and different kinds of situations. So, teacher will teach vocabulary that will be useful for students, especially in their daily life and formal usage. For solving the second
problem, teacher can use picture storybook as the media for teaching vocabulary. Because pictures can help visual learners to understand words in story. Then, read
aloud activity can help auditory learners to understand words in it. For readingwriting learners, teacher can help them by asking them to read aloud and
writing prediction and reaction to a story. For kinesthetic learners, teacher can help them to memorize and understand words by role playing. In this study, the writer uses
Malu’s steps activities as a consideration of teaching vocabulary through picture storybook. Because students can be active in teaching and learning process. By doing
some activities with using picture storybook, students can learn joyfully in a class. In short, based on the explanation above, picture storybook is effective for teaching
vocabulary.
E. Research Hypothesis
The hypothesis of this research can be formulated as follows: H
o
: It is not effective to use picture storybook in teaching vocabulary particularly on noun and adjective.
H
a
: It is effective to use picture storybook in teaching vocabulary particularly on noun and adjective.
22
CHAPTER III RESEARCH METHODOLOGY
In this part, the writer presents the process of research methodology in this study. The research methodology consists of place and time of the research,
methodologyresearch design of the study, population and sample, research instrument, techniques of data collection, technique of data analysis, and hypothesis.
A. Time and Place
This study conducts at the seventh grade of SMP Kartika VIII-1 Cijantung. The writer decides to choose the school, because the writer wants to know a
bout students’ vocabulary in the school. The writer do the research at this school on October 13
th
2016 until September 14
th
2016.
B. Research Method and Design
In this study, the writer uses quantitative research. The writer decides to use an experimental design that is called quasi experimental design. Quasi experimental
design contains of pre- and post – test.
1
The design of quasi experimental can be described as the following,
Table 3.1 Nonequivalent Control Group Design
O1 X
O2
O3 O4
O1 is pre – test for the experimental group
O2 is post – test for the experimental group
O3 is pre – test for the controlled group
1
John W. Creswell, Educational research, Boston: Pearson, 2012, fourth edition, p. 307.
O4 is post – test for the controlled group
X is treatment for experimental group
2
using picture storybook
In this design, there are two observation; those are before and after experiment. Those observation called pre
– test, and post – test, in which pre – test is the observation which is conducted before the experiment and post
– test is the observation which is conducted after the experiment. In this design, there are two
groups of students as the samples. At the first time, both of groups are given pre – test
in order to know their competence in vocabulary mastery before they are given a treatment. In the experimental group, they will get a treatment by using picture
storybook, while the controlled group, they will get a treatment by using conventional technique.
C. Population and Sample
The population of this research is the seventh grade students at junior high school Kartika VIII-1 Cijantung for academic years 20162017. The seventh grade students of
this school for academic years 20162017 are 199 students, and they are divided into six classes 7
th
A, 7
th
B, 7
th
C, 7
th
D, 7
th
E, 7
th
F. For selecting samples, the writer gets recommendation class from the English teacher at this school. Because the samples in
this study are lack of vocabulary, they are hard to be controlled in the class, and they are difficult to understand a material easily. It means that this research uses purposive
sampling. According to Fraenkel, Wallen, and Hyun about purposive sampling, they said investigators use personal judgment to select a sample based on prior knowledge
of a population and the specific purpose of the research.
3
In the research, the writer involves 60 students at seventh grade as the samples, 30 students are experimental
group, and 30 students are controlled group.
2
Sugiyono, Metode Penelitian Pendidikan, Bandung; Alfabeta, 2015, p. 116.
3
Jack R. Fraenkel, Norman E. Wallen and Hellen H. Hyun, How to Design and Evaluate Research in Education Eight edition, New York: McGraw-Hill Higher Education, 2012, p. 100.
