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CHAPTER I INTRODUCTION
Background of the Study Language is basically a means of communication. There are two types of communication namely oral communication and written communication. In oral form it involves more than one person, the speaker and listener. In some ways there must be the researcher and reader in written communication. Many people believe that English is very important because English is used as an international language. English is still an important subject and, therefore, is still relevant to be taught in secondary schools. It has proved that English teaching does not make students miserable, and it opens more opportunity to get better job. It enhances science and knowledge useful in the future. The communication will happen interactively if both of them understand each other what they communicate. For this purpose they must master the grammatical structure and the vocabulary of the language they use. Related to them, English as one of the tools of communication used by most of people in the world has the same elements: grammatical structure and vocabulary.
As an international language, English is the only first foreign which must be taught compulsorily in the secondary school in Indonesia, based on 2004 English curriculum. The objectives of English instructional program at junior high school are making the students own interest and ability in understanding written English, written ability and speaking ability with vocabulary of 500 English words. As continuation of them, most of the junior high school students have lack of vocabulary target. Moreover, vocabulary according to David P. Harris (1069:9) is one of the two very important elements shared by all four skills of the language. In our country, Indonesia, English is the first foreign language taught as one of the compulsory subjects in junior as well as senior high schools. It is one of the subjects tested at the end of the schools program
that is “Ujian Akhir Nasional (UAN)”. It is also to be a course offered in the early semesters in most universities and other high education institution in Indonesia. It means that English has been considered as an important part in all levels of education. In studying vocabulary, a lot of beginners find some difficulties. Generally they are difficult to memorize new vocabularies they have got. It usually happens to the students who have no chance to practice it orally, so it seems that they do not get the vocabulary development anymore. The second problem is that they cannot pronounce the new vocabularies correctly.
To anticipate the feeling of boredom of the students, the English teacher should make the students interest as good as possible in learning English by giving them motivation and interesting ways in presenting vocabularies so that they can learn English happily. By doing so, we hope that they can understand the material given more easily. There are some reasons of the researcher to choose a title “A Study on The Problems of Learning English Vocabulary Faced by The Students of MTs An-Nafi’ah Baureno Bojonegoro in 2010/2011 Academic Year ”. The researcher would like to know further clarification of the problems of learning English vocabulary especially faced by the students of MTs An-Nafi’ah Baureno Bojonegoro. The researcher also wants to study whether the problems are related to the technique of learning vocabulary to be used by the students and the technique of teaching vocabulary used by their English teacher or not.
Statement of the Problems Related to the background of the study-discussed previously, the researcher tries to present the teaching vocabulary to the first year students of MTs An-Nafi’ah Baureno Bojonegoro in order to support the students to learning English. We all know that teaching English vocabulary to the beginners is not easy. This study tries to find the problems of learning vocabulary faced by the students.
There are two statements of the problems of students to study English vocabulary of MTs An-Nafi’ah Baureno Bojonegoro: 1.2.1 What problems do the students have in learning vocabulary? 1.2.2 What technique does the teacher use in teaching vocabulary?
Objectives of the Study Based on the problems above, the objectives of the study are as follows: 1.3.1 The writer wants to know problems have the students in learning vocabulary. 1.3.2 The writer wants to know technique use the teacher in teaching vocabulary.
Significance of the Study This study is very important because: 1.4.1 For students Universitas PGRI Ronggolawe (UNIROW) Tuban It can inform UNIROW Tuban students in effecting of learning vocabulary especially English Department in UNIROW Tuban. 1.4.2 The Teacher It can also give information to the English teachers about the problems faced by their students, especially the students of MTs An-Nafi’ah Baureno Bojonegoro in learning vocabulary.
1. 1. 1. 1995: 921).1 A study is kind of analysis about something. it is necessary for the researcher to give a brief definition of the following terms to avoid misunderstanding and misinterpreting.5 1. . This study discusses about what problems do the students have in learning vocabulary and what technique does the teacher use in teaching vocabulary.2 Problem is a thing that is difficult to deal with or understand.6.4.6 Definition of the Key Terms Before going on the main part of the study.6. 1980: 50) 1.3 The Students The result of study can be used as consideration by readers especially those who want to develop their ability in learning English. (Hornby. 1987: 822). (John Sinclair. (Hornby.5 Limitation of the Study The study is focused on the problems of learning English vocabulary faced by the students of MTs An-Nafi’ah Baureno Bojonegoro.6. 1.3 Learning is knowledge or skill that has been gained through studying.
All the words known to a particular person the special set of words used in a particular kind pf work business etc. A list of words usually in alphabetical order and with explanation of their meaning.6. (John Sinclair. less complete than a dictionary. 1987: 1629).6 1.4 Vocabulary is the number of words in a language that he or she knows. .
the researcher will give some definitions concerning vocabulary. Gatenby (1978: 1120) gave definition of vocabulary as follows. which related in the investigation present in this section.7 CHAPTER II REVIEW OF RELATED LITERATURE The theories will be taken from some literatures.S. Likewise A.V. Hornby and E. significance of vocabulary. For clarification. such as definition of vocabulary. usually arranged alphabetically and defined or translated”. learning and teaching English vocabulary. “Vocabulary is a list of words and often phrases. It can be looked in some discussion about vocabulary in many language books and even in most of dictionary. patterns of difficulty of vocabulary. John Sinclair (1987: 1051) described that vocabulary is “the number of words in language that he or she knows”. . It means or found then learnt and used in communication.1 Definition of Vocabulary Vocabulary is often considered as an identical form with words. 2.
2. oral communication and written communication.2 Significance of Vocabulary As stated in previous chapter that language is means of communication that can be of two types namely. A clear insight into the way the speakers of language uses words is given by Fries which is quoted by Robert Lado (1967:209). In writing a word is “part of given passage which in customarily written space on their side”. Concerning the word. The vocabulary of language is all the words in it: “New words are constantly coming into used and them dropping out of the vocabulary”. The vocabulary of a particular subject is the group of words. He says as follows: “A word in combination of sounds acting as a stimulus to bring into attention the experience to which it has become attached by use …” In the some ways.8 BBC English dictionary by Happer Collins publisher (1993) gave two definitions of vocabulary: 1. Both of them involve four skills which must be . Bloomfield defined as quoted by R. He also supposed the definition for the word of speech as similar form as “part of given utterance which customarily spoken between open junctures”. 2. a word is defined by Nelson Francis in two kinds. Lado (1965: 208) that a word is “Free form which does not consist of two or more lesser forms or in brief a word is minimum free form”.
Referring to four skills. a vocabulary of 7. Grammatical structure and vocabulary are two very important components. and in the long run it can mean the success of language learning general. Moreover. there are four components shared by all components. however. . In addition they must comprehend correctly to the graphic symbols. but also the other meanings. writing and reading refer to written communication. Since for reading. Thus.000 words is closed to a minimum needs. it is also obvious that vocabulary has an important role to determine the successful achievement of each skill. and parallel to phonology in the spoken form of language is orthography in written form. This fact is confirmed bby Tarigan as follows: The quality of everybody’s language skills much depend on the quality as well as the quality of vocabulary mastered. those are listening and speaking refer to oral communication. 1985: 2) In reading the mastery of vocabulary is as vital as it is due to a text containing a large amount of the lexical items and most of them are unfamiliar for the students. then phonology is the third components of auditory comprehension and oral production. The more vocabulary someone process the better he speaks (Tarigan. in understanding a passage we will face not only the conceptual meaning of a word or the meaning found in the dictionary.9 unstressed by speaker language.
which often develop at different rates. the meaning of word like the dictionary. unlike the other skills is a complex skill requiring the simultaneous use of different abilities. however. 3) contextual meaning.500 – 2. the meaning of clause or sentence alike. The minimum productive vocabulary of 1. every word in a sentence does not stand alone. . the meaning between the writer and the reader. 2) prepositional meaning.10 As stated by Nnuttal (1982: 80) there are four meaning existing in passage: 1) conceptual meaning. He said that writing is an integrated process which involves: • • • The ability to shape letters of alphabet Knowledge of the right combination of letters (spelling) Skill expressing idea Then how many vocabularies is required to be able to write and speak fluently or in another word how large need the foreign learner’s vocabulary before he hopes to be fluent on any everyday subject. Speaking. In fact.000 words range should be owned in order to gain the purpose. 4) pragmatic meaning. the meaning of sentence or a word when it exists in a context. Vocabulary is also important in writing process researcher should know in detail about words: the function and the meaning of words and how to arrange them into some good statement which express what he wants to describe. Mackey (1981: 282) also supports this fact. but it is the meaning of a sentence with the meaning of the other part of the text.
Concerning vocabulary. 3) Vocabulary. 4) Fluency (the case and speed of the flow of speech) and 5) Comprehension should be taken as a fifth component for oral communication certainly requires a subject to respond to speech as well as to initiate it.3 Pattern of Difficulty of Vocabulary . No one can say precisely what happens we listen to and understand another person.000 words. Theoretically listening is considered as the decoding process where as the listener decodes the message within the utterance in order to respond them properly and correctly. It is still consider that vocabulary play an important part of each skill there will be no speaking process without the existence of vocabulary or communication will get trouble because of lack of vocabulary. In his book “Language Teaching a Scientific Approach” Lado says: “At present it is possible to guess that a speaking vocabulary of 2. 2) Grammar. this discussion will take listening as an internal process that involves in as an important part. 2. Listening cannot be directly observed.11 There are four or five components are generally recognized in analysis of the speech process: 1) Pronunciations (including the segmental features vowels and consonants and the stress and intonation pattern). Like that of general service list of English words is an adequate minimum for the purpose of basic communication”.
Likewise various languages in the world have differences each other. This fact is confirmed by Robert Lado in his book “Linguistics across Culture” he says: “Individual tends to transfer the forms and the distribution of the forms and the meanings of his native language and culture to the foreign language. the Indonesian students as foreign language learner of English will face some difficulties. beside that they are also expected to able to pay attention. First he learns to speak in isolated words and then in chains of nouns and verb. They have their own characteristic that someone has to know it if he wants to master one of more of them. which are similar to his native language. To make simple conversation in English . Everyone has his own first language. will be simple for him. Those elements. In the same way. On the other side. difficulties will be faced by students when they learns foreign language because of the differences between his native language and the foreign language that are similar to his native language will be simple for him.12 Theoretically differences will arise difficulties. and these elements that are different will be difficult”. That is a language learned first in his life during his grows as a child. They are expected to have ability to speak English especially to read it. In the next period he can produce more complete statements and accustomed to his native customs.
The processes can be anywhere. It means that learning takes along time. skill.1 Learning Vocabulary What is Learning? The definition about learning stated by W. (1987: 594) . Learning is a process. The process of learning is not determined in the formal field such as school. The change is as a result of an experience or training. He says that “Learning is the process of gaining knowledge of a subject or skill especially through experience or through being taught”. 4. the learner firstly does not know anything and can do nothing. norm which is permanent”. and his or her environment and result of change in knowledge. Gradually he or she knows and is able to do something from being unskillful to being skillful. Kingsley’s opinion which his similar to the first definition. 3. Learning process produces some behavior change. Winkled (1991: 36) as follows: “Learning psyche process which take place in the active interaction between subject learner.13 2. understanding.S. Wasty Soemanto also quotes Howard L. It can be defined what is called by “learning” as follows: 1.4 2. 2.4. In his book.
pa-pa. Likewise.P.MC. Gregor (1990: 19) that the foreign language or even the native speaker recognize and understand more words than use them or produce them. He will be able to produce more complete and complex sentences gradually in the next period of his growth. Where as on the other hand.A. Bright and G. 2.3 Some Cases Concerning to the Problem of Understanding and Using Words . ne-nek.4. 2. There is an inclination for language learner in learning vocabulary in general. ka-kek. Learning vocabulary is usually as the first step for either a foreign language learner or a native language learner. they wish to reach general fluency as rapidly as possible. according to J. learning vocabulary can be supposed as increasing one’s vocabulary through learning especially reading practicing or other activities. the foreign language learner must learn vocabulary first in order to master the language as if he or she native language learning needs to be more like the child’s acquisition of his native language. etc. A baby tries to produce some simple words he often hears like ma-ma.14 All of those definitions emphasize that the process what we call “learning” with change someone possession especially his or her knowledge and it will happen through experience or training.2 Learning Vocabulary in General Such as the above definitions of learning.4.
Antony in his book “Approach.15 As it has been started before that problem will arise in parts where the target language makes distinctions and the native language does not make. So the problem of understanding and using words is the important thing in learning a language. Antony says: “Method is an overall plan for the orderly presentation of language material. Method and Technique” made distinction among the terms. philosophy and article of faith something which one believes but cannot necessarily prove”. Virginia claims that understanding the meaning only the first step in learning a word (1983: 21). the selected approach. and all of which is based upon. he says: “First … let us take up the terms approach. approach. method and technique. the meaning. Edward M. It describes the nature of the subject matter to be taught states a point of view. a method is procedural”. In the theory of method. I view an approach – any approach as a set of correlative assumptions dealing with the natures of language and the nature of language teaching and learning an approach axiomatic. 2. no part of which contradicts. An approach is axiomatic. it is very important to consider the distinction among the three terms involved in teaching process. Antony describes technique as the terms as follows: . the distinctions can locate in the usage of words. or others because of the difference culture or other cases. Especially in vocabulary.5 Teaching Vocabulary Before talking about teaching vocabulary in general.
In addition. stratagem or contrivance used to accomplish an immediate objective. a balanced activity approach has a more human aspect. basically the language itself is behavioral skills in that language can be only acquired through practice.16 “A technique is implementation that actually take place in a classroom. Another important component of balanced activities approaches the teacher’ s ability. The teacher’s ability to adaptable and flexible. On other hand. It is clear for us that an approach in this kind a result of any consideration dealing with the nature of language teaching and learning. Nowadays. Thus the method of teaching language is implemented in real situation or classroom and usually called technique of teaching language will be created. In this case there is an emphasis on activities in which student use language for communicative purpose. It is a particular trick. A motivational difference has influence on the teacher use activities and material. It is resulted by learning in detail the characteristic of the language itself then it is used. However which is bound up with concerns of intrinsic motivation. Technique must be consistent with a method and therefore in harmony with an approach as well”. for looking for the best relatives’ model of teaching that language. Both of teacher and student are expected to have balanced activities. Flexibility refers to . communicative approach is considered as the better or even the best one used in language teaching. Adaptability refers to the teacher’s ability to choose and adapt his program on the basis of the different group he finds.
his individual artistry and on the composition of the class. There is no doubt that the teacher has to know various technique in presenting words in order that the student can understand what the expect them to do. however. . so the authentic result or particular problem will arise because of an incapable teacher in organizing the learning. Suppose that the teacher is an organizer of learning. a teacher as an organizer should know the vocabulary concept and the goals of vocabulary teaching. method. but also to vary his teaching in order to avoid boredom on the part of the students. It is better for the researcher to describe some consideration reached the teaching vocabulary explained by Mary Finocchiaro and Michael Bonomo (1973: 88) as follows: 1. In teaching vocabulary. The technique functions quite easily. the goals of vocabulary teaching and technique itself. vocabulary concept.17 behavior of the teacher in the class and his ability refers to be sensitive to the changing needs of group as the lesson progresses. New vocabulary items should be introduced in known structure. Vocabulary should always be introduced in normal speech utterances. 2. Techniques as the implementation of the method planned depend on the teacher. In this case there is a link among the approaches.
In cases where the full understanding of the meaning of a word depends on knowledge of an item of culture. 8. transformation drills.g. question and answer. A review or mention of knowing means of a word should be made so that the students will understand that word may have a range of meaning depending on the situation. Whenever feasible. which they generally co-occur. etc. word about food and beverage should be given in one topic or one lesson. For examples. 5. There are some techniques can be used in teaching vocabulary items likes word Edward David Allen and Rebecca M. Content words should be presented and practiced with the words. 7. the overt facet of culture should be explained. 6. E. For examples. Practicing vocabulary should be as practicing structures in substitutions drills. The same vocabulary items should be reintroduced many times with the other structures and in the entire situation in which they can logically be used.18 3. Vocabulary items are thought in the some way teaching everything else. a word of quantity or measure is usually preceded by “a” and followed by “of” in English. Whenever a familiar word is should be thought and practiced. a piece of bread. the vocabulary items should be centered about one topic. 4. Vallete state in . 9.
1 Research Design This study is a descriptive research. teaching series and word sequences. Thus. . 3.2.2 3. Jeremy Harmer (1982: 85) and Harold B. to get some information about the problems of learning English vocabulary faced by the students. Related to this. and attention in learning vocabulary. According to Ary (1972: 295) descriptive research studies are designed to obtain information concerning the current status of a phenomenon that is a study of the problems of learning English vocabulary faced by the students. Allen (1972: 120) specify in detail. They divide their technique into three groups namely: conveying the meaning of the words. teacher technique. gesture or dramatization. CHAPTER III RESEARCH METHODOLOGY 3.1 Population and Samples Population According to Sutrisno Hadi (1987: 220) “Population is a member of people of individual who has at least the same characteristics”.19 their book “Classroom Technique” (1972: 150). The researcher investigates the situation of the class. Those are really. pictures mime. explanation translation and others. and improving student’s retention. contras or antonym. act.
It consists of 46 students and their English teacher (1 English teacher) of MTs An-Nafi’ah Baureno Bojonegoro.1 Research Population by Classes Class 7A 7B Total 3. The Number of Students 46 34 80 .2. Table 3. The population of this study is junior high school (SLTP / MTs) students at the seventh grade of MTs An-Nafi’ah Baureno Bojonegoro.2 Samples The technique used in determining the sample in this study is purposive sampling. John W. The target sample of this study is one class in the seventh grade is that class 7A. 7 B and the number of students is 80 students. According to Sutrisno Hadi (1989: 82) “Dalam purposive sampling pemilihan sekelompok subyek didasarkan atas cirri-ciri atau sifat-sifat tertentu yang dipandang mempunyai sangkut paut yang erat dengan cirri-ciri atau sifat-sifat populasi yang sudah diketahui sebelumnya”. Best stated. Table 1 presents the specification of the population.20 population is a group or individual who has the same characteristics and become the subject research. “A population is any groups of individual that have one or more attributes of interest”. Tuban registered in 2006 – 2007 academic year. The number of the seventh grade consists of two classes 7A.
2 Interview The interview will be given to the English teachers to get some information concerning the technique of teaching vocabulary. 3.3.3. The first form is constructed to get data from the students about the problems in learning vocabulary related to the pattern of the difficulty of vocabulary. questionnaire is as the main instrument. By giving the questionnaire. especially in classroom and know their teacher helps the students to cope with the problems.1 Questionnaire In this case.3.3 Instruments For collecting the data needed in this study. 3. the researcher used three kinds of instrument namely: questionnaire. the material of the vocabulary they give to the students and other things needed to provide the data collected by questionnaire. made in two forms. The second form is problems that are related to the techniques of teaching vocabulary used by the English teacher. They are about the technique of teaching vocabulary. interview and observation.21 3.3 Observation . 3. the researcher also intends to know how they cope with their problems. All forms were designed to get the data needed from the English teacher.
the interview data is used to ensure the data and strength the conclusion. x 100% CHAPTER IV RESULT AND DISCUSSION . The data collect from interview and observation is analyzed quantitatively and these collect from questionnaires is analyzed qualitatively by using the following formula: F P= R P = Percentage F = Frequency R = Respondent Number After getting percentage data from the questionnaire and observation. Before doing instruction. the researcher analyzes them quantitatively and qualitatively.22 Observation is used to get the data of the technique of teaching vocabulary in the class. The difficulties are faced by the students in learning vocabulary through observing their activities in the class. the teaching technique of vocabulary and students obligation in practicing of vocabulary in class activity asked in the questionnaire. 3.4 The Procedure of Data Analysis After the data collected.
1.1 Result of Data Analysis This data analysis obtained from test which given by first year students MTs An-Nafi’ah Baureno Bojonegoro. Firstly.1.1 Cases Concerning the Pattern of Difficulty of Vocabulary Faced by Students As has been stated in chapter II the difficulty of vocabulary usually arises when there are differences between the vocabulary of target language and native language. namely the problems that related to the patterns of difficulty of vocabulary. The result of test will be presented of the following table from 46 students (as sample). the technique of learning vocabulary used by the students and the technique of teaching vocabulary used by English teacher. the researcher describes the result of the cases of concerning the problems faced by the students in learning and teaching vocabulary. 4. 4. All the result will be discussed in the next steps. The pattern of those difficulties faced by respondents of this study can be looked in the following table I: . and there are many case on the problem have faced by student.1 The Result of the Students Questionnaire The result of the students questionnaire we can describe on the below statement. there are : 4.23 The chapter is concerning with the result and discussion. The discussion will be divided into three division.1.
87 36.74 10. Preposition and Idiom Total 46 R 46 F 14 10 5 17 46 P (%) 30. etc. Irregular Verb c. The fact is supported by the data from the English teacher. television. family.24 Table 4. It can be known from the number of these students (80%) who stated that fact.74%) are on irregular verbs. preposition are 5 students (10. Only (5%) of them who feel easy to understand the words . The data obtained that vocabulary is easy to be understood and memorized by the students which similar forms like radio. The English teacher said that special words like idiom are the most difficulty patterns faced by the students.43%) get difficulty on plural forms.87%) and 17 students (36.96 100% The table shows that there are 14 students (30. Plural Form b.96%) are preposition and idiom.1 The Number of Students who Get Difficulty In Some Patterns of Vocabulary Alternative a.43 21. Preposition d. 10 students (21.
1.87 54. The other 5 students (10.35 30.25 that do not have similar from with those of Indonesian language.35%). The other 5 students (10.43%) are less active.87%) are less active. Five students lack of interest so they have no outside school activities for enlarging their vocabulary. From the data obtained. 4.87%) are very active and 2 students (4. It is known from observation and questionnaire as follows: Table 4.35%) are inactive.43 4.1. (15%) stated that it is easy to understand both of them. The fact that the interest of learning vocabulary is active enough (54. It could be proved from their activities in class 14 students (30.2 Cases Concerning the Learning Vocabulary in Relation to Interest and Technique of Learning Vocabulary One of important things in learning vocabulary is interest.2 The Level of Activities of 46 Students Alternative Very Active Active Enough Less Active Passive Total 46 R 46 F 5 25 14 2 46 P (%) 10.35 100% . It supports the learner to make efforts in gaining their purpose to understand and to be able to use them in communication. but only 6 of them who learned vocabulary seriously in and outside of school. 35 students have good interest in learning vocabulary.
and 6 students (13.4 . Some of them usually only memorized the meaning and the forms of words without using in communication. Translation b. Memorizing new words without using in sentences c. Table 4.22%) using translating reading to improve their vocabulary. translating reading.04 16 34.96 Total 46 46 100% For enlarging vocabulary. Translating new words and using them in sentences d. For clarification. the table above shows about that. Memorizing 6 13. and using them in sentence to improve their vocabulary.78 R 46 F 7 17 P (%) 15. most of students have also their own technique. The table shows that there are 7 students (15.22 36.26 Table 4.78%) trying to translate new words.04%) memorizing vocabulary. 16 students (34. 17 students (36.96%) memorizing new words without using sentences.3 The Number of Students who Use Certain Technique for Improving Their Vocabulary Alternative a.
It can be known from the number of students. Incomplete English dictionaries (5. In the above table 16 students (34.78%) have incomplete English dictionary (5.74 13. The table above shows the number of students who have dictionary and the kinds of the dictionaries.000 – 2.04 R 46 F 16 P (%) 34.78 The most important thing in learning vocabulary is dictionary. Oxford Total 46 14 46 30. It would influence the success of learning purposes.000.27 The Number of Students who Have Dictionaries and the Kind of the Dictionaries Alternative a.44%) use oxford dictionary.000 words) English dictionary by Purwodarminto c. it is known that most of the dictionaries are incomplete English dictionary. English words are usually learned without being explained or drilled in class.44 100% 10 6 21.74%) have English dictionary by Purwodarminto.04%) have English dictionary by Hasan Shadly and John Echols and 14 students (30. English dictionary by Hasan Shadly and John Echols d.000 words).0002. From the questionnaires. 6 students (13. so that the students try to get the meaning of new vocabulary from dictionary and the kinds of dictionaries. .000. 10 students (21.
04 36. Most of the students look up the meaning of new vocabulary from dictionaries. Table 4. The number of the students who are often using dictionary is 6 students (13. The number of the students who are always using dictionary is 15 students (32.28 The list of frequency of using dictionaries of the 46 students can be soon in the following table: Table 4.95 17.61 13.04%). it is possible that everyone looks up the meaning with different technique.61%).4%) never use dictionary.5 Frequency of Using Dictionaries As Stated by The 46 Students Alternative Always Often Rarely Never Total 46 R 46 F 15 6 17 8 46 P (%) 32.95%) and 8 students (17. The table above shows the number of students uses certain technique to look up the meaning of the new vocabulary.4 100% If there is a new vocabulary. The number of the students who are rarely using dictionary is 17 students (36.6 The Number of Students who Use Certain Technique .
26 6. Table 4.7 The Number of Students who Tend to Look And Memorize the Meaning.35 10.29 To Look Up the Meaning of New Vocabulary as Stated By Students Alternative Looking it up in a dictionary Guessing it contextually Analyzing it morphologically d. To know how the students give respond to the similar words.87%) look for synonym.26%) supposed that the words. which have similar forms have similar meaning and students have different idea by guessing it contextually. we know that if the students have new vocabulary. Commonly. Spelling and All of Them Alternative Meaning R 46 F 36 P (%) 78. they prefer using a dictionary to look up the meaning of it.87 100% Based on the data collected. Most of the students 36 (78.25 .35%) analyze it morphologically and 5 students (10. 2 students (4. he has supposed that the words have the same meaning and function.52 4. the following description shows the result of the questionnaires and observation. Look for synonym Total 46 R 46 F 36 3 2 5 46 P (%) 78. when someone faces words in another language similar form with those in this native language. Function.
it is known that the frequency of communication using the vocabulary they already learned is very low.26%) who practice their vocabulary. It was difficult for them to build sentences using the new vocabulary.35 17. There are some problems influences that fact. observation and questionnaire.8 The Kinds of Problems of Learning Vocabulary as Stated by 46 Students Alternative a.30 . The data obtained from interview. 33 students (71.74%) sometimes do the same thing and other never practice their new vocabulary. Those can be known from the following table: Table 4. R 46 F 19 P (%) 41. which are stated by all of the students.30 Function Spelling Kinds words Total 46 2 8 46 4. The fact is supported by their statement that they usually only look up and memorize the meaning of them without knowing the function in a sentence.4 100% It tends that the students look up memorize only the meaning of the new vocabulary. The questionnaires show that only 13 students (28.
They often forget the vocabulary that was already learned.3 Cases Concerning the Problems of Learning Vocabulary in Relation to the Technique of Teaching Vocabulary One of the problems faced by students in relation to teaching vocabulary is rather difficult to understand the teacher explanation. and 5 students (10.1.74 5 46 10. They lacked of instruments needed for improving vocabulary.9 Level of Understanding the Explanation of .74%) lack of instruments need for improving vocabulary like dictionaries and handbooks.87%) do not understand of means vocabulary.31 b.87 100% The table above shows that 19 students (41.09 10 21. 4.1. Total 46 12 26. d. Table 4. as shown in the table.09%) often forget the vocabulary they already learned. c. 12 students (26. 10 students (21. They were not understood of means vocabulary.30%) get difficulty in building sentences using the new vocabulary.
91 54.32 The Teacher in Teaching Vocabulary Stated by 46 Students Alternative a. 25 students (54.04%) feel very difficult.7 100% The level of understanding the explanation of the teacher in teaching vocabulary to the students.26 43.7%) feel easy to understand the explanation of their teacher. The following table describes about it: Table 4. Related to the matters most of students state that the technique of presenting the material of vocabulary used by their teacher was only rather suitable to their interest.35 8.56% 28.48 . 11 students (23. 6 students (13. Easy Total 46 R 46 F 6 11 25 4 46 P (%) 13. Difficult c. Rather difficult d.04 23.10 The Number of Students who stated that The Technique of Presenting the Material of Vocabulary Rather Suitable to Their Interest Alternative Very suitable Suitable enough Rather suitable R 46 F 9 13 20 P (%) 19. Very difficult b.91%) feel difficult.35%) feel rather difficult and 4 students (8.
7%) state that the technique of presenting the material is not suitable.33 Is not suitable Total 46 4 46 8. 20 students (43. From the result of analyzing the data. .26%) state that technique of presenting the material is very suitable. 4. memorizing and using the preposition idiom. a teacher must prepare interesting materials which are suitable for the students level. irregular verb and plural form used by their teacher. 13 students (28.26%) state suitable enough.1. the researcher concludes that: Before teaching.48%) state it is rather suitable and 4 students (8. the interview is used by the researcher to unsure the data from observation in the classroom and questionnaire to the students.7 100% The table above shows that 9 students (15.2 The Result Data from the Teacher Interview As one of the instruments. The difficulties that the teacher finds in teaching vocabulary are the technique of presenting the material. The interview data is conducted from the teacher after the questionnaire and observation is done. so they give good respond in teaching vocabulary The teacher uses picture as methods in teaching vocabulary. It is difficult for the students to understand what the teacher explains.
43%) get difficulty on plural forms. After the data is analyzed.34 - The teacher measures the vocabulary of the students by using exercise and answering question from the teacher. irregular verbs and plural forms.87%) and 17 students (36. act.74%) are on irregular verbs. We know that mastering the preposition and idioms. it is shown that most of the students have difficulty in many different patterns. this section will discuss the result of the data obtained. preposition are 5 students (10.2. Those results give description that most of them get difficulty in learning. - The techniques the teacher uses in helping the students to improve their vocabulary. idioms. the problems of learning vocabulary concerning the technique of learning vocabulary used by the students.96%) are preposition and idiom. So. and the problems of learning vocabulary concerning the technique of teaching vocabulary used by their teacher. 10 students (21. .1 Discussion The Problems of Learning Vocabulary Faced by Students To answer the statement of problems which basically contains of three discussions namely. 4. the problem of learning vocabulary concerning the difficulty of vocabulary itself. etc. explanation. translation. As the result shows the 14 students (30.2 4. memorizing and using the preposition. by giving other materials like: gesture.
(See table 4. the instrument.2 The Problems of Learning Vocabulary Concerning the Technique of Learning Vocabulary There are some cases concerning the learning vocabulary. As their statements.3 page 26). Some instruments are needed for learning vocabulary like handbooks. (See table 4. the technique of learning. Whereas according to the theory words contextually or analyzing them morphologically is better by looking them up in a dictionary (See table 4. . which can influence their success in gaining the purposes of learning.2 page 25). The data obtained shows us that the practicing their vocabulary are good enough. How the students learned vocabulary is also necessary to be considered. It means the students must practice the new vocabulary they had learnt.6 page 29). 4.2. That is important thing that must be considered by teacher. most of them preferred looking the new vocabulary in a dictionary. dictionaries. The result above shows that most of the students have good interest because most of them were active enough in learning vocabulary.35 everyone must memorize them and so are the irregular verbs and plural forms. The new vocabulary will be mastered if they are used in communication. must be fulfilled in order to be successful. Lack of instruments as shown in the data above can be problem for them. and interest of students.
so they have preparation for learning in class. it is necessary for the teacher to choose the interesting one for the students.36 4. It is difficult for them to understand what their teacher explains.3 The Problem of Learning Vocabulary Concerning the Technique of Teaching Vocabulary Used by the English Teacher Problem of learning vocabulary faced by the students can be related to the teaching of vocabulary. Kinds of the material presented to the students are not interesting for them. the researcher comes to the following conclusion and suggestion.2. Teaching and learning process will be successful if both the teacher and students prepare what they will discuss. As he informed some of them get one problem in relation with the technique of presenting the material used by their teacher. CHAPTER V CONCLUSION AND SUGGESTION After having analyzed and discussed the obtained data. Therefore. .
the following conclusions: The students have some problems in learning English vocabulary. The patterns of vocabulary that are felt difficult for them are to know plural forms. The students should practice their new vocabulary regularly in oral and written communication . They also often forget the vocabulary they already learn and get trouble because of lacking of the instruments needed in learning vocabulary like pictures. They have difficulty to build sentences using the new vocabulary. 2. It is expected that students have dictionaries and handbooks that are needed in learning vocabulary and even it is better for them to supply with English newspaper and magazines for their success in improving their vocabulary. irregular verb. The other problems are the technique of presenting the material of vocabulary that is not suitable with them. the limited time for discussing too much material and too many tasks or exercises given by their English teacher. preposition and idioms.1 Conclusion Based on the result of the observation presented in the previous chapter. It is difficult for some of them to understand their teacher explanation. 5. the writer suggests to the students as following: 1.2 Suggestion In order that the students can improve their English vocabulary well. the writer draws some conclusions in order to understand the result of this study easily.37 5. preposition.
Inc. 1963. The teacher should create more active communication using English in class so the students are accustomed to communicate by using English.D. Classroom Technique: Foreign Language and English as Second Languages. Finally.M. Approach Method and Technique. Therefore. 2. 1977.38 The researcher also hopes the English teacher notices the following suggestions: 1. Mc Graw Hill. 3. English is not only as compulsory subject. Harcourt Brace Jovanovich Publisher. E. E. the researcher hopes the students and English teacher of MTs An-Nafi’ah Baureno Bojonegoro would like to consider the above suggestion as alternative solution of the problems. . The teacher should choose an interesting material in order to make the students interest in learning vocabulary. The English teacher should use media in presenting the material to provide stimuli that will provoke curiosity and interest and also make them easier to understand the material. BIBLIOGRAPHY Allen. Philippines. but it also one need in our life. New York Anthony. She also hopes that the result of the English learning at MTs An-Nafi’ah Baureno Bojonegoro will be better than before.
Gatenby. 1987. England. Nuttal Christine. 1972. Linguistic Across Culture. Language Teaching. D. Teaching Reading Skill in Foreign Language. 1957. A. Finocchiaro. and E. 1966.S. John Sinclair. H. J. Heinemann Educational Books.A. 1957. Language Teaching a Scientific Approach. Classroom Technique. Psikologi Pendidikan. Testing English a Second Language. Robert. W.G.S. London. Tarigan. et al. 1970. PT. M. University of Michigan Press. Teaching English as Second Language Book Society. Longman London. Oxford University Press Elly House. England. 1985. 1982. 1973. Robert. New York. 1987. 1969. Ann Arbor. Hadi. Harris. Metodologi Penelitian. Lado. Jakarta. et al. England. Advanced Learner Dictionary of Current English. Robert. Longman London. M. 1990. 1991. Lado. Sutrisno. Lado. Winkel.P. Collins Cobuild English Language Dictionary. Mc Grow Hill Book Company. Valette. Pengajaran Kosa Kata. Wasty. Grasih Jakarta APPENDIX I THE QUESTIONNAIRE FOR THE STUDENTS .V. Soemantono.39 Bright. Angkasa Bandung. Rineka Cipta. The Foreign Language. London.. Hornby. Universitas Indonesia. 2000. PT. Psikologi Pengajaran. Publishing Company Inc. Jakarta.
Berilah tanda silang (x) pada jawaban yang sesuai. Bagaimana keaktifan siswa di kelas dalam pelajaran vocabulary? a. Cukup aktif c. Preposition and Idiom 2. Sangat aktif b. English dictionary by Hasan Shadily and John Echols . Plural Form b. Tehnik apa yang anda gunakan untuk meningkatkan vocabulary? a. b. Mulai dengan Bismillahirrohmanirrohim Bacalah pertanyaan berikut ini dengan baik. Irregular Verb c. Incomplete English dictionary (5.000 words) b.000. Jenis kamus apa yang kamu pakai? a. 2. d.000-2. Terjemahan Mengingat kata-kata baru tanpa menggunakannya dalam kalimat Menterjemahkan dengan menggunakannya dalam kalimat Menghafal 4. English dictionary by Poerwodarminto c. Tidak aktif 3.40 Petunjuk Pengisian 1. Kurang aktif d. 3. Apakah bentuk (pattern of vocabulary) di bawah ini yang kamu anggap sulit? a. kemudian berikanlah jawaban yang sesuai dengan pendapat anda. c. Preposition d. Pertanyaan 1.
Sulit dipahami c. Apa yang anda ingat jika mendapat kata/vocab baru? a. Bagaimana komentar anda dengan tugas-tugas yang diberikan oleh guru anda? a. Agak sulit dipahami d. Cukup membebani c. Sedikit membebani d. Ejaan d. Menganalisis d. Sanngat sulit dipahami b. Fungsi kata c. Jarang d. d. Apa masalah yang anda hadapi dari pengajaran vocab? a. Oxford 5. Selalu b. Melihat kamus b. Cara apa yang sering anda lakukan dalam menterjemahkan kata-kata baru? a. Sulitnya membuat kalimat dengan kata/vocab Lupa dengan vocab baru yang telah diajarkan Tidak mempunyai peralatan yang digunakan untuk meningkatkan vocab Tidak mengerti arti dari vocab tersebut 9. Sangat membebani b. Mencari Sinonim 7. c. Tidak pernah 6. Sering c. Mudah dipahami 10. b. Tidak membebani . Jenis kata 8. Apakah anda sering menggunakan kamus tersebut? a. Menebak c.41 d. Arti kata b. Bagaimanakah tingkat pemahaman anda dari penjelasan guru dalam mengajarkan vocab? a.
Does the teacher order the students to follow him to read the material? 7. Does the teacher use English as introduction in teaching vocabulary? 9. What does attempt that teacher finds in teaching vocabulary? 5. What does the techniques that the teacher use in helping to students to improve their vocabulary? . What dose difficulty that the teacher finds in teaching vocabulary? 4. Whom does the teacher take vocabulary material? 6.42 APPENDIX I THE INTERVIEW FOR THE TEACHER 1. Does the teacher order the students to do the exercise in book? 8. What does activities that the teacher before giving vocabulary material? 2. What does method that the teacher uses in teaching vocabulary? 3. How does the teacher measure the vocabulary of the students? 10.