CHAPTER I

INTRODUCTION

1.1 Background of the Study

One of the main goals of language teaching and learning process is to teach learners how

to communicate in the target language appropriately. As the foreign language and the most

learned target language, English has the same goal which for human communication. (Brown

2006) stated that the language itself has an important task as a tool of communication that

can be in the spoken or written form. For those who want to use English to communication,

learning English vocabulary is an important skill and it is fundamentally needed.

A review of research based on teaching and learning of vocabulary indicates that there are

very strong reasons for implementing a systematic to teaching and subsequent learning of

vocabulary as the first skill to developing comprehension. Several researchers and

vocabulary experts agree that vocabulary learning is really a special case of learning. In

direct vocabulary instruction, learners do many specific exercises and activities that focus

their attention directly on certain words in lists, learning word parts, and vocabulary games.

These techniques will benefit all learners, but have been shown to especially benefit learners

with limited personal experience with words as well as limited knowledge of words

(Vacca,Vacca and Gove, 2000).

Vocabulary is central to English language teaching because without sufficient vocabulary

students cannot understand others or express their own ideas. Wilkins (1972) wrote that “. . .
while without grammar very little can be conveyed, without vocabulary nothing can be

conveyed”(pp. 111–112). In fact the speaker of EFL will realize that it’s so hard to

understand the meaning one of statement example that student read in their native language.

Many foreign language learners are concerned about speaking and surely know that they are

lack of vocabulary to understand the passage or what teacher says. That is why vocabulary is

essential for speaking.

Increasing the English vocabulary ability has become more important. However,

vocabulary is very important thing to understand what student read and heard. In learning,

foreign language learners need to have many vocabularies to help them. As a student they

always make mistake both in written or in spoken. The caused is lacked of vocabulary, didn’t

understand the vocabulary or misunderstanding.

In teaching and learning process commonly learners have problem from inside their self

who shy in making mistakes to express their idea or sentences because many words that

seems like difficult to adding in their sentences based on the meaning. Lack of vocabulary

makes students are not able to prove their own self such as ; express words, express an idea,

practice dialogue, interview, telling story, telling argument, and present their result of

discussion report in English. As well as the teacher face in students of SMP Negeri 2 Ambon,

grade VII Bilingual2 . Lack of English vocabulary makes student hard to understand the

purpose that teacher explained. Some of students had to wait some period long enough to

understand, some are not understand at all so often do not meet the standards of learning

objective. This is the problem that must be solved.

In this study the writer want to give some way out to enlarge student vocabulary with the

strategy is Advance Organizer for junior high school student. According to D.

Ausubel(1963), An 'advance organizer is a cognitive instructional strategy used to promote

the learning and retention of new information. These organizers are introduced in advance of

learning itself, and are also presented at a higher level of abstraction, generality, and

inclusiveness; and since the substantive content of a given organizer or series of organizers is

selected on the basis of its suitability for explaining, integrating, and interrelating the

material they precede, this strategy simultaneously satisfies the substantive as well as the

programming criteria for enhancing the organization strength of cognitive

structure(Ausubel,1963:81)”. Therefore, advance organizers can be as simple as a teacher’s

background discussion before introducing a new concept or a list of tasks to be done by the

learner; alternatively, they can be as complex as a detailed flow diagram that pictures many

components of a multi-component task and their organization.

Advance organizers can be provided by words (spoken or written), diagrams and charts,

photographs, or actual models of finished products. Advance organizers are cognitive

strategies that help to make complex concepts or tasks clear, and also to relate known

information to new or unknown information. They may be designed to facilitate orientation

to new information, sequential organization through a task, elaboration of a concept, thematic

or dramatic organization of narrative discourse, or other forms of cognitive organization.

Advance organizers not only facilitate understanding of new information and completion of

complex tasks, they also improve learning and memory at the levels of encoding new

information, storing it, and subsequently retrieving it means that by doing Advance

Organizer as one of the best strategies, teachers can used to help students in mastering and

increasing their vocabulary well and adding new vocabulary for students.
1.2 Topic Of Discussion

The success of a teacher in teaching depends on methods or strategies that can improve the

quality of learning. as we know that having a lot of vocabulary plays an important role in the

success of understanding the purpose and purpose of the lesson given, to build students'

knowledge of words and phrases, help them learn and learn about their knowledge. So , the

authors trust the use of advanced organizer as one of the strategies that can be a stimulant for

students to add a list of their vocabulary. The advanced organizer itself helps students easily to

remember vocabulary based on their English learning experience. Students who are given

learning using advanced organizer strategies are students who can bridge the gap between

learning new information and information they already know and use (Ausubel 1963).

1.3 Objective of the Paper

This paper is aimed to describing advance organizer strategy in teaching vocabulary

which is this strategy is usually implemented for English teaching. So by this paper, the

researcher wants to share related theories related by using advance organizer strategy, and

hopefully this paper can be used as one of the meaningful reference for other researchers who

want to know more about this strategy.

CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Review

2.1 The Essence of Vocabulary In Teaching English

 The ability to understand the context of sentences in learning English is very necessary to

achieve a corresponding understanding. To make conversations or writings that can be

understood with the other person must have a lot of English vocabulary. In general, the

vocabulary is a set of words owned by someone or another entity, or is part of a particular

language. A person's vocabulary is defined as the set of all words the person understands or any

words that the person might use to compose a new sentence.

Vocabulary is the collection of words that an individual knows (Linse2005:121). There is so

many.experts who gives definitions of vocabulary. Hatch and Brown (1995:1)

define that vocabulary as a list of words for a particular language or a list or set of word

that individual speakers of Language might use.

Furthermore, in Webster Dictionary(1985:1073), vocabulary is define as a list or collection of

words usually alphabetically arranged and explained or lexicon, stock of words use in

language or by class, individual, etc. While according to Roget (1980:1036), vocabulary is:

a. A list of words often defined or translated.

b . All the words of Language.

c. Specialized expression which are indigenous to a particular field, subject, trade or subculture.

Laufer (1997:54) states that vocabulary learning is at the heart of language

learning and language use. In fact, it is what makes the essence of a language. Without

vocabularies, speakers cannot convey the meaning and communicate with each other

in a particular language.

Vocabulary is an important aspect in teaching language, as stated by Edward

(1997:149), “Vocabulary is one of the important factors in all language teaching;

students must continually learn words as they learn structure and as they practice

sound system”. Sometimes, it’s difficult to determine the words that students related to

vocabularies such as: meaning, spoken/written forms, collocations, connotatons,

grammatical behavior, etc.( Linse,2005:121)

Based on the importance of vocabulary, teachers should consider some types of

vocabulary that can be taught to young learners. It will be discussed in the following section.

Types of vocabulary

There are some types of vocabulary as stated by Nation (1990), Aeborsold and

Field (1997). They are active or productive vocabulary and passive or receptive vocabulary.

Active or productive vocabulary refers to language items which learner can use

appropriately in speaking or writing (Aeborsold and Field,1977:139).

It is line with Nation(2003:25) who states that productive vocabulary refers to the words

that students can pronounce, spell and write. It involves how to use the words in

grammatical pattern. Passive or receptive vocabulary refers to language items that can be

recognized and understood in the context of reading or listening (Aeborsold and Field, 1977).

This,receptive vocabulary as stated by Nation (1990), refers to the words that students can

be organized when they are heard and they are expected to be able to distinguish a word

which has similar sound.

From the explanation above, it can be concluded that there are different types of vocabulary

this is,relevant to the fact that people have different ways in understanding
words in terms of visual, aural,oral and written words. Not all words suit that are needed

by the learners, so vocabulary selection is important to be considered to teach learners.

2.2 The Principle To Increase Vocabulary

There are four skills that should be mastered by students in learning English. They are

Listening, Speaking, Reading and Writing. Before they master the four of skills they have to

know some vocabularies to support them in learning English. This is because vocabulary is an

important and essential element in language learning. Students who have many vocabularies can

understand the subject accurately and effectively. Richard(2005) says that vocabulary is a core

components of listening, speaking, reading, and writing. It is due to the fact that learning

vocabulary is essential aspect that cannot be separated from learning other skills in English.

The knowledge of word meanings and the ability to access that knowledge efficiently are

recognized as important factors in reading and listening comprehension, speaking and writing

fluency.

Thus, vocabulary knowledge helps students with language comprehension. Like

Widdowson (1989), McKeown (2002) argue that vocabulary knowledge is the heart of a

language comprehension and use. Additionally, Barra (1995) suggests that to comprehend a text

successfully students need to have sufficient word knowledge. This is to say that the

comprehension of a language depends on the amount of words that are known in that language.

Also, students need to have sufficient word knowledge to understand what they read. Students

can understand a writer’s message only if they know the meaning of most of the words used in a

text. Still, Nation (2001) states that readers need to know at least 97% of the vocabulary in a text

for an adequate understanding of it. Without knowledge of the key vocabulary in a text, a learner
may have serious trouble in understanding the message, that is, word knowledge is crucial to

reading comprehension and determines how well students will be able to comprehend the texts

they read. So, having students with a large amount of vocabulary knowledge is essential to

language comprehension.

In addition, vocabulary helps students with language production. Hubbard (1983) states that

the more words a student knows the more precisely that student can express the exact meaning

he/she wants to. Based on this view, to communicate effectively students need to know a large

number of word meanings. Likewise, Cardenas (2001) states that vocabulary is used to

determine the proficiency a student has in oral context. This is to say that vocabulary is an

essential component to determine how much a student is able to communicate successfully. So,

students have to overcome the lack of vocabulary knowledge in order to communicate

effectively. Language teachers should focus on effective instruction to teach vocabulary to help

students to develop their vocabulary knowledge in order to communicate successfully. However,

the focus of the instruction was not always on the vocabulary.

2.3 Common Problems Faced by Students in learning Vocabulary

The first steps in successful teaching vocabulary are to identify the difficulties that faced by the

students. Thornbury (2004: 27) proposes somefactors that make some words more difficult as

follows:

a. Pronunciation

Research shows that words that are difficult to pronounce are more difficult to learn.
b. Spelling

Sounds-spelling mismatches are likely to be the cause of errors, either of pronunciation or of

spelling, and can contribute to a word’s difficulty. While most English spelling is fairly law-

abiding, there are also some glaring irregularities. Words that contain silent letters are

particularly problematic: foreign, listen, headache, climbing, bored, honest, cupboard, muscle,

etc.

a. Length and complexity

Long words seem to be no more difficult to learn than short ones. But, as a rule of thumb, high

frequency words tend to be short in English, and therefore the learner is likely to meet them more

often, a factor favoring their “learn ability”.

b. Grammar

Also problematic is the grammar associated with the word, especially if this differs from that of

its L1 equivalent. Remembering whether a verb like enjoy, love, or hope is followed by an

infinitive (to swim) or an –ing form (swimming) can add to its difficulty.

c. Meaning

When two words overlap in meaning, learners are likely to confuse them. Make

and do are a case in point: you make breakfast and make an appointment, but

you do the housework and do a questionnaire.

f. Range, connotation and idiomaticity

Words that can be used in a wide range of contexts will generally be perceived as easier than

their synonyms with a narrower range. Thus, put is a very wide- ranging verb, compared to
impose, place, position, etc. Likewise, thin is a safer bet than skinny, slim, slender. Uncertainty

as to the connotations of some words may cause problems too. Thus, propaganda has negative

connotations in English, but its equivalent may simply mean publicity. On the other hand,

eccentric does not have negative connotations in English, but its nearest equivalent in other

languages may be deviant. Finally, words or expression that are idiomatic (like make up your

mind, keep an eye on....) will generally be more difficult than words whose meaning is

transparent (decide, watch). Gower, Philips and Walter (1995: 143) explain what makes a

vocabulary item is easy or difficult. How easy or difficult a vocabulary item is can depend on

a number of factors:

a. Similarity to L1

The difficulty of a vocabulary item is often depends on how similar the items is in the form and

meaning to the students‟ first language. Words which are similar in the first language and

English may be misleading rather than helpful.

b. Similarity to English words already known

Once students have some English then a word which is related to an English word they are

already familiar with is easier one which is not. For example, if students have already met the

word friendly they should be able to guess the meaning of unfriendly.

c. Connotation

Another difficult aspect that learners have to get grips with is the connotation of the word. For

example, does the word have positive or negative connotation to a native speaker? Either skinny

and slim could be used to describe someone who is thin – but these words are very different in

their connotation and by choosing one rather than the other the speaker conveys a particular

attitude.
d. Spelling and pronunciation

The spelling of many English words can cause problems for students who speak languages with

very regular spelling system. Particular spelling patterns can also cause confusion where the

pronunciation is concerned. For example, it is easy to understand why many students confuse the

meaning, spelling and pronunciation of these words: through, though, thought, tough, thorough.

e. Multi-word items

A lexical item may consist of more than one word, as in a compound noun such as tennis shoes

or sports car, or a phrasal verb such as to put someone up. Phrasal verbs are notoriously difficult

for learners of English because they are made up of simple words (often prepositions or adverbs).

f. Collocation

How a lexical item collocate (or „goes with‟ other items) can also cause difficulty. For example,

people are injured or wounded but things are damaged, and we can say a strong wind and strong

coffee – but it’s a light wind not a weak wind and weak coffee not light coffee.

g. Appropriate use

When to use vocabulary appropriately is also problematical. Some words and expressions are

restricted to use in particular context (for example, we can use pushing to mean almost in He is

pushing fifty. But pushing is only used in this way with older people – we do not say he is

pushing there!). Also it is important that students know whether the word or phrase has a marked

style – informal or formal.

2.4 The Characteristic of Advance Organizer

 Advance organizer is a model for helping students organize information by

connecting it to a larger cognitive structure that reflects the organization of the discipline itself.

Developed by David Ausubel, Advance Organizers were a “practical implication of his theory of

meaningful verbal learning” (Kirkman & Shaw, 1997, p. 3).

Teachers consider the hierarchy of a subject as they plan lessons and prepare an advance

organizer that outlines or introduces the more abstract or generalized structure of the subject (for

example, what distinguishes a plant from an animal). The information presented in the lessons

that follow is connected to this cognitive structure.

There are two main types of advance organizer. First, an advance organizer can be an

introduction to a new topic, with the goals of giving students an overview, connecting new

information to what the students already know, and illustrating the organization of the new

concept or information to be processed and learned. Second, an advance organizer can be a task

planner designed to orient the learner to a task by providing organizational cues, like a sequence

of steps to complete the task or a list of components of the task, or by showing what a product

(i.e., the learning outcome) should look like (e.g., what a well organized story or description

looks like).

Therefore, advance organizers can be as simple as a teacher’s background discussion before

introducing a new concept or a list of tasks to be done by the learner; alternatively, they can be as

complex as a detailed flow diagram that pictures many components of a multi-component task

and their organization. Advance organization can be provided by words (spoken or written),

diagrams and charts, photographs, or actual models of finished products. Advance organizers are

cognitive strategies that help to make complex concepts or tasks clear, and also to relate known

information to new or unknown information. They may be designed to facilitate orientation to

new information, sequential organization through a task, elaboration of a concept, thematic or

dramatic organization of narrative discourse, or other forms of cognitive organization. Advance

organizers not only facilitate understanding of new information and completion of complex

tasks, they also improve learning and memory at the levels of encoding new information, storing

it, and subsequently retrieving it.

According to Joyce et al. (2000), the advance organizer model has three phases of activity:

Phase I (includes presentation of the advance organizer)

 Clarify the aims of the lesson

 Presentation of the advance organizer

 Prompting awareness of relevant knowledge

Phase II (includes making links to/from the organizer)

 Presentation of the learning task or learning material

 Make organization and logical order of learning material explicit

Phase III (strengthening of the cognitive organization)

 Integrative reconciliation and active reception learning (e.g. the teacher can ask learners

to make summaries, to point our differences, to relate new examples with the organizer).

 Elicit critical approach to subject matter (have students think about contradictions or

implicit inferences in the learning material or previous knowledge)

The simple principles behind advance organizers are that:

1. Most general ideas should be presented first in an organized way (not just a summary)

and then progressively differentiated.

 2. Following instructional materials should integrate new concepts with previously

presented information and with an overall organization.

Therefore, advance organizers present a higher level of abstraction. They are not just simple

overviews, illustrating examples etc.! But they share with such techniques the idea, that they

must be integrated with other teaching/learning activities.

“Advance organizers provide the necessary scaffolding for students to either learn new and

unfamiliar material (an expository organizer which provides the basic concept at the highest

level of generalization) or to integrate new ideas into relatively familiar ideas (a comparative

organizer which compares and contrasts old and new ideas). Ausubel contends that these

organizing ideas, which may be single concepts or statements of relationship, are themselves

important content and should be taught because they serve to organize everything that follows.

Advance organizers are based on major concepts, generalizations, principles, and laws of

academic disciplines.” (The Advance Organizer, retrieved 19:35, 2 October 2006 (MEST)).

2.5 The History of Advance Organizer

Advance Organizers are a model for helping students organize information by connecting it to a

larger cognitive structure that reflects the organization of the discipline itself. Developed by

David Ausubel, Advance Organizers were a “practical impli- cation of his theory of meaningful

verbal learning” (Kirkman & Shaw, 1997, p. 3).

Teachers consider the hierarchy of a subject as they plan lessons and prepare an advance

organizer that outlines or introduces the more abstract or generalized structure of the subject (for

example, what distinguishes a plant from an animal). The information presented in the lessons
that follow is connected to this cognitive structure. (Photosynthesis is a process used by plants to

produce carbohydrates by using light from the sun and chlorophyll. Plants use this process.

Animals do not.)

As you read Case Study 13.1, consider how the teacher has developed theadvance organizer,

how it has been introduced to the students, and how it serves as a meaningful framework for

understanding and retaining the specific information to be covered in the lessons that follow it.

You may also want to consider how the academic rationalism perspective helps you understand

this model and how the modelitself can help you align your work with content standards and

benchmarks.

Advance organizers make it easier to learn new material of a complex or otherwise difficult

nature, provided the following two conditions are met:

1. The student must process and understand the information presented in the organizer this

increases the effectiveness of the organizer itself.

2. The organizer must indicate the relations among the basic concepts and terms that will be

used.

Types

Ausubel distinguishes between two kinds of advance organizer: comparative and expository.

1. Comparative Organizers

The main goal of comparative organizers is to activate existing schemas. Similarly, they act as

reminders to bring into the working memory of what you may not realize is relevant. By acting

as reminders, the organizer points out explicitly “whether already established anchoring ideas are

nonspecifically or specifically relevant to the learning material” (Ausubel & Robinson, 1969,

p. 146) Similarly, a comparative organizer is used both to integrate as well as discriminate. It

“integrates new ideas with basically similar concepts in cognitive structure, as well as increases

discriminability between new and existing ideas which are essentially different but confusably

similar” (Ausubel, 1968, p. 149)

An example of a comparative organizer would be one used for a history lesson on revolutions.

This organizer “might be a statement that contrasts military uprisings with the physical and

social changes involved in the Industrial Revolution” (Woolfolk et al., 2010,

p. 289). Furthermore, you could also compare common aspects of other revolutions from

different nations.

2. Expository Organizers

“In contrast, expository organizers provide new knowledge that students will need to understand

the upcoming information” (Woolfolk et al., 2010, p. 289). Expository organizers are often used

when the new learning material is unfamiliar to the learner. They often relate what the learner

already knows with the new and unfamiliar material—this in turn is aimed to make the

unfamiliar material more plausible to the learner.

An example which Ausubel and Floyd G. Robinson provides in their book School Learning: An

Introduction To Educational Psychology is the concept of the Darwinian theory of evolution. To

make the Darwinian theory of evolution more plausible, an expository organizer would have a

combination of relatedness to general relevant knowledge that is already present, as well as

relevance for the more detailed Darwinian theory.

Essentially, expository organizers furnish an anchor in terms that are already familiar to the

learner.

Another example would be the concept of a right angle in a mathematics class. A teacher could

ask students to point out examples of right angles that they can find in the classroom. By asking
students to do this, it helps relates the students present knowledge of familiar classroom objects

with the unfamiliar concept of a 90 degree right angle`

2.6 The use of Advance Organizer

Advance Organizers provide an organizational framework that instructors develop prior to

presenting information to students. This framework prepares students for what they are about to

learn and can help provide links between new ideas and similar concepts. Advance Organizers

help instructors and students focus on information that is important and essential. The format of

Advance Organizers can be very basic or visually creative and will depend on the instructor

style, the material to be learned, and the learner's characteristics. The methods for presenting

information to students will also influence the design of the organizer. For example, an organizer

for an online class may be different from one used in a face to face classroom. (Mayer, 1979)

Dr. David Ausubel, one of the early advocates for use of Advance Organizers in the 1960's,

believed that when students use Advance Organizers, they can bridge the gap between learning

new information and information they already know (previously existing schema into new

schema). His approach was to use broad concept categories to help students organize new pieces

of information and tie the new information to an existing organizational structure, resulting in

retention of new information. "With the use of an advance organizer, new material will be

rendered as more familiar and meaningful, as learners will have an organized structure in place

to store new ideas, information, and concepts." (Allen, 2014) In short, this kind of structure

makes transparent for students the back-thinking and connections that instructors use to plan

what new information should be taught from class to class, thus taking the guesswork out of
making these connections for students and potentially deepening student understanding of the

new material.

The benefits of Advance Organizer itself :

To foster student engagement. Advance organizers establish a purpose and direction for

students’ participation in the lesson

while also serving to acquire their attention by virtue of the relevance, challenge, or intrigue of

the lesson.

To activate prior knowledge. When students have recalled prior, relevant information, their

brains are better prepared to receive

new information and connect that new information to an existing cognitive structure.

To help students identify and organize important information. Advance organizers help

students know what to look for as

they participate in a lesson and provide a framework for organizing information (e.g., a

problem/solution framework).

To meet the needs of students. Students who are able to connect new knowledge to or situate

new knowledge in their existing cognitive structures are better able to understand and retain new

knowledge.

2.7 The Procedure of Using Advance Organizer Strategy

Constructing an advance organizer is the task of the teacher. The teacher determines the structure

of the discipline, content, or subject to be mastered and then develops the organizer. Some

guidelines for this process may be helpful. Kenny (1993) cites characteristics or guidelines

proposed by Mayer (1979) when Mayer reinterpreted Ausubel’s theory.

Advance Organizer Guidelines

1. Short set of verbal or visual information.

2. Presented prior to learning a larger body of to-be-learned information.

3. Containing no specific content from the to-be-learned information.

4. Providing a means of generating the logical relationships among the elements in the to-be-

learned information.

5. Influencing the learner’s encoding process.

When constructing an advance organizer, keep the content short. Because the organizer serves to

introduce and frame the information that is to follow, it need not

be lengthy. The advance organizer text Ms. Wolters constructed was only a few paragraphs long.

Its use and the conversation that followed were completed in a short time.

Some specific procedures may help your students use an advance organizer in an efficient and

productive way.

1. Read a text-based advance organizer orally to your students.

Some researchers (Rinehart, Barksdale-Ladd, & Welker, 1991) found that the teacher’s reading

the text and discussing it with students improved students’ recall of information.

2. Add visuals to your advance organizer.

Visuals can include drawings or photographs, or pictures by themselves can serve as the

organizer. Researchers Chun and Plass (1996) had success with videos as advance organizers.
3. Use concept maps or other forms of graphic organizers as advance organizers.

Concept maps and graphic organizers are variations of advance organizers (Story,

1998). Often used throughout a unit of study, they can be designed by the teacher for use as an

advance organizer. Willerman and Mac Harg (1991) found that the use of a concept map in this

way had significant and positive results for their learners.

4. Teach the advance organizer and remind students to use it often.

Students must understand the purpose of the advance organizer. Once this is understood, it is

most effectively used if students are reminded to connect their new learning to it. As stated by

one group of researchers (Groller, Kender, & Honeyman,(1991), “Students need to be taught

how to use, monitor, and evaluate their use of advance organizers in order to use these to their

advantage” (p. 473).

2.8 Vocabulary Assessment

When teachers teach vocabulary to build students’ knowledge

of words and phrases, helping them learn any and all of these different components assists them

in enhancing their English vocabulary knowledge and use. Pictures connect students’ prior

knowledge to a new story, and in the process, help them learn new words. There are plenty of

vocabularies that can be introduced by using illustrations or pictures. They are excellent means

of making the meaning of unknown words clear. They should be used as often as possible. The

list of pictures includes: posters, flashcards, wall charts, magazine pictures, board drawings, stick

figures and photographs. Pictures for vocabulary teaching come from many sources. Apart from
those drawn by the teacher or students, they are sets of colorful pictures intended for schools.

Pictures cut out of newspapers and magazines are very useful as well. Nowadays many readers,

vocabulary books and course books contain a vast number of attractive pictures that present the

meaning of basic words. The teacher can use learning materials provided by the school. They can

also make their own visual aids or used pictures from magazines. Visual support helps learners

understand the meaning and helps to make the word more memorable.

To know the students ability in vocabulary teacher conducted a vocabulary test. In this case the

teacher asked student to produce a piece of descriptive paragraph under the following topic.

-Cycle one : Describing

Family

-Cycle two : Describing

a place (classroom)

B. Empirical Review

2.9. Relevance Previous Study

There is a previous relevant study that the researcher found related to the use Advance Organizer

strategy. Those are briefly cited as follows:

WINDASARI WALLY (2011) conducted a scientific work about Implementation of advanced

organizer model to improve speaking skill of grade 1 SMP N Lesanpuro I Kedung kandang

Malang.

This research is a Classroom Action Research with Kemmis and McTaggart model cycles,

including: planning, action and observation (acting & observing), reflecting (reflecting), and

revision plan. Subject of research is the students of grade 1 SMP N Lesanpuro I Kec.
Kedungkandang Malang, amounted to 42 students, consisting of 23 male students and 19 female

students. Data collection was done by observation, interview, field note, test, and documentation.

The results showed that the application of advance organizer learning model can improve

students' speaking skills in grade 1 SMP N Lesanpuro I Kec. Kedungkandang Malang. Increased

ability to speak is characterized by: (1) Implemented advance organizer learning model, (2)

students have dared to give responses or opinions to events heard, read, and seen because

students already know what they should respond and how to respond. Results of students

'speaking ability on (1) pre-action amounted to = 47.2%, (2) students' speaking skills in cycle I =

90.5%, and (3) speaking skills in cycle II = 100%.

Based on the result of this research, it can be concluded that through advanced organizer learning

model can improve speech ability of grade 1 students of SMP N Lesanpuro I Kec.

Kedongkandang Malang, it is suggested that teachers can apply advanced organizer learning

model in Indonesian Language subjects to improve students ‘speaking ability as one of skills

developed based on the number of vocabularies held by students.

C. Conceptual Framework

Studies have shown that reading comprehension and vocabulary knowledge are strongly

correlated,1 and researchers have found that word knowledge in primary school can predict how

well students will be able to comprehend texts they read in high school.2 Limited vocabularies

prevent students from comprehending a text. Poor readers often read less, because reading is

difficult and frustrating for them. This means they don’t read enough to improve their

vocabularies, which could, in turn, help them comprehend more. This perpetuating cycle can

mean that as students continue through middle school and high school, the gap between good and

poor readers grows wider. Direct instruction in vocabulary can help arrest this cycle. Good
readers often acquire much of their vocabulary through wide independent reading, also known as

incidental learning. However, explicit instruction can help students learn enough words to

become better readers (and thus acquire even more words). Direct vocabulary instruction is

useful for students at all ability levels, but it is particularly useful for beginning students who

have a limited reading vocabulary and little exposure to incidental vocabulary learning outside of

school.

The average student learns about 3,000 words a year, or six to eight words per day—a

remarkable achievement! If students are taught new words at a rate of eight to ten words per

week for 37 to 50 weeks, about 300 to 500 words per year can be taught through direct

instruction.3 This leaves a large portion of words to be learned through independent reading,

which is essential to acquiring word knowledge. Although the percentage of words learned

through direct instruction may seem small, it is significant. Steven A. Stahl has pointed out that

for students at the lower end of the vocabulary range, who learn perhaps 1,000 words a year, a

gain of 300 words equals a 30 percent increase, and that for average students a gain of even 10

percent is educationally significant— especially if it is repeated year after year.4 Experts agree

that a combination of direct instruction of word meanings, discussions about words and word

parts, and encouragement of wide reading is the best way to help students develop vocabulary.

One of vocabulary teaching strategies recommended by the experts is Advance organizer

Strategy. This strategy provides necessary scaffolding for students to either learn new and

unfamiliar word or to integrate new ideas into relatively familiar ideas.

 CHAPTER III

CONCLUSSION AND SUGGESTION

3.1 Conclusion

Vocabulary is a set of words owned by someone or another entity, or is part of a

particular language. A person's vocabulary is defined as the set of all words the person

understands or any words that the person might use to compose a new sentence. Therefore, this

paper, presents the theory of Advance organizer Strategy as one of teaching vocabulary strategy

that can be used in classroom activity. From presenting theories related to Advance organizer

strategy, the writer concludes that:

1. Advance organizer strategy is one of the effective strategies in helping students

increase their vocabulary well.

2. The strategy can be used an introduction to starting material while introduce new

vocabulary to students

3. This strategy can help students collect new data as well as new vocabulary in

facilitating students into the material.

3.2 Suggestion

Based on the conclusion above, it can be delivered some suggestions to be paid more attention in

teaching and learning process they are:

1. Teachers can apply Advance organizer Strategy of teaching to increase students’ English

vocabulary.

2. Teachers can use this strategy not only for increase vocabulary, but it can be applied for

other English basic skills.

3. Teachers should prepare and select appropriate materials to produce the effective teaching

learning process. Also, the teachers should determine the target of the teaching which must

be achieved. It is important for teachers should pay more attention to students’ activity

during the teaching learning process in order to achieve the goal of study.

4. Readers can take notes from this research for certain academic purposes.

5. Future researchers; for those who intend to conduct the similar study , the writer hopes that

they can start with classroom action research and the result of their findings can be used as

reference for the next research.

USING ADVANCE ORGANIZER STRATEGY TO INCREASE STUDENTS

VOCABULARY FOR JUNIOR HIGH SCHOOL

PAPER
Submitted in partial of the requirement for the attainment of Sarjana
Pendidikan Degree at English Education Study Program

BY:
ENGGRIED JENIFELD PASANEA
2011-36-012