13 Student 13 √
√ 5
TT 14 Student 14
√ √
7 T
15 Student 15 √
√ 5
TT 16 Student 16
√ √
3 TT
Total 2
12 15
12 8
24 16
88 T: 9
TT: 7 64
52 68.75
From the data above, it can be seen there is seven students have not passed the test. While there is 68.75 students who got scores up to the target score.
C. Discussion
Based on the data description above, the teaching of English vocabulary at TK Negeri Pembina I was elaborated as follow:
a. The Learning Objectives in Teaching Vocabulary
The learning objective in teaching vocabulary is to make the students know the English word about the things surrounding their environment. This
objective had been applied and explained by the teacher when he taught English
vocabulary. b.
The Teaching Techniques in Teaching Vocabulary
From the observation, the teaching procedures are elaborated in three stages, they are:
1. Presentation Stage
The result of the study showed that the teacher employed some techniques in presenting new words. The following tables show the result of five
observations on the teacher’s techniques in presenting the vocabulary. The findings on kind of techniques in presentation stage can be seen in:
Table 4.3
Techniques in Presentation Stage
In presenting new vocabulary item, the teacher used more than one technique, instead of employed one single technique. This research confirms
previous finding that teachers are suggested to employ planned vocabulary presentation as various as possible. The findings showed that the teacher
combined more than one technique to maximize the possibility of the students’
understanding of the vocabulary item and to help store the vocabulary to their long term memory retention.
No Vocabulary Teaching
Techniques Meeting
1
st
2
nd
3
rd
4
th
5
th
1 Translation
√ √
2 Real Objects
a. Pictures, flashcard,
photo, etc. b.
Gesture, mime, action c.
Realia √
√ √
√ √
√
3 Definition
a. Full definition
b. Analytical definition
c. Example
d. Synonym, antonym
√
√ √
√ √
4 Context
a. Example of situation
b. Example of sentence
√ √
√ 5
Active Involvement
a. Elicitation
b. Personalization
√ √
√
The use of real objects seemed dominating in teaching vocabulary to young learners at TK Negeri Pembina 1. As can be seen from the table, teachers
appeared to use translation the least. The same situation happened to the usage of synonyms and antonyms. This is due to the fact that young learners did not
acquired large enough amount of vocabulary to use either synonyms or antonyms, otherwise they can cause reversed effect. On the contrary, using pictures and
flashcards in presenting new vocabulary items to young learners outnumbered all the other techniques. In addition, this is similar to the result of interview, the
teacher said that she used picture as her technique to present new words. 2.
Practice Stage The findings on kind of techniques in practicing stage can be seen in the
following table.
Table 4.4
Techniques in Practice Stage
It was clearly shown that the most outstanding are using identifying and matching tasks. The least commonly used is sorting and sequencing task. Such
task as “showing the order of event” turns out to be least preferred by the teacher. In contrast, based on the interview, the teacher said that she usually used matching
and sequencing task. She said that one of the task is she asked the students to write the number to sequence the action. It conclude, in practicing vocabulary
No Vocabulary Teaching
Techniques Meeting
1
st
2
nd
3
rd
4
th
5
th
1 Identifying Task
√ √
√ 2
Selecting Task √
3 Matching
√ √
4 Sorting
5 Ranking and Sequencing
items to young learners, matching and sorting tasks are the two most preferable ways that teacher often use.
3. Production Stage
This stage is noticed with the evaluation given by the teacher. It can be seen from the following table.
Table 4.5
Techniques in Production Stage
From the observation, it seemed that even there are some recommended techniques for each stages, teacher often used them in an interactive way. It means
she did not necessarily use each technique for each stage separately; some techniques were mixed for a certain purpose. It can be seen in first meeting it
analyzed as creation task. The teacher used picture in presenting new words. However, when it came to the stage of production stage, the teacher simply used
picture for checking student ’s memory in order to make sure they know the word.
In this meeting the teacher asked each student a question “What fruit do you like?”. It can be defined that every task in production stage came afterwards
which will create an assurance whether the activity was effective or not.
c. Media and Material Used by the Teacher in Vocabulary Teaching
The material that taught by the teacher is appropriate with the lesson plan. Then media is the important factor in teaching-learning activities; it purposes to
make the students’ motivation and interest in teaching-learning activities.
However, the findings about the media can be seen that different perspective between the teacher and the lesson plan. In lesson plan there are media that used
No Techniques
Meeting 1
st
2
nd
3
rd
4
th
5
th
1 Completion
√ √
2 Creation
√ √
including picture, clay, movie, real object and realia. In fact, the teacher only used some media, like picture and real object.
d. Assessment Used by the Teacher in Vocabulary Teaching
The assessment given by the teacher was a test when the teacher did in fourth meetings. The test was spoken test, teacher gave five words grape,
pineapple, avocado, dragon fruit, and star fruit and asked each student to pronounce the words. This is the way used by the teacher
to check the students’ comprehension and to know whether the students had memorized the words given
or not. An assessment must be given to the students in order to know about their ability and understanding of the materials which are given by the teacher as stated
in chapter II. Even the teacher had explained the material the score is under the teacher expectation. Based on the teacher’s interview, she said that 75
comprehend the subject. However, the result of the test showed 68.75.
CHAPTER V CONCLUSION AND SUGGESTION
