The effectiveness of teaching vocabulary using pictures

Pondok Cabe - Tangerang Selatan)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)

By: Liza Fauziah NIM. 104014000301

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

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Pondok Cabe Ilir III Academic Year 2010/2011). A “Skripsi” presented to the faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the degree of S.Pd. in English Education “Syarif Hidayatullah” State Islamic University Jakarta.

Advisor: Drs. H. Bahrul Hasibuan, M. Ed.

Key words: Vocabulary, Picture, Translation method

The objective of the research is to get the information about using pictures in teaching vocabulary; moreover it is conducted to get the effective techniques in teaching vocabulary at the Fourth Grade students of SDN Pondok Cabe Ilir III. The Sample of the research was 25 students of fourth grade students in SDN Pondok Cabe Ilir III. This research is using experimental method in the quantitative form by collecting data from pre-test and post-test. These testes have purposed performance are given to the Fourth Grade students of SDN Pondok Cabe Ilir III Tangerang Selatan is effective.The data collected in this research were analyzed by using t-test. According to the result of statistical calculation, it was obtain the value of to (t observation) that 3.94 and the value of “tt” (t table) from the df (48) on the degree of significance of 5% is 2.01. it means that the value of to is higher than the value of tt. Based on the result the null hypothesis (Ho) which says there is no significance influence of using pictures in teaching vocabulary is rejected. It means that the alternative hypotesis (Ha) which says there is significance influence of using pictures in teaching vocabulary is accepted.Based on the finding of this study, it can be concluded that using pictures is effective and quite success and run well in the class situation. By using pictures, students feel more interesting and enjoy doing activities in the class; it also can give the students the opportunities to be active in learning English vocabulary.

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In the name of Allah, the Beneficent, the Merciful. All praise be to Allah, Lord of the universe, who provides blessing and mercy to the writer in completing this paper without any considerable obstacles. Peace and blessing also be upon the Noble Prophet of Islam, Muhammad SAW, his companions and his faithful followers.

This skripsi is written to fulfill one of the requirements for the degree of Strata 1 (S1) in English Language Education of the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University.

The writer is really conscious that she could not finish this paper without being helped by others both materially and spiritually. For that reason, the writer would like to dedicate her enormous gratitude to her beloved parents, H. Kasta Tarmizi, S.Pd and Hj. Sarinah who always give support and pray for her. Her beloved my sisters, Rika Afrini and Khairunisya. Her beloved brother Gilang Putra Ramadhan, they are the sources of inspiration in the writer’s life.

The writer also would like to state her acknowledgment to these following people:

1. Drs. H. Bahrul Hasibuan, M.Ed, the writer’s advisor for his time, guidance and his valuable contribution in correcting this paper so that it is finally done.

2. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiyah and Teacher Training Faculty.

3. Drs. Syauki M.Pd, the Head of English Education Department.

4. Neneng Sunengsih, S.Pd, the Secretary of English Education Department. 5. Dra. Farida Hamid, M.Pd, who has served as an advisor on the class A in

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8. Her beloved cousin, Mayang, Eca, Harke, Uwi, Rosi and Dian.

9. Her beloved friends, Layda, Hangi, Aini, Ulfa, Adi, Hendra, muti, ade, kiki. Hamamah. Thanks for the motivation, care and support! Also Muhammad Hamdi, SE, her beloved one. Thanks for your love, support, spirit and affection.

10.All or relatives, colleagues, lectures, and they that can’t be mentioned who have helped the writer to accomplish this “Skripsi”.

Finally, the writer realizes that this paper is not perfect yet, but hopefully practice can make her better. Therefore, it is a pleasure for her to receive any constructive criticism and suggestion for better writing. By all modesty, the writer hopes this paper would be useful for the writer and for the readers. Amiin.

Jakarta, July 25, 2011

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ACKNOWLEDGMENT ... iii

TABLE OF CONTENT ………... v

LIST OF APPENDICES ………... vii

LIST OF TABLES………. viii

CHAPTER I : INTRODUCTION A.The Background of the Study ……….. 1

B.The Identification of the Problem ……… 4

C.The Scope and Limitation of the Problem ……… 4

D.The Formulation of the Problem ……….. 5

E.The Objective of the Study ………. .. 5

F. The Significance of the Study ……….. 5

G.The Organization of the Writing ……….. 5

CHAPTER II : THEORETICAL FRAMEWORK A. Vocabulary 1. The Understanding of Vocabulary ………... 7

2. The Kinds of Vocabulary ………. 9

3. The Techniques in Presenting Vocabulary ………... 11

B. Picture 1. The Understanding of Picture ………. 14

2. The Types of Picture ……… 16

3. The Criteria of Good Picture ……….. …. 17

C. Translation Method 1. The Understanding of Translation Method ……… 19

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CHAPTER III : THE PROFILE OF SDN PONDOK CABE ILIR III

A. The Profile of English Teacher at SDN Pondok Cabe Ilir III.. 26

B. The Curriculum ……….. 27

C. The English Textbooks ……….. 27

D. The Method of Teaching ……… 27

CHAPTER IV : THE IMPLEMENTATION OF THE RESEARCH A. THE METHODOLOGY OF THE RESEARCH 1. The Objective of the Research ……… 28

2. The Method of the Research ……… 28

3. The Place and Time of the Research ………... 28

4. The Population and Sample of the Research ………….. 29

5. The Techniques of Data Collecting ……… 29

6. The Research Instrument ………. 30

7. The Research Variable ……… 30

8. The Techniques of Data Analysis ……… 31

B. THE FINDING OF THE RESEARCH 1. The Data Description ………. 32

2. The Test Hypothesis ……….. 39

3. The Data Interpretation ……….. 40

CHAPTER V : CONCLUSION AND SUGGESTION A. CONCLUSION ……… 42

B. SUGGESTION ……… 43

BIBLIOGRAPHY……….. 44

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Appendix 2 : Rencana Pelaksanaan Pembelajaran (RPP) Experiment Class Appendix 3 : Rencana Pelaksanaan Pembelajaran (RPP) Control Class Appendix 4 : Media Picture

Appendix 5 : Surat Permohonan Izin Penelitian Appendix 6 : Surat Pengajuan Judul Skripsi Appendix 7 : Surat Bimbingan Skripsi

Appendix 8 : Surat Keterangan Penelitian dari Sekolah Appendix 9 : Surat Perubahan Judul Skripsi

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Table 4.2. The Score of the Individual Students’ of the Control Class ……… 35 Table 4.3. The Comparison of Score of Each Student of the Experimental Class

CHAPTER 1

INTRODUCTION

In this chapter presents and discuses the background of the study, the identification of the problem, the scope and limitation of the problem, the formulation of the problem, the objective of the study, the significance of the study, and the organization of the writing.

A.

The Background of The Study

Language is very important for all human beings in the world because it is a means of international communication. People use the language to express their idea, feeling, and emotion. In Oxford Advanced Learner’s Dictionary, “language is the system of sounds and words used by human to express their thoughts and feelings”1

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As an international language, the teaching of English is important because English in Indonesia is considered as the first foreign language which is learnt in Indonesian schools. In Indonesia, English is taught as a local content in primary school, as a compulsory subject is in secondary school, and as a complementary subject is a university.

There are four language skills that have to be mastered by the student. The four language skills are listening, speaking, reading, and writing which prominent in teaching and learning English. Besides the four language skills, there are four language components that also need to be thought to and recognized by the students. They are structure, vocabulary, spelling, and pronunciation. Both aspects are very important that need to be mastered by the student to accomplish the basic language communication and the students have to practice all those skills which cannot be separated from each other. The students may be able to use English in communication better if they master all those language components. Scott Thornburg quoting the linguist David Wilkins who summed up the importance of vocabulary learning points

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A S Hornby, Oxford Advanced Learner’s Dictionary, 5th Edition, (New York: Oxford University Press, 1995). p. 662

out, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”2. From this statement, it could be understood that vocabulary is one of the items that has 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.

In the teaching learning process the students are influenced by the ways teachers present their instructional material. The students need something fun and enjoyable. By using a suitable method, the lesson materials will be more interesting, effective and efficient. Using picture is one of the techniques in teaching vocabulary. Through pictures students could be easier to understand what the teacher presents.

For the students in Elementary school using pictures are very useful in the teaching learning process because it makes the classroom more active and lively, so the students can be highly motivated and have a lot of fun during the lesson. Pictures not only worth a thousand words. It can be used in a wide variety of teaching activities. Aminudin Rasyad states:

“Kemampuan guru memilih media pendidikan sangat menentukan kualitas PBM yang di kelolanya. Guru adalah salah satu media belajar

yang hidup dalam kelas. Sebab itu penampilan guru (teacher’s

performance) ikut menentukan keberhasilan belajar murid-muridnya.” 3

(Ability of teacher chosen education media is very determining of PBM quality which in its management. Teacher is one of the media learn which live in class. That cause of appearance of teacher (teacher’s performance) follow to determine efficacy learn its students. (Translated by the writer).

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Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Educational Limited, 2002), p. 13

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Prof. Dr. H. Aminudin Rasyad, Teori Belajar dan Pembelajaran, (Jakarta: Uhamka Press, 2003), p. 119.

It shows that pictures have an important role in learning process. They can interest the student’s motivation to learning English. The teacher must always motivate the students to study hard and has to create a good classroom atmosphere. Dr. Michael D. Williams states that “visual that are designed can also help motivate students to learn by attracting and maintaining their attention”4

. The interest is very important in the English teaching learning process because it is one of the main factors to reach the instructional objective. If the students are not interested in studying, they will be very difficult to understand the lesson.

An English teacher has to consider a suitable way to teach English and how to apply it in the classroom. Heinich et al in Dr. Michael D. Williams state that teachers need to keep in mind the following four basic goals of visual design when designing visuals for their classroom use:

1. Ensure legibility of words and pictures in your visual.

Ensure that these can be easily seen by all your students from where they seated.

2. Reduce the effort needed in interpreting message.

How the pictures and the words in your visual are arranged could either aid or impede understanding of the message that your visual is trying to convey.

3. Increase active engagement of viewer with message.

Make your visual appealing so that the students’ attention is captured, enticing them to think about your message.

4. Focus attention on the most important parts of message.

Direct the attention of your students to the most important parts of your visual so that they understand the “flow” of the message. 5

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Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning, (Singapore: Prentice Hall, 2000), p. 38

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According to the writer’s experience in SDN Pondok Cabe Ilir III as the English teacher, that most of students of Elementary School assumed that English is a difficult material. Furthermore, they are unmotivated to learn English because the class situation is very boring. It is because many teachers still teach, especially teaching vocabulary to the students by using translation method. The teacher thought that the main objective in learning English is to make the students feel fun when learning it, the teacher would help the students when they felt difficult in acquiring the material in target language by translating it into students’ first language (Bahasa Indonsia). This happened when the students did not know or forgot the meaning of many vocabularies.

Based on the statement above, the writer is interested in investigating the teaching of vocabulary in SDN Pondok Cabe Ilir III that is why the writer chooses The Effectiveness of Teaching Vocabulary Using Picture as the title of this writing.

B.

The Identification of the Problem

Based on the background of the study above, there are many problems that can be identified in this research such as: (1) The students’ difficulties in memorizing the vocabulary,(2) media is limited in learning vocabulary,(3) boring class activities and (4) monotonous teaching technique.

C.

The Scope and Limitation of the problem

To avoid misunderstanding and to clarify the problem, it is necessary to make limitation of the problem, because too many kinds of visual media in teaching English like flash cards, real objects, charts, picture and etc. In this paper, the writer only focuses on teaching vocabulary using pictures dealing with “Parts of Face”. This is one of the themes of the syllabus. The writer limits the investigating only in fourth grade of SDN Pondok Cabe Ilir III the second semester of the 2010/2011 academic year.

D.

The Formulation of the Problem

The formulation of this problem: “is the teaching of vocabulary using pictures more effective than translation method?”

E.

The Objective of the Study

The objective of study is to know whether there is any significance between teaching vocabulary using pictures and teaching vocabulary using translation method.

F.

The Significance of the Study

By doing the research, the writer intends to analyze the effectiveness in teaching vocabulary using pictures.

This study may help the English teacher in choosing alternative way to teaching vocabulary using pictures and give the information for English teacher at SDN Pondok Cabe Ilir III about the effectiveness of picture in English teaching and learning process. Because using picture is expected to support and interest the student’s motivation in learning English and make them easier to memorize English vocabulary. Furthermore, this study is expected to be useful to support the previous research and references for other researchers who are interested in conducting the same research.

G.

The Organization of the Writing

This paper is divided into four chapters, such as:

Chapter I : Introduction. It contains the background of study, the identification of the problem, the scope and limitation of the problem, the formulation of the problem, the objective of the study, the significant of the study, and the organization of the writing.

Chapter II : Theoretical Framework. It contains Vocabulary, including the understanding of vocabulary, the kinds of vocabulary, and the techniques in presenting vocabulary. Picture, including the understanding of picture, the

types of picture, and the criteria of good picture. Translation method, including the understanding of translation method, the types of translation method. The teaching of vocabulary using picture, the teaching of vocabulary using translation method, and thinking framework.

Chapter III : The profile of SDN Pondok Cabe Ilir III, it contains The profile of English teacher at SDN Pondok Cabe Ilir III, the curriculum, the English textbooks, the methods of teaching.

Chapter IV : Contains the Implementation of the research. The methodology of the research, including the method of the research, the objective of the research, the place and time of the research, the population and sample of the research, the technique of data collecting, the research instrument, the research variable, and the techniques of data analysis. The Findings of the research, including the data description, the test hypothesis, and the data interpretation.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter explained about theoretical framework, which consists of vocabulary, Pictures, translation method, the teaching of vocabulary using pictures and the teaching of vocabulary using translation method. Vocabulary consists of the understanding of Vocabulary, the kinds of Vocabulary, and the techniques in presenting vocabulary. Pictures consist of the understanding of picture, the types of pictures, and the criteria of good picture. Translation method consists of the understanding of translation and the types of translation.

A.

Vocabulary

1.

The Understanding of Vocabulary

In everyday situation, we say something, express our feelings and tell what we want to say. All the things need the words, and these words are called vocabulary. Vocabulary plays an important role in improving our skills in English. It becomes one of aspects for improving communication skill. Without having enough vocabularies, communication will end up in unpleasant situation and make the students difficult to continue their sentences or ideas. Therefore it is highly essential for English teacher to help their students in mastering vocabulary.

One who masters enough vocabulary will find fewer difficulties than those who have fewer vocabularies. When they read a certain text, they will easily get information from it since they can understand every word in the text.

Experienced teachers of English as a foreign language know very well the importance of vocabulary. They know that the students need to learn thousand of words that speakers use. Fortunately, the need for vocabulary is one point on which teachers and students agree. Without

vocabulary students could not be able to understand how the language is. The role of words is important to know how the language is used, practiced and communicated.

If we want to communicate with others in certain language we need to master the language they belong to especially to know enough vocabulary of those languages. Words are the basic units of language from that supports the language itself.

Rivers quoted by Nunan has also argued that the acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication1. As we know, English is a „world language’, now days the most communication tools for global communication. So, we must have a lot of „bank of English words’. Other wise grammar and exercising pronunciation English need to be learned too. Mastery of vocabulary is an essential component of all uses of language; it helps student too to communicate effectively or expressing their ideas in English

Without an extensive vocabulary and strategies for acquiring new vocabulary, learner often achieve less than their potential and may discouraged from making use of language learning opportunities around them such as listening to the radio, listening to native speaker, using the language in different contexts, reading, or watching television.

According to Jack C. Richards and Willy A. Renandya, “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write”.2

Its means that the first thing we have to learn English is we have to mastery the vocabulary, because with vocabulary we can learn Language skill easier and will be useful for the process of achieving

1_{David Nunan, “Language Teaching Methodology”, (New York: Prentice Hall, 1991), p.} 117.

2

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New York: Cambridge University Press, 2002), p. 255.

language teaching objectives. In the other word, Vocabulary is the important subject in language learning, if we lack vocabulary will face a lot of problems.

Furthermore, according to Merriam-Webster’s Collegiate Dictionary, vocabulary is:

1. A list or collection of words and phrase usually alphabetically arranged and explained or defined.

2. A sum or stock of words employed by a language group individual or work or in a field of knowledge.

3. A list or collection of terms or codes available for use.3 Its means that vocabulary is a list or collection of words and phrases usually arranged and explained or defined in some subject, activities, various registers, and particular sphere (group).

As what mentioned above the definitions of vocabulary is more than one, but the definition from one reference to other is related. From those, The writer summarizes that vocabulary is a total of words or phrases that maintains all of information used by person, class or profession in communication and it is important thing when learners study the language it self and study the using of the language.

2.

The Kinds of Vocabulary

There are many kinds of vocabulary in English. They are: a. Based on the characteristics of the words

According to Ruth Gairns and Stuart Redman, Vocabulary divided into two kinds:

1. Active Vocabulary: refers to put items which the learners can use appropriately in speaking and writing. Active vocabulary is also called as a productive vocabulary.

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Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, (New York: Merriam Webster’s Inc, 2003), p. 1400

2. Passive Vocabulary: refers to language items that can be recognized and understood in the context of reading and listening. It is also called as receptive vocabulary.4

Active vocabularies are vocabularies or the words that we use in speaking and writing, two of language skill. These vocabularies are often called as productive vocabularies because they are in case of speaking, have to be said by good pronounced in order that our rival can understand what we mean. In case of writing we have to write by good letter in order to avoid misunderstanding from readers. To use the active vocabulary or productive vocabulary we have to know and be able to use grammar of the target language, we are hoped to familiar with collocation and understand the connotation meaning of the words too. This vocabulary is more prominent in the first level of a course.

Passive vocabulary is vocabulary used in two kinds of language skill that is reading and listening. Passive vocabulary refers to language items that can be recognized and understood in the context of reading and listening, and also called as receptive vocabulary. Passive vocabulary is more useful when the student in higher level of study such as intermediate level or advanced level.

b. Based on its form and function

John Read in his book, Assessing Vocabulary, mentioned two kinds of vocabulary based on its form and function, they are:

1. Function Words

These are the words, which only have a full meaning when they are integrated with other word. It includes articles, preposition, pronoun, conjunction, auxiliaries, etc.

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Ruth Grains and Stuart Redman, Working with Words a Guide to Teaching and Learning, (New York : Cambridge University Press, 1986), p. 65

2. Content Words

These are the words, which have a full meaning and provide links within sentences. It includes noun, full verb, adjectives, and adverb.

c. Used for Communication

S.H. Burton and J. A. Humphries in A.M Zainuri, there are two kinds of vocabulary used by the people for communication, namely:

1. General Vocabulary :It is of the words used in general. There is no limited of fields or users, terms general that the writer means is general in meaning and using.

2. Special vocabulary : It is used in certain field, job, profession or special science. For example; politicians, journalist, and lawyers. 5 So, no matter how many experts classify vocabulary, words are a part of language elements or language tools of communication which are used by a people.

3.

The Techniques in Presenting Vocabulary

Some techniques in presenting vocabulary can be used to explain the meaning of words and the way in teaching vocabulary will depend much on individual characteristics. But the teachers have to determine the best techniques to teach or explain the meaning of words to the learners.

Teaching vocabulary to student seems to be the simplest thing to do. In fact, it requires more than translating some words from one language to another. Students need something fun and easy to access the vocabulary quickly when it is required for use. In this section, some techniques to teaching and learning vocabulary are offered to facilitate students’ need in accessing vocabulary.

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According to Jeremy Harmer, there are seven techniques in presenting vocabulary:

a. Realia

One way of presenting words is to bring the things they represent into the classroom by bringing “Realia” into the room. Words like “postcard”, “pen”, “ball”, etc. can obviously be presented in this way. The teacher holds up the object (or points to it), says the words and then gets the students to repeat it.

b. Picture

Pictures can be board drawing, wall pictures and charts, flashcards, magazine pictures and any other non-technical visual presentation. Picture can be used to explain the meaning of vocabulary items: teachers can draw things on the board or bring in pictures.

c. Mime, Action, and Gesture

It is often impossible to explain the meaning of words and grammar either through the use of realia or picture. Actions, in particular, are probably better explained by mime. Concepts like running or smoking are easy to present in this way.

d. Contrast

We saw how words exist because of their sense relations and this can be used to teach meaning. We can present the meaning of “empty” by contrasting it with “full”. We may present these concepts with pictures or mime, and by drawing attention to the contrast in meaning we ensure our students’ understanding. e. Enumeration

We can use this to present meaning. We can say „clothes’ and explain this by enumerating or listing various items. The same is true of „vegetable’ or „furniture’, for example.

f. Explanation

Explaining the meaning of vocabulary items can be very difficult, especially at beginner and elementary levels. But with more intermediate students such a technique can be used. It is worth remembering that explaining the meaning of a word must include explaining and facts of words use which are relevant.

g. Translation

Translation is a quick and easy way to present the meaning of words but it is not without problems. In the first place it is not always easy to translate words, and in the second place, even where translation is possible, it may make it a bit too easy for

students by discouraging them from interacting with the words.6

Based on Adrian Doff, the techniques in teaching vocabulary, they are: a. Say the word clearly and write it on the board

b. Get the class to repeat the word in chorus

c. Translate the word into the student’s own language d. Ask students to translate the word

e. Draw a picture to show what the word means

f. Give an English example to show how the word is used g. Ask question using the new word.7

From statement above the writer gives a little clarification that some basic techniques for showing the meaning of words are:

o Writing noun words on the board: “pen”, “book”, etc. now the question is how the students can easily understand the meaning of the words? In this case many ways to explain about that, for example:

o _{By showing the real object of pen, book etc.}

o _{By showing pictures. This way can be done by drawing picture of}

pen, book, and pencil on the board and by showing pictures pen, book, pencil, which have been already prepared before (photograph or drawing).

o Writing verb words on the board, like as “sit”, “open”, “close” etc.

the question is how the students can easily understand about these words. For this case the teacher can not show to the students the things because this is not a noun, so the teacher shows the students by practicing the words or the teacher can show he pictures about activity that related to the words of “sit”, “open”, “close”.

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Jeremy Harmer, The Practice of English Language Teaching New Edition, ( London: Longman, 1991), p. 161-162

7 _{Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,} (New York: Cambridge University Press, 1988), p. 1

o Writing adjective words on the board, like as: “Happy”, “Sad”, etc.

So, how do the students can understand these words easily? In these case the teacher use the mime or the teacher can give to them example (some one is crying, it means sad).or the teacher show the pictures about activities that related to the words of “happy”, “Sad”.

From explanation above the general points about presenting vocabulary visual is using real objects, mime or pictures, but from all of the explanation above using pictures is more affective, because the teacher can explain something, as noun, verb or adjective.

There are many kinds of techniques in presenting vocabulary to the English learners such as mentioned above. The writer summarizes that the way in teaching vocabulary in English classroom is depend on the teacher to choose the best way in order to make students feel enjoy and does not make them feel bored, because teacher as a facilitator has to be able to choose a good techniques to teach vocabulary.

B.

Picture

1.

The Understanding of Picture

Visual aids is one of the teaching aids that can be used for presentation, practice, and testing. We can show things that can not be explained in simple word.

Picture plays an important role as an alternative teaching aid in teaching English. The teacher gives a picture, and then she asks the students about it. Picture is easy to be found by all people. Through picture the students can practice to develop their ideas.

The use of picture is an excellent technique to help students understand various aspect of foreign language. The picture has motivated the students, made the subject clearer to understand, and illustrated the general idea of an object reaction which is particular to a culture. It can

help to develop various other needed skills such as visual discrimination, attention to detail, and extension of concepts.

Pictures are versatile and useful resources for teaching aspects of grammar that require a structure meaning match. Interesting or entertaining pictures motivate students to responds in ways that more routine teaching aids, such as textbook or a sentence on the board, can not. Pictures can also be used in various configurations to enhance learning and practice.8

Students understand and retain the meaning of a word better when they have seen some object associated with it. For this reason, the teacher should expose the student to real-life situation, when this is not possible, the visual aid can serve as useful substitute. As pictures and their images are more vivid than words, they are easier to recall than words.

Teachers have always used picture or graphics, whether drawn taken from books, newspaper and magazines or photograph, to facilitate learning, picture can be in the form of flash card (smallish cards which we can hold up for our students to see), large wall picture (big enough for everyone to see detail), cue cards (small cards which students use in a pair or group work), photograph or illustration.

Picture most frequently serve to help reader’s approximately words in normal reading situations, during the beginning stages of reading, particularly as an approach to introduce words, picture clues are useful in actual words identification.

Pictures are kinds of visual instruction materials that might be used more effectively to develop and sustain motivation in producing positive attitudes toward English teaching or reinforce language skill. Some experts gave the explanation of pictures, as follow:

According to Andrew Wright, “Picture are the most suitable for the revision of known language and more recombination or manipulation

8

Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (London: Oxford University Press, 1988), p. 73.

word, the picture are not just an aspect of method but through their representation of places, object and people they are an essential part of the overall experiences”9. It means that using pictures can help students to have experiences of understanding a new object and they use their eyes to bring it to their imagination more efficiently and effectively.

Picture is a visual representation of a person, object, or scene, as a painting, drawing, photograph, etc.10

In Oxford advanced learner’s dictionary, “Picture is a panting, drawing, sketch, especially as a work of art”11_{. It’s mean that, using} pictures can be created in many ways like panting, drawing, sketch or photography to deliver the object of studies.

The writer summarizes that picture has a lot of meanings. Picture is defined as a drawing, a painting, or photograph, an image of someone or something. The meaning of picture can motivate presenting a sequent of even, story and thing like the real life, which might be used more effectively to develop and sustain motivation in producing positive attitude toward English and to reach or reinforce language skill.”

2.

The Types of Picture

According to Betty Morgan Bowen, there are some types of picture as their shapes:

a. Wall Charts

Wall charts illustrate aspect of a topic. On one chart use may be made of photograph, artist’s drawing, symbols, graph and text.

9

Andrew Wright, Picture for Language Learning, (New York: Cambridge University Press, 1989), p. 2.

10

http://dictionary.reference.com/browse/picture, retrieved on July 14th 2011. 11

A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English 5th Edition, (New York: Oxford University Press, 1995), p. 871.

b. Wall Picture

Wall picture is simply a large illustration of scene or event a set of scenes or events. It is usually to be used with the whole class.

Wall-pictures, which details large enough for the entire class to see, may be used in place of things such as clouds, the sea, mountains, the sun, and the sky, which are impossible to bring into the classroom. c. Flash Cards

 Word flashcard, card with printed words on it can help up rapidly; the cards can be used to demonstrate exactly what the teacher wishes.

 Picture flashcard, useful for the representation of a single concept, such as an object or an action.

d. Work Cards

Include visual as well as text magazine picture, drawing, maps and diagrams can be important part or work card at all levels, used for variety of purposes.12

As it has been stated above, there are many types of pictures that could be used as media and cloud be taken from anywhere, such as magazines, newspaper, etc. where each types of pictures have their own uses that could be applied to the students, so it is important for the teacher that using picture is to understand well which picture can be used for their students.

3.

The Criteria of Good Picture

The teacher should have the ability to convey the good material to the students, when he/she teaches in class, teacher needs some media to make students easier in understanding material, picture is one of visual media that teacher used in teaching process.

12

Betty Morgan Bowen, Look Here!, Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p. 13-31

In order to have a good result and of course to know the effectiveness of picture in terms of vocabulary teaching and learning, the writer also need to know a good criteria of a good pictures that been used in the research.

According to MAC M, Ramirez, the pictures should be directly relevant to a specific teaching objective and should be identified by the lesson with it is to be used. Beside that, the pictures should be simple graphic and easy to use or manipulate.13 The MAC M, Ramirez’s statement can be applied as colorful drawing simple technique and if we make a picture it has to be relevant with the theme and easy to understand by the students.

The teacher should have the ability to convey the good material to the students, when he/she teaches in the class, teacher needs some media to make students easier in understanding material, picture is one of visual media that teacher used in teaching process.

According to Andrew Wright, there are some criteria for selecting good pictures for the students, such as:

a. The aid must be easy to prepare and organize by the teacher b. The aid must be interesting for students

c. The aid must be excellent point of view and sufficient amount of language

d. The aid must fit in the best principles of education.14

Based on the explanation above, the criteria for good picture should be clear and big enough to see, and to choose or select a picture is needed to be appropriated with the knowledge of the students and related to the topic that is being discussed.

13

MAC M, Ramirez, The Neglected Tools can Work for You (Washington D.C : The Art of TESOL Selected Articles from the English Teaching Forum, Part Two, 1975), p. 268.

C.

Translation method

1.

The Understanding of Translation Method

Translation is not an instant process. It needs work hard and serious attempt of the translator. According to Newmark, “Translation is rendering the meaning of a text into another language in the way that the author intended the text.”15

Nida and Taber also gave their definition about translation that, “Translating consist in reproducing in the receptor” language the closest natural equivalent of the source language meaning, first in term of meaning and secondly in terms of style”.16

From both the statement, it can be said that the meaning is the important thing of translation. Besides, the “equivalence” also become key words in translation as stated by Catford that, “Translation is the replacement of textual material in one language (SL), by equivalent textual material to another language (TL).”17

The three definitions above are taken from various sources. From the definition above, it can be conclude that translation is a transferring activity from source language into target language. In the process of translation, equivalence is an important thing because translating a text is not changing word by word from one language to another language, but also transferring the meaning of the source language may not be delivered in the target language effectively.

15

Peter Newmark, A Textbook of Translation, (London: Prentice Hall, 1988), p. 5. 16

Eugene A Nida and Charles R Taber, the Theory and Practice of Translation, (Leiden:EJ Brill, 1974), p. 12.

17

J. C. Catford, A Languistic Theory of Translation: An Essay in Applied Linguistic, (London: Oxford University Press, 1974), p. 20.

2.

The Types of Translation

Simatupang stated in his book that translation is generally divided into two big parts : Literal translation and non-literal translation.18 Larson also divided translation into: form-based translation (Literal translation) and meaning-based translation (idiomatic translation).19 Literal translation can be considered as translation type concerning on the “meaning”. Furthermore, Nida and Taber divided translation into literal translation and dynamic translation. According to Simatupang, Nida’s dynamic translation equals with Larson’s meaning- based translation.20

a. Literal Translation

Literal is “Being the basic or usual meaning of a word or phrase.”21Literal translation in which the SL (Source Language) grammatical constructions are converted to their nearest target language equivalents, but the lexical words are again translated singly. 22 It means that the literal translation is a type of translation that follows the form or grammar of the source language but it is normalized according to the rules of the TL (Target Language). In this paper, Source language is in English, and Target language is in Indonesian.

b. Dynamic Translation

Penerjemahan dinamis adalah penerjemah yang bertujuan untuk menghasilkan padanan dinamis pada suatu teks, (Dynamic translation is a translation aimed to produce dynamic equivalence in a text).23Dynamic equivalence is a translation which preserves the effect the ST had on its readers and which tries to elicit a similar response

18

Maurits D.S Simatupang, Pengantar Teori terjemahan. (Direktorat Jendral Pendidkan Tinggi Departement Pendidikan Nasional, 2000), p. 39.

19

Mildred L. Larson (Translated by Kencanawati Taniran), Penejemahan Berdasa Makna: Pedoan untuk Pemadanan Antar Bahasa, (Jakarta: Arcan, 1989), p. 16.

20

Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 39. 21

Albert Sidney Hornby, Oxford Advanced Learner’s Dictionary, (Oxford University Press, 2005),p. 898.

22 _{Peter Newmark, A Textbook of Translation …, p. 45.} 23

from the target reader. 24 Essentially, dynamic translation emphasizes the meaning rather than from as literal translation does.

Based on the description and the facts of the translation method above, the writer assumed that translation method is not effective enough for Elementary School students because, mostly students at that level like to receive the knowledge in a pleasurable way and teaching English through translation method, somehow, because boring matter. Therefore the teacher should find a way to create an effective, efficient and enjoyable learning activity especially teaching vocabulary.

D.

The Teaching of Vocabulary Using Picture

Teaching vocabulary using pictures has some purposes that can be understood by the students easily. Picture introduced to the student is hoped to be simple, clear, and unambiguous, so the students can recognize to identify what words in English can be introduced through pictures such as abstract nouns. By using pictures, the students are hoped to be more interested in learning vocabulary.

Pictures for vocabulary teaching come from many sources. In addition to those drawn by the students (or by the teacher) there are attractive sets, which are intended for schools. Picture which have been cut out of magazines and newspapers are also useful, many inexpensive books for children have attractive picture, which show meaning of basic words.

Often a picture will show a situation or a scene in which there are several different thing and persons. It is good for students to see the total scene or picture to see how its parts are related to the whole. It is also helpful (especially for beginner in English) to see a picture of a single object or person as the only focus of attention.

24

Basil Hatim and Jerey Munday. Translation: an Advanced Resource Book, (London: Routledge, 2004), p. 339.

Suppose, for example. We have a picture of each of the following: an eyes, a nose, an ears etc, Suppose each of the pictures is large enough to be seen by all in the class. The students have seen and heard the English word for each one, and have copied the word into their notebooks. Our aim now is to help the students master the vocabulary, so we want to encourage the use of each word for communication. We consider possible techniques for making students feel it is important to know the English word. Here is one way:

Before the class begins, the teacher prepares some techniques and tools to help in teaching and learning process

The student leaves his book closed all times during the class, and depends upon the teacher to give him the model and the stimulus which will evoke the pattern desired. However, before the teacher begins a practice requiring the chart, the students unfolds the chart indicated at the beginning of the practice.

The teacher presents the stimulus and at the first three responses as examples for the class until the students understands the exercises and sure of the pattern to be practiced. A minimum of three examples should be given to average class, but sometimes more than three are required to show the variety of types for substitutions that are possible in the pattern. When the students understand the pattern, they should continue the practice with only the stimulus of the picture in the chart, or the substation items pronounced by the teacher, but do not explain the pattern. He does not explain the exercises, but demonstrates by giving models.25

The teacher shows chart to the students and then teacher give explanation about the chart by naming them. And students repeated the statements after the teacher. Associate the statements with the picture on the chart.

25

Robert Lado and Charles C fries, English Pattern Practice (English Language Institute State), p. xix

Examples:

Object : About picture of Eyes. Teacher says : “Eyes”

Student Repeat : “Eyes”

Teacher says : “This is my eyes” Students Repeat : “This is my eyes”

Activities : The teacher shows picture of “Eyes” while talking “Eyes” and students repeated “Eyes” in chorus, and then teacher make sentences about “Eyes” like as “This is my eyes” and students repeated the sentences ” This is my eyes, so on.

For this, the teacher is hoped to give at least three examples for each practice, and teacher indicates with words or gestures for the students. If the teacher wants to develop these words, teacher can make questions, statement and yes/no questions, and other sentences according to the level.

E.

The Teaching of Vocabulary Using Translation Method

The writer concludes the illustrations of the activities of Translation method as the follow:

 First the teacher greets the students and asks about their condition.

Example:

Teacher says : Good morning students Students repeat : Good morning teacher Teacher says : How are you today? Students repeat : We are fine, thank you.

 The class began the teacher asks the student to open their book and read their textbook entitled “My Face”.

 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 the 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.

B.

The Curriculum

SDN Pondok cabe Ilir III used “Kurikulum Tingkat Satuan Pendidikan (KTSP) SDN Pondok Cabe Ilir III”. This curriculum is made based on the pedagogical principles and the instruction of composing curriculum which is not separated from “Standar Isi” and based on the situation, condition and environmental needs. The teachers must made syllabus and sets of teaching learning’s administration based on the curriculum.

C.

The English Textbooks

In choosing the lesson books, the headmaster and the teachers in SDN Pondok Cabe Ilir III used the books from “Department Pendidikan Nasional” for teaching learning process. For English lesson, the government gave the book by Edi Atmawinata “Rainbow, a Fun Way to Study English, Bandung: Acarya Media Utama, 2007. Besides that book, the teacher also used another books related with the English material such as the book “Basic English” was published by Yudhistira and written by S.B. Sulaiman dkk. LKS also is used to give the exercises for the students. The material in the teaching learning process is taught based on the curriculum which is directed to face the National Exam.

D.

The Methods of Teaching

As the writer observed, the teaching method of English teacher in fourth grade students of SDN Pondok Cabe Ilir III may be categorized into the translation method. It might be shown from several teaching techniques the teacher used that without involving the students. The teacher dominates the class, and a lot of memorizing activities. He/she used the translation method, for instance he/she reads the book and translate it than the students write the translation for the students to memorize it. This affected them bored and full of stress.

CHAPTER IV

THE IMPLEMENTATION OF THE RESEARCH

In this chapter the writer presents the description of the research method used in the study. It consist the methodology of the research, it consists of the objective of the research, the method of the research, the place and time of the research, the population and sample of the research, the techniques of data collecting, and the techniques of data analysis.

A.

THE METHODOLOGY OF THE RESEARCH

1.

The Objective of the Research

The objective of the research is to collect information and to answer the research and to know the effectiveness of teaching vocabulary using picture. The writer expects that this method will result in a better student’s English achievement.

2.

The Method of the Research

This “Skripsi” discusses a set of experiments for teaching vocabulary using pictures. These activities involved two classes, namely controlled class and experiment class. The writer takes 25 students from each class.

3.

The Place and Time of the Research

This study was conducted at fourth grade, SDN Pondok Cabe Ilir III, Jl. Talas II Pondok Cabe Tangerang-Selatan, the 2nd Semester of the 2010-2011 academic years. The research was held over a period of time from March, 15th 2011 to April, 8th 2011.

4.

The Population and Sample of the Research

The population of the research is the fourth grade students of elementary school at Pondok Cabe Ilir III Tangerang Selatan. The total numbers of the population were 105 students who are divided into three classes, A, B, and C. The sample of research is two classes, they are 70 students. The writer used purposive cluster sampling technique decides the sample. Class IV.A which is employed 36 students as the control class and class IV.C which is employed 34 students as the experiment class. It will be taken only 25 students from each class because a few of the students were absent at that time. The writer collects the data by giving the students the same test 20 questions for both experiment and control class.

5.

The Techniques of Data Collecting

Collecting data is an important thing in this research that can be determined. The kind of the research in the form of a test, they are:

1. Pre-Test

The writer gives pre-test for the students in the first step of teaching because she wants to know the capacity of the students intelligent or they are different. The writer also wants to know how far the student’s achievement in understanding the vocabulary about parts of face before the writer gives the treatment to the students. The pre-test for the students is carried out to get the score between control class and experiment class. The writer made the same question for pre-test and post-test. The writer made 20 items divided by two categories: 10 multiple choices (the score is 1 for each item). 5 fill in the blanks (the score is 2 for each item). 5 complete these sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100. 3.5

2. Post-test

The post-test is given to know the students’ understanding of the material about the parts of face vocabulary after the writer gives the explanation using picture and translation method. Is there any significance different between picture and translation method. The writer gives the same questions for pre-test and post-test. The writer made 20 items divided by two categories: 10 multiple choices (the score is 1 for each item). 5 fill in the blanks (the score is 2 for each item). 5 complete these sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100. 3.5

6.

The Research Instrument

The technique of data is carried out for getting the objective data of students’ achievement in teaching vocabulary using picture and teaching vocabulary using translation method. The writer applies two tests namely pre-test and post-test, both of the results used as a data.

There are 20 items divided by two categories: 10 multiple choices (the score is 1 for each item). 5 fill in the blanks (the score is 2 for each item). 5 complete these sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100. 3.5

So if the students can answer all of the questions correctly they will get 100 score.

7.

The Research Variable

In this research, the writer used two variables. Those are independent variable and dependent variable. Independent variable is used in this research is pictures, whereas dependent variable is teaching vocabulary.

8.

The Techniques of Data Analysis

To find out the differences of students score in using picture and translation method in teaching vocabulary the writer used pre-test and post-test. After getting the data from pre-test and post-test, they are analyzed and processed by using statistic calculation of the t-test formula with the significance degree 5%. The formula is:

to = __ M1 – M2_________ {∑x12₊∑_x22 _{{ N1 + N2 }}

N1 + N2−2 N1 x N2

The procedure of calculation as formula:

a. Determining mean Variable X1 with formula: M1 = ∑X1

N1

b. Determining mean Variable X2 with formula: M2 = ∑X2

N

c. Determining deviations Variable X1 with formula: X1 = X1 – M1

d. Determining deviations Variable X2 with formula: X2 = X2 – M2

e. Determaining to with the formula :

to = __ M1 – M2_________ {∑x12₊∑_x22 _{{ N1 + N2 }}

f. Determaining t-table in significance level 5% with df: dƒ = N1 + N2 – 2

Where:

M1 : Mean of Post-test of the experimental class M2 : Mean of Post-test of control class

∑X12

: Sum of square deviation score in the experiment class ∑X22 : Sum of square deviation score in the control class N1 : Number of students of the experimental class N2 : Number of students of the control class d� : Degree of Freedom

d� : N1 + N2−2

B.

THE FINDING OF THE RESEARCH

1.

The Data Description

To know the results of the students pre-test and post-test, the writer makes the table of the students score from both classes (experiment class and control class).

The test result of the experimental class are tabulated and calculated in the following table:

Table 4.1

The Score of the Individual Students’ of the Experimental Class

No Name Pre- test

Post-test

Gained Score

1 Student 1 80 93 13

2 Student 2 67 77 10

3 Student 3 53 80 27

4 Student 4 70 87 17

5 Student 5 63 80 17

6 Student 6 60 90 30

7 Student 7 77 90 13

8 Student 8 50 60 10

9 Student 9 67 77 10

10 Student 10 83 90 13

11 Student 11 57 90 33

12 Student 12 70 90 20

13 Student 13 73 73 0

14 Student 14 60 67 7

15 Student 15 60 87 27

16 Student 16 70 90 20

17 Student 17 80 97 17

18 Student 18 60 80 20

19 Student 19 73 90 17

20 Student 20 60 73 13

21 Student 21 40 63 23

22 Student 22 60 80 20

23 Student 23 73 83 10

24 Student 24 50 60 10

25 Student 25 67 80 13

Based on the table the experimental class above, the highest score of pre-test was 80 and the lowest was 40. The highest score of post-test was 93 and the lowest score was 60. Finally, the average of pre-test was 64.9 and post-test was 81.0

Table 4.2

The Score of the Individual Students’ of the Control Class

No Nama Pre-Test Post-Test Gained Score

1 Student 1 73 83 10

2 Student 2 70 80 10

3 Student 3 80 87 7

4 Student 4 50 63 13

5 Student 5 63 70 7

6 Student 6 53 60 7

7 Student 7 70 87 10

8 Student 8 43 60 17

9 Student 9 70 70 0

10 Student 10 63 80 17

11 Student 11 43 63 20

12 Student 12 67 73 3

13 Student 13 50 60 10

14 Student 14 70 70 0

15 Student 15 40 40 0

16 Student 16 50 63 13

17 Student 17 63 73 10

18 Student 18 50 57 7

19 Student 19 80 83 3

20 Student 20 73 83 10

21 Student 21 63 70 13

22 Student 22 63 70 7

23 Student 23 60 77 17

24 Student 24 73 80 7

25 Student 25 53 60 7

Based on the table the experimental class above, the highest score of pre-test was 80 and the lowest was 40. The highest score of post-test was 87 and the lowest score was 57. Finally, the average of pre-test was 61.32 and post-test was 70.5

Table 4.3

The Comparison of Scores of Each Student of the Experimental Class and Control Class

No Gained

Score (X1)

Gained Score (X2)

X1 X2 X12 X22

1 13 10 -3.4 1 11.56 1

2 10 10 -6.4 1 40.96 1

3 27 7 10.6 -2 112.36 4

4 17 13 0.6 4 0.36 16

5 17 7 0.6 -2 0.36 4

6 30 7 13.6 -2 184.96 4

7 13 10 -3.4 1 11.56 1

8 10 17 -6.4 8 40.96 64

9 10 0 -6.4 -9 40.96 81

10 13 17 -3.4 8 11.56 64

11 33 20 16.6 11 275.56 121

12 20 3 3.6 -6 12.96 36

13 0 10 -16.4 1 268.96 1

14 7 0 -9.4 -9 88.36 81

15 27 0 10.6 -9 112.36 81

16 20 13 3.6 4 12.96 16

17 17 10 0.6 1 0.36 1

18 20 7 3.6 -2 12.96 4

19 17 3 0.6 -6 0.36 36

20 13 10 -3.4 1 11.56 1

22 20 7 3.6 -2 12.96 4

23 10 17 -6.4 8 40.96 64

24 10 7 -6.4 -2 40.96 4

25 13 7 -3.4 -2 11.56 4

N = 25 ∑X1 = 410 ∑X2 = 225 ∑X1 = 0 ∑X2= 0 ∑X12 = 1402 ∑X22= 710

Based on the data presented in the table, it shows that the lowest gained score was 0 and the highest was 33. Furthermore, after decided the calculation of the test both pre-test and post-test, the writer used t-test formula according Anas Sudijono, to find out the effectiveness of teaching vocabulary by using picture.

M1 = ∑X1 M1 = ∑X1

N N

= 410 = 225

25 25

= 16.4 = 9.0

to = __ M1 – M2______ {∑X12₊∑_X22 _{{ N1 + N2 }}

N1 + N2−2 N1 x N2

to = 16.4 – 9.0______ {1402 + 710} { 25 + 25 }

to = _____7.4______ {2112} {50 }

48 { 625}

to = _____7.4______ {2112} {50 }

48 { 625}

to = ___7.4___

44 . 0.08

to = ___7.4___

3.52

to = ___7.4___ 1.88

= 3.94

Determaining t-table in significance level 5% with df: dƒ = N1 + N2 – 2

= 25 + 25 – 2 = 48

There is no degree of freedom from 48, so the writer uses the closer dƒ it is 50. From the result of the statistics calculation, it can be seen that the value of t0is 3, 94 and the degree of freedom (dƒ) is 50. By using the degree of significance of 5% , it can be seen in the table of significance that on the dƒ = 50

The comparison between tobservation with ttable to : tt = 3.94 > 2.01

It concludes that tobservation (to) is higher that tt (ttable)

2.

The Test Hypothesis

As mentioned in chapter one that this field research was conducted in order to know whether teaching vocabulary using picture at fourth grade at SDN Pondok Cabe Ilir III more effective than translation method.

To answer those questions above, the writer hypnotized that:

a. The experiment hypothesis (Ha) is : there is significant influence on the vocabulary scores of students by using pictures.

b. The null hypothesis (Ho) is : there is no significant influence on the vocabulary scores of students by using pictures.

Note:

Anas Sudijono stated:

If to > tt : The null hypothesis (Ho) is rejected, on the contrary the alternative hypothesis (Ha) is accepted. It means that between variable x and y is significance.

If to < tt : The null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It means that between variable x and y is not significance1.

By comparing the value of to = 3.94 and ttable on the degree of significance 5% = 2.01, the writer made conclusion of the hypothesis that to was higher than ttable, namely 3.94 > 2.01 It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected, so teaching vocabulary using picture was more effective than teaching vocabulary using translation method to the fourth grade students of SDN Pondok Cabe Ilir III Tangerang Selatan.

3.

The Data Interpretation

The test of hypothesis shows that there is significance in students’ score between before and after they are taught using picture and translation method. The score of students using picture in higher than translation method.

The findings as described above are supported by those obtained from the observation of the writing during the experiment. It was found that there are some factors it is causing the improvement of student’s vocabulary such as:

 For students it is found easy to remember vocabulary because they are interested in the pictures.

 Students are motivated because the teaching and learning in the class is enjoyable

 Students learned vocabulary to construct the information and knowledge by themselves.

1

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada), cet. 15, p. 308.

Based on the data analysis and the discussion above, the writer can interpret that teaching vocabulary by using pictures is more effective and applicable for fourth students at SDN Pondok Cabe Ilir III

CHAPTER V

CONCLUSION AND SUGGESTION

A.

Conclusion

Based on the analysis of the data on chapter III and the discussion in the previous chapter, the writer would like to make a conclusion. After analyzing the result of the research, the writer got the data about the score of teaching vocabulary using picture that has been compare to the score of teaching vocabulary using translation method.

The writer concludes that teaching vocabulary using picture is more effective than using translation method. It is because picture is more interesting. The conclusion can be seen that the results of statistic calculation above where the value of to is higher than tt.

From the explanation above, it means that there is effectiveness between the results of teaching vocabulary using picture and teaching vocabulary using translation method.

Based on the result of the data analysis, it shows that the value of to (tobservation) is 3.94 and the value of “tt” (ttable) from the dƒ (50) on degree of significance of 5% is 2.01 and significance of 1% is 2.68, it means that the value of to is higher than the value of tt, so the alternative hypothesis (Ha) is accepted and the null (Ho) is rejected, or it can be said that there is significance in the student’s score learning vocabulary using picture.

In this case, teacher needs to develop their ways in teaching English to give enthusiasm to the students by creating a new atmosphere in the classroom varies. It is possible, by using certain methods in teaching English, the students will get the new experiences so they will not get bored. The teaching activities in vocabulary subject are very important to choose the suitable media to improve students’ skill. So, by using pictures the vocabulary subject will be easy to understand.

B.

Suggestion

After involving with education environment, the writer gives some suggestion to:

1. The English Teacher

Teacher is one of the most important factors in teaching English. It is teacher who actually the actor behind the teaching learning process, therefore the teacher also are suggested to use varies activities or strategies in teaching to overcome the students boredom and making class a live especially in learning vocabulary that usually make bored the students.

One thing that almost teacher forgot, the teacher only teach the material without think how the material is acquired by the students. English is a language; need many practice and exercise rather than theory

By using pictures in teaching learning process, the teacher can make the class situation more live. This situation is appropriate with the students’ expectation when they study, because students at elementary school likes to do something what the students likes, the students always do act all the time at class than inactive and listen to the teacher explanation.

In addition, enhancing the students motivation to study English, the teacher are suggested to explain the students importance of English give them praise, reward and assign them some work.

Based on the observation, the teacher is successful in apply the technique in teaching learning by pictures, the students are involved in teaching learning process and more enjoy the class.

2. The Principal

It is necessary to the school’s principal to send the English teacher to join any activities to improve the quality of teaching and the profession by taking part in seminars, workshop etc.

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A Nida, Eugene and Charles R Taber, the Theory and Practice of Translation, Leiden:EJ Brill, 1974.

Bowen, Betty Morgan, Look Here!, Visual Aids in Language Teaching, London: Essential Language Teaching Series, 1973.

Catford, J. C., A Languistic Theory of Translation: An Essay in Applied Linguistic, London: Oxford University Press, 1974.

D.S Simatupang, Maurits, Pengantar Teori terjemahan. Direktorat Jendral Pendidkan Tinggi Departement Pendidikan Nasional, 2000.

Doff , Adrian, Teach English a Training Course for Teacher on Teacher’s Work Book, New York: Cambridge University Press, 1988.

Grains, Ruth and Stuart Redman, Working with Words a Guide to Teaching and Learning, New York : Cambridge University Press, 1986.

Harmer, Jeremy, The Practice of English Language Teaching, New Edition, London: Longman, 1991.

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a. Mouth c. hair

b. Cheek d. nose

2. I can speak with my …. (mulut)

a. Chin c. mouth

b. Cheek d. ears

3. What do you say “tooth” in Indonesian? …. a. Hidung c. telinga

b. Gigi d. lidah

4. He can see with his …. (mata)

a. Nose c. cheek

b. Chin d. eyes

5. Ayu : What is it? Dika : It is a …. (dagu)

a. Mouth c. eyebrow

b. Chin d. tongue

6. She can smell with her? …. (hidung)

a. eyes c. nose

b. eyebrow d. chin

7. My …. (Rambut) is black.

a. Eyes c. ears

a. Eyebrow c. hair

b. Tongue d. ears

9. What you can say “tongue” in Indonesia? …. a. Telinga c. dagu

b. Lidah d. rambut

10.It is my …. (alis)

a. Eyebrow c. tongue

b. Eyes d. tooth

II.

Fill in the blanks!

11.It is a …. (rambut) 12.It is a …. (alis) 13.It is a …. (gigi) 14.It is a …. (dagu) 15.It Is a …. (pipi)

III.

Complete these sentences below!

16.I can taste with my …. (lidah) 17.I can eat with my …. (mulut) 18.I can smell something with my …. (hidung) 19.I can listen to the music with my …. (telinga) 20.I can see with my …. (mata)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

(For Experiment Class) Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris Kelas/Semester : IV/II

Tema : My Body (My Face)

 Linguistic Aspect (Vocabulary) Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011 Pertemuan Ke : 1

I. Standar Kompetensi

Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

II. Kompetensi Dasar

Membaca

 Membaca nyaring dengan melafalkan alfabet dan ucapan yang tepat melibatkan kata, frase, dan kalimat sangat sederhana

 Memahami kalimat dan pesan tertulis sangat sederhana

III.Indikator

 Memahami makna nama-nama bagian wajah

 Mengulang/ menirukan ucapan nama-nama bagian wajah

 Membedakan nama-nama bagian wajah

 Menghafal kosa kata baru tentang nama-nama bagian wajah

 Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang benar

 Siswa dapat membedakan nama-nama bagian wajah dengan benar

 Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah dengan baik

 Siswa dapat menyebutkan nama-nama bagian wajah dengan benar

V. Materi Pokok dan Uraian Materi

Pengenalan satu persatu kosa kata tentang bagian-bagian wajah menggunakan gambar yang besar.

Contoh :

1. Gambar Nose 6. Gambar Tongue 2. Gambar Eyes 7. Gambar Chin 3. Gambar Ears 8. Gambar Cheek 4. Gambar Hair 9. Gambar Eyebrow 5. Gambar Mouth 10. Gambar Tooth

Contoh kalimat : This is my nose This is my ears , dll

VI.Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

 Guru memberi salam dan menanyakan kabar siswa

 Guru mengabsen siswa

 Menginformasikan siswa tentang topik hari ini

 Menstimulasi siswa dengan cara menanyakan beberapa pertanyaan tentang hal-hal yang berhubungan dengan Parts of Face

 Guru menempelkan gambar parts of face yang besar yang besar di papan tulis

 Guru menunjuk satu persatu gambar tersebut sambil mengucapkan dan siswa mengikutinya

 Guru memperhatikan pengucapan bahasa inggris siswa dan membetulkan jika salah

 Guru menunjuk siswa secara acak untuk maju kedepan

 Guru memberikan tanya jawab kepada siswa yang maju kedepan (kegiatan ini dilakukan bergantian)

 Guru menunjuk gambar satu persatu dan siswa menjawabnya (kegiatan ini dilakukan dengan cepat)

 Guru memberikan latihan 3. Penutup

 Guru menanyakan kesulitan siswa dalam memahami materi yang di ajarkan.

 Guru menyimpulkan apa yang telah di pelajari

VII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah picture, marker, handout, dan whiteboard b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

VIII.Metode

Answer these questions below!

1. This is a …. (gambar hidung)

2. This is a …. (gambar gigi) 3. This is a …. (gambar mulut) 4. This is an …. (Gambar mata) 5. This is a …. (Gambar pipi) 6. This is an …. (Gambar alis) 7. This is a …. (Gambar dagu) 8. This is a …. (Gambar lidah)

9. This is an …. Gambar telinga) 10.This is a …. (Gambar rambut)

The Answers! 1. Nose 2. Tooth 3. Mouth 4. Eyes 5. Cheek 6. Eyebrow 7. Chin 8. Tongue 9. Ears 10.Hair Pedoman Penilaian

 Setiap nomor di beri skor 2

 Skor maksimal : 2 x 10 = 20

 Nilai maksimal 10

 Nilai siswa : skor perolehan x 10 Skor maksimal

Rubrik Penilaian

No Uraian Skor

1. 2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2 0

(RPP) Nama Sekolah : SDN Pondok Cabe Ilir III Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

 Linguistic Aspect (Vocabulary) Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011 Pertemuan ke : 2

IX.Standar Kompetensi

I.3. Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas I.4. Menulis

Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas

X. Kompetensi Dasar

II.3. Membaca

 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat melibatkan kata, frase, dan kalimat sangat sederhana

 Memahami kalimat dan pesan tertulis sangat sederhana II.4. Menulis

Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat sangat sederhana

XI.Indikator

 Menyebutkan fungsi-fungsi bagian wajah

 Menuliskan nama dan fungsi bagian-bagian wajah

 Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar

 Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik dan benar

 Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar

XIII.Materi Pokok dan Uraian Materi

Fungsi-fungsi bagian wajah Contoh:

1. Gambar Nose  To Smell 2. Gambar Eyes  To See 3. Gambar Ears  To Hear 4. Gambar Tongue  To Taste 5. Gambar Mouth  To Speak

Vocabulary

Smell : Mencium See : Melihat Hear : Mendengar Taste : Merasa Speak : Berbicara

XIV.Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

 Guru memberi salam dan menanyakan kabar siswa

 Menginformasikan siswa tentang materi hari ini

 Memotivasi siswa dengan cara menyanyikan lagu tentang parts of face

2. Kegiatan Inti

 Guru menempelkan gambar yang besar di papan tulis beserta fungsinya