CHAPTER II

THEORETICAL REVIEW

A. Definition of Teaching

According to Oxford Advance Leraner’s Dictionary of Current English,

teaching means “to give instruction to somebody to know or be able to do

something: give to somebody knowledge, skills, etc”. (Homby, 1987, p.886).

Brown defines teaching as “teaching is 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 understand” (Brown, 2000, p.10). Brown

further explains that teaching cannot be defined apart from learning. Teaching is

guiding and faciliting learning for the learner to learn, sitting the conditions for

learning. The teacher’s understanding how the learner learns will determine the

philosophy, the teacher’s teaching style, teacher’s approach, method and

classroom teachniques (Brown, 2000, p.7).

The definition of teaching above explain that teaching is an activity to teach

by giving example, instruction, and guiding from teacher to students for get

information and knowledge to students.

B. Definition of Learning

Nobody will deny the fact that it is actually very difficult to find out and to

decide which definition is the best and most representative for the “learning” term.

Learning is a verbal noun gerund. It is a compound word “learn and ing”. In

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webster’s New Twentienth Century Dictionary, learning means the act of gaining

knowledge or skill, acquiered knowledge or skill; especially much knowledge in a

special subject; erudition; as a judge of great learning in law (Kechine, 1980,

p.1032).

Another source mentions that “learning” refers to gaining the knowledge

through experience (Gordon & Ernest, 1981, p.2). Then ethymologycally,

“learning” which is derived from the verb “to learn” actually also means “to get

knowledge of (a subject) or skill in (an art, trade, etc) by study, experience and

instruction (Victoria & David, 1988, p.786).

Learning is process where a human absorbs information, memorize and

processes information it further use. There are many things and skills that we

learn unconsciously or without further thinking for example riding a bike, but

there are also lot of things that we learn consciously and use different strategy to

learn it.

C. Teaching and Learning Process

Teaching and learning process is a relation between a teacher and student’s

that happenes in an educational interaction. The relationship between learning and

teaching is complicated and often not direct. Learners often do not learn what the

teachers teach and equally often learn what the teacher do not teach. One way to

help overcome this problem is to create a positive relationship (Linsay & Knight,

2006, p.3).
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According to Nicolad, teaching and learning process is aimed primarily at

language teachers with some experience and though it could be very useful for

teacher for explore on their own, it means using it likely to be as a core textbook

in service training course (Nicold, Language Teaching and Learning in

Classroom).

Teaching and learning process is planned interaction that promotes bahavioral

change that is not a result maturation or coincindance. Teaching and learning

process will happen if there is an interaction between the teacher and students. In

interaction, the teacher can be an interactor or learning leader, fasilitator,

administrator and motivator. Teacher and students have to be active, so the

interaction might run optimally.

From the definition that describes about teaching and learning above it can be

said that the term teaching and learning can not be separated. When there is a

teaching process, there will be a learning proces. Teaching does not occure unless

learning take place. Both teacher and students should contribute their roles to get

the purpose of teaching and learning process.

There are some steps in teaching and learning process as follows:

1. Pre activity, which consists of giving motivation.

2. While activity, the section where the students are usually given chances to

ask and also time for teacher to give task so that teacher knows the

students’ mastery of the lesson and to conclude the lesson.

3. Post activity, which consists of giving assignment or the reinforcement of

material has been taught (Richard, 1998, p.54)

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Based on the statement above teaching and learning process is very important

for the teacher. It explains about technique and procedure the teacher uses when

the teacher teaches the subject.

On Foreign language teaching, teachers need to learn an also understand

about these methods and also techniques in teaching foreign language. This is a

necessity because of the different foreign language teaching with the teaching of

other subject areas. Required skills and also the ability of teachers are significant

in the teaching of other languages such as English. In addition, there is no enough

with just teachers ' skills and also teacher’s ability in English, but teacher’s

understanding and also the deployment method, technique and also supporting the

media as also very necessary. So, it can be concluded that the selection of an

appropriate strategy in the teaching of English will determine the quality of the

resulting students.

D. Method and Technique in Teaching Learning English

According to Wina Sanjaya (2008, p.147) Method is "a way in achieving

something". So, methods on learning can be defined as a way that is used to

implement the plans that have been drawn up in the form of real and practical

activities to reach the learning objectives.

The method is a way that used to implement the plan which has been drawn

up in real activities to objectives that were achieved optimally. This means the

method used for the realization of the teaching and learning process has been

established. In fact, the manner or method of instruction that is used to convey

 15

information in a way that is different to solidify students in mastering the

knowledge, skills and attitudes. Special methods of instruction in the classroom

and the effectiveness of the method are influenced by the factor goals, student

factors, factors in the situation and factors of teachers themselves. Thus the

method in a series of learning system holds a very important role, due to the

success of learning depends very much on how teachers in using learning

methods.

After that, learning methods elaborated into the techniques and styles of

learning. Thus, learning techniques can be defined as a person does in the way of

implementing a method specifically. For example, the use of methods lectures on

class with the number of students who are relatively more in need of its own

technique, which is certainly technically will be different with the use of methods

lectures on class number of students is limited. Similarly, with the use of methods

of discussion, it is necessary to use different techniques on the student class

belongs to the class of their students active with relatively passive. In this case,

teachers can have changed technique although in the corridors of the same

method.

There are a lot of methods that contain techniques on teaching and learning

English. Such as:

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1. Grammar-Translation method (GTM)

The Grammar-Translation Method is the oldest method that focused on
grammatical rules, memorization of vocabulary, of various declension of
conjunction, translation of texts and doing written exercises.
a. Procedure of Grammar Translation Method
1) The spoken language is primary and that this should be reflected oral
based methodology.
2) The finding of phonetics should be applied to teaching and to teacher
training.
3) Learners should hear the language first, before seeing it in written form.
4) Words should be presented in sentence, and sentences should be
practiced in meaningful context and not be taught as isolated,
disconnected element.
5) The rule of grammar should be taught only after the students have
practiced of grammar points in context-that is, grammar should be
taught inductively.
6) Translation should be avoided, although the native language could be
used in order to explain new words or to check comprehension. (Ricard,
J.C, Theodore, S.R, 2001, p. 10)

b. Some Techniques on Grammar-Translation Method.

1) Translation of literary passage

Students translate a reading passage from the target language into their
native language. The reading passage then provides the focus for several
classes: vocabulary and grammatical structures in the passage are studied
in subsequent lesson.
2) Reading Comprehension Question
Students answer question on the target language based on their
understanding of the reading passage. Often the questions are sequenced
so that the first group of question asks for information contained within
the reading passage. In the order to answers the second group of
question, students will have to make inferences based on their
understanding of passage. The third group of question requires students
to relate the passage to their own experience.
3) Deductive Application Rule
Grammar rules are presented with example. Exception to each rule are
also noted. Once students understand a rule, they are asked to apply it to
some different example.
4) Inducive Application Rule.
Grammar rules are not presented direcly, but the teacher give example of
the stucture that would be taught. the teacher asks to students to guess it
what is the component of excample. And after students answer it, finally,
teacher will tell what is sructure of the example about to them. (Freeman,
D.L, 2000, p. 19-20)
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2. Direct Method

The direct metod has one very basic rules, No translation is allowed. In fact,

the direct method receives its name from the fact that meaning is to be conveyed

directly in the target language through the use of demonstration and visual aids,

with no recource to the students’ native language.

a. Procedure of Direct Method

1) Classroom instruction was conducted exclusively in the target language.

2) Only everyday vocabulary and sentences were taught.
3) Oral communication skills were built up in a carefully graded progresion
organized around question-and-answer exchanges between teachers and
students in small, intensive class.
4) Grammar was taught inductively. New teaching points were introduced
5) orally.
6) Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught by association of ideas.
7) Both, speech and listening comprehension were taught.
8) Correct pronunciation and grammar were emphasized. (Ricard, J.C,
Theodore, S.R, 2001, p. 12)
b. Some Techniques on Direct Method

1) Reading Aloud.
Students take turn reading section od a passage, play, or dialogu out loud.
At the end of each students’ turn, the teachet uses gestures, pictures,
realis, examples, or other means to make the meaning of the section
clear.
2) Getting students to self-correct.
The teacher of this class has the students self-correct by asking them to
make a choice between what they said and an alternative answer he
supplied.
3) Dictation.
The teacher read the passage three times. The first time the teacher reads
it at normal speed, while the students just listen. The second time he
reads the passage phrase by phrase, pausing long enough to allow
students to write down what they have heard. The last time the teacher
reads again at a normal speed, and students check their work.
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4) Memorization.
Students are given list of target language vocabulary word and their
native language equivalent and are asked to memorize them. So the
students are also required to memorize it. (Freeman, D.L, 2000, p. 30-
31).

3. Audio Lingual Method

The Audio Lingual Method drills students in the use of grammatical

sentence patterns.

a. Procedure of Audio Lingual Method

1) Students first hear a model dialogue (either read by the teacher or on

tape) containing the key structures that are the focus of the lesson.
They repeat each line of dialogue, individually and in chorus. The
teacher pays attention to pronunciation, intonation, and fluency.
Correction of mistakes pronunciation or grammar is direct and
immediate. The dialogue is memorized gradually, line by line. A line
maybe broken down into several phrases if necessary, the dialogue is
read aloud in the chorus, one half saying one speakers’ part and the
other half this responding. The students do not consult their book
throughout this phasage.
2) The dialogue is adapted to student’s interest or situation, through
changing certain key words or phrases. This is acted out by the
students.
3) Certain key structures from the dialogue are selected and used as the
basis for pattern drills of different kinds. These are first practiced in
chorus and then individually. Some grammatical explanation may be
offered at this point. But this kept to an absolute minimum.
4) The students may refer to their textbook, and follow-up reading,
writing, or vocabulary activities based on the dialogue may be
introduced. At the beginning level, writing is purely imitative and
consists of little more than copying out sentences that have been
practiced. As proficiency increases, students may write of variations of
structural items they have practiced or write short compositions or
given topics with the help of framing question, which will guide their
use of the language.
5) Follow-up activities may take place in the language laboratory, where
further dialogue and drill work is carried out. (Ricard, J.C, Theodore,
S.R, 2001, p. 65)
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b. Some Techniques on Audio-Lingual Method

1) Dialog Memorization.
Dialogs or short conversations between two people are often used to
begand a new lesson. Students memorize the dialog throgh mimicry;
students usually take the role of one person in the dialog, and the teacher
the other. After the students have learned the one person’s lines, they
switch role and memorize the other person’s part.
2) Repeatition drill.
Students are asked to repeat the teacher’s model as accurately and as
quickly as possible. This drill is often used to teach the lines of dialog
3) Chain drill.
A chain drill gets its name from the chain of conversation that forms
around the room as students, one-by-one, ask and answer question of
each other.
4) Subtitution Drill.
The teacher saiys a line, usually from dialig. Next, the teacher says a
word or phrase-caled cue. The students repeat the line the teacher has
given. Substituting the cue into the lie in its propoer place.
5) Trasformation Drill.
The teacher give students a certain kind of sentence pattern, an
affirmative sentence. (Freeman, D.L, 2000, p. 47- 49)

4. Total Physical Respond

Total Physical Respond (TPR) is a language teaching method built around

the coordination of speech and action; it attempts to teach language through

physical (motor) activity.

a. Procedure of TPR Method

1) Review, this was fast-moving warm-up in which individual students

were moved with command.
2) Command
3) Now, the instructor asked simple question which the students could
answer with a gesture such as pointing.
4) Role reversal. Students reaily voluntereed to utter comands that
manipulated the behaviour of the instructor and other students.
6) Reading and writing. The instructor wrote the chalkboard each new
vocabulary item and a sentence to illustrate the item. Then she spoke
each item and acted out the sentence. The students listened as she read
the material. Some copied the information in theirnotebooks. . (Ricard,
J.C, Theodore, S.R, 2001, p. 78).
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b. Some Techniques on TPR method

1) Using command to Direct Behavior

The command is given to get students to perform and action; the action
makes the meaning of the command clear. (Freeman, D.L, 2000, p.
116).

5. Community Language Learning

The basic procedures of CLL can thus be seen as derived from the counselor-

client relationship.

a. Procedure of CLL Method

1) Informal greeting and self-introductions were made.

2) The teacher made a statement of the goals and guidelines for the
course.
3) A conversation in the foreign language are took place.
a) A circle was formed so that everyone had visual contact with each
other.
b) The students initiated conversation with another students by giving
a message to the L1
c) The instructor standing behind the student, whispered a close
equivalent of the message in the L2
d) The students ten repeated the L2 message to its addressee and into
the tape recorder as well.
e) Each student had a chance to compose the record a few messages.
f) The tape recorder was rewound and replayed at intervals.
g) Each student repeated the meaning in English of what he or she
had said in the L2and helped to refresh the memory of others.
4) Students then practiced in a reflection period, in which they were
asked to express their feeling about the previous experience with total
frankness.
5) From the material just recorded in instructor chose sentences to write
the blackboard that highlighted elements of grammar, spelling and
peculiarities of capitalization in the L2.
6) Students were encouraged to ask question about any of the items
above.
7) Students were encouraged to copy sentences from the board with
notes on meaning and usage. This becomes their “textbook” for home
study. (Ricard, J.C, Theodore, S.R, 2001, p. 97)
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b. Some Technique of CLL Method

1) Tape Recording
This is a technique used to record student-generated language as well
as give the opportunity for community learning to come about. By
giving students the choice about what to say it, students are in a good
position to take responsibility for their own language. Students are
asked to have a conversation using their native language as common
language of the group. In multi-lingual group, other means will have to
be employed. For instance, students can use gestures to get their
meaning across. After each native language utterance or use of a
gesture, the teacher translates what the students says or acts out into
target language. (Freeman, D.L, 2000, p. 103).

6. Communicative Language Teaching

Communicative Language Teaching is making communicative

competence the goal of language teaching and by acknowledging and

interdependence of language and communication.

a. Procedure of CLT Method

1) Presentation of a brief dialog or several mini-dialogs, preceded by a

motivation (relating the dialog situation to the learners’ probable
community experiences) and a discussion of the function and situation-
people, roles, setting, topic, and the informality or formality of the
language which the function and situation demand. (At the beginning
levels were all the learners understand the same native language, the
motivation can well be given in their native tongue).
2) Oral practiced of each utterance of the dialog segment to be presented
that day (entire class repetition, half-class, group, individuals)
generally preceded by your model. If mini-dialog are used, engage on
similar practice.
3) Question and answers based on the dialog topic(s) and situation itself.
(inverted wh or or questions).
4) Questions are answer related to the students’ personal experiences but
centered around the dialog theme.
5) Study one of the basis communicative expressions in the dialog or one
of the structures which exemplify the function. You will wish to give
several additional examples of the communicative use of the
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expression or structure with familiar vocabulary in unambiguous

utterances or mini-dialog.
6) Learner discovery of generalizations or rules underlying the functional
expression or structure. This should include at least four points: its oral
and written form; its position the utterance; its formality or informality
in the utterance; and the case of structure, its grammatical function and
meaning.
7) Oral recognition interpretative activities (two to five depending on the
learning level, the language knowledge of the students, and related
factors).
8) Oral production activities-preceding from guided to freer
communication activities.
9) Copying the dialogs or mini-dialog or modules if they are not in the
class text.
10) Sampling if written homework assignment, if given.
11) Evaluation of learning (oral only). (Ricard, J.C, Theodore, S.R, 2001,
p. 171).

b. Some Techniques on CLT Method

1) Group Work/Pair Work

CLT procedures often require teacher to acquire less teacher-centered
classroom management skill. So, for it, teacher would divide the
students into some group and each group is given questions for
answers it with group.
2) Language Game
Games are used frequently in CLT. The students find them enjoyable,
and if they are properly designed, they give students valuable
communicative practice.
3) Role Play
Role plays are very important in CLT because they give students an
opportunity to practice communicating in different social context and
in different social roles. Role plays can be set up that they are very
structured (for example, the teacher tells the students who they are
should say) or in a less structured way (for example, the teacher tells
the students who they are, what the situation is, and what they ate
talking about, but the students determine what they will say).
(Freeman, D.L, 2000, p. 132-134).

7. Task-Based

Task-Based Approach refers to an approach based on the use of tasks as

the core unit of planning and intruction in language teaching.

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a. Procedure of TBA Method

1) Linguistic analysis: discussion of grammar and vocabulary based on

student’s analysis of oral presentation done the day before.
2) Preparing from film: activities previewing vocabulary in the film,
including a vocabulary worksheet.
3) Viewing a segment of the movie.
4) Discussion of film: the teacher leads a discussion of the film.
5) Discussion of the reading
6) Videotaped interview: students see a short interview in which
immigration matters are discussed.
7) Discussion: a discussion of immigration reform.
8) Preparation of articles: students are given time to read related articles
and prepare a class presentation.
9) Presentation of articles: students make presentation, which may be
taped so that they can later listen for self-correction.
12) Wrap-up discussion. (Ricard, J.C, Theodore, S.R, 2001, p. 219).

b. Some Techniques on TBA Method

1) Jigsaw Task
These involve learners combining different pieces of information to
form a whole (e.g., there individuals or groups may have three
different parts of a story and have to piece the story together)
2) Information-gap Tasks
One students or group of students has one set of information and
another students or group has a complementary set of information.
3) Problem-soving Task.
Students are given a problem and a set of information. They must to
arrive at the at a solution to the problem. There is generally a ingle
resolution of the outcome. (Ricard, J.C, Theodore, S.R, 2001, p. 234).

E. Vocabulary

1. Definition of Vocabulary

In Oxford Learner’s Dictionary (Hornby, 1987, p.978) said that Vocabulary

is the total number of words that make up a language. It means that in languages

vocabulary is one of the main aspect that must be mastered well and previously

before the learners.

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Vocabulary is an element of language that links the four skills of listening,

speaking, reading and writing altogether. Wilkins in Thornbury (2002, p.13)

assumed that “without grammar very little can be conveyed, without vocabulary

nothing can be conveyed.” Therefore, because of this reason, a person needs to

master vocabulary first in order to communicate with other people.

There are some definition about vocabulary. The first thing in a person’s

mind about vocabulary is a group of words on a certain language. However, there

are many definitions about vocabulary taken from some experts. Vocabulary is

one of language aspects which should be learned. A person sais to know a word if

he can recognize its meaning when he sees it (Cameron. 2000, p. 75). It means

that in learning vocabulary someone has to know the meaing and also to

understand and can use it in a sentence context. According to Celcie Murcia

(2001, p.285), vocabulary is central to language acquisition, where the language is

first, second, or foreign. While, Hatch and Brown (1995, p.1) defined vocabulary

as a list or a set of particular language or list of a set of words that individual

speaker may use. In addition, Hornby (1995, p.133) also defined vocabulary as a

list of words complete with their meanings. It is core of a language. Based on

those definitions, it can be concluded that vocabulary is a stock of words on a

language complete with their meanings which is used by individual or group of

people, either in oral or written communication.

Vocabulary is one of the problems confronted by English language learners.

Because of the limited vocabulary the learners cannot communicate to others

clearly.
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Moreover, the term “mastery” means having great skillfulness and

knowledge of some activities or subjects. So, vocabulary mastery is

comprehensive knowledge to recognize, to understand, and to produce the stock

of words and their meaning.

From the essay above it can concluded that vocabulary is the list or the total

number of words which are arrange alphabetically and used in the book for

reference and it is usually explained added with definition, translation, and

spelling.

2. The Influences of Vocabulary in Teaching and Learning English

There are four factors which could influence the mastery of English

vocabulary. They are the student’s factor, the teacher’s factors, the learning

facilities’ factors, and environments’ factor.

a. Students Factor

1) Student’s Interest in English Subject

Vocabulary should be provided at all levels of the English learning.

Factor which could influence the mastery of English vocabulary is interest.

In Oxford Advanced Learner’s Dictionary, interests means “condition of

wanting to know or to learn something”. While Hilgard stated that interest

is persisting tendency to pay attention and enjoy the activity of content.

(Slameto, 1988, p.57).

2) Student’s Learning Activities

Learning is acquiring or getting of knowledge of a subject study,

experience or instruction (Brown, 1987, p.114). Student’s learning activity

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is not only in activity in the school, but the students must be active to learn

the subject in other place.

3) The Teacher’s Factor

Teachers as facilities are one of important parts of the students to master

English vocabulary. The ability of a teacher in mastering methods and

techniques of teaching language is one of factors that influence in learning

language. Wilkins (1979. P,53) stated that English teachers skill is

dependent on two factors, his own proficiency in the language and his

language od and expertise in method and techniques of language teaching.

The other aspect of the teacher’s professional skill is his understanding of

language learning and techniques of language teaching. So, the teacher is

factor that believed to influence the student’s mastery of English

vocabulary.

4) The Learning facilities factor

Factor facilities are one of factor that influence to mastery vocabulary,

like English vocabulary, text book, dictionary, and the other books which

can increase English vocabulary. The facilities is complete, it is easier to

teach the goal. Teaching and learning never can be done well if we have

incomplete facilities

5) Environment

The environment is important for teaching and learning process

because the condition of it can influence to positive or negative toward

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the development of the students. The influence of environment can be

positive or negative if it able to motivate and stimulate them to do better.

F. Verbs

1. Definition of Verb

Any of large classes of words in a language that to indicate the occurrence

or performance of an action, the existence of state or condition called vebs. In

other words, a verb is a word that describes an action or occurrence or indicates a

state of being.

Verb, part of speech typically used to indicate an action. English verbs are

inflected for person, number, tense and partially for mood; compound verbs

formed with auxiliaries (e.g., be, can, have, do, will) provide a distinction of

voice. Some English verb like forms have properties of two parts of speech (e.g.,

participles may be used as adjectives and gerunds as nouns). Verbs are also

classified as transitive (requiring a direct object) or intransitive. In Latin verb

inflection, voice and mood are indicated in every form. Most languages have a

form class resembling that of English verbs. In many of them, unlike English,

these words may form complete sentences, e.g., in Spanish, “I am singing” is

expressed by the single word canto. Some languages (e.g., Turkish) can convey a

great deal of information through modifications of form in the verb stem and

ending, without the aid of auxiliary forms.

Another John E. Warriner (1982,p.122) stated that a verb is a word that

expresses an action or otherwise helps to make a statement. Manzanita (2002:1)

 28

says that verb are the important wors, to convey the meaning of the sentences that

showing action (look, run), occurrence (became, happen), or a state being (be,

live). Related with (James 2005:4) states that verbs are one of part of speech those

show action.

A verb is one of the main parts of a sentence or question in English. A

brilliant professor once said that “a verb is a word that does verb-y things.” He

said the same thing about nouns (they do noun-y things) and other parts of speech

as well, and while it’s not a very concrete or satisfying definition, it’s probably the

best one out there. The way English works is that every word sits in a specific

place and plays a specific role in a sentence.

According to Knud Schibsbye (1978,p.18) verb is defined as the sentence

forming element of a word-groupVerbs are basic for students to make simple

sentences. Verbs that specifically describe what the subject of the sentence is

doing. The power of the verb lies in the meaning and intention that they contain

and how they bring direction and force to the sentence. Understanding the types of

verbs will make students better writers and communicators.

2. Types of Verbs

a. Action Verbs

Action verbs express specific actions and are used any time you want to

show action or discuss someone doing something.

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b. Transitive Verbs

Transitive verbs are action verbs that always express doable activities.

These verbs always have direct objects, meaning someone or something

receives the action of the verb.

Example: the man reads the book

“reads” is the verb and “book” is the direct object

c. Intransitive Verbs

Intransitive verbs are action verbs that always express doable activities. No

direct object follows an intransitive verb. These verbs do not involve a direct

object.

Example:

The man reads quickly

Verb “ reads” is used intransitively

d. Auxiliary Verbs

Auxiliary verbs are also known as helping verbs, and are used together

with a main verb to show the verb’s tense or to form a question or negative.

e. Stative Verbs

Stative verbs can be recognized because they express a state rather than an

action. They typically relate to thoughts, emotions, relationships, senses,

states of being, and measurements. Stative verbs are verbs for things which

are not active. In Non Action Verb we cannot use progressive –ing. Non

Action verb indicate state, sense, desire, possesion, or opinion.

Example: Need, seem, know, have, want, look, etc.

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In the sentences:

“she looks beautiful”. It is impossible if “she is looking beautiful”

f. Modal Verbs

Modal verbs are auxiliary verbs that are used to express abilities,

possibilities, permissions, and obligations.

g. Phrasal Verbs

Phrasal verbs aren’t single words; instead, they are combinations of words

that are used together to take on a different meaning to that of the original

verb.

Examples: wake up, get up

h. Regular verbs

A regular verb is one that forms its past and past participle by adding –
d or –ed to the infinitive form.( John E. Warriner,p.124)

i. Irregular Verbs

Irregular verbs are those that don’t take on the regular spelling patterns of

past simple and past participle verbs. irregular Verbs does not usually follow

the rules for common verb forms. They usually do not have the predictable –

ed ending.

An irregular verb is one that forms its past participle in some other way

than does a regular verb, usually, but not always, by a vowel change within

the verb. ( John E. Warriner,p.124)

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G. Action Verb

1. Definition of Action Verb

Action verbs express specific actions and used any time you want to show

action or discuss someone doing something. For example Susan ran the mile in

gym. Any of large class of words in language that erve to indicate the occurrence

or performance of an action, existence of state or condition called verbs. In other

words, a verbs is a word that describes an action or occurrence or indicates a state

of being. Acording to (Manzanita 2002:1) that verbs are the important words, to

convey the meaning of the sentencesthat showing action (look, run), occurrence

(became, happen), or a state being (be, live). He also adds that verbs are the part

of speech that they have tense. The verbs can indicate that something has already

happened, that it is currently happening, or that it will happen at a later time. To

changing form to show time, verbs can change depending on what form or person

is doing the action. Most of the action verbs are categorized as transitive or

intransitive. What this means is that, some verbs are used along with direct objects

while others don’t. The object here can be a thing or a person receiving an action

of a certain subject. These types of verbs carry a great deal of information in a

sentence and can convey emotion and a sense of purpose that extends beyond the

literal meanings of the words. A sentence like "The band appeared on the scene"

sounds much more less impressive than the sentence "The band erupted onto the

scene." The power of the action verb lies in the meaning and intention that they

contain and how they bring direction and force to the sentence. Understanding the
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types of action verbs will make students better writers and communicators.

(Lovetoknow:1996.p, 9).

2. Types of Action Verb

There are several types action verbs that separated based on their function.

Both of them are:

a. Transitive Verbs

Transitive verbs are action verbs that always express doable activities.

These verbs always have direct objects, meaning someone or something

receives the action of the verb. These verbs involve a direct objerct, transmit

action to an object and sometimes it is allowed to have an indirect object,

which indicates to or for whom the action is done. It means that it is

incomlete without a direct object, and can also use indirect object depending

on their context.

Example: The boy throws the ball

“throws” is the verbs and “ball” is the direct object

b. Intransitive Verbs

Intransitive verbs are action verbs that always express doable activities. No

direct object follows an intransitive verb. These verbs do not involve a direct

object. It means that a direct object unnecessary in this verb.

Example:

He sat there quietly

Verb “sat” is used intransitively

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Based on the explanation above, the writer wants to research kind of verbs

especially in teaching action verbs by using the interesting teaching techniques in

the classroom. There are many kinds of technique that interesting in teaching

English, especially in teaching action verbs.

H. Teachers’ Technique in Teaching Action Verbs

Active teaching instructional technique include a wide range of activities that

share the common element of ―involving students in doing things and thinking

about the things they are doing.(Bonwell & Eison 1991).

As stated by( Brown,2000, p.14) language teachning is not easily categorized

into methods and trends. Instead, each teacher called on to develop a sound

overall approach to various classroom. It means, teachers must have their own

way to develop the language teaching in the classroom, to make the students feel

comfortable with their teaching class. That’s why teachers need the suitable

teachniques to apply in the classroom.

Based on Richard and Roger (2001,p.19) a technique is implementation that

actually takes place in a classroom. It’s a particular trick, stratagem, or

contrivance used to accomplish an immediate objective. Techniques must be

consistant with a method, and therefore in harmony with an approach as well.

Kassem (1992, p. 45) defined teaching techniques as teacher's activities in

the class to involve students in the subject matter, and requires that students

participate in learning activities, share equally with other learners, and react to the

learning experience. The teacher also needs to work with students as a friend,

make the learning place more comfortable, organize his/her lesson plans, and
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influence students by using different teaching methods. The teaching goals must

be adapted to the needs and interests of learners, while teaching techniques should

be carefully used to improve learning and make the subject matter useful.

The fundamental importance of teaching strategies is to make learn easier

for the implement a variety of teaching methods and techniques. Teaching models

are prescriptive teaching techniques that are designed to accomplish particular

instructional goals (Eggen & Kauchak, 1996:11). Van der Horst and (McDonald

2003:121) describe a teaching technique as a broad plan of action for teaching

activities with a view to achieving a particular outcome. Teaching technique to

help students take more responsibility for their own learning and enhance the

process of teaching for learning.

There are some tecahniques that can be use by English teachers in

improving students vocabulary in action verb:

1. Translation

Translation (or the practice of translation) is a set of actions performed

by the translator while rendering the source (or original) text into another

language. As stated in Oxford Advanced Learner’s Dictionary (2000:1438).

Translation is the process of changing something that is written or spoken into

another language.

2. Memorization

Students are given list of target language vocabulary word and their native

language equivalent and are asked to memorize them. So the students are also
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required to memorize it. (Freeman, D.L, 2000, p. 30-31). Memorization can

help students to speak foreigh language easily. Students are given list of target

language vocabulaty words and their teacher ask them to memorize the

vocabulary. Memorization not only use for memorize vocabulary, but also can

be used in dialog or called dialog memorization. Students memorize the dialog

through mimicry, students usually take role of one person in the dialog, and the

teacher the other or a half of class to take one role and the other half to take the

other.

3. Chain Drill

Larsen and Freeman (2003) stated that chain drill is a technique from the

chain of conversation that forms around the students, one by one, ask and

anwer questions of ech other. The teacher begins the chain by greeting a

particular students or asking the students a question. After that students

responds, then turns to the students sitting next t him. The first student greets or

ask a question of the second student and the continues. A chain drill allows

some controlled communication, even though it is limited. A chain drill also

gives the teacher an opportunity to check each student’s speech.

4. Repetition drill

Repetition is one of activity that can gives stimulus for students. In this

activity, students are asked to repeat the teachers model as accurately and as

quicckly as possible. This drill is often used to teach the lines (Diane and

Freeman 2000, p. 48).

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5. Drilling

Drilling is a way of standadising pronunciation of a language item and

developing fluidity (the ability to introduce language quickly and easily). The

idea is for learners to develop good pronunciation habits by first listening to a

model from the teacher, and then repeating this model several times while

receiving positive and negative feedback for their efforts.

6. Describing picture

This activity is simple but surprisingly productive for beginner level. A

picture description is an ideal way of practing English in all sort of field.

Pictures provide serious language practice and can be invaluable in the

classroom for stimulating discussion and bringing enormous variety to lesson.

They also provide the teacher with a flexible and convvenient tool to test many

different things in exam.

7. Language Games

Using language game in the classroom is one of an alternative way in

improve students vocabulary. Through the game, students will be more active

and enjoy the class activities. Games are used frequently in teaching

vocabulary. The students’ find them enjoyable, if games are properly designed,

they give students valuable communicative practice (Diane and Larsmen, 2000,

p.133). Agreement with (Richard-Amato, 1988; Thiagarajan, 1999; Gardner,

1999; Wright, Betteridge & Buckby, 2005) The reasons for using games in

foreign language classroom were proposed by many educators Games add

interest to what students might not find very interesting; games provide a
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context for meaningful communication; games can lower anxiety; games can

develop students’ skill of working together in a group; and games can connect

to a variety of intelligences, etc. Games are not just time-filling activities but

have a great educational value (Uberman, 1998, pp.20-27). Lee (1979, p.2)

claimed that most language games make learners use the language instead of

thinking about learning the correct forms. He also said that games should be

treated as central not peripheral to the foreign language teaching program.

8. Using Song

Using song in the classroom can help students in the process of English

teaching, develop their English in terms of grammar, vocabulary, and

pronunciation (Chandler & Stone, 1999, p.20). in this classroom that all the

students are the elementary school studnets, the teachers often use this

technique to persuade students rich vocabulary. The good effect of song is the

students can memorize the word faster than just pronounce it word per word.

Gugliemino (1986, p.19-26) claimed that if a song is used in coordination with

a language lesson it can be of great value. Lo and Li (1998, p.8-11) argued that

songs provide a break from classroom routine and that learning English

through songs develops a non-threatening classroom atmosphere in which the

four language skills can be enhanced. The belief that songs provide enjoyment

and develop language skills is also noted by several other authors (Adamowski,

1997; Bechtold, 1983; Domoney & Harris, 1993; Griffee, 1992; Little, 1983;

Monreal, 1982). Schoepp (2001) stated that teachers’ reasons for using songs

in the classroom were identified into three main theoretical reasons: affective
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reasons; cognitive reasons, and linguistic reasons. Krashen’s affective filter

hypothesis explains how affective factors relate to language learning and why

some learners learn and other do not

9. Reading Aloud

Reading aloud means just that-reading aloud. When we read to students, we

take advantage of the fact that until about the eighth grade, young people have

a listening level that significantly surpasses their reading level. When we read

aloud to students, we engage them in texts that they might not be able to read.

In the process, we expand their imaginations, provide new knowledge, support

language acquisition, build vocabulary, and promote reading as a worthwhile,

enjoyable activity. All students, from pre-school through high school, can

benefit from being read to. Listening to a fluent, expressive, and animated

reader can help students make connections between written and spoken

language.