CHAPTER I
INTRODUCTION
This
chapter consists of background, problem statement, objective of the research,
significant of the research and scope of the research.
A.
Background
Teaching English in our
country has been developed extensively because English is an international
language in the world. Therefore, Indonesian government has brought it as a
local since at the elementary school. In teaching English vocabulary as an
element or language is considered as the most important factor in increasing
the mastered if the students are still lacking of vocabulary. Vocabulary is a
part of language learning that need continuing growth and development by both
native and non native speakers long after grammar and pronunciation elementary
school until senior high Scholl. In language teaching preparation program in
our country, more and attention being given to improve some technique for
teaching vocabulary.
Learning vocabulary as
a foreign language seems easy but some students feel fear. The teacher of
English should find out solution by crating efficient and effective technique
of teaching in teaching English vocabulary, besides that, the teachers should
establish condition which makes teaching vocabulary possible. The learning will
occur within reasonable period of time. Vocabulary is when we speak and write;
the term expressive vocabulary is used to refer to both since these are the
vocabularies we use to express ourselves. We “understand” vocabulary when we
listen to speech and when we read (Pikulski & Templeton 2004: 1).
Stahl (2005: 1) stated,
“Vocabulary knowledge is knowledge; the knowledge of a word not only implies a
definition,but also implies how that word fits into the world.” Consequently,
researchers and practitioners alike seek to identify, clarify, and understand
what it means for students “to know what a word means.
Realizing how important
the vocabulary and how difficult students to build up the teachers of English
have provided students with rich exciting exercise which are expected to help
vocabulary mush be very helpful to improve the students’ ability in English
communication. vocabulary is very important in a language, when we learn a
language like English; we learn the words of language. Students must continue
to learn words as they learn structure as they practice the target language.
The vocabulary is needed very to master the four skills in English.
In fact, students’ mastery of English vocabulary is still lack. The
students are also difficult to deliver their ideas because of their limitation
of vocabulary. On the other hand, some students don’t have self-confidence
speaking using that vocabulary. As consequence, students will be difficult to
communicate to each other or share their opinion. So that, they should always
improve their of vocabulary. Vocabulary not easy thing to do, we must be
optimistic that can. Teacher has to make an effort to build their students’
vocabulary since students will have more opportunity to identify the words
during the teaching and learning process.
In facilitating the students in learning vocabulary, English teachers
should also provide materials that are appropriate with the curriculum and find
suitable methods in teaching and learning process. Thus, media are to solve
those problems. Media are important in teaching and learning English since they
help both of the teacher and the students.
To help students understand the learning task or
learning material is using Mime Games. Kerrigan
(1999: 2) define
mime as "Using your body to say something," or "Non-verbal communication." This broader definition allows the students
to understand that everyday gestures as well as the body language of our
feelings are a good starting point for understanding the art form of mime.
Based on the explanation above the researcher will
apply the Chinese Mime Games in teaching vocabulary at the classroom under the
title “Improving the Students’ Vocabulary
Mastery Through Chinese Mime Games at the First Year Students of Junior High
School“
B.
Problem
Statement
By looking over the background, the researcher formulate the problem statement as follow: “Can the use of Ice Breaker improve the speaking ability of the seventh grade students of SMP ?”
C. Objective of the Research.
Based on the problem mentioned
above, the objective of the study can be stated as follows “To find out the
result of using Ice Breaker
to improve students’ speaking
ability achievement at the First
Year Students of Junior High School”.
D.
Significance
of the Research.
The
significance of this study can
contribute some benefits to students and teachers. They are:
1. It may motivate students to improve their interest in speaking sincethey will find out that English speaking materials are not always complicated, boring, monotonous, and discussing uninteresting matters only. It is expected that students will find out that they can learn English through many sources that they like. By using Ice Breaker as teaching media, hopefully, the students will improve their speaking ability, which finally will help them to master English well.
2. It may show teacher that Ice Breaker and other forms of interesting ways can be used for teaching speaking. At least, those kinds of material will become a stimulantntto build students’ interest in speaking. Moreover, this will give teachers inspiration in improving their teaching method so that they can attract students and will finally improve the students’ mastery of the material that they taught.
E.
Scope
of The Research
In the scope of the
research, the researcher restricted of the effect to using vocabulary network
and the vocabulary mastery in three sections namely:
1. By
discipline: this research is limited to the field of applied linguistics, the
teaching subject in terms of speaking
ability by using Ice Breaker.
2. By
contents: this research covered some component
of speaking there are Mechanics (pronunciation, grammar,
and vocabulary).
3. By
activity: the researcher used two ways in teaching vocabulary, they were:
a. For
the experimental group, the researcher teach speaking by using Ice Breaker. The researcher Focus on building
the group, planning
an icebreaker, give yourself plenty of time to describe the activity and
debrief the activity and use
the discomfort as a topic for discussion.
b. For
the control group, the researcher teach speaking
by using traditional
method. The researcher prepare the text
and then asks the students to speak.
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