TECHNIQUE OF TEACHING VOCABULARY USED BY TEACHER AT SD ARROHMAH MALANG
TECHNIQUE OF TEACHING VOCABULARY USED
BY TEACHER AT SD ARROHMAH MALANG
THESIS
By:
HENI SUHAENI
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
TECHNIQUE OF TEACHING VOCABULARY USED
BY TEACHER AT SD ARROHMAH MALANG
THESIS
By:
HENI SUHAENI
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ECHNIQUE OF TEACHING VOCABULARY USED
BY TEACHER AT SD ARROHMAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English education
By:
Heni Suhaeni
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
February 2013
ACKNOWLEDGEMENTS
Alhamdulilahi Rabbil A’lamin, all praise be to Allah S.W.T because of His
bless, merciful, and love, I can accomplish this thesis. Greeting, prayers, and love are
also presented to the beloved prophet Muhammad S.A.W, his family, and
companions who love us deeply.
First of all, I present the greatest gratitude to both of my advisors; Dra. Erly
Wahyuni, M.Si as my first advisor and Rina Wahyu S, M.Ed as my second advisor
for their great contribution, meaningful guidance, correction, suggestions,
encouragement, and use full back that have inspired me over the completion of this
thesis.
Furthermore, my sincere gratitude goes to all lectures of English Department
who have taught me to be a good English graduation and given much knowledge
which influence my thought about anything. My enormous gratitude is also extended
to the English teacher at SD Arrohmah Malang who had given the opportunity to
conduct the research, the head master of SD Arrohmah Malang and also for the
students in fourth and fifth grade students who had given good participation in my
observation.
My greatest appreciation, moreover, also goes to my beloved parents and
husband, my lovely brothers and sisters for their endless prayer, love, care financial,
advice, support, and motivation to me every time from the first time I study at this
university up to the completing of this thesis.
I am also thankful for all of my friends at Durun Nafis, Muflihah, Novi, Uve,
Wita, who also give me supports and motivation. Finally, I hope that this research
very useful for other researcher for doing others research related to the technique of
teaching vocabulary. Thank you very much.
Malang, 23 February 2013
Heni Suhaeni
MOTTO AND DEDICATION
“ Sesungguhnya bersama k esul it an it u ada k emudahan, sesungguhnya
bersama k esul it an it u ada k emudahan”
(QS. Alam Nasyrah [95]: 5-6).
“Jadil ah k amu seorang al im, at au seorang pel aj ar at au pendengar dan
j anganl ah k amu j adi orang yang k e empat sehingga engk ou cel ak a (
t idak t au, t idak bel aj ar, t idak suk a mendengar) ”
(Hadis abu darda)
DEDICATION:
I dedicat e t hist hesist o
My bel oved fat her and mot her,
My husband,
My brot her and sist er,
My friends,
TABLE OF CONTENTS
Approval......................................................................................................
i
Legalization .................................................................................................
ii
Motto and Dedication .................................................................................
iii
Acknowledgments .......................................................................................
iv
Abstract .......................................................................................................
v
Table of Contents ........................................................................................
vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study .........................................................................
1
1.2 Statement of the Problems .......................................................................
3
1.3 Purpose of the Study ...............................................................................
3
1.4 Significant of the Study ...........................................................................
4
1.5 Scop and Limitation of the Study ............................................................
4
1.6 Definition of Key Terms .........................................................................
4
CHAPTER II: REVIEW OF THE RELATED LITERATURE
2.1 Vocabulary..............................................................................................
6
2.2 The Role of Vocabulary in Language ......................................................
7
2.3 Language Teaching .................................................................................
6
2.4 Teaching English in the Elementary Level ..............................................
8
2.5 Teaching Techniques ..............................................................................
9
2.6 The Important of Techniques...................................................................
11
2.7 Types of Technique in EYL Class ...........................................................
12
2.7.1 Dialogue ...................................................................................
12
2.7.2 Drill ..........................................................................................
13
2.7.3 Role play ..................................................................................
14
2.7.4 Games ......................................................................................
14
2.7.5 Story Telling .............................................................................
15
2.7.6 English Song ............................................................................
16
2.8 Vocabulary Teaching Techniques for EYL Students ...............................
17
2.8.1 Teacher- Centered Techniques ..................................................
17
2.8.2 Students-Centered Techniques ..................................................
20
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design......................................................................................
24
3.2 Subject of the Study ................................................................................
24
3.3 The Instrument of the Study ....................................................................
24
3.3.1 Observation ..............................................................................
25
3.3.2 Interview ..................................................................................
25
3.4 Data Collection .......................................................................................
26
3.5 Data Analysis ..........................................................................................
27
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................
28
4.1.1 Techniques of Teaching Vocabulary Used by Teacher..........................
28
4.1.1.1 Visual Technique ...................................................................
28
4.1.1.2 Translation.............................................................................
28
4.1.1.3 Sing a Song............................................................................
29
4.1.1.4 Dialogue ................................................................................
29
4.1.1.5 Games ...................................................................................
29
4.1.1.6 Realia ....................................................................................
30
4.1.1.7 Mime and Action ...................................................................
30
4.1.2 The Teacher Reason of Using the Techniques ......................................
30
4.1.2.1 Using Visual Technique .........................................................
30
4.1.2.2 Using Translation Technique .................................................
31
4.1.2.3 Using Sing a Song Technique ................................................
31
4.1.2.4 Using Game Technique ..........................................................
31
4.1.2.5 Using Dialogue Technique .....................................................
32
4.1.2.6 Using Realia Technique .........................................................
32
4.1.2.7 Using Mime and Action Technique ........................................
32
4.2 Discussion...............................................................................................
32
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ..............................................................................................
35
5.2 Suggestion ..............................................................................................
36
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III
BIBLIOGRAPHI
Ary, Donald, et. Al 2002. Introduction to Research in Education: Sixth Edition. USA:
Wadsworth Group.
Brown, H.D. 2000. Principle of language and learning and teaching: fourth edition.
New York: Longman.
Bogdan, Robert C. Qualitative Research for Education, Fifth Edition, Syracuse
University. Boston, New York.
Eglish Alvin W.H. 1974. In Suamrsono, 2005. Study on Technique of Teaching
Vocabulary at SD Muhammadiyah 1 Gresik.
Freeman, S. Yvionne and Freeman E. Freeman.1992. Whole Language for Second
Language Learners. Fresno Pacific Collage: USA
Ferry, Indah. P. 2007. The techniques of Teaching Vocabulary to the Fourth Grade
Students at SDN Parang Gargo 02 Wagir-Malang. Unpublished. Malang.
University of Muhammadiyah Malang.
Hermaningsih, 2005. Study on Techniques of Teaching Vocabulary to the Fifth Grade
Students at Elementary School of Tlogomas 2 LowokwaruMalang.Unpublished. UMM
Hartono. 2009. Bagaimana Menulis Thesis? Malang. UMM Press.
Kurniawati, Nur. 2003. A Study on Technique Teaching Vocabulary Used by the
teacher at SLTP Muhammadiyah 06 Dau Malang. Unpublished. Malang:
University of Muhammadiyah Malang.
Lado, R. 1996. Language Teaching a Scientific Approach. New York: Mc Graw Hill
Inc.
Redman, Gairn. 2000. In Ekowati. 2005. Techniques of teaching Vocabulary at SD
Muhammadiyah 3 Blitar. Unpublished. University of Muhammadiyah
Malang.
Sabillah, Fardini. 2004. Teaching English to Young Learners: It’s Policy activity
Based- Teaching. Unpublished Research Report Malang. UMM
Scoth, W.A and Ytreberg, L. H. 1990. Teaching English to Children. New York.
Longman.
Setiyadi, Bambang. 2006. Teaching English as A Foreign Language. Yogyakarta.
Graha Ilmu.
Thornbury, Scott. 2002. How to Teach Vocabulary. England, Longman: Pearson
Education Limited.
Yuhartini, Tri. 2005. The Technique of Teaching Vocabulary by Teacher at SDN
Bugih 3 Pamekasan-Madura. Unpublished. Malang. UMM
.
CHAPTER 1
INTRODUCTION
This chapter presents such as background of the study, statement of the
problem, purpose of the study, significance of the study, scope and limitation, and
definition of key terms. Each section is presented as follows.
1.1 Background of the Study
Language is used by human being to communicate with others. If students
want to communicate with all persons in the world easily, they have to master
English. English is the first foreign language in Indonesia that is very important to
develop the science, technology, art, culture and the connection with other nation.
In Indonesia English is given to the students all education levels such as Elementary
School, Junior High School, Senior High School, and University Level.
Nowdays, teaching English in Elementary school has developed. At
Elementary School it begins at the fourth grade as local content subject. According
to the Decree of Ministry of Education and Culture No 1702/ 104/ 94 SK
Department of Education and Culture East Java, English is offered as a local
content subject of the elementary school. It means that English must be taught to the
students in elementary school in order to introduce the foreign language. However,
after a long year practice, the result has not been satisfactory yet, because the result
shows that the elementary school students have an under average passive
vocabulary ranging. Based on the research conducted by Kurniawati (2003), that
30% of elementary school students has under average passive vocabulary ranging,
the teacher must consider some techniques to make the students understand the
1
material quickly. In elementary school curriculum, the objective of teaching English
is the students get the four language skills: reading, speaking, writing, and listening.
The students should get at least 500 words for simple English mastery in language
skills. Then, the teaching of vocabulary must be integrated into those four skills.
The teacher has to be able to apply various techniques in teaching English because
the students at the elementary school prefer learning by doing. The teacher has to be
creative to choose various media to make students interested in learning English.
Teaching vocabulary needs appropriate technique to young learners.
According to Brown (2001: 16), technique is any of a wide variety of exercises,
activities, or tasks used in the language classroom for realizing lesson objective. It
means that exercises, activities, and task used in the language classroom are a good
technique for the teaching English in the elementary school. According to Mufida
(2005), Vocabulary is the basic knowledge of language. The teachers should be
creative in choosing the materials and be able to stimulate the students interest. It is
not enough to rely on textbook only. The teachers needs to manipulate some
techniques to supports the teaching learnings process.
There are some previous researches related to this present research. One of
the research was conducted by Herminingsih (2006). Her study was the techniques
of teaching vocabulary to the Fifth grade students at Elementary school of
Tlogomas II Lowokwaru, Malang. The result of her research was that teacher used
guessing technique in teaching vocabulary. Another research was conducted by
Indah (2008), entitled the techniques of teaching English vocabulary at SDN
Parangargo 02 Wagir, Malang. The results of her study showed that the English
2
teacher applied visuals technique, mime and gesture technique, contrasts and
opposites technique as her techniques in teaching English vocabulary because most
of the students gave positive response and it made students understand the material
quickly. All of the findings from the researcher that mention above gave an
inspiration for the writer to know the techniques of teaching English vocabulary
which implemented in another community.
In this study, the writer wants to find out the information related to the
condition of the English, especially in English vocabulary as a fundamental factors to
study English at SD Arrohmah Malang. By knowing the techniques, the teachers may
achieve the purpose of the teaching learning process in the Elementary school.
1.2 Statements of the Problem
From the background of the study stated above, the problems can be
formulated as follows :
1. What are the techniques in teaching vocabulary used by the teachers at
SD Arrohmah Malang?
2. Why does the English teacher use those techniques?
1.3 Purpose of the Study
Based on the statement of the problem above this study aimed at :
1. Describing the teaching techniques used by the teachers in teaching
English vocabulary at SD Arrohmah Malang.
2. To know the teacher reasons of using the techniques.
3
1.4 Significance of the study
After studying or analyzing the problems, the researcher hopes to give
feedback to the teacher especially the teacher at SD Arrohmah Malang. The
researcher also hopes that she will be able to give information to the other teachers
of English. So the teachers would have a better technique of teaching English
vocabulary to the students especially at Elementary school.
The result of the study has both practical and theoretical significance. The
theoretical significance is that the result of the study will be valuable input for both
the teacher and the students in learning English vocabulary. So they will try to
evaluate if it is found to significantly correlate to make the students have new
motivation and instructional process.
1.5 Scope and Limitation
The scope of this study is technique of teaching vocabulary used by the
teacher at SD Arrohmah Malang, and the limitation of the study are the technique of
teaching vocabulary used by teacher at SD Arrohmah, and the teacher reasons in
using those techniques.
1.6 Definition of Key terms
The definition of key terms in this study is to provide the title description in
accordance with this study. However, this term is defined in order to avoid the
misinterpretation between the reader and the writer. So, the key terms are provided
here :
4
Technique is an implementation of method which actually takes place in
classroom. It is a particular trick, strategy or contrivance used to
accomplish an immediate (Anthony, in Arlin, 1999 : 22).
Teaching is giving instruction to or sharing one’s knowledge with another
person. Morever, teaching is also as means for provide students with
knowledge and skill they need to function successfully in the world (
Evens, 1992 : 13).
Vocabulary is the words that need to be enriched and established as they
are met again because learning it is a cumulative process ( Decarrico :
2001).
Teacher is someone or somebody as the central force who can shapes the
behavior of individual child as well as those of children in groups (
Jarolimek, John 1981).
5
BY TEACHER AT SD ARROHMAH MALANG
THESIS
By:
HENI SUHAENI
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
TECHNIQUE OF TEACHING VOCABULARY USED
BY TEACHER AT SD ARROHMAH MALANG
THESIS
By:
HENI SUHAENI
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ECHNIQUE OF TEACHING VOCABULARY USED
BY TEACHER AT SD ARROHMAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English education
By:
Heni Suhaeni
06360179
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
February 2013
ACKNOWLEDGEMENTS
Alhamdulilahi Rabbil A’lamin, all praise be to Allah S.W.T because of His
bless, merciful, and love, I can accomplish this thesis. Greeting, prayers, and love are
also presented to the beloved prophet Muhammad S.A.W, his family, and
companions who love us deeply.
First of all, I present the greatest gratitude to both of my advisors; Dra. Erly
Wahyuni, M.Si as my first advisor and Rina Wahyu S, M.Ed as my second advisor
for their great contribution, meaningful guidance, correction, suggestions,
encouragement, and use full back that have inspired me over the completion of this
thesis.
Furthermore, my sincere gratitude goes to all lectures of English Department
who have taught me to be a good English graduation and given much knowledge
which influence my thought about anything. My enormous gratitude is also extended
to the English teacher at SD Arrohmah Malang who had given the opportunity to
conduct the research, the head master of SD Arrohmah Malang and also for the
students in fourth and fifth grade students who had given good participation in my
observation.
My greatest appreciation, moreover, also goes to my beloved parents and
husband, my lovely brothers and sisters for their endless prayer, love, care financial,
advice, support, and motivation to me every time from the first time I study at this
university up to the completing of this thesis.
I am also thankful for all of my friends at Durun Nafis, Muflihah, Novi, Uve,
Wita, who also give me supports and motivation. Finally, I hope that this research
very useful for other researcher for doing others research related to the technique of
teaching vocabulary. Thank you very much.
Malang, 23 February 2013
Heni Suhaeni
MOTTO AND DEDICATION
“ Sesungguhnya bersama k esul it an it u ada k emudahan, sesungguhnya
bersama k esul it an it u ada k emudahan”
(QS. Alam Nasyrah [95]: 5-6).
“Jadil ah k amu seorang al im, at au seorang pel aj ar at au pendengar dan
j anganl ah k amu j adi orang yang k e empat sehingga engk ou cel ak a (
t idak t au, t idak bel aj ar, t idak suk a mendengar) ”
(Hadis abu darda)
DEDICATION:
I dedicat e t hist hesist o
My bel oved fat her and mot her,
My husband,
My brot her and sist er,
My friends,
TABLE OF CONTENTS
Approval......................................................................................................
i
Legalization .................................................................................................
ii
Motto and Dedication .................................................................................
iii
Acknowledgments .......................................................................................
iv
Abstract .......................................................................................................
v
Table of Contents ........................................................................................
vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study .........................................................................
1
1.2 Statement of the Problems .......................................................................
3
1.3 Purpose of the Study ...............................................................................
3
1.4 Significant of the Study ...........................................................................
4
1.5 Scop and Limitation of the Study ............................................................
4
1.6 Definition of Key Terms .........................................................................
4
CHAPTER II: REVIEW OF THE RELATED LITERATURE
2.1 Vocabulary..............................................................................................
6
2.2 The Role of Vocabulary in Language ......................................................
7
2.3 Language Teaching .................................................................................
6
2.4 Teaching English in the Elementary Level ..............................................
8
2.5 Teaching Techniques ..............................................................................
9
2.6 The Important of Techniques...................................................................
11
2.7 Types of Technique in EYL Class ...........................................................
12
2.7.1 Dialogue ...................................................................................
12
2.7.2 Drill ..........................................................................................
13
2.7.3 Role play ..................................................................................
14
2.7.4 Games ......................................................................................
14
2.7.5 Story Telling .............................................................................
15
2.7.6 English Song ............................................................................
16
2.8 Vocabulary Teaching Techniques for EYL Students ...............................
17
2.8.1 Teacher- Centered Techniques ..................................................
17
2.8.2 Students-Centered Techniques ..................................................
20
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design......................................................................................
24
3.2 Subject of the Study ................................................................................
24
3.3 The Instrument of the Study ....................................................................
24
3.3.1 Observation ..............................................................................
25
3.3.2 Interview ..................................................................................
25
3.4 Data Collection .......................................................................................
26
3.5 Data Analysis ..........................................................................................
27
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ...................................................................................
28
4.1.1 Techniques of Teaching Vocabulary Used by Teacher..........................
28
4.1.1.1 Visual Technique ...................................................................
28
4.1.1.2 Translation.............................................................................
28
4.1.1.3 Sing a Song............................................................................
29
4.1.1.4 Dialogue ................................................................................
29
4.1.1.5 Games ...................................................................................
29
4.1.1.6 Realia ....................................................................................
30
4.1.1.7 Mime and Action ...................................................................
30
4.1.2 The Teacher Reason of Using the Techniques ......................................
30
4.1.2.1 Using Visual Technique .........................................................
30
4.1.2.2 Using Translation Technique .................................................
31
4.1.2.3 Using Sing a Song Technique ................................................
31
4.1.2.4 Using Game Technique ..........................................................
31
4.1.2.5 Using Dialogue Technique .....................................................
32
4.1.2.6 Using Realia Technique .........................................................
32
4.1.2.7 Using Mime and Action Technique ........................................
32
4.2 Discussion...............................................................................................
32
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ..............................................................................................
35
5.2 Suggestion ..............................................................................................
36
BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III
BIBLIOGRAPHI
Ary, Donald, et. Al 2002. Introduction to Research in Education: Sixth Edition. USA:
Wadsworth Group.
Brown, H.D. 2000. Principle of language and learning and teaching: fourth edition.
New York: Longman.
Bogdan, Robert C. Qualitative Research for Education, Fifth Edition, Syracuse
University. Boston, New York.
Eglish Alvin W.H. 1974. In Suamrsono, 2005. Study on Technique of Teaching
Vocabulary at SD Muhammadiyah 1 Gresik.
Freeman, S. Yvionne and Freeman E. Freeman.1992. Whole Language for Second
Language Learners. Fresno Pacific Collage: USA
Ferry, Indah. P. 2007. The techniques of Teaching Vocabulary to the Fourth Grade
Students at SDN Parang Gargo 02 Wagir-Malang. Unpublished. Malang.
University of Muhammadiyah Malang.
Hermaningsih, 2005. Study on Techniques of Teaching Vocabulary to the Fifth Grade
Students at Elementary School of Tlogomas 2 LowokwaruMalang.Unpublished. UMM
Hartono. 2009. Bagaimana Menulis Thesis? Malang. UMM Press.
Kurniawati, Nur. 2003. A Study on Technique Teaching Vocabulary Used by the
teacher at SLTP Muhammadiyah 06 Dau Malang. Unpublished. Malang:
University of Muhammadiyah Malang.
Lado, R. 1996. Language Teaching a Scientific Approach. New York: Mc Graw Hill
Inc.
Redman, Gairn. 2000. In Ekowati. 2005. Techniques of teaching Vocabulary at SD
Muhammadiyah 3 Blitar. Unpublished. University of Muhammadiyah
Malang.
Sabillah, Fardini. 2004. Teaching English to Young Learners: It’s Policy activity
Based- Teaching. Unpublished Research Report Malang. UMM
Scoth, W.A and Ytreberg, L. H. 1990. Teaching English to Children. New York.
Longman.
Setiyadi, Bambang. 2006. Teaching English as A Foreign Language. Yogyakarta.
Graha Ilmu.
Thornbury, Scott. 2002. How to Teach Vocabulary. England, Longman: Pearson
Education Limited.
Yuhartini, Tri. 2005. The Technique of Teaching Vocabulary by Teacher at SDN
Bugih 3 Pamekasan-Madura. Unpublished. Malang. UMM
.
CHAPTER 1
INTRODUCTION
This chapter presents such as background of the study, statement of the
problem, purpose of the study, significance of the study, scope and limitation, and
definition of key terms. Each section is presented as follows.
1.1 Background of the Study
Language is used by human being to communicate with others. If students
want to communicate with all persons in the world easily, they have to master
English. English is the first foreign language in Indonesia that is very important to
develop the science, technology, art, culture and the connection with other nation.
In Indonesia English is given to the students all education levels such as Elementary
School, Junior High School, Senior High School, and University Level.
Nowdays, teaching English in Elementary school has developed. At
Elementary School it begins at the fourth grade as local content subject. According
to the Decree of Ministry of Education and Culture No 1702/ 104/ 94 SK
Department of Education and Culture East Java, English is offered as a local
content subject of the elementary school. It means that English must be taught to the
students in elementary school in order to introduce the foreign language. However,
after a long year practice, the result has not been satisfactory yet, because the result
shows that the elementary school students have an under average passive
vocabulary ranging. Based on the research conducted by Kurniawati (2003), that
30% of elementary school students has under average passive vocabulary ranging,
the teacher must consider some techniques to make the students understand the
1
material quickly. In elementary school curriculum, the objective of teaching English
is the students get the four language skills: reading, speaking, writing, and listening.
The students should get at least 500 words for simple English mastery in language
skills. Then, the teaching of vocabulary must be integrated into those four skills.
The teacher has to be able to apply various techniques in teaching English because
the students at the elementary school prefer learning by doing. The teacher has to be
creative to choose various media to make students interested in learning English.
Teaching vocabulary needs appropriate technique to young learners.
According to Brown (2001: 16), technique is any of a wide variety of exercises,
activities, or tasks used in the language classroom for realizing lesson objective. It
means that exercises, activities, and task used in the language classroom are a good
technique for the teaching English in the elementary school. According to Mufida
(2005), Vocabulary is the basic knowledge of language. The teachers should be
creative in choosing the materials and be able to stimulate the students interest. It is
not enough to rely on textbook only. The teachers needs to manipulate some
techniques to supports the teaching learnings process.
There are some previous researches related to this present research. One of
the research was conducted by Herminingsih (2006). Her study was the techniques
of teaching vocabulary to the Fifth grade students at Elementary school of
Tlogomas II Lowokwaru, Malang. The result of her research was that teacher used
guessing technique in teaching vocabulary. Another research was conducted by
Indah (2008), entitled the techniques of teaching English vocabulary at SDN
Parangargo 02 Wagir, Malang. The results of her study showed that the English
2
teacher applied visuals technique, mime and gesture technique, contrasts and
opposites technique as her techniques in teaching English vocabulary because most
of the students gave positive response and it made students understand the material
quickly. All of the findings from the researcher that mention above gave an
inspiration for the writer to know the techniques of teaching English vocabulary
which implemented in another community.
In this study, the writer wants to find out the information related to the
condition of the English, especially in English vocabulary as a fundamental factors to
study English at SD Arrohmah Malang. By knowing the techniques, the teachers may
achieve the purpose of the teaching learning process in the Elementary school.
1.2 Statements of the Problem
From the background of the study stated above, the problems can be
formulated as follows :
1. What are the techniques in teaching vocabulary used by the teachers at
SD Arrohmah Malang?
2. Why does the English teacher use those techniques?
1.3 Purpose of the Study
Based on the statement of the problem above this study aimed at :
1. Describing the teaching techniques used by the teachers in teaching
English vocabulary at SD Arrohmah Malang.
2. To know the teacher reasons of using the techniques.
3
1.4 Significance of the study
After studying or analyzing the problems, the researcher hopes to give
feedback to the teacher especially the teacher at SD Arrohmah Malang. The
researcher also hopes that she will be able to give information to the other teachers
of English. So the teachers would have a better technique of teaching English
vocabulary to the students especially at Elementary school.
The result of the study has both practical and theoretical significance. The
theoretical significance is that the result of the study will be valuable input for both
the teacher and the students in learning English vocabulary. So they will try to
evaluate if it is found to significantly correlate to make the students have new
motivation and instructional process.
1.5 Scope and Limitation
The scope of this study is technique of teaching vocabulary used by the
teacher at SD Arrohmah Malang, and the limitation of the study are the technique of
teaching vocabulary used by teacher at SD Arrohmah, and the teacher reasons in
using those techniques.
1.6 Definition of Key terms
The definition of key terms in this study is to provide the title description in
accordance with this study. However, this term is defined in order to avoid the
misinterpretation between the reader and the writer. So, the key terms are provided
here :
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Technique is an implementation of method which actually takes place in
classroom. It is a particular trick, strategy or contrivance used to
accomplish an immediate (Anthony, in Arlin, 1999 : 22).
Teaching is giving instruction to or sharing one’s knowledge with another
person. Morever, teaching is also as means for provide students with
knowledge and skill they need to function successfully in the world (
Evens, 1992 : 13).
Vocabulary is the words that need to be enriched and established as they
are met again because learning it is a cumulative process ( Decarrico :
2001).
Teacher is someone or somebody as the central force who can shapes the
behavior of individual child as well as those of children in groups (
Jarolimek, John 1981).
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