IMPROVING STUDENT’S VOCABULARY IN LEARNING PROCESS

THROUGH DIRECT METHOD OF ELEVEN GRADE STUDENT OF

SMAN 3 SRAGEN IN 2019/2020 ACADEMIC YEAR

Name : Yosifya Nike Sarwoko

NPM : 17520003

ENGLISH LANGUANGE EDUCATION

FACULTY OFTEACHER TRAINING AND EDUCATION

UNIVERSITY OF SLAMET RIYADI SURAKARTA

2019
 CHAPTER I
INTRODUCTION

A. Background of the study

Since English is used as a means of communication among nation in the
world we have to master it well. Although English is not the largest number of
native or first language speakers, it is English is a one of international
language is used in many countries over the world including Indonesia. In
Indonesia, English is the first foreign language which has played important
roles in the development of Indonesia; it is used as a means of
communication when Indonesia wants to cooperate with other countries. It is
also used as a national development. It is apparent that English in Indonesia is
very important. As the most important foreign language in Indonesia, English
becomes one of the compulsory subjects taught in education institute.
English is also considered as a difficult subject for the Indonesian students,
because English is completely different from Indonesian language being
look at from the sy stem of structure, pronunciation and vocabulary . In
English Learning there are four skills such as reading, writing, speaking and
listening. In order to master English well, the students have to master the four
English language skills. The main element to master the English skill is
vocabulary
The most important of learning English fluently is mastering the
vocabulary. By having a lot of vocabularies, we can improve our
English. As Vocabulary building is very important in any language learning
not only because it has a close correlation with the intellectual maturity of the
learners but also the fact that it helps a great deal in improvement of the four
language skills of the students.In advanced steps, vocabulary acquisition is
manipulated to make meaningful sentences. Gerot and Wignel (1994) state
that: confirm that vocabulary in functional grammars view language as
resource for making meaning.
State Vocational School 1 is one of the oldest vocational school in
Pamekasan in which the students have problem with their vocabulary. When
the teacher asked them to say something in English, they didn’t know to
respond. Their vocabulary was limited so they were difficult to comprehend
the meaning of text. They couldn’t compose their writing task
successfully. So, it can be concluded that vocabulary emerged as the cause of
the most difficulty for students.Even though it had been established for a long
time, the teacher found failure and difficulties to stimulate the students to be
interested and to use English in simple practice. That condition was too often to
be found. Based on the problem above, the teacher should find the best or
the effective strategy to teach English vocabulary more effective, easier and
effortless. A strategy is potentially a conscious plan for solving what to
the individual presents itself as a problem in reaching a particular goal
 Concerning to the characteristics of the students which they are able to be
bored easily, need to stimulate their thought, arouse their responses in
English, so it is important to create the class situation which can
motivate the students to study by using Direct Method

B. Limitation of the problem

 The object of the research is Student’s Vocabullary Skill

 The subject of the research is the Elevent Grade student of SMAN 3 Sragen
 The time is 2019/2020

C. Problem Statement
“Improving Vocabullary Skill Through Direct Method of elevent grade student”.

D. Aim of the Study

To improve the achievement of Elevent Grade Student of SMAN 3 Sragen in

Vocabullary Skill through Direct Method

E. Benefit of the study

1. For student
The positive impact of this research can support students to
improve vocabulary mastery. The students certainly feel happy and
relax in class in teaching learning process. Direct Method is one of the
techniques that help the students can improve their learning vocabulary
mastery easily. Learning with game can help students feel comfort and
receive much knowledge easily
2. For the teacher
Theachers can know what Direct Method is the best method to solving
Vocabullary Skill. The teachers can improve their ability to make
innovation, effective strategies, and scenario of teaching vocabulary.
3. For the researcher
Hopefully going to help teacher or people who are interested in education
to be aware of the importance of Vovabullary Skill.
 CHAPTER 11

Underlying Theory and Hypothesis

A. Underlying Theory

1. Definition of Reading :
Vocabulary is list of words used in a book with definitions or
translations (Hornby,:). Based on Oxford learner’s pocket dictioary ( : ),
vocabulary is all the words that a person knows or uses, all the words in a
language, list of their meanings especially in a book for learning a foreign
language. While mastery is great skill or knowledge, control or power (Oxford
University Press,: ). Vocabulary mastery is the skill or knowledge to control
in understanding the words in a language.
Hebert and Kamil (2005: 3) define vocabulary is the knowledge of meanings
of words. The term vocabulary has a range of meanings. For example, some
teachers use the term to mean sight-word vocabularies, referring to students‟
immediate recognition of words in print; other teachers refer to words students
understand as their meaning vocabularies. Still other teachers use the term to
mean listening vocabularies, or students‟ understanding of words that they hear in
the spoken language. Content teachers use the term academic vocabulary to refer
to content-specific words. Within this section, we use the term vocabulary to refer
to students‟ understanding of oral and print words. Vocabularies include
conceptual knowledge of words that goes well beyond a simple dictionary
definition. Students‟ vocabulary knowledge is a building process that occurs over
time as they make connections to other words, learn examples and non-examples
of the word and related words, and use the word accurately within the context of
the sentence (Snow, Griffin, & Burns, 2005).
Based on those statements, it can be assumed that vocabulary is a list of words
as a basic component of language proficiency which has a form or expression and
contains of aspects, they are meaning, use of word, form (pronunciation and
spelling).
The Importance of Vocabulary Vocabulary learning is very important for
people who learn English both as foreign language and as second language. Tozcu
and Coady (2004: 473) point out learning vocabulary is an important aspect of
 language two and foreign language acquisition and academic achievement and is
vital to reading comprehension and proficiency, to which it is closely linked.
Moreover, Heubener (1965: 88) states that learning of vocabulary is based on the
formation of spesific habits. Since this involves the association of symbols and
their meaning, it is clear that an enrichment of the meaning of the word is as
important as its frequent repetition.
2. The definition of Direct Method
The direct method of teaching, which is sometimes called the natural method,
and is often (but not exclusively) used in teaching foreign languages, refrains from
using the learners' native language and uses only the target language. It was
established in England around 1900 and contrasts with the grammar–translation
method and other traditional approaches, as well as with C.J. Dodson's bilingual
method. It was adopted by key international language schools such as Berlitz and
Inlingua in the 1970s and many of the language departments of the Foreign
Service Institute of the U.S. State Department in 2012.[1]
In general, teaching focuses on the development of oral skills.[2] Characteristic
features of the direct method are :
- Teaching concepts and vocabulary through pantomiming, real-life objects
and other visual materials
- Teaching grammar by using an inductive approach (i.e. having learners
find out rules through the presentation of adequate linguistic forms in the
target language)
- Centrality of spoken language (including a native-like pronunciation)
- Focus on question-answer patterns
B. Hypothesis

The hypothesis of the study is that Direct Method strategy could improve the
achievement of Elevent Grade Student of SMAN 3 Sragen in Improving
Vocabullary Skil
 CHAPTER 111

RESEARCH METHODOLOGY

A. Setting of the study

The researcher conducted the study in 2019/2020 academic year at SMAN 3 Sragen,
Jawa Tengah.

B. Research Method
In this study, the researcher used Classroom Action Research. Classroom Action
Research is Action research is the process through which teachers collaborate in
evaluating their practice jointly; raise awareness of their personal theory; articulate a
shared conception of values; try out new strategies to render the values expressed in
their practice more consistent with the educational values they espouse; record their
work in a form which is readily available to and understandable by other teachers; and
thus develop a shared theory of teaching by researching practice. - John Elliott

C. Population, Sample and Sampling

The population : students of SMAN 3 Sragen. The researcher took 30 student in class
eleven at SMAN 3 Sragen. Sampling is chosen because the student in eleven class
having trouble understanding reading because little of vocabulary mastery. And the
student have a difficulties how to use in grammatical pattern correctly

D. Technique of Collecting Data

 Observation

Come visit the school and make observations on teaching and learning activities

 Interview
Do interview with the English teacher of XII class of SMAN 3 Sragen and some
of student of XII.
 Pre-Test and Post-Test

E. Technique of analyzing data

The data analyze based on the result of the pre-test and the post-test conducted. It is
analyzed in descriptive analysis