TEACHING AND LEARNING VOCABULARY THROUGH WALL DICTATION AT THE SECOND SEMESTER OF THE SEVENTH GRADE AT SMP N 20 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository
TEACHING AND LEARNING VOCABULARY THROUGH
WALL DICTATION AT THE SECOND SEMESTER OF THE
SEVENTH GRADE AT SMP N 20 BANDAR LAMPUNGIN THE ACADEMIC YEAR OF 2016/2017
A Thesis Submitted as a Partial Fulfillment of the Requirements for S1-Degree
BY: RISA YUNI KARTIKA NPM 1211040158 Study Program: English Education TARBIYAH AND TEACHER TRAINING FACULTY STATE ISLAMIC UNIVERSITY RADEN INTAN LAMPUNG 2017
TEACHING AND LEARNING VOCABULARY THROUGH
WALL DICTATION AT THE SECOND SEMESTER OF THE
SEVENTH GRADE AT SMP N 20 BANDAR LAMPUNGIN THE ACADEMIC YEAR OF 2016/2017
A Thesis Submitted as a Partial Fulfillment of the Requirements for S1-Degree
BY: RISA YUNI KARTIKA NPM 1211040158 Study Program: English Education Advisor : Bambang Irfani, M.Pd
Co-Advisor : Rohmatillah, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY STATE ISLAMIC UNIVERSITY RADEN INTAN LAMPUNG 2017
ABSTRACT
Teaching and Learning Vocabulary through Wall Dictation at the Second
Semester of the Seventh Grade of SMP Negeri 20 Bandar Lampung in the
Academic Year of 2016/2017
By
Risa Yuni Kartika
Vocabulary is one of the important language components that is used to support learners to master language skill such as listening, reading, writing, speaking. This research is about an analysis of teaching vocabulary through Wall Dictation at the second semester of seventh grade of SMP Negeri 20 Bandar Lampung in the Academic year of 2016/2017. The objectives of this research were to describe teaching and learning process in teaching vocabulary through Wall Dictation, to know the students’ problems and to know the teachers’ problems in teaching learning process.
In this research, the researcher used qualitative descriptive research method. The researcher used purposive sampling technique to determine the sample. It means that the researcher chosen an English teacher and determined class a sample. The researcher took class VII D as sample which consisted of 32 students. In collecting data, the researcher used three kinds of instruments: they are observation, interview, and questionnaire.
From the data analysis, the researcher conducted the research in two meetings. After analyzing the data, there were three points of the results. The first, the process of teaching vocabulary through Wall Dictation at SMP N 20 Bandar Lampung has been conducted, in which the teaching and learning was not effective because the teacher could not control the class well. The s econd, the teacher’s problems in teaching vocabulary were that the teacher had difficulties to handle the students that seemed so noisy during vocabulary by using Wall Dictation technique and the teacher could not make student understand about words of vocabulary. The third, the problems faced by the students in learning vocabulary were that the students had difficulties in pronouncing, spelling, and memorizing new vocabulary. Keywords: Teaching vocabulary, wall dictation technique, descriptive qualitative
research
1 MOTTO
“and He taught adam the names all of things, then He placed them before angels
and said,“Tells the name of these, if you are right.” (Q.S Al-Baqarah:31)
DECLARATION
I hereby declare that this thesis “Teaching and Learning Vocabulary through Wall Dictation at the Second Semester of the Seventh Grade at SMP N 20 Bandar Lampung in the Academic Year of 2016/2017
” is completely my own work. I am fully aware that I have quoted some statements and theories from several sources and they are properly acknowledged in the text.
Bandar Lampung, June 2017 The Researcher Risa Yuni Kartika
DEDICATION
From the deep of my heart. This thesis is dedicated to one people who cares and loves me. I would like to dedicate this thesis to :
1. My beloved parents, Mr. Yubsir and Mrs. Kartini who always love me and wish for my success. Thanks for all the motivation.
2. My beloved sisters and brother, Rini Sagita, Nanda Widia and Muhammad Fadly Arya Wiguna who always give motivation.
3. My beloved big families from father and mother in West Lampung, grandfather, grandmother, all of my uncle and my aunt, also my cousin who always support me and give motivation 4. My beloved almamater Universitas Islam Negeri Raden Intan Lampung, which has made me grow up.
CURRICULUM VITAE
The name of the researcher is Risa Yuni Kartika. She was born on august 8th, 1993 in Sumberjaya, West Lampung. She is the first child of Yubsir and Kartini.
She has one younger brother whose name is M. Fadly Arya Wiguna and two sisters whose their names are Rini Sagita and Nanda Widia.
Researcher attended Elementary School at SD N 2 Tugu Sari, West Lampung and finished in 2006. After that she continued her school at Junior High School at SMP N 1 Sumber Jaya, Lampung Barat and finished in 2009. Then, she continued her school at SMA N 1 Sumber Jaya, West Lampung and finished in 2012. And the next, she continued her study at State Islamic University (UIN) of Raden Intan Lampung in 2012. She was active in PMII (Indonesian moslem student movement) in the campus when she was in third semester until seventh semester.
ACKNOWLEGDMENT
First of all, Praise to Allah the Almighty, the Most Merciful, the Most Beneficent for His blessing and mercy given to the researcher during her study and completing this thesis. Then, the best wishes and salutations be upon the great messenger prophet Muhammad peace be upon him.
This thesis entitled “Teaching and learning vocabulary through wall dictation at second semester of the seventh grade of SMP 20 Bandar Lampung in academic year of 2016/2017
”. It is presented to the English Education Study Program of UIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill students’ partial fulfillment of the requirement to obtain S1- degree.
The researcher would like to thank the following people for their ideas, time and guidance for this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty, UIN Raden Intan Lampung with all staffs, who give the researcher opportunity to study until the end of this thesis composition.
2. Meisuri, M.Pd, the chairperson of English Education Study Program who has granted the permission to the researcher in doing the research
3. Bambang Irfani, M.Pd, the first advisor for his guidance, help and countless time given to the researcher to finish this final project.
4. Rohmatillah, M.Pd the second advisor who has spent countless hours correcting this final project for its betterment.
5. Dra. Hj. Lista Dora, M.Pd the principal of SMP N 20 Bandar Lampung and all the teachers and staffs who have helped the researcher in collecting data.
6. Aisyah Widia, M.Pd and all English teachers at SD SMP N 20 Bandar Lampung who gave the guidance and spirit in conducting this research.
7. All lecturers of English Department of IAIN Raden Intan Lampung, who have taught the researcher since the first year of her study.
8. My best friend Darsono,S.Pd who always support me and My beloved friends especiall y PBI C Class Leni hartati, Novita Hidayanti , Zaitun Badra and also all
of friends of the English Department of UIN Raden Intan Lampung who always give suggestion and spirit in framework of writing this research.
9. My beloved almamater UIN Raden Intan Lampung, which has made me grow up and has contributed much for myself development.
Finally, none or nothing is perfect and neither is this thesis. Any correction comments and criticism for the betterment of this thesis are always open heartedly welcome.
Bandar Lampung, June 2017 The Researcher, Risa Yuni Kartika
LIST OF TABLES
Table 1 Student Score Vocabulary in the Second Semester ......................... 5 Table 2. Specification of Observation ............................................................ 35 Table 3. Specification of interview ................................................................ 36 Table 4. Specification of Questionnaire .............................................................
37 Table 5. Facilities of SMP N 20 Bandar Lampung ............................................
45 Table 6 Teachers in SMP N 20 Bandar Lampung. .......................................
45 Table 7 Students SMP N 20 Bandar Lampung .............................................
47 Table 8 Result of Observation first meeting .................................................
53 Table 9 Result of teacher problem in the first meeting .................................
54 Table 10 Result of student problem in the first meeting .................................
56 Table 11 Result of Observation second meeting.............................................
58 Table 12 Result of teacher problem in the second meeting . ..........................
59 Table 13 Result of student problem in the second meeting ...........................
61 Table 14 Result of Questionnaire no 1 ............................................................
62 Table 15 Result of Questionnaire no 2 ............................................................
63 Table 16 Result of Questionnaire no 3 ............................................................
63 Table 17 Result of Questionnaire no 4 ............................................................
64 Table 18 Result of Questionnaire no 5 ............................................................
64 Table 19 Result of Questionnaire no 6 ............................................................
65 Table 20 Result of Questionnaire no 7 ............................................................
65
Table 21 Result of Questionnaire no 8 ............................................................
66 Table 22 Result of Questionnaire no 9 ............................................................
66 Table 23 Result of Questionnaire no 10 ..........................................................
67
LIST OF APPENDICES
Appendix 1 Transcript of interview with the English Teacher (Preliminary) Appendix 2 Students’ score of Vocabulary Appendix 3 Observation Sheet Appendix 4 Interview Question Appendix 5 Questionnaire Appendix 6 Picture in teaching and learning process
LIST OF APPENDICES Appendix 1 Transcript of interview (Preliminary). ...................................
79 Appendix 2 Students’ score of Vocabulary ............................................... 83 Appendix 3 Observation Sheet...................................................................
88 Appendix 4 Interview Question .................................................................
97 Appendix 5 Questionnaire......................................................................... 100 Appendix 6 Picture in teaching and learning process ............................... 120
TABLE OF CONTENTS COVER ........................................................................................................... i ABSTRACT .................................................................................................... ii APPROVAL.................................................................................................... iii ADMISSION ................................................................................................... iv MOTTO .......................................................................................................... v DECLARATION ............................................................................................ vi DEDICATON ................................................................................................. vii CURRICULUM VITAE ................................................................................ viii ACKNOWLEDGEMENT ............................................................................. ix TABLE OF CONTENT ................................................................................. xi LIST OF TABLES ......................................................................................... xiii LIST OF APPENDICES................................................................................ xv
CHAPTER I INTRODUCTION A.
1 The Background of the Problem ..................................
B.
8 Identification of the Problem .......................................
C.
8 Limitation of the Problem c .........................................
D.
8 Formulation of the Problem .........................................
E.
9 Objective of the Research ............................................
F.
10 Use of the Research ......................................................
G.
10 Scope of the Research ..................................................
CHAPTER II REVIEW OF THE LITELATURE A.
11 Teaching English as a Foreign Language ....................
B.
12 Concept of Vocabulary ................................................
C.
16 Concept of Vocabulary Mastery ..................................
D.
17 Concept of Teaching Vocabulary.................................
E.
20 Problem in Teaching and Learning Vocabulary ..........
F.
24 Concept of Dictation ....................................................
G.
27 Concept of Wall Dictation ...........................................
H.
Procedure of Teaching Vocabulary through Wall Dictation .......................................................................
28 CHAPTER III RESEARCH METHODOLOGY A.
32 Research Design ...........................................................
B.
33 Research Subject ..........................................................
D.
35 Research Instrument .....................................................
E.
30 Research Procedure. .....................................................
F.
40 Trustworthiness the Data..............................................
G.
41 Data Analysis ...............................................................
CHAPTER IV RESULT AND DISCUSSION A.
45 Brief History of SMP N 20 Bandar Lampung .............
B.
47 Data Analysis ...............................................................
1.
47 Data Reduction .....................................................
a.
48 Observation Data ............................................
b.
50 Questionnaire Data .........................................
c.
51 Interview Data ................................................
2.
52 Data Display .........................................................
a.
52 Report of Observation ....................................
b.
62 Report of Questionnaire..................................
c.
67 Report of Questionnaire..................................
3.
70 Drawing conclusion/Verification .........................
C.
72 Discussion of Findings. ................................................
a.
73 The Process of Teaching and Learning Vocabulary through Wall Dictation ...............
72 b. The Teacher Problem in Teaching Vocabulary through Wall Dictation ...................................
73 c. The Student Problem in Learning Vocabulary through Wall Dictation ...................................
73 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...................................................................
77 B. Suggestion ....................................................................
78 REFERENCES
APPENDICES
CHAPTER I INTRODUCTION A. Background of the Problem Language is one of vital thing of human life because language is not only
used as communication but also as social interaction between person to another person. Human require language because the language is very important for them. Almost all of human activities use it, without the language someone can not communicate to each other. According to Siahaan,
1 language is a set of rules used by human as a tool of their communication.
Meanwhile, language is a system of arbitrary, vocal symbols which permit all people in a given culture, other people who learned system of the culture to
2
communicate or interact. It means language is a system of communication to language which very important for human life such as transfer someone’s purpose for expressing ideas., communication, and social interact.
As Brown says, language is more than system of communication. It is involves whole person, culture, education, developmental communicative
1 2 Sanggam Siahaan, The English Paragraph, (Yogyakarta : Graha Ilmu, 2008), p. 1
3
process. So, language is very important for human life not only used as communication but also as social interaction for getting knowledge, technology, culture by using its language. It means the language is important for us to communicate and making good relationship to interact with other people. One of the language that are mostly used for communication is English has been a famous international language which is used to share information, transfer knowledge of science, and so on.
Furthermore, English become an essential language subject of education in Indonesia, English is taught as the first foreign language that generally has been learnt by students to master it. It is very important to Indonesia because English is an international language. Nowadays, English has been introduced in many level of education, it is started from play group, elementary school, junior high school, senior high school and up to university. When student learn English, they have to focus on mastering four language skills.
The four language skills are listening, speaking, reading, and writing. These skills have relationship. Listening is the skill of listener or a group or listener
4
to interpret information transferred by the speaker. Siahaan also states that speaking is the spoken productive skill. It is the skill of speaker to
3 H Douglas Brown, Teaching by Principle an Interactive Approach
L Language Pedagogy, (San Fransisco : Longman, 2001), p. 34
5
communicate information to a listener or a group of listeners. Then, reading is a way to get knowledge of information from printed pages such as: textbook, newspaper, magazines, and another source like website internet. Raimes states writing is a medium for communication, it helps us connect to others, and the reader must understand the purpose of our writing, what we
6 are going to inform or to say.
The four skills are basic principle on learning English as a foreign language which English consists of components and skills that cannot be separated. If we talk about language, we have to master the component of language itself, one of the important components is vocabulary. Rivers says that vocabulary is
7
an important factor in using language. If the students want to master this language, students also learn the vocabulary of its language.
Vocabulary is one of the element of language which will make the language meaningful. Vocabulary is basic element to learn a language and to make a communication with another people. Cameron states that vocabulary has been
5 p.3. 6 Ibid, Anna Raimes, Technique In Teaching Writing (London : Oxford University Press 000Press. 1983), p. 129. 7
8
seen as a major resource for a language use. So, vocabulary is the most important thing in English, we cannot do anything without vocabulary.
They will be difficult to study English if they are lack in vocabulary. This statement supported by Thornbury says that without grammar very little can
9
be conveyed, without vocabulary nothing can be conveyed. It means that without vocabulary we cannot speak and write. If we can mastery the vocabulary, we can communicate with other people easily. In other words, learning English cannot be separated from learning vocabulary. So, it is imposible to learn a language without vocabulary. According to the theories above, it can be concluded that vocabulary is very important component in language learning. Without vocabulary we cannot communicate each other, because vocabulary is used to express our ideas. We cannot speak fluently if we have no vocabulary, we cannot make a good writing if we are lack of vocabulary.
In fact, In learning vocabulary, the students will know some words seem easier to learn than others. There are some factors that make some words more difficult than others, they are: pronunciation, spelling, length and
8 Lyne Cameron, Teaching Learning To Young Learners. (London : Cambridge 000of University Press, 2002), p 94.
9
10
complexity, grammar, meaning, range, connotation, and idiomatically. In teaching English there are so many ways for the teacher to develop the students’ vocabulary. That is why the appropriate technique in delivering lesson in the classroom should be considered.
th
Based on the preliminary research on june 25 , 2016 at SMP N 20 Bandar Lampung of seventh grade, it was found that teaching vocabulary through wall dictation was applied there. From the interview, the researcher found that the students at seventh grade experienced difficulty in mastering
11
vocabulary. The researcher got data of score of the second semester of seventh grade students; the table below describes the students’ score. The describe is in the following table:
Table 1
Preliminary Research Students’ Score of Vocabulary in Seventh Gradeof SMP N 20 Bandar Lampung
The number of studentsNo Score
VII
VII B VII C VII D VII E Total Percentage A
1
15
13
12
9
16 65 40.63% ≥ 70 2 < 70
17
19
20
23
16 95 59.37 %
32
32
32
32 32 160 100 %
Source : the document of the school at the seventh grade of SMP N 20 Bandar Lampung
10 , p.27. 11 Ibid
Based on table 1, the researcher found out that the total number of students who got difficulty in vocabulary is 95 from 160 students. It means that students who felt difficult to understand vocabulary is 59.31%. That student who got score under the criteria of minimum mastery (KKM). From the table above, the researcher assumes the students’ vocabulary of seventh grade of SMP 20 Bandar Lampung is still low. Then, most of them only know a little bit of vocabulary.
From the interview, the researcher found that most of students find difficulties meaning of vocabulary, and the teacher also not make student understand about word knowledge although the teacher has been used wall dictation in teaching vocabulary. Furthermore, during the interview with the teacher, she gave an example such as when the teacher said to the student “They are my family
members
”. Then the teacher asking the student what is the meaning of family
members , but student still confuse and did not answer what the teacher asked
before. It is one of students’ problem that difficulty in learning English because they did not know the meaning of new vocabulary. Thus, the students are still low in mastering vocabulary.
From the previous problem, the researcher wants to know the process of the teaching learning especially in English subject in SMP N 20 Bandar Lampung by observing the teaching vocabulary through wall dictation which has been used by the teacher. In addition, the researcher wanted to found information about the causes of the problem that were faced by the teacher in teaching of vocabulary.
According to Scrivener, wall dictation is traditional dictation where you read
12
text aloud and the learner must write it down accurately. It means the wall dictation is training to ear as well as reproduces in writing what they listen. But, when the teaching and learning activity in class student still have some problems in learning English, such as the students find difficulty to remember vocabulary.
Whereas, in teaching English that wall dictation is an effective technique in teaching vocabulary. This statement supported by Widiasmara in her research that has been revealed entitled, “Teaching Vocabulary through Wall Dictation to the Eight Grade of SMP Selemadeg Barat, Denpasar
.” The result showed that technique has been proved as an effective ways and it can help the students to learn and remember the new vocabulary easily. From the statement above, the researcher is interested in conducting a research. The researcher concerns to observe an analyzing the process of teaching learning vocabulary and find out more obstacles faced by the teacher and the students based on the previous problem, research entitled:
“Teaching and learning vocabulary through Wall Dictation at the Second Semester of the
12 Jim Scrivener, Learning Teaching (Method, Tool, Technique). (London: Macmillan
Seventh Grade at SMP N 20 Bandar Lampung in the Academic Year of 2016/2017 ” was conducted.
B. Identification of the Problem
Based on the background above the researcher identified the problems as follows:
1. The teacher got difficulty to make student understand about word knowledge of vocabulary
2. The students’ vocabulary mastery was low.
3. The students found difficulties in memorizing new vocabulary.
C. Limitation of the Problem
In this research, the researcher focused only on analysis of teaching vocabulary and the problems of teacher and student in process teaching learning vocabulary through wall dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
D. Formulation of the problem
Based on the limitation above, researcher formulated the problem as follows: 1.
How is the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017?
2. What are teacher’s problem in the process of teaching vocabulary by using
Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017? 3.
What are students’ problems in the process of vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20Bandar Lampung in the academic year of 2016/2017? E.
Objective of the research
Based on the formulation above, the objectives of research are : 1.
To know and describe the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
2. To know and describe teacher’s problems in the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
3. To know and describe student’s problem in the process of learning vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
F. Use of the research 1.
As source of information for further research in teaching vocabulary.
2. It is expected that this research can provide useful in improving the quality of learning in the school.
3. To give information to English Teacher related to the problems may arise in teaching vocabulary through wall dictation.
G. Scope of the research 1.
Subject of the research The subjects of this research are the English teacher and the student at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
2. Object of the research The object of this research was the use of Wall Dictation in teaching English vocabulary.
3. Place of the research The research was conducted at SMP N 20 Bandar Lampung.
4. Time of the research The research was conducted at the second semester of seventh grade of SMP N 20 Bandar Lampung.
CHAPTER II REVIEW OF RELATED LITERATURE A. Teaching English as a Foreign Language Teaching English as a foreign language means that English is taught by the
people because English is not their mother tongue or their native language. In teaching English or other languages actually people have to teach the four skills, they are listening, speaking, reading and writing. In other word, in teaching English as a foreign language and teaching English as a second language is not different. Setiyadi states that the way to teach English as a second language is not
1
necessarily different from the way to teach English as a foreign language. In fact, teaching English in the countries such as Indonesia, where English is only a foreign language may to teach English in the countries such as Malaysia, where English is a second language and it also differs to teach English in the countries where English is a native language. People learn English depend on the conditions of the language is used in their daily communication. Most of United Kingdom, English is the native language. Ad they speak English for daily communication. While in Malaysia, English is their second language. Therefore, they not only speak their native language, 1 but also English. Indonesian people only learn English in the class or their school. Therefore, there are only some people who speak English. In Indonesia, English is taught as the first foreign language. As a foreign language, English is not used for daily communication.
Based on theories above, It means teaching English as foreign language is to facilitate students for communicate in spoken or written English. Students who learn English as a foreign language have to practice or use their English in real life situation. They will use their English for communication, for example when they study in an English department of university or situation, when they visite local tourist spots in their country where it is expected to see some foreigners, when they work in foreign firms in their countries and when they go abroad for practising their English.
B. Concept of Vocabulary.
Vocabulary is vital component of the language. In other word, learning vocabulary is as the introduction of learning language. Vocabulary can not be separated from each other in language learning process. Vocabulary is one of the components of language which will make the language meaningful. It is supported by Cameron said vocabulary has been seen as a major resource for
2
a language use. It means that vocabulary is the most important element of language use.
According to Brown, vocabulary is seen in its central role, conceptualized
3
meaningful language. It means that vocabulary is important element in learning a language and to develop language, people need to learn.
Thornbury states that without grammar very little can be conveyed, without
4
vocabulary nothing can be conveyed. It means that if the students` vocabulary is limited, they will find some problems in using English for communication in English. Without vocabulary they can not develop their language skills namely, listening, speaking, reading, writing and translating.
According to Thornbury, all language has words. It means that by using of words people can say what they felling, share they idea, and can communication fluently. He also says that the coming of new words is never
5
stop. In other word that vocabulary is the vital part of language. Adequacy of vocabulary is important to communicate with other people and express the idea clearly and easily. Harmer says that if language structures make up the skeleton of language then vocabulary that provides that vital organs and
2 Lynne Cameron, Teaching Language to Young Learners. (New York: Cambridge University Press, 2001), p. 22. 3 H. Douglas Brown, teaching by principle an interactive approach to language pedagogy (San Francisco : Longman, 2001) p. 70 4 Scott Thornbury, How to Teach Vocabulary. (London: Pearson Education Limited,
6
flesh. It means distinctly that one of the important parts of elements language is vocabulary.
According to theories above the researcher can conclude that vocabulary is the important element in learning of the language, beside four skill: listening, speaking, reading, and writing. Because vocabulary used to speak in communication and share the ideas and without vocabulary nothing can be conveyed. It is impossible for the students to learn and use the language without knowing vocabulary. It means that if the students` vocabulary is limited, they will find some problems in using English for communication in English. Because of vocabulary someone can express a language for communication fluently.
In activity of learning language, a learner is trying to use the language by using vocabulary into certain sentence in order to be able communicate and transfer their ideas. Learning a language means learning the word of language. It is clear that one important parts of elements language is vocabulary. In addition Harmer states that they are four basic aspects student
7
need know to learn a new vocabulary item such as: 1.
Word meaning : The first thing to realize vocabulary items is that they frequently have more that one meaning. The word “head”, for example, 6 Jeremy Harmer, The Practice of English Language Teaching, (London : Longman, 1988), p. 53.
sometimes means the top part of human body, but it can also means the leader of the team/ office,e.q headmaster
2. Word Use : It is frequently stretched through the set of metaphor and idiom. We know that the word hiss for example, describe the noise that snakes make. But we stretch its meaning to describe the way people talk to each other
(“do not move or you are dead, she hissed).
3. Word Formation : Students have to know about things about word formation and how to change words to be compatible with different grammatical context. Word formation is also connected with suffixes and prefixes (im-, or in ) such as I imperfect and perfect, inappropriate and appropriate, etc.
4. Word Grammar : which is employed by distinguishing the use of the words based on the use of the certain grammatical patterns such as noun, verb, adjective, adverb, etc. The former can be both singular and plural. We can say one chair or two chairs, etc. According explanation above there are some aspects in vocabulary. There are form, meaning, and use. So the researcher concludes that vocabulary should be mastered and important element which is the contain formation about the meaning, form and use in context of communication.
C. Concept of Vocabulary Mastery
According to Thornbury, all languages has words. It means that by using of words people can say what they feeling, share idea, and can communication fluently. He also says, by having adequate vocabulary, one will be able to
8
communicate to other people and express his idea clearly and easily. In other word that vocabulary is fundamental part of language, because a language is formed by words. Therefore we can make a communication if we have good vocabulary mastery.
In addition Brown states vocabulary is seen in its central role, conceptualized meaningful language. Based on the statement, it is important for the teacher to create some ways or tehniques in teaching and vocabulary. So the students can receive and understand the material simply. Moreover, it is expect by mastering number of vocabulary, it will be easier for students to learn a foreign language and use it for communication. According to Guskey,
9 mastery is a term that all educators use and believe understand well.
According to the theories above the researcher can conclude that vocabulary should be mastered in language learning, especially in teaching and learning English, because vocabulary can presented or explained in all kind of activities. 8 9 Scott Thornbury, Op.Cit, p.1.
According to Hameed, the vocabulary mastery that demands to be mastered
10
are pronunciation, spelling morphological structure, and meaning. So, it means Based on statement above, it can be concluded vocabulary is one component should be mastered in language learning especially in teaching and learning English as a foreign language. Vocabulary is one basic component to be mastered. Without having adequate vocabulary, a language learner will not be able to master the language skills. Vocabulary mastery means the students having ability in understanding and using the vocabulary well.
D. Concept of Teaching Vocabulary
Vocabulary is basic element of language to understand the language. The learner should know the complexity of word and the teacher and the teacher decide how to teach vocabulary on the class. According to Thornbury there are five factors that are related to teaching set of words that must be considered by the teacher : The level of the learner (whether beginner, intermediate, or advanced ), and The learner likely familiarity with the words, The difficulty of the item, Their teaching ability, Whether items are being
10 learn for production (in speaking and writing) of for recognition only (as in
11 listening and reading).
Teaching vocabulary is clearly more than just presenting new words. Teacher has to be careful in selecting vocabulary that he/she will teach. Both the students and teacher need to know how it talks about language at various
12
point during learning and teaching. From the statement above, it can be interpreted that the teacher have mastery the vocabulary more than students, So if he/she want to teach they are must know the point of language and vocabulary that will transferring in learning and teaching process.
In teaching vocabulary teacher must make the conditional class and should be realized that learning a language always deals with a large number of words that it is difficult for the students to memorize of difficult words. Knowing how words are described and categorized can help us understand the decisions that syllabus planners, material writers and teachers make when it
13
comes to teaching of vocabulary. it can be said that in teaching vocabulary teacher have to considered the condition of class, the syllabus, material writers, etc. Teaching vocabulary can be done through four phrases that are: introducing, modeling, practicing, and applying. It can be described as follows: 11 12 Scott Thornbury,Op.Cit. p.75.
1. Introducing: The teacher introduces new word with clearly and correctly pronunciation. Use picture or oral subject.
2. : The teacher gives an example and act as a model.
Modeling 3. : The teachers train the students to imitate and practice. Practicing
4. : The students applying in the right situation with the Applying
14 teacher help.
According to the theories above, it can be concluded that teaching vocabulary is not just selecting a new word we also have to consider many aspects such as a number of class, the syllabus, and the level of student. The teacher must be able to know what kinds of techniques use corn their goal. Teacher is a guidance who help the students in discovering the meaning of word. So the researcher concludes when teaching vocabulary, the teacher should realize that learning language always deals with a large number of the words.
Knowing how words are described and categorize can help student understand that decisions and teachers make when it comes to the teaching and learning of teaching vocabulary.
E. Problem in Teaching and Learning Vocabulary
In teaching learning process everything has bad and good sides. Especially in teaching vocabulary process as a teacher usually finds some problems in teaching activity : 1.
Teachers’ Problem in Teaching Vocabulary
Teaching vocabulary is clearly more than just presenting new words. Teacher to be careful in selecting the vocabulary that he/she will teach. Both students and teacher need to know how to talk about language at various points during
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learning and teaching. It means that the teacher have to mastery, the teacher have to know the point of language and vocabulary that will transfering in learning and teaching process. There are some problems by the teacher in teaching vocabulary which affect the outcomes of teaching learning vocabulary in the class. There are some problems in vocabulary
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teaching such as: a.
The teacher is unable to make student understand so many word knowledge and use them in English listening, speaking, reading and writing;