angry at them if they make a mistake and they got confused because the explanation was not cear or they did not understand about it. To over come those problems the

researcher suggest that the teacher should creative and active to find various method to teach the kindergarten students.

For researcher :

1. The researcher suggest for the next researcher who is interested in conducting the similar research to pay more attention to the students’ problems.

2. The researcher suggest for the next researcher to use Silent Way Method in the class that has learned English before.

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Using Silent Way method was intended to assist the students in expressing their idea in leasrning vocabulary. The result showed that silent way supported the student to react not only toward teachers’ utterances but also toward other students’ utterances.

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