1.1 Background Nowadays, English is one of important subject which is taught in each level of study. It plays an important role for people to communicate one to another. Moreover English is used to absorb information in aspects of life in this world. There are a number of factors that affect the success of English Language Teaching (ELT). One of the factors is teacher. Teacher can determine whether or not other factors can work well. English language learners who have low motivation to learn English can be made more interested in English classrooms because of the way good English teachers involves them in the learning experience.
There are four language skills in English, such as Listening, Speaking, Writing, and Reading. My action research here emphasized about young learners. They still difficult understand and applied the vocabulary. Commonly the students feel difficult to understand and remember about vocabulary that we have taught to them. The students are expected to master well both oral and written language in the end of teaching learning process. In learning both oral and written language, students always deal with vocabulary. Thornbury in swan and walter (1984) stated that vocabulary is the first and foremost important step in language acquisition. Considering the importance of vocabulary mastery for the students, there should be special time in teaching-learning process that gives more attention to the vocabulary acquisition.
By giving special time for vocabulary, it will help students improving understanding about vocabulary. There are some problems faced by the students who try to master vocabulary. Besides the less of time, vocabularies are usually taught by translated from the reading passages or giving glossaries at the beginning or the end of the lesson. The students often find the meaning of the words from the dictionary. As a result, they become passive and will forget their vocabulary easily and also get bored with those vocabularies. Therefore they will get more difficulties in producing both oral and written language.
There are differences vocabulary used in oral and written communications. The students should understand the difference between oral and written language communication because these kinds of communications have their own characters. When the students communicate orally, they have to know how to differentiate from speak based on the text. Teaching vocabulary that is used in oral communication cannot be delivered by using activities based on the text book. That is why the teacher should create interesting activities and tasks to help students improve their mastery of vocabulary. Teacher can use some methods that are able to stimulate students’ motivation in learning oral communication vocabulary.
1.2 Research Question Based on the problems above, the general problem from classroom action research is: How to improve the mastery of vocabulary of young learners using pictures? Based on the general of the problem, this classroom action research is conducted to answer following question: 1. How the students’ acquisition of vocabulary after using pictures in teaching learning process? 2. How the students responses about using pictures for improving vocabulary mastery?
1.3 Objectives of the Study This classroom action research proposal has some objectives as follows: 1. To find out whether there is differences acquisition between students who are taught using pictures and before using pictures to improve vocabulary mastery. 2. To know the responses from students after using pictures to improve vocabulary mastery.
1.4 Significance of the Study This classroom action research proposal is expected to give the information about the idea of improving the vocabulary mastery by using pictures as the appropriate technique. Also the students are expected to improve vocabulary mastery better than before. This proposal research purpose is in order to help improving the students’ interest in vocabulary learning especially for the five graders of elementary school.
1.5 Limitations of the study This research is focused on the use of pictures in teaching English especially in teaching vocabulary at elementary school. The subject of the research is five graders in SDN Margorejo III Surabaya.
1.6 Action Hypothesis
1.7 Definition of key terms To avoid misunderstanding and interpretation of this study, the definitions of key terms are presented below: 1. Vocabulary: All the words of a language. A list of words and often phrases, usually arranged alphabetically and defined or translated. 2. Improving: Making situation and condition better than before.
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