good

1. RESEARCH PROPOSAL
TEACHER’S STRATEGIES AS AN EFFORT TO
IMPROVE STUDENT’
VOCABULARY MASTERY AT SMP TAMAN SISWA
CENTRAL JAKARTA 2020/2021
E N G L I S H D E P A R T M E N T
F A C U L T Y O F T E A C H E R T R A I N I N G A N D E D U C A T I O N
U N I V E R S I T A S I S L A M S Y E K H Y U S U F T A N G E R A N G
2 0 2 0 - 2 0 2 1
NANIK INDRIYANI 2005020012

2. Background of the Research
Education is one of the good idea of a country to advance its society. One of education in
Indonesia is a school itself. In junior high school, standard English lessons are taught. As we know
based on the observations of researchers, junior high school students are still relatively few in
mastering. English vocabulary and there are also some students who already know quite a lot.
The use of foreign languages among Indonesian people are still very low, especially English.
When compared to neighbour countries, such as Malaysia and Singapore, the use of English has
become a language spoken daily, although in those countries still use mixed languages such as
Malay, English, and Mandarin.
Mastery of English vocabulary is very important in strategies teaching english, together with
pronounciation. Mastery of foreign language vocabulary is very important in teaching English.
Vocabulary is one of the language elements that connects the four skills (reading, writing, speaking,
listening).
Chapter 1 Introduction

3. Identification of the problem &
The limitation of the problem
Based on the background identification of the problem of the study are:
1. Interest in learning English is lacking.
2. Lack of confidence to speak English.
3. English language skills have not been fluent.
These are the limitation of the problem in this research are :
1. The researcher wants to investigate what strategies are used in teaching vocabulary to selected
students in grade 7 SMP Taman Siswa Central Jakarta
2. What role is given by the teacher to improve the mastery of English vocabulary material in grade
7 SMP Taman Siswa Central Jakarta in the first year.
Chapter 1 Introduction

4. The formulation of the problem &
The objective of the problem
Based on the background description, problem identification and the limitation of problem then the
formulation to be raised are:
1. What strategies are used by teachers in teaching English vocabulary for 7th grade students of
Taman SMP students, Central Jakarta.
2. How are the vocabulary learning strategies they use to play a role in vocabulary mastery.
The objective of the problem
The general objective of this study is to analyze strategies in Teaching English vocabulary in grade 7
SMP Taman Siswa in Central Jakarta 2020/2021
Chapter 1 Introduction

5. Significance of the research
The result from this research are expected to contribute theoretically and practically
1. Theoretically benefit
The result of the research are could give some advantages Theoretically, this research is
expected to provide science development related to teacher strategies in improving
vocabulary.
2. Practically benefit
Practically this research is expected to provide insights and images for researchers,
especially in terms of mastery of English vocabulary and can provide research knowledge
Chapter 1 Introduction

6. Review of literature
Theoretical Description
Strategy
The term strategy (strategy) comes from the Greek “ noun” and “ verb” . As a noun, strategos is a
combination of the words stratos (military) and ago (to lead). As a verb, stratego means to plan (to
plan). In language strategy can be interpreted “ tactics” “ tips , “ tricks ” , “ ways ”
Teacher
According to Imran (2010: 23), teachers are positions or professions that require special expertise in
their main tasks such as educating, teaching, guiding, directing, training, assessing, and evaluating
students in early childhood education through formal education, primary and secondary education.
Chapter 2 Review of literature

7. Vocabulary
A vocabulary, also known as a word stock or word-stock, is a set of familiar words within a person
language. A vocabulary, usually developed with age, serves as a useful and fundamental tool
for communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the
largest challenges in learning a second language.
Types of vocabulary
Reading Vocabulary, Listening Vocabulary, Speaking Vocabulary, Writing Vocabulary.
Chapter 2 Review of literature

8. SMP Taman Siswa
Taman Siswa school was founded by Ki Hajar Dewantara on 3rd July 1922 at Jogyakarta. When he was the
first education minister of Indonesia. Then this school continues to grow and have many branches all aroud
Indonesia there are 129 school around Indonesia and this one here is one of the branches located at Jakarta
city.at the first 5,300 sq meter Taman Siswa school is ledding by chairman of the foundation , Ki Sugeng
Promono and the location at Jl. Garuda no.25,gunung sahari selatan kec.kemayoran kota Jakarta Pusat
Chapter 2 Review of literature

9. Conceptual Framework
Based on the conceptual framework , the
researcher wants to know how or the
teacher’s strategy in improving students;
vocabulary mastery. where the teacher
implements vocabulary acquisition
strategies.The process is carried out by
the teacher to students, where these
students have their own factors in
receiving vocabulary mastery subject.
Chapter 2 Review of literature

10. Research Methodology
Objects and Subjects Research
Object
The research object explains what or who is the object of the research conducted, according to
Sugiyono (2010: 13). The object of research is the scientific goal to obtain data with a specific
purpose and usefulness about something Objectivity, valid, and reliable about something. The
object of this research is the teacher’s strategy in improving the mastery of English vocabulary.
Subject
The study subjects were people who were asked to provide information about a fact or opinion
arikunto (2006: 145). The selection and determination of informants is by purposive means that the
informant is deliberately selected and aims in accordance with the criteria to be examined. This
research has 4 informants. 1 teacher and 3 students.
Chapter 3 Research Methodology

11. Time and Place
This research will be held at SMP Taman Siswa Jakarta. JL GARUDA NO. 25, Gunung Sahari
Selatan, Kec. Kemayoran, Kota Jakarta Pusat Prov. D.K.I. Jakarta. 2020/2021 academic year,
started from January to July 2020.
Method of research
The type of research that the researchers will do is descriptive qualitative research that aims to
explain the phenomenon in depth, through data collection as deep as possible. . This study does not
prioritize the population to be studied, but rather emphasizes the depth (quality) of the data rather
than the amount (quantity) of data (Kriyantono, 2007: 58).
Chapter 3 Research Methodology

12. Research data collection techniques
Data collection is carried out by:
1. Observation
2. Interview
3. Documentation.
Chapter 3 Research Methodology

13. Findings
Language vocabulary acquisition process, these are teacher’ strategies :
A. Word list
Making a list of words in Indonesian will make it easier for students to learn English, when some
Indonesian words have been listed, then the words are translated into English.
B. The keyword method
Using the keyword method, making strategies that can make students understand and add more English
words, because not only one word is used, this one keyword can be expanded to form a sentence.
C. Memorization
Memorization is a powerful way to learn English, because the more you memorize, the more students will read and
it is possible that they will get used to using these words.
Chapter 4 Research Discussion

14. In addition, the teacher’s strategies. There are few student factors.
A. Course
For some students, English courses are not very important, because English can be found in
schools only. but there are those who think that the course is important, because with the little
time gained during English lessons, English takes quite a long time, especially in mastering
vocabulary, the more vocabulary we know, the more we will be able to speak English,
B. Willingness to learn
Willingness to learn is the most important of all these aspects, because the will is the foundation for.
students have their own goals in learning English
C. Rank
Ranking, may not be a measure of someone being proficient in English or in mastering English
vocabulary, the students who rank 1/ first rank have more will than other students.
Chapter 4 Research Discussion

15. Discussion
Language vocabulary acquisition process.
The language vocabulary acquisition process can be done in several ways, starting from the word
list method, where the word list is made in class, looking at objects around the class, then taking
notes and making as many word lists as possible, then the results of noting the word list are
translated into English. In English, in this case the teacher acts as the person who listens to the
results of the word list notes and the person who asks students randomly to ask about the results
of the notes into English.
In addition to the word list, there is also a keyword method, this keyword is to find or take any one
word, which one word will be made into a whole sentence. This keyword method is useful for
students to understand, know new words through a word that has been previously selected, so that
the sentence forms a sentence, and get new words. automatically students learn about the new
words.
Chapter 4 Research Discussion

16. Memorization is also one of the most important parts in mastering English words, the more often
we memorize English words, the more we will get used to it and the longer we will not only
memorize but remember. memorize words in English, can be through watching movies, listening to
English songs.
In addition, the teacher’s strategies. There are few student factors.
Take an English courses, depending on the students whether they want to or not. Usually students
who have taken courses will usually find it easier to understand English subject matter, this is
because there are more hours of learning English than students who do not take courses. Students
who take English courses usually have their own goals. There is indeed a point in taking courses
outside of school hours, mastery of vocabulary material is far more than students who do not take
courses. does not mean that students who do not take skinny are bad, but students can also be
self-taught.
Chapter 4 Research Discussion

17. Willingness to learn arises from the students themselves. Willingness to learn can also arise from
what they like, when students like English lessons, the students will really study hard, and vice
versa if students don't like it, then students will study not seriously. Students have a willingness to
learn is also influenced by factors, who teaches and a teacher teaches. if the teacher who teaches is
a cool or fun person, then students will receive the subject matter comfortably too.
Rank ( ranking, may not be a measure of someone being proficient in English or in mastering
English vocabulary, the students who rank 1 have more will than other students)
Chapter 4 Research Discussion

18. Conclusion
Based on the discussion that has been described, that teacher's strategies as an effort to improve
students' vocabulary mastery are :
1. Teacher uses few strategies in learning English ( Vocabulary Mastery ).
Teacher uses Keyword Method ( One word to be a full sentence, that helps student to get know
more of new word in English ), create Word Lists ( students were instructed to make a list of words,
such as words in class, then translated into English. Then the teacher will ask the students
randomly ). Memorization ( Print or Photocopy Irregular or regular verb, listen the English song,
reading a paragraph of the text book )
Chapter 5 Conclusion

19. 2. Not only teacher has the strategies, there are few student factors.
Courses, ( the first factor is, the course. there are students who taking english courses, this makes
learning at school easier, because the lessons at school have been learned during the course. )
Willingness to learn ( the students will learn English material easily if the student has the will to
learn English, and otherwise when students do not have the will, then students will find it difficult to
learn English.). Rank ( ranking, may not be a measure of someone being proficient in English or in
mastering English vocabulary, the students who rank 1 have more will than other students)
Chapter 5 Conclusion

20. Thank you 