1

CHAPTER 1
INTRODUCTION

A. Background of the Problem
Acording to Vira (2012) young learners refer to children who are 7-12
years old, or an elementary school student from the first graders to the sixth
graders. So why young learners need to learn english? Khristiana (2012) state that
the young learners will have a pride for knowing English as an international
language, they will get a job easily in the future, and they will have more view of
the world. From that statement we can conclude that the goal of learning english
to young learners is because english is an important language now and future. In
order to become success person in the future, young learners should be introduced
to english early.
Every students who learn english must acquire vocabulary, Penny (1993:
60), stated that, "Vocabulary can be defined, roughly, as the words we teach in the
foreign language." There are many definitions of vocabulary, like a statement
made by Barnhart (2008: 697), He stated that vocabulary is stock of words used
by person, class of people, profession, etc.
Hatch and Brown (1995: p.1) stated that vocabulary is the foundation to
build language which plays a fundamental role in communication. Based on the
statements above, we can understand well why is vocabulary become important to
learn. As a beginner, if we dont know about grammar, but know a little about
vocabulary, we still can communicate, although the basic.
At the elementary school, english is introduced to the students through
learning its vocabulary. Hardjono (1998: p.7) defines dari semua aspek dasar
bahasa asing yang harus dikuasai siswa dalam proses belajar, aspek kosakata yang
paling penting tanpa penguasaannya tidak mungkin orang biasa menggunakan
bahasa asing. So, vocabulary has always benn an essential part of english and
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foreign language. From the importance of vocabulary above, teacher should give
attention because vocabulary is crucial thing for elementary students to learn. We
can conclude that the goal of young learner learning vocabulary is to build their
basic of english and introduce them to english language itself so they can learn
english from the basic. It is also suitable with the statement of Langan (1994:
422), he said that a good vocabulary, more than any other factor, was common to
people enjoying successful careers in life. Beside that, it is hoped that they will
have more vocabulary (because they are easier to catch new vocabularies) and
will help them in studying English in the next level of school (Senior High
School) or in the university. So that they can use their English in order to
communicate to other people from other countries later.
In some case the students usually get bored when they learn new
vocabulary, as the research which conducted by Suardiawan with the title of
Improving Vocabulary Mastery Through Group Investigation Technique of the
Sixth Grade Students of SD no. 2 Tibubeneng in Academic Year 2010/2011, it is
found that most of students find difficulties in mastering vocabulary without the
helps of games and/or media.
According to Hakim (2011), there are 3 factors that affect students
vocabulary mastery. First is students factors which is students interest and
learning activities. The second is Teachers factor, and the last is learning
facilities factor. So we can conclude that the 3 elements are the key factors which
is very important in affecting students vocabulary mastery.
The teacher should try another why in teaching english. As Hakim (2011)
stated that the use of media as learning aids is mostly believed to facilitate the
English classes. Although this is not only factor to increase the quality of English
teaching, but the media can be as an object or visual representation of the real
thing.

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Colored picture is imitation of things (person,animal,plant etc) made by
pencil etc on the paper etc adding by color such us blue, red, yellow, green etc.)
color can create special effect in psycology , J Linsco and Drs Mansyur (1998)
stated that the colours isnt a phenomenon that only to observe, the colours
influence the behaviours, take important part in estetic exam and determine us in
like or dislike to the various of thing. Based on statement above, the writer can
take conclusion that teaching vocabulary use colour is good way, beause it can
stimulate the students to understand more.
There are several studies in teaching vocabulary involves the use of
colour, this methology has been tested by Gnoinska (1998) Who found that
colour have a tremendous influence on human healty and psyche, lack or
overabudance of certain colour can cause physical or emotional disorders,
exposure to colour vibrations is used in the treatment of number of diseases and
mental problem. Pictures can be used for teaching various aspects of language
skills. encounters when they could scan the pictures accompanied in this extant,
pictures could provide message usually (Sadiman,2002:76). So the writer can
make conclusion that if colour combined with picture, can become an interesting
media to teach vocabulary for young learners. The writer wants to know what is
the effect of the colored picture to the students vocabulary mastery.
However,only a few research that discuss about colored picture, it is a
need to conduct a study which knowing the effect to the students vocabulary
mastery.
Starting from this point, by using colored picture, the researcher hope that
the students will be more motivate, relaxed and interested in learning vocabulary.
The writer is also interested to conduct a research entitled THE EFFECT OF
COLORED PICTURE TO THE STUDENTS VOCABULARY MASTERY AT
THE THIRD GRADE OF ELEMENTARY SCHOOL AT SDN BANJARAN 3
KOTA KEDIRI IN ACADEMIC YEAR 2013/2014

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B. Identification of the Problem
This study mainly concerned in the effect of colored picture to the
elementary students vocabulary mastery. Their vocabulary is not good enough,
because they are the beginner level in studying english. However, vocabulary is
the most important thing in language because it is the basic of all.
The teacher should give another media to encourage the students
vocabulary mastery. Colored picture, which is kind of a media, can help the
students to learn the basic of english, especially on learning vocabulary. By using
colored picture, the researcher hope that the students will be more motivate,
relaxed and interested in learning vocabulary.
C. Limitation of the Problem
This research is focusing on the vocabulary mastery of the third grade
students at elementary school. The researcher wants to know the effect of using
colored picture to their vocabulary mastery by measure their spelling and their
understanding about the meaning of the word. The researcher choose the third
grade students of SDN Banjaran 3 in academic year 2013/2014 as the respondent.
D. Formulation of the Problem
-Is there any effect of Colored Picture to the students vocabulary mastery at the
third grade students of SDN Banjaran 3 Kota Kediri?
E. Purpose of the Research
The purpose of this study is to find the effect of colored picture in students
vocabulary mastery at the third grade students of SDN Banjaran 3 Kota Kediri.
F. Significant of the Research
Based on thus statements, in this study of the research has some
significances. English will be useful in the future for the English teachers and the
readers. The researcher hopes this research will give benefits to:
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1. The English teachers
The writer hopes that this research can give the inspiration to the English teachers
in their teaching way. So they can choose the suitable media to make their
students more interested and easier in learning english especially vocabulary.
2. The Reader
This research can become a reference for the reader especially for those who are
interested in knowing the effect of media to the students; vocabulary mastery.
3. The Researcher/Writer
This research can develop the researchers knowledge about the the effect of using
colored picture to the students vocabulary mastery.
4. Other researchers
This research can be used for the other researchers whose focus on the using of
colored picture or focus on students vocabulary mastery.
G. Definition of Key Term
1. Vocabulary Mastery
Vocabulary is, according to Hatch & Brown (1995), the list of words that
speakers of a particular language use. It is the ability to understand (receptive) and
use (expressive) words to acquire and convey meaning.
2. Colored Picture
Jean L. Mckenchnie (1987) defines colored picture in Webster that Picture
is an image, or likeness of an object, person, or scene produce on a flat surface,
especially by painting, drawing or photography



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CHAPTER II
REVIEW OF RELATED LITERATURE

A. Teaching
1. The Nature of Teaching
Teaching is the most important thing in learning process.
Through teaching a teacher can help the students to understand
about the lesson given. The word teaching according to Brown is
showing or helping someone to learn how to do something, giving
instruction, guiding in the study of something, providing with
knowledge causing to know or understand (Brown, 2001:7).
Similarly, teaching is guiding and facilitating learning, enabling the
learner to learn, setting the conditions for learning.
Teaching cannot be separated from learning because they
support each other.Brown explains that learning is acquiring or getting
of knowledge of a subject or a skill from study, experience, and
instructions. Learning is acquisition or getting, learning is
retention of information skill, and learning involves some forms
of practice, perhaps reinforced practice (Brown, 2000:7). Moreover,
Learning is a relatively permanent change in an individuals
knowledge or behavior that results from previous experience
(Hamilton and Ghatala, 1994:7).
According to Harmer (1998:1-2), there are some characteristics
that the teacher should point out to be a good teacher;
1) A teacher should make his/her lesson interesting.
2) A teacher must love his/her job.
3) A teacher should have his/her personality.
4) A teacher should have a lot of knowledge.
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5) A good teacher is an entertainer in positive sense, not in a
negative sense.
Teacher should be a good teacher to make the student interested in
learning the materials

2. Teaching English as Foreign Language
The different languages are spoken in the world. The different
languages are used all over the world. There are many varieties within
the language. How these languages are originated, it is very difficult to
know. It is believed that people started conveying message quest,
signals, postures, gestures and sign etc. Language is a medium through
which a one can express his ideas, thought, feeling and message.
It is the language which is used by the people of other country or
society. For example Russian, China and other country also use these
languages. These are foreign language because they have different
sound pattern, different words, little ode structure and entirely different
meaning. As a stated by Patel and Jain (2008:35) the term "Foreign
language" has been defined as:
Foreign language is the language where the secondary environment
is not observed and the people of linguistically foreign societies
use such language.
So far we have been considering English as a second language. But
in the rest of the world, English is a foreign language. That is taught in
schools, often widely, but it does not play an essential role in national
or social life. According to Leni (2006) English is one of the
foreign languages for Indonesian students..... English should be
taught as language not as literature because on this stage, students do
not understand the literary sense of English.
As a stated by Patel and Jain (2008:31) there are many
differences in teaching English as a foreign or second language.
When we teach a language in the country where it is spoken (such as
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English in Australia, Canada, New Zealand, the U.K. or the
U.S.) it is called English as a Second Language (ESL). In contexts
where English is not the prevalent language used for
communicating (such as Argentina, Oman, Kazakhstan, or
Thailand), we talk about teaching English as a Foreign Language
(EFL). Patel and Jain (2008:32) The foreign language characteristics
are: a) Diff'erent sound pattern b) Different words c) Little ode
structure d) Different meaning

B. Teaching English to the Elementary School
1. Goals
According to the Ministry of Education, the goals/purpose of teaching
English to the elementary school are :
1) to enhance students basic abilities of English communication skills
in school contexts
2) to motivate students interest in English language learning
3) to broaden students perspective toward the importance of learning
English to improve their competitive power in global society
2. Characteristic
In general, the elementary school students are the children at the
age between six up to twelve years old which are enthusiastic to know
and learn everything. Harmer (2001: 38) states some general
characteristic of children. There are (a) they respond to meaning even
if they do not understand the words, (b) they often learn indirectly than
directly, (c) their understanding comes not just from the explanation,
but also from whatthey see hear and crucially have a chance to touch
and interactwith, (d) they generally display an enthusiasm for learning
and curiosity aboutthe world around them, (e) They have a need for
individual attention and approval from their teacher, (f) they are taken
on talking about themselves and responding well to learning that use
themselves and their own lives as main topic in the classroom, (g)
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They have limited attention span, unless activities are extremely
engaging can make them easily getting bored, losing interaction after
10 minutes or so.
The age has become a major factor to formulate decisions on
teaching students. The students who are considered as young learners
enjoy studying language through loads of cheerful activities in a bright
and colorful room. While adult are expected to use abstract notions
since they can think rationally. As Harmer (2001:40) affirms that
adults often encompass clear understanding of why they are learning
and what they wish to comprehend out of it.
Based on the points stated by Harmer above, the elementary school
students are very enthusiastic in finding out, understanding and
learning everything.

C. Vocabulary Mastery Ability
1. Definition of Vocabulary Mastery Ability
Vocabulary is one of the language aspects which should be learnt.
Learning it is important because in order to be able to speak, write, and
listen learners have to know vocabulary first. A person said to know a
word if they can recognize its meaning when they see it (Cameron,
2001: 75). It means that in learning vocabulary learners have to know
the meaning of it and also understand and can use it in sentence
context.
According to John (2000:16), vocabulary is knowledge of knowing
the meanings of words and therefore the purpose of a vocabulary test is
to find out whether the learners can match each word with a synonym,
a dictionary tape definition, or an equivalent word in their own
language. In learning vocabulary automatically they have to know the
meaning of words themselves and can use it in sentences.
In brief, vocabulary mastery can be defined as a number of
vocabulary (words) in a language which contains information about its
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meaning, form, and usage in context of communication. It is the basic
knowledge that students should master first before mastering English.
As Chen and Li (2009) acknowledge, vocabulary learning is a
principal issue for English learning because it comprises the basic
building blocks of English sentences.
The vocabulary mastery is not a spontaneous process which is easy
to be done. The process of vocabulary mastery begins when someone
is still an infant. Basically, the babys first language comes from the
mother tongue. They will master the vocabulary through the simple
words by listening the words which are uttered by someone else. It is
known that English vocabulary learning cannot run successfully
without English ability (English skills) because both of them are very
important in English teaching and learning process.
The students cannot do well in comprehension without large
vocabulary, for the passages and questions involve a range of words
much wider than that of daily conversation. To make the discussion
clearer, Harmers opinion can be added. In his book, Harmer (2001:
16) says that there are some aspects that have to be discussed in
vocabulary, namely: word meaning (synonym, antonym, connotation,
and denotation), extending word use such as idioms, word combination
or collocation, and the grammar of words which comprises noun, verb,
adjective, and adverb.

2. Teaching Vocabulary
a. Technique of Teaching Vocabulary
Harmer (2001: 155) gives the wide explanation about some
technique for teaching vocabulary that is summarized as follows:
1) Demonstration
The teacher demonstrates the language where he/she wants the
students to study by offering them there in action.

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2) Explanation
The teacher explains the construction of language in diagram,
using textbook, using board or OHP.
3) Discovery
The students can be encouraged to understand new language form
by discovering them in a test or by looking at grammatical
evidence in order to work out a grammar rule.
4) Check Question
The teacher can check question to see if students have understood
the meaning and use in the text or paragraph.
5) Presentation
The teacher shows the things and does not present words to
students, for example, picture, video and also use the mime, action,
and gesture to present the words.

b. Media in Teaching English
Media is the channel of communication. Media are
considered as instructional media when they carry massages with
an instructional purposes that is to facilitate communication.
The teaching media is media that is used to support the
instructional interaction between the teacher and the students (Latu
Heru, 1998). Media has a very important role in increasing the
childrens interest to follow and pay attention to the lesson,
because by using media, the student do not only listen to what is
said and taught by the teacher, but also see, notice, and fell it
directly. It can increase student motivation in learning, activate
student to give responses, enable the student to repeat what they
learn, stimulate the student to study harder, and encourage the
student to give direct feedback.
Media in teaching learning process help teacher to present a
material in a time efficient and stimulating students to get
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information more readily. According to Marianne Celce which
quoted by Tafani, Vilma (2009: 86) in the teaching English as a
second or foreign language, there are kinds of media in the
language teaching process divided into two media they are:
a. Non Technical Media
Blackboards, whiteboards, magnet boards, flannel boards,
pegboards, flash cards, index cards, wall charts, posters, maps,
scrolls, board games, mounted pictures, photos, cartoons, line
drawing, object regalia, pamphlet, leaflets, flyers, equipment
operation manual, puppet, newspaper, magazine.
b. Technical media
Audiotapes, audio recorder, record players, videotapes, video
players, radio television, telephone, film, film projector, computer
software, hardware, multimedia lab, filmstrips, and so on.

c. Teaching Vocabulary for Elementary School
Teaching vocabulary in elementary school is very
important and it is the main issue to be developed in children when
teaching English as a foreign language. Consequently, the teacher
must be cautious and pay attention to the methodologies and
techniques appropriate
As stated by Munoz (2011) Teaching vocabulary plays a
significant role in language acquisition, since vocabulary will help
students dominate the four language skills speaking, listening,
reading and writing. Vocabulary will make the practice of English
language structures easier; having a stock of words is useful for
describing daily life ideas and feelings that children express in their
native language.
For the children to understand the application of words in
spoken or written sentences, words should be taught as a set not
word by word. We think that the best way of teaching vocabulary
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is not leading the students to memorize but also teaching them to
pronounce, to spell, and to use it in context.

d. Assesment in Teaching Vocabulary
As with other areas of literacy assessment, the assessment
of students' vocabulary development should be varied and
meaningful. Allen (1999) lists the following indicators of students'
vocabulary development:

1) An increased sense of word play;
2) A heightened awareness of how words sound (rhyme, repetitive
language patterns); An inquisitiveness about word meanings and
etymologies;
3) A more diverse and richer use of language in speech and
writing; and
4) An ability to construct semantic maps to extend an
understanding of words and concepts.

As Tchudi (1997) explains, assessment uses descriptions
rather than judgments of readers and writers and is formative, or in
process, rather than summative or final. Evaluation, on the other
hand, is summative. When we evaluate students' vocabulary
growth, we compare students' use of vocabulary to an established
benchmark or standard of expected student performance at a
particular point in time. So, when we say we are assessing students'
vocabulary growth, we are involved in data collection.
Students need to be able to demonstrate word knowledge
on tests. Teachers should provide students with practice in
common vocabulary testing formats. Johnson (2001) recommends
three formats to acquaint students with:

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-Given a list of three or four words, which one does not belong?
-Choose the word that best fits in the sentence.
-Given a list of three or four words, choose the closest in meaning
to fit in the sentence.
Vocabulary assessment should be varied, meaningful, and
match instruction (NRP, 2000). Johnson (2001) suggests that
teachers assess vocabulary in their classrooms using written work,
cloze passages, hinky pinkies (riddles), memory games, teacher
tests, and by asking students directly. Johnson offers some
suggestions for testing word knowledge. We could ask the child to:

-Read the word and circle a picture of it.
-Look at a picture and circle the word for it.
-Read the word and circle a definition.
-Read the word and circle a synonym.
-Read the word and circle an antonym.
-Read the word in context and circle a definition, synonym, or
antonym.
-Read a sentence and write the missing word.
-Read a sentence and supply the missing word orally.
-Read the word and draw a picture or tell about it.
-Read the word and put it in a category.
-Find the word in a category in which it doesn't belong.

D. Colored Picture
1. Definition of Colored Picture
Pictures are kinds of visual instruction materials might be used
more effectively to develop and sustain motivation in producing
positive attitudes towards English and to teach or reinforce language
skills. It is supposed by Li Shing (2000:13) in His Article that The
Picture had an irascible appeal for the children. They created suspense
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and surprises as well as interest, all of which are indispensable in
teaching and learning a foreign language.
One of the interesting media in teaching vocabulary in elementary
school is colored picture. According to Richard in Nurrofiah (2002)
Colored picture involve teacher to use visual aid and picture in
learning process. The teacher can get various picture used from
magazine, poster, and newspaper, etc. The advantage of using picture
as media is easy to use because they do not require any equipment and
they are inexpensive. Beside, they will long last and can be used in
many ways in all levels in the primary or the beginner.

E. Teaching Vocabulary Using Colored Picture
Vocabulary is, according to Hatch & Brown (1995), the list of
words that speakers of a particular language use. As language teachers we
use different types of teaching aids to explain the meaning of new words.
Using pictures is one of the teaching aids that teachers depend on in their
teaching. Harmer (2001:134) states that Teachers have always used
pictures or graphics whether drawn, taken from books, newspapers and
magazines, or photographs to facilitate learning. In my experience on
PPL (Praktik Pengalaman Lapangan), English teachers tend to feel that
using pictures in teaching new words makes the process enjoyable and
memorable. They also feel that pictures attract pupils attention and
deepen their understanding of vocabulary. Pictures can also help learners
with abstract words, as associating the words with a concrete object makes
these words easier to remember.
Harmer (2001:135) states that one of the most appropriate uses for
colored pictures is for the presenting and checking of meaning. An easy
way of explaining the meaning of the word aeroplane, for example, is to
have a colored picture of one. Of course, not all new words can be taught
using colored pictures but most concrete vocabulary can.
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Nation (1990:51) lists a number of basic techniques through which
teachers can explain the meanings of new words, all of which can be used
in the young learner classroom. Some of these techniques involve the use
of colored pictures from a variety of sources - pictures from computers;
photographs; drawings or diagrams on the board; and pictures from books.
It will be interesting in this study to see which techniques teachers use.
Of course, the colored pictures must be chosen carefully and it is
hoped that this study will shed some light on how teachers make these
choices. According to Harmer (2001), pictures should be appropriate not
only for the language to be learned but also for the classes they are being
used for; if pictures are too childish students may not like them and if they
are culturally inappropriate they can offend people. Colored pictures also
need to be visible especially if they are being shown to the whole class
they need to be big enough for everyone to see. And it also helps if colored
pictures are durable that is, strong enough to be used several times.
As noted above, although it is generally accepted that colored
pictures can play an important role in supporting vocabulary learning, we
know little about teacher and learner perspectives on this issue.

F. Review of Related Research
The researcher has some relevant previous researches that support, there
are:
Journal entitled THE USE OF COLORED PICTURE TO
INCREASE STUDENTS VOCABULARY MASTERY IN THE
ELEMENTARY SCHOOL AT THE SECOND GRADE OF SDN 3
AMPENAN IN ACADEMIC YEAR 2011/2012 by WIRMAN
KANTAPRAWIRA. This study examines the use of colored picture in
teaching vocabulary by using a quasi-experimental research. This research
employs pretest and post-test experimental design. Two groups of sample
use treated differently,the first group (group A) as the experimental group
17


treat with colored picture, and the second group (group B) use picture
without color.
The similarity between his research and the researchers are on the
media that is used and. The previous researcher also using colored picture
in his research, it is same with the researcher. And also both of the
researcher choose vocabulary in the research.
The differences on this previous researcher is on the respondent.
The previous research choosed the second grade, while the research
choose the third grade. Also he use a quasi-experimental, while the
researcher use quantitative research.

G. Rationale
This research is trying to know how well is colored picture
influenced in the students vocabulary mastery in this case is spelling and
understanding meaning, especially in third grade students. Because the
students who are in the elementary school are need to build their basic of
english so they can improve it in the future when they grow up. So
mastering vocabulary since elementary is well needed.
Colored picture is believed as one of the media that can make
variative teaching learning process. The students can learn or acquire some
vocabulary by using colored picture.

H. Hypothesis
The hypothesis of the result study is formulated as follows:
1. The null hypothesis (Ho)
There is no effect of using colored picture to the students vocabulary
mastery of the third grade students of SDN Banjaran 3 in academic
year 2013/2014.
2. The working hypothesis (Ha)
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There is any effect of using colored picture to the students vocabulary
mastery of the third grade students of SDN Banjaran 3 in academic
year 2013/2014.



























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CHAPTER III
RESEARCH METHODOLOGY

A. Identification of Variable
A research is basically conducted in order to find out the
relationship between two or more variables or the influence a variable
used another variable. Therefore, research variables are usually labeled
independent variable and the dependent one.
The title of the research is The Effect of Colored Picture to the
Students Vocabulary mastery at the Third Grade of Elementary School at
SDI Al-Huda Kota Kediri in Academic Year 2013/2014. The variable of
the research are:
The effect of colored picture, as independent variable.
Vocabulary Mastery, as dependent variable.
The effect of colored picture, as independent variable. It is a
variable that stands alone and isn't changed by the other variables you are
trying to measure, Creswell (2012). Independent variables are the
variables that the experimenter changes to test their dependent variable.
Colored picture means picture of things (animal, foods, drinks, etc) which
filled by the real color of the thing to make more interesting.
Vocabulary mastery, as dependent variable. It is something that
depends on other factors. The dependent variable is called dependent
because it is thought to depend (at least in part) on the manipulations of
the independent variable, Creswell (2012). For example, vocabulary
mastery could be a dependent variable because it could change depending
on several factors such as how much you studied or what media that used.
In brief, in this research the vocabulary mastery can be defined as a
number of vocabulary (words) in a language which contains information
20


about its meaning and spelling in context of communication. It is the basic
knowledge that students should master first before mastering English

B. Technique and Research Approach
1. Research Approach
Concerning with the object of this research The Effect of Colored
Picture to the Students Vocabulary mastery at the Third Grade of
Elementary School at SDI Al-Huda Kota Kediri in Academic Year
2013/2014 , the research design that will be use in this research is
Quantitative Research. Because, quantitative research is research
which use statistic data. Quantitative research collects the data through
observation and the comes up with the theory account for data.
2. Research Technique
This research categorized as pre-experimental research because the
researchers observed one class and observe in it throughout the study.
The method to be used in this research is pre-experimental study. Pre
experimental design is a research procedure that has no control group.
Analyzing the result of pre test and post test can see the influence of
treatment. Arikunto (2002:78) stated that in experiment, the
observation is done twice; before and after treatment. The observation
that is done before the experiment is called pretest and observation
after the experiment is called post test. In the pre test, the researcher
give vocabulary test, and then after that in the treatment, the researcher
start to teach using colored picture, and then in the post test the
researcher give vocabulary test again with the different material from
pre test. The writer choose this design because the study aims to know
the effectiveness of using colored picture in vocabulary mastery for the
third grade studets at SDI Al-Huda Kota Kediri.



21


C. Place and Time of the Research
1. Place
In trying to find out the data relating to the variable of research, it
is necessary to determine where the research must be held. This
research is taken in SDI Al-Huda at JL. Masjid Al Huda No. 196,
Ngadirejo, Kota Kediri. The choice of the subject of the study is based
on the following considerations:
a. The students have never learned English by using colored
picture, so the students are curious.
b. The students need a new way in learning English in general
and especially in vocabulary mastery.
2. Time
The arrangement of time schedule is very important in holding the
research, since it will determine how long the research will be done.
The chronological time and its detail can be seen in the following
table:
No. Activities
Months / weeks
February March June
1 2 3 4 1 2 3 4 1 2 3 4
1. Research preparation v
Making lesson plan v
Preparing material v
Writing instrument v
2. Pre-test v
Treatment v
Post-Test v
Evaluation and reflection v
Data analysis v
3. Reporting v
4. Writing v

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D. Population and Sample
1. Population
The population in this research are students of Elementary School
in SDI Al-Huda academic year 2013/2014. Population as stated by
Arikunto (1998:115) that the whole of the subject research is called
population research. Population are all of the student which have the
same characteristic and will be investigated through this research. The
third grade students at SDI Al-Huda Kediri became the subjects of this
research. There were ... students. The member of population :
No. Class Number of Subject
1. Class 3 ... students

2. Sample
To determine the sample of the study, the writer will take
what Arikunto (1998:107) suggested that sample is a part of
representative of population that are examined or investigated. The
sampling technique used in this research is cluster sampling.
Cluster sampling is a sampling technique used when homogeneous
groupings are evident in a population, where is the total population
is divided into these groups (or clusters). Based on the suggestion
from the English teacher at SDI Al-Huda Kediri, it was suggested
to choose the the third grade class. The other reason is the class
was conductive and communicative, because the students ability
in English was a little bit higher compared with other classes.

E. Research Instrument and Technique Collecting Data
1. Research Instrument
Test is an instrument or procedure designed to elicit performance
from learners with the purpose of measuring their attainment of
spesified criteria. In this research, the researcher gave lesson plan with
the written test based on the topic of the curriculum at the elementary
23


school. The instrument to gathering data should be prepared and the
writer used measurement technique.
FIRST MEETING (PRE-TEST)
A. Fill in the blank with the right answer
1. The ... is brown
2. The ... is white
B. Arrange these jumbled letters into a good word so become a good sentence
1. The T B A R B I is T W E H I = .................................................
2. The F G E R F I A is L O W L Y E = ..................................................
SECOND MEETING (TREATMENT & MEDIA)
STUDENT HANDOUT
1. The apple is red
2. The banana is yellow
SECOND MEETING (POST-TEST)
STUDENT WORKSHEET
A. Fill in the blank with the right answer
1. The ... is red
2. The ... is green
B. Arrange these jumbled letters into a good word so become a good sentence
1. The O A M G N is N E G R E = ..............................................
24


2. The A N B N A Ais E O Y L W L = ...............................................

The formula of calculating the students individual score by Hatch
and Lazaraton (1991:162).

2. Technique of Collecting Data
The process of collecting the data was through two cycles in two
meetings. First meeting was the pre test. In the second meeting, the
researcher give treatment, conducting the teaching learning process.
After that, the students did a post test in the same time.
The method to be used in this research is pre-experimental study.
Pre-experimental design is a research procedure that has no control
group. Analyzing the result of pre test and post test can see the
influence of treatment. Arikunto (2002:78 ) stated that in experiment,
the observation is done twice; before and after treatment. The
observation that is done before the experiment is called pretest and
observation after the experiment is called post test. The form of pre-
experimental study that the researcher applies can be seen bellow:
The design is illustrated as follow:
1. Apply X1 is pre test that is given before the teaching or the
treatment. The purpose is to know the students mean score in
vocabulary.
2. Apply T, is considered as treatment given. The teaching
vocabulary by using picture. Apply X2 is post test that is given after
having treatment.
25


3. Apply X2, is post test given after having the treatment. Post test
to measure the students mean score of the vocabulary by using picture
after application of experiment T.
4. Compare X1 and X2 to determine the students changed score of
pre test and post test.
a. Pre Test
Pre-test is given before the students are taught using
colored picture. The researcher observes the class to get the
information about students initial condition and to know their
problems in learning English, especially vocabulary mastery. In
this activity the teacher taught students without using any media.
b. Treatments
The writer introduces colored picture to the students and
explain the topic that is going to be learned. Then, the teacher
teaches vocabulary by using colored picture. The activity in
treatment required the students to share information about the
topic, the researcher taught to the students ten words about fruits.
This treatment is conducted once.
c. Post-test
After having the treatment, the students are asked to do a
test based on the topic that teacher given. Post-test is aimed to
know the students achievement after series of treatment has been
given.


F. Data Analysis
The analysis in this research is intended to find out the result or the
students score of the students achievement of vocabulary mastery and to
investigate whether or not the teaching vocabulary through colored
pictures increase the students vocabulary mastery significantly.
26


After the data are collected then the data are classified again to
identification. The result of identification of the data is to classified based
on students ability in mastering vocabulary. After give a treatment, the
researcher gave test to students. Then collecting the data by using test, the
writer analyzes the result of the test. The result of the test will analyzed
using scoring. In analyze the data, the writer used t-test. The formula of
the t-test by is as follows:






t = test of differention
= the sum deviation mean of different score
n = the number of sample
The T-score must be compared to t-table to decide the significance
of the study. The rules are as follows:
If the T- score t table, and the degree of significant 1% it means
very significance, so Ha is accepted, Ho is rejected.
If the T-score t table, and the degree of significant 5% it means
significance , so Ha is accepted, Ho is rejected.
If the T-score t-table, and the degree of significant 5%, it is not
significant , so Ha is rejected, Ho is accepted






=

)
2

( 1)


27


CHAPTER IV

CONCLUSION


A. CONCLUSION
Vocabulary is one of the important factors in all language teaching
learning and the students must continually learn new words as they
learn structure and as they practice sound system, but most of the
students are not interested and motivated at all. Therefore, the writer
uses colored picture as one of the strategies or media in teaching that
benefits the students and also the teachers in many ways.
This paper is far from perfect, the writer need some critic and
suggestion from all participants involved for writing this paper.
Hopefully, there would be further studies on teaching English using
colored picture.















28


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