CHAPTER I

INTRODUCTION

This chapter provide a background of study, the identification of study,

research problem, the objective of the study, limitation of the study, the

significant of study, and relevant study.

A. Background of the Study

English is one of the compulsory subjects in Indonesia education as a

foreign language. Indonesia has considered English as the first foreign language

which plays important roles in Indonesian education. It becomes a compulsory

subject to be taught gradually from junior high school to the university level. In

learning English language, both mother tongue and foreign language, vocabulary

plays an important role. It is one element that connects the four language skills all

together. Vocabulary should be integrated into the teaching of those four skills-

listening, speaking, reading, and writing. Teachers cannot teach vocabulary

independently, unless the learners especially children as young learners will get

confused and maybe frustrated in learning English. In order to communicate well

in a foreign language, students should acquire an adequate number of words and

should know how to use them accurately.1

In reality, English as a foreign language is taught separately from the

language skills. The teacher gives the vocabulary, asks the learners to write it

down in their notebooks, and then finally they have to memorize it for the next

meeting. This traditional way is quite boring even makes the learners hateEnglish

1
Arum Nisma Wulanjani. The Use of Vocabulary-Games in Improving Children’s
Vocabulary in English Language Learning. Journal of Transformatika, Vol. 12 , No. 1, Maret
2016

1
language lesson. The teacher should give the materials through an interesting

technique in order to make the learners enjoy the teaching-learning process. As

Nation claims that “teachers should facilitate vocabulary learning by teaching

learners useful words and by helping learners figure out meanings on their own”.

Moreover, the learners are children who love to play and learn best when they are

enjoying themselves.. They are not always aware that they are learning language.2

Children include as young learners, so many experts describe this term in

different ways. Phillips claims that young learners are children from the first year

of formal schooling (can be five or six years old) to eleven or twelve years of

age.3 Similar with Phillips, Slattery and Jane also give the same description. 4

They mention that young learners are aged seven to twelve years old, then age

under seven years old categorized as very young learners. While, according to

Scott and Ytreberg young learners are between five and ten or eleven years old. 5

While Cameron adds that young learners include children between seven to

fourteen years old. Basically, they have nearly similar description; the age range

isnot too wide. In this article, young learners are children aged five up to seven

years old or kindergarten students.6

Basic vocabulary also is taught at MIS Plus Al-Faiz especially for first

grade till sixth grade. All word learning tasks are not equal in difficulty, child may

understand the concept behind a word, but not know the word itself. Based on writer’s
2
Linse, Caroline T. (2006). Practical English Language Teaching: Young Learners. In
Nunan, David (Ed.). New York: Mc. Graw-Hill.
3
Phillips, Sarah. (2003). Resource Books for Teachers: Young Learners. In Maley, Alan
(Ed.). Oxford, New York: Oxford University Press.
4
Slattery, Mary and Willis, Jane. (2001). English for Primary Teachers: A Handbook of
Activities and Classroom Language. Oxford, New York: Oxford University Press.
5
Scott, Wendy A. and Ytreberg, Lisbeth H. (1990). Teaching English to Children. New
York: Longman Keys to Language Teaching.
6
Cameron Lynne. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge
University Press.

2
observation and interview at MIS Plus Al-Faiz with their English teacher about

vocabulary material during in the classroom. She said that vocabulary is not easy

for students when she tried to teach it because they difficult to said words every

words. Then, needed extra energy to teach English for young children it’s so

different when teach adults people. Added during learning process, the students

get bored for accepting the lesson. Furthermore, the writer conducted interview

with second grade’s student, here the writer asked about English subject during

learning process. He said that the teacher taught just using lecture method, it’s

make him get bored.

To solve the problem in vocabulary learning the teacher can use methods

or techniques that are suitable and interesting to the students. One of methods that

can be used in teaching and learning vocabulary is application, memorization, and

audio visual. Application is also called as applied learning activities students gain

self-awareness, a deeper understanding of content, and an ability to work

collaboratively using problem solving, as well as creative and critical thinking

skills.7 Meanwhile memorization is always applied in the language classroom to

build up students’ vocabulary and help them remember pronunciation, lexis,

usages, and so on.8 Then audio visual according Reddy states that audio visual

education consists of the uses of interactional devices such as film projectors,

radio, television, charts, posters, models, field trips etc.9 Using all three methods

can help the students to get better vocabulary, accepting, and understanding easily

word by word that taught by their teacher.

7
Stanchfield, J. (December 2013). The brain, learning, and reflection. Message posted to
http://blog.experientialtools.com/2013/12/18/the-brain-learning-and-reflection/
8
Wen-Chin Chen, Min-Chuan Yang, and Kuan-Ming Lin. A Study of Applying
Memorization Method to Enhance Primary School Students’English Oral Ability. Journal of
Economics, Business and Management, Vol. 4, No. 11, November 2016
9
Reddy, R.J. (2008). Methods of Teaching. New Delhi: S.B Nangia

3
 Based on background of this problem, the writer are eager to conduct a

research with the title, “Implementation of Learning English Vocabulary for

Students MIS Plus Al-Faiz 165 for Ages 6-8 Years With, Memorization, and

Audio Visual Methods.”

B. Identification of the Study

Based on the background of the study above, has explained more why this

research is necessary and can be identified some problems that make point by

point as follows :

1. Teaching vocabulary to young learner is not easy.

2. Teaching English for young learner is very much different from teaching

adults.

3. Young learner can easily get bored, if the condition of teaching English process

is monotonous and not creative.

4. The teacher needs to prepare good strategies and a suitable material in order to

gain the target of language teaching to the children.

C. The Formulation of Problem

Based on the background of the study and Identification problem above,

can be formulated the problem that should be answered by a research question as

follows :

1. How to implementation of learning English vocabulary for student MIS Plus

Al-Faiz 165 for ages 6-8 using application, memorization and audio visual ?

2. What are the obstacles which faced by students of learning English vocabulary

using application, memorization and audio visual.

4
D. The Objective of Study
Based on the formulation of research above, the objective of the study are :

1.To find out implementation of learning English vocabulary for student MIS Plus

Al-Faiz 165 for ages 6-8 using application, memorization and audio visual.

2.To find out obstacles which faced by students of learning English vocabulary

using application, memorization and audio visual.

E. Limitation of The Study

This research is limited on the implementation of learning English

vocabulary for student MIS Plus Al-Faiz 165 for ages 6-8 using application,

memorization and audio visual.

F. Significances of the Study

This study is expected to be useful in some significances not only for the

writer but also for the others people such as:

1. Theoritical significant

The findings of this study can be used as a valuable information and

reference material in acquiring knowledge and understanding to develop learning

English vocabulary for student.

2. Practical significances

a. The students, to increase their skill and stimulate them to improve their ability

in learning English vocabulary using many methods.

b. English teacher , to improve their ability in teaching vocabulary by using

application, memorization and audio visua .

5
c. The other researcher to update their information or knowledge and to master

the ability in teaching vocabulary.

G. Relevant Study

To support this research, the following results will be presented research

that has been done. Dian Utami O.F in her research, where the subject her

research was the second years students at SDN 2 Sawahan In 2014/2015. The

result of his research showed that teaching English vocabulary using audiovisual

aids for the first grade students of SDN 2 Sawahan improved. The entire student

showed with their participation in learning English, their score was also better and

the class became happy and fun.

Based on the result above, the researcher used the research results as a

reference and examine more deeply about the implementation of Learning English

for Students Ages 6-8 Years With Learning Application, Memorization, and

Audio Visual Methods to improve their vocabulary.

6
 CHAPTER II

REVIEW OF LITERATURE

This chapter provide a review of literature concerning the theoretical

framework, related study and conceptual framework. In theoretical framework

presented in eight title: .

A. Theoretical Framework

1. Vocabulary

a. Definition of Vocabulary

Vocabulary mentions by many expert, McCarthy says, “Vocabulary is the

biggest component of any language. If you do not know enough vocabulary you

will not be able to express yourself adequately.” 10 Within each topic, vocabulary

is divided into nouns, verbs, adjectives, adverbs, phrases and idioms. Each word is

defined in relation to the topic in question. For example, in ‘air travel’, the

meaning that is given for the word connection is a plane that leaves after another

one arrives and allows you to continue your journey by changing from one to the

other. 11

Syafrizal and Haerudin states that vocabulary can be defined, roughly, as the

words we teach in the foreign language. However, a new item of 42 vocabulary may

be more than just a single word: for example, post office, and mother-in-law, which

are made up of two or three words but express a single idea. 12

10
McCarthy, Michael. (1990). Language Teaching Vocabulary. New York: Oxford
University Press
11
Collins. (2011). Easy Learning English Vocabulary. Westerhill Road: HarperCollins
Publishers
12
Syafrizal, S., & Haerudin, H.. The implementation of vocabulary building strategy in
teaching English vocabulary to young learners. Journal of English Language Teaching, 5(1), 40–
48 2018.

7
 The vocabulary is ordered alphabetically but, unlike legal dictionaries, it

contains a set of words associated with a particular area of law, which is the

subject matter of that chapter. In this way, the relevant terminology is grouped

together. There are, of course, words that are not exclusive to one branch of law

but will arise in various contexts, for example the word ‘claimant’.13

Vocabulary knowledge is often viewed as a critical tool for second

language learners because a limited vocabulary in a second language impedes

successful communication. Underscoring the importance of vocabulary

acquisition, Schmitt emphasizes that “lexical knowledge is central to

communicative competence and to the acquisition of a second language.14

b. Kinds of Vocabulary

Haycraft, quoted by Hatch and Brown (1995), indicate two kinds of

vocabulary, namely receptive vocabulary and productive vocabulary.15

1) Receptive Vocabulary

Receptive vocabulary is words that learners recognize and understand

when they are used in context, but which they cannot produce. It is vocabulary

that learners recognize when they see or meet in reading text but do not use it in

speaking and writing.

2) Productive Vocabulary

Productive vocabulary is the words that the learners understand and can

pronounce correctly and use constructively in speaking and writing. It involves

13
Helen Gubby & Barrister. (2016). English Legal Terminology. Den Haag : Eleven
International Publishing
14
Mofareh Alqahtani. The Importance Of Vocabulary In Language Learning And How To
Be Taught. International Journal of Teaching and Education. Vol. III, No. 3 / 2015
15
Hatch, E. & Brown, C. (1995).Vocabulary, Semantics, and Language Education.
Cambridge: Cambridge University Press.

8
what is needed for receptive vocabulary plus the ability to speak or write at the

appropriate time. Therefore, productive vocabulary can be addressed as an active

process, because the learners can produce the words to express their thoughts to

others.16

c. The Technique in Teaching Vocabulary

Teaching techniques are important in teaching learning process not only

determined by teacher and students’ competence but also with appropriate technique.

Studying language causes some problems, because many students consider that

vocabulary is very challenging to be learnt , teacher should keep looking for way to

make learning easier and more pleasant. According to Allen the techniques in

teaching vocabulary are:17

1) Using Real Object

Using real object can show the student real thing is excellent for helping the

students understand the meaning. There are real windows, doors, walls, floors, desks,

tables, and chairs in the classroom to be used to teaching. There are many others ways

to create a communication situation in the classroom. Suppose the teacher shows a

picture that shows a head which is various part: hair, eyes, ears, nose and mouth.

Pictures for vocabulary teaching come from many sources. Students (or by

teacher) there are attractive sets which are intended for school.

2) Drawing

Objects can either be drawn on the blackboard or drawn on flash cards.

The latter can be used again and again in different contexts if they are made with

cards and covered in plastic. They can help young learners easilyunderstand and
16
Mofareh Alqahtani. The Importance Of Vocabulary In Language Learning And How To
Be Taught. International Journal of Teaching and Education. Vol. III, No. 3 / 2015
17
Rudi Hartono. The Use Of Audiovisual Media To Increase The Students’ Vocabulary: A
Case Of The Tenth Grade Students Of SMA N 1 Cepiring Kendal. Vol. 4, No. 1, February 2013

9
realize the main points that they have learned in the classroom.

3) Pictures

Pictures show meaning of basic words for the students. Language teachers

are responsible for creating conditions which is encourage vocabulary expansion,

and well chosen game can help the students acquire English words. The list of

pictures includes: posters, flashcards, wall charts, magazine pictures,board

drawings, stick figures and photographs. Pictures for vocabulary teaching come

from many sources. They can also make their own visual aids or used pictures

from magazines. Visual support helps learners understand the meaning and helps

to make the word more memorable.18

d. Important of Learning Vocabulary

“Without grammar very little can be conveyed, without vocabulary

nothing can be conveyed”. This is how the linguist David Wilkins described the

importance ofvocabulary as quoted by Thornbury. It means that someone can

speak English although less in grammar during the key words is easy to be

understood. In the other side, someone can not say something if they never know

vocabulary, means that they can not communicate well. Other opinion, David

Nunan argued that the acquisition of an adequate vocabulary is essential for

successful second language use because without and extensive vocabulary, we

will be unable to use the structures and functions we may have learned for

comprehensible communication.19 By realizing the importance of vocabulary

development or master development in learning a foreign language, students must

18
Mofareh Alqahtani. The Importance Of Vocabulary In Language Learning And How To
Be Taught. International Journal of Teaching and Education. Vol. III, No. 3 / 2015
19
David Nunan. (1991). Language Teaching Methodology: A textbook for teachers,
London: Prentice Hall International

10
devote part of their time to learn vocabulary items. To foreign language students,

like Indonesian students, learning vocabulary needs special efforts because

English is very much different from students‟ native language and their national

language. 20

2. Teaching English for Young Learners

a. English for Young Learners

Young learners addressed to someone who’s of age young with range 6-12

years old, but to express it so many expert having their opinion to definition of it.

Syafrizal and Haerudin claimed that “The young learners are students who are

studying in Elementary or Senior High School aging 7-15 and they studied

English as a second language”.21

Most people think that English is taught best at the early stage. They

believe that the earlier children learn English, and the more exposure to the

language, the better it will be. This actually is a fallacy because the success of

foreign language learning is not merely determined by the age and exposure

factors. There are still many other factors that have to be considered to make sure

that teaching English to Young Learners will be effective, such as the nature of

language instructions given, psychological and social factors, teaching materials,

individual differences in cognitive and learning styles, and many other factors.

Teaching English for young learners, therefore, should be properly

handled if it is to be successful. It needs highly skilled and dedicated teaching.

Teachers of English for young learners need to have a sound understanding of

20
John Read. (2000). Assessing Vocabulary. New York: Cambridge University Press
21
Syafrizal, S., & Haerudin, H.. The implementation of vocabulary building strategy in
teaching English vocabulary to young learners. Journal of English Language Teaching, 5(1), 40–
48 2018.

11
how students think and operate, that is how young learners learn a language. This

will serve as the foundation for the implementation of teaching English to young

learners.22

b. Characteristic of Young Learner

Before conduct a lesson, the teacher should know the characteristic of the

children which will be taught. Some characteristics of young learners that are :

1) They don’t about the rules, but the young learner know that they’re there to be

obeyed.

2) They understand situations more quickly than they understand the language

used

3) They are very logical-what you say first happens first.

4) They have a very short attention and concentration span

5) Young children sometimes have difficulty in knowing what is fact and what is

fiction.

6) The adult word and the child’s world are not the same

7) They will seldom admit that they don’t know something either.

8) Young learner can’t decide for themselves what to learn.

9) They love to play, and learn best when they are enjoying themselves. But they

also take themselves seriously and like to think that what they are doing is real

work

10) Young children are enthusiastic and positive about learning.23

22
Fitrawati. Teaching English For Young Learners “ How They Learn And Pedagogigal
Implication”. Jurnal Ilmiah Ilmu Pendidikan. Volume XIII No.2 November 2013
23
Scott, A Wendy & Lisbeth H. Ytrebreg. (1990). Teaching English to Children. London :
Longman

12
c. How do Young Learners Learn?

Young learners will learn best if the people involved in the teaching

learning process facilitate the learning and take into account the way they learn

into the teaching practices. Piaget suggested that children developed through

specific stages, they are33:

1) Sensor-Motor Stage (from 0 – 2 years) in which children seemed to learn

through physical interaction with the world around them.

2) Pre-operational stage (from 2 - 7 years) when children need concrete situations

to process ideas.

3) Concrete Operational Stage (from 7 - 11 years) in which children begin to

conceptualize and do some abstract problem solving, though they still learn

best by doing.

4) Formal Operational Stage (from 11-15) in which children are able to use

abstract thinking.

Young learners can be included into those aged 4-11 years or within

concrete operational stage, where they learn best from concrete things around

them. Piaget believed that children went through the stages above and that they

could only move onto the next stage when they had completed the stage before,

and were ready to do so.24

d. Teaching Vocabulary for Young Learner

Children need to be exposed to words in many different situations, which

means that learning a word takes a long time. In addition, the above quote also

suggests that teaching words should be carried out in intervals; teachers should go

24
Mary Lou McCloske. (2002). Seven Instructional Principles for Teaching Young
Learners of English. TESOL Symposium : San Diego

13
back to previously taught words regularly, e.g. in different activities where the

same words are used or met again. Brewster, Ellis and Girard explain that children

go through five main stages in their efforts to learn new words and attach the

words they already know. The stages they identify are the following:25

1) Understanding and learning the meaning of new words

2) Attending to form

3) Vocabulary practising, memorizing and checking activities

4) Consolidating, recycling, extending, organizing, recording and personalizing

vocabulary

5) Developing strategies for vocabulary learning

The first stage of vocabulary learning introduced is connected with the

introduction of new words and the several different ways of presenting

vocabulary. They claim that new words are ideally presented in a context which is

familiar to the child and that visual support is very important to help convey

meaning and to help students memorize new vocabulary. They claim that it is

helpful to introduce new words in groups, based on certain similarities, e.g.:26

1) Lexical sets, e.g. shops, fruit, clothes, house, etc.

2) Rhyming sets, e.g. bat, rat, hat, man, etc.

3) Colour sets, e.g. things that are green: frog, pea, apple, leaf, etc.

4) Grammatical sets, e.g. adjectives, verbs, nouns, prepositions, etc.

25
Brewster, J., Ellis, G and Girard, D. (2002). The Primary English Teacher’s Guide. New
Edition. Harlow: Pearson EducationLimited
26
Imaniah,Ikhfi and Nargis. (2017). Teaching English for Young Leaners. Tangerang :
FKIP UMT PRESS

14
5) Partners or collocations, e.g. play the piano, ride a bike, loud noise, get up late,

etc.

6) Opposites or male and female, e.g. hot/cold, boy/girl, husband/wife,

3. Memorization

In this study, the role of memorization used as an old strategy in the

learning process was examined according to student attitudes. Wang explains how

this process develops and how the memorization as a cognitive process occurs in

the human mind: the memory at the center of the memorization process is a

physiological organ that enables the retaining and retrieving of information in the

brain.27 Memorization is a cognitive process that reconstructs and restructures in

long-term memory by encoding and preserving information in the meta-cognitive

layer of the brain. Memorization as a strong or weak strategy always matches the

needs of learners in the language learning process. The memorization strategy

forms part of the learning habits of the students. Especially in the language

learning process, it is not possible for both students and teachers to deny and

refuse to memorize.28

There are teaching strategies that we can use to enhance the of the memory

our learners. Try integrating the following teaching strategies into our curriculum

to help our students develop a more efficient memory.29

a. Mnemonic

27
Wang, Y. (2009). Formal description of the mechanisms and cognitive process of
memorization (Eds. M. L. Gavrilova et al.). Berlin: Springer-Verlag
28
Hülya Sönmez. A Review about the Use of the Memorization Strategy during the
Learning Process by Students. International Journal of Languages’ Education and
TeachingVolume6, Issue 1, March 2018
29
Md. Enamul Hoque. Memorization: AProven Method of Learning. International Journal
of Applied Research : Vol.22 February 2018

15
 Mnemonic devices have been thoroughly studied and have been proven to be

an effective way to help one remember information more efficiently. Research

states that when information comes into your brain, it searches for prior

knowledge, then it seeks meaning through patterns.

b. Chunking Words and Activities

We can encourage our students to chunk. This means to group items or things

into categories or words to make it easier to remember.

c. Students Teaching Others

To help our struggling students improve their working memory, try having

them learn a concept in order to teach it to a classmate.

d. Using Mental Imagery

Mental imagery is another effective method to help students enhance their

working memory. Using a visual picture can help cement the concept into the

brain.

e. Focus to Remember

Studies show that in order for you to retain information, you have to be focused

and pay attention. If you are not, then the information will be disregarded

within 30 seconds. Try giving your students this piece of information next time

you really want them to pay attention.

f. Utilize Technology

Learners love technology and they also love tapping away on the keyboard,

texting, and messaging their friends. Students will have to take the information

that they learned and put it into their words in order to send their point of the

view of what they just learned to their classmate.

16
g. Connecting to Emotions

Studies show that if you connect an emotion to something that you want to

remember, you will more likely be able to commit that information to your

memory. The next time your students are struggling to remember something,

ask them to try and emotionally connect to it.

h. Visual and spatial techniques

Visual and spatial techniques are memory tricks that involve our five senses.

They utilize images, songs, feelings, and our bodies to help information stick.

Humans have outstanding visual and spatial memory systems. When we use

visual and spatial memory techniques, we use fun, memorable, and creative

approaches rather than boring, rote memorization.

i. Memorable visual images

The next time you have a key item you need to remember, try making a

memorable visual image to represent that item. Images are important because

they connect directly to your brain’s visual spatial centers. Images help you

remember difficult concepts by tapping into visual areas.

j. The memory palace technique

This technique involves visualizing a familiar place—like the layout of your

house or dorm room—and using it as a visual space where you can deposit

concept-images that you want to remember. This technique can help with

remembering unrelated items, like a grocery list.

k. Songs and jingles

17
 Much like the memory palace and images, songs or jingles use your brain’s

right hemisphere and can help us remember tricky things like equations and

lists.

l. The five senses

Using as many of the five senses as possible when studying helps us use more

parts of our brain and retain information better.

m. Lively visual metaphors or analogies

This can help us to not only remember but understand concepts, especially in

language, literature and science. A metaphor is a way of realizing that one

thing is somehow similar to another.

4. Audio Visual

Teaching by using media is needed in the teaching learning processes to

help students become active. In addition, media is important, because media can

help teacher in supporting presentation of material. Audiovisual media is a media

that can be seen, touched and listened, use the audiovisual in class to make

students interested because they can see how the speaker said the words. 30 Using

audio visual as multimedia has the potential to change the roles of teachers and

students and the interactions between them by allowing students to create their

own interpretations of information. Reddy states that “audio visual education

consists of the uses of interactional devices such as film projectors, radio,

television, charts, posters, models, field trips etc.31

Then, Reddy states that thereare twelve advantages of audio visual aids:32

30
Rudi Hartono. The Use Of Audiovisual Media To Increase The Students’ Vocabulary: A
Case Of The Tenth Grade Students Of SMA N 1 Cepiring Kendal. Vol. 4, No. 1, February 2013
31
Reddy, R.J. (2008). Methods of Teaching.New Delhi: S.B Nangia
32
Feri Kurniawan. The Use Of Audio Visual Media In Teaching Speaking. English
Education Journal (EEJ),7(2),180-193, April 2016

18
a. The student becomes more active due to the involvement of more than one

sense organ,

b. It allows more freedom to students

c. The student’s attention becomes intensive

d. It provides students with opportunities to handle and manipulate certain

things and articles

e. Students can be more motivated

f. It provides first hand experiences where students can view a demonstration

and get direct experience

g. It is relatively easy to understand

h. It reduces meaningless use of words and phrases and contributes towards the

clearness of the participation and accuracy in learning

i. It can provide opportunities to include scientific attitudes and to give training

in scientific methods

j. It can stimulate students to ask more questions and lead them to make further

investigations

k. Teaching is more effective and learning is easier

l. AVM can help the teacher to teach lessons more effectively and also to create

more interest from students.

B. Related Study

19
 Rudi Hartono in his research, where the subject of his research was X IIS 3

and XIIS 4 SMA N 1 Cepiring Kendal. The result of his research showed that

there are significant difference between the students’ who are taught by using

audiovisual media and taught without using audiovisual media. The data proves

that it is affective to use audiovisual media to increase students’ vocabulary

ability.

Rudi Hartono in his research, where the subject of his research was X IIS 3

and XIIS 4 SMA N 1 Cepiring Kendal. The result of his research showed that

there are significant difference between the students’ who are taught by using

audiovisual media and taught without using audiovisual media. The data proves

that it is affective to use audiovisual media to increase students’ vocabulary

ability.

Uswatan Niswati in her research, where the subject of her research was

students in third level which consist of two classes of SMPS Babul Maghfirah

boarding school Aceh Besar. The result of his research showed that the

implementation of Rote Learning (RL) strategy is better than other strategies in

improving students’ vocabulary. Meanwhile, the questionnaire results also

showed that most of students liked Rote Learning (RL) as a strategy to increase

their memorizing vocabulary.

Fika Nurul Hanifia in her research, where the subject of her research was

Fifty students of eighth grade of a Junior High School in Bandung. The result of

his research showed that some extents vocabulary journal is effective ability in

mastering vocabularies.

C. Conceptual Framework

20
 Memorization and Audio Visual Method is strategy can use for increasing

vocabulary ages 6-8 year, vocabulary is a type of noun that means the words used

in a language. Adult and children is different, when they accept the knowledge,

Most people think that English is taught bestfor children. Some people believe

that the earlier children learn English, and the more exposure to the language, the

better it will be. Therefore it takes several strategies to make learning more

enjoyable. Memorization as a strong or weak strategy always matches the needs of

learners in the language learning process. The memorization strategy forms part of

the learning habits of the students while audio visual is the use of sound

components (audio) and image components (visuals), some equipment is needed

to be able to present this. Movies and television programs are some examples of

this audio visual presentation.

Based on the explanation above, the writer think that memorization and

audio visual can make interesting student for age 6-8 years learning vocabulary

where 2 of these fusion, the student can comprehend the vocabulary easily its

prove by many researcher that support this research.

D. Actional Hypothesis

Based on the theoretical framework and conceptual framework the writer

formulates the hypothesis as follows: implementation of learning english

vocabulary using memorization and audio visual can make interesting students for

ages 6-8 years MIS Plus Al-Faiz 165.

CHAPTER III

21
 METHODOLOGY OF RESEARCH

This chapter provide a research design, research subject, research setting,

procedure of observation, technique of collecting data, and the technique of data

analysis.

A. Research Design

Research is a process of formulating questions, problems, or hypothesis;

collecting data or evidence relevant to the questions/ problems/ hypothesis; and

analyzing or interpreting the data.33 The research used in implementation of learning

english vocabulary for students ages 6-8 years with, memorization, and audio visual

methods is descriptive research. According to Sugiyono descriptive research is The

research was conducted to determine the existence of independent variables, either only

on one or more variables without making comparisons or linking them with other

variables (independent variables are independent variables, not independent variables,

because independent variables are always paired with dependent variables which research

procedures that produce descriptive data in the form of written or spoken words from

what can be observed.34

B. Research Subject

The research subject in this study is the first and second grade students of

MIS Plus Al-Faiz 165. The participants from first class which consist of 28

students and second grade consist of 29 students. Other individual who give the

information of the subject is the English teacher who teaches the first and second

grade students of MIS Plus Al-Faiz 165

33
David Nunan. (1992). Research Methods in Language Learning. New York: Cambridge
University Press.
34
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif dan R &D. Bandung :
Alfabeta

22
C. Research Setting

The present study will be conducted in MIS Plus Al-Faiz 165 that is

located in Paya Pasir, Kec. Medan Marelan, Kota Medan . In deciding the research

site, the researcher has some reasons. The first reason for choosing this school as a

research site is the convenience and accessibility of the research site, the

researcher has easy access to get permission research in this school and easier to

find the data. Second, the English teacher never uses memorization and audio

visual in teaching vocabulary. Third, the English teacher still uses the old method

in teaching-learning process in class. Fourth, there has not been much research

conducted with this title at English Department UIN-SU

D. Techniques of Collecting Data

The researcher used the descriptive method in this research. In conducting

this research, the researcher do some ways to collect data, such as doing

observation, interview, and documentation. There are some techniques used to

collect the data, they are :

1. Observation

Direct observation is a way of collecting data using the eye without the help of

other standard tools for the purposes of this data. Observation or observation is one very

important research technique. Observations are used for various reasons. 35 These

observations are used to see a picture of the previous description received by students in

vocabulary learning in the classroom.

2. Interview

Interview in data collection techniques using a number of structured questions.

35
Moleong, Lexy J. (2017). Metodologi Penelitian Kualitatif. Bandung : Remaja
Rosdakarya

23
The conversation is carried out by two parties, namely the interviewer who asks the

question and the interviewer who provides the answer to the question. 36 In this study,

researchers used semi-structured interviews. This type of interview requires the

interviewer to make a framework and an outline of the points that are formulated not to

be asked in sequence.

The researcher conducted the interview to get further instructional

information after implementation of learning english vocabulary for students as

research subject with, memorization and audio visual methods . The researcher

interviewed the students and the teacher who teaches using memorization, and audio

visual methods. The writer will some questions to collect the data about the how’s

students reaction when learning vocabulary using memorization, and audio visual

methods.

3. Documentation

The documentation method is one of the data collection methods used in social

research methods. In essence, the documentation method is a method used to trace the

overall data correctly. In this study, the researcher obtained personal documentation, the

researcher had photographs of the interviews during the study.

E. Techniques of Analysing Data

The data analysis technique used in this research is qualitative analysis.

That is, after the data is collected, it is classified and processed. More data

processing uses sentence expressions as an interpretation of the processed data.

According to Miles and Huberman activities in qualitative analysis are carried out

interactively and take place continuously until completion, so that the data is

36
Moleong, Lexy J. (2017). Metodologi Penelitian Kualitatif. Bandung : Remaja
Rosdakarya

24
saturated". The data obtained were then analyzed through qualitative data analysis

techniques from Miles and Huberman which consisted of: (1) data reduction, (2)

data display, and (3) drawing conclusions.37

1. Data Reduction

The number of data obtained by researchers from the field is quite a lot, for that it

needs to be recorded carefully and in detail. For this reason, researchers need to

immediately analyze data through data reduction. Reducing data means summarizing,

choosing the main things, focusing on the things that are important, looking for pattern

themes and removing unnecessary. The steps taken in reducing data are sharpening the

analysis, classifying or categorizing into each problem through brief descriptions,

directing, removing unnecessary, and organizing data so that it can be pulled and verified.

Thus the data that has been reduced will provide a clear picture and make it easier for

researchers to carry out further data collection, and search if needed.

2. Data Display

After the data is reduced, the next step is to display the data. In qualitative

research, data presentation can be done in the form of brief descriptions, charts,

relationships between categories, flowcharts and the like. According to Miles and

Huberman, the most frequently used method for presenting data in qualitative research is

narrative text.

3. Drawing Conclusions

The third step in qualitative data analysis according to Miles and Huberman is

drawing conclusions and verification. The conclusion in qualitative research that is

expected is a new finding that had never existed before. Findings can be in the form of

descriptions or descriptions of an object that is still dim or dark so that after being

37
Miles, B. Mathew dan Michael Huberman. 2014. Analisis Data Kualitatif (Buku Sumber
tentang Metode-metode Baru). Jakarta: UIP

25
examined it becomes clear, it can be in the form of a causal or interactive relationship, a

hypothesis, or a theory.

26
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