EVASANTI, PUSPANINGRUM (2009)
Abstract
His research paper is aimed at describing teaching reading by using folktales ti the fifth year students of SD TANGKISANPOS. The reason of conducting this research in this school is because the technique applied in the school does not support the students reading improvement. In this research, the writer conducted a class room action research. It aims at colllecting information of a phenomenon occurred. The methods of collecting data are observation, document, and interview. There are three source of the data; event, informants and documents. The result of the research paper show that : 1) The implementation of folktales in vocabulary mastery is effectivelly done, it succeds the improvement of the students vocabulary mastery by setting up the material in folktales, 2) teaching by folktales brings improvement to the students vocabulary mastery.
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays English becomes more and more important for people
throughout the world because people need to communicate to each other using
English that would be a lingua franca for several languages that exist. English
is one of the most popular international languages in the world. For that reason
people need to have the ability to speak English fluently.
To face the global era, in Indonesia English is adopted as be the first
foreign language. Hence, English is needed to be taught at elementary schools
because it will be the basic element for the higher level. By learning English at
elementary school, the students are expected to become accustomed to the
language. In elementary school English has been taught from the fourth year
as a local content. It is clearly stated in GBPP 1994 (D. Sumarno, 1994: 58):
“Pengajaran Bahasa Inggris tidak wajib diselenggarakan di SD melainkan
diselenggarakan sebagai muatan lokal. Pengajaran Bahasa Inggris dimulai di
kelas IV.”
It is important to introduce them to the vocabulary earlier. Vocabulary
is necessary in every stage of language learning. Language is not only used as
words of knowledge, but also a medium in mastery at a level which
automatically allows them using it in real time. So we need to master
vocabulary first before we learn a certain language. If we do not understand
any word of the language we will not be able to understand the meaning of it.
Considering the importance of vocabulary, it is better to introduce new
vocabulary earlier. At elementary school, English is introduced to the students
through learning its vocabulary. Children are commonly easier to absorb the
new vocabulary even though they are sometimes easy to forget them too.
Teachers need to review the lesson all the time in order to help them
memorize the new vocabulary easily.
Most of students at elementary school still feel strange and face some
difficulties with English at the first time they are getting the lesson. We need
to encourage the children to love the lesson. Therefore, the teacher should
begin by discovering what subjects the children are interested in and providing
a wide variety of material suited to their interest.
Favat (1968) in Petty and Jensen (1980:136) states that:
Children read what they please, or more accurately, what
pleases them. Teachers and parents must come to understand
that the question is not whether one kind of reading produces
a more satisfying experience than another but whether it
produces a more satisfying experience than another – that is,
whether children find the stories an ever-continuing of their
own need and desire.
Folktales are also popular with young children. They love talking
animals story, and the humor and magical of traditional stories. Therefore,
folktales can be suitable material in attracting the children to the lesson.
Folktales have many special characteristics that make them
exceptionally good for language teaching. Their frequent repetitions make
them excellent for reinforcing new vocabulary and grammar. Because
folktales began as oral stories, they also have many characteristics that make
them easier to understand than other type of literature. Folktales are often
published as children’s book with easy language and context-providing
illustrations; many are accessible to students with limited language abilities.
In learning and mastering language, particularly vocabulary, there are
some obstacles that are faced in technical manner such as the hesitance of the
student to be involved in the classroom activity. They tend to avoid the
practical involvement in mastering the language. Hence, the class needs to be
lightened up in a way that helping the student find their best indulgence in
learning language particularly, learning vocabulary.
Because of the urgency to teach English at elementary school, the
writer wants to carry out a research about improving the students’ vocabulary
mastery. The result of student’s achievement shows the low achievement the
students get. The low achievements are caused by the monotone teaching
methodology use. Hence, the students are not enthusiastic in learning process.
In this case, the writer will use folktales as the material in teaching English. It
may help the students to improve their achievement in learning vocabulary. It
is also aimed to make an interesting learning process in the classroom. So, the
students will be interested in the lesson, and they will memorize the words
easily. And in SD Negeri Tangkisanpos Jogonalan Klaten which is the subject
of the research, the writer found that the students’ vocabulary mastery is still
low and the students are not too active during the English lesson.
Based on the reason above, the writer would like to study: “Improving
Vocabulary Mastery Through Folktales Reading : An Action Research at
the Fifth Year Students at SD Negeri Tangkisanpos Jogonalan Klaten”
B. Problem Statement
Based on the background of the study, the writer wants to know
whether using folktales can improve the students’ vocabulary mastery in
learning English at elementary school. The problem can be formulated as
follows: “Does using folktales improve the elementary students’ vocabulary
mastery in learning English?”
C. Objective of the Study
In general, this study is intended to describe an improvement to the
student vocabulary mastery in learning English at elementary school using
folktales. And to give descriptions about how to overcome the problem that
arise in teaching English vocabulary using folktales.
1. describe the implementation of folktales in mastering vocabulary.
2. describe whether folktales can improve the students achievement in
learning vocabulary by using folktales.
D. Benefit of the Study
This research has practical and theoretical benefits:
1. Theoretically
The result of this research solves the problem faced by teacher in teaching
vocabulary during teaching and learning processes:
2. Practically
The research can improves the students’ vocabulary mastery
Vocabulary for the elementary school students’
E. Research Paper Organization
In order to make the research to be easy to follow, the writer organizes
the paper as follow:
Chapter I deals with introduction. It consists of background of study,
benefit of study and research paper organization.
Chapter II deals with the review on related study, teaching learning
process and the theory of vocabulary such as the vocabulary aspects and the
significance of vocabulary as English skill competence.
Chapter III concerns with research method. It discusses about type of
the research, subject of the study, object of the study, method of data
collection and technique for analyzing data.
Chapter IV is research implementation and discussion, then chapter V
consists of conclusion and suggestion.
FACE OF OUR LIBRARY
Sunday, April 24, 2011
IMPROVING VOCABULARY MASTERY THROUGH FOLKTALES READING : AN ACTION RESEARCH AT THE FIFTH YEAR STUDENTS AT SD NEGERI TANGKISANPOS JOGONALAN KLATEN
Thursday, April 21, 2011
ENGLISH VOCABULARY MASTERY OF ELEMENTARY SCHOOL STUDENT OF SDN 2 KRANGGANHARJO
Aprilia, Deri (2009)
Abstract
This study is aimed to describe the students’ ability of vocabulary mastery in SDN 2. The result of the study is expected to contribute to the teaching learning of vocabulary. The study was located in SDN 2 Krangganharjo, especially class VI. The researcher took 38 students as the subject of the research. The object of the research was English vocabulary mastery in SDN 2 Krangganharjo. The researcher gets the data of this research from the scores and informant. The techniques of collecting data are test, score and interview. The result of the research shows that the vocabulary mastery is 42.11% or 16 students have very good score, 50% or 19 students have good score, and 7.89% or 3 students have fair score.
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching English at elementary school is regarded as one way to teach
English as early as possible to make students more familiar with it. In
Indonesia, the teaching of English to children is developed based on School-
based Curriculum.
Based on School-based Curriculum, the goals of teaching English to
elementary school students are to make the students memorize the names of
public places and direction, understand activity in holiday and the equipment
used, describe people and the object, the names of shopping places and the
name of the daily needs. In addition, the students can use ownership and use
that in dialog, and can understand and retell the story in simple sentences and
good pronunciation.
Vocabulary is a list of words and words themselves mean any unit of
language used in writing and appear between space and hyphen. Meanwhile,
Hornby (1983: 419) defines vocabulary as”the total number of words in
language that are used by a person.” Learners must have access to the
meanings of words that teachers, or their surrogates (e.g., other adults, books,
films, etc.), use to guide them into ontemplating known concepts in novel
ways (i.e. to learn something new). Thus, when we want to understand more
we must have Vocabulary mastery.
In mastering vocabulary, a learner should understand several aspects as the
requirements, namely: apply it in its spoken and written form, know about the
meaning of word and the using of grammar in appropriate forms, pronounce in
recognizable way and spelling correctly. In addition, the learner should
understand the ways to combine one word with other words. Besides, they
should know the relation among words to know the connotations and
associations in order to use it on the appropriate level and situation (Palmberg,
1986: 20). Thus, it is very important to master vocabulary.
In the first observation in the SDN 2 Krangganharjo, the students of
SDN 2 Krangganharjo understand English language in some aspects, which
mean that some of them understand the meaning of words but they can not
write this word. Sometimes they can speak but they can not write what they
speak. Because of the reason, the writer wants to know deeply about the
achievement of the students of SDN 2 Krangganharjo in mastering
vocabulary. The reason why the writer chooses SDN 2 Krangganharjo
especially the sixth year because the students have been taught English from
the fourth grade. The writer wants to know the number of vocabulary they
have after three years they learned English. The writer did not choose the
students of the fourth or fifth year because they still have less vocabulary than
the sixth grade. Although it teaches begin at fourth because English is not a
subject that gives from central government it is just the subject from the local
government.
Finally, based on the above reason in this research paper, the writer
takes a title “ENGLISH VOCABULARY MASTERY OF ELEMENTARY
SCHOOL STUDENT OF SDN 2 KRANGGANHARJO.” Hopefully the result
of this research will give benefit for education in the country.
B. Problem of the Study
Based on the research background, the writer is going to discuss the
general question “How is the vocabulary mastery of the students?” This
question specified is into three questions as follows.
1. How is the students’ understanding of the meaning of the words?
2. How is the students’ ability to spell the words?
3. How is the students’ ability to pronounce the words?
C. Limitation of the Study
The research focuses only on the English vocabulary mastery of SDN 2
Krangganharjo especially the students’ ability in meaning, spelling, and
pronunciation of the vocabulary. And the subject of this research is the
students of elementary school especially the sixth year students, consisting of
38 students; 20 girls and 18 boys.
D. Objective of the Study
The general objective of this research is to know the English vocabulary
mastery of the students’ of SDN 2 Krangganharjo. Based on the problem
statement the specific objectives of the research are to:
1.find out the students’ understanding of the meaning of words.
2. find out spelling the students ability to the words.
3. find out the students’ ability to pronounce the words.
E. Benefit of the Study
There are two benefits of these study; they are theoretical benefit and
practical benefit:
1. Practically, for the teacher, the result of the study will give general picture
about the success and the effectiveness of their method in teaching English
vocabulary.
2. Theoretically, this research will enrich the theory of the students’
vocabulary mastery.
F. Research Paper Organization
In writing this paper, the writer divides it into five chapters and the
organization is as follows.
Chapter I is introduction that presents background of the study, problem
of the study, objective of the study, limitation of the study, benefit of the
study, and research paper organization.
Chapter II concerns review of the related literature that covers previous
study, general concept of vocabulary, kinds of vocabulary, vocabulary
mastery, vocabulary limitation, types of vocabulary, the importance of
vocabulary, vocabulary test, spelling, pronunciation, and young learners.
Chapter III is research method. It discusses type of research, place and
time of research, subject of research, object of research, method of collecting
data, scoring system and technique for analyzing data.
Chapter IV presents research finding and discussion.
Chapter V is conclusion and suggestion
FACTORS CAUSING DIFFICULTIES IN TEACHING VOCABULARY TO THE FIFTH YEAR STUDENTS OF SD NEGERI 8 SRAGEN
Alam, Rissovi Yustinia Sabda (2009)
Abstract
This research is aimed at describing the factors causing difficulties in teaching vocabulary, kinds of difficulties faced by the students, and the causes of difficulties faced by fifth year student of SD Negeri 8 Sragen. The data of the research in the form of words taken from informant, event, and document of SD Negeri 8 Sragen. In collecting the data, the writer uses observation, interview, and document. The first step of analyzing data is that the writer reduces the data by selecting, simplifying, and transforming the data to the field notes. Having analyzed the data, the writer finds that the factors causing difficulties in teaching and learning English especially vocabulary are readiness, learning source, learning strategies, the media and teaching techniques, the material, and the environment. In teaching vocabulary, the materials given are pronunciation and spelling. The teacher found difficulties in pronounciation, translation or getting meaning of the words, spelling, and differentiating the kinds of words to the students.
CHAPTER I
INTRODUCTION
A. Background of the Study
English plays an important role in our life since it is an international
language. It becomes unifying force of many countries in the world. It can
also be used to work out a closer cooperative program in many aspects such as
working out a closer cooperative program in economy, education, industry,
etc. Because of the importance, English is given to children in order to prepare
them in this era to improve their language skill. The teaching English
vocabulary to children as early as possible will improve their ability in
mastering English so that they have a lot of preparation to face English matter
in the future.
Teaching English to children is different from teaching English to
adult learners. Children have certain characteristics and need a certain
treatment. The teacher should know the characteristics of the students in order
that he/she can use an appropriate technique. Therefore, teaching English to
children needs an extra power and it can be started by teaching vocabulary.
Nowadays, many Elementary Schools give English not only as a local
subject but also as a compulsory subject. English has been taught beginning
from the first year up to the fifth year students. The objective of teaching
English in Elementary school is to prepare children to have comparative
value in the global era and introduce English at early ages.
English for the students of elementary school is their first foreign
language. They learn English for the first time so they just learn simple
English pattern including grammar and vocabulary. Vocabulary is central to
language and of critical importance for language learner. Without sufficient
vocabulary, one cannot communicate effectively or express their ideas in both
oral and written form. Having limited vocabulary is also a barrier that
precludes learners from learning foreign language. When they do not know
how to enrich their vocabulary, for example, they often gradually lose interest
in learning. Lewis (1997:44) states that the most efficient language learning
must be based on the real nature of both language and leaning. This simple
observation means we do need to reflect the lexical nature of language in the
classroom as well as knowledge of enough word.
The students of elementary school usually have many problems in
facing English matter such as: they were too young to learn English, they still
like to play each other, and they have small interest in learning English. In
other words, the students of elementary school are young learners, so it is
important to introduce English especially vocabulary to elementary schools to
develop the children’s intellectual,physical,emotional and social development.
As a component of English, vocabulary is one of the most
important aspects of English that should be mastered by the students. As
young learners, the students of elementary schools have many problems in
mastering vocabulary, so that the difficulties should be solved and the new
methods or approaches should be found in order to teach vocabulary easier
and the students would be easy to understand and can master vocabulary as
well.
SD Negeri 8 Sragen is an elementary school that located in Sragen
village. In SD Negeri 8 Sragen, English subject is learned since four years
ago. According to the information from the English teacher of SD Negeri 8
Sragen, many students get some difficulties in learning vocabulary so it can
influence to the result of English test. So far, the result of English test hasn’t
get good achievement yet. Even the result of English test relatively decreases
on the fifth year.
Based on the background above, the writer is interested in carrying out
a research which is entitled “FACTORS CAUSING DIFFICULTIES IN
TEACHING VOCABULARY TO THE FIFTH STUDENTS OF SD NEGERI
8 SRAGEN.”
B. Problem Statement
Based on the background of the study above, the writer states the
problem statements as follows:
1. How is the process of teaching vocabulary in the fifth year student of SD
Negeri 8 Sragen.?
2. What kinds of difficulties faced by the students of SD Negeri 8 Sragen in
learning vocabulary?
3. What are the causes of difficulties faced by fifth year
student of SD Negeri 8 Sragen?
C. Objective of the Study
Based on the problem statements above, the objectives of the study are:
1. To identify the process of teaching vocabulary to the fifth year students of
SD Negeri 8 Sragen.
2. To describe the difficulties faced by the students of SD Negeri 8 Sragen in
learning vocabulary.
3. To identify the causes of difficulties faced by the fifth year students of SD
Negeri 8 Sragen.
D. Benefit of the Study
By doing this research, the writer hopes that the research will give
practical and theoretical benefits.
1. Practical
a. For the teacher, the result of this study can be useful for the teacher in
order to conduct new methods or approaches in teaching vocabulary.
b. The finding of this research will be useful the readers who are
interested in analyzing vocabulary on elementary school.
2. Theoretical
The finding of this research will enrich the theory of students’
vocabulary mastery.
E. Limitation of the Study
In the research, the writer limits the analysis in order to be more
focused. The researcher limits the study focus on the factors that caused
difficulties in teaching vocabulary to the fifth year students of SD Negeri 8
Sragen in 2009/ 2010 academic year.
F. Research Paper Organization
The writer divides this research paper into five chapters.
They are as follows:
In the first chapter, the writer discusses introduction. It consists of the
background of the study, problem statement, objectives of the study, benefit of
the study, and research paper organization.
In the second chapter, the writer presents review of related literature. It
consists of the previous study, general concept of vocabulary, teaching
vocabulary in elementary school, teacher’s difficulties in teaching English.
The third chapter is the research method. It deals with types of
research, subject of the study, object the study of, data and data source,
method of colleting data, and technique for analyzing data.
Chapter IV is research finding and discussion. It results of the
observation in factors causing difficulties in teaching vocabulary to the fifth
year students at SD Negeri 8 Sragen and the discussion.
Chapter V is the last chapter. It consists of conclusion and suggestion