Giving Description To Intermediate Learners While Teaching Vocabulary At Fond of English.
ABSTRACT
Di dalam bab satu pada tugas akhir ini, saya membahas mengenai
masalah yang saya hadapi selama saya magang di Fond of English sebagai
teacher assistant. Saya mengalami kesulitan untuk memberikan deskripsi dari
kata-kata yang akan ditanyakan kepada murid-murid saya yang ada di level
intermediate. Memberikan deskripsi adalah salah satu cara yang dipakai di
Fond of English untuk mengajarkan kosakata kepada murid-muridnya.
Pada bab dua, saya membahas penyebab dari kesulitan tersebut.
Penyebab pertama adalah saya belum memiliki pengalaman dalam mengajar
kosakata. Penyebab kedua adalah saya malas untuk mengembangkan
kosakata yang telah saya terima selama saya belajar Bahasa Inggris. Pada
bab ini, saya juga membahas mengenai dampak dari masalah tersebut.
Dampak pertama adalah para murid akan menjawab dengan jawaban yang
salah. Dampak kedua adalah para murid akan meremehkan saya. Pada bab
tiga, saya membahas potensi solusi untuk menyelesaikan masalah tersebut.
Solusi pertama, saya akan berkonsultasi dengan kamus selagi
mempersiapkan diri untuk membuat deskripsi. Solusi kedua, saya akan
membaca buku-buku Bahasa Inggris di waktu luang saya. Solusi ke tiga,
saya juga akan berlatih untuk memberikan deskripsi di depan supervisor
saya.
Bab empat menguraikan tentang solusi terbaik yang dipilih. Saya memilih
untuk menggunakan semua potensi solusi yang saya miliki sebagai solusi
terbaik untuk menyelesaikan masalah ini.
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Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………………… i
DECLARATION OF ORIGINALITY …………………………………………… ii
ACKNOWLEDGEMENTS ……………………………………………………… iii
TABLE OF CONTENTS ………………………………………………………... iv
CHAPTER I. INTRODUCTION ………………………………………………… 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS …………………………………………. 7
CHAPTER III. POTENTIAL SOLUTIONS ……………………………………. 9
CHAPTER IV. CONCLUSION ………………………………………………… 15
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
FLOWCHART
THE INTERVIEW QUESTIONS 1
THE INTERVIEW QUESTIONS 2
THE TRANSCRIPTION OF THE INTERVIEW 1
THE TRANSCRIPTION OF THE INTERVIEW 1
EXAMPLE OF VOCABULARY MATERIAL
COMPANY PROFILE
Maranatha Christian University
APPENDIX A
FLOWCHART
Causes of the Problem:
1.
2.
I did not have any
experience in teaching
vocabulary
I was lazy to improve
vocabulary that I have
received during I learned
English
Potential Negative Effects:
1.
2.
I will not be confident
with my own ability
It will be time
consuming
Potential Negative Effects:
1.
2.
I will not enjoy reading
because I only have few
vocabularies
The process of
absorbing the words is
complex
Potential Negative Effects:
1.
2.
I will be tired by having
extra time to practise
giving the description
with my supervisor
I will have less time to
socialize with the other
teachers
Problem:
My Difficulty in Giving
Description to Intermediate
Learners While Teaching
Vocabulary
Potential Solution I
I will consult the dictionary while
preparing the description of the
words
Potential Solution II
I should read more English
books in my spare time
Potential Solution III
I will practise in giving
description in front of my
supervisor to get her feedback
before I enter the class
Effects of the Problem:
1. The learners came up
with the wrong answers
2. The learners looked
down on me
Potential Positive Effects:
1.
2.
I can improve my
vocabulary
My clues will be clear
for the learners
Potential Positive Effects:
1.
2.
I will learn some new
words while reading
I will know how to use
the new words in the
right context
Potential Positive Effects:
1.
2.
I will be more confident
in the class
The learners will
understand my
description
Chosen Solution:
I will combine all my potential solution as my chosen solution. First, I will
consult the dictionary while preparing the description of the words. Second, I
should read more English books in my spare time. Third, I will practise in
giving description in front of my supervisor to get her feedback before I enter
the class.
APPENDIX B
LIST OF INTERVEW QUESTIONS
Name of interviewer
Name of respondent
Day&date of interview
Place of interview
: Irene Priscella
: Debie Sadikun
: Tuesday, 6th November 2012
: Fond of English
1. What do you mean by the clues? Could you elaborate more about that
kind of technique?
2. What are your reasons and purposes of choosing and applying that
way of teaching?
3. What are your targets for applying that way of teaching?
4. Do you think this is effective way of teaching? If yes, why? If no, why?
5. Do you have any references about this method or this one is based on
your opinion and your experiences?
APPENDIX C
LIST OF INTERVEW QUESTIONS
Name of interviewer
Name of respondent
Day&date of interview
Place of interview
: Irene Priscella
: Debie Sadikun
: Thursday, 29th November 2012
: Fond of English
1. Do you think my difficulty in giving verbal clues can confuse my
students? Why?
2. Will the students come up with the wrong answers too if my clues are
not clear? If yes, how do you think it could happened?
3. What are your reasons to choose OALD as one of your resources in
teaching English vocabulary?
4. Do you think my description will be clearer if I look up the definition of
the word in the dictionary?
5. Do you think I will be dependent to the dictionary if I often look up the
definition of the unfamiliar words in the dictionary? If yes, why? If no,
why?
6. Will you feel tired while you are looking up some words in the
dictionary? Why?
7. Do you think I will enjoy reading if I still have few of vocabulary? Why?
8. Are English books expensive? If yes, why? If no, why?
9. One of my solutions of the problem is I am practising myself to give
clues in front you. Do you think it is tiring? Why?
10. According to you, by practising to give clues in front of you, will it cut
my free time to socialize with the other teachers?
APPENDIX D
TRANSCRIPTION OF THE INTERVIEW
Name of interviewer
: Irene Priscella
Name of respondent
: Debie Sadikun
Day&date of interview
: Tuesday, 6th November 2012
Place of interview
: Fond of English
Irene : Okay Ci Debie. Thanks for your time. And is it okay for you if I am
tapping this interview?
Debie : Definitely I don’t mind.
Irene : Okay. So let’s start with the first question. And my first question is as I
noticed your way of teaching vocabulary, you always gave something
like giving verbal clues about the words that you would like to ask to
your students while you were teaching vocabulary. What do you
mean by the clues? And could you please elaborate more about that
kind of technique?
Debie : Yeah, verbal clues that I mean here is more to the description or
the definition. Well, let’s say I wanna ask my students about the word
“plumber”. So, I will come up with the description of plumber. Hmmm,
I’m gonna ask my students, like what do you call for someone whose
Job is repairing a tap. And normally, students can easily say
“plumber”. Usually, I will also mention like “P”, how many letters.
And they can easily come up with the answer.
Irene : Alright. Then, second. What are your reasons and purposes for
choosing and applying that way of teaching?
Debie : The reasons are because we know that we are a course, right? We
try to fulfill the needs of the students that actually can’t be fulfilled
by the school. Normally, school always gives reading comprehension,
I mean reading passage to make the students learn vocabulary. And
usually students get very bored if they have to learn vocabulary
through reading passages because they have to read and come up
with probably some difficult questions, I mean vocabulary, and they
have to ask the teacher. They have to write down for the translation.
If we, we think to, you know, like having a game. We go for innovative
way. We just describe the vocabulary. Usually students will not bored.
The program will not be dull. They feel interested in it.
Irene : I see. Next, what are your targets for applying that way of teaching?
Debie : The target, of course that the students are able to understand the
definition and also are able to apply in a sentence so they can easily
speak well.
Irene : Do you think this is effective way of teaching? If yes why, if no why?
Debie : I’ve been teaching for fifteen (15) years and I think this method of
teaching vocabulary truly works for me. Because, mmm, number one,
the students will not be bored using this way. So when someone get
bored and they feel interested in something usually they are
encouraged more to learn. So, for them, to enhance or to strengthen
their vocabulary, of course, they are more encouraged. It truly works
for my course here.
Irene : I see. Okay, my last question is do you have any references about
this method or this one is based on your opinion and your
experiences?
Debie : This one, mmm, honestly, I didn’t graduate from English department.
So this one truly based on my experience. How I, you know, last time
I studied or I strengthened my vocabulary. Once I took for like a
business course in Australia. And one lecturer applied this kind of
system as well. At that time, she just came up with a question and
the students were encouraged to answer, yeah, and I think I just felt
encouraged because I don’t have to read. I’m not typical the one who
like to read, especially for the reading passage. You know, for the
reading comprehension, like when we were in Senior High School
usually the teacher gave reading comprehension, like giving some
questions and we have to answer that and then they gave also like
vocab list that the students have to memorize. And that is super dull.
Irene : Well, great. I think that’s enough. Thank you for your time Ci and I
hope your course will grow bigger and bigger.
Debie : Yes, thank you very much. Amen
APPENDIX E
TRANSCRIPTION OF THE INTERVIEW
Name of interviewer
: Irene Priscella
Name of respondent
: Debie Sadikun
Day&date of interview
: Thursday, 29th November 2012
Place of interview
: Fond of English
Irene : Good morning Ci Debie. Thanks for your time. I'm sorry for disturbing
you again.
Debie : It's okay, Irene. Never mind.
Irene : Alright, should we start now?
Debie : Sure
Irene : As you know, I have a difficulty in giving verbal clues to intermediate,
pre-advanced, and advanced learners while I was teaching vocabulary
in your course. Sometimes my difficulty makes me giving them
confusing clues or descriptions about the words that I would like to ask
to them. Do you think it can make my students got confused with my
clues or descriptions? And why?
Debie : Yes, if you, yourself, are confused how to describe some words, of
course, you will give a confusing description because you are not sure
about your own description. And if you get confused, how can you give
a clear description to your students, right? So, in giving the description,
I mean the clues, you have to be clear. The students will feel confused,
because of your description.
Irene : I see. Then, will the students come up with the wrong answer too if my
clues are not clear? What do you think about it? If yes, how do you
think it could happen?
Debie : Yes, of course. Definitely. If you give a confusing description,
students will get confused too. And mostly, they will come up with
wrong answers.
Irene : Okay. Next, as I noticed, usually, you use Oxford Advanced Learners
Dictionary to look up some difficult words. Do you have any reasons
why you choose that dictionary?
Debie : It's because this dictionary is good. It provides a clear description, or
definition for each words.
Irene : Do you think my description will be clearer if I look up the definition of
the word in the dictionary?
Debie : Certainly. This dictionary provides a good description. It also have
some, yeah, kind of a sentence to help the readers. It makes you
easier to understand the description.
Irene : I see. Next, do you think I will be dependent to the dictionary if I often
look up the definitions of the unfamiliar words in the dictionary? If yes
why, if no why?
Debie : Well, I think so. You will loose your self-confidence if you are often to
look up the words in the dictionary.
Irene : Alright. And, will you feel tired while you are looking up some words in
the dictionary? Why?
Debie : Yeah, of course. Your eyes will get tired. There are a lot of words in
the dictionary. It will make your eyes get tired.
Irene : Alright. Next, do you think I will enjoy reading if I still have few of
vocabulary? Why?
Debie : Of course not. You will not enjoy your reading because you will get
confused. With those unfamiliar words. And, yeah, you gonna feel
confused.
Irene : Yeah. And then, are English books expensive? If yes why, if no why?
Debie : Hmmm, if you want the good one, of course, it will be expensive. The
good one is expensive. Yeah, you know, knowledge are expensive.
Irene : I see. Okay, one of my solution of the problem is I am practising
myself to give clues in front of you. It is so tiring for me. Do you think
it's tiring? Why?
Debie : Haha. Yeah, I still remember, and I know that you felt very tired at
that time. But, yes, if you really want to improve your vocab, you have
to give extra effort.
Irene : Okay. My last question, according to you, by practising to give clues in
front of you, will it cut my free time to socialize with the other teachers?
Debie : Certainly. It will cut your free time. Last time, you practised during the
break time, right? You will have to practise giving verbal clues instead
of chatting or socializing with them. I know, it's not fun. But you have to
do it to develop your vocabulary.
Irene : I see. Alright. Thanks Ci for your time. Thank you so much.
Debie : Alright. You're welcome.
APPENDIX F
EXAMPLE OF VOCABULARY MATERIAL
BUNDLE “I”
English
Indonesia
English
Indonesia
Plaster
Plester/Gips
Mine
Tambang
Cure
Menyembuhkan
Jack
Dongkrak
Squeeze
Meremas
Garnish
Hiasan (cake,food)
Traffic Bump
Polisi Tidur
Vow
Sumpah
Neglect/ignore Mengabaikan
Log
Gelondongan kayu
Warden
Sipir penjara
Fragrant
Wangi
Leech
Lintah
Maggot
Belatung
Mumble
Komat-kamit
Supervisor
Pengawas
Trunk
Bagasi mobil
Fly over
Jembatan layang
Sanitary Napkin
Pembalut
Murmur
Bergumam
Pole
Tiang/kutub
Hail
Hujan batu es
Vegetation
Tumbuhan
Rifle
Senapan
Wicked
Jahat
Folk
Rakyat/bangsa
Slip out/blurt out
Keceplosan
Stroller
Kereta bayi
Brass
Kuningan
Refugee
Pengungsi
Steep
Curam
Banner
Spanduk
Porch
Serambi
Glance
Menatap sekilas
Lace
Renda
Shaddy
Teduh
Noble
Bangsawan
Crumple
Kusut
Ravine
Jurang
Flicker
Berkedip-kedip
Harsh/Rough
Kasar
Blast
Ledakan
Quay
Dermaga
Tide
Air pasang
Fort
Benteng
Stroke
Mengelus
Gem
Permata
Hint
Petunjuk
Clove
Cengkeh
Pram
Kereta dorong bayi
Gargle
Kumur-kumur
CHAPTER I
INTRODUCTION
A.
Background of the Study
The topic of my term paper is my difficulty in giving description to
intermediate learners while teaching vocabulary. The reason of choosing
this topic is because teaching vocabulary is interesting. It seems easy, but
it is not as easy as I thought it to be. It is because the vocabulary,
especially for the intermediate level, is quite wide and complicated. It
challenges me to keep enriching myself and learning more. Moreover,
vocabulary plays an important part in learning English. Furthermore, Crist
states in his article that “We think with words, so the limits of our learning
are related to the limits of our vocabulary” (par.2).
I did my internship at Fond of English (henceforth, FOE), an English
course in Cirebon. I worked as a teacher assistant there. Sometimes Ms.
Debie Sadikun, the owner of FOE, gave me some chances to teach in
class. Each class consists of eight (8) students and I usually taught three
(3) or four (4) classes in one day. The levels of the learners are divided
into five (5) categories; elementary, pre-intermediate, intermediate, preadvanced, and advanced level. The age level of the intermediate learners
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is around 10-17 years old. The difficulty of vocabulary materials that are
given is based on the learners’ level of English. One meeting will last for
one hour and the learners will learn at least twenty (20) vocabulary in one
meeting. Usually, I distributed the list of English vocabulary materials with
their meanings in Bahasa in advance of the next class meeting.
Based on the interview with Ms. Debie, one of the methods of teaching
vocabulary applied in FOE is by giving the description or the definition of
the words that will be asked to the learners. After the description is given
to the learners, they have to guess what the answers are. For instance,
the teacher is going to ask the learners about the word “plumber”. Then,
the teacher will give the description of the word plumber. Usually, he or
she will mention the first letter of it and also the number of letter in the
word. For example, the teacher will say, “what do you call someone whose
job is repairing a tap? It is “P”, it has seven (7) letters” (6th November
2012). The description will help the learners to find out the answer of the
question. If the learners can answer the question, they will get a point. The
learner who gets the highest point will get a present as a reward. Ms.
Debie usually varies this method with a game so that the learners got
excited and they could learn well. I choose to observe intermediate
learners as the subject of my observation because I taught intermediate
class most of the time during my internship.
It was a bit hard for me to describe the words that will be asked to the
learners in a simple way so that the learners can understand the
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description easily. Therefore, I would like to find the best solutions of my
problem.
B.
Identification of the Problem
This term paper describes a problem that I found when I did my
internship as a teacher assistant in FOE. The problem can be stated into
these questions:
1. Why do I have difficulty in giving description to intermediate
learners while teaching vocabulary?
2. How should I improve my skills in giving description to those
learners while teaching vocabulary?
3. What is the best solution for my problem?
C.
Objectives and Benefits of the Study
The objectives that I want to achieve at the end of the process of my
term paper writing are I can figure out the causes and the effects of my
problem, find some ways to improve my skills and find out the best
solution of the problem.
The advantage for the institution is the teachers in FOE can learn from
my term-paper so that they can give better description. The advantages for
the readers are they can enrich their knowledge of teaching English
vocabulary, especially in giving description, as one of the methods to
teach vocabulary. They can learn from my experience during my internship
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Maranatha Christian University
there. Besides, this term paper gives me an advantage. It makes me
deepen my knowledge and skills about English teaching.
D.
Description of the Institution
Based on the information from the FOE’s company profile (Appendix
G), FOE was established on Tuesday, 4 November 1997 by Debie
Sadikun, as a dedication to her beloved parents. The name is chosen
because she has conviction that by being fond of English, people will be
committed to spend time learning English. Led and blessed by God, FOE
has been thriving ever since it was founded. Having the high demand in
providing more classes, Ms. Debie has extended the course by hiring
more teachers since 2010. FOE is always committed to deliver excellence
in English teaching for general, academic, and business purposes.
The vision of FOE is empowering the learners to develop confidence
and persistence in learning English. The mission is encouraging learners
to develop an interest in learning English on a lifelong basis. FOE has a
motto that through English, FOE will embrace the world.
Nowadays, FOE is growing fast. The learners are increasing each year
because of its high quality. This institution always develops its quality in
order to fill the needs of learners in the English learning.
E.
Method of the Study
In collecting data for this term paper, I use several ways. The first way
is I get some data from my observation during the internship period. The
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data is written down in a journal which records every activities that I have
done during my internship. The second way is by reading some books in
the library. The library provides a lot of good books to help me open my
mind. I also read some journals as my references. The third way is by
reading some English articles in the internet. Internet service provides
some good articles that help me a lot in finding theories for my term paper.
The fourth way is by interviewing Ms. Debie Sadikun. The period of
collecting the data was from September until January 2013. The data is
used to support and justify this term paper.
F.
Limitation of the Study
The discussion of this term paper will limit on a certain method in
teaching English vocabulary that is used in FOE while I was doing my
internship from 16th July until 16th August 2012. The method is by giving
description. I had to give some description when I taught vocabularies for
the learners of intermediate level in FOE. The subject of the research is I,
as a teacher assistant.
G.
Organization of the Term Paper
My term paper starts with the Abstract. Declaration of Originality,
Acknowledgements, and Table of Contents are following after the
Abstract. Chapter I describes about Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Study, Method of the Study, Limitation of the Study, and Organization of
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Maranatha Christian University
the term Paper. Chapter II describes the problem analysis. It will discuss
the causes and the effects of the problem. Chapter III describes the
potential solutions. It will discuss some potential solutions to solve my
problem and some potential positive and negative effects of each potential
solution. Chapter IV describes the conclusion of my term paper. It will
discuss the summary if the previous chapters, statement of chosen
solutions, justification points from the theories and contexts, and some
suggestions and opinions. Bibliography consists of the sources of the
theories. The last part will be Appendices which consist of the flowchart,
the list of the interview questions, the list of interview transcriptions,
example of vocabulary material, and company profile.
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Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Elsjelyn, Evelyn Rientje. English Made Easy . Jakarta : Kesaint Blanc
Publishing, 2010.
Mikulecky,Beatrice S., and Linda Jeffries. Reading Power . New York:
Longman. 2005.
Electronic Sources
Crist, Robert. “How to Improve Your Vocabulary by Applying Three
Techniques.” www.vocabulary-vocabulary.com . 2007. 05th
October 2012.
Essberger. Josef. “Improve your English through Reading.” 2012. English
Club. 29th October 2012.
Hansen, Randal S. “Easy Ways to Improve and Expand Your Vocabulary:
Seven Tips for Learning New Words.” www.enhancemyvocabulary.com .
2012. 08th October 2012.
Maranatha Christian University
“Ideas for Improving Your Vocabulary” www.gallaudet.edu . 2012. 6th
January 2013.
Luciano. “10 Sure-Fire Strategies to Improve Your Vocabulary.”
www.litemind.com . 2012. 22nd December 2012.
Pell, Nicholas. “How to Build a Word Vocabulary.” www.ehow.com . 2012.
eHow. 14th November 2012.
“Quickly Improve Your Vocabulary.” www.exforsys.com . 15th November
2010. Exforsys.Inc. 12th November 2012.
Salsbury, Marina. “Inexperienced Teachers and EFL.” www.omniglot.com .
2013. 14th February 2013.
“What Teachers Do Every Day.” www.experience.com . 2013. Experience,Inc.
14th February 2013.
“Why Improving Your Vocabulary can Enhance Your Life.”
www.exforsys.com . 7th May 2007. Exforsys.Inc. 26th December 2012.
Maranatha Christian University
Wilson, Alice. “How to Learn English Vocabulary.” www.ehow.com . 2012.
eHow. 26th November 2012.
INTERVIEW
Sadikun, Debie. Personal interview. 6th November 2012.
Sadikun, Debie. Personal interview. 29th November 2012.
Maranatha Christian University
Di dalam bab satu pada tugas akhir ini, saya membahas mengenai
masalah yang saya hadapi selama saya magang di Fond of English sebagai
teacher assistant. Saya mengalami kesulitan untuk memberikan deskripsi dari
kata-kata yang akan ditanyakan kepada murid-murid saya yang ada di level
intermediate. Memberikan deskripsi adalah salah satu cara yang dipakai di
Fond of English untuk mengajarkan kosakata kepada murid-muridnya.
Pada bab dua, saya membahas penyebab dari kesulitan tersebut.
Penyebab pertama adalah saya belum memiliki pengalaman dalam mengajar
kosakata. Penyebab kedua adalah saya malas untuk mengembangkan
kosakata yang telah saya terima selama saya belajar Bahasa Inggris. Pada
bab ini, saya juga membahas mengenai dampak dari masalah tersebut.
Dampak pertama adalah para murid akan menjawab dengan jawaban yang
salah. Dampak kedua adalah para murid akan meremehkan saya. Pada bab
tiga, saya membahas potensi solusi untuk menyelesaikan masalah tersebut.
Solusi pertama, saya akan berkonsultasi dengan kamus selagi
mempersiapkan diri untuk membuat deskripsi. Solusi kedua, saya akan
membaca buku-buku Bahasa Inggris di waktu luang saya. Solusi ke tiga,
saya juga akan berlatih untuk memberikan deskripsi di depan supervisor
saya.
Bab empat menguraikan tentang solusi terbaik yang dipilih. Saya memilih
untuk menggunakan semua potensi solusi yang saya miliki sebagai solusi
terbaik untuk menyelesaikan masalah ini.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………………… i
DECLARATION OF ORIGINALITY …………………………………………… ii
ACKNOWLEDGEMENTS ……………………………………………………… iii
TABLE OF CONTENTS ………………………………………………………... iv
CHAPTER I. INTRODUCTION ………………………………………………… 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS …………………………………………. 7
CHAPTER III. POTENTIAL SOLUTIONS ……………………………………. 9
CHAPTER IV. CONCLUSION ………………………………………………… 15
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
FLOWCHART
THE INTERVIEW QUESTIONS 1
THE INTERVIEW QUESTIONS 2
THE TRANSCRIPTION OF THE INTERVIEW 1
THE TRANSCRIPTION OF THE INTERVIEW 1
EXAMPLE OF VOCABULARY MATERIAL
COMPANY PROFILE
Maranatha Christian University
APPENDIX A
FLOWCHART
Causes of the Problem:
1.
2.
I did not have any
experience in teaching
vocabulary
I was lazy to improve
vocabulary that I have
received during I learned
English
Potential Negative Effects:
1.
2.
I will not be confident
with my own ability
It will be time
consuming
Potential Negative Effects:
1.
2.
I will not enjoy reading
because I only have few
vocabularies
The process of
absorbing the words is
complex
Potential Negative Effects:
1.
2.
I will be tired by having
extra time to practise
giving the description
with my supervisor
I will have less time to
socialize with the other
teachers
Problem:
My Difficulty in Giving
Description to Intermediate
Learners While Teaching
Vocabulary
Potential Solution I
I will consult the dictionary while
preparing the description of the
words
Potential Solution II
I should read more English
books in my spare time
Potential Solution III
I will practise in giving
description in front of my
supervisor to get her feedback
before I enter the class
Effects of the Problem:
1. The learners came up
with the wrong answers
2. The learners looked
down on me
Potential Positive Effects:
1.
2.
I can improve my
vocabulary
My clues will be clear
for the learners
Potential Positive Effects:
1.
2.
I will learn some new
words while reading
I will know how to use
the new words in the
right context
Potential Positive Effects:
1.
2.
I will be more confident
in the class
The learners will
understand my
description
Chosen Solution:
I will combine all my potential solution as my chosen solution. First, I will
consult the dictionary while preparing the description of the words. Second, I
should read more English books in my spare time. Third, I will practise in
giving description in front of my supervisor to get her feedback before I enter
the class.
APPENDIX B
LIST OF INTERVEW QUESTIONS
Name of interviewer
Name of respondent
Day&date of interview
Place of interview
: Irene Priscella
: Debie Sadikun
: Tuesday, 6th November 2012
: Fond of English
1. What do you mean by the clues? Could you elaborate more about that
kind of technique?
2. What are your reasons and purposes of choosing and applying that
way of teaching?
3. What are your targets for applying that way of teaching?
4. Do you think this is effective way of teaching? If yes, why? If no, why?
5. Do you have any references about this method or this one is based on
your opinion and your experiences?
APPENDIX C
LIST OF INTERVEW QUESTIONS
Name of interviewer
Name of respondent
Day&date of interview
Place of interview
: Irene Priscella
: Debie Sadikun
: Thursday, 29th November 2012
: Fond of English
1. Do you think my difficulty in giving verbal clues can confuse my
students? Why?
2. Will the students come up with the wrong answers too if my clues are
not clear? If yes, how do you think it could happened?
3. What are your reasons to choose OALD as one of your resources in
teaching English vocabulary?
4. Do you think my description will be clearer if I look up the definition of
the word in the dictionary?
5. Do you think I will be dependent to the dictionary if I often look up the
definition of the unfamiliar words in the dictionary? If yes, why? If no,
why?
6. Will you feel tired while you are looking up some words in the
dictionary? Why?
7. Do you think I will enjoy reading if I still have few of vocabulary? Why?
8. Are English books expensive? If yes, why? If no, why?
9. One of my solutions of the problem is I am practising myself to give
clues in front you. Do you think it is tiring? Why?
10. According to you, by practising to give clues in front of you, will it cut
my free time to socialize with the other teachers?
APPENDIX D
TRANSCRIPTION OF THE INTERVIEW
Name of interviewer
: Irene Priscella
Name of respondent
: Debie Sadikun
Day&date of interview
: Tuesday, 6th November 2012
Place of interview
: Fond of English
Irene : Okay Ci Debie. Thanks for your time. And is it okay for you if I am
tapping this interview?
Debie : Definitely I don’t mind.
Irene : Okay. So let’s start with the first question. And my first question is as I
noticed your way of teaching vocabulary, you always gave something
like giving verbal clues about the words that you would like to ask to
your students while you were teaching vocabulary. What do you
mean by the clues? And could you please elaborate more about that
kind of technique?
Debie : Yeah, verbal clues that I mean here is more to the description or
the definition. Well, let’s say I wanna ask my students about the word
“plumber”. So, I will come up with the description of plumber. Hmmm,
I’m gonna ask my students, like what do you call for someone whose
Job is repairing a tap. And normally, students can easily say
“plumber”. Usually, I will also mention like “P”, how many letters.
And they can easily come up with the answer.
Irene : Alright. Then, second. What are your reasons and purposes for
choosing and applying that way of teaching?
Debie : The reasons are because we know that we are a course, right? We
try to fulfill the needs of the students that actually can’t be fulfilled
by the school. Normally, school always gives reading comprehension,
I mean reading passage to make the students learn vocabulary. And
usually students get very bored if they have to learn vocabulary
through reading passages because they have to read and come up
with probably some difficult questions, I mean vocabulary, and they
have to ask the teacher. They have to write down for the translation.
If we, we think to, you know, like having a game. We go for innovative
way. We just describe the vocabulary. Usually students will not bored.
The program will not be dull. They feel interested in it.
Irene : I see. Next, what are your targets for applying that way of teaching?
Debie : The target, of course that the students are able to understand the
definition and also are able to apply in a sentence so they can easily
speak well.
Irene : Do you think this is effective way of teaching? If yes why, if no why?
Debie : I’ve been teaching for fifteen (15) years and I think this method of
teaching vocabulary truly works for me. Because, mmm, number one,
the students will not be bored using this way. So when someone get
bored and they feel interested in something usually they are
encouraged more to learn. So, for them, to enhance or to strengthen
their vocabulary, of course, they are more encouraged. It truly works
for my course here.
Irene : I see. Okay, my last question is do you have any references about
this method or this one is based on your opinion and your
experiences?
Debie : This one, mmm, honestly, I didn’t graduate from English department.
So this one truly based on my experience. How I, you know, last time
I studied or I strengthened my vocabulary. Once I took for like a
business course in Australia. And one lecturer applied this kind of
system as well. At that time, she just came up with a question and
the students were encouraged to answer, yeah, and I think I just felt
encouraged because I don’t have to read. I’m not typical the one who
like to read, especially for the reading passage. You know, for the
reading comprehension, like when we were in Senior High School
usually the teacher gave reading comprehension, like giving some
questions and we have to answer that and then they gave also like
vocab list that the students have to memorize. And that is super dull.
Irene : Well, great. I think that’s enough. Thank you for your time Ci and I
hope your course will grow bigger and bigger.
Debie : Yes, thank you very much. Amen
APPENDIX E
TRANSCRIPTION OF THE INTERVIEW
Name of interviewer
: Irene Priscella
Name of respondent
: Debie Sadikun
Day&date of interview
: Thursday, 29th November 2012
Place of interview
: Fond of English
Irene : Good morning Ci Debie. Thanks for your time. I'm sorry for disturbing
you again.
Debie : It's okay, Irene. Never mind.
Irene : Alright, should we start now?
Debie : Sure
Irene : As you know, I have a difficulty in giving verbal clues to intermediate,
pre-advanced, and advanced learners while I was teaching vocabulary
in your course. Sometimes my difficulty makes me giving them
confusing clues or descriptions about the words that I would like to ask
to them. Do you think it can make my students got confused with my
clues or descriptions? And why?
Debie : Yes, if you, yourself, are confused how to describe some words, of
course, you will give a confusing description because you are not sure
about your own description. And if you get confused, how can you give
a clear description to your students, right? So, in giving the description,
I mean the clues, you have to be clear. The students will feel confused,
because of your description.
Irene : I see. Then, will the students come up with the wrong answer too if my
clues are not clear? What do you think about it? If yes, how do you
think it could happen?
Debie : Yes, of course. Definitely. If you give a confusing description,
students will get confused too. And mostly, they will come up with
wrong answers.
Irene : Okay. Next, as I noticed, usually, you use Oxford Advanced Learners
Dictionary to look up some difficult words. Do you have any reasons
why you choose that dictionary?
Debie : It's because this dictionary is good. It provides a clear description, or
definition for each words.
Irene : Do you think my description will be clearer if I look up the definition of
the word in the dictionary?
Debie : Certainly. This dictionary provides a good description. It also have
some, yeah, kind of a sentence to help the readers. It makes you
easier to understand the description.
Irene : I see. Next, do you think I will be dependent to the dictionary if I often
look up the definitions of the unfamiliar words in the dictionary? If yes
why, if no why?
Debie : Well, I think so. You will loose your self-confidence if you are often to
look up the words in the dictionary.
Irene : Alright. And, will you feel tired while you are looking up some words in
the dictionary? Why?
Debie : Yeah, of course. Your eyes will get tired. There are a lot of words in
the dictionary. It will make your eyes get tired.
Irene : Alright. Next, do you think I will enjoy reading if I still have few of
vocabulary? Why?
Debie : Of course not. You will not enjoy your reading because you will get
confused. With those unfamiliar words. And, yeah, you gonna feel
confused.
Irene : Yeah. And then, are English books expensive? If yes why, if no why?
Debie : Hmmm, if you want the good one, of course, it will be expensive. The
good one is expensive. Yeah, you know, knowledge are expensive.
Irene : I see. Okay, one of my solution of the problem is I am practising
myself to give clues in front of you. It is so tiring for me. Do you think
it's tiring? Why?
Debie : Haha. Yeah, I still remember, and I know that you felt very tired at
that time. But, yes, if you really want to improve your vocab, you have
to give extra effort.
Irene : Okay. My last question, according to you, by practising to give clues in
front of you, will it cut my free time to socialize with the other teachers?
Debie : Certainly. It will cut your free time. Last time, you practised during the
break time, right? You will have to practise giving verbal clues instead
of chatting or socializing with them. I know, it's not fun. But you have to
do it to develop your vocabulary.
Irene : I see. Alright. Thanks Ci for your time. Thank you so much.
Debie : Alright. You're welcome.
APPENDIX F
EXAMPLE OF VOCABULARY MATERIAL
BUNDLE “I”
English
Indonesia
English
Indonesia
Plaster
Plester/Gips
Mine
Tambang
Cure
Menyembuhkan
Jack
Dongkrak
Squeeze
Meremas
Garnish
Hiasan (cake,food)
Traffic Bump
Polisi Tidur
Vow
Sumpah
Neglect/ignore Mengabaikan
Log
Gelondongan kayu
Warden
Sipir penjara
Fragrant
Wangi
Leech
Lintah
Maggot
Belatung
Mumble
Komat-kamit
Supervisor
Pengawas
Trunk
Bagasi mobil
Fly over
Jembatan layang
Sanitary Napkin
Pembalut
Murmur
Bergumam
Pole
Tiang/kutub
Hail
Hujan batu es
Vegetation
Tumbuhan
Rifle
Senapan
Wicked
Jahat
Folk
Rakyat/bangsa
Slip out/blurt out
Keceplosan
Stroller
Kereta bayi
Brass
Kuningan
Refugee
Pengungsi
Steep
Curam
Banner
Spanduk
Porch
Serambi
Glance
Menatap sekilas
Lace
Renda
Shaddy
Teduh
Noble
Bangsawan
Crumple
Kusut
Ravine
Jurang
Flicker
Berkedip-kedip
Harsh/Rough
Kasar
Blast
Ledakan
Quay
Dermaga
Tide
Air pasang
Fort
Benteng
Stroke
Mengelus
Gem
Permata
Hint
Petunjuk
Clove
Cengkeh
Pram
Kereta dorong bayi
Gargle
Kumur-kumur
CHAPTER I
INTRODUCTION
A.
Background of the Study
The topic of my term paper is my difficulty in giving description to
intermediate learners while teaching vocabulary. The reason of choosing
this topic is because teaching vocabulary is interesting. It seems easy, but
it is not as easy as I thought it to be. It is because the vocabulary,
especially for the intermediate level, is quite wide and complicated. It
challenges me to keep enriching myself and learning more. Moreover,
vocabulary plays an important part in learning English. Furthermore, Crist
states in his article that “We think with words, so the limits of our learning
are related to the limits of our vocabulary” (par.2).
I did my internship at Fond of English (henceforth, FOE), an English
course in Cirebon. I worked as a teacher assistant there. Sometimes Ms.
Debie Sadikun, the owner of FOE, gave me some chances to teach in
class. Each class consists of eight (8) students and I usually taught three
(3) or four (4) classes in one day. The levels of the learners are divided
into five (5) categories; elementary, pre-intermediate, intermediate, preadvanced, and advanced level. The age level of the intermediate learners
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is around 10-17 years old. The difficulty of vocabulary materials that are
given is based on the learners’ level of English. One meeting will last for
one hour and the learners will learn at least twenty (20) vocabulary in one
meeting. Usually, I distributed the list of English vocabulary materials with
their meanings in Bahasa in advance of the next class meeting.
Based on the interview with Ms. Debie, one of the methods of teaching
vocabulary applied in FOE is by giving the description or the definition of
the words that will be asked to the learners. After the description is given
to the learners, they have to guess what the answers are. For instance,
the teacher is going to ask the learners about the word “plumber”. Then,
the teacher will give the description of the word plumber. Usually, he or
she will mention the first letter of it and also the number of letter in the
word. For example, the teacher will say, “what do you call someone whose
job is repairing a tap? It is “P”, it has seven (7) letters” (6th November
2012). The description will help the learners to find out the answer of the
question. If the learners can answer the question, they will get a point. The
learner who gets the highest point will get a present as a reward. Ms.
Debie usually varies this method with a game so that the learners got
excited and they could learn well. I choose to observe intermediate
learners as the subject of my observation because I taught intermediate
class most of the time during my internship.
It was a bit hard for me to describe the words that will be asked to the
learners in a simple way so that the learners can understand the
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description easily. Therefore, I would like to find the best solutions of my
problem.
B.
Identification of the Problem
This term paper describes a problem that I found when I did my
internship as a teacher assistant in FOE. The problem can be stated into
these questions:
1. Why do I have difficulty in giving description to intermediate
learners while teaching vocabulary?
2. How should I improve my skills in giving description to those
learners while teaching vocabulary?
3. What is the best solution for my problem?
C.
Objectives and Benefits of the Study
The objectives that I want to achieve at the end of the process of my
term paper writing are I can figure out the causes and the effects of my
problem, find some ways to improve my skills and find out the best
solution of the problem.
The advantage for the institution is the teachers in FOE can learn from
my term-paper so that they can give better description. The advantages for
the readers are they can enrich their knowledge of teaching English
vocabulary, especially in giving description, as one of the methods to
teach vocabulary. They can learn from my experience during my internship
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there. Besides, this term paper gives me an advantage. It makes me
deepen my knowledge and skills about English teaching.
D.
Description of the Institution
Based on the information from the FOE’s company profile (Appendix
G), FOE was established on Tuesday, 4 November 1997 by Debie
Sadikun, as a dedication to her beloved parents. The name is chosen
because she has conviction that by being fond of English, people will be
committed to spend time learning English. Led and blessed by God, FOE
has been thriving ever since it was founded. Having the high demand in
providing more classes, Ms. Debie has extended the course by hiring
more teachers since 2010. FOE is always committed to deliver excellence
in English teaching for general, academic, and business purposes.
The vision of FOE is empowering the learners to develop confidence
and persistence in learning English. The mission is encouraging learners
to develop an interest in learning English on a lifelong basis. FOE has a
motto that through English, FOE will embrace the world.
Nowadays, FOE is growing fast. The learners are increasing each year
because of its high quality. This institution always develops its quality in
order to fill the needs of learners in the English learning.
E.
Method of the Study
In collecting data for this term paper, I use several ways. The first way
is I get some data from my observation during the internship period. The
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data is written down in a journal which records every activities that I have
done during my internship. The second way is by reading some books in
the library. The library provides a lot of good books to help me open my
mind. I also read some journals as my references. The third way is by
reading some English articles in the internet. Internet service provides
some good articles that help me a lot in finding theories for my term paper.
The fourth way is by interviewing Ms. Debie Sadikun. The period of
collecting the data was from September until January 2013. The data is
used to support and justify this term paper.
F.
Limitation of the Study
The discussion of this term paper will limit on a certain method in
teaching English vocabulary that is used in FOE while I was doing my
internship from 16th July until 16th August 2012. The method is by giving
description. I had to give some description when I taught vocabularies for
the learners of intermediate level in FOE. The subject of the research is I,
as a teacher assistant.
G.
Organization of the Term Paper
My term paper starts with the Abstract. Declaration of Originality,
Acknowledgements, and Table of Contents are following after the
Abstract. Chapter I describes about Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Study, Method of the Study, Limitation of the Study, and Organization of
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the term Paper. Chapter II describes the problem analysis. It will discuss
the causes and the effects of the problem. Chapter III describes the
potential solutions. It will discuss some potential solutions to solve my
problem and some potential positive and negative effects of each potential
solution. Chapter IV describes the conclusion of my term paper. It will
discuss the summary if the previous chapters, statement of chosen
solutions, justification points from the theories and contexts, and some
suggestions and opinions. Bibliography consists of the sources of the
theories. The last part will be Appendices which consist of the flowchart,
the list of the interview questions, the list of interview transcriptions,
example of vocabulary material, and company profile.
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BIBLIOGRAPHY
Printed Sources
Elsjelyn, Evelyn Rientje. English Made Easy . Jakarta : Kesaint Blanc
Publishing, 2010.
Mikulecky,Beatrice S., and Linda Jeffries. Reading Power . New York:
Longman. 2005.
Electronic Sources
Crist, Robert. “How to Improve Your Vocabulary by Applying Three
Techniques.” www.vocabulary-vocabulary.com . 2007. 05th
October 2012.
Essberger. Josef. “Improve your English through Reading.” 2012. English
Club. 29th October 2012.
Hansen, Randal S. “Easy Ways to Improve and Expand Your Vocabulary:
Seven Tips for Learning New Words.” www.enhancemyvocabulary.com .
2012. 08th October 2012.
Maranatha Christian University
“Ideas for Improving Your Vocabulary” www.gallaudet.edu . 2012. 6th
January 2013.
Luciano. “10 Sure-Fire Strategies to Improve Your Vocabulary.”
www.litemind.com . 2012. 22nd December 2012.
Pell, Nicholas. “How to Build a Word Vocabulary.” www.ehow.com . 2012.
eHow. 14th November 2012.
“Quickly Improve Your Vocabulary.” www.exforsys.com . 15th November
2010. Exforsys.Inc. 12th November 2012.
Salsbury, Marina. “Inexperienced Teachers and EFL.” www.omniglot.com .
2013. 14th February 2013.
“What Teachers Do Every Day.” www.experience.com . 2013. Experience,Inc.
14th February 2013.
“Why Improving Your Vocabulary can Enhance Your Life.”
www.exforsys.com . 7th May 2007. Exforsys.Inc. 26th December 2012.
Maranatha Christian University
Wilson, Alice. “How to Learn English Vocabulary.” www.ehow.com . 2012.
eHow. 26th November 2012.
INTERVIEW
Sadikun, Debie. Personal interview. 6th November 2012.
Sadikun, Debie. Personal interview. 29th November 2012.
Maranatha Christian University