Professional Documents
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INTRODUCTION
In studying English students have to deal with some aspects, such as the
teaching English vocabulary is one of the important language skills besides the
other language skills such as reading, listening and speaking. Vocabulary skill for
students have to able to write with the material that is given appropriately.
The factors can be caused by the individualized teacher, by the method that is
used, by the less motivation of the students in learning English, by the less interest
vocabulary, thus the more vocabulary and pattern the students have, the more they
cause difficulties for the student, even though the picture is an important
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result. The teacher has to give the suitable picture that is related to the material
Although English has become the first foreign language that has been
given at the Elementary School but in fact a lot of students there are unable to
And the causal factors of the English low mark at the Elementary School
are:
Second, the teaching material that is given and the method of study is less
relevant.
Third, the environmental factor from the outside of the school is the
Based on the explanation above, the writer feels interested in the problem
of vocabulary skill and vocabulary method, because of the wide range of the
problem then the writer limits it only concerning vocabulary English skill level
Plered Purwakarta)”.
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The writer realizes that she is very limited in a lot of ways; ability, time,
facility, etc. Therefore she would like to limit her study. Her study deals only with
representation of problem which gives direction about what to do. Until we state
In this paper the writer states the research problem in the form of the
following questions :
achievement?
1.5 HYPOTHESIS
Relating to Hatch and Fahradi in research and statistic design for applied
Based on the problem stated the writer propose the hypothesis that
The writer intends to achieve the following aim that is to know the
The subject of research that is going to be carried out is the fourth grade
students derived from population. In this research the number of sample which is
derived from population are 20 students. The sample itself is taken randomly from
the population.
In order to achieve the aim of the research, the writer used Pre-
Experimental method.
because they do not account for extraneous variables which may have influenced
the results. The internal validity of such a design is also questionable. However,
questions. (Also they are good example of what you should not do when you carry
a. Pre-vocabulary
b. While vocabulary
c. Post-vocabulary
5. Giving post-test
Chapter I is introduction.
of: Background of the problem, Reason for choosing topic, Limitation of the
study, Research problem, Hypotesis, Aim of the study, Population and samples of
research, Method and procedure of the research, Organization of the paper, and
Clarification of terms.
In this part the writer tried to review some related literatures and theories
In this chapter the writer gave the conclusion and sugestion of the
research.
In this study, the writer would like to put forward the definition of words
content totally.
Fruits Pictures
THEORETICAL FOUNDATION
They will be able to speak on the telephone, write letters, listen to the radio or
read books. In other words they possess the four basic language skills of speaking,
Speaking and writing involve language production and are therefore often
referred to as productive skills. Listening and reading, on the other hand, involve
receiving messages and are therefore often referred to as receptive skills (Jeremy
H, 1991 : 16).
same time. Speaking and listening usually happen simultaneously, and people way
well read and write at the same time when they make notes or write something
We can summarize the four major language skills in the following ways :
MEDIUM
SPEECH WRITTEN WORD
SKILL
RECEPTIVE Listening and Reading and
Understanding Understanding
PRODUCTIVE Speaking Writing
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identify a number of categories (or genres). The skill of writing will provide a
good example of this, since clearly there are many different kinds of writing.
Writing a poem means using skills that are different from writing a (travel)
brochure – which is again very different from taking notes. These various
Different language users will obviously have different skills. In the first
place a large number of people cannot read and write. Secondly, education,
training and occupation often determine the set of (writing) genres that any one
person can operate in. The type of speaking skill that dealers on a stock exchange
need is completely different from that of a teacher since they are dealing in
different speaking genres. But whatever kind of category of skill language users
deal with, they still need to possess both the main skill and a number of sub-skills
number of sub-skills for processing the language that they use and are faced with.
If we look at the receptive skills (reading and listening), we can see that
there are many sub-skills which we can call upon. The way we listen for general
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understanding will be different from the way we listen in order to extract specific
bits of information. The same is true for reading, of course. Sometimes we read in
People who use language skills and the sub-skills that go with them are
able to select those sub-skills that are most appropriate to their task. If they only
want a certain piece of information from a radio program they will select a way of
listening which is different from the way they listen to a radio play; if they read a
text for the purposes of literary criticism they will select different sub-skills from
those they would select if they were “reading” a dictionary to look for a word. It is
because they have these sub-skills that they are able to process the language that
they use and receive. We can summarize the difference between skills (sometimes
called macro skills) and sub-skills (sometimes called micro skills) in the following
way :
Reading
Traditionally, the teaching of vocabulary above elementary levels was mostly incidental,
limited to presenting new items as they appeared in reading or sometimes listening texts. This
indirect teaching of vocabulary assumes that vocabulary expansion will happen through the
practice of other language skills, which has been proved not enough to ensure vocabulary
expansion.
There are several aspects of lexis that need to be taken into account when teaching
vocabulary. The list below is based on the work of Gairns and Redman (1986):
· Boundaries between conceptual meaning: knowing not only what lexis refers to, but also
where the boundaries are that separate it from words of related meaning (e.g. cup, mug,
bowl).
· Polysemy: distinguishing between the various meaning of a single word form with several
· Homonymy: distinguishing between the various meaning of a single word form which has
several meanings which are NOT closely related ( e.g. a file: used to put papers in or a
tool).
· Homophyny:understanding words that have the same pronunciation but different spellings
(denotation and connotation), which depend on the speakers attitude or the situation.
· Style, register, dialect: Being able to distinguish between different levels of formality, the
· Translation: awareness of certain differences and similarities between the native and the
· Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical
phrases.
· Grammar of vocabulary: learning the rules that enable students to build up different
forms of the word or even different words from that word (e.g. sleep, slept, sleeping; able,
unable; disability).
The implication of the aspects just mentioned in teaching is that the goals of vocabulary teaching
must be more than simply covering a certain number of words on a word list. We must use
teaching techniques that can help realise this global concept of what it means to know a lexical
item. And we must also go beyond that, giving learner opportunities to use the items learnt and
- Reading vocabulary
- Listening vocabulary
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- Writing vocabulary
- Speaking vocabulary
are often misused. This misuse – though slight and unintentional – may be
- Focal vocabulary
- Vocabulary growth
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Infants hear words and mimic them, eventually associating them with
to express itself without gestures and mere sounds. Once the reading and
does not tighten. This translates into a wide range of vocabulary size in the
fifth and sixth grade, when students know about 2,500–5,000 words. These
Native-language vocabulary
Foreign-language vocabulary
Francis and Kucera studied texts totaling one million words and
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found that if one knows the words with the highest frequency, they
0 words 0%
1000 72.0
2000 79.7
3000 84.0
4000 86.8
5000 88.7
6000 89.9
15,851 97.8
would know 80% of the words in those texts. The numbers look
even better than this if we want to cover the words we come across
the numbers in the table are for word lemmas and knowing that
many word families would give even higher coverage. But before
Several word lists have been developed to provide people with a limited
In 1930, Charles Kay Ogden created Basic English (850 words). Other lists include
Simplified English (1000 words) and Special English (1500 words). The General Service
List, 2000 high frequency words compiled by Michael West from a 5,000,000 word
corpus, has been used to create a number of adapted reading texts for English language
learners. Knowing 2000 English words, one could understand quite a lot of English, and
Cohen and Reil in Kusumaningsih (2001:1) say that writing can be defined
ourselves and others. It is a tool of thinking. By writing we can tell about people,
writing in a foreign language. When students want to write something they should
have a lot of information, ideas, and thought in their mind so that they will be able
The writing ability is the main activity of composition. The writing should
coincided with those of teaching of other skills, especially listening and speaking.
You will recall from earlier chapters that as communicative language teaching
gathered momentum in the 1980s, teachers learned more and more about how to
teach fluency, not just accuracy, how to use authentic texts and contexts in the
capitalize on learner’s intrinsic motives to learn. Those same trends and the
principles that are under girded them also applied to advances in the teaching of
the writer’s thoughts and ideas on a certain topic. Moreover, since in real-life
writing frequently takes the form of letters, reports, extracts form diaries, etc.
Essay writing, on the other hand, involves far more than the production of
Since no examiner would ever dream of requiring a poet to sit down and
expect anyone – least of all the learner of English as a foreign language – to sit
down and write an original essay in this life ? Indeed, few essayists would wish to
be assessed on the first draft of their essay : the final product is usually the result
expect the learner to write accurate realistic to demand creativity and originality in
which the student is confronted every day. Such tasks will probably be associated
with the writing requirements imposed by the other subjects being studied at
accounts of experiments will probably form the main body of writing. If the
medium of instructions is not English, the student’s written work will often take
the form of consolidation or extension of the work done in the classroom. In both
cases, the student may be required to keep a diary, produce a magazine and to
write both formal and informal letters. The concern of student following a
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While at college or university level the student will usually be required to write
In the construction of class tests, it is important for the test writer to find out how composition is tested in
the first language. Although the emphasis in the teaching and testing of the skills in English will of necessity be quite
different to the development of the skills in the first language, a comparison of the abilities acquired and methods used is
very helpful. It is clearly ludicrous, for instance, to expect in a foreign language those skills which the student does not
possess in his own language.
In the past, test writers have been too ambitious and unrealistic in their expectations of tester’s
performance in composition writing : hence the constant complaint that relatively few foreign learners of English attain a
satisfactory level in English composition. Furthermore, the backwash effect of examinations involving composition writing
has been unfortunate : teachers have too often anticipated examination requirements by “progressed” from controlled
composition to free composition too early before the basic writing skills have been acquired.
chosen realistic topics, then composition writing can be a useful testing tool. It
language material, using his own words and ideas, and to communicate. In this
defined problem which motivates him to write. The writing task should be such
that it ensures he has something to say and a purpose for saying it. He should also
have an audience in mind when he writes. How often in real-life situations does a
person begin to write when he has nothing to write, no purpose in writing and no
e.g. Your pen-friend is going to visit your country for a few weeks with
his two brothers. Your house is big enough for him to stay with you
but there is not enough room for his brothers. There are two hotels
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near your house but they’re very expensive. The third hotel is cheaper,
of him should be avoided. Examples of poor tittles which fail to direct the
student’s ideas are A pleasant evening. My best friend. Look before you leap. A
writing ability than a single composition, enabling the testing of different registers
and varieties of language (e.g. a brief, formal report). If the composition test is
intended primarily for assessment purposes, it is advisable not to allow for any
same topic give the marker a common basic for comparison and evaluation.
items to answer. If, on the other hand, the composition test forms part of a class
that helps.
for both the teachers and students in the teaching and learning process to
Facilitators
Motivators
Managers
Flexibel
They are people who like to play with ideas and are willing to change
Open Minded
People who are aware of what is going on and are willing to learn
from others.
Adaptable
They are people who love studying and adapting something New
2.7.3.1 Benefit
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anywhere.
7. The media could grow up the student’s positive attitude toward the
productive.
1) Audio media
2) Print media
(expensive & complex) and the small media (simple & cheap). The
big media, for example TV, VCD, and the small media for example
program.
Pictures and photos are categorized as the graphic media and this
message through visual symbols. The graphic visual have to fulfill the
be understood.
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- Concrete
- Cost relatively low and also easy to be created and to be used in the
- If the pictures are too complex it’s become less effective for certain
purposes.
- The size are proportional so that the student could imagine the real
learning.
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2.8 SUMMARY
In the Elementary School using visual aids or learning medium are very
important. The Elementary School students will be happy if in his study pictures
In this research the writer would like to try to examine how far is the success in the
education can be achieved if pictures are used in the teaching learning process.
writing.
students with skills in reading, observing, speaking and simple writing. While the
pressuring is in the speaking skill through the theme which will be selected
according to the environmental needs. That’s why the Elementary School students
are hoped to be able to mastering the basic skill in English well. While the subject
matter in English at the Elementary School are about the school environment,
house environment, human body, food, basic color, animal name, the trees around
The writer hopes that this research is going exactly as it wanted to that is concerning the
writing skill the students are capable of mastering the subject matter by using pictures/photos.
After mastering the vocabulary the students can pour it out through writing that obviously the
CHAPTER III
In this research the method that is going to be used is the pre-experiment method. The
aim is to know how far the effectiveness of learning English through pictures as the media of
learning can be succeeded and appropriate to the purposes, that is held to the fourth grade students
of SDN 02 Plered.
The writer hopes in this research that the students are able to master the subject matter
especially in vocabulary skill through pictures. Because the writer is sure that without using
pictures the students will face difficulties in mastering the subject matter. Pictures are one of the
learning media which have purposes to help the process of teaching and learning at school.
Without using pictures verbalism will occur that obviously can hamper the process of teaching and
learning.
3.2.1 Population
Population is the complete set of subjects that can be studied: people, objects, animals, plants, etc. Population is all
persons for whom the facts gained from the sample, which should be generalized. It means that population describes all
of the persons to be investigated and population can be regarded as a group of objects of an investigation.
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The subject of research that is going to be carried out is the fourth grade students of SDN 02 Plered Kecamatan Plered
Kabupaten Purwakarta. The population itself consists of 40 students.
3.2.2 Sample
Sampe is a subset of subjects that can be studied to make the research project more manageable. There are a variety of
ways samples can be taken. If a large enough random sample is taken, the results can be statistically similar to taking a
census of an entire population, with reduced effort and cost.
In order to make an easier investigation, its needed sample, namely the students derived from population. In this
research the number of sample which is derived from population are 20 students. The sample itself is taken randomly
from the population.
To obtain the accurate data, research instruments are needed. The data that
is needed is taken from subject that is going to be searched. The data are as follow
3.3.1 Pre-test
know how far is the student’s ability in mastering the subject matter that is
going to be taught.
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3.3.2 Post-test
The post-test is given to know the result of the student’s learning after being taught through pictures.
The writer gave the students pre-test to find out their skill of vocabulary
Post-test was given to the students to find out their ability of vocabulary
The data gathered from the experiment was analyzed using the t-test. The
Find out the mean (M) of each group. According to Burns (1995:33) that
for the most common measure of central tendency in educational research is the
arithmatic mean, the mean (M) is simply the sum of all the scores (∑X) devided
∑X
M = (Burns, 1995:33)
n
Where
n is the samples
(1995:39) that standard deviation reflects the amount of spread that the scores
exhibit around some central tendency measure, usually the mean. The standard
(∑X)2
∑X2 -
Sd = N (Burns, 1995:39)
N–1
Where
Sd is standard deviation
According to Burns (1995:140) that as with the standard error of the mean,
a critical ratio is formed to find the deviation in standard error unit teams of the
difference between the means. This ratio is called the ratio. In this research the
M1 – M2
t= Sd12 Sd22 (Burns, 1995:140)
+
N1 N2
Where
4. Treatment
- Pre-vocabulary
- While vocabulary
- Post- vocabulary
This chapter displays the analysis and interpretations of the data which has
The data are presented in the form of tables and statistical results that are
In order to measure the reliability and validity of the test instrument, the
instrument was tried out to another class before enrolling the program and pretest.
follows:
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Moment fomula to get the correlation coefficient, and the figure 0.51 was
Before constructing the test, the particular test had been made based
the experimental group and the control group have an equal level in vocabulary.
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 5.8 1.105 level (t-table) (t-value)
Group C 20 5.1 0.911 0.102 38 0.05 1.684 2.160
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deviation (S). The t-test, however, describes that the two groups are similar in the
level.
The post-test was carried out to both groups at the end of the program to
find out whether there are any differences between the experimental group and the
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 6.7 1.454 level (t-table) (t-value)
Group C 20 5.95 0.944 0.149 38 0.05 1.684 5.033
This table indicates that the standard error of difference between means is
The writer used two groups as the sample, each group consists of 20
students, and the degree of freedom (df) is 19 for each group. Since the two
that the two groups have different scores on the post-test. So, this fact support the
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claim that students who were taught vocabulary through pictures get better scores
were subtracted into the students’ score of pretest. The result of computation is as
follow:
Group E Group C
Pre-test mean 5.8 5.1
Post-test mean 6.7 5.95
Improvement mean 0.9 0.85
Total improvement (%) 15.52 % 16.67 %
The table above shows that the experimental group improvement is lower
than the control group. It indicates that teaching vocabulary through pictures isn’t
skill effectively (15.52 %) from that what they got in the pre-test, while control
group can improve the students’ vocabulary skill less than the experimental group
(16.67 %).
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Improvement %
Group E 0.9 15.52 %
Group C 0.85 16.67 %
Differences 0.05 1.15 %
For the data above, it presents that the total mean difference of students’
vocabulary skill of the experimental group and the control group is 0.05. This
table shows that the differences between the experimental group and the control
group is 1.15 %.
vocabulary skill isn’t better than the control group. It means that it doesn’t support
the hypothesis of this research, that teaching vocabulary through pictures facilitate
4.5 DISCUSSION
The experimental and the control groups, at the beginning of the research,
variable.
The experimental and the control groups were analyzed differently. The
experimental group was observed directly by the writer to know their progress in
the program. The students’ score of post-test and pre-test were compared to gain
improvement shows that the experimental group is higher than the control group.
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It means that the experimental group could improve their vocabulary skill better
After carrying out the program and calculating the result of test, the result
achievement.
As was mentioned before that pictures is one of the visual aids or visual
materials where it is the most effective in use. Because by seeing the pictures we
can know and understand about the message from the text directly. Pictures can be
English is a language that is hard to learn. To find out that problem the
writer interviewed students, there are some problem that students faced in learning
English:
1. In vocabulary
2. In treasury of vocabulary
Some factors that make some words more difficult than others are:
Pronunciation “the word that is difficult to pronounce are more difficult to learn”.
“when two words overlap in meaning, learners are likely confuse them.
memorize and pronounce and write each vocabulary correctly, and try to perform
one way to help them in learning process. Young children, especially those up to
age of nine or ten, learn differently from older children in the following ways:
word.
information from all side, learning from everything around them rather
then only focusing on the precise topic they are being thought.
d. They learn to talk about themselves, and response well to learning that
uses themselves and their own lives as main topics in the classroom.
they can easily get bored, losing interest after ten minutes or so.
In the light of these activities, it can be concluded that good teacher at this
level used to provide a rich diet of learning experiences which encourage their
students to get information from a variety of sources. They need to work with
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arrange of activities for a given period, and the flexible enough to move on to the
other. Most learning is not the result of instruction. It is rather the result of
challenge, because in their ages, they still difficult to understand the meaning of
English words. There, needs teacher’s patiently in learning process, teacher must
they face compound word, when they need to produce language try to find the
right word to fit the intended meaning is frustating when the teacher’s stored of
words is limited, and when words get confused with each other.
CHAPTER V
5.1 SUMMARY
teaching English vocabulary is one of the important language skills besides the
other language skills such as reading, listening and speaking. Vocabulary skill for
students have to able to write with the material that is given appropriately.
The factors can be caused by the individualized teacher, by the method that is
used, by the less motivation of the students in learning English, by the less interest
vocabulary, thus the more vocabulary and pattern the students have, the more they
44
45
result. The teacher has to give the suitable picture that is related to the material
Design or Lesson planning. We believe that these will be helpful for both the
teachers and students in the teaching and learning process to achieve the
instructional objectives.
Aids are thing that help. Teaching aids is something designed to give help
in teaching, e.g. pictures, realia, rods, dolls, audio cassettes, video films, games,
OHP, etc.
because they do not account for extraneous variable which may have influenced
the results. In order to make an easier investigation, its needed sample, namely the
carried out is the fourth grade students of SDN 02 Plered Kecamatan Plered
research the number of sample which is derived from population are 20 students.
The data needed was taken from a test. The test is used to identify the
students’ achievement. The test is objective test. In the term short answer items
consist of 10 items. After observing the data, that is the score of pre-test and post
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test. The writer calculating the mark of t-value and at least gives the interpretation
of the calculation.
The writer used two groups as the sample, each group consists of 20
students, and the degree of freedom (df) is 19 for each group. Since the two
that the two groups have different scores on the post-test. So, this fact support the
claim that students who were taught vocabulary through pictures get better scores
skill effectively (15.52 %) from that what they got in the pre-test, while control
group can improve the students’ vocabulary skill less than the experimental group
(16.67 %).
change from the of teacher and text book, helps the students feedback has been
very positive and they are enjoying the benefit of pictures, so vocabulary practice
becomes more effective. The writer would like propose her suggestion that
teachers should try to use pictures in vocabulary lesson, because seeing pictures is
After carrying out the program and calculating the result of test, the result
achievement.
Relating to Hatch and Fahradi in research and statistic design for applied
Based on the problem stated the writer proposes the hypothesis that
teaching vocabulary through pictures can improve the students’ vocabulary skill.
And after carrying out the program and calculating the result of test, the
From the finding, the writer would like propose her suggestion as follows:
2. For the future researcher, the result of the study can be used as
Honesty, there are still many questions come to the writer’s mind which
3. Is there any advantages that can be found out through this method?
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Kependidikan Jakarta.
Firmansyah Diyata, S.S.,M.Pd. Getting Started in English for Elementary School Book 4. CV
Regina Bogor.
Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic
Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.
Harmer Jeremy, 1991. The Practice of English Language Teaching. Longman Group Limited.
Tim Penyusun, Kurikulum Berbasis Kompetensi untuk Kelas 4, 2003. Depdiknas Jakarta.
Malubisa, Revin Junaedi dkk, 1998. Pelajaran Bahasa Inggris untuk SD Kelas IV. PT. Sarana
Panca Karya Nusa Bandung.
Yanto, Elih S., (2008), Dasar-Dasar Metodologi Penelitian Pengajaran Bahasa Inggris, Subang:
STKIP Subang.