The implementation of vocabulary teaching at sdn cemara dua Surakarta AWAL
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THE IMPLEMENTATION OF VOCABULARY TEACHING
AT SDN CEMARA DUA SURAKARTA
THESIS
Arranged by:
Ni Made Dita Ningrum
X2211034
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
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PRONOUNCEMENT
This is to certify that I write this thesis entitled “ THE IMPLEMENTATION OF
VOCABULARY TEACHING AT SD N CEMARA DUA SURAKARTA” it is
not plagiarism or made by others. Anything related to others’ work is written in
quotation, the source of which is listed on the bibliography. If this pronouncement
proves wrong in the while, I am ready to accept any academic punishment,
including the withdrawal or cancelation on my academic degree.
Surakarta,
March 2015
Ni Made Dita Ningrum
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THE IMPLEMENTATION OF VOCABULARY TEACHING
AT SDN CEMARA DUA SURAKARTA
Ni Made Dita Ningrum
X2211034
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the
Undergraduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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to user
2015
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APPROVAL OF THE CONSULTANTS
This thesis has been approved by the consultans to be examined by
the Board of Thesis Examine of Teacher Training and Education Faculty of
Sebelas Maret University.
Consultant I
Consultant II
Prof. Dr. Joko Nurkamto, M. Pd
Dr. Ngadiso, M.Pd
NIP. 19610124 198702 1 001
NIP. 19621231 198803 1 009
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APPROVAL OF EXAMINERS
This thesis has been approved by the Board of Thesis Examiners of Teacher
Training of Education Faculty of Sebelas Maret University as the requirement for
the undergraduate degree of English Education.
Day:
Date:
The board of thesis examiners
1. Chairman
: Teguh Sarosa, S.S, M. Hum
NIP: 19730205 200604 1001
2. Secretary
: Drs. Martono, M.A
NIP: 19600301 198803 1004
3. Examiner I
: Prof. Dr. Joko Nurkamto, M.Pd
NIP: 19610124 198702 1001
4. Examiner II
: Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1 009
Teacher Training and Education Faculty
Sebelas Maret University
The Dean,
Prof. Dr. H. M. Furqon Hidayatullah, M. Pd
NIP. 19600727
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ABSTRACT
Ni Made Dita Ningrum.THE IMPLEMENTATION OF VOCABULARY
TEACHING AT SDN CEMARA DUA SURAKARTA. A Thesis, Teacher
Training and Education Faculty of Sebelas Maret University of Surakarta, March
2015.
This research is a descriptive research. The objective of this research are:
(1) To describe the implementation of vocabulary teaching at the first grade in
SDN Cemara Dua, (2) to find out the problems of vocabulary teaching at the first
grade in SDN Cemara Dua, and (3) to find out the solutions of vocabulary
teaching at the first grade in SDN Cemara Dua.
This research used a qualitative method. It was conducted in SDN Cemara
Dua Surakarta on September 2013. In collecting data, the researcher observed the
implementation of vocabulary teaching, interviewed the teacher and the students,
and took document. The researcher analyzed the data using interactive data
analysis.
Based on the result of the research, the researcher concludes that (1) the
implementation of vocabulary teaching at the first grade in SDN Cemara Dua
consists of four dimensions. They are background, aims, kinds and process. (2)
The problems of vocabulary teaching are not only faced by the teacher but also
the students. The problems of the teacher are big class and lack facilities. The
problems of the students are difficulties to memorize, pronounce, and write
vocabulary. (3) In solving the problems, the teacher and the students have some
solutions. The teacher has some solutions for the big class. The teacher uses some
tricks. The first trick, the teacher asks the the students to be silent. The second,
she asks them to sing together and the last is to give a score in each group of the
students by giving some questions. In solving the problem for the lack facilities,
the teacher takes the references from the internet.
The students have some solutions in solving the problems, In memorizing
English words, the students learn the vocabulary at home. They also have a
private teacher to support their learning. In pronouncing English words, the
students ask the teacher to repeat them for several times. They also consult with
their friends by making a small group discussion. They also learn with a private
teacher. In writing English words, the students practice writing them for many
times until they could write them well. They also consult with their teacher.
commit to user
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MOTTO
•
Trust yourself. You know more than you think, you do. (Benjamin Spock)
•
Talk because you have something to say, not because you must say
something.
•
Keep Spirit
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DEDICATION
This research is dedicated to:
1. My Almamater, English Department of Teacher Training and Education
Faculty of Sebelas Maret University, Surakarta.
2. All the English Teachers and those who dedicted themselves for the
improvement of English language teaching.
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ACKNOWLEDGEMENT
All praises and thanks are to Godfor giving me strength, blessing and leading
me in writing this final project. The writer is fully aware that this thesis cannot be
finished without other people’s help, guidance, suggestion, and constructive
criticisms. Therefore, I would like to express my gratitude and appreciation to:
1.
2.
3.
4.
5.
6.
7.
The Dean of Teacher Training and Education Faculty of Sebelas Maret
University Surakarta for the permission in writing the thesis.
The Head of English Department of Teacher Training and Education
Faculty of Sebelas Maret University Surakarta, for her permission to
carry out the thesis.
Prof. Dr. JokoNurkamto, M.Pd, my first consultant who has thoroughly
and patiently given the writer time, encouragement, guidance,
suggestion, motivation, and valuable ideas for writing the thesis.
Drs. Ngadiso, M.Pd, my second consultant who has thoroughly and
patiently given the writer time, encouragement, guidance, suggestion,
and motivation for writing the thesis.
My beloved family, for their love, kindness, supports, helps, best
wishes, and never ending prayer.
My classmates in Teacher Qualification Program English Department
2011, for togetherness, friendship, sharing, unforgettable moments,
suggestions, criticisms, helps, motivation, prayer, happiness and
sadness, and best wishes.
All of people who help finishing my thesis.
The writer realizes that the thesis is far from perfect. Thus, I expect some
criticisms and suggestions for the improvements. I hope this thesis will be useful
for readers especially those who have high appreciation and interest to English
Department.
Surakarta,
March 2015
Ni Made Dita Ningrum
commit to user
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
Page
TITLE ……………………………………………………………………… i
PRONOUNCEMENT……………………………………………………… ii
SUBMISSION .............................................................................................. iii
APPROVAL OF CONSULTANTS …………….......................................... iv
APPROVAL OF EXAMINERS …………………….................................... v
ABSTRACT ................................................................................................... vi
MOTTO…………………………………………………………………….. vii
DEDICATION……………………………………………………………… viii
ACKNOWLEDGMENT……………………………………………………. ix
TABLE OF CONTENT…………………………………………………….. x
TABLE OF FIGURE ....................................................................................... xiii
TABLEOFAPPENDICS…………………………………….......................... xiv
CHAPTERI: INTRODUCTION...................................................................... 1
A. Background of the Study....................................................................... 1
B. Problem Statement................................................................................. 6
C. The Objectives of the Study................................................................... 7
D. The Benefits of the Study....................................................................... 7
CHAPTER II: THEORITICAL REVIEW.......................................................... 9
1. Vocabulary........................................................................................
9
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a. Definitions of Vocabulary .......................................................... 9
b. Types of Vocabulary .................................................................. 10
c. Aspect of Vocabulary ................................................................. 10
d. Essential Steps in Learning Vocabulary..................................... 12
e. Teaching Vocabulary ................................................................. 14
2. Young Learner ............................................................................ ..... 16
a. Teaching English to Young Learner .......................................... 16
b. Characteristics of Young Learner .............................................. 16
c. Cognitive Development of Young Learner ................................. 18
d. Principles in Teaching Vocabulary to Young Learner ................. 22
CHAPTER III: RESEARCH METHODOLOGY.............................................. 24
A. Place and Time of Research ................................................................... 24
B. Research Method..................................................................................... 24
C. The Source of the Data ........................................................................... 26
D. Technique of Collecting of the Data ....................................................... 26
E. Technique of Analyzing Data ................................................................. 28
CHAPTER IV: RESEARCH FINDING AND DISCUSSION .......................... 30
A. Research Finding..................................................................................... 30
1. The Implementation of Teaching Vocabulary at SDN Cemara Dua.. 30
2. The Problems of Teaching Vocabulary at SDN Cemara Dua ........... 39
3. The Solutions for the problems of Teaching Vocabulary at SDN
Cemara Dua........................................................................................ 40
B. Discussion ................................................................................................ 43
1. The Implementation of Teaching Vocabulary at SDN Cemara Dua.. 43
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2. The Problems of Teaching Vocabulary at SDN Cemara Dua ........... 50
xi
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3. The Solutions for the problems of Teaching Vocabulary at SDN
Cemara Dua....................................................................................... 52
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION.......... 56
A. Conclusion............................................................................................... 56
B. Implication............................................................................................... 57
C. Suggestion……………………………………………………………... 57
BIBLIOGRAPHY……………………………………………………………... 60
APPENDICS………………………………………………………………….... 63
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TABLE OF FIGURE
Figure 1 The diagram of interaction model of analysis ..................................
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xiii
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TABLE OF APPENDICS
1. Lesson Plan.....……………………………………………………....... 64
2. Handout “Stairway”............…………………........................................ 71
3. The student’s answer sheet…………………………………………….. 86
4. Field Note ............................................................................................... 89
5. Instrument of observation ....................................................................... 94
6. Instrument of interview (teacher) ............................................................ 97
7. Instrument of interview (student) ........................................................... 100
8. Documentation ....................................................................................... 102
9. Surat Keputusan Dekan FKIP tentang Izin Penyusunan Skripsi ........... 104
10. Surat Permohonan Izin Penyusunan Skripsi ..........................................105
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THE IMPLEMENTATION OF VOCABULARY TEACHING
AT SDN CEMARA DUA SURAKARTA
THESIS
Arranged by:
Ni Made Dita Ningrum
X2211034
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
commit to user
i
perpustakaan.uns.ac.id
digilib.uns.ac.id
PRONOUNCEMENT
This is to certify that I write this thesis entitled “ THE IMPLEMENTATION OF
VOCABULARY TEACHING AT SD N CEMARA DUA SURAKARTA” it is
not plagiarism or made by others. Anything related to others’ work is written in
quotation, the source of which is listed on the bibliography. If this pronouncement
proves wrong in the while, I am ready to accept any academic punishment,
including the withdrawal or cancelation on my academic degree.
Surakarta,
March 2015
Ni Made Dita Ningrum
commit to user
ii
perpustakaan.uns.ac.id
digilib.uns.ac.id
THE IMPLEMENTATION OF VOCABULARY TEACHING
AT SDN CEMARA DUA SURAKARTA
Ni Made Dita Ningrum
X2211034
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the
Undergraduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
commit
to user
2015
iii
perpustakaan.uns.ac.id
digilib.uns.ac.id
APPROVAL OF THE CONSULTANTS
This thesis has been approved by the consultans to be examined by
the Board of Thesis Examine of Teacher Training and Education Faculty of
Sebelas Maret University.
Consultant I
Consultant II
Prof. Dr. Joko Nurkamto, M. Pd
Dr. Ngadiso, M.Pd
NIP. 19610124 198702 1 001
NIP. 19621231 198803 1 009
commit to user
iv
perpustakaan.uns.ac.id
digilib.uns.ac.id
APPROVAL OF EXAMINERS
This thesis has been approved by the Board of Thesis Examiners of Teacher
Training of Education Faculty of Sebelas Maret University as the requirement for
the undergraduate degree of English Education.
Day:
Date:
The board of thesis examiners
1. Chairman
: Teguh Sarosa, S.S, M. Hum
NIP: 19730205 200604 1001
2. Secretary
: Drs. Martono, M.A
NIP: 19600301 198803 1004
3. Examiner I
: Prof. Dr. Joko Nurkamto, M.Pd
NIP: 19610124 198702 1001
4. Examiner II
: Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1 009
Teacher Training and Education Faculty
Sebelas Maret University
The Dean,
Prof. Dr. H. M. Furqon Hidayatullah, M. Pd
NIP. 19600727
commit to19702
user 1 001
v
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digilib.uns.ac.id
ABSTRACT
Ni Made Dita Ningrum.THE IMPLEMENTATION OF VOCABULARY
TEACHING AT SDN CEMARA DUA SURAKARTA. A Thesis, Teacher
Training and Education Faculty of Sebelas Maret University of Surakarta, March
2015.
This research is a descriptive research. The objective of this research are:
(1) To describe the implementation of vocabulary teaching at the first grade in
SDN Cemara Dua, (2) to find out the problems of vocabulary teaching at the first
grade in SDN Cemara Dua, and (3) to find out the solutions of vocabulary
teaching at the first grade in SDN Cemara Dua.
This research used a qualitative method. It was conducted in SDN Cemara
Dua Surakarta on September 2013. In collecting data, the researcher observed the
implementation of vocabulary teaching, interviewed the teacher and the students,
and took document. The researcher analyzed the data using interactive data
analysis.
Based on the result of the research, the researcher concludes that (1) the
implementation of vocabulary teaching at the first grade in SDN Cemara Dua
consists of four dimensions. They are background, aims, kinds and process. (2)
The problems of vocabulary teaching are not only faced by the teacher but also
the students. The problems of the teacher are big class and lack facilities. The
problems of the students are difficulties to memorize, pronounce, and write
vocabulary. (3) In solving the problems, the teacher and the students have some
solutions. The teacher has some solutions for the big class. The teacher uses some
tricks. The first trick, the teacher asks the the students to be silent. The second,
she asks them to sing together and the last is to give a score in each group of the
students by giving some questions. In solving the problem for the lack facilities,
the teacher takes the references from the internet.
The students have some solutions in solving the problems, In memorizing
English words, the students learn the vocabulary at home. They also have a
private teacher to support their learning. In pronouncing English words, the
students ask the teacher to repeat them for several times. They also consult with
their friends by making a small group discussion. They also learn with a private
teacher. In writing English words, the students practice writing them for many
times until they could write them well. They also consult with their teacher.
commit to user
vi
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
•
Trust yourself. You know more than you think, you do. (Benjamin Spock)
•
Talk because you have something to say, not because you must say
something.
•
Keep Spirit
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
This research is dedicated to:
1. My Almamater, English Department of Teacher Training and Education
Faculty of Sebelas Maret University, Surakarta.
2. All the English Teachers and those who dedicted themselves for the
improvement of English language teaching.
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
All praises and thanks are to Godfor giving me strength, blessing and leading
me in writing this final project. The writer is fully aware that this thesis cannot be
finished without other people’s help, guidance, suggestion, and constructive
criticisms. Therefore, I would like to express my gratitude and appreciation to:
1.
2.
3.
4.
5.
6.
7.
The Dean of Teacher Training and Education Faculty of Sebelas Maret
University Surakarta for the permission in writing the thesis.
The Head of English Department of Teacher Training and Education
Faculty of Sebelas Maret University Surakarta, for her permission to
carry out the thesis.
Prof. Dr. JokoNurkamto, M.Pd, my first consultant who has thoroughly
and patiently given the writer time, encouragement, guidance,
suggestion, motivation, and valuable ideas for writing the thesis.
Drs. Ngadiso, M.Pd, my second consultant who has thoroughly and
patiently given the writer time, encouragement, guidance, suggestion,
and motivation for writing the thesis.
My beloved family, for their love, kindness, supports, helps, best
wishes, and never ending prayer.
My classmates in Teacher Qualification Program English Department
2011, for togetherness, friendship, sharing, unforgettable moments,
suggestions, criticisms, helps, motivation, prayer, happiness and
sadness, and best wishes.
All of people who help finishing my thesis.
The writer realizes that the thesis is far from perfect. Thus, I expect some
criticisms and suggestions for the improvements. I hope this thesis will be useful
for readers especially those who have high appreciation and interest to English
Department.
Surakarta,
March 2015
Ni Made Dita Ningrum
commit to user
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
Page
TITLE ……………………………………………………………………… i
PRONOUNCEMENT……………………………………………………… ii
SUBMISSION .............................................................................................. iii
APPROVAL OF CONSULTANTS …………….......................................... iv
APPROVAL OF EXAMINERS …………………….................................... v
ABSTRACT ................................................................................................... vi
MOTTO…………………………………………………………………….. vii
DEDICATION……………………………………………………………… viii
ACKNOWLEDGMENT……………………………………………………. ix
TABLE OF CONTENT…………………………………………………….. x
TABLE OF FIGURE ....................................................................................... xiii
TABLEOFAPPENDICS…………………………………….......................... xiv
CHAPTERI: INTRODUCTION...................................................................... 1
A. Background of the Study....................................................................... 1
B. Problem Statement................................................................................. 6
C. The Objectives of the Study................................................................... 7
D. The Benefits of the Study....................................................................... 7
CHAPTER II: THEORITICAL REVIEW.......................................................... 9
1. Vocabulary........................................................................................
9
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a. Definitions of Vocabulary .......................................................... 9
b. Types of Vocabulary .................................................................. 10
c. Aspect of Vocabulary ................................................................. 10
d. Essential Steps in Learning Vocabulary..................................... 12
e. Teaching Vocabulary ................................................................. 14
2. Young Learner ............................................................................ ..... 16
a. Teaching English to Young Learner .......................................... 16
b. Characteristics of Young Learner .............................................. 16
c. Cognitive Development of Young Learner ................................. 18
d. Principles in Teaching Vocabulary to Young Learner ................. 22
CHAPTER III: RESEARCH METHODOLOGY.............................................. 24
A. Place and Time of Research ................................................................... 24
B. Research Method..................................................................................... 24
C. The Source of the Data ........................................................................... 26
D. Technique of Collecting of the Data ....................................................... 26
E. Technique of Analyzing Data ................................................................. 28
CHAPTER IV: RESEARCH FINDING AND DISCUSSION .......................... 30
A. Research Finding..................................................................................... 30
1. The Implementation of Teaching Vocabulary at SDN Cemara Dua.. 30
2. The Problems of Teaching Vocabulary at SDN Cemara Dua ........... 39
3. The Solutions for the problems of Teaching Vocabulary at SDN
Cemara Dua........................................................................................ 40
B. Discussion ................................................................................................ 43
1. The Implementation of Teaching Vocabulary at SDN Cemara Dua.. 43
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2. The Problems of Teaching Vocabulary at SDN Cemara Dua ........... 50
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3. The Solutions for the problems of Teaching Vocabulary at SDN
Cemara Dua....................................................................................... 52
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION.......... 56
A. Conclusion............................................................................................... 56
B. Implication............................................................................................... 57
C. Suggestion……………………………………………………………... 57
BIBLIOGRAPHY……………………………………………………………... 60
APPENDICS………………………………………………………………….... 63
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TABLE OF FIGURE
Figure 1 The diagram of interaction model of analysis ..................................
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xiii
29
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digilib.uns.ac.id
TABLE OF APPENDICS
1. Lesson Plan.....……………………………………………………....... 64
2. Handout “Stairway”............…………………........................................ 71
3. The student’s answer sheet…………………………………………….. 86
4. Field Note ............................................................................................... 89
5. Instrument of observation ....................................................................... 94
6. Instrument of interview (teacher) ............................................................ 97
7. Instrument of interview (student) ........................................................... 100
8. Documentation ....................................................................................... 102
9. Surat Keputusan Dekan FKIP tentang Izin Penyusunan Skripsi ........... 104
10. Surat Permohonan Izin Penyusunan Skripsi ..........................................105
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