The Procedures of Teaching Vocabulary Using Pictures Action Research Hypothesis

Sangkuriang A long time ago, lived Dayang sumbi. She had a son, his name was Sangkuriang. Because of disobedience, Dayang sumbi cast away Sangkuriang. After many years in exile, Sangkuriang met a beautiful girl and wanted to marry her. But he didn‟t know that girl was Dayang Sumbi. But she realizes that he was Sangkuriang before wedding day. So, she wanted to prevent the marriage, she asked Sangkuriang to build a dam on the river and a large boat to cross the river before sunrise. When Dayang Sumbi knew that his tasks almost completed, she asked her workers to spread silk clothes east of city to impression sunrise. Sangkuriang was fooled, and upon believing that he had failed, kicked the dam and the unfinished boat, resulting in severe flooding and the creation of Tangkuban Perahu from the hull of the boat.

2.7 The Procedures of Teaching Vocabulary Using Pictures

Teaching vocabulary using pictures to improve students‟ vocabulary achievement in this research was conducted in few steps. In this research, adapted from Widiantoro 2012, 20, the procedures of teaching large vocabulary by using individual and composite pictures were as follows: a. Showing pictures to the students In this step, the teacher showed a compostite picture to the students. The teacher let the students see and observe the pictures showed, and then the teacher asked some leading questions related to the topic. b. Explaining about large vocabularies by using individual and composite pictures. In teaching vocabulary by using individual and composite pictures, the teacher explained large vocabularies to the students by showing some individual and composite pictures one by one to the students. c. Asking the students to make a group of four. In this step, the teacher gave a narrative text in each group and aske the students to find large vocabularies from the text given. Narrative text was choosen because that is the material for second semester in eight grade. d. Asking the students to do the tasks given based on the pictures provided. e. Reviewing the material taught by showing the individual and composite pictures again. Before closing the class, the teacher reviewed the material taught by showing the individual and composite pictures again to the students by giving some oral questions to reinforce the students‟ understanding.

2.8 Action Research Hypothesis

Based on the literature review and the research problems, the hypotheses of this classroom action research were formulated as follows: 1. The use of individual and composite pictures could improve the VIII-E students‟ active participation in the vocabulary teaching learning process at SMPN 2 Panti Jember in the 20132014 academic year. 2. The use of individual and composite pictures could improve the VIII-E students‟ vocabulary achievement at SMPN 2 Panti Jember in the 20132014 academic year.

III. RESEARCH METHODOLOGY

This chapter presents the discussion about the research methods used in this research. It covers research design, area determination method, subject determination method, data collection methods, research procedures, and the operational definition of the terms.

3.1 Research Design

The design of this research was a classroom action research. The action research is the study of social phenomenon or the target group, and the result of the study can directly be applied to the research target Arikunto, 2010:129. Then, McMillan 1992:12 states that a classroom action research is a specific type of applied research that its purpose is to solve a specific classroom problem or make a decision at a single local site. It means that applying an action to improve and solve a certain problem at a certain area is the aim of the research. The classroom action research was intended to improve the eighth grade students‟ vocabulary achievement by encouraging them to be active in the teaching learning process. The action of the research was conducted in the cycle model. Lewin in Elliot, 1991:69 states that the action cycle consists of four stages, they are: 1 planning the action, 2 implementing the action, 3 observing the class and evaluating, 4 analyzing the data and reflecting the result of the action. The next cycle would be conducted if the result of the action in the first cycle did not achieve the target evaluation criteria. If the result of the action in the first cycle achieved the target, cycle 2 would be conducted to know if the result of the first cycle was consistent or not. The research was conducted collaboratively with the English teacher of SMP Negeri 2 Panti Jember. As stated by Arikunto 2010:129 that the main characteristic of classroom action research was the participation and collaboration between the researcher and the member of the target group that is the English teacher of SMP Negeri 2 Panti Jember. The collaboration was on finding and formulating the research