The Effectiveness of Using Picture Storybook on Students' Vocabulary Mastery (A Quasi-experimental Study at the Seventh Grade of SMP Kartika VIII-1 Cijantung)
(A Quasi-experimental Study at the Seventh Grade of SMP Kartika VIII-1 Cijantung)
A Skripsi
Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art)
in English Education
By
Tri Fadhillah Rachmawati 1112014000074
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
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Tri Fadhillah Rachmawati (NIM: 1112014000074). The Effectiveness of Using
Picture Storybook on Students’ Vocabulary Mastery; (A Quasi-experimental Study at the Seventh Grade of SMP Kartika VIII-1 Cijantung). Skripsi of English Education at Faculty of Educational Sciences of State Islamic University Syarif Hidayatullah Jakarta, 2017.
Keywords: Picture Storybook, Vocabulary Mastery
This study was carried out to see the effectiveness of using picture storybook on
students’ vocabulary mastery at the seventh grade of SMP Kartika VIII-1 Cijantung in academic year 2016/2017. The samples of this study were consisted of 60 students of SMP Kartika VIII-1 Cijantung.
This study used quantitative method with quasi-experimental design. It meant that there were two classes as the samples of the research, experimental class and controlled class. The experimental class was taught by using picture storybook while the controlled class was taught without using picture storybook. This study was conducted through the following procedures: giving pre-test, applying treatments, and giving post-test. The data in this study were gathered through test.
The result of the study showed that using picture storybook was effective to help student to master vocabulary. It could be seen from data analysis by using t-test. It showed the value of t-observation or to was 7.063 with degree of freedom 58 at the
significance level 5% in ttable = 1.672. It meant that, to > ttable (to was higher than ttable).
So, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was
accepted. The mean score of students’ post-test in the experimental class was 75.97 and in the controlled class was 62.77. It showed that there was a significant difference
of students’ vocabulary mastery between students who were taught by using picture storybook and students who were taught without using picture storybook.
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Tri Fadhillah Rachmawati (NIM: 1112014000074). The Effectiveness of Using
Picture Storybook on Students’ Vocabulary Mastery; (A Quasi-experimental Study at
the Seventh Grade of SMP Kartika VIII-1 Cijantung). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.
Kata Kunci: Picture Storybook, Vocabulary Mastery
Penelitian ini dilakukan untuk melihat efektifitas penggunaan picture storybook terhadap penguasaan kosakata siswa kelas tujuh di SMP Kartika VIII-1 Cijantung pada tahun ajaran 2016/2017. Sampel pada penelitian ini terdiri dari 60 siswa SMP Kartika VIII-1 Cijantung.
Penelitian ini menggunakan metode kuantitatif dengan desain penelitian semu. Pada hal ini berarti terdapat 2 kelas sebagai sampel penelitian, kelas eksperimen dan kelas kontrol. Pada kelas eksperimen diajarkan menggunakan picture storybook, sedangkan pada kelas kontrol diajarkan tanpa menggunakan picture storybook. Penelitian ini dilaksanakann melalui prosedur-prosedur berikut ini: pemberian pre-test, menerapkan tindakan penelitian, pemberian post-test. Pengumpulan data pada penelitian ini dikumpulkan melalui tes.
Hasil penelitian menunjukkan bahwa penggunana picture storybook efektif untuk membantu siswa menguasai kosakata. Hal tersebut dapat diketahui dari analisis data dengan menggunakan test-t. Nilai thitung adalah 7.063, dengan derajat kebebasannya
yaitu 58, dan taraf signifikansi 5% pada ttabel adalah 1.672. Itu menunjukkan
bahwa thitung > ttabel (thitung lebih tinggi dibandingkan dengan ttabel). Jadi, Ho ditolak dan
Ha diterima. Rata-rata nilai post-test siswa pada kelas eksperimen adalah 75.97 dan
pada kelas kontrol adalah 62.77. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan terhadap penguasaan kosakata siswa antara siswa yang di ajarkan menggunakan picture storybook dengan siswa yang diajarkan tanpa menggunakan picture storybook.
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Assalamu’alaikum Wr. Wb.
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish her last assignment in her study,
“Skripsi” as one of the requirement for the degree Strata I (Bachelor of Art) which will be presented to the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta in 2016.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without support, advices, guidance, help and encouragement from some people around the writer. Therefore, the writer would like to give the deepest gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd., the Head of English Education Department.
3. Mr. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
4. All the lectures in English Education Department for the knowledge and motivation to the writer during her study at State Islamic University “Syarif Hidayatullah” Jakarta.
5. Mr. Teguh Khaeruddin, M.App.Ling., the writer’s academic advisor who always encourages and gives motivation to her study at State Islamic
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countless advices, suggestions, and recommendation from the beginning until the end.
7. Drs. P. Karo-Karo as the principal of SMP Kartika VIII-1 Cijantung who gave
permission to do the writer’s research.
8. Tri Desi Turnip as the English Teacher who has always supported, given suggesstions and recommendation.
9. All of the teachers and staffs of SMP Kartika VIII-1 Cijantung.
10.All of the Students at seventh grade of SMP Kartika VIII-1 Cijantung.
11.Family and all people that always pray and give support for the writer.
12.All of beloved friends of PBI C 2012 in English Education Department.
Finally, those words are not enough to be expressed. May Allah, the Almighty
bless them all. The researcher realizes that this “Skripsi” cannot be considered as a perfect masterpiece. It is a pleasure for her to get suggestion and criticism to make this paper better.
Wassalamu’alaikum Wr. Wb.
Jakarta, January 11th 2017
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TABLE OF CONTENTS
APPROVAL ... i
ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ... iii
ABSTRACT ... iv
ABSTRAK ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Study ... 3
D. Formulation of the Problem ... 3
E. The Objectives of the Study ... 4
F. The Significance of the Study ... 4
CHAPTER II: THEORETICAL FRAMEWORK ... 6
A. Vocabulary ... 6
1. The Definition of Vocabulary ... 6
2. The Importance of Vocabulary ... 7
3. Selecting Vocabulary ... 8
4. Synonym and Antonym ... 9
5. Homonym ... 9
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7. Homograph ... 10
8. Word Classes ... 11
9. Types of Test Vocabulary ... 12
B. Picture Storybook... 15
1. The Definitions of Picture Storybook ... 15
2. Steps for Teaching Vocabulary through Picture Storybook .. 16
C. Related Previous Studies... 18
D. Thinking Framework ... 20
E. Research Hypothesis ... 21
CHAPTER III: RESEARCH METHODOLOGY ... 22
A. Time and Place ... 22
B. Research Method and Design ... 22
C. Population and Sample ... 23
D. Research Instrument ... 24
E. Technique of Collecting Data ... 24
F. Technique of Analyzing Data... 27
G. Statistical Hypothesis... 29
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION ... 30
A. Data Description ... 30
B. Data Analysis ... 35
1. The Normality of the Data ... 35
2. The Homogeneity of the Data ... 39
C. Hypothesis Testing ... 41
D. Interpretation of Data ... 47
CHAPTER V: CONCLUSION AND SUGGESTION ... 48
A. Conclusion ... 48
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x
BIBLIOGRAPHY ... 51 APPENDICES ... 54
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LIST OF TABLES
Table 3.1 Nonequivalent Control Group Design ... 22
Table 4.1 The Score of Pre-test and Post-test Experimental Class ... 30
Table 4.2 The Score of Pre-test and Post-test Controlled Class ... 33
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LIST OF FIGURES
Figure 4.1 Graph of Students’ Pre-test and Post-test Score in Experimental Class ... 32
Figure 4.2 Graph of Students’ Pre-test and Post-test Score in Controlled Class ... 35
Figure 4.3 The Percentage of Students’ Post-test Score in both Experimental and Controlled Class ... 43
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LIST OF APPENDICES
Appendix 1 Experimental Class Lesson Plan ... 55
Appendix 2 Controlled Class Lesson Plan ... 101
Appendix 3 Item Test Analysis ... 150
Appendix 4 Pre-test Question Hints ... 157
Appendix 5 Pre-test Questions Sheet ... 159
Appendix 6 Post-test Question Hints ... 165
Appendix 7 Post-test Questions Sheet ... 167
Appendix 8 Picture Storybook ... 173
Appendix 9 Calculation of Pre-test Normality in Experimental Class ... 241
Appendix 10 Calculation of Post-test Normality in Experimental Class ... 242
Appendix 11 Calculation of Pre-test Normality in Controlled Class ... 243
Appendix 12 Calculation of Post-test Normality in Controlled Class ... 244
Appendix 13 Table of Standard Normal Probabilities ... 245
Appendix 14 T-table ... 247
Appendix 15 Table of Lillyfors Test for Normality... 250
Appendix 16 Table of F(0.05) Distribution ... 251
Appendix 17 Surat Pengesahan Proposal ... 252
Appendix 18 Surat Bimbingan ... 253
Appendix 19 Surat Permohonan Izin Penelitian ... 255
Appendix 20 Surat Keterangan ... 256
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1
INTRODUCTION
This chapter presents and discusses background of the study, identification of
the problem, limitation of the study, formulation of the problem, the objectives of the study, and the significance of the study.
A.
Background of the Study
One of the important thing in language is vocabulary. If people do not have enough vocabulary, it is difficult for them to communicate with others or they will misunderstand about what people say or write. For example, students learn English as a foreign language, if they do not have many vocabularies, it is hard for them to utter their opinion, it is difficult for them to understand the meaning/message when they are reading and it is hard for them to catch what other people say. It means that
students need to understand a meaning of each vocabulary and memorize the vocabulary itself.
Yet, a problem on students’ vocabulary comes up. In 2010, Serife said it was difficult for young learners who have different learning style and dominant intelligence to memorize new vocabulary items.1 Then, a problem on teaching vocabulary raised. In 2012, Zipser said it was difficult for teachers to decide an appropriate method and to select a topic with an appropriate material for increasing
students’ vocabulary.2 Those problems above are being a challenge for teachers when
they are teaching vocabulary.
1Şerife Demircioğlu, “Teaching English Vocabulary to Young Learners via Drama”, Pocedia
Social and Behavioral Sciences, 2, 2010,p. 439. Retrieved from http://www.sciencedirect.com /science /article/pii/S1877042810000790.
2Katharina Zipser, “Effective Vocabulary Building in the Classroom Environment from B1
onwards”, Procedia Social and Behavioral Sciences, 70, 2012, p. 397. Retrieved from http:// www. sciencedirect.com /science/article/pii/S1877042813000785.
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In reality, the writer found problems on students’ vocabulary mastery and teaching vocabulary. Few months ago, the writer did an observation to a seventh grade class. In the class, some students wrote simple sentences on the white board, then other students asked the writer about the translation of those words. It showed the writer that they did not have enough vocabularies. Another problem came up when students were asked by their teacher to give their opinion about certain topic in English, only two of them gave their opinion in English, but most of students remained silent. Then, the writer asked them personally about the reason of why they kept silent in the class. They said they were afraid to utter their opinion in English, because they did not have enough vocabulary.
Furthermore, based on the writer’s experience, when she was a student of junior high school, her teacher used white board as the media for teaching vocabulary. Her teacher wrote vocabulary list on it, but she could not memorize those words easily, because the word list gave no strong effect towards vocabulary improvement. Another experience, when she was a student of vocational high school, her teacher again used words list in the textbook along with translation in it for teaching vocabulary. Yet, she was difficult to memorize those words. It means, vocabulary listing did not help her to learn new vocabulary.
To solve those problems above, media for teaching vocabulary probably will be helpful. An example of media that a teacher can use it for teaching vocabulary is picture storybook. According to Malu, a picture storybook is a book with pictures and text with an appropriate theme for children that together tell a story.3 It means, a picture storybook consist of picture and story in a book. A picture is one of the visual aids. It will help teachers for showing things that it is impossible to bring them to a class and it will help students to understand a material easily. Moreover, students also can learn new words by reading on their own or listening to stories in reading
3 Kathleen F. Malu, Exploring Children’s Picture Storybooks with Adult and Adolescent EFL Learners, number 3, English Teaching Forum, 2013, p. 11.
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aloud activities. Theoretically, by using stories for teaching vocabulary will help students to enjoy learning a foreign language especially in English. According to Cameron, stories are created by language and presented a whole imaginary world. A
theme in a story will pursue children’s personal interests in foreign language.4
In short, the writer was interested in conducting experimental research of “The Effectiveness of Using Picture Storybook on Students’ Vocabulary Mastery.” The experiment group would be the seventh grade of SMP Kartika VIII-1 Cijantung.
B.
Identification of the Problem
Concerning the background of the study, there are several problems, as follows: 1. Students have different learning style and dominant intelligences,
2. Students are afraid to utter their opinion in English, due to shortage of vocabulary,
3. Students need to enrich their vocabulary,
4. Writing vocabulary list on the white board does not attract students’ attention, 5. Teaching vocabulary by using words list in a textbook does not help students
to memorize those words easily, 6. Students are not active in class.
C. Limitation of the Study
In this study the writer focused on picture storybook as the media for teaching vocabulary at the seventh grade of SMP Kartika VIII-1 Cijantung. Moreover, the writer used the vocabulary around students’ life, especially noun and adjective, as their material in their curriculum talks about things around students’ life.
4 Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University Press, 2001), p. 159.
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D.
Formulation of the Problem
Based on the background of study above, the writer formulates research problems as follow: “Is it effective to use picture storybook in teaching vocabulary particularly on noun and adjective?”
E.
The Objectives of the Study
The objective of this study is to find out the empirical evidence about the effectiveness of using picture storybook towards students’ vocabulary mastery particularly on noun and adjective.
F.
The Significance of the Study
The research will give some useful information about the effectiveness of using picture storybook on students’ vocabulary mastery. Hopefully, the result of this research is useful for teachers, students, and other researcher. The result will be used for the following:
1. For teachers
Teacher could explore various ways of teaching vocabulary, one of them is picture storybook.
2. For students
The result to this study is expected to give opportunity for the students to identify their problem and how far they master vocabulary, so they can realize their problem in vocabulary and increase their vocabulary.
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3. For other researcher
The result of this study are expected to other researchers as a basic consideration to conduct the further study, to cover the limitation in this study and to provide more detailed information about this study.
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THEORETICAL FRAMEWORK
In this chapter, the writer presents about clear description about vocabulary mastery that include the definition of vocabulary, the importance of vocabulary, selecting vocabulary, word classes, types of testing vocabulary, the definition of picture storybook, steps for teaching vocabulary through storybook, and also there are some related previous studies.
A. Vocabulary
1. The Definition of Vocabulary
People know how to use vocabulary because they use it in everyday life. They use it to express their emotion, to utter their opinion and idea directly or indirectly. For instance, they express their idea and opinion at a discussion forum or they can express it indirectly by writing a book or diary. Yet, what is the “vocabulary” itself?
There are some definitions of vocabulary based on dictionaries. In Cambridge dictionary, vocabulary is all the words that are known and used when discussing in a particular language or subject. In addition, vocabulary is a list of words along with their meaning.1 In oxford dictionary, vocabulary is all the words in a language
that are used and known in particular book, subject, etc.2 Based on Longman
dictionary, vocabulary is all the words that are known and used by someone.3
1 Cambridge School Dictionary, (UK: Cambridge University Press, 2008), p. 825.
2 A. S. Hornby, Oxford Advanced Learner’s Dictionary, (UK: Oxford University Press., 2000), Sixth edition, p. 1506.
3 P e a r s o n , L o n g m a n D i c t i o n a r y o f C o n t e m p o r a r y E n g l i s h, 2 0 1 7 . R e t r i e v e d f r o m h t t p : / / w w w . l d o c e o n l i n e . c o m / d i c t i o n a r y / v o c a b u l a r y .
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In short, vocabulary is all the words that are known and used when discussing in a particular book, subject, and language by someone. It means, vocabulary is really important in daily life, so it can be the reason why people really need to increase their vocabulary.
2. The Importance of Vocabulary
Vocabulary is really important in a language. If students do not have many
vocabulary, they will hard to understand a material that their teacher teaches especially in English and misunderstanding about what other people say or write. If students have many vocabularies, they can use English well to utter their opinion, idea, feeling as long as they know a topic that they are talking about. Moreover, they will understand a message when they are reading English book, or material that is written in English by a writer.
Acording to Sarwono and Purwanto, there are two main reasons why people should learn vocabulary. First, people want other to understand what they say. The second reason is people want to understand what other people say. Moreover, people do not want other to misunderstand in their communication.4 It means that people use words in their daily life, people communicate with others directly (talking, discussing) or indirectly (writing a book, writing a letter or note).
If someone does not understand about what other talk or write about, it will be a problem. For instance, there is an English teacher who gives her student a note for borrowing some storybooks at school library, because the teacher rush to meet principle, the teacher does not explain about the note. But, the student does not understand about the note, he thinks his teacher asked for borrowing textbooks at the library as usual. So, he goes to the library for borrowing some textbooks. When his teacher comes to the class, the teacher asks student to open a certain page in
4 Jonathan Sarwono and Yudhy Purwanto, English for Academic Purpose, (Yogyakarta: Andi Offset, 2013), p. 192.
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storybook, but no one of her students open the storybook, because the student who were given a note by her, he borrowed wrong books. The illustration above will be
an obstacle in teaching and learning process, because of shortage of students’
vocabulary.
3
. Selecting Vocabulary
The aim of teaching English at junior high school in curriculum 1994 is students have to master 1000 vocabularies.5 But, in curriculum 2006 the number of vocabulary students must master is not stated. Learning vocabulary will be successful, if teachers consider what kind of vocabulary that students need to study.So, selecting vocabulary is really important.
There are two principles in selecting vocabulary. The first is frequency. According to McCarten, teachers should teach the most words that people talk about first, then they teach the less frequent words later.6 Frequency in selecting
vocabulary means teacher should consider about words that they should teach on the basis of how frequently they are used by speakers of the language. The words that should be taught first are that of most commonly used.
The second is contexts of use. It is really important to know about words that are used by people in different kinds of situations. For example, formal usage is more important than informal usage in polite situations with strangers or work colleagues, etc.7 Students who learn English at school, they will get more words for formal usage, because, students are often asked by their school to join a competition. For example, they are asked to debate, speech contest, and etc. Those
5 Aswir Astaman, A. Rifai, and Yeyet Maryati, Laporan Penelitian Tindakan Kelas Meningkatkan
P e n g u a s a a n K o s a k a t a B a h a s a I n g g r i s , 2 0 1 6 . R e t r i e v e d f r o m http://menulisbersamaaswir.blogspot.co.id/2010/03/meningkatkan-penguasaan-kosakata-bahasa.html.
6 Jeanne McCarten, Teaching Vocabulary, (US: Cambridge University Press, 2007), p. 4. 7Ibid., p. 5.
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competition are prefer to use formal language. So, it is really important to decide words based on the contexts of use.
4. Synonym and Antonym
So many words in a language, yet, there are words that have same meaning and there are words that have opposite meaning. Those words that share a similar meaning are synonyms.8 For example, when a teacher asks his student who are
noisy in the class to calm down. He says “silent, please” or “please, be quite”. The
two words that maybe the teacher uses to command his student to be calm are synonym. Some synonyms are interchangeable, for instance, cab and taxi. Both of them have similar meaning.
Meanwhile, words that have opposite meaning is antonym. It is not like synonym which have same meaning, antonym is word that have opposite meaning of another word. Yet, according to Thornbury, the relation between opposite words are not always black and white.9 It means, students who are learning English have to choose antonym of word carefully. For example, the opposite of he is an “old
man” is he is a “young man”, but the opposite of they have an “old phone”, they
have to buy a “new one” not a “young one”. It is not easy to find antonym of word, it should be considered based on the situation or context.
5. Homonym
Homonym is a words that share same pronunciation and same spelling but it
has different meaning.10 For example, it is not “fair” and she has a “fair” skin, in
both sentences there is a word “fair” which has same spelling and pronunciation,
8 Scott Thornbury, How to Teach Vocabulary, (UK: Pearson Education Limited, 2002), p. 9. 9Ibid.
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but “fair” in the first sentence means someone ask for justice. Besides, the word “fair” in the second sentence means she has a bright skin.
6. Homophone
Another word that include in a language is homophone. According to
Thornburry, homophone is another word in English that it has similar sound but are spelt differently.11 There are some words that are include this word, such as, to and too, flower and flour, our and hour, etc. There is a tip for helping students to distinguish of homophone word that they must understand about context that they are talking about.
7. Homograph
Besides homonym and homophone, there are words which are called
homographs. Homographs are words that are same spelled, yet, those words have different pronunciation and meaning.12 For example, Lia brings a great present for her best friend. In the sentence, the word “present” is pronounced \’pre-zǝnt\, the meaning of present in the sentence is a gift and the part of speech of the word is a noun. Meanwhile, the word “present” in the following example has different meaning and pronunciation. He presents a good presentation of new product. In
the second sentence, the meaning of “present” is a formal talking towards a group of people. The part of speech of the word is a verb and the way pronounce the word is \pri-‘zent\. If students can realize about content word that they want to use, and they know how to pronounce it well, they will use homograph words correctly.
11Ibid. 12Ibid.
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8.
Word ClassesAccording to Thornby there are two groups of word classes, namely, function word or grammatical word (such as prepositions, conjunctions, determiners, and pronouns) and content words (such as nouns, verbs, adjectives and adverb).13 Saddleback explains definitions of 5 word classes, as following:
a. Nouns are words that name people, places, and things. For examples: Vanessa, street, government, and engine. b. Pronouns are words used in place of nouns.
For examples: she, I, you, its, them, their, our, mine.
c. Verbs are words that express action or being in the past, present, or future. For examples: walk, walked, buy, wash.
d. Adjectives add to the meaning of nouns or pronouns by telling which one, what kind, or how many.
For examples: that pencil, red car, three boys.
e. Adverbs add to the meaning of verbs, adjectives, or other adverbs by telling how, when, where, why, or to what degree.
For examples: cried loudly, almost dark, very happy, arrived early, come here, still waiting.14
Content words are important for young learners, because they can use it independently without adding additional words to utter something that they want. For instance, a child is hungry, then he says “food” to his parents many times. Automatically, his parents understand that his child is hungry and he wants eat something.
13Ibid., pp. 3-4.
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9. Types of Test Vocabulary
After teaching vocabulary, teacher need to examine students’ vocabulary, for knowing about how far his/her students understand about vocabulary that they have learned. So, teachers need to give them a test.
There are four types for testing vocabulary, as a following:
a. Multiple choice test.
According to Thornbury, multiple choice are a common test that is easy to score and design.15
For example: 1. He’s not married. He’s ________________. A. young B. single C. first D. a husband 16
In reality, teacher often use this type of test, because the test is not time consuming for scoring and designing. Moreover, teacher can get students’ score on the same day when the students take the test.
b. Gap-fill test.
Thornbury said gap fill tests require students to bring back the words from their memory in order to complete a text or sentence. For example, cloze test. In a cloze test the gaps are regularly spaced – e.g. every seventh, eight, or ninth words. In addition, the ability for completing the gaps depend on understanding the context. 17
15 Scott Thornbury, op. cit., p. 132.
16 Douglas Brown, Language Assessment Principles and Classroom Practices First edition, (New York: Pearson Education, 2003), p. 194.
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For example:
The recognition that one’s feelings of (1)_____ and unhappiness can coexist much like (2)________ and hate in a close relationship (3)_______ offer valuable clues on how to (4)________ a happier life. It suggest, for (5)_______ that changing or avoiding things that (6)_________ you miserable may well make you (7)________ miserable but probably no happier. 18
Teachers can use this type of test for training their students’ understanding of vocabulary based on the context. If students get the context, they will use appropriate words to fill in the blank of the test.
c. Matching test.
The students’ task is simply to match appropriate items correctly. For example matching a word with its definition. To more communicative in matching task use selected response fill-in vocabulary task. Teacher makes a list of words to choose and make a set of sentences with blanks in them. For examples:
1.) Matching a word with its definition
Write in the letter of the definition on the right that matches the word on the left.
______ 1. exhausted a. unhappy
______ 2. disappointed b. understanding of others ______ 3. enthusiastic c. tired
______ 4. empathetic d. excited
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2.) Selected response fill-in vocabulary task
1. At the end of the long race, the runners were totally _______. 2. My parents were _______ with my bad performance on the final
exam.
3. Everyone in the office was ______ about the new salary raises. 4. The ________ listening of the counselor made Christina feel well
understood.
Choose from among the following: disappointed
empathetic exhausted enthusiastic 19
This type of test can help students to choose an appropriate answer for each questions. Because, the answer of each questions are written on the test paper as choices, students only focus on vocabularies that are shown on it.
d. Picture cued tasks.
Brown said pictures were designed to obtain a word or a phrase. 20 For example: Students read: Rectangle
Students see, and choose the correct item21:
A B C D
19Ibid., p. 197. 20Ibid., p. 151. 21Ibid., p. 193.
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Sometimes, picture is easy to be understood than a word or a sentence. So, picture cued task will help teachers to measure their students’ vocabulary that they have learned.
B. Picture Storybook
1. The Definitions of Picture Storybook
The media that the writer will use in this study is picture storybook. Because
a media which will grasp students’ interest for enriching student’s vocabulary by
hearing stories while seeing the text and picture is picture storybook.
According to Hornby, storybook is a book of stories for children. 22 Moreover, according to Malu, she said picture storybook are books with picture and text that together tell a story with an appropriate theme for children.23 In short, picture
storybook is a book of one or more stories with picture and text that together tell a story in a certain theme.
By using picture storybook in a class, teacher can enhance students’ attention. If students pay attention to a topic of material that their teacher explain, they will understand it easily. In addition, picture storybook are not only for students who are visual learners, but also, it is for students who are auditory learners, reading/writing learners and kinesthetic learners. For visual learners, teacher will help them to memorize vocabulary and understand a meaning of each vocabulary by seeing pictures. For auditory learners, teacher will help them by listening to a story in read-aloud activity. Furthermore, teacher will help reading/writing learners by writing prediction of a story, writing a reaction towards the story, and reading aloud the story. For helping kinesthetic learners, teacher can ask students for role-playing based on the story after read-aloud activity. It means, if teacher
22 A. S. Hornby, op. cit., p. 1333.
23 Kathleen F. Malu, Exploring Children’s Picture Storybooks with Adult and Adolescent EFL Learners, number 3, English Teaching Forum, 2013, p. 11.
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use picture storybook and he/she combines it with creative activity, students will be active in a class and they will learn new words joyfully.
2. Steps for Teaching Vocabulary through Picture Storybook
There are some version of steps for teaching vocabulary through picture
storybook, the first version according to Malu are: a. Teacher presents a book cover,
b. Teacher asks students to see illustrations and title on the cover to make predictions. While students are giving their predictions, the teacher writes them on the board,
c. Teacher reads the title, author, and the name of the publisher, d. Teacher reads the story aloud,
e. When the teacher is reading aloud, teacher should pause whenever there is information that supports or refutes student predictions,
f. Teacher should focus on the illustrations to reinforce comprehension,
g. At the end of the read aloud, teacher asks students to write their reflections and reactions to the story in a free-writing format,
h. Furthermore, teacher can give text-exploitation activities which include choral readings. Students are divided into groups and they have to listen and repeat dialogue which is read by the teacher or teacher can ask students for doing a role-play of the story.
The first version activity of teaching vocabulary through picture storybook is focus on teacher center. Teacher wants to introduce a picture storybook to his/her students for the first time. Students’ activity for comprehending vocabulary in this step are writing prediction, reflection and reaction to a story. For helping them to understand vocabularies in a story, teacher should pause whenever there is a part of story which are related to students’
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prediction. Moreover, teacher should focus on illustration to explain more about vocabulary explanation in a story. Also, teacher can include choral reading activity at the end of read-aloud activity for focus on students’
pronunciation. Moreover, teacher can ask students for role playing, so students can memorize and understand vocabularies deeply.
The second version, according to Malu are : a. Students are divided into groups,
b. Every group have to select one member to be a group leader, c. Teacher trains the leaders to read the book,
d. Then, the leader of each groups should read the picture storybook to his or her small group.24
In the second version of teaching vocabulary through storybook by Malu is focus on students’ center. By this activity, students can comprehend vocabulary more deeply in their small group.
According to Hickman, pollard-durodola and Vaughn, as the third version of it, are:
a. Teacher introduces (reviews) the story, then the teacher introduces three new vocabulary words from 200-250-word passage,
b. Teacher reads a passage from narrative or informational text out loud, c. Teacher asks students to make predictions for checking their
comprehension,
d. Teacher re-reads the story and stop at each vocabulary word to review and clarify and check.
e. Teacher asks students to summarize about the story and any content knowledge that was learned.25
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Hickman, Pollard and Vaughan give an example of activity for teaching vocabulary through picture storybook. Similar to the first version of Malu’s
activity, this version is teacher’s center. The different of this version with the first version of Malu is teacher read-aloud without pausing at second
step of it. Then teacher will re-read and pause to every word to comprehend it at the fourth step.
C. Related Previous Studies
There are some similar related studies that had been conducted by other researchers about different ways for enriching students’ vocabulary mastery. First, Kasim conducted a study about “Increasing the Students’ Vocabulary Mastery by Using Word Wall Media”. She conducted a study at the second year students of SMP Negeri 26 Makassar in 2010-2011 academic years. She used CAR (Class Action Research as the research method. The aim of her research was to increase
students’ vocabulary, especially on noun and verb. As the result, she found out that
word wall media was effective for increasing students’ vocabulary mastery.26
In 2013, Kosim studied about “Improving the students’ vocabulary mastery through flashcards”, by using flashcards. He did the research at the fourth grade students in Madrasah Ibtidaiyah An-Nuriyah Kuala Mandor “B” in the academic year 2012/2013. In his research, he conducted CAR (Classroom Action Research) to help students to solve their problem on vocabulary mastery. One of the activities that he did in the classroom was guessing and matching game in pairs. He said the game
was effective to increase students’ motivation on learning. As a result, the minimum score of achievement of students’ vocabulary mastery was 65, it means that using
25 Peggy Hickman, pollard-durodola and Vaughn, Storybook Reading Improving Vocabulary and Comprehension for English Language Learners,International reading association, 2004, p. 724. 26 Nur Aeni Kasim, “Increasing the Students’ Vocabulary Mastery by Using Word Wall Media”,
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flashcards could help students to recognize vocabulary of common nouns especially animal. 27
Third, Zarkoni, in 2014, she conducted a research about using macromedia flash
player for increasing students’ vocabulary. She conducted the research at the seventh grade of Mts SA Pancasila Salatiga in the academic year of 2013/2014. She used experimental research as the research method. The aim of her research was to describe the students’ vocabulary mastery which are taught and are not taught by using macromedia flash player. The result of the t-test is 7.16 > 2.09. It means that
using macromedia flash player for enriching students’ vocabulary.28
In 2008, Milah conducted a study about “The Effectiveness of Using Pictures for
Teaching Vocabulary.” She conducted a case study at the fourth grade of SDN Pamualng Permai – Pamulang, Tangerang. The aim of her research, she wanted to find out about the effectiveness of using picture for teaching vocabulary. As the
result, by comparing t-test and degree of significant 5% and 1%, it showed 2.01 < 4.73 > 2.68. It means that using pictures is effective for teaching vocabulary,
especially in noun, appropriated with the handbook of student at SDN Pamulang Permai.29
The last, Wahyuni, she conducted a study about “Improving Students’ Vocabulary Mastery through Popular Songs”. She did the research at the third grade of SDN 2 Teloyo, Wonosari from June 2009 to September 2010. As the method of her research, she used CAR (Classroom Action Research). The aim of her study were
to examine whether or not popular song can improve the students’ vocabulary
27 Nanang Kosim, “Improving the students’ vocabulary mastery through flashcards”,(Pontianak; Tanjungpura University, 2013), p.3.
28 Zarkoni, “The use of Macromedia Flash Player to Increase Vocabulary Mastery”, Skripsi (Salatiga: STAIN Salatiga, 2014), not published.
29 Aniqotul Milah, “The Effectiveness of Using Pictures for Teaching Vocabulary”, Skripsi (Jakarta: UIN Jakarta, 2008), not published.
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mastery and to know the effectiveness, the strengths and weaknesses of popular songs
towards students’ learning and students’ participation in teaching and learning
process. As the result, she found out that popular songs could increase students’ vocabulary. Also, students were cooperative, active and enjoyed in learning English.30
The similarity of this study with related previous study are focus on students’ vocabulary mastery. Also, the writer uses media for helping them to master vocabulary and she focus on content word for limitation of vocabulary.
Yet, this study is important because of some reasons. First, this study is using picture storybook, which can help students with their own learning style. There are pictures for visual learners, reading-aloud activity for auditory learners, making prediction and reaction for writing learners and role-playing activity for kinesthetic learners. Second, she uses some themes of story based on the curriculum material, it means that she focus on things around students life. The reason why the writer focus on noun and adjective, because it can help students for the next material in the curriculum that is describing people or thing.
D. Thinking Framework
Vocabulary is important for students, because if they want to utter their opinion
or comprehend a passage, they need to enrich their vocabulary. If they do not have enough vocabulary, they will misunderstand what others say or write. Because of how important vocabulary is, teacher should help them to master vocabulary. Yet, there are two problem, the first is there are so many vocabularies in language. The second problem is students have their own learning style.
For solving the first problem, teacher can use two principles in selecting vocabulary. Teacher have to choose vocabularies based on the frequency of words
30 Sri Wahyuni, “Improving Students’ Vocabulary Mastery through Popular Songs”, Thesis (Surakarta: Muhammadiyah University, 2012), not published.
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and different kinds of situations. So, teacher will teach vocabulary that will be useful for students, especially in their daily life and formal usage. For solving the second problem, teacher can use picture storybook as the media for teaching vocabulary. Because pictures can help visual learners to understand words in story. Then, read aloud activity can help auditory learners to understand words in it. For reading/writing learners, teacher can help them by asking them to read aloud and writing prediction and reaction to a story. For kinesthetic learners, teacher can help them to memorize and understand words by role playing. In this study, the writer uses
Malu’s steps activities as a consideration of teaching vocabulary through picture
storybook. Because students can be active in teaching and learning process. By doing some activities with using picture storybook, students can learn joyfully in a class. In short, based on the explanation above, picture storybook is effective for teaching vocabulary.
E. Research Hypothesis
The hypothesis of this research can be formulated as follows:
Ho: It is not effective to use picture storybook in teaching vocabulary particularly
on noun and adjective.
Ha: It is effective to use picture storybook in teaching vocabulary particularly
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22
In this part, the writer presents the process of research methodology in this study. The research methodology consists of place and time of the research, methodology/research design of the study, population and sample, research instrument, techniques of data collection, technique of data analysis, and hypothesis.
A.
Time and Place
This study conducts at the seventh grade of SMP Kartika VIII-1 Cijantung. The writer decides to choose the school, because the writer wants to know about students’ vocabulary in the school. The writer do the research at this school on October 13th 2016 until September 14th 2016.
B.
Research Method and Design
In this study, the writer uses quantitative research. The writer decides to use an experimental design that is called quasi experimental design. Quasi experimental design contains of pre- and post – test.1 The design of quasi experimental can be
described as the following,
Table 3.1
Nonequivalent Control Group Design
O1 X O2
O3 O4
O1 is pre – test for the experimental group O2 is post – test for the experimental group O3 is pre – test for the controlled group
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X is treatment for experimental group2 (using picture storybook)
In this design, there are two observation; those are before and after experiment. Those observation called pre – test, and post – test, in which pre – test is the observation which is conducted before the experiment and post – test is the observation which is conducted after the experiment. In this design, there are two groups of students as the samples. At the first time, both of groups are given pre – test in order to know their competence in vocabulary mastery before they are given a treatment. In the experimental group, they will get a treatment by using picture storybook, while the controlled group, they will get a treatment by using conventional technique.
C.
Population and Sample
The population of this research is the seventh grade students at junior high school Kartika VIII-1 Cijantung for academic years 2016/2017. The seventh grade students of this school for academic years 2016/2017 are 199 students, and they are divided into six classes (7th A, 7th B, 7th C, 7th D, 7thE, 7th F). For selecting samples, the writer gets recommendation class from the English teacher at this school. Because the samples in this study are lack of vocabulary, they are hard to be controlled in the class, and they are difficult to understand a material easily. It means that this research uses purposive sampling. According to Fraenkel, Wallen, and Hyun about purposive sampling, they said investigators use personal judgment to select a sample based on prior knowledge of a population and the specific purpose of the research.3 In the research, the writer
involves 60 students at seventh grade as the samples, 30 students are experimental group, and 30 students are controlled group.
2 Sugiyono, Metode Penelitian Pendidikan, (Bandung; Alfabeta, 2015), p. 116.
3 Jack R. Fraenkel, Norman E. Wallen and Hellen H. Hyun, How to Design and Evaluate Research in Education
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The research instrument that the writer uses to collect data is test. The test is divided into two parts: pre-test, that is given to both experimental and controlled class before treatment, and post-test, that is given to both classes after the treatment. The test have 30 questions about vocabularies around students’ life that focus on noun and adjective.
Before the test is administered, the reliability and the validity of the test will be analyzed to find out whether the test is good to be used or not.
E.
Technique of Collecting Data
Collecting data is the most important step in conducting the research. The types of test that the writer uses are multiple choice, matching task and picture cued task. The questions of the test are about things around students’ life, and those questions are tested to another group, which is not including as sample of the research, to see the reliability and validity of instrument. The writer analyzes the result of it by using Anates. Then, the writer collects 30 questions for pre-test, and the writer randomizes those questions for post-test. The writer gives the valid questions to experimental and controlled class for the pre-test and post-test. By this activity, the writer gets the scores about students’ vocabulary mastery that will be analyzed.
In this research, the writer uses some steps for experimental class, as the following:
Day-1
a. Teacher asks student to make a group (consist 4-6 people of each group)
b. Teacher introduces picture storybook for the first time to experiment group. Teacher reads the title, the writers and the publisher of the picture storybook. c. Teacher shows the cover and asks students to make a simple prediction about
the story that will be read by the teacher.
d. Some groups will delegate a representation of them to write their prediction on the white board.
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f. Teacher reads the picture storybook.
g. Teacher asks each group of students to make moral value of the story. h. Teacher teaches about noun and adjective,
i. Teacher asks students to underline noun and adjective in the picture storybook.
Day-2
a. Students gather with their group.
b. Teacher introduces the second picture storybook to experiment group. Teacher reads the title, the writers and the publisher.
c. Teacher shows the cover and asks each group to make a simple prediction about the story that would be read by some students.
d. Some students write their prediction on the whiteboard. The group, that writes their prediction, they will get score.
e. Teacher shares picture storybook with the tittle “The New Supermarket”5 for each group.
f. Teacher points a student to read the picture storybook, then the student will point other student to continue reading. The teacher takes a note of vocabularies which are mispronounced by students.
g. Teacher asks students to make moral value of the story. Then, some students utter the moral value of the story.
h. Teacher asks students to underline noun and adjective in the second picture storybook (2 pages of each group).
i. Teacher asks students to decide a representative of their group to present their work to other groups.
4 Erna Fitrini and Ratih Sumiratingratri, English is Fun, (Bekasi: Cahaya Pustaka Raga, 2009), pp. 1-17. 5Ibid., pp. 18-33.
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a. Students gathered with their group
b. Teacher makes a quiz about noun and adjective that students have learned, while a representative of each group are trained to read the third picture storybook.
c. Teacher introduces the third picture storybook to experiment group. Teacher reads the title, the writers and the publisher.
d. Teacher shows the cover and asks students to make a simple prediction about the story that will be read by their representative of each group.
e. Teacher asks the representative of each group to read the third picture storybook
with the tittle “Red Cherries in a Jar”6 for their group.
f. Students utter a moral value of the story.
g. Teacher gives clues about the total of noun and adjective of each page. For groups who are answer those vocabularies correctly, they get score.
Day-4
a. Students gather with their group
b. Teacher makes a “mystery box” game. There are some pictures related to the fourth picture storybook, while another representative of each group are trained to read the fourth picture storybook.
c. Teacher introduces the fourth picture storybook with the tittle “While We Were Weak”7 to experiment group. Teacher reads the title, the writers and the publisher. d. Teacher shows the cover and asks students to make a simple prediction about the
story that will be read by their representative of each group.
e. A representative of each group read the fourth picture storybook to their groups. f. Students utter moral value of the story.
g. Teacher asks students to tell about noun and adjectives directly in the fourth picture storybook. Every group have two chances to tell vocabularies.
6 Erna Fitrini and Ratih Sumiratingratri, Always English, (Bekasi: Cahaya Pustaka Raga, 2009), pp. 13-23. 7Ibid., pp. 25-33.
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F.
Technique of Analyzing Data
To find out the effectiveness of picture storybook on students’ vocabulary mastery at the seventh grade of SMP Kartika VII-1 Cijantung, the writer uses T-test. The writer uses the formula that is independent sample T-test. Because the sample that the writer use is independent sample, and they are in small sample size.8
to =
to : t value
M1 : Mean of experimental group gained score
M2 : Mean of controlled group gained score
SEM
: Standard Error of experimental classSEM
: Standard Error of controlled classThe procedure of calculation as follows9: a. Determining Mean I with formula:
Mean Variable X (M1) =
b. Determining Mean II with formula:
Mean Variable Y (M2) =
c. Determining of Standard Deviation of Variable X :
SD1 =
8 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Rajagrafindo Persada, 2014), pp. 314-316. 9Ibid.
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d. Determining of Standard Deviation of Variable Y:
SD2 =
e. Determining standard of error mean of variable X:
SEM =
f. Determining standard of error mean of variable Y:
SEM =
g. Determining standard of error mean difference of M 1 and M2 :
SEM
- M =h. Determining to with formula:
to =
i. After getting the to or tobservation, it is necessary for determining degree of
freedom (df) with formula:
df = (N1 + N2) – 2
Note:
Variable X: Students who are taught by using picture storybook
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The hypothesis of the study can be formulated:
1. Null Hypothesis (Ho):
“There is no significance difference of students’ vocabulary mastery between students who are taught by using picture storybook and students who are taught without using picture storybook.”
2. Alternative Hypothesis (Ha):
“There is a significance difference of students’ vocabulary mastery
between students who are taught by using picture storybook and students who are taught without using picture storybook.”
The result of t-test can be seen with the criteria:
a. If to ≥ ttable, it means there is significance difference and Ha accepted,
Ho is rejected.
b. If to ≤ ttable, it means, there is no significance difference and Ha
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30
RESEARCH FINDING AND INTERPRETATION
In this chapter, the writer analyzed and interpreted all data which were collected during the research. This chapter was divided into 4 subchapters: Data Description, Data Analysis, Hypothesis Testing, and Interpretation of data.
A. Data Description
In this chapter, the writer displayed the description of pre-test and post-test
data. The data were collected from students’ pre-test and post-test in both two classes, experimental and controlled class. To find out the result of the test (Pre-test and post-test) the writer made the table of the students’ score as follow:
Table 4.1
The Score of Pre-test and Post-test Experimental Class
Students Pre-test Post-test Gained Score
1
30 66 36
2 56 76 20
3 56 66 10
4 46 50 4
5 50 76 26
6 56 80 24
7 60 70 10
(45)
9 56 50 -6
10 36 76 40
11 70 86 16
12 60 96 36
13 56 76 20
14 40 73 33
15 66 66 0
16 66 83 17
17 50 90 40
18 36 70 34
19 60 86 26
20 46 83 37
21 60 76 16
22 46 80 34
23 66 86 20
24 56 73 17
25 60 76 16
26 60 83 23
27 60 48 -12
(46)
29 56 76 20
30 66 86 20
Total 1642 2279 637
Mean 54.73 75.97 21.23
Based on the table 4.1, it showed that the mean of the pre-test in the experimental class was 54.73. In the other hand, the mean of the post-test was 75.97. The highest score in pre-test was 70 and the lowest score in pre-test was 30. While, the highest score in post-test was 96 and the lowest score in post-test was 48. It could be summarized that the highest and the lowest score in post-test was higher than in pre-post-test. It means that the students’ vocabulary were increased. This is the histogram graph.
Figure 4.1
Graph of Students’ Pre-test and Post-test Score in Experimental Class
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Table 4.2
The Score of Pre-test and Post-test Controlled Class
Student Pre-test Post-test Gained Score
1
56 56 0
2 46 50 4
3
70 70 0
4
60 63 3
5 56 50 -6
6 53 50 -3
7 76 76 0
8
60 50 -10
9
56 50 -6
10
56 56 0
11 66 56 -10
12 60 66 6
13
80 80 0
14
66 66 0
15
46 60 14
16 80 90 10
(48)
18 56 60 4
19 36 43 7
20 36 46 10
21
70 86 16
22
46 43 -3
23 60 56 -4
24 73 66 -7
25
80 90 10
26
66 66 0
27
40 46 6
28 60 66 6
29 70 76 6
30 60 70 10
Total 1816 1883 67
Mean 60.53 62.77 2.23
The table 4.2 above described that the mean of the pre-test in the controlled class was 60.53. Besides, the mean of the post-test was 62.77.
The highest score in pre-test was 80 and the lowest score in pre-test was 36. While, the highest score in post-test was 90 and the lowest score in post-test was 43. This is the histogram graph.
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Figure 4.2
Graph of Students’ Pre-test and Post-test Score in Controlled Class
B. Data Analysis
The writer analyzed the normality and homogeneity of the data before analyzing the t-test. The normality of the data was needed in order to see whether the data was normally distributed in experimental class and the controlled class or it was not normally distributed. Then, the writer calculated the homogeneity of the data. The homogeneity of the data was needed to see whether the data were homogenous or heterogeneous.
1. The Normality of the Data
The writer used Lillyfors formula to test the normality of the data. The result could be seen by comparing the value of Tmax to Ttable. The maximum dispute
(T) got from the calculation must be in positive value (+).
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(50)
The criteria of the hypothesis are:
H1 : T > Ttable
Ho : T < Ttable
- If Tmax > Ttable, Ho is rejected and Ha is accepted. It means that the data
of X is not normally distributed.
- If Tmax < Ttable, Ho is accepted and Ha is rejected. It means that the data
of X is normally distributed.
The hypothesis can be seen as follows:
Ho : The data of X is normally distributed.
Ha : The data of X is not normally distributed.
a. Normality of the Experimental Class 1.) Normality of the Pre-test
s
2 = Σ fn
− [
Σ f n
]
=
− [
]
= . − [ . ]
= . − .
= .
SD = √ . = 9.64
x̅ = 54.73
2
2 2
(51)
Ttable = 0.161
Tmax = 0.12793
The result showed that Tmax < Ttable (0.12793 < 0.161). It can be
concluded that in the significant degree of 0.05, Ho is accepted. It means
that the data is normally distributed.
2.) Normality of the Post-test
The hypothesis can be seen as follows: Ho : The data of X is normally distributed.
Ha : The data of X is not normally distributed.
s
2 = Σ fn
− [
Σ f n
]
=
− [
]
= . − [ . ]
= 5904.16− . = .
SD = √ . = 11.52
x̅ = 75.97 Ttable = 0.161
Tmax = 0.0922
The result showed that Tmax < Ttable (0.0922 < 0.161). It can be concluded
that in the significant degree of 0.05, Ho is accepted. It means that the
data is normally distributed.
2
2 2
(52)
b. Normality of the Controlled Class The hypothesis can be seen as follows: Ho : The data of Y is normally distributed.
Ha : The data of Y is not normally distributed.
1.) Normality of the Pre-test
s2 = Σ f
n
− [
Σ f n
]
=
− [
]
= 3815.93−[ . ]
= 3815.93− .
= .
SD = √ . = 12.33
x ̅= 60.53 Ttable = 0.161
Tmax = 0.116
The result showed that Tmax < Ttable (0.116 < 0.161). It can be concluded
that in the significant degree of 0.05, Ho is accepted. It means that the
data is normally distributed.
2 2
(53)
2.) Normality of the Post-test
s2 = Σ f
n
− [
Σ f
n
]
=
− [
]
= 4122.37−[ . ]
= 4122.37− .
= 182.3
SD = √ .
= 13.50
x̅= 62.77 Ttable = 0.161
Tmax = 0.1264
The result showed that Tmax < Ttable (0.1264 < 0.161). It can be concluded
that in the significant degree of 0.05, Ho is accepted. It means that the
data is normally distributed.
2. The Homogeneity of the Data
Based on the normality calculation by using Lillyfors formula, the writer got the result that the data of pre-test and post-test in both experimental class and control class was normally distributed. Then, the writer calculated the homogeneity of the data.
The hypothesis can be seen as follows:
Ho : The sample of experimental class and controlled class is not different.
Ha : The sample of experimental class and controlled class is different. 2
2 2
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The criteria of the test: Ho : F < Fα(n1-1,n2-1)
Ha : F > Fα(n1-1,n2-1)
- If F < Fα(n1-1,n2-1), it means that the sample of experimental class and
controlled class in not different. Ho is accepted and Ha is rejected.
- If F > Fα(n1-1,n2-1), it means that the sample of experimental class and
controlled class is different. Ho is rejected and Ha is accepted.
The formula used can be seen as follows:
F = �ℎ� ℎ��ℎ� � �� ��
�ℎ� � � � �� ��
or
F =
a. Homogeneity of Pre-test Scores F = .
.
F = 1.634
n1-1 = 30 - 1 = 29 n2-1 = 30 – 1 = 29
F0.05(n1-1,n2-1) = 1.854 (Ftable)
Based on the calculation, it can be seen that F < Fα(n1-1,n2-1) / 1.643 < 1.854.
It means that the sample of experimental class and controlled class pre-test is homogeneous. Ho is accepted and Ha is rejected.
b. Homogeneity of Post-test Scores
F = .
.
(55)
n1-1 = 30 - 1 = 29 n2-1 = 30 – 1 = 29
F0.05(n1-1,n2-1) = 1.854 (Ftable)
Based on the calculation, it can be seen that F < Fα(n1-1,n2-1) / 1.3735 < 1.854.
It means that the sample of experimental class and controlled class post-test is homogeneous. Ho is accepted and Ha is rejected.
C. Hypothesis Testing
The writer analyzed the data by using T-test formula. The aim of this technique is useful to prove whether there is any significant difference between
students’ vocabulary in experiment and controlled class statistically. The experiment class was X variable and the controlled class was Y variable. The writer needed to make the calculation table, to find out the value of mean, standard deviation and standard error of each variable, before the writer calculated t-test.
Table 4.3
The Result of Gained Score in Experimental and Controlled Class Student
Score x y x² y²
X Y
1 36 0 14.77 -2.23 218.15 4.97
2 20 4 -1.23 1.77 1.51 3.13
3 10 0 -11.23 -2.23 126.11 4.97
(56)
5 26 -6 4.77 -8.23 22.75 67.73
6 24 -3 2.77 -5.23 7.67 27.35
7 10 0 -11.23 -2.23 126.11 4.97
8 30 -10 8.77 -12.23 76.91 149.57
9 -6 -6 -27.23 -8.23 741.47 67.73
10 40 0 18.77 -2.23 352.31 4.97
11 16 -10 -5.23 -12.23 27.35 149.57
12 36 6 14.77 3.77 218.15 14.21
13 20 0 -1.23 -2.23 1.51 4.97
14 33 0 11.77 -2.23 138.53 4.97
15 0 14 -21.23 11.77 450.71 138.53
16 17 10 -4.23 7.77 17.89 60.37
17 40 4 18.77 1.77 352.31 3.13
18 34 4 12.77 1.77 163.07 3.13
19 26 7 4.77 4.77 22.75 22.75
20 37 10 15.77 7.77 248.69 60.37
21 16 16 -5.23 13.77 27.35 189.61
22 34 -3 12.77 -5.23 163.07 27.35
23 20 -4 -1.23 -6.23 1.51 38.81
24 17 -7 -4.23 -9.23 17.89 85.19
25 16 10 -5.23 7.77 27.35 60.37
26 23 0 1.77 -2.23 3.13 4.97
(57)
28 30 6 8.77 3.77 76.91 14.21
29 20 6 -1.23 3.77 1.51 14.21
30 20 10 -1.23 7.77 1.51 60.37
Total 637 67 5035.37 1307.37
Mean 21.23 2.23
From the table above, it showed that the total gained score of experimental
class (Σ X ) was 637, the total gained score of controlled class (ΣY) was 67. In the following histogram graph, it showed the percentage of students’ post-test score in both classes, experimental and controlled class.
Figure 4.3
The Percentage of Students’ Post-test Score in both Experimental and Controlled Class
0% 5% 10% 15% 20% 25% 30% 35%
43-50 51-58 59-66 67-74 75-82 83-90 91-98
Post-test in Experimental Class and Controlled Class
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In order to get the calculation of T-test, there were some steps that the writer had done, namely, determining mean, standard deviation and standard error of each variable, the following steps as follows:
1. Determining Mean I with formula:
Mean Variable X (M1) =
ΣX
= = 21.23
2. Determining Mean II with formula:
Mean Variable Y (M2) =
ΣX
= = 2.23
3. Determining of Standard Deviation of Variable X :
SD1 =
√�
= √ .
=
√
.
= 12.95
4. Determining of Standard Deviation of Variable Y:SD2 =
√� ²
= √ .
=
√ .
= 6.60
5. Determining standard of error mean of variable X:SEM =
S√ −
=
.√ −
=
.√
=
..
=
2.406. Determining standard of error mean of variable Y:
SEM =
S√ −
=
.√ −
=
.√
=
.(59)
7. Determining standard of error mean difference of M1 and M2 :
SEM - M =
√
SE
M² + SE
M_²
=
√
. ² + . ²
=
√
.
+ .
=
√
.
= 2.698. Determining to with formula:
to =
−
S M −M
=
. − .
.
=
.=
7.063
9. After getting the t-observationor to, it is necessary for determining degree
of freedom (df), as follow:
df = (N1 + N2) – 2
= (30 + 30) – 2 = 60 – 2
= 58
The value of degree of freedom (df) is 58. The value of df 58 at the degree of significance (ttable) 5% (0,05) is 1.672 and at the degree of significance 1%
(0,01) is 2.392.
In this research, the writer proposed null hypothesis (Ho) and alternative
hypothesis (Ha):
Ho: There is no significant difference of students’ vocabulary mastery between
students who are taught by using picture storybook and students who are taught without using picture storybook.
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Ha: There is a significant difference of students’ vocabulary mastery between
students who are taught by using picture storybook and students who are taught without using picture storybook.
The assumption of this hypothesis as follows:
If to ≥ ttable, the Null Hypothesis (Ho) is rejected and the alternative
hypothesis (Ha) is accepted. It means there is a significance difference of
students’ vocabulary mastery between students who are taught by using picture
storybook and students who are taught without using picture storybook.
If to ≤ ttable, the Null hypothesis (Ho) is accepted and the alternative
hypothesis (Ha) is rejected. There is no significant difference of students’
vocabulary mastery between students who are taught by using picture storybook and students who are taught without using picture storybook.
Based on the description of data calculation, it could be conclude that: 1. The value of to is 7.063
2. The degree of freedom (df) is 58, so the value of ttable in the significance 5%
(0,05) is 1.672 and in the significance 1% is 2.392.1
3. The comparison between t-score with t-table by using the significance 5% t-score = 1.672 < 7.063.
It showed that to ≥ ttabel, it means the Null Hypothesis (Ho) is rejected and the
Alternative Hypothesis (Ha) is accepted.
1 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung, PT Refika Aditama, 2010), pp. 320.
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D. Interpretation of Data
Based on data description, the seventh grade students of SMP Kartika VIII-1 Cijantung improved, especially students who were taught by using picture storybook. The result of data were got from test (pre-test and post-test). It showed the mean of pre-test of experimental class was 54.73 before they got a treatment by using picture storybook. Then, the mean increased into 75.97 in post-test after they got the treatment.
In analyzing the data, the writer analyzed the hypothesis of pre-test and post-test in both of class (experimental and controlled class). Some steps in data analyzing were the main steps to find out whether picture storybook was
effective for students’ vocabulary mastery or not. The writer analyzed it by using T-test formula, the significance used 5% (0.05), and the criteria value of t-test (to) ≥ ttable. The calculation showed that t test (to) got 7.063 and the value
of ttable is 1.672. Then, it revealed to≥ ttable (7.063 ≥ 1.672). Based on the criteria
for the calculation that if value of to ≥ t table, it means that the Null hypothesis
(Ho) is rejected and the alternative hypothesis (Ha) is accepted. It could be
concluded that there is a significant difference on students’ vocabulary mastery between students who were taught by using picture storybook and students who were taught without picture storybook.
To sum up, the data of research had been conducted based on the procedures. As the interpretation of data calculation above, there is significance
difference on students’ vocabulary mastery between students who were taught by using picture storybook and students who were taught without picture storybook, because the results showed the hypothesis of Ho is rejected and Ha
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48
CONCLUSION AND SUGGESTION
In this chapter, the writer presents the conclusion and suggestion after conducting
the research, doing analysis, and presenting the results.
A. Conclusion
The data description shows the students in experimental class got higher score in
post-test than in controlled class. Also, the result of statistical calculation which was
analyzed in previous chapter shows picture storybook is effective for teaching
vocabulary. It means picture storybook could affect students’ vocabulary well.
Moreover, based on the data analysis, the writer concluded some points related to
this research as following:
1. Based on the result of pre-test, vocabulary of the students at the seventh grade of
SMP Kartika VIII-1 Cijantung was low. It could be seen from both classes
(experimental and controlled class). The mean score of experimental class was
54.73 and the controlled class was 60.53. After getting treatment by using picture
storybook, the mean score of post-test in experimental class was 75.97.
Furthermore, the mean score of post-test in controlled class who were taught
without using picture storybook was 62.77.
2. The use of picture storybook as the media in teaching vocabulary affected the
students’ score well. It could be seen from the result of the statistical calculation that the value of to was 7.063 which was higher than ttable at the significance level
(63)
5% = 1.672 and ttable at the significance level 1% = 2.392. It means that the null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
3. By using picture storybook in teaching vocabulary, it could help students to
master vocabularies. Also, it could encourage students’ motivation in teaching and learning process. Because, pictures and story in picture storybook could
attract students’ attention and motivate them to learn vocabularies joyfully. Using picture storybook was not only for visual learners but also it could help other
students who have different predominant learning style, such as auditory learners,
teacher could help them by read-aloud activity.
4. By using picture storybook, the students were being active and enjoyed their role
in the class. They were enthusiastic and excited when they were taught by using
picture storybook, especially in teaching and learning vocabulary (noun and
adjective) around students’ life.
B. Suggestion
Based on the finding and conclusion above, the writer would like to give some
suggestion as follows:
1. Teachers should use appropriate media for teaching vocabulary to help their
students to understand materials easily, for example picture storybook. Because,
by using picture storybook, it can help teachers to increase their students’
vocabulary. It is not only for visual learners who see pictures on it, but also it can
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