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CHAPTER I INTRODUCTION

1.1

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.

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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.

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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.

1.2

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.

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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?

1.3

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.

1.4

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.

1.3 Learning is knowledge or skill that has been gained through studying. (Hornby. This study discusses about what problems do the students have in learning vocabulary and what technique does the teacher use in teaching vocabulary.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.5 1.6.6. 1.6 Definition of the Key Terms Before going on the main part of the study.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. 1.6. 1995: 921). it is necessary for the researcher to give a brief definition of the following terms to avoid misunderstanding and misinterpreting. . (John Sinclair. (Hornby. 1.2 Problem is a thing that is difficult to deal with or understand. 1987: 822).1 A study is kind of analysis about something.4. 1980: 50) 1.

less complete than a dictionary. A list of words usually in alphabetical order and with explanation of their meaning. All the words known to a particular person the special set of words used in a particular kind pf work business etc. 1987: 1629). .6 1.6.4 Vocabulary is the number of words in a language that he or she knows. (John Sinclair.

the researcher will give some definitions concerning vocabulary. It can be looked in some discussion about vocabulary in many language books and even in most of dictionary. which related in the investigation present in this section. For clarification. John Sinclair (1987: 1051) described that vocabulary is “the number of words in language that he or she knows”. significance of vocabulary. “Vocabulary is a list of words and often phrases.1 Definition of Vocabulary Vocabulary is often considered as an identical form with words. . 2.V. patterns of difficulty of vocabulary.S. It means or found then learnt and used in communication. Likewise A. such as definition of vocabulary. usually arranged alphabetically and defined or translated”. learning and teaching English vocabulary. Gatenby (1978: 1120) gave definition of vocabulary as follows.7 CHAPTER II REVIEW OF RELATED LITERATURE The theories will be taken from some literatures. Hornby and E.

2. oral communication and written communication. A clear insight into the way the speakers of language uses words is given by Fries which is quoted by Robert Lado (1967:209). He also supposed the definition for the word of speech as similar form as “part of given utterance which customarily spoken between open junctures”. The vocabulary of a particular subject is the group of words. a word is defined by Nelson Francis in two kinds. 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. Both of them involve four skills which must be .8 BBC English dictionary by Happer Collins publisher (1993) gave two definitions of vocabulary: 1. In writing a word is “part of given passage which in customarily written space on their side”. 2. 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”.2 Significance of Vocabulary As stated in previous chapter that language is means of communication that can be of two types namely. Bloomfield defined as quoted by R. 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”.

000 words is closed to a minimum needs. 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. Thus. in understanding a passage we will face not only the conceptual meaning of a word or the meaning found in the dictionary. The more vocabulary someone process the better he speaks (Tarigan.9 unstressed by speaker language. . In addition they must comprehend correctly to the graphic symbols. those are listening and speaking refer to oral communication. a vocabulary of 7. but also the other meanings. Grammatical structure and vocabulary are two very important components. then phonology is the third components of auditory comprehension and oral production. Since for reading. and in the long run it can mean the success of language learning general. Moreover. 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. Referring to four skills. however. there are four components shared by all components. 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. writing and reading refer to written communication.

000 words range should be owned in order to gain the purpose. 2) prepositional meaning. Mackey (1981: 282) also supports this fact. the meaning of word like the dictionary. unlike the other skills is a complex skill requiring the simultaneous use of different abilities. The minimum productive vocabulary of 1. the meaning of clause or sentence alike. In fact. Speaking.500 – 2. every word in a sentence does not stand alone. the meaning of sentence or a word when it exists in a context.10 As stated by Nnuttal (1982: 80) there are four meaning existing in passage: 1) conceptual meaning. but it is the meaning of a sentence with the meaning of the other part of the text. which often develop at different rates. 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. 4) pragmatic meaning. . 3) contextual meaning. however. the meaning between the writer and the reader. 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.

2) Grammar. 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. In his book “Language Teaching a Scientific Approach” Lado says: “At present it is possible to guess that a speaking vocabulary of 2. Like that of general service list of English words is an adequate minimum for the purpose of basic communication”. No one can say precisely what happens we listen to and understand another person. 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.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). 2. 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. 3) Vocabulary.000 words.3 Pattern of Difficulty of Vocabulary . this discussion will take listening as an internal process that involves in as an important part. Listening cannot be directly observed. Concerning vocabulary.

beside that they are also expected to able to pay attention. They are expected to have ability to speak English especially to read it. They have their own characteristic that someone has to know it if he wants to master one of more of them. Those elements. which are similar to his native language. 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. In the next period he can produce more complete statements and accustomed to his native customs. Everyone has his own first language. will be simple for him. To make simple conversation in English . In the same way. 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. and these elements that are different will be difficult”. First he learns to speak in isolated words and then in chains of nouns and verb. That is a language learned first in his life during his grows as a child. On the other side. Likewise various languages in the world have differences each other. the Indonesian students as foreign language learner of English will face some difficulties.12 Theoretically differences will arise difficulties.

It can be defined what is called by “learning” as follows: 1. 3. Gradually he or she knows and is able to do something from being unskillful to being skillful. Winkled (1991: 36) as follows: “Learning psyche process which take place in the active interaction between subject learner.13 2. and his or her environment and result of change in knowledge. The processes can be anywhere. norm which is permanent”.4. (1987: 594) . Wasty Soemanto also quotes Howard L. He says that “Learning is the process of gaining knowledge of a subject or skill especially through experience or through being taught”. the learner firstly does not know anything and can do nothing.1 Learning Vocabulary What is Learning? The definition about learning stated by W.S. skill.4 2. The change is as a result of an experience or training. Kingsley’s opinion which his similar to the first definition. 2. understanding. In his book. The process of learning is not determined in the formal field such as school. Learning process produces some behavior change. Learning is a process. 4. It means that learning takes along time.

MC.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.P. pa-pa.3 Some Cases Concerning to the Problem of Understanding and Using Words . according to J.2 Learning Vocabulary in General Such as the above definitions of learning. 2. He will be able to produce more complete and complex sentences gradually in the next period of his growth. learning vocabulary can be supposed as increasing one’s vocabulary through learning especially reading practicing or other activities. A baby tries to produce some simple words he often hears like ma-ma. etc. There is an inclination for language learner in learning vocabulary in general. 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.4. 2. Where as on the other hand. Likewise. ka-kek. Gregor (1990: 19) that the foreign language or even the native speaker recognize and understand more words than use them or produce them.4.A. Learning vocabulary is usually as the first step for either a foreign language learner or a native language learner. Bright and G. ne-nek. they wish to reach general fluency as rapidly as possible.

he says: “First … let us take up the terms approach. and all of which is based upon. 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. Edward M. Method and Technique” made distinction among the terms. Especially in vocabulary. it is very important to consider the distinction among the three terms involved in teaching process. 2. Antony says: “Method is an overall plan for the orderly presentation of language material. the meaning. method and technique. the selected approach. Antony describes technique as the terms as follows: . a method is procedural”. Virginia claims that understanding the meaning only the first step in learning a word (1983: 21). philosophy and article of faith something which one believes but cannot necessarily prove”. or others because of the difference culture or other cases.5 Teaching Vocabulary Before talking about teaching vocabulary in general. approach. Antony in his book “Approach. So the problem of understanding and using words is the important thing in learning a language. It describes the nature of the subject matter to be taught states a point of view. In the theory of method. the distinctions can locate in the usage of words. no part of which contradicts.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. An approach is axiomatic.

Another important component of balanced activities approaches the teacher’ s ability. Thus the method of teaching language is implemented in real situation or classroom and usually called technique of teaching language will be created. communicative approach is considered as the better or even the best one used in language teaching.16 “A technique is implementation that actually take place in a classroom. Both of teacher and student are expected to have balanced activities. Adaptability refers to the teacher’s ability to choose and adapt his program on the basis of the different group he finds. 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. In addition. Nowadays. basically the language itself is behavioral skills in that language can be only acquired through practice. The teacher’s ability to adaptable and flexible. for looking for the best relatives’ model of teaching that language. It is resulted by learning in detail the characteristic of the language itself then it is used. a balanced activity approach has a more human aspect. However which is bound up with concerns of intrinsic motivation. In this case there is an emphasis on activities in which student use language for communicative purpose. Flexibility refers to . stratagem or contrivance used to accomplish an immediate objective. On other hand. Technique must be consistent with a method and therefore in harmony with an approach as well”. It is a particular trick. A motivational difference has influence on the teacher use activities and material.

method. Suppose that the teacher is an organizer of learning. In this case there is a link among the approaches. 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. however. so the authentic result or particular problem will arise because of an incapable teacher in organizing the learning. The technique functions quite easily. . his individual artistry and on the composition of the class. the goals of vocabulary teaching and technique itself. Techniques as the implementation of the method planned depend on the teacher. In teaching vocabulary. 2. 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. New vocabulary items should be introduced in known structure. a teacher as an organizer should know the vocabulary concept and the goals of vocabulary teaching. Vocabulary should always be introduced in normal speech utterances. 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.

Whenever feasible. question and answer. 4. Vocabulary items are thought in the some way teaching everything else.g. etc. 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. which they generally co-occur. word about food and beverage should be given in one topic or one lesson. 6. the overt facet of culture should be explained. 5. There are some techniques can be used in teaching vocabulary items likes word Edward David Allen and Rebecca M.18 3. 8. E. a word of quantity or measure is usually preceded by “a” and followed by “of” in English. In cases where the full understanding of the meaning of a word depends on knowledge of an item of culture. Content words should be presented and practiced with the words. transformation drills. 7. 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. Practicing vocabulary should be as practicing structures in substitutions drills. 9. the vocabulary items should be centered about one topic. a piece of bread. For examples. For examples. Vallete state in . Whenever a familiar word is should be thought and practiced.

3. act. teaching series and word sequences. and attention in learning vocabulary. gesture or dramatization.1 Research Design This study is a descriptive research. pictures mime.2 3. Related to this.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”.2. Allen (1972: 120) specify in detail. CHAPTER III RESEARCH METHODOLOGY 3. Those are really. teacher technique. explanation translation and others. Jeremy Harmer (1982: 85) and Harold B.19 their book “Classroom Technique” (1972: 150). They divide their technique into three groups namely: conveying the meaning of the words. . The researcher investigates the situation of the class. 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. and improving student’s retention. Thus. to get some information about the problems of learning English vocabulary faced by the students. contras or antonym.

Best stated. The Number of Students 46 34 80 . It consists of 46 students and their English teacher (1 English teacher) of MTs An-Nafi’ah Baureno Bojonegoro. Table 3. John W. 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”. Tuban registered in 2006 – 2007 academic year. “A population is any groups of individual that have one or more attributes of interest”. 7 B and the number of students is 80 students. The target sample of this study is one class in the seventh grade is that class 7A.2.1 Research Population by Classes Class 7A 7B Total 3.2 Samples The technique used in determining the sample in this study is purposive sampling.20 population is a group or individual who has the same characteristics and become the subject research. The number of the seventh grade consists of two classes 7A. Table 1 presents the specification of the population. The population of this study is junior high school (SLTP / MTs) students at the seventh grade of MTs An-Nafi’ah Baureno Bojonegoro.

21 3. the researcher also intends to know how they cope with their problems. the researcher used three kinds of instrument namely: questionnaire. especially in classroom and know their teacher helps the students to cope with the problems. They are about the technique of teaching vocabulary.2 Interview The interview will be given to the English teachers to get some information concerning the technique of teaching vocabulary. the material of the vocabulary they give to the students and other things needed to provide the data collected by questionnaire.3 Observation . By giving the questionnaire. 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. 3. interview and observation.3 Instruments For collecting the data needed in this study.3. All forms were designed to get the data needed from the English teacher. made in two forms.3. 3. questionnaire is as the main instrument. 3.1 Questionnaire In this case.3. The second form is problems that are related to the techniques of teaching vocabulary used by the English teacher.

the teaching technique of vocabulary and students obligation in practicing of vocabulary in class activity asked in the questionnaire. the interview data is used to ensure the data and strength the conclusion. 3.4 The Procedure of Data Analysis After the data collected. 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.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. Before doing instruction. x 100% CHAPTER IV RESULT AND DISCUSSION . the researcher analyzes them quantitatively and qualitatively.

1. The discussion will be divided into three division.1 The Result of the Students Questionnaire The result of the students questionnaire we can describe on the below statement. The result of test will be presented of the following table from 46 students (as sample).23 The chapter is concerning with the result and discussion.1. The pattern of those difficulties faced by respondents of this study can be looked in the following table I: . 4.1 Result of Data Analysis This data analysis obtained from test which given by first year students MTs An-Nafi’ah Baureno Bojonegoro. the researcher describes the result of the cases of concerning the problems faced by the students in learning and teaching vocabulary.1. and there are many case on the problem have faced by student. namely the problems that related to the patterns of difficulty of vocabulary.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. the technique of learning vocabulary used by the students and the technique of teaching vocabulary used by English teacher. there are : 4. Firstly. 4. All the result will be discussed in the next steps.

24 Table 4.96 100% The table shows that there are 14 students (30.74 10.87%) and 17 students (36. Irregular Verb c. It can be known from the number of these students (80%) who stated that fact. family. preposition are 5 students (10.74%) are on irregular verbs. Preposition and Idiom Total 46 R 46 F 14 10 5 17 46 P (%) 30. television. etc. The fact is supported by the data from the English teacher.43%) get difficulty on plural forms.87 36. 10 students (21. Only (5%) of them who feel easy to understand the words .43 21. The English teacher said that special words like idiom are the most difficulty patterns faced by the students. Preposition d.1 The Number of Students who Get Difficulty In Some Patterns of Vocabulary Alternative a. Plural Form b.96%) are preposition and idiom. The data obtained that vocabulary is easy to be understood and memorized by the students which similar forms like radio.

It could be proved from their activities in class 14 students (30. The other 5 students (10. The other 5 students (10.87%) are less active. From the data obtained.43 4.35%) are inactive. but only 6 of them who learned vocabulary seriously in and outside of school.1. 35 students have good interest in learning vocabulary. 4.2 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 (%) 10.43%) are less active.1.35%).35 100% .87 54.2 Cases Concerning the Learning Vocabulary in Relation to Interest and Technique of Learning Vocabulary One of important things in learning vocabulary is interest. Five students lack of interest so they have no outside school activities for enlarging their vocabulary. The fact that the interest of learning vocabulary is active enough (54. It is known from observation and questionnaire as follows: Table 4. (15%) stated that it is easy to understand both of them.25 that do not have similar from with those of Indonesian language.87%) are very active and 2 students (4.35 30. It supports the learner to make efforts in gaining their purpose to understand and to be able to use them in communication.

Memorizing 6 13.22 36. Translation b.96%) memorizing new words without using sentences. Translating new words and using them in sentences d.96 Total 46 46 100% For enlarging vocabulary.78%) trying to translate new words. The table shows that there are 7 students (15.4 . the table above shows about that.22%) using translating reading to improve their vocabulary.3 The Number of Students who Use Certain Technique for Improving Their Vocabulary Alternative a. translating reading.04%) memorizing vocabulary. and 6 students (13. Memorizing new words without using in sentences c. and using them in sentence to improve their vocabulary. 16 students (34. Some of them usually only memorized the meaning and the forms of words without using in communication.04 16 34.26 Table 4.78 R 46 F 7 17 P (%) 15. For clarification. Table 4. 17 students (36. most of students have also their own technique.

so that the students try to get the meaning of new vocabulary from dictionary and the kinds of dictionaries.000 – 2. In the above table 16 students (34.74 13. Oxford Total 46 14 46 30. Incomplete English dictionaries (5.000 words).74%) have English dictionary by Purwodarminto. From the questionnaires. .78 The most important thing in learning vocabulary is dictionary.000.44 100% 10 6 21.04%) have English dictionary by Hasan Shadly and John Echols and 14 students (30.78%) have incomplete English dictionary (5. It would influence the success of learning purposes. English words are usually learned without being explained or drilled in class.04 R 46 F 16 P (%) 34.000 words) English dictionary by Purwodarminto c. 10 students (21.0002.000. 6 students (13. The table above shows the number of students who have dictionary and the kinds of the dictionaries.27 The Number of Students who Have Dictionaries and the Kind of the Dictionaries Alternative a. it is known that most of the dictionaries are incomplete English dictionary. English dictionary by Hasan Shadly and John Echols d.44%) use oxford dictionary. It can be known from the number of students.

61 13. The number of the students who are often using dictionary is 6 students (13. Most of the students look up the meaning of new vocabulary from dictionaries.6 The Number of Students who Use Certain Technique .04 36. The number of the students who are always using dictionary is 15 students (32.95%) and 8 students (17. The number of the students who are rarely using dictionary is 17 students (36.61%). it is possible that everyone looks up the meaning with different technique. Table 4.95 17.04%). The table above shows the number of students uses certain technique to look up the meaning of the new vocabulary.28 The list of frequency of using dictionaries of the 46 students can be soon in the following table: Table 4.5 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 (%) 32.4%) never use dictionary.4 100% If there is a new vocabulary.

35%) analyze it morphologically and 5 students (10. which have similar forms have similar meaning and students have different idea by guessing it contextually.35 10.26 6. when someone faces words in another language similar form with those in this native language. To know how the students give respond to the similar words.87%) look for synonym. Function.52 4.87 100% Based on the data collected. Look for synonym Total 46 R 46 F 36 3 2 5 46 P (%) 78.25 . 2 students (4. Spelling and All of Them Alternative Meaning R 46 F 36 P (%) 78. Commonly.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.7 The Number of Students who Tend to Look And Memorize the Meaning. Table 4. Most of the students 36 (78. the following description shows the result of the questionnaires and observation. they prefer using a dictionary to look up the meaning of it.26%) supposed that the words. he has supposed that the words have the same meaning and function. we know that if the students have new vocabulary.

There are some problems influences that fact. It was difficult for them to build sentences using the new vocabulary. 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. The questionnaires show that only 13 students (28. The data obtained from interview. 33 students (71.30 .26%) who practice their vocabulary.4 100% It tends that the students look up memorize only the meaning of the new vocabulary. it is known that the frequency of communication using the vocabulary they already learned is very low. observation and questionnaire.74%) sometimes do the same thing and other never practice their new vocabulary.8 The Kinds of Problems of Learning Vocabulary as Stated by 46 Students Alternative a.30 Function Spelling Kinds words Total 46 2 8 46 4.35 17. Those can be known from the following table: Table 4. R 46 F 19 P (%) 41. which are stated by all of the students.

1. 4. Table 4.30%) get difficulty in building sentences using the new vocabulary.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.9 Level of Understanding the Explanation of . d. They lacked of instruments needed for improving vocabulary. Total 46 12 26.87 100% The table above shows that 19 students (41. 10 students (21.31 b.09%) often forget the vocabulary they already learned. 12 students (26.87%) do not understand of means vocabulary.1. and 5 students (10.09 10 21. c. They were not understood of means vocabulary. They often forget the vocabulary that was already learned.74%) lack of instruments need for improving vocabulary like dictionaries and handbooks.74 5 46 10. as shown in the table.

11 students (23.56% 28.91 54.04%) feel very difficult. 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. Easy Total 46 R 46 F 6 11 25 4 46 P (%) 13. 25 students (54. Rather difficult d.32 The Teacher in Teaching Vocabulary Stated by 46 Students Alternative a. Difficult c.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 (%) 19.26 43.35%) feel rather difficult and 4 students (8.04 23.91%) feel difficult. 6 students (13.48 . Very difficult b.7%) feel easy to understand the explanation of their teacher.35 8.7 100% The level of understanding the explanation of the teacher in teaching vocabulary to the students.

a teacher must prepare interesting materials which are suitable for the students level.7%) state that the technique of presenting the material is not suitable. 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. 4. . irregular verb and plural form used by their teacher. The interview data is conducted from the teacher after the questionnaire and observation is done. 20 students (43. memorizing and using the preposition idiom.26%) state suitable enough.26%) state that technique of presenting the material is very suitable. The difficulties that the teacher finds in teaching vocabulary are the technique of presenting the material. 13 students (28. It is difficult for the students to understand what the teacher explains. so they give good respond in teaching vocabulary The teacher uses picture as methods in teaching vocabulary. the researcher concludes that: Before teaching. From the result of analyzing the data.1.48%) state it is rather suitable and 4 students (8.33 Is not suitable Total 46 4 46 8.2 The Result Data from the Teacher Interview As one of the instruments.

irregular verbs and plural forms.2. the problems of learning vocabulary concerning the technique of learning vocabulary used by the students.2 4. 10 students (21. memorizing and using the preposition. As the result shows the 14 students (30. idioms. 4. by giving other materials like: gesture. the problem of learning vocabulary concerning the difficulty of vocabulary itself. translation.43%) get difficulty on plural forms. act. it is shown that most of the students have difficulty in many different patterns. this section will discuss the result of the data obtained. We know that mastering the preposition and idioms.34 - The teacher measures the vocabulary of the students by using exercise and answering question from the teacher. So.87%) and 17 students (36.96%) are preposition and idiom. preposition are 5 students (10. After the data is analyzed. explanation.74%) are on irregular verbs. - The techniques the teacher uses in helping the students to improve their vocabulary. Those results give description that most of them get difficulty in learning. and the problems of learning vocabulary concerning the technique of teaching vocabulary used by their teacher. etc.1 Discussion The Problems of Learning Vocabulary Faced by Students To answer the statement of problems which basically contains of three discussions namely. .

which can influence their success in gaining the purposes of learning. Lack of instruments as shown in the data above can be problem for them.6 page 29).35 everyone must memorize them and so are the irregular verbs and plural forms. dictionaries. The new vocabulary will be mastered if they are used in communication. (See table 4. . That is important thing that must be considered by teacher. As their statements.2 page 25). and interest of students. Some instruments are needed for learning vocabulary like handbooks. Whereas according to the theory words contextually or analyzing them morphologically is better by looking them up in a dictionary (See table 4. (See table 4. It means the students must practice the new vocabulary they had learnt. The data obtained shows us that the practicing their vocabulary are good enough. 4.3 page 26). How the students learned vocabulary is also necessary to be considered.2. most of them preferred looking the new vocabulary in a dictionary. the instrument. the technique of learning. The result above shows that most of the students have good interest because most of them were active enough in learning vocabulary. must be fulfilled in order to be successful.2 The Problems of Learning Vocabulary Concerning the Technique of Learning Vocabulary There are some cases concerning the learning vocabulary.

36 4.3 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.2. It is difficult for them to understand what their teacher explains. As he informed some of them get one problem in relation with the technique of presenting the material used by their teacher. Therefore. Teaching and learning process will be successful if both the teacher and students prepare what they will discuss. so they have preparation for learning in class. CHAPTER V CONCLUSION AND SUGGESTION After having analyzed and discussed the obtained data. the researcher comes to the following conclusion and suggestion. . Kinds of the material presented to the students are not interesting for them. it is necessary for the teacher to choose the interesting one for the students.

2. the writer draws some conclusions in order to understand the result of this study easily. The students should practice their new vocabulary regularly in oral and written communication . 5. the limited time for discussing too much material and too many tasks or exercises given by their English teacher.37 5. They have difficulty to build sentences using the new vocabulary. preposition. 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. It is difficult for some of them to understand their teacher explanation.1 Conclusion Based on the result of the observation presented in the previous chapter.2 Suggestion In order that the students can improve their English vocabulary well. the following conclusions: The students have some problems in learning English vocabulary. irregular verb. preposition and idioms. The patterns of vocabulary that are felt difficult for them are to know plural forms. They also often forget the vocabulary they already learn and get trouble because of lacking of the instruments needed in learning vocabulary like pictures. The other problems are the technique of presenting the material of vocabulary that is not suitable with them. the writer suggests to the students as following: 1.

. Harcourt Brace Jovanovich Publisher.38 The researcher also hopes the English teacher notices the following suggestions: 1. but it also one need in our life. 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. Inc. 2. Therefore. Approach Method and Technique. E.D. 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. She also hopes that the result of the English learning at MTs An-Nafi’ah Baureno Bojonegoro will be better than before. Finally. The teacher should create more active communication using English in class so the students are accustomed to communicate by using English. 3. 1977. Philippines.M. 1963. BIBLIOGRAPHY Allen. The teacher should choose an interesting material in order to make the students interest in learning vocabulary. New York Anthony. E. English is not only as compulsory subject. Mc Graw Hill. Classroom Technique: Foreign Language and English as Second Languages.

et al.S. 1991. London.S. Psikologi Pengajaran. 2000. 1982.G. New York. Lado. Nuttal Christine. Heinemann Educational Books. Psikologi Pendidikan. et al. Mc Grow Hill Book Company. Finocchiaro.V. University of Michigan Press. Hornby. Publishing Company Inc. Wasty. Soemantono. Robert. Longman London. and E. J. Linguistic Across Culture. Jakarta. Grasih Jakarta APPENDIX I THE QUESTIONNAIRE FOR THE STUDENTS . H. 1957. Harris. A. Collins Cobuild English Language Dictionary. Jakarta. 1973. D. 1957. 1985. Metodologi Penelitian.A. Testing English a Second Language. Oxford University Press Elly House. 1969. Language Teaching. Pengajaran Kosa Kata. Teaching Reading Skill in Foreign Language.39 Bright. W. Angkasa Bandung. Robert. M.P. Hadi. 1966. England. Winkel. Lado. Universitas Indonesia. Rineka Cipta. London. PT. Classroom Technique. 1970. Teaching English as Second Language Book Society. PT. Advanced Learner Dictionary of Current English. Longman London. John Sinclair. Gatenby. Robert. 1987. The Foreign Language. England. Valette. Lado. England. M. Tarigan.. 1990. Sutrisno. Language Teaching a Scientific Approach. 1987. Ann Arbor. 1972.

40 Petunjuk Pengisian 1. Mulai dengan Bismillahirrohmanirrohim Bacalah pertanyaan berikut ini dengan baik. Pertanyaan 1. Cukup aktif c. Preposition and Idiom 2. d. Berilah tanda silang (x) pada jawaban yang sesuai. Sangat aktif b. Plural Form b. c.000 words) b. Apakah bentuk (pattern of vocabulary) di bawah ini yang kamu anggap sulit? a. English dictionary by Poerwodarminto c. Terjemahan Mengingat kata-kata baru tanpa menggunakannya dalam kalimat Menterjemahkan dengan menggunakannya dalam kalimat Menghafal 4. English dictionary by Hasan Shadily and John Echols . Preposition d. Tidak aktif 3. 3. Jenis kamus apa yang kamu pakai? a. Bagaimana keaktifan siswa di kelas dalam pelajaran vocabulary? a. Tehnik apa yang anda gunakan untuk meningkatkan vocabulary? a. 2. b. Kurang aktif d. kemudian berikanlah jawaban yang sesuai dengan pendapat anda.000. Incomplete English dictionary (5. Irregular Verb c.000-2.

Tidak pernah 6. c. Mudah dipahami 10. Apakah anda sering menggunakan kamus tersebut? a. Apa masalah yang anda hadapi dari pengajaran vocab? a. Apa yang anda ingat jika mendapat kata/vocab baru? a. Fungsi kata c. Jarang d. Menganalisis d. 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. Bagaimana komentar anda dengan tugas-tugas yang diberikan oleh guru anda? a. Arti kata b.41 d. Mencari Sinonim 7. Agak sulit dipahami d. Sangat membebani b. Jenis kata 8. Tidak membebani . Sulit dipahami c. Melihat kamus b. d. Oxford 5. Cara apa yang sering anda lakukan dalam menterjemahkan kata-kata baru? a. Sanngat sulit dipahami b. Selalu b. Menebak c. b. Sering c. Cukup membebani c. Ejaan d. Bagaimanakah tingkat pemahaman anda dari penjelasan guru dalam mengajarkan vocab? a. Sedikit membebani d.

Does the teacher use English as introduction in teaching vocabulary? 9. Does the teacher order the students to follow him to read the material? 7.42 APPENDIX I THE INTERVIEW FOR THE TEACHER 1. What does the techniques that the teacher use in helping to students to improve their vocabulary? . Does the teacher order the students to do the exercise in book? 8. What dose difficulty that the teacher finds in teaching vocabulary? 4. 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. Whom does the teacher take vocabulary material? 6. What does attempt that teacher finds in teaching vocabulary? 5.

43 .

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