Using picture in teaching vocabulary : a case study at smart education center (SEC) villa mutiara jombang ciputat
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USING PICTURE IN TEACHING VOCABULARY
(A Case Study at Sn;iart Education Center (SEC) Villa Mutiara, Jornbang- Ciputat)
.:/
\ _1
j-1\n
-
This Paper
Has fulfilled The Requirement for the Degree of Sarjana (SI)
At The English Department the Faculty of Education
By:
DWIHARTATI
NIM. 0014000382
!
ENGLISH DEPARTMENT
FA CUL TY OF TARBIY A AND TEACHERS TRAINING
SY ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2005 MI 1426 H
L>\>
USING PICTURE IN TEACHING VOCABULARY
(A Case Study at Smart Education Center (SEC) Villa Mutiara, Jorn hang Ciput:lli
A Paper
Presented to The Faculty ofTarbiyah and Teachers Training Jn Partial Fulfillm.:nl nCThe
Requirement for The Degree of Sarj ana ( 31 )
By:
!)Wl HJ},J(l:i\Tl
NIM.0014000382
Advisor:
NIP. l 50 244 682
ENGLISH DEPARTJYf.ENT
FACULTY OF TARRIYAH. AND TEACHERS Tiraph prints are most common, but sketches, cartoons, murals,
cut outs, charts, graphs, and maps are widely used ... " "A Picture may not
only be worth a thousand words it may also be worth a thousand years or a
thousand miles. Through pictures, learner can see people, places, and things
from areas for out side their own picture can also represent images from
ancient times or portray the future." 3
Andrew Wright pointed out that pictures are the most suitable for the revision
of known language and for recombination or manipulation word, the picture or
2
Noah Webster, Webster New Word Dicliouary «f American English (Prentice
Hall. I994).p. I 022
1
Vernon S.Berlach and Donald P. Elly, Teaching and Media a ,\:Vstematic Approach, 2nd (New
Jersey:Prentice Hall), 1980,pP.273.
7
word acting as a cue for substitution the size and shape of the pictures are
excellent for speedy and stimulating words.
4
The kinds ru1d nw11bers of pictures that the teacher should take with him to
carry out the activities in class can be taken from magazines, articles or others and
should be attractive and interesting to capture the students' attention. The purpose
of using pictures for the students is to give them an opportunity to practice the
language in real context or in situations in which they can use it to communicate
their ideas.
Picture is the non-verbal sources infonnation. The non-verbal helps us to
predict what the next might be about, and this ability to predict helps us to
recognize meaning more quickly that if we had to sort it out solely from what we
hear and read. Picture can represent these non-verbal sources of infonnation.
Indeed, they and what they represent are centrally bound up with the nature of
communication itself What we see affects how we interpret what we hear and
vice versa.
5
2. The Type of Pictures
There are two kinds of pictures that Grazyna Szyke finds especially useful
as teaching aids, they are:
a. Pictures of individual persons and objects.
1
5
Andrew Wright, Visual Material for language Teacher, Longman Group Ltd, 1983, p.73.
Andrew Wright, Picturesjor language Leaming, (New York: Cambridge University press,
l994), p.137
8
Pictures of individual persons or thing may be used, mainly at the
elementary level, to introduce or test vocabulary items, for example: a man,
and a car. Portraits, pictures showing people in close detail, are useful for
intermediate and advance learners. The students can be asked question about
the age and profession of the model.
b. Pictures of situations in which persons and object are "in action".
Situation pictures that show or suggest relationships between objects and
or people can be perfect teaching aids for introducing, practicing, or reviewing
. l structures.6
grammatlca
According to Betty Morgan Bowen, there are some types of pictures as
their shapes:
a. 'Wall Charts
h. \Vall Pictures
Wall Pictures 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.
e. Sequence Picture
Sequence Picture is a series of pictures of a single subject. Its function is
to tell a story or a sequence of events.
----··-------(, Cirazna Szyke, "(}sing l'icture as Teaching Aids", (English Teaching Foru1n,
Vol.XfX, No.4,0ctober, 1981)
•
9
d. 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.
e. ·work cards
Include visual as well as text magazme pictures, drawing, maps and
diagrams can be important part or work card at aJJ levels, used for variety
of purposes. 7
Meanwhile, Noor azlina Yunus in his book grouped the pictures into four
groups:
a.
Composite Pictures
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in which number of people can be seen doing things. They
enable students to see places, people and events that they would otherwise not see
because of factors like distance, time and cost. Because of their size, composite
picture are most appropriate for whole-class teaching rather than individualized
learning or group work. 8
7
Betty Morgan Bowen. Look Here!, Visual Aids r11 La11g11age Teaching, London: Essential
language teaching series, 1973, p. 13-31
'Noor Azlina Yu nus, Prepari//g and U>i//g Aids for English Language Teaching, (Kuala
Lumpur Oxford University Press, 1981), p. 49
10
b.
A picture se1·ies
A picture series is a number of related composite pictures linked to fonn a
series or sequences. Hence, its main function is to tell a story or sequence of events.
A wide variety of picture series is available in textbooks, in comics and in cartoon
slri ps in magazines for the teacher to copy and enlarge. However the observant
teacher can find such series in other sources, for example calendars and wrapping
paper.
Individual pictures
c.
These are single pictures of objects, person or activities. Such pictures ve1y in
size from small newspaper pictures and full-page magazine pictures to poster-sized
pictures, and can be mounted singly. There is an enormous variety of material
available from newspaper, magazines, catalogues, greeting cards, trail brochures,
advertisements, old textbooks and even \\'Tapping paper. 9
d.
Specialized pictures (posters, charts, advertisements, brochures)
Wall posters arc not designed specifically for teaching, but rather for
advertising or propaganda purposes. Although they provide very little textual
information, they cannot be dismissed from the ESL class- room as they can be
used to iII ustrate topics and provide motivation for discussion.
9
lhtd. p.50
11
3. The Use of Pictures
There are five roles of picture:
a. Pictures can motivate the students and make him or her want to pay attention
and want to take part.
b. Pictures contribute to the context in which the language is being used. They
bring the world into the classroom.
c. The pictures can be described an objective way or interpreted or responded to
subjectively.
d. Pictures can cue responses to questions or cue substitutions though control
practice.
e. Pictures can stimulate and provide information to be referred to in conversation,
discussion and storytelling.
Beside those five roles in using picture, there are six reasons why pictures
helpful in teaching learning process.
There are six reasons why using pictorial material:
a. Pictures are very useful for presenting new £,>rammatical and vocabulary items.
They help to provide the situations and contexts which light up the meaning of
words or utterances and, indirectly help the teacher to avoid resorting to
translation or to lengthy explanations of meaning.
12
b. Pictorial material allows for meaningful practice of vocabulary and structures
presented by the teacher. Rather than have students repeat words or utterances
whose meaning may be unknown, the teacher can use cues or prompts.
c. Pictorial material can also provide a stimulus for using the language at the
reproduction and manipulation stages-to speak, to read and to write.
d. Pict"Ures can be used for revision from one lesson to another as well as for longtenn revision of vocabulary and structures.
e. Pictorial material can be used to supplement whatever textbook the teacher is
using or whatever course he is following. Pictures, of course can be used to
provide more practice of the exercises that students have done using the textbook.
f.
Pictorial material is easy to collect, to make and to transport.
In an article, Edmundo J. Morn stated that the pictures could be used to give
students of English as a foreign language an opportunity to practice the language in
real context or in situations in which they can use it to communicate their ideas. 10
4. The Advantages and Disadvantages of using Pictures
a. The Advantages of using pictures
Following are some opinions concerning with the advantages of usmg
pictures.
According to Vernon S. Gerlach:
"'Edmundo J. Mora, "Using Pictures Creatively", English Teaching Fomm, vol. XXVI, No.4,
October, 1988
13
I ) They are inexpensive and widely available.
2) They provide common experiences for an entire group.
3) The visual detail makes it possible to study subjects, which would otherwise
be impossible.
4) They can help to prevent and correct misconceptions.
5) They offer a stimulus to further study, reading and research. Visual evidence
1s a power tool.
6) They help to focus attention and to develop critical judgment.
7) They are easily manipulated. 11
Accurdmg ro A ..!. Romis::owski:
l) It is convenient to use the real thing
2) ;\ model or chart can better explain the principle being thought.
3) The real thing can not be seen any way
4) Requirement no equipment for use. 12
b. The Disadvantages of using Pictures
Vernon S. Gerlach said:
Il
Sizes and distances are often distorted
2)
Lack of color in some pictures limits proper interpretations
3)
Students do not always know how to read pictures13
-·--------- - - - - - - - " Vernon S. Gerlach and Donald P. Elly, Op. Cit. p. 277
AJ. ｒｯＱｩｳｺｷｫｾ＠
771e selection and use ofi11str11ctio11a/ Media: for hnproved classroom
f'eaching and inleracti»e, Jndil'idualized i11.11ructim1, London: Kogan Page, 1988, 2nd ed, p. I 03
12
14
Although the pictures have the disadvantages but from the statement
above, it can be concluded that there are many advantages, which can be taken
from the use of pictures in composing, they are:
B.
,..
Represent things which are not available
;,.
Motivate and stimulate the students
,-
More Practice (can be used everywhere and anytime)
,..
Help both the students and the teachers in teaching-learning process, etc.
VOCABULARY
I. The Meaning of Vocabulary
In this chapter the writer wants. to prepare vocabulary meaning because to
understand a language the learners must understand vocabulary first. It is difficult
to make one definition of vocabulary. So, the writer tries to take it from some
differences.
There are some experts who give definition of vocabulary. Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list or set
of words that individual speakers oflanguage might use. 14
While according to Harimurti Kridalaksana, vocabulary is "Komponen
bahasa yang memuat semua informasi tentang makna dan pemakaian )cata dalam
I
"Vernon S. Gerlach and Donald P. Elly, Loe. cit
14
Evelyn Hatch and Cheryl Brown. Vocahulwy, Semantics and Language Education,
(Cambridge: Cambridge University Press, 1995), p. l
15
bahasa." 1\Vocabulary is a component of language that maintains all infom1ation
about meaning and using words in a language.)
Webster Dictionary noted that, vocabulary is: "a list or collection of words
usually alphabetically arranged and explained or lexicon, stock of words used in
language or by class, individual, etc."1 6
According to Webster's ninth collegiate Dictionary, Vocabulary is:
1. A list of word and often phrases, abbreviation inflectional fonn, etc. Usually
arranged in alphabetical order and defined or otherwise identified as in a
dictionary of glossary.
An interrelated group of non-verbal symbols, signs, gestures, etc. used for
communication or expression in a particular art, skill, etc. 17
The words that students know depend upon their experience. We hope that
our students know not only the meaning of words, but also know they are using
its in sentence. The vocabulary meant here, the English words as stated in the
secondary school curriculum of the elementary school.
"Zainuri, A.M. Vocabulary l UlN Jakarta, 2003,p. I
16
\Vebster's, 77u.! Largest Abridg111ent of}Vehster 's New Inter11ational dictiona1y of En.s;lish
l.a11g11age. Webster's Collage Dictionary. USA: G & G Merriam co, 1935, p. 1073.
17
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Ｑ｜Ｎｍｾ＠
Loe cit
16
2. The Types of Vocabulary
Vocabulary is frequently divided into four types; listening, reading,
writing and speaking.
That is possible for people to understand words they hear, and yet not use the
words themselves in speaking and writing. It is also possible that a word can be
read and understood, and yet not handled easily when heard in a listening, and at
the same time, contain dit1erent words that are understood or used frequently by
individuals. There is also a fifth vocabulary that we might consider-our
·'understanding" vocabulary. We know certain words well enough that we can
respond to them. We may, however, need to see or hear them in context, or need
someone to say something that helps us record the word meaning. 18
Fries say Vocabulary is of two, namely;function and content wordv.
!he timction words are a closed class, we cannot add to the preposition or
·auxiliaries or modals or any structure words of the language (with, for, May, will,
etc). 7/1e
content word,, on the other hand, can be added to at any times as new
scientific advances make new words and communication about new inventions
necessary (Pen, school, go, pretty, etc).
The content words can be divided into three general classes:
a) Words naming things, ideas, entitles, that we might call them nouns
b) Words naming actions called verbs
"Carol J fisher, Jerry, Childrm 's Language and the language Art. USA : Alemary Press, l977.
p.92-93
17
c) Words used to describe the qualities of those things or action called adjectives
and adverbs 19
John Haycraft distinguishes vocabulary into active and passive vocabulary.
a. Active vocabulary-words that the students understand can pronounce correctly
and used constructively in speaking and writing.
b.
Passive vocabulary-words that the students recognizes and understand when
they occur in a context, but which cannot produce correctly him self2°
3. The Use of Vocabulary
Yocab1t!ary is important because it helps the students enjoy their classes. 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 the
information from it since they can understand every word in the texi. On the other
hand, those who lack of vocabulary will face a lot of problems. Mastery of
vocabulary will be useful for the process of achieving language-teaching
objectives that is the mastery of language skills (reading, listening, speaking, and
writing).
If we want to communicate with other in certain language we must master the
language they belong to especially to know enough vocabulary of those
languages. Yang Zhihong who says that words are the basic unit oflanguage form
"z·ｾ｡ｩｮｵＬ＠ . .
1
10
. ....?
A. M . 0 p c1t_,p
John Haycrat1, J111rod11ctio11 lo Ji)1g/ish liu1guage Teaching, (Harlow: Long1nan Group
L1rnitcd. I 1178) p44
18
supports it. Without vocabulary, one cannot communicate effectively or express
idea. He also states that having a limited vocabulary is also a barrier. 21
Furthermore, Long and Richards explains that vocabulary like grammar is an
essential component of all uses oflanguage. 22
C. TEACHING VOCABULARY BY USING PICTURE
Pictures for vocabulary teaching come from many sources. Jn 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. ft is also helpful (especially for beginner in
English) to see a picture of a single object or person as the only focus of attention.
Suppose, for example, we have a picture of each of the following: a church, a
taxi. a bus, a traffic light, a policeman, and a mailbox. 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
21
22
Yang Zhihong. "Leaming Words" English Teaching Fonun,vol.38, no. J July,2000
Michael H. Long and Jack C. Richards, Methodology in 1ESOL: a Book ofReadings, (New
York: Newbury House Publishers, 1987), p.105
19
each word for commw1ication. We consider possible techniques for making students
feel it is important to know the English word. Here is one way:
l. The teacher arranges the pictures aJong ledge of the black board, saymg
something like this: "We'll put the taxi here. That's the first picture. Then the
bus ... then the traffic light ... then the clmrch ... then the policemen ... then the
mailbox."
2. The teacher asks a member of the class (We'll call her Lia) to came to the
blackboard.
TEACHER:
Lia is going to move one of the pictures for us. We are going to tell her
which picture to move. Lia, please move the policeman. Put the
policeman first (Lia moves the picture
(1. 1he policeman,
placing it
first in the row on the !edge ofthe blackboard).
TEACHER:
3.
Put the taxi first. (Lia does so.)
The teacher indicates that vari0t1s members of the class should request Lia to
make other changes in the order of the pictures using English, of course. For
example:
A STUDENT:
Move the church. Put the church first. (Lill does so.)
A STUDENT:
Move the mailbox, etc
If the class has began to learn the ordinal numerals (first, second, third, etc)
these may be reviewed in connection with this activity. After each rearrangement of
the pictures. the teacher (and then various students) says: "Now the _is first; the
is second; the
is third."
20
In the activity, which has just been described, students use English words
while talking about changes in location of pictures and changes in relationships. To
make such changes quickly and easily, we need pictures that can be moved and
rearranged w(J:hout taking time to pin them or tape them to the wall. 23
23
Allen French Virginia, Techniques in Teaching Vocabu!aJy, Oxford Univercity Press; p.34
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A.
Research Methodology
l. The Purpose of The Research
The purpose of this research is to find out whether there is a significance a
difference of using picture in teaching vocabulary or not.
2. Place and Time of Stndy
The research was held at SEC (Smart Education Center), which located on
Villa Mutiara Jombang, Ciputat. The field research was done from May 12Ll' until
June l 0'11
J. Populations and Sample
The population of the study consists of 20 students from pre beginner students
of Smart Education Center (S.E.C) from two classes. The sample was taken by
random sampling system where 10 students from experiment (Picture) class and
10 students are from control (drill) class.
Sampling is done in random in order to get representative data and make it
easy to calculate. In this research the writer presented a lesson using picture and
drill. And also she gave the explanation of doing test.
4. Instrument of Research
22
The instrument in this research was the final test. The material of test was
taken from the flash card, which taught in the class, like names of animals, tools
of school, occupation, and transportation. This test made by the English teacher.
This instrument was given only to experiment class during teaching learning
process.
5. Techn.ique of Data Taking
The techniques of data taking in this research are:
a. Observation
The observation in Smart Education Center (S.E.C), which is located on
JI Kccubung IV No.65, Sawah barn, Ciputat - Tangerang to research the
students of pre basic, the English teacher, the English teaching - learning
process in the classroom.
b. Ex1leriment
The experiment is conducted by dividing the students into two classes:
an experiment class and a control class. In the experiment class, writer teaches
students some vocabularies through the use of pictures. The material is for
pre-basic students.
23
c. Evaluation
The writer gives vocabulary test to the students then they have
answered the question. The test was held at first research (pre test) and at the
end of the research (post test) in each meeting.
6. Technique of Data Analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of both the
experiment class and control class also their difference.
To find out the differences of students' score in using picture technique in
teaching English vocabulary will be compared to the students; that using drill
technique in teaching English vocabulary the writer using T - test.
Before using T-test formula, the writer has to seek the differences of mean
variables by using formula as followed:
M1 =
>
and Mi
Ni
=I
Nz
And after getting mean variables, the writer has to seek the standard of
deviation of variable and standard error mean of variables by using formula as
followed:
ｾ＠
ｾ｡ｮ､＠
ﾷｾ＠
24
ｾ＠
2. SEM1 =
and
N-1
The next step is seeking the standard error mean differences of variables by
using formula as followed:
SE,11
Ml=
ｾｓｅｍＱ
Ｒ
ＫｓｅｾＱＲ
Ｒ＠
. Then the last is determining T - test by using formula:
To Ml-M2
B. Research Finding
l. Description of Data
As mentioned in this chapter, the writer conducted both library research and
field research. The \VTiter did field research by teaching two classes; Experiment
class (By using Picture technique) and control class (By drill technique). The
research of both methods was done four times for each method respectively. And
the writer got the data from pre-test and post-test. The pre-test was given before
the lesson began and the post-test was given at the end of the teaching.
There are fifteen items in the pre-test; the instrument of this research consists
oftwo types;
a. Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50.
25
b_ Matching, there are five items and each items scored I 0, so the total of this
type is 50_
And there are twenty items for post-test; this research consists of three types;
a_ Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50_
b_ Matching there are five items and each items scored 5, so the total of this type
is 25_
c_ Completion, there are five items and each items scored 5, so the total of this
type is 25_
Having finished the field research by using picture in teaching vocabulary and
without using picture in teaching vocabulary the writer obtained the score as
follows:
Table I
ｾｦｨ･＠
Result of Control Class (Y)
i -Student Pre-test score Post-test score Y=Y2-Y1
i
!
''
!
!'
I
I
'
f
I
I
r
1
2
3
4
5
6
7
8
9
10
I
'
(Y1)
(Yz)
62,75
54,5
53
54,25
51,75
62,5
52
63
67
61
65,75
61,75
59
64,75
55,5
67
64,75
59,5
I
I
__,
'
7,25
6
10,5
3,75
4,5
12,75
-3,5
68
l
64,5
3,5
26
Table II
The Result of Experiment Class (X)
Student Pre-test score Post-test score X=X2-X1
I
I
lI
l
2
3
4
5
6
7
8
9
10
(X1l
(X2l
63,75
50,5
54,5
64,75
73,75
68,25
64,5
59,75
69
63,5
76,25
67,5
71
71,5
76,5
75,25
71,5
72,75
75,5
69,25
12,5
l7
16,5
6,75
2,75
7
7
13
6,5
5,75
Table III
The Comparison of X and Y
x
nt
\
·---l
I
I
··--r
I
.
-
AL
I
12,5
17
16,5
6,75
2,75
7
7
l3
6,5
5,75
y
3
7,25
6
I 0,5
3,75
4,5
12,75
-3,5
l
3,5
D
C
｜ｾｴ＠
I
USING PICTURE IN TEACHING VOCABULARY
(A Case Study at Sn;iart Education Center (SEC) Villa Mutiara, Jornbang- Ciputat)
.:/
\ _1
j-1\n
-
This Paper
Has fulfilled The Requirement for the Degree of Sarjana (SI)
At The English Department the Faculty of Education
By:
DWIHARTATI
NIM. 0014000382
!
ENGLISH DEPARTMENT
FA CUL TY OF TARBIY A AND TEACHERS TRAINING
SY ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2005 MI 1426 H
L>\>
USING PICTURE IN TEACHING VOCABULARY
(A Case Study at Smart Education Center (SEC) Villa Mutiara, Jorn hang Ciput:lli
A Paper
Presented to The Faculty ofTarbiyah and Teachers Training Jn Partial Fulfillm.:nl nCThe
Requirement for The Degree of Sarj ana ( 31 )
By:
!)Wl HJ},J(l:i\Tl
NIM.0014000382
Advisor:
NIP. l 50 244 682
ENGLISH DEPARTJYf.ENT
FACULTY OF TARRIYAH. AND TEACHERS Tiraph prints are most common, but sketches, cartoons, murals,
cut outs, charts, graphs, and maps are widely used ... " "A Picture may not
only be worth a thousand words it may also be worth a thousand years or a
thousand miles. Through pictures, learner can see people, places, and things
from areas for out side their own picture can also represent images from
ancient times or portray the future." 3
Andrew Wright pointed out that pictures are the most suitable for the revision
of known language and for recombination or manipulation word, the picture or
2
Noah Webster, Webster New Word Dicliouary «f American English (Prentice
Hall. I994).p. I 022
1
Vernon S.Berlach and Donald P. Elly, Teaching and Media a ,\:Vstematic Approach, 2nd (New
Jersey:Prentice Hall), 1980,pP.273.
7
word acting as a cue for substitution the size and shape of the pictures are
excellent for speedy and stimulating words.
4
The kinds ru1d nw11bers of pictures that the teacher should take with him to
carry out the activities in class can be taken from magazines, articles or others and
should be attractive and interesting to capture the students' attention. The purpose
of using pictures for the students is to give them an opportunity to practice the
language in real context or in situations in which they can use it to communicate
their ideas.
Picture is the non-verbal sources infonnation. The non-verbal helps us to
predict what the next might be about, and this ability to predict helps us to
recognize meaning more quickly that if we had to sort it out solely from what we
hear and read. Picture can represent these non-verbal sources of infonnation.
Indeed, they and what they represent are centrally bound up with the nature of
communication itself What we see affects how we interpret what we hear and
vice versa.
5
2. The Type of Pictures
There are two kinds of pictures that Grazyna Szyke finds especially useful
as teaching aids, they are:
a. Pictures of individual persons and objects.
1
5
Andrew Wright, Visual Material for language Teacher, Longman Group Ltd, 1983, p.73.
Andrew Wright, Picturesjor language Leaming, (New York: Cambridge University press,
l994), p.137
8
Pictures of individual persons or thing may be used, mainly at the
elementary level, to introduce or test vocabulary items, for example: a man,
and a car. Portraits, pictures showing people in close detail, are useful for
intermediate and advance learners. The students can be asked question about
the age and profession of the model.
b. Pictures of situations in which persons and object are "in action".
Situation pictures that show or suggest relationships between objects and
or people can be perfect teaching aids for introducing, practicing, or reviewing
. l structures.6
grammatlca
According to Betty Morgan Bowen, there are some types of pictures as
their shapes:
a. 'Wall Charts
h. \Vall Pictures
Wall Pictures 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.
e. Sequence Picture
Sequence Picture is a series of pictures of a single subject. Its function is
to tell a story or a sequence of events.
----··-------(, Cirazna Szyke, "(}sing l'icture as Teaching Aids", (English Teaching Foru1n,
Vol.XfX, No.4,0ctober, 1981)
•
9
d. 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.
e. ·work cards
Include visual as well as text magazme pictures, drawing, maps and
diagrams can be important part or work card at aJJ levels, used for variety
of purposes. 7
Meanwhile, Noor azlina Yunus in his book grouped the pictures into four
groups:
a.
Composite Pictures
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in which number of people can be seen doing things. They
enable students to see places, people and events that they would otherwise not see
because of factors like distance, time and cost. Because of their size, composite
picture are most appropriate for whole-class teaching rather than individualized
learning or group work. 8
7
Betty Morgan Bowen. Look Here!, Visual Aids r11 La11g11age Teaching, London: Essential
language teaching series, 1973, p. 13-31
'Noor Azlina Yu nus, Prepari//g and U>i//g Aids for English Language Teaching, (Kuala
Lumpur Oxford University Press, 1981), p. 49
10
b.
A picture se1·ies
A picture series is a number of related composite pictures linked to fonn a
series or sequences. Hence, its main function is to tell a story or sequence of events.
A wide variety of picture series is available in textbooks, in comics and in cartoon
slri ps in magazines for the teacher to copy and enlarge. However the observant
teacher can find such series in other sources, for example calendars and wrapping
paper.
Individual pictures
c.
These are single pictures of objects, person or activities. Such pictures ve1y in
size from small newspaper pictures and full-page magazine pictures to poster-sized
pictures, and can be mounted singly. There is an enormous variety of material
available from newspaper, magazines, catalogues, greeting cards, trail brochures,
advertisements, old textbooks and even \\'Tapping paper. 9
d.
Specialized pictures (posters, charts, advertisements, brochures)
Wall posters arc not designed specifically for teaching, but rather for
advertising or propaganda purposes. Although they provide very little textual
information, they cannot be dismissed from the ESL class- room as they can be
used to iII ustrate topics and provide motivation for discussion.
9
lhtd. p.50
11
3. The Use of Pictures
There are five roles of picture:
a. Pictures can motivate the students and make him or her want to pay attention
and want to take part.
b. Pictures contribute to the context in which the language is being used. They
bring the world into the classroom.
c. The pictures can be described an objective way or interpreted or responded to
subjectively.
d. Pictures can cue responses to questions or cue substitutions though control
practice.
e. Pictures can stimulate and provide information to be referred to in conversation,
discussion and storytelling.
Beside those five roles in using picture, there are six reasons why pictures
helpful in teaching learning process.
There are six reasons why using pictorial material:
a. Pictures are very useful for presenting new £,>rammatical and vocabulary items.
They help to provide the situations and contexts which light up the meaning of
words or utterances and, indirectly help the teacher to avoid resorting to
translation or to lengthy explanations of meaning.
12
b. Pictorial material allows for meaningful practice of vocabulary and structures
presented by the teacher. Rather than have students repeat words or utterances
whose meaning may be unknown, the teacher can use cues or prompts.
c. Pictorial material can also provide a stimulus for using the language at the
reproduction and manipulation stages-to speak, to read and to write.
d. Pict"Ures can be used for revision from one lesson to another as well as for longtenn revision of vocabulary and structures.
e. Pictorial material can be used to supplement whatever textbook the teacher is
using or whatever course he is following. Pictures, of course can be used to
provide more practice of the exercises that students have done using the textbook.
f.
Pictorial material is easy to collect, to make and to transport.
In an article, Edmundo J. Morn stated that the pictures could be used to give
students of English as a foreign language an opportunity to practice the language in
real context or in situations in which they can use it to communicate their ideas. 10
4. The Advantages and Disadvantages of using Pictures
a. The Advantages of using pictures
Following are some opinions concerning with the advantages of usmg
pictures.
According to Vernon S. Gerlach:
"'Edmundo J. Mora, "Using Pictures Creatively", English Teaching Fomm, vol. XXVI, No.4,
October, 1988
13
I ) They are inexpensive and widely available.
2) They provide common experiences for an entire group.
3) The visual detail makes it possible to study subjects, which would otherwise
be impossible.
4) They can help to prevent and correct misconceptions.
5) They offer a stimulus to further study, reading and research. Visual evidence
1s a power tool.
6) They help to focus attention and to develop critical judgment.
7) They are easily manipulated. 11
Accurdmg ro A ..!. Romis::owski:
l) It is convenient to use the real thing
2) ;\ model or chart can better explain the principle being thought.
3) The real thing can not be seen any way
4) Requirement no equipment for use. 12
b. The Disadvantages of using Pictures
Vernon S. Gerlach said:
Il
Sizes and distances are often distorted
2)
Lack of color in some pictures limits proper interpretations
3)
Students do not always know how to read pictures13
-·--------- - - - - - - - " Vernon S. Gerlach and Donald P. Elly, Op. Cit. p. 277
AJ. ｒｯＱｩｳｺｷｫｾ＠
771e selection and use ofi11str11ctio11a/ Media: for hnproved classroom
f'eaching and inleracti»e, Jndil'idualized i11.11ructim1, London: Kogan Page, 1988, 2nd ed, p. I 03
12
14
Although the pictures have the disadvantages but from the statement
above, it can be concluded that there are many advantages, which can be taken
from the use of pictures in composing, they are:
B.
,..
Represent things which are not available
;,.
Motivate and stimulate the students
,-
More Practice (can be used everywhere and anytime)
,..
Help both the students and the teachers in teaching-learning process, etc.
VOCABULARY
I. The Meaning of Vocabulary
In this chapter the writer wants. to prepare vocabulary meaning because to
understand a language the learners must understand vocabulary first. It is difficult
to make one definition of vocabulary. So, the writer tries to take it from some
differences.
There are some experts who give definition of vocabulary. Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list or set
of words that individual speakers oflanguage might use. 14
While according to Harimurti Kridalaksana, vocabulary is "Komponen
bahasa yang memuat semua informasi tentang makna dan pemakaian )cata dalam
I
"Vernon S. Gerlach and Donald P. Elly, Loe. cit
14
Evelyn Hatch and Cheryl Brown. Vocahulwy, Semantics and Language Education,
(Cambridge: Cambridge University Press, 1995), p. l
15
bahasa." 1\Vocabulary is a component of language that maintains all infom1ation
about meaning and using words in a language.)
Webster Dictionary noted that, vocabulary is: "a list or collection of words
usually alphabetically arranged and explained or lexicon, stock of words used in
language or by class, individual, etc."1 6
According to Webster's ninth collegiate Dictionary, Vocabulary is:
1. A list of word and often phrases, abbreviation inflectional fonn, etc. Usually
arranged in alphabetical order and defined or otherwise identified as in a
dictionary of glossary.
An interrelated group of non-verbal symbols, signs, gestures, etc. used for
communication or expression in a particular art, skill, etc. 17
The words that students know depend upon their experience. We hope that
our students know not only the meaning of words, but also know they are using
its in sentence. The vocabulary meant here, the English words as stated in the
secondary school curriculum of the elementary school.
"Zainuri, A.M. Vocabulary l UlN Jakarta, 2003,p. I
16
\Vebster's, 77u.! Largest Abridg111ent of}Vehster 's New Inter11ational dictiona1y of En.s;lish
l.a11g11age. Webster's Collage Dictionary. USA: G & G Merriam co, 1935, p. 1073.
17
ｚ｡ｩｮｵｲｾ＠
Ｑ｜Ｎｍｾ＠
Loe cit
16
2. The Types of Vocabulary
Vocabulary is frequently divided into four types; listening, reading,
writing and speaking.
That is possible for people to understand words they hear, and yet not use the
words themselves in speaking and writing. It is also possible that a word can be
read and understood, and yet not handled easily when heard in a listening, and at
the same time, contain dit1erent words that are understood or used frequently by
individuals. There is also a fifth vocabulary that we might consider-our
·'understanding" vocabulary. We know certain words well enough that we can
respond to them. We may, however, need to see or hear them in context, or need
someone to say something that helps us record the word meaning. 18
Fries say Vocabulary is of two, namely;function and content wordv.
!he timction words are a closed class, we cannot add to the preposition or
·auxiliaries or modals or any structure words of the language (with, for, May, will,
etc). 7/1e
content word,, on the other hand, can be added to at any times as new
scientific advances make new words and communication about new inventions
necessary (Pen, school, go, pretty, etc).
The content words can be divided into three general classes:
a) Words naming things, ideas, entitles, that we might call them nouns
b) Words naming actions called verbs
"Carol J fisher, Jerry, Childrm 's Language and the language Art. USA : Alemary Press, l977.
p.92-93
17
c) Words used to describe the qualities of those things or action called adjectives
and adverbs 19
John Haycraft distinguishes vocabulary into active and passive vocabulary.
a. Active vocabulary-words that the students understand can pronounce correctly
and used constructively in speaking and writing.
b.
Passive vocabulary-words that the students recognizes and understand when
they occur in a context, but which cannot produce correctly him self2°
3. The Use of Vocabulary
Yocab1t!ary is important because it helps the students enjoy their classes. 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 the
information from it since they can understand every word in the texi. On the other
hand, those who lack of vocabulary will face a lot of problems. Mastery of
vocabulary will be useful for the process of achieving language-teaching
objectives that is the mastery of language skills (reading, listening, speaking, and
writing).
If we want to communicate with other in certain language we must master the
language they belong to especially to know enough vocabulary of those
languages. Yang Zhihong who says that words are the basic unit oflanguage form
"z·ｾ｡ｩｮｵＬ＠ . .
1
10
. ....?
A. M . 0 p c1t_,p
John Haycrat1, J111rod11ctio11 lo Ji)1g/ish liu1guage Teaching, (Harlow: Long1nan Group
L1rnitcd. I 1178) p44
18
supports it. Without vocabulary, one cannot communicate effectively or express
idea. He also states that having a limited vocabulary is also a barrier. 21
Furthermore, Long and Richards explains that vocabulary like grammar is an
essential component of all uses oflanguage. 22
C. TEACHING VOCABULARY BY USING PICTURE
Pictures for vocabulary teaching come from many sources. Jn 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. ft is also helpful (especially for beginner in
English) to see a picture of a single object or person as the only focus of attention.
Suppose, for example, we have a picture of each of the following: a church, a
taxi. a bus, a traffic light, a policeman, and a mailbox. 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
21
22
Yang Zhihong. "Leaming Words" English Teaching Fonun,vol.38, no. J July,2000
Michael H. Long and Jack C. Richards, Methodology in 1ESOL: a Book ofReadings, (New
York: Newbury House Publishers, 1987), p.105
19
each word for commw1ication. We consider possible techniques for making students
feel it is important to know the English word. Here is one way:
l. The teacher arranges the pictures aJong ledge of the black board, saymg
something like this: "We'll put the taxi here. That's the first picture. Then the
bus ... then the traffic light ... then the clmrch ... then the policemen ... then the
mailbox."
2. The teacher asks a member of the class (We'll call her Lia) to came to the
blackboard.
TEACHER:
Lia is going to move one of the pictures for us. We are going to tell her
which picture to move. Lia, please move the policeman. Put the
policeman first (Lia moves the picture
(1. 1he policeman,
placing it
first in the row on the !edge ofthe blackboard).
TEACHER:
3.
Put the taxi first. (Lia does so.)
The teacher indicates that vari0t1s members of the class should request Lia to
make other changes in the order of the pictures using English, of course. For
example:
A STUDENT:
Move the church. Put the church first. (Lill does so.)
A STUDENT:
Move the mailbox, etc
If the class has began to learn the ordinal numerals (first, second, third, etc)
these may be reviewed in connection with this activity. After each rearrangement of
the pictures. the teacher (and then various students) says: "Now the _is first; the
is second; the
is third."
20
In the activity, which has just been described, students use English words
while talking about changes in location of pictures and changes in relationships. To
make such changes quickly and easily, we need pictures that can be moved and
rearranged w(J:hout taking time to pin them or tape them to the wall. 23
23
Allen French Virginia, Techniques in Teaching Vocabu!aJy, Oxford Univercity Press; p.34
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A.
Research Methodology
l. The Purpose of The Research
The purpose of this research is to find out whether there is a significance a
difference of using picture in teaching vocabulary or not.
2. Place and Time of Stndy
The research was held at SEC (Smart Education Center), which located on
Villa Mutiara Jombang, Ciputat. The field research was done from May 12Ll' until
June l 0'11
J. Populations and Sample
The population of the study consists of 20 students from pre beginner students
of Smart Education Center (S.E.C) from two classes. The sample was taken by
random sampling system where 10 students from experiment (Picture) class and
10 students are from control (drill) class.
Sampling is done in random in order to get representative data and make it
easy to calculate. In this research the writer presented a lesson using picture and
drill. And also she gave the explanation of doing test.
4. Instrument of Research
22
The instrument in this research was the final test. The material of test was
taken from the flash card, which taught in the class, like names of animals, tools
of school, occupation, and transportation. This test made by the English teacher.
This instrument was given only to experiment class during teaching learning
process.
5. Techn.ique of Data Taking
The techniques of data taking in this research are:
a. Observation
The observation in Smart Education Center (S.E.C), which is located on
JI Kccubung IV No.65, Sawah barn, Ciputat - Tangerang to research the
students of pre basic, the English teacher, the English teaching - learning
process in the classroom.
b. Ex1leriment
The experiment is conducted by dividing the students into two classes:
an experiment class and a control class. In the experiment class, writer teaches
students some vocabularies through the use of pictures. The material is for
pre-basic students.
23
c. Evaluation
The writer gives vocabulary test to the students then they have
answered the question. The test was held at first research (pre test) and at the
end of the research (post test) in each meeting.
6. Technique of Data Analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of both the
experiment class and control class also their difference.
To find out the differences of students' score in using picture technique in
teaching English vocabulary will be compared to the students; that using drill
technique in teaching English vocabulary the writer using T - test.
Before using T-test formula, the writer has to seek the differences of mean
variables by using formula as followed:
M1 =
>
and Mi
Ni
=I
Nz
And after getting mean variables, the writer has to seek the standard of
deviation of variable and standard error mean of variables by using formula as
followed:
ｾ＠
ｾ｡ｮ､＠
ﾷｾ＠
24
ｾ＠
2. SEM1 =
and
N-1
The next step is seeking the standard error mean differences of variables by
using formula as followed:
SE,11
Ml=
ｾｓｅｍＱ
Ｒ
ＫｓｅｾＱＲ
Ｒ＠
. Then the last is determining T - test by using formula:
To Ml-M2
B. Research Finding
l. Description of Data
As mentioned in this chapter, the writer conducted both library research and
field research. The \VTiter did field research by teaching two classes; Experiment
class (By using Picture technique) and control class (By drill technique). The
research of both methods was done four times for each method respectively. And
the writer got the data from pre-test and post-test. The pre-test was given before
the lesson began and the post-test was given at the end of the teaching.
There are fifteen items in the pre-test; the instrument of this research consists
oftwo types;
a. Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50.
25
b_ Matching, there are five items and each items scored I 0, so the total of this
type is 50_
And there are twenty items for post-test; this research consists of three types;
a_ Multiple choice, there are ten items and each item scored 5, so the total of this
type is 50_
b_ Matching there are five items and each items scored 5, so the total of this type
is 25_
c_ Completion, there are five items and each items scored 5, so the total of this
type is 25_
Having finished the field research by using picture in teaching vocabulary and
without using picture in teaching vocabulary the writer obtained the score as
follows:
Table I
ｾｦｨ･＠
Result of Control Class (Y)
i -Student Pre-test score Post-test score Y=Y2-Y1
i
!
''
!
!'
I
I
'
f
I
I
r
1
2
3
4
5
6
7
8
9
10
I
'
(Y1)
(Yz)
62,75
54,5
53
54,25
51,75
62,5
52
63
67
61
65,75
61,75
59
64,75
55,5
67
64,75
59,5
I
I
__,
'
7,25
6
10,5
3,75
4,5
12,75
-3,5
68
l
64,5
3,5
26
Table II
The Result of Experiment Class (X)
Student Pre-test score Post-test score X=X2-X1
I
I
lI
l
2
3
4
5
6
7
8
9
10
(X1l
(X2l
63,75
50,5
54,5
64,75
73,75
68,25
64,5
59,75
69
63,5
76,25
67,5
71
71,5
76,5
75,25
71,5
72,75
75,5
69,25
12,5
l7
16,5
6,75
2,75
7
7
13
6,5
5,75
Table III
The Comparison of X and Y
x
nt
\
·---l
I
I
··--r
I
.
-
AL
I
12,5
17
16,5
6,75
2,75
7
7
l3
6,5
5,75
y
3
7,25
6
I 0,5
3,75
4,5
12,75
-3,5
l
3,5
D