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TEACHER STRATEGIES IN TEACHING VOCABULARY TO THE EIGHTH

GRADE STUDENTS IN EXTRACURRICULAR PROGRAM AT MTs N II

SURAKARTA

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements

for Getting the Bachelor Degree of Education

in English Department

by

ZAKIYATUL FITRIA

A320130256

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2017

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MOTTO

Orang yang tidak mempunyai tujuan tidak akan punya “hasil” dan tidak

akan membawa hasil.

-ust. Hasan-

If you never try you will never know

-researcher-

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DEDICATION

Gratefully I dedicate this research paper to:

1. Alloh S.W.T for blessing me,

2. My beloved father, mother, and brothers,

3. My future husband, and

4. My dearest friends.

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ACKNOWLEDGMENT

Bismillahirrahmanirrahim

Assalamu’alaikum Warrahmatullahi Wabbarakatuh

AlhamdulillahiRobbil’aalamiin, all praise being to Alloh SWT, Lord of the world,

the Most Merciful, who blesses the researcher so that she could complete her research

paper as a partial fulfillment of the requirements for getting Bachelor Degree of

Education in Department of English Education at Muhammadiyah University of

Surakarta. Also peace be upon for the prophet Muhammad SAW for his family, his

companions, and his followers. Aamiin.

The researcher would like to express her sincere gratitude for all people who give

contribution and support in accomplishing this research paper. Thus, the researcher

would like to express her deepest gratitude and appreciation to:

1. Prof. Dr. Harun Joko Purnomo, M. Hum., Dean of School of

Teacher Training and Education of Muhammadiyah University of

Surakarta,

2. Mauly Halwat Hikmat, Ph. D., Head of Department of English

Education, Muhammadiyah University of Surakarta, as the academic advisor and

the consultant who always gives the greatest guidance, advice, help, and

information patiently during the arrangement of this research research and during

the study,

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3. The examiners who has given a great chance and easiness for the researcher to

get through this one of the most steps in her life,

4. All the lecturers in the Department of English Educationwho have

helped and guided for all of their beneficial knowledge that has been taught tothe

researcher,

5. Mrs. Savri M. Pd. and Mrs. Sunarni S. Pd.as the English Teacher of MTs N II

Surakarta for giving the permission and guidance in conducting this research,

6. Her beloved parents, Ahmad Syafii and Siti Munawaroh, for the support, endless

love, prayer, motivation, and patience,

7. Her beloved family, Lek Ida, Firdaus, and Dek Nuril thanks for the support and

pray,

8. Her beloved best friends, Dwi Astuti (best roommate), Anggi Widyastuti (partner

in crime), Fitrilia Ayu (partner in research), Andan Vio (as a motivator), Ardi

and Pak Nug thanks for their support, loves, and friendship,

9. Her big family of KOPMA UMS, KAMMI, English Tutorial Program thanks for

their love, friendship, solidarity and enlightenment,

10. Her beloved friends in the big family of Jamur Community and DEE

(Department of English Education),

11. Her beloved friend in “kontrakan” Indah, Citra, Uwi, Depi, Horas who

accompany me and support me in finishing this research, and

12. All the people who cannot be mentioned one by one for their support to the

researcher for completing this research paper.

Finally, the researcher realizes that this research paper was still far from being perfect.

So, the suggestion and structural criticism are expected for the perfection of this work.

Wassalamu’alaikum Warrohmatullahi Wabarokatuh

The Researcher

Zakiyatul Fitria

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TABLE OF CONTENT

page

TITLE..................................................................................................... i

APPROVAL........................................................................................... ii

ACCEPTANCE...................................................................................... iii

TESTIMONY......................................................................................... iv

MOTTO.................................................................................................. v

DEDICATION....................................................................................... vi

ACKNOWLEDGMENT....................................................................... vii

TABLE OF CONTENT......................................................................... ix

ABSTRACT............................................................................................ xi

CHAPTHER I : INTRODUCTION .................................................................. 1

A. Background of the Study ................................................. 1

B. Limitation of the Study .................................................... 3

C. Problem Statements ......................................................... 3

D. Objectivesof the Study ..................................................... 4

E. Significance of the Study ................................................. 4

CHAPTER II : REVIEW OF RELATED LITERATURE .............................. 6

A. Previous Study .................................................................... 6

1. Panji’s Study ................................................................ 6

2. Nelawati’s Study .......................................................... 7

3. Umah’s Study ............................................................... 7

4. Mukoroli’s Study .......................................................... 7

5. Kurniawati’s Study ....................................................... 8

B. Underlying Theory ............................................................. 9

1. Vocabulary .................................................................. 9

a. The Notion of Vocabulary..................................... 9

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b. Type of English Vocabulary ................................. 9

c. Kind of English Vocabulary ................................ 10

2. Notion of Approach, Method, Technique and

Strategy...................................................................... 11

3. The Strategies in Teaching Vocabulary .................... 12

4. Extracurricular Program ............................................ 17

C. Theoritical Framework ..................................................... 18

CHAPTER III : RESEARCH METHOD ........................................................ 22

A. Research Type ................................................................ 22

B. Research Subject ............................................................ 22

C. Research Object ............................................................. 22

D. Data and Data Source ..................................................... 23

E. Methodfor Collecting Data ............................................ 23

F. Credibility of Data ......................................................... 24

G. Technique for Analyzing Data ....................................... 25

CHAPTER IV : RESEARCH FINDING AND DISCUSSION ...................... 27

A. Reasearch Finding .............................................................. 27

1. Teacher’s Strategies in Teaching Vocabulary ........... 27

2. Teacher’s Way of Applying Their Strategies ............ 30

3. The Students’ Responses of the Teacher Strategies .. 37

B. Discussion ........................................................................... 39

CHAPTER V : CONCLUSION, SUGGESTION, AND PEDAGOGICAL

IMPLICATION ..................................................................... 45

A. Conclusion ..................................................................... 45

B. Suggestion ...................................................................... 46

C. Pedagogical Implication ................................................. 46

BIBLIOGRAPHY.... .............................................................................................. 48

APPENDIX

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TEACHER STRATEGIES IN TEACHING VOCABULARY TO THE EIGHTH

GRADE STUDENTS IN EXTRACURRICULAR PROGRAM AT MTs N II

SURAKARTA

ABSTRACT

This study aims to explain the teacher strategies used in teaching

English vocabulary, how the teachers apply their strategy and to identify

students' responses to the teacher strategies in teaching vocabulary. The

method used in this research is qualitative descriptive method. This study

used theories from Thornbury (2002) and Nation (1990) in analyzing the

use of English vocabulary teaching strategies.

The subjects in this study were the teacher and the student. Based

on data analysis, the results of this study indicated that there weresix

strategies used by teachers in teaching English vocabulary namely: a)

example sentence, b) opposite, (c) synonym, (d) consulting the dictionary,

(e) practice strategy, and (f) memorization. The students response to the

application of the teacher’s strategy in teaching vocabularyshowed that

they enjoy the teaching and learning process and they can actively learn the

vocabulary.

Keywords: teacher strategies, teaching vocabulary, students' responses.

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TEACHER STRATEGIES IN TEACHING VOCABULARY TO THE EIGHTH

GRADE STUDENTS IN EXTRACURRICULAR PROGRAM AT MTs N II

SURAKARTA

ABSTRAK

Penelitian ini bertujuan untuk menjelaskan mengenai startegi guru

yang digunakan dalam mengajar kosakata Bahasa Inggris, pengaplikasian

guru terhadap strategi tersebut dalam mengajar dan mengidentifikasi

respon siswa terhadap strategi guru dalam mengajar kosakata Bahasa

Inggris. Metode yang digunakan dalam penelitian ini adalah metode

kualitatif. Penelitian ini menggunakan teori Thornbury (2002) dan Nation

(1990) dalam menganalisis penggunaan strategi mengajar kosakata Bahasa

Inggris.

Subjek dalam penelitian ini adalah guru dan siswa. Berdasarkan

analisis data, hasil penelitian ini menunjukkan terdapat 6 strategi yang

digunakan guru dalam mengajar kosakata Bahasa Inggris diantaranya: a)

contoh kalimat, b) lawan kata, (c) persamaan kata, (d) mencari dalam

kamus, (e) strategi praktek, (f) menghafal. Respon yang diberikan peserta

didik dalam pengaplikasian guru terhadap strategi tersebut dapat diterima

oleh peserta didik, karena dalam proses belajar-mengajar peserta didik aktif

dan enjoy saat mengikuti pembelajaran tersebut.

Kata kunci :strategi guru, pengajaran kosakata ,respon peserta didik.

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