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

ii

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

iii

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

iv

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. ( )

(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

v

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)

vi

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),

vii

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.

viii

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

ix

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

x

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

xi

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, self-

defining 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.

xii

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.