seen by all members of the class, for example picture of persons. In addition, teachers also like to use pictures for introducing new words. The sort of
pictures for this purpose is simple and impersonal line drawing. From the explanations above, it can be concluded that the
implementation of using pictures in vocabulary teaching can help the young learners as the beginners in learning vocabulary. Moreover pictures play an
enormous part in affecting us and in giving us information. The pictures can present a single object or person.
E. Rationale
Vocabulary is the very basic knowledge to learn more about English. It must be mastered in order to learn English successfully. Zimmerman 1997 states
that for young learners, vocabulary is central to language and words are the critical importance to language learning. It cannot be separated from the other
language elements in the teaching and learning process because it influences the students’ ability in learning English. Thus vocabulary mastery is very important to
support other language skills. Considering the importance of vocabulary as the basic of learning English,
teaching vocabulary cannot be ignored. It is very important for English teacher to develop learning and teaching that will help students’ process of learning and
develop their vocabulary. The development and improvement of vocabulary learning can be achieved through practice. In this case, teacher is demanded to
find appropriate technique which is capable to meet the learners’ need so they can improve their vocabulary.
In fulfilling the learners’ need to master vocabulary, pictures can be one among choices of techniques suggested by experts for their superiority. Pictures
have many advantages in teaching vocabulary, namely: 1 giving interest and motivation, 2 making a sense of context of the language, and 3 having a
specific point or stimulus; 4 pictures are concrete, realistic and show the main point rather than verbal media.
F. Action Hypothesis
Based on theories above, the hypothesis is the use of picture can improve the students’ vocabulary.
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CHAPTER III RESEARCH MEHODOLOGY
A. Research Setting
SDN 05 Jaten is located at Jl. Josroyo Indah II Perum Josroyo, Jaten Karanganyar 57771, Central Java. Geographically, SDN 05 Jaten has a strategic
place. This school is near to the road between Jaten to Bulu village so it is not difficult to find SDN 05 Jaten. SDN 05 Jaten is quiet and safe enough to conduct
teaching and learning process. The implementation of the actions planned for this research was conducted from August, 27
th
to November, 5
th
2008. SDN 05 Jaten uses KTSP Kurikulum Tingkat Satuan Pendidikan
curriculum as the basis of teaching and learning processes. Instructional processes are done in six days from Monday to Saturday. The students start learning at
07.00 a.m. and they finish the lesson at 12.30 p.m. on Monday, Tuesday, Wednesday, and Thursday. While on Friday, they finish it at 11.00 am and on
Saturday at 10.00 am. The research was carried out from July to November 2008. It included the pre-research, action, and activities after the action.
B. The Subject of the Research
The subject of this study was the students of the sixth grade of SDN 05 Jaten. The number of students was 20 students consisting of 15 boys and 5 girls.
The students of the sixth grade of SDN 05 Jaten come from different social backgrounds. Economically, they are classified into lower to medium level. Most
of their parents are farmer or work in factories. Psychologically, the students of
