CHAPTER 1
INTRODUCTION
In this chapter, we describe (1) background, (2) the objective of the study, (3) the strength of the study and (4) the weakness of the study.
1.1 Background
English is one of the international languages used for communication among nations in the world. Besides, a lot of scientific books are written in English. Therefore, it is important to learn English. In Indonesia
The teaching of English as a local content in South Sumatra is started from the fourth grade up to the six grade of elementary level. English is a chosen subject among the other subjects.
The teaching of English to young learners were important in recent years (Grant, cited in Scott, 1993:VII). Children have an amazing ability to observe language through play and other activities which they find enjoyable. Scot and Ytreberg (1993:3-4) mention that children of eight to ten years old are relatively mature children an adult side. It means that the students have the sense of independence. Children are enthusiastic and interested in learning especially which something is new for them, such as English.
In learning English, there are four skills that should be mastered. Those are listening, speaking, reading, and writing. Learning words is concerned with the integrated skills (listening, speaking, reading, and writing skill). Learning words deals with the development of vocabulary as a language resource.
According to Cameron (2001), vocabulary has been seen as a major resource for language use. Early foreign language learning offer the chance for learners to build up the solid core of words useful for further learning, together with words that are learnt because they interest or excite young learners at that age. However, early vocabulary learning may be ineffective if words are not consolidated and used regularly. Children entering secondary education will have varying amounts of words, some they have mastered really well, some only partially learnt and some that they have met once or twice but not remembered.
1.2 The Objective of the Study
By vocabulary learning strategies we mean the actions that learners take to help themselves understand and remember vocabulary. Schmitt makes a useful distinction between “discovery” strategies, such as looking up new word in a dictionary or guessing it from its context, and “consolidation” strategies, such as learning a list of words by heart or asking someone who test you (Schmitt 1997).
1.3 The Strength of the Study
Many studies have been done on this issue in order to determine whether cooperative instruction is better for all types of courses and learning or whether it only works well on some occasions. In this case, we prepared some materials to teach the students. The subject is the students in Elementary School No.2 Palembang. Previously, we teach about facilities in the classroom, synonym and antonym through short story, parts of our body, pet and wild animals, and sing a song. In the first meeting, we almost have no difficulties in teaching about the facilities in the classroom. Because, almost all of the students have already known about those things.
The second meeting, we taught about synonym and antonym through a short story. In this chance, we chose short story about “Beauty and the Beast”. About the book, we chose Pop-up storybook. They were so excited with the book. Because it’s unusual for them to see kind of storybook like that. The third meeting, we taught about parts of our body. To make they study more excited, we provide a game each meeting. It helped us to control them become excited and pay attention about the materials that we want to learn. In fourth and eighth meeting, we made an evaluation to review their knowledge about the materials that we have taught. The fifth meeting, we taught them about pet and wild animals.
Firstly, we asked them about pet that they have in their own house. In teaching this material, we provide colorful pictures. So, they become easier to understand about the materials. The sixth and seventh meeting, we started the lesson with song. The title is “This is the way we clean our bodies” and “If you’re happy and you know it clap your hands”. We also take the score for that. Actually, the strength of studying is when we provide the games for those children. They become excited, and pay attention for the materials. Also, when we took the evaluation, they can answer the questions clearly. To make the materials become worth, we approach to each student by walking on their side and give short explanation.
1.4 The Weakness of the Study
Our weakness in the area of will is that it is hard for us to go to class sometimes. There are days when we don't feel like doing anything. We know this happens to everybody, but we just have to keep working. There must be a balance because even if the child is the primary learner, we still need guidance from people who have been around, and have read around. As a teacher, you can learn as you teach. By allowing the child to enjoy childhood, they believe the child's maturity will allow them to learn much more quickly.
The teacher should always give their students a chance to grow socially. It has been proven effective in many cases but it does not mean that it is full proof. It naturally is the place that comes to mind when considering the many opportunities children have for meeting others and developing relationships. Without good character knowledge is worthless.
The weaknesses of teaching the primary students is sometimes they don’t pay attention to our explanation. They keep standing and screaming with their friends. It makes us become difficult to control them. Besides, we have one or two trouble maker in that classroom. So, they influenced their friends not to study. Especially, if the time is almost end. Maybe the worst thing is when, some of the students didn’t respect us. Sometimes it makes us desperated of each students. But finally, we just pretend that we’re a teacher and have to teach them with happiness. So, the knowledge that we gave to them will be worthed.
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