The use of Words Chains Games to increase the student’s vocabulary mastery (pre-experimental)

CHAPTER I

INTRODUCTION

This chapter describes the background, problem statement, the objective of the research, the significance of the research, and the scope of the research.

A. Background

Vocabulary is a key to master English because by mastering vocabulary, it is easier for students to understand English. In other words, most of text books are written in English, Alwasilah in Maryam (2003: 1) point out that at least 60% of scientific books are written in English, while the people who can read and understand English are still limit, if  they don’t master vocabulary. In order to master English, the elements of language skills such as grammatical structure, vocabulary, and sound system must be taught to the students as the prerequisite knowledge toward the English language use and skills because language is characterized by

these elements.

 On of the element of English involve in the language skills is vocabulary. Vocabulary is only needed to convey what one wish to say that is organized by Grammar. The ability to communicate and to convey our social needs could not establish without having enough vocabulary as Williams(1978:11) acknowledge that:

“We would accept that vocabulary will be initially less important than grammar. The fact is that while without grammar very little can be conveyed, without vocabulary, nothing can be conveyed, what are normally teach of as vocabulary, item, hours, verbs and adjective do included contain more than a sequence of lexical item with grammatical information other words and yet we have no difficulty in understanding them”.

The reality shows that without vocabulary building, students cannot communicate his or her ideas, emotions, feelings, and desires. It is impossible communication without words. It means that words are the tool of communication, learning, and thinking. We can say, hear, and read anything by using words. And also Wallance (1989:9) says that:

The students who have good contract of language, including vocabulary with both breath and depth, cannot communicate ideas and problems with great accurately, clarify, and precision.

Therefore, learning vocabulary is fundamental to support learners to master English.

Realizing the importance of vocabulary building, the students are necessary to learn vocabulary not only from school. Beside that one of the goals in learning and teaching English is to make the students master it soon, but in fact they even find many handicaps in learning it, even though they have studied it for a long time. There are many ways to study English with fun in a school, and one of them is applying one of the games namely “Words Chains Games” as one of technique in teaching vocabulary studying; they also get pleasure to that subject because learn naturally without stress. Beside that, using Words Chain Games make the students unconsciously get more vocabulary. Even in the purpose, not only teach them vocabulary, but they are also expected to be able to use it in communication. One of the alternative teaching ways to increase the student’s vocabulary mastery is through games. Games automatically stimulate student’s interest.

There are many reasons why games are important in the language learning classroom. As carries in (Rosmanita; 2007) summarize other reason for including games in the language class is to create communicative games, the students can increase both the speaking skill and the vocabulary mastery.

Based on the statement above it is clear that learning vocabulary is very important and it is a fundamental requirement that increase the student mastery in learning English. Relating to the issue above the writer would like to conduct a research with the topic “Using Words Chains Games to increase the vocabulary mastery of the second year students of SMUN 1 BELOPA”

The  researcher choose to do the research in SMU 1 BELOPA, because the writer observe the vocabulary mastery of the students in SMU 1 BELOPA especially in the second year students is still low. Because according to their teacher is one of the English teacher in SMU 1 BELOPA who I have interviewed pointed out that the students of SMU 1 BELOPA don’t have a interest in learning English. Event almost all of them don’t have motivate to increase their English moreover their vocabulary mastery.

Their vocabulary mastery is still low and the researcher wants their vocabulary mastery to increase in their progressing. So the researcher purpose select a game in teaching English which is Words Chains Games to increase the student’s vocabulary mastery. This game may not be used yet in SMU 1 BELOPA but may have been used in other schools. This is another reason why the writer intends to do research in this school

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USING VISUAL DICTIONARY IN TEACHING VOCABULARY TO ELEMENTARY SCHOOL STUDENTS (experimental)

CHAPTER I

INTRODUCTION

 1.1 Background of the Study

In Indonesia, English is the first foreign language. English has a major position in Indonesian educational system. It is one of the compulsory subjects to be studied in junior and senior high school in today’s Indonesian curriculum. A large number of public and private universities and colleges realizing the demand of producing graduates mastering English. That’s why English is included as one of the subject to be taken in early semester of the study. More over, now there is a preference to teach English at Elementary Schools even in kindergartens.

The students are expected to have skills of language in simple English with emphasis to have speaking skill using selected topics related to their environmental needs such as tourism industry. It is in line

with the objectives of learning English at Elementary School as stated in the local content of teaching guidelines that one of the objectives of learning English at Elementary School is that the students are expected to have skills for listening, speaking, reading, and writing English with the emphasis on mastery of speaking skill for communication using selected topics related to the environmental needs such as tourism and business in Central Java Province.

Teaching children is not same as teaching adults because they have different characteristics and different motivations. In order to make English teaching successful, we have to consider some factors such as the quality of teacher, students’ interest and motivation, the book used and the others. All of them are involved in a teaching and learning process. In teaching English to children, a teacher plays an important role  because he has to give the very basic introduction of the first foreign language. He must be able to know the students’ interest and motivation in learning English. 

Vocabulary is a fundamental requirement that influence students’ achievement in studying English. Without vocabulary there is no communicate, read, and write can be conveyed. So that, it is important to know what the vocabulary is. As follow is the definition or concept of vocabulary by some experts. Good (1973:143) defines that vocabulary as the words having meaning when heard and seen even though not produce By the individual himself to communicate with others and the words are considered essential for minimal use a language.

Techniques are the tools of a teacher. An effective teacher has a multitude of technique and must be able to select the ones, which will be the most efficient in leading the learners to the desired terminal behavior. To reach the success in teaching and learning process, teacher needs some teaching media such as regalia, chart, picture, etc. 

The writer believes that by using visual dictionary the students should find vocabulary learning both stimulating and enjoyable. By using visual dictionary, as means of teaching vocabulary, the students will be interested and more enthusiastic in learning vocabulary.  Learning in enhanced, and has more  meaning when students have direct experience beyond the textbook with the material studied. Direct experience not only make for better learning but can bring about much better teaching, because it may involve more work and planning

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The increasing the students’ vocabulary mastery through frontloading

CHAPTER 1

INTRODUCTION

A.    Background

Teaching English in our country has been developed extensively because English is an international language in the world. Therefore, Indonesian government has brought it as a local since at the elementary school. In teaching English vocabulary as an element or language is considered as the most important factor in increasing the mastered if the students are still lacking of vocabulary. Vocabulary is a part of language learning that need continuing growth and development by both native and non native speakers long after grammar and pronunciation elementary school until senior high Scholl. In language teaching preparation program in our country, more and attention being given to improve some technique for teaching vocabulary.

Learning vocabulary as a foreign language seems easy but some students feel fear. The teacher of

English should find out solution by crating efficient and effective technique of teaching in teaching English vocabulary, besides that, the teachers should establish condition which makes teaching vocabulary possible. The learning will occur within reasonable period of time.

Realizing how important the vocabulary and how difficult students to build up the teachers of English have provided students with rich exciting exercise which are expected to help vocabulary mush be very helpful to improve the students’ ability in English communication. Allen (1997:149) says that vocabulary???????

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The Improving of Speaking Skill through Talking Chips Method

CHAPTER I

 INTRODUCTION

A.    Background

English as foreign language involves four skills, they are speaking, writing, reading and listening. In teaching English, those skills must be served integrate as much as possible. One of those language skills that influence the language ability is speaking. Teaching speaking is considered to be difficult among the four skills. Chastain in Reski (2010: 1) states that learning to speak is obviously more difficult. It means that more effort is required by the students and various interesting activities are also required by the teacher. Furthermore, he states that it is not enough for the students to hear or to listen speech only. The teacher will need to give the students ample opportunity to practice their speaking.

English teachers effort to make their class interesting with various methods, techniques, with

instrument and material in order to stimulate students to learn language skills effectively, especially speaking. For example, in oral language class, the students should be served with conductive learning activity, so that, they can practice English as well as possible. However, Byrne(1986) states that the first task of the teacher is to create  the best condition for students to study. In other words, the teacher responsible to situation where the students can communicate orally with their classmates.

The observation result when the researcher conducted teaching practice in SMA NEG.1 BONTOMARANNU that speaking is also the most frustrating for students in senior high school. It can be seen from Ardawati (2004: 2) who states that the students sometime face many problem in learning English especially in speaking for example  the students are shy to speak, low motivation, less self confidence, afraid to make mistake and soon. Other idea is Rohana (2004: 2) states that many students who want to speak to other usually faces some troubles such as cannot produce their ideas, argument or feeling communicatively. They sometimes can understand what other say but cannot be able to communicate it.

In order to enable students to express their ideas in speaking, teacher must create varieties methods in teaching. One of the alternatives method is using Talking Chips method which is developed by Kagan (1992). It is a group study that students interdependently learn from one other, each students have

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The Improving The Students’ Writing Skill Through Reflection Learning Method

CHAPTER I

 

INTRODUCTION

A.    Background

English is one of the international languages that is used by many people in the world in many areas of everyday life. Therefore, using English is the easiest way to communicate with people from other countries about many aspects in human life such as technology, economy, social, and politics.

In Indonesia, English is a foreign language. Learning a foreign language is an integrated process that the learner should study the four basic skills: listening, speaking, reading, and writing. We use with to understand our word through listening and reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language and getting what we want and need from these around us. The writer does not discuss all language skills but she limits to discusswriting

(Fitriani,2009:1).

Writing is form of communication through which people can express their idea, feeling and knowledge. It is widely accepted that writing also crucial means of communication that cannot be separated for human life.

The importance of writing is coming to be more recognized. It is through the written mode that links with the outside world are formed (Smith, 2001:126). Writing enables the human being to communicate and express their feelings and opinions. Writing is a means of both communication and self expressions.

Writing is considered the most difficult to be learned and mastered because itinvolves some language components (spelling, language use, vocabulary, andpunctuation).That is why writing is regarded as the most difficult language skill to learn for a language learner.

One simply way of making writing more meaningful, and interesting to students is to have students writing a reflection and elaborate their experience. Reflection is popular for student, teenagers, adult, and even old people like remember about their experience. People have so many great ideas in their mind, so that they often make writing and keep them as a private collection, even publish the experiences. There is an advantage for students make them to elaborate their ideas in the writing form, because students are trained to expresses and motivate themselves making a creation.

Reflection itself can have many meanings and there is a need to define carefully its use in the context of reflection in learning for post-graduate students in information Systems where we are concerned with its expression in writing (januarty,2007)

The activity-reflection model of is of particular relevance here. It’s expressed in a learning cycle which starts with an initial experience and activity, and after reflection and observation (which is most closely allied to ‘negotiation of meaning’ or???????????????????????????????????

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