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IMPROVING STUDENTS VOCABULARY MASTERY
BY USING DIRECT METHOD TO THE ELEVENTH GRADE SCIENCE OF
SMA N 1 MUARO JAMBI
A RESEARCH PROPOSAL
WRITTEN BY:
Herdika Mutia Putri
TE. 090342
ENGLISH STUDY PROGRAMFACULTY OF TARBIYAH
STATE INSTITUTE OF ISLAMIC
SULTHAN THAHA SAIFUDDIN
JAMBI
2012
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CHAPTER I
INTRODUCTION
1.1 Background
English is an international language that is commonly used as a mean of
communication among countries. In indonesia, English becomes one of the foreign languages
learned as a school subject. Generally, Indonesian students have studied this subject since they
are in primary school. In this level, English is taught as a local content.
In teaching and learning English, the first thing to do is mastering vocabulary for the
students. By mastering a lot of vocabularies, students will be able to communicate each other,
easier in doing exercises and help them to express their ideas. Beside that, students will also
have mastery of language skills like reading, listening, speaking, and writing.
Even though vocabulary mastery is important in order to support the mastery in English
skill, in fact many of English learners are often faced with the problems of vocabulary mastery.
Based on the direct observation conducted at the second grade of SMA N 1 Muaro Jambi, it
was found that; students problem about mastering vocabulary is due to several factors. First,
they had limited number of words as they found it was difficult memorize the vocabulary
items listed. Second, the teaching learning process was less interesting as teacher gave
monotonous method. Third, the teacher often used translation method in teaching vocabulary
that made students can not remember their vocabularies in long period of time.
To help students to overcome their problems, the researcher proposed a method to teach
English vocabulary in order to improve their vocabulary mastery. The method that was known
as direct method gave a way to the students to understand and master the material delivered in
teaching and learning process. This direct method gave opportunity to the students to study
directly with the target language (English) without going through the process of translating into
Students native language (Bahasa Indonesia). In this way, the teacher could convey lesson
directly through demonstration, action or picture. Furthermore, direct method was a very
important way to be conducted because it could make students practice directly how to use the
foreign language. Beside that, the students might be familiar with the target language as the
teacher always introduces new target language words or phrase in teaching. Because of these
reasons, the researcher was interested in conducting a research for the purpose of Improving
Students Vocabulary Mastery at The Second Grade of SMA N 1 Muaro Jambi.
1.2 Formulation of the Problem
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Based on the research background, the problem of this research was formulated as
follow: How can direct method improve students vocabulary mastery to the eleventh grade
science students of SMA N 1 Muaro Jambi?
1.3 Limitation of the Problem
This research focused on the use of direct method on students vocabulary related to
school activities, holiday and seasons. The object of this research was the second grade
students at SMA N 1 Muaro Jambi
1.4 Purpose of the Research
The purpose of this research was to improve the students vocabulary mastery by using
direct method to the second grade of SMA N 1 Muaro Jambi
1.5. Significant of the Research
The research was expected to give contribution for students, teachers, and other
researchers. It was hoped that students can be interested in learning English vocabulary and
enrich their vocabulary, so that they can mastery the vocabulary. This research might also give
the contribution for English teachers to choose the most approriate method in teaching English
subject especially teaching vocabulary. Finally, the result of this research can be used as the
reference for those who want to conduct a research in English teaching-learning process.
CHAPTER II
REVIEW OF RELATED LITERATURE
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The major concern of this research was the students improvement in mastery the
vocabulary by using direct method. This chapter reviews the related literature which is
concerned with this research.
2.1 Vocabulary Mastery
2.1.1 The definition of Vocabulary Mastery
Many experts defined the term of vocabulary in many ways. In general, all of the
definitions have similar idea that is number of words used for communication.
Vocabulary is total number of words which (with rules for combining them) make up a
language 1. In other source, Longman said that vocabulary is a list of words, usually in
alphabetically order and with explanations of their meanings. 2 Webster stated that vocabulary
is a list or collecting of words or of words and phrases usually aphabetically arranged and
explained or defined 3. He also stated that vocabulary is a summary or stock of words employed
by a language, group, individual, or work, or in relation to be a subject.
Vocabulary is more complex than the definition suggest .4
First, words come in two forms: oral and print. Oral vocabulary includes those
words that we recognize and use in listening and speaking. Print vocabulary includes
those words that we recognize and use in reading and writing. Second, word
knowledge also comes in two forms, receptive and productive. Receptive vocabularyincludes words that we recognize when we hear or see them. Productive vocabulary
includes words that we use when we speak or write. Receptive vocabulary is typically
larger than productive vocabulary, and may include many words to which we assign
some meaning, even if we dont know their full definitions and connotations or ever
use them ourselves as we speak and write.
Based on the definition above, it can conclude that vocabulary is the knowledge of words and word meanings in both oral and print language and in productive and receptive
form. In other word, vocabulary is the total number of words that has meaning and it is also as
1 Hornby, AS, 1987. Oxford Advanced Learners Dictionary of Current English.Great Britain: Oxford University Press: 959
2 Longman group.1989. Longman Dictionary of Contemporary English New Edition. Britain: Longman:1177
3 Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:2560
4 Lehr, Fran. (n.d, Online). A Focus on Vocabulary. Available at: http://www.prel.org/products/re_/ ES0419 .htm. (Accssed from the internet on 14 May ).
4
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the element of language which is used in speaking, listening, reading and writing. So, if we
want to master in language, we must mastery in vocabulary too.
Mastery is a very great skill or knowledge 5. Mastery is great skill or knowledge in a
particular subject or activity. Webster 6 also stated same meaning that mastery is the skill or
knowledge in a subject that makes one a master in it.
It means practices not knowledge alone. In this case, mastery is a level of performance
shows that a student has demonstrated the knowledge, skill and abilities for a unity of
instruction or subject area depend by a recognized standard.
Based on the definition in above, it can be concluded that vocabulary mastery is great
skill and knowledge of words and meaning in both oral and print language and in productive
and receptive form.
2.1.2 The importance of vocabulary
Todays frontier is knowledge. Brain has taken precedence over brawn; our physical
struggle for existence had been replaced by intellectual struggle, and knowledge of words has
become a most valuable tool. The more vocabulary we possess, the more efficient are these
tools of thought. With a good vocabulary, which indicates scope of knowledge, we can grasp
the thoughts of others and be able to communicate our own thoughts to them. Youth, with its
idealism and enthusiasm, probably has always wanted to change the world. Perhaps there is
only more evidence of this desire today. But those with limited vocabulary never can alter the
world. (Wordsmart.com: Online).
The quality of someones language skill is clearly depend on her/his quantity and
quality of vocabulary 7. Many vocabulary that we have, it will bigger possibility we skilled in
language. According to Rivers in Nunans book 8, vocabulary is Essential for successful
second language use because, without an extensive vocabulary, we will be may unable to use
the structure and functions we may have learned for comprehensible communication. English
5 Barnhart, Thorndike. 1997. Intermediate Dictionary. USA, America: Scott Foresman:538
6 Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:1390
7 Tarigan, Henry Guntur. 1991. Metodologi Pengajaran Bahasa 1. Bandung: Angkasa:1986
8 Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT:117
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Context clues are techniques for guessing vocabulary from context including activating
background knowledge from the topic of the text, obtaining clues from grammaticcal structure,
pronounciatio and punctuation and using the natural redudancy of surrounding words. For
example, the reder should be able to guess the meaning of workaholic in the following
sentece : My father was a workaholi c , he worked so long and so hard that we rarely saw him.
2. Word morphology
Learners can be taught to extend their vocabulary by mixing and matching word stems,
suffixes and affixes.
3. Mnemomic devices
These are tricks for committing words to memory. Nattinger points out that there is
resistance to the use of such devices by many teachers.
4. Loci
These are form of mnemonic in which a list of words to be learned are associated with a
familiar visual image such as a room or awell known tourist spot. Each wword is asssociated in
some way with one of the items in the visual image, and taking image is the use of assist in the
recall of the word.
5. Paired associates
In this technique, which is similar to the use of Loci, words in the first and second
language which have similarity of sound and meaning are associated. Nattinger cites Currens
example of the German word schwarz which means black and which could be associated with
the English word swarthy.
6. Key words
Here the target vocabulary item is paired with its native language equivalent in an
idiosyncratic way. For example, in learning thst the Spanish word perro means dog. One
might notice that the first syllable of the new word sounds like pear and would then visualize
a large pear-shaped dog waddling down the street(.
7. Total physical Response
In this technique, the target vocabulary items are paired with relevant physical actions.
8. Cognitive depth
This technique was developed by Craik and Lockhart. Students are asked one of the
following questions in relation each word.
1. Is there a word present?
2. Is the word printed in capitals or in lower case letters?3. Does it ryhme with......?
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4. Is it a member of.... category?
5. Does it fit into the following sentence?
Each question forces successively deeper levels of processing, and Craik and Lockhart
found that there was superior retention and recall when words were related to questions 4 or 5
than 1 or 2.
8. Formal Groupings
Certain vocabulary items can be memorised by teaching students to recognisebasic
forms of words and how they combine with certain affixes. For example, students could be
taught the meanings of words such as tele (far, distant), phone (sound), photo (light), graph
(write, mark) and then given lists of vocabulary items containing these words and asked to
guess the meaings of these compound words.
9. Word families
This is an extension of the formal grouping technique. Excercises can be develop to
show word families are developed from a singel root.
10. Historical orthographical similarities
This involves the development of associations based on historical, orthographical
similarities between cognate language. For example, there are many words in languages such as
Spanish and Italian, or English and German, which share common or cosely related meanings
and which can be exploited to assist learners to expand thier target vocabulary.
11. Collocation
Collocations are words which are commonnly associated. Nattinger suggests that
exercises to develop and strengthen these associtions can greatly facilitate learning.
Some strategies for teaching and learning vocabularies 12. They are:
1. Get into a pair-define-explain routine
2. Set up a word of the week program
3. Make your students into word wizards
4. Play vocabulary bingo.
The tips and techniques that can used in teaching vocabulary. Some of them are about
the oldies but goodies 13. They are: 1. Matching synonyms, 2. Matching opposites 3. Fill in the
12 Reiss, Jodi. 2008. 102 Content Strategies for English Language Learners: Teaching for Academic Success in grades 3-12. New Jersey: Pearson Meril Prentice Hall:109
13
Pettigrew, Joseph. (n.d, Online) Teaching Vocabulary: Two Dozen Tips and Techniques.http://people.bu.edu/jpettigr/Artilces_and_Presentations/ Vocabulary . htm. (Accssed from the internet on 14 May
).
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blank sentences. Several aspects of lexis that need to be taken into account when teaching
vocabulary 14, they are:
Boundaries between conceptual meanings: knowing not only what lexis refers to, but
also where the boundaries are that separate it from words of related meaning (e.g. cup,mug, and bowl).
Polysemy: distinguishing between the various meaning of a single word form with
several and closely related meanings (head: of a person, of a pin, of an organisation).
Homonymy: distinguishing between the various meaning of a single word form which
has several meanings which are NOT closely related ( e.g. a file: used to put papers in
or a tool).
Homophony: understanding words that have the same pronunciation but differentspellings and meanings (e.g. flour, flower).
Synonymy: distinguishing between the different shades of meaning that synonymous
words have (e.g. extends, increase, expand).
Affective meaning: distinguishing between the attitudinal and emotional factors
(denotation and connotation), which depend on the speakers attitude or the situation.
Socio-cultural associations of lexical items is another important factor.
Style, register, dialect: Being able to distinguish between different levels of formality,the effect of different contexts and topics, as well as differences in geographical
variation.
Translation: awareness of certain differences and similarities between the native and
the foreign language (e.g. false cognates).
Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical
phrases.
Grammar of vocabulary: learning the rules that enable students to build up different
forms of the word or even different words from that word (e.g. sleep, slept, sleeping;
able, unable; disability).
Pronunciation: ability to recognise and reproduce items in speech.
The implication of the aspects just mentioned in teaching is that the goals of vocabulary
teaching must be more than simply covering a certain number of words on a word list. We must
14 Moras, (2001. Online), Teaching Vocabulary to Advanced Students: A Lexical Approach. (Accssed from
the internet on 02 March 2010).
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use teaching techniques that can help realise this global concept of what it means to know a
lexical item. And we must also go beyond that, giving learner opportunities to use the items
learnt and also helping them to use effective written storage systems.
There are some ways in presenting new vocabulary 15. They are:
1. Exposure. This is the first procedure in a vocabulary lesson plan where students are
tuned into those words you want to present.
2. Inductive Ways of Presentation. In order to get to a word, teachers show a picture and
talk about it. This works differently from deductive methods (more commonly used with
grammar related teaching contexts) where teachers isolate the rule and then follow-up with
a number of practice activities.
3. Issues of Fluency and Accuracy. In fluency, the emphasis is placed on meaning whereas
accuracy emphasizes form and structure.
Practicing new vocabulary can convey by teaching vocabulary in a context . The aim
of a context is to establish some kind of frame within one of the following text types
such as a rap chant, a song or a picture, a story, etc. The reader is encouraged to
understand, interpret, make sense, decode (i.e. what does each phoneme sound like?)
and decipher (i.e. putting the parts together in order to solve the information gap
between decoding and deciphering) 16.
Brown mentions five guidelines for the communicate treatment of vocabulary teaching
below 17:
1) Allocate specific class time to vocabulary learning
During the teaching and learning process, the teacher needs to provide students
opportunities to practice their vocabulary without some interruption for their grammatical
mistakes.
15 Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary.http://www.suite101.com/content/important-vocabulary-definitions-a46677 . (Accssed from the internet on14 May ).
16 Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary.http://www.suite101.com/content/important-vocabulary-definitions-a46677 . (Accssed from the internet on14 May ).
171 Kosasih, Engkos. 2008: Online. Teaching Vocabulary by Means of "PAIKEM. Available at:http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.html .
Accessed from the internet on 14 May 2010).
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2) Help the students to learn vocabulary in context
The best acquisition of vocabulary comes from comprehension or production of words
within the context of surroundings. Students may try to associate new words with a
meaningful context to which they apply properly.
3) Play down the role of bilingual dictionaries
The first and the second devices in teaching vocabulary above are aimed at resisting the
overuse of students bilingual dictionaries. But this way cannot be used a long the learning
because it rarely helps the students to acquire some words for later recall and use.
4) Encourage students to develop strategies for determining the meaning of words.
The teachers should try to autodidact learning. The students may apply word-attack
strategies such as identifying the goals of introduction, applying word building, definition
clues, and interference clues.
5) Engage in unplanned vocabulary Teaching
The teacher may engage the students in unplanned teaching. The teacher can give several
examples to the students and he/she encourages them to use the word in other sentences.
The teacher must make a sure that such unplanned teaching; however, does not detract from
the central focus of activity by going on and on.
Kruse makes five suggestions for teaching written vocabulary in context. They are 18:
1. Word elements such as prefixes, suffixes and roots.
2. Pictures, diagrams and charts
3. Clues of definition
4. Inference clues from discourse.
5. General aids
2.2 Direct Method
2.2.1 Definition of Direct Method
Direct method is a way in teaching foreign language lesson where the teacher directly
uses its language in teaching. If there is word that difficult to understand by student, teacher
can define it by demonstrating, describing or using visual aid, and so on. 19
18 Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT.
19
Muthoharoh, Hafiz. (2010. Online) Metode Langsung(Direct Method). Available at:http://alhafizh84.wordpress.com/2010/02/05/metode-langsung-direct-method/. (Accssed from the internet on 13October 2010).
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1. Preparing language knowledge which has advantages for speech
in context.
2. Suitable and appropriate for linguistic stages of students
3. Some presentation and display for spontaneity speech.
In other source, Nababan and Subyakto (1992: 17) state the strengths of direct method
generally. They are:
1. The learner skilled in listening
2. The learner knows much of vocabulary
3. The learner has pronunciation like or close to native
speaker
4. The learner gets some practice in conversation, especially about
topic that has been taught in the class.
Muthoharoh (n.d, Online) states the advantages of direct method, which sees from its
efficiency:
1.Students are motivated to say and understand the words and sentences in foreign language
that taught by their teacher, moreover the teacher use instrument and some satisfying media.
2.The teacher begins teach simple words and sentences that can be known and understood by
the students in daily life such as (pen, pencil, chair, desk, etc), so that students can catch
symbols in foreign language that are taught by their teacher easily.
3.This method is relatively having much use instruments like video, film, radio cassette, tape
recorder, and other media/instruments that can made by the teacher, so this method can
attract students interest. If the students are interested, the lesson will fell not difficult.
4.The students get direct and practical experience, although in the beginning the sentences that
are said are have not much understood yet.
5.Students speech organs will trained by saying and getting utterances that is often heard.
In other aspects, there are also disadvantages of using direct method. The first, the
learning can be passive, if teacher can not motivate the students. Moreover, the students might
be feel bored because they do not understand the words and sentences that are pronounced by
teacher, because the teacher use target language in interpreting the meaning of vocabulary in
teaching and learning process. The second, in early stage this method seems difficult to be
practiced, because students have not much vocabulary yet that they have been understood. The
third, the teacher is not always consistent to speak in English in whole teaching and learning
process because teacher is forced, for example to translate difficult words into students nativelanguage.
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CHAPTER III
RESEARCH METHOD
3.1 Design of The Research
The design in this research was a classroom action research. Classroom action research
is a research which consists of planning, action and reflection, and conducted by the teacher in
her own class 26. Action research is research conducted by one or more individuals or groups for
the purpose of solving a problem or obtaining information in order to inform local practice 27.
For this research, the researcher used a collaborative action research in which the
researcher was assisted by one of the English teachers who taught at SMA N 1 Muaro Jambi. In
this case the researcher and teacher become a team work for solving the problems in teaching
English in order to improve the students vocabulary mastery.
3.2 Procedure of the Research
This Action Research was conducted into three cycles, it was conducted in 9 meetings.
Each cycle has three meetings and conducted based on following procedure:
3.2.1. Planning
In this stage, the activities are done to prepare all the equipments. Before that,
researcher gave a test to the students. It was taken to know the basic level of students
26 Kusumah, W and D. Dwitagama. 2010. Mengenal Penelitian Tindakan Kelas. Jakarta: Indeks: 927 Fraenkel, Jack. R and Norman. E. Wallen. 2003. How to Design and Evaluate Research in Education.
New York: Mc Graw Hill: 527
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knowledge about vocabulary mastery. The test was in choices, matching the words with the
meaning/function and matching the words with the pictures.
Before doing the test, the researcher asked permission to the collaborative teacher who
taught at that class XI IPA 3 and also discussed about this action research. The researcher
worked together with her as a collaborative team to do the activities during the research
process. The other activities were designing the material, designing the questions for the test or
students exercise in the class, making the lesson plan, making observation sheet and
scheduling of research.
In this stage the researcher did the following activities:
- made the schedule of meeting
- designed the material
- made lesson plans for each meeting
- made the sheet of test, observation sheet, and filled note.
3.2.2 Acting
In this stage, the activities were done together with collabotarive teacher. For example,
in taking the action of teaching vocabulary by using direct method to students , taking a note
during teaching learning process and gave some test to get the score.
In the first meeting of teaching vocabulary, the collaborative teacher and researcher
give the explanation about direct method and also the way in teaching and learning by using
direct method. The researcher and collaborative teacher taught the students to understand the
vocabulary by using the target language with some media such as pictures, realia , and others
in order to make them easy in improving the vocabulary and doing activities which include
implementing lesson plan and giving task and text.
In this stage the researcher did the following activities:
- Implemented lesson plan
- Gave task or test
3.2.3 Observing
In this stage the researcher observed all activities during the research proccess by filling
the observation sheet and made field note based on the factual activities in class. The classroom
observation was conducted in order to see students activity, learning material, time, students
motivation and the progressing of students vocabulary mastery in learning vocabulary by
using direct method.
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3.2.4 Reflecting
In this stage, the researcher concluded the result of all activities in each meeting, by
checking field note, observation sheet and the result of students test. The students activities
during the process of learning and all task which have been given by researcher in class was
also reflected. So, from all activities, the researcher can find students weakness during the
activities at class and then the researcher and collaborative teacher revise it to get better process
in next meeting.
In this stage the researcher did the following activities:
- Checked students task or test
- Analyzed field note and observation sheet with collaborative teacher
- Made conclusion
The students vocabulary score was interpreted as follows:
Table 3.2
The score interpretation for the students achievement
Score Category
80-10070-79
60-69
50-59
0-49
Very goodGood
Fair
Weak
Poor
3.3 Subject of the Research
The subject of this research was students of class XII of SMA N 1 Muaro Jambi. In this
school, there were five grade XII IPA classes. The total students were 157. In the following
table were the students in the science second grade of SMA N 1 Muaro Jambi:
Table 3.1
The students in the second grade of SMA N 1 Muaro Jambi:
No. Classes Number of students
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1. XI IPA I 322. XI IPA 2 303. XI IPA 3 324. XI IPA 4 325. XI IPA 5 31
Total 157
Source: SMA N 1Muaro Jambi in academik year 2011/2012
The sample of this research was students of class XII IPA 3 at SMA N 1 Muaro Jambi
in academic year 2011/2012. The number of students were 32 students. It was consist of 15
boys and 17 girls. The students in this class have different background of live and knowledge,
different strength and weakness and intelligence that gave significant effect in this Classroom
Action Research. The reason of choosing XI IPA 3 class as the sample was because thosestudents have lack of vocabularies. It was known from the researchers observation and from
the interview with the English teacher who taught them. Beside that, this class has the lowest
English Mid-semester scores in the previous semester.
3.4 Data of the Research
The data of this research were quantitave and qualitative data. Quantitative data of this
research was the improvement of students vocabulary mastery which was measured throughscore test of vocabulary. Qualitative data of this research were the data from observation sheet
and filed note which was collected during teaching learning process.
3.5 Instruments
The instrument that was used to collect the data in this research were field note,
observation sheet, and test.
3.5.1 Field note
Field note was used by the researcher and collaborative teacher to take note and
describe everything happened during conducting the research. The collaborative teacher helped
the researcher in observing directly. The collaborative teacher or the researcher wrote the
observation and reflection on them to become aware of the point of view from which they
observed.
3.5.2 Observation Sheet
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Observation sheet was used by researcher and collaborative teacher to record and
collect real information of teaching and learning process during conducting the research. In
doing this observation, the crucial component was highlighted; students activity, learning
material, time, students motivation and the progressing of vocabulary mastery.
3.5.3 Test
The researcher used vocabulary test to know students vocabulary mastery and to
improve students vocabulary mastery based on the result of students score. The material of
test was taken from text book. The test was in form of choices, matching the words with their
meaning/function and matching the words with the pictures. It consisted of 20 items, and they
had to finish it in 45 minutes.
3.6 Technique of Data Collection
In collecting the data, researcher used field note, observation and vocabulary test. Field
note and observation was used during teaching and learning process for collecting all happen in
teaching and learning process. Field note and observation was done by collaborative teacher or
researcher directly.
The researcher and collaborative teacher used vocabulary test to know how students
vocabulary mastery and how to improve students vocabulary mastery based on the result of
students score. The students score was evaluated and arranged based on the range of students
score.
3.7 Technique of Data Analysis
As it is mentioned previously, the data in this research were quantitative data and
qualitative data. The data/ score obtained from the test as quantitative data were analyzed by
using this formula:
Students score = The correct score x 100
The total number of questions
The data obtained from observation and field note as qualitative data were analyzed by
some steps in the following:
1. The researcher put the action in the observation sheet andfield note for observing during teaching process.
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2. The researcher read the data which collected to get sense
of data.
3. The researcher analyzed and described what happen
during teaching process and how teaching and learning process by using Direct Method.
4. The researcher broke down the data into smaller unit.
Determined the important of the unit and put the unit together into interpreted form.
5. The researcher made general conclusion.
6. The researcher wrote and made report for next cycle. All
data were investigated, analyzed and made plans for the next cycle and findings.
3.8 Working Indicator
The success of classroom action research was determined by problem indicator. The
indicator related to the students achievement in mastering the vocabulary. The students
vocabulary mastery was measured by calculating the students score in doing the test. Based on
the standard of minimum mark in English subject at SMA N 1 Muaro Jambi, students have to
get mark 61 or more. In this research, the researchers target was the students in average should
reach minimum score of 70 from the test that researcher given.
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10 J 6011 K 6012 L 6013 M 2514 N 6515 O 4016 P 6517 Q 7018 R 50
Based on the result of students pre-test before conducting the action, it was found that the
students have not much mastery the vocabulary yet. Based on the result above, there were 3
students at level 0-49 ( poor), 3 students were at level 50-59 (weak), 9 students were at level
60-69 (fair) and 2 students were at level 70-79 (good) . The students were difficult to answer
the test in part of choices which showed the question about words with the closest meanings.They also asked each other (cheated) about the meaning of words because they did not
understand of those words. It showed that the students vocabulary mastery were relatively low.
This classroom action research was conducted in three cycles. Each cycle consisted of four
phases: planning, acting, observing and reflecting. Every cycle consisted of three meetings.
Each meeting was 80 (2x40 minutes). This research started on January 20 th, 2012 and finished
on May 28 th, 2012. This research was conducted for three times a week. Those were on
Monday at 10.25 a.m.-11.45 a.m., Tuesday at 08.50 a.m -10.00 a.m, and Wednesday at 15.10 p.m -16.30 p.m. The researcher and collaborative teacher decided to add meeting of English
Subject on Wednesday afternoon because they would had the second semester test soon. The
result of each cycle was used as recommendation to improve the method and the students
vocabulary mastery in the next cycle. The recommendation could be found in the reflection.
In this paper, the researcher would like to describe more clearly about what and how the
students vocabulary mastery after applying the Direct Method.
4.1.1 . Implementation of the First cycle
The first cycle consisted of three meetings. The vocabulary which taught was about
school activity, with the topic shown below:
Table 4.2 Topic of the first cycle
No. Meeting Date Topic1 First April 20 th, 2011 Camping
2 Second May 2nd
, 2011 like and dislike(Extracurricular activity)
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3 Third May 3 rd, 2011 School activity (the fist cycle
test)
Based on the problem stated in the background and the data found in the baseline, the
actions were done by applying Direct Method in the process of teaching vocabulary. The
actions which are done were planning, acting, observing and reflecting.
In planning stage, the activities which are done were preparing all the equipments that
needed in doing the research. They were: designed the material, made the lesson plan, and
prepared some pictures. Beside that, the researcher also prepared the instruments of classroom
action research such as: observation sheet that was used by collaborative teacher or researcher
to give judgment during teaching learning process and field note to show the event that was not
written in the observation sheet.
In acting stage, the researcher applied the planning that had been arranged. The
researcher and collaborative teacher conducted the cycle one in three meetings. Cycle one was
started on April 20 th, 2011 at 10.25 a.m. 11.45 a.m. In the first meeting, the researcher gave
the explanation about Direct Method; the advantages of learning by using Direct Method, the
way and media which would be applied in teaching and learning process by using Direct
Method. Students then started to learn about the materials. Students were divided into 4 groups.
Then, the researcher gave a picture and text with the title Camping to each group. After that,the students were asked some questions about that picture. The researcher asked one student in
each group to read one paragraph from the text loudly and other students were listened it. Then,
students asked to find difficult words from the text and write those words in the whiteboard.
After that, researcher gave the meaning of those difficult words with demonstration and some
pictures. The last, students answered some questions from the text that they had learned.
In the second meeting, the researcher gave students the material. The topic of material
was about Extracurricular Activity (like and dislike). The researcher divided the students into 4groups. One group consist four or five students. The researcher asked a student the name of a
picture of extracurricular activity. Then, the researcher gave example of parts/things/words that
have correlation with its activity by using Spider Map. After that, each group was given a
picture of extracurricular activity and asked them to find words that have correlation with the
activity by using spider map like the researchers example. After students from each group
wrote some words in the white board, they followed the researcher in pronouncing those words.
The last, the researcher asked students to write their reason why they were like and dislike of
some extracurricular, then asked them to answer it by spoken.
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In the third meeting, the researcher and collaborative teacher gave the students test to
found the result of students learning in the first cycle. The number of test was 20 which consist
of choices, matching the words with their meaning, and matching the words with the pictures.
Not all of the students joined the test in that time because one student was sick. So, she did the
test in the next meeting.
At the same time, the researcher observed by filling out the instrument that had
prepared. It was the observation sheet to observe students learning process in learning
vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and
condition of teaching and learning process or the event that was not written in the observation
sheet.
The result of students vocabulary test for the first cycle is showed in the following table:
Table 4.3 The result of students vocabulary test in the first cycle
No Name of Students The result of student test NotePre- test The first cycle
test1 A 65 652 B 60 653 C 70 704 D 60 605 E 45 606 F 75 707 G 65 658 H 55 459 I 55 6010 J 60 7011 K 60 7012 L 60 7013 M 25 6014 N 65 7015 O 40 6016 P 65 7017 Q 70 6018 R 50 60
Based on the test result in the first cycle above, the researcher found there are more
different result between pre-test and the first cycle test. In this cycle, the researcher could see
the improvement of students vocabulary score. The improvement was significance because
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there were 7 students in range of good category (70-79), 10 students were in fair category (60-
69) and one student was in poor category (0-49).
Based on the observation sheet in every meeting of the first cycle, it was found that in
the first cycle students gave contribution in the class. They were motivated to learn English.
They were interested with the pictures that were shown as the media. They tried to know and
understand the vocabulary although some students did not understand the meaning of English
words which said by the researcher or English words from their book. In other word, the
students have not mastery much of vocabulary yet.
Based on the field note in every meeting of the first cycle, it was found that in the first
cycle the students difficult to find out the vocabulary and meanings. When the researcher asked
some questions to the students, they answered in Indonesian Language. They were also noisy.
In general, there was improvement of students vocabulary mastery in the third meeting
of first cycle, but some students still got problem in understanding the meaning of vocabulary
especially about the synonym (the same meaning) of words, and the description of words by
using sentence. Beside that, they still have less of vocabulary. When the researcher asked some
questions to the students, they answered in Indonesian Language. The result of the first cycle
test still did not reach the indicator; the average of students score was still under 70. So that,
researcher come to the second cycle to continue the treatment by using much more pictures,
demonstration, and examples in order to make students understand the meaning of English
words.
4.1.2 Implementation of the second cycle
The researcher and collaborative teacher conducted the second cycle in three meetings.
Its main goal was to improve students vocabulary mastery by using Direct Method. The
vocabulary which taught was about holiday, with the topic was shown below:
Table 4.4 Topic of the second cycle
No. Meeting Date Topic1 First May 4 th, 2012 Holiday (on the beach)
2 Second May 9 th, 2012 Holiday (A visit to the
zoo)3 Third May 10 th, 2012 Holiday ( test of the second
cycle )
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In the planning stage of this classroom action research, the researcher planned the
lesson plan, prepared the method (Direct Method: by using much more pictures, demonstration,
and examples in order to make students understand the meaning of English), prepared the
instruments of classroom observation such as: observation sheet and field note.
In acting stage, the researcher applied the planning that had been arranged. The
researcher and collaborative teacher conducted the second cycle in three meetings. The second
cycle was conducted on Wednesday/ May 4 th, 2012 at 15.10 16.30 p.m., Monday/ May 9 th,
2012 at 10.25 11.45 a.m. and Tuesday/ May 10 th, 2012 at 08.50 10.00 a.m.
In the first meeting, the researcher gave vocabulary game before the students started the
lesson. After that, the researcher showed the pictures of places that usually visited by people in
holiday to the students and asked them about those pictures. The students were divided into 4
groups by the researcher. Then, they were given a text with the title On the beach and one
student from each group read one paragraph loudly. The students were asked to find out the
difficult word from the text and wrote those vocabularies in the white board. After that, the
researcher explains about those difficult words with some demonstration and pictures. Then,
the students were asked to answer some questions from the text that they have learned.
In the second meeting, the researcher gave vocabulary game to the students before
starting the lesson. After that, the researcher showed the pictures of tourism places to the
students and asked them about those pictures. The students were divided into 4 groups by the
researcher. Then, they were given a text with the title A visit to the zoo and one student from
each group read one paragraph loudly. The students were asked to find out the difficult word
from the text and wrote those vocabularies in the white board. And then, the researcher
explains about those difficult words with some demonstration and pictures. After that, the
students were asked to do the exercise. The last, researcher and students discuss about the
exercise.
In the third meeting, the researcher and collaborative teacher gave the students test to
found the result of students learning in the second cycle. The number of test was 20 which
consist of choices, matching the words with their meaning, and matching the words with the
pictures. From 18 students that exist in class XI IPA 3, all of them joined the test. They need
only about 30 minutes to finish their test. Because of that, the teacher continued the lesson
about asking, giving, and responding opinion that related with season. Students sit in pairs and
they were asked to read the text of conversation. After that, they were asked to give and
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respond the opinion about the season in Indonesia. The last, one student was asked to stand up
in front of the class and other students gave opinion about their friends appearance.
At the same time, the researcher observed by filling out the instrument that had
prepared. It was the observation sheet to observe students learning process in learning
vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and
condition of teaching and learning process or the event that was not written in the observation
sheet.
The result of students vocabulary test for the second cycle is showed in the following
table:
Table 4.5 The result of students vocabulary test in the second cycle
No Name of
Students
The result of student test NotePre- test The first cycle
test
The second
cycle test1 A 65 65 652 B 60 65 653 C 70 70 754 D 60 60 705 E 45 60 456 F 75 70 807 G 65 65 208 H 55 45 509 I 55 60 5010 J 60 70 7011 K 60 70 7512 L 60 70 7513 M 25 60 6514 N 65 70 8015 O 40 60 7016 P 65 70 9017 Q 70 60 7018 R 50 60 80
Based on the test result in the first cycle above, the researcher found there are more
different result between pre-test, the first cycle test and the second cycle test. In this cycle, the
researcher can see the improvement of students vocabulary score that compare with the pre-
test and the first cycle test. The researcher found the improvement of the students vocabulary
score in the second cycle but it was not significance. There are also 4 students who have
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declining score because some of them did not present in the learning process in cycle 2. In this
cycle, there are 2 students in poor category (0-49), 2 students in weak category (50-59), 3
students in fair category (60-69), 7 students in good category (70-79), and 4 students in very
good category (80-100).
Based on the observation sheet in every meeting of the second cycle, it was found that
in the second cycle students had good motivation in learning vocabulary. The students felt
interest studied English when the researcher started the lesson by giving vocabulary game as a
warming up. They also started to memorize the vocabulary well. Students vocabularies were
increase. It was proved from their understanding in doing exercises and their responding
toward researchers questions.
Based on the field note in every meeting of the second cycle, it was found that in the
second cycle the students were easier to be controlled. They paid attention when researcher
demonstrated the vocabularies. They also tried to be the first in answering researchers
questions. But, some of them still used Indonesian language when answered the researchers
question.
In third meeting of the second cycle, there was improvement of students vocabulary
mastery, but some students still got problem in understanding the meaning of vocabulary
especially about the synonym (the same meaning) of words and the description of words byusing sentence. The students also still used Indonesian Language in answering teachers
questions. The result of the second cycle test still did not reach the working indicator, the
average of students score were also under 70. Therefore, researcher comes to the third cycle to
continue the treatment with some practices in to make students using English word and familiar
with English Vocabulary.
. 4.1.3 Implementation of the third cycleThe third cycle consisted of three meetings. The vocabulary taught was about season,
with the topic shown below:
Table 4.6. Topic of the third cycle
No. Meeting Date Topic1 First May 11 th, 2012 Season and weather 2 Second May 23 th, 2012 Suggestions3 Third May 24 th, 2012 Season (test of the third
cycle)
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In the planning stage of the third cycle, the researcher planned the lesson plan, designed
the material, and prepared the media and the instruments of classroom observation such as:
observation sheet and field note.
In the third cycle, the researcher and collaborative teacher conducted the cycle three in
three meetings. The third cycle was conducted on Wednesday/ May 11 th, 2012 at 15.40 17.00
p.m., Monday/ May 23 th, 2012 at 10.25 11.45 a.m. and Tuesday/ May 24 th, 2012 at 08.50
10.00 a.m.
In the first meeting at the acting stage, the researcher showed pictures of view which
described about season and asked them about those pictures. Students were divided into 4
groups and they were given the text about the season that contains some of the picture aboutweather. Then, the researcher asked one student in each group to read few lines from the text
loudly. After that, the researcher asked students to match the season with its characteristic
weather and do the exercise about the season.
In the second meeting, the teacher asked students to sit in pairs. Then, teacher spread
the text dialogue to the students. Some students were asked to read the dialogue which
contained the suggestion. After that, the teacher explained about the difficult word and the
pattern of how to give suggestion by using example. The teacher asked students to write the
suggestions based on the picture. Students were asked to memorize their answers then collect
their exercises book. Teacher asked some students to write their answers in the whiteboard.
Then, teacher gave comment and correction to the students answers.
In the third meeting, the researcher and collaborative teacher gave the students test to
found the result of students learning in the third cycle. The number of test was 20 which consist
of choices, matching the words with their meaning, and matching the words with the pictures.After finishing do the test, teacher and students discuss about the test. In that time, not all of the
students join the test because there was some students were sick and absent. So, they did the
test in the next meeting.
Table 4.7 The result of students vocabulary test in the third cycle
No Name of
Students
The result of student test Note
Pre- test The firstcycle test
Thesecond
The thirdcycle test
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cycle test1 A 65 65 65 802 B 60 65 65 703 C 70 70 75 754 D 60 60 70 755 E 45 60 45 806 F 75 70 80 807 G 65 65 20 708 H 55 45 50 709 I 55 60 50 6510 J 60 70 70 7511 K 60 70 75 7012 L 60 70 75 8013 M 25 60 65 6514 N 65 70 80 6515 O 40 60 70 7516 P 65 70 90 8017 Q 70 60 70 7518 R 50 60 80 75
Based on the test result in the third cycle above, the researcher found there are more
different result between pre-test, the first cycle test, and the second cycle test. In this cycle, the
researcher could see the significant improvement of students vocabulary score that compare
with the pre- test, the first cycle test and the second cycle test. In this cycle there was not
student in poor and weak category. There are 3 students in fair category (60-69), 10 students in
good category (70-79), and 5 students in very good category (80-100).
Based on the observation sheet in every meeting of third cycle, it was found that in the
third cycle, students are motivated to study about season. They asked about some countries
which have 4 seasons. Students vocabularies were in good progress. They could write
sentences based on the word from the teacher.. They gave good responses in answering
teachers questions. They also did their test seriously.
The result of field note from the third cycle showed the improvement of students
positive respond about the using of Direct Method. The students were interested to know the
season in some countries. They asked much more in this lesson. They could do some
conversation practice in front of the class. The students also could finish the test only 30
minutes.
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In the third cycle, the students vocabularies were in good progress. They could mastery
many of words better than before. They also enjoyed the learning process through some
pictures and demonstration. In this cycle, the result of students test reached the working
indicator of this research. The average of students score were more than 70, so that, the
researcher did not make reflection anymore. It was because the goal of this research was
reached.
4.2. The Result
Based on the purpose of the researcher was to improve students vocabulary, the
researcher indicated that Direct Method can improve the students vocabulary. The researcher
also found that applying Direct Method could better contribution to improve students
vocabulary. It could be seen on the result of the students test, observation, and field note,
where teaching by using Direct Method made students active and motivated in learning
vocabulary.
In the first cycle, the researcher taught about school activity. In this cycle the researcher
gave students some pictures and reading text. They asked to find the difficult words or
unfamiliar words. Then the researcher explained the meaning of those words with some
demonstration and pictures. After that, students did the exercises. After the first cycle done,
the test was taken on the third meeting. The result below showed the percentage of students
achievement:
Very good : 80 100 = 0 student = 0%
Good : 70 79 = 7 students = 38,9%
Fair : 60 69 = 10 students = 55,6%
Weak : 50 59 = 0 students = 0%
Poor : 0 49 = 1 student = 5,6%
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In the second cycle, the researcher taught about holiday. In this cycle the researcher
gave students some pictures and reading text. They asked to find the difficult words or
unfamiliar words and wrote it in the whiteboard. Then the researcher explained the meaning of
those words with some demonstration and pictures. After that, students did the exercise. After
the second cycle done, the test was taken on the third meeting. The result below showed the
percentage of students achievement:
Very good : 80 100 = 4 student = 22,2%
Good : 70 79 = 7 students = 38,9%
Fair : 60 69 = 3 students = 16,7%
Weak : 50 59 = 2 students = 11,1%
Poor : 0 49 = 2 student = 11,1%
In the third cycle, the teacher taught about season. In this cycle the teacher divided
students into some groups or pairs and gave them some pictures and reading text. They asked to
find the difficult words or unfamiliar words. Then the researcher explained it with some
examples. After that, students did the exercise and wrote their answers in the whiteboard. After
the second cycle done, the test was taken on the third meeting. The result below showed the
percentage of students achievement:
Very good : 80 100 = 5 student = 27,8%
Good : 70 79 = 10 students = 55,6%
Fair : 60 69 = 3 students = 16,7%
Weak : 50 59 = 0 students = 0%
Poor : 0 49 = 0 student = 0%
Based on the researcher observation and reflection each cycle, the researcher found that
applying Direct Method can give better contribution to improve students vocabulary.
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