TEACHING AND LEARNING VOCABULARY THROUGH WORD WALL AT THE FIFTH GRADE OF SDN 3 GUNUNG RAYA RANAU SOUTH SUMATERA IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

  

TEACHING AND LEARNING VOCABULARY THROUGH WORD WALL AT THE

FIFTH GRADE OF SDN 3 GUNUNG RAYA RANAU SOUTH SUMATERA IN THE

ACADEMIC YEAR OF 2017/2018

  

A Thesis

  Submitted as a Partial Fulfillment at the Requirements for Degree of Bachelor of English Education

  

By

ZAITUN BADRA

NPM. 1211040157

  Study Program : English Education Advisor : Meisuri, M.Pd Co-Advisor : Istiqomah Nur Rahmawati, M.Pd

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2018

  

ABSTRACT

TEACHING AND LEARNING VOCABULARY THROUGH WORD WALL

AT THE FIFTH GRADE OF SDN 3 GUNUNG RAYA RANAU

SOUTH SUMATERA IN THE ACADEMIC YEAR OF

2017/2018

Zaitun Badra

  One of the parts in creating and understanding the language is vocabulary, people

cannot express their opinion and ideas in English without knowing their vocabulary. This

research was about teaching and learning vocabulary through word wall at the fifth grade of

SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018. The

objectives of this research were to know and describe the process of teaching vocabulary

using Word Wall, the teachers ’ problems in the process of teaching vocabulary using Word

Wall and also the stundents’ problems in the of learning vocabulary using Word Wall.

  In this research, the researcher used qualitative descriptive research method. The

researcher used purposive sampling technique to determine the sample. The researcher chose

class 5 C as sample which consisted of 37 students. In collecting the data, the researcher used

two kinds of instruments: they were: observation and interview. The researcher used three

major phases of data analysis: they were data condensation, data display and conclusion

drawing or verification.

  The researcher conducted the research in two meetings. After analyzing the data,

there were three points of the results. The first, in the process of teaching and learning

vocabulary through Word Wall media at SD N 3 Gunung Raya Ranau South Sumatera did

not run well. The second, the students got some problems, they were : the students’

difficulties in pronouncing the words that they had to guess; difficulties in memorizing some

words that they had learnt; and the teacher got difficulties in handling the students, the

students were really noisy; difficulties in helping the students to remember the words that

they forgot; and, difficulties in handling the students’ activity, because some students were

busy with their activity like chatting and it made the class noisy. Keyword: Qualitative Descriptive Research, Teaching Vocabulary, Word Wall

  KEMENTERIAN AGAMA UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG FAKULTAS TARBIYAH DAN KEGURUAN

Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung Telp. (0721)703289

  

APPROVAL

TEACHING AND LEARNING VOCABULARY THROUGH

  Title :

  WORD WALL AT THE FIFTH GRADE OF SDN 3 GUNUNG RAYA RANAU SOUTH SUMATERA IN THE ACADEMIC YEAR OF 2017/2018

  : Zaitun Badra Students’ Name

  : 1211040157 Students’ Number Study Program : English Education Faculty : Tarbiyah and Teacher Training

  

APPROVED

  To be tested and defended in the examination session at Tarbiyah and Teacher Training Faculty, Islamic State University of Raden Intan Lampung

  Advisor, Co-Advisor,

Meisuri, M.Pd Istiqomah Nur Rahmawati, M.Pd

NIP: 198005152003122004 NIP.

  

The Chairperson of

English Education Study Program

  Meisuri, M.Pd

   NIP: 198005152003122004

  

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG FAKULTAS TARBIYAH DAN KEGURUAN

Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung Telp. (0721)703289

  

ADMISSION

TEACHING AND LEARNING VOCABULARY THROUGH WORD

  A thesis entitled:

  WALL AT THE FIFTH GRADE OF SDN 3 GUNUNG RAYA RANAU SOUTH

SUMATERA IN THE ACADEMIC YEAR OF 2017/2018 , by: Zaitun Badra,

  NPM: 1211040157, Study Program: English Education, was tested and defended in

  th the examination session held on: Wednesday, November 7 2018. Board of Examiners: The Chairperson : Bambang Irfani, M.Pd (……………….) The Primary Examiner : Dewi Kurniawati, M.Pd (. ………………) The First Co-Examiner : Meisuri, M.Pd (……………....) The Second Co-Examiner : Istiqomah Nur Rahmawati, M.Pd (………………) The Secretary : Dr. Nur Syamsiah, M.Pd (.……………...)

The Dean of

Tarbiyah and Teacher Training Faculty

  

Prof. Dr. H. Chairul Anwar, M.Pd

NIP: 19560810198703 1 001

  

MOTTO

            

 

   “

  And He taught Adam the names

• – all of them. Then He showed them to the angels and said, “inform Me of the name of these, if you are truthful.

  1 ” (Q.S Al – Baqarah : 31)

1 Yayasan Penyelenggara Penerjemah Al-

  Qur’an, Mushaf Al-Qur’an Terjemah, (Jakarta: Al

  

DEDICATION

From the bottom of my heart, I would like to dedicate this thesis to: 1.

  My beloved parents, Mr. Haidar Basri, S.Pd and Mrs. Sarhanayati, S.Pd.SD

  who always loves me and prayed for my success. Thank you so much for all the motivation

  2. My beloved old brother Hendri Badra, M.Pd and sister in law Devi Ariana, M.Pd and also my beloved nephew Tsamara Ufaira Saydes who always

  gives me spirit and motivation

  3. beloved friends, who always support me to finish this thesis My

4. My Beloved Organization, Pergerakan Mahasiswa Islam Indonesia (PMII)

  Lampung, which has made me grow up and has contributed much for myself development

  5.

  .

  

My beloved Almamater Raden Intan State Islamic University Lampung

CURRICULUM VITAE

  The name of the researcher is Zaitun Badra. She was born in Gunung Raya on

  th

  January 24 , 1995. She is the youngest child out of two children of Mr. Haidar Basri, S.Pd and Mrs. Sarhanayati, S.Pd. SD. She began her study at elementary school of SDN 3 Gunung Raya Ranau and graduated in 2006. Then, she continued at Junior High School of Madrasah Tsanawiyah Al-Ittifaqiah Boarding School and graduated in 2009, she continued again at Senior High School at Madrasah Aliyah Al-Ittifaqiah Boarding School in 2009 and graduated in 2012. Then, she continued her study in

  

Raden Intan State Islamic University Lampung (UIN) as the student of English Study

  Program of Tarbiyah and Teacher Training Faculty. She was active in some organization when she was in the second semester until now were PMII.

  

ACKNOWLEDGEMENT

Praise be to Allah SWT., the Almighty God, the most Merciful, and the most

Beneficent, for His blessing so that the researcher can finish the thesis. Sholawat be

to our prophet Muhammad SAW, with his family and followers. The thesis entitled

  Teaching and Learning Vocabulary Through Word Wall at Fifth Grade of SDN 3

  “

  Gunung Raya Ranau South Sumatera in the Academic Year of 2017/2018 is ”

  

submitted as compulsory fulfillment of the requirements for S1 degree of English

study program at Tarbiyah and Teacher Training Faculty, Islamic State University of

Raden Intan Lampung.

  When finishing this thesis, the researcher had obtained so much help, assistance, aid, or support and many valuable things from various sides. Therefore, the researcher would sincerely thank: 1.

  Prof. Dr. H. Chairul Anwar, M.Pd, the dean of Tarbiyah and Teacher Training Faculty, UIN Raden Intan Lampung with all staff, who give the researcher opportunity to study until the end of this thesis composition.

  2. Meisuri, M.Pd, the Chairperson of English Education Study Program and the first advisor for her guidance, help and countless time given to the researcher to finish this final project.

  3. Istiqomah Nur Rahmawati, M.Pd the second advisor, who has always patiently guided, helped, supervision especially in correcting and given countless time for the researcher to finish this thesis as well.

  4. All lecturers of English Department of

  Raden Intan State Islamic University Lampung , who have taught the researcher since the first year of her study.

  5. All of friends of the English Department of

  Raden Intan State Islamic University Lampung , especially beloved friends in class C, then all of her best friends who

  always give suggestion and spirit in framework of writing this research.

  6. All of people who have completed the researcher’s life. Thank you. Finally, none or nothing is perfect and neither is this thesis. Any correction comments and criticism for the betterment of this thesis are always open heartedly welcome.

  Bandar Lampung, The Researcher,

  Zaitun Badra NPM. 1211040157

  

TABLE OF CONTENTS

Pages COVER .................................................................................................................. i

ABSTRACT ........................................................................................................... ii

APPROVAL .......................................................................................................... iii

ADMISSION ......................................................................................................... iv

DECLARATION................................................................................................... v

MOTTO ................................................................................................................. vi

DEDICATION....................................................................................................... vii

CURRICULUM VITAE ....................................................................................... viii

ACKNOWLEDGEMENT .................................................................................... ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF TABLES ................................................................................................ xii

LIST OF APPENDICES ...................................................................................... xiv

  CHAPTER I INTRODUCTION A. Background of the Problem ................................................

  1 B. Identification of the Problem ..............................................

  5 C. Limitation of the Problem...................................................

  6 D. Formulation of the Problem ...............................................

  6 E. Objective of the Research ...................................................

  7 F. Use of the Research.............................................................

  7 G. Scope of the Research ........................................................

  8 CHAPTER II REVIEW OF LITERATURE A. English as a Foreign Language..........................................

  9 B. Teaching and Learning as a Foreign Language ........................ 10 C.

  Vocabulary ............................................................................... 14 1.

  Vocabulary ......................................................................... 16 2. Types of Vocabulary .......................................................... 15 D. Teaching and Learning Vocabulary ......................................... 19 1.

  Teaching ............................................................................. 19 2. Learning ................................................................................. 20 3. Teaching Learning Vocabulary ............................................. 24 4. Teachers’ Problem in Teaching Vocabulary ...................... 27 5. Students’ Problem in Learning Vocabulary ....................... 30 E. Media ........................................................................................ 33 1.

  Media in Teaching Learning Process ................................. 33 2. Word Wall .......................................................................... 34 3. Procedure of Word Wall ..................................................... 36

  4. Procedure of Teaching Learning Vocabulary through Word Wall .................................................................................... 36 5. Advantages and Disadvantages of Word Wall ................... 38

  CHAPTER III RESEARCH METHODOLOGY A.

  41 Research Design ................................................................

  Research B. Subject.................................................................

  42 C.

  44 Data Collecting Technique ................................................

  D.

  47 Research Instrument ..........................................................

  E.

  49 Research Procedure ...........................................................

  F.

  49 Trustworthiness of the Data ..............................................

  G.

  51 Data Analysis ....................................................................

  CHAPTER IV RESULT AND DISCUSSION A. Research Procedure ...........................................................

  55 B. Data analysis ......................................................................

  56 C. Discussion of Finding .......................................................

  87 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...........................................................................

  92 B. Suggestion ...........................................................................

  93 REFERENCES .............................................................................................. 95

  

APPENDICES ............................................................................................... 98

  

LIST OF TABLES

Pages Table 1 The Population and the Score of Students at Fifth Grade Student

  of SDN 3 Gunung Raya Ranau in the Academic Year 2017/2018 ..... 43

  

Table 2 Specification of Observation .............................................................. 47

Table 3

  Specification of Teacher’s Interview .................................................. 48

  

Table 4 Interview Guideline for Students ....................................................... 49

Table 5 The Result of the First Interview of the Students ............................... 64

Table 6 The Application of Word Wall Media ................................................ 78

Table 7 The Data of the Problem Faced by the Teacher in the First Meeting

  79 Table 8 The Data of the Problems Faced by the Students in the First Meeting 80 Table 9 The Application of Eight Steps in the Second Meeting ......................

  81 Table 10 The Data of the Problems Faced by the Teacher in the Second Meeting 83

  

Table 11 The Data of the Problems Faced by the Students in the Second Meeting 84

  

LIST OF APPENDICES

Pages

Appendix 1. A. Interview Guideline for the Teacher in the Preliminary Research 99

Appendix 1. B. Script Interview in Preliminary Research .............................. 100

Appendix 1. C. Result of Interview in Preliminary Research ......................... 103

Appendix 2. A.

  Students’ Vocabulary Score in V Grade of class A............... 105 Appendix 2. B. Students’ Vocabulary Score in V Grade of class B ............... 106 Appendix 2. C.

  Students’ Vocabulary Score in V Grade of class C ............... 107

  

Appendix 3. A. Syllabus ................................................................................. 108

Appendix 3. B. Lesson Plan Animal ............................................................... 112

Appendix 3. C. Lesson Plan Around us .......................................................... 116

Appendix 4. A. Observation Sheet the First Meeting ..................................... 120

Appendix 4. B. Observation Sheet the Second Meeting ................................ 123

Appendix 4. C. The First Interviews for the Teacher ..................................... 126

Appendix 4. D. The Second Interviews for the Teacher ................................ 128

Appendix 4. E. Interview Guideline for the Students in This Research ......... 130

Appendix 4. F. Scripts the First Interview for the Students in the Research 131

Appendix 4. G. Script the Second Interview for the Students in the Research 142

Appendix 5. Pictures ....................................................................................... 152

Appendix 7. Plagiarism Checker .................................................................... 156

CHAPTER I INTRODUCTION A. Background of the Problem Language as a means of communication is very useful. Every human

  being around the world uses a language to communicate with each other. It means that a language plays a great role in human being’s life. By using a language, a person can express his or her thoughts, feelings, ideas and desires. Setiyadi says that Language is a group of sounds with specific meaning and ₁ organized by grammatical rules. So, Language is one of important instruments in this globalisation era, because language is one of unificatory media and also tool used to communicate each other. It means that language is very important in human life; language cannot be separated from human because they use it as the way of their communication.

  Allah SWT, in holy Qur’an said about good communication in surah An Nisa/4:63:

  ﴾ ٣٦ ﴿ بًغيِلَب ًلاْىَق ْمِهِسُفنَأ يِف ْمُهَّل ل

  ُقَو ْمُهْظِعَو ْمُهْنَع ْضِرْعَأَف ْمِهِبىُلُق يِف بَم ُ ّاللّ ُمَلْعَي َنيِذَّلا َكِئَلوُأ

1 Ag Bambang Setiyadi, Teaching English as a Foreign Language. (Yogyakarta:

  “Those are the ones of whom Allah knows what is their hearts, so turn away from them but admonish them and speak to them a far- reaching word”.

  2

  (An Nisa/4:63) This verse told about how to warn a community with good communication. The verse can be interpreted as fluent and précising talking, clear interoperating, and able to inform the message well. Besides that, by domain it touched, it can be called as effective communication. When people interact with others in society at anytime and anywhere they must use a language. Without language, people will find some troubles when they do their activities and toward the others. Two kinds of language that we can use in communication are verbal and nonverbal. One of the languages that use to communicate is English.

  Nowadays, English is very important to be learnt because many people all over the world use it for communication. In Indonesia, English is considered as the first foreign language to be taught as a compulsory subject. It is taught to the students of junior high school, senior high school and university. English is considered as the subject for local optional instruction in elementary school. If we talk about language, we have to master the elements of language itself, one ₂ of the elements is vocabulary.

  Al- Qur’an 3 Bahasa: Arab, Indonesia, Inggris, (Depok: Al-Huda Kelompok Gema Insani) Al-

  Vocabulary is basic element to learn a language and to make a communication with another people. It is impossible to learn English if students are lack of vocabulary. Cameron says, vocabulary is fundamental to using the ₃ foreign language as discourse. Thornbury says, without grammar very little can ₄ be conveyed, without vocabulary nothing can be conveyed. Vocabulary is one of the components of language which will make the language meaningful. Therefore without mastering vocabulary we could not communicated. It is supported by Cameron, vocabulary has been seen as a major resource for a ₅ language use.

  According to the theories above, it can be concluded that vocabulary is very important component in language learning. Without vocabulary we cannot communicate each other and also without vocabulary it is difficult to learn foreign language. Vocabulary is very important component in language learning because vocabulary is used to express our ideas such as in speaking, writing, and reading. We cannot speak fluently if we have no vocabulary, we cannot make a good writing if we are lack of vocabulary. Many students are still lack in their vocabulary. That is why the appropriate media in delivering lesson in the classroom should be considered. One of the media is word wall.

  3 Lyne Cameron. Teaching Learning to Young Learners. (London: Cambridge University Press, 2002). p. 46. ₄ Scott Thornbury, How to Teach Vocabulary. (London. Pearson education limited, 2002).p.13.

  According to Hellen in Setyowati, Word Wall is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool designed to promote group learning. A word wall consists of words that young children frequently see when reading ₆ and use when writing. Each week words are added to help children. From the theory above, it can be said that word wall can be used to teach young children in the classroom.

  Based on the preliminary research on March 25, 2017 by interviewing the English teacher of excellent class (Mrs. Vellu) and some students as a sample at SDN 3 Gunung Raya Ranau South Sumatera, the reseacher found out some of the problems teaching and learning vocabulary through word wall.

  Although the teacher had use word wall the students at fifth grade still get difficulty in mastering vocabulary. Many students have problems in mastering ₇ vocabulary such as understanding the meaning of the words.

  However based on the preliminary research that was conducted by doing interview the English teacher SDN 3 Gunung Raya Ranau South Sumatera (Mrs Vellu), she said that for many students, vocabulary is also difficult to be mastered. There were some factors that can make it difficult to be learned. It is caused by some factors like difficulties for remembering about English words,

6 Neni Tri Setyowati, The Effectiveness of Word Wall Media in Teaching Vocabulary,

  On The Seventh Grade Students At Mts Negeri Bandung (Unpublished: Bandung, 2015).p.9 students did not have enough time to practice English and an unfamiliar with the words.

  Based on the data above, some of the students at the fifth grade SDN 3 Gunung Raya Ranau South Sumatera of is still not optimal yet, although the teacher had used Word Wall Media in teaching vocabulary. The researcher found only 40 students got good score over average scores 70 of KKM (Criteria of Minimum Mastery). She also found out the total number of students who got difficulty in vocabulary is 72 from 112 students although the teacher has used word wall media.

  Therefore the topic in this research focus on that many students had problem in vocabulary mastery, especially the students in SDN 3 Gunung Raya Ranau South Sumatera. Moreover, the researcher was interested in conducting the research entitled Vocabulary through Word Wall at

  “Teaching and Learning the Second Semester of the Fifth Grade at SDN 3 Gunung Raya Ranau South Sumatera in the Academic Year of 2017/2018 ”.

B. Identification of Problem

  Based on the background above the researcher identified the problems as follows :

  1. The students’ vocabulary is still low.

  2. The students have difficulties in understanding the meaning of words.

  C. Limitation of the Problem

  The limitation of the problem is the process of teaching and learning vocabulary through word wall and the problem of teacher and students in teaching and learning vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018.

  D. Formulation of the problem

  Based on the limitation above, researcher formulate the problems as follows :

  1. How is the process of teaching vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018? 2. What are teacher’s problems in the process of teaching vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018 ? 3. What are students’ problems in the process of learning vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018?

  E. Objective of the research

  Based on the formulation above, the objectives of research as follows: 1. To know and describe the process of teaching vocabulary by using word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018.

  2. To know and describe teacher’s problems in the process of teaching vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018.

  3. To know and describe students problem in the process of learning vocabulary through word wall at the fifth grade of SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018.

  F. Use of the Research

  The use of the research as follows : 1. Theoretically :

  The results of this research were expected to be a source of information for further research in vocabulary mastery:

2. Practically :

  It is expected that this research could provide useful input in improving the quality of learning in the school and also give information to the English teacher about teaching vocabulary through word wall.

G. Scope of the Research 1.

  Subject of the research The subjects of this research were the English teacher and the students of fifth grade at the SDN 3 Gunung Raya Ranau South Sumatera in the academic year of 2017/2018.

  2. Object of the research Objects of the research were teaching and learning vocabulary and word wall.

  3. Place of the research Place of the research was conducted at SDN 3 Gunung Raya Ranau South Sumatera.

  4. Time of the research The research was conducted at the second semester in the academic year of 2017/2018.

CHAPTER II REVIEW OF LITERATURE A. English as a Foreign Language Teaching English as a foreign language means that English is taught by the people because English is not their mother tongue or their native language. In teaching English or other languages actually people have to teach the four

  skills, they are listening, speaking, reading and writing. In other word, in teaching English as a foreign language and teaching English as a second language is not different.

  Setiyadi states that the way to teach English as a second language is not ₁ necessarily different from the way to teach English as a foreign language. In fact, teaching English in the countries where English is only a foreign language may differs to teach English in the countries where English is a second language and it also differs to teach English in the countries where English is a native language. People learn English depend on the conditions of the language is used in their daily communication.

  Most of people in United Kingdom, English is the native language. Therefore, they speak English for daily communication. While in Malaysia, ₁ Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: English is their second language. Therefore, they not only speak their native language, but also English. Indonesian people only learn English in the class or their school. Therefore, there are only some people who speak English. In Indonesia, English is taught as the first foreign language. As a foreign language, English is not used for daily communication.

B. Teaching and Learning English as a Foreign Language

  English as an International language that has large influence to human life. English has been acknowledged by most countries in the world as an International language. Consequently, English has to be used in International communication, for general as well as specific needs. Therefore people in countries where English used as a foreign language have to learn it. Geoffrey, et. al. States “English as a foreign language is taught in schools, often widely, ₂ but it does not play an essential role in national or social life. It means that the student who learns English as a foreign language should have limited time to use their English in daily activity.

  According to Setiyadi, English is really foreign language for language learner in Indonesia, because in Indonesia it is learned only at school and

2 Geoffrey Broughton and friends, Teaching English as a Foreign Language, (New

  3

  people do not speak the language in the society. It is expected that the students should have the ability or knowledge of English which can be used for communication.

  In Indonesia, English is taught as a foreign language. Therefore, English is not used for daily communication. In many sources, especially in internet source, explained that English as first foreign language initiative meant to promote the use of the English language as first foreign language in all the countries around the world. It means that the English is a language which use by all of the word as the first foreign language to communicate.

  Considering this fact, and remembering in the importance of English, teaching as a foreign language should be put as one of the first priority. This way will be introduced not only something new about the language to student but also about its culture. Then, to achieve the goal of English teaching needs skilful, creative and innovative teachers teaching media and another facility which can support achieving the goal. In addition, the teaching should be also interesting, appropriate for student. Teaching is a distinct skill. The teachers should be very energetic- who make the students feel excited about learning. So a teacher will inspire and keep the students motivation strong. Learning English

3 Ag Bambang Setiyadi, Teaching English as Foreign Language, (Yogyakarta:Graha

  using the Mastery can make the students learns much faster and will enjoy learning more.

  Teacher need to consider how close they should be to the students they are working with. The most important part is that the teacher should be able to ₄ manage classroom effectively and handle any situations in the class. First of all they are usually exposed to language which they are more or less understand even if they cannot produce the same language spontaneously themselves.

  Secondly, they are motivated to learn the language in order to be able to communicate. Finally, they have the opportunities to use the language they are learning, thus giving hem chance to flex their linguistics muscle-and check their own progress and abilities.

  One significant factor that influences most of the successes in teaching and learning are teachers. Teachers have to be able to guide the students into an understanding of the lesson. They have to find the way how to make the students enjoy the lesson. The students‟ willingness to study is fragile; they can lose their spirit and willingness to study easily if the teachers are dull or uninteresting.

  Harmer states in his book, one of main tasks for teacher is to provoke interest and involvement in the subject even when the students are not initially interested in it. It is by their choice of topic, activity and linguistics content that they may be able to turn a class around. It is by class attitude by their participation, they conscientiousness, their humor and their seriousness that they may influence he students. It is by their ₅ own behaviour and enthusiasm that they may inspire.

  It is clear that teachers also have great effects in the process of learning. The better the teacher teach the easier the students will understand. It is clear that the purpose of teaching learning English as foreign language is to make the students master the language. To make that happen, the students must actively involved in the teaching learning process and do a lot of practices. The teacher also should be managing the class in a good way. The teacher should be creative in teaching, so the students will not feel bored or lose eagerness to learn.

  The objective in teaching learning English as a foreign language is to increase students‟ ability in four language skills, namely listening, speaking, reading, and writing. And the purpose of the foreign language to develop the students‟ skills by understanding of listening, speaking, reading, and writing, while giving insight into the culture of which the language is part.

  Brown states “Teaching is showing or helping someone to learn how to do something, providing with knowledge, and causing to know or ₆ It means that teaching is a process that should be done by teacher understand”. based on the experience, knowledge and material preparation the aim of _{5 6} Ibid, p. 8.

H. Douglas Brown, Principle of Language Learning and Teaching, United States of

  teaching can be reached. By teaching English, students are expected to able to apply their English language for communication. Everyone has known that English is the international language which is used in the world society. Everyone communicates with other people by using it, so by this language they can develop their knowledge and they can follow the new information in the world. From this point of view, it is clear that how important of English is as a mean of communication.

C. Vocabulary

1. Vocabulary

  Vocabulary is one of four language components which are spelling, grammar, phonology and vocabulary. Vocabulary is an important component that should be mastered by the students. According to Thornbury, all language has words. He also says, by having adequate vocabulary, one will be able to communicate to other people and express his idea clearly and easily. ⁷ It means that vocabulary is fundamental part of languages, because a language is formed by words.

  Thornbury said, If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expression. You can say very ₇ Scott Thornbury, How To Teach Vocabulary. (London: Pearson Education Limited,

  8

  little with grammar, It can but you can say almost anything with words!” be said that if we want to improve our languge ability we have to mastery vocabulary first because we can say anything with words. Therefore we can make a communication if we have good vocabulary mastery.

  From the statement above it can be said that mastering vocabulary is important, Brown states, vocabulary is seen in its central role, ₉ conceptualized meaningful language. Based on the statement, it is important for the teacher to create some ways or tehniques in teaching and vocabulary. So the students can receive and understand the material simply. Moreover, it is expected by mastering great number of vocabulary, it will be easier for students to learn a foreign language and use it for communication.

  From the explanation about, it can be concluded that vocabulary should be mastered in language learning, especially in teaching and learning english, because vocabulary can presented or explained in all kind of activities. It can be said that vocabulary mastery is knowledge of a list or a set of words that make up a language which might be used by particular person, class, or profession.

8 Ibid . p.13.

2. Types of Vocabulary

  Vocabulary has some types that need to be learnt. There are types of vocabulary that are explained by the experts. Thornburry is one the ₁₀ experts that explained that there are at least four types of vocabulary.

  There are Adverb, Adjective, Noun, and Verb. Those can be described as follows:

a. Adverb

  There are some definitions of adverb that proposed by the experts. Frank states that adverbs are words that describe or modify ₁₁ verbs, adjectives, and other adverbs. It means that adverb can be used to describe or modify verbs, adjectives, and other adverbs. While Sjah and Enong state that adverb is a word that explains ₁₂ about how, where and when a thing happen. It means that adverb related with the how the process, time and where the thing happen. Examples: now, tomorrow, certainly, maybe and others.

  From the statements before, it can be concluded that adverb is ₁₀ a word that modify verbs, adjectives, and other adverbs and can ₁₁ Scoutt Thomburry, Op. Cit, p. 4.

  Marcella Frank, Modern English A Practical Reference Guide, (New Jersey: Prentice Hall, INC., Englewood Cliffs, 1972), p.141. explain how, when and where a thing happen. For example: now, tomorrow, certainly, maybe and others.

b. Adjective

  There are some definitions of adjective that proposed by the experts. Frank states that adjective is modifier that has the ₁₃ grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifiers that precede it. It most usual position is before the noun it modifiers, but it fills other positions as well. While Sjah and Enong states that adjective is a word that use to expand and narrow the meaning of ₁₄ noun. It means that adjective is a word that describe noun. For examples: beautiful, good, small and others.

  From the statements before, it can be concluded that adjectives is a word that describe noun and has the grammatical property of comparison. For example: beautiful, good, small and others.

13 Marcella Frank, Op.Cit, p.109.

  c. Noun

  There are some definitions about noun that proposed by the expert. Frank states that noun is one of the most important parts of ₁₅ speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. While Sjah and Enong states that noun is a word used to name people, place, plant, ₁₆ object, animal, quality and abstract concepts. It means that noun is related with name of something like place, plant, people and others. For examples: John, student, house, chair, rose, cat, honesty.

  From the statements before, it can be concluded that noun is one of the most important parts of speech that can use to name people, place, plant, object, animal, quality and abstract concepts.

  d. Verb

  There are some definitions about verb that proposed by the expert. Frank states that verb is the most complex part of speech.

  Arrangements with nouns determine the different kinds of sentences statements, questions, commands, and exclamations. Like the noun, ₁₅ the verb has the grammatical properties of person and number,

  Marcella Frank. Op.Cit, p.6

  17

  properties which require agreement with the subject. While Sjah and Enong its varying states that verb is a word that is showed ₁₈ measure and condition of a thing. It means that verb can be used to show the measure and condition of thing. For examples: write, read, listen and others.

  From the statement before, it can be concluded that verb is a word that the most complex part of speech and show measure and condition of a thing. Verb has the grammatical properties of person and number, properties which require agreement with the subject.

  Based on syllabus focus of vocabulary for the fifth grade is about noun.