USING VOCABULARY NOTEBOOK TO DEVELOP STUDENTS’

VOCABULARY IN SMP KANISIUS GIRISONTA

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Dewi Susilowati

112007097

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

iii

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for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my

belief, this contains no material previously published or written by any other person except where due

reference is made in the text.

Copyright@ 2013 Dewi Susilowati and Prof. Dr. Gusti Astika M.A.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at

least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya

Wacana University, Salatiga.

Dewi Susilowati: (signature)

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USING VOCABULARY NOTEBOOK TO DEVELOP STUDENTS

VOCABULARY IN SMP KANISIUS GIRISONTA

Abstract

This study attempted to answer the research question “What are the students’ responses

towards using vocabulary as a teaching technique to develop vocabulary?” Prior the data

collection, five students from SMP Kanisius Girisonta Ungaran were taught and asked to make

and learn new words/difficult words by means of vocabulary notebook strategy for

approximately 3 months. The analysis showed that the students had positive responses about

learning vocabulary using notebook. The students reported that they liked the vocabulary

strategy by using vocabulary notebook since it helped them to learn new words easily and

quickly. Moreover, the students view that the strategy made them to become autonomous

learners than before (without using vocabulary notebook).

Keywords : learning strategies, teaching technique, vocabulary, vocabulary notebook

INTRODUCTION

This study is done due to my experience in teaching English at early 2010; when I had to

replace the previous English teacher to teach the 4th

, 5th

and 6th

graders in an elementary school.

It was not easy as I thought before. Indeed, it was very difficult. T he students did not know how

to pronounce and how to write in English because English is quite different from Indonesia and

Javanese. Their LI and L2 are Javanese and Indonesian. Furthermore, they didn‟t have any

English class before. They found difficulties to remember English vocabularies. They were only

able to master limited numbers of vocabularies. According to Nation (2001), the main problem

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with the vocabulary teaching is that only few words and small parts of vocabulary are commonly

used. Vocabulary is something which must be at the forefront of our minds as an English teacher.

The students find problems when they should deal with the vocabulary.

The students also found some obstacles because of the lack of vocabularies. They faced

those obstacles when they entered junior high school. They didn‟t know much about

vocabularies. Moreover, they faced some difficulties when they should read, write or speak in

English. They didn‟t have enough ability to do activities like writing, reading, speaking and

listening because they only have limited vocabularies. Besides, they felt worry when they were

in English class because they cannot follow the teaching learning process in English class.

As my experience, the teaching techniques of vocabularies that were used by the English

teachers influenced the students‟ development in learning languages. The English teachers in

Junior High School should teach the English vocabulary properly because vocabulary is the basic

in learning vocabulary. If the students acquire high amount of vocabularies, they could develop

their skill in writing, speaking, listening, reading. Students who wanted to write need to acquire

many words. Furthermore, the students who wanted to speak need many words to verbalize what

they wanted to say. It was prevailed for listening and reading skill too. So, the students would not

have any difficulties in understanding the language if they have high amount of vocabularies.

From the explanation above, it is shown that vocabulary is very important. Jacobson

(2007) said that vocabulary was the knowledge of a words meaning. In addition, Nunan (1991)

stated that vocabulary consists of all the words that people know and understand it. Celce (2001)

also stated that vocabulary learning was central to language acquisition, whether the language

was the first, second or foreign. Besides, Thornbury (2006) said that without vocabulary, nothing

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can be conveyed. The statements from the experts proved that vocabulary played an important

role in learning language because vocabulary is the basic knowledge to improve the four skills

(writing, listening, reading, and speaking) in learning language as a foreign language. Thus,

vocabulary played a vital role in learning foreign language.

Lado (1964) discussed the patterns of difficulty in vocabulary teaching. He highlighted

the key issues related to words, the native language factor and the patterns. He stated that while

dealing with vocabulary, one should take into account the three important aspects of words: their

form, their meaning and their distribution; and one should consider various kinds of classes of

words in the function of the language. He says that the forms, meaning distribution and

classification of words are different in every language. He revealed that these differences might

lead to vocabulary problems. Moreover, Allen (1983) and Nation (2001) listed the different

things that learners need to know about a word before we can say that they have learned it. These

include: the meanings of the word, spoken and written forms, word part, grammatical behavior,

collocations and register.

The other issues to consider about learning vocabulary is what kind of vocabulary the

students should learn to speak and write (their active or productive vocabulary), and which one

they have to be able to recognize and understand but not necessarily produce (their passive or

receipt) (Thornburry, 2004). The students feel frustrated because they cannot understand more

than they can produce. It is the effect of the limited vocabulary that they have. In teaching and

learning activities, the teacher should explain what the students need to learn for their

understanding and which they need to learn very often, so they can use the vocabulary

appropriately. McCarteen (2007) states that in practice or testing activities, students are required

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to remember and use only the active vocabulary productively. In addition, it is very important to

include vocabulary lesson not just as a single words, but also the larger chunks such as

collocation, phrases, or expression even the whole sentences as Sokmen (2006,cited McCarteen).

As we know three of them are included as a variety of vocabulary. They can have good

foundation that helps them to improve their skill.

It is believed that in learning vocabulary at the beginning level, the teacher should

concentrate on the function of word and more frequently used vocabulary items which are very

crucial (Finocchiaro, 1974). Moreover, the vocabulary should relate to the environment and

experience of the students. So, the students can practice how to use and implement it in the daily

lives. Mc Carteen (2007) stated that learning vocabulary is largely about remembering the

“words” and “meaning”. The students need to see, say, and write newly learned words many

times before they understand them. The teacher should repeat and recycle the words to teach the

students. So, the students acquire the word and know how to use it.

According to Schmitt and Schmitt (1995) and Fowle (2002), vocabulary notebooks are

regarded as a good way for learners to manage and organize vocabulary learning process In

addition, in learning vocabulary, notebooks are the memory aid in independent way (Celce,

2001). The students keep their own vocabulary notebook that they have, then they should record

the unknown words they come across, their meanings and various aspects, such as parts of

speech, form, synonyms, antonyms and also collocates. Thus, it would be possible to say that

keeping a vocabulary notebook is also related with other learning strategies in learning process

that is carried during the action of noting down the words. Moreover, Fowle (2002) supports that

while discovering the meaning and other aspects of an unknown word, the learners use strategies

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that involve using. According to Smitt (1995), keeping vocabulary notebooks is classified as a

„cognitive strategies” in learning language especially to develop vocabulary. He described

cognitive strategies as similar to memory strategies, but are not focused so specially on

manipulative mental processing; they are including repetition and using mechanical means to

study vocabulary, including the keeping of vocabulary. So, it is believed that in cognitive

learning the student learn in “memorization and repetition” of vocabulary.

Vocabulary notebook provides the students to creatively and practically use the

vocabulary in the daily life or activities. Walter and Bazkourt (2009) supports that vocabulary

notebook is an effective way to master vocabulary. It is very important to the students who live

in non native speaker environment. The students learn by labeling things around them, for

example they label the name of the furniture in the classroom or their houses, or try to remember

the name of the fruit and vegetable when they go to the market. It is the very effective way to

make the students learn vocabulary, not just by studying English at school, but they can study

English anytime and do activities to practice and they will like this kind of activities.

There are still many kinds of activities in learning vocabulary such as sing songs,

play games, watch videos, tell stories etc. Some teachers think that vocabulary notebook is not

an interesting way to teach vocabulary. There is still little information about vocabulary

notebook. Therefore, it would be interesting to apply vocabulary notebook to the students in

SMP Kanisius Grisonta. In this research, I will investigate the students‟ responses toward the use

of vocabulary notebook. This research is based from the reasons to master the vocabulary

because they are lack of vocabulary mastering in learning foreign language. In exploring the

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issue, the research question is addressed“What are the students’ responses towards using

vocabulary as a teaching technique to develop vocabulary?”

The purpose of this study was to examine vocabulary notebook as a teaching technique in

learning vocabulary that is appropriate for the students to develop their vocabulary. This study

also provides the information of how to apply vocabulary notebook as a teaching technique.

Besides, the result of this study should be useful for students who learn English. They can

implement vocabulary notebook to increase their vocabulary. They can create their own

vocabulary notebooks as creative as they can. Moreover, they can list the words that they need to

be learnt to improve their vocabulary. Vocabulary notebook is one of the self studies about

vocabulary. So, everyone can use it as an aid to learn vocabulary, because the fundamental of

learning foreign language is vocabulary.

The result of this study hopefully can be used by the students in learning foreign

language especially English to develop their vocabulary. Thus, the students can learn many

vocabularies by using vocabulary notebook. Vocabulary notebook also can be used as a way to

help the teacher as a teaching technique in the classroom.

The Study

This research adopted a descriptive method. The descriptive method was under the

research framework of a qualitative study. According to Travers (2001), a descriptive method is

used to describe the nature of situation, as it existed at the time of the study and to explore the

causes of particular phenomena. The participants were 5 students in second grade of SMP

Kanisius Girisonta. In my research, I used a convenience sampling (McKay, 2006, p.37) to select

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my participants. It was the selection of participants based on the people who were easily

accessible.

This research used open-ended questionnaire and interview as the research instrument. I

used Bahasa Indonesia in my questionnaire and interview to make the students understand the

question easily. An open ended questionnaire required of open ended responses. In the

questionnaire, participants were free to write their responses to the question. I also used in-depth

interview (1-2 hours) to discover additional information. In this interview, I used semi-structured

interview (Patton, 1990) which was similar to structured interview but it allowed for greater

flexibility. The flexibility included changing the order of questions to provide opportunity to the

participants. The interview was audio recorded.

There were 10 meetings (1 hour in every meeting, each meeting is 40 minutes) to practice

vocabulary notebooks. As the first step, I gave students standard sized notebooks. Second, I

made the guidelines for word entries and asked the difficult words that they found in their

English textbook. The students took note of the difficult words and learnt the words that related

to the word itself. They learned to understand the meaning by using a dictionary. I helped them

to find the meaning and explained the word meaning. I assisted the student how to use the words

properly in sentences and then I made the students memorize the vocabulary by using the

vocabulary notebook. For example, if the student found a word memory, then, I asked the

students to find other forms of the word (Adj, adverb, verb etc). For the word “memory” it may

relate to the word memorable (Adj), memorize (V), memorization (N) etc. Then I explained the

words and how to use them properly until they understood the words. Third, I allowed time in

each meeting for the students to work on the vocabulary notebook. Fourth, I made a copy of the

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vocabulary notebooks regularly to verify the progress. I checked my students to make sure that

they recorded the words properly and improved their vocabulary regularly. In the last meeting, I

gave them an open ended questionnaire and interviewed them in order to know their responses

about keeping vocabulary notebook.

When doing the interview with the students, I recorded and transcribed it using clean

transcription that only focused on the content of the interview. It did not provide any extra

information as to manner in which the content was communicated. There were 35 transcriptions

about keeping vocabulary notebook. Then, I analyzed the answer from the participants. After

that, I drew a conclusion about the student‟s responses in using vocabulary notebook.

Finding and Discussion

This section presents the analysis of the data obtained from the interviews with the

participants.

Table 1. Response to question 1

This question seeks to find out if the students like using vocabulary notebook or not. The

responses can be seen in the table below.

Student Response

A Ehmm……aku suka, memudahkan belajar (Ehmm….. I like it, it is easy to be learnt)

B Saya suka, membantu saya menghafalkan kosakata (I like it, it helps me to remember the vocabulary)

C Ya, saya bisa membaca dimana saja…. (Yes, I can read it everywhere….)

D Ya, saya bisa membawanya kemana saja…… ( yes, I can bring it everywhere……)

E Ya, saya sedikit tahu tentang kata-kata dalam bahasa Inggris… (yes, I know a bit about the difficult words in English….)

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The table shows that the students give positive responses in using vocabulary notebook.

They said “yes” and “like” in using vocabulary notebook when they learned new vocabulary.

They stated that they could study vocabulary anywhere by using vocabulary notebook.

The first table explains that the students‟ applied the vocabulary notebook as their

learning strategy to improve their vocabulary. Learning strategies helped learners became more

autonomous (Rebecca, 2001). It is true because the students learn individually by using

vocabulary notebook. According to Nunan (2001), learning strategies are ‟operations employed

by the learner to aid acquisition, storage, retrieval and use of information, specific actions taken

by the learner to make learning easier, faster, more enjoyable, more self –directed, more effective

and more transferable to new situations in the language learning process. Schmitt (1997) also

states that learning strategies are more important in second language learning with the increasing

nature of vocabulary acquisition and its emphasis on large exposure to the language. In order to

learn and use English efficiently, learners need to expand proper learning strategies for long-term

learning.

Table 2. Response to question 2

This question was used to get information whether vocabulary notebook are good in

helping the students to remember new words or not. The responses can be seen below in the

second table.

Students Response

A Ya, saat saya belajar, saya dapat mengingat kembali dengan menggunakan vocabulary notebook….. (yes, while I am studying, I can memorize (the words) using vocabulary notebook…..

B saya mudah mengingat kata kata yang susah…. (I memorize difficult words easily)

C ini membantuku dalam proses belajar bahasa Inggris…. (It helps me in my English learning process)

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D saya belajar dengan cara yang sederhana….terutama dalam mempelajari kosakata (I learn English in simple way…..especially in learning vocabulary…..)

E ini sangat menyenangkan dan asyik…… (it is very interesting and enjoyable)

The table above shows that student A, B, C, D, E have the same experience in using

vocabulary notebook. They state that vocabulary notebook helps them in learning vocabulary

through a simple and enjoyable way. They are interested because they are able to remember

vocabularies by using the notebook. If they forget the meaning of some vocabularies, they can

open their vocabulary notebook again.

Table 2 shows that the students‟ response toward vocabulary notebook was a cognitive

tool in their cognitive learning strategies. Cognitive deal with mechanical aspect of learning

vocabulary and are not related to mental processing (Schmiit, 2000). Repetition is one of the

most commonly used cognitive strategies. The students do repetition when they read their notes

again and again. Other examples are taking note, highlighting new words, making a list of new

words, using flash cards to record new words, putting English labels on physical objects, keeping

a vocabulary notebook and writing the words many times. Meanwhile, cognitive tool helped

learners make and strengthen association between new and already known information

(O‟Malley and Chamot 1990; Oxford 1990, 1996) and facilitate the mental restructuring of

information (Rebecca, 2001).

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Table 3. Response to question 3

The third question asked whether vocabulary notebook help the student better in

mastering vocabulary or not. The responses can be seen below.

Students Response

A ya, saya bisa menghafalkan dengan membuat catatan….. (yes, I can memorize (the words) by taking note…..)

B ya , saya dapat belajar dengan mudah dan menghafalkannya (yes, I can learn easily and memorize it)

C ya tentu saja, saya bisa mengingat kosa kata dalam bahasa inggris dengan sangat mudah ketika saya menggunakannya… (yes of course, I can remember English vocabularies easily when I use it…..)

D ya, saya pikir ini sangat mudah untuk menghafalkan dan tidak rumit untuk menggunakannya (yes,I think it is easy to remember and it is not complicated to use it…..)

E ya, saya lebih mudah belajar dengan buku vocabulary notebook….. (yes, I learn more easily with the vocabulary notebook….)

Table 3 shows the student‟s agreement to the vocabulary notebook. They (the student)

said that vocabulary notebook made them to be a better learner in learning English than before

using it. They are easily memorizing words by taking note in a little vocabulary notebook.

The students‟ responses in table 3 indicates that the students enjoyed using vocabulary

notebook. They used vocabulary notebook as a social learning strategy to master English

vocabulary. According to Ferner and Newby (2000), learning a foreign language is an

interactive, social process. Also, learning a language is a dialogical process, where the dialogue

is created between the teacher and the learner or the learner and the text. It means that if the

students are learning vocabulary using vocabulary notebook, they have dialogue between the

learner and the text too. So, it can conclude that vocabulary notebook as learning strategy is

appropriate for the students.

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Table 4. Response to question 4

The fourth question wanted to elicit students‟ opinion about vocabulary notebook. The responses

can be seen in the table below.

Students Response

A saya dapat belajar kata-kata yang sulit dengan cara mudah dengan menggunakan ‘vocabulary notebook ( I can learn difficult words in simple way by using vocabulary notebook…..)

B saya mudah mengingat kata kata yang susah…. (I can easily memorize difficult words)

C ini membantuku dalam proses belajar bahasa Inggris… (It helps me in English learning process)

D saya belajar dengan cara yang sederhana….terutama dalam mempelajari kosakata (I learn English in simple way…..especially in learning vocabulary…..)

E ini sangat menyenangkan dan asyik (it is very interesting and enjoying)

Table 4 illustrates that the students learned vocabulary with affection. They enjoy the

way they are working with their vocabulary notebook (Student E). Student A has the same

experience in studying difficult words as student B.

Table 4 shows the students‟ responses toward vocabulary notebook reflect their affection

for learning. Affective strategies include identifying one‟s feeling ( e.g. anxiety , anger and

contentment) and becoming aware of the learning circumstances or tasks that evoke them

(Arnold, 1999). Moreover, table 4 demonstrates the students‟ feeling that vocabulary notebook is

an affective tool in learning vocabulary. Affective tools mean that vocabulary notebook is a tool

that helps the students in learning vocabularies.

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Table 5. Response to question 5

The fifth question asked what aspects of vocabulary notebook that the student like. The response

can be seen in the table below.

Students Response

A saya suka gambar yang sesuai dengan makna kata, saya menggambar sendiri…. (I like the picture which appropriate to the meaning of the word, I draw the picture by myself……)

B ………..bukunya kecil (……….the book is small)

C saya suka menemukan kata baru dalam bahasa Inggris dan mencatatnya dalam vocabulary notebook…. (I like to find new words in English and write it in my vocabulary notebook…….)

D ini seperti kamus kecil (It is like a mini dictionary……..)

E saya suka menambahkan gambar atau menggambar di vocabulary notebook’ku (I like to add or draw the picture on my vocabulary notebook)

Table 5 shows that the students have variation responses on vocabulary notebook. They

have different opinions about what they like best from the vocabulary notebook. Student A and E

liked the notebook because they can add pictures in her notebook, while student B liked the

notebook because the book was small, the same with student D who said it was like a mini

dictionary.

Table 5 explains that the students liked using vocabulary notebook as a media for

learning. They thought that vocabulary notebook facilitated them in learning vocabulary.

Vocabulary notebook was their media to record and combine new words/ difficult vocabularies

(Schmiit‟s, 1997). Thus, vocabulary notebook one of the media/tool for the students to improve

their vocabulary in language learning.

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Table 6. Response to question 6

The sixth question asked them if the vocabulary notebook facilitated them to learn difficult

vocabularies. The response can be een in the table below.

Students Response

A ini membantuku untuk memahami tentang berbagai macam jenis kata seperti kata kerja, kata sifat, kata benda……dan lain sebagainya….. (It helps me to understand about many kinds of words like verb, adjective, noun,etc……..)

B aku mempunyai pengetahuan yang lebih mendalam dalam kosa kata bahasa Inggris… ……I have a deep knowledge about English vocabulary ……

C ini membuat saya menjadi siswa yang rajin belajar dimanapun dan membuat saya menjadi siswa mandiri ,…. Ketika saya ingin belajar… (It makes me become diligent to learn everywhere and I become independent learner…..when I want it….)

D saya bisa membuka dan membaca kembali ketika saya lupa arti katanya… I can open and read it again when I forget the meaning of the words….

E Aku bisa belajar sendiri tanpa bantuan teman lain dalam belajar vocabulary dengan menggunakan vocabulary notebook ( I can learn independently without friends help in learning vocabulary by using vocabulary notebook

The sixth table presents the students‟ opinions about vocabulary notebook. They knew

that vocabulary notebook helped them in learning language, especially English (Student A). On

the other hand, student E had different opinion about it. He said that vocabulary notebook made

him an autonomous learner. He was able to learn himself without working together with the

other friends.

In Table 6, they said that the vocabulary notebook gave advantage in learning

vocabulary. It was an effective vocabulary learning strategy in mastering vocabulary. Besides, it

ensured the advantage of vocabulary notebooks has been the enrichment of learner autonomy

(Fowle,2002), or at least independent vocabulary study (Schmitt and Schmiit, 1995) as the

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students C and E said about the vocabulary notebook in the table above. It means that vocabulary

notebooks promote the students as independent/autonomy learners. According to David (2007)

learner autonomy is the capability to take charge of one‟s own learning. Learner autonomy, in

other words, belongs together with the idea that one of the function of education is to equip

learners to play an active participatory.

Learner autonomy is implied by the concept of savoir-appendre or “ability to learn,

which David (2007) identify as the ability to observe and participate in new experience and to

integrate new knowledge into existing knowledge. It means that the learners are able to learn by

themselves (self-assessment).The learning of autonomous learners is efficient and effective.

Conversely, all learning is likely to succeed to the extent that the learner is autonomous. The

efficiency and effectiveness of the autonomous learner means that the knowledge and skill

acquired in the classroom can be applied to situation that arises outside the classroom, i.e

student C who said that she can learn by herself anywhere.

Conclusion

The narratives showed that all respondents have positive responses about vocabulary

notebook as a teaching technique. They felt that vocabulary notebook help them to develop

vocabulary as a basic knowledge to improve skills in reading, writing, speaking and listening in

English. They thought that vocabulary plays an important role when studying English. They use

this tool (vocabulary notebook) in their learning process because it has many advantages. The

advantages of vocabulary notebook such as simple, effective and easy to be learn. They learn

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vocabulary easily by using vocabulary notebook. As a recommendation, teacher can use

vocabulary notebook in teaching vocabulary.

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Acknowledgement

This thesis would not have been possible without the help and support from many people.

I would like to express my sincere appreciation to the following people who have assited me in

completing this thesis . First of all, I would like to give thanks to the Jesus Christ, who always

becomes my all in all. Second, I would like to express my sincere gratitude to Prof. Dr. Gusti

Astika, M.A, my supevisor and Suzana Maria L.A.F., M.Hum, my examiner. Then, I would

express my gratitude to my beloved family my mother and my father, my sister Kristiana, my

brother Agus, also Joice. Last but not least I would like to expres my gratitude to my friends

Winta, Dita, Ika, Inneke, Aprilianawati, Venti. Also, I would like to express my gratefulness

toward Henricus Yuli K. who always supported me and encouraged me in completing my

study.Last but not least, for everyone who has given contribution to this thesis, I cannot mention

your name one by one, but surely my deepest gratitude is for you all. .

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Appendix

The interview guidelines used in colecting data for this thesis accomplishment

Do you like using vocabulary notebooks?

Do you think that vocabulary notebooks are good in helping you remember new/useful

words?

Do you think your vocabulary book makes you a better student?

What do you like best about your vocabulary notebooks?

What don‟t you like about your vocabulary notebook?

How does your vocabulary notebook help you to learn English?

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