CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department
by: PUJI ASTUTIK A320120245
SCHOOL OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH SURAKARTA 2016
PRONOUNCEMENT I, those autograph sign below, Name
: Puji Astutik
NIM
: A320120245
Major
: Department of English Education
Title
: CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR Herewith, I testify that in this research paper is no plagiarism of the previous
literary work which has been raised to bachelor degrees of university, nor there are options or masterpiece which have been written or published by others, except those in which the writing are referred manuscript and mentioned in the literary review and bibliography. Hence, later, if it is proven that there are some untrue statements in this testimony, I will hold fully responsible. Surakarta, 26 April 2016 The researcher
Puji Astutik A320120245
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APPROVAL
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
by: PUJI ASTUTIK A320120245
Approved to be Examinated by Consultants
First consultant
Second Consultant
Prof. Dr. Endang Fauziati, M. Hum.
Dr. Anam Sutopo, M. Hum.
NIK.274
NIK.849
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ACCEPTANCE
CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR
By: PUJI ASTUTIK A320120245
Accepted and Aprroved by Board of Examiners The School of Teacher Training and Education Muhammadiyah University of Surakarta On April 26, 2016
Team of examiners: 1. Prof. Dr. Endang Fauziati, M. Hum.
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)
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)
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(First Examiner) 2. Dr. Anam Sutopo, M. Hum. (Second Examiner) 3. Mauly Halwat Hikmat, Ph. D. (Third Examiner) Surakarta, 26 April 2016 Universitas Muhammadiyah Surakarta School of Teacher Training and Education Dean,
Prof. Dr. Harun Joko Prayitno, M.Hum. NIP. 19650428B199303 1001
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MOTTO
Maka sesungguhnya bersama kesulitan ada kemudahan, Sesungguhnya bersama kesulitan ada kemudahan (Q.S. Asy-Syarh: 5-6)
Don’t loss hope, you never know what tomorrow will bring (Kata Bijak)
There is no reason that is imposibble (The Writer)
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DEDICATION
From the deepest heart, the writer would like to dedicate this research paper to: My beloved parents (Bapak Sarpin and Ibu Rasilah), My old brothers (Masyudi, Zulham Amsyah, and Supa’at), My sisters in-law(Siti Farida, Siti Sutami, and Sulistyani),
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ACKNOWLEDGEMENT Aassalamualaikum Wr.Wb. Alkhamdullilahirabbil ‘alamin.All praises belong to Allah SWT to his blessing and mercies to the researcher, she can complete her research paper entitled CLASSROOM TECHNIQUES USED IN VOCABULARYDEVELOPMENT ACIVITIES IN ENGLSIH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA II IN 2015/2016 ACADEMIC YEAR. In conducting this research, the researcher got some helps from many people. On this best occasion, the researcher would like to express herdeepest gratitude and appreciation to the following people: 1. Prof. Dr. Harun Joko Prayitno, M.Hum, as Dean of the School of Teacher Training and Education of Universitas Muhammadiyah Surakarta, 2. Mauly Halwat Hikmat, Ph. D, Head of English Department Universitas Muhammadiyah Surakarta, 3. Prof. Dr. Endang Fauziati, M. Hum, as the first research consultant who has patiently guided the researcher in arranging this work, provided time for consultant, and given the researcher helpful suggestion, 4. Dr. Anam Sutopo, M. Hum., as the second consultant who has been willing to guide, correct, encourage her from the beginning of writing until the end of it, 5. Nur Hidayat, M.Pd., as the academic consultant who has given the researcher guidance as long as she studied in Universitas Muhammadiyah Surakarta, 6. All lecturers of English Department, for being good educator, guide, and mentor, 7. Mrs. Siti Rofi’ah, S. Ag., M. Pd., Mrs, Savri Indiani Soeharno, S. Pd., M. Pd. Dra. Sri Widayati as English teachers at MTs Negeri Surakarta II, who always guide her. 8. Drs. Sunarto, M. Pd., the Headmaster of MTs Negeri Surakarta II, “Thanks to give me opportunity to observation in there.” 9. The teachers of MTs Negeri Surakarta II, thanks for helping.
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10. Her best gratitude for her beloved parents (Bapak Sarpin and Ibu Rasilah) who give loves, caring,prayers, motivates, supports and everything during her life, 11. Her beloved brothers (Masyudi, Zulham Amsyah and Supa’at)who have given love, care, prayers, motivations and supports for her. 12. Her beloved sisters in-law Siti Farida, Siti Sutami and Sulistyani who have given care, prayers, motivations and support for her. 13. Hernice cousin and nephew A’inatul Masyifiqoh and Muhammad Arfa Al-hafidz who make her smile and happy. 14. Her future partner Muhammad Abdul Munif and his parents, “Thank you for your prayers, spirit, togetherness, motivation and support. Thanks for everything” 15. Her beloved friends Kakak Pertama (Arum), Kakak ketiga (Umi), Dedek (Indah). “Thank a lot for our solidarity, spirit, assemble, togetherness, and all of you regard as my sisters ever” 16. All her friends from Department of English Education especially class F“Thanks for the friend ship, inspirations, motivation, and joke.” 17. Her friends Iik, Mbak Eri, Ghina, Vika, Nunik, Eva, Via, Diana, Dwi, Mila, Chacha, Nuji, Anggi, Tati from Dewi Muning 3 Boarding House. “Thank you for support, togetherness, love and joke that will never forgotten.” The researcher considers that this research paper is far from being perfect. Therefore, suggestion and criticisms are welcome and acceptance. She hopes that this research paper would be valuable for readers. Wassalamu’alaikum wr.wb. Surakarta, 26 April 2016 The researcher
Puji Astutik A320120245
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TABLE OF CONTENT TITLE .........................................................................................................................i TESTIMONIAL .........................................................................................................ii APPROVAL...............................................................................................................iii ACCEPTANCE .........................................................................................................iv MOTTO .....................................................................................................................v DEDICATION ...........................................................................................................vi ACKNOWLEDGEMENT .........................................................................................vii TABLE OF CONTENT .............................................................................................ix ABSTRACT ...............................................................................................................xi ABSTRAK .................................................................................................................xii CHAPTER I: INTRODUCTION ...........................................................................1 A. Background of the Study ..............................................................1 B. Problem Statement ........................................................................4 C. Objectives of the Study ..................................................................4 D. Limitation of the Study ..................................................................5 E. Benefits of the Study .....................................................................5 F. Paper Organization ........................................................................6 CHAPTER II: REVIEW OF RELATED LITERATURE ..................................7 A. Previous Study ...........................................................................7 B. Underlying Theory ....................................................................13 1. Approach, Method and Technique ..........................................14 a. Notion of Approach, Method and Technique .....................14 b. The Differences betweenApproach, Method, and Technique ....................................................................17 2. Teaching of Vocabulary ..........................................................17 a. Notion of Vocabulary .........................................................18 b. Aspect and Component of Vocabulary ...............................19 c. Classroom Technique of Teaching Vocabulary ..................20 3. Teacher’s Role and Student’s Role .........................................26 a. Teacher’s Role ....................................................................26 b. Student’s Role.....................................................................29 4. Instructional Material ..............................................................32 a. Kind of Instructional Material ............................................32 b. The Role of Instructional Material .....................................33 CHAPTER III:RESEARCH METHOD ................................................................34 A. Type of Research .......................................................................34 B. Setting of the Study ....................................................................35 1. Time .....................................................................................35 2. Place .....................................................................................35 C. Subject of the Study ..................................................................36 D. Object of the Study ....................................................................36 E. Data and Data Source .................................................................36 F. Method of Collecting Data .........................................................37 G. Data Validity ..............................................................................49
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H. Techniques for Analyzing Data ................................................41 CHAPTER IV:RESEARCH FINDING AND DISCUSSION ..............................43 A. Description of MTs Negeri Surakarta II......................................43 B. Research Finding .........................................................................45 1. Kind of Classroom Technique ................................................46 2. The purposes of Using Each Technique .................................58 3. Teachers’ Role in Each Technique ..........................................64 4. Students’ Role in Each Technique ..........................................75 5. Instructional Material ..............................................................83 a. Kinds of Instructional Material ...........................................84 b. Role of Instructional Material .............................................85 C. Discussion ...................................................................................91 CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION AND SUGGESTION..................................................………………....100 A. Conclusion ................................................................................100 B. Pedagogical Implication.............................................................101 C. Suggestion..................................................................................102 BIBLIOGRAPHY VIRTUAL REFERENCE APPENDIX
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ABSTRACT PUJI ASTUTIK. A320120245. CLASSROOM TECHNIQUES USED IN VOCABULARY DEVELOPMENT ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY ATMTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training and Education. Universitas Muhammadiyah Surakarta2016. This study is carried out to describe classroom techniques used in vocabulary activities in English classroom at MTs Negeri Surakarta 2. The aims of this research are: (1) to describe the kinds of classroom techniques used in vocabulary activities, (2) the purpose of using each classroom technique, (3) the teacher’s roles, (4) the student’s roles, and (5) instructional materials used by the English teachers at MTs Negeri Surakarta 2. The kind of this research is descriptive qualitative research especially naturalistic study in analyzing the data. The methods of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques used by English teachers at MTs Negeri Surakarta 2 such as: memorization (vocabulary card system), synonym, selfdefining context, picture and drawing, antonym, and reading aloud. The teacher have roles as model, instructor, consultant, group organizer, evaluator, and facilitator. The student have roles as participant, demonstrate their knowledge and understanding, engage actively in learning, dialog and interaction with teacher, learner member group and learn by interacting with other, tutor for other learner, and shows respect. There are some materials used by English teachers, such as textbook, work book, dictionary, photocopy exercises, and powerpoint on LCD. The conclusion of this research is that English teacher at MTs Negeri Surakarta 2 used various classroom techniques which can improve the students’ ability. Various techniques can make the student interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the result, apparently, classroom techniques used by the teacher have important role in the teaching-learning process.
Key words: Classroom techniques in vocabulary activities, teachers’ and students’ roles, instructional material.
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ABSTRAK PUJI ASTUTIK. A320120245. TEKNIK YANG DIGUNAKAN DALAM AKTIVITAS PENGEMBANGAN KOSAKATA: NATURALISTIK STUDI DI MTS NEGERI SURAKARTA 2 PADA TAHUN AJARAN 2015/2016. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta. 2016 Tujuan dari penelitian ini untuk mengamati proses pembelajaran di MTs Negeri Surakarta 2. Tujuan dari penelitian ini yaitu: (1) untuk mendeskripsikan jenis-jenis teknik yang digunakan pada pembelajaran kosakata, (2) untuk mendeskripsikan tujuan dari setiap penggunaan teknik, (3) untuk mendeskripsikan peran guru, (4) untuk mendeskripsikan peran siswa, dan (5) Materi yang digunakan oleh guru-guru bahasa Inggris di MTs Negeri Surakarta 2. Jenis penelitian ini adalah deskriptif kualitatif khususnya Naturalistik Studi dalam menganalisis data. Metode yang digunakan dalam penelitian ini antara lain observasi, wawancara, dan dokumentasi.Temuan dalam penelitian ini menunjukkan bahwa teknik mengajar yang digunakan oleh guru bahasa Inggris di MTs Negeri Surakarta 2 antara lain memorization (vocabulary card system), synonym, self-defining context, pictures and drawing, antonym, and reading aloud. Peran guru dalam kelas antara lain sebagai model, instruktur, konsultan, manajer tim, evaluator, dan fasilitator. Siswa berperan sebagai pesera didik, menunjukkan pengetahuan and pemahamannya, anggota tim and belajar dari interaksi sekitar, tutor bagi siswa lain, dan menunjukkan perhatiannya. Ada beberapa materi yang digunakan oleh guru bahasa Inggris, seperti buku teks, lembar kerja siswa, kamus, soal-soal latihan dalam bentuk fotocopy, power point pada LCD. Kesimpulan dalam penelitian ini yaitu para guru bahasa Inggris di MTs Negeri Surakarta 2 menggunakan berbagai macam teknik mengajar dalam kelas yang dapat meningkatkan kemampuan belajar siswa. Berbagai macam teknik yang digunakan membuat siswa tertarik dengan proses belajar mengajar. Teknik–teknikyang digunakan tidak membuat siswa merasa bosan dengan proses pembelajaran.Hal itu menjadikan kelas tidak membosankan. Siswa menjasi lebih aktif dan kreatif.Berdasarkan hasil yang diperoleh, sesungguhnya teknik mengajar dalm kelas yangdigunakan oleh guru memiliki peran yang amat penting dalam proses belajarmengajar.
Kata Kunci: Teknik mengajar dalam pembelajaran kosakata, Peran Guru dan Siswa, Materi Pendukung.
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