words in working memory the smoother the process of learning foreign languages is.
3. Long term memory Long term memory can be seen as kind of filling system. Long term
memory can be seen as kind of filling system. Unlike working memory, which has a limited capacity and no permanent content, this kind of
memory has an enormous capacity and its contents are durable over time. However, to ensure moving new materials into permanent long term memory
requires number of principles to be followed. The principles that are described by Thornbury 2002 are:
1. Repetition- Repetition of encounters with a word is very important, useful and effective. If the words are met several times over space interval during
reading activities, students have a very good chance to remember it for a long time.
2. Retrieval- Another kind of repetition. Activities, which require retrieval, such as using the new items in written tasks, help students to be able to
recall it again in the future. 3. Spacing- It is useful to split memory work over a period of time rather
than, to mass it together in a single block. 4. Pacing- To respect different learning styles and pace, students should be
ideally given the opportunity to do memory work individually. 5. Use- Putting words to use, preferably in an interesting way, is the best way
of ensuring they are added to long term memory. This is so called “Use it or lose it” principle.
6. Cognitive depth- The more decisions students make about the word and the more cognitively demanding these decisions are, the better the word is
remembered. 7. Personal
organizing- Personalization
significantly increased
the probability; the students will remember new items. It is achieved mainly
through conversation and role playing activities. 8. Imaging- Easily visualized words are better memorable than those that do
not evoke with any pictures. Even abstract words can be associated with some mental image.
9. Mnemonics- Tricks to help retrieve items or rules that are stores in a memory. The best kinds of mnemonics are visuals and keyword
techniques. 10. Motivation- Strong motivation itself does not ensure that words will be
remembered. Even unmotivated students remember words if they have to face appropriate tasks.
11. Attention- It is not possible to improve vocabulary without a certain degree of conscious attention.
From the theories above, the researcher believed that the principle of CLL can be applied in teaching vocabulary by using picture sequence. Teaching vocabulary
by using picture sequence will make students comfortable in learning process, beside in the principle of CLL the researcher as a counselor for the students. The
researcher will help the students and guide them.
2.5. Procedure of Teaching Vocabulary through CLL
Some procedures that will be taught by the researcher are: A. Pre Teaching
1. The researcher introduces the topic of material, and then distributes the pictures to the students. The researcher also gives little explanation about
Community Language Learning. b. While Teaching
1. The researcher asks attention of the students to look the pictures that is distributed by researcher.
2. The researcher asks the students to mention some words that related to the pictures in their language or mother tongue. The students who know the
word in English allow mentioning directly in English. 3. The researcher helps the students who say the words in their language to
English, and correct the pronunciation. 4. The researcher asks the students to come in front of the class bring their
pictures and write some words in sentence on the whiteboard, and then the researcher attracts the students to discuss the mistakes. The correction is
not about the grammar, but about spelling, meaning and form. 5. The researcher observes the students, and also helped by the teacher.
6. The researcher gives several times to the students for making sentences related to the pictures, discuss it together.
c. Post Teaching 1. The researcher gives an exercise to the students; the aim of exercise is to
add the data of research about the student’s problem. 2. The teacher gives feedback and distributes the questionnaire. Then
researcher asks the students about their feeling and their difficulties after learning process.
The explanations above are the theories of vocabulary in general, teaching vocabulary, Community Language Learning, and picture sequence that are used in
this research.
III. METHODS
This chapter provides an overview of research design, subjects, data collecting technique, research procedure and data analysis that used in this research.
3.1. Design
In this research, the researcher used qualitative research. The researcher wanted to find out the process of Community Language Learning in teaching vocabulary
and the problems coming from using Community Language Learning in teaching vocabulary in term of content words. The researcher taught vocabulary to the
students through CLL with picture sequence in 3 meetings. In the first and second meeting the researcher hoped that she could identify the process of learning and in
the third meeting the researcher could identify the problems of learning. English teacher helped the researcher to observe the process of teaching, and then
the data was taken from the result of observation. Besides that, the researcher gave students questionnaire to gain data and find out the problems from the students on
implementation of CLL in teaching vocabulary using picture sequence.
3.2. Subjects
The source of this research was the students of the second year of Junior High School. Second year classes consisted of 10 classes, the researcher chose one class
of second year. The researcher used purposive sampling. In purposive sampling, sample is chosen by researcher based on researchers’ theoretical knowledge
Setiyadi: 2006. In this sample, the researcher hoped the sample could represent the case of the research. And the researcher asked the English teacher to help in
deciding the subject for research. The reason for choosing the second year students is because teaching vocabulary
in this class is more effective for the researcher to analyze the students’ problem of learning vocabulary through CLL. The students have to adjust to the school and
their friends for 1 year before. And then, they have learned English in Junior High School for 1 year in first year, so they have background knowledge about
vocabulary in their community. The researcher thought that CLL is useful for the second year students of senior high school.
3.3. Data Collecting Technique
In order to collect the data, the researcher used questionnaire and observation sheet.
1. Questionnaire To collect the data about the problems faced by students, the researcher gave
questionnaire to the students after the researcher used the technique; the aim was
