THE USE OF DRILLING TECHNIQUE ON STUDENT’S

VOCABULARY LEARNING

A RESEARCH PROPOSAL

Submitted to the English Education Program of UNSIKA as a partial fulfillment of

the requirements for Proposal Seminar

By:

Ariny Pratiwi

ID. 1610631060024

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SINGAPERBANGSA KARAWANG

2019
 CHAPTER I

INTRODUCTION

A. Background of the Study

Vocabulary is one of the essential micro skill in English learning.
Theoretically, vocabulary is a group of words or phrases that arranged in
alphabetical order and it has meaning. To master the four skills in English,
vocabulary is the core component to learn first, so that students will be able
to speak, listen, read and write well.
According to the statement above, there are several purposes of
vocabulary related to four skills in English. The first purpose is to increase
the student’s communication. In this case, when the students have a lot of
vocabulary they would be able to speak fluently without getting stammered.
Then, the more vocabulary mastered by students, the students will more
easily understand the conversation or writing of other people and students
can express their opinions fluently both orally and in writing.
In Indonesia, vocabulary is included in English learning. Ministry of
education in Indonesia provides the basics that the students should learn.
There are several competencies that students should mastery, one of the
competence is vocabulary. It can be seen on the seventh-grade junior high
school syllabus, it stated that students should be able to understand and use
English to mention the names of animals in the school and home
environment. In this case, students should be able to understanding and
memorizing the vocabulary related to the nature of people, animals, objects.
Based on the observation and interview from the location that is
observed, the researcher found several problems. The first problem is some
students difficult to memorize the vocabulary related to the nature of people,
animals, objects. They tend to look into their books rather than doing the
task given by the teacher. The second problem is students busy with their
own activities. In this case, the students make a lot of fun with their friend.
This situation makes the class not conducive.
 After analyzing some problems happen in the class, it can be stated
that there are some factors that make the problems occurred. The factor is
some students did not have a strong basis from elementary school so that
they difficult to learn English. The other factor is the students did not
interested in English, it might happen since the method that the teacher used
did not make the students enthusiasm. The last factor is the teacher is from
the other field of education background, this factor is one of the most crucial
problems.
There some technique in teaching vocabulary in the class. One of the
technique is the use of Drilling Technique. According to Setiyadi (2006),
the drilling technique is taught by dialogue by emphasizing the student’s
formation by repetition, memorizing grammatical, and tense transformation
using the target language where the language is spoken. There are several a
types of the drilling technique that mentioned by Setiyadi (2006), which are
repetition drill, substitution drill, transformational drill, replacement drill,
response drill, cued response drill, rejoinder drill, restatement, completion
drill, expansion drill, contraction drill, integration drill, and translation drill.
Based on the statement above, it can be concluded that the use of the
drilling technique is important because it can increase the student’s
vocabulary learning. Therefore, the researcher interested to conduct
research entitled, “The Use of Drilling Technique on Student’s
Vocabulary Learning”.

B. Identification of Problem
According to the background of study above, researcher identified
several problems which will be used as a material for further research.
1. Does the student’s readiness affect the learning process of
vocabulary?
2. Does the student’s learning model affect the process of learning
vocabulary?
 3. Does the use of medium in English learning affect the student’s
vocabulary?
4. Does the teacher’s ability affect the learning procces of vocabulary?
5. Does the teacher’s teaching technique influence the learning process
of vocabulary?

C. Limitation of the Problem

To avoid misinterpretation of the problem, the researcher will
limiting the scope of the study as follows:
1. Teaching technique that will be used to increase student’s ability in
mastery vocabulary is Drilling Technique.
2. The use of creative and active learning strategies.
3. The research subjects were seventh grade junior high school
students.
4. Research carried out in the second semester of the academic year
2018/2019.
5. Learning English were conducted in seventh grade class in junior
high school students.

D. Formulation of the Problem

Based on the background of the study, identification of the problem,
and limitation of the problem, the problem are formulated as follows:
a. What are the difficulties in English vocabulary faced by the seventh
grade junior high school students?
b. What are the possible causes of the difficulties in Englih vocabulary
faced by the seventh grade junior high school students?
c. What are the solutions to solve the difficulties in English vocabulary
faced by the seventh grade junior high school students?
d. To what extend is the student’s vocabulary increased after being
taught by drilling technique?
E. Significance of the Research
The researcher hopes that the result of this research can give
information about the level of student vocabulary mastery. Furthermore, the
researcher hopes that the using of drilling technique in teaching and learning
vocabulary will be useful for both, for the teachers, for the students.
For the teacher: Drilling technique gives and shows an alternative
way of teaching vocabulary because it is a good opportunity to bring the
group together. Drilling technique can help the teacher to solve the problem
for teaching.
For the students: Students can get a different and meaningful
experience of learning vocabulary by using Drilling technique. Drilling
technique can motivate the students in learning English because they can
increase their ability in vocabulary learning.
 CHAPTER II

LITERATURE REVIEW

A. Theoretical Framework
In this part, the reasearcher will provide an explanation about the
theoretical review of student’s vocabulary as the improved variable and
drilling technique as the solution variable.

1. Student’s Vocabulary

A. Definition of Vocabulary
Vocabulary is a very basic element to learn English because
it is the foundation to learn other skill. Vocabulary is a core
component of language proficiency and provides many basis of how
the learners speak, listen, read, and write well.1 Vocabulary is one
of the element in English which has an important role in
understanding and expressing ideas in a form of written or oral.
Someone must know the word if they can recognize its meaning
when they see it.2 It means that students should mastery vocabulary
in order to make good communication. In learning vocabulary,
students have to know the meaning and function of the word and
also understand to use it in context.

B. Teaching Vocabulary
Teaching vocabulary plays an important role in language
acquisition because with mastering vocabulary, students will be able
to master all the language skills; listening, speaking, reading and
writing. The vocabulary will make the students practice life and will

1
Richard, J. And Rogers, T. (1991). Approaches and Methods in Language Teaching: Descriptive
and Analysis. Cambridge Language Teaching Library.
2
Cameron, . (2001). Teaching Languages to Young Learners.Cambridge University Press.
 strengthen the belief that English can be used to express the same
ideas or feeling they express in their native language.3 Furthermore,
the teacher may introduce the list of vocabulary in teaching
vocabulary that is taken from the book, environment around them,
things that they used, and many more. Teaching vocabulary should
consider these following factors :
1) Aims
The aim of teaching vocabulary is to make the teacher easy to
formulate the materias, which will be taught to the students.
2) Quantity
The teacher has to decide the number of vocabulary items to be
learned. The learners will get confuse or discourage if they get
many new words. Therefore the teacher should select new
words, which can easy to understand by learners.
3) Need
In teaching vocabulary, the teacher has to choose the words
really needed by the students in communication.
4) Frequent exposure and repetition
Frequent exposure and repetition have means that the teacher
should give much practice on repetition so that the students
master the target words well. They also give opportunity to the
students touse words in writing or speaking.
5) Meaningful presentation
In teaching vocabulary the teacher should present target words
in such a way that the meaning of the target words are perfectly
clear and unambiguous.
6) Situation and presentation
The teacher tell to the students that they have to use the words
appropriately. The using of words depends on the situation in

3
Finochiaro, M. (1974). Teaching English as a Second Language: From Theory to Practice. Regents
Publishing.
 which they are used and depends on the person to whom they are
speaking.4
From the explanation above, the researcher conclude that
the teacher should know and aware how the important of vocabulary
in learning english.

C. The process of Teaching Vocabulary

The learning of vocabulary is very crucial. The teacher
should pay attention to what the students have to learn in the process
of getting the right vocabulary. The activity of learning help students
to understand the new vocabulary terms that will be taught directly
and they will be able to remember what they have learned at a later
date.5
In order to conduct the ideal learning, the teacher should
pay attention to the several steps and ways of teaching vocabulary,
as follows:
1. Introduction
Teaching vocabulary is very crucial since there are
hundreds of thousands of words in English. However, we should
remember that the native speaker just uses about five thousand
words in their daily conversation. In addition, the students do not
need to use all of the words that they have learned, some of them
just need to be introduced. Choosing what will be taught based on
the frequency of occurrence of words and the benefit of the words
to their needs is very important. When teachers have chosen what
will be taught, the next step is what the students should know and
how the teacher will teach it.
2. What is the possibility of students needs

4
Wallace, M.J. (1982). Teaching Vocabulary. London: Heinemann.
5
Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Alexandria,
VA: Association for Supervision and Curriculum Development.
 The students should know the purpose of the words
properly and then the teacher should give several questions to
make sure that the students already understand. Then, students
should know how to pronounce the words and how to spell it.
3. Way to represent vocabulary
There are several ways to convey the meaning of a word. It
can be conveyed through illustration, mime,
synonym/antonym/gradable, definition, translation, and context.
The way of teaching vocabulary that the teacher choose depends
on the words that will be taught. Some of the strategies above may
be compatible to teach several words, Commonly, the
combination of several strategy will be helpful and facilitate to
remember the words that will be taught.
4. An alternative way to teach vocabulary
a) Give a few words to the students, then ask them to look for
the meanings, how to pronounce them and write examples of
sentences that use the word. Then they can teach the words to
their friends in one group.
b) Prepare a worksheet, then ask students to match the words
with their definitions.
c) Ask students to classify a group of words into several
categories. For example, a list of transportation equipment
which is categorized by water/sea/land.
d) Ask students to look for a new vocabulary from the discourse
they read and teach the vocabulary to their classmates.
5. Things that should be considered
a) Review vocabularies taught through games or activities that
can motivate students to do the same at home.
b) Get used to your students becoming independent learners.
Ask them to read, watch movies, listen to songs or else, and
then record important words.
 c) Leave a portion of the board to record the words that appear
during the teaching. Use different colors of words / phonemes
/ prepositions / word classes.
d) Teaching or learning words that have association meaning at
the same time will be very useful.
e) Encourage the students to buy a good dictionary and use the
time in the class to emphasize the importance of using a
dictionary.
f) Teach word class names grammatically and use script
phonemes.
g) Always prepare a dictionary near you in preparation if there
are students who ask a word that you don’t know.
h) If you do not know or have never heard the word asked by
students, tell them that you will look for the meaning and will
tell them later.
i) Give additional examples to students if they are not sure of
the meaning of a word and suggest that they write the word in
an example sentence.6

D. The Benefit of Vocabulary

Vocabulary knowledge is often viewed as a critical tool for
second language learners because a limited vocabulary in a second
language impedes successful communication. Lexical knowledge is
central to communicative competence and to the acquisition of a
second language.7 The relationship between vocabulary knowledge
and language use as complementary: knowledge of vocabulary
enables language use and, conversely, language use leads to an
increase in vocabulary knowledge.8 Vocabulary is very important in

6
Depdiknas. http://h2te.depdiknas.go.id/index.php/bahasa/229-mengajarkan-vocabulary.html
7
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
8
Nation, I. S. P. (2001). Learning Vocabulary in another Language. Cambridge: Cambridge
University Press.
 and out of school. In the classroom, the student’s achieving process
is the most sufficient vocabulary.
The acquisition of vocabulary is essential for successful
second language use and plays an important role in the formation of
complete spoken and written texts. In English as a second language
(ESL) and English as a foreign language (EFL) learning vocabulary
items play a vital role in all language skills (i.e. listening, speaking,
reading, and writing.9 Furthermore, the acquisition of an adequate
vocabulary is essential for successful second language use because,
without an extensive vocabulary, we will be unable to use the
structures and functions we may have learned for comprehensible
communication.10
As a result, vocabulary is very important in English
learning. As a teacher, they should explore ways of promoting
vocabulary more effectively. For the learners, it is as essentially a
matter of learning vocabulary and therefore they spend a great deal
of time on memorizing list of second language words and rely on
their bilingual dictionary as a basic communicative resource.

2. Drilling Technique
A. Technique
A technique is something that actually takes place in
language teaching or learning in the classroom. It is a superordinate
term to refer to various activities that either teachers or learners
perform in the classroom. In other words, the technique includes all
tasks and activities. It almost always planned and deliberate, done
on purpose rather than by accident.11

9
Laufer, B. & P. Nation. (1999). A Vocabulary Size Test of Controlled Productive Ability. Language
Testing 16, 33-51.
10
Nunan, D. (1991). Language Teaching Methodology A Textbook for Teacher. Upper Saddle
River, NJ Prentice Hall.
11
Brown, D.H. (2001). Teaching by Principle. Englewood Cliffs, NJ: Prentice Hall.
B. Definition of Drilling Technique
Drilling Technique is a way to teach with giving exercises
towards what students have learned before so that students will get
a certain skill. The words exercise contains meaning that something
that is learned done repeatedly, however between the first learning
situation with a realistic learning situation is the same. If the
learning situation is changed, the response will also be changed.
In order to implement the drilling technique in the
classroom, there are several kinds of this technique :
1) Repitition Drill
Repitition drill is a drill in which the students only repeat
what the teachers says. For example:
T : I study in the morning.
S1 : I study in the morning.
T : I study in the afternoon.
S2 : I study in the afternoon.
Etc.
2) Substitution Drill
Substitution drill is a drill in which the students are required
to replace one word with another. For example:
T : Mary is smart.
T : Diligent.
S1 : Mary is diligent.
T : Mary and John.
S3 : Mary and John are diligent.
Etc.
3) Transfromation Drill
Transformation drill is a drill in which the students are
required to change sentences from negative to positive, from
positive to interrogative, or from simple present to simple past
 tense, depending on the instruction from the teacher. For
example:
T : The pencil is new.
S1 : Is the pencil is new?
T : John is in the class.
S2 : Is John in the class?
Etc.
4) Replacement Drill
Replacement drill is a drill in which the students replace a
noun with a pronoun. It is the same drill as the subtitution drill,
but it involves with a replacement. For example:
T : I like English subject.
S1 : I like it.
T : I met the people in the school.
S2 : I met them in the school.
T : Mary and John will come here.
S3 : They will come here.
Etc.
5) Response Drill
Response drill is a drill in which the students respond to
somebody’s sentence. This drill may involve “wh” questions or
“yes/no” questions. For example:
T : Tuti is at home.
T2 : Where is Tuti?
T3 : At home.
Etc.
6) Cued Response Drill
Cued response drill is a drill in which the students are
provided with a cue before or after the questions. For example:
T : What did the woman buy? (A book).
S1 : The woman bought a book.
 T : Who will help Tuti? (Her mother).
S2 : Her mother will help her.
7) Rejoinder Drill
Rejoinder drill is a drill in which the students are given
instruction of how to respond, similar to the cued response drill.
For example:
T : Come to my birthday party. (Be polite).
S1 : Would you like to come to my party?
T : Your idea is not good. (Disagree).
S2 : I disagree with your idea.
Etc.
8) Restatement Drill
Restatement drill is a drill in which the students rephrase an
utterance and address it to somebody else, based on the content
of the utterance. For example:
T : Tell her where do you live.
S1 : I live at Raya Merdeka Street no. 19.
T : Ask him what she has for breakfast.
S2 : What do you have for breakfast?
Etc.
9) Completion Drill
Completion drill is a drill in which the students are told to
supply a missing word on a sentence or statement. For example:
T : I bring my pencil and you bring ...
S1 : I bring my pencil and you bring your pencil.
T : I have to bring ... own book.
S2 : I have to bring my own book.
Etc.
10) Expansion Drill
Expansion drill is a drill in which the students bulid up a
statement by adding a word or phrase. For example:
 T : English.
S1 : We study English.
T : Everyday.
S2 : I study English everyday.
Etc.
11) Contraction Drill
Contraction drill is a drill in which the students replace a
phrase or clause with a single word or shorter expressions. For
example:
T : I did not mean to eat your bread.
S1 : I did not mean it.
T : Do not go to that place.
S2 : Do not go there.
Etc.
12) Integration Drill
Integration drill is a drill in which the students combine two
separate statements. For example:
T : Which one do you think is true? The earth goes
around the sun or the sun goes around the earth.
S1 : I think the earth goes around the sun.
T : I know that man. He is wearing a yellow coat.
S2 : I know the man wearing a yellow coat.12

Based on the explanation above, researcher can conclude

that drilling technique is a good technique for the learners to develp
their voabulary 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.

12
Richards, J. C and Theodore S. Rodgers. (1986). Approaches and Methods in Language
Teaching: A Description and Analysis. United. States of Underhill, N.1987. Testing Spoken
Language. Cambridge: Cambridge University Press America: Cambridge University Press.
 C. The Procedure of Drilling Technique
In order to the implementation of this technique, the teacher
should pay attention to the procedure in the classroom. The
procedure includes:
1) Students first hear a model dialogue (either read by the teacher
or on tape) containing the key structure that is the focus of the
lesson. They repeat each line of the dialogue, individually and
in a chorus. The teacher pays attention to pronunciation,
intonation, and fluency. Correction of mistakes of prononciation
or grammar is direct immediate. The dialogue is memorized
gradually, line by line. A line may be broken down into several
phrases if necessary. The dialogue is read aloud in chorus, one
half saying one speaker’s part and one other half responding.
The students do not consult their book throughout this phase.
2) The dialogue is adapted to the students’ interest or situation,
through changing certain keywords or phrases. This is acted out
by the students.
3) Certain key structure from the dialogue is selected and use as the
basis for pattern drills of different kinds. These are first
practiced in the 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.
5) Follow-up activities may take place in the language laboratory,
where further dialogue and drill work is carried out.13

13
Larsen, Diane. (2000). Freeman. Technique and Principle in Language Teaching. Oxford
University Press.
 According to the statement mentioned above, the researcher
concludes that drilling technique is a technique that can help students
to sharpen their skills in memorizing especially in vocabulary. It is
possible because this technique is done repeatedly to get skills about
the lesson that have been learned before. Moreover, that skills are
expected to be permanent and it can be used every time by the
students. Therefore, teachers needs to pay attention and understand
the value of the exercise itself and its relation to the overall lesson in
school.

B. Conceptual Framework
As a result, vocabulary is very important in English learning. As
a teacher, they should explore ways of promoting vocabulary more
effectively. For the learners, it is as essentially a matter of learning
vocabulary and therefore they spend a great deal of time on memorizing list
of second language words and rely on their bilingual dictionary as a basic
communicative resource.
Moreover, drilling technique is a technique that can help students
to sharpen their skills in memorizing especially in vocabulary. It is possible
because this technique is done repeatedly to get skills about the lesson that
have been learned before. That skills are expected to be permanent and it
can be used every time by the students. Therefore, teachers need to pay
attention and understand the value of the exercise itself and its relation to
the overall lesson in school. In order to create good vocabulary learning, the
researcher expects that the drilling technique is beneficial to teach in the
classroom.

C. Research Hypothesis
According to the explanation previously explained, the authors
assume that the application of the drilling technique can influence the
improvement of students learning outcomes in vocabulary.
 CHAPTER III
RESEARCH METHODOLOGY

A. The Purpose of the Research

The purpose of this research is to find out the impact of drilling
technique on student’s vocabulary learning.

B. Place and Time of the Research

This research will be conducted in one of the junior high school in
Karawang. This research is conducted in first-grade students. The research
carried out in the second semester of the academic year 2018/2019 that
started in January until May 2019.

C. Research Methodology
This research will be using an experimental method. The method that
will be used is the second experimental research, it is the pre-test post-test
control group design. It will be carried out in two class and the class will be
given pre-test, treatment, and post-test. Furthermore, the result of the post-
test each class will be tested by using t-test.

D. Population and Sample

The target population of first-grade students junior high school in
Karawang is 5 junior high schools with a total of 1200 students. Then, the
purposed population is one state junior high school that consists of 6 classes
and has 240 students. Finally, the samples were taken in a class that contains
40 students, they will be represent all of the first-grade junior high school
students in Karawang. This sample is taken by using a random sampling
technique.

E. Research Instrument
 As a result, vocabulary is very important in English learning. As a
teacher, they should explore ways of promoting vocabulary more
effectively. For the learners, it is as essentially a matter of learning
vocabulary and therefore they spend a great deal of time on memorizing list
of second language words and rely on their bilingual dictionary as a basic
communicative resource.
The student’s vocabulary learning in first grade junior high school
will be measured with using test. The test that will be used is based on the
basic competence in the syllabus. The assessment is based on the students’
ability in memorizing the vocabulary and the way they deliver the
vocabularies.

No. Aspect 1 2 3
1 Students Students is not Student Student is
engagement engage, quiet occasionally constantly
in activities participates participating
2 Student use Student is not Student Students uses
of using vocabulary uses vocabulary
vocabulary correctly, many vocabulary words accurately
mistakes, used correctly in
vocab out of most
context instances,
with few
mistakes
3 Student Student is quiet, Student Students thinks
effort not using thinks about about answers, is
vocabulary, does answers, but displaying effort
not think about is quiet/not to participate,
answers, makes using vocab makes few
simple mistakes – makes mistakes (due to
(where effort some misunderstanding
would make it simple not lack of effort)
correct- not mistakes
misundestanding) due to lack
of effort
 4 Student can Student can not Student can Student can
identify identify identify identify most
vocabulary vocabulary on some vocabulary on
worksheet or vocabulary worksheet or
picture woksheet: on picture
less than 5/10 worksheet worksheet: 8/10
right or picture or more
worksheet:
6/10 or
more

In order to implement the aspect that will be used to measure the test,
the teacher should pay attention to the materials that will be taught in the
classroom. In this research, the researcher will provide the blueprint from
the syllabus of the second semester on the first-grade junior high school
students.

Num
The ber
No. Basic Competence Indicator Form of of
Items item
s
1. Identify social 1. Students able to Essay 1
functions, text understanding
structures, and lingustic and memorizing
elements of oral and the vocabulary
written transactional that related to the
interaction texts that nature of people.
involve the act of 2. Students able to Essay 2
giving and asking for understanding
information related to and memorizing
the nature of people, the vocabulary
animals, objects in that related to the
accordance with the animals.
context of their use. 3. Students able to Essay 3
understanding
and memorizing
the vocabulary
that related to the
objects.
F. Data Analysis Technique

1. Normality Test using Liliefors Test and Chi-quadrate Test

(𝑓𝑜−𝑓𝑒)2
𝑥 2 =Σ 𝑓𝑒

2. Homogenity Test using formulation of Fisher Test (F-Test)

𝑆 2 𝑡𝑒𝑟𝑏𝑒𝑠𝑎𝑟
F= 𝑆 2 𝑡𝑒𝑟𝑘𝑒𝑐𝑖𝑙

Hypothesis :
Ho : µ1 = µ2
H1 : µ1 ≠ µ2

G. Statistical Hypothesis
Ho : µ1 = µ2
H1 : µ1 ≠ µ2
The hypothesis test is using “t” test formulation as follows:
𝑥̅ 1− 𝑥̅ 2 𝑥̅ − 𝑦̅
𝑡= 1 1
atau 𝑡 =
𝑆√ + (𝑛𝑥 −1)𝑆 2 +(𝑛𝑦 −1)𝑆 2
𝑥 𝑦 1 1
𝑛1 𝑛2 √ ( + )
𝑛𝑥 + 𝑛𝑦 −2 𝑛𝑥 𝑛𝑦

(𝑛1 −1)𝑠12 +(𝑛22 −1)𝑠22

𝑆=
𝑛1 +𝑛2 −2