T1 112007097 Full text
USING VOCABULARY NOTEBOOK TO DEVELOP STUDENTS’
VOCABULARY IN SMP KANISIUS GIRISONTA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dewi Susilowati
112007097
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted
for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my
belief, this contains no material previously published or written by any other person except where due
reference is made in the text.
Copyright@ 2013 Dewi Susilowati and Prof. Dr. Gusti Astika M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at
least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya
Wacana University, Salatiga.
Dewi Susilowati: (signature)
iii
USING VOCABULARY NOTEBOOK TO DEVELOP STUDENTS
VOCABULARY IN SMP KANISIUS GIRISONTA
Abstract
This study attempted to answer the research question “What are the students’ responses
towards using vocabulary as a teaching technique to develop vocabulary? ” Prior the data
collection, five students from SMP Kanisius Girisonta Ungaran were taught and asked to make
and learn new words/difficult words by means of vocabulary notebook strategy for
approximately 3 months. The analysis showed that the students had positive responses about
learning vocabulary using notebook. The students reported that they liked the vocabulary
strategy by using vocabulary notebook since it helped them to learn new words easily and
quickly. Moreover, the students view that the strategy made them to become autonomous
learners than before (without using vocabulary notebook).
Keywords
: learning strategies, teaching technique, vocabulary, vocabulary notebook
INTRODUCTION
This study is done due to my experience in teaching English at early 2010; when I had to
replace the previous English teacher to teach the 4th, 5th and 6th graders in an elementary school.
It was not easy as I thought before. Indeed, it was very difficult. T he students did not know how
to pronounce and how to write in English because English is quite different from Indonesia and
Javanese. Their LI and L2 are Javanese and Indonesian. Furthermore, they didn‟t have any
English class before. They found difficulties to remember English vocabularies. They were only
able to master limited numbers of vocabularies. According to Nation (2001), the main problem
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with the vocabulary teaching is that only few words and small parts of vocabulary are commonly
used. Vocabulary is something which must be at the forefront of our minds as an English teacher.
The students find problems when they should deal with the vocabulary.
The students also found some obstacles because of the lack of vocabularies. They faced
those obstacles when they entered junior high school. They didn‟t know much about
vocabularies. Moreover, they faced some difficulties when they should read, write or speak in
English. They didn‟t have enough ability to do activities like writing, reading, speaking and
listening because they only have limited vocabularies. Besides, they felt worry when they were
in English class because they cannot follow the teaching learning process in English class.
As my experience, the teaching techniques of vocabularies that were used by the English
teachers influenced the students‟ development in learning languages. The English teachers in
Junior High School should teach the English vocabulary properly because vocabulary is the basic
in learning vocabulary. If the students acquire high amount of vocabularies, they could develop
their skill in writing, speaking, listening, reading. Students who wanted to write need to acquire
many words. Furthermore, the students who wanted to speak need many words to verbalize what
they wanted to say. It was prevailed for listening and reading skill too. So, the students would not
have any difficulties in understanding the language if they have high amount of vocabularies.
From the explanation above, it is shown that vocabulary is very important. Jacobson
(2007) said that vocabulary was the knowledge of a words meaning. In addition, Nunan (1991)
stated that vocabulary consists of all the words that people know and understand it. Celce (2001)
also stated that vocabulary learning was central to language acquisition, whether the language
was the first, second or foreign. Besides, Thornbury (2006) said that without vocabulary, nothing
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can be conveyed. The statements from the experts proved that vocabulary played an important
role in learning language because vocabulary is the basic knowledge to improve the four skills
(writing, listening, reading, and speaking) in learning language as a foreign language. Thus,
vocabulary played a vital role in learning foreign language.
Lado (1964) discussed the patterns of difficulty in vocabulary teaching. He highlighted
the key issues related to words, the native language factor and the patterns. He stated that while
dealing with vocabulary, one should take into account the three important aspects of words: their
form, their meaning and their distribution; and one should consider various kinds of classes of
words in the function of the language. He says that the forms, meaning distribution and
classification of words are different in every language. He revealed that these differences might
lead to vocabulary problems. Moreover, Allen (1983) and Nation (2001) listed the different
things that learners need to know about a word before we can say that they have learned it. These
include: the meanings of the word, spoken and written forms, word part, grammatical behavior,
collocations and register.
The other issues to consider about learning vocabulary is what kind of vocabulary the
students should learn to speak and write (their active or productive vocabulary), and which one
they have to be able to recognize and understand but not necessarily produce (their passive or
receipt) (Thornburry, 2004). The students feel frustrated because they cannot understand more
than they can produce. It is the effect of the limited vocabulary that they have. In teaching and
learning activities, the teacher should explain what the students need to learn for their
understanding and which they need to learn very often, so they can use the vocabulary
appropriately. McCarteen (2007) states that in practice or testing activities, students are required
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to remember and use only the active vocabulary productively. In addition, it is very important to
include vocabulary lesson not just as a single words, but also the larger chunks such as
collocation, phrases, or expression even the whole sentences as Sokmen (2006,cited McCarteen).
As we know three of them are included as a variety of vocabulary. They can have good
foundation that helps them to improve their skill.
It is believed that in learning vocabulary at the beginning level, the teacher should
concentrate on the function of word and more frequently used vocabulary items which are very
crucial (Finocchiaro, 1974). Moreover, the vocabulary should relate to the environment and
experience of the students. So, the students can practice how to use and implement it in the daily
lives. Mc Carteen (2007) stated that learning vocabulary is largely about remembering the
“words” and “meaning”. The students need to see, say, and write newly learned words many
times before they understand them. The teacher should repeat and recycle the words to teach the
students. So, the students acquire the word and know how to use it.
According to Schmitt and Schmitt (1995) and Fowle (2002), vocabulary notebooks are
regarded as a good way for learners to manage and organize vocabulary learning process In
addition, in learning vocabulary, notebooks are the memory aid in independent way (Celce,
2001). The students keep their own vocabulary notebook that they have, then they should record
the unknown words they come across, their meanings and various aspects, such as parts of
speech, form, synonyms, antonyms and also collocates. Thus, it would be possible to say that
keeping a vocabulary notebook is also related with other learning strategies in learning process
that is carried during the action of noting down the words. Moreover, Fowle (2002) supports that
while discovering the meaning and other aspects of an unknown word, the learners use strategies
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that involve using. According to Smitt (1995), keeping vocabulary notebooks is classified as a
„cognitive strategies” in learning language especially to develop vocabulary. He described
cognitive strategies as similar to memory strategies, but are not focused so specially on
manipulative mental processing; they are including repetition and using mechanical means to
study vocabulary, including the keeping of vocabulary. So, it is believed that in cognitive
learning the student learn in “memorization and repetition” of vocabulary.
Vocabulary notebook provides the students to creatively and practically use the
vocabulary in the daily life or activities. Walter and Bazkourt (2009) supports that vocabulary
notebook is an effective way to master vocabulary. It is very important to the students who live
in non native speaker environment. The students learn by labeling things around them, for
example they label the name of the furniture in the classroom or their houses, or try to remember
the name of the fruit and vegetable when they go to the market. It is the very effective way to
make the students learn vocabulary, not just by studying English at school, but they can study
English anytime and do activities to practice and they will like this kind of activities.
There are still many kinds of activities in learning vocabulary such as sing songs,
play games, watch videos, tell stories etc. Some teachers think that vocabulary notebook is not
an interesting way to teach vocabulary. There is still little information about vocabulary
notebook. Therefore, it would be interesting to apply vocabulary notebook to the students in
SMP Kanisius Grisonta. In this research, I will investigate the students‟ responses toward the use
of vocabulary notebook. This research is based from the reasons to master the vocabulary
because they are lack of vocabulary mastering in learning foreign language. In exploring the
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issue, the research question is addressed“What are the students’ responses towards using
vocabulary as a teaching technique to develop vocabulary? ”
The purpose of this study was to examine vocabulary notebook as a teaching technique in
learning vocabulary that is appropriate for the students to develop their vocabulary. This study
also provides the information of how to apply vocabulary notebook as a teaching technique.
Besides, the result of this study should be useful for students who learn English. They can
implement vocabulary notebook to increase their vocabulary. They can create their own
vocabulary notebooks as creative as they can. Moreover, they can list the words that they need to
be learnt to improve their vocabulary. Vocabulary notebook is one of the self studies about
vocabulary. So, everyone can use it as an aid to learn vocabulary, because the fundamental of
learning foreign language is vocabulary.
The result of this study hopefully can be used by the students in learning foreign
language especially English to develop their vocabulary. Thus, the students can learn many
vocabularies by using vocabulary notebook. Vocabulary notebook also can be used as a way to
help the teacher as a teaching technique in the classroom.
The Study
This research adopted a descriptive method. The descriptive method was under the
research framework of a qualitative study. According to Travers (2001), a descriptive method is
used to describe the nature of situation, as it existed at the time of the study and to explore the
causes of particular phenomena. The participants were 5 students in second grade of SMP
Kanisius Girisonta. In my research, I used a convenience sampling (McKay, 2006, p.37) to select
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my participants. It was the selection of participants based on the people who were easily
accessible.
This research used open-ended questionnaire and interview as the research instrument. I
used Bahasa Indonesia in my questionnaire and interview to make the students understand the
question easily. An open ended questionnaire required of open ended responses. In the
questionnaire, participants were free to write their responses to the question. I also used in-depth
interview (1-2 hours) to discover additional information. In this interview, I used semi-structured
interview (Patton, 1990) which was similar to structured interview but it allowed for greater
flexibility. The flexibility included changing the order of questions to provide opportunity to the
participants. The interview was audio recorded.
There were 10 meetings (1 hour in every meeting, each meeting is 40 minutes) to practice
vocabulary notebooks. As the first step, I gave students standard sized notebooks. Second, I
made the guidelines for word entries and asked the difficult words that they found in their
English textbook. The students took note of the difficult words and learnt the words that related
to the word itself. They learned to understand the meaning by using a dictionary. I helped them
to find the meaning and explained the word meaning. I assisted the student how to use the words
properly in sentences and then I made the students memorize the vocabulary by using the
vocabulary notebook. For example, if the student found a word memory, then, I asked the
students to find other forms of the word (Adj, adverb, verb etc). For the word “memory” it may
relate to the word memorable (Adj), memorize (V), memorization (N) etc. Then I explained the
words and how to use them properly until they understood the words. Third, I allowed time in
each meeting for the students to work on the vocabulary notebook. Fourth, I made a copy of the
7
vocabulary notebooks regularly to verify the progress. I checked my students to make sure that
they recorded the words properly and improved their vocabulary regularly. In the last meeting, I
gave them an open ended questionnaire and interviewed them in order to know their responses
about keeping vocabulary notebook.
When doing the interview with the students, I recorded and transcribed it using clean
transcription that only focused on the content of the interview. It did not provide any extra
information as to manner in which the content was communicated. There were 35 transcriptions
about keeping vocabulary notebook. Then, I analyzed the answer from the participants. After
that, I drew a conclusion about the student‟s responses in using vocabulary notebook.
Finding and Discussion
This section presents the analysis of the data obtained from the interviews with the
participants.
Table 1. Response to question 1
This question seeks to find out if the students like using vocabulary notebook or not. The
responses can be seen in the table below.
Student
A
B
C
D
E
Response
Eh
……aku suka, e udahka elajar
Eh
….. I like it, it is easy to be learnt)
Saya suka, membantu saya menghafalkan kosakata
(I like it, it helps me to remember the vocabulary)
Ya, saya isa e a a di a a saja….
Yes, I a read it e ery here….
Ya, saya isa e a a ya ke a a saja……
yes, I a ri g it e ery here……
Ya, saya sedikit tahu tentang kata-kata dala
ahasa I ggris…
(yes, I know a bit about the diffi ult ords i E glish….
8
The table shows that the students give positive responses in using vocabulary notebook.
They said “yes” and “like” in using vocabulary notebook when they learned new vocabulary.
They stated that they could study vocabulary anywhere by using vocabulary notebook.
The first table explains that the students‟ applied the vocabulary notebook as their
learning strategy to improve their vocabulary. Learning strategies helped learners became more
autonomous (Rebecca, 2001).
It is true because the students learn individually by using
vocabulary notebook. According to Nunan (2001), learning strategies are ‟operations employed
by the learner to aid acquisition, storage, retrieval and use of information, specific actions taken
by the learner to make learning easier, faster, more enjoyable, more self –directed, more effective
and more transferable to new situations in the language learning process. Schmitt (1997) also
states that learning strategies are more important in second language learning with the increasing
nature of vocabulary acquisition and its emphasis on large exposure to the language. In order to
learn and use English efficiently, learners need to expand proper learning strategies for long-term
learning.
Table 2. Response to question 2
This question was used to get information whether vocabulary notebook are good in
helping the students to remember new words or not. The responses can be seen below in the
second table.
Students
A
B
C
Response
Ya, saat saya belajar, saya dapat mengingat kembali dengan menggunakan vocabulary
ote ook…..
(yes, while I am studying, I can memorize (the words) using vocabulary ote ook…..
saya udah e gi gat kata kata ya g susah….
(I memorize difficult words easily)
i i e a tuku dala proses elajar ahasa I ggris….
(It helps me in my English learning process)
9
D
E
saya elajar de ga ara ya g sederha a….teruta a dala mempelajari kosakata
I lear E glish i si ple ay…..espe ially i lear i g o a ulary…..
i i sa gat e ye a gka da asyik……
(it is very interesting and enjoyable)
The table above shows that student A, B, C, D, E have the same experience in using
vocabulary notebook. They state that vocabulary notebook helps them in learning vocabulary
through a simple and enjoyable way. They are interested because they are able to remember
vocabularies by using the notebook. If they forget the meaning of some vocabularies, they can
open their vocabulary notebook again.
Table 2 shows that the students‟ response toward vocabulary notebook was a cognitive
tool in their cognitive learning strategies. Cognitive deal with mechanical aspect of learning
vocabulary and are not related to mental processing (Schmiit, 2000). Repetition is one of the
most commonly used cognitive strategies. The students do repetition when they read their notes
again and again. Other examples are taking note, highlighting new words, making a list of new
words, using flash cards to record new words, putting English labels on physical objects, keeping
a vocabulary notebook and writing the words many times. Meanwhile, cognitive tool helped
learners make and strengthen association between new and already known information
(O‟Malley and Chamot 1990; Oxford 1990, 1996) and facilitate the mental restructuring of
information (Rebecca, 2001).
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Table 3. Response to question 3
The third question asked whether vocabulary notebook help the student better in
mastering vocabulary or not. The responses can be seen below.
Students
A
B
C
D
E
Response
ya, saya isa e ghafalka de ga
e uat atata …..
(yes, I can memorize (the words) by taki g ote…..
ya , saya dapat belajar dengan mudah dan menghafalkannya
(yes, I can learn easily and memorize it)
ya tentu saja, saya bisa mengingat kosa kata dalam bahasa inggris dengan sangat
udah ketika saya e ggu aka ya…
(yes of course, I can remember English vocabularies easily he I use it…..
ya, saya pikir ini sangat mudah untuk menghafalkan dan tidak rumit untuk
menggunakannya
(yes,I think it is easy to remember and it is ot o pli ated to use it…..
ya, saya le ih udah elajar de ga uku o a ulary ote ook…..
(yes, I learn more easily with the o a ulary ote ook….
Table 3 shows the student‟s agreement to the vocabulary notebook. They (the student)
said that vocabulary notebook made them to be a better learner in learning English than before
using it. They are easily memorizing words by taking note in a little vocabulary notebook.
The students‟ responses in table 3 indicates that the students enjoyed using vocabulary
notebook. They used vocabulary notebook as a social learning strategy to master English
vocabulary. According to Ferner and Newby (2000), learning a foreign language is an
interactive, social process. Also, learning a language is a dialogical process, where the dialogue
is created between the teacher and the learner or the learner and the text. It means that if the
students are learning vocabulary using vocabulary notebook, they have dialogue between the
learner and the text too. So, it can conclude that vocabulary notebook as learning strategy is
appropriate for the students.
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Table 4. Response to question 4
The fourth question wanted to elicit students‟ opinion about vocabulary notebook. The responses
can be seen in the table below.
Students
A
B
C
D
E
Response
saya dapat belajar kata-kata yang sulit dengan cara mudah dengan menggunakan
o a ulary ote ook
I a lear diffi ult ords i si ple ay y usi g o a ulary ote ook…..
saya udah e gi gat kata kata ya g susah….
(I can easily memorize difficult words)
ini e a tuku dala proses elajar ahasa I ggris…
(It helps me in English learning process)
saya elajar de ga ara ya g sederha a….teruta a dala
e pelajari kosakata
I lear E glish i si ple ay…..espe ially i lear i g o a ulary…..
ini sangat menyenangkan dan asyik
(it is very interesting and enjoying)
Table 4 illustrates that the students learned vocabulary with affection. They enjoy the
way they are working with their vocabulary notebook (Student E). Student A has the same
experience in studying difficult words as student B.
Table 4 shows the students‟ responses toward vocabulary notebook reflect their affection
for learning. Affective strategies include identifying one‟s feeling ( e.g. anxiety , anger and
contentment) and becoming aware of the learning circumstances or tasks that evoke them
(Arnold, 1999). Moreover, table 4 demonstrates the students‟ feeling that vocabulary notebook is
an affective tool in learning vocabulary. Affective tools mean that vocabulary notebook is a tool
that helps the students in learning vocabularies.
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Table 5. Response to question 5
The fifth question asked what aspects of vocabulary notebook that the student like. The response
can be seen in the table below.
Students
A
B
C
D
E
Response
saya suka gambar yang sesuai de ga
ak a kata, saya e gga ar se diri….
(I like the picture which appropriate to the meaning of the word, I draw the picture by
yself……
……….. uku ya ke il
……….the ook is s all)
saya suka menemukan kata baru dalam bahasa Inggris dan mencatatnya dalam
o a ulary ote ook….
(I like to find new words in English and write it i
y o a ulary ote ook…….
ini seperti kamus kecil
It is like a i i di tio ary……..
saya suka menambahkan gambar atau menggambar di vocabulary ote ook ku
(I like to add or draw the picture on my vocabulary notebook)
Table 5 shows that the students have variation responses on vocabulary notebook. They
have different opinions about what they like best from the vocabulary notebook. Student A and E
liked the notebook because they can add pictures in her notebook, while student B liked the
notebook because the book was small, the same with student D who said it was like a mini
dictionary.
Table 5 explains that the students liked using vocabulary notebook as a media for
learning. They thought that vocabulary notebook facilitated them in learning vocabulary.
Vocabulary notebook was their media to record and combine new words/ difficult vocabularies
(Schmiit‟s, 1997). Thus, vocabulary notebook one of the media/tool for the students to improve
their vocabulary in language learning.
13
Table 6. Response to question 6
The sixth question asked them if the vocabulary notebook facilitated them to learn difficult
vocabularies. The response can be een in the table below.
Students
A
B
C
D
Response
ini membantuku untuk memahami tentang berbagai macam jenis kata seperti kata kerja,
kata sifat, kata e da……da lai se agai ya…..
(It helps me to understand about many kinds of words like verb, adjective, noun,et ……..
aku e pu yai pe getahua ya g le ih e dala dala kosa kata ahasa I ggris…
……I ha e a deep k o ledge a out E glish o a ulary ……
ini membuat saya menjadi siswa yang rajin belajar dimanapun dan membuat saya
e jadi sis a a diri ,…. Ketika saya i gi elajar…
(It makes me become diligent to learn everywhere and I become independent
lear er….. he I a t it….
saya bisa membuka dan membaca kembali ketika saya lupa arti kata ya…
I a ope a d read it agai he I forget the ea i g of the ords….
Aku bisa belajar sendiri tanpa bantuan teman lain dalam belajar vocabulary dengan
menggunakan vocabulary notebook
( I can learn independently without friends help in learning vocabulary by using
vocabulary notebook
E
The sixth table presents the students‟ opinions about vocabulary notebook. They knew
that vocabulary notebook helped them in learning language, especially English (Student A). On
the other hand, student E had different opinion about it. He said that vocabulary notebook made
him an autonomous learner. He was able to learn himself without working together with the
other friends.
In Table 6, they said that the vocabulary notebook gave advantage in learning
vocabulary. It was an effective vocabulary learning strategy in mastering vocabulary. Besides, it
ensured the advantage of vocabulary notebooks has been the enrichment of learner autonomy
(Fowle,2002), or at least independent vocabulary study (Schmitt and Schmiit, 1995) as the
14
students C and E said about the vocabulary notebook in the table above. It means that vocabulary
notebooks promote the students as independent/autonomy learners. According to David (2007)
learner autonomy is the capability to take charge of one‟s own learning. Learner autonomy, in
other words, belongs together with the idea that one of the function of education is to equip
learners to play an active participatory.
Learner autonomy is implied by the concept of savoir-appendre or “ability to learn,
which David (2007) identify as the ability to observe and participate in new experience and to
integrate new knowledge into existing knowledge. It means that the learners are able to learn by
themselves (self-assessment).The learning of autonomous learners is efficient and effective.
Conversely, all learning is likely to succeed to the extent that the learner is autonomous. The
efficiency and effectiveness of the autonomous learner means that the knowledge and skill
acquired in the classroom can be applied to situation that arises outside the classroom, i.e
student C who said that she can learn by herself anywhere.
Conclusion
The narratives showed that all respondents have positive responses about vocabulary
notebook as a teaching technique. They felt that vocabulary notebook help them to develop
vocabulary as a basic knowledge to improve skills in reading, writing, speaking and listening in
English. They thought that vocabulary plays an important role when studying English. They use
this tool (vocabulary notebook) in their learning process because it has many advantages. The
advantages of vocabulary notebook such as simple, effective and easy to be learn. They learn
15
vocabulary easily by using vocabulary notebook. As a recommendation, teacher can use
vocabulary notebook in teaching vocabulary.
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Acknowledgement
This thesis would not have been possible without the help and support from many people.
I would like to express my sincere appreciation to the following people who have assited me in
completing this thesis . First of all, I would like to give thanks to the Jesus Christ, who always
becomes my all in all. Second, I would like to express my sincere gratitude to Prof. Dr. Gusti
Astika, M.A, my supevisor and Suzana Maria L.A.F., M.Hum, my examiner. Then, I would
express my gratitude to my beloved family my mother and my father, my sister Kristiana, my
brother Agus, also Joice. Last but not least I would like to expres my gratitude to my friends
Winta, Dita, Ika, Inneke, Aprilianawati, Venti. Also, I would like to express my gratefulness
toward Henricus Yuli K. who always supported me and encouraged me in completing my
study.Last but not least, for everyone who has given contribution to this thesis, I cannot mention
your name one by one, but surely my deepest gratitude is for you all.
17
.
Appendix
The interview guidelines used in colecting data for this thesis accomplishment
Do you like using vocabulary notebooks?
Do you think that vocabulary notebooks are good in helping you remember new/useful
words?
Do you think your vocabulary book makes you a better student?
What do you like best about your vocabulary notebooks?
What don‟t you like about your vocabulary notebook?
How does your vocabulary notebook help you to learn English?
18
References
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Arnold, D. (1999). Language Learning Strategies. Boston: Heinle & Heinle
Celce, M .(2001). Teaching English as a Second/Foreign Language. Boston: Heinle & Heinle
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Celce, M.(2001). Teaching English As a Second or Foreign Language (3rd edition). America:
Heinle-Heinle Press
Cohen, A. D. (1998). Strategies in Learning and using a second language. London: Longman
Ferner and Newby. (2000). Learning a Foreign Language. London: Longman
Finocchiaro, M .(1974). English as a second language. New York : Regent Publishing Company,
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Fowle, C .(2002). Vocabulary Notebooks: Implementations and Outcomes. Oxford: University
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Jacobson, E .(2007). Vocabulary: Research and Teaching Strategies. California: Research Digest
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Oxford, R. (1990). Language Learning strategies: what every teacher should know. Boston:
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Schmitt, N (1995) and Schmitt, D (1997). Vocabulary Notebook: Theoretical Underpinning and
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Schmitt, N.(2000).Vocabulary in Language Teaching. New York: Cambridge University Press.
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VOCABULARY IN SMP KANISIUS GIRISONTA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dewi Susilowati
112007097
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted
for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my
belief, this contains no material previously published or written by any other person except where due
reference is made in the text.
Copyright@ 2013 Dewi Susilowati and Prof. Dr. Gusti Astika M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at
least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya
Wacana University, Salatiga.
Dewi Susilowati: (signature)
iii
USING VOCABULARY NOTEBOOK TO DEVELOP STUDENTS
VOCABULARY IN SMP KANISIUS GIRISONTA
Abstract
This study attempted to answer the research question “What are the students’ responses
towards using vocabulary as a teaching technique to develop vocabulary? ” Prior the data
collection, five students from SMP Kanisius Girisonta Ungaran were taught and asked to make
and learn new words/difficult words by means of vocabulary notebook strategy for
approximately 3 months. The analysis showed that the students had positive responses about
learning vocabulary using notebook. The students reported that they liked the vocabulary
strategy by using vocabulary notebook since it helped them to learn new words easily and
quickly. Moreover, the students view that the strategy made them to become autonomous
learners than before (without using vocabulary notebook).
Keywords
: learning strategies, teaching technique, vocabulary, vocabulary notebook
INTRODUCTION
This study is done due to my experience in teaching English at early 2010; when I had to
replace the previous English teacher to teach the 4th, 5th and 6th graders in an elementary school.
It was not easy as I thought before. Indeed, it was very difficult. T he students did not know how
to pronounce and how to write in English because English is quite different from Indonesia and
Javanese. Their LI and L2 are Javanese and Indonesian. Furthermore, they didn‟t have any
English class before. They found difficulties to remember English vocabularies. They were only
able to master limited numbers of vocabularies. According to Nation (2001), the main problem
1
with the vocabulary teaching is that only few words and small parts of vocabulary are commonly
used. Vocabulary is something which must be at the forefront of our minds as an English teacher.
The students find problems when they should deal with the vocabulary.
The students also found some obstacles because of the lack of vocabularies. They faced
those obstacles when they entered junior high school. They didn‟t know much about
vocabularies. Moreover, they faced some difficulties when they should read, write or speak in
English. They didn‟t have enough ability to do activities like writing, reading, speaking and
listening because they only have limited vocabularies. Besides, they felt worry when they were
in English class because they cannot follow the teaching learning process in English class.
As my experience, the teaching techniques of vocabularies that were used by the English
teachers influenced the students‟ development in learning languages. The English teachers in
Junior High School should teach the English vocabulary properly because vocabulary is the basic
in learning vocabulary. If the students acquire high amount of vocabularies, they could develop
their skill in writing, speaking, listening, reading. Students who wanted to write need to acquire
many words. Furthermore, the students who wanted to speak need many words to verbalize what
they wanted to say. It was prevailed for listening and reading skill too. So, the students would not
have any difficulties in understanding the language if they have high amount of vocabularies.
From the explanation above, it is shown that vocabulary is very important. Jacobson
(2007) said that vocabulary was the knowledge of a words meaning. In addition, Nunan (1991)
stated that vocabulary consists of all the words that people know and understand it. Celce (2001)
also stated that vocabulary learning was central to language acquisition, whether the language
was the first, second or foreign. Besides, Thornbury (2006) said that without vocabulary, nothing
2
can be conveyed. The statements from the experts proved that vocabulary played an important
role in learning language because vocabulary is the basic knowledge to improve the four skills
(writing, listening, reading, and speaking) in learning language as a foreign language. Thus,
vocabulary played a vital role in learning foreign language.
Lado (1964) discussed the patterns of difficulty in vocabulary teaching. He highlighted
the key issues related to words, the native language factor and the patterns. He stated that while
dealing with vocabulary, one should take into account the three important aspects of words: their
form, their meaning and their distribution; and one should consider various kinds of classes of
words in the function of the language. He says that the forms, meaning distribution and
classification of words are different in every language. He revealed that these differences might
lead to vocabulary problems. Moreover, Allen (1983) and Nation (2001) listed the different
things that learners need to know about a word before we can say that they have learned it. These
include: the meanings of the word, spoken and written forms, word part, grammatical behavior,
collocations and register.
The other issues to consider about learning vocabulary is what kind of vocabulary the
students should learn to speak and write (their active or productive vocabulary), and which one
they have to be able to recognize and understand but not necessarily produce (their passive or
receipt) (Thornburry, 2004). The students feel frustrated because they cannot understand more
than they can produce. It is the effect of the limited vocabulary that they have. In teaching and
learning activities, the teacher should explain what the students need to learn for their
understanding and which they need to learn very often, so they can use the vocabulary
appropriately. McCarteen (2007) states that in practice or testing activities, students are required
3
to remember and use only the active vocabulary productively. In addition, it is very important to
include vocabulary lesson not just as a single words, but also the larger chunks such as
collocation, phrases, or expression even the whole sentences as Sokmen (2006,cited McCarteen).
As we know three of them are included as a variety of vocabulary. They can have good
foundation that helps them to improve their skill.
It is believed that in learning vocabulary at the beginning level, the teacher should
concentrate on the function of word and more frequently used vocabulary items which are very
crucial (Finocchiaro, 1974). Moreover, the vocabulary should relate to the environment and
experience of the students. So, the students can practice how to use and implement it in the daily
lives. Mc Carteen (2007) stated that learning vocabulary is largely about remembering the
“words” and “meaning”. The students need to see, say, and write newly learned words many
times before they understand them. The teacher should repeat and recycle the words to teach the
students. So, the students acquire the word and know how to use it.
According to Schmitt and Schmitt (1995) and Fowle (2002), vocabulary notebooks are
regarded as a good way for learners to manage and organize vocabulary learning process In
addition, in learning vocabulary, notebooks are the memory aid in independent way (Celce,
2001). The students keep their own vocabulary notebook that they have, then they should record
the unknown words they come across, their meanings and various aspects, such as parts of
speech, form, synonyms, antonyms and also collocates. Thus, it would be possible to say that
keeping a vocabulary notebook is also related with other learning strategies in learning process
that is carried during the action of noting down the words. Moreover, Fowle (2002) supports that
while discovering the meaning and other aspects of an unknown word, the learners use strategies
4
that involve using. According to Smitt (1995), keeping vocabulary notebooks is classified as a
„cognitive strategies” in learning language especially to develop vocabulary. He described
cognitive strategies as similar to memory strategies, but are not focused so specially on
manipulative mental processing; they are including repetition and using mechanical means to
study vocabulary, including the keeping of vocabulary. So, it is believed that in cognitive
learning the student learn in “memorization and repetition” of vocabulary.
Vocabulary notebook provides the students to creatively and practically use the
vocabulary in the daily life or activities. Walter and Bazkourt (2009) supports that vocabulary
notebook is an effective way to master vocabulary. It is very important to the students who live
in non native speaker environment. The students learn by labeling things around them, for
example they label the name of the furniture in the classroom or their houses, or try to remember
the name of the fruit and vegetable when they go to the market. It is the very effective way to
make the students learn vocabulary, not just by studying English at school, but they can study
English anytime and do activities to practice and they will like this kind of activities.
There are still many kinds of activities in learning vocabulary such as sing songs,
play games, watch videos, tell stories etc. Some teachers think that vocabulary notebook is not
an interesting way to teach vocabulary. There is still little information about vocabulary
notebook. Therefore, it would be interesting to apply vocabulary notebook to the students in
SMP Kanisius Grisonta. In this research, I will investigate the students‟ responses toward the use
of vocabulary notebook. This research is based from the reasons to master the vocabulary
because they are lack of vocabulary mastering in learning foreign language. In exploring the
5
issue, the research question is addressed“What are the students’ responses towards using
vocabulary as a teaching technique to develop vocabulary? ”
The purpose of this study was to examine vocabulary notebook as a teaching technique in
learning vocabulary that is appropriate for the students to develop their vocabulary. This study
also provides the information of how to apply vocabulary notebook as a teaching technique.
Besides, the result of this study should be useful for students who learn English. They can
implement vocabulary notebook to increase their vocabulary. They can create their own
vocabulary notebooks as creative as they can. Moreover, they can list the words that they need to
be learnt to improve their vocabulary. Vocabulary notebook is one of the self studies about
vocabulary. So, everyone can use it as an aid to learn vocabulary, because the fundamental of
learning foreign language is vocabulary.
The result of this study hopefully can be used by the students in learning foreign
language especially English to develop their vocabulary. Thus, the students can learn many
vocabularies by using vocabulary notebook. Vocabulary notebook also can be used as a way to
help the teacher as a teaching technique in the classroom.
The Study
This research adopted a descriptive method. The descriptive method was under the
research framework of a qualitative study. According to Travers (2001), a descriptive method is
used to describe the nature of situation, as it existed at the time of the study and to explore the
causes of particular phenomena. The participants were 5 students in second grade of SMP
Kanisius Girisonta. In my research, I used a convenience sampling (McKay, 2006, p.37) to select
6
my participants. It was the selection of participants based on the people who were easily
accessible.
This research used open-ended questionnaire and interview as the research instrument. I
used Bahasa Indonesia in my questionnaire and interview to make the students understand the
question easily. An open ended questionnaire required of open ended responses. In the
questionnaire, participants were free to write their responses to the question. I also used in-depth
interview (1-2 hours) to discover additional information. In this interview, I used semi-structured
interview (Patton, 1990) which was similar to structured interview but it allowed for greater
flexibility. The flexibility included changing the order of questions to provide opportunity to the
participants. The interview was audio recorded.
There were 10 meetings (1 hour in every meeting, each meeting is 40 minutes) to practice
vocabulary notebooks. As the first step, I gave students standard sized notebooks. Second, I
made the guidelines for word entries and asked the difficult words that they found in their
English textbook. The students took note of the difficult words and learnt the words that related
to the word itself. They learned to understand the meaning by using a dictionary. I helped them
to find the meaning and explained the word meaning. I assisted the student how to use the words
properly in sentences and then I made the students memorize the vocabulary by using the
vocabulary notebook. For example, if the student found a word memory, then, I asked the
students to find other forms of the word (Adj, adverb, verb etc). For the word “memory” it may
relate to the word memorable (Adj), memorize (V), memorization (N) etc. Then I explained the
words and how to use them properly until they understood the words. Third, I allowed time in
each meeting for the students to work on the vocabulary notebook. Fourth, I made a copy of the
7
vocabulary notebooks regularly to verify the progress. I checked my students to make sure that
they recorded the words properly and improved their vocabulary regularly. In the last meeting, I
gave them an open ended questionnaire and interviewed them in order to know their responses
about keeping vocabulary notebook.
When doing the interview with the students, I recorded and transcribed it using clean
transcription that only focused on the content of the interview. It did not provide any extra
information as to manner in which the content was communicated. There were 35 transcriptions
about keeping vocabulary notebook. Then, I analyzed the answer from the participants. After
that, I drew a conclusion about the student‟s responses in using vocabulary notebook.
Finding and Discussion
This section presents the analysis of the data obtained from the interviews with the
participants.
Table 1. Response to question 1
This question seeks to find out if the students like using vocabulary notebook or not. The
responses can be seen in the table below.
Student
A
B
C
D
E
Response
Eh
……aku suka, e udahka elajar
Eh
….. I like it, it is easy to be learnt)
Saya suka, membantu saya menghafalkan kosakata
(I like it, it helps me to remember the vocabulary)
Ya, saya isa e a a di a a saja….
Yes, I a read it e ery here….
Ya, saya isa e a a ya ke a a saja……
yes, I a ri g it e ery here……
Ya, saya sedikit tahu tentang kata-kata dala
ahasa I ggris…
(yes, I know a bit about the diffi ult ords i E glish….
8
The table shows that the students give positive responses in using vocabulary notebook.
They said “yes” and “like” in using vocabulary notebook when they learned new vocabulary.
They stated that they could study vocabulary anywhere by using vocabulary notebook.
The first table explains that the students‟ applied the vocabulary notebook as their
learning strategy to improve their vocabulary. Learning strategies helped learners became more
autonomous (Rebecca, 2001).
It is true because the students learn individually by using
vocabulary notebook. According to Nunan (2001), learning strategies are ‟operations employed
by the learner to aid acquisition, storage, retrieval and use of information, specific actions taken
by the learner to make learning easier, faster, more enjoyable, more self –directed, more effective
and more transferable to new situations in the language learning process. Schmitt (1997) also
states that learning strategies are more important in second language learning with the increasing
nature of vocabulary acquisition and its emphasis on large exposure to the language. In order to
learn and use English efficiently, learners need to expand proper learning strategies for long-term
learning.
Table 2. Response to question 2
This question was used to get information whether vocabulary notebook are good in
helping the students to remember new words or not. The responses can be seen below in the
second table.
Students
A
B
C
Response
Ya, saat saya belajar, saya dapat mengingat kembali dengan menggunakan vocabulary
ote ook…..
(yes, while I am studying, I can memorize (the words) using vocabulary ote ook…..
saya udah e gi gat kata kata ya g susah….
(I memorize difficult words easily)
i i e a tuku dala proses elajar ahasa I ggris….
(It helps me in my English learning process)
9
D
E
saya elajar de ga ara ya g sederha a….teruta a dala mempelajari kosakata
I lear E glish i si ple ay…..espe ially i lear i g o a ulary…..
i i sa gat e ye a gka da asyik……
(it is very interesting and enjoyable)
The table above shows that student A, B, C, D, E have the same experience in using
vocabulary notebook. They state that vocabulary notebook helps them in learning vocabulary
through a simple and enjoyable way. They are interested because they are able to remember
vocabularies by using the notebook. If they forget the meaning of some vocabularies, they can
open their vocabulary notebook again.
Table 2 shows that the students‟ response toward vocabulary notebook was a cognitive
tool in their cognitive learning strategies. Cognitive deal with mechanical aspect of learning
vocabulary and are not related to mental processing (Schmiit, 2000). Repetition is one of the
most commonly used cognitive strategies. The students do repetition when they read their notes
again and again. Other examples are taking note, highlighting new words, making a list of new
words, using flash cards to record new words, putting English labels on physical objects, keeping
a vocabulary notebook and writing the words many times. Meanwhile, cognitive tool helped
learners make and strengthen association between new and already known information
(O‟Malley and Chamot 1990; Oxford 1990, 1996) and facilitate the mental restructuring of
information (Rebecca, 2001).
10
Table 3. Response to question 3
The third question asked whether vocabulary notebook help the student better in
mastering vocabulary or not. The responses can be seen below.
Students
A
B
C
D
E
Response
ya, saya isa e ghafalka de ga
e uat atata …..
(yes, I can memorize (the words) by taki g ote…..
ya , saya dapat belajar dengan mudah dan menghafalkannya
(yes, I can learn easily and memorize it)
ya tentu saja, saya bisa mengingat kosa kata dalam bahasa inggris dengan sangat
udah ketika saya e ggu aka ya…
(yes of course, I can remember English vocabularies easily he I use it…..
ya, saya pikir ini sangat mudah untuk menghafalkan dan tidak rumit untuk
menggunakannya
(yes,I think it is easy to remember and it is ot o pli ated to use it…..
ya, saya le ih udah elajar de ga uku o a ulary ote ook…..
(yes, I learn more easily with the o a ulary ote ook….
Table 3 shows the student‟s agreement to the vocabulary notebook. They (the student)
said that vocabulary notebook made them to be a better learner in learning English than before
using it. They are easily memorizing words by taking note in a little vocabulary notebook.
The students‟ responses in table 3 indicates that the students enjoyed using vocabulary
notebook. They used vocabulary notebook as a social learning strategy to master English
vocabulary. According to Ferner and Newby (2000), learning a foreign language is an
interactive, social process. Also, learning a language is a dialogical process, where the dialogue
is created between the teacher and the learner or the learner and the text. It means that if the
students are learning vocabulary using vocabulary notebook, they have dialogue between the
learner and the text too. So, it can conclude that vocabulary notebook as learning strategy is
appropriate for the students.
11
Table 4. Response to question 4
The fourth question wanted to elicit students‟ opinion about vocabulary notebook. The responses
can be seen in the table below.
Students
A
B
C
D
E
Response
saya dapat belajar kata-kata yang sulit dengan cara mudah dengan menggunakan
o a ulary ote ook
I a lear diffi ult ords i si ple ay y usi g o a ulary ote ook…..
saya udah e gi gat kata kata ya g susah….
(I can easily memorize difficult words)
ini e a tuku dala proses elajar ahasa I ggris…
(It helps me in English learning process)
saya elajar de ga ara ya g sederha a….teruta a dala
e pelajari kosakata
I lear E glish i si ple ay…..espe ially i lear i g o a ulary…..
ini sangat menyenangkan dan asyik
(it is very interesting and enjoying)
Table 4 illustrates that the students learned vocabulary with affection. They enjoy the
way they are working with their vocabulary notebook (Student E). Student A has the same
experience in studying difficult words as student B.
Table 4 shows the students‟ responses toward vocabulary notebook reflect their affection
for learning. Affective strategies include identifying one‟s feeling ( e.g. anxiety , anger and
contentment) and becoming aware of the learning circumstances or tasks that evoke them
(Arnold, 1999). Moreover, table 4 demonstrates the students‟ feeling that vocabulary notebook is
an affective tool in learning vocabulary. Affective tools mean that vocabulary notebook is a tool
that helps the students in learning vocabularies.
12
Table 5. Response to question 5
The fifth question asked what aspects of vocabulary notebook that the student like. The response
can be seen in the table below.
Students
A
B
C
D
E
Response
saya suka gambar yang sesuai de ga
ak a kata, saya e gga ar se diri….
(I like the picture which appropriate to the meaning of the word, I draw the picture by
yself……
……….. uku ya ke il
……….the ook is s all)
saya suka menemukan kata baru dalam bahasa Inggris dan mencatatnya dalam
o a ulary ote ook….
(I like to find new words in English and write it i
y o a ulary ote ook…….
ini seperti kamus kecil
It is like a i i di tio ary……..
saya suka menambahkan gambar atau menggambar di vocabulary ote ook ku
(I like to add or draw the picture on my vocabulary notebook)
Table 5 shows that the students have variation responses on vocabulary notebook. They
have different opinions about what they like best from the vocabulary notebook. Student A and E
liked the notebook because they can add pictures in her notebook, while student B liked the
notebook because the book was small, the same with student D who said it was like a mini
dictionary.
Table 5 explains that the students liked using vocabulary notebook as a media for
learning. They thought that vocabulary notebook facilitated them in learning vocabulary.
Vocabulary notebook was their media to record and combine new words/ difficult vocabularies
(Schmiit‟s, 1997). Thus, vocabulary notebook one of the media/tool for the students to improve
their vocabulary in language learning.
13
Table 6. Response to question 6
The sixth question asked them if the vocabulary notebook facilitated them to learn difficult
vocabularies. The response can be een in the table below.
Students
A
B
C
D
Response
ini membantuku untuk memahami tentang berbagai macam jenis kata seperti kata kerja,
kata sifat, kata e da……da lai se agai ya…..
(It helps me to understand about many kinds of words like verb, adjective, noun,et ……..
aku e pu yai pe getahua ya g le ih e dala dala kosa kata ahasa I ggris…
……I ha e a deep k o ledge a out E glish o a ulary ……
ini membuat saya menjadi siswa yang rajin belajar dimanapun dan membuat saya
e jadi sis a a diri ,…. Ketika saya i gi elajar…
(It makes me become diligent to learn everywhere and I become independent
lear er….. he I a t it….
saya bisa membuka dan membaca kembali ketika saya lupa arti kata ya…
I a ope a d read it agai he I forget the ea i g of the ords….
Aku bisa belajar sendiri tanpa bantuan teman lain dalam belajar vocabulary dengan
menggunakan vocabulary notebook
( I can learn independently without friends help in learning vocabulary by using
vocabulary notebook
E
The sixth table presents the students‟ opinions about vocabulary notebook. They knew
that vocabulary notebook helped them in learning language, especially English (Student A). On
the other hand, student E had different opinion about it. He said that vocabulary notebook made
him an autonomous learner. He was able to learn himself without working together with the
other friends.
In Table 6, they said that the vocabulary notebook gave advantage in learning
vocabulary. It was an effective vocabulary learning strategy in mastering vocabulary. Besides, it
ensured the advantage of vocabulary notebooks has been the enrichment of learner autonomy
(Fowle,2002), or at least independent vocabulary study (Schmitt and Schmiit, 1995) as the
14
students C and E said about the vocabulary notebook in the table above. It means that vocabulary
notebooks promote the students as independent/autonomy learners. According to David (2007)
learner autonomy is the capability to take charge of one‟s own learning. Learner autonomy, in
other words, belongs together with the idea that one of the function of education is to equip
learners to play an active participatory.
Learner autonomy is implied by the concept of savoir-appendre or “ability to learn,
which David (2007) identify as the ability to observe and participate in new experience and to
integrate new knowledge into existing knowledge. It means that the learners are able to learn by
themselves (self-assessment).The learning of autonomous learners is efficient and effective.
Conversely, all learning is likely to succeed to the extent that the learner is autonomous. The
efficiency and effectiveness of the autonomous learner means that the knowledge and skill
acquired in the classroom can be applied to situation that arises outside the classroom, i.e
student C who said that she can learn by herself anywhere.
Conclusion
The narratives showed that all respondents have positive responses about vocabulary
notebook as a teaching technique. They felt that vocabulary notebook help them to develop
vocabulary as a basic knowledge to improve skills in reading, writing, speaking and listening in
English. They thought that vocabulary plays an important role when studying English. They use
this tool (vocabulary notebook) in their learning process because it has many advantages. The
advantages of vocabulary notebook such as simple, effective and easy to be learn. They learn
15
vocabulary easily by using vocabulary notebook. As a recommendation, teacher can use
vocabulary notebook in teaching vocabulary.
16
Acknowledgement
This thesis would not have been possible without the help and support from many people.
I would like to express my sincere appreciation to the following people who have assited me in
completing this thesis . First of all, I would like to give thanks to the Jesus Christ, who always
becomes my all in all. Second, I would like to express my sincere gratitude to Prof. Dr. Gusti
Astika, M.A, my supevisor and Suzana Maria L.A.F., M.Hum, my examiner. Then, I would
express my gratitude to my beloved family my mother and my father, my sister Kristiana, my
brother Agus, also Joice. Last but not least I would like to expres my gratitude to my friends
Winta, Dita, Ika, Inneke, Aprilianawati, Venti. Also, I would like to express my gratefulness
toward Henricus Yuli K. who always supported me and encouraged me in completing my
study.Last but not least, for everyone who has given contribution to this thesis, I cannot mention
your name one by one, but surely my deepest gratitude is for you all.
17
.
Appendix
The interview guidelines used in colecting data for this thesis accomplishment
Do you like using vocabulary notebooks?
Do you think that vocabulary notebooks are good in helping you remember new/useful
words?
Do you think your vocabulary book makes you a better student?
What do you like best about your vocabulary notebooks?
What don‟t you like about your vocabulary notebook?
How does your vocabulary notebook help you to learn English?
18
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