Thesis Seminar

Of IMPROVING VOCABULARY STUDENTS BY USING PICTURE OF FIFTH GRADE STUDENTS IN SDN SLAHARWOTAN II, NGIMBANG, LAMONGAN IN ACADEMIC 2010/2011

Lecturer : Ida Setyowati, S.Pd.,M.Pd.

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by : Lungit Wawastiono (087169)

ENGLISH DEPARTEMENT 2008 E SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN PERSATUAN GURU REPUBLIK INDONESIA JOMBANG 2011

TABLE OF CONTENT TITLE............................................................................................................... i TABLE OF CONTENT ...................................................................................ii CHAPTER I INTRODUCTION.......................................................................1 a.................................................................................................Back ground of Study........................................................................1 b................................................................................................State ment of the Problem..................................................................5 c.................................................................................................Purp ose of the Study........................................................................5 d................................................................................................Signi ficant of the Study.....................................................................6 e.................................................................................................Hypo thesis.........................................................................................6 f.................................................................................................Scop e and Limitation........................................................................8 g................................................................................................Defin ition of Key...............................................................................8 CHAPTER II REVIEW OF RELATED LITERATURE ................................9 1................................................................................................Teac hing English at Elementary School...........................................9 2................................................................................................Char acteristic of Young Learners.....................................................11 3................................................................................................The Element of Language................................................................11 4................................................................................................Voca bulary........................................................................................13 5................................................................................................Kind of Vocabulary...........................................................................13 6................................................................................................Teac hing Vocabulary........................................................................15

7................................................................................................Medi a.................................................................................................17 8................................................................................................Teac hing Vocabulary Using Mascot................................................21 CHAPTER III RESEARCHER METHODOLOGY .......................................22 1................................................................................................Rese arch Design...............................................................................22 2................................................................................................Subje ct of Study.................................................................................22 1..........................................................................................Popul ation....................................................................................22 2..........................................................................................Samp le.........................................................................................23 3................................................................................................Instru ment .........................................................................................23 1..........................................................................................Obse rvation.................................................................................23 2..........................................................................................Inter view.....................................................................................23 3..........................................................................................Test ............................................................................................24 4................................................................................................Data Collection..................................................................................24 5................................................................................................Data Analysis....................................................................................25 REFERENCES ..............................................................................................26

CHAPTER 1 INTRODUCTION A. Background of the Study Language is something that never separate from our daily life. It permeates our thought, and mediates our relation with others, even cheeps into our dreams. Language is mean to convey ideas thought, opinion and feeling. Websters new international dictionary of the English state. Language is any means, vocal or either, expressing or communication feeling of thoughta system of conventionalize sign, especially words, gestures, pup an important part is human life because without language cannot communicate with other. Language is a means of community that used arbitrary, vocal symbol which is used by people to express their feeling and ideas. And in Websters Third New International Dictionary in Roudlatul thesis (2009:1) said that language is an important part in our live, language is a systematic means of communicating, ideas of feeling by the use of conventionalize design, sound, gestures or marks having understood meaning. English is an International language which is one of the most important language in the world, and many countries using it to communicate with other country. They used English for communication in many cases such as business, technology, education, etc. in Indonesia English has been decided to be first foreign language. So that, Indonesias government states English as one of curriculum at school, it was oriented in order that it can be studied for every student in all of levels from elementary school of levels from elementary school until senior high school important to childs pronunciation because young learners are the ideal period of acquiring a native pronunciation in which young learners learn foreign. In Indonesia, English taught since kindergarten until university levels, in elementary school, English is a local content function to give opportunity for elementary school to get knowledge to knowledge of English language, so it can be used if it is needed. The materials in elementary school are there based and to some degree sequential and structured (Rusna, 2009:5). Besides that, to

develop of English language and teaching in Indonesia, it has been taught in elementary school as an elective subject since elementary of 1994s curriculum. Here, English just additional subject to introduce English since children. The sooner a children learn a foreign language especially English, the easier they will acquire this language. In curriculum 1994 in Maulidiawatis thesis mentioned that English subject as content local has function to give opportunity for students at elementary school to get knowledge in English and develop it. So it can be used if it was wanted and it is needed. And according department of education and cultural of east java no 1702/104/M1994 K dated march 30 in Maulidawatis thesis said that: English is taught in the elementary school when is consider necessary by society the certain village and support by the competent teacher to teach that lesson. Based on curriculum above, the rule of English is very important in Indonesia. All school use English as subject a lesson. As a English teacher in primary school, in teaching learning process should apply various technique of learning English and also introduce vocabulary. Richard (2002: 255) states that vocabulary is a core component of language prophecy and it provides much of basis for how well learners speak, listen, read, and write. Besides that, teacher must knows the character of young learners. According to Scoot and Ytruberg in Kasihani, the characteristic of young learners as follow: 3. They learn by doing 4. They ask question all the time 5. They are able to decision about their own learning 6. They have definite views about they like or do not like doing 7. They are able to work with other and learn from other From the Scoot and Ytrubergs opinion about the writer can conclude that to make the successful in teaching vocabulary from young learners. Methodologies and facilities in good atmosphere of teaching learning process. Thought this, young learners will stimulate and interest in learning

vocabulary. Vocabulary is the important thing that cannot be neglected. Vocabulary is one of fundamental factors that make it possible for a person to speak the language in communication way. So, in teaching learning process, English teacher should be consider technique, method, and instructional material and the learners, because the students of elementary school as a young learner, who have particular character, cognition, affection and personality. They usually like doing things, looking pictures, playing game and singing a song, etc. so, the teacher should be able to find a good technique and use media in teaching English, especially teaching vocabulary. Here we can see that the duty of teacher in learning process is not easy. Teaching is not only a process of transferring knowledge to the students without knowing whether the students understand or not, but also has to know the ability and characteristic of the student which is different each other, then decide the suitable method and a fit material depends on the students condition to reach the goal in teaching learning. Techniques consist of the things you "do" in the classroom, but only a few techniques do not in some manner involve the use of material to support and enhance them. What would language chasses be without books, pictures, charts, regalia, and technological aids (audio tapes video and computers)? Teacher should have conversation, role-plays, discussion and chalkboard work, but much of the richness of language instruction is derived from supporting materials. Mascot is a doll with a hollow head of a person or animal and cloth body intended to it over the hand and be manipulated with fingers in William Collins Sons and Co Lid, the researcher using mascot to teach vocabulary in elementary school. Because one of the most successful ways of presenting language to young children is through mascot or class puppet. Having "someone" familiar constantly on hand with whom you can have conversation about anything and everything is a wonderful way in introducing new subject and new language to young children. Example, if you use a Teddy as your mascot, you can use Teddy to ask question. Pupil can through Teddy: Teddy

wants to know .. you can present dialogues with Teddy as your partner. For example: "Teddy, can you swim? No I cannot. But I can sing". And Teddy than sing a song. Once the teacher has given the model, pupils can ask Teddy all sorts of questions and Teddy can provide all sorts answers. In this way Teddy's name, address, identity, likes, dislike, act. Teddy means that you do not have person or oral work by yourself. Most oral work is directed towards someone and ask for a response from someone, and having another speaker of English around can make sorts of situations easier to get across (Scott, 1999:35). In teaching young learners, the media are needed. One of media that can be used for purpose is mascot. Mascot can help young learners understand the first foreign language and the teachers give improve to the learners. So that the learners will be interested in learning English. On the other hand mascot is easy to get without spending too much money. Mascot can be used an effective and interesting media to teach young learners. By using media, the students will be interest in getting motivation in learning English if they have big motivation, they can understand the lesson easily. Besides that, by using mascot the students more interest in learning English for especially learn vocabulary, because they can talk about something when learning and they more easy to memorize their learns.
In teaching and learning vocabulary the students still got difficult to memorize vocabulary, for example especially fifth grade students, they were learns English from first grade students, and they more easy to learns vocabulary because in this period the student often imitate the teacher and also they have high memorize. So that, their vocabulary is limited, this problem makes them difficult to understand and receive English lesson.

Based on this problem above, the writers do a research the title IMPROVING TEACHING VOCABULARY BY USING PICTURE OF FIFTH GRADE STUDENTS IN SDN SLAHARWOTAN II, NGIMBANG, LAMONGAN IN ACADEMIC 2010/2011

B. Statement of the problem Based background of the study the write can comes to specific problem about improving teaching vocabulary by using picture of fifth grade students in SDN SLAHARWOTAN II NGIMBANG LAMONGAN. 1. 2. How to improve vocabulary using picture of fifth grade students at How are students achievements of teaching vocabulary by using

SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011? picture of fifth grade students at SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011? C. Purpose of the study English Based on the statement of the problems above, the objectives of the study are follows: 1. 2. To know improve vocabulary using mascot of grate students at To know the student achievement of the teaching vocabulary pf

SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011. grade students at SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011. D. Significant of the study The writer hoped that this study will help both students and teachers find the new knowledge and method so the students more enjoy and happy when they learn English for: 1. The Students of Elementary School It is hoped that study will be useful for them to develop their competence. In study English arouse their motivation and interest in learning the material, they are expected to be able to practice. The materials and communication much better. 2. The Teacher of English This study is hoped can help to the teacher of English out factor that motivation the students in learning English then find the suitable

techniques and strategies to arouse the interest and motivation of the students. E. Hypothesis According Sutrisno (1988: 27) Hypotesis adalah pernyataan yang masih lemah kebenarannya dan masih perlu di buktikan kebenarannya. From this statement above, the researcher can conclude that by using hypothesis, the researcher can get the correct data from the research, because she thinks that not always her hypothesis is right but it need real authentication. In addition, Sutrisno (1988: 35) states, hypotesis bias dikatakan sebagai dugaan yang masih perlu di buktikan kebenarannya. From Sutrisnos statement above, the researcher can conclude that hypothesis is one some of assumption of the problem, but the researcher has to evidence it, to get the right research. In this research, the writer use 2 general concept hypothesis in teaching vocabulary by using picture to the fifth grade students at SDN Slaharwotan II Ngimbang, Lamonganas follow: 1. Alternative hypothesis (Ha) According to Sutrisno (1988: 38) hypothesis alternative adalah hipotesis yang mengandung pernyataan tidak menyangkal. From Sutrisnos statement above, the researcher can conclude that in alternative hypothesis explain the positive statement of agreed statement with her assumption of the research. This study, the research problem is teaching vocabulary by using mascot, but she want to know the improving of teaching vocabulary by picture. So, hypothesis alterative (Ha) the improving vocabulary by using picture.

2. Null Hypothesis (Ho) (Sutrisno Hadi, 2004: 2) states that hipotesis nol adalah hipotesis yang mengandung pernyataan menyangkal. From Sutrisnos statement the writer can conclude that in null hypothesis explain the negative statement of disagreed statement with her assumption of the research. In the research null hypothesis is improving of teaching vocabulary by using picture. To know the improving teaching vocabulary by using picture, the researcher use significant level. According to Sutrisno (1988: 45) taraf signifikasi (signification level) adalah kesedaan atau keberhanian kita untuk secara maksimal mengambil kesalahan ragam. From that statement above, the researcher can conclude that by using significance level the researcher can be brave to take mistake in her research. To know how the higher significance level the researcher use 5%. After know significance level 5% we also use the result of hypothesis. If ttabel tscore, so Ho is received and Ha is rejected. If ttabel tscore, so Ho is rejected and Ha is received. F. Scope and Iimitation This study is conducted to know how the students improving at elementary school using mascot as a media. The scope of this study is limited to the class which the teacher used picture frequently in the teaching learning activity. G. Definition of key For better understanding of title and avoid the possibilities of having various interpretations, the writer would like to give the definition of each term:

1.

Teaching

Teaching is showing of help someone to learn how to learn how to do something, giving instruction, guiding and study of something, providing. Providing with knowledge, causing to know or understand. (Ksihani 1994: 9) 2. Vocabulary

Vocabulary is the total number of words in a language, of list of word their meaning especially at the back of a book used for teaching a foreign language. (Oxford 1995: 461) 3. Mascot

Mascot is an animal or toy, or person dressed as an animal, that represents a team or organization, and is to bring them good luck. (Longman 1995: 1010) 4. Improving

Improving is become or make something better (Oxford advanced learners Dictionary)

CHAPTER II REVIEW OF RELATED LITERATURE

A. Teaching English at Elementary School Teaching learning is process of communication giving some information from teacher to students using media or not. There are some barriers for communication process, such as knowledge, motivation, culture etc. each students has different of communication process so, the teacher use of media to solve this problem (Robert, 1998:78). Curriculum is facilitate the teaching learning process under the direction and guidance of the school, college, or university and its staff member (1998:1). Competence is knowledge, skill and ability of individual that can someone increase his cognitive, effective and psychometric maximally (Mc.Ashan, 1981:45). Competency based curriculum is a set of plan and regulation about competence and the learning out comes that must be achieved by the students, the evaluation, the teaching and learning process and the we of education resources for school curriculum development (Depdiknas, 2002:1). The basic curriculum of elementary education states that English is as one of the local content subjects. English is considered important for the purpose of absorbing the science and technology and culture, and developing the interrelationship with foreign countries. English may be given when the school feels a need of it. It should a supported by the existence of qualified teachers. Based on the statement, English is applied as the local content subject. Local content subject can be applied based on the suitability with the environmental condition and needs. It is allowed when it is not reduced the content of the national curriculum. The

local content subject (English) is aimed at developing the students ability to understand oral and written messages and simple idiomatic expression (Elementary Education Curriculum, 1994). More specifically, the 1994 English local content curriculum conveys the basic course outline of the implementation of English as a local content subject. The purpose

The purpose of the teaching of English as a local content subject is to give the opportunity to elementary school students in getting knowledge and developing English in order to anticipate the development of science and technology (Depdikbud, 1994). Objective

At the and of elementary school the student have the skill of reading, listening and writing English in simple based on their development level and interest within their vocabulary achievement level at about 500 words. The scope of the materials

The content of language in elementary school includes simple listening, reading, and speaking skill. The focus is on listening, reading and speaking. The guideline

The approach used in the teaching learning process in the meaningfulness approach. It means that all the language components should be given in context, so the meaning will be clear. Furthermore, for the teaching learning process, the four language skill should be developed integratedly. Beside this, teaching should be make the situation and the condition learning process that have purpose the student interest with this subject and the student can learn enjoyable, also the student can learn English more easily.

B. Characteristic of Young Learners Elementary school students are considered as young learner so in order to gain a satisfactory result in teaching and learning process, a teacher should realize the characteristics of young learner. The characteristics of young learner are Scott and Stenberg (1984:3) are as follow: 1. 2. 3. 4. They are ask question all the time They are able to make decision about their own learning They have definite views about what they life and do not doing They are able to top work with other and learn from other In addition, Clark (1990:6) states that the characteristics of young are: 1. Children get bored easily 2. Children is not an early stage of the education. Young children have fewer in habitation resistance to the idea 3. Children forget quickly the teacher should us repetitions and drilling presenting the material 4. Children are better mimics in their ages, their elastic vocal organs of their language that have not become fixed through habit From young learners of cauterization above, the material and technique from teaching at elementary school should be very effective and interesting from the student so the young learners will be more comfortable and enjoy for the teaching learning. C. The Element of Language Whatever the sentence Its warm in here is used to mean, the speaker has put together a number of elements in order to get the meaning across. a. Grammar Grammar is one of important elements of language. Our sentence depends, for its success, on putting a number of elements in the correct order, in this case subject (it), verb (is), complement (Warm-called a complement because it adds in formation about the subject), and adverbial

(in here-called adverbial because it further exemplifies the verb) (Harmer, 2007:6). Based on the brief explanation about that the elements have go to in the right order for the sentence to work if we tried to it here in warm is the sentence would not work. In the same a way, we have to be careful about the types of the words we can put in the slots (subject, verb, act). We can not, for example, put an adjective or an adverb in the subject slot (stealthily is warm in here/inhospitable is warm in here), or a verb in the adverbial position (its warm go). b. Vocabulary Without vocabulary, a person can not say anything, like the quotation below: The sentence it is warm in here is made up of the words it, is, warm, in, and here. The speaker has chosen there words on purpose to express a particular meaning. He or she cloud have chose hot or cold instead of warm and, as a result, the sentence would mean something different (Harmer, 2007:61). It means that vocabulary is one of the language components which should be know and understand by the students before they do speaking activities. Palmer said that vocabulary is one of the most important aspect of foreign language learning. Another expert, Michael west and other specialists produced a guide to the English vocabulary needed for teaching English as foreign language. From all of statements above, we know that vocabulary is very important teaching English. So, the writer will focus on this elements in this research, because it the basic element which must be mastered by young learner. c. Pronunciation The way the sentence is spoken will also determine exactly what it means. For example, while reading this chapter so far you may have heard the speakers voice (in your head) drop on the word warm. However, if

we change the speakers, intonation (the way the voice goes up or down as we speak) so that voice rises on the word warm, out statement becomes a question, e.g. its warm in here? So pronunciation is very important in teaching learning spoken language. In this sense of language communication in English as a foreign language teaching is to take up the problem of pronunciation. The English teachers have to effort the students to have good pronunciation as well as possible (Harmer, 1999:21). D. Vocabulary Vocabulary is the total numbers of words in language, or list of word with their meaning especially at the back of a book use for teaching foreign language (Oxford, 1995:461). Other definition of vocabulary is given by Adrian Doff (1988:137). Vocabulary is the most important component of language power. When the students use language then they rich in vocabulary. It shows that will be successful both in expression skills: Speaking and writing and than receptive skill: Listening and reading. But if there is a student poor vocabulary when they are use language, they will get trouble in those skills. In addition, Richard (2000:225) also states vocabularies is use by person and of people know it. Young learners also use when learn foreign language. It is important component of English language proficiency and provides much of the basis for how well listeners speak, listen, read and write. It is clear that vocabulary is very needed for learners without vocabulary they can not speak or can not express their creativity and feeling not only that, vocabulary is one of aspect which must be empowered it we want to be fluently in English. If someone master vocabularies more, there are more chances for him/her in developing his/her language skills with this condition, make someone to study a certain language and getting more information. E. Kinds of Vocabulary Vocabulary is an important think teaching learning English and it is one of importance components of language. And some kinds of vocabulary are:

1.

Function word The function word are classified according to the function, which

they perform: a. Pronoun

Like noun has different subject form, the subject form is used as subject and complement the object form is used as object of verb (Frank, 1997:20). For example: I, she, he, it, they, and you. (This is a book. That is your shoe) b. Preposition

A word that normally follow by a noun or pronoun (Swan, 1955:xxxvi) and a word which shows some relationship between a noun/pronoun and another word in a sentence. For example: in, at, on, under, behind, between, beside, for, to, etc. (My book on the table now) c. Conjunction

Members of small class that have no characteristics form and they function chiefly as non movable structure word that join such units as of speech, phrase or clause (Frank, 1972:206) and Swam said that conjunction is a word which can be to join clauses together. For example: and, but, or, because, then, when, etc. d. Interrogative

The subject of the modifier to the subject as question (Swam, 1995:xxxvh). For example: what, where, who, when, how, etc. 2. Content words Content words are grouped according to the list of characteristic based on the presence of observe of certain grammatical devices. The content words are divided in to three forms. Those are: a. The word naming thing called noun (N)

Example: pen, car, book, tape, act b. The word naming action called word (V)

Example: kiss, drink, cut, read, act c. The word to describe the qualities of thing or action (Adj)

Example: sad, handsome, beautiful, happy, act F. Teaching Vocabulary Teaching vocabulary is not easy in learning process. But students must learn about it. Teacher also difficult when they transform their vocabulary to their students. In this case, teachers does not lost way in enrich students vocabulary. It needs approaches to teaching vocabulary that dont by the teacher. According to Alex case study (2008. There are four approaches to teach vocabulary: 1. Really learn a little vocabulary As a teacher I know that learning means not just remembering the meaning but also common collocations, pronunciation, different part of speech, level of formality act. Although they only learn a little vocabulary, but teacher mush remembers that students must ready remember it include sticking to one topic for a few lesson. Teacher hope that the some vocabulary in the question with the vocabulary in the questions or designing them. 2. Tough on as mush vocabulary as you can Teacher mush make students get a basic understanding of and notice as much new language as possible in the class and for homework. Than, teacher move on to the next language point, confident and clearly with her/her language coming up in the next week or month in each students reading, listening. From that actually teacher can who is the student learn more language. In addition, to add student ability, teachers much ask the students out side the class they must write vocabularies that

they look around their then. They enter in the class and discuss with their teacher. With this activity students can not forget with learning vocabulary. 3. Use vocabulary to teach how to learn vocabulary Teacher use vocabulary when she teaches her students. Teaching vocabulary is a target language for the teacher. So, teacher much knows the way of teaching something about vocabulary and to transfer in her vocabulary to the students. The best way to organize and think about this is by adding another syllabus to textbook vocabulary. With syllabus teacher have some planning to improve the students vocabulary. 4. Help them pick it up Studying vocabulary, it can do in extensive reading, listening native speaker and stories. Learners will have plenty to finding themselves able to understand or sometimes use language that they had never conspicuously studied or even noticed, and this is an aspect of language that use in class. In addition to pick it up uses picture book and action song. Others, teacher talking about the interesting book to keep them motivation and recycle the language and also teacher give additional information another source for example in internet, magazines, newspaper and film. An approach needed the way in teaching vocabulary is much needed too. There are several ways teacher could do in teaching learning process as follow: 4. Saying the work clearly (related to the pronunciation) Pronunciation is very important in teaching vocabulary. As you know that pronunciations is used to communication and it has meaning when the students say something. So teacher must attention to he/she

pronounces. So the student can memorize teachers vocabulary in the basic learning. 5. Drawing and showing examples To interaction student attention teacher to draw or show the object whit the colorful media e.g. puppet, mascot or other real objects. 6. Writing the new words in the board After teacher saying the words or pronouncing the word and students could imitate well. Teacher should write the word in the boards to make students understand how to pronounce and how to written. 7. Put the word on the context or situation Teacher could give the examples using real situation for example teacher want to teach word: sad, happy, smile, run etc. we can using expression and action. Students would be more understand and interested. G. MEDIA 6. Definition of Media According to Bovee in Teda that media is a mean that has function to bring messages. The function of media is to transfer the message of learning. While is learning is a process of communication between learner, teacher and the material. According to Sadiman media should be able to be manipulated, visible, listenable and readable and also media is form of communication in printed form or audio visual, its means according to National Education. Besides this, the definition of media is everything that can be used to bring message from teacher to the students in order to give thought stimulate, feeling, interest and the students attention in teaching learning process. 7. The Characteristic of Media

According to Gagne, the characteristic of media can be classified based on our five senses. Question of what media attributes are necessary for a given learning situation become the basic for media selection, classified of media as follow: a. Graphic Media Graphic media is visual media. As the other media, the function of graphic is to bring message from the source to the receiver. As it uses sense of visual, the message is delivered in symbols of visual communication. Besides that, its general function, it has function to attract students attention, clarify the idea, illustrate or decorate the forgettable fact. The material of the teaching learning is received by the students by presenting the visible media. b. Audio Media As its name, audio visual is related to sense of audio. Of course the message it brings is delivered in audio symbols. The media rely on the audio sense such as radio, cassette, tape recorder etc. c. Audio Visual Media This media can present sound and picture. Its like film and video. More detail, media is classified into 10 categories as follow: Audio Printed Audio-Printed Still projected media Still project audio visual Visual movement

 Audio visual movement Physical object 8. The Role of Media According to Richard (1993: 16) media has some voles in teaching learning, they are: a. Attention Role Media has role in attraction students attention. The existence of the media can raise the student curiosity in teaching learning, so that they can receive that information intensively. b. Communication Another role of media is to help teaching learning process to be communicative. So that classrooms activities are active and in addition it can enhance comprehension and assist the learners in understanding the message.

c. Retention Role Media has role in enhancing retention of the information, which is presenting in instruction. An attraction or unique media will be easy to be memorized. This role will help students to assist the learners in remembering the important concept of the lesson. 9. The Function of Media Instructional media has function in teaching learning as follow: a. To clarify the material

Teachers explanation is possibly unclear and confusing for the students. And to clarify his explanation, it is necessary to use media, so that the explanation is not only in form of spoken and written explanation. b. To overcome the limited area, time and senses If the object is impossible to be presented in class (the object is very small or big, complex or phenomenon that happened in the past time), so we need media to present it, such as picture video etc. c. To anticipate the passive students An interesting media can raise students curiosity. Roe those who are passive may be caused by the boring and monotone material. Therefore, the use of media can help them to be more active in teaching learning process and media can help them to make interaction between the students and teacher. d. To solve the differences knowledge, motivation and physiology of students. The differences of the students knowledge motivation and psychology make them receive the information differently. 10. The Purpose of Media According to Gutchow (1994: 15) in Roudhotuls Thesis (2000: 2) media has purpose in teaching language learning. They are: a. To avoid use of mother tongue by the students. b. To simplify the teaching learning process. c. To allow the teacher to practice the principle of subject and illustration. 11. Pictures

Picture is one of teaching media that can be used by the teacher to present the material well. Most of English teachers use picture for their teaching and learning process, it can make the teaching learning process in the classroom can run well and make the students easily to understand the given material. Wright (1993: 2) says that pictures are not just an aspect of method where but through their representation of places, objects, and people. They are an essential part of the overall experiences we must help our students to cope with. It means that pictures contribute the context from out of the classroom. h. Vocabulary Vocabulary is all the word i. Teaching vocabulary using Picture Children have a greater immediate need to be motivation by the teacher or materials in order to learn effectively. Prize and similar extrinsic reward can help, but more effective on the whole are element that contributes toward intrinsic motivation, interest, in doing learning activity. Teaching vocabulary should be interest for the students that have purpose make the students enjoyable to learn and they are easier to remember it. So, the teacher much is creative to make some media that interest the students. In this case, the teacher uses Picture to teach vocabulary for the students. Picture is one of the media

that It chosen by the teacher to teach vocabulary because the students more easy to remember it and they knows directly. For example, .. H. Teaching Vocabulary Using Picture Children have a greater immediate need to be motivated by the teacher or materials in order to learn effectively. Prize and similar extrinsic reward can help, but more effective in the whole of element that contributes toward intrinsic motivation, interest, in doing learning activity. Teaching vocabulary should be interest for students that have purpose making student enjoy to learn and easier to remember it. So, teacher must be creative to make and use some interesting Medias for the students. In this case, teacher uses picture to teach vocabulary for the students. Picture is one of the media like real object and it is done by person, and also by teacher in the class. It is chosen by the teacher to teach vocabulary because the students are easier to remember and know it directly. For example, teacher teaches about verb such as driver, doing someone drive and the students can repeat or imitate it. Teacher wants to teach noun and shows something such as book, thing, toy, hand, head, body, etc.

CHAPTER III RESEARCH METHODOLOGY

Research methodology discuss about the method that is used in research process, therefore, in this chapter the research describes the methodology in this chapter. It includes the research design, subject of the study, instrument, data collection, data of the study, and data analysis. A. Research Design In this study, the researcher applied an experimental study, because the research conducted an experiment of teaching English by using mascot to the fifth grade students at SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011. This study tried to find out the students motivation and achievement by using mascot in this school. At the end of this study, teacher will know the use of mascot in improving the students motivation and achievement by comparing the result between pre-test and post-test. The research design used in this study was quantitative research describing and interpreting data briefly and systematically by using statistic in accordance with the research problems and objectives mentioned in the previous chapter. B. Subject of the study

1. Population According to Kertiger (1996:52), population is defined as all members of any well-defined class of people, event or object. In addition, Sutrisno Hadi gives definition of population in his book-methodology research, Populasi adalah keseluruhan individu yang merupakan sasaran sesungguhnya dari suatu penelitian(Population is the whole of individuals which becomes real target of the research). The populations of this research are all of the students in fifth grade elementary school at SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011.

2. Sample Sample is a part of population, which is investigated and assumed to be a representative (Arikunto, 2002:109). The function of deciding sample is to get the information about the object by observing only a part of population. The other purpose of deciding sample is to bring common characteristic of population accurately and to get generalization from the research. About the sample, this must be taken. Arikunto states, If the subject is less than 100, better take all of them, so the research is called the population research. But if the research is in a big subject, it can be taken for about 10-15% or 20-25% or more. In this study, the research took the samples randomly. But in supporting the purpose of this research, the researcher chose one of the fifth grade elementary school at SDN Slaharwotan II Ngimbang, Lamongan in academic 2010/2011. C. Instrument

There are several kinds of instrument used in collecting data from the research object, and the instruments used in this study were: 1. Observation The observation is used to obtain data about the procedure of teaching vocabulary. In this observation, the research find the observation activities, such as the material, teachers techniques, and students motivation. 2. Interview Interview is a dialogue between interviewers to get the information (Arikunto, 2002:132). In accordance with the purpose of study, the function of interview is to get information from the observation object and it is often applied a mean to collect data especially related with people. The researcher used this technique in order to know the English teacher and the students opinion about teaching English by using mascot as media. The interview activities consist of the teaching material and method in teaching learning process. The subject of interview was the tool for collecting data in a limited number. It was conducted among observation times, to get information spontaneously and orally. 3. Test In a research with people as object, test is often used in an educational research. By doing test, the researcher will get the data as they want. Arikunto said in Sukardis book (2003:138), that a test is a set stimulate presented to individual in order to elicit responses on the basis of which a numeral score can be assigned. In this study, the research used achievement test is commonly used to measure how the students understand about the lesson after they got

treatment from the teacher in a time given. The test was given twice, pre test and post test. a. Pre test Pre test was given before the treatment, or before the teacher implied to use mascot as a media in teaching learning process. The function is to know the students motivation and achievement in learning English. b. Post test Post test was given after the implementation of using mascot in teaching learning activities. It was used to know the effectiveness of mascot, which can improve the students motivation to learn English. D. Data Collection To collect the data, the research used the steps as follow: 9. At the first time, the research observed the teaching learning activity in the classroom in order to obtain about teaching learning process. With Picture as a media, whether it could improve students motivation and achievement in teaching learning English or not. The observation was done during the English class in order to know the student improvement in learning English. 10. While doing the observation, the research interviewed the teacher and the student opinion about the use Picture in the classroom. The questions were delivered in Bahasa Indonesia. 11. Then the research gave two kinds of test to the students. One was given before doing any treatment of using Picture in teaching learning process, and the order was given after the student got treatment from the teacher. E. Data Analysis The data were obtained through observation, interview and doing test. The data of observation were used to describe the process of teaching learning

English in the classroom. Than the data were analyzed using descriptive quantitative. The step in analyzing the data were formulate as follows: 1. Identifying the method of using Picture in teaching learning activity 2. Identifying the students improve and achievement in teaching learning after the teacher used Picture as media The interview was given to the teacher and students in the break session. The research interviewed the students about how far the students improve in teaching learning English. The data from interview was analyzed according to its topic in the form of description. The result of the test, which was done twice, was used to know the scores that students got before and after the treatment. The formulate below was prepared to solve the experimental study shortly and efficiently. Based that, this formula was prepared to analyze the result of experimental study, which used designs treatment by subject. The experiment only used one group (that group became experiment and also control group) in other experiment period.

REFERENCES

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