SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2010

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The Teacher’s Techniques of Teaching New Vocabulary Items in the Students’ English Textbook for the Elementary School.

Ria Aristantya




Aristantya, Ria. 2009. The Teacher’s Techniques of Teaching New Vocabulary Items in the Students’ English Textbook for the Elementary School. Thesis, English Department, State University of Malang. Advisor: Dr. Nur Mukminatien, M.Pd


Key Words: Techniques, teaching vocabulary items


This present study tries to collect information on the techniques used in the teaching of vocabulary items at SDN Kepulungan 3 Gempol Pasuruan.

The research problem is formulated as how the teacher teaches vocabulary items using English textbook entitled “Grow with English” in the classroom. The purpose of this study is to describe the teacher’s techniques of teaching new vocabulary items in the students’ English textbooks for the Elementary School to the first year students.

The sources of this study were the English teacher and the first year students of SDN Kepulungan 3 Gempol Pasuruan. The instruments used to collect the data were observation guideline, field notes and interview format. The observation guideline was used to collect the data about the teacher’s activities in teaching vocabulary. Field notes were used to collect data during the observation in the classroom about how the teaching techniques were used by the teacher, while the interview format was used to collect data from the teacher to support the data obtained from the field notes.

This study reveals the following findings. In the preparation, the teacher of SDN Kepulungan 3 Gempol Pasuruan made some preparations like pictures as his techniques in teaching vocabulary items, real toys, and chalks. In the pre teaching, the teacher greeted his students and led them to pray before starting the lesson. The teacher asked the students to open the book related to the topic being discussed and take the notebook, paper, and pencil. In the main activities, the teacher showed pictures as his techniques to the students. In this case, he employed pictorial procedure. He asked the students to catch the word in English. If the students did not understand the word, the teacher would help the students by giving the first letter of the word. If the students still did not understand the word, the teacher would show the real toys about that word and sometimes he also pointed the things around the classroom related to the word as his other technique. It was called ostensive procedure. Ostensive procedure is teaching vocabulary items by pointing out the object. Sometimes, he tried to make the students understand by introducing the word through the context and it was contextual procedure. After that, the teacher asked the students to close the book and all the notes. He asked the students to mention the name of all the pictures he had in order to test the memory of his students. He still helped the students by giving clues about the words not directly helping them although they were still in the first class. For example, once he gave the picture of “clock”. The students forgot the name in English at that time so the teacher gave some clues, such as, “the shape is round”, “it has many colors”, “it is seen every day”, “before going to school we see it”,” before sleeping we see it”, “before watching television we see it”, and etc. In this section, the teacher employed differential procedure. The teacher made his students understand learning vocabulary items. Finally, the teacher gave an assignment to the students to put the name in English to the pictures given in two pieces of paper. They stacked the name in English with the suitable picture. Finally, in the post activity, the teacher closed the lesson by asking them to close all the books, asking them to remember the material given, and finally leading the students to pray together. The students were very active.

Based on the findings, some suggestions are given as follows. First, English teachers are suggested to use a variety of techniques that are relevant to the lesson objectives to increase students’ interest and innovation. In teaching vocabulary, especially, teachers should be creative in using different learning sources and strategies. Second, in case of limited facilities and learning resources, the teacher should create media as techniques of his/her own. He/she should be able to make inexpensive media as techniques for his/her English classes by himself/herself.