the improving the students’ vocabulary mastery by using Frontloading Strategy

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 is very important in a language, when we learn a language like English; we learn the words of language. Students must continue to learn words as they learn structure as they practice the target language. The vocabulary is needed very to master the four skills in English.

Through vocabulary, we convey our ideas, emotion, and efficiently. Without mastering it, people will not be able to use English effectively. In all language teaching, students must continually learn vocabulary as they learn structure (Allen 1997:149).

In fact, students’ mastery of English vocabulary is still lack. The students are also difficult to deliver their ideas because of their limitation of vocabulary. On the other hand, some students don’t have self-confidence speaking using that vocabulary. As consequence, students will be difficult to communicate to each other or share their opinion. So that, they should always improve their of vocabulary.

Vocabulary not easy thing to do, we must be optimistic that can. Teacher has to make an effort to build their students’ vocabulary since students will have more opportunity to identify the words during the teaching and learning process.

In order to improve the learners’ mastery on vocabulary (English vocabulary), some previous researchers have tried out different techniques of vocabulary teaching such as the use   of word wall, teaching vocabulary visual aids.etc. 

To prove the use of word wall is effective for the vocabulary increase of the learners, the writer is interested in doing observation to introduce under the title: increasing the students’ vocabulary mastery by using Frontloading Strategy

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The improving the students’ reading comprehension by using Listen-Read-Discuss (LRD) strategy at the (SCHOOL)

CHAPTER 1

INTRODUCTION

A.    Background

Nowadays, science and technology development demands people to increase their knowledge and experience. One way to increase their knowledge and experience is by reading. Reading is one-step to study effectively. Through this step, it can develop our memory, comprehension, and more knowledge for example when the people study textbook, article, short story, and even a novel. Reading can increase our science and give us knowledge information. Reading is an activity with a purpose. Someone may read for many reasons, for instance to gain information and exiting knowledge, or in order to critique a writer’s ideas or writing style.

Reading is one of the basic communicative skill,  but it has very complex process. It can be said that, reading is a process in which reader finds information given by the writer in the written form. In this case,

reading can be said as an interactive process, checks, and ask questions about what the text is about. Leonard (1961) states that reading involves nothing more than correlating sound image, that is ”spelling” while Robert Karim (1980) defines that reading is as a thinking process instructing the ideas of the authors.

1

             Reading comprehension is not just reading with a loud voice but reading is

established to understand the meaning of word, sentences, and paragraph sense

relationship among ideas as it is. If a student just reads loudly but can’t understand

the content of the text, it means that he fails in comprehending passage. (Simanjuntak 1998:4)

The theory of comprehension assumes that effective understanding is a function of the relationship between present information and active knowledge , and that effective communication therefore depends on the degree to which listener and speakers share a  common semantic “field”.(Buhler,1908). When preparing students for a reading activity, we can help them become aware of relevant prior knowledge, while we judge whether or not that knowledge is sufficient for comprehension of the text. And that point we will be able to make knowledgeable decisions about reading assignments and instruction and related concepts, (Langer, 1981:153)

Most of students in south Sulawesi find difficulties in comprehending a short story for example to identify the character of the actors and the plot of the short story, so that, learning English needs a good strategy for their students, we must try to think whether our strategy, the teachers should understand what the best strategy is suitable or not because it can give a impact to students. All the point of the object must be understood. This orientation is consistent with Buhler’s (1908) “field theory” of comprehension, which assumes that effective understanding is a function of the relationship between present information and active knowledge, and that effective communication therefore depends on the degree to which listeners and speakers share a common semantic “field”.

In teaching learning process we see that most of the teachers just use conventional teaching in the class, so I think if the teachers use a technique to the students in the teaching reading materials it can increase their reading comprehension because with technique the students can be easy to comprehend than without technique. The technique of teaching reading are very important to influence the students in success reading. A technique can help students in reading so in teaching English a teacher must use technique or methods where can help students to comprehends easy what the teacher teach to them.

A strategy that is Listen-Read-Discuss method is one of strategy can be used by the teacher in teaching. A technique can help students because learning strategy for students more effective than without a technique. Because teching by a technique the students more effective in learning. it is suitrable with that Manzo said that the listen-read-discuss method is one teaching strategy for the teacher and learning strategy for the students more active in comprehending material. (Manzo, 1985) 

Based on the explanation above, the research uses L-R-D strategy to overcome the problems. The researcher is interested in applying this strategy so the research will conduct the research entitled “improving the students’ reading comprehension through Listen-Read-Discuss (LRD) strategy at the (SCHOOL).

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The application of problem based learning strategy to improve the students’ speaking ability at SMA

CHAPTER I

INTRODUCTION

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

A.      Background

Language is means of communication, and it is an integral part of human life. Therefore, everyone must be able to use it in speaking, to master speaking skill is one of the difficulties in learning English. Speaking is one way of finding information through oral communication in the world becomes more and more useful. According to the curriculum, the teaching English in Indonesia should emphasize four skills, namely reading, listening, writing, and speaking. To know English perfectly these four skills should be taught

separately. However, the students’ in general can read and write English better than speak it. According to Rasyid (1997:14) stated that the teaching of English in Indonesian school has become perceived and realized need. The perception and realization of this need are based on the nation wide. Assumption that good mastery of the language will instrumentally function not only as the key to many doors to development

 In most conversation, the world flows with just the least of mental urge. People think about what to say, who they are talking to, where they are, and they also need to know how many times to talk. So, focusing on their accuracy and fluency is the main learning process to get developing of the students in their speaking performance.

Moreover, the students get optimal standard achievement in speaking because they do not know what their aims to speak English, the condition and situation in the classroom have not been designed naturally for speaking, and the student still lack in use vocabulary, correct grammatical and acceptable interaction. Therefore, the teacher must regard how the classroom interaction should best be designed to cater the students’ communication need. In this case for improving the students’ speaking ability, the writer is going to carry out the research that emphasize on the aspect of learning goal, creating the learning process (La Costa in Sanjaya:2006:105). This strategy is the named “Problem Based Learning Strategy”.

            According to Taufiq, (2009:8) the students should be active in learning process in choosing to formulate the information, construct the information, consider and reflect the students experience to determine how  knowledge  can be transferred to all situations.

Wilkerson and Gijselears (1996:86) claim that problem based learning (PBL) is characterized by a student- centered approach, teacher as “facilitators rather than disseminators, and open ended problem that “serve as the initial stimulus and framework for learning.

The instructor plays a critical role in helping students become self-directed learners and must create classroom environment in which students “receive systematic instruction in conceptual, strategic, and reflective reasoning in the context of discipline that will ultimately make them more successful in later investigation.

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