CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT Classroom Techniques Used In Vocabulary Development Activities In English Classroom: A Naturalistic Study At Mts Negeri Surakarta 2 In 2015/2016
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT
ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by:
PUJI ASTUTIK
A320120245
SCHOOL OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
PRONOUNCEMENT
I, those autograph sign below,
Name
: Puji Astutik
NIM
: A320120245
Major
: Department of English Education
Title
: CLASSROOM TECHNIQUES USED IN VOCABULARY
DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A
NATURALISTIC STUDY AT MTS NEGERI SURAKARTA 2
IN 2015/2016 ACADEMIC YEAR
Herewith, I testify that in this research paper is no plagiarism of the previous
literary work which has been raised to bachelor degrees of university, nor there are
options or masterpiece which have been written or published by others, except those
in which the writing are referred manuscript and mentioned in the literary review and
bibliography.
Hence, later, if it is proven that there are some untrue statements in this testimony, I
will hold fully responsible.
Surakarta, 26 April 2016
The researcher
Puji Astutik
A320120245
ii
APPROVAL
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
by:
PUJI ASTUTIK
A320120245
Approved to be Examinated by Consultants
First consultant
Second Consultant
Prof. Dr. Endang Fauziati, M. Hum.
Dr. Anam Sutopo, M. Hum.
NIK.274
NIK.849
iii
ACCEPTANCE
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
By:
PUJI ASTUTIK
A320120245
Accepted and Aprroved by Board of Examiners
The School of Teacher Training and Education
Muhammadiyah University of Surakarta
On April 26, 2016
Team of examiners:
1. Prof. Dr. Endang Fauziati, M. Hum.
(
)
(
)
(
)
(First Examiner)
2. Dr. Anam Sutopo, M. Hum.
(Second Examiner)
3. Mauly Halwat Hikmat, Ph. D.
(Third Examiner)
Surakarta, 26 April 2016
Universitas Muhammadiyah Surakarta
School of Teacher Training and Education
Dean,
Prof. Dr. Harun Joko Prayitno, M.Hum.
NIP. 19650428B199303 1001
iv
MOTTO
Maka sesungguhnya bersama kesulitan ada kemudahan,
Sesungguhnya bersama kesulitan ada kemudahan
(Q.S. Asy-Syarh: 5-6)
Don’t loss hope, you never know what tomorrow will bring
(Kata Bijak)
There is no reason that is imposibble
(The Writer)
v
DEDICATION
From the deepest heart, the writer would like to dedicate this research paper to:
My beloved parents (Bapak Sarpin and Ibu Rasilah),
My old brothers (Masyudi, Zulham Amsyah, and Supa’at),
My sisters in-law(Siti Farida, Siti Sutami, and Sulistyani),
vi
ACKNOWLEDGEMENT
Aassalamualaikum Wr.Wb.
Alkhamdullilahirabbil ‘alamin.All praises belong to Allah SWT to his
blessing and mercies to the researcher, she can complete her research paper entitled
CLASSROOM TECHNIQUES USED IN VOCABULARYDEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR. In
conducting this research, the researcher got some helps from many people. On this
best occasion, the researcher would like to express herdeepest gratitude and
appreciation to the following people:
1. Prof. Dr. Harun Joko Prayitno, M.Hum, as Dean of the School of Teacher
Training and Education of Universitas Muhammadiyah Surakarta,
2. Mauly Halwat Hikmat, Ph. D, Head of English Department Universitas
Muhammadiyah Surakarta,
3. Prof. Dr. Endang Fauziati, M. Hum, as the first research consultant who has
patiently guided the researcher in arranging this work, provided time for
consultant, and given the researcher helpful suggestion,
4. Dr. Anam Sutopo, M. Hum., as the second consultant who has been willing to
guide, correct, encourage her from the beginning of writing until the end of it,
5. Nur Hidayat, M.Pd., as the academic consultant who has given the researcher
guidance as long as she studied in Universitas Muhammadiyah Surakarta,
6. All lecturers of English Department, for being good educator, guide, and mentor,
7. Mrs. Siti Rofi’ah, S. Ag., M. Pd., Mrs, Savri Indiani Soeharno, S. Pd., M. Pd. Dra.
Sri Widayati as English teachers at MTs Negeri Surakarta II, who always guide
her.
8. Drs. Sunarto, M. Pd., the Headmaster of MTs Negeri Surakarta II, “Thanks to
give me opportunity to observation in there.”
9. The teachers of MTs Negeri Surakarta II, thanks for helping.
vii
10. Her best gratitude for her beloved parents (Bapak Sarpin and Ibu Rasilah) who
give loves, caring,prayers, motivates, supports and everything during her life,
11. Her beloved brothers (Masyudi, Zulham Amsyah and Supa’at)who have given
love, care, prayers, motivations and supports for her.
12. Her beloved sisters in-law Siti Farida, Siti Sutami and Sulistyani who have given
care, prayers, motivations and support for her.
13. Hernice cousin and nephew A’inatul Masyifiqoh and Muhammad Arfa Al-hafidz
who make her smile and happy.
14. Her future partner Muhammad Abdul Munif and his parents, “Thank you for
your prayers, spirit, togetherness, motivation and support. Thanks for
everything”
15. Her beloved friends Kakak Pertama (Arum), Kakak ketiga (Umi), Dedek
(Indah). “Thank a lot for our solidarity, spirit, assemble, togetherness, and all of
you regard as my sisters ever”
16. All her friends from Department of English Education especially class F“Thanks
for the friend ship, inspirations, motivation, and joke.”
17. Her friends Iik, Mbak Eri, Ghina, Vika, Nunik, Eva, Via, Diana, Dwi, Mila,
Chacha, Nuji, Anggi, Tati from Dewi Muning 3 Boarding House. “Thank you
for support, togetherness, love and joke that will never forgotten.”
The researcher considers that this research paper is far from being perfect.
Therefore, suggestion and criticisms are welcome and acceptance. She hopes that this
research paper would be valuable for readers.
Wassalamu’alaikum wr.wb.
Surakarta, 26 April 2016
The researcher
Puji Astutik
A320120245
viii
TABLE OF CONTENT
TITLE .........................................................................................................................i
TESTIMONIAL .........................................................................................................ii
APPROVAL...............................................................................................................iii
ACCEPTANCE .........................................................................................................iv
MOTTO .....................................................................................................................v
DEDICATION ...........................................................................................................vi
ACKNOWLEDGEMENT .........................................................................................vii
TABLE OF CONTENT .............................................................................................ix
ABSTRACT ...............................................................................................................xi
ABSTRAK .................................................................................................................xii
CHAPTER I: INTRODUCTION ...........................................................................1
A. Background of the Study ..............................................................1
B. Problem Statement ........................................................................4
C. Objectives of the Study ..................................................................4
D. Limitation of the Study ..................................................................5
E. Benefits of the Study .....................................................................5
F. Paper Organization ........................................................................6
CHAPTER II: REVIEW OF RELATED LITERATURE ..................................7
A. Previous Study ...........................................................................7
B. Underlying Theory ....................................................................13
1. Approach, Method and Technique ..........................................14
a. Notion of Approach, Method and Technique .....................14
b. The Differences betweenApproach, Method,
and Technique ....................................................................17
2. Teaching of Vocabulary ..........................................................17
a. Notion of Vocabulary .........................................................18
b. Aspect and Component of Vocabulary ...............................19
c. Classroom Technique of Teaching Vocabulary ..................20
3. Teacher’s Role and Student’s Role .........................................26
a. Teacher’s Role ....................................................................26
b. Student’s Role.....................................................................29
4. Instructional Material ..............................................................32
a. Kind of Instructional Material ............................................32
b. The Role of Instructional Material .....................................33
CHAPTER III:RESEARCH METHOD ................................................................34
A. Type of Research .......................................................................34
B. Setting of the Study ....................................................................35
1. Time .....................................................................................35
2. Place .....................................................................................35
C. Subject of the Study ..................................................................36
D. Object of the Study ....................................................................36
E. Data and Data Source .................................................................36
F. Method of Collecting Data .........................................................37
G. Data Validity ..............................................................................49
ix
H. Techniques for Analyzing Data ................................................41
CHAPTER IV:RESEARCH FINDING AND DISCUSSION ..............................43
A. Description of MTs Negeri Surakarta II......................................43
B. Research Finding .........................................................................45
1. Kind of Classroom Technique ................................................46
2. The purposes of Using Each Technique .................................58
3. Teachers’ Role in Each Technique ..........................................64
4. Students’ Role in Each Technique ..........................................75
5. Instructional Material ..............................................................83
a. Kinds of Instructional Material ...........................................84
b. Role of Instructional Material .............................................85
C. Discussion ...................................................................................91
CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION AND
SUGGESTION..................................................………………....100
A. Conclusion ................................................................................100
B. Pedagogical Implication.............................................................101
C. Suggestion..................................................................................102
BIBLIOGRAPHY
VIRTUAL REFERENCE
APPENDIX
x
ABSTRACT
PUJI ASTUTIK. A320120245. CLASSROOM TECHNIQUES USED IN
VOCABULARY
DEVELOPMENT
ACTIVITIES
IN
ENGLISH
CLASSROOM: A NATURALISTIC STUDY ATMTS NEGERI SURAKARTA
2 IN 2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training
and Education. Universitas Muhammadiyah Surakarta2016.
This study is carried out to describe classroom techniques used in vocabulary
activities in English classroom at MTs Negeri Surakarta 2. The aims of this research
are: (1) to describe the kinds of classroom techniques used in vocabulary activities,
(2) the purpose of using each classroom technique, (3) the teacher’s roles, (4) the
student’s roles, and (5) instructional materials used by the English teachers at MTs
Negeri Surakarta 2. The kind of this research is descriptive qualitative research
especially naturalistic study in analyzing the data. The methods of collecting data in
this research are observation, interview and document. The finding of the study
shows that there are some classroom techniques used by English teachers at MTs
Negeri Surakarta 2 such as: memorization (vocabulary card system), synonym, selfdefining context, picture and drawing, antonym, and reading aloud. The teacher
have roles as model, instructor, consultant, group organizer, evaluator, and
facilitator. The student have roles as participant, demonstrate their knowledge and
understanding, engage actively in learning, dialog and interaction with teacher,
learner member group and learn by interacting with other, tutor for other learner,
and shows respect. There are some materials used by English teachers, such as
textbook, work book, dictionary, photocopy exercises, and powerpoint on LCD. The
conclusion of this research is that English teacher at MTs Negeri Surakarta 2 used
various classroom techniques which can improve the students’ ability. Various
techniques can make the student interested in English teaching-learning process. It
does not make the class monotonous. The students become more active and creative.
Based on the result, apparently, classroom techniques used by the teacher have
important role in the teaching-learning process.
Key words: Classroom techniques in vocabulary activities, teachers’ and students’
roles, instructional material.
xi
ABSTRAK
PUJI ASTUTIK. A320120245. TEKNIK YANG DIGUNAKAN DALAM
AKTIVITAS PENGEMBANGAN KOSAKATA: NATURALISTIK STUDI DI
MTS NEGERI SURAKARTA 2 PADA TAHUN AJARAN 2015/2016. Skripsi.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta.
2016
Tujuan dari penelitian ini untuk mengamati proses pembelajaran di MTs
Negeri Surakarta 2. Tujuan dari penelitian ini yaitu: (1) untuk mendeskripsikan
jenis-jenis teknik yang digunakan pada pembelajaran kosakata, (2) untuk
mendeskripsikan tujuan dari setiap penggunaan teknik, (3) untuk mendeskripsikan
peran guru, (4) untuk mendeskripsikan peran siswa, dan (5) Materi yang digunakan
oleh guru-guru bahasa Inggris di MTs Negeri Surakarta 2. Jenis penelitian ini
adalah deskriptif kualitatif khususnya Naturalistik Studi dalam menganalisis data.
Metode yang digunakan dalam penelitian ini antara lain observasi, wawancara, dan
dokumentasi.Temuan dalam penelitian ini menunjukkan bahwa teknik mengajar yang
digunakan oleh guru bahasa Inggris di MTs Negeri Surakarta 2 antara lain
memorization (vocabulary card system), synonym, self-defining context, pictures and
drawing, antonym, and reading aloud. Peran guru dalam kelas antara lain sebagai
model, instruktur, konsultan, manajer tim, evaluator, dan fasilitator. Siswa berperan
sebagai pesera didik, menunjukkan pengetahuan and pemahamannya, anggota tim
and belajar dari interaksi sekitar, tutor bagi siswa lain, dan menunjukkan
perhatiannya. Ada beberapa materi yang digunakan oleh guru bahasa Inggris,
seperti buku teks, lembar kerja siswa, kamus, soal-soal latihan dalam bentuk
fotocopy, power point pada LCD. Kesimpulan dalam penelitian ini yaitu para guru
bahasa Inggris di MTs Negeri Surakarta 2 menggunakan berbagai macam teknik
mengajar dalam kelas yang dapat meningkatkan kemampuan belajar siswa.
Berbagai macam teknik yang digunakan membuat siswa tertarik dengan proses
belajar mengajar. Teknik–teknikyang digunakan tidak membuat siswa merasa bosan
dengan proses pembelajaran.Hal itu menjadikan kelas tidak membosankan. Siswa
menjasi lebih aktif dan kreatif.Berdasarkan hasil yang diperoleh, sesungguhnya
teknik mengajar dalm kelas yangdigunakan oleh guru memiliki peran yang amat
penting dalam proses belajarmengajar.
Kata Kunci: Teknik mengajar dalam pembelajaran kosakata, Peran Guru dan
Siswa, Materi Pendukung.
xii
ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by:
PUJI ASTUTIK
A320120245
SCHOOL OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
PRONOUNCEMENT
I, those autograph sign below,
Name
: Puji Astutik
NIM
: A320120245
Major
: Department of English Education
Title
: CLASSROOM TECHNIQUES USED IN VOCABULARY
DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A
NATURALISTIC STUDY AT MTS NEGERI SURAKARTA 2
IN 2015/2016 ACADEMIC YEAR
Herewith, I testify that in this research paper is no plagiarism of the previous
literary work which has been raised to bachelor degrees of university, nor there are
options or masterpiece which have been written or published by others, except those
in which the writing are referred manuscript and mentioned in the literary review and
bibliography.
Hence, later, if it is proven that there are some untrue statements in this testimony, I
will hold fully responsible.
Surakarta, 26 April 2016
The researcher
Puji Astutik
A320120245
ii
APPROVAL
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
by:
PUJI ASTUTIK
A320120245
Approved to be Examinated by Consultants
First consultant
Second Consultant
Prof. Dr. Endang Fauziati, M. Hum.
Dr. Anam Sutopo, M. Hum.
NIK.274
NIK.849
iii
ACCEPTANCE
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
By:
PUJI ASTUTIK
A320120245
Accepted and Aprroved by Board of Examiners
The School of Teacher Training and Education
Muhammadiyah University of Surakarta
On April 26, 2016
Team of examiners:
1. Prof. Dr. Endang Fauziati, M. Hum.
(
)
(
)
(
)
(First Examiner)
2. Dr. Anam Sutopo, M. Hum.
(Second Examiner)
3. Mauly Halwat Hikmat, Ph. D.
(Third Examiner)
Surakarta, 26 April 2016
Universitas Muhammadiyah Surakarta
School of Teacher Training and Education
Dean,
Prof. Dr. Harun Joko Prayitno, M.Hum.
NIP. 19650428B199303 1001
iv
MOTTO
Maka sesungguhnya bersama kesulitan ada kemudahan,
Sesungguhnya bersama kesulitan ada kemudahan
(Q.S. Asy-Syarh: 5-6)
Don’t loss hope, you never know what tomorrow will bring
(Kata Bijak)
There is no reason that is imposibble
(The Writer)
v
DEDICATION
From the deepest heart, the writer would like to dedicate this research paper to:
My beloved parents (Bapak Sarpin and Ibu Rasilah),
My old brothers (Masyudi, Zulham Amsyah, and Supa’at),
My sisters in-law(Siti Farida, Siti Sutami, and Sulistyani),
vi
ACKNOWLEDGEMENT
Aassalamualaikum Wr.Wb.
Alkhamdullilahirabbil ‘alamin.All praises belong to Allah SWT to his
blessing and mercies to the researcher, she can complete her research paper entitled
CLASSROOM TECHNIQUES USED IN VOCABULARYDEVELOPMENT
ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT
MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR. In
conducting this research, the researcher got some helps from many people. On this
best occasion, the researcher would like to express herdeepest gratitude and
appreciation to the following people:
1. Prof. Dr. Harun Joko Prayitno, M.Hum, as Dean of the School of Teacher
Training and Education of Universitas Muhammadiyah Surakarta,
2. Mauly Halwat Hikmat, Ph. D, Head of English Department Universitas
Muhammadiyah Surakarta,
3. Prof. Dr. Endang Fauziati, M. Hum, as the first research consultant who has
patiently guided the researcher in arranging this work, provided time for
consultant, and given the researcher helpful suggestion,
4. Dr. Anam Sutopo, M. Hum., as the second consultant who has been willing to
guide, correct, encourage her from the beginning of writing until the end of it,
5. Nur Hidayat, M.Pd., as the academic consultant who has given the researcher
guidance as long as she studied in Universitas Muhammadiyah Surakarta,
6. All lecturers of English Department, for being good educator, guide, and mentor,
7. Mrs. Siti Rofi’ah, S. Ag., M. Pd., Mrs, Savri Indiani Soeharno, S. Pd., M. Pd. Dra.
Sri Widayati as English teachers at MTs Negeri Surakarta II, who always guide
her.
8. Drs. Sunarto, M. Pd., the Headmaster of MTs Negeri Surakarta II, “Thanks to
give me opportunity to observation in there.”
9. The teachers of MTs Negeri Surakarta II, thanks for helping.
vii
10. Her best gratitude for her beloved parents (Bapak Sarpin and Ibu Rasilah) who
give loves, caring,prayers, motivates, supports and everything during her life,
11. Her beloved brothers (Masyudi, Zulham Amsyah and Supa’at)who have given
love, care, prayers, motivations and supports for her.
12. Her beloved sisters in-law Siti Farida, Siti Sutami and Sulistyani who have given
care, prayers, motivations and support for her.
13. Hernice cousin and nephew A’inatul Masyifiqoh and Muhammad Arfa Al-hafidz
who make her smile and happy.
14. Her future partner Muhammad Abdul Munif and his parents, “Thank you for
your prayers, spirit, togetherness, motivation and support. Thanks for
everything”
15. Her beloved friends Kakak Pertama (Arum), Kakak ketiga (Umi), Dedek
(Indah). “Thank a lot for our solidarity, spirit, assemble, togetherness, and all of
you regard as my sisters ever”
16. All her friends from Department of English Education especially class F“Thanks
for the friend ship, inspirations, motivation, and joke.”
17. Her friends Iik, Mbak Eri, Ghina, Vika, Nunik, Eva, Via, Diana, Dwi, Mila,
Chacha, Nuji, Anggi, Tati from Dewi Muning 3 Boarding House. “Thank you
for support, togetherness, love and joke that will never forgotten.”
The researcher considers that this research paper is far from being perfect.
Therefore, suggestion and criticisms are welcome and acceptance. She hopes that this
research paper would be valuable for readers.
Wassalamu’alaikum wr.wb.
Surakarta, 26 April 2016
The researcher
Puji Astutik
A320120245
viii
TABLE OF CONTENT
TITLE .........................................................................................................................i
TESTIMONIAL .........................................................................................................ii
APPROVAL...............................................................................................................iii
ACCEPTANCE .........................................................................................................iv
MOTTO .....................................................................................................................v
DEDICATION ...........................................................................................................vi
ACKNOWLEDGEMENT .........................................................................................vii
TABLE OF CONTENT .............................................................................................ix
ABSTRACT ...............................................................................................................xi
ABSTRAK .................................................................................................................xii
CHAPTER I: INTRODUCTION ...........................................................................1
A. Background of the Study ..............................................................1
B. Problem Statement ........................................................................4
C. Objectives of the Study ..................................................................4
D. Limitation of the Study ..................................................................5
E. Benefits of the Study .....................................................................5
F. Paper Organization ........................................................................6
CHAPTER II: REVIEW OF RELATED LITERATURE ..................................7
A. Previous Study ...........................................................................7
B. Underlying Theory ....................................................................13
1. Approach, Method and Technique ..........................................14
a. Notion of Approach, Method and Technique .....................14
b. The Differences betweenApproach, Method,
and Technique ....................................................................17
2. Teaching of Vocabulary ..........................................................17
a. Notion of Vocabulary .........................................................18
b. Aspect and Component of Vocabulary ...............................19
c. Classroom Technique of Teaching Vocabulary ..................20
3. Teacher’s Role and Student’s Role .........................................26
a. Teacher’s Role ....................................................................26
b. Student’s Role.....................................................................29
4. Instructional Material ..............................................................32
a. Kind of Instructional Material ............................................32
b. The Role of Instructional Material .....................................33
CHAPTER III:RESEARCH METHOD ................................................................34
A. Type of Research .......................................................................34
B. Setting of the Study ....................................................................35
1. Time .....................................................................................35
2. Place .....................................................................................35
C. Subject of the Study ..................................................................36
D. Object of the Study ....................................................................36
E. Data and Data Source .................................................................36
F. Method of Collecting Data .........................................................37
G. Data Validity ..............................................................................49
ix
H. Techniques for Analyzing Data ................................................41
CHAPTER IV:RESEARCH FINDING AND DISCUSSION ..............................43
A. Description of MTs Negeri Surakarta II......................................43
B. Research Finding .........................................................................45
1. Kind of Classroom Technique ................................................46
2. The purposes of Using Each Technique .................................58
3. Teachers’ Role in Each Technique ..........................................64
4. Students’ Role in Each Technique ..........................................75
5. Instructional Material ..............................................................83
a. Kinds of Instructional Material ...........................................84
b. Role of Instructional Material .............................................85
C. Discussion ...................................................................................91
CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION AND
SUGGESTION..................................................………………....100
A. Conclusion ................................................................................100
B. Pedagogical Implication.............................................................101
C. Suggestion..................................................................................102
BIBLIOGRAPHY
VIRTUAL REFERENCE
APPENDIX
x
ABSTRACT
PUJI ASTUTIK. A320120245. CLASSROOM TECHNIQUES USED IN
VOCABULARY
DEVELOPMENT
ACTIVITIES
IN
ENGLISH
CLASSROOM: A NATURALISTIC STUDY ATMTS NEGERI SURAKARTA
2 IN 2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training
and Education. Universitas Muhammadiyah Surakarta2016.
This study is carried out to describe classroom techniques used in vocabulary
activities in English classroom at MTs Negeri Surakarta 2. The aims of this research
are: (1) to describe the kinds of classroom techniques used in vocabulary activities,
(2) the purpose of using each classroom technique, (3) the teacher’s roles, (4) the
student’s roles, and (5) instructional materials used by the English teachers at MTs
Negeri Surakarta 2. The kind of this research is descriptive qualitative research
especially naturalistic study in analyzing the data. The methods of collecting data in
this research are observation, interview and document. The finding of the study
shows that there are some classroom techniques used by English teachers at MTs
Negeri Surakarta 2 such as: memorization (vocabulary card system), synonym, selfdefining context, picture and drawing, antonym, and reading aloud. The teacher
have roles as model, instructor, consultant, group organizer, evaluator, and
facilitator. The student have roles as participant, demonstrate their knowledge and
understanding, engage actively in learning, dialog and interaction with teacher,
learner member group and learn by interacting with other, tutor for other learner,
and shows respect. There are some materials used by English teachers, such as
textbook, work book, dictionary, photocopy exercises, and powerpoint on LCD. The
conclusion of this research is that English teacher at MTs Negeri Surakarta 2 used
various classroom techniques which can improve the students’ ability. Various
techniques can make the student interested in English teaching-learning process. It
does not make the class monotonous. The students become more active and creative.
Based on the result, apparently, classroom techniques used by the teacher have
important role in the teaching-learning process.
Key words: Classroom techniques in vocabulary activities, teachers’ and students’
roles, instructional material.
xi
ABSTRAK
PUJI ASTUTIK. A320120245. TEKNIK YANG DIGUNAKAN DALAM
AKTIVITAS PENGEMBANGAN KOSAKATA: NATURALISTIK STUDI DI
MTS NEGERI SURAKARTA 2 PADA TAHUN AJARAN 2015/2016. Skripsi.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta.
2016
Tujuan dari penelitian ini untuk mengamati proses pembelajaran di MTs
Negeri Surakarta 2. Tujuan dari penelitian ini yaitu: (1) untuk mendeskripsikan
jenis-jenis teknik yang digunakan pada pembelajaran kosakata, (2) untuk
mendeskripsikan tujuan dari setiap penggunaan teknik, (3) untuk mendeskripsikan
peran guru, (4) untuk mendeskripsikan peran siswa, dan (5) Materi yang digunakan
oleh guru-guru bahasa Inggris di MTs Negeri Surakarta 2. Jenis penelitian ini
adalah deskriptif kualitatif khususnya Naturalistik Studi dalam menganalisis data.
Metode yang digunakan dalam penelitian ini antara lain observasi, wawancara, dan
dokumentasi.Temuan dalam penelitian ini menunjukkan bahwa teknik mengajar yang
digunakan oleh guru bahasa Inggris di MTs Negeri Surakarta 2 antara lain
memorization (vocabulary card system), synonym, self-defining context, pictures and
drawing, antonym, and reading aloud. Peran guru dalam kelas antara lain sebagai
model, instruktur, konsultan, manajer tim, evaluator, dan fasilitator. Siswa berperan
sebagai pesera didik, menunjukkan pengetahuan and pemahamannya, anggota tim
and belajar dari interaksi sekitar, tutor bagi siswa lain, dan menunjukkan
perhatiannya. Ada beberapa materi yang digunakan oleh guru bahasa Inggris,
seperti buku teks, lembar kerja siswa, kamus, soal-soal latihan dalam bentuk
fotocopy, power point pada LCD. Kesimpulan dalam penelitian ini yaitu para guru
bahasa Inggris di MTs Negeri Surakarta 2 menggunakan berbagai macam teknik
mengajar dalam kelas yang dapat meningkatkan kemampuan belajar siswa.
Berbagai macam teknik yang digunakan membuat siswa tertarik dengan proses
belajar mengajar. Teknik–teknikyang digunakan tidak membuat siswa merasa bosan
dengan proses pembelajaran.Hal itu menjadikan kelas tidak membosankan. Siswa
menjasi lebih aktif dan kreatif.Berdasarkan hasil yang diperoleh, sesungguhnya
teknik mengajar dalm kelas yangdigunakan oleh guru memiliki peran yang amat
penting dalam proses belajarmengajar.
Kata Kunci: Teknik mengajar dalam pembelajaran kosakata, Peran Guru dan
Siswa, Materi Pendukung.
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