Students’ Perception Toward Teaching English Vocabulary Through Total Physical Response (Tpr) Method

This study is aimed to find out the students’ responses toward the implementation of Pictionary game technique in teaching English vocabulary to the seventh-grade students. The study was conducted at SMP Dharma Kartini. The students of VII C class that consists of 38 students were selected as the participants of the research. The research used descriptive qualitative method. The data of the research was obtained from observation during the implementation of Pictionary game in the class and from the students’ interview that has conducted to 5 students. The result showed that Pictionary game technique is useful to draw the students’ motivation in learning English vocabulary. From the data of observation showed that the Pictionary game made the students more active to get involved in teaching and learning process actively. The students also showed good responses from the data of interview, they stated that learning by using Pictionary game was fun but also challenging which make them motivate in learning English. Thus, it can be concluded that Pictionary game is an attractive technique that can be used to motivate students in learning vocabulary and make the students to learn English vocabulary in a more fun and creative way. Keywords: Pictionary game, Vocabulary

Section: Methodsmentioning

confidence: 99%

The Students’ Responses Toward the Implementation of Pictionary Game in Teaching Vocabulary to the Seventh Grade Students in One of Junior High School in Cimahi

Meliyani

Kareviati

2021

“…In this article the researcher use descriptive qualitative method. According to Alwasilah ( 2002) in (Ibrohim et al, 2019) descriptive research explains identifies a set, mistake and phenomenon by which the method commonly used to quantify three things, they are: 1) the reality and delivery of various behaviour or characteristics that happen naturally; 2) regularity happens in nature; 3) connection and magnitude relationship that may be present among the characteristics, bahaviour, events, or phenomena of concern to the research. As confirmed before, the goal in this study is to make sure if limitation vocabulary factor can be a reason for student don't want to speak English language especially in front of the class.…”

Section: Methodsmentioning

confidence: 99%

Limitation Vocabulary Can Be One of Factor the Students Do Not Want to Speak English

Amalia

Anggraeni

2021

English is an International language that is used as an instrument to communicate. As a foreign language it is quite normal if English difficult to learn, because the way to write and read or speak English language is dissimilar whereas in Indonesian language the way to read or speak and write it is the same. Same as student in one of Junior High school in Lembang, some of them do not want to speak English language especially in from of the class. The author guest one of the factor students do not want to speak English is limitation vocabulary. In this article the author try to know is it true that limitation vocabulary is one of factor student do not want to speak English ? To answer that question, the author use qualitative method through questionnaire and interview for second grade student. The result finding that many factor student do not want to speak English one of them is limitation vocabulary, the student said that is no easy to memorize a lot of vocabulary, when they memorize it the feel bored. To make the student do not feel bored the author suggest to use some games in the class to make the student more attractive. Keywords: Vocabulary, Factor, Speaking

“…Vocabulary teaching is one of the most important components at many language classes. The main problem in teaching and learning vocabulary is a technique in teaching vocabulary that less of varation (Ibrohim, Septianti and Sadikin, 2018). In this case, the main problem in teaching vocabularies is the technique or method used by the teacher in delivering or teaching vocabularies.In teaching English vocabulary, the teacher must have the skills so that students are able to receive what is delivered.…”

Section: Teaching Vocabularymentioning

confidence: 99%

Picto Textual Glosses in Teaching Vocabulary

Nurwulan

Sobari

2020

The purpose of this research is to know english vocabulary mastery incresed by using picto textual glossesin every meeting in class. The object of this research is 8th grade students in Mutiara 1 junior high school. the main focus in teaching english is to improving students english vocabulary mastery . By improving vocabulary mastery, students will be improving english material easier. The data in this research come from interaction between teacher and students in learning process and it is as students learning activity in the class. the research instruments used test questions.The method of data collecting of the resarch is by using pretest-treatment-postest in the class. Based on pre test and post test, they showed some improvement on process of get new vocabulary from learning with that method. . The result or the conclusion can be got from the resarch by using picto textual glosses method, data from pre test and post test showed that there were some benefits of picto textual glosses method: 1. Develop of students’ memory ability to increasing vocabulary, 2. Having a fun learning situation. The data showed HI is accepted, because Asymp. Sig. (2-tailed) worth 0,000. because the value of 0,000 is smaller; of, <0.05. Keywords: Vocabulary, Vocabulary mastery, Picto textual glosses, SMP Mutiara I, 8th grade.