d. It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit.
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But the Grammar Translation Method does not provide any such practice to the
learner of a language. It rather attempts to teach language through rules and not by use. Researchers in linguistics have proved that to speak any language,
whether native or foreign entirely by rule is quite impossible. Language learning means acquiring certain skills, which can be learnt through practice
and not by just memorizing rules.
D. Framework Thinking
To use the language, mastering vocabulary is needed. Vocabulary is basic element to know the language. It is needed for understanding the meaning of words
and using it in the communication. Vocabulary mastery can be reached by learning activities. It is not easy to learn vocabulary. The learners must learn actively. A
suitable method is needed to improve the vocabulary. Collaborative learning appears as one of the promising learning concept offering
some new views in teaching and learning a second language especially vocabulary learning. Particularly collaborative learning give learner the opportunity to think for
themselves, compare their thinking with others, make a small research project and investigates subject matter with other learner. It is expected in teaching and learning
vocabulary that memorizing and spelling the words will be gotten by understanding the meaning with the context of a phrase or larger in group situation.
From the reasons above it is expected collaborative learning can be a suitable method for teaching and learning vocabulary, although the question of which method
is most appropriate for teaching and learning a foreign language is still under debate. Although none is perfect, some these way are expected more successful than others.
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“The Grammar Translation Method”, the article is accessed on April 26th, 2007…..
CHAPTER III METHODOLOGY
A. Objective of the Study
The study aims to know the influence of optimizing collaborative learning in vocabulary teaching at the third year students of SMK YAPRI Yayasan Pendidikan
Raudlatul Ilmiyah Cilandak.
B. Place and Time of the Study
The writer did the research at SMK YAPRI Yayasan Pendidikan Raudlatul Ilmiyah Cilandak. He conducted this research at the school from the 16
th
of July 2007 to 5
th
of August 2007.
C. Research Method
This research is an experimental study in which the experimental class and the controlled class were treated by the teachers who has the same educational
background from State Islamic University in order to eliminate the bias. The writer told the teacher about the way of teaching and the lesson planning.
Before the treatment writer gave pre-test for comparing with the post-test that was given after the treatment. It was given to know how the influence of collaborative
learning and grammar translation method to vocabulary knowledge of the students. The treatment was done for eight meeting. After eight meetings the writer gave
the test as we called post-tests to both of the class. The tests had a same qualities and quantities to keep the reliability of the research.
A week he had two meeting that was divided into four-hour lessons 50 minutes each for both control class and experimental class. It was two hours each
days. The writer divided them into two kinds teaching learning. A meeting was one hour that used usual teaching learning as school’s recommendation, so it was an hour
for the research.
