CAPTER
I
INTRODUCTION
1.1
Background of the Problem
In
this era globalization, English is very important as international language,
and also English is used in many aspects such as social, economic, political,
culture, education, and others.
In
Indonesia, English as a foreign language and the government of Indonesia
inserted English language in the school curriculum. It is very important for
the students to operate computer, internet, and to improve various kinds of
knowledge. That is one of the reasons that we have to study English more
seriously and try to be able to speak it fluently.
There
are some problems which are faced by students and teachers in teaching and
learning English in Indonesia. One of problems faced by teacher is about the technique
and method used for teaching English. But sometimes when student learn to
English they do not pleased, that is why the students often got the
difficulties in comprehending the lesson. The common problems are because they
lack vocabulary, lack motivation in learning. So the teacher should make the
learning activity in the class more interesting and enjoyable.
Based
on the problem above, the writer tries to improve the students’ vocabulary
mastering through whispering game. The
reason why the writer uses this method because the students can enjoy and
interest to do learning, comprehend the lesson or comprehend the vocabulary
such as things in the classroom, part of body, animals, fruits, profession,
tools of the kitchen and the other things. And students can improve their
vocabulary mastering with game. By using whispering game, hopefully the
students are more interested in learning activity because game can make the
students enjoyable and comprehending the lesson vocabulary of the text.
Based
on the previous research and experts’ theory the writer believes that game can
be used to effectiveness, motivate and encourage students in vocabulary
mastering, because they can speak vocabulary easily.
1.2
Identification of the problem
The
identification of the problem as follow:
-
Can
whispering game be used to improve students’ vocabulary mastering at the second
grade of SMP 1 Wanasalam.
-
How
can whispering game improving their vocabulary mastering?
1.2.1
Of the problem
Referring
to the identification of problem, in this research the writer limits the
problem in improving students’ vocabulary mastering through whispering game at
the second grade of SMP 1 Wanasalam.
1.2.2
Statement of the research
Formulation
of the problem in this research is “Can whispering game be used to improve
students’ vocabulary mastering and how can whispering game b used to improve
students’ vocabulary mastering at the second of SMP 1 Wanasalam?
1.3
The Aim of the research
The aim of the research is to find out
whether whispering game can be used to improve students’ vocabulary mastering
or not.
1.4
The advantages of the research
The uses of this research are:
-
Theoretical
use
This research as a contribution in
teaching learning process, by giving the information how is the significant
improvement of students’ vocabulary mastering through whispering game.
-
Practical
use
The use of this research later can
be used to consider whether various learning activities especially whispering
game is important in improving students’ vocabulary mastering and it uses an
alternative material in teaching English.
CHAPTER
II
THEORETICAL
BACKGROUND ASSUMPTION AND HYPOTHESIS
1.
Definition of the terms
Ø Vocabulary
A person’s vocabulary is the set of
words they are familiar with in a language. A vocabulary usually grows and
evolves with age, and serves as a useful and fundamental tool for communication
and acquiring knowledge.
Ø Mastering
A form of audio post-production, is
the process of preparing and transferring recorded audio from a source
containing the final mix to a data storage device.
(the master): the source from which all copies will be produced (
via methods such as pressing, duplication or replication ). The format of choice
these days is digital masters although analog masters, such as audio tapes, are
still being used by the manufacturing industry and few engineers who have
specialized themselves in analog mastering.
Ø Whispering
Divide the class into two teams.
Line up the players. If there’s an odd number of players, one can be the
teacher’s “helper”. The teacher or his helper whispers a message to the first
person of both group A and group B. the game only starts when both players know
the message. Then each player whispers the message to the next player in his
group successively until the last player gets the message. The team which can
repeat the message first and correctly receives a point. Start the game over with
the second student of each group becoming the first ones in line.
Ø Game
A game is a structured activity, usually
undertaken for enjoyment and sometimes used as an educational tool. Games are
distinct from work, which is usually carried out for remuneration, and from art,
which is more concerned with the expression of ideas. However, the distinction
is not clear-cut, and many games are also considered to be work (such as
professional players of spectator sports/games) or art (such as jigsaw puzzles
or games involving an artistic layout such as mahjong solitaire, or some Video
Games).
Key components of games are goals,
rules, challenge, and interaction. Games generally involve mental or physical
stimulation, and often both. Many games help develop practical skills, serve as
a form of exercise, or otherwise perform an educational, simulation or
psychological role. According to Chris Crawford, the recruitment for player
interaction puts activities such as jigsaw puzzles and solitaire “games” into
the category of puzzles rather than games.
Attested as early as 2600 BC, games
are a universal part or human experience and present in all cultures. The Royal
Game of Ur, Senet, and Mancala are some of the oldest known games.
CHAPTER II
THEORITICAL BACKGROUND, ASSUMPTION AND HYPOTHESIS
2.1 Definition of Teaching
Brown (2000, p.7) define “teaching
as showing or helping someone to learn how to do something, giving instruction,
guiding in the study of something, providing with knowledge, causing to know or
understanding”. It means that teaching is the process of transferred knowledge
to the students’ that conduct by the teacher.
2.2 Teaching Vocabulary To Advanced Students: A Lexical Approach
2.2.1 Advanced Students and Their Needs
Advanced learners can generally
communicate well, having learnt all the basic structures of the language.
However, they need to broaden their vocabulary to express themselves more
clearly and appropriately in a wide range of situations.
Students might even have a receptive
knowledge of a wider range of vocabulary, which means they can recognize the
item and recognize its meaning. Nevertheless, their productive use of a wide
range of vocabulary is normally limited, and this is one of the areas that need
greater attention. At this stage we are concerned not only with students
understanding the meaning of words, but also being able to use them
appropriately, taking into account factors such as oral / written use of the
language; degree of formality, style and others, which we are going to detail
in Part 2.
2.2.2 The
Teaching of Vocabulary
Traditionally,
the teaching of vocabulary above elementary levels was mostly incidental,
limited to presenting new item as they appeared in reading or sometimes
listening texts. This indirect teaching of vocabulary assumes that vocabulary
expansion will happen through the practice of other language skills, which has
been proved not enough to ensure vocabulary expansion.
Nowadays it is
widely accepted that vocabulary teaching should be part of the syllabus, and
taught in a well-planned and regular
basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the
centre of language teaching, because ‘language consists of grammaticalised
lexis, not lexicalized grammar’. We are going to discuss aspects of the
‘Lexical approach’ in Part 2.
There are
several aspects of lexis that need to be taken into account when teaching
vocabulary. The list below is based on the work of Gairns and Redman (1986):
·
Boundaries between conceptual meaning: 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,
bowl).
·
Polysemy:
distinguishing between the various meaning of a single word from with several
but closely related meanings (head: of a person, of a pin, of an organization).
·
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).
·
Homophyny: understanding
words that have the same pronunciation but different spellings and meanings (
e.g. flour, flower).
·
Synonymy: distinguishing
between the different shades of meaning that synonymous words have ( e.g..
extend, 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 item 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
recognize 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 use teaching techniques that can help realize this global concept
of what it means to know a lexical item. And we must also go beyond that,
gibing learner opportunities to use the items learnt and also helping them to
use effective written storage systems.
Ø Memory
and Storage System
Understanding how our memory works might help us create more
effective ways to teach vocabulary. Research in the area, cited by Gairns
(1986) offers us some insights into this process.
It seems that learning new items involve storing them first in our
short-term memory, and afterwards in long-item memory. We do not control this
process consciously but there seems to be some important clues to consider.
First, retention in short-term memory is not effective if the number of chunks
of information exceeds seven. Therefore, this suggests that in a given class we
should nit aim at teaching more than this number. However, our long-term memory
can hold any amount of information.
Research also suggests that our ‘mental lexicon’ is highly
organized and efficient, and that semantic related items are stored together.
Word frequency is another factor that affects storage, as the most frequently
used items are easier to retrieve. We can use this information to attempt to
facilitate the learning process, by grouping items of vocabulary in semantic
fields, such as topics (e.g. types of frit). Oxford
(1990) suggests memory strategies to aid learning, and these can be divided
into:
·
Creating
mental linkages: grouping, associating, placing new words into a context;
·
Applying
images and sounds: using imagery, semantic mapping, using keywords and
representing sounds in memory;
·
Reviewing
well, in a structured way;
·
Employing
action: physical response or sensation, using mechanical techniques.
The techniques
just mentioned can be used to greater advantage if we can diagnose learning
style preferences ( visual, aural, kinesthetic, tactile ) and make students
aware of different memory strategies. Meaningful
tasks however seem to offer the best answer to vocabulary learning, as they
rely on students’ experiences and reality to facilitate learning. More
meaningful tasks also require learners to analyse and process language more
deeply, which should help them retain information in long-term memory.
Forgetting
seems to be an inevitable process, unless learners regularly use items they
have learnt. Therefore, recycling is vital, and ideally it should happen one or
two days after the initial input. After that, weekly or monthly tests can check
on previously taught items.
The way
students store the items learned can also contribute to their success or
failure in retrieving them when needed. Most learners simply list the items
learnt in chronological order, indicating meaning with translation. This system
is far from helpful, as items are de-contextualised, encouraging students to
over generalize usage of them. It does not allow for additions and refinements
nor indicates pronunciation.
Teacher can
encourage learners to use other methods, using topics and categories to
organize a notebook, binder or index cards. Meaning should be stored using
English as much as possible, and also giving indication for pronunciation.
Diagrams and word trees can also be used within this topic/categories organization.
The class as a whole can keep a vocabulary box with cards, which can be used
for revision/recycling regularly.
Organizing this
kind of storage system is time-consuming and might not appeal to every learner.
Therefore adapting their chronological lists to include headings for topics and
a more complete definition of meaning would already be a step forward.
Ø Dealing
with Meaning
In my opinion the most important aspect of vocabulary teaching for
advanced learners is to foster learner independence so that learners will be
able to deal with new lexis and expand their vocabulary beyond the end of the
course. Therefore guided discovery, contextual guesswork and using dictionaries
should be the main ways to deal with discovering meaning.
Guided discovery involve asking questions or offering examples that
guide students to guess meanings correctly. In this way learners get involved
in a process of semantic processing that helps learning and retention.
Contextual guesswork means making use of the context in which the
word appears to derive an idea of its meaning, or in some cases, guess from the
word itself, as in words of Latin origin. Knowledge of word formation, e.g.
prefixes and suffixes, can also help guide students to discover meaning.
Teachers can help students with specific techniques and practice in contextual
guesswork, for example, the understanding of discourse markers and identifying
the function of the word in the sentence (e.g. verb, adjective, noun). The
latter is also very useful when using dictionaries.
Students should start using EFL dictionaries as early as possible,
from intermediate upwards. With adequate training, dictionaries are an
invaluable tool for learner, giving them independence from the teacher. As well
as understanding meaning, students are able to check pronunciation, the grammer
of the word (e.g. verb patterns, berb forms, plurality, comparatives, etc.),
different spelling (American versus British), style and register, as well as
examples thet illustrate usage.
Ø Using
Language
Another strategy for advanced learners is to turn their receptive
vocabulary items into productive ones. In order to do that, we need to refine
their understanding of the item, exploring boundaries between conceptual
meaning, polysemy, synonymy, style, register, possible collocations, etc. so
that students are able to use the item accurately.
We
must take into account that a lexical item is most likely to be learned when a
learner feels a personal need to know it, or when there is a need to express
something to accomplish the learner’s own purposes. Therefore, it means that
the decision to incorporate a word in ones productive vocabulary is entirely
personal and varies according to each student’s motivation and needs.
Logically,
production will depend on motivation, and this is what teachers should aim at
promoting, based on their awareness of students needs and preferences.
Task-based learning should help teachers to provide authentic, meaningful tasks
in which students engage to achieve a concrete output, using appropriate
language for the context.
Ø The
Lexical Approach
We could not talk about vocabulary teaching nowadays without
mentioning Lewis (1993), whose controversial, thought-provoking ideas have been
shaking the ELT world since its publication. We do not intend to offer a
complete review of his work, but rather mention some of his contributions that
in our opinion can be readily used in the classroom.
His most important contribution was to highlight the importance of
vocabulary as being basic to communication. We do agree that if learners do not
recognize the meaning of keywords they will be unable to participate in the
conversation, even if they know the morphology
and syntax. One the other hand, we believe that grammar is equally important in
teaching, and therefore in our opinion, it is not the case to substitute
grammar teaching with vocabulary teaching, but that both should be present in
teaching a foreign language.
Lewis himself insists that his lexical approach is not simply a
shift of emphasis from grammar to vocabulary teaching, as ‘language consists
not of traditional grammar and vocabulary, but often of multi-word
prefabricated chunks’ (Lewis, 1997). Chunks include collocations, fixed and
semi-fixed expressions and idioms, and according to him, occupy a crucial role
in facilitating language production, being the key to fluency.
An explanation for native speakers’ fluency is that vocabulary is
not stored only as individual words, but also as parts of phrases and larger
chunks, which can be retrieved from memory as a whole, reducing processing
difficulties. On the other hand, learners who only learn individual words will
need a lot more time and effort to express themselves.
Consequently, it is essential to make students aware of chunks,
giving them opportunities to identify, organise and record these. Identifying
chunks is not always easy, and at least in the beginning, students need a lot
of guidance.
Hill (1999) explains that most learners with ‘good vocabularies’
have problems with fluency because their ‘collocation competence’ is very
limited, and that, especially form Intermediate level, we should aim at
increasing their collocation competence with the vocabulary they have already
got. For Advance learners he also
suggests building on what they already know, using better strategies and
increasing the number of items they meet outside the classroom.
The idea of what it is to ‘know’ a word is also enriched with the collocation
component. According to Lewis (1993) ‘being able to use a word involves
mastering its collocation range and restrictions on that range’. I can say that
using all the opportunities to teach chunks rather than isolated words is a
feasible idea that has been working well in my classes, and which is
fortunately coming up in new course books we are using. However, both teachers
and learners need awareness raising activities to be able to identify
multi-word chunks.
Apart from identifying chunks, it is important to establish clear
ways of organizing and recording vocabulary. According to Lewis (1993),
‘language should be recorded together which characteristically occurs
together’, which means not in a linear, alphabetical order, but in collocation
tables, mind-maps, word trees, for example. He also suggests the recording of
whole sentences, to help contextualization, and that storage of items is highly
personal, depending on each student’s needs.
We have already mentioned the use of dictionaries as a way to
discover meaning and foster learner independence. Lewis extends the use of
dictionaries to focus on word grammar and collocation range, Although most
dictionaries are rather limited in these.
Lewis also defends the use of ‘real’ or ‘authentic’ material from
the early stages of learning, because
‘acquisition is facilitated by material which is only partly understood’ (Lewis, 1993, p. 186).
Although he does not supply evidence for this, I agree that students need to be
given tasks they can accomplish without understanding everything from a given
text, because this is what they will need as users of the language. He also
suggests that it is better to work intensively with short extracts of authentic
material, so they are not too daunting for students and can be explored for collocations.
Finally, the Lexical Approach and Task-Based Learning have some
common principles, which have been influencing foreign language teaching. Both
approaches regard intensive, roughly-tuned input as essential for acquisition,
and maintain that successful communication is more important than the
production of accurate sentences. We
certainly agree with these principles and have tried to use them in our class.
2.3 Rationale
of the Lesson
We believe that
the Lexical Approach has much to offer in the area of vocabulary teaching , and
therefore we have tried to plan a lesson that is based on its main concepts,
specially exploring the use of collocations.
2.3.1 Choice Of Material
As both the Task-based
and the Lexical approach suggest, we wanted to use authentic material to expose
our students to rich, contextualized, naturally- occurring language.
For the topic
of holidays we chose a big number of holiday brochures (about twenty five) and
read them through, trying to notice recurrent patterns of lexis. Confirming
what will (1999) affirmed, this analysis showed us a large number of
collocations, specially adjective + noun ones,
and that some ware extremely common, such as golden sandy beaches, rolling countryside and others.
We did not want
to overload students with much reading, which would detract them from the main
task of working with vocabulary, and therefore we selected twenty-one short yet
meaningful extracts in which common collocations appeared.
2.3.2. Noticing collocations and Dealing
with Meaning
Although the
extracts are authentic, we do not think students will have many problems in
understanding most of the collocations, as they contain vocabulary which they
probably know receptively. This again should confirm the idea that students
know individual words but lack collocation competence.
We are going to
work as a whole class in step 5 to make students aware of the collocations we
will be focusing on, and hopefully this will enable students to find other
collocations. Regular awareness raising activities like this should help
students improve their collocation competence, and even fluency, as discussed
in part 2.4
For the few
words that we predict students will not fully understand meaning of, or are not
sure how they are pronounced, we are
going to ask them to look these up in monolingual dictionaries. As we said in
part 2.2., dictionaries are a vital tool for Advanced learners, and so is
contextual guesswork, which we are going to encourage before they look the
words up. We3 are also going to ask students to notice examples given in the
dictionary, observing and recording other possible collocations of the words,
as suggested by Lewis.
We have also
taken into account the importance of recording the vocabulary observed during
the class. The list that students will produce in step 9, to prepare for the
final task, is also a way of recording vocabulary in an organi9sed,
personalized an meaningful way, as suggested by Lewis in part 2.4.
2.3.3.
Group Work
Working in
groups help fostering learning independence, and specially in vocabulary work,
learners can exchange knowledge, asking others to explain unknown items.
We also hope
that group work will be a motivating factor, as students talk about places they
have been on holiday to, trying to remember details together, exchanging
impressions and even good memories!
2.3.4. Choice of Task
As we said
earlier in part 2.3, we find it vital that students are given opportunities to
use the language they are learning in a realistic context. Therefore, we have
devised the final task to meet this
principle.
Writing a leaflet
is a possible task in the Cambridge Certificate of Advanced English, which
these students are preparing for. It is also a relevant, real life task that we
expect will interest student. I always like to mention that the standard of
leaflets written in English in Brazil is very poor, and that they could do a
much better job.
We expect that
this writing should also enable students to use the vocabulary they have
studied in a realistic context, and that they could be motivated to learn even
more vocabulary they feel they need to accomplish the task.
The completion
of the final task for homework will also help to reinforce and revise the vocabulary
learnt, giving students a better chance to store the items in their long-term
memory, as we mentioned in part 2.1. We
are going to explain what the final task will be right after step 3, in which
they should notice what kind of text the
extracts come from. By doing this we want to motivate students to do the
enabling tasks, mainly to show them the need to learn new vocabulary.
As this is a
borrowed group, it might be the case the students are not yet familiar with the
leaflet format, in which case more input would be necessary before the
conclusion of the final task.
If students are
really interested in the task, this could be transformed into a project,
involving research and the production of a leaflet or web page in the
multi-media center.
2.4 Types of
vocabulary
Ø Reading
vocabulary
A person’s
reading vocabulary is all the words he or she can recognize when reading. This
is the largest type of vocabulary simply because it includes the other three.
Ø Listening
vocabulary
A person’s
listening vocabulary is all the words he or she can recognize when listening to
speech. This vocabulary is aided in size by context and tone of voice.
Ø Writing
vocabulary
A person’s
writing vocabulary is all the words he or she an employ in writing. Contrary to
the previous two vocabulary types, the writing vocabulary is stimulated by its
user.
Ø Speaking
vocabulary
A person’s
speaking vocabulary is all the words he or she can use in speech. Due to the
spontaneous nature of the speaking vocabulary, word are often misused. This
misuse – though slight and unintentional – may be compensated by facial
expressions, tone of voice, or hand gestures.
2.5 Teaching
Whispering Game
A game is a
structured activity, usually undertaken for enjoyment and sometimes used as an
educational tool. Games are distinct from work, which is usually carried out
for remuneration, and from art, which is more concerned with the expression of
ideas. However, the distinction is not clear-cut, and many games are also
considered to be work (such as professional players of spectator sports/games)
or art (such as jigsaw puzzles or games involving an artistic layout such as
Mahjong solitaire, or some Video Games).
Key components
of games are goals, riles, challenge, and interaction. Games generally involve
mental or physical stimulation, and often both. Many games help develop
practical skills, serve as a form of exercise, or otherwise perform an
educational, simulational or psychological role. According to Chris Crawford,
the requirement for player interaction puts activities such as jigsaw puzzles
and solitaire “games” into the category of puzzles rather than games.
Attested as
early as 2600 BC, games are a universal part of human experience and present in
all cultures. The Royal Game of Ur, Senet, and Mancala are some of the oldest
known games.
Divide the
class into two teams. Line up the players. If there’s an odd number of players,
one can be the teacher’s “helper”. The teacher or his helper whispers a message
to the first person of both players know the message. Then each player whispers
the message to the next player in his group sucessively until the last player
gets the message. The team which can repeat the message first and correctly
receives a point. Start the game over with the second student f each group
becoming the first ones in line.
CHAPTER III
THE RESEARCH
METOHODOLOG
3.1 Research
Method
In writing this
research, the data of materials were collected through field research. In this
research the writer gave pre-test and post-test to student, the writer used
quantitative method to know the level of students’ vocabulary
3..2 Research
Design
The writer
conducted this research by using per experimental design, it is important to
get the valid data which related to the research in the improve vocabulary
through whispering game, the writer used an experiment technique to collect
data.
In addition the
writer collected some information by doing literary study. In this case the
writer collects information about te theories from many literatures that have
relation with the topic chosen.
3.3 Population
and sample
3.3.1
Population
The writer took
the seventh grade student of MTs. N Pasir Bungur as the population of this
research and the writer took one class namely VII A which consist 40 students.
3.3.2
sample
In order to
take the sample, the writer took VII A which 40 students and divided into two
groups, first as the experimental group, this group will get the treatment by
whispering game to improve their vocabulary mastering and second as the controlled
group without treatment, and both of the groups as a consist of 20 students.
3.4 Research
Instrument
The writer did
the experiment to second grade of SMP N 1 Wanasalam using whispering game with
the text to improve students vocabulary mastering, the treatment was conducted
for one week with two meeting, that consist of one time gave the pre-test in
the first meeting, four times took the treatment and one time gave the
post-test in the last meeting. The tests consist 30 items of vocabulary and oral
question. Each items is given score 1 (One) if the answer is true and 0 (zero)
if the answer is wrong.
3.5 Research
Steps
The research steps is as follow :
Ø Choosing of problem
Ø Background of the study
Ø Problem formulation
Ø Basic opinion or assumption Formulation
Ø Hypothesis formulation
Ø Choosing of research design or approach
Ø Determining of variable
Ø Determining of data resource
Ø Determining and compiling of instrument
Ø Data collecting
Ø Data analysis
Ø Concluding
Ø Writing of research respond
3.6 Collecting
Data Technique
The procedure
of the research was conducted to three steps, they are:
Ø Pre-test
In collecting
the data, the first time that researcher doing is given a pre-test, the
pre-test given to experimental group and control group. The researcher want to
know the score of pre-test without using whispering game.
Ø Treatment/Teaching
When the writer
knows students’ score, the score are not impress him. But the writer focus to
improve vocabulary mastering in experimental group using whispering game. The
writer began to teach vocabulary through whispering game with vocabulary about
things, such as things in the class room, part of body, animals, fruit, and the other based one
the lesson theme. First, writer give vocabulary to students one by one and
continue to other students. The last, the writer ask students about vocabulary
was whispered.
Ø Post-test
The researcher
given the post-test to experimental and control group. And the score of
post-test would compared with pre-test by researcher.
The different
score of post test in control group is the answer about this research, is the
research worked great to improving vocabulary mastering.
3.7 Data
Analysis Technique
The writer did the following steps :
a.
Determining
the formula analysis the data
t
b.
Determining
the formula of the standard error of difference between two means is.
c.
Determining
the formula of the standard deviation of the differences, is
d.
Determining
the formula for degree of freedom :
Df = n - 1
BIBLIOGRAPHY
Arikunto, S.
2002. Prosedur Penelitian Edisi Revisi V, Jakarta: PT. Rineka Cipta.
Brown, H
Douglas, Principles of Language Learning
and Teaching, San Francisco State University, 2001.
Byrne Donn,
Technique For Classroom Interaction, New York, Longman 1992.
Darsono, Drs.
1999. Dasar-Dasar Penelitian. Universitas Terbuka
Harmer, Jeremy,
How to Teach English, An Introduction to Practice of English Language Teaching.
Addison Wesley Longman, 1998.
Harmer, Jeremy,
Practice of Teaching Language Teaching, Longman: Cambridge University Press,
2001.
Harris, P
David, Testing English As a Second Language, Washington DC: George Town University
Press, 1969.
Hatch, E and
Farhady, C. 1982. Research Design and Statistic for Applied Linguistics.
London: New burry House Publisher, Inc.
Hewings,
Martin, Pronunciation Practice Activities, UK, Cambridge University Press,
2004.
Hornby, A.S,
Oxford Advance Learner’s Dictionary 6th Edition, Oxford university
Press, 2001.
Solange Moras,
Sao Carlos, Brazil, July 2001 Teaching Vocabulary
