Steps for Teaching Vocabulary through Picture Storybook

flashcards could help students to recognize vocabulary of common nouns especially animal. 27 Third, Zarkoni, in 2014, she conducted a research about using macromedia flash player for increasing students’ vocabulary. She conducted the research at the seventh grade of Mts SA Pancasila Salatiga in the academic year of 20132014. She used experimental research as the research method. The aim of her research was to describe the students’ vocabulary mastery which are taught and are not taught by using macromedia flash player. The result of the t-test is 7.16 2.09. It means that using macromedia flash player for enriching students’ vocabulary. 28 In 2008, Milah conducte d a study about “The Effectiveness of Using Pictures for Teaching Vocabulary.” She conducted a case study at the fourth grade of SDN Pamualng Permai – Pamulang, Tangerang. The aim of her research, she wanted to find out about the effectiveness of using picture for teaching vocabulary. As the result, by comparing t-test and degree of significant 5 and 1, it showed 2.01 4.73 2.68. It means that using pictures is effective for teaching vocabulary, especially in noun, appropriated with the handbook of student at SDN Pamulang Permai. 29 The last, Wahyuni, she conducted a study about “Improving Students’ Vocabulary Mastery through Popular Songs”. She did the research at the third grade of SDN 2 Teloyo, Wonosari from June 2009 to September 2010. As the method of her research, she used CAR Classroom Action Research. The aim of her study were to examine whether or not popular song can improve the students’ vocabulary 27 Nanang Kosim, “Improving the students’ vocabulary mastery through flashcards”,Pontianak; Tanjungpura University, 2013, p.3. 28 Zarkoni, “The use of Macromedia Flash Player to Increase Vocabulary Mastery”, Skripsi Salatiga: STAIN Salatiga, 2014, not published. 29 Aniqotul Milah, “The Effectiveness of Using Pictures for Teaching Vocabulary”, Skripsi Jakarta: UIN Jakarta, 2008, not published. mastery and to know the effectiveness, the strengths and weaknesses of popular songs towards students’ learning and students’ participation in teaching and learning process. As the result, she found out that popular songs could increase students’ vocabulary. Also, students were cooperative, active and enjoyed in learning English. 30 The similarity of this study with related previous study are focus on students’ vocabulary mastery. Also, the writer uses media for helping them to master vocabulary and she focus on content word for limitation of vocabulary. Yet, this study is important because of some reasons. First, this study is using picture storybook, which can help students with their own learning style. There are pictures for visual learners, reading-aloud activity for auditory learners, making prediction and reaction for writing learners and role-playing activity for kinesthetic learners. Second, she uses some themes of story based on the curriculum material, it means that she focus on things around students life. The reason why the writer focus on noun and adjective, because it can help students for the next material in the curriculum that is describing people or thing.

D. Thinking Framework

Vocabulary is important for students, because if they want to utter their opinion or comprehend a passage, they need to enrich their vocabulary. If they do not have enough vocabulary, they will misunderstand what others say or write. Because of how important vocabulary is, teacher should help them to master vocabulary. Yet, there are two problem, the first is there are so many vocabularies in language. The second problem is students have their own learning style. For solving the first problem, teacher can use two principles in selecting vocabulary. Teacher have to choose vocabularies based on the frequency of words 30 Sri Wahyuni, “Improving Students’ Vocabulary Mastery through Popular Songs”, Thesis Surakarta: Muhammadiyah University, 2012, not published. 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.