IMPROVING THE STUDENTS VOCABULARY MASTERY THROUGH LIST GROUP LABEL STRATEGY (EXPERIMENTAL/PTK)
CHAPTER I
INTRODUCTION
A.
Background
Learning English is very important,
because English has become an international language, which is used by most communities in the world. Many
countries use English as their second language. In spite of the difficulties in
studying English, it is worthwhile to study the language because it plays a
very important role in almost all fields
of life such as: communication, commerce, economy, politics, education,
science, technology and so on.
Finocchiaro stated that “Language is a system
of arbitrary, vocal symbol, which permits all people in given culture or other
people who have learned the system of that culture, to communicate or to
interact”. (Finocchiaro, 1974:3).
Vocabulary is one of the language components that have to be taught to the students in learning
a foreign language. Petty and Jensen (1980: 76) support the idea by stating;
“since the knowledge of words and word meaning is essential in both the
expressive and receptive aspect of language, vocabulary building is vital to
the early language program”. Unfortunately, many students consider learning
vocabulary as a tedious job. Because of that, the teacher should look for an
effective technique to make learning vocabulary easier, more pleasant, and
enjoyable.
Vocabulary as one of the important
aspects in grammar has a very important role in supporting the four language
skills. Harmer (1984:149) states that in teaching foreign language, including
speaking, writing, and reading and listening skill, it is impossible to use those
skills without vocabulary. Without possessing an extensive vocabulary, we will
be unable to use all we have learned for comprehensible communication,
including the structures and the functions.
In teaching vocabulary there are many
strategy, one of them is list group label The rationale behind this strategy is
based on the notion that categorizing words can help children organize new
words and experiences in relation to previously learned words. LGL attempts to
improve upon the way in which children learn and remember new words. LGL was
originally used in science and social studies classes; however, the strategy
seems appropriate across the curriculum.
Based on the explanation above the
researcher will apply the list group label strategy to improving the students
vocabulary mastery at the (school)
