Reinforcing student's vocabulary mastery through pictures

REINFORCING STUDENTS’ VOCABULARY MASTERY

THROUGH PICTURES

(A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu) A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher Training In a Partial of Fulfillment of the Requirements

For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By:

Ana Zulaecha

206014000104

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

REINFORC

ING STUDENTS’ VOCABULARY MASTERY

THROUGH PICTURES

(A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher Training In a Partial of Fulfilment of the Requirements

For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By: Ana Zulaecha 206014000104

Approved by the Advisor:

Dr. Ratna Sari Dewi, M.Pd NIP. 197205011999032013

DEPARTMENT OF ENGLISH EDUCATION

FA

CULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC

UNIVERSITY

JAKARTA

2011

Endorsement Sheet

The examination Committee of the Faculty of Tarbiya and Teachers Training certifies that the “Skripsi” (Scientific Paper) entitled “Reinforcing Students Vocabulary Mastery Through Pictures ( A Classroom Action Research at First grade of SMP Prakarya Indramayu ), written by Ana Zulaecha, Students Registration number: 206014000104, was examined by the Committee on 16th of August 2011, and was declared to have passed and therefore, fulfilled one of the requirements for the Academic title of “S.Pd” (Bachelor of Arts) in English Language Education at the Department of English Education

Jakarta, August 2011

Examination Committee

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 1964 1212199103 1 002

SECRETARY : Neneng Sunengsih, M.Pd ( )

NIP. 1973 0625199903 2 001

EXAMINER I : Drs. AM. Zainuri, M.Pd ( )

NIP. 150 188 518

II : Drs. Syauki, M.Pd ( )

NIP. 1964 1212199103 1 002 Acknowledge by:

Dean of Tarbiya and Teachers Training Faculty

Prof.Dr. Dede Rosyada, MA. NIP. 150 231 356

DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No. 95 Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta Email: Uinjkt@cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan dibawah ini,

Nama : Ana Zulaecha

Tempat/Tanggal Lahir : Purbalingga, 23 April 1986

Nim : 206014000104

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : REINFORCING STUDENTS’ VOCABULARY

MASTERY THROUGH PICTURES

(A Classroom Action Research in first grade of SMP Prakarya Anjatan – Indramayu)

Dosen Pembimbing : Dr. Ratna Sari Dewi, M.Pd

Dengan ini menyatakan bahwa Skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.

Jakarta, 7 Juli 2011 Mahasiswa Ybs.

Ana Zulaecha NIM. 206014000104

ABSTRACT

Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through Pictures (A Classroom Action Research in First Grade of SMP Prakarya Anjatan- Indramayu), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Dr. Ratna Sari Dewi, M.Pd.

Keywords: Vocabulary, Pictures

The objective of this study is aimed at knowing whether students‟ vocabulary could be improved by using pictures in the first year of SMP Prakarya Anjatan, Indramayu. In addition, this study is also aimed at describing how the implementation of pictures in improving students‟ vocabulary. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students‟ vocabulary. It is initiated through the interview the teacher and through the observation in the first grade of SMP Prakarya Anjatan, Indramayu; considered as the class whose vocabulary test score are very low. The amount students in that class are 29. In this Classroom Action Research, the writer implements the Kurt Lewin‟s design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test (pretest and posttest), interview, and observation. Therefore, this study is included a Classroom Action Research. The findings of this study are: (1) Related to the test result, there was 35.53% improvement of students‟ mean vocabulary score after using pictures; it gained from the pre-test result, there was 15 who passed the KKM. Then in the result of posttest in cycle 1, there were 26 or 89.65% students in the class who passed the KKM considering their mean score of the test is 70.86. Next in the result of posttest in the cycle 2, there are 29 or 100 % students who passed the KKM in which their mean score of vocabulary test derived 84.82. (2) Related to the observation result showed that the students were more active and interested in learning vocabulary activity in the

classroom. Indeed, they could analyze the characteristics of pictures learning vocabulary. (3) Related to the interview result, it could be known that the students‟ vocabulary by using pictures has improved and also assisted the teacher in finding the appropriate strategy in teaching vocabulary.

ABSTRAK

Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through Pictures ( A Classroom Action Research in First Grade of SMP Prakarya Anjatan- Indramayu), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.

Pembimbing: Dr. Ratna Sari Dewi, M.Pd.

Kata Kunci: Kosa kata, Gambar.

Penelitian ini bertujuan mengetahui siswa di kelas satu SMP Prakarya Anjatan, Indramayu-Jawa Barat memahami kosa kata dengan menggunakan gambar. Disamping itu, penelitian ini juga ditujukan untuk mendeskripsikan bagaimana pelaksanaan gambar dalam membangun pemahaman kosa kata siswa. Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan terhadap pemahaman siswa dalam belajar kosa kata. Penelitian ini diawali dengan wawancara kepada guru dan observasi di kelas satu SMP Prakarya Anjatan, Indramayu-Jawa Barat; yang dianggap sebagai kelas yang memiliki nilai vocabulary terendah. Jumlah siswa dalam penelitian ini yakni 29. Adapun model Penelitian Tindakan Kelas yang digunakan menganut pada Kurt Lewin Model; yang mana terdiri dari empat tahapan (Perencanaan, Pelaksanaan, Pengamatan dan Refleksi). Sementara, data yang diperoleh berasal dari test (pretest dan posttest), wawancara terhadap guru dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitative. Hasil yang diperoleh dalam penelitian ini adalah: (1) berdasarkan hasil tes, terdapat kenaikan 35.53% rata-rata skor vocabulary siswa setelah menggunakan gambar. Dengan perolehan; pada hasil pretest terdapat 15 siswa yang melampaui KKM. Kemudian hasil posttest di siklus 1, didapat 26 atau 89.65% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas sebesar 70.86. selanjutnya hasil posttest di siklus kedua, terdapat 29 atau 100% siswa yang sudah mencapai target KKM dengan rata-rata kelas sebesar 84.82. (2)

berdasarkan hasil observasi dikelas, didapati bahwa siswa-siswi lebih aktif dan tertarik dalam mempelajari kosa kata di kelas. Terlebih mereka dapat menganalisa karakteristik sebuah gambar. (3) berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa pemahaman kosa kata siswa dengan menggunakan gambar telah berkembang dan juga membantu guru dalam menemukan strategi yang cocok dalam mengajarkan kosa kata.

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful, All Praise be to Allah the Lord of the world who has been giving mercy and blessing until the writer completing this skripsi without any obstacle in her opportunity. Peace and salutation be upon to the Nobel Prophet of Islam, Muhammad SAW, and his family, his companions, and his faithful followers.

The Writer is absolutely conscious that she could not carry out this work without helping of others, both material and spiritual.

The great gratitude is dedicated to these honorable. Particularly to:

1. Dr. Ratna Sari Dewi, M.Pd, the writer‟s advisor, for her time, guidance, kindness, contribution, and patience in correcting and helping to finish this skripsi.

2. Prof. Dr. Dede Rosyada, MA, a dean of Faculty of Tarbiyah and Teacher‟s Training.

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

4. All inspiring lectures in English Education Department, for their lecturing of valuable knowledge and experiences.

5. Edi Kusnadi, S.Pd, the Headmaster of SMP Prakarya Anjatan, Indramayu-Jawa Barat who permitted the writer to do research and all his staff, that welcomes the writer to do research in his school.

6. Joseph Subagio, S.Pd, the English teacher of SMP Prakarya Anjatan, Indramayu-Jawa Barat who guided the writer to do research.

7. The staff and officers of State Islamic University for being helpful and friendly during the writer research time.

8. To the English generation of two thousand and six UIN especially PBI-C. I cannot mention you one by one. But our togetherness will always be a lovely graffiti in my heart, and thanks for the friendship.

Finally, the writer realizes that this skripsi still has someone weakness and mistakes. Therefore, the writer would grateful to accept any constructive, comments, suggestion and critics to make this skripsi better.

For that reason, the writer would like to express her greatest love and honor to her beloved mother ( Daminah ), father ( M. Juhadi ), brothers ( Mas Yudi and Mas Gito ), My Husband ( Ilham Khairul Anam, S.Pd.I ) and my young sister Maria Ulfa Zakia for their endless prayers and motivation.

Jakarta, 27 May 2011

TABLE OF CONTENT

TITLE……….. i

SURAT PERNYATAAN KARYA SENDIRI... ii

APPROVAL……….iii

ABSTRACT ………iv

ACKNOWLDGEMENT ……….. . vi

TABLE OF CONTENT ………viii

LIST OF FIGURES ……….. xi

LIST OF TABLES ……….…………xii

CHAPTER I : INTRODUCTION A. Background of Study... 1

B. Identification of problem………. 4

C. Limitation and Formulation of the Problem ….4 D. Objective of the Problem………. 4

E. Significance of the Research ………... 5

CHAPTER II : THEORITICAL FRAMEWORK A. Reference of Area Theory and Research Focus.6 1. Definition of Vocabulary Mastery………. 6

2. Purposes of Vocabulary Mastery………..7

3. Kinds of Vocabulary………9

B. Reference of Action Intervention Alternative Chosen 1. Definition of Pictures..……... 12

2. Kinds of Pictures………... 12

3. Advantages and Disadvantages of Pictures13 C. Teaching Vocabulary by Pictures………...14

D. Relevant Study ……….. . 15

E. Conceptual Framework………15

CHAPTER III : RESEARCH METHODOLOGY

A. Method of Research………...17

B. Subject and the Object of Research………...18

1. Subject of Research……….18

2. Object of Research………. 18

C. Writer‟s Role on the Study………. 18

D. Time and Place of the Study……… 19

E. Research Design….………. 19

F. Classroom Action Research (CAR) Procedure.22 1.Planning phase………. 22

2.Acting Phase………. 22

3.Observing Phase………22

4.Reflecting Phase ………...23

G. Technique of Collecting Data………...23

H. Technique of Data Analysis……….24

I. Validity of Data………. 26

J. Trustworthiness of Study……….26

1.Discriminating Power……….. 26

2.Difficulty Item of test ……….. 27

CHAPTER IV : RESULT AND DISCUSSION A. Before Implementing the Action……… 29

1.Result of Pre Observation………29

2.Result of Pre Interview………30

3.Result of Pre Test………30

B. Implementation of CAR……… 33

1.Cycle 1…...………...………….………33

1.1Planning……… 33

1.2Acting……… 34

1.3Observing………. 35

1.4Reflecting………..35 2. Cycle 2………36 2.1Planning………36 2.2Acting………37 2.3Observing………..38 2.4Reflecting………..38

1. Result of Post Interview………39

2. Result of Field Note………40

3. Result of Post Test………41

a. Result of Post Test I in the First Cycle…41 b. Result of Post Test II in the second Cycle43 D. Interpretation of the Test Result……….54

E. Discussion………56

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion………57

B. Suggestion ………...58

BIBLIOGRAPHY : ...59

APPENDICES : ……….61

LIST OF FIGURES

Figures 3.1 The Kurt Lewin’s Design……….. 20

Figures 3.2 The Activity of CAR modified by the Writer …………...21 Figures 3.3 Diagram of the Result of Student’s Vocabulary Through

Pictures before CAR Implementation………..33

Figures 3.4 Diagram of Students’ result of post-test 1 at the first cycle...43 Figures 3.5 Diagram of Students’ result of post-test 2 at

LIST OF TABLE

Table 4.1 Result of Pre Test……… 31

Table 4.2 Result of Post Test I………... 41

Table 4.3 Result of Post Test II……….. 44 Table 4.4 Students’ Vocabulary Score of Pre Test, Post Tes I & II………... 46

CHAPTER 1

INTRODUCTION

A.

Background of Problem

In Indonesia, English is considered as an international language, which is used all over the world. English has been adopted as a compulsory subject at school. It starts from Elementary school up to University. It said that English as a foreign language is taught in Indonesian schools. People realize that teaching English at this level becomes very important and need much concern.

Listening, speaking, reading, and writing are four basic language skills that the students have to master. Besides such basic skills, the students have to master vocabulary. With a limited vocabulary, anyone will also have a limited understanding in listening, speaking, reading, and writing. Vocabulary is necessary to give student something to hang on to when learning structure, but it‟s

frequently not a main focus for learning itself.1 Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discourage from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different contexts, reading, or watching television.2 Not all vocabulary can be learnt through interaction and discovery techniques. Even if such techniques are possible, however, they are not always the most cost effective. The first thing to realize about vocabulary items is that they frequently have more than one meaning. Vocabulary often becomes a problem for most high school students, eventhough they have studied English since elementary school. And sometimes they always get difficulties to understand some words in a context. Most of them eventually are not interested in English subject anymore, and English likely becomes something too hard to learn. Because the size of vocabulary varies with the ability and experiences of individual children, various investigations have sought to determine the range in size of vocabulary and an acceptable average for children at various age levels. Growth in meaning vocabulary is full of variations. Some words easily take on rich meaning, especially those that refer to concrete objects and activities; others are difficult to understand because of a variety of diverse meanings and because of their abstractness.3 The teacher should take advantage of children‟s vicarious experiences that will add new their words vocabulary or extend and enrich the meanings of partially familiar words. The modern school can take advantage of mass media in this connection –newspaper, radio, recording, television, still pictures, filmstrip, slides and films. A factor in

1

Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 154.

2

Jack C. Richards and Willy A. Renandya, Methodology in Language teaching, ( New York: Cambridge University press 2008), p. 255

3

Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, ( New York: Harcourt, Brace & World, Inc 1963), p. 64

determining the character and amount of a child‟s vocabulary is the type of environment in which he lives.4

Usually English teachers teach vocabulary to their student with explanation and translation technique or we call it non visual technique. It makes them difficult to understand the vocabulary. Explaining the meaning of vocabulary items can be very difficult, especially at beginner and elementary levels.5And then explanation is a quick and easy way to present the meaning of words but it is not without problem. 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 student by discouraging them from interacting with the words.6 Vocabulary is not easy to be increased without a proper way of how to build up. In this case an English teacher has role important to stimulate students to improve their vocabulary.

Based on the observation above, the writer assumed that the students‟ problem in learning vocabulary comes not only from the students but also from the teacher‟s method that used in teaching vocabulary. According to the writer, it is crucial problems because the students will find difficulties in learning vocabulary, so they cannot understand about listening, speaking, reading and writing in real communication, and they will forget vocabularies easily.

According to the problem above, the writer wants to propose a method and she tries to give the solution to the teachers‟ problem in teaching learning vocabulary. In order the problems that faced by the students and the teacher can be solved, and can reinforce students‟ vocabulary mastery. The method proposed is using pictures in teaching vocabulary.

Using pictures technique is a suitable method for the teacher in teaching vocabulary, and it will give solution for the teacher in teaching learning activities.

4

Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, ( New York: Harcourt, Brace & World, Inc 1963), p. 64

5

Jeremy Harmer, The Practice of English Language Teaching,( New York: Longman Publishing, 1991), p. 162

6

Jeremy Harmer, The practice of English Language Teaching,( New York: Longman Publishing, 1991), p. 162

Based on the explanation above, the writer wants to conduct the research about the effort to reinforce students‟ vocabulary through pictures with entitle “REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES ( A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)”.

B. Identification of Problem

There are so many problems that can be identified in this research. Following are the identification of the problem:

1. The environment influenced students‟ vocabulary.

2. The application of the method in teaching English vocabulary by the teacher and made students feel bore.

3. The pictures or through Visual aid can improve students‟ vocabulary. 4. The students will be enthusiastic and enjoy in Teaching Learning

process.

C. Limitation and The Formulation of the Problem

1. Limitation and The Formulation of the Problem

Based on the background and identification problem above, in this Classroom Action Research the writer limits the problem to the application of Pictures to improve students‟ vocabulary as follow:

a. This Classroom Action Research is conducted at VII grades students of SMP Prakarya academic year 2010/2011.

b. The writer as the researcher and observer during implementing the research process in using pictures to improve students‟ comprehensive of the vocabulary at the first grade of SMP Prakarya Anjatan –Indramayu. 2. Formulation of the Research

From the identification and the formulation of the problems above, the writer formulates the problem as follow: “can pictures reinforce students‟ vocabulary mastery? In addition “How does a picture reinforce students‟ vocabulary?

D. Objective of the Research

The objective of the research is to know how pictures reinforce students‟ vocabulary mastery at the first year of SMP PRAKARYA Anjatan- Indramayu?

E. Significance of the Research

The significance of this research is conveyed to: first, for the teacher. It gives alternative solution in teaching vocabulary skill. Second, is for students. It assists them to solve their problems in vocabulary activity of interest in learning vocabulary and it can help them to improve their vocabulary.

CHAPTER II

THEORITICAL FRAMEWORK

.

A.

Reference of Area Theory and Research Focus

1. Definition of Vocabulary Mastery

There are definitions of vocabulary given by experts. Vocabulary is one of the most important elements in a language. To speak the language we need to master vocabulary. No matter how well you learn grammar, how successfully the sound of a foreign language is mastered, without words to express a wider range of meanings, communication in the foreign language just cannot happen in any meaningful way.7 Good mastery of vocabulary is important for everyone who learns the language, which is used in listening, speaking, writing, and reading

besides grammar as stead by Huebener at

http://www.englishraven.com/articletheory piaget.html8: “The mastery is

7

Norbert Schmit and Michael Mc. Chartey, Vocabulary: Description, Acquisition and Pedagogy,(London: Cambridge University Press,1997), p. 140

8

Vocabulary is needed by each language skill. Mastering vocabulary is not easy, yet other aspects of the language should be considered such as sound, and structure.

Penny Ur defines that vocabulary is the words that teach in the foreign language.9 Hatch and Brown defines vocabulary as a list or set of words for a particular language or set of words that individual speaker of language might use.10

According to AS Hornby, vocabulary is:

a) Total number of words which (with rules for combining them) make up language.

b) Range of words known to or used by, a person, in trade, profession, etc.

c) Book containing a list of words used in a book etc, usually with definition or translation11.

Based on the definitions above it can be assumed that vocabulary mastery is one element important in a foreign language.

When a student has mastered the fundamental grammatical patterns of language, his next task is to master its vocabulary or at least that part of its vocabulary that he needs.12

2. Purpose of Vocabulary Mastery

Mastering vocabulary is the ability to get and receive a lot of words, by having and mastering it, we will know the meaning of vocabulary in the context it

9

Penny Ur, A Course in Language Teaching Practice and Theory (New York: Cambridge University Press,1996), p.60

10

Evelyn Hatch and Cheeryl Brown,, Vocabulary, Semantic and Language Education (Cambridge: Cambridge University Press,1995), p.1

11

AS. Hornby, O ford Advanced Learner’s Dictionar ( O ford: O ford Universit Press, 1987), p. 1959

12

Cellier-MacMillan International: How to Teach and Learn English, (New York: A Division of MacMillan Ltd,1971), p.4

can also help to avoid making the mistakes in identifying a language with dictionary and guide us in making the equivalence of the second language to native language, so that mean:

a. Helping us master kinds or levels of meaning. In mastering the kinds or levels of meaning such as the words with their lexical meaning are, they are by no means the only essential meaning in the symbols and devices of a language and also the lexical content the various words as listed and defined in a dictionary13.

b. Vocabularies find in a language, this is because the languages we use consist of vocabularies. Whatever else people may do when, they come together whether they play, fight, make love, they talk; we live in a world of words. 14 Television furthers more of words. As a hardly moment of our waking lives is free from word, we talk to our pets sometime we talk to ourselves.

c. Words can express our ability. When a person demonstrated his speech in front of the public, his word can bring ourselves to the other world, his ability in speech is well known all over the world, and that all start from word.

d. Vocabulary is involved in all aspects in student learning and that can improve their skill in English, whether in listening, in Speaking, Reading or Writing. Student cannot speak well if they do not know vocabulary, they also do not listen carefully if they do not know vocabulary, they may stuck in Reading if they do not know vocabulary. So it‟s mean that vocabulary helps students to learn the Language and improve it. In writing vocabulary function as a tool to express a successful learning, it shows a good feedback to the

13

Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt rineheart and Winston, Inc, 1974), p. 1

14

learning. According to William D. Baker, he said that “Writing as a language skill which needs a lot of words in it because no words no writing”.15

In reading the reading section of each book contains materials on techniques of reading studying, as well as on such skills as test taking test and reasoning.

From those can be conclude that vocabulary is involved in each aspects of our live, and that mean it is crucial to be acquire, especially when we talk.

3. Kinds of Vocabulary

According to John Read vocabulary divided into two they are function words and content words “words of these kind articles, preposition, conjunctions auxiliaries, etc.

Function words mean this vocabulary is cannot be added the word with preposition or auxiliaries or modal or structure.

Content words in the other hand can be added to at any times as a scientific advances make a new words e.g. words that mean a quality or size will add “a” and follow with “of” .

Example: A piece of bread, a head of lettuce, a spoon of sugar Content words can be divided into three general ideas, they are:

1) Words naming things, idea, entities, that new might call them Noun. Example: Table, Book, Chair, wardrobe, Banana, etc.

2) Words naming action called Verb.

Example: Walk Run, Swim, Fly, climb, etc.

15

William D. Baker, Reading and Writing Skills ( Michigan: The University of Michigan, 1971), p. 21

3) Words used to describe the qualities of those things or action adjective and adverbs.16

Example: action adjective

Love, Like, Dislike, Hate, etc. Adverb:

Living room, Garden, School, Station, etc.

According to I.S.P Nation has divided vocabulary into two they are:

a) Receptive Vocabulary: knowing a word involves being able to recognize it when it is heard (what is the sound like?) or when it seen (what does she like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to judge if the word form sound right or look right.

b) Productive vocabulary: Knowing a word involves being able to pronounce the word, how to write and spell it, how to use it in grammatical pattern along with the word usually collocates with, it also involves not using the word too often it is typically a law- frequency word, and using it in a suitable subtitle for the word if there any.17 From explanation above, we know that every expert in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinion and ideas. Some of them who emphasize vocabulary to the item which the learners can use appropriately in speaking and writing and to the language items that can be recognized and understood in the context of reading and listening and some who classify vocabulary from little or empty words, context words, clusters of words and some of them classify vocabulary into general and special. Even the classifications of the kinds of vocabulary that they have made are different, but the point is the same, because their classifications are based on the different sides and aspect.

16

Charles C. Fries, Teaching & Learning English as Foreign Language,( U.S: The University of Michigan, 1945), p. 47

17 _I

.S.P. Nation, Teaching and Learning Language, ( New York: New Burry House: 1990),p. 3

In mastering vocabulary students need to know kinds or levels of meaning before constructing new sentence. Here is some of the vocabulary use:

a. Helping students’ master kinds of meaning

In mastering the kinds or levels of meaning such as the words with their lexical meaning are: they are by no means the only essential meaning in the symbol and device of a language and also the lexical content of the various words –the words as listed and defined in a dictionary. 18

b. Recognizing group of vocabulary items

Vocabulary is extremely large and also varies. Teacher however must help their students to recognize various vocabulary items by involving them as the central points of the activity as fries says” gaining words of English must begin with a recognition of the fact that the vocabulary items are of various kind”.19

For further more Fries classified groups of vocabulary items into four groups:

1. First one is function words, in this groups it consists of auxiliaries, preposition, conjunction, interrogative particles, and a miscellaneous group consisting of the words for degree, for generalizing, the articles, etc.

2. Second one is the substitute words. These words which represents not individual things or specific action but function as substitutes for whole form classes of words.

3. Third is a grammatical matter as the presence or absence of a negative.

4. Forth is words called content words.20

18

Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan: 1970), p. 18

19

Charles. C. Fries Ann Arbor, Teaching and Learning English as Foreign Language, ( Michigan University, 1945), p. 40

20

Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan: 1970), p. 18

B.

Reference of Action Intervention Alternative Chosen

1. Definition of pictures

In Webster New world Dictionary of American English we can see that pictures is an imagine or likeness of an object person or scene produce on a flat surface especially by painting, drawing or photography.21

According to Amir Hamzah Sulaiman, pictures are the easiest aid you get and very important to learn because they give a concrete description about the problem described. Pictures make people grasp the idea or information clearly even clearer than words, which are expressed spoken or written.22

So, from the definition above, it show that pictures are imitation from the real things which can give a clear description about the problem described.

2. Kinds of pictures

There are many pictures that we can see in life; according to William Frances Mackey there are some different types of pictures namely:

a. Thematic Pictures

Thematic pictures are those used simply to illustrate a theme or a text. It most often came in the form of crowded scenes, illustrating a single theme, etc.

b. Mnemonic Pictures

Mnemonic pictures are those designed to remind the learner of certain words or sentences. They may represent situations broken up into sequences and represented in a short comic strip technique.

c. Semantic Pictures

Semantic pictures function is to get a specific meaning across. 23

21

Noah Webster, Webster New World Dictionary of American English, ( prentice hall Regents, 1994),p. 1022

22

Amir Hamzah Sulaiman, Media Audio Visual, (Jakarta: PT. Gramedia, 1985), p. 27

23

William Frances Mackey, Language Teaching Analysis, ( London: Indian University Press, 1971), p. 245-246

According to Mary and Michael Bonomo said in their books‟ The Foreign Language Leaner, A guide for Teacher that pictures divided into three kinds as follow:

a. Pictures of individual persons of individual objects, there are single pictures of object or persons , such as pictures vary in size and can be maintain single or in set.

b. Pictures of situation in which persons are doing something with objects and in which relationship of object and or people can be seen

c. A series (six to ten) on the chart as a number of related composite pictures linked to form a series or sequence. 24

3. Advantages and Disadvantages of using pictures

Pictures are important visual aids in teaching Grammar, because pictures can be used to improve students‟ ideas and comprehension.

Motivating interest is one factor to achieve the goal of teaching learning process, the teacher should be creative to find materials of grammar, and of course it should not to beyond the students‟ knowledge.

By using pictures the teacher can make the students get a clear description about what they have to write, but sometimes they have difficulty in arranging the sentences, in this case the teacher should give students some instruction to stimulate their ideas.

a. Advantages of using Pictures

There are many advantages of using picture in teaching, such as pictures can motivated the students in learning language, the following are some opinions concerning with the advantages of using pictures in teaching.

24

Marry Finnochairo and Michael Bonomo,The Foreign Language Learner,A guide for Teacher, ( New York: Regents Publishing Company, 1973), p. 164

According to Marry Finnochiaro, the advantages of using pictures in teaching are:

1) The pictures provide added incentive to learn and interesting for the student.

2) The pictures give necessary variation and provide the classroom change of –pace25.

b. Disadvantages of using Pictures

Besides the advantage, pictures as teaching aids have disadvantages or limitation, the writer assumed that it is difficult to make a picture that is explained an abstract condition, and the teacher has to prepare himself to make pictures or to find a good picture. Because the students do not always know to read pictures and the pictures often limits student‟s interpretation.

C.

Teaching Vocabulary by Pictures

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 model and the stimulus which will evoke the pattern desired. However before begins 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 student understand the exercise learning vocabulary through pictures of the pattern to be practiced. A minimum of three example should be given to average class, but sometimes more than three are required to show the variety of types for substitution that are possible in the pattern. When the students understand the pattern, they should continue the practice with only the stimulus of the pictures in

25

the chart, or the substitution items pronounced by the teacher, but do not explain the pattern. He does not explain the exercise but demonstrates by giving models.26 D.

Relevant study

There are researches have been done by researcher about pictures can improve student‟s vocabulary. Syeha Ramadan 1030140027022 he writes “TEACHING VOCABULARY THRUOGH PICTURE” 2008. He has analyzed and evaluated an aspect in teaching vocabulary through pictures. It shows that the use of pictures in teaching vocabulary has good influence, and that all indicate on the result of the research. 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 aid that the teacher used in the class while teaching. Based on the result by using the pictures, the students who got the difficulties were lower than before. From the calculation in the previous chapter that the value of “to” is higher than “t table” it means that to = 16, 95 indicate that there is a significant differences between the result of teaching vocabulary through picture and without pictures the student could improve their vocabulary through pictures. Teaching learning activities in vocabulary subject is very important to choose the suitable media to improve student skill. So by using pictures the vocabulary subject will be easy to understand.

Different from the previous that have been explain above, the writer focus on using pictures of teaching vocabulary in conducting the Classroom Action Research (CAR) to reinforce students‟ vocabulary mastery through pictures.

E.

Conceptual framework

There are many methods used in teaching language to students. Successful language learning outside the school is generally in a situation where the learner

26

Marry Finocchiaro and Christopher Brumfit, the Functional National Approach: From Theory to Practice( London: Oxford University Press, 1985), p. 177-178

can see what is named by the word to be learned. Whenever possible, that condition of successful vocabulary learning should be provided in second language classroom. When we point to parts of the classroom, or bring into the classroom readily accessible objects, boxes, bottle, can openers, scissors, light bulbs, candles, tools, or small toys we are using visual aids.27 By using pictures, it is hoped that the teacher will be able to motivate them to learn and pay attention to the material presented by the teacher, and finally they are able to understand English well. It will be encourage students to learn English more easy in teaching vocabulary through pictures.

F.

Action hypothesis

In action hypothesis the writer gets more information to find some technique in teaching vocabulary through pictures, which could be simple and easy to prepare or use about visual aids or tools for teaching and learning process. So according to the writer teaching vocabulary through pictures is more effective than teaching vocabulary without pictures, especial for students using English language as a foreign language. The action hypothesis that purposed in this research is by “using pictures method in teaching vocabulary can improve students‟ mastery in vocabulary at VII grades students of SMP Prakarya Anjatan -Indramayu academic year 2010-2011.

27_{Virginia French Allen. Techniques in Teaching Vocabulary. (New York: Oxford University}

CHAPTER III

RESEARCH METHODOLOGY

A.

Method of Research

The method used in this study is Classroom Action Research (CAR) method which is derived from the roots an action research. Because it occurs in the classroom frame, it is called CAR. According to Michael J. Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answer toward context-specific issues.28 It means that to begin the CAR, the researcher or the teacher needs to identify any problems on teaching learning vocabulary real found in the classroom concerning students‟ condition in learning. Meanwhile David Kember defined: Action research is portrayed as a cyclical or spiral process involving steps of planning, acting, observing and reflecting. It is normal for a project to go through two or more cycles in an iterative process.

28

Michael J Wallace, Action Research for Learning Teacher,(Cambridge: Cambridge University Press,2006), p.5

Improvement is brought about by a series of cycles, each incorporating lessons from previous cycles.29

According to L. R. Gay as following:

The purpose of action research is to solve classroom through the application of the scientific method. It is concerned with a local problem and is conducted in a local setting. It is not concerned with whether the results are generalizable to any other setting and is not characterized by the same kind of control evident in other categories of research30.

The writer used this method because she wants to find out problem solving in teaching learning vocabulary. The writer used the pictures to reinforce students‟ vocabulary.

B.

Subject and the Object of Research

1) Subject of Research

The subject of this study is students at VII junior high school Prakarya Anjatan –Indramayu academic year 2010-2011. The number of students consists of 29 (twenty nine). It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement or vocabulary test among the other second grade classes. That is why they need an appropriate strategy to help them improve their score toward vocabulary.

2) Object of Research

The object of this study is Pictures to improve students‟ vocabulary.

C.

Writer’s Role on the Research

In this role, the writer is as the observer whiles the action. She makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR

29

David Kember, Action Learning and Action Research,(London: British Library 2000), p. 25

30

test) in each final cycle. Furthermore, the writer also collects and analyzes data then reporting the result of study. On the other hand, the teacher carries out the action based upon the lesson plan has been made.

D.

Time and Place of the Research

This research is carried out for two months from 15 February up to 16 march 2011. The place is at VII grade in Junior high school Prakarya Anjatan – Indramayu academic year 2010-2011.

E.

Research Design

This Action research would be carried out through two cycles. Each cycle consist of three meetings. Both cycles consisted of teaching and learning process and tests. Before conducting the teaching and learning activity, the researcher gave a pre-test, and post-test given at the last of each cycle.

In order to be clear, the researcher would like to present the Kurt Lewin‟s action research design. It contains four phases; planning, acting, observing and reflecting.

Figure 3.1

The Kurt Lewin’s Design

Planning

Acting

Reflecting _{Cycle 1}

Planning Observing

Acting

Reflecting Cycle 2

Figure 3.2

The Activity of CAR modified by the writer

 The teacher makes the lesson plan

 The teacher prepares the form of observation

 The teacher makes the form of evaluation and post – test I

The teacher conduct the lesson plan

Teach the procedure( how to make a banana fried) and descriptive text ( describing people)

 The teacher and the observer discuss collaboratively about

stude ts’ a hie e e t a d

result of acting phase

 The teacher and the observer evacuate in teaching learning process

Cycle 1

 The tea her o ser ers the stude ts’ respo se, a ti it ,

and the class condition and situation. And the observer writes about it.

 The teacher gives a post-test after conducting the cycle I

 The observer rives the lesson plan, the material and the topic

 The teacher prepares the form of evaluation in post-test II

 The teacher makes the form observation

 The teacher conducts the new lesson plan, and then teaches about how to makes fried rice and describing people

 The teacher and the observer discuss the result of the cycle II.

 The teacher gives the post-test II after the final cycle II

 The tea her rites the stude ts’ a ti it a d the

situation and condition during teaching learning process

F.

Classroom Action Research (CAR) Procedures

After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problem yet. To make clear what happen in every phase, the writer want to explain every phase:

1) Planning Phase

A research plan is detailed descriptions of a proposed study designed investigate a given problem. The research plan must be completed before a study is begun. After identifying and diagnosing students‟ vocabulary problem occurred in the class proven by observing and interviewing. The organized planning will be formed into lesson planning based on the current used syllabus. The lesson plan has been prepared to be implemented in VII grades at SMP Prakarya Anjatan – Indramayu.

2). Acting Phase

Second phase is acting, in this phase both writer and the teacher collaborate to carry out the planned action. According to Arikunto, the acting phase should be implemented at least two cycles continuously, and the time31 period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.

3) Observing Phase

In this phase, the writer observed should notice and note all of activities in the physical classroom. The teacher performance in front of the class, and student responded. In this phase, it also collects the data derived from evaluation or post test.

4) Reflecting Phase

According to David Kember in this phase many teams talked about their experience of self-reflection:

This is another example of the process being an outcome. Firstly the process of reflection led to insights into better approaches to teaching and a greater understanding of student learning. Secondly and perhaps more importantly by engaging in this collective reflection the participant realized the importance of reflecting on their teaching and hopefully should adopt a reflective stance in the future: data collected enabled reflective on teaching styles and obstacles to learning.32

G.

Technique of Collecting Data

In this research the writer using qualitative data (experience based) and quantitative data (number based). In developing the data base from which to make a representation you will be involved primarily in: observation, interviewing and uses pre-test and post-test. These three will be briefly outlined in turn.

1) Observation

Observation is more than just looking and seeing. The task of observation is to be able to represent a social scene in a way which is recognizable to the actors involved, is considered valid and a true representation of their action. The problem here is the issue of what is meant by valid and true. In this case the teacher to know about class situation as vocabulary activity, and student‟s response concerning the use of pictures.

2) Interviewing

Much of my data will probably be collected by interview. The interview also will be carried out after accomplishing CAR to know the teacher‟s response toward the idea of pictures.

32

David Kember, Action Learning and Action Research,(London: British Library 2000), p. 125

3) Test

In this study the writer used pre-test and post-test. Testing refer to improved scores on a post-test resulting from subject having taken a pre-test. In other words, taking a pre-test may improve performance on a post-test, regardless of whether there is any treatment or instruction in between.33 The pre-test is done before implementing pictures. Meanwhile, the post-test is implemented after using pictures.

H.

Technique of Data Analysis

In this study to analyzed data the writer used the analysis qualitative is the observation students‟ activities during teaching learning process in the classroom, and the interview before and after CAR. The first data the writer tries to get the average of students‟ vocabulary score per action within one cycle. It uses the formula:

X : mean

X : individual score n : number of students

Second, the writer tries to get the class percentages which pass the KKM 65. It uses the formula:34

33

David Kember, Action Learning and Action Research,(London: British Library 2000), p. 266

34 _{Anas Sudjiono, pengantar Statistik Pendidikan, (Jakarta: PT.Raja Grafindo}

Persada,2008), p.43

X = ∑

x

n

P : the class percentage F : total percentage score N : number of students

Third, after getting mean of students‟ sore per actions, the writer identifies whether or not there might have students‟ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:35

P : Percentage of students‟ improvement y : pre-test result

y1 : post-test 1

P : Percentage of students‟ improvement y : pre-test result

y2 : post-test 2

35

David E.Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, (Iowa:

Department of Physics and Astronomy,2008), p.3

P = F x 100%

N

P = y1

–

y

X 100%

y

P = y2

–

y

X 100%

I.

Validity of Data

Validity means testing what you are purposed to test and not something else. The goals of project are normality related to learning outcomes, which is what assessment determines. Tests, examination and continuous assessment can provide valuable data for action research. The process of validity a test of a conduct is by no means an easy task. In this case, the steps involved in determining concurrent validity are as follow:

1) Administer the new test to a defined group of individuals. 2) Administer a previously established, valid test for acquire such

scores if already available to the same group, at the same time, or shortly thereafter.

3) Correlate the two sets of scores. 4) Evaluate the result.36

Regarding validity in action research, the writer adopts Anderson, Her, and Nilhen‟s criteria that mention the validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity37. In this case, the writer and teacher discuss and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data.

J.

Trustworthiness of study

1) Discriminating power

Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it show how the top scores and lower scores performed on each item.38

36

L. G. Ray, Educational Research competence for analysis and application,(Ohio: Merill Publising Company,1987), p. 132

37

Geoffrey E, Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill Prentice Hall, 2003), p. 84

38 _{Kathleen M. Bailey, learning about language Assessment: Dilemas, Decisions, and}

D = U – L N

In which, D : The index of discriminating power

U : The number of pupils in the upper group who answered the item Correctly

L : The number of pupils in the lower group who answered the item Correctly

N : Number of pupils in each of the group

Next, the discriminating scale uses: 39

DP REMARK

0.6 – 1.0 Very good

0.4 – 0.6 Good

0.1 – 0.3 Ok

-1 – 0.0 Bad

2) Difficulty Item of test

The difficulty item of test analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which that item is a part.40 The formula as following.41

39

J.B.Heaton, Classroom Testing, (New York: Longman Inc, 1990), p.174

40 _{Jhon W. Oller, Language Test at School, (London: Longman group Limited, 1979), p.246} 41

P = R T In which : P : Index of Difficulty

R : The total number of students who selected the Correct answer T : The total number of students including upper and Lower group

The classification of Difficulty level42

ID REMARK

0.80 – 1.00 Low

0.30 – 0.79 Medium

0 – 1.00 High

42

CHAPTER IV

RESULT AND DISCUSSION

A.

Before Implementing the Action

Before the implementation of the action, the writer divided three parts of data description in order to know the obstacles of teaching learning activities. Those are pre-observation, pre-interview, and pre-test. Here are the explanations:

1. Result of Pre Observation

The objective of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research (CAR). It was conducted on Monday, 28 February 2011 at VII grade of SMP Prakarya at 07: 30 A.M to 08:45 A.M. there are 29 students in the Class. Based on the observation it is to know that in teaching Vocabulary at VII grade of SMP Prakarya Anjatan-Indramayu academic 2010/2011, the teacher tends to be teacher centered during the teaching learning process. It makes the students be passive. When the teacher teaching vocabulary, the teacher only gives the translation and asked the students

to repeat after the teacher. And then the teacher writes a list vocabulary on the whiteboard and the student to memorize the vocabulary.

2. Result of Pre Interview

This interview conducted as unstructured interview. It was conducted on Tuesday 1 march 2011 in this part the writer asked some questions to the teacher about English teaching activities, emphasized on vocabulary skill, the teacher method problem in teaching learning process. The students‟ difficulties in learning vocabulary, and also his teaching method and technique.

Related to the English teaching learning process, the teacher said that most of the students didn‟t like and students less motivation to English lesson, because they think English is difficult and uninterested, especially when they studied about vocabulary. The teacher also said that to improve students‟ score above the KKM (65) is still hard.

Next about teachers‟ Problem in teaching learning process and students‟ problem in learning process, the teacher told that actually the teacher got many problems. When the teacher taught about vocabulary to the students, students were still difficult to translate from English to Indonesian. Student difficult to make a sentence in English because their vocabulary is limited, and to mention about a noun, verb, adjective and so on is difficult.

The method that the teacher used in teaching vocabulary is Translation and memorized the vocabulary. It is one of the ways to improve their vocabulary in teaching English.

3. Result of Pre Test

The pre-test was conducted at the beginning of the research. The purpose of this test was to check how far the students‟ understanding about vocabulary. The

Pre-test was conducted on Wednesday 2 march 2011. There were 29 students who followed this test. They had to answer 20 multiple –choice items given by the teacher.

The result of the pre-test can be seen in the table below.

Table 4.1 Result of Pre Test

Students’ Number Students’ Score

1. 30

2. 70*

3. 25

4. 70*

5. 75*

6. 35

7. 70*

8. 65*

9. 70*

10. 70*

11. 75*

12. 70*

13. 60

14. 60

15. 45

16. 60

17. 65*

18. 50

19. 50

20. 55

* The Student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the result of pre- test, the data showed that the mean score of pre-test was 59.48. There were only twenty five students who passed the Minimum Mastery Criterion (KKM). And 14 students who still get the score below the Minimum Mastery Criterion (KKM). The highest achievement gained score 75, and the lowest achievement gained score 25. It can be concluded that the students‟ understanding of vocabulary are still low. Therefore, the writer conducted the Classroom Action Research (CAR) by using pictures and the treatments in each cycle are important to improve the students‟ result.

22. 35

23. 70*

24. 75*

25. 65*

26. 50

27. 60

28. 70*

29. 60

Mean: X = Σx

n

Figure 3.3

Diagram of the Result of Students‟ Vocabulary through Pictures before Classroom Action Research Implementation

B.

Implementation of Classroom Action Research (CAR)

1. CYCLE 1 1.1 Planning

In this phase the writer made a planning for the action based on the problems faced by the students in understanding of the vocabulary. Before implementing it, the writer prepare everything related to the action that are used in teaching learning process, such as making a lesson plan, preparing materials, determining an interesting topic, preparing a teaching aids, preparing research instruments, such as the structured observation sheet, field notes, and the post-test.the topic in this phase was about “ How to make fried Banana”. In the first meeting the writer taught them about the material and step to made fried banana.

0 10 20 30 40 50 60 70 80

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Pretest

1.2 Acting

This acting phase was conducted on Sunday 31february 2011. It had been done during one week in one cycle which consisted of three meetings. The teacher implemented the teaching learning process based on the lesson plan had been made. Here they are the activities that the teacher done from pre-teaching, while teaching and post teaching in the first cycle.

a. First meeting

The first meeting in the cycle one was conducted on Tuesday 1 march 2011. It was followed by 29 students. In this activity the reinforcing vocabulary through pictures was introduced to students. The topic used in this cycle was How to make Banana Fried. The activities which were given to the students used some vocabulary such as: Flour, Sugar, Salt, Water, Palm Oil, Banana, Frying pan, and Wash basin, Spatula, Stove, and Plate.

The teacher explained about method used in teaching and learning process as well as possible. The teacher also provided some teaching aids to help the students to know what they were going to demonstrate the activities. In the first activities the teacher asked to students the material how to make fried banana they have known before. The teacher showed some pictures to the students and then the students try to guess what the picture is. And then the students practice about the steps how to make fried banana.

b. Second meeting

The second meeting in cycle one was conducted on Wednesday 2 march 2011, it followed by 29 students. In this learning activity the teacher reviewed last material, the teacher asked the students to perform in front of the class. Before starting to the new material or new topic the teacher gave some questions to the students about body. The member of body such as: hair, nose, eyes, hand, foot, finger, knee, eyes brow, ears, and etc. and then about the character of body such as: tall, thin, short, black color, white color, and etc.

Next the teacher had taken two students in front of the class. Finally the teacher asked to them about member of body and the character of body together. In teaching learning activities in this cycle could run well. The students were interested and seriously when the lesson was presented. Any mistake happened were tolerable. Finally, to check the students‟ mastery in vocabulary this cycle, the writer evaluates them by giving a test in first cycle.

c. Third meeting

In the third meeting of the first cycle, the students seemed more enthusiastic to response teachers‟ instruction and most of them wants to tries to make to speak English language in the classroom. Then, after teaching learning process finished, the teacher asked them to answer the questions it focused on students‟ comprehension of the vocabulary through pictures.

1.3 Observing

In this phase the observer conducted an observation phase during the teaching learning process. It is about students‟ activities, students‟ response, teacher performance, the teachers‟ activities, participation, pronunciation‟s student, class situation which are found during the teaching and learning process by using field note.

Meanwhile, the class situation was still under control. They were not able to guess the pictures by English language even though the teacher had been performing the material clearly. In this observing phase was also carried out the posttest 1 exactly on third meeting of the first cycle to measure how well the students‟ comprehension of the vocabulary that had been studied. The result of the posttest 1 the mean score of the class derived 70.86 in which there were 26 students who passed the KKM 65.

1.4 Reflecting

After collecting the data, the writer analyzes the data of teaching learning process. In this reflecting phase between the writer and the teacher discuss about teaching learning process of the reinforcing students‟ vocabulary mastery trough

pictures. The observer said that the teacher had still difficult to improve their vocabulary because the teacher still used method translation and memorize of words. In this case the students still confuse in vocabulary.

Next, the writer had to still reflect the improper implementation of using pictures method. Here, the writer found the problem from result of field notes of teaching learning process. First, the teacher still had difficulties in managing the classroom through pictures. In this case the writer did to walk around the class, to check students‟ equipment and asked them to be ready to learn. Second, the material was too longer to be understood. To solve this problem, the writer explains the material by pictures in the classroom; it hopes students were interested and enthusiastic in learning vocabulary. In this case, teaching learning p[process should be fun as the it‟s the principle of pictures method. Third the teacher still had difficulty in asking students to do the exercise vocabulary.

Based on the reflecting above, this cycle must be continuing in the next cycle. It must be more efforts in reinforcing students‟ vocabulary mastery through pictures. This effort was done in the next lesson plan of cycle 2.

2. CYCLE 2 2.1 Planning

In this second cycle of the planning phase was implemented into lesson plan in teaching learning process. In this case the observer and the teacher modified the previous lesson plan into new lesson plan which had related with pictures in teaching vocabulary. Some modifications such as the used different material, media and exercise. The Observer still prepared the structured observation sheet and field note. And then also prepared the second post-test to know the improvement the students‟ vocabulary. The topic was procedure about „How to make fried rice’. The teacher gave the student to mention the material and procedures to make fried rice in front of the class. To check the students‟ understanding about the material, the observer gave them the post-test, the test was consists of 20 items in multiple choice.

2.2 Acting

In this phase was conducted during one week in one cycle which consisted of two meetings. The implementation of this cycle was done as same as in the first cycle, it is about pre-teaching, while teaching and post-teaching, here they are the explanation:

a. First meeting

In this meeting second cycle was conducted on Sunday 8 march 2011. It was followed by 29 students. The topic in second cycle was procedures. The teaching learning processes same as in the first cycle at first and second meeting. The vocabulary presented by the teacher brings pictures in the classroom such as: rice, oil, chili, garlic, onion, meatball, rice, frying pan, and so on. The teacher explained again the activities before, in this occasion the students were getting adaptable with the activities.

The teacher asked some students to mention the ingredients and materials of fried rice in English and then the students to practice the procedures how to make fried rice. The other students listened and paid attention to the performances seriously.

The teacher always corrected if they did not understand or made some mistakes. The teacher also guided them when they got difficulties in practicing the material. To improve their vocabulary they must be memorize of words and try to write down the vocabulary on white board. They also to practice how to make fried rice.

b. Second meeting

In this meeting second cycle was conducted on Tuesday 15 march 2011, it was followed by 29 students. This activities same as second meeting in the first cycle, the teacher gave the students some pictures and reviewed the material in the first at second cycle, because the pictures was related to last material. The teacher also guided them when they got difficulties in the material. In order to improve their vocabulary, the teacher wrote the vocabulary which they didn‟t before. The

pronunciation of each word he was also explained clearly. The students‟ repeated after the teacher.

The activities process in this cycle could run better than the previous cycle. The students had become accustomed with the activities given by the teacher. Therefore, they were not afraid and shy anymore in performing and any command even though they made mistake. Finally, they could produce their own vocabulary and tried to mention other vocabulary around school environment. After teaching learning process in the second cycle, the observer gave a post-test to evaluate the students.

c. Third meeting

In this action of the second cycle, before gave them a posttest 2 the teacher reviewed the previous subject it avoided students were forgot the material that had been taught. In fact, the students had enthusiastic to make a procedure and some of them were fun and enjoyed to perform his response of teachers‟ command. Finally, after teaching learning process finished, the teacher gave them a posttest 2 it consisted 20 questions focused on students‟ comprehension of the vocabulary.

2.3 Observing

In this cycle the teacher performance was better than the previous cycle, it can be seen the teacher can be a good model and director in giving the material of all the students‟ behavior performance, the students more understand the vocabulary during the teachings cycle, learning process and was better than the previous cycle. The students can understand and response about material, they also feel fun and enjoy. The student can guest the vocabulary of pictures and can speak by good pronounce. Finally they are ready to speak when they fell ready to speak the word.

2.4 Reflecting

In this phase, the teacher and observer evaluate and discuss about teaching learning process. This phase is the objective to reflect the completely done the action research. First the observer and the teacher discussed about teachers‟

method teaching vocabulary. The observer and the teacher felt satisfied with result of this Classroom Action Research (CAR). It can be seen from students‟ score from pre-test up to pos-test in second cycle. The objective of lesson plan also had been achieved when the teacher applied it in the classroom. Second the student also can use the vocabulary in their activities and the students more interesting teaching vocabulary through pictures. Finally the observer and the teacher discuss about improvement of the students‟ score from pre-test up to post-test in second cycle. It was proven from pre-test the students who passed the Minimum Mastery Criterion were for students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 were for students or 62, 85%. In post test I cycle I were 70, 86 % the students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 and in the post test II of second cycle 84, 82 %. Based on the result above the implementation of Classroom Action Research (CAR) in reinforcing stunts‟ vocabulary mastery through pictures could be success, and the teacher and the observer decided to stop to the next cycle.

C.

Discussion of the Data after Classroom Action Research

(CAR)

After conducting the action research, the writer gained four data: those were the result of the post interview, the result of post test and the result of field note. For further description as following:

1. Result of post interview

The interview was held on Friday 16th march 2011 started from 07: 00 A.M up to 08:45. After conducting the second cycle, the writer asked some questions related to three things which had become the main points in this interview. First point is about students‟ condition and classroom activities, the teacher said that students‟ condition in the teaching learning process after applying the teaching vocabulary through pictures is more active in learning process; they look more interested in learning vocabulary through pictures, they feel enjoy and they can memorize the vocabularies in the short time. The

classroom situation is very attractive. A second point is about the development of students‟ skill vocabulary after implementing the picture method. The teacher said that the students‟ skill vocabulary had improved than before pre implementation of CAR. The students‟ more active in teaching learning process but also they can use vocabulary to speak or writing in daily activities. The last point is concerned with the teachers‟ opinion and motivation in applying pictures in teaching vocabulary. The teacher stated that a picture is an effective method and the teacher should use in teaching vocabulary. It can make the students to be interested and enjoy and then a picture can reduce feel bore in learning English especially in teaching learning vocabulary. Considering from explanation above, the writers concluded that the CAR was done successfully.

2. Result of Field note a. Situation of the class

In the beginning of the lesson at first cycle, some students looked cheerful of the writer‟s coming. And then the observer explained the material or topic to the students and asked them to enjoy the time during the study. Some students did not understand about the procedure of the material and then the observer answer their question.

Some students looked confused with the method teaching English used. The students were enthusiastic and interested in the teaching learning process.

From observing the situations of the class the writer conclude that the students gave attention to the teachers‟ explanation during study.

b. Participant of the Students

The students were fun and enjoy in the following the study using Pictures. Many words easy to memorize using pictures and more interesting in teaching vocabulary. And it is can reduce feel bore in the class.

From observing the participant of the students, it can be concluded that by using Pictures, the students more understand and enjoy in teaching vocabulary. They are motivated to be active in teaching learning process.

3. Result of Post Test

Before the students did the test, the writer had done pre test, difficulty item, validity of test. The result of post test as follow:

a. Result of Post Test I in the First Cycle

To know the students‟ improvement in first cycle, the writer evaluated them by giving a post –test in the last cycle I. the post-test accomplished on Tuesday 1 march 2011. There were 29 students who follow in this test. This post-test during 30 minutes. There are 20 multiple choices items given by the writer. The score was that 3 students got 60; 5 students got 65; 6 students got 70; 12 students got 75, 2 students got 80.

The result of the post –test I can be seen in table below. Table 4.2

Result of post-test I

Students’

Number

Students’ Score

1 75*

2 70*

3 60

4 70*

5 80*

6 70*

7 75*

9 75*

10 75*

11 75*

12 75*

13 60

14 75*

15 70*

16 70*

17 75*

18 65*

19 65*

20 60

21 65*

22 75*

23 80*

24 75*

25 75*

26 65*

27 65*

28 65*

29 75*

Mean: X= Σx n

70,86

*The students who passed the Minimum Mastery Criterion- (KKM) (65)

Based on the result of the test I, showed that the mean score of post-test I was 70, 86. The highest achievement gained score 80, and the lowest

achievement gained score 60. It can be concluded that the students‟ achievement of vocabulary improved from pre-test. Therefore, the observer must continue to the next cycle because the students could not achieve yet the standard of the Classroom Action Research (CAR) 75% of the Minimum Mastery Criterion – Kriteria Ketuntasan Mastery (KKM) (65).

Figure 3.4

Diagram of students‟ result of Post-test 1 at the first cycle b. Result of Post test II in the second Cycle

The teacher was evaluated by giving a post-test II after the second cycle had finished in using teaching vocabulary through pictures. It was conducted on Tuesday, 15 March 2011. The observer reviewed again all the materials given during those cycles by performing some activities and asking by giving some pictures the students to guess them. In the post-test II, there were 20 items that were similar with pre-test and post-test I.

The result of the post-test II in the second cycle can be seen in table below:

0 10 20 30 40 50 60 70 80 90

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Postest 1

Table 4.3 Result of Post-test II

*The Students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Students’ Number Students’ Score

1 85*

2 85*

3 80*

4 85*

5 95*

6 80*

7 90*

8 85*

9 90*

10 80*

11 90*

12 95*

13 70*

14 85*

15 80*

16 80*

17 85*

18 85*

19 85*

20 85*

21 95*

22 80*

23 90*

24 80*

25 85*

26 85*

27 90*

28 80*

29 80*

Mean=Σx N

Based on the result of post test II showed the highest achievement gained score 95, and the lowest achievement gained score 70. It can be concluded that the students‟ achievement in teaching learning vocabulary through pictures has a significant improvement. It can be seen in the result of pre-test, post-test I and post-test II.

Figures 3.5

Diagram of students‟ result of Post-test 2 at the second cycle

Based on the result above the observer and the writer stopped to the next cycle, because the students could achieve the standard of criteria action success was 75%. The observer describe the students‟ vocabulary score in pre-test, post test I in the first cycle and post test II in the second cycle in the table. Furthermore the observer used quantitative descriptive technique to analyze the data from the pre test, post-test I and post test II below:

0 20 40 60 80 100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Post-test II

Appendix 20

CATATAN LAPANGAN

SIKLUS II PERTEMUAN KEDUA

Lokasi Penelitian : SMP Prakarya Anjatan – Indramayu Hari / Tanggal : Selasa, 15 Maret 2011

Aktivitas : Pembelajaran Bahasa Inggris ( Menulis/ Vocabulary)

Siklus : Dua

Proses Pengajaran dan Pembelajaran di Kelas :

Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa dengan materi pembelajaran Writing mengenai describing people.

Aktivitas Guru :

 Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran.

 Guru mengajak siswa bernyanyi selama 5 menit karena siswa terlihat lemes.

 Guru menanyakan jenis pakaian apa yang mereka kenakan.  Guru meminta salah satu siswa untuk maju kedepan kelas.

 Guru meminta seluruh siswa untuk memperhatikan siswa yang sedang maju didepan kelas.

 Guru mencatat kosakata tentang describing people.

Aktivitas dan keadaan siswa :

 Siswa terlihat antusias, respek, dan bersemangat.

 Sebagian dari mereka masih keliru untuk merespon perintah guru.

 Siswa sangat senang dan bersemangat setelah memperagakan salah satu siswa maju kedepan kelas.

 Siswa masih asyik mengobrol dan bercanda saat guru mulai menjelaskan materi pelajaran.

 Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.

 Para siswa mengerjakan apa yang guru instruksikan, sebagian dari mereka tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.

Anjatan, 15 Maret 2011 Observer

Ana Zulaecha

Appendix 21

Interview Guidelines for the Needs Analysis (Before CAR)

Location : SMP PRAKARYA Day/date : 16 February 2011 Time : 08:00 am

Interviewer : The researcher Interviewee : The Teacher

Interviewer : Selama Bapak mengajar Bahasa Inggris, masalah apa yang menjadi kendala dalam proses pembelajaran Bahasa Inggris? Interviewee : banyak bu, mulai dari mengatasi situasi kelas sampai dengan

memilh metode pengajaran yang effektif dalam pembelajaran bahasa Inggris.

Interviewer : Dalam Bahasa Inggris terdapat banyak skill, menurut Bapak skill yang mana yang paling susah dipahami oleh siswa?

Interviewee : Grammar dan vocabulary

Interviewer: Menurut Bapak, bagaimana tanggapan siswa mengenai Pembelajaran bahasa Inggris dengan menggunakan Media Pictures?

Interviewee : sebenarya saya jarang menggunakan metode pembelajaran Bahasa Inggris dengan menggunakan gambar.

Interviewer : Metode apa yang Bapak Pakai dalam mengajarkan Kosakata terhadap siswa?

Interviewee : dalam mengajarkan kosa kata terhadap siswa saya menggunakan metode translation.

Interview Guidelines for the Needs Analysis (After CAR)

Location : SMP PRAKARYA Day/date : 17 March 2011 Time : 08.00 am Interviewer : The researcher Interviewee : The Teacher

Interviewer : Bagaimana pengamatan bapak mengenai kondisi siswa dan situasi kelas setelah mengajarkan kosakata dengan media Pictures?

Interviewee : Situasi kelas dan kondisi siswa sangat kondusif, siswa lebih senang dan tertarik dengn metode pembelajaran vocabulary dengan menggunakan media gambar.

Interviewer : Apakah ada peningkatan kemampuan siswa yang bapak amati setelah mengajarkan kosakata dengan menggunakan media picures?

Interviewee : ya, tentu saja ada peningkatan kosakata siswa bisa dliihat dari peningkatan score siswa dan mereka lebih cepat paham dalam pembelajaran vocabulary.

Interviewer : Bagaimana tanggapan Bapak mengenai metode pictures? Interviewee : metode pictures dalam pembelajaran vocabulary mungkin

bisa dibilang effektif .

Interviewer : Apakah Bapak termotivasi untuk menggunakan media pictures dalam mengajarkan kosaakata?

Interviewee : ya, kalau saya lihat dari score peningkatan siswa saya sangat termotivasi sekali dengan metode yang anda applikasikan disekolah kami. mungkin saya juga akan menaplikasikannya metode ini.