Using pictures to improve student's understanding in learning vocabulary

IMPROVING

STUDENTS’ UNDERSTANDING IN

LEARNING VOCABULARY THROUGH PICTURES

(A Classroom Action Research in the First Grade of SMP 1 Negeri Pontang)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher‟s Training in Partial of Fulfilment of the Requirements

for the Degree of S.Pd (Bachelor of Arts) in English Language Education

By:

Ifat Kasyifaturrohmah 206014000135

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

ii

IMPROVING

STUDENTS’ UNDERSTANDING IN

LEARNING VOCABULARY THROUGH PICTURES

(A Classroom Action Research in the Seventh Grade of SMP 1 Negeri Pontang)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teacher‟s Training In Partial Fulfillment of the Requirements

For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By :

Ifat Kasyifaturrohmah NIM: 206014000135

Approved by:

Drs. Sunardi Kartowisastro, Dipl. Ed NIP. 194407191965102001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

iii

ENDORESEMENT SHEET

The Examination commitee of the Faculty of Tarbiya and Teacher‟s Training certifies that the “skripsi” (scientific paper) entitled “IMPROVING STUDENTS‟ UNDERSTANDING IN LEARNING VOCABULARY THROUGH PICTURES

(A Classroom Action Research in the Seventh Grade of SMP 1 Negeri Pontang)”,

written by Ifat Kasyifaturrohmah, student‟s registration number: 206014000135,

was examined by the committed on May 18th, 2011 and was declared to have

passed and, therefore, fulfilled one of the requirements for the academic title of S.Pd (Bachelor of Arts) in English Language Education at the Department of English Education.

Jakarta, May 18th, 2011

EXAMINATION COMMITTEE

Chairman : Drs. Syauki, M.Pd. ( )

NIP. 19641212 199103 1 002

Secretary : Neneng Sunengsih, S.Pd. ( )

NIP. 150 293 236

Examiner : Drs. Zaenal Arifin Toy, M.Sc. ( )

NIP. 150 031 215

Examiner : Dr. Alek, M.Pd. ( )

NIP. 19690912 200901 1 008

Acknowledged by:

Dean of Tarbiya and Teacher‟s Training Faculty

Prof. Dr. Dede Rosyada, MA NIP. 150 231 356

iii

Ifat Kasyifaturrohmah. 2011. Improving Students’ Understanding in Learning Vocabulary Through Pictures (A Classroom Action Research in the First Year of SMP 1 Negeri Pontang Serang-Banten), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Sunardi Kartowisastro, Dipl. Ed. Keywords: Vocabulary, Pictures.

Based on the research in SMP 1 Negeri Pontang Serang-Banten, the data

is derivedamong from the test (pretest and posttest), interview, and observation.

Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 27.14% improvement of students‟ mean vocabulary score after using pictures; It gained from the pretest result, there were three students who passed the KKM. Then in the result of posttest in cycle 1, there were 12 or 33.33% students in the class who passed the KKM considering their mean score of the test is 58.47. Next in the result of posttest in the cycle 2, there is 31 or 86.11% students who passed the KKM in which their mean score of vocabulary test derived 71.11. (2) Related to the observation result showed that the students were more active and interested in learning vocabulary activity in the classroom. Indeed, they could analyze the characteristics of pictures learning vocabulary. (3) Related to the interview result, it could be known that the students‟ vocabulary by using pictures has improved and also assisted the teacher in finding the appropriate strategy in teaching vocabulary.

iv

Ifat Kasyifaturrohmah. 2011. Improving Students’ Understanding in Learning Vocabulary Through Pictures (A Classroom Action Research in the First Year of SMP 1 Negeri Pontang Serang-Banten), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta Pembimbing: Drs. Sunardi Kartowisastro, Dipl. Ed.

Kata Kunci: Kosa kata, Gambar.

Berdasarkan penelitian di SMP 1 Negeri Pontang Serang-Banten, data yang diperoleh berasal dari test (pretest dan posttest), wawancara terhadap guru, dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitatif. Hasil yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil tes, terdapat kenaikan 27.14% rata-rata skor vocabulary siswa

setelah menggunakan gambar. Dengan perolehan; pada hasil pretest terdapat 3

siswa yang melampaui KKM. Kemudian hasil posttest di siklus 1, didapat 12 atau 33.33% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas sebesar 58.47. Selanjutnya hasil posttest di siklus kedua, terdapat 31 atau 86.11% siswa yang sudah mencapai target KKM dengan rata-rata kelas sebesar 71.11. (2) berdasarkan hasil observasi di kelas didapati bahwa siswa-siswa lebih aktif dan tertarik dalam mempelajari kosa kata di kelas. Terlebih mereka dapat menganalisa karakteristik sebuah gambar. (3) berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa pemahaman kosa kata siswa dengan menggunakan gambar telah berkembang dan juga membantu guru dalam menemukan strategi yang cocok dalam mengajarkan kosa kata.

v

In the name of Allah, the Beneficent and the Merciful

All praise be to Allah, Lord of the worlds. First the writer would like thanks to Allah SWT for His help in completing this “skripsi”. Without His Beneficence and His Mercy the writer would not be able to complete this paper. The writer believes that without His help, there is nothing she could do. All praises belong to Him, creator of living things from being nothing to existence. May solution and benediction be into the man who brings human from the darkness to the light, the man who never feels tired to tell his teachings, the prophet and messenger, Muhammad SAW.

On this occasion, the writer would like to thank people who have given their contribution in the process of making the paper. First the writer would like to thank two persons who never stop giving their prayers. Her father and mother, Mr. H. Romli and Mrs. Hj. Hasiatillah who always give their financial and support in finishing this paper.

The writer would like to thank to Mr. Drs. Sunardi Kartowisastro, Dipl.

Ed,as the writer‟s advisor who always guides her patiently during the process of

making the paper, without his help, this “skripsi” will mean nothing.

The writer also would like to thank some people who help her during the process in completing this “skripsi”, they are as follow:

1. Drs. Syauki, M.Pd, the Head of English Education Department and

Neneng Sunengsih, S. Pd, the Secretary of English Education Department.

2. All lecturers and staff in English Education department., for giving

motivation, valuable knowledge and support during her study at “Syarif Hidayatullah” State Islamic University Jakarta.

3. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiya and Teacher‟s Training faculty.

4. Her brothers, M. Imat Rahmatullah and Ahmad Fathurrohman and her

vi

and indirect help her during the process of making this “skripsi”.

The writer realizes that this “skripsi” is far from being perfect. So it is a huge pleasure for the writer to receive criticism and suggestion. Finally, the writer hopes this “skripsi” will be useful especially for the writer and those who are interested in it. May Allah bless us, Amin.

Jakarta, April 2011

The Students’ Vocabulary Score of Pre

-test, test 1 and

Post-test 2

STUDENTS’

NUMBER PRE-TEST POST-TEST POST-TEST 2

1 40 50 70*

2 30 55 80*

3 35 55 60*

4 30 55 75*

5 55 75* 85*

6 25 45 55

7 45 65* 80*

8 30 55 75*

9 25 55 60*

10 25 55 60*

11 35 40 50

12 35 70* 80*

13 35 45 50

14 30 35 45

15 30 55 75*

16 30 55 75*

17 60* 70* 80*

18 30 55 75*

19 35 50 55

20 35 50 60*

21 40 55 65*

22 45 50 60*

23 40 75* 80*

24 30 55 85*

25 60* 75* 85*

27 35 75* 85*

28 50 70* 75*

29 35 55 75*

30 45 80* 85*

31 30 55 80*

32 45 55 65*

33 45 70* 85*

34 30 70* 85*

35 60* 65* 70*

36 30 55 70*

Mean: _ ∑x

X = ── N

37.36 58.47 71.11

THE OUTCOME OF INTERVIEW

A. Kategori Kondisi Umum Kelas

Writer :Bagaimana tanggapan para siswa di SMP ini dalam proses pembelajaran bahasa Inggri selama ini?

Teacher : “Tanggapan siswa dalam mengikuti kegiatan pembelajaran

Bahasa Inggris cukup antusias, karena para siswa merasa ingin memahami dan ingin bisa mempraktekan berbicara dengan Bahasa Inggris. Walawpun terkadang juga kesulitan karena penguasaan kosa kata yang belum maksimal. Tetapi cukup terbantu juga dengan penyediaan kamus”.

Writer : Bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu di SMP ini?

Teacher : “Untuk memperoleh nilai Bahasa Inggris selama ini cukup beragam. Ketika pengambilan nilai setelah penjelasan materi, hasilnya lumayan bagus. Akan tetapi ketika pengambilan nilainya setelah beberapa kali pertemuan, nilai anak-anak malah 50%. Mungkin juga karena terlalu banyak materi. Sehingga anak-anak sedikit lupa”.

Writer :Berapa nilai KKM untuk pelajaran Bahasa Inggris?

Teacher : “Nilai KKM untuk Bahasa Inggris 60. Karena mayoritas siswanya kategori biasa

.

Writer : Dari 4 skill dalam bahasa inggris, apa yang paling dianggap sulit oleh siswa?

Teacher : “Listening, karena anak-anak belum terbiasa mendengarkan native speaker. Dan Reading, karena kurangnya rasa percaya diri dan pembelajaran untuk mencari kosa kata yang kurang”.

Writer : Dari beberapa kelas yang ibu ajar, kelas manakan yang sangat rendah dalam memahami dan meningkatkan kosa kata baru?

Teacher : “Kelas B”.

Writer : Dalam meningkatkan kosa kata baru, jenis materi apa saja yang telah ibu ajarkan kepada mereka? Dan jenis materi apa saja yang belum di ajarkann?

Teacher : “Materi yang sudah saya ajarkan tentang materi yang berkaitan dengan Narative text seperti: cerita-cerita yang pada masa lalu; maling kundang, cinderlela dan lain-lain. Dan Recount text seperti: kosa kata kegiatan pengalaman masa lalu. Materi yang belum ajarkan adalah descriptive text”.

B. Kategori kesulitan yang dialami siswa dalam meningkatkan kosa kata baru (vocabulary)

Writer :Untuk memahami dan meningkatkan kosa kata baru, kesulitan apa saja yang dialami oleh siswa?

Teacher : “ Kesulitan yang dialami oleh para siswa adalah menghafal dan

melafalkan kosa kata”.

Writer : Menurut ibu apa saja penyebab kesulitan yang dialami oleh siswa?

Teacher : “Penyebabnya adalah para siswa malas untuk menghafal kosa

kata baru. Dan cara membaca atau pronunciation para siswa itu dalam setiap kosa kata”.

C. Kategori strategi peningkatan kosa kata baru.

Writer : Teknik atau metode mengajar seperti apa yang sudah ibu gunakan untuk meningkatkan kosa kata baru siswa?

Teacher : “Metode yang sudah di gunakan untuk meningkatkan kosa kata

Writer : Untuk semester II ini rencana apa saja yang akan ibu lakukan untuk meningkatkan kosa kata baru?

Teacher : “Rencananya penggunaan media audio untuk lebih memudahkan anak dalam listening, speaking dan understanding”.

THE OUTCOME OF INTERVIEW

A. Kategori Kondisi Umum Kelas

Writer : Bagaimana kondisi siswa ibu dalam meningkatkan kosa kata baru setelah menggunakan media gambar?

Teacher : “Lebih effektif dan cepat menanggkap atau menerima pemahaman materi yang lebih baik.”

Writer : Bagai mana kemampuan pemahaman siswa ibu dalam kosa kata baru setelah menggunakan media gambar?

Teacher : “Lebih mudah memahami dan cepat menerima materi yang diajarkan”.

Writer : Apakah ibu merasa termotivasi setelah menggunakan media gambar dalam meningkatkan kosa kata baru di dalam kelas ini?

Teacher : “Sangat membantu dan memudahkan daya tangkap anak dalam menerima materi.”

Writer : Setelah menggunakan media gambar, apakah ibu melihat siswa ibu merasa lebih senang untuk mempelajari dan memahami kosa kata baru?

Teacher : “Iya, sangat menyenangkan dan antusiassekali”. B. Kategori kesulitan siswa yang dialami

Writer : Apakah ibu merasa kesulitan dalam menerapkan media gambar?

Teacher : “Tidak terlalu sulit”.

Writer : Apa Penyebab kesulitan dalam penerapan media gambar? Teacher : “Media pembelajaran yang sangat minim terutama pada

C. Kategori strategi untuk mengatasi kesulitan

Writer : Setelah mengetahui kesulitan yang ibu hadapi dalam penggunaan media gambar, maka bagai mana cara mengatasi kesulitan-kesulitan tersebut?

Teacher : “Untuk mengatasi setiap kesulitan dalam penggunaan media gambar yaitu dengan melakukan ide-ide yang kreatif seperti menanfaatkan gambar yang ada pada majalah, koran ataupun poster-poster yang sekiranya dapat membantu proses belajar mengajar yang lebih baik”.

INTERVIEW GUIDELINES FOR THE ANALYSIS (Monday, 5 January 2011)

R : the Researcher

T : The Teacher

A. Kategori Kondisi Umum Kelas

R : Bagaimana tanggapan para siswa di SMP ini dalam proses

pembelajaran bahasa Inggri selama ini?

R : Bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu di SMP

ini?

R : Berapa nilai KKM untuk pelajaran Bahasa Inggris?

R : Dari 4 skill dalam bahasa inggris, apa yang paling dianggap sulit

oleh siswa?

R : Dari beberapa kelas yang ibu ajar, kelas manakan yang sangat

rendah dalam memahami dan meningkatkan kosa kata baru?

R : Dalam meningkatkan kosa kata baru, jenis materi apa saja yang

telah ibu ajarkan kepada mereka? Dan jenis materi apa saja yang belum di ajarkann?

B. Kategori kesulitan yang dialami siswa dalam meningkatkan kosa kata baru (vocabulary)

R : Untuk memahami dan meningkatkan kosa kata baru, kesulitan apa

saja yang dialami oleh siswa?

R : Menurut ibu apa saja penyebab kesulitan yang dialami oleh

siswa?

A. Kategori strategi peningkatan kosa kata baru.

R : Teknik atau metode mengajar seperti apa yang sudah ibu gunakan

untuk meningkatkan kosa kata baru siswa?

R : Untuk semester II ini rencana apa saja yang akan ibu lakukan

INTERVIEW GUIDELINES FOR THE ANALYSIS (Friday, 5 February 2011)

R : The Researcher

T : The Teacher

A. Kategori kondisi umum kelas

R : Bagaimana kondisi siswa ibu dalam meningkatkan kosa kata baru

setelah menggunakan media gambar?

R : Bagai mana kemampuan pemahaman siswa ibu dalm kosa kata

baru setelah menggunakan media gambar?

R : Apakah ibu merasa termotivasi setelah menggunakan media

gambar dalam meningkatkan kosa kata baru di dalam kelas ini?

R : Setelah menggunakan media gambar, apakah ibu melihat siswa

ibu merasa lebih senang untuk mempelajari dan memahami kosa kata baru?

B. Kategori kesulitan siswa yang dialami

R : Apakah ibu merasa kesulitan dalam menerapkan media gambar?

R : Apa oenyebab kesulitan dalam penerapan media gambar?

C. Kategori strategi untuk mengatasi kesulitan

R : Setelah mengetahui kesulitan yang ibu hadapi dalam penggunaan

media gambar, maka bagai mana cara mengatasi kesulitan-kesulitan tersebut?

KISI-KISI SOAL PRETEST

TAHUN AJARAN 2010-2011

Nama Sekolah : SMP Negeri 1 Pontang

Alokasi Waktu : 20 menit

Mata Pelajaran : Bahasa Inggris

Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006

Semester : II (genap)

Kompetensi Dasar Indikator Jenis

Soal

Nomor Soal

Jumlah

11.1Mengungkapkan makna

dalam monolog pendek sederhana dengan

menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam

teks berbentuk descriptive

dan recount.

11.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.

1. Bertanya dan menjawab berbagai informasi:

 Meminta dan

memberi pendapat.

 Menyatakan suka

dan tidak suka

 Meminta klarifikasi.

 Merespon secara

interpersonal. 2. Mengungkapkan

berbagai informasi dalam teks monolog berbentuk descriptive. 3. Mengidentifikasi

berbagai informasi dalam teks fungsional pendek berupa

describing teks.

MC

9 7, 10,

11 5, 6, 8 2, 3, 4,

15 13, 14, 17 16,18, 19, 20 20

KISI-KISI SOAL POSTTEST I

TAHUN AJARAN 2010-2011

Nama Sekolah : SMP Negeri 1 Pontang

Alokasi Waktu : 20 menit

Mata Pelajaran : Bahasa Inggris

Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006

Semester : II (genap)

Kompetensi Dasar Indikator Jenis

Soal

Nomor

Soal Jumlah

11.1Mengungkapkan makna dalam

monolog pendek sederhana dengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

11.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi

informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.

1. Bertanya dan menjawab berbagai informasi:

 Meminta dan

memberi pendapat.

 Menyatakan suka

dan tidak suka.

 Meminta klarifikasi.

 Merespon secara

interpersonal. 2. Mengungkapkan

berbagai informasi dalam teks monolog berbentuk descriptive. 3. mengidentifikasi

berbagai informasi dalam teks fungsional pendek berupa

describing teks.

MC

1,2 8

3, 7, 9 4, 5, 6

10, 11, 12, 13, 14, 15, 16, 17 18, 19, 20 20

KISI-KISI SOAL POSTTEST II

TAHUN AJARAN 2010-2011

Nama Sekolah : SMP Negeri 1 Pontang

Alokasi Waktu : 20 menit

Mata Pelajaran : Bahasa Inggris

Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006

Semester : II (genap)

Kompetensi Dasar Indikator Jenis

Soal

Nomor Soal

Jumlah

11.1Mengungkapkan makna

dalam monolog pendek sederhana dengan

menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam

teks berbentuk descriptive

dan recount.

11.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.

1. Bertanya dan menjawab berbagai informasi:

 Meminta dan

memberi pendapat.

 Menyatakan suka

dan tidak suka.

 Meminta klarifikasi.

 Merespon secara

interpersonal. 2. Mengungkapkan

berbagai informasi dalam teks monolog berbentuk descriptive. 3. Mengidentifikasi

berbagai informasi dalam teks fungsional pendek berupa describing teks. MC 1, 4 10, 9 7, 8

6, 2, 3, 5 11, 12, 13, 14, 15, 16 17, 18, 19, 20 20

A TEST ITEMS IN IMPROVING VOABULARY BY USING PICTURE ( Pre-Test )

Name :

Class :

I. Choose the Corect Answer by crosing A, B, C or D

1. Is he wearing jeans ?

No, he isn‟t. He is wearing ... . a. rubber c. Trousers b. dress d. Bed

2. Where is my ...? I want to play tennis.

a. ax c. pen b. Racket d. Watch

3. There is a lot of ... at 8 o‟clock in the morning. There are many cars in the streets.

a. kite c. cinema b. _{restaurant d. Traffic}

4. You can ski, because there is a deep ... . a. bucket c. snow

c. magazine d. Watch

5. There is a high ... .you should climb it. a. Mountain c. zebra

b. sack d. Tap

6. It is very dark. Have you got a ... ? a. ball c. torch b. newspaper d. Ladder

7. Keyhan is the name of a ... in Iran. a. cap c. book b. music d. Newspaper

8. Do you like to play football ?

No, I don‟t. I like to play... . a. volley ball c. walk b. ruler d. Bicycle

9. A...can speak and walk. a. bat c. Robot b. wall d. Car

10.It is very hot. That man took out his coat. Now he is wearing just a white...

a. _{Shirt c. Watch}

b. _{Jeans d. earing}

11.Anita wears a long...in the house.

It is very beautiful.

a. _{Dress c. Watch}

b. _{Hat d. shoes}

12.Do you wear a coat in winter?

No, I usually wear a...because it is warmer than a coat.

a. _{Jacket c. Hat}

b. _{Earing d. watch}

13.It is very cold. Put on your wollen..., if you‟re going out.

a. Trousers c. Sweater

b. _{Jeans d. shirt}

14.It‟s too warm today. I can‟t wear even a shirt. I just wear a...

a. _{Jacket c. Long dress}

b. _{Sweater d. T-shirt}

15.A:What do you wear when you go to school?

B:I wear a white shirt, grey..., and black shoes.

a. _{Blue Jacket c. Trouser}

b. _{Red Sweater d. black watch}

16.On Fridays, Eric goes to picnic with his friends.

He usually wears a yellow T-shirt, Blue... and green trainers.

a. _{Jeans c. Black watch}

b. _{Long dress d. red sweater}

17.The girl wearing a blue...and a green coat is her sister.

She never wears jeans or trousers.

a. _{Skirt c. Trousers}

b. _{Long dress d. blue jeans}

18.When I‟m hungry, I usually go to a ... and have a meal.

a. Restorant c. Bank

b. Hospital d. Bedroom

19.A...can speak and walk.

a. bat c. Robot b. wall d. Car

20.I want to buy a sandwich, but I haven‟t got any ... a. clothes c. Money

A TEST ITEMS IN IMPROVING VOABULARY BY USING PICTURE ( Post-Test 1 )

Name :

Class :

1. Choose the Corect Answer by crosing A, B, C or D

1. Ariel is a...in this country.

a. Teacher c. Singer

b. Actris d. Football player

2. What is Ariel‟s age?

a. Old c. Child

b. Young d. Teenager

3. Ariel‟s hair is...

a. Short blonde hair c. Long straight hair

b. Long blonde hair d. Short staight hair

4. Amanda has... eyes.

a. Big c. Narrow (close set)

b. Beady (small) d. Averare eyes

5. Which of the following is not TRUE?

a. Leoni used braces on teeth

b. Leoni has long hair

c. Leoni‟s age is teenager

d. Leoni hair is black color

6. What type of hair does she has?

a. Leoni has short hair

b. Leoni has medium hair

c. Leoni has crurly hair.

d. Leoni has long hair

7. David Becam‟s job is...

a. Teacher c. Football player

b. Singer d. Actor

8. He has ... on his lips.

a. Moustaches c. Braces of teeth

b. Earring d. Beard

9. David‟s hair is...

a. Long c. Bald

b. Short d. Average

10.On Fridays, Eric goes to picnic with his friends.

Erik like picnic to TMII.

He usually wears a yellow T-shirt, Blue... and green trainers.

a. Jeans c. Black watch

b. Long dress d. red sweater

11.The girl wearing a blue...and a green coat is her sister.

She never wears jeans or trousers.

c. _{Skirt c. Trousers}

12.It is very hot. That man took out his coat. Now he is wearing just a white...

c. _{Shirt c. Watch}

d. _{Jeans d. earing}

13.Anita wears a long...in the house.

It is very beautiful.

c. _{Watch c. Dress}

d. _{Hat d. shoes}

14.Do you wear a coat in winter?

No, I usually wear a...because it is warmer than a coat.

a. watch c. Hat

b. Earing d. Jacket

15.It is very cold. Put on your wollen..., if you‟re going out.

c. _{Trousers c. Sweater}

d. Jeans d. shirt

16.It‟s too warm today. I don‟t like wear even a shirt. I just wear a...

c. _{T-shirt c. Long dress}

d. _{Sweater d. Jacket}

17.Is he wearing jeans ?

No, he isn‟t. He is wearing ... d. rubber c. dress c. Trousers d. Bed

II. Match the pictures with the descriptions

18. ________ is 28 years old. She has long blonde hair and Blue eyes. She is a singer.

A) Gita Gutawa

19._______ is 26 years old. She has black eyes, used

the earring and long straight hair. She is a actris

B) Avril

20._______ is 16 years old. She has a round face, black

eyes and long straight hair. She is a singer.

A TEST ITEMS IN IMPROVING VOCABULARY BY USING PICTURE ( Post-Test 11 )

Name :

Class :

I. Choose the Corect Answer by crosing A, B, C or D 1. David Becam‟s job is...

a. Football player c. Singer

b. Teacher d. Actor

2. He has ... on his lips.

a. Moustaches c. Braces of teeth

b. Earring d. Beard

3. David‟s hair is...

a. Long c. Bald

b. Short d. Average

4. All the family are in the living room. The father is reading a

newspaper and the children are watching TV.

a. ) b.)

c.) d.)

5. Ariel is a...in this country.

a. Football player c. Teacher

b. Actris d. Singer

6. What is Ariel‟s age?

a. Old c. Young

b. Child d. Teenager

7. Ariel‟s hair is...

a. Short blonde hair c. Long straight hair

b. Long blonde hair d. Short straight hair

8. Her father is mending the car in the ...

a. School c. post office b. living room d. Garage

9. On Fridays, Eric goes to picnic with his friends.

He like picnic to Taman Mini Indonesia Indah. He usually wears a yellow T-shirt,

Blue... and green trainers.

c. _{Jeans c. Black watch}

10.Do you wear a coat in winter? No, I usually wear a...because it is warmer than a coat.

c. _{Hat c. Jacket}

d. _{Earing d. watch}

11.His mother is cooking lunch in the ...

a. dining room c. freezer b. bedroom d. Kitchen

12.Their family are having dinner in the ...

a. dining room c. bank

b. bedroom d. Zoo

13.David is in the ...He is washing himself. a. class c. park b. kitchen d. Bathroom

14.His mother is slepping in the bedroom. She look tired.

a.) b.)

c.) d.)

15.When I‟m hungry, I usually go to a ... and have a meal.

c. Bank c. Restorant

d. Hospital d. Bedroom

16.The boys are playing with a ball in the... They are playing under the apple trees.

a. _{Garden c. Living room}

17.There are some chairs and a table in our dining room. We eat dinner in the dining room.

a.) b.)

c.) d.)

II. Match the pictures with the descriptions

18 ________ is 28 years old. She has long blonde

hair and Blue eyes. She is a singer.

A). Avril

19 . _______ is 26 years old. She has black eyes, used the earring and long straight hair. She is a actris.

B). Revalina

20 _______ is 16 years old. She has a round face,

black eyes and long straight hair. She is a singer.

C) Gita Gutawa

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP Negeri 1 Pontang Siklus ke- : 1

Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 1

Kelas / Semester : VIII / II

Jenis Teks : Describing People

Aspek / Skill : Speaking

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi

Mengungkapkan makna dalam perakapan transaksional dan interpersonal lisan untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to describing people) dan interpersonal (bersosialisasi) sderhana secara acurat, lancar untuk berinteraksi dengan lingkungan sekitar.

Indikator

 Menyebutkan ciri-ciri teman satu kelas.

 Menjelaskan gambar dengan baik dan lancar.

 Mengungkapkan kosa kata baru dengan lancar.

Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat :

 Megenali ciri-ciri teman satu kelas dengan baik.

 Mengungkapkan bentuk dan ciri-ciri gambar dengan baik dan lancar.

 Menyebutkan kosa kata baru dengan lancar.

Materi Pembelajaran Describing People

 Height : Tall

Average height

 Age : Old

Young Child Teenager

 Race : Asian

Black Indian White

Afro-America

 Hair  Length : Long

Medium Short

 Color : Black, Dark, White, Grey, Brown.

Straight, Spike, Curly, no hair.

 Eyes : Blue, Black, Green, Grey.

Big, Narrow (close set), Beady (small)

 Other : Glasses, Tatto, Earring, braces on teeth,

Moustache, Beard.

Metode/ technik : Three-Phase Technique.

A. Langkah-langkah kegiatan Belajar Mengajar (KBM)

No

Tahap Kegiatan Guru Kegiatan Siswa waktu

1. Pendahuluan

 Apresiasi  Motivasi  Salam  Memeriksa kebersihan dan kerapihan kelas  Memeriksa kehadiran siswa/siswi  Memfokuskan siswa/siswi pada materi yang akan diajarkan

 Menjelaskan

 Menjawab

salam

 Merapihkan

meja dan kursi jika berantakan  Absensi  Mendengarkan dan memperhatika n penjelasan dari guru

 Free Test

tujuan

pembelajaran

 Mendeskripsikan

materi yang akan disampaikan

 Memberikan

tanggapan (contoh)

pengucapan yang baik dan benar

 Menanggapi

pertanyaan yang dilontarkan oleh guru

2. Kegiatan Inti  Guru Meminta

siswa/siswi untuk memperhatikan ucapan guru  Guru menanyakan idola masing-masing.  Guru menjelaskan materi yang akan dipelajari.

 Guru menunjuk

siswa/siswi untuk Mendiscrib idolanya.

 Memperhatika

n ucapan guru

 Siswa menyebutkan idola masing-masing.  Siswa mendengarkan penjelasan guru.  Siswa mendiscrib idolanya.

3. Penutup  Guru

menjelaskan kembali materi yang sudah di

 Siswa

memperhatika n penjelasan guru

 Remedial

pelajari

 Guru

memberikan kesimpulan dari materi yang telah di ajarkan

 Guru

memberikan tugas

 Siswa mampu

mencerna kesimpulan yang diberikan oleh guru.

 Siswa

mengikuti perintah guru

Alat dan Sumber Pembelajaran

1. Sumber Bahan:

 Buku paket Bahasa Inggris

a) English on Sky 1 for junior High School (Penerbit

Erlangga)  Students‟ Worksheet

2. Media:

 White Board

 Spidol

 Gambar/pictures

Aspek Penilaian

1. Aspek Proses

Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2. Aspek Hasil

Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

3. Tertulis

Nilai siswa = Skor prolehan x 100 20

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP Negeri 1 Pontang Siklus ke- : 1

Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 2

Kelas / Semester : VIII / II

Jenis Teks : Describing People

Aspek / Skill : Speaking

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi

Mengungkapkan makna dalam perakapan transaksional dan interpersonal lisan untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to describing people) dan interpersonal (bersosialisasi) sderhana secara acurat, lancar untuk berinteraksi dengan lingkungan sekitar.

Indikator

 Menyebutkan ciri-ciri personal yang terdapat pada gambar kepada

teman-teman yang lain.

 Membedakan antara gambar satu dengan gambar yang lain dengan baik

dan lancar.

 Menggunakan kosa kata baru dengan lancar.

Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat :

 Megenali ciri-ciri personal tang terdapat pada gambar dengan baik.

 Mengungkapkan bentuk dan ciri-ciri gambar dengan baik dan lancar.

Materi Pembelajaran Describing People

 Height : Tall

Short

Average height

 Age : Old

Young Child Teenager

 Race : Asian

Black Indian White

Afro-America

 Hair  Length : Long

Medium Short

 Color : Black, Dark, White, Grey, Brown.

Straight, Spike, Curly, no hair.

 Eyes : Blue, Black, Green, Grey.

Big, Narrow (close set), Beady (small)

Other : Glasses, Tatto, Earring, braces on teeth,

Moustache, Beard.

Metode/ technik : Three-Phase Technique.

Langkah-langkah kegiatan Belajar Mengajar (KBM)

No

Tahap Kegiatan Guru Kegiatan Siswa wak

tu

1. Pendahuluan

 Apresiasi

 Salam

 Memeriksa

kebersihan dan kerapihan kelas

 Memeriksa

kehadiran siswa/siswi

 Memfokuskan

 Menjawab

salam

 Merapihkan

meja dan kursi jika berantakan

 Absensi

 Motivasi

 Free Test

siswa/siswi pada materi yang akan diajarkan

 Menjelaskan tujuan

pembelajaran

 Mendeskripsikan

materi yang akan disampaikan

 Memberikan

tanggapan (contoh) pengucapan yang baik dan benar

dan memperhatikan penjelasan dari guru  Menanggapi pertanyaan yang dilontarkan oleh guru

2. Kegiatan Inti  Guru Meminta

siswa/siswi untuk memperhatikan ucapan guru

 Guru menanyakan

idola masing-masing.

 Guru menjelaskan

materi yang akan dipelajari.

 Guru menunjuk

siswa/siswi untuk Mendiscrib idolanya.  Memperhatikan ucapan guru  Siswa menyebutkan idola masing-masing.  Siswa mendengarkan penjelasan guru.  Siswa mendiscrib idolanya.

3. Penutup  Guru menjelaskan

kembali materi yang sudah di pelajari

 Guru memberikan

kesimpulan dari

 Siswa

memperhatikan penjelasan guru

 Siswa mampu

 Remedial

materi yang telah di ajarkan

 Guru memberikan

tugas

kesimpulan yang diberikan oleh guru.

 Siswa mengikuti

perintah guru.

Alat dan Sumber Pembelajaran

4. Sumber Bahan:

 Buku paket Bahasa Inggris

English on Sky 1 for junior High School (Penerbit Erlangga)  Students‟ Worksheet

5. Media:

 White Board

 Spidol

 Gambar/pictures

Aspek Penilaian

1. Aspek Proses

Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2. Aspek Hasil

Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

6. Tertulis

Nilai siswa = Skor prolehan x 100 20

Max. score: 100

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMP Negeri 1 pontang Siklus ke- : 2

Mata Pelajaran : Bahasa Inggris Pertemuan ke- : 1

Kelas/Smt : VII A/II

Jenis Teks : Describing Things

Aspek/Skill : Berbicara

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.

Indikator :

 Menjelaskan macam-macam ruangan yang ada

didalam rumah

 Menjelaskan alat-alat yang terdapat didalam

ruangan tersebut

B. Tujuan Pembelajaran

1. Siswa dapat menyebutkan ruangan apa saja yang ada didalam rumah

2. Siswa dapat mengungkapkan kegunaan/manfaat alat-alat di dalam

ruangan tersebut

3. Siswa dapat mengucapkan kosa kata baru dengan lancar dan benar

C. Materi Pembelajaran

o _{Things in the living room}

- Carpet

- Book shelf

- Television

- Picture

- Tape recorder

- Wardrobe

- Sofa

- News paper

- Clock

- fan

o _{Things in the dining room}

- Dining table

- Fork

- Glass

- plate

o _{Things in the bedroom}

- Bed

- Radio

- Computer

- Blanket

- Cupboard

- Pencil

- Pillow

- Alarm clock

- Wardrobe

o _{Things in the kitchen}

- Frying pan

- Cooker

- Refigerator

- Pan

o _{Things in the bathroom}

- Water

- Towl

- Bath

- Toothpast

- Toothbrush

- Shower

D. Metode dan Teknik : TPR and PPP

Total Physical Response (untuk pengenalan kosa kata baru)

Presentation, Practice and Production (untuk pembelajaran ungkapan transaksional interpersonal

E. Langkah-langkah kegiatan Belajar Mengajar (KBM)

No

Tahap Kegiatan Guru Kegiatan Siswa waktu

1. Pendahuluan

 Apresiasi

 Motivasi

 Salam

 Memeriksa

kebersihan dan kerapihan kelas

 Memeriksa

kehadiran siswa/siswi

 Memfokuskan

siswa/siswi pada materi yang akan diajarkan

 Menjawab

salam

 Merapihkan

meja dan kursi jika berantakan

 Absensi

 Mendengarkan

dan

memperhatika n penjelasan

 Free Test

 Menjelaskan

tujuan

pembelajaran

 Mendeskripsikan

materi yang akan disampaikan

 Memberikan

tanggapan (contoh)

pengucapan yang baik dan benar

dari guru  Menanggapi pertanyaan yang dilontarkan oleh guru

2. Kegiatan Inti  Guru Meminta

siswa/siswi untuk memperhatikan ucapan guru  Guru menanyakan benda-benda yang terdapat di dalam kelas.

 Guru

menjelaskan materi yang akan dipelajari.

 Guru menunjuk

siswa/siswi untuk Mendiscrib benda-benda yang terdapat pada gambar.  Memperhatika

n ucapan guru

 Siswa

menyebutkan benda-benda yang terdapat di dalam kelas.

 Siswa mendengarkan penjelasan guru.  Siswa mendiscrib benda-benda yang terdapat pada gambar.

 Remedial

menjelaskan kembali materi yang sudah di pelajari

 Guru

memberikan kesimpulan dari materi yang telah di ajarkan

 Guru

memberikan tugas

memperhatika n penjelasan guru

 Siswa mampu

mencerna kesimpulan yang diberikan oleh guru.

 Siswa

mengikuti perintah guru Alat dan Sumber Pembelajaran

1. Sumber Bahan:

 Buku paket Bahasa Inggris

b) English on Sky 1 for junior High School (Penerbit

Erlangga)  Students‟ Worksheet

2. Media:

 White Board

 Spidol

 Gambar/pictures

Aspek Penilaian

1. Aspek Proses

Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2. Aspek Hasil

Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

3. Tertulis

Nilai siswa = Skor prolehan x 100 20

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMP Negeri 1 pontang Siklus ke- : 2

Mata Pelajaran : Bahasa Inggris Pertemuan ke- : 2

Kelas/Smt : VII A/II

Jenis Teks : Describing Things

Aspek/Skill : Berbicara

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.

Indikator :

 Menjelaskan kegunaan alat-alat yang ada di dalam

rumah.

 Menjelaskan alat-alat yang terdapat didalam

ruangan tersebut.

F. Tujuan Pembelajaran

1. Siswa dapat menyebutkan ruangan apa saja yang ada didalam rumah

2. Siswa dapat mengungkapkan kegunaan/manfaat alat-alat di dalam

ruangan tersebut

3. Siswa dapat mengucapkan kosa kata baru dengan lancar dan benar

G. Materi Pembelajaran

o _{Things in the living room}

- Carpet

- Book shelf

- Television

- Picture

- Tape recorder

- Wardrobe

- Sofa

- News paper

- Clock

- fan

o _{Things in the dining room}

- Dining table

- Fork

- Glass

- plate

o _{Things in the bedroom}

- Bed

- Radio

- Computer

- Blanket

- Cupboard

- Pencil

- Pillow

- Alarm clock

- Wardrobe

o _{Things in the kitchen}

- Frying pan

- Cooker

- Refigerator

- Pan

o _{Things in the bathroom}

- Water

- Towl

- Bath

- Toothpast

- Toothbrush

- Shower

H. Metode dan Teknik : TPR and PPP

Total Physical Response (untuk pengenalan kosa kata baru)

Presentation, Practice and Production (untuk pembelajaran ungkapan transaksional interpersonal

I. Langkah-langkah kegiatan Belajar Mengajar (KBM)

No

Tahap Kegiatan Guru Kegiatan Siswa waktu

1. Pendahuluan

 Apresiasi

 Motivasi

 Salam

 Memeriksa

kebersihan dan kerapihan kelas

 Memeriksa

kehadiran siswa/siswi

 Memfokuskan

siswa/siswi pada materi yang akan diajarkan

 Menjelaskan

 Menjawab

salam

 Merapihkan

meja dan kursi jika berantakan

 Absensi

 Mendengarkan

dan

memperhatika n penjelasan dari guru

 Free Test

tujuan

pembelajaran

 Mendeskripsikan

materi yang akan disampaikan

 Memberikan

tanggapan (contoh)

pengucapan yang baik dan benar

 Menanggapi

pertanyaan yang dilontarkan oleh guru

2. Kegiatan Inti  Guru Meminta

siswa/siswi untuk memperhatikan ucapan guru  Guru menanyakan benda-benda yang terdapat di dalam kelas.

 Guru

menjelaskan materi yang akan dipelajari.

 Guru menunjuk

siswa/siswi untuk Mendiscrib benda-benda yang terdapat pada gambar.  Memperhatika

n ucapan guru

 Siswa

menyebutkan benda-benda yang terdapat di dalam kelas.

 Siswa mendengarkan penjelasan guru.  Siswa mendiscrib benda-benda yang terdapat pada gambar.

3. Penutup  Guru

menjelaskan

 Siswa

 Remedial

kembali materi yang sudah di pelajari

 Guru

memberikan kesimpulan dari materi yang telah di ajarkan

 Guru

memberikan tugas

n penjelasan guru

 Siswa mampu

mencerna kesimpulan yang diberikan oleh guru.

 Siswa

mengikuti perintah guru

Alat dan Sumber Pembelajaran

1. Sumber Bahan:

 Buku paket Bahasa Inggris

English on Sky 1 for junior High School (Penerbit Erlangga)  Students‟ Worksheet

2. Media:

 White Board

 Spidol

 Gambar/pictures

Aspek Penilaian

1. Aspek Proses

Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2. Aspek Hasil

Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

3. Tertulis

Nilai siswa = Skor prolehan x 100 20

vii

TITLE...i APPROVAL...ii ABSTRAK...iii ABSTRACT...iv ACKNOWLEDGEMENT...v TABLE OF CONTENT...vii LIST OF TABLES...x LIST OF APPENDICES...xi

CHAPTER I : INTRODUCTION

A. The Background of Study...1

B. The Limitation and Formulation of Problem...3

C. The Objectives of the Research...3 D. The Contribution of the Research...3

CHAPTER II : THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary...5 2. The Kind of Vocabulary...6 3. Vocabulary Usage...7

a) Helping Students‟ Master Kinds of Meaning...7

b) Improving Writing Skill...8

c) Recognizing Groups of Vocabulary Items...8

4. The Technique of Teaching Vocabulary...9

B. Picture...10 1. Defination of Pictures...10 2. The Purpose of Using Pictures...11

3. The Advantages and Disadvantages of Pictures...11

4. Criteria for Good Picture...13 5. Kinds of Pictures...14

C. Teaching Vocabulary by Using Pictures...15

viii

A. Description of the School...18 B. Curriculum...19 C. English Text Book...19 D. English Teaching and Learning Process...20

E. The Evaluation Carried Out by the Teacher...20

CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS

I. Research Methodology...21 A. The Aim of Study...21 B. The Place and Time of Study...21 C. The Subject and the Object of Study...21 D. The Technique of Collecting Data...22 E. The Technique of Data Analysis...23 II. Finding Researrch...24

A. Data Description...24 B. The Analysis of Data...25 C. The Interpretation of Data...29

CHAPTER IV : CONCLUSION AND SUGGESTION

A. Conclusion...31 B. Suggestion...31

BIBLIOGRAPHY...33 APPENDICES

1

INTRODUCTION

This chapter presents the general account of the present study. It covers background of study, formulation of the problem, aim of the research, and contribution of the research.

A. Background of Study

Language is an essential part of human life. It is used as a means of communication among people. As human beings who live in society, communication cannot be avoided, neither can a language.

Among languages in the world, English is placed in the highest priority to choose when people among countries communicate each other because English has become an international language. People who learn English language may have some specific reasons. They may learn it because they have to communicate with the communities that use English as their language. They may learn it because they are interested in the culture and want to know more about the people who speak it and to know place(s) in which it is spoken. English is a part of school ccurriulum because a decision has been taken by the authority that it should be so.1

In addition to the four language components to teach: such as grammar, pronunciation, spelling and vocabulary. Vocabulary is crucial component in requiring and understanding language. A good vocabulary goes hand in hand with an ability to think logically and to learn easily and quickly. A good deal range of vocabulary and an ability to use words correctly and effectively can be a passport to worlds of interesting and exciting information. The tenses of English can be in the past, present and future depending on the time when the people speak.

Based on the writer observation at Junior High School (SMPN) Pontang 1, most of difficulties that are faced by students in learning English are vocabulary mastery. It can be caused by some factors, such as the limitation of time to explain all the vocabulary in material that they learnt so the teacher do not give the

1

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1989), P. 1-2

material optimally. Moreover, the large number of students in the classroom that

must be handled by a teacher simultaneously and students‟ habit in using mother

tongue is greatly influence in their vocabulary mastery.

In the other side, there are many factors that make the students‟ vocabulary

is low. There are came from the internal and external factor. The internal means factors from tthe inside of the students themselves such as motivation, interest, intelligence, etc., and the external is the factors from aoutside of the students that affect their learning process such as background, learning materials, and teachers‟ performance including their teaching methods.

Teaching and learning should be exciting and satisfying for both teacher and students. The English teacher has to think a suitable way, subject material and how to apply it in classroom. The English teachers demanded to be a teacher who successed in teaching foreign language especially teaching vocabulary subject. They should be creative to teach this subject in various ways and stimulate students in order to feel comfortable in learning it and they understand the materials, because English is not the first language for Indonesian students.

English teachers have to be able to organize teaching language activities; they have materials by using suitable techniques to master the subject matter. A good technique may make students understand and master the lesson better. Asking children to learn of vocabulary by memorizing is usually ineffective methods. Sometimes, children remember their meaning for a short period of time.

There are many ways in teaching English vocabulary as a solution for teacher‟s problem. Exactly, the English Teachers usually use the easiest and simplest ways in teaching learning process. They can combine the social interaction with physical action; by visiting museum, playing tennis or having a tour. In the classroom the teacher usually gives simple words and the visual aids to give an alternative technique of teaching and learning process.

Teacher can use various sources in teaching language, for instance: Teaching language using tape-recorders, picture, flash cards and television, by using a suitable method, because method may determine what and how much is taught (selection), the order in which it is taught (gradation), how the meaning and

form are conveyed (presentation) and what is done to make the use of the

language unconsious (repetation).2

Based on the case, the writer gave an alternative technique by using pictures

to improve student‟s understanding in learning vocabulary. Because using pictures

in teaching vocabulary is expected to be effective helpful in teaching learning process, so the students become easy in understanding and studying English. If someone has ability in mastery English, they may express their knowledge by improving their English voabulary.

Based on statement above, the writer is going to analyze about

“IMPROVING STUDENTS‟ UNDERSTANDING IN LEARNING

VOCABULARY THROUGH PICTURES” (A Classroom Action Research in the

Seventh Grade of SMP 1 Negeri Pontang)”

B. Limitation and Formulation of Problem

The limitation of problem which is described in this research paper in

learning vocabulary to improve students‟ understanding by using picture.

The formulation of the problem studied in this research is how to improved students‟ understanding in learning vocabulary by using pictures?

C. Aim of the Research

The aims of the research are to know how using pictures develop students‟

understanding in learning vocabulary at seventh grade of Junior High School (SMPN) Pontang 1 Serang Banten.

D. Organization of the Study

This writing is divided into five chapters. The first chapter explains the introduction, which contains the background of the study, the limitation and formulation of the problems, the objectives of the research, and the organization of the study.

The second chapter explains the theoretical framework, which divided into four sub-chapters. The first sub-chapters is vocabulary that contains of definition of vocabulary, the kinds of vocabulary, vocabulary usage and the technique of teaching vocabulary. The second sub-chapters is pictures that contains of

2

William Frances Mackey, Language Teaching analisys (London. Indiana University Press, 1965), p. xi

definition of pictures, the purpose of using pictures, the advantages and disadvantages of pictures, criteria for good pictures, and kinds of pictures. The third chapters is teaching vocabulary by using pictures. And the last sub-chapter is teaching English vocabulary to children.

The third chapter is school profile. It contain the description of the school, and curriculum of school.

The fourth chapter is divided into two sub-chapter. The first sub-chapter is Research Methodoology consist of the Method of the Research, the Aims of Study, the Placce and Time of Study, the Subject and the Object of Study, the Technique of Collecting Data, the Rreseacrh Design, the Classroom Action Research Procedures, and the Technique of Data Analysis. The second sub-chapters is Research Finding consist before Implementing the Action, the Implementing of Classroom Action Research, after the Implementing the Action, the Analysis of Data, and the Interpretation of Data.

Finally, the fifth chapter is Conclusion and Suggestion. In this chapter, the writer describes some conclusion and giving suggestion dealing with the metter. The writer also encloses the apendices and bibliografy completing her research paper.

5

THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary

Vocabulary as one of the language aspects is supposed to be learnt when people are learning a language. Good mastery of vocabulary is important for anyone who learns a language. A learner of foreign language will speak fluently and accurately, write easily, or understand what he reads or hears if he has enough vocabulary and has a capability of using it accurately.

It is abvious that vocabulary is very important for learning a language, especially English, because the English vocabulary is extremely large and various. Therefore, it is highly essential for English teachers to help their students to understanding vocabulary. There are definitions of vocabulary given by experts.

Penny Ur defines that vocabulary is the words that teach in the foreign language.1

Hatch and Brown define vocabulary as a list or set of words for a particular

language or set of words that individual speakers of language might use.2

In Oxford Dictionary, vocabulary is defined as follows3 : a). All the words that a person knows or uses.

b). All the words in a particular language.

c). The words that people use when they are talking about a particular subject. d). A list of words with their meanings, especially in a book for learning a foreign

language.

From the definition above, it shows that vocabulary is a component of language and number of words used by a person, class, profession, etc. In the communication and every aspect such as in trade, education, business, etc.

1

Penny Ur, A Course in Language Teaching Practice and Theory (New York: Cambridge University Press, 1996), p. 60.

2

Evelyn hatch and Cerryl Brown, Vocabulary, Semantics, and Language Education

(Cambridge: Cambridge university press, 1995), p. 1.

3

A. S. Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press, 2000), p.1506.

2. The Kind of Vocabulary

There are two kinds of vocabulary used by the people for the communication, namely: general and specific vocabulary. General vocabulary is all of the words that are used in general; there is no limit of fields or users, general in meaning and use. And specific vocabulary is used in certain field, job, profession or special science. For example: politicians, Jurnalisticts, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives or work.

Jo Ann Aebersold and Mary Lee Field classify vocabulary into active and

passive vocabulary.4

The meaning of active and passive vocabulary is:

a. “Active vocabulary; is also called as produtive vocabulary.students must know how to pronounce it well, they must know and be able to use grammar of the target language, and they also must be familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skills”.5

Meanwhile, Finocchiaro says that “vocabulary is divided into

two namely: function and content words”.6 The function words are a closed class, we cannot add the preposition or auxiliaries or modals or any structure words of the language. The content words can be added to any times as new scientific advances make new words.

The content words can be divided into three general classes:

a) Words naming thing, ideas, entitles, that we might call them nouns.

b) Words action called verbs.

c) Words used to describe the qualities of those things or actions called

adjective and adverbs.7

4

Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher (New York: Cambridge University Press, 1997), p. 139.

5

Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher...p. 139.

6

Finochiari Marry and Bonomo Michael, The Foreign Language Learner: A Guide for Teacher (New York: Regent Publishing company inc, 1973), p. 86.

7

Charles C. Fries, Teaching & Learning English as a Foreign Language (Canada: The University of Michigan, 1945), p. 42.

b. Passive vocabulary; refers to language items which can not only be recognized and understood in the context of reading or listening, but also called as receptive vocabulary.8 Passive vocabulary or comprehension consist of words comprehended by people, when they read or listen.

3. Vocabulary Usage

Before discussing vocabulary use, first of all we have to know the meaning of vocabulary. From the defination before it can be seen that vocabulary is amount of words possessed and used in order to understand or to express an idea.

The word “use” has a meaning as a function or an advantage. So it can be said that from the definition above the vocabulary usage is the function or the usage of wards which are used in a language. It means that when using the words, they should know the function or the use of the words or vocabularies because it can guide them in understanding the language which is learned.

Mastering vocabulary is an ability to get or to receive lots of words. By having and mastering vocabulary, they will know the meaning or vocabulary in the context. It can also help to avoid making the mistakes in identifying a language with the dictionary and guidance in making the equivalence of the second language to native language.

Here are some vocabulary uses

a. Helping Students’ Master Kinds of Meaning

In mastering vocabulary students need to know kinds of meaning before constructing new sentences. Fries says at least there are four kinds of meaning in mastering vocabulary content:

1) Lexical content, it means all the words listed in a dictionary.

2) Syntactical, the study of the rules governing the way words are combined

to form sentences and other construction in a language. It means the essential to any understanding of the utterance expressed by word order.

3) Morphological, it is opposed to synta. Morphology is the study of words

structure or in more generally the study of the interrelationship between all elements or sentence structure (including morphemes).

8

4) Pitch contours, the points is which help us master kind of meanings is utterance. Even single words constitute very different utterance when

spoken with different intonations.9

The writer concludes that general problem in teaching English is understanding meaning. Most students have found difficulties in understanding and memorizing words because they do not know the meaning of the words when they are learning it.

To anticipate those problems, teacher should give a better way to the students to enhance their vocabulary skill. One of the ways is giving a suitable instructions for the students based on their age. Here the teacher also needs to guide the students. It is supposed that the students can be made more interested in learning English.

b. Improving Writing Skill

Writing is as a language skill which needs a lot of words in it. It is right, because no words no writing. There are some writing tools, such as grammar, vocabulary, spelling and usage. You have used these all your life and have learnt

to use some effectively.10

So vocabulary as one of the writing tools has significant role in writing, because the number of words we use is a reasonable measure of our intelligence

and our writing quality. William D. Baker said: “....the number of words you use

is reasonable measure of your intelligence; so true that many colleges use vocabulary test as the primary predictor of a student‟s academic success.11

From the explanation above, there are so many useful of vocabulary in improving the language skills, such as developing writing skill.

c. Recognizing Groups of Vocabulary Items

Vocabulary is extremely large and also varies. Teacher however must help their students to recognize various vocabulary items by involving them as the

9

Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 38. 10

William D. Baker, Reading and Writing Skills (USA, 1971), p. 21.

11

central points of the activity as Fries says “gaining words of English must begin with a recognition of the fact that the vocabulary items are of various kinds”.12

For further into Fries classifies groups of vocabulary items into four groups:

1) Firts is function words, in this groups it consists of auxiliaries,

prepositions, conjunctions, introgative particles, and a miscellaneous group consisting of the words for degree, for generalizing, the articles, etc. Which primarily or largely operate as means of expressing relations of grammatical structure.

2) Second one is the substitute words. These words which represent not

individual things or specific action but function as substitutes for whole form classes of words.

3) Third one is grammatical matters as the presence or absence or a negative.

4) Fourth one is words called content words. These are the words that

function as symbols of phenomena which we react upon as the world of

reality about us. Symbols for things, action, and qualities.13

4. The Technique of Teaching Vocabulary

We have noted that visual aids are available in many techniques.

According to Marianne Celce-Murcia techiques in teaching vocabulary is divided ino two part:

a) Unplanned Vocabulary teaching is the temporaneous teaching of problem

vocabulary items that come up without warning in the course of a lesson.

b) Planned Vocabulary teaching is where the teacher goes into the classroom with

an item or set of vocabulary items that she has decided beforehand will be

taught during the course of the lesson.14

According to Mildred A. Dawson, etc there are several ways to teach vocabulary:

1) Take time to discuss unfamiliar words.

2) Phrase questions in such a way that new words are called for in the child‟s answer.

3) List key vocabulary on the chalkboard in summarizing main ideas in a

situation.

12

Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 40.

13

Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 47.

14

Marianne Celce-Murcia, Teaching English as a Second or Foreign Language (USA: A Divison of Wadsworth, Inc, 1991), p.298

4) Display and label pictures that will clarify and enrich the meaning critical terms.

5) Provide activities that will require the use of new words as children plan, carry through, report on and evaluate them.

6) Teach children to use contextual clues and reference books that explain

words.

7) Generally impress upon pupils the meaning and usefulness of new terms.15

B. Picture

Pictures have been used for centuries to help students understand various aspects of foreign language. Pictures have motivated the students, made the subject clearer to understand, and illustrated the general idea and forms of an object reaction which are particular to a culture.

Teachers have always used pictures or graphics, whether drawn or taken from books, newspaper and magazine or photograph, to facilitate learning. Pictures can be in the form of flash card (small cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see detail) cue card (small cards which students use in a pair or group work), photograph or illustration.

The use of pictures is an excellent ways of drawing children to books; a picture illustrating a familiar story may give the child a sense of security. It can help develop various (other) needed skills such as visual discrimination, attention to detail, experience, and extension of concepts.

Pictures most frequently serve to help reader‟s approximately words in

normal reading situations, during the begining stages of reading, particularly as an approach to introduce words, picture clues are useful in actual words identification.

1. The Defination of Picture

Pictures are kind of visual instruction materials which might be used more effectively to develop and sustain motivation in producing positive attitudes toward English and to reach or reinforce language skill.

15

In Webstern New world Dictionary of American English we can see that “picture is an imagine or likeness of an object, person or scene produced on a flat surface, especially by painting, drawing or photography”.16

According to Andrew Wright, “pictures are the most suitable tool for the revision of known language and more recombination or manipulation word, picture are not just an aspect of method but through their representation of places,

object and people they are an essential part of the overal experiences”.17

The effectiveness of visual aids in language teaching has been universally a knowledge. While picture according to Mariana Karim and Fatmi Ahmad are the visual aids, which can give information more clearly than thing which are

expressed by words.18 Moreover, pictures according to Arief are the simplication

or imitation from the real things.19

From the definition above, it shows that pictures are imitation from the real things which can give a clear description about the problem described.

2. The Purpose of Using Pictures

The purpose of using pictures for the students is to give students an opportunity to practice the language in real context or in situations in which they can use it to communicate their idea and to help the students understand in writing. By using picture students can be guided and can be more easily to express their feeling about the picture marked.

3. The Advantages and Disadvantages of Picture

Pictures are important visual aids in teaching and learning vocabulary,

because pictures can be used to improve student‟s ideas and comprehention.

16

Noah Webstern, Webstren New Word Dictionary of American English (Prentice hall Regents 1994), p. 1022.

17

Andrew Wright, Picture for Language Learning (New York: Longman Group Limited 1983), p. 3.

18

Mariana Karim and Fatmi Ahmad, Language Teaching Media (Jakarta: Depdikbud Universitas Terbuka, 1986), p. 31.

19

Arief S. Sadiman, Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatan

Motivating interest is one of possible factors to achieve the goal of teaching-learning process, the teacher should be creative to find materials of vocabulary, of

ourse it should not beyond the students‟ knowledge.

By using pictures, the teacher can make the students get a clear perception about what they have to write, but sometimes they have difficulty in arranging the sentences, in this case the teacher should give students some instruction to stimulate their ideas.

a. The Advantages of Using Picture.

Pictures have been used for centuries to help students understand various aspect of foreign languages. There are many advantages of using picture in teaching, such as pictures help motivate the students to make subjects clearer they are dealing, and illustrated the general idea and forms of an object or action which are particular to a culture. According to Robert Lado, pictures can be used effectively to teach language and cultural content. They have often been used to

elicit conversation on topics such as shopping, a vication or a party.20

According to Vernon S. Gerlach21 the advantages of using picture are:

1). They are inexpensive and widely available

2). They provide common experiences for an entire group.

3). The visual detail makes it possible to study subjects, which would otherwise be impossible.

4). They can help to prevent and correct misconceptions.

5). They offer a stimulus to further study, reading and research. Visual evidence is a power tool.

6). They help to focus attention and develop critical judgment. 7). They are easily manipulated.

20

Robert Lado, Language Teaching A Scientific Approach, (New York: McGrow-Hill, Inc, 1964), p. 195.

21

Vernon S. Gerlach, Teaching & Media a systematic approach, (London: Prentice-Hall, Inc, 1980), p. 277.

33.75

P = ──── X 100% 37.36

P = 90.33%

From the calculation, the writer found that the mean of the students’ score in post-test 2 is 71.11. There are thirty one students who get sixty (60) score and above, the percetage of the students who pass the Minimum Matery Criterion (KKM) is 86%. It improved from the pre-test which gained only 8.33% and in the post-test 1 which had any improvement become 33.33%. Therefore, based on the students’ percentage score from pre-test to the post-test 2 in the second cycle is improved about 77.78% (86.11-8.33). It proved that the target of classroom action reseacrh (CAR) is success in which minimum 75% students passed the Minimum Mastery Criterion (KKM) could be improved.

C. The Interpretation of Data

The Interpretation of the data is among pre-testt, post-test 1 and post-test 2 result. The pre-test is done before the action, the post-test 1 is done in cycle 1, and the post-test 2 is done in cycle 2.

The result of pre-test shows that the avarage score of students is 37.36. Futhermore, there are only three students who can pass the Minimun Mastery Criterion (KKM) with the percentage 8.33% from the total number of the students. The highest score is 60 and the lowest score is 25.

The result of post-test 1 in cycle 1 shows the mean of the students is 58.47. There are twelve students who get 60 score and above. The percentage of the students who pass the Minimum Mastery Criterion (KKM) is 33.33% with the highest score 80 and the lowest score is 35. Since the improve of the students’ score of teaching vocabulary from pre-test to post-test is 25% (33.33-8.33). Therefore the writer and the teacher still need to increase it by moving to cycle 2.

Next, the result of post-test 2 shows that the mean of students in cycle 2 is 71.11 with the highest score is 85 and the lowest score is 45. The percentage of the students who pass the Minimum Mastery Criterion (KKM) is 86.11 with the improve of the students’ score in teaching vocabulary from pre-test to post-test 2

30

is 77.78%. Since more than 70% from the total number of students pass the Minimum Mastery Criterion (KKM) sixty score (60). Therefore it has reached the success and the intervention is stopped.

31

CONCLUSION AND SUGGESTION

After finishing the whole steps of this CAR study, the writer makes some conclusion consediring the result of the reseacrh. Futhermore, related to the conclusion the writer also given some suggestion.

A. Conclusion

Based on the research conducted in seventh grade of SMPN 1 Pontang Serang-Banten in academic year 2010-2011. This research is aimed to improved the students’ understanding in learning vocabulary that had been the problem. It is known based on the interview and observation done by the writer.

Related to the test result, there was 27.14% improvements of students’ mean score from pre-test to the post-test of the second cycle. In the pre-test, there were only three students who passed the KKM. Then in the result of the post-test in cycle 1, there were 12 or 33.33% students in the class who passed in KKM considering their mean score of the test gained 58.47. The last result of post-test in the cycle 2, there gained 31 or 86.11% students who passed the KKM in which their mean score of vocabulary test devided 71.11.

Next, based on the observation result it can be showed that the students were more active and interested in learning vocabulary by using pictures in the classroom. Indeed they could analyze the charactheristic of the pictures.

B. Suggestion

From the conclusion above, there are some suggestions that can be given: 1.The teacher should ask the students to improve their vocabulary and the

teacher should teach effectively and also clearly about vocabulary by using pictures.

2.The teacher improves him/herself in mastering the material and using pictures technique to overcome the students’ problem in learning vocabulary, the teacher should be explaining first and than give an example about the characteristics of the pictures, so afetr that they can give an exercise to the students.

32

3.The students should increase their effort in improving their knowledge and subject that they learn when they are studying the foreign language, because the foreign language is not as simple as like their mother tongue. There are many rules that should bbe obey and it was difficult to understand if they are not learn more and more.

33

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