Professional Documents
Culture Documents
By:
LENY
NIM: 102014023751
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006 M / 1427 H
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TEACHING VOCABULARY THROUGH PICTURES TO
THE KINDERGARTEN STUDENTS
AT MADINAH KID’S SCHOOL BUKIT SERPONG MAS
TANGERANG
A Paper (Skripsi)
Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of
The Requirements for The degree of Sarjana (S1)
By:
LENY
NIM: 102014023751
Advisor:
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2006 M / 1427 H
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LEGALIZATION OF EXAMINATION COMMITTEE
Examination Committee
Examiner I Examiner II
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ACKNOWLEDGEMENT
Praise be to Allah Lord of The World. May Peace and Bless be upon Prophet
Muhammad SAW.
Thanks to Allah, the writer has finished her skripsi finally, entitled :
This skripsi could not be completed without a great deal of help from many
people, Especially Mr. Prof. Dr. Hadjid Harna Widagda.M.Pd, as advisor who always
guides and suggest the writer to make a good skripsi, from the beginning until the
Her deepest gratitude also goes to those who have helped her in finishing this
1. Prof. Dr. Dede Rosyada M.A., the Dean of Faculty of Tarbiyah and Teacher’s
Training.
2. Drs. Nasrun Mahmud M.Pd, the Head of English Department, and Dra. Nida
Husna the Secretary of English Department and staff, who had given her valuable
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3. All Lectures in English Department who had given motivation, support and
4. All staff of Tarbiyah Faculty especially Mr. Rasiin and friends for good
cooperation..
5. Mrs. Maryani ZA, the head of Libraries Tarbiyah Faculty and Staff, thanks for
6. The staff ( Mr.Alwi) and officers of central Libraries of UIN Syahid Jakarta,
British Council, AMINEF and American corner, who had given permission to
7. Drs.H. M. Hatta M.Pd. M.Ed, The Head of Madinah Kid’s school, and Miss
Riana SPi, Miss Indah And Miss Indiastanti Prasetyo S.Pd also Staff Who had
8. Her beloved parents, Mr. Madhani (Father), Nyi Ina (mother), her Beloved
Brothers ( Deny and Noffian) and all of her family also her relatives. Who had
The Writer
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TABLE OF CONTENT
ACKNOWLEDGEMENT.................................................................. i
CHAPTER I: INTRODUCTION
A. Vocabulary
B. Pictures
C. Kindergarten Students
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1. The Meaning of Kindergarten.......................................... 18
E. Instrument ............................................................................. 25
D. Research Outcome…………………………………………… 34
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CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................. 36
B. Suggestion .................................................................................. 37
BIBLIOGRAPHY ............................................................................... 38
APPENDIX
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CHAPTER I
INTRODUCTION
and also English is used in many fields of life such as : in Politics, Economics, Social
situation.
English is one of the foreign languages for Indonesian students, that must be
learnt in school since kindergarten level until University level. English is considered
different from Indonesian language being look at from the system of structure,
Speaking, Reading and Writing. In teaching and learning a language, there are four
aspects that support four language skill above such as : grammar, vocabulary, spelling
and pronunciation that are also taught in English teaching and learning process.
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Vocabulary is one of important aspects in teaching language, as stated by Edward in
his book :
must continually be learning words as they learn structure and as they practice
sound system”. 1
1. Problem identification
Research in first and second language acquisition suggest that initial teaching
Therefore, the English teacher has to be able to organize teaching and learning
activities, they have to give materials by using a suitable technique and master the
lesson effectively. Especially in learning vocabulary, teachers must make the students
able to memorize such words in English language and group of new words. The
statements above mean, vocabulary is important to teach and teachers must try to find
research subjects. We could discuss about methods, material selection, and others. In
1
Edward, David Allen and Rebecca M, Vallete. Classroom Technique. Foreign Language and
English as a Second Language,(New York: Harcout Brave Javanovich 1997), P.149
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challenging. Therefore, in this research the writer want to make a study about how to
limitation of the problem. The writer will give limitation of the problem in teaching
The writer conducts the study to see how well the pictures encourage students
vocabulary mastery. The statement of the problem can be formulated into the general
kindergarten students?”. To specific this problem, the specific research question are
formulated as: “How well the pictures encourage the kindergarten students
vocabulary mastery?”
2
Marianne, Celce Maria, Current Perspective on Pronunciation: Practice Anchored in Theory
(Teaching Pronunciation as Communication).(Washington DC: Teachers of English to Speaker of
Other Languages, 1987),P.11
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D. The Significance of the Study
The result of this research will be useful for teachers of the kindergarten level
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CHAPTER II
THEORETICAL FRAMEWORK
vocabulary, the types of vocabulary, the use of vocabulary, then The Pictures which
consists of the meaning of pictures, the types of pictures, the use of pictures, the
advantage and disadvantage of pictures and the last is Kindergarten Students which
A. Vocabulary
speaking beside mind to think. Humans can communicate with others through verbal
language, either to apply or to receive the information the animal can not do. When
learning new words, we are also likely to feel that the adult speaker with the largest
vocabulary has the best command of English. To think of a language as just a stock of
words is, however quite wrong. Words alone do not make a language; a grammar is
“Yet it is true that the vocabulary is the focus of language. It is in words that
sounds and meaning interlock to allow us to communicate with one another, and it is
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all kinds. Thus we have a paradox in that the most ephemeral part of language is also
skills. Vocabulary building is really important in any language learning. She realizes
how important the mastery of vocabulary is, particularly for people who study
language, his next task into master its vocabulary that he needs. Nobody ever
learns all the words in any language. We know and use the words that suit our
is hoped to know and master the vocabulary to improve the language skills.
emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teach
new words taken from reading text. It means that she integrates vocabulary with
3
Pyles Thomas and Algeo John, English an Introduction to Language (Harcout Brace Jovanich,
inc.1 1997),p.159
4
Collier- Macmillan International, A Division of The Macmillan Company, The Key to the
English Vocabulary (London: the Macmillan Company, 1991) p.189
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“Vocabulary is a component of language that maintains all of information about
explained or defined.
in a field of knowledge.
There are some experts who give definition of vocabulary Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list or set of
5
Harimurti Kridalaksana, Kamus Linguistik, edisi ke-3 (Jakarta;PT Gramedia Pustaka
Utama,1993),p.127
6
Merriem, Webster Ninth Collegiate Dictionary ( New York: Merriem Webster’s
inc.1978),p.1320
7
Evelyn Hatch and Cheryl Brown. Vocabulary, Semantic and Language Education
(Cambridge: Cambridge University Press,1995)p.1
8
Webster’s, The Largest Abridgment of Webster’s New International Dictionary of English
Language, Webster’s Collage Dictionary. USA: G&G Merriam co,1935),p.1073
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a. An alphabetical list of words often defined or translated, the vocabulary
subculture.9
numbers of words by a person class, profession, etc. In the communication and every
when it is heard (What is the sound like?) or when it seen (What does it look
like?) and having an expectation of what grammatical pattern the word will
occurrence. This includes being able to distinguish it from word with a similar
form and being able to judge if the word form sounds right or look right.
word, how to write and to spell it, how to use it in grammatical pattern along
with the word in usually collocates with it, it also involves not using the word
9
Roget’s II, the New Thesaurus: The American Heritage Dictionary ( Boston198
0),p.1036
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situation using the word to stand for the meaning it represents and being able to
Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms
there are:
a. Active Vocabulary refers to items the learner can use appropriately in speaking
more difficult to put into practice. It means that to use the productive
vocabulary, the students are supposed to know how to pronounce it well, they
must know and be able to use grammar of the language target, they are also
the words. This type is often used in speaking and writing skill.
From the explaining above, we know that every experts in every book is
different in classifying the kinds of vocabulary, because every person has different
ways in showing and telling their opinions and ideas. It means that vocabulary is of
10
ISP Nation, Teaching and Learning Language (New York: New Burry house,1990),p.29
11
Jo Ann Aeborsold and Mary lee Field, From Reader to Reading Teacher (New York:
Cambridge University Pres,1977),p.139
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3. The Use of Vocabulary
classes. One who masters enough vocabulary will find fewer difficulties than those
who have fewer vocabularies. When they read a certain text, they will easily get the
information from it since they can understand every word in the text. On the others
hand, those who lack of vocabulary will face a lot of problems. Mastery of
vocabulary will be useful for the process of achieving language- teaching objectives.
That is the mastery of language skills (Listening, Speaking, Reading, and Writing).
the language they belong to especially to know enough vocabulary of those language.
Yang Zhihong who say that ”Words are the basic unit of language from supports it.
B. Pictures
12
Yang Zhihong, “Learning Words” English Teaching Forum.Vol.38.No.3 July 2000
13
Tang Li Shing, “English Teaching Forum,XIX,No.4(October: 1981),p.11
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His Article that “ The Picture had an irascible appeal for the children. They created
suspense and surprises as well as interest, all of which are indispensable in teaching
method but through its representation of place, object, and people, it is essential part
things. Photograph prints are most common, but sketches, cartoons, murals, cut outs,
charts, graphs and maps are widely used….”A picture may not only be worth a
14
Michael H Long and Jack. C. Rhicards, Methodology in TESOL: a Book of Readings,(New
York: Newburry House Publishers,1987),p.105
15
Jean L.Mckenkchnie, Webster New Twentieth Century Dictionary Unabridge(William
Collins Publisher,1980)Second Edition, p.1357
16
Andrew Wright, Picture For Language, learning: Cambridge Handbook for Language
Teacher(USA: Cambridge University Press,1989),p.29
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Through pictures, learner can see people, place and things from areas for outside their
own picture can also represent image from ancient times or portray the future.17
The kinds and numbers of pictures that the teacher should take with him to
carry out the activities in class can be taken from magazines, articles, or others and
should be interactive and interesting to capture the students’ attention the purpose of
using pictures for the students is to give them an opportunity to practices the language
in real context or in situations in which they can make it to communicate their ideas.
The use of pictures are more efficient and practice than words, they are easier
to recall and to remember than words, further more they expose real life situation
although it happened a long time ago. As it has been explained by Vernon, S.Gerlach
and Donald p. Elly,”Picture may not only be worth a thousand miles. Through
pictures, Learner can be shown people, places and things, from areas far outside their
own experiences. Pictures can represent images from ancient times or portray the
future.18
wall charts, commercially- produced flashcards, hand drawn pictures, and of course
17
Vernon,S,Gerlach and Donald P.Emily, Teaching and Media a Systematic Approach 2nd
(New Jersey: Prentice Hall),1980,p.273
18
Ibid,p.273
19
Ruth Gairns and Stuart Redman, Working With Words: A Guide to teaching and Learning
Vocabulary (USA: Cambridge University Press, 1986),,p.103
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From the meaning of pictures above, it indicates that the pictures has
exchanged and represented the real object into a simple device which has displayed a
Through picture presentation, people are able to reach outside their minds.
Pictures that they can see always lead to the reality of their minds. But the realities
that have been presented by pictures depend on the types of the pictures.
There are two kinds of pictures that Brazyna Szyke finds especially useful as
level, to introduce or test vocabulary items, for example: a man, and a car.
Portraits, pictures showing people in close details, are useful for intermediate
and advance learners. The students can be asked question about the age and
b. Pictures of situations in which person and object are “in action” between
objects and people can be perfect teaching aid for introducing or reviewing
grammatical or structures.20
20
Brazna Szyke, Using Pictures as Teaching Aids;(English Teaching Forum, Vol.XIX,No.4,
October, 1981)
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Types of Pictures According to Andrew Wright Are:
d. Pictures of places
g. Pictures of fantasies
According to Betty Morgan Bowen, there are some types of pictures as their
shapes:
a. Wall charts
d. Flash cards
Word Flash cards; card with printed words on it can help up rapidly, the
21
John Pread,” Measuring The Vocabulary Knowledge of Second Language Learners”, REIC
Journal, 19. No.2 (December:1988), p.12
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Picture Flash cards; useful for the representation of a single concept, such as
an object or in action.
e. Work cards
Includes visual as well as text magazine pictures drawing maps and diagrams
can be important part or work cards at all levels used for vanity of purposes.22
Meanwhile, Noor Azlina Yunus in his book grouped the picture into four
groups:
a. Composite Picture
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in Which number of people can be seen doing things
b. A Picture Series
events.
c. Individual Picture
These are single pictures of objects, person or activities such pictures very in
Wall posters are not designed specifically for teaching, but rather for
22
Betty Morgan Bowen, Look Here!, Visual Aids In Language Teaching, London: essential
Language- Teach Series, 1973), p. 13- 31
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The description above teaching some language- learning skills, which the
language teacher helps the student enter to an imaginative experience beyond the
classroom.
b. Pictures can motivate the students and make him or her want to pay attention
c. Pictures contribute to the context in which the language is being used. They
subjectively.
practice.
discussion and story telling beside Horse five roles in using picture, there are
b. Pictures are useful for presenting new grammatical and vocabulary items.
23
Noor Azlina Yunus, Preparing and using aids for English Language Teaching,(Kuala
Lumpur, Oxford University Press, 1981),p.49
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d. Pictorial material can also provide a stimulus for using the language at the
e. Pictures can be used for revision from one lesson to another as well as for long
provide more practice of the exercises that students have done using the text
book.
3. The visual detail make it possible to study subject, which would turn back to
be impossible.
5. They offer a stimulus to further study, reading and research visual evidence
is power tool.
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7. They are easily manipulated.24
3. Small and unclear pictures may arouse problems in the teaching learning
them than to the activity. He also should control the students’ activities
3. The teacher should make or choose big and clear enough pictures in order to
C. Kindergarten Students
The educational programs Kindergarten shares the common objective of helping the
young child’s social, emotional, and academic development. The letter includes the
24
Vernon,S.Gerlach and Donald P. Elly, Op.cit.p.277
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use of language, the development of an initial understanding of mathematics,
definition, Kindergarten is the next level of education after playgroup before the
children enter elementary school. The program helps the children in entering their
Even though the kindergarten is not the obligation to every children to follow
this program, but it will help the children to develop their knowledge, creativity,
through their activities in the school. It is same with what said by Friedrich Froebel
(1782- 1852). The first educator opened the first kindergarten in Germany in 1837.
He understood and respected the nature of young children education before their
enter the public school, helping the children education at home but also giving many
chances to them to learn about their self ability, talent, and their environment.27
We have known that the age criteria of kindergarten students are between 4 to
6 years old. This is affirmed at the GBPKB 1994 (Garis- Garis Besar Program
Indonesia that kindergarten is an educational program for children between the ages
25
Jefferson to Latin, The Encyclopedia Americana,(Danbury, Connecticut: Grollier
Inorporated),1996 Vol.16, p.444
26
Hibanana S. Rahman, Konsep Dasar Pendidikan Anak Usia Dini, (Jakarta: PGTKI Press,
2002),p.35
27
http:/.kompas.com/kompas%2Dcetak/0105/14dikbud/neor09.htm
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of four to six. This also mentioned in the encyclopedia Americana that the
kindergarten is an educational program serving for children ages four through six.
So any child who ages four through six try to join one of educational program
for children that is kindergarten to develop their knowledge and their creativity.
background, have characteristics in common with other children of their ages and
Children develop socially and emotionally during the kindergarten year. The
children can show considerable empathy toward people and animals when their
own needs do not conflict with the needs of others. When helpfulness is
others.29
28
Zulkifli, L. Psikologi Pembangunan,(Bandung;Rosda Karya, 2001),cet ke-8, p.45
29
http:/www.sasked.gov.sk.ca/doks/kindergarten/kindchild.html.
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Most kindergarten students are full of energy, active in following all activities
such as run, swing, climb, jump, etc. That is very useful to the development of
their body.30 All of the physical activities are related to the motorist of the
children include of three elements, such as muscles, nerves and brain. These
elements relate each other in positive interaction that each of them support ,
complete, and related each other in achieving the perfect motorist condition.31
vocabulary and the power to express ideas. They are developing visual and
auditory memory and the ability to listen to others. In one of the educational
book says that the cognitive development increase rapidly, to the children
Madinah Kid’s School was built on May 19, 2004 , addressed on Jalan Bukit
Serpong Mas Blok D5 No. 10- 11 by the owner of the foundation Mrs. Hj. Erida
and her son Mr.Heksa A.S Spd as a Head of the Foundation. On the first grand
opening this school could get ten students, where three students for the Play Group
A class, two students for the Play group B class, four students for the Kindergarten
A and one student for the Kindergarten B class. From the first Launching until now
30
Hibana S Rahman, Op.cit.p.35
31
Zulkifli,L.Op.cit,p.31
32
Hibana S. Rahman,Loc.cit.
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this school has twenty one students. There are five students for Play Group Class,
Nine students for Kindergarten A class, and Five students for Kindergarten B class.
Madinah Kid’s School was lead by Mr. H.M. Hatta MPd.MEd as a Principal
and three teachers they are: Miss Indiastanti Prasetyo SPd as a teacher in Playgroup
class, Miss Leny SPd as a teacher in Kindergarten A and Miss Riana Ariestika SPi
as a teacher in Kindergarten B. Beside that this school has one administration staff
namely Miss Indah Purnawati.P.Amd and one Cleaning service namely Mr.
Cahyadi Irawan.
Madinah Kid’s School has a vision to prepare our kids in the future to have a
bright future as bright as blue sky. In this case they have to have ability in
communicating, socializing, good intelligence and good spiritual. And the mission
of this school is not only make our children bright in exact lessons but also make
Spiritual Quotient, and Adversity Quotient. That is why this school using CBC
(Competency Based Curriculum) with Life Skills Oriented, Global Oriented, Social
This school was used English as a second language in daily teaching- learning
process. There are many facilities that can support the learning at school likes: Air
During the teaching- learning activity, all teachers should prepare their
material to teach such as: make a lesson plan everyday, make a weekly report,
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Monthly report in the connecting book, make a final term report, prepare a media
and things that are going to make by the students. All the learning process was
based on the area’s system, there are Discussion area, Math area, Write and Read
area, Construction area, Religion area, Sand area and Drama area. These areas were
not given all in the one teaching – learning activity. There are only four areas that
the teacher should give to the students in once learning activity everyday.
The learning activity in this school usually begin with morning activity, where
the students do to make a line, then pray, recite Oath and greeting, Continue with
watering the plant, and fish feeding. After that carry on to the next activity there are
areas learning. After that have a rest time to have a meal and play and then get the
other areas. The last is closing where all the students praying together by recite
prays, Short holy qur’an, Daily pray and Hamdallah. The teacher used to give a
short games to find out which students that will go home early than other.
Beside learning activity by areas system, the student also completely with
Computer skill in the computer laboratory, and swim. There are also other activity
that will prepare to the students, they are clinic visiting, doctor visiting, manasik
haji, native speaker visiting, field trip, super camp and competition.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses about: the objective of study, research subject, the
place and time, the research method, instrument, the research implementer and the
research question.
The main purposes of this study are looking for an appropriate concept that
can be considered by teachers who want to teach English at kindergarten level which
will include :
1. To know the qualification of the English teacher, who can teach English at
kindergarten.
2. To know the appropriate method and technique that can support the teaching
kindergarten.
It is hoped that the teacher can use the information of the three points as basis
for preparing the teaching learning process at school all ideas are related on these
B. Research Subject
The pupils and the teachers of Madinah Kid’s school Serpong – Tangerang
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C. The Place and Time
This research was taken in Madinah Kid’s school at Jl. Bukit Serpong Mas
nature.
E. Instrument
observer.
G. Research Questions
media?
3. Is it easier for the pupil to grasp the lessons trough picture media ?
4. Are the pupils going to be bored when they learn the lessons through pictures
media ?
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CHAPTER IV
RESEARCH INVESTIGATION AND RESEARCH OUTCOME
This chapter discusses about: the curriculum, the syllabus, the classroom
This school was used CBC (Competence Based Curriculum) on the teaching-
learning process and integrates with many oriented such as: Life skills oriented,
Global oriented, Social and environment oriented and Religious oriented. These are
purposes to increase the students potentials such as: moral, spiritual, social,
the elementary education level. The school realizes that all of those aims could be
done by playing and learning activity . Because by playing kids have a chance to
explore, find out, expressed their feeling, create and learn in the fun way.
On the other hands playing will help kids could be recognized with their self,
other people and environment surrounding them. This school try apply English
language in everyday teaching learning process. The syllabus or the lesson plan was
made by integrating the national curriculum (CBC) and school oriented to build a
communicative, easy to socialize and has good intelligence students’. That is why this
school was completed with many facilities to support the teaching learning process to
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and many other. The more information about the syllabus can be seen in the appendix
of this skripsi.
The teaching procedure are developed based on the theoretical framework and
the analysis in the previous chapter. Teaching procedures are elaborated in three
a. Presentation Stage
On this occasion, the teacher greets the students and asks about their condition
such as: “Assalamu’alaikum, good morning students, how are you today?” these in
order to warm up the situation. Then the teacher tells the students what are they going
to learn at that day, for example “well students, today we are going to learn about
home in English”. Next teacher asks some question about the topic to trigger the
students’ knowledge, like: “do you what is this?” (in this case teacher point to the
pictures of house part ) the teacher also explain a bit about the topic, after that the
teacher drills the students pronunciation and the meanings parts of house by letting
the students repeat what the teacher pronounced and answering the questions given
about parts of house. Here the teacher uses pictures for supporting the learning.
The method that was used in this presentation stages is discourse method that
Presentation stage need a good skill from teacher to explain the subject
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b. Practice Stage
In this stage, the teacher gives the students two kinds of exercises. In the first
exercise, the students have to draw a house by using “dot to dot” method and coloring
the picture. The second exercise the students have to mention parts of house and tell
about it. The method was used in this practice stage is experiment method, to make
c. Production Stage
The teacher give an evaluation in listening test. The children listening to the
words given by the teacher and then they have to give a check mark on the pictures.
For pronunciation exercise, the teacher must give the lesson step by step continually.
Then the teacher has to find out the students response according the lessons
had given. In the last part of this stage the teacher concludes and closes the lesson by
singing the new songs that the students learned (that is a window). The method was
used here is dialogue method. To know their ability in understanding the subject.
d. Teaching Procedures
1. Greetings
between the teacher and the students. Such as following short conversation :
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Teacher : “Good morning children”
2. Presentation Stage
2.1. The teacher put on the big picture of house parts on the white board.
2.2. The teacher asked the students whether they know the picture such as
following : “do you know what picture is this ?” Then the teacher tells
each picture of house parts. After that the teacher asked the
students to repeat the names of the house parts directly after the
teacher. Then the teacher asked the students to pronounce the words by
2.3. To make the students pronounced and memorizing the words better,
the teacher asked the students some questions about house parts and
teach the students the song “ that is a window ” teacher put the songs
2.4. The teacher asked the students to sing together the song that the
2.5. The teacher singing while pointing into (window, door, floor, roof).
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2.6. The teacher asks the students to stand up and sing together “that is a
window song” and point to the window, door, floor, and roof.
3. Practice Stage
3.1. After the teacher feels satisfy with students pronunciation, the teacher
begin to give the exercise about house parts in order to observed the
3.2. The teacher distribute the exercises sheet to all the students, and
3.3. The teacher monitors the students activities and after the time is up, the
3.4. The teacher asked the students about the pictures while she took the
worksheet.
3.5. The teacher evaluates their abilities in feed back of the exercise one
and two.
4. Production Stage
must give some pictures of house parts in form of question, students are
able to answer the question correctly know the color and to count house
parts. for an example : two green doors, four red windows, one blue
roof.
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4.2. The teacher direct feedback of the evaluation test.
5. Closure
5.2. The teacher asks his/her students some questions about pictures of
5.4. Teacher closes the lesson by praying and singing “ Alhamdulillah and
It has been stated in chapter three that this study is aimed at answering the
following questions:
media?
3. Is it easier for the pupil to catch the lessons trough picture media ?
4. Are the pupils going to be bored when they learn the lessons through picture
media ?
To get information observation are conducted. In this step the writer acts as
the teacher and her fellow teacher’s act as observes. To help the observer’s check lists
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are used to answer each question in the research question. Here is the check lists
statement:
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gambar ?
15. Apakah seluruh siswa memperhatikan semua √
penjelasan guru ?
16. Adakah siswa yang asyik sendiri ? (jika ada √
berapa orang ?)
17. Adakah siswa yang tampak bosan ? (jika ada √
berapa orang ?)
18. Adakah siswa yang mengeluh, selama √
pelajaran berlangsung ? (jika ada berapa orang
?)
19. Apakah selama pengajaran guru menyelingi √
dengan nyanyian ?
20. Apakah para murid ikut serta bernyanyi ? √
21. Adakah murid yang diam dan tidak ikut √
bernyanyi ? (jika ada berapa orang ?)
22. Apakah selama pengajaran murid-murid √
menjadi lebih aktif ?
23. Apakah murid-murid menjadi lebih akrab √
dengan guru?
24. Adakah siswa yang langsung hafal semua kosa √ 5 anak
kata baru dari gambar bagian-bagian rumah
dalam bahasa Inggris yang ditunjukan ?
(jika ada berapa orang ?)
25. Apakah guru memberikan kertas yang √
bergambar rumah untuk diwarnai kepada
murid ?
26. Apakah siswa yang mendapat kertas √
bergambar rumah terlihat antusias untuk
mewarnainya ?
27. Apakah semua siswa yang mendapat kertas √
bergambar rumah mau mewarnainya ?
28. Adakah siswa yang tidak mau menyelesaikan √ 1 anak
mewarnai gambar ? (jika ada berapa orang ?)
29. Adakah siswa yang mewarnai gambar dengan √ 8 anak
sempurna ? (jika ada berapa orang ?)
30. Adakah siswa yang membanggakan hasil √ 8 anak
karyanya ? (jika ada berapa orang ?)
31. Apakah guru memantau murid pada saat √
murid mewarnai ?
32. Apakah guru memberikan pertanyaan dan √
komentar tentang gambar yang diwarnai murid
33. Apakah guru menerangkan kembali setelah √
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murid selesai mewarnai gambar ?
34. Apakah guru memberi evaluasi setelah √
pelajaran ?
35. Adakah murid yang kesulitan memberikan √
jawaban saat evaluasi ? (jika ada berapa
Orang ? )
1. The teacher’s and her fellow teacher’s who act as observer thinks that the used of
pictures could attract the students motivation in learning activity, it could be seen
from three times observation and only one student was not interested because has
2. To get information about Question number two, at the beginning of the classes the
3. To get information about number three we could see from the table above where
the students looked more active to ask and answer the questions.
4. According to the table we could see that student were not boring at all.
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5. It is true that the atmosphere in teaching and learning getting more active by using
picture media. It could be seen from the table that most of the student were eager
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CHAPTER V
CONCLUSION AND SUGGESTION
Based on the research investigation and its outcome in the fourth chapter,
several conclusion are drawn and a number of suggestion are put forward deal with:
A. Conclusion
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 pictures as one of the strategies in teaching that benefits the
1. Pictures help the students to understand the difficult words easily by looking
at the pictures.
2. The use of pictures make the vocabulary learning more enjoyable and
interesting because they can memories the meaning of the difficult words by
singing the song with the pictures as key words and without asking another
4. The use of Pictures makes the class more active and alive.
5. The use of pictures could attract the students curiosity in learning new
vocabulary.
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B. Suggestion
The followings are suggestion from the writer for model of teaching
vocabulary by using pictures for kindergarten students, that there are so many
approaching type and method that can be developed by teachers for having a good
1. The teacher should choose the technique and materials that are appropriate
with the students’ needs and experiences so the class atmosphere become
4. The teacher should present the language in an enjoyable and relaxed way. It
5. The teacher should creative and active to find various method to teach the
kindergarten students.
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BIBLIOGRAPHY
Aeborsold Jo Ann and Field Lee Mary, From Reader to Reading Teacher (New
york: Cambridge University Press,1977)
Bowen Morgan Betty, Look Here! Visual Aids in Language Teaching (London:
Essential Language- Teaching Series, 1973)
Gairns Ruth and Redman Stuart, Working With Words: A Guide to Teaching and
Learning Vocabulary (USA Cambridge University Press,1986)
Gerlach S Vernon and Elly P Donal, teaching and Media a Systematic Approach 2nd
(New Jersey: Prentice Hall, 1980)
Hatch Evelyn and Brown Cheryl, Vocabulary, Semantic and Language Education
(Cambridge: Cambridge University Press, 1995)
http:/www.sasked.gov.sk.ca/docks/kindergarten/kindchild.html
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Long Michael L and Richards Jack C, Methodology in TESOL: a Book of Readings,
(New York: New Burry House Publishers, 1987)
Nation ISP,Teaching and Learning Language (New York: New Burry House, 1990)
Rahman S Hibana, Konsep Pendidikan Anak Usia Dini, (Jakarta: PGTKI Press 2002)
Roget’s II The New Thesaurus: The American Heritage Dictionary (Boston 1980)
Shing Tang Li, English Teaching Forum, XIX, No./ 4 (Oktober: 1981)
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Vol. XIX No. 4, Oktober 1981 )
Webster Merriem Ninth Collegiate Dictionary (New York: Merriem Webster’s inc.
1978)
Yunus Noor Azlina, Preparing and Using English language Teaching, (Kuala
Lumpur, Oxford University Press, 1981)
Zhihong Yang, Learning Words, English Teaching Forum, Vol.38. No.03 July 2000
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