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A DESCRIPTIVE STUDY ON TEACHING VOCABULARY USING MULTIMEDIA AT THE SEVENTH GRADE STUDENTS OF SMP N 1 TAWANGHARJO GROBOGAN IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department
SULISTYO PARMEI SAPUTRO A 320090106
SCHOOL OF TEACHER TRAINING OF EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2013
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A DESCRIPTIVE STUDY ON TEACHING VOCABULARY USING MULTIMEDIA AT THE SEVENTH GRADE STUDENTS OF SMP N 1 TAWANGHARJO GROBOGAN IN 2012/2013 ACADEMIC YEAR
Sulistyo Parmei Saputro A 320090106 ABSTRACT This research paper aims at (1) describing the implementation teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan, (2) describing the problem faced of teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan, (3) knowing how the students respond the teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan. This is a descriptive qualitative research. The object of research is the process of teaching vocabulary using multimedia at SMP N 1 Tawangharjo Grobogan at the seventh grade students in 2012/2013 academy year. The methods of collecting data are observation, interview and document. The data are taken from the result of observation and interview after using multimedia in the teaching vocabulary. The result of this research shows that the implementation of teaching vocabulary using multimedia has a good result for the development in the students’ vocabulary. The problems faced by the teacher in teaching writing are class management, difficulties in searching pictures related to the material, different capability of the students, and unstable motivation of the students. Based on the interview to the students, teaching vocabulary using multimedia get positive comments from students. They are not bored, but more enthusiastic to follow the teaching-learning process. The students look braver and more confident. Key words: descriptive study, teaching vocabulary, multimedia. INTRODUCTION In learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should
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acquire an adequate number of words and should know how to use them accurately. Azwani (2010) argues that even though students realize the importance of vocabulary when learning language, most students learn vocabulary passively due to several factors. First, they consider the teacher's explanation for meaning or definition, pronunciation, spelling and grammatical functions boring. In this case scenario, language learners have nothing to do in a vocabulary learning section but to listen to their teacher. Second, students only think of vocabulary learning as knowing the primary meaning of new words. Therefore, they ignore all other functions of the words. Third, students usually only acquire new vocabulary through new words in their textbooks or when given by teachers during classroom lessons. For example, learners find many new words in a text and then ask the teacher to explain the meanings and usages. Forth, many learners do not want to take risks in applying what they have learnt. Students may recognize a word in a written or spoken form and think that they already "know the word", but they may not be able to use that word properly in different contexts or pronounce it correctly. To meet the goal, many teaching techniques can be implemented. One of them is using multimedia. Multimedia can be used to teach vocabulary to the student. In other words, by using multimedia as learning tool, the learner can interact with learning tool because multimedia provide the audio visual stimuli. RESEARCH METHOD The type of this research paper is descriptive research. By using descriptive research, the writer wants to describe the teaching vocabulary using multimedia and the problems faced by the teacher in teaching vocabulary using multimedia at SMP N 1 Tawangharjo. Descriptive method is used to present a broad spectrum of research activities having a common purpose of describing situation events or phenomena (Mason and Bramble, 1997: 37). Ary (1985: 415) argues that a descriptive research is directed toward determining the nature of situation, as it exists at the time of the study. From those definitions, this research aims at describing the implementation teaching vocabulary by the teacher of SMP N 1 Tawangharjo and
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describing the classroom problems faced by the English teacher in teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan in 2012/2013 academic year. RESEARCH FINDING AND DISSCUSSION Research Finding Research finding shows some dimensions found in the field that need to be presented. They are the implementation teaching vocabulary using multimedia, the problem faced of teaching vocabulary using multimedia, and the students comment about the teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan. 1.
The Implementation of Teaching Vocabulary Using Multimedia In this section the writer describes the implementation teaching vocabulary using multimedia in SMP N 1 Tawangharjo Grobogan. In teaching vocabulary using multimedia, the writer takes the results of observation and interviews that are related with material of teaching vocabulary and classroom activity. a.
Vocabulary Teaching Materials Material has a very important role in the teaching-learning process. The material should be appropriate with the syllabus. It must be able to develop the students’ competence. The material should help the students understand the lesson easily.
b. Classroom Activity From the observation, the researcher finds that the teaching vocabulary process in the classroom is delivered in English and Indonesian. In English class, the teacher should use time appropriately to meet the purpose of the lesson. The time duration is 80 minutes. The seventh grade students of SMP N 1 Tawangharjo Grobogan has 2 x 40 minutes schedule in English lesson. The success of the process in teaching English may depend on the condition in the classroom or classroom management. This observation was done three times. The teacher uses the same method so in this section the writer describes some
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activities that had been done by the teacher and students during the observation. 2.
The Problem Faced in Teaching Vocabulary Using Multimedia Based on the interview with the teacher on Wednesday, July 24th, 2013 at 01.00 pm, it can be seen the problems that he faced when teaching. As he said: Saya memang ada beberapa kesulitan untuk mengajar bahasa inggris khususnya untuk kelas VII. Karena jumlah siswa yang tidak sedikit serta setiap siswa yang memiliki karaketristik yang berbeda dimana ada siswa yang mudah menangkap pelajaran tapi ada pula yang sulit dan ingatan siswa yang mudah lupa. Selain itu kadang siswa mempunyai mood yang bagus untuk belajar tetapi kadang mereka malas. Jadi dengan pembelajaran bahasa Inggris menggunakan multimedia diharapkan dapat memudahkan mereka. (I did have some difficulties to teach English especially for 7th grade. Because the number of students is big enough and every student has different characteristics where there are students who can get lesson easily but some have difficulties and students’ forgets the lesson easily. Sometimes the students have a good mood to learn but sometimes their lazy. So by learning English using multimedia is expected to facilitate students). Based on the researcher’s observation in SMP Negeri 1 Tawangharjo Grobogan and interview with the English teacher, he found that the problems faced by the teacher in teaching vocabulary using multimedia are as follows;
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a.
In the teaching vocabulary using multimedia, the teacher found difficulties in managing the students in the class. Every class consists more than 30 students. The condition makes the class crowded. For example, the teacher gave the students exercise. If the teacher combines the exercise using pictures by showing in LCD projector, the students feel fun. But sometimes, not all students pay attention if the teacher shows the material with multimedia. The students are not giving attention on their lesson because they speak with other friends. Teaching vocabulary using multimedia is more effective if the students are not more than 20 people. Some students participated actively and the other did not participate actively.
b.
The teacher gets difficulty to search pictures related to the material and the teacher spends much money to get the material with browsing in internet. The pictures can make the students interesting with the material. The teacher uses picture to engage the students in the material. The teacher also feels difficulty to search song or video to ice breaking the students.
c.
Each student has a different capability in receiving the material. Some of them could learn the material, and the others learned them slowly. This situation will make the teaching-learning process does not run well.
d.
The students sometimes have good mood to study, but sometimes they are lazy to study the material given by the teacher. It was done by the students because they were not attracted to the material. On the way around, if the teacher gave the interesting material, they studied the lesson enthusiastically. Most of the students are not confident with their ability. The teacher should motivate them and make them feel fun in joining the class.
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3.
The Student’s Response on the Teaching Vocabulary Using Multimedia The students comment for the teaching vocabulary using multimedia can be seen in the following table; Students
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Enjoy and intersted with multimedia
Understand the new vocabulary
Memorize the material
Read, write, and speak English well
2
−
−
3
4
−
−
5
6
−
7
8
−
9
10
−
−
11
12
−
−
13
14
15
−
16
−
17
18
−
19
20
−
21
−
22
23
7
24
−
−
25
−
26
−
27
−
28
−
29
−
30
−
31
−
32
33
−
−
−
34
35
−
36
37
Total
33
31
30
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Percentage
90%
85%
81%
70%
From the table above it can be seen that; a. Most of the students said that they enjoyed and interested in English lesson with multimedia. 90% students said that learning English using multimedia is very interesting. Researcher : Do you like English lesson using multimedia? Students
: Yes, I like because multimedia make us not bored in the teaching-learning process.
b. Most can be understand the new vocabulary 85% students said that they can understand new words showed the pictures in LCD projector. Researcher: Do you understand the words that showed the pictures?
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Students
: Yes, I do. The picture can help us to understand the new words.
c. Most can be easily memorize the material 81% students said that they can remember the new words. This is the result of the interview. Researcher: Can you remember the name of animals in English? And mention the animals. Students
: Yes, I can. There are bird, tiger, monkey, mouse, etc.
d. Most can be read, write and also speak English well 70% students said that by multimedia they can read, write, and speak English well. This is the result of the interview. Researcher: Can you write and give the meaning of this word “library”? Students
: Yes, I can. This word is perpustakaan.
Discussion In this section, the researcher discussed the findings of the research. The discussion contains the implementation teaching vocabulary using multimedia, the difficulties faced by the teacher in teaching vocabulary using multimedia, and the students’ comment on the implementation of teaching vocabulary using multimedia. In the implementation of teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan, the teacher uses laptop, loud speaker and LCD projector as media for introducing new vocabulary. The teacher also faced some problems during the teaching-learning process. The problems faced by the teacher are difficulties in managing the students in the class; in receiving material, each student has different capability, low motivation of the students and teaching vocabulary using multimedia is more effective for some people or group. They are fun when used multimedia for teaching vocabulary. So, the teacher needs a good preparation in applying this technique to make the teaching-learning process successful.
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Most of the students enjoyed and were interested in English lesson with multimedia, understand the new vocabulary better, can easily memorize the material, can read, write and also speak English well. They students like picture, they also satisfy when learning the English using multimedia. The interaction between the teacher and the students is created well because the teacher explains the lesson patiently. This condition makes the teacher understand more deeply with the student’s competence in comprehending the material. Ernesnova (1988) in Fauziati (2002: 172) states that children understand and retain the meaning better when they have seen some objects associated with it. Media make teachinglearning process interesting, so it can increase the students’ appreciation to the knowledge. The writer also found the fact that the students were very enthusiastic and got positive response in the process of teaching vocabulary using multimedia. It also makes the students pay attention with the material, and enjoy English lesson. It is effective to help the students to understand the language and it makes the language learning successful in a language classroom. When the students bored, the teacher gave song or video so it has motivating effects within the classroom. The students also have positive response to the implementation of teaching vocabulary using multimedia. They can be motivated and learn English more easily. CONCLUSION Based on the result of the writer’s observation, the writer concludes that the implementation of teaching vocabulary using multimedia is as follows: 1. The implementation of teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan has a good result for the development in the students’ vocabulary. The teacher used three phase technique. The technique is appropriate with the characteristics of seventh grade students of SMP N 1 Tawangharjo Grobogan. So, it makes the success of the purpose of the lesson. The teacher and the students have good interaction in the teaching-learning process. The teacher also gave ice breaking when the students are not active in the classroom.
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2. There are problems faced by the seventh grade students English teacher of SMP N 1 Tawangharjo Grobogan in teaching vocabulary using multimedia, namely: a. It is difficult for the teacher to manage the students in the class. b. The teacher gets difficulty to search pictures and something for ice breaking for the students. c. Each student has a different capability in receiving the material d. The students have unstable motivation. 3. The
students’
response
is
positive.
The
students
like
the
implementation of teaching vocabulary using multimedia. They are enthusiastic in following the English lesson using multimedia.
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BIBLIOGRAPHY Ary, H.P. 1985. Prinsip – Prinsip Pengajaran Bahasa Sastra. Jakarta: Depdikbud. Burns, Paul C and Lowe, Alberta L. 1967. The Language Arts in Chilhood Education. Chicago: Rand Mc. Nally College Publishing Company. Brown, H. Douglas. 2000. Principles of Language and Teaching ed.4. London: Longman Collins, Janet.et al. 1997. Teaching and Learning with Multimedia. London: Rotledge. Dwi, Susanti. 2008. Improving Students’ Vocabulary Using Song Multimedia at the Third Year of SD Muhammadiyah Program Khusus Boyolali in 2009/2010. Surakarta: Muhammadiyah University Press. Ernawati, Siti. 2002. Teaching Vocabulary Using Picture to the First Year Students of MTSN Walen Simo Boyolali. A Thesis (Unpublished). Muhammadiyah University of Surakarta. Fauziati, Endang. 2002. TEFL. Surakarta: Muhammadiyah University Press. Fauziati, Endang. 2008. TEFL. Surakarta: Muhammadiyah University Press. Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary. English: Oxford University Press.Maleong, Lexy J. 2002. Metode Penelitian Kualitatif. Bandung: PT. Remaja Rosdyakarya. Mason, I and Bromble Collin. 1997. The role of Description Method Theory in Teaching Class. Quinquereme. Moleong. 2002. Metodologi Penelitian. Bandung: Remaja Rosdakarya. Nunan, David. 2000. Language Teaching Methodology. Sydney: Cambridge University Press. Qoni’atur, Rahmawati. 2008. The Use of Audiovisual Media to Improve Students’ Vocabulary Mastery at SD N Kauman 2 Widodaren Ngawi (An Action Research). Surakarta: Muhammadiyah University Press. Scoot, Ytreberg. 1990. Teaching English to Children. New York: Longman Group Ltd. Srijono, Djoko. 2001. An Introductory Course of Linguistics. Surakarta: Muhammadiyah University Press. Suwarno, et al. 2006. Pengajaran Mikro. Yogyakarta: Tiara Wacana. Azwani. 2010. Method of Teaching Vocabulary. Jombang: Ma’had A’ly Hasyim Asy’ari Pondok Pesantren Tebuireng Jombang
