This research is a descriptive research. The objective of this research are:
(1) To describe the implementation of vocabulary teaching at the first grade in
SDN Cemara Dua, (2) to find out the problems of vocabulary teaching at the first
grade in SDN Cemara Dua, and (3) to find out the solutions of vocabulary
teaching at the first grade in SDN Cemara Dua.
This research used a qualitative method. It was conducted in SDN Cemara
Dua Surakarta on September 2013. In collecting data, the researcher observed the
implementation of vocabulary teaching, interviewed the teacher and the students,
and took document. The researcher analyzed the data using interactive data
analysis.
Based on the result of the research, the researcher concludes that (1) the
implementation of vocabulary teaching at the first grade in SDN Cemara Dua
consists of four dimensions. They are background, aims, kinds and process. (2)
The problems of vocabulary teaching are not only faced by the teacher but also
the students. The problems of the teacher are big class and lack facilities. The
problems of the students are difficulties to memorize, pronounce, and write
vocabulary. (3) In solving the problems, the teacher and the students have some
solutions. The teacher has some solutions for the big class. The teacher uses some
tricks. The first trick, the teacher asks the the students to be silent. The second,
she asks them to sing together and the last is to give a score in each group of the
students by giving some questions. In solving the problem for the lack facilities,
the teacher takes the references from the internet.
The students have some solutions in solving the problems, In memorizing
English words, the students learn the vocabulary at home. They also have a
private teacher to support their learning. In pronouncing English words, the
students ask the teacher to repeat them for several times. They also consult with
their friends by making a small group discussion. They also learn with a private
teacher. In writing English words, the students practice writing them for many
times until they could write them well. They also consult with their teacher.