Documente Academic
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Documente Cultură
INTRODUCTION
Human beings can communicate with each other. We are able to exchange
can shriek to express anger, excitement, or fear, and so on. But our system of
knowledge.
more science and technology from advanced country. This clearly implies that
communication has a very important role to help all people in the world do
that people can use, one of them is language. One of them languages that is
English is one of the languages used in communication almost all over the
world. It is used and its commonwealth all over the world. For instance: In
Even though Indonesia starts to teach English from early. It does not give
guarantee that students of Indonesia can speak English well and fluently. In
learning English there are four language skills, namely listening, speaking,
reading and writing. Besides, to develop English language skill the learners
the students easy in mastering the vocabulary, the teacher also should
For example the teacher use the teacher led activity using complete the
sentence in learning vocabulary. This technique can make the students feel
using the complete sentence are able to motivate the students to improve
their master vocabulary. Based assumption above the writer think, a teacher
should find the best effective technique to teach English vocabulary. Media as
teaching aids are needed to help the students understanding and to increase
the problem which rise in teaching and learning vocabulary are the students
cannot understand the meaning of the words, the students have difficulty to
pronounce the words and the students cannot use the words to make a
sentence both oral or written form. The students who have enough
vocabulary will not find difficult to understand the meaning of words so that
they are easier to know the meaning of the test. But, for some students
learning English is very difficult because they are not understand the meaning
of words and the media which given for students not exact, it makes the
students bored. This is the reason that the writer applies technique to create
a new style of teaching. The technique that writer used is Teacher-Led activity
Teacher-Led activity using complete the sentence is useful activity which can
improve students’ vocabulary mastery. In this activity, the teacher uses cut up
words to make the students be easy in learning words. Using this activity
creates joyful learning for students, so the students feel enjoy in learning
process.
Based on the preliminary research at SMPN 23 Bandar Lampung, the writer
difficulties in mastering vocabulary. The writer also found that the teacher had
Based on the background of the problem above the writer would like identify
4. The teacher has never uses Teacher-Led Activity Using Complete the
vocabulary mastery.
This chapter consist of some theories, thinking and hypothesis. The writer
review some basic theories that made easy to find out problem under
discussion. The theories are taken from resources such as some books and
articles.
interaction. To know what another want and willing, people use language.
Language has very important role in our life, because language is a tool for
other people. People can also get such information by reading books,
participation in the social world and the expressing and sharing of meanings”.
sound and meaning. Language will make our life become easy. We can
interaction.
activities will run well through language. Language exist and develops within
order to listen, speak, read, and write effectively. According to Hatch and
Brow (1995 : 01) “Vocabulary refers to a list or set or word that individual
the learner would be unable to use and comprehend the target language.
Time and again, the writer have found strong connection ability of students’
vocabularies, how well they comprehend what they read, and how well they
perform in learning.
typical language learning”. From the definition above, it can be concluded that
and express the speakers’ meaning. And also it is support four skills in
students are delivered by mastering vocabulary. It is also are able to help the
Norberth and McCarthy (1997:106) state that “vocabulary is the key aspect of
make the language meaningful and vocabulary has been as a major resource
the students just mastering some vocabulary, the students cannot use
language well and they will find difficulty in using English for the purpose of
communication. They cannot speak and say something, they also cannot
express their idea and feeling. Vocabulary is very crucial for students in using
According to Richard and Rodgers (2003 : 37) “vocabulary was one of the
Vocabulary is a list of words with their classes and meaning. Each class has
master all of classes of word if they want to master English both in oral or
written form. Vocabulary can helps the students to express what they think
Teacher should be aware that learning vocabulary is not only to memorize the
Learning English is more Effective if the learners are involved the process
actively. To make the students involved, the teacher must think of some
Thornbury (2002: 75-76) “to make an interesting activity, the teacher should
consider some factors, the teachers have to teach a related set of words by
4. Whether items are being learned for production (in speaking and writing)
It means that every student has different level and ability. So as a teacher we
language. For example in teaching vocabulary the teachers might use game,
Studying vocabulary is not required to remember the words, but also many
things that should be understood. It was all done so that the learning process
1. Learners need task and strategies to help them organize their mental
2. Teachers need to accept that the learning of new words involves a period
of ‘initial fuzziness’
3. Learners need to wean themselves off a reliance on direct translation from
feel for their meaning, their register, their collocations, and their syntactic
environments.
possible.
memory repeatedly.
10. Memory of new words can be reinforced if they are used to explore
11. Not all the vocabulary that the learners need can be ‘taught’ : learners
need plentiful exposure to talk and text as well as training for directed
learning.
from finding the difficulties of words. The strategies, the objectives and task
are also needed to help student in learning vocabulary. Properly, the students
vocabulary Fearch (1964: 100) states that it is in fact, more accurate to view
word and ability to active the word automatically for productive purposes. He
also states that to fully know a foreign language word thus requires that the
learner :
2. Is able to recall it
meaning potential of the word and not just one specific meaning)
7. Knows in what way it can combine with other words (i.e. in its correct
collocation)
8. Know the relation between the word and other words within a lexical set
situation.
3. Being able to construct it using the right word parts in their appropriate
forms
5. Being able to produce the word in different context to express the range of
meanings of underdeveloped
9. Being able to decide to use or not use the word to suit the degree of
Based on the definition above, the writer assumes that the goal of teaching
able to write with good spelling and correct grammatical) and to determine the
relationship between one word and another word. Besides, it is enables the
students to express the meaning of the spoken word as well as able to use
The objective of teaching vocabulary in the class is the students are able to
use a language as communication tool and they use it both oral and written.
be able to use and apply some technique in teaching their students. Teacher
central (a traditional) role, as before, the students work mainly in pair or small
group”. The students are given some cut up words. They listen to sentences
where word (or words) has been left out, and suggest which word from their
Teacher led activity is an activity that teacher do in front the class, in which
the teacher reads aloud the sentences and the students have to listen eagerly
to each sentence to complete each gap. The activity also can motivate the
some cut-up words. They listen to the sentences where a word (or words) has
been left out, and suggest which word (or words) from their selection best
complete each gap. For example, the teacher read out the sentence “Smile
every one and look at the….!” The students who thinks (o) he has missing
word, holds it up and says it loudly. If it is correct, the word is turned face
down. This helps the teacher to see how many words each students has left.
If it is incorrect the teacher can ask other students to suggest the missing
successfully.
is acquired more easily and naturally if they use it in full sentence, rather than
memorizing the word list. It implies that through complete the sentence the
2. The students work alone or in pairs. The words are divided up amongst
each student/pair. Make sure that everyone has at least one correct word
and depending on the number of students in the class, one distractor. All
3. Read out the sentences, one at a time. If necessary, read each sentence
more than once. Make sure you clearly indicate (by asking a sound, etc.)
4. The students who thinks (s) he has the missing word, holds it up and says
5. If incorrect the teacher can ask other students to suggest the missing
words. (They may be able to guess it even if it is not one off their words).
Further help can be given, e.g. it starts with the letter p. again, if the
1. This exercise simple and there is 100 per cent increase in concentration
2. Students can be interesting to listen the teacher says when the teacher
The writer took one previous study as the guideline to implement the
academic year 2015/2016. The objective of this research is this study was
conducted as an attempt to find out the effect of using Teacher Led Activity
experimental design. This study was conducted with two randomized group
namely experimental group by using teacher led activity using complete the
kind of way that teacher use in teaching, the purpose of using this technique
Based the theory in this chapter, the writer assumes that teacher-led activity
using complete the sentence is suitable for teaching vocabulary, it can make
sentence the students will not bored in studying the materials that the teacher
diagram.
Characteristic : Indicator :
Based on the theories and the statements above, the writer would like to
from two classes. The first class as experimental class which is taught
technique.
Sentence (X)
Burke (2000: 158) population is the set of all elements. It is that large group to
which the researcher wants to generalize his or her sample result. In line with
Burke Arikunto (2002: 108) says that population is all individuals of that
group. While Sutrisno Hadi (1983: 70) says that population is a number of
individuals, which have at least one similar characteristic. Therefore from the
researcher wants to generalize his or her sample result. In this research, the
writer took the population from eighth grade of SMPN 23 Bandar Lampung in
2017/2018 which consisted of 9 classes and with total number of the students
are 288.
Table 1
Population of Students of the Eighth Grade of SMPN 23 Bandar
Lampung in 2017/2018
Male Female
1 VIII A 14 18 32
2 VIII B 12 20 32
3 VIII C 18 14 32
4 VIII D 18 14 32
5 VIII E 17 16 33
6 VIII F 16 16 32
7 VIII G 16 16 32
8 VIII H 14 17 31
9 VIII I 16 16 32
Burke (2002: 158) says that “sample that it is a set of elements taken from a
larger population according to certain rules”. From the statement above it can
be concluded the sample of the research are two classes as the sample of
the research were one class as the experimental class (VIII H) which was
taught through teacher led activity using complete sentence and other class
systematic “. Therefore in conducting the research, the writer took the sample
from the population randomly by taking the lottery to determine the classes
181), in this research the writer used a test to got the data. According to
test (associated words). To got the data of the students’ vocabulary mastery
the writer used multiple choice test, which consisted of 50 items in five
options that is A,B,C,D or E. The correct answer has score 2.0. Therefore, the
Before doing the research, the writer did preliminary research to know the
situation and condition of the students, the teacher, and the school where the
research has done. Firstly, the writer asked permission to the headmaster,
after the headmaster allowed the writer to do the research, the writer met with
the English teacher and did interview. Finally, the writer determined the
technique.
4. Dividing the sample into two classes, the first class was as
Brown