Zafirah, Zafirah (2017) The Implementation of Teachers’ Techniques in Teaching Vocabulary of Action Verb at the Eighth Grade of MTsN Kelayan Banjarmasin. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Zafirah. 2016 The Implementation of Teachers’ Techniques in Teaching Vocabulary of Action Verb at the Eighth Grade of MTsN Kelayan Banjarmasin. Thesis English Education Department, Faculty of Tarbiyah and Teacher’s Training. Advisors: (I) Dr. H. Husnul Yaqin, M.Ed (II) Raida Asfihana, M. Pd. Keyword; teachers, techniques in teaching vocabulary of action verb, MTsN Kelayan Banjarmasin. The teachers need techniques in order to improve students’ vocabulary especially action verb. MTsN Kelayan as one of the oldest Islamic Junior High School in Banjarmasin which some teacher use techniques to teach English especially vocabulary of action verb for their students. The problem formulation of this research are: what kinds of techniques are used by the teacher in teaching vocabulary of action verb at the eighth grade of MTsN Kelayan Banjarmasin, how are the implementation of teachers techniques in teaching vocabulary of action verbs at the eighth grade of MTsN Kelayan Banjarmasin, and how are the students’ responses of techniques in teaching vocabulary of action verb used by the teacher. The population of the research is 158 students on the eighth grade students of MTsN Kelayan Banjarmasin. Then, 32 students become the samples which took by using proportional random sampling method. To collect the data, the writer uses observation, interview, documentation, and questionnaire. Data processing is divided into three stages, they are editing, coding, and data interpretation. Then, all data are analyzed descriptively and qualitatively. The result of the reserach denoted that the techniques used by teachers A are; brainstorming, translation, repetition drill, memorization, reading aloud, and chain drill. Whereas the techniques used by teacher B are, brainstorming, translation, repetition drill, and, reading aloud. In brainstorming, the teacher begin the lesson by inviting students to memorize some vocabulary. In chain drill students can express their own idea in front of their class individually or group. In repetition drill, the teacher teaches the students how to say something in English repeatedly until the students can mention the vocabulary of action verb correctly. In memorization students in this class also use memorizing techniques to make students easily make sentences with their vocabulary. Dealing with the students’ response toward teacher techniques for teacher A; 70% student give good responses toward teachers techniques used by the English teacher, and 64% students give firly good responses toward tecniques used by teacher B. ABSTRAK Zafirah. 2016. Penerapan Teknik Guru dalam Mengajarkan Kosa Kata Terutama Kata Kerja di MTsN Kelayan Banjarmasin kelas Delapan. Skripsi, Jurusan Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Keguruan, Pembimbing I: DR. H. Husnul Yaqin, M.Ed. dan Pembimbing II: Raida Asfihana, M.Ed. Kata Kunci: penerapan, guru, teknik mengajar kosa kata terutama kata kerja, MTsN Kelayan Banjarmasin. Para guru memerlukan teknik-teknik untuk meningkatkan kosa kata siswa terutama kata kerja. MTsN Kelayan adalah salah satu sekolah Islam tingkat menengah tertua di Banjarmasin yang mana beberapa guru yang menggunakan teknik untuk mengajarkan bahasa Inggris terutama kosa kata kerja untuk siswa mereka. Permasalahan yang akan diteliti pada penelitian ini adalah: pertama, apa teknik-teknik guru dalam mengajarkan kosakata terutama kata kerja; kedua, bagaimana penerapan teknik tersebut; ketiga, bagaimana respon siswa terhadap cara mengajar kosakata terutama kata kerja di MTsN kelayan Banjarmasin. Populasi dala penelitian ini ada 158 siswa pada kela delapan di NTsN Kelayan Banjarmasin. kemudian, 32 siswa dijadikan sampel yang dipilih dengan cara acak. Data penelitian ini dikumpulkan melalui obervasi, wawancara, dokumentasi dan angket. Data yang diperoleh diproses melalui tiga tahap, yaitu mengedit data mentah, mengelompokkan data, dan menginterpretasi data. Kemudian, semua data dianalisis dengan menggunakan deskriptif kualitatif. Hasil dari penelitian menunjukkan bahwa guru A memakai yeknik-teknik berikut: mengemukakan pendapat (brainstorming), meterjemah, mengulang kembali, menghapal, membaca nyaring dan mengulang berentetan. Sedangkan guru B memakai teknik-teknik mengemukakan pendapat (brainstorming), menterjemah, mengulang – ulang, dan membaca nyaring. Penelitian ini juga menujukkan respon siswa terhadap cara mengajar guru A; 70% siswa memberi respon yang baik terhadap teknik guru. Sedangkan guru B 64% siswa memberi respon yang cukup baik terhadap teknik guru.

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