1

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.

As an international language, English is the only first foreign which must be taught compulsorily in the secondary school in Indonesia, based on 2004 English curriculum. The objectives of English instructional program at junior high school are making the students own interest and ability in understanding written English, written ability and speaking ability with vocabulary of 500 English words. As continuation of them, most of the junior high school students have lack of vocabulary target. Moreover, vocabulary according to David P. Harris (1069:9) is one of the two very important elements shared by all four skills of the language. In our country, Indonesia, English is the first foreign language taught as one of the compulsory subjects in junior as well as senior high schools. It is one of the subjects tested at the end of the schools program

that is Ujian Akhir Nasional (UAN). It is also to be a course offered in the early semesters in most universities and other high education institution in Indonesia. It means that English has been considered as an important part in all levels of education. In studying vocabulary, a lot of beginners find some difficulties. Generally they are difficult to memorize new vocabularies they have got. It usually happens to the students who have no chance to practice it orally, so it seems that they do not get the vocabulary development anymore. The second problem is that they cannot pronounce the new vocabularies correctly.

To anticipate the feeling of boredom of the students, the English teacher should make the students interest as good as possible in learning English by giving them motivation and interesting ways in presenting vocabularies so that they can learn English happily. By doing so, we hope that they can understand the material given more easily. There are some reasons of the researcher to choose a title A Study on The Problems of Learning English Vocabulary Faced by The Students of MTs An-Nafiah 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-Nafiah 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-Nafiah Baureno Bojonegoro in order to support the students to learning English. We all know that teaching English vocabulary to the beginners is not easy. This study tries to find the problems of learning vocabulary faced by the students.

There are two statements of the problems of students to study English vocabulary of MTs An-Nafiah 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-Nafiah Baureno Bojonegoro in learning vocabulary.

1.4.3 The Students The result of study can be used as consideration by readers especially those who want to develop their ability in learning English.

1.5

Limitation of the Study The study is focused on the problems of learning English vocabulary faced by the students of MTs An-Nafiah Baureno Bojonegoro. This study discusses about what problems do the students have in learning vocabulary and what technique does the teacher use in teaching vocabulary.

1.6

Definition of the Key Terms Before going on the main part of the study, it is necessary for the researcher to give a brief definition of the following terms to avoid misunderstanding and misinterpreting. 1.6.1 A study is kind of analysis about something. (Hornby, 1980: 50) 1.6.2 Problem is a thing that is difficult to deal with or understand. (Hornby, 1995: 921). 1.6.3 Learning is knowledge or skill that has been gained through studying. (John Sinclair, 1987: 822).

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

CHAPTER II REVIEW OF RELATED LITERATURE

The theories will be taken from some literatures, which related in the investigation present in this section, such as definition of vocabulary, significance of vocabulary, patterns of difficulty of vocabulary, learning and teaching English vocabulary.

2.1

Definition of Vocabulary Vocabulary is often considered as an identical form with words. It can be looked in some discussion about vocabulary in many language books and even in most of dictionary. For clarification, the researcher will give some definitions concerning vocabulary. John Sinclair (1987: 1051) described that vocabulary is the number of words in language that he or she knows. It means or found then learnt and used in communication. Likewise A.S. Hornby and E.V. Gatenby (1978: 1120) gave

definition of vocabulary as follows; Vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or translated.

BBC English dictionary by Happer Collins publisher (1993) gave two definitions of vocabulary:

1. 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. The vocabulary of a particular subject is the group of words. Concerning the word, 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. 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 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, a word is defined by Nelson Francis in two kinds. In writing a word is part of given passage which in customarily written space on their side. He also supposed the definition for the word of speech as similar form as part of given utterance which customarily spoken between open junctures.

2.2

Significance of Vocabulary As stated in previous chapter that language is means of communication that can be of two types namely, oral communication and written communication. Both of them involve four skills which must be

unstressed by speaker language, those are listening and speaking refer to oral communication, writing and reading refer to written communication. Referring to four skills, there are four components shared by all components. Grammatical structure and vocabulary are two very important components, then phonology is the third components of auditory comprehension and oral production, and parallel to phonology in the spoken form of language is orthography in written form. Thus, it is also obvious that vocabulary has an important role to determine the successful achievement of each skill, and in the long run it can mean the success of language learning general. This fact is confirmed bby Tarigan as follows:

The quality of everybodys language skills much depend on the quality as well as the quality of vocabulary mastered. The more vocabulary someone process the better he speaks (Tarigan, 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. Since for reading, however, a vocabulary of 7.000 words is closed to a minimum needs. In addition they must comprehend correctly to the graphic symbols. Moreover, in understanding a passage we will face not only the conceptual meaning of a word or the meaning found in the dictionary, but also the other meanings.

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As stated by Nnuttal (1982: 80) there are four meaning existing in passage: 1) conceptual meaning, the meaning of word like the dictionary, 2) prepositional meaning, the meaning of clause or sentence alike,

3) contextual meaning, the meaning of sentence or a word when it exists in a context, 4) pragmatic meaning, the meaning between the writer and the reader. In fact, every word in a sentence does not stand alone, but it is the meaning of a sentence with the meaning of the other part of the text. Vocabulary is also important in writing process researcher should know in detail about words: the function and the meaning of words and how to arrange them into some good statement which express what he wants to describe. Mackey (1981: 282) also supports this fact. 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 learners vocabulary before he hopes to be fluent on any everyday subject. The minimum productive vocabulary of 1.500 2.000 words range should be owned in order to gain the purpose. Speaking, however, unlike the other skills is a complex skill requiring the simultaneous use of different abilities, which often develop at different rates.

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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) Grammar, 3) Vocabulary, 4) Fluency (the case and speed of the flow of speech) and 5) Comprehension should be taken as a fifth component for oral communication certainly requires a subject to respond to speech as well as to initiate it. It is still consider that vocabulary play an important part of each skill there will be no speaking process without the existence of vocabulary or communication will get trouble because of lack of vocabulary. In his book Language Teaching a Scientific Approach Lado says: At present it is possible to guess that a speaking vocabulary of 2.000 words. Like that of general service list of English words is an adequate minimum for the purpose of basic communication. Concerning vocabulary, this discussion will take listening as an internal process that involves in as an important part. Listening cannot be directly observed. No one can say precisely what happens we listen to and understand another person. 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.

2.3

Pattern of Difficulty of Vocabulary

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

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2.4 2.4.1

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

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All of those definitions emphasize that the process what we call learning with change someone possession especially his or her knowledge and it will happen through experience or training. 2.4.2 Learning Vocabulary in General Such as the above definitions of learning, learning vocabulary can be supposed as increasing ones vocabulary through learning especially reading practicing or other activities. Learning vocabulary is usually as the first step for either a foreign language learner or a native language learner. A baby tries to produce some simple words he often hears like ma-ma, pa-pa, ne-nek, ka-kek, etc. He will be able to produce more complete and complex sentences gradually in the next period of his growth. Likewise, 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 childs acquisition of his native language. There is an inclination for language learner in learning vocabulary in general, according to J.A. Bright and G.P.MC. Gregor (1990: 19) that the foreign language or even the native speaker recognize and understand more words than use them or produce them. Where as on the other hand, they wish to reach general fluency as rapidly as possible.

2.4.3

Some Cases Concerning to the Problem of Understanding and Using Words

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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. Especially in vocabulary, the distinctions can locate in the usage of words, the meaning, or others because of the difference culture or other cases. Virginia claims that understanding the meaning only the first step in learning a word (1983: 21). So the problem of understanding and using words is the important thing in learning a language.

2.5

Teaching Vocabulary Before talking about teaching vocabulary in general, it is very important to consider the distinction among the three terms involved in teaching process, approach, method and technique. Edward M. Antony in his book Approach, Method and Technique made distinction among the terms, he says: First let us take up the terms approach. 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. It describes the nature of the subject matter to be taught states a point of view, philosophy and article of faith something which one believes but cannot necessarily prove. In the theory of method, Antony says: Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Antony describes technique as the terms as follows:

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

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

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3.

Whenever feasible, the vocabulary items should be centered about one topic. For examples, word about food and beverage should be given in one topic or one lesson.

4.

Content words should be presented and practiced with the words, which they generally co-occur. For examples, a word of quantity or measure is usually preceded by a and followed by of in English. E.g. a piece of bread.

5.

Whenever a familiar word is should be thought and practiced. 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.

6.

Vocabulary items are thought in the some way teaching everything else.

7.

Practicing vocabulary should be as practicing structures in substitutions drills, transformation drills, question and answer, etc.

8.

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.

9.

In cases where the full understanding of the meaning of a word depends on knowledge of an item of culture, the overt facet of culture should be explained. There are some techniques can be used in teaching vocabulary

items likes word Edward David Allen and Rebecca M. Vallete state in

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their book Classroom Technique (1972: 150). They divide their technique into three groups namely: conveying the meaning of the words, teaching series and word sequences, and improving students retention. Related to this, Jeremy Harmer (1982: 85) and Harold B. Allen (1972: 120) specify in detail. Those are really, pictures mime, act, gesture or dramatization, contras or antonym, explanation translation and others.

CHAPTER III RESEARCH METHODOLOGY

3.1

Research Design This study is a descriptive research. 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. The researcher investigates the situation of the class, teacher technique, and attention in learning vocabulary, to get some information about the problems of learning English vocabulary faced by the students.

3.2 3.2.1

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. Thus,

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population is a group or individual who has the same characteristics and become the subject research. John W. Best stated, A population is any groups of individual that have one or more attributes of interest. The population of this study is junior high school (SLTP / MTs) students at the seventh grade of MTs An-Nafiah Baureno Bojonegoro, Tuban registered in 2006 2007 academic year. The number of the seventh grade consists of two classes 7A, 7 B and the number of students is 80 students. Table 1 presents the specification of the population.

Table 3.1 Research Population by Classes Class 7A 7B Total 3.2.2 Samples The technique used in determining the sample in this study is purposive sampling. 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. The target sample of this study is one class in the seventh grade is that class 7A; It consists of 46 students and their English teacher (1 English teacher) of MTs An-Nafiah Baureno Bojonegoro. The Number of Students 46 34 80

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3.3

Instruments For collecting the data needed in this study, the researcher used three kinds of instrument namely: questionnaire, interview and observation.

3.3.1

Questionnaire In this case, questionnaire is as the main instrument, made in two forms. 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. The second form is problems that are related to the techniques of teaching vocabulary used by the English teacher. By giving the questionnaire, the researcher also intends to know how they cope with their problems. All forms were designed to get the data needed from the English teacher. They are about the technique of teaching vocabulary, especially in classroom and know their teacher helps the students to cope with the problems.

3.3.2

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.

3.3.3

Observation

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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, the teaching technique of vocabulary and students obligation in practicing of vocabulary in class activity asked in the questionnaire. 3.4 The Procedure of Data Analysis After the data collected, the researcher analyzes them

quantitatively and qualitatively. 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, the interview data is used to ensure the data and strength the conclusion. x 100%

CHAPTER IV RESULT AND DISCUSSION

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The chapter is concerning with the result and discussion. Firstly, the researcher describes the result of the cases of concerning the problems faced by the students in learning and teaching vocabulary. All the result will be discussed in the next steps. The discussion will be divided into three division, namely the problems that related to the patterns of difficulty of vocabulary, the technique of learning vocabulary used by the students and the technique of teaching vocabulary used by English teacher. 4.1 Result of Data Analysis

This data analysis obtained from test which given by first year students MTs An-Nafiah Baureno Bojonegoro. The result of test will be presented of the following table from 46 students (as sample). 4.1.1 The Result of the Students Questionnaire The result of the students questionnaire we can describe on the below statement, and there are many case on the problem have faced by student, there are : 4.1.1.1 Cases Concerning the Pattern of Difficulty of Vocabulary

Faced by Students As has been stated in chapter II the difficulty of vocabulary usually arises when there are differences between the vocabulary of target language and native language. The pattern of those difficulties faced by respondents of this study can be looked in the following table I:

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Table 4.1 The Number of Students who Get Difficulty In Some Patterns of Vocabulary Alternative a. Plural Form b. Irregular Verb c. Preposition d. Preposition and Idiom Total 46 R 46 F 14 10 5 17 46 P (%) 30,43 21,74 10,87 36,96 100%

The table shows that there are 14 students (30,43%) get difficulty on plural forms, 10 students (21,74%) are on irregular verbs, preposition are 5 students (10,87%) and 17 students (36,96%) are preposition and idiom. The fact is supported by the data from the English teacher. The English teacher said that special words like idiom are the most difficulty patterns faced by the students. The data obtained that vocabulary is easy to be understood and memorized by the students which similar forms like radio, television, family, etc. It can be known from the number of these students (80%) who stated that fact. Only (5%) of them who feel easy to understand the words

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that do not have similar from with those of Indonesian language, (15%) stated that it is easy to understand both of them. 4.1.1.2 Cases Concerning the Learning Vocabulary in Relation to

Interest and Technique of Learning Vocabulary One of important things in learning vocabulary is interest. It supports the learner to make efforts in gaining their purpose to understand and to be able to use them in communication. From the data obtained, 35 students have good interest in learning vocabulary, but only 6 of them who learned vocabulary seriously in and outside of school. 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 (54,35%). It could be proved from their activities in class 14 students (30,43%) are less active. The other 5 students (10,87%) are less active. The other 5 students (10,87%) are very active and 2 students (4,35%) are inactive. It is known from observation and questionnaire as follows: Table 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 (%) 10,87 54,35 30,43 4,35 100%

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Table 4.3 The Number of Students who Use Certain Technique for Improving Their Vocabulary Alternative a. Translation b. Memorizing new words without using in sentences c. Translating new words and using them in sentences d. Memorizing 6 13,04 16 34,78 R 46 F 7 17 P (%) 15,22 36,96

Total

46

46

100%

For enlarging vocabulary, most of students have also their own technique. Some of them usually only memorized the meaning and the forms of words without using in communication, translating reading. For clarification, the table above shows about that. The table shows that there are 7 students (15,22%) using translating reading to improve their vocabulary, 17 students (36,96%) memorizing new words without using sentences, 16 students (34,78%) trying to translate new words, and using them in sentence to improve their vocabulary, and 6 students (13,04%) memorizing vocabulary.

Table 4.4

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The Number of Students who Have Dictionaries and the Kind of the Dictionaries Alternative a. Incomplete English dictionaries (5.0002.000.000 words) English dictionary by Purwodarminto c. English dictionary by Hasan Shadly and John Echols d. Oxford Total 46 14 46 30,44 100% 10 6 21,74 13,04 R 46 F 16 P (%) 34,78

The most important thing in learning vocabulary is dictionary. From the questionnaires, it is known that most of the dictionaries are incomplete English dictionary. It would influence the success of learning purposes. The table above shows the number of students who have dictionary and the kinds of the dictionaries. English words are usually learned without being explained or drilled in class, so that the students try to get the meaning of new vocabulary from dictionary and the kinds of dictionaries. It can be known from the number of students. In the above table 16 students (34,78%) have incomplete English dictionary (5.000 2.000.000 words), 10 students (21,74%) have English dictionary by Purwodarminto, 6 students (13,04%) have English dictionary by Hasan Shadly and John Echols and 14 students (30,44%) use oxford dictionary.

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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 (%) 32,61 13,04 36,95 17,4 100%

If there is a new vocabulary, it is possible that everyone looks up the meaning with different technique. The table above shows the number of students uses certain technique to look up the meaning of the new vocabulary. Most of the students look up the meaning of new vocabulary from dictionaries. The number of the students who are always using dictionary is 15 students (32,61%). The number of the students who are often using dictionary is 6 students (13,04%). The number of the students who are rarely using dictionary is 17 students (36,95%) and 8 students (17,4%) never use dictionary. Table 4.6 The Number of Students who Use Certain Technique

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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. Look for synonym Total 46 R 46 F 36 3 2 5 46 P (%) 78,26 6,52 4,35 10,87 100%

Based on the data collected, we know that if the students have new vocabulary, they prefer using a dictionary to look up the meaning of it. Commonly, when someone faces words in another language similar form with those in this native language, he has supposed that the words have the same meaning and function. To know how the students give respond to the similar words, the following description shows the result of the questionnaires and observation. Most of the students 36 (78,26%) supposed that the words, which have similar forms have similar meaning and students have different idea by guessing it contextually, 2 students (4,35%) analyze it morphologically and 5 students (10,87%) look for synonym. Table 4.7 The Number of Students who Tend to Look And Memorize the Meaning, Function, Spelling and All of Them Alternative Meaning R 46 F 36 P (%) 78,25

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Function Spelling Kinds words Total 46

2 8 46

4,35 17,4 100%

It tends that the students look up memorize only the meaning of 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 data obtained from interview, observation and questionnaire, it is known that the frequency of communication using the vocabulary they already learned is very low. The questionnaires show that only 13 students (28,26%) who practice their vocabulary, 33 students (71,74%) sometimes do the same thing and other never practice their new vocabulary. There are some problems influences that fact, which are stated by all of the students. Those can be known from the following table:

Table 4.8 The Kinds of Problems of Learning Vocabulary as Stated by 46 Students Alternative a. It was difficult for them to build sentences using the new vocabulary. R 46 F 19 P (%) 41,30

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b. They often forget the vocabulary that was already learned. c. They lacked of instruments needed for improving vocabulary. d. They were not understood of means vocabulary. Total 46

12

26,09

10

21,74

5 46

10,87 100%

The table above shows that 19 students (41,30%) get difficulty in building sentences using the new vocabulary, 12 students (26,09%) often forget the vocabulary they already learned, 10 students (21,74%) lack of instruments need for improving vocabulary like dictionaries and handbooks, and 5 students (10,87%) do not understand of means vocabulary.

4.1.1.3

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, as shown in the table. Table 4.9 Level of Understanding the Explanation of

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The Teacher in Teaching Vocabulary Stated by 46 Students Alternative a. Very difficult b. Difficult c. Rather difficult d. Easy Total 46 R 46 F 6 11 25 4 46 P (%) 13,04 23,91 54,35 8,7 100%

The level of understanding the explanation of the teacher in teaching vocabulary to the students, 6 students (13,04%) feel very difficult, 11 students (23,91%) feel difficult, 25 students (54,35%) feel rather difficult and 4 students (8,7%) feel easy to understand the explanation of their teacher. 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. The following table describes about it: Table 4.10 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 (%) 19,56% 28,26 43,48

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Is not suitable Total 46

4 46

8,7 100%

The table above shows that 9 students (15,26%) state that technique of presenting the material is very suitable, 13 students (28,26%) state suitable enough, 20 students (43,48%) state it is rather suitable and 4 students (8,7%) state that the technique of presenting the material is not suitable.

4.1.2

The Result Data from the Teacher Interview As one of the instruments, the interview is used by the researcher to unsure the data from observation in the classroom and questionnaire to the students. The interview data is conducted from the teacher after the questionnaire and observation is done. From the result of analyzing the data, the researcher concludes that: Before teaching, a teacher must prepare interesting materials which are suitable for the students level, so they give good respond in teaching vocabulary The teacher uses picture as methods in teaching vocabulary. The difficulties that the teacher finds in teaching vocabulary are the technique of presenting the material, memorizing and using the preposition idiom, irregular verb and plural form used by their teacher. It is difficult for the students to understand what the teacher explains.

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The teacher measures the vocabulary of the students by using exercise and answering question from the teacher.

The techniques the teacher uses in helping the students to improve their vocabulary, by giving other materials like: gesture, act, explanation, translation, etc.

4.2 4.2.1

Discussion The Problems of Learning Vocabulary Faced by Students To answer the statement of problems which basically contains of

three discussions namely, the problem of learning vocabulary concerning the difficulty of vocabulary itself, the problems of learning vocabulary concerning the technique of learning vocabulary used by the students, and the problems of learning vocabulary concerning the technique of teaching vocabulary used by their teacher. So, this section will discuss the result of the data obtained. After the data is analyzed, it is shown that most of the students have difficulty in many different patterns. As the result shows the 14 students (30,43%) get difficulty on plural forms, 10 students (21,74%) are on irregular verbs, preposition are 5 students (10,87%) and 17 students (36,96%) are preposition and idiom. Those results give description that most of them get difficulty in learning, memorizing and using the preposition, idioms, irregular verbs and plural forms. We know that mastering the preposition and idioms,

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everyone must memorize them and so are the irregular verbs and plural forms.

4.2.2

The Problems of Learning Vocabulary Concerning the

Technique of Learning Vocabulary There are some cases concerning the learning vocabulary, the technique of learning, the instrument, and interest of students, which can influence their success in gaining the purposes of learning. The result above shows that most of the students have good interest because most of them were active enough in learning vocabulary. That is important thing that must be considered by teacher. (See table 4.2 page 25). Some instruments are needed for learning vocabulary like handbooks, dictionaries, must be fulfilled in order to be successful. Lack of instruments as shown in the data above can be problem for them. How the students learned vocabulary is also necessary to be considered. As their statements, most of them preferred looking the new vocabulary in a dictionary. Whereas according to the theory words contextually or analyzing them morphologically is better by looking them up in a dictionary (See table 4.6 page 29). The new vocabulary will be mastered if they are used in communication. 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. (See table 4.3 page 26).

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4.2.3

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. As he informed some of them get one problem in relation with the technique of presenting the material used by their teacher. It is difficult for them to understand what their teacher explains. Kinds of the material presented to the students are not interesting for them. Therefore, it is necessary for the teacher to choose the interesting one for the students. 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.

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5.1

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

5.2

Suggestion In order that the students can improve their English vocabulary well, the writer suggests to the students as following: 1. 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. 2. The students should practice their new vocabulary regularly in oral and written communication

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The researcher also hopes the English teacher notices the following suggestions: 1. The teacher should choose an interesting material in order to make the students interest in learning vocabulary. 2. 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. 3. The teacher should create more active communication using English in class so the students are accustomed to communicate by using English.

Finally, the researcher hopes the students and English teacher of MTs An-Nafiah Baureno Bojonegoro would like to consider the above suggestion as alternative solution of the problems. She also hopes that the result of the English learning at MTs An-Nafiah Baureno Bojonegoro will be better than before. Therefore, English is not only as compulsory subject, but it also one need in our life.

BIBLIOGRAPHY

Allen, E.D. 1977. Classroom Technique: Foreign Language and English as Second Languages, Harcourt Brace Jovanovich Publisher, New York Anthony, E.M. 1963. Approach Method and Technique. Mc Graw Hill. Inc, Philippines.

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

APPENDIX I

THE QUESTIONNAIRE FOR THE STUDENTS

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Petunjuk Pengisian 1. 2. Mulai dengan Bismillahirrohmanirrohim Bacalah pertanyaan berikut ini dengan baik, kemudian berikanlah jawaban yang sesuai dengan pendapat anda. 3. Berilah tanda silang (x) pada jawaban yang sesuai.

Pertanyaan 1. Apakah bentuk (pattern of vocabulary) di bawah ini yang kamu anggap sulit? a. Plural Form b. Irregular Verb c. Preposition d. Preposition and Idiom

2. Bagaimana keaktifan siswa di kelas dalam pelajaran vocabulary? a. Sangat aktif b. Cukup aktif c. Kurang aktif d. Tidak aktif

3. Tehnik apa yang anda gunakan untuk meningkatkan vocabulary? a. b. c. d. Terjemahan Mengingat kata-kata baru tanpa menggunakannya dalam kalimat Menterjemahkan dengan menggunakannya dalam kalimat Menghafal

4. Jenis kamus apa yang kamu pakai? a. Incomplete English dictionary (5.000-2.000.000 words) b. English dictionary by Poerwodarminto c. English dictionary by Hasan Shadily and John Echols

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d. Oxford 5. Apakah anda sering menggunakan kamus tersebut? a. Selalu b. Sering c. Jarang d. Tidak pernah

6. Cara apa yang sering anda lakukan dalam menterjemahkan kata-kata baru? a. Melihat kamus b. Menebak c. Menganalisis d. Mencari Sinonim

7. Apa yang anda ingat jika mendapat kata/vocab baru? a. Arti kata b. Fungsi kata c. Ejaan d. Jenis kata

8. Apa masalah yang anda hadapi dari pengajaran vocab? a. b. c. 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. Bagaimanakah tingkat pemahaman anda dari penjelasan guru dalam mengajarkan vocab? a. Sanngat sulit dipahami b. Sulit dipahami c. Agak sulit dipahami d. Mudah dipahami

10. Bagaimana komentar anda dengan tugas-tugas yang diberikan oleh guru anda? a. Sangat membebani b. Cukup membebani c. Sedikit membebani d. Tidak membebani

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APPENDIX I

THE INTERVIEW FOR THE TEACHER

1. What does activities that the teacher before giving vocabulary material? 2. What does method that the teacher uses in teaching vocabulary? 3. What dose difficulty that the teacher finds in teaching vocabulary? 4. What does attempt that teacher finds in teaching vocabulary? 5. Whom does the teacher take vocabulary material? 6. Does the teacher order the students to follow him to read the material? 7. Does the teacher order the students to do the exercise in book? 8. Does the teacher use English as introduction in teaching vocabulary? 9. How does the teacher measure the vocabulary of the students? 10. What does the techniques that the teacher use in helping to students to improve their vocabulary?

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