THE TECHNIQUES USED BY THE TEACHER IN TEACHING VOCABULARY FOR THE THIRD GRADE STUDENTS OF SD MUHAMMADYAH MAGETAN
THE TECHNIQUES USED BY THE TEACHER IN TEACHING VOCABULARY FOR
THE THIRD GRADE STUDENTS OF SD MUHAMMADYAH MAGETAN
THESIS
By:
Ani Wijayanti
(07360176)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
2012
THE TECHNIQUES USED BY THE TEACHER IN TEACHING VOCABULARY FOR
THE THIRD GRADE STUDENTS OF SD MUHAMMADYAH MAGETAN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Ani Wijayanti
(07360176)
By:
Ani Wijayanti
(07360176)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
2012
ACKNOWLEDGEMENTS
Alhamdulillah, all my grateful prays are praised to Allah SWT, The Almighty and The
Most Merciful, for His gift to the writer in finishing the thesis. Allah, who gives me the soul of
belief, is the only power in my soul, the source of the beauty in my life. Because of His powerful
guidance I can finish my thesis entitle The techniques used bt the teacher in teaching vocabulary
for the third grade students of SD Muhammadyah Magetan. Sholawat and salam will always be
given to our last Prophet Muhammad SAW who has been showed us to right way under the
Islamic guidance. I would like to express great appreciation and thank to many persons who are
behind the completion of his thesis. Therefore, I want to address her sincere thank to:
Dr. Sri Hartiningsih, M.M, my first advisor, thank you very much for her given great
patience, idea, guidance, correction, and constructive critics, without those of this thesis
would have never been completed.
Drs. Estu Widodo, M.Hum, my second advisor thank you very much for given great
encouragement, correction, reading, with her valuable comment suggestion, the content
of this thesis could be improved.
Hopefully, Allah SWT always blesses those reason mentioned above and all their sacrifice
became their merciful deeds to help them gain success in their future. It is expected that this
thesis can be useful and beneficial for people who read it. May Allah S.W.T bless all of us.
Malang, August 1, 2012
The writer,
Ani wijayanti
TABLE OF CONTENTS
APPROVAL ................................................................................................
i
LEGALIZATION ........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ACKNOWLEDGEMENT ............................................................................
iv
ABSTRACT ................................................................................................
v
TABLE OF CONTENT ...............................................................................
vi
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
Background of Study .............................................................................
Statement of Problem ............................................................................
Purposes of Study ..................................................................................
Significant of Study ...............................................................................
Scope and Limitation .............................................................................
Definition of Key Terms ........................................................................
1
4
4
4
5
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Teaching English in Elementary School ................................................
6
2.2 The Characteristic of English Young Learner .......................................
7
2.3 Definition of Vocabulary .......................................................................
8
2.4 Function of Vocabulary ..............................................................................
10
2.5 Kinds of Vocabulary ................................................................................... 12
2.6 Teaching Vocabulary for Young Learners .................................................
13
2.7 Techniques Teaching Vocabulary for Young Learners ..........................
14
2.7.1 Drilling .........................................................................................
15
2.7.2 Using Flashcard ............................................................................
16
2.7.3 Translation ...................................................................................
18
2.7.4 Games ..........................................................................................
19
2.7.5 Guessing the Words ......................................................................
22
2.7.6 Song .............................................................................................
23
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ....................................................................................
25
3.2 Subject of the Study ..............................................................................
26
3.3 Research Instrument ..............................................................................
26
3.3.1 Observation ......................................................................................
26
3.3.2 Interview .......................................................................................
28
3.3.3 Documents ........................................................................................
29
3.4 Data Collection .................................................................................. ...
30
3.5 Data Analysis ..................................................................................... ...
30
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
4. 1 Research Finding ...................................................................................
32
4.1.1 Techniques in Teaching Vocabulary ...........................................
32
4.1.2 The Implementation of the Techniques .......................................
34
4.1.3 The Advantages and Disadvantages using the Techniques..... ......
41
4. 2 Discussion ..................................................................................................
43
CHAPTER V: CONCLUTION AND SUGGESTION
5.1 Conclusion ............................................................................................
47
5.2 Suggestion .............................................................................................
49
REFRENCE
APPENDIX
MOTTO
Daring to Begin
(Ani Wijayanti - 2012)
"Any intelligent fool can make things bigger,
more complex,
an more violent. It takes a touch of genius –
and a lot of courage – to move
in the opposite direction."
(Albert Einstein - 1879)
DEDICATION
This thesis is dedicated to:
My Lord Allah SWT and Prophet Muhammad SAW,
My beloved parents,
And all my friends in the world.
REFERENCES
Allen, Harold. B. 1973. Teaching English as second language. New York: McGraw. Hill Book
Company.
Ary, Donald, et.al.2006. Introduction to Research in Education: Seventh Editions. Canada:
Thomson Wadsworth.
Brown, H. D. 2000. Principle of language learning and teaching. New Jersey: Addison Wesley
Longman.
Brown, H. Douglas. 2001. Principle of language learning and teaching. San Francisco State
University. Addison Wesley Longman, Inc.
Brumfit, C. Moon. J. 1991. Teaching English to children. New York: Longman Inc.
Cameron, Lynne. 2001. Teaching languages to young learners. Cambridge. UK: Cambridge
University Press.
Creswell, J. W. (1998). Qualitative inquiry and research design : choosing among five tradition.
London : Sage Publication.
Finochiaro, Mary. 1964. Teaching children foreign language. United States of America:
McGraw-Hill Company.
Gairns and Redman. 1992. Warning with words. Great Britain: Cambridge University
Press.
Harmer, J. 2001. The practice of English language teaching 3rd Ed. Essex: Longman.
Harmer, J. 2007. “The Practice of English Language Teaching”. Pearson Education Ltd Harlow:
UK.
Hornby, A. S. 1995. Oxford advance learner’s dictionary of current English. Great Britain.
University Press.
Lewis, M.1993. The lexical approach. Hove, UK: Language Teaching Publications.
McCarthy, M. (1992). Vocabulary. Oxford: Oxford University Press.
McMillan, H. 1992. Educational Reseach Foundomental for the Cunsomer. New York: Virginia
Commonweath University. Herper Collins Publisher.
Nation, Paul. 1994. New ways of teaching vocabulary. USA: Teacher of English to speaker of
another language/TESOL Inc.
Nguyen Thi Thanh Huyen. 2003. The effectiveness of learning vocabulary through games Asian
EFL Journal. Suite 101.com.
Paul, D. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia
Limited.
Philips, Sarah. 2004. Young learners. New York: Oxford University Press.
Pinter, A . 2006 . Teaching Young Language Learners. Oxford University Press.
Purba, P. G. 1990. Structured repetition and effect on vocabulary learning achievement: A
technique vocabulary applied at IKIP Sanat Darma. Unpublished Thesis. Program pasca
sarjana IKIP Malang.
Rixon, S., (1991), ‘The Role of Fun and Games Activities in Teaching Young Learners’. London:
Collins, pp. 33-48.
Sabillah, Fardini. 2001. A closer look at the use of media in English classes at Elementary
Schools. Malang: Muhammadiyah University.
Sabillah, Fardini. 2004. Teaching English to young learners: Its policy, framework and activitybased teaching. Student’s book. Malang: Muhammdiyah University.
Scott and Ytreberg. 1990. Teaching English to children. London: Longman Group
Limited.
Stahl, K. A. D. (2005). Vocabulary instruction that increases students’ understanding of their
world. Address presented at the Urbana School District Research Conference, Urbana, IL.
Tarigan, Henry. Guntur. 1986. Pengajaran kosakata. Bandung: Angkasa.
Thornbury, Scoot. 2003. How to teach vocabulary. England. Longman: Pearson
Education Limited.
Thornbury, Scoot. 2004. Natural grammar: the keywords of English and how they work.Oxford:
Oxford University Press. 97 listings in Worldcat.
Thornbury. 2000. How to Teach Grammar. New York: Longman.inc.
Wallace, M. (1987).Teaching vocabulary. London: Heinemann.
Wiwit. 2011. The Media used by the Teacher in Teaching Vocabulary for 3rd grade Students of
SDN Sumberbening 2 in Kabupaten Trenggalek. Unpulished: Muhammadiyah
University.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English as an International has an important language role in the world
including in Indonesia. In Indonesia, English is the first foreign language that is
taught from Elementary School level to University level. English in Elementary
School has now come to be carried out as a legitimate subject with the position as
a legitimate subject. It is relevant with the Degree of Ministry of Education and
Culture (RI/NO.0487/4/1992, chapter VIII) which states that an Elementary
School can include extra lessons in its curriculum as long as they are not in
contradiction with the objectives of National Education. It means that teaching
English can be conducted in the Elementary School of third grade.
Teaching English consists of two parts. They are language skills and
language component. Language skills are reading, speaking, writing and listening.
Language components are pronunciation, structure and vocabulary. Here, the
thesis writer focuses her discussion on vocabulary as one of the language
components. The interest of focusing on vocabulary is in line with the Ministry of
Culture and Education statement (NO.172/104/4/94/SK) which states that by the
end of Elementary School the students are expected tomaster 500 items of simple
English vocabulary.
Vocabulary is the meaning of words in a sentence, and more particularly
the body of words known as an individual.According to Napa (in Intari 2004),
vocabulary is one of the components of language and there are no languages that
exist without words. A comprehensive vocabulary bank is required to succeed in
basic skill areas as well as more specific content areas. Furthermore, Sabillah
(2004) stated that one of the language components to be given to the learner’s is
vocabulary.
One of the important factors in teaching vocabulary is the teacher’s
teaching technique. Technique of teaching is one factor that plays an important
role in determining the success of student’s achievement (Sabillah, 2001). It
means that an activity depends on the teacher’s technique. So, in teaching
vocabulary the teachers must be creative and able to explain the material clearly to
make the students interest and understand it. Consequently, the teachers need to
manipulate some techniques in order to support the teaching and learning process.
The statement above is supported by Anand (2002) who investigated the
teaching of English vocabulary to children at SD 1 Mulya Agung, Jetis, Malang.
He found that the effective teaching techniques of vocabulary were guessing
pictures, asking and answering questions and singing a song. The children are
very enthusiastic because they were free to express their abilities. Rachmajanti (in
Cahyono 1993) stated that many people agree that a pleasant condition
madelearners feel well. Besides, in his research, Basuki (2006) who investigated
the techniques of teaching vocabulary to the third years students of SDN
Bangselok III Sumenep Madurafound out that the effective teaching techniques of
vocabulary are include the translation technique, the synonym and definition
technique, the contrast and opposite technique, the visual technique, the visual
technique, the repetition technique and the game technique. Of those six
techniques above the game technique was the most interesting because students
could enjoy the material presented. As a result, they could learn to comprehend
the vocabulary used in a text more easily.
Based on the background presented above, it is necessary for the reseacher
to study about the techniques of teaching vocabulary, the way how the teachers
apply the techniques of teaching and the advantages and the disadvantages of the
techniques used in SD Muhammadyah Magetan. This school is chosen as the
object of the study because the English teacher in this school does not have
English education background. It is predicted that it has an effect on the EFL
profession as stated by Fonocchiaro, that teacher is the key person. The teacher
needs certain skill and attitudes which the language learning program doomed to
failure (1946). Infact,the teacher didn’t have English backgroundbut she teaches
English from the third grade until sixth grade students.The teacher said that third
grade students ignored their teacher during the class and they talked each other.
Besides, they were difficult to be controlled and less attention to the teacher.
Moreover, the students actively moved to do somethings that made them happy
and relaxed.So the reseacher focused on the third grade students because students
in this level are very talkative, active to move around and playing with their
friends. Thus, playing is the most common activities for children to gain their
knowledge. It is important to make consideration to the techniques for teaching
English to children because it making the students interested in joining the
English subject, helping the comprehension, and make them active in the class.
1.2 Statement of the Problem
Based on the study stated above, the problems are formulated as follows:
1. What are the techniques used by the teacher in teaaching vocabulary for
the third grade students of SD Muhammadyah Magetan?
2. How does the English teacher apply the techniques in teaching vocabulary
to procedure the third grade students of SD Muhammadyah Magetan?
3. What are the advantages and the disadvantages of using the techniques
used by the teacher in teaching vocabulary for the third students of SD
Muhammadyah Magetan?
1.3 Purpose of the Study
Related to the research questions above, the purposes of this study are:
1. To know the techniques used by English teacher in teaching vocabulary to
the third grade students of SD Muhammadyah Magetan.
2. To describe the procedure how the teacher applies those techniques in
teaching vocabulary to the third students of SD Muhammadyah Magetan.
3. To describe the advantages and the disadvantages of those techniques used
by English teacher in teaching vocabulary to the third grade students of SD
Muhammadyah Magetan.
1.4 Significance of the Study
The result of this study is expected to give contribution to the English
teachers about the techniques applied in the teaching vocabulary for young
learners to the third grade students of SD Muhammadyah Magetan as a feedback.
After knowing the techniques of teaching vocabulary, it is expected that the
teachers could improve their techniques in teaching vocabulary. Besides that, the
finding of this study will enrich their teaching technique of vocabulary to be
applied. Furthermore, the outcome of this research will contribute to the
improvement of teaching technique vocabulary of the Elementary School level.
1.5 Scope and Limitation
This study focuses on the techniques used by the teacher in teaching
vocabulary. The subject of this study is limited to teaching at the third grade
students of SD Muhammadyah Magetan.
1.6 Definition of the Key Terms
Certain key terms related to the problems of this study need to be defined
in order to avoid misunderstanding. The terms which need to be defined are as
follows:
Techniques are the ways and means adopted by the teacher to direct the
learner’s activities toward an objective. Techniques are the tools of the teachers in
teaching (Gerlach, Ely, Melnick 1980:187).
Teaching is guiding a facilitating learning, enabling the learner to learn,
setting the conditions for learning (Brown, 2000:7).
Elementary school is place of child between 6-12 years old comes to have
formal study which holds the role from the minister of education (Halliwel, in
Sabillah 2001).
Vocabulary is the total number of words which (with rules in combining
them) make up a language (A.S. Hornby’s dictionary, 1987:959).
THE THIRD GRADE STUDENTS OF SD MUHAMMADYAH MAGETAN
THESIS
By:
Ani Wijayanti
(07360176)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
2012
THE TECHNIQUES USED BY THE TEACHER IN TEACHING VOCABULARY FOR
THE THIRD GRADE STUDENTS OF SD MUHAMMADYAH MAGETAN
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Ani Wijayanti
(07360176)
By:
Ani Wijayanti
(07360176)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
2012
ACKNOWLEDGEMENTS
Alhamdulillah, all my grateful prays are praised to Allah SWT, The Almighty and The
Most Merciful, for His gift to the writer in finishing the thesis. Allah, who gives me the soul of
belief, is the only power in my soul, the source of the beauty in my life. Because of His powerful
guidance I can finish my thesis entitle The techniques used bt the teacher in teaching vocabulary
for the third grade students of SD Muhammadyah Magetan. Sholawat and salam will always be
given to our last Prophet Muhammad SAW who has been showed us to right way under the
Islamic guidance. I would like to express great appreciation and thank to many persons who are
behind the completion of his thesis. Therefore, I want to address her sincere thank to:
Dr. Sri Hartiningsih, M.M, my first advisor, thank you very much for her given great
patience, idea, guidance, correction, and constructive critics, without those of this thesis
would have never been completed.
Drs. Estu Widodo, M.Hum, my second advisor thank you very much for given great
encouragement, correction, reading, with her valuable comment suggestion, the content
of this thesis could be improved.
Hopefully, Allah SWT always blesses those reason mentioned above and all their sacrifice
became their merciful deeds to help them gain success in their future. It is expected that this
thesis can be useful and beneficial for people who read it. May Allah S.W.T bless all of us.
Malang, August 1, 2012
The writer,
Ani wijayanti
TABLE OF CONTENTS
APPROVAL ................................................................................................
i
LEGALIZATION ........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ACKNOWLEDGEMENT ............................................................................
iv
ABSTRACT ................................................................................................
v
TABLE OF CONTENT ...............................................................................
vi
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
Background of Study .............................................................................
Statement of Problem ............................................................................
Purposes of Study ..................................................................................
Significant of Study ...............................................................................
Scope and Limitation .............................................................................
Definition of Key Terms ........................................................................
1
4
4
4
5
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Teaching English in Elementary School ................................................
6
2.2 The Characteristic of English Young Learner .......................................
7
2.3 Definition of Vocabulary .......................................................................
8
2.4 Function of Vocabulary ..............................................................................
10
2.5 Kinds of Vocabulary ................................................................................... 12
2.6 Teaching Vocabulary for Young Learners .................................................
13
2.7 Techniques Teaching Vocabulary for Young Learners ..........................
14
2.7.1 Drilling .........................................................................................
15
2.7.2 Using Flashcard ............................................................................
16
2.7.3 Translation ...................................................................................
18
2.7.4 Games ..........................................................................................
19
2.7.5 Guessing the Words ......................................................................
22
2.7.6 Song .............................................................................................
23
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ....................................................................................
25
3.2 Subject of the Study ..............................................................................
26
3.3 Research Instrument ..............................................................................
26
3.3.1 Observation ......................................................................................
26
3.3.2 Interview .......................................................................................
28
3.3.3 Documents ........................................................................................
29
3.4 Data Collection .................................................................................. ...
30
3.5 Data Analysis ..................................................................................... ...
30
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
4. 1 Research Finding ...................................................................................
32
4.1.1 Techniques in Teaching Vocabulary ...........................................
32
4.1.2 The Implementation of the Techniques .......................................
34
4.1.3 The Advantages and Disadvantages using the Techniques..... ......
41
4. 2 Discussion ..................................................................................................
43
CHAPTER V: CONCLUTION AND SUGGESTION
5.1 Conclusion ............................................................................................
47
5.2 Suggestion .............................................................................................
49
REFRENCE
APPENDIX
MOTTO
Daring to Begin
(Ani Wijayanti - 2012)
"Any intelligent fool can make things bigger,
more complex,
an more violent. It takes a touch of genius –
and a lot of courage – to move
in the opposite direction."
(Albert Einstein - 1879)
DEDICATION
This thesis is dedicated to:
My Lord Allah SWT and Prophet Muhammad SAW,
My beloved parents,
And all my friends in the world.
REFERENCES
Allen, Harold. B. 1973. Teaching English as second language. New York: McGraw. Hill Book
Company.
Ary, Donald, et.al.2006. Introduction to Research in Education: Seventh Editions. Canada:
Thomson Wadsworth.
Brown, H. D. 2000. Principle of language learning and teaching. New Jersey: Addison Wesley
Longman.
Brown, H. Douglas. 2001. Principle of language learning and teaching. San Francisco State
University. Addison Wesley Longman, Inc.
Brumfit, C. Moon. J. 1991. Teaching English to children. New York: Longman Inc.
Cameron, Lynne. 2001. Teaching languages to young learners. Cambridge. UK: Cambridge
University Press.
Creswell, J. W. (1998). Qualitative inquiry and research design : choosing among five tradition.
London : Sage Publication.
Finochiaro, Mary. 1964. Teaching children foreign language. United States of America:
McGraw-Hill Company.
Gairns and Redman. 1992. Warning with words. Great Britain: Cambridge University
Press.
Harmer, J. 2001. The practice of English language teaching 3rd Ed. Essex: Longman.
Harmer, J. 2007. “The Practice of English Language Teaching”. Pearson Education Ltd Harlow:
UK.
Hornby, A. S. 1995. Oxford advance learner’s dictionary of current English. Great Britain.
University Press.
Lewis, M.1993. The lexical approach. Hove, UK: Language Teaching Publications.
McCarthy, M. (1992). Vocabulary. Oxford: Oxford University Press.
McMillan, H. 1992. Educational Reseach Foundomental for the Cunsomer. New York: Virginia
Commonweath University. Herper Collins Publisher.
Nation, Paul. 1994. New ways of teaching vocabulary. USA: Teacher of English to speaker of
another language/TESOL Inc.
Nguyen Thi Thanh Huyen. 2003. The effectiveness of learning vocabulary through games Asian
EFL Journal. Suite 101.com.
Paul, D. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia
Limited.
Philips, Sarah. 2004. Young learners. New York: Oxford University Press.
Pinter, A . 2006 . Teaching Young Language Learners. Oxford University Press.
Purba, P. G. 1990. Structured repetition and effect on vocabulary learning achievement: A
technique vocabulary applied at IKIP Sanat Darma. Unpublished Thesis. Program pasca
sarjana IKIP Malang.
Rixon, S., (1991), ‘The Role of Fun and Games Activities in Teaching Young Learners’. London:
Collins, pp. 33-48.
Sabillah, Fardini. 2001. A closer look at the use of media in English classes at Elementary
Schools. Malang: Muhammadiyah University.
Sabillah, Fardini. 2004. Teaching English to young learners: Its policy, framework and activitybased teaching. Student’s book. Malang: Muhammdiyah University.
Scott and Ytreberg. 1990. Teaching English to children. London: Longman Group
Limited.
Stahl, K. A. D. (2005). Vocabulary instruction that increases students’ understanding of their
world. Address presented at the Urbana School District Research Conference, Urbana, IL.
Tarigan, Henry. Guntur. 1986. Pengajaran kosakata. Bandung: Angkasa.
Thornbury, Scoot. 2003. How to teach vocabulary. England. Longman: Pearson
Education Limited.
Thornbury, Scoot. 2004. Natural grammar: the keywords of English and how they work.Oxford:
Oxford University Press. 97 listings in Worldcat.
Thornbury. 2000. How to Teach Grammar. New York: Longman.inc.
Wallace, M. (1987).Teaching vocabulary. London: Heinemann.
Wiwit. 2011. The Media used by the Teacher in Teaching Vocabulary for 3rd grade Students of
SDN Sumberbening 2 in Kabupaten Trenggalek. Unpulished: Muhammadiyah
University.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English as an International has an important language role in the world
including in Indonesia. In Indonesia, English is the first foreign language that is
taught from Elementary School level to University level. English in Elementary
School has now come to be carried out as a legitimate subject with the position as
a legitimate subject. It is relevant with the Degree of Ministry of Education and
Culture (RI/NO.0487/4/1992, chapter VIII) which states that an Elementary
School can include extra lessons in its curriculum as long as they are not in
contradiction with the objectives of National Education. It means that teaching
English can be conducted in the Elementary School of third grade.
Teaching English consists of two parts. They are language skills and
language component. Language skills are reading, speaking, writing and listening.
Language components are pronunciation, structure and vocabulary. Here, the
thesis writer focuses her discussion on vocabulary as one of the language
components. The interest of focusing on vocabulary is in line with the Ministry of
Culture and Education statement (NO.172/104/4/94/SK) which states that by the
end of Elementary School the students are expected tomaster 500 items of simple
English vocabulary.
Vocabulary is the meaning of words in a sentence, and more particularly
the body of words known as an individual.According to Napa (in Intari 2004),
vocabulary is one of the components of language and there are no languages that
exist without words. A comprehensive vocabulary bank is required to succeed in
basic skill areas as well as more specific content areas. Furthermore, Sabillah
(2004) stated that one of the language components to be given to the learner’s is
vocabulary.
One of the important factors in teaching vocabulary is the teacher’s
teaching technique. Technique of teaching is one factor that plays an important
role in determining the success of student’s achievement (Sabillah, 2001). It
means that an activity depends on the teacher’s technique. So, in teaching
vocabulary the teachers must be creative and able to explain the material clearly to
make the students interest and understand it. Consequently, the teachers need to
manipulate some techniques in order to support the teaching and learning process.
The statement above is supported by Anand (2002) who investigated the
teaching of English vocabulary to children at SD 1 Mulya Agung, Jetis, Malang.
He found that the effective teaching techniques of vocabulary were guessing
pictures, asking and answering questions and singing a song. The children are
very enthusiastic because they were free to express their abilities. Rachmajanti (in
Cahyono 1993) stated that many people agree that a pleasant condition
madelearners feel well. Besides, in his research, Basuki (2006) who investigated
the techniques of teaching vocabulary to the third years students of SDN
Bangselok III Sumenep Madurafound out that the effective teaching techniques of
vocabulary are include the translation technique, the synonym and definition
technique, the contrast and opposite technique, the visual technique, the visual
technique, the repetition technique and the game technique. Of those six
techniques above the game technique was the most interesting because students
could enjoy the material presented. As a result, they could learn to comprehend
the vocabulary used in a text more easily.
Based on the background presented above, it is necessary for the reseacher
to study about the techniques of teaching vocabulary, the way how the teachers
apply the techniques of teaching and the advantages and the disadvantages of the
techniques used in SD Muhammadyah Magetan. This school is chosen as the
object of the study because the English teacher in this school does not have
English education background. It is predicted that it has an effect on the EFL
profession as stated by Fonocchiaro, that teacher is the key person. The teacher
needs certain skill and attitudes which the language learning program doomed to
failure (1946). Infact,the teacher didn’t have English backgroundbut she teaches
English from the third grade until sixth grade students.The teacher said that third
grade students ignored their teacher during the class and they talked each other.
Besides, they were difficult to be controlled and less attention to the teacher.
Moreover, the students actively moved to do somethings that made them happy
and relaxed.So the reseacher focused on the third grade students because students
in this level are very talkative, active to move around and playing with their
friends. Thus, playing is the most common activities for children to gain their
knowledge. It is important to make consideration to the techniques for teaching
English to children because it making the students interested in joining the
English subject, helping the comprehension, and make them active in the class.
1.2 Statement of the Problem
Based on the study stated above, the problems are formulated as follows:
1. What are the techniques used by the teacher in teaaching vocabulary for
the third grade students of SD Muhammadyah Magetan?
2. How does the English teacher apply the techniques in teaching vocabulary
to procedure the third grade students of SD Muhammadyah Magetan?
3. What are the advantages and the disadvantages of using the techniques
used by the teacher in teaching vocabulary for the third students of SD
Muhammadyah Magetan?
1.3 Purpose of the Study
Related to the research questions above, the purposes of this study are:
1. To know the techniques used by English teacher in teaching vocabulary to
the third grade students of SD Muhammadyah Magetan.
2. To describe the procedure how the teacher applies those techniques in
teaching vocabulary to the third students of SD Muhammadyah Magetan.
3. To describe the advantages and the disadvantages of those techniques used
by English teacher in teaching vocabulary to the third grade students of SD
Muhammadyah Magetan.
1.4 Significance of the Study
The result of this study is expected to give contribution to the English
teachers about the techniques applied in the teaching vocabulary for young
learners to the third grade students of SD Muhammadyah Magetan as a feedback.
After knowing the techniques of teaching vocabulary, it is expected that the
teachers could improve their techniques in teaching vocabulary. Besides that, the
finding of this study will enrich their teaching technique of vocabulary to be
applied. Furthermore, the outcome of this research will contribute to the
improvement of teaching technique vocabulary of the Elementary School level.
1.5 Scope and Limitation
This study focuses on the techniques used by the teacher in teaching
vocabulary. The subject of this study is limited to teaching at the third grade
students of SD Muhammadyah Magetan.
1.6 Definition of the Key Terms
Certain key terms related to the problems of this study need to be defined
in order to avoid misunderstanding. The terms which need to be defined are as
follows:
Techniques are the ways and means adopted by the teacher to direct the
learner’s activities toward an objective. Techniques are the tools of the teachers in
teaching (Gerlach, Ely, Melnick 1980:187).
Teaching is guiding a facilitating learning, enabling the learner to learn,
setting the conditions for learning (Brown, 2000:7).
Elementary school is place of child between 6-12 years old comes to have
formal study which holds the role from the minister of education (Halliwel, in
Sabillah 2001).
Vocabulary is the total number of words which (with rules in combining
them) make up a language (A.S. Hornby’s dictionary, 1987:959).