Teacherâs Efficacy in Vocabulary Teaching (A Qualitative Study at Four Universities in Central Java).
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Teacher‘s Efficacy in Vocabulary Teaching
(A Qualitative Study at Four Universities in Central Java)
Thesis
Submitted to Graduate School of Teacher Training and Education Faculty
of Sebelas Maret University as a Partial Fulfillment of the Requirements for
Master Degree in English Education
Puspita Hidayati
S891208038
English Education Department
Graduate School
Faculty of Teacher Training and Education
Sebelas Maret University
2014
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ABSTRACT
Puspita Hidayati, S891208038. 2014. Teacher’s Efficacy in Vocabulary Teaching
(A Qualitative Study at Four Universities at Central Java). Thesis. 1st consultant:
Dr. Abdul Asib M.Pd.; 2nd consultant: Dr. Sumardi, M.Hum. English Education
Department, Graduate School, Teacher Training and Education Faculty, Sebelas
Maret University Surakarta.
The purposes of the research are to: (1) find out how is teacher‘s efficacy
in teaching vocabulary reflected in their classroom practices; (2) find out what
factors influence the teacher‘s efficacy in vocabulary teaching and how those
factors influence the teacher‘s efficacy in vocabulary teaching.
This qualitative study was conducted in four different universities. There
was one teacher from each university who participated on this study as participant.
Each teacher was interviewed and observed in 2 SKS teaching period. In addition,
the data consisted of qualitative data. The qualitative data were collected through
interview, observation, and documents analysis, and were analyzed using
Interactive Model.
The result reveals that: (1) the teachers who participated on this study
fulfilled the teacher‘s efficacy indicators, as follows; (1a) realizing the importance
and the goal of vocabulary teaching, the teachers use diverse teaching strategies to
achieve the goal; (1b) the teachers also managed and organized the class to
achieve students‘ mastery in vocabulary; (1c) the teachers planned what would be
taught in their vocabulary class by preparing the materials; (1d) the teachers were
enthusiastic in teaching vocabulary. Those teachers‘ efficacy was reflected in their
teaching practices in vocabulary teaching. On their teaching practices, the teachers
used lecturing, cooperative learning, and group discussion to enable their students
master vocabulary and use the vocabulary in various contexts. Besides using
additional reference in preparing the materials, the teachers who were enthusiastic
in teaching vocabulary above, also tend to create such a conducive and
comfortable class to enable the students master the materials. Then, there are
some factors which influence teacher‘s efficacy in teaching vocabulary. The
factors are: (1) references; (2) feeling of having competence; (3) facilities; (4)
students‘ enthusiasm; (5) experience.
From the findings of the study, it can be theorized that teachers‘ practices
in vocabulary teaching is greatly influenced by their efficacies. Therefore, the
teachers should first enrich their efficacies. Teacher‘s Efficacy can lead to such
an effective vocabulary teaching.
Keywords: teacher’s efficacy, vocabulary teaching, qualitative study
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MOTTO
―Don't spend time beating on a wall,
hoping to transform it into a door.‖
(Coco Chanel)
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DEDICATION
I dedicate this thesis to the people who always give me support
to finish this master study:
To my beloved mother and father. Thanks for your prayer and support for
me during my study.
To my beloved sister, for your love, care, and motivation.
To my beloved lecturers at this graduate school for their great knowledge
and guidance.
To my all friends, for your helps during my study.
To the readers, I hope this thesis can function as such an additional
reference for you.
To my would be husband.
commit to user
vii
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ACKNOWLEDGEMENT
Alhamdulillahi rabbil ‘alamin
I would like to thank Allah ‘Azza wa Jalla, the Almighty God, for the
blessings. I would also like to deliver my appreciation and gratitude to everyone
who has supported me in finishing this thesis, especially to:
1. The Dean of Faculty of Teacher Training and Education for his permission to
write this thesis.
2. The Head of The English Education Department of Graduate Program for his
guidance and advice to write this thesis.
3. Dr. Abdul Asib, M.Pd., the first consultant, for his patience, guidance, and
advice during this thesis writing.
4. Dr. Sumardi, M.Hum, the second consultant, for his advice, guidance, constant
and patience during this thesis writing.
5. The four teachers, who participated on this research, for their willingness and
participation.
6. The Head of the Departments where the four teachers teach, for their
permissions and guidances.
It is also expressed to all of my colleagues for the nice times that we spent
together and helped each other during my study at Graduate School of Sebelas
Maret University, Surakarta. Finally, I hope this thesis will be beneficial for the
readers, especially those who are involved in English Education.
Surakarta,
2014
Puspita Hidayati
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TABLE OF CONTENTS
TITLE .............................................................................................................
APPROVAL ...................................................................................................
LEGITMATION ............................................................................................
PRONOUNCEMENT ....................................................................................
ABSTRACT ....................................................................................................
MOTTO ..........................................................................................................
DEDICATION ................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF TABLES .........................................................................................
LIST OF ABBREVIATION ..........................................................................
LIST OF APPENDICES ..............................................................................
CHAPTER I INTRODUCTION
A. Background of the Study ......................................................................
B. Statements of Problems ........................................................................
C. Objectives of the Study ........................................................................
D. Significances of the Study ....................................................................
CHAPTER II LITERATURE REVIEW
A. Teacher‘s Efficacy
1. Belief in Teaching Context ...........................................................
2. Components of Teacher‘s Efficacy
a. Personal Teaching Efficacy ......................................................
b. General Teaching Efficacy .......................................................
3. Sources of Self-Efficacy
a. Mastery Experiences ................................................................
b. Vicarious Experiences ..............................................................
c. Verbal Persuasions ...................................................................
d. Physiological Indicators ...........................................................
4. Construct of Teacher‘s Efficacy....................................................
a. Definitions ................................................................................
b. Indicators ..................................................................................
B. Vocabulary
1. Definitions of Vocabulary ..............................................................
2. Characteristics of Modern English Vocabulary .............................
a. The Size of Vocabulary ............................................................
b. Frequency of Occurrence and the Use of Anglo Saxon Words
c. The Development of Vocabulary .............................................
3. Vocabulary Knowledge ..................................................................
4. Construct of Vocabulary ................................................................
C. The Practice of Vocabulary Teaching ...................................................
1. Vocabulary Meaning and Use in Communication .........................
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2. Construct of Vocabulary
Teaching
Practice ..................................
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D. Review of Relevant Studies ....................................................................
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CHAPTER III RESEARCH METHODOLOGY
A. Research Setting
1. Participant ........................................................................................
2. Time……………...…………………………….……………. ........
B. Research Method ...................................................................................
C. Data Type and Data Source ...................................................................
D. Research Respondents ...........................................................................
E. Data Collection Techniques ...................................................................
F. Trustworthiness ......................................................................................
G. Technique of Analyzing the Data ..........................................................
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ...................................................................................
1. Teacher‘s Efficacy in Vocabulary Teaching......................................
a. The Efficacies of the Teachers .................................................
1) The Importance of Vocabulary..........................................
2) The Goal of Vocabulary Teaching According to the
Teachers .............................................................................
3) Teaching Strategies of the Teachers ..................................
4) Managing and Organizing Class to Achieve Students‘
Mastery...............................................................................
5) Preparing Vocabulary Materials ........................................
6) Enthusiasm of the Teachers ...............................................
b. The Reflection of Teacher‘s Efficacy on Teaching
Vocabulary ...............................................................................
2. Factors Influencing Teacher‘s Efficacy .............................................
3. Schematic Representation of the Findings .........................................
B. Discussion ...............................................................................................
1. The Efficacies of the Teacher in Vocabulary Teaching.....................
2. Factors Influencing Teacher‘s Efficacy .............................................
3. Research Weakness ............................................................................
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ..............................................................................................
B. Implication and Suggestion ....................................................................
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BLIBIOGRAPHY ..........................................................................................
96
APPENDICES ................................................................................................
101
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LIST OF TABLES
Table 3.1
Time Schedule for the Research…………………………...
41
Table 3.2
Summary of Data Collection …………..………………….
47
Table 4.1
Schematic Representation of Teachers efficacy and Its
Reflection in Teaching Vocabulary ……………………….
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LIST OF ABBREVIATION
T1
: Teacher 1
T2
: Teacher 2
T3
: Teacher 3
T4
: Teacher 4
I
: Interview
ON
: Observation Note
D
: Documents
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LIST OF APPENDICES
Appendix 1
Transcript of Teachers‘ Interview …………….…………… .96
Appendix 2
Observation Notes of Teachers‘ Teaching Activity………...114
Appendix 3
Documents of Teachers‘ Teaching Material……...….……..126
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Teacher‘s Efficacy in Vocabulary Teaching
(A Qualitative Study at Four Universities in Central Java)
Thesis
Submitted to Graduate School of Teacher Training and Education Faculty
of Sebelas Maret University as a Partial Fulfillment of the Requirements for
Master Degree in English Education
Puspita Hidayati
S891208038
English Education Department
Graduate School
Faculty of Teacher Training and Education
Sebelas Maret University
2014
commit to user
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ABSTRACT
Puspita Hidayati, S891208038. 2014. Teacher’s Efficacy in Vocabulary Teaching
(A Qualitative Study at Four Universities at Central Java). Thesis. 1st consultant:
Dr. Abdul Asib M.Pd.; 2nd consultant: Dr. Sumardi, M.Hum. English Education
Department, Graduate School, Teacher Training and Education Faculty, Sebelas
Maret University Surakarta.
The purposes of the research are to: (1) find out how is teacher‘s efficacy
in teaching vocabulary reflected in their classroom practices; (2) find out what
factors influence the teacher‘s efficacy in vocabulary teaching and how those
factors influence the teacher‘s efficacy in vocabulary teaching.
This qualitative study was conducted in four different universities. There
was one teacher from each university who participated on this study as participant.
Each teacher was interviewed and observed in 2 SKS teaching period. In addition,
the data consisted of qualitative data. The qualitative data were collected through
interview, observation, and documents analysis, and were analyzed using
Interactive Model.
The result reveals that: (1) the teachers who participated on this study
fulfilled the teacher‘s efficacy indicators, as follows; (1a) realizing the importance
and the goal of vocabulary teaching, the teachers use diverse teaching strategies to
achieve the goal; (1b) the teachers also managed and organized the class to
achieve students‘ mastery in vocabulary; (1c) the teachers planned what would be
taught in their vocabulary class by preparing the materials; (1d) the teachers were
enthusiastic in teaching vocabulary. Those teachers‘ efficacy was reflected in their
teaching practices in vocabulary teaching. On their teaching practices, the teachers
used lecturing, cooperative learning, and group discussion to enable their students
master vocabulary and use the vocabulary in various contexts. Besides using
additional reference in preparing the materials, the teachers who were enthusiastic
in teaching vocabulary above, also tend to create such a conducive and
comfortable class to enable the students master the materials. Then, there are
some factors which influence teacher‘s efficacy in teaching vocabulary. The
factors are: (1) references; (2) feeling of having competence; (3) facilities; (4)
students‘ enthusiasm; (5) experience.
From the findings of the study, it can be theorized that teachers‘ practices
in vocabulary teaching is greatly influenced by their efficacies. Therefore, the
teachers should first enrich their efficacies. Teacher‘s Efficacy can lead to such
an effective vocabulary teaching.
Keywords: teacher’s efficacy, vocabulary teaching, qualitative study
commit to user
v
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
―Don't spend time beating on a wall,
hoping to transform it into a door.‖
(Coco Chanel)
commit to user
vi
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digilib.uns.ac.id
DEDICATION
I dedicate this thesis to the people who always give me support
to finish this master study:
To my beloved mother and father. Thanks for your prayer and support for
me during my study.
To my beloved sister, for your love, care, and motivation.
To my beloved lecturers at this graduate school for their great knowledge
and guidance.
To my all friends, for your helps during my study.
To the readers, I hope this thesis can function as such an additional
reference for you.
To my would be husband.
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
Alhamdulillahi rabbil ‘alamin
I would like to thank Allah ‘Azza wa Jalla, the Almighty God, for the
blessings. I would also like to deliver my appreciation and gratitude to everyone
who has supported me in finishing this thesis, especially to:
1. The Dean of Faculty of Teacher Training and Education for his permission to
write this thesis.
2. The Head of The English Education Department of Graduate Program for his
guidance and advice to write this thesis.
3. Dr. Abdul Asib, M.Pd., the first consultant, for his patience, guidance, and
advice during this thesis writing.
4. Dr. Sumardi, M.Hum, the second consultant, for his advice, guidance, constant
and patience during this thesis writing.
5. The four teachers, who participated on this research, for their willingness and
participation.
6. The Head of the Departments where the four teachers teach, for their
permissions and guidances.
It is also expressed to all of my colleagues for the nice times that we spent
together and helped each other during my study at Graduate School of Sebelas
Maret University, Surakarta. Finally, I hope this thesis will be beneficial for the
readers, especially those who are involved in English Education.
Surakarta,
2014
Puspita Hidayati
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
TITLE .............................................................................................................
APPROVAL ...................................................................................................
LEGITMATION ............................................................................................
PRONOUNCEMENT ....................................................................................
ABSTRACT ....................................................................................................
MOTTO ..........................................................................................................
DEDICATION ................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF TABLES .........................................................................................
LIST OF ABBREVIATION ..........................................................................
LIST OF APPENDICES ..............................................................................
CHAPTER I INTRODUCTION
A. Background of the Study ......................................................................
B. Statements of Problems ........................................................................
C. Objectives of the Study ........................................................................
D. Significances of the Study ....................................................................
CHAPTER II LITERATURE REVIEW
A. Teacher‘s Efficacy
1. Belief in Teaching Context ...........................................................
2. Components of Teacher‘s Efficacy
a. Personal Teaching Efficacy ......................................................
b. General Teaching Efficacy .......................................................
3. Sources of Self-Efficacy
a. Mastery Experiences ................................................................
b. Vicarious Experiences ..............................................................
c. Verbal Persuasions ...................................................................
d. Physiological Indicators ...........................................................
4. Construct of Teacher‘s Efficacy....................................................
a. Definitions ................................................................................
b. Indicators ..................................................................................
B. Vocabulary
1. Definitions of Vocabulary ..............................................................
2. Characteristics of Modern English Vocabulary .............................
a. The Size of Vocabulary ............................................................
b. Frequency of Occurrence and the Use of Anglo Saxon Words
c. The Development of Vocabulary .............................................
3. Vocabulary Knowledge ..................................................................
4. Construct of Vocabulary ................................................................
C. The Practice of Vocabulary Teaching ...................................................
1. Vocabulary Meaning and Use in Communication .........................
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2. Construct of Vocabulary
Teaching
Practice ..................................
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7
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19
21
22
24
26
27
30
33
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digilib.uns.ac.id
D. Review of Relevant Studies ....................................................................
34
CHAPTER III RESEARCH METHODOLOGY
A. Research Setting
1. Participant ........................................................................................
2. Time……………...…………………………….……………. ........
B. Research Method ...................................................................................
C. Data Type and Data Source ...................................................................
D. Research Respondents ...........................................................................
E. Data Collection Techniques ...................................................................
F. Trustworthiness ......................................................................................
G. Technique of Analyzing the Data ..........................................................
40
41
41
44
44
45
47
52
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ...................................................................................
1. Teacher‘s Efficacy in Vocabulary Teaching......................................
a. The Efficacies of the Teachers .................................................
1) The Importance of Vocabulary..........................................
2) The Goal of Vocabulary Teaching According to the
Teachers .............................................................................
3) Teaching Strategies of the Teachers ..................................
4) Managing and Organizing Class to Achieve Students‘
Mastery...............................................................................
5) Preparing Vocabulary Materials ........................................
6) Enthusiasm of the Teachers ...............................................
b. The Reflection of Teacher‘s Efficacy on Teaching
Vocabulary ...............................................................................
2. Factors Influencing Teacher‘s Efficacy .............................................
3. Schematic Representation of the Findings .........................................
B. Discussion ...............................................................................................
1. The Efficacies of the Teacher in Vocabulary Teaching.....................
2. Factors Influencing Teacher‘s Efficacy .............................................
3. Research Weakness ............................................................................
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59
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80
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ..............................................................................................
B. Implication and Suggestion ....................................................................
90
93
BLIBIOGRAPHY ..........................................................................................
96
APPENDICES ................................................................................................
101
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x
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digilib.uns.ac.id
LIST OF TABLES
Table 3.1
Time Schedule for the Research…………………………...
41
Table 3.2
Summary of Data Collection …………..………………….
47
Table 4.1
Schematic Representation of Teachers efficacy and Its
Reflection in Teaching Vocabulary ……………………….
commit to user
xi
79
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF ABBREVIATION
T1
: Teacher 1
T2
: Teacher 2
T3
: Teacher 3
T4
: Teacher 4
I
: Interview
ON
: Observation Note
D
: Documents
commit to user
xii
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDICES
Appendix 1
Transcript of Teachers‘ Interview …………….…………… .96
Appendix 2
Observation Notes of Teachers‘ Teaching Activity………...114
Appendix 3
Documents of Teachers‘ Teaching Material……...….……..126
commit to user
xiii