TEACHING ENGLISH VOCABULARY USING ECLECTIC METHOD AT THE FOURTH GRADE STUDENTS OF SD NUR EL-HIKMAH KUTAWARINGIN

Transcription

1 TEACHING ENGLISH VOCABULARY USING ECLECTIC METHOD AT THE FOURTH GRADE STUDENTS OF SD NUR EL-HIKMAH KUTAWARINGIN Siva Rahmawati English Education Study Program Language and Arts Department STKIP Siliwangi Bandung 2012 ABSTRACT The objectives of this research entitled Teaching English vocabulary using Eclectic method at the fourth grade students of SD Nur El-HikmahKutawaringin was to reveal whether or notusing Eclectic method in learning English vocabulary increased the students vocabulary mastery. This research applied quantitative method, and one group pretest-posttest design. The writer used pretestand posttest as the instrument and to analyze the data, the writer used t-test formula. The populations of this research were 34 students of fourth grade of SDNur El- HikmahKutawaringin; the samplewas entire population. The data of this research were collected by giving pretest and posttest the students sample.thecollected data were analyzed using the t-test formula.the results of thedata analysis showed that: the mean score of pretest was 40.58, the mean score of posttest was 63.2,the t-value was 6.4 and the critical values with degree of freedom df 33 and level of significance at 0.05 was Based on the data analysis above the alternative hypothesis was a accepted because the t-observed was higher than t-critical value ( 6.4 > 1.70). It also meant that Teaching English vocabulary using Eclectic method was proven effective. Key words: Teaching English Vocabulary, Eclectic method A. Introduction Nowadays we are entering a globalization era, and language is the most important means in communication among those who have different languages and cultures. There should be language or languages that are agreed up on to be used as an international language. English which is spoken by over 30 million people as their native language has emerged as the first international language which is used by most people in almost every country in this world. Considering that English is important, the Indonesia government has declared in the 1994 curriculum that English should be taught at elementary schools starting from the fourth grade To implement the 1994 curriculum the ministry of a National Education has promoted English as a local content at elementary schools. The objective of teaching and learning of English in Indonesia as demanded by the decree of the minister national Education no 060/U/1993, is the mastery of various language skills covering reading, listening, and speaking. Furthermore, Muthim (1995) said that it is expected that the majority of Indonesian people, especially those who have had the opportunity to attend schools and universities possess both receptive and productive skills in English. It is a good idea to introduce basic English from elementary schools, Furthermore research has shown 1 that through foreign language study, elementary school children are able to expand their thinking, acquire global awareness, extend their understanding of language as a phenomenon, and are more likely to reach and advance proficiency level in that foreign language. Even though teaching English much earlier is usefull, we cannot deny that teaching English to children is not an easy job. Children have spontaneous, and peripheral attention to language forms but they may still have some difficulties learning a second language in classroom because they are not able yet to develop a number of aspects of language acquisition like adults such as to learning and retaining a larger vocabulary, utilizing various deductive and abstract processes to shortcut the learning process of grammatical and other linguistic concepts that can help them learn faster. Moreover it must be considered that children have also differences on personality, social, culture, and political factors that require the teacher to be qualified. Brown (1994) states, to successfully teach children a second (oreign) language requires specific skills and intuitions that differ from those that you would use for adult teaching. The teacher should be smart to choose an approach and method of teaching that is suitable with the condition and the need of the learners, so the goal of teaching and learning can be achieved.

2 According to Richard and Rogers (1982:154) a method is an umbrella term for the specification and interrelation of theory and practice. Based on the method the teacher would decide the procedures, the activities and the instruments that are needed in teaching-learning activities. So, the method is an important tool to reach the goal of teachinglearning process, even though there are other factors that determine the success of teaching-learning process. From the description above the researcher chooses this study to examine the effectiveness of the eclectic method of teaching English in enhancing the students English achievement specifically on vocabulary achievement compared with the grammar translation method. As a as the researcher knows there has not been any study about this issue. This study will be undertaken through a pre-experimental study. B. Theoritical Foundation a) Definition of Electic Method Eclectic is the method used to be the ideal method if supported by adequate teacher mastery of a variety of methods, so as to take appropriate aspects of the strengths of each method and adapt to the needs of the teaching program at hand, then apply it proportionally. Instead Eclectic method bias into makeshift methods or method "teachers at will" if the election is only based on "taste" of teachers, or on the basis of "whichever is most comfortable or where the most easy" for teachers. If so, then what happens is the uncertainty, and not bias the results of adequate expected learning outcomes are uncertain. It should be emphasized that the incorporation of these methods can be done only inter-mode minded. Two methods are contrary to the assumptions or the goal is certainly not appropriate to be combined. Merging is also more appropriate for the level of technical or operational. As a method that combines a variety of teaching methods, of course, expected that the weaknesses of each method in isolation can be avoided and instead the teacher may be able to maximize the advantages of each method is, of course, based on the assumption that the teacher concerned and having knowledge of the various methods used in fine. More specifically, the following advantages of teaching using eclectic methods, namely: a. Teachers can make teaching more varied and more interesting b. Problem of individual differences, the material less attractive learning environment can be solved. 2 c. Teachers can be more confident and convincing in the teaching of language skills. d. Activity encouraged students can learn with CBSA system. e. The teacher can convey the subject matter more quickly. f. Teachers can turn the classroom teaching and learning atmosphere. g. Students will be eager to learn / do not quickly saturated h. Can further make the students concentrate on learning. There are a lot of definitions of vocabulary. One of the definitions of vocabulary is Wallance (1982:9) says that vocabulary is essential to the development and demonstration of linguistic skills. From the statement above, the writer can put forward that vocabulary can be seen as a priority area in language teaching requiring tests to monitor the learners progress in vocabulary learning and to assess how adequate their vocabulary knowledge is to meet their communication needs. According to Hornby (1994:1425) vocabulary is total number of words that make up a language, list of word with their meanings, especially one which accompanies a text book in foreign language, vocabulary is also called lexicon, glossary or list of words. Vocabulary is seen in it is central role in contextualized, meaningful language (Brown, 1994:365). From the above definitions of vocabulary, the writer concludes that vocabulary is words, phrases, idioms. Or expressions, which are known, learned, and used by a person in daily life. Tarigan (1993:2) says that: Quality of one's language skills obviously depend on the quality and the quality of its vocabulary. Increasingly rich vocabulary that we have the greater our chances of language skills. " b) The Importance of Vocabulary Teaching How important is vocabulary in teaching and learning process? Vocabulary plays a dominant role in early speech stage. As students begin to produce one or the two words utterances, the teacher expands the input with the new vocabulary. Learning vocabulary is very important, since vocabulary is a vital and an important thing in communicating. To be a good readers, the students, need to understand the vocabulary. They will not understand and enjoy their lesson if they do not know the vocabulary. Vocabulary is one of the vital elements of language is considered to be the main focus of learning a foreign language it can be considered that by having

3 knowledge about the definition of vocabulary may contribute to one s vocabulary comprehension, one of them are ocabulary_instruction.pdf.4, it said the importance of vocabulary are: 1. Knowing a lot of words helps students grasp the full meaning of text. 2. Student word knowledge is linked with academic accomplishment and helps in every subject. 3. Vocabulary knowledge is the number one indicator of verbal and listening abilities, which are vital aspects of any job 4. Having a good vocabulary will help students in articulation The explanation above, it is revealed that vocabulary has in important to be learn student can understand teacher explanation through their vocabulary skills and can used it in conversation or even written materials. c) Teaching Vocabulary Vocabulary is very important to be taught for a long period. Vocabulary is central in English classes. Currently vocabulary is important to communicate in the classroom; so, an English teacher must pay attention to vocabulary. It means the vocabulary must be seen in its central role and contextual language. There are three important guidelines, which are possible to be conducted by an English teacher to teach communicative vocabulary. The first one is trying to mal situation where students can study vocabulary in context, the second he is trying to minimize the translation technique, and the third is developing strategy for guessing the meaning of words. C. Research Method a. Instrument of the Research For collecting the data, the writer developed the materials and instruments of research by himself. The teaching materials used in this study were taken from Grow with English which was published by Erlangga, English grammar for children by lintas media, Go with English which was published by yudistira. The type of the test that is used in this research was an objective test. The result of test is aimed to measure and compare the students achievement of the material that was taught after teaching and learning process. The test consists of ten items match test. The reasons for using match test was because this test is easy to be understood by students, and easy to be made by the writer. The instrument used to gain scores on that skill includes element: vocabulary. 3 D. Finding and Discussion a. The Findings There are two tests of which the result would be taken as the data would be analyzed. The pre-test took on Thursday 29 th march The post test took on Thursday 12 April 2012 at the fourth grade in SD Nur El-hikmahKutawaringin. The following are the result of the pre-test and post test score. Table 1 Pre-test result No Respondents Score ( X ) X 2 1 A S AR AS CS DS DSM F P FS A L FP IK I W Is Li M A MI F M S RMA R P R R RUS RA SR SH SGH TS TM U A VA WD WM YH YH YAW

4 34 Z TZ a. Mean Total Average 40,58 b. Standard deviation S Table 2 Post-test score NO Respondents Score ( X ) X 2 1 A S AR AS CS DS DSM F P FS A L FP IK I W Is Li old M A MI F M S RMA R P R R RUS RA SR SH SGH TS TM U A VA WD WM YH YH YAW Z TZ a.mean Total Average 63,2 b.standard deviation

5 S The degree of freedom is: df n-1 n the number of the students df 34-1 df 33 The critical value of t-table at the 0.05 level of significance for this degree of freedom 5% from 34 was 1.7 The last calculation in the test. t ,2 t 4,2 6,45 t 22,65 2,25 t b. Discussions The data analysis shows that : M M 2 63,2 t abs The critical value df The level of significance 5% 1.70 D. Conclusion This Research is about using Eclectic method in teaching the students at the SD Nur EL- HikmahKutawaringin, at the fourth grade. Eclectic method is the way of teaching which is based on the principle and technique of eclectic method in the classroom, that is orchestrating more interaction inside and outside the learning. Based on the hypothesis of this study, those students who were taught using eclectic method get better result in the learning outcomes. And after finishing this research, the data had been discussed in the previous chapter, the writer draws some conclusions as follows : the students vocabulary in the post-test is 63%. And based on the table of the performance categories, the mean belongs to the high category. The students vocabulary in the pre-test shows 41%. And based on the table of the performance categories, the mean belongs to a very low category. Based on the data before shown that the result of the students achievement of the post-test that is the students who were taught by using eclectic method in students vocabulary get better scores in their speaking than the result of the students achievement of the pre-test who were not taught by using eclectic method in students vocabulary. So that, the writer finds that there is a significant difference between the two means F. BIBLIOGRAPHY Brown, H.Douglas Teaching by principles: Aninteractive approach to language pedagogy. New Jersey : Prentice hall Regents Hornby Oxpord learner s dictionary fifth edition oxpord.group Limited. Richards,1997.Make Education,unitedstate of America research Wallace, Michael Practical language teaching (Reading vocabulary).london : Heinemann Education. 5

6 Tarigan,Herny Guntur.1987.Berbagaisebagaisuatuketerampila nberbahasa. Bandung:Angkasa y_instruction.pdf.4, 6