TEACHER STRATEGIES IN TEACHING VOCABULARY FOR CLASS VII OF JUNIOR HIGH SCHOOL (A Descriptive Study on State Junior High School in Sokaraja) - repository perpustakaan
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TEACHER STRATEGIES IN TEACHING VOCABULARY FOR CLASS VII
OF JUNIOR HIGH SCHOOL
(A Descriptive Study on State Junior High School in Sokaraja)
A THESIS
Submitted to the English Departement as a Partial Fulfillment of the Requirements for S.Pd Degree
By:
CHANDRA NUR AFIELUDIN
1001050005
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
2016
DEDICATION
This thesis is dedicated to: First of all, I‟d like to say Alhamdulillah… Alhamdulillah… Alhamdulillah…
Thank you so much for Allah SWT. Without His help, I am sure that this thesis wouldn‟t finish. Thank you Allah… Thank you…
My beloved father, Jamaludin. Thank you so much for all your love and for all your hard work. You have given all the best thing for me. Having father like you is the biggest miracle in my life. I love you so much, Dad. I really love you. My beloved mother, Nur Hadiah Rahayu. All the best thing in the world is you.
You are my best hearer, my best mentor, my best friend, my best consultant, my best supporter. You are my wonder woman. Thank you so much for everything. You are the best mom ever. You are number one for me. I really really really love you. My beloved little sister, Rafida Firgiani. We may often fight and I often be angry with you, but I know you love me and I really love you too. I just want the best thing for your life. I will do everything for your happiness boy. You are my second best friend after our mother. Thank you for being my best little sister. Love you so much. My band members of Grammar Band, Mr. Bambang Suroso, Haryo Wibisono, Windi, Wahyu Kusuma Fastabiq A., and former members Agung and Rizal.
Thank you for all your support and prayer. Our togetherness taught me many things. Thank you for being my best place for sharing anything. I love you all. My best friends, Aryani Purnaning, Maya Nur Andhini, Tutus Adi Pambudi,
Pratama Candikia, Ambon, Dodi, Kembung, Menyeng, Ikmal, Ente. Thank you for all your support. Thank you for our craziness. Our friendship taught me many things. Thank you for being my best place for sharing anything. I love you all. My second family, Kalajepret. Isyana, Isti Awalia, Wulan Sari, Mba Eni, Mba
Meyzha, M. Yusuf Ramadhan, Gilang Bogi S., Ghufron Kholis W., Wahyu
Widodo, Ibnu, Arif Panggih R., Thank you for your support and prayer. Thank you for being my best second family. I love you so much. My beloved friends,
PBI 2010 A class that I can‟t mention one by one. Thank you for all your support and thank you for being my friends. I love you all. For warung Nyunyun. Thank you so much.
If you face a wall, break it. If you run away from it, you change nothing.
You, nobody, or I is going to hit as hard as life. But it’s not about how hard you hit. It is about how hard you can get hit and keep moving forward.
ACKNOWLEDGMENT
Praise to Allah SWT, the most merciful and graceful who has given the writer guidance, bless and strength so that the thesis is accomplished as partial for S.Pd.
Degree at English Department of Teacher Training and Education Faculty.
The writer would like to take opportunity to give special thanks to:
1. Listiani, M.Pd. as the consultant who gave guidance, encouragement, advise, support, suggestion and helpful correction.
2. Drs. H. Pudiyono, M.Hum. the Dean of the Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, who has given permission to do this research.
3. Drs. H. Pudiyono, M.Hum, the Head of English Department of Teacher Training and Education Faculty for giving the facility and permission to do this research.
4. My collaborator teachers who teach in SMP 1, 2, and 3 Sokaraja. who helped in getting the data, I got the easiness to do my research and thanks for helping..
5. Special thanks to all of the lecturers in The English Department for the dedication in giving the knowledge to me.
6. Family and friends who supporting me to finish the thesis.
Although, this thesis is still far from being perfect, constructive, critism and suggestion are welcome to make this work. This thesis hoped will give positive contributions and be useful to this field study.
Purwokerto, 10 Febuari2015 Chandra Nur Afieluddin
TABLE OF CONTENTS
TITLE ............................................................................................................. i APPROVAL ................................................................................................... ii DEDICATION ................................................................................................ v MOTTO .......................................................................................................... vii ACKNOWLEDGEMENT ............................................................................. viii TABLE OF CONTENT ................................................................................. x LIST OF TABLES ......................................................................................... xiv LIST OF CHARTS ........................................................................................ xv LIST OF APPENDICES ............................................................................... xvi ABSTRACT .................................................................................................... xviiCHAPTER I (INTRODUCTION) A. Background ..........................................................................
1 B. Reason for Choosing The Topic ..........................................
3 C. Research Problem ................................................................
4 D. Objectives of the Research ..................................................
4 CHAPTER II (THEORETICAL REVIEW) A. Vocabulary .............................................................................
5 1. The Definition of Vocabulary .........................................
5 2. The Importance of Vocabulary .......................................
5 3. The Difficulties of Teaching Vocabulary .......................
6
a. Texas Education Agency
1) The Size of Task ...............................................
6 2) The Differences between Spoken English and
7 Written or English “Literate” ............................ 3) The Limitations of Sources of Information about Words ..................................
7 a) Dictionaries ................................................
7 b) Word Parts .................................................
7 c) Context .......................................................
8 4) The Complexity of Word Knowledge ..............
8 b. Thornbury ................................................................
8 1) Meaning ...............................................................
8 2) Use .......................................................................
9 3) Spelling................................................................
9 4) Pronunciation ......................................................
10 a) Sounds ..........................................................
10 b) Syllables .......................................................
11 c) Words ...........................................................
11 B. Teaching English Vocabulary ...............................................
12 C. Strategies for Teaching Vocabulary .......................................
13 1. Discovery Strategies .......................................................
14 a. Determination Strategy ............................................
14 b. Social Strategy .........................................................
14 2. Consolidation Strategy ....................................................
14 a. Social Strategy .........................................................
14 b. Memory Strategy .....................................................
15 c. Cognitive Strategy ...................................................
16 d. Metacognitive Strategies ..........................................
16 D. Previous Study .......................................................................
17 E. Basic Assumption ..................................................................
17
CHAPTER III (RESEARCH METHODOLOGY) A. Research Method .................................................................
18 B. Place and Time of Research ................................................
18 C. Subject of the Research .......................................................
19 D. The Method of Collecting Data ...........................................
19 1. Questionnaire ...............................................................
22 2. Interview ......................................................................
22 E. The Technique of Instrument Analysis ..................................
22 F. Inter Rater...............................................................................
26 CHAPTER IV (RESULT AND DISCUSSION) A. Result ...................................................................................
27 1.
The percentage of the Teachers‟ Result in Questionnaire for All Strategies ..................................
27 a. Determination Strategy ..........................................
29 b. Social (Discovery) Strategy ...................................
30 c. Social (Consolidation) Strategy .............................
31 d. Memory Strategy ...................................................
32 e. Cognitive Strategy .................................................
33 f. Metacognitive Strategy ..........................................
34 2.
The percentage of the Teachers‟ Result in Interview for All Strategies .........................................................
35 a. Determination Strategy ..........................................
35 b. Social (Discovery) Strategy ...................................
35 c. Social (Consolidation) Strategy .............................
36 d. Memory Strategy ...................................................
37 e. Cognitive Strategy .................................................
37 f. Metacognitive Strategy ..........................................
38 B. Discussion ............................................................................
31
CHAPTER V (CONCLUSION AND SUGGESTION) A. Conclusion ...........................................................................
43 B. Suggestion ...........................................................................
43 REFERENCES ............................................................................................... xviii
APPENDICES ................................................................................................ xix
LIST OF TABLES
Table 1 A Taxonomy of Vocabulary Teaching Strategies.................... 13 Table 2 The Schedule of Research
…................................................... 18 Table 3 The Indicator of Questionnaire................................................ 19
LIST OF CHARTS
Chart 1 The Percentage of Teachers‟ Strategy in Teaching Vocabulary…………......................................................... 26 Chart 1.1
Teachers‟ Response to the Statement
1
- – 8 N=35.............................................................................. 28 Chart 1.2
Teachers‟ Response to the Statement
9
- – 12 N=35........................................................................... 29 Chart 1.3
Teachers‟ Response to the Statement
13
- – 15 N=35…..................................................................... 30 Chart 1.4
Teachers‟ Response to the Statement
16
- – 24 N=35......................................................................... 31 Chart 1.5
Teachers‟ Response to the Statement
25
- – 33 N=35......................................................................... 32 Chart 1.6
Teachers‟ Response to the Statement
34
- – 35 N=35......................................................................... 33
LIST OF APPENDICES
APPENDICES A (The Instrument for Collecting Data) Questionnaire Interview
APPENDICES B (The Result Table)
Table of All Questionnaire Result Table of Determination Strategy Result for Each Statement Table of Social (Discovery) Strategy Result for Each Statement Table of Social (Consolidation) Strategy Result for Each Statement Table of Memory Strategy Result for Each Statement Table of Cognitive Strategy Result for Each Statement Table of Metacognitive Strategy Result for Each Statement
APPENDICES C (Table of Teachers)
ABSTRACT
TEACHER STRATEGIES IN TEACHING VOCABULARY FOR CLASS VII
OF JUNIOR HIGH SCHOOL
(A Descriptive Study on State Junior High School in Sokaraja)
BY
CHANDRA NUR AFIELUDIN
1001050005
This research was conducted to find out (1) the most vocabulary learning strategy used by teacher for teaching vocabulary in English Classroom, (2) kinds of strategy used by teacher for teaching vocabulary in English classroom. The subject of this research was seven of English teachers who teach in State junior High School in Sokaraja. The research used descriptive survey as the method. The data were collected by using questionnaire semi structured interview. Where the questionnaire was used to collect the main data and the interview for the supporting data. The result of the study showed that the most strategy used by teachers was determination strategy achieved 80.71%. This means, majority of the teachers chose determination strategy as the most strategy that used by the teachers in teaching vocabulary. The teachers also chose asking students to use bilingual dictionary as the dominant strategy that achieved 91.43%.
Key words: descriptive, teacher strategies, vocabulary