THE TEACHERS’ STRATEGIES IN TEACHING ENGLISH VOCABULARY AT THE FIFTH GRADE THE ELEMENTARY SCHOOL: A CASE STUDY AT SDN 40 MATARAM IN ACADEMIC YEAR 2011/2012
CHAPTER I
INTRODUCTION
1.1 Background of Study
In presenting English, especially vocabulary, the teacher should be creative in choosing the materials and able to stimulate the students interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Palmberg (1986:15) states vocabulary acquisition in foreign language learning has received rather insufficient attention from applied linguistics and has been largely neglected by recent development in research.
Vocabulary is the most important factors in English. We need to master it well. The learner should comprehend and high confident to use it in front of speaker especially how to communicate with a good vocabulary building in each vocabulary. Vocabulary has important role to use as tool of communication. Since vocabulary is very important for the student who study English, higher interest should be given to it.
There are several studies in teaching vocabulary strategies in elementary school, this methodology has been tested by Alfitra Gaeda (2009) who found that use guessing word strategies in teaching English vocabulary making the transition to independent learning can be easier and more efficient.
Second, Edelma Concha Pique (2000), reveals that ruled the ball of vocabulary learning by turning the classroom into a positive and fun learning experience, making language both more significant and more memorable. It also encourages students to be active, enthusiastic, and animated.
However, only a few research discuss the teachers’ strategies teaching English vocabulary, it is a need to help English teacher to improve skill in teaching vocabulary.
Teaching vocabulary is one away to improve the students’ knowledge in order to be able to build a grammatical sentence and is also teaching vocabulary is one difficult item complemented by teacher because many things should be concerned and it has to take good handling in order to students can understand what is the vocabulary itself.
This research is conducted to find out the information about condition of the English subject, especially in Teaching English vocabulary at SDN 40 Mataram. By knowing the strategies the teacher may achieve the purpose of teaching learning process at the fifth grade of SDN 40 Mataram in Academic Year 2011/2012.
1.2. Statement of the Problem
From the background of the study stated above, the writer formulates the question as follows:
1. What strategies are used by the English teacher in teaching vocabulary at the fifth grade of SDN 40 Mataram in Academic Year 2011/2012?
2. What are the students’ response toward the implementation of teacher strategies in teaching vocabulary?
1.3. Purpose of the Study
In according with the statement of the problem above this study is aimed at:
1. Finding the strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in Academic Year 2011/2012.
2. Finding the students’ response of the teacher strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in Academic Year 2011/2012.
1.4. Significance of Study
The result of the study will help English teachers to improve skill in teaching vocabulary. It is hoped that the result of this study can give some contributions to the success of the teaching learning English at the elementary especially related to the effort of enriching students vocabulary in learning new vocabulary. The teacher is able to select the most appropriate strategy to overcome the problem and the student can understand easily.
1.5. The Scope of the Study
a. This study is conducted to the English teacher at the fifth grade of SDN 40 Mataram in Academic 2011-2012.
b. This study is only dealing with the teachers’ strategies in teaching vocabulary in SDN 40 Mataram.
1.6. Definition of Key Terms
a. Strategies
According to Gony and Kingsmey (1974:12) the strategy is a process of individual behavior which modified or changed through practice or learning on the other hand.
b. Teaching
Teaching is transfer knowledge consciously (Oxford Dictionary)
c. English
English is the mean of England the test of Britain, North America, a great pane of the British command wealth and some other cannot raise, according the password by Karnarman, (1987:26).
d. Vocabulary is a list of words with their meaning, responses which accompanies text book in a foreign language. (Hornby, 1976:11)
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. The Concept of Vocabulary
Vocabulary is acquired incidentally though indirect exposure to word and intentionally though explicit instruction in specific word and word-learning strategies. And it also vocabulary is the knowledge of words and words meaning. (Linda Diamond and Linda Gultohn, 2006).
As Steven Stall (2005) puts it, “vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word first into the word”.
Following are some generalization of what people have agree about the vocabulary according Hornby are:
- Vocabulary is the total number of words that make up the language.
- Vocabulary is the body of words known to a person or used in particular book, subject, etc.
- Vocabulary is a list of word with their meaning, response which accompanies a text book in a foreign language. (Hornby, 1976).
Vocabulary is the combination of lexical word that knows by somebody or others, or it is some part of certain language one lexical word defined as combination of all lexical word is understood by people and perhaps the lexical word would be used by the people to construct new sentence. (Wikipedia Bahasa Indonesia, Ensiklopedia Bebas).
Vocabulary is attaching a new name to a familiar object for which there is an equivalent word in their own language. (Ruth Gairn and Stuart Redman: 1986).
By this definition, the writer can accumulate that vocabulary is the bones of a language. It make possible on could express something or message to another, read different books or subject, and also deals with foreign language.
2.2. Types of English Vocabulary
When we see the real use of English language and other languages, it seems that vocabulary is the list of words which have meanings, forms, and orientation our mind consequence of involving the two kinds of divisions. One really covers the whole aspects of language. It items that it can generally or fully be used for unlimited business or affairs. And the last, that vocabulary is only used in certain area, while for the other area is not.
The reality seems to be focused by Allen and Corder (1988) and device the vocabulary into two major types:
a. General vocabulary that is used in all subjects.
b. Technical vocabulary that consists of words have special meaning in particular areas such as mathematics, social studies, and science.
2.3. Kinds of Vocabulary
There are many fact different kinds of vocabulary items or word. This is especially true when nonnative learners eye target language as linguistic outsiders. One simple way to take at vocabulary for second learners is single word, set phrases, variable phrases, phrases verbs, and idiom. ( Lewis, 1997). Below is his explanation those items above:
1. Single Words
This is the group that most people think of first. By far, this group includes not only more items but also more frequently used items:
Animals: Elephant, cat, dog, bird, etc
Time Period: January, February, today, yesterday, etc
Counters: Dozen, box, plenty, decade, etc
2. Set Phrases
These phrases consist of more than one word and do not usually change. For example: In the set phrases in other words, we cannot say with other word or in other remarks or in other phrases might seem to be also to fit.
3. Variable Phrases
While most of component in variable phrases will stay the same, there is some variation. The variation often involves personal pronouns or some sort of possessive. For example, a usual from of the opening line of many business letters, especially from companies writing to inform you of a problem, is it has come to our attention that if were coming from your boss or coworker.
4. Phrases Verb
Your awareness of phrase verbs is critical to you ability as a native speaker to provide comprehensible input for your ESL students. Native speakers have no idea that they using phrasal verbs, nor do they see why these words are so hard for ESL students to deal with it.
A phrasal verb consists of two or three words. The first word is always a verb. The second word in a phrasal verb is a preposition or article/adverb. If there is a third word, it is usually a preposition. A good example is put up with, meaning to tolerate or stand.
5. Idiom
All languages features idiomatic expressions, and each idiomatic expressions, or idiom, is a vocabulary items. The test of whether a “chunk” is an idiom or not is whether the sum of the meanings of individual words is equal to or similar to the meaning of the whole phrase.
2.4. The Importance of Teaching Vocabulary
The importance of vocabulary has made the applied to solve this problem by making it efficient. One way to measure the importance of vocabulary is to find out how much times we spend each day in the role of learn vocabulary. A large vocabulary opens students up to a wider range of reading materials. A rich vocabulary also improves students’ ability to communicate through speaking, listening, and writing.
Stahl and Fairbanks (1986) suggest that teaching students 350 word each year may improve learning by as much as 10 to 30%. Further, in 1982, Beck, Pertefi, and Mckeown found that students who were given direct instruction in word meaning were better able to discern the meaning of untaught words than control subjects.
Though no particular method for teaching vocabulary has been identified as best (Beck and Mckeown, 1991), a number instructional strategies such as identifying synonyms and antonyms, providing examples and no examples, and relating words to one’s own life, have yielded growth in students’ vocabulary. For these reasons, vocabulary A-Z has developed a five day vocabulary teaching plan that focuses on teaching words based on context and meaning, not memorization.
2.5. Problem in Teaching English Vocabulary
Edelma Concha Pique in the Department of Language, Literature (March, 2000) stated that there is problem of method in teaching vocabulary that the teacher must turned classroom into a positive and fun learning experience. It follow the natural approach to learning a second language by providing students with a real life experiences geared to learning vocabulary in a meaningful context, make language both more significant and more memorable. It also encourages students to be active, enthusiastic and animated. It avoids repeating boring drills, memorizing long list, translating, and learning vocabulary in isolation. The teacher also should increase the students’ interest in the subject, then, motivating them to pay more attention and to learn more. Even though the students are constantly challenged with the learning of the new language, almost all of the activities in teaching vocabulary are achievable to avoid frustration.
2.6. Strategies in Teaching English Vocabulary.
The more creative teacher will produce better result. In fact, student in the class, the teacher has to make decision on how to manage the class or even to teach the material. There are any methods to teach language, but teaching in front of class depends on teacher themselves or their technique in teaching.
Freeman (1986) said method comprising principle and strategies. The strategies are the behavioral manifestation of principle, in other words, one classroom activities and procedures are derived from an application of the principle. They additionally said although certain strategies are associated with particular principles most strategies can be adapted to any teaching style and situation.
English teacher has to know various strategies of presenting the vocabulary, in order the students can be understand what the teacher expects then to do. The strategies function not only to assist the students to grasp meaning of new the words easily, but also make the variation of teaching in order to avoid the passive class.
Lado (1994: 120-125) pointed out some ways to teach vocabulary to the students who are learning foreign language. Steps are as follow:
a. Hearing a word. Chance to hear the word in solution two or three repetition can be given in order that they hear to correct pronunciation.
b. Pronunciation the word. The students should be given chance to pronounce the word since it will help them remember the word longer and identify it more readily when they hear and see it.
c. Grasping the meaning. The teacher should help the student get the meaning of the word without using translation.
According to Lado (1994), there are many kinds of strategies that can be applied in teaching vocabulary. These strategies are:
a. Self-defining context.
The context makes the situation clear. Example: I have a ticket to the jazz concert on Saturday night.
b. Definition
Definition in the target language may be used effectively if they are expressed in the words that are better known by the students.
Example: library, a place where student can borrow and read books.
c. Identifying picture.
Many kind of picture have been successfully used to show the meaning of word and utterances.
Example: the pictures fruits, animals, flowers, etc.
d. Opposite.
When one number of opposite is known, the meaning of the other can be made clear through it.
Example: strong and weak, short and tall, etc
e. Synonyms.
When the synonyms are better known, the word being thought, it can help a lot.
Example: calm, quite.
Some alternative strategies in teaching vocabulary:
a. Coordination
It shows that words of the same category linked together. For example: when seeing the word apple, people would think about orange, banana, pineapple.
b. Collocation
It shows that words are likely to be found together if they are used together in the speech. For example: phone and number are collocated together because of the use of phone number.
c. Super Ordination
It shows that a word can stimulate the word that includes it. For example: when seeing the word English, people would think about language.
d. Context Clues ( Guessing Word)
Hirsh and Nation (1992) state that guessing vocabulary form context is the most frequent way to discover the unfamiliar word meaning.
e. Word Morphology
Morphology also offers clues for determining word meaning. It has been popular in vocabulary lesson to introduce lists of terms and affixes with their meaning for students to memorize (Natinnger, 1988).
The strategies is as follow:
- Look at the word
- Say the word
- Cover the word
- Write the word
- Check the word with the original
- Try it again if it is not correct
f. Enhance Memory
The second task is teaching comprehension is helping students remember word or more precisely, helping them store words in memory. Research in memory suggests that words are stored and remembered in a net work of associations. (Stevick, 1987).
g. Idiom
Idioms are multiword units that are completely fixed. They are further distinguished as having a unitary meaning that cannot be derived from the meanings of the component parts.
Example: to have a good heart (to be a kind person).
h. Odd Word Out
List words in groups of four or five. In the group their should be one word that does not fit in that particular group. Students need to choose which word does not fit and explain why.
2.7. Vocabulary Building Techniques
Varying research does figure out the best strategies to building up the vocabulary mastery. Peter Yogqi (2003), says that the purpose of vocabulary learning should include both remembering words and the ability to use them automatically in a wide range of language context the need arises. ( Peter Yogqi: 2003)
In Peter Yogqi (2003), reviews the empirical research on vocabulary learning strategies in a second/foreign language. In searching the best strategies that produce the best result, the learners tent to utilize a variety of strategies in combination. The chose, use, and effectiveness of vocabulary learning strategy very much depend on the task (e.g., breadth or depth), the learner (e.g., cognitive and culture style of learning, motivation), and context.
The strong established relationship between students’ vocabulary knowledge and their ability to successfully comprehend what they read places a heavy demand on classroom teacher curriculum planners. Program developers, organizers of staff development plans, reading researchers, and on parent outreach program.
Qian (2000) study explored the relationship between depth and breadth of vocabulary knowledge and reading comprehension in English as a second language (ESL). Using multivariate analyses, the study examined the role of depth and breadth of vocabulary knowledge in assessing the performance of a group of young adult ESL learn with a minimum vocabulary size of 3.000 word families in carrying out general academic reading comprehension tasks.
The following vocabulary building techniques designed for English language learners, but are helpful to all students. With use lotsof pictures and labels (the use of visual reinforcement supports comprehension and retention), Teach definitional information (When you read definitions with students, be sure they understand how to read pronunciation keys, parts of speech, etc.), Use repetition (Repeating words as much as possible helps clarify pronunciation and provides opportunities to transfer words from working memory to long-term memory). Present words in multiple contexts (Expose students to vocabulary words often, and in various contexts. This gives students a model for how words are used appropriately), Use direct instruction of word learning strategies (including structural analysis. In structural analysis, students examine the component parts of a word - e.g. the root word, suffix, and prefix -to determine the word’s meaning. Teaching students this strategy can empower them to decode unfamiliar words), Conduct collaborative group work, Build on students’ prior knowledge (An important part of this is identifying students’ misconceptions and addressing them), Engage students in instructional conversations (In instructional conversations, students have discussions with other students and the teacher on topics that are relevant and have meaning to them. The goal of this student-centered technique is not to get correct answers to test questions, but instead to explore ideas), Integrate technology into your instruction (It is helpful to engage students -particularly ELLs -with a variety of visual and aural alternatives. The use of technology can help to reinforce word meanings and provide students with multi-sensory connections), Pair students with peers during reading, Use active voice when introducing or discussing concepts (ELL students understand active voice better than passive voice. “Animals use oxygen,” for example, rather than “Oxygen is used by animals”).
Teachers can add variety to the techniques employed in the classroom by alternating other activities with language games that recycle vocabulary, e.g., Scrabble, Word Bingo, Concentration, Password, Jeopardy. Language games have the added advantage of being fun, competitive, consequently, and memorable. These games are also activities that students can be encouraged to do on their own.
The ways of incorporating the theory to actual testing practices in order to increase the usefulness of vocabulary test need to be explored. Several attempt have been made to address discourse competence via the use of adapted doze test. (Alderson, 1979).
2.8. Students’ Response Toward the Implementation of Teachers’ Strategy in Teaching Vocabulary.
Response is a reaction or feedback communicant as a result
or the influence of the message, either directly or
indirectly. Immediate feedback is delivered communicant
verbal, that is to say the sentences directly and non-verbal
through facial expressions or body movements (Supartini, 2004).
or the influence of the message, either directly or
indirectly. Immediate feedback is delivered communicant
verbal, that is to say the sentences directly and non-verbal
through facial expressions or body movements (Supartini, 2004).
Each response is essentially a behavioral response or a reply (response) to stimuli or stimulus (Sarlito, 1995). According Gulo (1996), the response is a reaction or response that depends on the stimulus or the result of the stimulus. Human individuals participate as a controller between stimulus and response so that determines the shape of individual response to the stimulus is a stimulus and individual factors themselves (Anwar, 1988). Interactions between multiple factors outside of objects, people, and in a manner, death and emotional influences of the past and some forms of behavior that ultimately determines a person is displayed.
The responsecomes from the response, which means the response or the response (reaction). Response is a psychological term used to call the reaction to the stimulireceived by the five senses. It is a measure of underlying supportand the response is the attitude, perception, andparticipation. Preceded the response in the process because the attitude ofa person's attitude or willingness of a person's tendency to behave when facedaspecific stimulus. So, talk about the response or no response apart from the discussion of attitudes. Response is also interpreted as a behavior or attitudes that shapewell before a detailed understanding, research, influence or rejection, likes and dislikes as well as the utilization of a particularphenomenon (Sobur, 2003).
AccordingSarlito (1987), eachbehavior is essentially a response / reply (response) to the stimulus. Opinionsexpressed by Mar'attune (1984) which states that the response is a reaction caused by receipt ofthe stimulus, which stimulus is the news, knowledge, information, before it is processed or received by the senses. Individual human beings act as the controlling elementbetween stimulus and response, so that determines the shape of individual responseto the stimulus is a stimulus and individual factors themselves(Miftah Toha, 1988).
AccordingBerlo, 1960 (in RezaYogaswara), formulate a response as something done by one person as a result of or due to receive a stimulus. The stimulus is something that can be received by a person through one of the sensory. Responses are classified into two types, namely the response does not appear (covert response) and the apparent response (covert response). Response ismanifested by a person into the visible aspects of cognition (knowledge) and affective (attitude). Apparent response translated into psychomotor aspects (behavior). Amongthe visible response and the response does not appear there is a linkage, but there is aharmonious relationship and there are not aligned. Cognitivesystem that is alignedand effective components of the same nature in all its aspects thesituation arises that is consistent with the psychomotorand there is no impetus for change, while thecognitive system that is not consistent andeffective components that have aspects that cannot run together, then there arises the unconformity and the pressures that drive to change the cognitive system such that the achievement of a state of harmony (Sarlito, 1987).
Learning is central to the study of behavior. Behavior is controlled by the stimulation and the responses given student. The understanding of the behavioral responses of students who were born as a result inclusion of a given stimulus or a response to her teacher learn something with good feelings. Therefore, the student response is one important factor that will determine success learning of English.
The lack ofstudent responses to learning English willinhibit students 'learning process is not necessarily low response sources of error in student teaching materials, teachers' ability to deliver material that may lead to inadequate classroombecomes less attractiveand tend boringfor students. Sound is less harsh teachers, teachers whoare less assertive, less precise methods of learning, or the position of teacher in teachinga lot of sitting can bring an atmosphere that does not attract attention, make the students become frightened and unhappyresponses that lead to a reduction in learning English.
In summary based on the theories above, this study investigate the students’ response as a reaction toward the implementation of teacher strategies in teaching vocabulary.
2.9. Related Study
As the comparison of this research, here are some researches of teaching vocabulary strategies in elementary school. First, Alfitra Gaeda (2009) with title “Some Strategies in Teaching English Vocabulary (A Case Study at SDN 1 Cakranegara academic year 2008/2009), she finds that the English teacher at SDN 1 Cakranegara, the purpose of the study in to find the learning vocabulary strategies to increase students’ vocabulary mastery. The researcher use descriptive method, it concern with the actual solving. The teacher use strategies identifying object when the teacher asking students group the object appropriate group and the teacher pictures the names of the object. And then, the students were asked to guess the animal’s names when the teacher explain and the last, the teacher identifying object. The data need for this research is obtained by observation and interview. The finding this research that use guessing word strategies in teaching English vocabulary making the transition to independent learning can be easier and more efficient.
Second, Edelma Concha Pique (2000), with title Teaching English Vocabulary to Elementary School Students in Fun Way. She use the method of vocabulary learning by turning the classroom into a positive and fun learning experience, making language both more significant and more memorable. It also encourages students to be active, enthusiastic, and animated. The first activity is introducing the animal’s name. As the teacher posts the felt animals, she says the important for second language students because it promotes forming a mental picture of what it is said. Students learn form the very beginning to think in the foreign language. Thus, avoiding translation, then, the teacher introduces the diminutives form of each animals name for a later use in the farm song. Sentence structure accompany by gesture is taught afterwards. Finally, teacher plays an audio-tape about the farm animals and the children attempt to sing as they mimic the action.
The second activities consist of game. The teacher has three different games this related to the same these “farm animals”. The first game is called “ruled the ball”. Students sit in a circle with the teacher in the middle holding the ball. The teacher rolls the ball to any student randomly. A student catches the ball. Then, the teacher shows an animal figure to the student who has the ball. The student has to say the English name for it. If the student does not know the animals name, the teacher will ask “who knows?”. The third method is matching, cutting, and pasting. This exercise can be done in two ways: a) children are asked to cut the name of the animals, which are written at the bottom of the page, and paste them according to the animal’s name, or b) children can draw a line from the animal to the animal word. With the farm animals theme, the teacher is using different materials that are interesting and that are arrange according to the students age. The use of colorful felt (flannel) animals on aboard makes the learning process more animated. The use of audio-tape brings enthusiasm to the class. Playing games like “wave”, “rolling the ball”, and “group contest”, keeps the activity level high. The games have the advantage of being fun, competition, and consequently, memorable. With use games activities that students can be encouraged to do on their own.
There are many research results about strategies or technique of teaching vocabulary. Because when we are talking about strategies or techniques, we will find that it is going to be different about what strategies to use between one student to other student, one teacher to other teacher, and between one school to other school. It usually depends on students’ ability and also facility that schools have. Therefore, the result of this research is different from the previous study.
CHAPTER III
RESEARCH METHOD
3.1. Research Design
Stated the introduction that the purpose of this study are to investigate the strategies in teaching English vocabulary and to find out the students perception of the teacher strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in academic year 2011-2012. The writer therefore needs method of research. So, the writer use descriptive qualitative method to get her aim. In qualitative method validity refers to the “trustworthiness” of study (Cresswell, 2005). Descriptive method is the effort to observe, notify, analyze, and interpret the condition happening. Ainin (2007) notified that the purpose of descriptive method is to make description about the fact, characteristics, and relation of current cases systematically, factually, and accurately.
Based on the statement above, this study is categorized as descriptive research because the study refers to the qualitative with one variable. In this case, descriptive qualitative method uses to describe English teachers’ strategies in teaching English vocabulary and the students’ perception toward teachers’ strategies in teaching English vocabulary at the fifth grade of SDN 40 Mataram in academic year 2011-2012. On the other word, this is describes about strategies of English teacher in teaching vocabulary in their class.
3.2. Population and Sample
The specification of the population which the inquiry affect decision that researcher may make both sampling and resources which give sufficient resources to contact every member of the design group, sampling decisions. (Yursa: 2000)
1. Population
Population is a number of individuals that have at least the same characteristics (Hadi, 1987). In SDN 40 Mataram in School Year 2011-2012, there are 30 students at the fifth grade and there are only one English teacher who teach English Language at the fifth grade. Related to the explain above, the researcher tries to concentrate the subject of this research to an English teacher who teaches at the sixth grade of SDN 40 Mataram in Academic Year 2011/2012.
2. Sample
Sample is a technique of take a representative sample from the population. Since the population of this study is less than 100 percent. In the case, there is only one teacher. So the writer takes that teacher and 2 students directly as sample of this study. This in line’s with Arikunto statement in his book, “ if the subject is more than 100 percents, it is suggested to take 10-15% or 20-25% as a sample, but if the subject is less than 100 percents, it is suggested to take all of the subjects” (Arikunto:1990). In this study, the writer use purposive method as the sampling procedure.
3.3. The Method of Collecting Data
Data of the research are collected by observation and interview.
a. Observation.
Observation is the way of survey some interactions done by the teachers and students during the teaching and learning process. The steps are the writer will observe by watch the teacher while they are teaching English vocabulary. The observation will purpose to find what strategies that the fifth grade English teacher at SDN 40 Mataram uses in teaching vocabulary.
b. Interview
Interview is the way of asking some information related to research conducting. In this case, the writer as the interviewer will ask some information to the teacher about the strategies that the English teacher uses in teaching English vocabulary.
The questions of interview the question that ask for explanation. It consists of five questions. Not only had that but writer also ask some information that might help here in completing the data. All the result of the observation and interview is regard as data.
3.4. The Method of Analysis Data
The data of this study is the list of the technique used by the teacher in teaching vocabulary and the result of interview between the writer and teacher.
The data will be analyzed based on the following steps:
a. Observation
The data are analyze descriptively due to the reason stated by Cresswell (1994) that the data emerge from qualitative study are descriptive, that is data are reported in words (primarily the participants’ word). The analysis process is the researcher is participate as long as the learning process while observation how is the activities of the students and the teacher in classroom. From the observation the researcher wants to know what techniques are applied English teacher to teach vocabulary. During the learning process, the researcher does the activity by matching the data with the research questions.
b. Interview
The data from interview are analyze in steps. First, the interview are transcribe or convert in written form. The transcripts, then, are read many times and condensed or compressed into briefer statement in which the main sense of what is said is rephrased in few words (Kvale,1997). Afterwards, the data are code and categorize. Finally, the interview data are interpreting to find out whether the teacher actualized strategies in teaching vocabulary.
CHAPTER IV
FINDING AND DISCUSSION
In this chapter the researcher will explain the result and the discussion about teacher’ strategies and students’ perception based on the observation and interview. There is one teacher that was investigated.
4.1. The Result of Interview
The result in the first meeting (on August 30th, 2012), the teacher Mr. Jayandi of the fifth class uses synonyms in teaching vocabulary. He says “synonym is strategy will make students to think more interactive and interesting with the new words”. The teacher believes that strategies are able to his students and can improve ability of the students’ vocabulary.
The possess reason used this strategy in teaching vocabulary. He said “this strategy is simple and easy to pronounce and remembering of the words”. To more clear we can see following the table:
Table 4.1.1. Interview of the researcher to the teacher in teaching English vocabulary
| No. | THE LIST OF QUESTIONS | THE ENGLISH TEACHER’S ANSWER |
| 1. | What the strategies you applied in teaching vocabulary? | Synonym strategy |
| 2. | Based on the result of observation, you applied using synonym strategy, why you applied this strategy? | Because this strategy will make students to think more interactive and interesting with new words |
| 3. | From the strategy you applied, did you can improve ability of the students’ vocabulary? | Yes, I did. |
| 4. | What did you reason apply this strategy in teaching vocabulary? | Because this strategy is simple and easy to pronounce and remembering of the words |
| 5. | Did you have difficulty in teaching vocabulary to your students? | No, I didn’t |
The second times (on the August 6th, 2012), the teacher uses identifying pictures strategies in teaching English vocabulary. Media in teaching learning process is very useful to get students interest. The teacher says “I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name”.
He has reason used identifying picture in teaching English vocabulary. He says “this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary”. The strategies make students active in answering the question especially for students who afraid to speak because elementary students are very interest with something new and funny. To more clear we can see following the table:
4.1.2. Table Interview of the researcher to the teacher in teaching English vocabulary
| No. | THE LIST OF QUESTIONS | THE ENGLISH TEACHER’S ANSWER |
| 1. | What the strategies you applied in teaching vocabulary? | Identifying picture strategy |
| 2. | Based on the result of observation, you applied using synonym strategy, why you applied this strategy? | Because I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name |
| 3. | From the strategy you applied, did you can improve ability of the students’ vocabulary? | Yes, I did. |
| 4. | What did you reason apply this strategy in teaching vocabulary? | Because this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary |
| 5. | Did you have difficulty in teaching vocabulary to your students? | No, I didn’t |
The result in the third meeting (on September 13th, 2012), the teacher Mr. Jayandi of the fifth class uses opposite in teaching vocabulary. He says “opposite is strategy will make students to think more interactive and interesting with the new words”. The teacher believes that strategies are able to his students and can improve ability of the students’ vocabulary.
The possess reason used this strategy in teaching vocabulary. He said “this strategy is simple and easy to pronounce and remembering of the words”.
The second times (on the August 6th, 2012), the teacher uses identifying pictures strategies in teaching English vocabulary. Media in teaching learning process is very useful to get students interest. The teacher says “I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name”.
He has reason used identifying picture in teaching English vocabulary. He says “this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary”. The strategies make students active in answering the question especially for students who afraid to speak because elementary students are very interest with something new and funny. To more clear we can see following the table:
4.1.2. Table Interview of the researcher to the teacher in teaching English vocabulary
| No. | THE LIST OF QUESTIONS | THE ENGLISH TEACHER’S ANSWER |
| 1. | What the strategies you applied in teaching vocabulary? | Identifying picture strategy |
| 2. | Based on the result of observation, you applied using synonym strategy, why you applied this strategy? | Because I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name |
| 3. | From the strategy you applied, did you can improve ability of the students’ vocabulary? | Yes, I did. |
| 4. | What did you reason apply this strategy in teaching vocabulary? | Because this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary |
| 5. | Did you have difficulty in teaching vocabulary to your students? | No, I didn’t |
4.2. The Result of Observation
Based on the data collection and data analysis, the study wanted by report finding resulted from observation related to the strategies in teaching English vocabulary and than using the strategies in learning English vocabulary in elementary school. The observation has been conducted for four times.
The fifth class has thirty students. From the observation it was obtained that Mr. Jayandi S.Pd, the teacher who teaches at fifth class used synonym and opposite in teaching vocabulary. First, Mr. Jayandi told the theme on that day. He explained about kind of the adjective. Next, he asked the students to mention kind of adjective. He also asked to student to write adjective word because the teacher will explain the word. This purpose is to get the students attention to the material. Next the teacher told the students that they will play guessing game about adjective. Next, he began to give a clue to his student. The teacher asked the students to spell the words and helped them to read it in English. He asked the students to follow him read the adjective word. After that, the teacher divided their students to five groups. Situation student in the class at the time were very happy because each students very enthusiastic to tried to answer.
And the last times, Mr. Jayandi in teaching vocabulary with used identifying pictures. Before Mr. Jayandi thought, he showed pictures of the things in the classroom and the school in front of the class and named them. Then he pronounced the word and asked the students to repeat his orally until they produced clear and right pronunciation. The purpose of this activity is to get the students attentions to the words. The teacher showed things around us in the classroom as a sample, for example: broom, chair, table, whiteboard, etc. The next divided his student to eight groups and the name of the group are A and B. He asked two groups standing on the right side and left side. Each student in group A who stand on the right side takes a picture of things in the classroom and the group B who stand on the left side have to mentioned the picture’ name in English. Next, the first student in the group raise up the picture and the first student in group B answered it, if it wrong the others group helped him or her. If it’s over group A and group B change their position, group toke the picture and group A answered. This activity repeated until all of the groups got the turn. The students very enthusiastic and interested got their turn to take the picture and answered.
4.3. Students’ Perception
In the case, this study explores the students’ perception about the teachers’ strategies in teaching vocabulary. They are outline based on the result of interview.
In this interview, the students at the elementary school asking about synonym and opposite. This strategies applied by the teacher attractively, it makes the students enthusiastic to answer every clue from the teacher. When this study interviewed them, most of the students in this class agree and interest with the strategies that teacher used and about thirty students said they are like it. It can see from some of the student statement below.
Interview 1: “we are understands with the material about adjective with uses synonym and opposite. We can add new vocabulary and we happy because we study with the funny method. And we like studying English”.
Interview I shows that the students are interest to study English vocabulary by synonym and opposite strategies. Therefore, they are attractive and motivated to learn it. The students’ perception about this strategies is very nice therefore they were enjoying learn it.
The second interview, this study interviewed the students at fifth grade. This class used identifying pictures to increased students vocabulary. These strategies used card picture to support the material to get students’ interest.
Interview II: “We like studying by picture and very interesting can learn vocabulary with the picture. And we are happy because we get add new vocabulary”.
It shows that the students like studying English with the picture. Because they were interested in learning process in teaching vocabulary by used of identifying picture.
CHAPTER V
CONCLUSION AND SUGGESTION
CONCLUSION AND SUGGESTION
This chapter present several conclusions based on the research result and several suggestion as the input for school in generally and for the teachers in specifically.
5.1. Conclusion
Based on description after analyze data, the writer make some conclusion as follows:
1. There are two kinds of strategies that analyze used by the student in learning vocabulary are synonyms, opposite, and identifying picture.
2. All strategies can increase the students motivate in vocabulary learning strategies.
3. Students fells more fun when learning vocabulary with the identifying picture, synonym, and opposite
4. A few students that ever used translation as their strategies in learning vocabulary.
5.2. Suggestion
Based on the data analysis, discussion and conclusion the writer has suggestion are follows:
1. The fifth students of SDN 40 Mataram should be more interest to learning vocabulary if they want to master it.
2. The English teacher especially in teaching vocabulary to be more creative in improving and modifying their strategies of teaching.
3. The teacher should know ability of their students to decide what strategies the teachers used for teach. For choosing the strategies they should give attention to student conditions and students needs.
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