IMPROVING STUDENTS’ VOCABULARY THROUGH PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS HARAPAN BANDAR LAMPUNG (A CLASSROOM ACTION RESEARCH)

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the research finding, the conclusion can accordingly be stated as follow: 1. The use of Pattern Drills Technique can improve the students’ vocabulary

achievement. The research was successful because more than 70% of the students of grade VII scored 65 or higher. In cycle 1, there were 13 students (48.18%) who gained score ≥ 65, while in cycle 2 there were 20 students (86.29%) who gained score ≥ 65. Thus, through pattern drills technique, the teaching of vocabulary became more effective. It is relevant to the students’ need and interest, is also able to reinforce the language to be learnt, to stimulate the language production, and can be a model for the learners to follow. The use of pattern drills technique helps the teacher to enrich his/her teaching performance. It can be seen from the

teacher’s score which is increase from 62 in cycle 1 to 89 in cycle 2. It means that she could teach the students better after implementing pattern drills technique.

2. By using pattern drills technique, it was found that the students’ activities were improved as pattern drills technique stimulated and attracted more the students in learning English. As it was found that there were only 16 students (59.2%) who

did 80% of the activities in cycle 1, but there were 26 students (96%) who did 80% of the activities in cycle 2.

5.2 Suggestions

Based on the conclusion above, some suggestions are recommended as follow: 1. The teacher is recommended to use application of pattern drills technique in

improving the students’ vocabulary. In pattern drills technique, the students give a dialogue that will attract them to know what is materials tells about. The high interest students will motivate them to join every single activities instructed by teacher so that they can improve their English and also improve their activities in the classroom.

2. Several improvements should be done during the teaching learning process, such as the teacher’s performance and class management system. It is suggested that the teacher learn the materials and understand the characters of the materials well to make the teacher able to perform the facial expression and gesture well about the materials. The exaggeration of facial expression and gesture would make the students to be interested and this situation often used by some of the students to make the class busy laughing and did not pay attention to the dialogue, moreover the new vocabularies. In managing the class, the teacher should not pay too much time in handling the students who did not listen to the materials. A simple

overreacted to the naughty students would ruin the concentration of the students who listened to the dialogue well.

3. There are several of English materials that can be applied in teaching English, but the teacher should choose the material of vocabularies that is appropriate for the students’ level especially for junior high school students.

I. INTRODUCTION

1.1Background

English is the first foreign language taught in Indonesia. It is not only taught in elementary school, junior high school and senior high school, but also in university level. The objective of the foreign language instruction is to help the students to communicate in English. Learning a language cannot be separated from learning vocabulary. If students are lack of vocabulary, how can they communicate in the target language? It is relevant to what Krashen and Terrel’s (1983: 155) statement that vocabulary is a basic component to communicate. Of course, students’ lack of vocabulary will discourage them to use the target language, either in spoken or written communication.

Vocabulary is one of language aspects that are taught in the classroom during the process of language teaching. Wallace (1988) states that vocabulary is a vital aspect of the language. The existence of vocabulary is considered important since it is a term that should be acquired to express or share ideas to other people effectively.

Vocabulary is very important for students to master the language. When students practice four skills of language; listening, speaking, reading and writing, they use the amount of vocabularies. By having a lot of vocabulary, the students can

express more ideas. As Tarigan (1986: 2) stated that the quantity of one’s

language depends on the quality of his or her knowledge of vocabulary. The richer one’s vocabulary is, the more fluent he or she is in using the language. As Rivers (1978: 462) also stated that it would be impossible to learn a language without vocabulary. Besides that, vocabulary earns the highest score (4 of 10 points) in speaking and writing test, 40 percent in listening test score, and 30 percent in reading test score of Junior High School National Final Examination (Depdiknas, 2009: 11-14). Thus, vocabulary teaching should be taken into account in order to gain better result of the students’ English score.

Based on the curriculum, the students of junior high school should master the vocabulary around 1000-1500 words in order to be able to use English both in spoken and written language. The writer finds that students of junior high school especially in first of SMP Tunas Harapan have very limited vocabulary. Most of them do not understand the text or even cannot do exercise because they do not know the meaning of words. It also happened in speaking; the students are reluctant to speak because of their limited vocabularies. Eventually, they find English as an uninteresting subject. So, it will be very difficult to reach target of KriteriaKetuntasan Minimal (KKM) of the school for English subject. The target of the learning product is 65 and the average score of mid test is just 47.26. Obviously, it can be seen that the English score is very low, globally the English skills are still far from the target. From the teacher’ experience, it is revealed that most of the students cannot answer the teacher’ question, they keep asking the teacher to translate the question into Bahasa, and they cannot answer it in English.

Besides that, from the observation that has been done in advance, the researcher found that the teacher taught the students in an ordinary way, such as just writing the material from the textbook and doing exercise in the students’ work book without knowing what the function and the meaning. And it is boring for them because it did not give challenge for the students to make their English better. Meanwhile from her interview with the students, she found that the students lack of vocabulary and get difficulty to learn the vocabulary well, the students feel hard to memorize the some certain vocabularies, because they hardly ever practice and use the vocabulary in daily activity and the teacher seems to emphasize only on memorizing the list of vocabulary without training the students well to develop their vocabulary and involving the students in the activity. Therefore, it is

necessary for the teacher to focus more on strategy of learning vocabulary that improve the students’ vocabulary achievement, and make the learning interesting for the students.

Vocabulary instruction occurs in a variety of ways in the classroom. Teachers must be prepared to work with students with varied ability levels. In one classroom there will be students with diverse word knowledge backgrounds, learning styles and literacy abilities (Blachowicz et.al, 2005). Blachowicz et.al. (2005: 27) also states that it is up to the teacher to make word learning pervasive, enjoyable, meaningful and effective.

In order to master the vocabulary that will help them when they practice the language, students will need a good or valuable technique which will help them to learn or memorize the vocabulary in easiest way. Teachers should provide the

students with the technique and method that can motivate the students to involve in the activity of learning. As Moore (2000: 25) says that student may want to complete particular assignment principally because it interests or excites them, rather than enables them to achieve a high grade or to please their teachers or parents.

The statement suggests that it is better to motivate the students by giving an interesting and exciting activity. The teachers are highly suggested to employ an appropriate approach and maintain the teaching learning process that builds the students’ awareness on using the knowledge rather than knowing it

Teachers should work by implementing a true combination of the methods of instruction for vocabulary since there is not one recommended method of instruction. As Allen and Vallete (1997) states that teaching vocabulary can be meaningful if the teacher conduct the teaching process by combining the available techniques of teaching. This condition will make the students understand the word taught easily.

There are many techniques that can be used to learn or master the vocabulary; one of them is Pattern Drills Technique. Pattern Drills Techniqueis a good technique to make new material more memorable. Pattern Drills Technique is designed to improve memory of key information.

Based on the background stated previously, the researcher focused her classroom action research on teaching vocabulary by using Pattern Drills Techniqueas a technique in teaching vocabulary. It is hoped that the teaching learning process through Pattern Drills Technique could improve students’ vocabulary

achievement; the quality teacher’s teaching performance and teaching learning process effectively.

1.2Formulation of the Problems

In line with the background of the study described in previous pages, the researcher formulates the problem as follow:

1. Can the use of Pattern Drills Technique improve the student’s vocabulary achievement?

2. Can the use of Pattern Drills Technique improve the quality of the teacher’s teaching performance?

3. Can the use of Pattern Drills Technique improve the teaching learning process?

1.3 Objectives of the Research

In relation to the formulation of the problem, the objectives of this classroom action research are:

1. To find out whether the use of Pattern Drills Techniquecan improve student’s vocabulary achievement in the first grade of SMP Tunas Harapan.

2. To find out whether the use of Pattern Drills Techniquecan improve the quality of the teacher’s teaching performance.

3. To find out whether the use of Pattern Drills Techniquecan improve the teaching learning process.

1.4Uses of the Research

This research is useful both practically and theoretically. 1.4.1 Practically

The writer expects that the result of the research may useful for:

1. The teacher: the teacher can make some variations of teaching vocabulary by using Pattern Drills Technique.

2. The students: the treatment given in the classroom action research can improve the students’ interest and achievement in vocabulary.

3. The school: hopefully, the result of the research can be used as the consideration policy related to the development of teaching English. 1.4.2 Theoretically

The result of this Classroom Action Research supports the theory about the implementation of Pattern Drills Techniquein increasing students’ vocabulary achievement.

1.5 Scope of the Research

The classroom action research was conducted to the first year students of SMP Tunas Harapan. The class was class VII consisting of 27 students who got the lowest average score among others classes of first year in the final test. The focus of this study was on teaching vocabulary by using Pattern Drills Techniqueto improve students’ vocabulary achievement, the quality of the teacher’s teaching performance and teaching learning process. The materials are adopted from 2006 English curriculum of junior high school.

In this research, the researcher held two cycles. The first cycle was done based on the problems of the result then the second cycle was done based on the result of the analysis and reflection of the first cycle. Each cycle consisted of four steps, such as, planning, action, observation and reflection. “Planning” involved the determination of the question that needs to be answered and the strategy to be used in answering it. During the “Action” stage, the practitioner tried out the strategy. The “Observation” stage included recording data on the result of the strategy and also kept a journal on the practitioner’s thoughts and reactions to the entire experience. Finally, during the “Reflection” stage, it concluded that a new cycle could begin.

II. LITERATURE REVIEW

This chapter is discuss about concept of classroom action research, concept of vocabulary, concept of teaching learning process, concept of students’ learning activities, concept of teacher’ performance, concept of pattern drills technique, and procedure of teaching vocabulary using pattern drill technique.

2.1Description of Classroom Action Research

Action research is a form of self-reflective enquiry undertaken by participants (teachers, students, or participants for example) in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the

situations (and institution) in which this practices are carry out (Carr and Kemmis, 1986).

Classroom Action Research is a continual process of search of a formal

organization for devising solution for the everyday difficulties of classroom life (Mc Niff, 1995). It means that action research is used to solve the problem in daily classroom activities in order to make teaching learning process effective. In this sense, action research is seen as way of characterizing a lose set of activities that

are designed to improve to quality of education; it is an essentially eclectic way into a self-reflective program aimed at such educational improvement. And the second prospective attempts to identify the criteria of these activities; to formulate systems that will account for the improvement that is an anticipated outcome of the self-reflective program. So, the term action research is a term used to describe methods and techniques.

In addition, Kemmis and Mc Taggart (1982:3) state that action research is deliberate, solution-oriented investigation that is group as personally owned and conducted. The linking term of “action” and “research” highlights the essentials features of this method; trying out ideas in practice as a mean of increasing knowledge about or improving curriculum, teaching and learning.

Kemmis’s model follows the cycle of: Plan, Act, Observe and Reflect. “Planning” involves the determination of the question that needs answering and the strategy to be used in answering it. During the “Action” stage, the practitioner tries out the strategy. The “Observation” stage including recording data on the result of the strategy and also keeping a journal on the practitioner’s thoughts and reactions to the entire experience. Finally, during the “Reflection” stage, concluded that a new cycle can begin (Kemmis, 1982:5)

Applied to classroom, Action Research is an approach of (1) improving education through change, by encouraging teachers to be aware of their own practice, to be critical to the practice, and to be prepared to change it, (2) it is participatory, in the

sense that it involves the teacher in his own enquiry, and collaborative, in that it involves other people as part of a shared enquiry. It is research “with” rather than research “on”.

2.2Description of Vocabulary

Hornby (1984: 959) states that vocabulary is the total number of words, with rules for combining them which makes up language. We can also say that language is built up by vocabulary. 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. This supported by Byrne (1976: 10) states that in order to communicate effectively, the learners need an adequate mastery of vocabulary.

It is obvious that without mastery vocabulary, someone can convey nothing. Even though we master the grammar of a certain language but we do not have any knowledge on its vocabulary, we will not be able to communicate or to express our idea using that language.

Based on the statement above, the writer assumes that vocabulary is the basic element of language in form of words in which it will make a language meaningful. Wallace 1988) states that vocabulary is the vital aspect of the language. If who have the vocabulary we need, it is usually possible to

communicate after a fashion. An adequate number of vocabularies may enable the message to be expressed clearly. Concerning this matter, Burton (1982: 98) states

that a larger number of vocabularies help us to express our idea precisely, vividly and without repeating the word.

Therefore, in order to help students mastering 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 students may depend on the quality and the quantity of the vocabulary that the students have. The more and the better vocabulary they gain, the more skillful the language they can perform.

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 their ideas. Wilkin (1983: 3) says that without grammar little thing can be conveyed, without vocabulary nothing can be conveyed. 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 do not know anything about vocabulary. Thus, vocabulary is an essential part of language which makes the language meaningful.

Vocabulary is grouped into a simple word, a compound word and idiom. Lamb (1963: 19) defines a simple word as a single word that may or may not have a prefix and/ or a suffix, for instance; table, chair, book, ball, etc. While a compound word is a word coined from two or more other words. Trask (1999: 120) also says that compound word is two or more existing words are simply combined. A compound word may be written as one word, two words or as hyphenate word, for instance; textbook, classroom, etc. Idiom is a group of words

with a meaning which is different from the individual words and often difficult to understand from the individual words, for instance; look for, turn on, get off, etc.

According to Fries (1974: 45), vocabulary divided into four types:

1. Content words represent the names of objects or things, that is: concrete nouns (student, teacher, book), action done by or with these things, that is: verbs (read, teach, walk), and the qualities of these things, that is: adjectives (happy, sad, smart).

2. Function words are those words which are used as means of expressing relation of grammatical structure such as: conjunctions (and, or, but), articles (a, an, the), etc.

3. Substitute words, those which represent no individual things or specific actions, but function as substitutes for whole form-classes of words, that are indefinites (anyone, anybody).

4. Distributed words, those that are distributed in use according to grammatical matter as the presence or absence of a negative, such as: some, any, either, etc.

In this research, the writer will focused on content word because content word consists of words that are familiar to the students and easy to be understood by them.

Referring to the above statement, the writer assumed that vocabulary is very essential part in learning a language. By mastering the vocabulary, we can

ideas easily. In this research, the writer mostly used River’s concept of teaching vocabulary. It is hoped after learning vocabularies, the first year students of SMP Tunas Harapan would master a great number of vocabularies, and they can express their ideas and communicate easily each other.

2.3Description of Teaching-Learning Vocabulary 2.3.1 Concept of Language Teaching

When we talk about teaching, it means that we talk about showing or helping someone to learn how to do something. It also means giving instruction, guiding is studying about something, providing with knowledge and causing to

understand, Brown (1987: 6). So, when we teach someone, we hope the person will have knowledge and understanding about of the subject we taught at the end of the teaching period.

Based on the opinion above, the writer assumes that any language can be taught to the students, wherever they live. So, language teaching can be modified to any situation (classroom activity), depending on the situation. Meanwhile, it will be insufficient if teaching learning activity is carried out through talking and writing only, in this case media are needed.

Referring to the previous statement, the writer needs good technique to transfer the material in teaching and learning activity. In general, there are some

techniques that can be used in teaching learning process like using picture, game, group work, etc.

2.3.2 What to Teach in Vocabulary?

In general, there are three steps in teaching vocabulary; firstly, teaching the word form that are spelling and pronunciation. The teacher can teach the spelling of the word by writing it on the whiteboard. While, in teaching pronunciation, the teacher can pronounce the word loudly in front of the class, and then asks the students to repeat after the teacher.

Secondly, teaching the meaning of the word. In teaching the meaning of the word, the teacher can ask the students to look up in the dictionary. If the students have any difficulties, then the teacher may help the students by giving them the meaning of the words or the teacher can also directly tell the students what its meaning.

Thirdly, teaching the use of the word. In teaching the use of the word, the teacher may provide some exercises in using those words.

It suggests that English teacher should find an alternative technique that at least covers the three steps above in teaching vocabulary.

2.3.3 How to Select Vocabulary to Teach?

Bismoko (1976: 64) states that in teaching vocabulary, the teacher must select the words which can be learnt in a limited time, which words should be chosen for teaching and which one should be left behind. It means that the teacher should be

able to choose the appropriate words in teaching vocabulary according to the level, needs. Bismoko (1976: 64) says that the vocabulary which should be taught to beginners should meet the following requirements:

1. Must be frequently used by people whose native language is English. These words can be selected from A General Service of English Words (West, 1953). West (1953, vii) says that the words represent a list of 2.000 General Service List and considered suitable as the basis of vocabulary for learning English as a second language. For example: eye, hand, book, money, etc. 2. Must be useful in any country and any situation especially for authentic

situation. It means that the words are very essential to be familiarly spoken in authentic situation. For example the words used in expressing:

a. Greeting: Good morning, Good afternoon, Good bye, etc. b. Condolence: I am sorry, etc.

Based on the statement above, the writer assumes that in teaching vocabulary teacher should be able to supply some appropriate material in teaching vocabulary.

According to Nation (1990: 18), we can determine that vocabulary can be taught by using:

1. Frequency counts

Usually a vocabulary counts done by making list of the words in a particular text or group of texts and counting how often and where they occur, by this

way the teacher will be able to select which word is useful to be learnt and which word is not.

2. Word list

Word lists a list of words that have been listed by some experts. There are some word lists that have been made by some experts and can be used in preparing material to be taught on vocabulary teaching. They are General Service List of English Words by West (1953), The Cambridge English Lexicon by Hindmarsh (1980), and Longman of contemporary English by McArthur (1981).

But in this research the writer used the student’s junior high school handbook, which is published by Yudistira. The consideration of using this book as source is that the book is arranged based on the GBPP of curriculum 2006 and the book is also used by the teacher in that school.

2.3.4 How to Teach the Vocabulary?

Learning a language means learning thousands of vocabulary items. Everyone has his or her own way of learning vocabulary. For some people random word lists will seem to be the most appropriate, usually with a translation into the mother tongue. Some learners will find it effective to use vocabulary exercise in order to acquire new vocabulary, while others will use vocabulary cards and regularly test themselves to check whether new items have been learnt. All of these methods are effective in their own right and with suit different individual in different ways.

Based on the statement above, Scott (2007) says that there are five basic instructional methods for teaching vocabulary. These methods are:

1. Definitional methods include anything where a student is given a word and a definition. The student may be given a list or words and have to look them up in a dictionary, or the teacher may simply give an oral definition for new vocabulary words, without discussing the meaning beyond the definition. 2. Contextual methods of vocabulary instruction ask students to create a meaning

for a word based on the rest of the sentence or paragraph. This instructional method also teaches students how to use a new vocabulary word in the right context by writing original sentences using the new word.

3. Organizational, or semantic framework instruction, students learn relationships between and among similar words. This type of instruction includes the use of concept maps, semantic maps, and other graphic organizers.

4. Pattern Drills Technique instructional makes use of visual images as a way of help students learn and remember new terminology. Instead of memorizing abstract definitions, students are encouraged to picture something that helps them associate a word with a meaning.

5. Structural methods of vocabulary instruction show students how to look at the parts of the word for clues about what the word means. Scott, Jamieson-Noel and Asse link cite (2003) a previous study which claims that this type of morphological word study is especially useful to students who are learning English as an additional language (Scott, 2007).

All of the ways above can be used in teaching-learning vocabulary process, but in this research the writer used the Pattern Drills Technique, because the writer assumes that by those learning technique the student would be easier to memorize the vocabulary.

2.4 Description of Students’ Learning Activities

Learning activities can be defined as what students do in order to learn in your teaching sessions, courses, and programs. Learning activities are underpinned by what we do as educators, and what we encourage or required students to do as learners, to support them in the achievement of learning outcomes.

Douglas in Hamalik (2001: 172) states that “one learns only by some activities in neutral system: seeing, hearing, smelling, feeling, thinking, physical or motor activity. The learner must actively engage in the “learning”, whether it is of information a skill, an understanding, a habit, an ideal, an attitude or the nature of task”.

Based on those descriptions above, students’ learning activity mean any activity done by the students during the teaching learning process. By doing many

activities they will gain the knowledge, comprehensions and aspect of behavior to develop their skill that may be meaningful for their social life.

According Dierich in Hamalik (2001: 172) learning activities can be classified into 8 groups, they are as follows:

1. Visual activities

Examples: reading, observing, demonstrating, looking at the picture, etc. 2. Oral activities

Examples: expressing something, asking, discussing, and interrupting. 3. Listening activities

Examples: listening to a conversation, a speech, radio, etc. 4. Writing activities

Examples: writing an essay, paper, summarizing, doing a test, filling out the questionnaires.

5. Drawing activities

Examples: drawing maps, graphics, charts, etc. 6. Motor activities

Examples: doing an experiment, dancing, farming, etc. 7. Mental activities

Examples: responding, solving problems, analyzing, taking a decision, memorizing.

8. Emotional activities

Examples: feeling happy, tired, nervous, etc.

2.5 Description of Teacher’s Teaching Performance

According to Medley and Shannon (1994) , teacher’s performance is the way in which a teacher behaves in the process of teaching. So, teacher’s performance is any behavior done by the teacher when she/he teaches the students.

It is necessary to observe the teacher’s teaching performance during the teaching and learning process. According to Foster, a teacher is a central force that shapes the behavior of the individual child as well as those of children in groups. The teacher’s teaching performance covers the teacher’s behavior that can be described according to specific roles that stem from, the expectation of the society, school, peers, colleagues, and the children themselves.

Foster adds that, the qualified and competent teacher must have mastered the knowledge and skills that necessary for the performance. There are two roles that teacher must know, psychological roles and instructional roles. In psychological roles a teacher must be:

1. A social model

In performing this role, the teacher must be aware that children in certain communities still expect the teacher to be a model for the social values found therein. Thus the teacher is expected through the use of precept and example, to inculcate those moral values, life styles, and career goals that have high priority in the community.

2. An evaluator

The way the teacher performs this role can frequently determine how children view themselves. Because children are sensitive about all matters concerning success or failure, the way in which the teacher performs the evaluator role is often more critical than the evaluation itself.

3. A walking encyclopedia

It means that a teacher must be able to provide any information needed by the students. Hence, a teacher must be knowledgeable.

4. A moderator

The school teacher portrays the moderator role on many occasions. Especially in the area of personal conflicts, the role must be played objectively.

5. An investigator

This role can be performed in a constructive way by an understanding teacher, or it can be result in devastating trauma for children if it is performed in an insensitive manner.

6. An ombudsman

This role provides the support and encouragement that many children need if they are to overcome difficulties in learning and personal matters. In

performing this role, a teacher usually respond by listening to the needs of pupils in an understanding way.

7. A morale builder

This role is important in the daily instructional program, especially where cognitive learning tasks are concerned. A teacher should build the morale of his/her students when they feel inadequate, or experience an early failure. 8. A leader of the group

For a teacher, skills in group leadership lie in the area of classroom

management and planning for instruction. Suffice it to say at this point that group leadership is a critical role for the teacher to perform.

9. A substitute parent

A teacher acts as a parent for many pupils. With very young children, the teacher frequently must assist the pupils with personal attire, as well as to perform a number of essentially psychomotor tasks.

10.A target for frustration

Some children displace their emotional attitude toward others onto their teachers. When this occurs, the teacher may become a target for their frustration.

11.A friend

A teacher must be able to make friends with the students but it is not

necessary to be too friendly with them because he/she will find it difficult to be objective with them.

Based on the description above, the teacher’s performance is the way a teacher behaves in the process of teaching. The behavior done by the teacher in this process shows that she/he is doing her/his roles which cover psychological roles and instructional roles.

Considering the important role of a teacher, the researcher intends to observe the teacher’s performance when she teaches vocabulary by using pattern drills technique. The main tools for assessing the teacher’s performance are

observational schedules and rating scales. In this action research, the researcher will use an observation sheet in which there are some aspects that will be scored,

the aspects cover the teacher’s performance in pre activity, while activity and also post activity.

2.6 Description of Pattern Drills Technique

Language learning is a process of the habit formation. The more often something is repeated, the stronger the habit and the greater the learning. The Pattern Drill Technique believes that learning a foreign language is the same as the acquisition of the native language (Rivers).

Drilling means listening, responding, expensing, and even translating of some models which are provided by the teacher, a tape recorder or another student. This technique is a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat, respond, complete, and translate it (Huebner).

In implementing Pattern Drill Technique, the teacher needs to make every learner active. It means that the teacher would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by

presenting new words for the students to sample in the same structure. In Pattern Drill Technique, there is no explicit grammar instruction; everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output.

2.6.1 Types of Pattern Drills

In order for language learners to practice, there are a number of different types of pattern drills that can be used. Language teacher may use one or more than one pattern drill, depending on what patterns are needed. In the following season “A” represents teacherand “B” represents student _{(Rivers, 1978: 56)}

1. Repetition Drill. This drill is the simplest drill used in learning language patterns. It is used at the very beginning of language class. Language learners merely repeat what the teacher says. This may be used for the presentation of view vocabulary and will be useful for pronunciation, e.g.

A : “I study in the morning“ B1 : “I study in the morning” A : “I study in the afternoon” B2 : “I study in the afternoon” A : “I work in the morning” B3 : “I work in the morning” Etc.

2. Substitution Drill. Language learners are required to replace one word with another. They may replace the word of the model sentence with a pronoun, number or gender and make some the necessary change, e.g.

A : “John is hungry” B1 : “John is hungry” A : “In the class”

B2 : “John is in the class” A : “John and merry”

B3 : “John and marry are in the class” Etc.

3. Transformation Drill. Language learners are required to change sentences from negative to positive, from positive to interrogative, or from simple present tense to simple past tense, depending on the instruction from the teacher, e.g.

A : “The book is new” B1 : “Is the book new?” A : “We are in the class” B2 : “Are we in the class?”

4. Replacement Drill. Language learners replace a noun with a pronoun. It is the same as the substitution drill but it involves with a replacement, e.g. A : “I like the book”

B1 : “I like it”

A : “I met the people in Jakarta” B2 : “I met them in Jakarta” A : “John will come here” B3 : “He will come here”

5. Response Drill. Language learners respond to somebody’s sentence. In this drill the answers are patterned after the question. This drill may involve “WH” question or” yes/no” questions, e.g.

A1 : “John is at school” A2 : “Where is John?” A3 : “At school”

6. Cued Response Drill. In this drill, language learners are provided with a cue before or after the question, e.g.

A : “What did the man buy?” (A book) B : “The man bought a book”

A : “Who will help us?” (His brother) B : “His brother will help us”

7. Rejoinder Drill. It is similar to the cued response drill. In this drill language learners are given instruction of how to respond, e.g. A : “Come to my house” (Be polite)

B : “Would you like to come to my house” A : “Your idea is not good” (disagree). B : “I disagree with your idea”

8. Restatement Drill. Language learners rephrase an utterance and address it to somebody else, according to the content of the utterance, e.g.

B : “I live at Simon Street no.5”

A : “Ask her what she has for breakfast” B : “What do you have for breakfast?”

9. Completion Drill. Language learners are told to supply a missing word in a sentence or statement, e.g.

A : I bring my book and you bring…

B : I bring my book and you bring your book. A : I have to solve … own problems.

B : I have to solve my own problems.

10. Expansion Drill. Language learners build up a statement by adding a word or phrase, e.g.

A : “Mathematics”

B : “We study mathematics” A : “Every day”

B : “We study mathematics every day”

11. Contraction Drill. Language learners replace a phrase or clause with a single word or shorter expression, e.g.

A : “I did not mean to kill the bird” B : “ I did not mean to kill it” A : “Do not go to that place” B : “Do not go there”

12. Integration Drill. Language learners combine two separate statements, e.g. A : “Which one do you think is true? The earth goes around the sun

or the sun goes around the earth” B : “I think the earth goes around the sun”

A : “I know that lady. She is wearing the blue shirt” B : “I know the leady wearing the blue shirt”

13. Translation Drill. Language learners translate a sentence from their mother tongue to the target language, e.g.

A : “Saya sangat senang buah-buahan” B : “I like fruit very much”

A : “Ada beberapa murid dikelas itu” B : “There are some students in the class”

By considering the suitability and appropriateness of the material that are going to be presented to the students by the researcher, finally the researcher decide to take 5 patterns of drill as her teaching technique:

1) Repetition Drill → to improve the student pronunciation

Repetition Drill is the simplest drill used in learning language patterns. It is used at the very beginning of language class. Language learners merely repeat what the teacher says. This may be used for the presentation of view vocabulary and will be useful for pronunciation, e.g.

A : ”I study in the morning” B1 : “I study in the morning” A : “I study in the afternoon” B2 : “I study in the afternoon” A : “I work in the morning” B3 : “I work in the morning” Etc.

2) Substitution Drill → to improve the student pronunciation

In this Drill language learners are required to replace one word with

another. They may replace the word of the model sentence with a pronoun, number or gender and make some the necessary change, e.g.

A : “John is hungry” B1 : “John is hungry” A : “In the class”

B2 : “John is in the class” A : “John and merry”

B3 : “John and marry are in the class” Etc.

3) Transformation Drill → to build up the students’ vocabularies ability In this Drill language learners are required to change sentences from negative to positive, from positive to interrogative, or from simple present

tense to simple past tense, depending on the instruction from the teacher, e.g.

A : “The book is new” B1 : “Is the book new?” A : “We are in the class” B2 : “Are we in the class?”

4) Expansion Drill → to build up the students’ vocabularies ability

Expansion Drillis the process of build up a statement by adding a word or phrase, e.g.

A : “Mathematics”

B : “We study mathematics” A : “Every day”

B : “We study mathematics every day”

5) Response Drill → making the student active in learning process Response Drill invites the language learners respond to somebody’s sentence. In this drill the answers are patterned after the question. This drill may involve “WH” question or” yes/no” questions, e.g.

A1 : “John is at school” A2 : “Where is John?” A3 : “At school”

2.6.2 Advantages of Using Pattern Drill Technique to Improve the Students’ Vocabulary.

According to Huebener (1969: 44) the advantages of Pattern Drill Technique are: 1. It ensures the participation of the students because the students have

unique, essential information; all learners need to get other’s information. 2. It helps the students in earning the content of the subject.

3. It has a strong effect on attitude to learning and social relationship among students in group.

4. It enables the students to understand the dialogue because while they are doing the activity, they will try to know the meaning of the words or sentences in order that they can get the complete content of the dialogue.

2.6.3 Disadvantages of Using Pattern Drill Technique to Improve the Students’Vocabulary.

Since the aim of the technique is speaking ability, teaching through Pattern Drill Technique language teachers spend most of the time for drilling. However, experimentation with the technique showed that the technique had certain disadvantages (Huebener, 1969: 9).

1. Real Conversation is difficult to achieve in the classroom because the time to develop it is difficult.

2. Conversation must not be confused with oral practice. Conversation involves a free, spontaneous discussion by two or more persons of any topic of common interest. Part of its effectiveness is due to facial expressions and gestures.

3. Conversational competence depends essentially on an extensive

vocabulary, memorization of numerous speech patterns, and the automatic control of stress.

4. Requires planning and structuring by the teacher in order teaching to be successful.

2.7 Procedure of Teaching Vocabulary Using Pattern Drills Technique The Pattern Drill Technique has a relatively complete procedure of presenting language materials. This procedure is a set of typical steps in teaching the target language through the Pattern Drill Technique. Since the listening and speaking ability is the first skill to consider, the first procedure of teaching is more related to listening and speaking ability (Huebener, 1969: 17). The procedure can be as follows:

1) The language teacher gives a brief summary of the content of the

materials. The material is not translated but equivalent translation of key phrase should be give in order for the language learners to comprehend the dialogue.

2) The language learners listen attentively while the teacher reads or recites the dialogue/sentences at normal speed several times. Gestures and facial expressions or dramatized actions should accompany the presentations.

3) Repetition of each line by the language learners in chorus is the next steep. Each sentences may be repeated a half dozens of times, depending on its length and on the alertness of the language learners. If the teacher detects an error, the offending learner is corrected and is asked to repeat

the sentence. If many learners make the same errors, chorus repetition and drill will be necessary.

4) Repetition is continued with groups decreasing in size, that is, first the two halves of the class, then thirds, and then single rows or small groups. Group can assume the speakers’ roles.

5) Pairs of individual learners now got to the front of the classroom to act out the dialogue. By this time they should have memorized the text. In teaching the target language dialogue plays an important role. Almost any language class begins with a dialogue.

The Activities of Teaching Vocabulary by Using Pattern Drill Technique Are as Follows:

A. Pre Activities

 The teacher greats the students.  Good morning my students

 The teacher checks the student’s attendance list.

 The teacher asks the students some question about the material.

 What is your father occupation? What is your mother occupation?  What is your dream? What you are going to be?

 The teacher gives a chance for some of the students to give their opinion.  The teacher introduces the Pattern Drill Technique to the students and

explains them about the rule how to study by using Pattern Drill Technique.

B. While Activities

 The language teacher gives a brief summary of the content of the materials about occupation. The material is not translated but equivalent translation of key phrase should be give in order for the language learners to comprehend the materials.

 The teacher gives some examples of occupations (Driver, Teacher, student etc) that are commonly used by the learners. The teacher gives good examples how to pronounce difficult words.

 The language learners listen attentively while the teacher explains or recites the materials at normal speed several times.

 The teacher shows the gesture and the facial expression about the action that is consisted in the materials.

 The teacher asks the students to repeat each line of the sentences after the teacher mention it before.

 The teacher drills the students about the materials (Repetition of each line by the language learners in chorus is the next steep. Each sentences may be repeated a half dozens of times, depending on its length and on the alertness of the language learners. If the teacher detects an error, the offending learner is corrected and is asked to repeat the sentence).  The teacher asks the students to repeat the sentences with groups

decreasing in size, that is, first the two halves of the class, then thirds, and then single rows or small groups. Group can assume the speakers’ roles.

 The teacher asks the student to memorize the sentences that have been repeated by them before.

C. Post Activities

 The teacher asks them whether they have some difficulties related to the topic.

 Well my student before we end this meeting, do you still have any difficulties about our topics today.

 The teacher asks them’ what they have learnt?” and asks some students to conclude the topic.

 The teacher ends the class.

 My students, I think that was the material for today. Do not forget to read and memorize the material that we have learnt today.

III. RESEARCH METHOD

3.1Classroom Action Research Setting

This was a classroom action research. In this research, students’ problem that was found base on the interview is vocabulary achievement. It was found that the problem in understanding both receptive and productive language use was resulted from inadequate vocabulary mastery. And base on the interview to the teacher, the main problem of the students was that the students were not active and unenthusiastic when they were following English class. They found it difficult to communicate because they lack of vocabulary. They felt frustrated when they cannot find appropriate word to express their thoughts and to grasp the meaning of someone’s utterance. The problem mostly appeared when they were doing written test; it was hard for them to recall the vocabulary they have got as they lack impression and eagerness in learning English. So, a classroom action research was done to improve the students’ vocabulary achievement, the teacher’s performance and the teaching learning process. The researcher taught vocabulary through pattern drills technique and saw the improvement from the process and product of teaching and learning. This research was done at first grade of SMP Tunas

There was one class only of first grade in SMP Tunas Harapan. The subject of this classroom action research was the students of VII consist of 27 students. From the pre observation and the teacher’ explanation this class was chosen because most of students in that class have the lower ability in vocabulary achievement among the other classes. It was showed from the mid test, not all of the students pass the target of KKM (KriteriaKetuntasan Minimal). The target is 65 and just little of the students can reach it, their score is below of the KKM, and the range of their score is between 32-65. Beside that, she found that some of the students cannot answer the teacher’ question, they kept asking the teacher to translate the question into Bahasa, and they also can not answer it in English. It was known by the pre-observation that researcher does and also from the English teacher’s information. The researcher observed the problem and tried to find the solution for that

problem. In this research, students’ problem related to vocabulary achievement.

The problem solution applied was teaching vocabulary through pattern drill

technique. Then lesson plan is design and use. After that, all the students are asked to answer some teacher’s questions related to their understanding of the story, and then they are also asked to choose the correct answer related to their vocabulary achievement. This research is done in collaboration with the other English teachers. There are two others English teacher. One English teacher observes the teacher’s performance and the other one English teacher observes the students’ activity during the teaching learning process. Learning process analysis is done base on the students’ observation and teacher’s observation. Base on this analysis

and reflection, it is decided the next cycle and it focuses on the weaknesses in previous cycle.

3.2Research Procedures

In this classroom action research, there are two cycles. The first cycle is based on the problem which is faced by the students and teacher. The main steps of the cycle are as follows:

1. Planning

Base on the research problem, the researcher prepareslesson plan, selects the material from the textbook or another book that is relevant to the curriculum of junior high school. The researcher prepares the vocabulary test for the students and also observation sheets that will be filled out when the observer is observing the students’ activities and the teacher’s performance.

2. Action

Action is part of the cycle where a teacher does the treatment; it is teaching English through pattern drills technique. In this stage, lesson plan is used in the teaching learning process. The researcher teaches in the classroom as a teacher base on the lesson plan through out the teaching learning process. During the teaching learning process, the students’ activities will be observed. Observation is done by the observer during the teaching and learning process. The observer observes the students’ activities and also the teacher’s performance, then the result of the observation is will be filled out in the observation sheets. The researcher and the observer also

will interpret the result of the observation. This step will be started during the teaching learning process occurs.

3. Observation and Interpretation

During the teaching learning process, the students’ activities are observed by the rater. The teacher performance is observed and noted by the teacher of the class by using observation sheet and interpret the result of teaching learning process. This step is done while the teaching learning process occurred.

4. Analysis and Reflection

Reflection means that the researcher analyzes and reflects the teaching learning process based on the observation result, students’ performance and the vocabulary task to find out the improvement of students’

achievement. The researcher analyzes the weakness and the strength of the activity, material, media and students’ achievement.

The cycle of Classroom Action Research (Suyanto in Wiliyanti, 2007:33) Action Analysis

&Reflectio

Observation& Interpretation

Planning √Identification of problem

√ Analysis of problem

3.3Indicators of the Research

In order to see whether pattern drills technique can beused to improve the students’ vocabulary achievement in this Classroom Action Research, the

researcher determines the indicator dealing with the learning product and process.

1. Learning Product

Based on the standard score or KKM (KriteriaKetuntasan Minimal) stated by the school for English subject, the indicator of learning product is 65. So, the researcher and the teacher determine the target according to that standard, if at least 70% of students’ scores can reach 65 or more for the test, it is assumed that pattern drills is able to foster the learning product.

2. Learning Process

For this learning process, observation is done to both the teacher and the students by the observer during the teaching learning process by observing the whole activities in the class and by filling the observation form. The observation is done to know the students’ activity during learning process, subject is based on the problems faced by the teacher, and it is divided into three activities, they are, pre-activity, while-activity and post-activity. In pre-activity the aspects observed are the students’ interest to follow the class and respond to the topic, while, in while-activity, the aspects

observed are students’ attention to the teacher’s explanation, their focus on the aspects of vocabulary achievement, and their understanding to the materials.

The indicator determined by the researcher concerning the students’ activities is 80%. So, if 80% students are actively involved in teaching and learning activities when the use of pattern drills is implemented, it means that the use of pattern drills technique is applicable to improve students’ vocabulary achievement. The researcher decides to set up 80% as the target since according to Arikunto (2006:7), if more than 75% students are actively involved in teaching learning activities, it can be categorized as a good level. The teacher also discusses it to the English teacher.

Besides observing the students’ activities, the researcher also observes the teacher’s performance during teaching and learning process. It is expected that teacher’s score for her teaching performance could reach score 80. So, if the teacher could get score 80 in her teaching performance, it means she can teach the students very well. There are some aspects that are used to score for the teacher’s performance that was, doing the appreciation, mastering the learning material, having the learning strategy, using the learning media, involving the students, and having evaluation.

3.4Instrument of the research

In getting the data, the researcher employstwo kinds of instruments. The first instrument is the main source of instrument of information and the second one supported the analysis itself. The instrument used here were (1) vocabulary task and (2) observation sheet.

The instrument could be specifically as follows: 1. Vocabulary Test

The first instrument use in getting the data is vocabulary test. Vocabulary test is chosen as the instrument because it requires students to measure their vocabulary achievement. Vocabulary test could also motivate the students to improve their English. The researcher uses vocabulary test proposed by Heaton (1991). The test assesses the students’ understanding and the students’ vocabulary by choosing the correct answer. The

vocabulary test consists of 40 items divide into vocabulary of noun (23), verb (13) and adjective (4).

Table of vocabulary

Vocabulary

Noun Singer, Librarian, Football player, Doctor, Farmer, Nurse, Fireman, Pilot, Policeman, Dentist, Chef, Designer, Broadcaster, Tailor,Painter, Waitress, Dancer, Postman, President, Dancer, Mechanic, Secretary, Receptionist,

Verb Sing, Arrange, Play, Design, Dance,Paint, Serve, Repair, Drive,type, Send,Cook, Kick.

Adjective Beautiful, Tidy, Danger, Polite

Adverb Adverb of time: afternoon, morning, night. Adverb of place : at the school, in the library Adverb of manner : carefully, slowly.

2. Observation

In this research, observation is conducted during the teaching learning process. The teacher and the rater observe the process happening in the classroom. The observationis done to find out the students’ interest to follow the class, students’ attention to the teacher explanation, their focus on the aspects of vocabulary achievement and the teacher’s performance in implementing teaching vocabulary through pattern drills technique. All of the important things those happen during teaching learning process are noted by the rater and the teacher.

3.5Data Analysis

According to Setiyadi (2006:254), data analysis is a process of organizing the data in order to gain regularly of the pattern or form of the research. In this research, the teacher validated the data by using vocabulary test and observation. After getting the data from the test and observation, the teacher analyzes the data based on the limitation of the problems and objectives of the research.

In analyzing and interpreting the data, the first step that the teacher doesis making description all data. Then the teacher selects the data related to the research question. The next step, the teacher arranges all collected data by classifying the data. They are the data in the learning process and learning product, they are observation and vocabulary task. The last step is making the report. When the data

are taken, she interprets all the collected data and described them into conclusion. And base on the analysis and reflection, it is decided to conduct two cycle.

3.5.1 Learning Product

To know the learning product, the researcher uses vocabulary task to collect the data. There is the indicator that is used to analyze the data gained from the test:

If at least 70% of students’ scores can reach 65 or more for the test, it is assumed that pattern drills technique is able to foster the learning product.

To know the percentage of students’ who get ≥ 65, the following formula is used:

Number of students who get ≥ 65 Total number of students

3.5.2 Learning Process

In this learning process, observation is done to both the teacher and the students by the observer during the teaching learning process by observing whole activities in the class and by filling the observation form. The observation is done to know the students’ activity and the teacher’s activity during learning process and it is based on the problems faced by the teacher.

a. Students’ activity and teacher’s performance

There are some indicators that are used to analyze the learning process of the students and the teachers: If 80% or more of students are actively involved in

teaching and learning activities when pattern drills technique is being

implemented, it means the target is achieved. If more than 80% of students are actively involved in teaching and learning activities, it categorizes as a good level. If the teacher gains 80 in her teaching performance, it means she could teach the students very well by using Pattern drills technique as the technique. To get the data from the learning process, the researcher uses observation sheets. The result of the observation sheets is analyzed after every cycle hsd been conducted.

b. Observation

Since the observation is done for observing the students’ activities and also the teacher’s performance, the teacher analyzes the result of the observation separately. In analyzing the data from observing the students’ activities, the researcher counts number of students who are actively involved in the teaching learning activities and also calculate the percentage of the students. In addition the researcher make abstraction or description then selects the important data which is related to the activities of the students.

Meanwhile, in analyzing the data from observing the teacher’s performance, the researcher does the following steps:

1. Counting the total score

In this step, the researcher counts the sum of scores from allaspects. The aspects scored covered the teacher’ activities in pre-activity, while-activity and post-activity.

2. Making a description from the data to be analyzed

It is similar to analyze the students’ activities, in analyzing the teacher’ performance the researcher also makes some description from the collected data which enriches and supports the result of the analysis.

PATTERN DRILLS TECHNIQUEAT THE FIRST YEAR OFSMP TUNAS HARAPAN BANDAR LAMPUNG

By Eka Hartati

The objectives of this research were to find out whether Pattern Drills technique : 1. is applicable to improve the students’ vocabulary achievement especially in noun, verb and adjective; 2. to increase the quality of the teacher’s teaching performance; 3. to increase the students’ participation during the teaching learning process. The research was conducted at SMP Tunas Harapan Bandar Lampung to the students of first grade in academic year 2011/2012 which consisted of 27 students.

This classroom action research was conducted in two cycles. Each cycle consisted of planning, action, observation and interpretation, analysis and reflection. The researcher used indicators dealing with the learning product which covered the students’ score and learning process which covered the students’ participation during the teaching learning process and the teacher’s teaching performance. The result should that the students’ score reached 65, the score for teacher’s teaching performance should 80 and 80% for the students’ participation. To collect the data of the learning process and learning product, the writer used vocabulary test and observation as the instruments.

Based on the students’ test it can be seen in cycle I, only 13 students (48%) could get the score of ≥65. Meanwhile, after cycle 2 had been conducted, 20 students (86%) passed the KKM (Kriteria Ketuntasan Minimal). For the learning process, the students activities improved, from the cycle I, 17 students (63%) do ≥80% and in cycle 2, 22 students (90%) do ≥80%. Meanwhile, for the teacher’s teaching performance, the teacher got score of 62 in cycle I, and then she got 89 in cycle 2. Referring to the result of the research above, it could be concluded that Pattern Drills technique was applicable to improve the students’ vocabulary mastery, the students’ participation during the teaching learning process and teacher’s teaching performance.

ACKNOWLEDGEMENTS

Alhamdulillah, praise to Allah SWT the Beneficent and Merciful, who has given mercies, blessings, and health to the writer in finishing her script, entitled

“Improving student’s vocabulary achievement through Pattern Drills Technique at the first year of SMP Tunas Harapan Bandar Lampung”. Shalawat and Salam to the prophet Muhammad SAW and his family. This script is submitted as

compulsory fulfillment of the requirement for S1 degree of English at Teacher Training and Education Faculty, Lampung University.

It is necessary to be known that this script would never have come into existence without any supports, encouragement, and assistance by several outstanding people. Therefore, the writer would like to address her respect and gratitude to: Drs. Deddy Supriady, M. Pd. as the writer’s first advisor and academic advisor who has been so benevolent in guiding and giving her advices, and also to Dra. Editha Gloria Simanjuntak as the writer’s second advisor for her revision and suggestions. Her thankfulness is also addressed to Drs. Hery Yufrizal, M. A., Ph.D. as the her examiner who has given his inputs, valuable criticism and guidance.

Her appreciation is also extended to Sukadi, S. Ag., the Headmaster of SMP Tunas Harapan Bandar Lampung for the chance giving to the writer to conduct her research, and also to Eka Handayani, S. Pd. and Arif Budi Harsono, S. Pd. as the English Teachers of SMP Tunas Harapan Bandar Lampung and to all the students of SMP Tunas Harapan especially class VII who have supported the research.

The writer’s indebtedness is also dedicated to her beloved parents, Eddy Kemala Jaya and Nona Zainab, and her brother, Bayu Dwi Saputra for their love, pray, trust, support, and encouragement in finishing her script. Her appreciation is also expressed to the English 2006 fraternity Lidia Shinta, Ana Arbainaya, Novita Hayani, Eka Setiawan, Jaka Dirgantara, Setio Agung, Ahmad Sahlan, Victoria, Iffa Ismi, Sheila Younita, Suci Bayu, Febrianti Muawanah, Siti Alfiah, Rizky Dian, Mutia Febrianti, Etik Wahyuni, Arianty Cory, Sulastri, Roby Pratama, Kiki Astuti, Denis Era, Adi, Yeni Ratnasari, Ratih Putria, Lucky, Intan Trine, Rika, Zulpri, Rismars Huda, Marlina, Lidia Utami especially to MICU, Mela Eka Faransari, Rizka Rahmawati, Nadia Nathania, Agiska Prana Citra, Elnovrina Miranda Lamsiah, Frizka Mei Indah Sari for their support and friendship. And

Last but not least her thankfulness also goes to a great inspiration in her life AFR, thank you so much for your support.

Bandar Lampung, Januari 2012. The Writer,

ADMITTED BY

1.Examination Committee

Chairperson : Drs. Deddy Supriady, M. Pd. ………

Examiner : Drs. Hery Yufrizal, M. A., Ph. D. ………

Secretary : Dra. Editha Gloria Simanjuntak ………

2.The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

Research Title : IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS HARAPAN BANDAR

LAMPUNG Student`s Name : Eka Hartati Student`s Number : 0643042008

Department : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education

APPROVED BY Advisor Committee

Advisor I Co-Advisor

Drs. Deddy Supriady, M. Pd. Dra. Editha Gloria Simanjuntak NIP 19490928 197603 2 001 NIP 19810326 200501 1 002

The Head of Language and Arts Education Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

SMP TUNAS HARAPAN BANDAR LAMPUNG (A CLASSROOM ACTION RESEARCH)

Eka Hartati 0643042008 Advisors:

I. Drs. Deddy Supriady, M.Pd. II. Dra. Editha Gloria Simanjuntak

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY 2012

CURRICULUM VITAE

The writer, Eka Hartati was born in Palembang, on November 7th_{, 1988. She is the} first child of the two children of a Moslem couple, Eddy Kemala Jaya and Nona Zainab.

She began her study at Harapan Bunda kindergarten in Palembang in 1992, and then she continued her study in elementary school SDN 586 Palembang in 1994 until 1998 and graduated her studied in SDN 1 Way Urang Kalianda in 2000. Then, she continued her study in Junior High School SLTPN1 Kalianda and graduated in 2003. Further, she continued her study in SMAN 1 Kalianda in 2003 and graduated in 2006. After graduating from Senior High School, she was registered as student of S1 English Education Department in 2006 at the Faculty of Teacher Training and Education.

She had conducted her PPL in SMP Tunas Harapan Bandar Lampung. Currently she becomes a private teacher.

DEDICATION

This script is proudly dedicated to:

 My beloved parents, Eddy Kemala Jaya and Nona Zainab.  My beloved brother, Bayu Dwi Saputra.

 My lovely friends from 2006, RizkaRahmawati (Rizka), AgiskaPrana Citra (Icha), MelaEkaFaransari (Mela), Elnovrina Miranda Lamsiah (Nda), Nadia Nathania (Nadia) and Friska Mei Indah Sari (Friska).

LIST OF APPENDIX

Appendices Page

1. Lesson Plan 1 and 2 ... 89

2. Table of the students’ vocabulary score ... 107

3. Observation sheet of students’ activities 1st cycle ... 108

4. Observation sheet of students’ activities 2nd cycle ... 109

5. The percentage of students’ activities in cycle 1 ... 110

6. The percentage of students’ activities in cycle 2 ... 111

7. Observation sheet for teacher’s teaching performance in cycle 1 ... 112

8. Observation sheet for teacher’s teaching performance in cycle 2 ... 114

Research Letters LIST OF TABLES Table Page 1. The cycle of Classroom Action Research... 38

2. Table of Vocabulary... 41

3. Table 1 Students’ vocabulary score at cycle 1 ... 51

4. Table 2 Students’ vocabulary score at cycle 2 ... 68

5. Graph of students’ vocabulary score in cycle 1 and cycle 2 ... 76

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS

HARAPAN BANDAR LAMPUNG

By: EKA HARTATI

A Script

Submitted in a Partial Fulfillment of The Requirements for S-I Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS

HARAPAN BANDAR LAMPUNG (A Script)

By

EKA HARTATI

LAMPUNG UNIVERSITY BANDAR LAMPUNG

Table Page

1. The cycle of Classroom Action Research... 38

2. Table of Vocabulary... 41

3. Table 1 Students’ vocabulary score at cycle 1 ... 51

4. Table 2 Students’ vocabulary score at cycle 2 ... 68

5. Graph of students’ vocabulary score in cycle 1 and cycle 2 ... 76

MOTTO

Do not hope for what the government can do for you but what you can do for the government.

TABLE OF CONTENTS

Page

Abstract... i

Approval... ii

Curriculum Vitae... iii

Dedication... iv

Moto... v

Acknowledgement... vi

Table of Contents... viii

List of Tables... x

List of Appendix... xi

I. INTRODUCTION 1.1 Background of the Problem... 1

1.2 Formulation of the Problems... 5

1.3 Objective of the Research... 5

1.4 Uses of the Research... 6

1.5 Scope of the Research... 6

II. LITERATURE REVIEW 2.1 Description of Classroom Action Research... 8

2.2 Description of Vocabulary... 10

2.3 Description of Teaching Learning Vocabulary... 13

2.3.1. Concept of Language Teaching ...13

2.3.2. What to Teach in Vocabulary ...14

2.3.3. How to Select Vocabulary to Teach ... 14

2.3.4. How to Teach the Vocabulary ...16

2.4 Description of Students’ Learning Activity ... 18

2.5 Description of Teacher’s Teaching Performance ...19

2.6 Description of Pattern Drills Technique ... 23

2.6.1. Types of Pattern Drills ...24

2.6.2. Advantages of Using Pattern Drills ... 30

2.6.3. Disadvantages of Using Pattern Drills ... 30

3.3 Indicators of the Research ...39

3.4 Instrument of the Research ...40

3.5 Data Analysis ...42

3.5.1. Learning Product ... 43

3.5.2. Learning Process ... 43

IV. RESULTS AND DISCUSSIONS 4.1 Cycle I ... 46

4.2 Cycle II ... 62

4.3 Discussion ... 80

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions... 83

5.2 Suggestions... 84

REFERENCES 86

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH

PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS

HARAPAN BANDAR LAMPUNG

By:

EKA HARTATI

A Script

Submitted in a Partial Fulfillment of

The Requirements for S-I Degree

in

The Language and Arts Department of

Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH

PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS

HARAPAN BANDAR LAMPUNG

(A Script)

By

EKA HARTATI

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

LIST OF TABLES

Table Page

1.

The cycle of Classroom Action Research...

38

2.

Table of Vocabulary...

41

3.

Table 1 Students’ vocabulary score at cycle 1 ...

51

4.

Table 2 Students’ vocabulary score at cycle 2

...

68

5.

Graph of students’ vocabulary score in cycle 1 and cycle 2

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76

MOTTO

Do not hope for what the government can do for you but what you can do for the government.

TABLE OF CONTENTS

Page

Abstract... i

Approval... ii

Curriculum Vitae... iii

Dedication... iv

Moto... v

Acknowledgement... vi

Table of Contents... viii

List of Tables... x

List of Appendix... xi

I. INTRODUCTION 1.1 Background of the Problem... 1

1.2 Formulation of the Problems... 5

1.3 Objective of the Research... 5

1.4 Uses of the Research... 6

1.5 Scope of the Research... 6

II. LITERATURE REVIEW 2.1 Description of Classroom Action Research... 8

2.2 Description of Vocabulary... 10

2.3 Description of Teaching Learning Vocabulary... 13

2.3.1. Concept of Language Teaching ...13

2.3.2. What to Teach in Vocabulary ...14

2.3.3. How to Select Vocabulary to Teach ... 14

2.3.4. How to Teach the Vocabulary ...16

2.4 Description of Students’ Learning Activity ... 18

2.5 Description of Teacher’s Teaching Performance ...19

2.6 Description of Pattern Drills Technique ... 23

2.6.1. Types of Pattern Drills ...24

2.6.2. Advantages of Using Pattern Drills ... 30

2.6.3. Disadvantages of Using Pattern Drills ... 30

III. RESEARCH METHOD

3.1 Classroom Action Research Setting ...35

3.2 Research Prosedure ...37

3.3 Indicators of the Research ...39

3.4 Instrument of the Research ...40

3.5 Data Analysis ...42

3.5.1. Learning Product ... 43

3.5.2. Learning Process ... 43

IV. RESULTS AND DISCUSSIONS 4.1 Cycle I ... 46

4.2 Cycle II ... 62

4.3 Discussion ... 80

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions... 83

5.2 Suggestions... 84

REFERENCES 86