INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURE SEQUENCE AT SECOND GRADE OF SMPN 1 ABUNG TINGGI LAMPUNG UTARA

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ABSTRACT

INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURE SEQUENCE AT SECOND GRADE OF SMPN 1 ABUNG TINGGI

LAMPUNG UTARA

By Rika Fitri Yanti

Vocabulary is one of the aspect of language that is taught in the classroom during the process of language teaching. In fact students had difficulty in memorizing the vocabulary and if they found the difficult word the teacher asked them to look for them in the dictionary. Based on the fact above, this research was intented to find out whether there was an increase of students’ vocabulary mastery through picture sequence and to know students’ response after being taugh through picture sequence.

This research was quantitative research. The design of the research was conducted to find out the increase of picture sequence can improve students vocabulary mastery and also to find out the problems in teaching learning process using picture sequence. Vocabulary test in the form of multiple choices was used as the instrument of the research and repeated measures t-test was accomplished to analyzed the data.

From the result of pretest and postest it can be seen that there was an increase of students’ total score of pretest and posttest. The total score was improved from 1711 to 2301, and there mean from 57.05 to 76.7 in pretest and posttest. From the result of the test which was analyzed by using Repeated Measure t-test it showed that t-value was 12.364. It can be concluded that there was significant difference of students’ who are taugh by using picture sequence.

Based on the results, it can be concluded that teaching vocabulary through picture sequence can give positive influence to increase students’ vocabulary mastery significantly. It is suggested that teacher may apply picture sequence in teaching vocabulary.

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TABLE OF CONTENTS

TITLE i

ABSTRACT ii

CURRICULUM VITAE iii

MOTTO iv

DEDICATION v

ACKNOWLEDGEMENTS vi

TABLE OF CONTEN vii

LIST OF TABLE viii

LIST OF APPENDIX ix

1. INTRODUCTION

1.1 Background of the Problem 1

1.2 Research Problem 5

1.3 Objective of the Research 5

1.4 Uses of the Research 5

1.5 Scope of the Research 6

1.6 Definition of Terms 6

II. FRAME OF THEORIES

2.1 Concept of Vocabulary 8

2.2 Concept of Teaching Vocabulary 11

2.3 Concept of Content Words 12

2.4 Principles of Learning Vocabulary 13

2.5 Concept of Media 14

2.6 Concept of The Picturte 15

2.7 Concept of Picture Sequence 16

2.8 Advantages and Disadvantages 16

2.9 Procedure of Teaching Vocabulary Through Picture Sequence 17

2.10 Theoritical Assumption 18

2.1.1 Hypothesis 19

III. RESEARCH METHOD

3.1 Research Design 20

3.2 Population and Sample 21

3.3 Data Collecting Techique 21

3.1.1 Try –Out 21

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3.5 Research schedule 24

3.6 Criteria of Good Test 25

3.7 Level of Difficulty 28

3.8 Descrimination Power 30

3.6 Scoring System 30

3.7 Data Analysis 31

3.8 Hypotesis Testing 32

IV. RESULT AND DISSCUSION

4.1 Result of the Research 33

4.1.1 Result of Try out test 35

4.1.2 Result of Pre test 37

4.1.3 Result of Posttest 38

4.1.4 The Increase of StudentsVocabulary Mastery through PS 40 4.1.5 Teaching Learning Process Using Picture Sequence 42

4.1.6 The Result of Hypothesis 42

4.2 Result of Quesionner 43

4.2 Discussion of Findings 48

V. CONCLUSIONS AND SUGGESTION

5.1 Conclusion 50

5.2 Suggestion 51

REFERENCES APPENDICES

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I. INTRODUCTION

This chapter deals with the background of the problems. It consists of the research problem,objective of the research, uses of the research, scope of the reseach, definition of term.

1.1 Background of the problem

People need to achieve language skills in order to communicate in English succesfully, and they need to have substantial language skills, i.e. listening, speaking, reading, and writing and the mastery of the aspects of language, i.e. grammar and vocabualary. Vocabulary is one of the aspect of language that is presented in the classroom during the process of language teaching. According to School Based Curriculum/ Kurikulum Tingkat Satuan Pendidikan (KTSP), the goal of teaching and learning at junior high school is that the students must be able to develop their communicative competence in written as well as in spoken form.

English curriculum 2006 (Depdiknas, 2006: 227-278) states that Junior High School students are encouraged to comprehend a number of words. Besides, the requirements of vocabulary must be achieved by the students in order to fulfill the qualification of basic knowledge of listening, reading, speaking, and writing.

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English consists of component and skill that cannot be separated. For example English has relationship between one skill and other skill, when one students communicates with other people, he/she should know. One of its components is vocabulary. In order to master this language, one also learns the vocabulary of its language. Vocabulary is the content of language. If the students do not have any vocabularies in certain language, they containly unable to speak that language, in fact, the students at junior high school (SMP) should master the vocabulary of about 1500 words in order to be able to use English both in spoken and written language.

Vocabulary usually grows and evolves with age and serves as useful and fundamental tool for communications and acquiring knowledge. Napa Pietera (1991) says that to speak and write English in normal situation, you need at least 1-2000 words. But, nowadays most of the students lack of mastering vocabulary. Students get difficulties when they deal with a text because they do not know the meaning of the words. It occurs because their vocabulary were so poor. This problem can also be caused by the process of teaching vocabulary.

Teaching vocabulary is more than just presenting new words. It also includes a decision on words to be taught and how frequent they are used by speakers of the language. The most words commonly used are what a teacher should teach first. In fact students had difficulty with media that was used by the teacher in teaching vocabulary. They have to memorize the vocabulary and if they found the difficult

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words the teacher asked them to look for them in the dictionary. There was a common perception that all learning should be serious and solemn in nature and that if one was having fun and there is hilarity and laughter, then it was not really learning. In fact it was possible to learn a language as well as enjoy oneself at the same time in other words. One of the best ways of doing this is through picture sequence.

In this research, the researcher focused on the students of junior high school especially the second year students who found difficulty to communicate in English both in speaking and writing forms. In this case, they got difficulty to express their feeling, opinion to other students. They were also reluctant to speak and to express their idea. The students also got difficulties to write a paragraph because of the limited vocabulary. Most of them only used their mother tongue, Based on the interview with the English teacher, it was found that the teacher has instructed the students to speak English but they she got difficulty to motivate the students to speak English.

Based on the preliminary research in SMPN 01 Abung Tinggi at the second year students, the researcher also found that there and some problems related to the students vocabulary mastery.

1. Students could not remember the word immediately, but needs a process, perhaps, after remembering the word from the list of word

2. Students lack of vocabulary

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The problems stated above might be caused by teacher’s lack of using media. Therefore picture sequence is important because by using picture sequence stundents are casier to understand the vocabulary.

Based on the fact above, it seems that there were more problems faced by the teacher and the students in the used of picture sequence that seem to influence the success of the teaching- learning vocabulary. Therefore the researcher concerned to find out more problems faced by both the teachers and the students through a researcher entitled; increasing students vocabulary mastery through picture sequence. A variety of picture sequence can be used including those from book, magazine, newspaper ,etc. Any picture can be used, as long as there is distinct order for the example of picture sequence activity involves mixing up the picture and asking students to arrange the images in the right order.

1.2 Research problems

Based on background of the problem described above, the researcher problem as follows:

1. Can the use of picture sequence as media increase the students’ vocabulary mastery ?

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1.3 Objective of the research

1. The research was conducted to find out whether picture sequence can picture be used to increase the students’ vocabulary mastery, this research identification students about vocabulary mastery through picture sequence as media.

2. The research was conducted to find out the students respond, which are found after being taught picture sequence.

1.4 Uses of the Research

Theoretically, the result of the research was expected to confirm and clarify previous theories about technique vocabulary mastery through picture sequence

Practically, the result of the research is expected can be used as information for English teacher, especially about vocabulary mastery through picture sequence. Besides that, it is hoped that this research can be used as the alternative to the teacher to increase teacher’s performance in teaching vocabulary

1.5 Scope of the Research

This was quantitative research, this research was conducted at second grade of SMPN 1 Abung Tinggi. The research was focused on increasing of student’s vocabulary mastery through picture sequence using daily activities pictures. It was learns about the meaning of the pictures, and what was the activities on the pictures.

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1.6 Definition of Term

Some terms are defined in order to give basic understanding in relation variables and concepts. These are stated below:

Increasing

It is an effort in changing something low previously to be higher in this case, students’ vocabulary increased.

Media

Media is used by people to produce massage or information. Media is not only covers complex elektronik media but also the simple equitment such as photos slides pictures real object or visiting outside of the classroom.

Picture

Picture Sequence

It is a series of picture dealing with one subject, it may tell story, present and even, describe a science, reveal a person, or show how to do something the most successful picture sequence create several visual images that contain emphases and action.

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Vocabulary

It is a set of words that are part of a specific language which will make the language be meaningful.

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II. FRAME OF THEORIES

This chapter disccuss about concept of vocabulary, concept of teaching vocabulary, concept of content words, concept of learning vocabulary, concept of media, concept of picture , concept of picture sequence, advantages and disadvantages, theoritical assumption, and hypotesis.

2.1 The Concept of Vocabulary

Vocabulary is a basic part of a language. In making a simple or a complete sentence, vocabulary has an important role inside. It cannot be separated from its language when learning listening, speaking, writing, and reading. Vocabulary is a main role there.

Learning vocabulary does not mean understanding the meaning of the words only, spelling and how to pronounce are a part of it. As Diamond and Guthlon (2006) states that vocabulary is the knowledge of words and words meaning. It can help the students to prove their four skills; there are listening, speaking, writing, and reading.

According to Homby (1987) Vocabulary is building block to build the language. It means that if we have certain vocabulary, we can also practice the language in

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our daily life. Vocabulary is one of the language aspects which has important role in English mastery of spoken and written language are made up of vocabulary, therefore, without vocabulary the learners cannot communicate appropriately.

Based on the statement above, it can be concluded that vocabulary is basic element of language in which it makes a language be meaningful and without having adequate vocabulary, it was impossible for the people to communicate with others.

That is why the students have to master great number of vocabularies if they want to learn a foreign language. Wallace (1967) states, that vocabulary is the vital aspect of the language if we used the vocabulary. It is unusually possible to communicate by using the word we have learnt. An adequate vocabulary and grammar need to be taught in a context and the children should always be given plenty of opportunities to use the language that they have learned in class.

Dealing with the ideas above, the researcher assumes that the students have to learn vocabulary in order to express their idea. It was support by Riyanto ( 1982) who states that it would be impossible to learn a language without words or vocabulary. This shows that people do nothing to communicate if they do not know the words or vocabulary. In other words, vocabulary is important for the students to learn in order that they can express their minds, make sentences, speak, and get knowledge from the context.

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There are some types of vocabulary in English. Nation (1990) classify is English words as follows :

1. Content words represent the name of subject or things.

That is the concrete nouns (kitchen, market, bedroom, bathroom etc) action done with these thing for example : she cook in the kitchen.Verbs ( buy arrive, etc) for example : She buys vegetables and fruit. And the quantities of these things that is adjective ( clever, delicious etc ) for example : father always cooks delicious food for us 2. Substitute words

Substitute words are those that respond not to individual thing or specification, but fucntion as subtitute for whole from classes of words, that is indefinite ( somebody, every body, any body, etc) for example : Everybody can buy orange needs in the market.

3. Distribused words are those distributed in use according to grammaticl matter as the presence or absence of negative such as any, either , too, or yet.

In this research the researcher focused on the vocabulary that is clasified into content word because the vocabularies of daily activity are included in this group especially noun ( book, toothbrush, pencil, etc. ), action word verb (touch, make, drive, etc.) and adjective ( angry, cry, kind, etc. ). Refering to above statement the researcher assumes that vocabulary is very essential part in learning language, and it is appropriate with Junior High School.

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2.2 Concept of Teaching Vocabulary

Naturally, vocabulary cannot be ignored in teaching language. Vocabulary is very important in learning language, without vocabulary, the learners are unable to use the language well to communicate to other people. There are many different definitions of concept of teaching vocabulary. According to the concept of teaching vocabulary there are some definitions:

Fries (1975) states teaching vocabulary is appropriately given in the early or beginners. The teaching process also needs to be also analyzed about the age or level of the students. According to Junan and Donald (1996) in teaching vocabulary the teacher should select the vocabulary and the media well.

Based on all explanation above, the researcher has know if the teaching vocabulary was be effective, then, teacher must make the learning process was be fun condition. So, the students enjoyed the learning process and it gave a good impact to them to achieve the target language or learning objective for them. Unteaching vocabulary, the teacher has responsibility to make his/ her teaching successful. By making use of his/ her experience learning process in order to the students understood what he/ she explained.

By teaching through picture, the teacher can create a good atmosphere in the classroom, so the students are not tense to learn something. The students do not realize that they are learning. This enjoyable situation unconsciously also make students eager to speak. If they talk more, it means they can increase their vocabulary.

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From explanation, vocabulary is the vital part in learning vocabulary, so the teacher should be more creative in teaching vocabulary. They must know what the technique that should be and suitable with their lesson. The technique must be varied and do not make the students bored in teaching learning process in order that the students are able to remember the vocabulary for a long time memory.

2.3 The Concept of Content Words

Then vocabulary as a language component has many forms which basically refer to part of speech. Part of speech comprises of some components, namely : noun, verb, adjective, and adverb.

Marriene Ceice (1969) states that each component of part of speech has various a characteristic. Such as :

1. Noun

Noun has a part of speech inflected for case signifying a concrete or abstact entity. Noun also change form to show number and possesion ( boy, boy’s, boy, boys ). They are used primaly as substantives that is word that designed person ( teacher, lecture, etc), thing and idea. 2. Verbs

verbs have a part of speech without case inflection, but inflected for tense, person and number, signifying an activity or process performed or undergone. Verbs typically have four or five forms ( walk, walks, walked, walking, etc ), the function of which are too complicated for a brief description.

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3. Adjective

most short adjective has there forms to show degree ( pretty, prettier, and prettiest ). Such words as a beautiful and terrible have no inflection.

There are many part of speech like discussed above, such as noun, verb, adjective and adverb. But in this research, the researcher focuses on concrete noun, verb and adjective.

2.4 The Concept of Learning Vocabulary

According to Hornby (1984) learning vocabulary is the essential area of language is the lexicon or vocabulary of the language. It means that vocabulary must be learnt absolutely when one learns a language, if it is not, he/ she learns no language at all. The purpose of learning vocabulary is to understand the meaning of the words. The students are not only trying to memorize but also to use the word in any sentences in any situation

The process of learning vocabulary needs some possible media. Soetarjo proposes five possible ways of learning vocabulary as follows:

1. Learning Vocabulary Through Activity

The teacher should allow many choices to the students as they want to learn. The teacher can make such technique which enable the students to be creative in producing vocabulary, such as game, picture, drama and etc.

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2. Learning Vocabulary Through Definition

The teacher guides the students to define the meaning of the words and to arrange the words into correct sentence. For example, a dancer is a person who dances.

3. Learning Vocabulary Through Derivation

The teacher includes the classes of words in the position of occurrence in English sentences pattern. The teacher can give noun, verb, adjective or adverb. Then the teacher asks the students to inform the derivation of the words. For example : to employ (verb), employer (noun), employable (adjective ), and so on. Refering to the possible ways of learning vocabulary which are purposed by Soetardjo, picture sequence is an activity in teaching which is based on point one.

2.5 The Concept of Media

Media is fasility or tool that is used by teacher to transfer massage or information. Any components around the students can convey messages that motivate the students to learn any form of communication whether printed or audio visual, as well as their instrumentation, a means that transmit message from transmitter to receiver, a means that enables human being to influence other people who do not have contact with him or her immediately

Media do not only cover complex media but also the simple equitment such as photos slides, pictures ,real object, or visiting outside of the classroom. Media are the means for transfering or delivering massages and it was fleksibel because it can be used for all or level of students in all subject. The teacher needs to used

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media in teaching in order to make the students interest in teaching learning process. The used of media lead the students to learn by doing. In other word, it can be said said that not only doing in learning but also doing process, when the students used media in learning teaching learning process , they have the experiment of learning directly involve in the learning process. It makes what the students keep the new words in their long term memory.

2.6 The Concept of The Picture

In teaching process, teacher needs such thing to support fluency of the teaching learning process . Teaching is not only transferring knowledge but also making the students understanding. Thus , any media such as picture is very helpful to support the teaching learning process in a class.

Picture is also defined as a representation of anything ( as a person, a landscape, a building ) upon canvas, paper or other surface, produces by means of painting, drawing, engraving photography ,etc. and the students explains that motion picture is a lengthy film, with or without magnetic or optional soundtrack, bearing sequences or images, which create the illusion of movement when projected in rapid succession for the purpose of the research, the researcher uses still picture, because it is easily available, easy to be produced and or presented. However the teacher should take some careful consideration in using picture sequence for teaching vocabulary.

2.7 The Concept of Picture Sequence

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it may tell story, present and even, describe a science, reveal a person, or show how to do something. The most successful picture sequence create several visual images that contain emphases and action.

Picture sequence is one of the learning fasilities or media. It is very important in learning process, especially in foreign language learning for the students, without the media in the learning process, it is very difficult for teacher to explain or describe something, and make the students able to understand what the material explain about. Picture is one of the element is of the element in media which is very important. The picture is easy way to teach vocabulary to students at the beginner level vocabulary to learn about English picture can make students easier to remember the picture that shown to them.

2.8 The Advantages and Disadvantages

Picture sequence is an effective media in teaching English vocabulary. Some teachers use picture sequence as their media in teaching, for helping the students to remember the new word quickly. Picture sequence are very often help somebody in learning process but in the other hand it will be a statistic if use picture sequence very often.

1. The advantages of Picture Sequence

The advantages of Picture Sequence are : Provides skills for the students Picture Sequence give the students an opportunity to learn certain concept quickly and effectively. Using various picture sequence for learning styles can help the students for remembering words and skills. A way to help

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students solidity newly learned skills. Performing the pattern picture sequence minimize the chance of producing mistakes

2. The Disadvantages of picture sequence

The Disadvantages of picture sequence are : The students may not truly be learning. If the learning becomes too predicatable, students may not gain clear knowledge about the skills they are supposed to master. They may just be memorizing the material and that can cause problems for them later on when trying to accomplish more complex tasks and learn more advanced lessons. Hard for students to focus when done the picture sequence too often.

2.9 Procedure of Teaching Vocabulary Through Picture Sequence The procedures are as follows :

a. The teacher greets the students

b. The teacher give the students background knowledge about picture sequence

c. The teacher divides the students into several groups and each group consists of 3-4

d. The teacher give the students example of picture sequence

e. The students show the students picture sequence and than the teacher ask them about the activity of the picture sequence

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2.10 Theoretical Assumption

Referring to the theories mentioned above, the researcher assumes teaching English by using an interesting picture influence the learners learning mastery. The picture sequence is different from teaching English vocabulary by using other picture. In teaching English vocabulary through picture sequence, the teacher should demonstrate, the teacher does not explain or translate the material ; it is desirable that the students make a direct association between the target language and meaning. In teaching vocabulary, the teacher can use it with the real objects, the picture and etc. Therefore, the students can easily remember the vocabularies because they are acquired directly. The students use the vocabularies in full sentences rather than memorize a word list.

Based on the theories, the researcher also assumsed that different teaching method may give result. The picture sequence is assumed to have contribution for the students of Junior High School on the vocabulary mastery.

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III. RESEARCH METHOD

This chapter describes the research design, population and sample, data collecting techique, research procedure, reseach schedule, criteria of good test, level of difficulty, descrimination power, scoring system, data analysis, and hypothesis testing.

3.1Research Design

This research was conducted in order to find out a difference of students’ vocabulary before and after being taught through picture sequence and to investigate the students’ activities in teaching learning process using Picture Sequence media . In conducting this research, the researcher used one group pretest posttest design (Hatch and Farhady, 1982:20). Pretest and posttest was administered to see whether Picture Sequence can be used to improve student’s vocabulary.

This research used one class. The class had both pretest and posttest and three time treatments. The design could be illustrated as follows:

T1 X T2

Where :

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X : Treatment ( Picture )

T2 : posttest (Hatch and Farhady, 1982 : 20 )

3.2 Population and Sample

The population of this research was the students at class VIII of SMPN 1 Abung Tinggi Lampung Utara. There were four classes of class VIII. Each class consists of 30 students.The researcher took two classes, VIII A as try out class and VIIID as experimental class. In this research, the researcher used simple random probability sampling, by using lottery (Setiyadi, 2006:39).

3.3 Data Collecting Technique

In collecting the data, the researcher used the following technique :

3.1.1 Try – out

Try – out test was intended to assess the quality, i.e. the reliability and validity, of the instument used for data collection. In constucting the tryout test was multiple choice. The number of the test items were 40 with four options and of answer for each (A, B, C, D ) and time alloction was 90 minutes.

3.1.2 Pre Test

The researcher gave the pre test to the students’. The purpose of the test was to know how far students’ vocabulary mastery before given the treatment. The researcher carried out aspects the sampling of data. The students which the pre test was students who determined as the research.

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1.1.3 Treatment

In this occasion, the researcher applied the media. The reseracher gave three time treatments to the experimental class through picture sequence.

3.1.4 Post Test

The researcher administrated the post test after giving the treatment to know the result at the end of the research. Post test could be given after the students’ get materials. Which accordance with material is to explained by their teacher. Post test material was the same with pre test . With the post test, the students’ easier than express the ideas.

In this research, ther researcher choose content word ( noun, verb, adjective ) because all which were the things that the students find in their daily life, so it was very important to know the English of those things. The material was about daily activities. The material was selected in English book for grade VIII students of Junior High School.

3.1.5 Questionnaire

Questionnaire consists of a list of questions to gather data from the respondents. In this case, the respondents are second grade students of SMPN 1 Abung Tinggi. The respondents were asked to answer all the questions. Questionnaire was used to find out the students’ problem in teaching vocabulary using picture sequence as media. This questionnaire consists of 10 questions including questions about vocabulary and picture sequence teaching media. It could be seen in this following table specification:

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Table 1. Specification of Questionnaire

No Aspects Number of Items Percentage

1 vocabulary 1, 3, 6, 7, 8, 9 60%

2 Picture sequence 2, 4, 5, 10 50%

Total 10 items 100%

3.4 Research Procedures

In collecting the data, the researcher carried out the following procedures which can be described as follows:

1. Selecting and Determining The Materials

The materials were based on the School Based Curriculum (KTSP) 2006 for the second year students. The materials were taken from the text book and internet. The researcher used one type of vocabulary mastery through picture sequence.

2. Determining the Research Instrument

These instruments of this research were vocabulary test and questionnaire.

Vocabulary test consisted of 30 items with four alternative answers for each, they are A, B, C or D which consist of one the correct answer and the rest were the distracters.

3. Administering Questionnaire

Questionnaire was used to find out the students’ problem in teaching vocabulary using picture sequence as media. It was used to know the students’ problem in

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understanding the vocabulary especially in three aspects of vocabulary and what is their respond in vocabulary teaching learning process.

4. Analyzing the result of the Test

Both of the pretest and posttest result of the class was analyzed using repeated measured T-Test to compare the data average score (mean) of both pretest and posttest in one sample (Hatch and Farhady, 1982:114). It was tested in order to find out whether there is a difference in students’ vocabulary mastery after being taught by picture sequence.

3.5 Research Schedules

In order to gain the regularity and avoid irregularity in doing all the research procedures, the researcher made a time schedule for experimental class in one week

Table 2. The Schedule of The Research

NO Meeting Type of Action

1. September,16,2013 Administering Try Out 2. September,20,2013 Administering pre-test 3. September, 23,2013 Treatment 1

4. September,27,2013 Treatment 2 4. September,30,2013 Treatment 3

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3.6 Criteria of Good Test

Whenever a test or other measuring device is used aspect of the data collection process. There are four criteria of a good test, namely, validity, reliability, level of difficulty, and discrimination power.

Validity

The data validity of very important to get the data and information that responsible of the test. There are five validities of data, they are face validity, content validity, predictive validity, construct validity and democratic validity. The researcher used content validity for the related test was given. The researcher analyzed each test. The test to measure the material presented, the test must be suitable the indicator. The data validity is very needed to get the data and information that can be responsible of the truth. There are five validities, they are face validity, content validity, predicative validity ,construct validity and democratic validity.

In this case, the researcher used vocabulary that suppossed to be comprehended by the second year students based on the curriculum. To know the whether the test has good validity ; the term of test was discussed with the expert and the colleagues ( The researcher classmate and English teacher of SMPN 1 Abung Tinggi Lampung Utara ).

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Table 3 of specification of the try – out test

No. Word classes

Number of Item Percentage

1. 2. 3. 1 Noun Verbs Adjectives

2,6,7,9,16, 18, 27,31, 33, 34, 37, 38, 39, 40

1,3,4,5,10,

11,12,13,14,17,19,20,21,22,23, 24, 25,26,28, 29, 30

8,15,32,35,36

30% 60%

10%

Jumlah 100%

Constuct validity examines whether the test actually in line with the theory, it means that whether the test is in line with the school curriculum. In this research, the researcher used the vocabulary that is supported to be comprehended by the first year students Junior High School. The material was under topic of daily activity which was representative of vocabulary material based on the curriculum used in Junior High School.

Reliability

Based on the validity of data above the researcher determined reliability. Reliability is a tool measure by different time for same subject, but gave the same result. Stability reliability is relation with consistent of product the test given. Knowing reliability is given minimum twice for subject in different time. So, correlative both of result, it is named test retest. Reliability can be means can be believed. So research instrument must reliability.

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Hatch and Farhady ( 1982 : 243) say that reliability of a testa can be difined as a extent to which a test produced consistent result when administer under similar conditions. In order to estimate the reliability of the test, the research will used splithalf technique and to measure the coeficient of the reliability between odd and even group, this research used “ The Person Product Moment Formula “ as follows :

rI = ∑

∑ ∑

Where :

rI : Coeficient of reliability between old and even number items

x : Odd number y : Even number

∑ : Total score of odd number item ∑ : Total score of even number items ∑XY : Total number of odd and even number

( Lado : 1961 in Hughes, 1991 : 32 )

The criteria of reliability are :

0.80 – 1. 00 : Very high

0.50 – 0.79 : Moderate

0.00 – 0.49 : Low

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The research used “ Spearmen Brown Formula “ to know the coeficient correlation of whole items.

The formula is as follows :

rk = 2rI 1 + r1 Where :

rk : Reliability of a full test rI : Reliability of half test

The criteria of the reliability are :

0.90 – 1.00 : High 0.50 – 0.89 : Moderate 0.00 – 0.49 : Low

( Hatch and Farhady, 1985 :247 )

A try out test was carried out before conducting the pre test and post test. This test was administered in order to detremine the quality of the test that consisted of 40 items. After analyzing the data, the researcher got that 30 items meet the criteria of good test, 4 items should be revised, and 10 were bed and should be drooped.

The result of the reliability was 0.97 ( appendix 12 ) . by referring to the criteria of the reliability proposed by Hatch and Farhady ( 1982 : 268), the test has high reliability in the range 0.9000 – 1.00. It indicated that this instrument would produce consistent result when administered under similar condition to the same participant and in different time ( Hatch and Farhady, 1982 : 244).

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3.7 Level of Difficulty

To see the level of difficulty, the researcher used the following formula:

LD =

Where :

LD : level of diffficulty

R : number of students who answer correctly N : the total number of students following the test The criteria are :

<0.30 : difficult 0.30 – 0.70 : average .0.70 : easy

( Shohamy, 1989:79) Table 4. The Difficulty Level Of The Try Out Test

No Number of item Computation Criteria Decision

1 <0.30 Difficult Dropped

2 1,2,4,5,7,8,10,12,13,14, 15,17,18,19,20,21,22,2 3,25,26,27,29,31,32,33, 35,37,38,39,40

0.30-0.70 Average Administered

3. 3,6,9,11,16,24,28,30,34 ,36

>0.70 Easy Dropped

Based on the result of the try out test related to the criteria, it could be inferred that there were ten items had the result more than 0.70 ( see table ). It means that the items were easy. Therefore, those items were dropped. No items was less than

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0.30 ( see table ). So, there was no difficult item. Mean while, 30 average items were administered to be reference for the pre test and post test ( see table ) . the result of the difficulty level of the try out test shown on appendix.

From the computation of level difficulty (see appendix 9), the researcher found that there were 4 item which are less than 0.30. It means those items were difficult. There were 6 items which are higher than 0.70. It means that the items were easy and 30 items were average (030- 0.70 )

3.8 Descrimination Power

To see the discrimination power, the researcher used the following formula:

DP =

½ !

(shohamy, 1985:81)

The criteria are:

1. If the value is positive, it has discrimination because a large number of more knowledgeable students than poor students get the item correct if the value is zero. It means no discrimination.

2. If the value is negative, it has negative discrimination because more low-level students than high level students get the item correct.

3. In general, the higher discrimination index, the better, in the classroom situation most items should be higher than 0.20 indexes

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From the computation of discrimination power (see appendix 10) the researcher found that there were 1 bad items ( has negative value discrimination ), 9 items were poor ( has less than 2.00 index ) and 30 items were satisfactory ( has higher than 2.00 index). In general, it could be concluded that all items tested had good discrimination power and positive value since a larger knowledgeable student than poor students got the item correct.

From the result of try out test, 30 items which met the criteria of a good test were administered in pre test and post test. The researcher changed the numbers of arragement of the items in pre test, reaarranged the texts also put the choices randomly in order to use the items in post test. This was an attempt to made sure that the increase of students’ vocabulary mastery or not because they got the same test in pre test but because of the treatments

3.9 Scoring System

In scoring students result of the test, this research used Arikunto’s formula. The idea higher score was 100. The score of pretest and posttest were calculating by using

formula as follow ;

S = R N Where :

S : The score of the test

R : The total of the right answers

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3.10 Data Analysis

After conducting pretest and posttest, the researcher analyzed the data. It was used to know whether the students use the media for vocabulary mastery of the second year at SMPN 1 Abung Tinggi through picture sequence

The researcher examined the student’s score using the following steps :

1. Scoring the pretest and posttest

2. Tabulating the score of the student’s vocabulary test result using repeated measures T- test. The formula manually was as follows :

"#$$$ – "2$$$$ In which &_' = &_'

SD √)

Where :

$$$ : Mean of the pretest

$$$$ : Mean of the posttest

&_' : Standard error of differences between two means ( denominator) SD : Standard deviation

N : number of students

( Hatch and Farhady, 1982 : 116 )

In this research, the researcher used statistical computerization

3. Drawing conclusion from the tabulated result of the pretest and posttest administering, that is statistically analyzed using SPSS ( Statistical Program for Social Sciences ) in order to test whether increase of the student’s gain was can the use picture or no.

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3.11 Hypothesis Testing

In the line with data analysis above, the researcher formulated the hypothesis as follow : There is any increase the students’ vocabulary mastery significantly.

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V. CONCLUSIONS AND SUGGESTIONS

This chapter is intended to elaborate the conclusion and suggestions. It includes the explanation of the increasing of using picture sequence students’ vocabulary mastery, the obstacles faced by them and some suggestions for further research.

5.1 Conclusions

Having finished conducting the research and analyzing the data, the reseacher draws the conclusions as follow ;

1. Based on the research result, there was a signifcant difference of vocabulary who are taught through picture sequence. It could be seen from the result of the hypothesis which showed that value two tail significance was smaller than ( sign 0.00 < 0.05). it also supported by the data mean score of experimental class. the mean score of the pretest was 56.50 and the post test was 63.40. It means that picture sequence was increase the students’ vocabualry mastery significantly.

2. Learning vocabulary through picture sequence could motivate the students. It can be seen from enthisiasm and their participation in doing learning english. Refering to this, it was concluded that the students’ active learning was better because the classroom activity was more alive even it can be applied both in small and big language classroom.

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3. Teaching English vocabulary through picture sequence with interesting media and way, an enjoyable situation, cooperative situation had improved the students’ interest in learning English helped the students to understand the vocabulary. It is good result because they got new English vocabulary. 5.2 Suggestions

Considering the finding of the research, the research would like to purpose some suggestion as follows:

1. Since there was an increase on the students’ vocabulary mastery through picture sequence, the English teacher is suggested to use this media as variation in teaching english vocabulary.

2. During the teaching learning process, the researcher saw there was some students were busy with their selves. Overcome this situation, the English teacher should arrange the students chair position. It can make them focus their attention to the lesson.

3. The researcher found that there were some students who did not know the meaning of some English words included in the vocabulary target. Therefore, the english teacher should observe whether all the students in the class and give appropriate response or comprehend the meaning of the vocabulary which has been learned. It is needed to avoid the students’ misconception of the vocabulary meaning and ask them to make sentences by using those words.

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REFERENCES

Allen, Edward David and Rebecca M. Vallete 1997. Classroom technique foreign language and English as second language. Harcourt Brace Jovanovida, Inc, London.

Arikunto, Suharsimi, 2007. Penelitian Tindakan Kelas, Jakarta : Bumi Aksara. Homby, A.S. 1984, Oxford advanced Learner’s Dictionary. Current English ,

New York : Oxford University “ ress.

Kasihani, K, E. Suyanto. 2007. English For Young Learners. Jakarta : Bumi Aksara.

Murcia, Marriane Celce, 1969, Teaching English as a second of Foreign English Rowly, Masrachusents : New Bury.

Napa, Pieter a. 1991, Vocabulary Development Skill, Jakarta : Yayasan Kaniansus.

Pujiningsih. 2007. Increasing students’ Vocabulary Achievement Through Picture. FKIP University of Muhammadiyah Metro.

A.S. Homby, Oxford Advanced Learner’s Dictionary ( Oxford University Press, 1987 ) P.461

Bryman, Alan. (1992). Quantitative and quantitative research : further reflection on their integration. Pada Julia Brannen (Ed) , mixing method : quantitative and qualitative research. England : Avebury Ashgate Publishing Limited. Campbell, Donald T. dan Stanley, Julian C. (1996). Experimental and Quasi

experimental Design for Research . Chicago : Rand Mcnally.

Setiyadi, Ag. Bambang. ( 1999). A Survey of Language Learning Strategies of Tertiary EFL Students in Indonesia (Ph.D thesis ). Melbourne : La Trobe University.

Nation, I. S. P. 1990. Teaching and learning vocabulary. United state of America : Henley and Heinla Publisher.

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University Lampung. 2006. Pedoman Penulisan Karya Ilmiah. Lampung : Lampung University Press.

Wallace, M.J. 1998. Teaching Vocabulary. New York : Haineman Educational. Wallace, David Foster, 1986. Vocabulary. June 12, 2006. hhtp:// www. Answer . com/topic/david- foster-wallace

Hatch, evelyn and farhady. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry House, Inc.

Arikunto, S.1997. Dasar Evaluasi Pendidikan. Jakarta : Bina Aksara.

Fries, C.C. 1975. Teaching English as a Foreugn Language. Michigan University Press.

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3.10 Data Analysis

The researcher examined the student’s score using the following steps :

1. Scoring the pretest and posttest

2. Tabulating the score of the student’s vocabulary test result using repeated measures T- test. The formula manually was as follows :

"#$$$ – "2$$$$ In which &_' = &_'

SD √)

Where : "#

$$$ : Mean of the pretest "2