THE IMPLEMENTATION OF PROJECTED PICTURE IN INCREASING STUDENTS’ ENGLISH VOCABULARY ACHIEVEMENT AT THE FIRST GRADE OF SMPN 1 SEPUTIH BANYAK

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ABSTRACT

THE IMPLEMENTATION OF PROJECTED PICTURE IN INCREASING STUDENTS’ ENGLISH VOCABULARY ACHIEVEMENT AT THE FIRST

GRADE OF SMPN 1 SEPUTIH BANYAK

Weni Jayanti Arista

Projected picture is a teaching medium consisting of some interesting and colorful pictures visualized on a screen that can be used to motivate and interest the students in learning process. The students’ difficulty in English vocabulary is one of problems faced by the students. The projected picture is considered an appropriate medium that can be used to increase the students’ English vocabulary achievement.

Based on the problem above, this research is conducted in order to find whether there is a difference of the students’ English vocabulary achievement before and after the implementation of projected picture or not; and to investigate whether projected picture can be used to increase students’ English vocabulary achievement or not. The research was conducted in SMPN 1 Seputih Banyak, in which VII A as experimental class. The design used in this research was one-group pretest-post test design.

The result of the research can be seen from the mean score of the students in pretest and post test. The mean score of pretest is 49.58 and post test is 68.48. It means that there is an increase of 18.90. The result of t-test shows that t-ratio (20.846) is higher than t-table (2.042), with the level of significant p<0.05 and significance of 2 tailed p =.000. Moreover, based on the subtopics taught, it is found that subtopic ‘things at school’ has the highest scores than other subtopics. Based on result above, it can be concluded that there is a difference of the students’ English vocabulary achievement before and after being taught through projected picture and it can be used to increase the students’ English vocabulary achievement. Therefore, the researcher suggests that teacher should use projected picture as alternative medium in teaching vocabulary in order to attract the students’ attention in teaching learning process.

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LIST OF TABLES

Page 1. Specification of the Vocabulary Test………..…... 32 2. Distribution of the Pretest Score………..….. 45 3. Students’ Total Score of English Vocabulary Subtopics in Pretest 46 4. Distribution of the Post Test Score………..….. 47 5. Students’ Total Score of English Vocabulary Subtopics in Post

Test……….……....… 48

6. Difference from the Pretest to the Post Test………..… 50 7. Difference of Students’ Score of Three Subtopics of English

Vocabulary………. 51

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LIST OF APPENDICES

Page

1. Research Schedule……….. 65

2. Lesson Plan………. 66

3. Distribution of Students’ Try Out of Vocabulary Test…………...…… 77

4. Level Difficulty and Discrimination Power of Vocabulary Test……… 79

5. Reliability Table of the Try Out….. ……….. 80

6. Reliability of the Try Out of Test Formula………. 81

7. Result of Students’ Score of Pretest………...……… 83

8. Result of Students’ Score of Post Test………... 84

9. Students’ Gains between Pretest and Post Test……….. 85

10.Analysis of Mean Score (Pretest)...……….. 86

11.Analysis of Mean Score (Post Test)………... 87

12.Increasing of the Students’ English Vocabulary Achievement in the Experimental Class………. 88

13.Random Test of Pretest and Post Test……… 89

14.Normality Test of Pretest and Post Test………. 90

15.Hypothesis Testing………. 91

16.T-table………. 92

17.Rater Analysis of Try Out……….. 93

18.Try Out…...……… 95

19.Answer Key of the Try Out...……….. 99

20.Pretest………. 100

21.Answer Key of Pretest……… 103

22.Post Test………. 104

23.Answer Key of Post Test……… 107

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I. INTRODUCTION

This chapter deals with the basic problems of the research. It consists of some subtopics. Those subtopics cover the background of the problem, identification of the problems, limitation of the problems, formulation of the research problems, objectives of the research, uses of the research, scope of the research and definition of terms.

1.1 Background of the Problem

The mastery of language skills is one of the important parts to be able to communicate in English well; they are listening, speaking, reading and writing. For that reason, the students must comprehend the number of words to support it. The mastery of English vocabulary is required in order to be skillful in English. By having a lot of vocabularies, the students can express more idea and communicate in English well. In other words, vocabulary has significant role in teaching learning English as foreign language. In addition, vocabulary is necessary because it has significant role in communicating process. The communication will success or not it depends on the accurate vocabulary understanding.

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English Curriculum 2006 (Depdiknas, 2006: 227-278) states that Junior High School students are encouraged to comprehend numbers of vocabulary. There is no explanation which word that should be comprehended by the students. The requirements of vocabulary should be achieved in order to comprehend the qualification of basic knowledge of listening, speaking, reading and writing.

Based on the pre-observation done by the researcher, it was found that most students often found difficulty in studying English. The difficulty was they did not understand the meaning of vocabularies in English text, because they did not know the meaning of a number of words in a sentence or a text. When the students found difficult words they would open their dictionary. It made the students forget the meaning easily. When they read and tried to understand the sentence or a text, they would tend to focus based on every word than the sentence or entire text and they would be busy with their dictionaries. Therefore, their understanding about the sentence or the text was poor.

Besides, based on the interview with the English teacher, it was found that some of the students could not understand when the teacher spoke in front of the class so s/he should translate it into their mother tongue language (Indonesian). It showed that the students lack vocabulary mastery. In addition, the English teacher did not use any media in teaching English vocabulary because s/he didn’t have enough time to make a medium and it could bother them. Then, the list of new vocabulary was the only way, because there was no medium of teaching which could help them. Therefore, the researcher assumed that most students lacked

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motivation because of the static and monotonous learning condition which made the students got bored easily. As the result, the teacher met a problem to make the students comprehended the new vocabulary.

Generally, students have some difficulties in learning English, especially in mastering vocabulary. They can not remember the vocabulary in a large amount; they forget them easily. The success of English teaching learning in the school is not sufficient by implementing curriculum concept only but there are other factors, one of them is the teacher’s creativity in teaching learning process. Therefore, the creativity of the teacher in using teaching medium is one of the important things to attain the purpose of teaching learning process. Thus, the researcher assumes that by using teaching medium the students become easier to accept the information and they do not feel bored during the teaching learning process.

Considering the fact above the researcher focused on how the students became more interested in learning vocabulary in order to increase the students’ English vocabulary achievement. Thus, the teacher can use teaching medium to increase

the students’ English vocabulary achievement. This research used projected picture as teaching medium. The researcher assumes that by using teaching medium, it can be easier for the children to remember and understand the new vocabulary that they got.

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Projected picture contains some interesting and colorful pictures that can be used to motivate and interest the students in teaching and learning process. The presence of teaching medium is valuable; especially projected picture helps the students in remembering the English words. The researcher expects that by using projected picture, the students have better learning experience. Thus, we can state that projected picture is considered an appropriate medium in teaching learning process in order to increase the students’ English vocabulary achievement. It is hoped that by using projected picture, the students be able to memorize and reproduce the words they have learned than by using the list of words.

Based on the problems above, the researcher is interested in applying projected picture in order to investigate whether it could be used to increase the students’ English vocabulary achievement at the first grade of SMPN 1 Seputih Banyak. In addition, the researcher has conducted the research in SMPN 1 Seputih Banyak because the research using projected picture has never been conducted there before. So, the title of this research is “The implementation of projected picture in increasing students’ English vocabulary achievement at the first grade of SMPN 1 Seputih Banyak”.

1.2 Identification of the Problems

Based on the background above, the researcher identified the following problems: 1. Students had difficulty to memorize the English words because the teacher just

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2. Students had difficulty to understand the sentence or text because they just focused on the meaning every word.

3. Students had difficulty to understand what the teacher’s said which caused the teacher must translated it into their mother tongue language.

4. Students lacked motivation in learning vocabulary because the teacher didn’t use any kinds of media in teaching learning process.

5. Students opened the dictionary frequently because the students lacked vocabulary mastery.

6. Students felt bored with static and monotonous teaching learning process because the teacher didn’t use teaching medium.

1.3 Limitation of the Problem

Based on the identification of the problems above, the researcher limited the problem about the implementation of projected picture to investigate whether projected picture could be used to increase students’ English vocabulary achievement, especially concrete nouns.

1.4 Formulation of the Research Problems

Based on the limitation of the problems above, the researcher formulated the problems as follow:

1. Is there any difference of the students’ English vocabulary achievement before and after the implementation of projected picture?

2. Can the use of projected picture increase the students’ English vocabulary achievement?

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1.5 Objectives of the Research

In relation to the background and the problem formulated above, the objectives of the research were:

1. To find whether there is difference of the students’ English vocabulary achievement before and after the implementation of projected picture or not. 2. To investigate whether projected picture can be used to increase students’

English vocabulary achievement or not.

1.6 Uses of the Research

Theoretically, the result of the research is expected to clarify the previous theories about teaching medium, especially projected picture.

Practically, the result of the research is expected to be used as information for English teacher, especially about the students’ achievement of vocabulary through projected picture. Besides that, it is hoped that the finding of this research can be used as the alternative to the teacher to increase teacher’s performance in teaching vocabulary.

1.7 Scope of the Research

In this research, the researcher focused on finding out whether there was a

difference of the students’ English vocabulary achievement before and after the

implementation of projected picture or not; and to investigate whether projected picture could be used to increase the students’ English vocabulary achievement or not at the first grade of SMPN 1 Seputih Banyak. There were two classes used in

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this research, class VII A as class experiment and class VII C as try out class. Then, the researcher restricted the teaching materials into the things at home, things in the shop and things at school. Pretest and post test with treatments in three times was conducted in order to collect the data. Pretest and post test were in multiple choice items and matching tests. The try out of the test was conducted in multiple choice items and matching test before the pretest given.

1.8 Definition of Terms

There were some terms used by the researcher and to make it clearly, the researcher gave some definitions as follow:

Vocabulary is a list or set of words for a particular language or a list or set of word that individual speakers of language might use.

Projected picture is picture which is visualized through Microsoft PowerPoint on

a screen/wall using LCD projector.

Increasing is an effort in changing something low previously to be higher. In this

case, students’ vocabulary achievement in concrete nouns will be increased by giving the treatments in three times.

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II. FRAME OF THEORIES

This chapter discusses about review of the previous research, review of related literature, theoretical assumption and hypothesis. The review of related literature consists of concept of vocabulary, concept of teaching learning vocabulary, concept of projected picture and procedures of teaching using projected picture. 2.1 Review of the Previous Research

The mastery of English vocabulary is required in order to be skillful in English. However, there are some problems in vocabulary mastery itself. One of the problems is the teaching medium which is used by the teacher. There are some researches which have been conducted as follow:

First, Chalawiyah (2011) has investigated the using of flashcard to increase the

students’ achievement on vocabulary dealing with noun, verb and adjective. She had found that the students of Madrasah Ibtidayah Matla’ul Anwar SG Bandar Lampung were incapable to mastery the vocabulary. Based on the problem above, she had found that flashcard could be used to increase the students’ vocabulary achievement concerning noun, verb and adjective. It could be seen from the result

of pretest and post test that there was an improvement from the students’ average

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the post test 76.86 (the highest score was 100 and the lowest score was 60). It was 22.59 points or increased about 41.6%. It meant that flashcard can be used to

improve the students’ achievement of vocabulary concerning noun, verb and adjective.

Second, Putri (2011) has investigated the using of popup pictures to improve vocabulary mastery of the second year students of state elementary school "Gempol 3" at Pasuruan regency. Based on the problem above, she had found that the application of popup pictures and clue cards were appropriate to use in learning English vocabulary and improving students vocabulary mastery because the forms and the colors of popup pictures were interesting and the clues stated in the clue cards could make the students easier to learn the new vocabulary by memorizing the characteristics of an object. This finding could be seen from the scores of the students’ vocabulary test which improved. The mean of score was increasing from 77.34 became 95.84.

Third, Ariyanto (2011) has investigated the using of picture in improving

students’ vocabulary mastery. Based on the problem above, he had found

improvement of the students’ achievement before and after the research. The

students’ mean score in the pre-test was 47.6. The students’ mean score in the post-test 1 was 63.5 and the mean score in post-test 2 was 77.5. It meant that there was a difference between the students’ vocabulary mastery before and after the research. It could be concluded that teaching English vocabulary by using picture as a medium had improved the students’ vocabulary mastery.

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The previous research have similarity and difference with this research. The similarity is the research was conducted to investigate the using of certain medium

to increase the students’ English vocabulary achievement. Besides, the difference of the previous research with this research is the teaching medium which was used in the research. In the previous research, the teaching media that were used were the flashcard, popup picture and picture. Then, this research used projected picture as teaching medium.

Considering the similarity and difference above, there is still one issue which has not been investigated, that is, the implementation of projected picture in

increasing students’ vocabulary achievement. Projected picture as teaching medium was assumed able to increase the students’ vocabulary achievement beside the teaching media mentioned above. Therefore, the researcher entitled her research “The implementation of projected picture in increasing students’ English vocabulary achievement at the first grade of SMPN 1 Seputih Banyak”.

2.2 Review of Related Literature

2.2.1 Concept of Vocabulary

The mastery of English vocabulary is required in order to be skillful in English. The communication will success or not it depends on the accurate vocabulary understanding. Schmitt, N (2000: 19) states that “one of the key

elements in learning a foreign language is mastering the second language’s vocabulary”. Therefore, this become an English teacher’s task to help students enlarged their vocabulary mastery. The teacher of language should increase

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the students’ vocabulary mastery because vocabulary is an important part in language.

Literally, vocabulary is total number of words which with rules for combining them to make up language. Vocabulary includes the groups of words that have meaning. According to Barnhart (2008: 697), vocabulary is "... (1) stock of words used by person, class of people, profession, etc. (2) a collection or list of words, usually in alphabetical order and defined." In addition, Hatch and Brown (1995: 1) define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use. A “vocabulary” generally represents a summary of words or their combinations in a particular language. As Ur (2000: 60) states that one item of

vocabulary can consist of more than one word e.g., ‘post-office’ consists of two words and still expresses one idea.

Vocabulary is necessary because it has significant role in communicating process. If we do not have any vocabularies, of course we will not be able to communicate in English well. As Rivers (1970: 462) states that it would be impossible to learn a language without vocabulary. Wilkins (1983: 11) adds that without grammar, little things can be conveyed without vocabulary nothing can be conveyed. It means that the students will not able to communicate if they do not achieve vocabulary but if they do not understand grammar, they are still able to communicate although they have less vocabulary.

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Dealing with the ideas above, the researcher assumed that we have to learn vocabulary in order to express our idea. In other words, vocabulary is important for the students to learn in order that they can express their minds, make sentences, speak and get knowledge from the context.

2.2.1.1 Classification of Words

There are some types of vocabulary in English. Fries (1970) classifies English words into four groups, they are:

a. Content words

Content words represent the name of subject or things, that is concrete nouns (table, cupboard, radio), action done by with these things, that is verbs (wash, eat, sit), and the qualities of these things, that is adjectives (big, thick, small).

b. Function words

Function words are those words, which are used as a means of expressing relation of grammar structure, such as conjunction (and, but, because), article (a, an, the), auxiliaries (do, does, did).

c. Substitute words

Substitute words are those, which represent the individual things or specific action as substitutes for whole form classes of words, that is, identifies (anybody, anyone).

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d. Distributed words

Distributed words are those are distributed in use according to grammatical matter as presence of a negative, such as, an, either, too, or, yet.

Based on the explanation above, the researcher conducted the research dealing with content words especially focused in concrete nouns. Concrete noun is part of noun which is used to name a person, place, thing, quality or action. A lot of nouns have both a singular and plural form, can be preceded by an article and/or one or more adjectives and can serve as the head of a noun phrase. Besides, nouns sometimes modify other nouns to form compound nouns.

2.2.1.2 Types of Nouns

There are many different types of nouns. They are the proper noun, the common noun, the concrete noun, the abstract noun, the countable noun (also called the count noun), the non-countable noun (also called the mass noun), and the collective noun. A noun will belong to more than one type: it will be proper or common, abstract or concrete, and countable or non-countable or collective.

a. Proper Nouns

We always write a proper noun with a capital letter, since the noun represents the name of a specific person, place, or thing. The names of days of the week, months, historical documents, institutions,

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organizations, religions, their holy texts and their adherents are proper nouns. A proper noun is the opposite of a common noun.

Example: Last year, I had Moslem as roommates. b. Common Nouns

A common noun is a noun referring to a person, place, or thing in general sense-usually; you should write it with a capital letter only when it begins a sentence. A common noun is the opposite of a proper noun.

Example: According to the sign, the nearest town is 60 miles away. c. Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of an abstract noun.

Example: Whenever they take the dog to the beach, it spends hours chasing waves.

d. Abstract Nouns

An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun.

Example: John is amused by people who are nostalgic about childhood. e. Countable Nouns

A countable noun (or count noun) is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a

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sentence. Countable nouns are the opposite of non-countable nouns and collective nouns.

Example: We painted the table red and the chairs blue. f. Non-Countable Nouns

A non-countable noun (or mass noun) is a noun which does not have a plural form, and which refers to something that you could (or would) not usually count. A non-countable noun always takes a singular verb in a sentence. Non-countable nouns are similar to collective nouns, and are the opposite of countable nouns.

Example: Joseph Priestly discovered oxygen. g. Collective Nouns

A collective noun is a noun naming a group of things, animal, or persons. You could count the individual members of the group, but you usually think of the group as a whole is generally as one unit. You need to be able to recognize collective nouns in order to maintain subject-verb agreement. A collective noun is similar to a non-countable noun, and is roughly the opposite of a countable noun.

Example: The flock of geese spends most of its time in the field.

The researcher focused on the vocabulary dealing with concrete nouns which was classified into content word.

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2.2.2 Concept of Teaching Learning Vocabulary

Everyone has his/her own way of learning vocabulary. Some people use random word lists as their way to learn vocabulary, usually with a translation into the mother tongue. Then, others will use vocabulary cards and regularly test themselves to check whether new items have learnt. These methods are effective in their own right and will suit different individual in different ways.

As Scott and Ytreberg (2003) states that there are five basic instructional methods for learning and teaching vocabulary. These methods are:

1. Definitional method includes anything where student is given a word and a definition. The students may be given a list of words and have to look them up in a dictionary, or the teacher may simply give an oral definition for new vocabulary words, without discussing the meaning beyond the definition.

2. Contextual method of vocabulary instruction asks students to create a meaning for a word based on the rest of sentence paragraph. This instructional method also teaches students how to use a new vocabulary word in the right context by writing original sentences using the new word. 3. Organizational, or semantic framework instruction, students learn relationship between and among similar words. This type of instruction includes the use concept maps, semantic maps and other graphic organizers.

4. Mnemonic instructional method makes the using of visual images as a way to help students learn and remember new terminology. Instead of

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memorizing abstract definition, students are encouraged to picture something that helps them associate a word with a meaning.

5. Structural method of vocabulary instruction shows students how to look at the parts of the words for clues about what the word means. They are taught to look at root words, suffixes, affixes and prefixes.

In this research, the researcher used the definitional method and mnemonic instructional method because these methods were suitable with the materials which were taught by the researcher, that are concrete nouns. The researcher used definitional method because this method was appropriate with the research purpose which is to increase the students’ English vocabulary achievement, especially the concrete nouns. Hence, the researcher gave the meaning and definition of the words.

The researcher also used the mnemonic instructional method. This method uses visual image. In this case, the researcher used projected picture as a teaching medium with colorful and interesting picture to attract the students’ attention in learning English vocabulary. The use of visual medium in teaching and learning process can be used to increase students’ motivation in learning, including language learning. This statement is in line with Robinson (1986) cited in Ekaningtias (2007) who states that the program which focuses on the use of visual media is very helpful to increase the thinking ability of the students in their effort to develop their creativity to read, understand, create and analyze the persuasiveness of visual media. In addition, a learner can develop better ways to take in information by using mnemonics so that it will

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be much easier to remember and retrieve (Mastropieri, Scruggs and Fulk, 1990). Therefore, the researcher assumed that by these learning methods, the students would be much easier to memorize the vocabulary and also they would be much more understood about the meaning if they met with the context.

The researcher focused on the teaching the pronunciation, the meaning and also the definition of the word individually. For that reason, the students were expected to know the pronunciation, the meaning and the definition of the words after the meeting.

2.2.3 Concept of Projected Picture

Medium in teaching learning process helps teacher to present a material in a time efficient and stimulating students to get information more readily. Literally, media are the main ways that large numbers of people receive information and entertainment. In addition, Brown, Lewis and Harcleroad (1977: 2) state that medium is physical equipments or utensils for instruction and it is a central element in a classroom instruction. According to Pringgawidagda (2002: 145), teaching medium is an instrument which is used to convey the teaching material for the students.

The teaching medium is intended to help both the teacher to teach more reflectively and the learner to grasp the concepts more effectively. The students will not be bored with the teaching learning situation in the class by using the medium. As Finocchiaro (1993) in Farida (1997) states that medium

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can make class situation more alive since the medium can interest the students

and attract students’ attention. This statement is line with Brown, Lewis and Harcleroad (1977: 61) who state that by using media, students will active in learning and teacher will enjoy the facts of their improvement.

All teaching aids can be broadly classified under three heads namely (Mohan, 2012: 13).

1. Projected and non-projected aids.

Projected aids belong to a group of instructional resources which can only be accessed by means of projecting their content on the screen/wall using a projector machine specifically designed for the purpose, such as film-strip projector, overhead projector, slide projector, micro projector, LCD (liquid crystal display) projector, etc. Whereas, non-projected aids belong to a group of instructional resources which can be used without any projector machines, e.g. graph, diagram, map, poster, cartoon, photograph, etc.

2. Audio aids, visual aids, audio-visual aids and activity aids.

According to Kasbolah (1993: 57), audio aids are aids that can be listened, while visual aids are aids that can be seen. The aids that involve the senses of sight and hearing are named as audio-visual aids. Then, the activity aids are aids that can be used in conducting the teaching activity. The audio aids cover record player, tape recorder, radio, etc., while the visual aids include pictures, photographs, flashcards, maps, poster, etc. The examples of audio-visual aids are television, film, videotape player, etc. Moreover, the activity aids consist of demonstration, language laboratory, etc.

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3. Hardware and software.

Hardware is meant application of machines, gadgets or equipment to improve the quality of education, such as video player, television, walkie-talkie, disc machines and other teaching machines. Then, software covers Microsoft PowerPoint, Microsoft Word, Windows Media Player, etc.

This research used the combination of those teaching aids above, they are projected, visual and software aids. The projected aid used is LCD projector, while the visual aid used is picture. Besides, the software used is Microsoft PowerPoint. Those teaching aids above are explained as follows:

1. LCD (liquid crystal display) Projector

LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface. It is a modern equivalent of the slide projector or overhead projector.

2. Picture

Picture is painting, drawing, etc, that shows a scene, a person and thing; a description that gives you an idea in your mind of what something is like. Gerlach and Emily (1980: 273) state that picture is a two dimension visual representation of person, places, or things.

3. Microsoft PowerPoint

It is software which consists of a number of individual pages or "slides". Slides may contain text, graphics, sound, movies, and other objects, which may be arranged freely.

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This research focused on teaching medium used; that is projected picture. It is a picture which is visualized through Microsoft PowerPoint on a screen/wall using LCD projector. LCD projector is used to enlarge the image to be more sharp and clear.

The main teaching medium in this research is picture, while LCD projector and Microsoft PowerPoint just support it. By using picture, it will make the children easier to remember and understand the new vocabulary that they get. As

Brown (2001: 143) states that picture is ‘old-fashioned but that is very helpful

as media in an instruction’. Picture specifically can directly get students’ attention the first time they see it. Moreover, Wright (1994: 4-5) states that picture can be used as a reference and stimulus in order to provide five different language teaching emphases, such as structures, vocabulary, functions, situations and skills. As Thornbury (2004: 25) advises to visualize a picture for a new word or to link an abstract word with some mental image. Therefore, there are some roles of projected picture in teaching learning process. In this case, the roles of picture stated by Wright (1994: 17) will be explained as follow:

1. Pictures can motivate the students and make them pay attention and take a part in learning.

2. Pictures contribute to the context in which the language is being used, such as bring the world into the classroom (an object or situation such as a train, winter, etc.).

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3. Pictures can be described in an objective way, e.g. ’this is a blender’ or it

can be interpreted, e.g. ‘it is avocado juice’ or responded to subjectively,

e.g. ‘I like drinking avocado juice’.

4. Pictures can prompt responses to questions or bring substitutions through controlled practice.

In addition, according to Gerlach and Emily (1980: 277), there are some advantages of using picture as teaching medium as follow:

1. They are inexpensive and widely available.

2. They provide common experiences for an entire group.

3. The visual detail make it possible to study subject, which would turn back to be impossible.

4. They can help you to prevent and correct disconcertion.

5. They offer a stimulus to further study, reading and research visual evidence is power tool.

6. They help to focus attention and to develop critical judgment. 7. They are easily manipulated.

Whereas, there are some disadvantages of using picture as teaching medium as follow:

1. Students pay attention on the picture more than on learned material. 2. It takes time and costs much to provide attractive pictures.

3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures.

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Then, there are some possible ways to overcome the disadvantages of using picture as teaching medium as follow:

1. Teacher should avoid using pictures or photographs attack more attention to them than to the activity. He also should control the students’ activities including their attention during the teaching learning process.

2. The teacher should make or choose attractive simple pictures to avoid wasting time and money.

3. The teacher should make or choose big and clear enough pictures in order to avoid misunderstanding about the pictures. In this case, the researcher will use projected picture.

Based on the explanation above, use of projected picture as teaching medium intended to make students more interested for the learning process, so they would be active in the classroom. Besides, the using of teaching medium in teaching and learning process made students enjoy in the class. Therefore, the researcher assumed that the use of projected picture as teaching medium could

be used to increase the students’ English vocabulary achievement.

2.2.4 Procedures of Teaching Using Projected Picture

In this case, the researcher focused on the teaching the pronunciation, the meaning and also the definition of the word individually. For that reason, the students were expected to know the pronunciation, the meaning and also the definition of the words after the meeting.

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Therefore, the procedures of teaching vocabulary using projected picture are as follow:

 Pre-activities:

1. The teacher greets the students.

2. The teacher checks the attendance list. 3. The teacher explains which will be learned.

 While activities:

4. The teacher delivers a text. 5. The students read the text.

6. The students find out nouns in the text based on the subtopic learned. 7. The students mention the nouns.

8. The students look at the projected pictures.

9. The students repeat the correct pronunciation of the words after the teacher.

10.The students check the meaning of the words in the dictionary. 11.The teacher asks some question related to the nouns, such as:

 What is the function of this thing?  When will we use this thing?  Where will we find this thing?

12.The students are divided into four groups.

13.The students guess the names of things which have been defined. (What is the name of the thing?)

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15.The teacher reviews the lesson and asks the students to memorize the vocabulary.

16.The teacher asks the students whether there are any difficulties about the topic.

17.The teacher closes the meeting.

 Post activities:

18.The students make some sentences by using the new vocabularies.

2.3 Theoretical Assumption

Vocabulary is one of the important parts to be able to communicate in English well. We can say that vocabulary has significant function in teaching and learning foreign language. As Rivers (1970:462) states that it would be impossible to learn a language without vocabulary. On the other hand, the students have some problems in mastering vocabulary. Moreover, the teacher’s creativity also influences the attainment of teaching-learning purpose. Therefore, the teacher is expected to apply the teaching medium.

According to Sabilah (2000), the function of medium is to help and to develop teaching technique of English teacher in teaching four English skills (listening, speaking, reading and writing). Media are used to make the students be easier in accepting the information and be interested and active in teaching learning process. As Finocchiaro (1993) in Farida (1997) states that medium can make class situation more alive since the medium can interest the students and attract

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picture was considered an appropriate teaching medium to increase the students’ English vocabulary achievement.

Based on the theories above, the researcher formulated the theoretical assumption

as follow: “Projected picture can be used to increase the students’ English vocabulary achievement. The students will be easier in accepting the information and be interested and active in the teaching learning process, so it will help the students memorizing the English words”.

Thus, the researcher was interested in implementing projected picture that could be used to increase the students’ English vocabulary achievement at the first grade of SMPN 1 Seputih Banyak.

2.4 Hypothesis

The hypotheses of the research are:

H0 : There is no difference of the students’ vocabulary achievement before and after being taught through projected picture.

H1 : There is difference of the students’ vocabulary achievement before and after being taught through projected picture.

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III. RESEARCH METHODS

This chapter consists of some points. It covers research design, population and sample, data collecting technique, variables, research instrument, try out, research procedure, data analysis and hypothesis testing.

3.1Research Design

This is a quantitative research. According to Setiyadi (2006: 5), quantitative design aims to investigate a theory have been existed and the researcher should look for the data to support or reject it. In conducting the research, the researcher applied one-group pretest-post test design. In the form of objective test, the researcher gave a pretest before treatments and a post test after the three treatments (Hatch and Farhady, 1982). The researcher used two classes, the experimental class and try out class. The pretest is used to find out the students’ preliminary ability and the post test is used to see how far the difference of the

students’ vocabulary achievement after the treatments. The research was intended find out whether there is difference of the students’ English vocabulary achievement related to concrete noun through projected picture and whether the projected picture can increase the students’ English vocabulary achievement of the first year at SMPN 1 Seputih Banyak. The research design is described as follows:

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T1 X T2 Where:

T1 : pretest T2 : post test

X : treatments (projected picture)

(Hatch and Farhady, 1982: 20)

3.2Population and Sample

Population is all of people who become the object of the research while sample is people who give the data (Setiyadi, 2006: 38). The population of the research was the first grade of SMPN 1 Seputih Banyak in the 2012/2013 academic year. There were seven classes of the first grade (VII A-VII G) which consisted of 230 students. Each class in SMPN 1 Seputih Banyak class seven consisted of 32-33 students. The researcher took two classes, class VII A as experimental class consisting of 32 students and class VII C as try out class consisting of 33 students. In this research, the researcher used simple random probability sampling by lottery (Setiyadi, 2006: 39). It was applied based on that consideration that every class in the population has the same chance to be chosen and in order to avoid the subjectivity in the research.

3.3Data Collecting Technique

In order to collect the data, the researcher applied vocabulary test. 3.3.1Vocabulary Test

Vocabulary test was used to get the data of students’ English vocabulary achievement. The vocabulary test was about the vocabularies related to the things at home, shop and school. In vocabulary test, there were two tests

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which conducted. The aim of the researcher in giving two tests was to find out whether there is difference in students’ vocabulary achievement before and after taught through projected picture. Those tests were pretest and post test.

3.3.1.1Pretest

This test conducted in order to find out the pretest score of the students and

to know the students’ ability in vocabulary before the treatments were given. The test was about 30 items consisted of 20 multiple choices with four options (A, B, C, and D) and 10 in form of matching tests. The time allocation was 45 minutes. The result of the pretest was compared with the post test result to find out their achievement.

3.3.1.2Post test

After conducting the treatments, the post test was conducted. The post test consisted of 20 items in form of multiple choices and 10 in form of matching tests. The time allocation was about 45 minutes. It was done in order to

know the students’ achievement after having the treatments. The questions

in post test were same as the pretest. The researcher just changed the question and the distracters in other number differ that those in pretest.

3.4Variables

In this research, the researcher organized two variables; they were dependent and independent variable. The dependent variable is the variable which the researcher observes and measures to determine the effect of independent variable. Then, the independent variable is the major variable which the researcher hopes to

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investigate. It is the variable which is selected; manipulated and measured by the researcher (Hatch and Farhady, 1982: 15).

From the explanation above, the researcher determined the variables as follows: 1. Students’ achievement on vocabulary as dependent variable.

2. Projected picture as independent variable.

3.5Research Instrument

In this research, the researcher conducted two tests. They were pretest and post test. Pretest was given in order to know the students’ vocabulary achievement before the treatments. Post test was given in order to know the students’ vocabulary achievement after the treatments. The form of the try out of the test, pretest and post test were in multiple choice and matching tests. The total number of the try out items was 40 items and the total number of the items of the pretest and post test was 30 items from the items of try out of the test. The try out of the test was administrated about 60 minutes and the pretest and post test was administrated about 45 minutes.

3.6 Try Out

The try out of the test was done to prove whether the test had good quality or not. It was said to have a good quality if it had a good validity, reliability, level of difficulty and discrimination power. The try out was held to different class from the experimental class. This test was about 40 items consisted of 25 multiple

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choices with four options (A, B, C, and D) and 15 items in form of matching tests. There were some elements that were tested as follow:

3.6.1Validity

A test can be said valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982: 250). A test must aim to provide true measure of the particular skill which it is intended to measure. There are four types of validity that are: (1) face validity, concerns with the lay out of the test; (2) content validity, depends on a careful analysis of the language being stated; (3) construct validity; measures certain specific characteristic in accordance with a theory of language learning; (4) criterion-related/concurrent validity, concerns with measuring the success in the future, as in replacement test.

Based on the types of validity above, the researcher will use content and construct validity because the other two are considered to be less needed. Both of them will be explained as follows:

a. Content validity

Content validity is extended to which a test measures representative sample of the subject matter contents, the focus of the content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982: 251). It means that the test should be correct and represent the materials that are taught such as concrete nouns. In the content validity, the materials given are appropriate with the standard competence in syllabus for the first grade junior high school students. That is the students are able to express the meaning in short written functional

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text to interact with the closest environment. In this case, the students must comprehend the vocabulary with a topic; that is things around us which are often used in our daily life. The researcher also made a table of specification to judge the content validity already good or not.

Table 1. Specification of the Vocabulary Test.

Subtopic Items Number Sum

Things at home (30%)

2, 3, 9, 13, 15, 19, 21, 26, 29, 32, 37, 39. 12 Things at shop

(35%)

5, 6, 14, 16, 20, 22, 23, 24, 25, 28, 30, 31, 38, 40. 14 Things at

school (35%)

1, 4, 7, 8, 10, 11, 12, 17, 18, 27, 33, 34, 35, 36. 14

Total (100%) 40

b. Construct validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985:74). To find construct validity of the test, formulation of the test is based on the concept of Hatch and Brown (1995: 1) who define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use.

In order to judge the construct validity of the test, inter-rater was also used. The items of the test were discussed with the English teacher of SMPN 1 Seputih Banyak as the rater. The rater checked the items whether the items had good construct validity or not. All test items which had good validity were used to collect the data for this research and the bad one should be revised.

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3.6.2Reliability

Reliability is simple a consistency of a test. In other words, how far it can measure the same subject at separated time, but it shows the same result relatively (Setiyadi, 2006: 113). Reliability of a test can be defined as the extent to which a test produced consistent results when administer under similar conditions (Hatch and Farhady, 1982: 243). In order to estimate the reliability of the test, this research used split-half technique and to measure the coefficient of the reliability between odd and even group, this research used “The Pearson Product Moment Formula” as follows:

r

xy =

Where:

r

xy : coefficient of reliability between odd and even numbers items

x : odd number y : even number

∑x2

: total score of odd number items

∑y2

: total score of even number items

∑xy : total score of odd and even number

Then, this research used Spearman Brown’s Prophecy Formula to know the coefficient correlation of the whole items. The formula is as follows:

rk =

Where:

r

k : the reliability of the whole tests

r

xy : the reliability of half test

(Hatch and Farhady, 1982:247) The criteria of reliability

0.00 – 0.20 : very low 0.21 – 0.39 : low 0.40 – 0.59 : average 0.60 – 0.79 : high

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0.80 – 1.00 : very high

(Hatch and Farhady, 1982: 246) 3.6.3Level of Difficulty

Level of difficulty relates to “how easy of difficult the item is from the point of view of the students who took the test. It is important since test items which are too easy (that all students get right) can tell us nothing about differences within the test population” (Shohamy, 1985:79). In order to find out the level of difficulty, this research used the following formula:

LD = Where:

LD : level of difficulty

U : the number of upper group students who are answer correctly L : the number of lower group students who are answer correctly N : the total number of students who take the test

The criteria are:

<0.30 : difficult 0.30-0.70 : good

>0.70 : easy (Shohamy, 1985: 79)

3.6.4Discrimination Power

Discrimination power refers to “the extent to which the item differentiates between high and low level students on that test. A good item according to

his criterion is one in which good students did well and bad students failed”

(Shohamy, 1985: 81). To find out the discrimination power, this research used the following formula:

DP =

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Where:

DP : discrimination power

Upper : proportion of “high group” students getting the item correct Lower : proportion of “low group” students getting the item correct N : total number of students

(Shohamy, 1985: 82) The criteria are:

0.00-0.20 : Poor 0.21-0.40 : Satisfied 0.41-0.70 : Good 0.71-1.00 : Excellent

(Negative) : Bad items (should be omitted)

(Heaton, 1975: 182) 3.7Research Procedure

In doing the research, the researcher used procedure as follows:

1. Selecting and determining the population and the sample of the research. The researcher chose two classes of the first year at SMPN 1 Seputih Banyak, which were divided as experimental class and try out class.

2. Trying out the instrument

The instrument, vocabulary test, was tried previously in the try out class. It was aimed at making sure the tests in this study were valid and reliable. The number of the items was 40 items consisted of 25 items in form of multiple choices and 15 items in form of matching tests. The time allocation for the try out was 60 minutes. The try out was held to find out the quality of the test and to determine the items that might be revised for the pretest and the post test.

3. Administering pretest

The purpose in giving pretest was to measure the students’ mastery of vocabulary before the treatments given. So that, the researcher was able to

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compare the result with the post test results later. The pretest was 30 items consisted of 20 items in form of multiple choices and 10 items in form of matching tests. The pretest was administrated for 45 minutes in the experimental class.

4. Arranging the materials will be taught

The topic of the materials was things around us which were divided into three subtopics, things at home, shop and school. The vocabularies were taught to the students classified into content words, especially concrete nouns.

5. Implementing the treatments

The experimental class was taught by using projected picture. While the teaching and learning occurs, the researcher observed the whole process. 6. Administering post test

The post test was administered to the experimental class. The result of the test was compared with the pretest to find out whether there was any increase from the pretest and post test result. It was 30 items consisted of 20 items in form of multiple choices and 10 items in form of matching tests. The post test was administrated about 45 minutes.

7. Analyzing the data

The data were analyzed by comparing the average score (mean) of pretest and post test to know whether there was difference in students’ vocabulary achievement before and after being taught through projected picture.

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8. Reporting the result

The data were arranged systematically based on the pretest and post test to find out whether there was difference of the students’ vocabulary achievement before and after being taught through projected picture.

3.8Data Analysis

After conducting pretest and post test, the researcher analyzed the data. It was used to know whether there was difference of the students’ vocabulary achievement at first grade of SMPN 1 Seputih Banyak before and after being taught through projected picture.

The researcher examined the students’ score using the following steps: 1. Scoring the pretest and post test

In scoring the result of students’ test, the researcher has used Percentage

Correct (Lyman, 1971: 95). The percentage correct score is used in reporting the result of classroom achievement tests. The researcher has calculated the result of the test by using this formula:

X%c = 100

(Lyman, 1971:95) Where:

X%c : percentage of correct score R : number of right answers

T : total number of the items on test

2. Tabulating the result of the test and calculating the mean of pretest and post test.

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To compute the average score or mean of the pretest and post test, the researcher used a very simple formula as follows:

M = Where:

M : (Mean) Average score

∑x : Total students’ score

N : Total number of students

The average is total students’ score divided by total number of students.

(Hatch and Farhady, 1982: 55) 3. Drawing conclusion from the tabulated result of the pretest and post test administrated. The data were analyzed by using statistical computerization Repeated Measures t-test of SPSS 15 for Windows i.e. t =

to test whether the difference between pretest and post test is significant or not, in which the significance is determined by p<0.05 (Hatch and Farhady, 1982: 114). Whereas:

=

SD =

Where :

t : hypothesis test

: mean score pretest

: mean score post test

: standard error of differences between two means SD : standard deviation

N : number of students

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Since, the data were gained from one group and the research was intended to find out whether there was difference of the students’ English vocabulary achievement.

3.9Data Treatment

Repeated Measures t-test for hypothesis testing has three basic assumptions, namely:

The data is interval or ratio

a. The data is taken from random sample in a population b. The data is distributed normally.

(Setiyadi, 2006: 168-169) Therefore, the researcher employed these following procedures:

1. Random test

Run test is used to make sure whether the data random or not. The researcher used SPSS version 15.0 to help her. In this case, the researcher used the mean as the cut point run t-test. The hypothesis for the random test is formulated as follows:

H0 : The data are random H1 : The data are not random

In this research, the criteria for the hypothesis are:

H0 is accepted if Sig.>α. In this case, the researcher uses the level of significance 0.05.

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2. Normality test

Normality test is used to know whether the data in pretest and post test are distributed normally. The hypothesis of the normality test is as follows:

H0 : The distribution of the data is normal H1 : The distribution of the data is not normal In this research, the criteria for the hypothesis are:

H0 is accepted if significant value exceeds level of significance at 0.05 (Sig.>α). Meanwhile, H0 is rejected if significant value does not exceed level of significance at 0.05.

3.10Hypothesis Testing

Hypothesis testing is intended to see whether the hypothesis that is proposed in this research is accepted or not. To test the hypothesis, repeated measures T-test was conducted at the significant level of 0.05 (P<0.05). The hypotheses are: H0 : There is no difference of the students’ vocabulary achievement before

and after being taught through projected picture.

H1 : There is difference of the students’ vocabulary achievement before and after being taught through projected picture.

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The criteria are:

1. If the t-ratio is lower than t-table: H0 is accepted there is no difference of the

students’ vocabulary achievement before and after being taught through projected picture.

2. _{If the t-ratio is higher than t-table: H1 is accepted there is difference of the}

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V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

In line with the results of the data analysis and discussions, the researcher draws these following conclusions:

1. There is difference of the students’ English vocabulary achievement before and after being taught through projected picture. The statement is approved by evidence on the gain score and the computation of t-test. The mean score of post test is higher than pretest, it shows that there is difference of students’ English vocabulary achievement with the gain 18.90 points and t-ratio is higher than t-table (20.846>2.042). Then, the significant value is less than level of significance at 0.05 (0.00<0.05).

2. Projected picture can be used to increase the students’ English vocabulary achievement. The interesting projected picture makes the students enjoy learning process, since it can be used to attract the students’ attention in learning new vocabulary. As a result, the mean score of the pretest increases from 49.58 up to 68.48 in post test.

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5.2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows: 1. Teachers

The researcher suggests to the teachers as follows:

a. The researcher suggests teachers use projected picture as an alternative in teaching vocabulary since projected picture can be used to increase the students’ English vocabulary achievement and motivate the students to learn new vocabulary.

b. Projected picture needs adequate time to be applied. The teacher should be able to manage the time when using projected picture and the teacher should not teach too many materials at the same time, so the time allocation is enough.

c. The researcher suggests the teacher to use colorful projected picture in order to attract the students’ attention in teaching learning process.

2. Further Research

The researcher suggests to further research as follows:

a. The researcher has applied projected picture to increase the students’ English vocabulary achievement dealing with concrete nouns. Other researchers can apply projected picture as teaching medium for different types of vocabulary, for example adjective.

b. Further researcher should conduct this method on different level of students, such as Elementary School.

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REFERENCES

Ariyanto, T. 2011. Improving Students Vocabulary Mastery Using Picture. Surakarta: Sebelas Maret University.

Barnhart, C. A. 2008. The Facts on File Student’s Dictionary of American English. United States: Facts on File, Inc.

Brown, H. D. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.

Brown, J. W., Lewis and Harcleroad et al. 1977. An Instruction: Technology, Media, and Methods. United States: McGraw-Hill Book Company.

Chalawiyah H.D, A. 2011. Increasing Students’ Achievement on Vocabulary through Flashcard at the Fifth Year of Madrasah Ibtidayah Matla’ul Anwar SG Bandar Lampung. Bandar Lampung: University of Lampung. Depdiknas. 2006. Curriculum for Junior High School Students. Jakarta:

Depdiknas.

Ekaningtias, R. 2007. The Effectiveness of Using Tourism Brochures in Teaching Writing Descriptive Text (An Experimental Study in the Third Grade of Junior High School). UPI: an unpublished paper.

Farida. 1997. A Case Study on the Use of Visual Media in Teaching English in SMPN 3 Malang. Malang: FPBS IKIP Malang.

Fries, C. C. 1970. Teaching and Learning English as Foreign Language. Ann Arbor: The University of Michigan Press.

Gerlach, V. S. and Emily, D. P. 1980. Teaching and Media a Systematic Approach 2nd. New Jersey: Prentice Hall.

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Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. London: Newbury House Publishers Inc.

Heaton, J. B. 1975. English Language Tests: A Practical Guide for Teachers of English as a Second or Foreign Language. Virginia: Longman.

Kasbolah, K. 1993. Teaching-Learning Strategy I. Malang: IKIP Malang.

Lyman, B. H. 1971. Test Scores and What They Mean. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Mastropieri, M. A., Scruggs, T. E., and Fulk, B. M. 1990. Teaching Abstract Vocabulary with the Keyword Method: Effects on Recall and Comprehension. Journal of Learning Disabilities 23(2), 92-96.

Mohan, C. 2012. English Language Teaching Updating the English Classroom with Techniques and Communication Skills. Bloomington: Language in India.

Priggawidagda, S. 2002. Strategi Penguasaan Berbahasa. Yogyakarta: Adicita Karya Nusa.

Putri, L. R. 2011. The Use of Popup Pictures to Improve Vocabulary Mastery of the Second Year Students of State Elementary School "Gempol 3" at Pasuruan Regency. Malang: Malang University.

Rivers, W. M. 1970. Teaching Foreign Language Skills. Chicago: The University of Chicago Press.

Sabilah, F. 2000. A Closer Look at the Used of the Media in English Classes at Elementary Schools. Malang: UMM.

Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge: Cambridge University Press.

Scott, W. A. and Ytreberg, L. H. 2003. Teaching English to Children. Essex: Longman Group UK Limited.

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Yogyakarta: Graha Ilmu.

Shohamy, E. 1985. A Practical Handbook in Language Testing for the Second Language Teacher. Tel-Aviv: Tel-Aviv University.

Thornbury, S. 2004. How to Teach Vocabulary. Essex: Pearson Education Limited.

Ur, P. 2000. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Wilkins, D. A. 1983. Second Language Learning and Teaching. London: Edward Arnold Publisher.

Wright, A. 1994. Pictures for Language Learning. New York: Cambridge University Press.

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The criteria are:

1. If the t-ratio is lower than t-table: H0 is accepted there is no difference of the students’ vocabulary achievement before and after being taught through projected picture.

2. _{If the t-ratio is higher than t-table: H1 is accepted there is difference of the} students’ achievement before and after being taught through projected picture.

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V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

In line with the results of the data analysis and discussions, the researcher draws these following conclusions:

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5.2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows: 1. Teachers

The researcher suggests to the teachers as follows:

a. The researcher suggests teachers use projected picture as an alternative in teaching vocabulary since projected picture can be used to increase the

students’ English vocabulary achievement and motivate the students to

learn new vocabulary.

c. The researcher suggests the teacher to use colorful projected picture in order to attract the students’ attention in teaching learning process.

2. Further Research

The researcher suggests to further research as follows:

b. Further researcher should conduct this method on different level of students, such as Elementary School.

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REFERENCES

Ariyanto, T. 2011. Improving Students Vocabulary Mastery Using Picture. Surakarta: Sebelas Maret University.

Barnhart, C. A. 2008. The Facts on File Student’s Dictionary of American English. United States: Facts on File, Inc.

Brown, H. D. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.

Brown, J. W., Lewis and Harcleroad et al. 1977. An Instruction: Technology, Media, and Methods. United States: McGraw-Hill Book Company.

Chalawiyah H.D, A. 2011. Increasing Students’ Achievement on Vocabulary

through Flashcard at the Fifth Year of Madrasah Ibtidayah Matla’ul

Anwar SG Bandar Lampung. Bandar Lampung: University of Lampung. Depdiknas. 2006. Curriculum for Junior High School Students. Jakarta:

Depdiknas.

Farida. 1997. A Case Study on the Use of Visual Media in Teaching English in SMPN 3 Malang. Malang: FPBS IKIP Malang.

Fries, C. C. 1970. Teaching and Learning English as Foreign Language. Ann Arbor: The University of Michigan Press.

Gerlach, V. S. and Emily, D. P. 1980. Teaching and Media a Systematic Approach 2nd. New Jersey: Prentice Hall.

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Hatch, E. and Brown, C. 1995. Vocabulary, Semantic and Language Education. Cambridge: Cambridge University Press.