THE INFLUENCE OF PICTUREIDENTITY CARDS GAME TOWARDSSTUDENTS’ VOCABULARY MASTERY AT THE FIRST SEMESTEROFTHE EIGHTH GRADEOF SMPN 12 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 20172018 ( AThesis) Submitted as a Partial Fulfillment of the requirements for S1- Deg

  

THE INFLUENCE OF PICTUREIDENTITY CARDS GAME

TOWARDSSTUDENTS’ VOCABULARY MASTERY AT THE FIRST

SEMESTEROFTHE EIGHTH GRADEOF SMPN 12 BANDAR LAMPUNG

  

IN THE ACADEMIC YEAR OF 2017/2018

( AThesis)

Submitted as a Partial Fulfillment of

the requirements for S1- Degree

  

By

RAFSANJANI

NPM.0911040085

Study Program : English Education

  Advisor : Iwan Kurniawan,M.Pd Co-Advisor : Dewi Kurniawati,M.Pd.

  

TARBIYAH AND TEACHER TRAINING FACULTY

STATE UNIVERSITY OF ISLAMIC STUDIES

RADEN INTAN LAMPUNG

2018

  

ABSTRACT

  English as a tool to get science and technology for national development. Further in learning language, vocabulary is very important for learners. learning a language can not be separated from learning vocabulary because the language itself consists of many vocabularies which makes up a language.The objective of the reseach is to know whether there is a significant influence of using Picture Identity Card Game towards students’ vocabulary mastery. The subject of this research was the students at the eighth grade of SMP Negeri 12 Bandar Lampung. The research used two classes as the sample of the in SMP Negeri 12 Bandar Lampung.

  The research used experimental method. The researcher chose VIII.C as Experimental Class who were taught by using Picture Identity Card Gameand VIII.F as Control Class who were taught by using Translation.The research was conducted by using pre test and post test consisted of 40test items of vocabulary. The researcher used two classes as the sample. The sample is taken by using Cluster Random Sampling. In data collecting technique it is used test, the test was objective with multiple choice with five options; a, b, c, and d. The reseacher used quantitative analysis with the formula t-test.

  Based on the calculation it was found that there was a significant influence of Picture Identity Card Game towards students’ vocabulary mastery at the second semester of the eighth grade of SMPN 12Bandar Lampung in 2015/2016 academic year. This is shown by the result of data analysis in which t observed ( 3.81) > t critical (2.00).From the distribution list with df = 80 obtained the t t0.975 or significant level of 5%

  critical

  .Based on the theories above, the researcher assumed that teaching vocabulary by using Picture Identity Card Gameimproved the students’ vocabulary mastery, because in this game there are so many vocabularies appeared. The students can catch the words from the flashcards given, that stayed long and created some other ability. It means that Picture Identity Card Game is a good game for the teacher uses in the classroom in teaching vocabulary.

  

DECLARATION

  I hereby certify that this thesis entitled “The Influence of Picture Identity Card Game toward Students’ Vocabulary Mastery of the First Semester of the Eighth Grade at SMPN 12 Bandar Lampung in the Academic Year of 2017/2018

  ” is completely my own work. I am fully aware that I have qouted some statements and theories from various sources and they are properly acknowledged in the text.

  Bandar lampung, January, 2018 Declared by, Rafsanjani NPM.0911040085

  MOTTO “ There is nothing by prays”

  By : Rafsanjani

  DEDICATION

  This thesis is dedicated to: 1.

  My Beloved Parents Mr.Husrin and Mrs Ardiatun 2. My beloved brothers Rudini S.Sos., Hasbun Doya S.Sos., and My sister

  Nurbaiti SE.,

CURICULUM VITAE

  th,

  The researcher was born in Pugung Malaya, on July11 1990. He is the second child of the four children of a happy couple Mr. Husrin and Mrs. Ardiatun.

  The researcher began his study at SD Negeri 1 Pugung Malaya Kabupaten Pesisir Barat, and he continued to SMP Negeri 1 Lemong Pesisir Barat. Afterwards, he continued his study to senior high school at MAN Krui Pesisir Barat. Then he registered as a student of UIN Raden Intan lampung at English Education Department and Teacher Training Faculty.

  

ACKNOWLEDGEMENT

  In the name of Allah the Beneficent and the Merciful. All praise is merely to Allah the Almighty, the Lord of the world who has bestowed upon the researcher in completingthis thesis. Peace and blessing upon our prophet Muhammad. Peace be upon him, hisfamilies, his companions and his followers. This thesis is submitted as compulsoryfulfillment of the requirements for S1 degree of English Education study program atTarbiyah and Teacher Training Faculty, UIN Raden Intan Lampung.

  It is important to know that the thesis would never come into existence without anysupports, encouragements and assistances by several gorgeous persons. It is the greathonor for the researcher to make acknowledgement of indebtedness to convey hersincere gratitude to:

  1. Meisuri,M.Pd., the Dean of Tarbiyah and Teacher Training Faculty.

  2. Iwan Kurniawan,M.Pd, the Advisor for giving guidance and help to finish the thesis.

  3. Dewi Kurniawati,M.Pd., the Co-Advisor for her patience in improving her thesis for its finalization.

  4. Drs.Mahlil,M.Pd., the headmaster of SMPN 12 Bandar Lampung, for allowing the researcher to carry out the research in her school and for giving the contribution while researcher was conducting the research there.

  5. Etika S.Pd., the English teacher at SMPN 12 Bandar Lampung and also eighth grade students, especially to VIII C and VIII F of SMPN 12 Bandar Lampung

  6. My beloved friends who helped the researcher in finishing this thesis and who always cheerresearcher up sincerely; Meri Herlina, Heri Hermawan, Fery Yansyah, Eko Prayetno, Sukron Detia, Ahmad Hafiz, Apan, 7. All my friends in UIN Raden Intan Lampung. Finally, none or nothing is perfect and neither is this thesis. Any suggestions,comments, and criticisms for the improvement of this thesis are always openheartedly welcome. May Allah, the Almighty, bless them all aamiin.

  Bandar Lampung, January, 2018 The Researcher Rafsanjani

  

TABLE OF CONTENTS

Page TABLE OF CONTENTS TITLE................................................................................................................... i ABSTRACT ......................................................................................................... ii APPROVAL......................................................................................................... iii ADMISSION ........................................................................................................ iv DECLARATION ................................................................................................. v MOTTO ............................................................................................................... vi DEDICATION ..................................................................................................... vii CURRICULUM VITAE ..................................................................................... viii ACKNOWLEDGMENT..................................................................................... ix TABLE OF CONTENTS .................................................................................... xi THE LIST OF TABLES ..................................................................................... xiv THE LIST OF APPENDICES .......................................................................... xvi

  CHAPTER I. INTRODUCTION A. Background of the Problem ............................................................... 1 B. Identification of the Problem ………… ……………… ................... 5 C. Limitation of the Problem ................................................................... 5 D. Formulation ofthe Problem ................................................................. 6 E. Objective of the Research .................................................................. 6 F. Use of the Research ............................................................................ 6 G. Scope of the Research ........................................................................ 7 CHAPTER II. FRAME OF THEORIES A. Teaching English as a Foreign Language .......................................... 8 B. Concept of Vocabulary ...................................................................... 10 C. Concept of Teaching Learning Vocabulary ....................................... 12 D. Concept of Vocabulary Mastery ........................................................ 13 E. Concept of Game ................................................................................ 17 F. Concept of Picture Identity Cards Game ........................................... 19 G. Concept of Teaching Vocabulary through Picture Identity Cards Game .................................................................................................... 21 H. Advantages of Teaching Vocabulary through Picture Identity Cards Game ................................................................................................... 22 I. Disadvantages of Teaching Vocabulary through Picture Identity Cards Game .......................................................................................................... 22 J.

  K.

  Concept of Translation ....................................................................... 24 L. The Procedures of Using Translation Technique ............................... 26 M.

  Advantages of Teaching Vocabulary through Translation ................ 26 N. Disadvantages of Teaching Vocabulary through Translation ............ 27 O. Frame of Thinking .............................................................................. 28 P. Hypothesis .......................................................................................... 29

  CHAPTER III.RESEARCH METHODOLOGY A. Research Design .................................................................................. 31 B. Variable of the Research .................................................................... 32 C. Operational Definition of Variable ..................................................... 32 D. Population, Sample, and Sampling Technique ................................... 32 1. Population .................................................................................... 32 2. Sample .......................................................................................... 33 3. Sampling Technique ..................................................................... 34 E. Research Procedure ............................................................................ 35 F. Data Collecting Technique ................................................................. 37 G. Research Instrument ............................................................................ 37 H. Credibility of the Data Research Instrument ...................................... 42 1. Validity of the Test Instrument .................................................... 42 2. Reliability of the Test Instrument ................................................ 45 I. Data Analysis ...................................................................................... 47 1. Normality Test .............................................................................. 47 2. Homogeneity Test ........................................................................ 49 3. HypotheticalTest ........................................................................... 50 CHAPTER IV. RESULT AND DISCUSSION A. Research Procedure ............................................................................. 52 B. Analysis of Data .................................................................................. 54 1. The Result of Try Out Test ........................................................... 54 2. The Result of Experimental Class ................................................. 55 a. The ResultPre-Test of Experimental Class ............................. 55 b. The Result Post-Test of Experimental Class .......................... 55 3. The Result of Control Class .......................................................... 55 a. The Result Pre-Test of Control Class ...................................... 55 b. The Result Post-Test of Control Class .................................... 56 4. Normality Test .............................................................................. 56 a. Normality Test of Pre-Test and Post-Test in Experimental Class ........................................................................................ 56 b. Normality Test of Pre-Test and Post-Test in Control Class ... 56 5. Homogeneity Test of Variance ..................................................... 57 a. Homogeneity Test of Variance in Pre-test of Experimental

  b.

  Homogeneity Test of Variance in Post-Test of Experimental and Control Class ............................................. 57 6. Hypothesis Test ............................................................................ 58 a.

  Hypothesis Test between Experimental Class and Control Class in Post Test Score .......................................................... 58 C. Discussion ........................................................................................... 59

  CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion........................................................................................... 60 B. Suggestion ........................................................................................... 62

REFERENCES ................................................................................................... 63

APPENDICES

  THE LIST OF TABLES 1.

  The Students’ Score for Vocabulary Mastery at the Eighth Grade of SMPN 12 Bandar Lampung in 2017/2018

  Academic Year……………….......3 2. Population of The Research ………………………………....………………33 3. The Specification of Pre – Test before Validity Test .....................................38 4. The Specification of Pre – Test after Validity Test ........................................39 5. The Specification of Post – Test before Validity Test ....................................40 6. The Specification of Post – Test after Validity Test .......................................41 7. First Step of Pre - Test Validity ......................................................................66 8. Second Step of Pre - Test Validity ..................................................................67 9. Third Step of Pre - Test Validity ....................................................................68 10.

  First Step of Post - Test Validity ....................................................................69 11. Second Step of Post - Test Validity ................................................................70 12. Third Step of Post - Test Validity ...................................................................71 13. Analysis of Try Out of Odd Items in Pre-Test ................................................72 14. Analysis of Try Out of Even Items in Pre-Test ..............................................73 15. The Reliability of Try Out of Pre-Test ...........................................................74 16. Analysis of Try Out of Odd Items in Post-Test ..............................................76 17. Analysis of Try Out of Even Items in Post-Test .............................................77 18. The Reliability of Try Out of Post-Test ..........................................................78 19. Score of Pre-Test of the Students’ Vocabulary Mastery in Experimental Class .....................................................................................80

  20. Score of Post-Test of the Students’ Vocabulary Mastery in Experimental Class .....................................................................................82

  21. Score of Pre-Test of the Students’ Vocabulary Mastery in Control Class .....84

  22. Score of Post-Test of the Students’ Vocabulary Mastery in Control Class ...86 23.

  List of the Distribution Frequency of Pre - Test Result of Experimenta

  Class……………………………………………………..……88 24. List of the Distribution of Expected and Observed Frequency in Pre-Test of

  Experimental Class………….……………………………………………….89 25.

  List of Distribution Frequency of Post - Test Result of ControlClass….......90 26. List of Distribution of Expected and Observed Frequency of iin Post – Test

  Of Experimental Class ....................................................................................91 27. List of Distribution Frequency of Pre-Test Result of Control Class ..............92 28. List of the Distribution of Expected and Observed Frequency in Pre-Test of

  Control Class ..................................................................................................93 29. List of Distribution Frequency of Post-Test Result of Control Class ............94 30.

  List of the Distribution of Expected and Observed Frequency in Post-Test of Control Class .................................................................................................95 31. Daftar F .........................................................................................................147 32. Daftar G ........................................................................................................148 33. Daftar H ........................................................................................................149 34. Daftar I ..........................................................................................................150 35. Daftar R .........................................................................................................154

  THE LIST OF APPENDICES

  Appendix 1. Validity of Pre-Test .................................................................... 66 Appendix 2. Validity of Post-Test ................................................................... 69 Appendix 3. Reliability Test of Pre

• – Test Try Out ......................................... 72 Appendix 4. Reliability Test of Post – Test Try Out ....................................... 76

  Appendix 5 Score of Pre-Test of the Students’ Vocabulary Mastery in Experimental Class ..................................................................... 80

  Appendix 6. Score of Post-Test of the Students’ Vocabulary Mastery in Experimental Class ..................................................................... 82

  Appendix 7. Score of Pre-Test of the Students’ Vocabulary Mastery in Control Class .............................................................................. 84

  Appendix 8. Score of Post-Test of the Students’ Vocabulary Mastery in Control Class .............................................................................. 86

  Appendix 9. List of the Distribution Frequency of Pre -Test Result of Experimental Class ...................................................................... 88

  Appendix 10. List of the Distribution of Expected and Observed Frequency of Pre -Test of ExperimentalClass ............................................... 89 Appendix 11. List of Distribution Frequency of Post-Test Result of

  Experimental Class ...................................................................... 90 Appendix 12. List of Distribution of Expected and Observed Frequency of

  Post

• – Test Experimental Class .................................................. 91 Appendix 13. List of Distribution Frequency of Pre-Test Result of Control Class............................................................................................. 92

  Appendix 14. List of the Distribution of Expected and Observed Frequency in Pre-Test of Control Class ....................................................... 93 Appendix 15. List of Distribution Frequency of Post-Test Result of Control

  Class............................................................................................. 94 Appendix 16. List of the Distribution of Expected and Observed Frequency in PostTest of Control Class ....................................................... 95 Appendix 17. Calculation of Normallity Test, Homogenity Test and

  Hypothesis Test .......................................................................... 96 Appendix 18. Vocabulary Pre - Test ................................................................. 120 Appendix 19. Vocabulary Post

• – Test ............................................................... 125

  Appendix 20. Rencana Pelaksanaan Pembelajaran Kelas Experimental 1 ...............131 Appendix 21. Rencana Pelaksanaan Pembelajaran Kelas Experimental2 ...............134 Appendix 22. Rencana Pelaksanaan Pembelajaran Kelas Experimental 3 ...............137 Appendix 23. Rencana Pelaksanaan Pembelajaran Kelas Kontrol 1 ........................140 Appendix 24. Rencana Pelaksanaan Pembelajaran Kelas Kontrol 2 ........................143 Appendix 25. Rencana Pelaksanaan Pembelajaran Kelas Kontrol3 ........................146 Appendix 26. Daftar F ..............................................................................................147 Appendix 27. Daftar G ..............................................................................................148 Appendix 28. Daftar H ..............................................................................................149 Appendix 29. Daftar I ...............................................................................................150 Appendix 30. Daftar R ..............................................................................................154 Appendix 31

  . Students’ Answer Sheet .....................................................................155 Appendix 32. Surat Keterangan Penelitian ..............................................................156 Appendix 33. Surat Permohonan Penelitian ............................................................157 Appendix 34. Control Card .......................................................................................158

CHAPTER I INTRODUCTION A. Background of the Problem English is one of international language, which is used throughout the world and also English is used in many fields of life such as : in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. English is one of the foreign languages for Indonesian students, that must be learnt in

  school since kindergarten level until University level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary.

  English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skill above such as : grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. Vocabulary is one of the important element of language, because we can communicate effectively if we have much vocabulary in our mind. It is supported by i

  Mc Crostie, t is believed that having a large and varied vocabulary is the indicator of communicative competence and it is one of the important aspects of language

  1 learning .

  Based on the statement above, vocabulary is the indicator of communicative competence and the important aspects of laguage learning, the problem of the research here is that the students are still lack of vocabulary that makes them unable to communicate. From the problems above, as an English teacher, we should teach vocabulary in a meaningful context rather than teaching vocabulary by giving them a list of word to be remembered. Stated by Klipple that learning a foreign language is not just matter of memorizing a different set of names for the things, around us; it is

  2

  also an educational experience . We do not often direct the students to memorize list of words, it seems to be limited educational value. Certainly, this way of vocabulary instruction enlarges the students’ passive vocabulary. It means that in learning vocabulary the students are not only given set of words to memorize but also the students have to give the appropriate technique in order the students can memorize it easily. It means that the students have set of activities in learning vocabulary, in order they can get much vocabulary in their mind and keep it long. In learning a language, the students automatically learn vocabulary. It means that by knowing a language automatically the students know its vocabulary. It is impossible

  1 Mc Crostie, J. Examining learner vocabulary notebooks. ELT Journal: English Language Teachers Journal, 2007. 61(3), 246-255.

  2 Federick Klipple, Keep Talking, Sydney, Cambridge University Press, 1984, p. 5 to learn a language without vocabulary. We know that learning language without knowing its vocabulary is unattainable. In other words, learning language cannot be separated from learning vocabulary. Thornbury states that words or vocabulary is the

  3 element that has much close relationship with the other elements and skills .

  Based on the preliminary research at SMPN 12 Bandar Lampung, the writer got that there were more students who got lower scores or got scores below the criteria of minimum mastery (KKM) of the school 70, as 189 out of 326 students or 58% than those who got scores above the criteria of minimum mastery, as 137 students or 42%.

  In other words, the number of students who got scores above the criteria is small. It can be seen at the following table :

  Table.1 The Students’ Score for Vocabulary Mastery at the Eighth Grade of SMP Negeri 12 Bandar Lampung in 2016/2017 Academic Year

  No. Score Number Of Students Percentage 1 137 42% ≥70 2 <70 189 58%

  326 100%

  Source: Document of Students’ score for vocabulary at the eighth grade students of SMP Negeri 12 Bandarlampung in 2016/2017 academic year

  Furthermore, the researcher interviewed the students to know the teacher ’s technique to teach vocabulary. It was informed that the teacher usually used translation tehnique only, so that the students got bored of the lesson and did not feel enthusiastic with the lesson. And the teacher used the same technique in teaching English in English class, it makes the situation of class is bored, it makes students falling a sleep.

3 Scott Thornbury, How to Teach Vocabulary, London, Pearson Education Limited, 2002, p. 12

  There are so many techniques in teaching vocabulary in the classroom. The technique is used because vocabulary is the complex component of language. There are so many elements on a word to study. So, teaching vocabulary was successful if it is suitable with the activities to create enjoyable situation on the lesson. It needs teacher role to find it. Relevant with the statement above, the reseacher realizes that vocabulary is very important component of language, so it needs full attention to teach it in the classroom mainly the technique in teaching it. One of the technique in teaching vocabulary that took the students’ attention in lesson is Game, especially Picture Identity Card game. This game made lively situations and make the students enthusiastic in learning. So the reseacher used Picture Identity Card game as the technique in teaching vocabulary in the classroom. Picture Identity Card game is a

  4

  game of identifying where the players should identify the picture from the cards . The

  5

  game is one of good and appropriate technique to teach vocabulary . The reseacher used Picture Identifying Card game because besides the students enjoy the lesson, they can master vocabulary. This research conducted in the first semester of the eighth grade, because the researcher thought that this technique appropriated with the current curriculum. The research was done in SMPN 12 Bandar Lampung since it had not been conducted yet. Therefore, the researcher was interested to do the research about the influence of Picture Identity Card Game ₄ towards students’ vocabulary mastery. The researcher ₅ Gordon Lewis and Guther Bedson, Games for Children, New York, Oxford University Press, p. 32

  chose Picture Identity Card Game as one of technique in teaching vocabulary because he assumed that it takes the students’ attention.

  Based on the background of problem, the researcher is interested to solve the problem by implementing Picture Identity Card Game in teaching vocabulary. Therefore, the researcher conducted a research entitled

  : ” The Influence of Picture Identity Card Game toward Students’ Vocabulary Mastery of the First Semester of the Eighth Grade at SMPN 12 Bandar Lampung in the Academic Year of 2017/2018 ”.

B. Identification of the Problem

  Based on the description above, some problems arise: 1.

  Most of students still have low score on vocabulary, the students got difficulties in vocabulary testing.

2. The students felt bored of the technique used by the teacher in teaching vocabulary.

C. Limitation of Problem

  In this research the researcher focused on the main problem that is the influence of Picture Identity Card Game to increase s tudents’ vocabulary mastery of the first semester of the eighth grade at SMPN 12 Bandar Lampung in 2017/2018.

  D. Formulation of the Problem

  Based on the problem above, the researcher formulated the research problem as follows: “Is there any significant influence of using Picture Identity Card Game towards students’ vocabulary mastery at the eighth grade of the first semester at SMPN 12 Bandar Lampung in the academic year of 2017/2018

  ?” E.

   Objective of the Research

  Based on the previous explanation, the objective of the research was to know whether there is a significant influence of Picture Identity Card Game towards students’ vocabulary mastery at the eighth grade of the first semester at SMPN 12 Bandar

  Lampung in the academic year of 2017/2018.

  F. Use of the Research

  The uses of the research were : 1.

  To inform English teachers about the influence of Picture Identity Card Game towards students’ vocabulary mastery.

2. To contribute for educational research development, especially about teaching vocabulary.

G. Scope of the Research

  1. Subject of the Research The subject of the research was the students of the eighth grade.

  2. Object of the Research The object of the research was the use of Picture Identity Card Game and students’ vocabulary mastery.

  3. Time of the Research The research was conducted at the first semester in the academic year of 2017/2018.

  4. Place of the Research The research was conducted at SMPN 12 Bandar Lampung.

CHAPTER II FRAME OF THEORIES A. Teaching English as a Foreign Language English is regarded as the first foreign language in our country. The teaching of English has been extended to the elementary school level, as local content. Realizing the importance of English, it is equally important to prepare the teacher who teach it. The teaching and learning process involves three factors, namely teacher, learner, and

  1 method or material .

  There are so many ways, methods and techniques in order to make the learners able to use English based on the objectives or curriculum. The objectives can be achieved if the students are exercised intensively and communicately by using English gradually. In relation to that, the teacher needs suitable teaching learning technique for supporting the purpose, so students can master the standard competence based on curriculum. This opinion is supported by Fachrurrazy that technique is the specific activity manifested in the classroom that is consistent with a method and therefore is

  2 also in harmony with an approach .

  1 Jack C Richards and Theodore S Rodgers, Approaches and Methods in Language Teaching, Cambridge, Cambridge University Press, 1986, p.21

  2 Fachrurrazy, Teaching English as Foreign Language, Malang, Universitas Negeri Malang, 2002, p.9 Anthony in Richards and Rodgers says that a technique is implementation

• – that which actually takes places in a classroom. It is a particular trick, state gem, or contrivance used to accomplish an immediate objective. Techniques must be

  3 consistent with a method, and therefore in harmony with an approach as well .

  But the problem here, the technique that teacher used in the classroom maybe inappropriate with the students’ conditions and needs, so that students are only passive on this process. Because of that the teaching learning process students must involve in the lesson. The teacher is only as the guide in learning the language, students are not only as object of teaching, they have to active in the lesson and give more participate in the teaching learning process.

  Fachrurrazy says that the difference between a second and a foreign language is that a second language is used as a national language, whereas a foreign language is not. A

  4 foreign language is only found in a classroom where the language is being learned .

  Based on the statement above, English in Indonesia is foreign language for that it is equally important to prepare the teachers who will teach it, moreover English is introduced from junior high school, the teachers should prepare kinds of appropriate technique to teach English in the classroom.

  3 Jack C Richards and Theodore S Rodgers, Op.Cit, p.15

  4 Fachrurrazy, Op.Cit, p.7 Like learning other subject, English has to be the same in teaching learning process. The teaching learning process should involve three factors, namely teacher, learner,

  5

  and method . The technique is very important because English is the first foreign language for students to learn and students’ ability is different. It also means that in teaching learning process the students should be involved actively in the lesson. They not only received the instruction from the teacher but they should be active in the lesson with the guiding of the teacher and active in the technique given by the teacher.

  From the statements above, it can be concluded that in teaching English as foreign language, there are many ways to reach the goal as stated in the curriculum. The teacher of English has a responsibility to create conductive circumstance in teaching learning activity, in order the students are motivated to follow the lesson.

B. Concept of Vocabulary

  Words are entirely important for human in order they can express their minds, make sentences, interact and also catch the meaning from context. They do nothing for interaction if they do not know words or vocabulary. In short, it is impossible for them to put a language into practice without any words or vocabulary. Bolton defines vocabulary as the body of words used in a particular language or in a particular sphere of activity. It is the body of words known to an individual person. Then, when ₅ Jack C Richards and Theodore S Rodgers, Op.Cit, p.15 a person does not have equal knowledge of words with his interlocutor, he would

  6 make a communication breakdown .

  The following are the definitions of vocabulary stated by different language experts; According to Hornby, vocabulary is a total number of words that makes up the

  7

  language . While Scott and Ytreberg stated that vocabulary can also be built up by collecting related words. This suggested that all people who learn a language are absolutely claimed to learn vocabulary. And it would be impossible to learn a language without words or vocabulary supports it. This shows that people will do

  8 .

  nothing in communicating if they don’t know the words or vocabulary Without vocabulary, we can say nothing because vocabulary is the basic element of a language in which it will make language meaningful. We can say that the quality of the language performance of students may depend on the quality and quantity of their vocabulary.

  It is based on Gairns and Redman stated that vocabulary is language items which can only be recognized and comprehended in the context of reading and listening material (receptive) and which the learner can recall and use appropriately in speech and

  6 Bolton, Vocabulary, 1994, Definevocabulary-Google search files.June 12, 2006, available at [10 August 2014]

  7 AS Hornby, Oxford Advanced Learne r’s Dictionary of Current English, Oxford, Oxford University Press,

  1985, p.595

  8 Wendy A Scott and Lisbeth H Ytreberg, Teaching English to Children, New York, Longman Inc, 1990, p.77

  9

  writing (productive) . Dealing with the ideas above, the researcher assumes that vocabulary is entirely important for the learners to learn so they can express their minds, make sentences, interact and also catch the meaning from the written symbols or readings.

  Therefore, the learners should be equipped which adequate words or vocabularies that may have a chance to share or express the messages as clearly. It is important to think about teaching vocabulary nowadays in order to make it more interesting and fully covers lot of vocabularies to be stored in the learners’ minds.

  Considering the statement above, the researcher assumes that vocabulary is important. One can communicate with others if she/he masters adequate vocabulary.

  One who will learn language means he/she is trying to learn vocabulary. By using vocabulary we can make a language.

C. Concept of Teaching Learning Vocabulary

  Wallace states that learning vocabulary is something more than memorizing a list of words. It implies that learning vocabulary is to make the students understand the

  10

  meaning of words . The students do not only try to memorize but also use words in any sentences in different situation. It is suggested by Klipple who says that learning

9 Raid Gairns and Scott Redman, Games for Second Language Learning, New York, MC.Graw-Hill Inc,

  1986, p.64

10 Malo Wallace, Teaching Vocabulary, London, British Library, 1982, p.13

  a foreign language is not just matter of memorizing a different set of names for the

  11 things, around us; it is also an educational experience .

  Thornbury states that before giving new vocabulary, the teachers can use these factors:

  1. The level of the learners.

  2. The difficulty of the items.

  3. The learner’s likely familiarity with words.

  4. It teach ability.

  12 5.

  Whether items are being learned for production or for recognition. The factors above is the task of teachers, and the other task is to find and select technique, because one of the role of teacher is as the motivator to arouse the students successful on the lesson especially on the vocabulary. From statement above, the researcher concluded that teaching vocabulary can be meaningful if the teacher can verify the teaching process by combining the available techniques of teaching. Also the students as the participants in learning process will understand the words taught easily.

  11 ₁₂ Friederike Klipple, Keep Talking, Sydney, Cambridge University Press, 1984, p.5 Scott Thornbury, How to Teach Vocabulary, London, Pearson Education Limited, 2002, p.75-76

D. Concept of Vocabulary Mastery

  Generally, when we are learning vocabulary we have to memorize the words. We try to learn it by using kind of techniques, for example by translation, cards of word, pictures, etc. Vocabulary is the knowledge of words and word meanings. As Stahl in Diamond and Gutlohn, puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-

  13

  learning strategies . In traditionally, translation has been the most widely used of presenting the meaning of words in monolingual classes. But, this method make boredom situation. In order to create the live situation, the teacher can use the technique where the students as the centre of lesson, they have to creative and try to break the problem together and try to win the competition. It is the enjoyable situation off lesson. So, ₁₃ Linda Diamond and Linda Gutlohn, , 2006, Teaching Voc abulary available at

  28 January 2015] they can gain their vocabulary and can be store on their mind longer than use the monotonous technique.

  Based on the statement above, the researcher has conclusion that learning vocabulary can be success if teacher makes students enthusiasm in learning vocabulary, catch the words and the meaning easily, and understand every word. And they can fullfill the indicators of vocabulary mastery such as:

  Mastery on meaning

• Mastery on spelling.
• Mastery on pronunciation.
• Can make sentences
• The following is the relationship or aspects vocabulary that are: 1.

  Words have different function.

  2. The same word can have a variety of forms.

  3. Words can be added to, or combined, to form new words.

  4. Words can group together to form units that behave as if they were single words.

  5. Many words commonly co-occur with other words.

  6. Words may look or sound the same but have quite different meanings.

  7. Different words may share similar meaning, or may have opposite meaning.

  8. Some words can be defined in terms of their relationship with other words.

  9. Words can have the same or similar meanings but be used in different

  14 situation or for different effects .

  Learning vocabulary is something more than memorizing and knowing the meaning of a list of words. Learning vocabulary needs a good rationale, perseverance, and creativity of the learner. According to Graves in Diamond and Gutlohn, there are four components of an effective vocabulary program:

  1. Wide or extensive independent reading to expand word knowledge 2.

  Instruction in specific words to enhance comprehension of texts containing those words

  3. Instruction in independent word-learning strategies, and 4.

  Word consciousness and word-play activities to motivate and enhance

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  learning It is the task of teachers to find and select those techniques, because one of the role of teacher is as the motivator to arouse the students successful on the lesson especially on the vocabulary.words have been traditionally classified into eight lexical categories, or parts of speech (and are still done so in most dictionaries):

  14 Scott Thornbury, How to Teach Vocabulary, London, Pearson Education Limited, 2002, p.12

  15 Ibid , Linda Diamond and Linda Gutlohn

  1. Noun: any abstract or concrete entity; a person (police officer, Michael), place