AN INVESTIGATION OF TEACHERS’ TEACHING STRATEGIES IN ACCOMMODATING EFL STUDENTS VOCABULARY LEARNING:CASE STUDY AT A SENIOR HIGH SCHOOL IN GARUT.

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TABLE OF CONTENTS

APPROVAL PAGE ... i

DECLARATION ... ii

PREFACE ... iii

ACKNOLEDGEMENTS ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I: INTRODUCTION ... 1

1.1 Background of The Study ... 1

1.2 Research Questions ... 5

1.3 Objectives of the Study ... 5

1.4 Significance of the Study ... 6

1.5 The Scope of the Study ... 6

1.6 Organization of the Thesis ... 7

CHAPTER II: REVIEW OF LITERATURE ... 8

2.1 The Teaching and Learning Language Strategy ... 8

2.2 Teaching EFL Vocabulary ... 10

2.2.1 Vocabulary in EFL Learning ... 10

2.2.2 The Aspects of Words in Teaching Vocabulary ... 11

2.2.2.1 Form: Pronunciation and Spelling ... 12

2.2.2.2 Grammar ... 12

2.2.2.3 Collocations ... 13

2.2.2.4 Aspects of Meaning Relationship ... 13

2.2.3 EFL Vocabulary Learning Burden ... 14

2.3 Strategies of Teaching EFL Vocabulary ... 16

2.3.1 An Overview of Taxonomy of Vocabulary Learning Strategy ... 16

2.3.2 The Oxford Taxonomy of Vocabulary Learning Strategies ... 17

2.3.2.1 Determination Strategy ... 23

2.3.2.2 Social Strategy ... 26

2.3.2.3 Memory Strategy ... 27

2.3.2.4 Cognitive Strategy ... 33

2.3.2.5 Metacognitive Strategy ... 34

2.4 Summary of Chapter Two ... 35

CHAPTER III: RESEARCH METHODOLOGY ... 37

3.1 Research Design ... 37

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3.3 Data Collecting Techniques ... 41

3.3.1 The Questionnaires ... 41

3.3.2 The Classroom Observations ... 41

3.3.3 The Interviews ... 42

3.4 Data Analysis ... 42

CHAPTER IV: DATA PRESENTATIONS AND DISCUSSIONS ... 45

4.1 Strategies Used by the Teachers in the Teaching of Vocabulary ... 45

4.1.1 Determination Strategy... 47

4.1.2 Social Strategy ... 49

4.1.3 Memory Strategy ... 50

4.1.4 Cognitive Strategy ... 52

4.1.5 Metacognitive Strategy ... 53

4.2 Problems in Implementing the Strategies ... 54

4.2.1 Lack of Teaching Media and Resources ... 55

4.2.2 Problems Related to Students Quality ... 55

4.2.2.1 Negative Learning Attitude ... 55

4.2.2.2 Heterogeneity of the Students Competence ... 56

4.2.3 Problems Related to Teachers’ Condition ... 57

4.2.3.1 Lack of Opportunities to Update Pedagogical Knowledge ... 57

4.2.3.2 Teachers Syntactical Errors and Limited Vocabulary ... 58

4.2.3.2 Losing Motivation to Teach ... 59

4.3 Teachers’ Solution for the Problems of Implementing the Strategies ... 60

4.3.1 Solutions for the lack of Teaching Media and Resources ... 61

4.3.2 Solutions for the Problems Related to Students Quality ... 64

4.3.3 Solutions for the Problems Related to Teachers’ Quality ... 71

4.4 Summary of Chapter IV ... 76

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 78

5.1 Introduction ... 78

5.1 Conclusions ... 78

5.3 Recommendations ... 81

REFERENCES ... 83

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iii LIST OF TABLES

Table 2.1. Discovering Learning Burden ... 15 Table 2.2. A taxonomy of vocabulary learning strategies ... 21 Table 4.1 Teachers’ Classroom Teaching Strategies ... 46

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iv LIST OF APPENDICES

APPENDIX 1 THE QUESTIONNAIRES

Appendix 1.1 The Questionnaires for the Teachers Appendix 1.2: Applied Teaching Strategies of Teacher 1 Appendix 1.3: Applied Teaching Strategies of Teacher 2 Appendix 1.4: Applied Teaching Strategies of Teacher 3 Appendix 1.5: Applied Teaching Strategies of Teacher 4 APPENDIX 2 : THE FIELD NOTES FROM OBSERVATION Appendix 2.1: The Observation Checklist of Teacher 1 Appendix 2.2: The Observation Checklist of Teacher 2 Appendix 2.3: The Observation Checklist of Teacher 3 Appendix 2.4: The Observation Checklist of Teacher 4 APPENDIX 3 : THE INTERVIEW

Appendix 3.1: The Questions for the Interview

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CHAPTER ONE INTRODUCTION

This chapter discusses the background to the present study and also sets out the research questions and its purpose. Then, the significance and scope of the study are presented briefly before discussing the clarification of terms and the outline of the thesis.

1.1 Background of the Study

Teaching and learning English for most non-English speaking countries always provides a space for public discussion. It also attracts experts, practitioners of education and governmental authority to discuss the teaching of EFL. This phenomenon is always challenging, because teaching EFL involves various factors such as students’ age, teaching learning facilities, teachers’ competency, culture, environmental setting and so forth, which directly influence the learning outcomes.

As matter of fact, although English has been taught since students study at the Elementary level, the result is not so satisfactory. A large number of school graduates do not have good competency in the subject. This condition is difficult to solve because the factors affecting the environment of learning in the classroom still exist in the arena of our educational activity. Those factors are even linked each other creating classroom environment. In relation to the problems, Peck (in Murcia, 1991) mentions that “native language, cultural background, age, emotional and social needs, learning style, level of education and previous instruction in English are ‘important factors’ to support the learning process”.

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From the factors above, it is evident that teacher plays the most important part of the success of teaching activity in the EFL classroom. A teacher is supposed to have ability in bridging the language being taught. The teachers are also expected to have strategies on how to solve the troubles that block the continuity and the success of teaching a foreign language. Moreover, apart from his/her duty to teach his/her students well, a teacher also has a responsibility to motivate his/her students to study by their own. The students are intentionally required to be independent in enhancing their English competency.

In terms of teaching English, there are four primary skills that should be studied by learners; listening, speaking, reading and writing. Those four skills stand over the capability of how students acquire vocabulary, language usage, pronunciation, syntax and semantics. In other words, to make students master the four skills of language, they should have first master a number of vocabularies. Therefore, the acquisition of an adequate vocabulary is essential for a successful foreign language use; without extensive vocabulary, we will unable to use the structures and function we may have learned for comprehensible communication (Rivers, 1983 cited in Nunan, 1992:117).

It is clear that mastering adequate vocabulary is the first phase for foreign language learners to comprehend the targeted language both productively and receptively. However, many people get troubles in understanding English either verbally or non-verbally because of their lack of vocabulary. Mastering EFL vocabulary is the first one of other

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determinant factors when someone wants to comprehend texts written in English. “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Thornbury 2002: 13).

Considering the facts above, the researcher is of the opinion that the importance of vocabulary in the context of teaching and learning EFL is very reasonable to highlight, both theoretically and practically. Vocabulary is the first central part of the language acquisition once students learn English as a foreign language.

In line with the above issue, the fact shows that in the period of 24 years, since 1979 until 2003, non-native students who found difficulties in speaking English increase by 124 % (National Center for Education Statistics, 2005, cited from LD Online.htm). This situation is not surprising, Calderon et al (2005), cited in LD Online.htm, said that the ability of students in mastering vocabulary becomes the main reason. Meanwhile, Vanvlodorp in uk-online said that the condition mentioned above usually happened because students lose their motivation and interest to learn vocabulary.

In many ESL classes even when the teachers have devoted much time to vocabulary teaching, the results have been disappointing. Sometimes after months or even years of English, many of the words most needed have never been learned, especially in countries where English is not the main language communication (Alen, 1983: 5).

A number of studies have recently dealt with lexical problems (problems related to words). Through the researches are finding that

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lexical problems frequently interfere with communication; communication break down when people do not use the right words (Alen, 1983: 5).

Viewing the condition above, the researcher concludes that teacher’s creativity to apply strategies of teaching vocabulary is really needed in the process of teaching and learning EFL. The strategies are important part for the sake of enabling students to be active and interested in learning vocabulary in particular and other skills of English language in general. A teacher should understand situations of teaching environment so that s/he will be able to use the strategy suited to the class situation.

In fact, teachers of English might have been striving to create such effective teaching learning process to help the students achieve what targeted by the curriculum. However, we cannot deny the general fact that students’ language mastery is not as that of expected by national curriculum. This may indicate that the teachers teaching strategies might not meet the students’ characteristics of vocabulary language learning strategies. There might be a problem concerning the teachers’ vocabulary teaching strategies in the classroom and students’ learning strategies.

Based on the facts above, the writer conducted this research on the teachers’ strategies in teaching EFL vocabulary to students at Senior High School level. Expectedly, this study can provide more ideas of how far teachers’ teaching strategies can accommodate students’ learning strategies through understanding the problems and providing possible solutions.

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1.2 Research Questions

In this research, the researcher formulated the problems of the study in the following questions:

1. What teaching strategies are implemented by the high school English teachers to accommodate the students’ vocabulary learning strategies?

2. What problems are faced by the Senior High School English teachers when they teach EFL vocabulary?

3. How do the teachers overcome the problems in teaching EFL vocabulary?

1.3 Objectives of the Study

Based on the research problem, the researcher has some objectives as follow:

1. To investigate what strategies implemented by the English teachers for the teaching of EFL vocabulary to the Senior High School students

2. To explore the problems faced by the English teachers in teaching EFL vocabulary to the Senior High School students. 3. To discover teachers’ ways of solving the problems encountered

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1.4 Significance of the Study

The researcher hopes that this research can give some benefits as follows:

1. The result of the study will hopefully give a meaningful input for teachers, educators, and local authorities about the strategy of teaching EFL vocabulary to the Senior High School Students. 2. It is hoped that the study will also give a new vision for other

researchers to conduct further research dealing with other subjects at different level of education.

3. For the Senior High School English teachers, the research will hopefully help them in teaching EFL vocabulary and help them in coping with their problems they face.

4. Hopefully, this research will give contributions to EFL teaching-learning in general and teaching EFL vocabulary to the Senior High School in particular. Moreover, the result of this research can be useful for any one caring about education in our beloved country.

1.5 Scope of the Study

This research is an attempt to investigate the senior high school English teachers’ strategies in teaching EFL vocabulary to their students. As in general the practice of teaching and learning EFL vocabulary in schools today is not taught exclusively in certain time allocation but it is integrated or incorporated to teaching program of other language skills,

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the research coped with investigating the teachers’ strategies in teaching EFL vocabulary once as a part of English teaching in general.

1.6 Thesis Organization

The thesis is organized into five chapters. Chapter One is general introduction that elaborates the background of the study, purposes of the study, research questions need to be discussed, and significance of the study. Chapter Two elaborates the theoretical framework underpinning the study that is the teachers’ strategies in teaching EFL vocabulary to Senior High School students. Chapter Three discusses the design and methodology of the study, including research site, participants, data collection techniques, and how the data will be analyzed. Chapter Four presents and analyzes the data obtained in the study and the last Chapter Five provides conclusion and recommendation for English Teachers or anyone who cares toward the development of teaching and learning English in Indonesia.

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CHAPTER THREE RESEARCH METHODOLOGY

This chapter discusses some aspects of methodology used to guide the present study. The discussion includes research design, research site and participants, as well as instruments and data collection procedure. To complete the discussion, this chapter also reviews the technique of data analysis.

3.1 Research Design

In order to cope with the purposes of this research, this study applied a qualitative research design for some considerations. First of all, this research has the characteristics of qualitative research as stated by Nunan (1992); Kvale (1996); Holliday (2005); Setiyadi (2006); Dornyei (2007); Frankel (2007); and Alwasilah (2009) that signify that the nature of qualitative research is to describe social phenomena as they occur naturally. In this research, the teachers’ teaching performance in the classroom is the matter to concern. Besides, still to follow the characteristics of qualitative study noted by the mentioned experts, this research concerns subjective interpretation of the data into the findings. In this case, the research analyzed the data collected and attempted to describe certain phenomena appear from the teachers teaching performance.

Furthermore, this research was also characterized as a case study as it met the following reasons. First, the research was carried out in a limited or small scale single case and not to be generalized as indicated by

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Patton (1987); Merriam (1988) as cited in Nunan (1992); Creswell (1994); Setiyadi (2006); Frankel (2007); and Alwasilah (2009). In this study, the research only dealt with analyzing particular teachers’ teaching strategies in accommodating students vocabulary learning strategies in Garut Region, West Java. Then the results were not to be generalized as general conditions of the whole teachers in that particular region only.

The second feature that constitutes this study as a case study is that the study was to examine a case mainly to provide insight into an issue (Stake: 1995 and Dornyei: 2007). In this case the study focused on investigating the teachers’ efforts in the teaching of vocabulary which can accommodate the students’ learning strategies. In addition, Yin (1989) as cited in Creswell (1994) mentioned that case study works with the search for “patterns” by comparing results with patterns predicted from theory or literature. In this case, the patterns of teachers’ teaching strategies and compared to the pattern proposed by the experts in the field.

3.2 Research Setting and Participants

The study undertook at a state senior high school (SMAN) located in Garut for it was not too far from the writer’s residence. Moreover, the researcher is as one the teachers in that school so that he has been familiar with the teachers as participants and he has known more about the condition of teaching and learning English in the school. The two reasons above made the researcher easier in conducting the research and gaining the data needed.

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The participants of this research were four Senior High School English teachers who stated that teaching EFL vocabulary was important to be applied in the school and they were potential to implement the program of teaching and learning EFL vocabulary integrated with other language skills. Moreover, the participants were chosen because of having different experience in teaching and having different ways in teaching EFL vocabulary.

Purposive sampling was used in this research because the feature and individuals where the processes being studied were most likely to occur (Denzin and Lincoln, (2000:370 cited in Silverman, 2005: 129). It allowed the researcher to determine a case to illustrate the feature or process, (Silverman, 2005: 129). Purposive sampling in qualitative research is used in order person, setting, and certain events are enclosed and involved to give important information which is impossible through other ways (Alwasilah, 2009: 146).

In the present research, the researcher interviewed four English teachers because they said explicitly that teaching vocabulary was still important to be applied in SMA classroom and they were ready to provide rich and depth information about phenomenon under investigation so as to maximize what the researcher did in the study. The researcher, in this case, wanted to know the strategies and techniques they used in teaching EFL vocabulary. Qualitative inquiry is not concerned with how representative the respondent sample is but the main goal is to find

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individuals who can provide rich and varied insight into phenomenon under investigation (Dornyei: 2007).

The choice of the place of the participants was determined considering accessibility of the researcher to carry out the research and some goals of choosing sample purposively such as representativeness from setting, individual, and population heterogeneity (Maxwell, 1996 cited in Alwasilah 2009: 147). Related to the site choice, Alwasilah (2009) mentions that convenience factor should be taken into consideration to support the researcher to carry out the research.

The teachers were chosen as the participants of this research considering that they were reasonable to be included as the sample of the study. By investigating their strategy in teaching vocabulary, it gave rise to any implication for evaluating their performance in carrying their duty as the professional English teachers. The samples of the participants were taken by considering their typical conditions needed for the research; this type was identified as typical sampling (Frankel, 2007). The samples of the participants was based on their typical characteristics such as teaching experience, their strategies and techniques in teaching EFL vocabulary, and the problems found in the setting of teaching and learning activity with regard to the research focus. The researcher first found the data about the intended participants from the interview with the school administrative. This step was taken in order to get complete information especially about the teachers’ identity, experience and level of education. In addition, the researcher worked with some participants representing teachers’ strategy

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in teaching EFL vocabulary and the problems they found in the teaching learning activity. The two factors were considered the main aspects that made the participants different professionally from the rest of other teachers into the real teaching world (Supriyoko, 2008).

3.3 Data Collecting Technique

The data were collected from several sources including questionnaire, classroom observation and interview.

3.3.1 The Questionnaires

A close-ended questionnaire was given to all respondents prior to conducting the observation of teaching-learning process. According to Labaw (1980:131), the close-ended questionnaires allow the respondents to choose the alternative answer which best represents their feeling, beliefs, attitudes, opinions, behavior, or knowledge of a situation. The questionnaire was administered mainly to find out their strategies in the teaching-learning practices.

3.3.2 Classroom Observations

Several classroom observations were conducted by the researcher within two months period comprising nine times of classroom visitations by observing the teachers’ activity in the class. The researcher was non-participant observer who carried out the observation during the process the teachers’ activity in teaching English in the classroom. To obtain the data, the researcher sat at the back and took notes about what carried out by the teachers in the classroom teaching learning processes, particularly

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dealing with the teaching of vocabulary (Alwasilah, 2008 : 220, van Lier : 1998, Allwright, 1988, Frankel & Walker, 1993: 384).

3.3.3 Interviews

Interviews with the teachers were also conducted by the researcher in order to support the data gained from questionnaires and observations. Interview and observation are the important technique for collecting data as in the interview the questions will probably develop (Alwasilah, 2008: 192; Silverman, 2000:51). It is made in order to make the research easy and focused on its topic when doing the interview. The data from interview are to gain more ideas about the teachers’ strategies implemented in the classroom activities, and the problems and solutions they gave concerning the problems rose in their teaching processes. The interviews were carried out in two languages; Indonesia and Sudanese based on their mood to use, even though, in this regard, the researcher tends to use Indonesian language because the writer likes to use Indonesian language in term of formal activities. In the interview, teacher’s names were replaced with pseudonyms and symbols in the transcription to guarantee the confidentiality (Kvale, 1996).

3.4 Data Analysis

The data for this research were analyzed to answer the research questions through qualitative data analysis. Analyzing data of qualitative study involves coding, categorizing, synthesizing and interpreting data and finally making the conclusion based on the data the researcher obtain from various resources (Fraenkle and Wallen,1988; Mack,2005) in this case

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were questionnaires, the interviews and the observation notes. Data analysis in this study was conducted over the research and after the data collection finished, as the data collection and analysis might be a simultaneous activity (Merriam,1991:119). The analysis started with the data gained from the distributed questionnaires, the observations, and finally confirmed through the interviews. This data triangulation was conducted to make a contrast and comparison of all the data obtained from different sources: questionnaires, observations and interviews. So the triangulation used by the researcher was triangulation of qualitative data sources. This technique was used to enhance the validity of the conclusion of the study because this study was derived from different sources by using different instruments

Firstly, the researcher collected data through questionnaires to obtain general ideas of the teaching strategies carried by the teachers. In this case, the teachers’ responses were categorized according to the corresponding theories as elaborated in Chapter Two. The classroom observations were conducted nine times which explored the English teachers’ performances in the classroom. In analyzing the classroom observation, it was used grid technique in transcribing and coding the teachers’ activity representing their strategies of teaching vocabulary, the problems they encountered as well as the solutions they gave for the rising problems. Then the observation data were interpreted and drawn conclusions in order to answer the research questions. The interview data were conducted after the classroom observations to validate the data. It

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was transcribed into textual form and it was coded to reduce or simplify while the data go to broader topic (Dorney,2007:246). Next it was categorized and interpreted based on theories on chapter two.

In other words, the triangulation used in this study involved triangulating data sources. This means comparing and cross-checking the consistency of information derived at different times and chances and by different means within qualitative methods. The researcher compares the information gathered through the questionnaires and observation notes with the data from the interviews.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This study sought to investigate the teachers’ performance in teaching vocabulary particularly to learn what teaching strategies the teachers implemented to accommodate the students’ learning strategies, the problems encountered and the solutions taken by the teachers. After exploring the issues to investigate through questionnaires, classroom observation and interview data as presented in the previous chapter, this chapter highlights the conclusion of the present study that is closely related to the research problems presented earlier in Chapter 1. This chapter also offers suggestion both for further researchers and practitioners. On the basis of the findings, which may not be generalisable to other settings, several conclusions and recommendations can be proposed below.

5.2 Conclusions

Three research problems investigated in this study include teachers’ performance in implementing teaching strategies to accommodate the learners’ vocabulary learning strategies, the problems faced and the solutions given by the teachers to overcome the problems emerged. As discussed in detail in the previous chapter, it can be observed that the teachers show their ability to make use of appropriate vocabulary teaching strategies required to accommodate the learners’ vocabulary learning strategies. It is found that the teachers – with varied efforts among them – to some extent have been able to demonstrate appropriate vocabulary teaching strategies to accommodate the learners’ vocabulary learning strategies as outlined in learners’ taxonomy

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of vocabulary learning strategies as well as other studies related. Referring to what has been suggested by …., it can be concluded that the teachers possess understanding of the strategies that may help the learners to learn vocabulary effectively. In addition, the observation and interview analyses indicate that the teachers had successfully attempted to use some of the main conventions of vocabulary teaching strategies with consistency and accuracy. To accommodate the learners’ need, the teachers could efficiently employ the

strategies such as Determination Strategy, Social Strategy, Memory

Strategy, Cognitive and Metacognitive Strategies. Those strategies have been presented within a series of teaching techniques such as making use of various teaching media, engaging students in collaborative learning through class, group and pair work, providing direct translation, learning through some games, working on various exercises, drilling on pronunciation and spelling of words, etc. However, despite the findings above, the discussions also reveal that not all of the teachers can successfully implement some other necessary strategies in the classroom

processes which may also be helpful to support students’ learning.

With regard to the second research problem, it is found that the

teachers had problems mainly related to the implementation of the

strategies occurred hampering the teachers to achieve the target of the lessons. The problems emerged were mainly due to the lack of teaching media and resources, students’ conditions such as their negative attitude and heterogeneous background knowledge, and the teachers’ condition such as the lack of opportunities to upgrade their professional competence

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including pedagogical and linguistic competence, and losing motivation to teach and implement various strategies in the classroom teaching learning processes.

As for the third question, the teachers have been striving to handle

the problems through some appropriate efforts which to a certain extent could minimize the possible negative impacts of the problems on the teaching learning processes. To handle the problems of limited teaching realia, for instances, the teacher provided the needed media and resources by themselves or involved the students to provide what needed. The teachers also encouraged the students to be involved in collaborative learning strategies such as pair and group work to handle the limited resources in learning so that they can share the available media to support

the processes. Problems related to students’ condition which was related

to the students’ negative attitude in the classroom and the students’ linguistic competence to follow the lesson given were also handled by the teachers. The teachers facilitated the students with teaching strategies that may help the low achievers to follow the lessons. In addition, discipline enforcement was also implemented to deal with negative attitude of the students, such as by giving appropriate punishment for the students.

The teachers had done some strategies to cope with some problems

emerged from the teachers side. The efforts ranged from attempting to

collaborate with fellow teachers in the school as well as joining teachers association in the region to get better update of pedagogical knowledge, regardless the fact that he programs might have not been helpful for the

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teachers. To handle few problems about their linguistic competence and their degrading motivation, the teachers have implemented useful strategies which to some extent made the teaching learning process could be carried out well. However, the study also indicates that there are rooms for improvement related to school as the institution that provides the facilities, and the teachers’ professional competence to support the teaching learning processes.

5.3 Recommendations

The recommendations formulated below are derived from what the teachers expected as well as what could be inferred from the experts and previous studies. These are practically for the teachers themselves and methodically for any related further studies in the future.

First of all, it is advisable that the school be more active in accommodating and facilitating the need of teaching media and resources for the sake of effective teaching learning processes. For the teachers, it is necessary that they attempt to derive their own intrinsic motivation and commit themselves to improve their professional competence as it would benefit themselves as professional school teachers as suggested by such experts as Johnson (2004) and Ramet (2007) and previous studies carried out by among others Rahman (2005), Ediger (2006), Mendelsohn (2006), Liu (2007), Ebata (2008), and Wu (2008). Technically this commitment can be realized by attempting more effective collaborations among fellow teachers in the school and in the bigger scope as teachers association (MGMP) in the region In addition, effective teacher trainings need to be carried out in order to maintain and improve the teachers’ professional competence. This has been

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urged by Kuncoro (2009) in The Jakarta Post daily as he mentioned that “Giving more chance for teachers to have professional development training is a need to boost education quality”.

The last recommendation is related to further studies concerning this subject matter. It is suggested that the next related research deals with a bigger number of teacher participants to get richer and more reliable data. It is also necessary to consider the effective teachers’ time to execute the project to minimize any potential external factors which may hamper the process, such as teachers’ regular activities and schools’ agenda.

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