THE USE OF DIRECT METHOD TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH OF THE FIFTH YEAR STUDENS OF SD NEGERI WONOKERTO BANCAK, IN THE ACADEMIC YEAR OF 20092010) A GRADUATING PAPER Submitted to the Board of Examiners as a Partia

  THE USE OF DIRECT METHOD TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY

(A CLASSROOM ACTION RESEARCH OF THE FIFTH YEAR

STUDENS OF SD NEGERI WONOKERTO BANCAK, IN THE

  

ACADEMIC YEAR OF 2009/2010)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment

of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)

in the English and Education Department

  

By:

SITIMUAWANAH NIM: 113060061 ENGLISH DEPARTMENT AND EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN)

MINISTRY OF RELIGIOUS AFFAIRS

  Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website :

  

DECLARATION

In the name of Allah the most gracious the most merciful.

  Hereby the writer fully declares that this thesis is made by the writer herself, and it is not containing materials written or has been published by other “people” ideas except the information from the reference.

  The writer capable account this for thesis if in the future this thesis can be proved of containing others idea or in fact the writer imitate the other thesis.

  This declaration is made by the writer to be understood.

  Salatiga, July 22nd, 2010 Researcher

  SITIM UAW ANAH NIM 11306061

  

x * * - i i 1 A U A AV J*, v y a ^ *»> A *.*. A A

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

  J/. Starf/on 05 P/tone. 029« 323706 Salatiga 50721 Website :

  Hanung Triyoko, M.Hum, M.Ed Salatiga. July22nd, 2010

  The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga

  ATTENTIVE COUNSELOR’S NOTE Case : Siti Muawanah’s Graduating Paper

  Dear The Head of State Islamic Studies Institute of Salatiga Assalamualaikum, Wr. Wb.

  

After reading and correcting Siti Muawanah’s graduating paper entitled “The Use of

Direct Method to Improve the Students’ Vocabulary Mastery (A Classroom Action

Research of the Fifth Year Student of SD Negeri Wonokerto Bancak, in The

Academic Year of 2009/2010)”. I have decided and would like to propose that if it could

be accepted by educational faculty, I hope it would be examined as soon as possible.

  Wassalamu’alaikum, Wr. Wb.

  Consultant,

  V /

  NIP. 19730815 199903 1 003

  

Motto

We can’t help everyone

,

but everyone can help someone

  

DEDICATION

This gradu atin g p a p er is w hole heartedfy d ed ica ted to:

1. M y B eloved fa th e r (N v r Q iglhim ) a n d m other (Sum am i) than

  £ a d support, suggestion, tru st, fin an ce, encouragem ent You are the Best paren ts.

  

2. M y B eloved o ld Brothers: Jlsnau% a n d TCamdani, th an fo f o r yo u r support, fondness,

togetherness a n d love ''I love you so much

• 3. M y Best fr ie n d “rTri IQ ifoih” Thanfo f o r yo u r fondness, togetherness from en try here u n til

  now , f o r accom panying me to fin ish m y gradu atin g paper a n d love"I love you so m uch’

  M .

  ..' th an fo f o r yo u r love, sp irit, p a tien t, suggestion, togetherness.

4. M y sp ecia l someone * .

  

5. M y frien d s in <PAI 06: Im ronah a n d I s ti Thanfo f o r yo u r togetherness, especially on the

m y sp ecia l m om ent in S T A IN

  

6. M y frien d s in S<D W onoforto: Q?afo<Bagus a n d <Bu T ri T h an foforyou rjofo, frien d ly, a n d

cooperation.

  7. M y frien d s in TIBI 06 especially m y classm ate in TtBI C

  8. The Big fa m ily af<PM II fom isariat J o fo Ting fo r S a la tig a

  

ACKNOWLEDGENMENT

  In the name of Allah, the most gracious, the most merciful, the lord of universe, because of Him, the writer could finish this graduating paper as one of the requirement for Saijana Pendidikan in English Department of Education faculty State Islamic Studies Institute (STAIN) Salatiga in 2010.

  Secondly, peace and salutation always be given to Prophet Muhammad SAW who has guided us from the darkness to the lightness.

  However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for:

  1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN) Salatiga.

  2. Suwardi, S.Pd, as a chief of Education Faculty.

  3. Ruwandi, S. Pd. MA, as the previous chief of English Department.

  4. Maslihatul Umami, S.Pd.i, MA as a chief of English Department.

  5. Hanung Triyoko, M. Hum. M. Ed, as a consultant who has educated, supported, directed and given the writer advice, suggestion, an recommendation for this thesis from beginning until the end.

  6. Dr. H. Sa’adi, M. Ag, as a consultant of academic.

  7. All of the lecturers in English department

  8. All of the staff who have helped the writer in processing of thesis administration

  9. My beloved father (Nur Rokhim) and mother (Sumami), thanks all support, trust, finance, encouragement.

  10. All of my friends who have help me to finish this thesis graduating paper Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

  Salatiga, July 22nd ,2010 Writer

  ABSTRACT

  2010. the use o f direct method to improve the students ’ Siti Mu ’awanah.

  

vocabularymastery(a classroom action research o f the fifrhyear studens o f

SD Negeri wonokerto bancak, in the academic year o f2009/2010)

  This study focuses on the use of direct method to improve the students’ vocabulary mastery. The objective are to find out the English’s taught at SD Negeri Wonokerto, to find out can the using of direct methods improve the students’ vocabulary mastery, to find out the teaching and learning situation when the teacher uses direct method, to find out best implement direct method to improve student’s vocabulary mastery, and to find out the strength and the weakness of implementing direct method in vocabulary mastery. Based on conclusion cycle I, conclusion cycle II, and conclusion cycle III (P.61) shows that student activities at class indicate that students were motivated and interested in learning English lesson. The mean score of pretest 54.5 to 69 in post test cycle I, the mean score of pretest 61 to 71.5 in post test cycle II, and the mean score of pretest 63.5 to 78.5 in posttest cycle

  III. The result tells that direct method can improve students’ vocabulary mastery. From the score verbal cycle I show the mean of pretest is 54.5. The result of the action shows that using direct method can improve students’ vocabulary mastery. The implementation of direct method is reasonable because it can give the students a great motivation in learning vocabulary.

  Key word: class room action research, direct method, and vocabulary

  TABLE OF CONTENT

  

  

  CHAPTER I INTRODUCTION

  

  

  

  

  

  

  CHAPTER H THEORETICAL REVIEW

  A. The General Concept of Classroom Action Research. .. 14

  

  

  CHAPTER HI RESEARCH REPORT

  

  B. The Situation of Educational Facilities and Tools.... 34

  

  

  

  CHAPTER IV ANALYSIS

  

  

  

  

  

  

  3. The result of difference score between pre-test and

  CHAPTER V CLOSURE BIBLIOGRAPHY APPENDIX

CHAPTER I INTRODUCTION A. The Background of the Study Hu man beings need each other. To make a good communication,

  let alone, as a social culture we need to communicate and language is a means to communicate with other. Language is used by people to express and receive some information, message, emotions and so on. There are many kinds of languages used by people such as English, Dutch, India, French, Spanish, Arab, Indonesia, etc. It depends on where the people live. English in Indonesia is the foreign language.

  Nowadays English becomes important. It is the key to international currencies of technology, science, as well as commerce. As an international language, English has gained its popularity all over the world including Indonesia. In the past English was only taught in secondary schools. In current years, however, the teaching of English is expanding into primary or elementary school setting.

  At present days, there are many elementary schools that teach English not only as a local subject but also as compulsory subject. English has been taught beginning from the first year to the sixth year. In junior high school,

  English is taught as a compulsory subject and also as a basic knowledge to master English in senior high school and higher education level (university).

  Teaching English in Elementary school is different from teaching English in

  2

  T eaching English in Elementary School is more focused on vocabulary than on grammar. Reading and writing exercise are based on what the students practice orally first. Pronunciation is also received special attention. Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral in written form.

  Having a limited vocabulary is also a barrier that precludes learners from learning a foreign language. (Fauziati,2002:155) It is undeniable that most learners’ of vocabulary grows through incidental learning such as through continuous exposure to comprehensible language in reading, listening, speaking, and writing exercises. Even though they are keen reader with different materials, take a lot of benefits from direct vocabulary instruction. They can effectively expand their vocabulary knowledge. Thus, meaningful and interesting instruction should of course be organized to achieve successful learning.

  Teaching vocabulary for elementary school needs an appropriate method. The students must know not only the words but also the pronunciation, the spelling, the shape and the meaning of the words. Moreover in SD Negeri Wonokerto, in this school English teaching start from fourth grade different with other Elementary which English teaching start from first grade. Based on the explanation above, the writer wants to conduct a classroom action research on teaching English using direct method in an elementary school. She takes SD Negeri Wonokerto Bringin as the place

  3

  S tudents taught using direct method need to associate the meaning, the spelling and the target language directly. To do this, the teacher introduces new target language words or phrases by demonstrating their meaning through the use of object, and picture; abstract vocabulary was though by association of idea.(Richard and Rodgersl986: 10). Finally, based on the whole explanation above the writer is interested in this study.

  She is interested in observing “THE USE OF DIRECT METHOD TO

  IMPROVE THE STUDENTS’ VOCABULARY MASTERY (A Classroom Action Research Students of Fifth Grade SD Negeri Wonokerto Bancak in Academic Year 2009/2010)”as well as to train the student to spell the word correctly.

  B. The Statement of the Problem

  Based on the background of the study, this research is aimed at giving answers on the following problems: Can the use of direct method improve the students’ vocabulary mastery on fifth grade of SD Negeri Wonokerto?

  C. Objective of the study

  The objectives of the study are: To find out whether the use of direct methods can improve the students’ vocabulary mastery

D. Significance of the study This study is expected to give practical and theoretical benefit.

  a. Practically

  4

  a. For the writer The findings of the research can be used as a starting point in improving the writer’s teaching ability, especially teaching vocabulary.

  b. For the students The findings of this research will enhance the students’ vocabulary.

  c. For the English teacher By teaching vocabulary using direct method, it will motivate the students to be interested in learning English vocabulary.

  And the finding of this research can be used as a consideration in selecting the appropriate methods or techniques implemented in English case especially in SD Negeri Wonokerto.

  d. For the other researches The finding of this research can be used as one of the references in conducting a research on English language teaching, especially in the implementation of direct method.

  e. For SD Negeri Wonokerto The result of this research will improve the institution’s quality especially in the English teaching learning process, b. Theoretically

  5

  a. The result of the research paper can be used as input in English teaching learning process especially for teaching vocabulary using direct method.

  b. The result of the research can be used as the reference for those who want to conduct a research in English teaching learning process.

  c. The result of this study hopefully strengthens the knowledge of the theory of direct method in vocabulary mastery.

E. Definition of Terms

  1. Using The base word of “using” is “use”. The definition of use is to put into action or use, to control or direct the functioning of, informal, to take advantage of unfairly, and to be depleted. (Roget’s II, 1980:1020)

  2. Direct Method The Direct Method is the learning of language in a relevant setting.

  This method has one basic rule and that is that no translation is allowed. The meaning of the name "Direct Method" comes from the fact that meaning is to be conveyed directly into the second language through demonstration and visual aids, Wednesday, 20 January: 12.30)

3. Improve

  6

  W e can find the word of improve which has the meaning of improve as to make better in quality or to make more productive (Danbury, 2004:487)

  In other words we can find the meaning of improve, some Theories give the definitions about improves as the activities to raise on a the productivity or value of land or property. , 23 January: 11:55)

  4. Students On the teaching and learning process, there are some elements to support the process of teaching and learning. The some elements of this process for example teacher, students, material etc. The once of crucial elements are students.

  Student is a person attending an educational intuition, for example high school or collage, one studying anything, one devoted to careful and systematic study. (Grolier, 1974:972).

  Inside of those definitions above, there are some definitions about the word of students. Student can give the meaning of one who enrolled or attends classes at a school, college, or university or a learned person (especially in the humanities); some one who by long study has gained mastery in one or more disciplines. (. Saturday 23 January 11:30)

  5. Vocabulary

  1

  7

  Vocabulary is the stock of words used by a people, or a particular uses or person, or a list of collection of the word of a language, book, author, and branch of science or the like, in alphabetical order and defined.

  In other definition says that vocabulary is a collection of word alphabetized a dictionary and the collection of word one know and uses. (Http: // Saturday 23 January 11:40).

  Grolier also says that vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or translated a lexicon or glossary. All the word of language, the sum of word used by, understood by, or at the command of a particular person, social group, profession, trade or the like. (Grolier,1981:l 12).

  F. Hypothesis The researcher tries to determine the hypothesis of the research.

  The hypothesis of this research is “there is an improvement toward students’ vocabulary mastery”.

  G. Methodology

  1. The setting of the research The research conducted at Elementary School for SD

  Negeri Wonokerto on Jl. Sultan Agung No. 5 Bancak. The research applied to the students of fifth grade. The students are from various areas with various levels of economic families. Most of students have the difficulty in vocabulary score; it is found that few of them having

  8

  under average ability. Those having above average ability have sufficient vocabularies. The research conducted from April 2010 to May 2010.

  2. The Methodology of Research The research method used in this study is action research.

  There are some definitions of action research. The first deification is given by kemmis that action research is from of collective self- reflective inquiry undertaken by participant in social situation in order to improve the rationally and justice of their own social or educational practices, as well as understanding of this practices and the situation in which these practices are carried out. (Wibawa, 2003:7)

  The second definition action research is the research which doing by the teachers on their class through self reflective inquiry with the aim to make the better work so can improving the result of students learning. (Aqib, 2009:3)

  3. The Procedures of Research This study used classroom action research, so in this case the writer used some steps as kemmis stated. There are three cycles in this action research in each cycle, the produces are as follows:

  1. Planning The activities the planning is:

  a. Preparing materials, making lesson plan, and designing the steps in doing the action.

  9

  b. Preparing list of students’ name and scoring.

  c. Preparing teaching aids.

  d. Preparing sheets for classroom observation (to know the situation of teaching learning process when the method or technique or mode is applied)

  e. Preparing a test (to know whether students’ vocabulary improve or not)

  2. Action a. Giving pretest.

  c. Giving occasion to the students to ask any difficulties or problem.

  d. Asking the students some questions orally and students have to answer orally about the theme.

  e. Giving pretest.

  3. Observation Observation is one of the instruments used in collecting the data observation can be systematically used to observe and note the phenomena investigated like the students’ feeling, thinking and something they do in teaching learning process. He plans this observation fixable and writes something that happened in the classroom.

4. Reflection

  10

  The result of the observation is analyzed it is to remember what happened that has been written in observation.

  Reflection seeks to make sense of process, problems and real issues in strategic action. It took account of the comprehend the issues and circumstances in which they arose. Reflection has an evaluative aspect, it asks the writer to weight the experience, to judge whether effects were desirable, and suggest ways of proceeding. The writer’s reflection is done by discussing with his collaborator. Then the next cycle can decided or designed. The procedures are briefly described in the following scheme:

  Cycle I Alternative of

  Action I solving the problem Problems

  C i = > (plan of action)

  Reflection I Data Analysis

  1 Observation I <

  11

  Cycl e II

  V4 * 7 *

  Action I has not given satisfactory

  1 Plan of action II ---- y Action II

  result

  ■ =» f l .

  Reflection II Data Analysis | Observation II

  <=>

  Cycle III

  V Action I has not

  given satisfactory Plan of action III

  |---- Action III result

  i=^> JJ

  Reflection III Data Analysis ---- 1 Observation III 4. Technique of Collecting Data.

  In this study, the write used written test, and observation in collecting data. Written test (pretest and posttest) are used to know the student ability in vocabulary. The observation is to know the situation

  12

  of the teaching and learning process when the method is applied. It is very important in this case, not only to know their own feeling, but also to know how they attitude in the classroom when the process of teaching and learning.

  5. Techniques of Data Analysis After collecting the data, the next step of the study was analyzing the data. The data were the result of pretest 1, 2, 3, and posttest 1, 2, 3, there action. In analyzing the test scores of the written test, a statistical technique used to find the mean score of the student.

  The score technique is counting the percentage of the student who can answer and cannot answer oral test in action 1, 2, 3, from the observation sheets, the students’ behavior during the action is analyzed.

H. The System of the Thesis Presentation This thesis is divided into five chapters.

  Chapter I is contains of introduction which covers the background of the study; the theoretical framework, hypothesis, the methodology of research, the procedures of research that there are 3 cycle which consist of planning, action, observation and reflection, than technique of collecting data and technique of data analysis.

  In chapter II, the writer presents the review of related literature of the study be describing theoretical foundation and research hypothesis, which consist of the meaning of direct method, the meaning of vocabulary,

  13

  the using of direct method in the process of teaching and learning, the strengths and weaknesses of the using of direct method, and the teaching of vocabulary through direct method.

  In chapter III writer present about the brief report of research that consist of general situation of SD N Wonokerto in academic year 2009/2010. The histories of the school, geographical placed the education condition of teacher and students, the condition of the medium and the infrastructure.

  In chapter IV writer, present the data analysis of the data In chapter, V the writer ends the thesis by giving conclusion and suggestion.

  CHAPTER H THEORETICAL REVIEW

A. The General Concept of Classroom Action Research

  Action research is classroom-based research conducted by teachers in order to reflect upon and evolve their teaching. It is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom. The purpose of teacher research is to gain understanding of teaching and learning within one’s classroom and to use that knowledge to increase teaching efficacy/student learning.

  ( Monday, May 17: 10.15) Reflective teachers do this every day, only not as carefully and systematically. With training and support, you can learn how to systematize your inquiry from informal reflection and teacher story sharing to formal research.

  According to Elliot (in Hopkins, 1993: 45) action research might be defined as the study of a social situation with a view to improve the quality of action within it. In action research theories are not validated independently and then applied to practice. They are validated through practice.

  Arikunto (2006: 3) divided three components in classroom action research, there are: a. Research

  15

  An activity to observe the object by use of ways and methodologies to get the useful data or information to improve the quality of thing and that is necessary for researcher.

  b. Action A motion of activity deliberated to action with certain purpose, in the form of activity are cycle network for the student.

  c. Classroom A group of students, they get a lesson from a teacher in the same time. She was conclude that classroom action research means monitoring toward teaching learning process in the form of an action, which is deliberated on action and occur in the class.

  Action research deals with social practice. Education is a social practice. In most cases, it involves the direct interaction of teacher and groups of students. Classroom is complex arenas, secondary schools are lives of intrigue and conspiracy. Trying to reach understanding of issues concerned with teaching and learning, therefore, implies getting to grips with a work range of human issues such as the attitude of students, the politics within departments and the ethos an environment of the institution.

  The aim of action research is to feed practical judgment in concrete situation, and the validity of the theories or hypothesis it is not generate depends so much on scientific test of truth as an their usefulness in helping people to act more intelligently and skillfully. In resent years, action research has been applied to problem involving curriculum development,

  16

  and in service education, particularly within the field of self-evaluation (Arikunto: 2006: 57).

  1. The Characteristic of Classroom Action Research Syamsuddin and Damaianti (2007: 197) outline the following characteristics of classroom action research: a. It examines problem which are deemed problematic by researcher in teaching learning process.

  b. The researcher can give treatment which planed action to solve the problems and improve the quality, so the subject can get the implication.

  c. The steps of research in the form of cycle.

  d. Such reflective thinking from researcher both after and before research.

  e. Contextual situational, which related to diagnosing and solving the problem.

  f. Classroom action research used collaborative approach.

  g. Participatory, which each team member accompany in the research.

  h. Self-evaluative, which the researcher evaluate by self continually to improve the performance. i. The procedure of research is on-the-spot which designed to handle the real problem in that area. j. The result applied immediately, long-range in perspective, measuring up to supple and adaptive.

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  2. The Objective of Classroom Action Research The objective of classroom action research is active of thing and can be activity (Aqib, 2006: 27-29). That objects as follows: a. Student

  Observable when the student was study in classroom, laboratory, field, workshop, or in extracurricular.

  b. Teacher Observable when the teacher was teaching in the classroom, guiding his students when they tour, or when he visited to his students’ home.

  c. Lesson items Observable when the teacher was teaching or as materials which assigned to the student.

  d. Medium Observable when the teacher is teaching, that purpose is to improve the quality of learning, which can perceived by teacher, student, or both of them.

  e. Element result of learning Taken as target which must reach through learning, both achievement level and formation.

  f. Environmental The student’s environmental in class, school, or in the home.

  g. Management element

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  The move of activity which easy to arranged, engineered in the form of action.

  3. The steps of classroom action research

  a. The first step is choosing a research question: it should be specific, answerable, and lead to significant information on an aspect of teaching or learning. Reflective teachers generally have questions in their minds about what they observe in the classroom; this can be a good place to start. If you don’t have a question in mind, keeping a teaching journal of observations and questions can provide potential questions. As you choose a question, be sure that it is not too general or too big to be answered given your resources.

  b. The second step is deciding what information you need in order to answer your question and how it can be collected. Data can be collected in a number of ways: by keeping a teacher journal of observations, conducting student interviews, giving out questionnaires, and testing. An instrument may already be available to collect the information; for example, if you wish to assess oral proficiency, the SOPI is a proven assessment tool. However, you may need to develop your own instrument, for example, a questionnaire specific to your classroom practices.

  c. Third, the data must be analyzed. Organized narrative data is perfectly valid in research. Basic statistical calculations are easily mastered and applied. For example, if your research involves

  19

  investigating differences between male and female students, simple statistical and narrative comparisons can be made.

  d. The next step is to organize and write up the research and results.

  This can be done informally, for your own information and perhaps to share with colleagues, or more formally, to be shared and disseminated to a wider audience in articles or presentations.

  e. The final step is for the teacher to incorporate the results of the research into classroom practice. Your research will give you a basis for deciding to retain successful instructional practices, modify those that are less successful, or introduce new practices to address problem areas. (. Monday, May 17: 10.20)

B. The General Concept of Vocabulary

  A vocabulary is defined as "all the words known and used by a particular person. (Cambridge Advanced Learners Dictionary) Vocabulary is basic to communication. If acquirers do not recognize the meanings of the key words used by those who address them, they will be unable to participate in the conversation. And if they wish to express some idea or ask for information, they must be able to produce lexical items to convey their meaning.

  Vocabulary is also very important for the acquisition process. The popular is belief is that one uses form and grammar to understand

  20

  carrier of meaning. Beginners often manage to communicate in English by using the accumulative effect of individual word. (Scrivener, 1994: 73)

  1. The status of vocabulary in the curriculum The status of vocabulary has been considerably enhanced. This has come partly as result of the development of communicative approaches to language teaching, and partly through the stimulus of comprehension based method such as the natural approach (Krashen and Terrell, 1983: 11)

  Rivers on the book “Language Teaching Methodology” has also argued that the acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. (Nunan, 1991:

  117)

  2. The role of vocabulary in the classroom: five initial conclusions:

  a. Vocabulary is very important and needs to be dealt with systematically in its own right b. Our job does not finish as soon as a learner has first met some new vocabulary c. Training in the use of English

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  d. We need to distinguish between vocabulary for productive and for receptive recognition and adapt our classroom work appropriately

  e. We need to deal not only with single word lexical items, but also with longer, multi-word item. (Scrivener, 1994: 75)

  3. Vocabulary growth Initially, in the infancy phase, vocabulary growth requires no effort. Infants hear words and mimic them, eventually associating them with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on its ability to express itself without gestures and mere sounds. Once the reading and writing vocabularies are attained - through questions and education - the anomalies and irregularities of language can be discovered.

  In first grade, an advantaged student (i.e. a literate student) knows about twice as many words as a disadvantaged student. Generally, this gap does not tighten. This translates into a wide range of vocabulary size by age five or six, at which time an English-speaking child will know about 2,500-5,000 words. An average student learns some 3,000 words per year, or approximately eight words per day.

  . Tuesday 6 April 2010)

  22

  A fter leaving school, vocabulary growth reaches a plateau. People may then expand their vocabularies by engaging in activities such as reading, playing word games, and participating in vocabulary programs.

  4. Vocabulary in use

  a. Core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than other. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educator. (McCarthy, 1990: 49)

  Example of core words and how we might distinguish, consider the set of words comprising the lexical field of ‘having a weight above the norm’ we have in English fat, obese, overweight, plump, podgy, stout, and several other words. We would probably guess that fat was the most frequent. We can also say about fat that is would normally be used to describe or define the other words, bur not vice-versa. (Carrell, 1987: 81)

  b. Procedural vocabulary Identifying items in the lexicon that seem to carry a heavy work-load ( e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about words,

  23

  co mmunication. Widdowson (1983) describes this kind of vocabulary as procedural. The key procedural or indexical words such as contain, divided, affect, same, and so on enable me, a complete newcomer to the field of endocrine system. (McCarthy,

  1990: 50)

  5. The stage of vocabulary

  a. Classroom technique Teacher can devise various activities relevant for promoting vocabulary learning. Several sample activities presented here can be integrated into second language instruction to promote vocabulary learning and to support language skill development.

  (Fauziati, 2002:159) That is, as follow:

• Semantic networks,

  A semantic network consists of words which share semantic features or semantic components. A componential analysis can show what related and differentiates members of a particular semantic network. This principle can be used to teach vocabulary.

  Carter (1998: 215) on Endang fauziati book, gives example of word sets and grids provided by Rudska et.al. as follow:

  1. Show the way in which the semantic components of the words are analyzed in relation to teach other

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  2. Make a scale which marks degrees of intensity attaching to items

  3. Show the way in which such exercises can be carried out collaboratively, there are often extremely revealing of learners’ lexical knowledge.

• Memorization,

  Memory is also very important in the development of a second language, and it is vocabulary which requires more generous treatment for memorization compared with other aspects of second language development.

• Context It is undeniable that developing vocabulary can be managed through inferring word meaning from its context is quite possible. He assembles the steps as follows (Nation in Carter 1998:210-211);

  1. Look at the unknown word and decide its part of speech

  2. Look at the clause or sentence containing the unknown word

  3. Look at the relationship between the clause or sentence containing the unknown word and other sentences or paragraphs

  4. Use the knowledge you have gained from step 1 to 3 to

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  5. Check if your guess is correct The word wall approach •

  The word wall technique is developed by Green (1993). It is originally designed to challenge and motivate first language students in elementary and secondary classrooms to develop vocabulary learning and to internalize new vocabulary, b. Presenting vocabulary

  To present vocabulary the teacher has decided to teach a related set of words, for example, items of clothing: shirt, trousers, jacket, sock, dress, jeans. The teacher has a number of options available. First, there is the question of how many words to present. This will depend on the following factors:

  The level of the learners • The learners’ likely familiarity with the words • The difficulty of the item • Their “teach ability’, whether, for example, the can be easily • explained or demonstrated.

  Whether items are being learned for production (in speaking • and writing) or for recognition only (as in listening and reading). (Thombury, 2002: 75-76)

  Furthermore, the number of new words presented should not overstretch the learners’ capacity to remember them. Having

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  decided on the number of items to teach, there is then the choice of the sequence of presentation, either:

• Meaning first, then form, or
• Form first, then meaning

  In the first option the teacher could, for example, hold up a picture of a shirt (the meaning), and then say It ’s shirt (the form).

  In ‘form first’ presentation she could say shirt a number of times, have the students repeat the word, and only then point to the picture.

  The next set of choices relates to the means of presentation - whether to present the meaning through: translation, real things, pictures, actions/ gestures, definition, or situation. And whether to present the word in its: spoken form, or written form. (Thombury, 2002: 77)

  c. Vocabulary tests The purpose of vocabulary tests is to measure the comprehension and production of words used in speaking or writing. Four general kinds of vocabulary tests are presented:

  1. Limited respond, is for beginners. These tests items require either a simple physical action like pointing at something or a very simple verbal answer such as “yes” or “no”.

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  2. Mu ltiple-choice complete, is a tests in which a sentence with a missing word is presented; students choose one of four vocabulary items given to complete the sentence.

  3. Multiple-choice paraphrase, is a tests in which a sentence with one words underlined is given. Students choose which of four words is the closest in meaning to the underlined item.

  4. Simple completion (words), has students write in the missing part of words that appear in sentences. (Madsen, 1983: 12)

C. The General Concept of Direct Method

  The reaction to grammar-based approaches and the subsequent call to use more traditional ways of learning other languages came from diverse sources and in different ways with various labels. The approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, imitative, and so forth. What they have in common is that they refer to traditional ways of learning based on the use of language in communicative situations usually without recourse to native language. (Cole, 1931:55)

  The first trend to establish itself with a name was the natural method. The report of the Committee of twelve in 1901 originated by the Modem Language Association describes it as follow:

  In its extreme form the method consisted of a series of monologues by the teacher interspersed with exchanges of question and answer between the instructor and the pupil. With the aid of this

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  g esticulation, by attentive listening, and by dint of much repetition the learner came to associate certain acts and objects with certain combinations of the sounds and finally reached the point of reproducing the foreign words of phrase. The study grammar was reserved for a still later period.

  The so-called psychological method was similar. Its basic characteristic was that the instructor attempted to make association of ideas either with each other or with something concrete. Frequently used were objects, diagrams, charts and pantomime was a frequent device.

  The series method advocated by Francois Gouin was perhaps the best known technique used by the psychological methodologists. The technique is simple: it consists of relating activities in a series relating to a specific activity.

  The phonetic method belongs also in this group because of its insistence on oral expression. The students were drilled first in the discrimination and production of the sounds of the new language using short idiomatic phrases and making liberal use of phonetic symbols.

  The direct method was also very popular in certain circle in the United Stated at the beginning of the 20th century. It is, with minor modification, the method preferred by academies and specialized schools whose sole purpose is to train persons in skills in another language.

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  T he Direct Method is the learning of language in a relevant setting. This method has one basic rule and that is that no translation is allowed. The meaning of the name "Direct Method" comes from the fact that meaning is to be conveyed directly into the second language through demonstration and visual aids. (, Wednesday, 20 January: 12.30)

  1. The principles of the Direct Method are as follows: Classroom was conducted exclusively in the target language; Only everyday vocabulary and sentences were taught;