After they read, the teacher asks the students to find the difficult word from the passage.
The teacher writes the vocabularies on the whiteboard and the teacher translate them and gives the meaning of each word. For
example the teacher writes in th e whiteboard “Nose” and gives
the meaning from “Nose” is “Hidung”. The teacher makes an example of each word in a sentence and
translates it. Example: I can smell with my nose = saya dapat mencium
menggunakan hidung saya. After that, the teacher ask the students to ask what they are not
understood.
As student’s evaluation, the teacher give them exercises about “My Face” to know the students’ understanding
From those models of teaching vocabulary using picture and teaching vocabulary using translation method which has been describe
above, it is considered that one of those two teaching methods is better than another. Therefore, the writer is interested in holding an experiment
using those two teaching methods to find the differences.
F. Thinking Framework
Vocabulary is one of the items that have to be mastered by the students in learning English, because no one can speak English if they have
limited vocabulary and without a proportional amount of vocabulary anyone will get trouble in her reading, listening, speaking, and writing.
To help the students could be easier what the teacher present and easy to memorize the new vocabulary. Teachers should provide interesting
materials, teaching aids and create positive classroom environment. Using pictures is one of the visual aids that are useful in teaching vocabulary. Using
pictures is more effective than translation method because using pictures make the students easier to memorizing the vocabulary, make the class more active
and lively, so the students have a lot of fun doing the lesson and not make the students boring. And one of the principles in translation method is make the
students feel boring and passive. They can improve the motivation and teaching learning process
will not be successful without motivation. It suggest using pictures be more effective to motivate the students in learning process. In order hand, it can
give good influence in their achievement especially in their vocabulary. Based on the statements above, the writer assumes that using
pictures is effective than using translation method in teaching vocabulary at the fourth grade students of SDN Pondok Cabe Ilir III, Pondok Cabe-
Tangerang Selatan.
CHAPTER III THE PROFILE OF SDN PONDOK CABE ILIR III
In this chapter, the writer just explained about the information which is related with the paper. Here are the explanation about the profile of English
teacher with their background of education, the curriculum and syllabus, the English Textbooks, and the method in teaching.
A. The profile of English teacher at SDN Pondok Cabe Ilir III
Tangerang Selatan
SDN Pondok Cabe Ilir III is located on Jl. Talas II Rt. 05 Rw. 01, Pondok Cabe-Tangerang Selatan. There are two English Teachers at SDN
Pondok cabe Ilir III with the mean of education are the degree of S.Pd Bachelor of Arts.
Based on the data in SDN Pondok Cabe Ilir III, Pondok Cabe- Tangerang Selatan, there are two English teachers.
1. Maria Ulfah, S. Pd She graduated from English Department, Faculty of education and
Teacher’s training, State Islamic University “Syarif Hidayatullah” Jakarta. She teaches in SDN Pondok Cabe Ilir III as a honorary
teacher. She teaches class 4,5,6. She has been teaching in SDN Pondok Cabe Ilir III since 2008.
2. Nina Hastuti, Spd She graduated from English Department, Faculty of education and
Teacher’s training State Islamic University “Syarief Hidayatullah” Jakarta. She teaches in SDN Pondok Cabe Ilir III as a Public Servant
Civil teacher. She teaches class 1,2,3. She has been teaching in SDN Pondok Cabe Ilir III since 2000.
