Besides the material presented in the test books used by some teachers, like vocabulary instruction, is not so interesting and does not make classroom active for
the students, and the exercise used in the books are mostly presented in the kind of multiple choice and completion. The kinds of this exercise make the students passive
in developing sentence. So they do not have interest and motivation in studying it. So, it is necessary and important for someone who concerns about teaching
English, especially vocabulary, to find out a technique, which can improve the student’s motivation and interest in studying vocabulary. Therefore, the teacher
should be creative to get this subject in various ways and stimulate his students until they are interested in learning it.
B. The Statement of the Problem
Based on the background above, some questions arise: 1.
Does teaching English vocabulary by using computer increase the English vocabulary achievement of the elementary school students?
2. Does computer influence the students in comprehending English
vocabulary? 3.
How is the teacher’s way in teaching English vocabulary by using picture through computer for the elementary school students?
C. The Scope of the Study
Based on the statements above, the writer limits the problem statements only on point 3 three. The problem can be stated as follows: “How can a teacher teach
English vocabulary by using computer for the elementary school students?
D. The Objective of the Study
The study aims at giving an alternative to the teaching of English vocabulary in the sixth grade of elementary school.
E. The Research Methods
The writer uses two ways of research that are library research and field research in collecting data. In library research, the writer studies and analyzes some
theories by reading the books related to the topic and also browses through the internet.
In the field research he observes and does a pre-experiment method using only one class as the object of the study. The students’ pre and post test scores are then
calculated employing Pearson Product Moment Correlation.
F. The Organization of Writing
This skripsi is divided into four chapters. Chapter One is introduction. It contains Background of Study, Statement of
the Problem, Scope of the Study, Objective of the Study, The Research Method, The Organization of Study.
Chapter Two is Theoretical Framework. This Chapter consists of Vocabulary; Computer, and CALL Computer-Assisted Language Learning.
Chapter Three is Using Computer as the Teaching Aid for Enriching Vocabulary. This chapter consists of five items; they are Time and Place, The
Population and Sample, Teaching Procedures, The Problem and The Advantages. Chapter Four is Conclusion and Suggestion.
CHAPTER II THEORETICAL FRAMEWORK
