THE TEACHING TECHNIQUES USED BY THE TEACHER IN TEACHING VOCABULARIES AT MTs SURYA BUANA MALANG

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THE TEACHING TECHNIQUES USED BY THE TEACHER IN

TEACHING VOCABULARIES AT MTs SURYA BUANA

MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By: AINUL YAQIN

05360076

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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This Thesis written by Ainul Yaqin was approved on 24th of January, 2011.

By:

Advisor II, Advisor I,

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This Thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on 24th of January, 2011

Approved by:

Faculty of Teacher Training and Education of University of Muhammadiyah Malang

Dean,

Drs. H. Fauzan, M.Pd

The Examiners: Signatures:

1. Riza Elfana, M.A 1. ………

2. Estu Widodo, M.Hum 2. ………

3. Dr. Masduki, M.Pd 3. ………

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MOTTO AND DEDICATION

“Bacalah dengan (m eny ebut) nam a Tuhanm u Yang m enciptakan.” (Al 'Alaq: 1)

“m enuntut ilm u seharusny a bisa lebih m endekatkan kita pada Allah, jangan karena alasan m encari ilm u kita sm akin jauh dari-N y a.”

(Ust. Yusuf M ansur)

” N iscay a Allah akan m eninggikan orang-orang y ang berim an di an taram u dan oran g-oran g y ang diberi ilm u pen getahuan beberapa

derajat.” ( Al M ujaadilah 11)

“Lebih baik m erasa m enjadi daun y ang hijau dan tum buh daripada m eraasa m enjadi buah y ang m atang karena lam a-lam a akan

m em busuk.” (Kata M utiara)

I dedicated this thesis to: M y belov ed father and m other,

Tw o elder brothers, M y friends,

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ACKOWLEDGEMENTS

Bismillahirrohmanirrohim

Praise be upon to Allah SWT: The Lord of the Universe, that under his blessing and great guidance, I eventually able to complete this Thesis as one of the requirements of achieving the degree of Sarjana Pendidikan at English Department Faculty Of Teacher Training And Education University Of Muhammadiyah Malang.

In accomplishing this thesis, I deservedly would like to acknowledge my deepest appreciation to the following persons who have helped and supported me to finish my thesis:

1. Dr. Masduki, M.Pd, as the first advisor who has given correction, advise and encouragement in the process of writing this thesis.

2. Dra. Dwi Poedjiastutie, M.A, as the second advisor who has given suggestion and beneficial opinion in the process of writing this thesis. 3. His beloved father (H.Mukhlas), mother (Hj. Munawwaroh), first elder

brother (Faisol Afnani) and second brother (Nasrul Hakim) where they always give affection, credence and pray to him until finishing this thesis. 4. All lecturers of English Department who had taught and educated him

during learning presses.

5. All members of English Department; Ido, Say, Zen, Aris, and Ari in which they often accompany him in some places and give him some advices in choosing decision. Besides, Riza, Icha, Irene, Heny, Inchan, Ra3, Sinta, Ika, Vevi, Filda, Mike, Liza, Setyo, Kur, Nurma, Mega, Juhe, Evita, and all his close Friends who can’t be written one by one. Thanks very much for your nice relation and cohesive friends in some cases. 6. All friends who give him great motivation and help to fasten in doing this

thesis: Yoe, Pekko’, Anwar, Micky, Sucy, Fesol, Adi, Jaya, Diksyam, Muis, Acil, Yud, Udin, Andi, ivan, Is, Ap, Jen and ya2n.

The writer,

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TABLE OF CONTENTS

PAGE OF TITLE ... i

APPROVAL ... ii

LEGALIZATION ... iii

MOTTO AND DEDICATION ... iv

ABSTRACT ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... vii

CHAPTER I INTRODUCTION 1.1 Background of Study ... 1

1.2 Statement of Problem ... 4

1.3 Purpose of Study ... 4

1.4 Significance of Study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of Key terms ... 5

CHAPTER II REVIEW OF THE RELATED LITERATURE 2.1 Teaching ... 7

2.2 Techniques ... 8

2.3 Teaching Techniques ... 8

2.3.1 Lecture ... 8

2.3.2 Discussion ... 9

2.3.3 Demonstration ... 9

2.3.4 Direct Experience ... 9

2.3.4 Audiovisual Media ... 10

2.4 Vocabulary ... 10

2.5 Techniques in Teaching Vocabularies ... 12

2.5.1 Visual Techniques ... 12

2.5.2 Verbal Techniques ... 13

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2.5.4 Asking Others ... 15

2.5.5 Using a Dictionary ... 16

2.5.6 Contextual Guesswork ... 16

2.6 Perception ... 16

2.6.1 Processes of Perception ... 17

2.6.1.1 Selection ... 17

2.6.1.2 Organization ... 18

2.6.1.3 Interpretation ... 18

2.6.2 Influences on Perception ... 18

2.6.3 Kinds of Perception ... 19

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 20

3.2 Subjects of the Study ... 21

3.3 Research Instruments ... 22

3.3.1 Observation ... 22

3.3.2 Interview ... 23

3.3.3 Questionnaire ... 24

3.4 Data Collection... 25

3.5 Data Analysis ... 26

CHAPTER IV FINDINGS AND DISCUSSION 4.1 The Techniques Used by the Teacher in Teaching Vocabularies ... 27

4.2 The Students’ Perception about the Techniques Used by the Teacher in Teaching Vocabularies ... 31

4.3 Discussion ... 33

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 36

5.2 Suggestion ... 37

REFERENCES ... 39

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viii REFERENCES

Ary, Jacobs & Razavieh. 2002. Introduction to Research in Education, 6th Ed. United Stated of America: Wadsworth Thomson Learning, Inc.

Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. United States of America: Prentice-hall, Inc. Davidoff, Linda L. 1987. Introduction to Psychology. USA: McGraw-Hill, Inc. Folse, Keith S. 2008. English Teaching Forum: Six Vocabulary activities for the

English Language Classroom. United States of America: English Teaching Forum.

Gairns, Ruth & Redman, Stuart. 2003. Working with Words: A Guide to Teaching and Learning Vocabulary. United Kingdom: Cambrigde University Press. Gay, L. R. 1987. Educational Research: Competencies for Analysis and

Application, 3rd Ed. United Stated of America: Merrill Publishing Company.

Gerlach, Ely & Rob Melnick. 1980. Teaching and Media: A Systematic Approach, 2nd Ed. New Jersey: Prentice-Hall, Inc.

Hoyle, Harris & Judd. 2002. Research Methods in Social Relations, 7th Ed. United Stated of America: Wadsworth Thomson Learning, Inc.

Indah, Ferrys. 2008. The Techniques of Teaching Vocabulary to the Fourth Grade Students at SDN Parangargo 02 Wagir Malang. Unpublished Research Report. Malang: UMM.

McMillan, James H & Schumacher, Sally. 1993. Research in Education: A Conceptual Introduction, 3rd Ed. United States of America: Harper Collins College Publishers.

Mehta, Naveen Kumar. 2009. Vocabulary Teaching: Effective Methodologies.

The Internet TESL Journal: http://iteslj.org/

O’Sullivan, Rassel & Berner. 2003. Research Methods for Public Administrators, 4th Ed. United Stated of America: Addison Wesley Longman, Inc.

Parkay, Forrest W. 1992. Becoming a Teacher, 2nd Ed. United Stated of America: A Sivision of Simon & Schuster, Inc.

Rahmanda, Arsy. A Study on Vocabulary Teaching Techniques of the Fourth Students at SDN Bakalan Pasuruan in the Acadeic Year 2008-2009.

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Sugiyono. 2008. Metode Penelitian Bisnis. Bandung: Alfabeta.

Wood, Julia T. 2002. Interpersonal Communication: Everyday Encounters, 3rd Ed. United States of America: Wadsworth Thomson Learning, Inc.

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1 CHAPTER I INTRODUCTION

This part discusses background of the study, statement of the problem, purposes of the study, significances of the study, scope and limitation, and definition of key terms.

1.1Background of Study

Until now, English language is as an international language because it is used in many countries as their second language or foreign language including in Indonesia. Indeed, this language is still a foreign language in our country. But no wonder if one day Indonesian citizen use bilingual language in their daily communication that is Indonesian and English. However, the use of English is very common in many companies, television programs, radio, newspaper, organizations and even institutions.

English language has also been taught to students who start to study in elementary school since a few years ago. Moreover, English language is one of courses that are examined in final test for junior and senior levels of schools. It means that English is the standard range to pass the school.

Because English becomes an international language, it means that many countries use this language to interact with other people across countries; it brings about knowledge from many sources. This means that by learning this language, it can be a tool or a media to communicate among countries and also this is one of ways to develop our science, technology, skill, knowledge and social culture.

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Learning English language is absolutely not overnight, it needs process to study and understand the language before we start to develop our knowledge by using this language.

Like other languages, English language also has its aspects of skills and its components. The aspects are listening; speaking, reading, and writing and the components are phonology, grammar, and vocabulary.

As the basic of study, vocabulary has very important role in mastering language. As Mehta said “Vocabulary is the first and foremost important step in language acquisition.” (Mehta-Vocabulary Teaching Effective Methodologies, 2009). As we know that when we want to say something, we need an appropriate words to express our idea in sentences. It is the same as when we start to say a word in our childhoods because we know that vocabulary is our basic component in communication with other people. The more we know the vocabulary of English language, the more our knowledge of English will be.

Besides vocabulary, teacher as a provider in teaching vocabulary has also important role in this situation. As “In most cases, the adults who have the greatest influence on children-beyond their parents and guardians- are their teachers. As one student teacher put it: ‘as a child, I used to think a teacher was next to God’” Parkay (1992; 5). How a teacher teaches and what techniques that he uses will determine whether the students like and enthusiastic or not in learning the language, especially the vocabulary subject because the professionalism of teacher will influence the students’ views in mastering vocabularies.

Some students may say that they love the English subject but unfortunately they dislike the method that is used by the teacher. Moreover, majority of junior

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high school students are lack of vocabulary because of difficulty in memorizing and applying the vocabulary on the students’ daily life. This makes them difficult to understand the lesson because the system, culture, and atmosphere here are different from western country. Arsy (2009) wrote in her finding that every student showed different responses in every meeting. Although most of them were interested in the teacher’s techniques, sometimes they were still difficult to understand the lesson. They could understand the lesson easily when the teacher illustrated the situation and gave the materials that were familiar with them. So, how the teacher performs and handles the teaching learning process will appear at how the students’ responses in vocabulary subject.

Students of junior high school level have to memorize about 1000 vocabularies to balance their theory and practice. Absolutely both teacher and students need hard work to reach this target and the students need effort from their teacher by giving the appropriate techniques, good example, etc.

Since MTs Surya Buana applies bilingual classes, this makes the writer anxious about the techniques applied here because of some reasons: First, this school often gets appreciation from other schools for its competences and many parents want to enroll their children there. Second, this school also applies ‘Sekolah Alam’. It means that the students can directly interact with the nature around them. The students recognize and understand what their study is like and this situation can absolutely make them easy to apply their vocabularies. The third is related to the curiosity of the writer himself because he lives closed by the school. So, the writer can see the Improvement of the skill of both the teachers and the students at that school not only from outside the school but also from

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inside the school. Moreover, by entitling the techniques in teaching vocabularies, the writer will more understand how to teach vocabulary better. Then, he can apply the techniques at a school where he will become a teacher there. This fact is absolutely enough for the writer to search the information in this school to know more detail how is actually the techniques used by the teacher in teaching vocabulary and how the students’ perceptions about the techniques used here.

1.2Statement of Problem

After seeing the background of the study above, the writer conclude that how important to focus on the following problems. The problems are:

1. What are the techniques used by the teachers in teaching vocabularies at MTs Surya Buana Malang?

2. What are the students’ perceptions about the techniques used by their teacher?

1.3Purpose of Study

In line of the research above, the purposes of the study are:

1. To know what techniques are used by the teacher in teaching vocabularies at MTs Surya Buana Malang?

2. To know the students’ perceptions about the techniques used by their teacher.

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1.4Significance of Study

The result of this study can be useful for the English teachers and the principal of MTs Surya Buana Malang, and for the next researchers. For the teachers of English, the result of the study can give some important information in the form of description in implementation of teaching English at MTs Surya Buana. For the school principal, the result of the study can be used as the objective indicators in implementation of teaching English. Moreover, the principal may decide to improve the quality of the instructional activities at that school. For future researchers, the findings of the study are expected to be useful for them who are interested in conducting similar studies.

1.5Scope and Limitation

This study focuses on the teaching techniques used by the teacher of MTs Surya Buana in teaching vocabulary and how the students’ perceptions are by using the techniques. Because of limited sources, time, the number of teachers and the techniques that are used, the researcher limits his study on the teacher of second class and the second class students of MTs Surya Buana Malang.

1.6Definition of Key Terms

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, Providing with knowledge, causing to know or understand (Brown, 1994; 7). Thus it is defined that teaching is conferring knowledge from someone who masters or

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experiences something that he or she knows to someone who needs the information of the knowledge. The knowledge that the writer means in this research is in teaching vocabulary.

Technique: any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives (Brown, 1994; 51). What are meant by techniques moment - by moment presentation done by teacher to make the teaching vocabulary activities in a classroom enjoyable, understandable, and appropriate with the students’ need.

Perception is a cognitive process, a way of knowing about the world (Davidoff, 1987; 127). This means that perception is the process of how to make sense of world and what happens in it.

Positive Perception is a perception that describes all of knowledge (known or unknown) and responds to the users positively; Ferrys (in Irwanto, 2007).

Negative Perception is a perception that describes knowledge and statement that is not suitable with the object of perception; Ferrys (in Irwanto, 2007).

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