IMPROVING THE STUDENTS VOCABULARY ACHIEVEMENT BY APPLYING PICTURES.
IMPROVING THE STUDENTS’ VOCABULARY ACHIEVEMENT
BY APPLYING PICTURES
A THESIS
Submitted to English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
NURMAULIDA RAHMI
Registration Number: 209121032
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
DECLARATION
I have familiarized myself with the university’s policy on academic
integrity. Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
November 2013
Nurmaulida Rahmi
NIM. 209121032
LEMBAR PENGESAHAN PANITIA UJIAN
Skripsi ini diajukan oleh : Nurmaulida Rahmi, NIM 209121032
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa Inggris Strata Satu
Fakultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi persyaratan
untuk memperoleh Gelar Sarjana Pendidikan
Panitia Ujian
Medan,
Desember 2013
Ketua,
Dr. Isda Pramuniati, M.Hum
NIP. 19641207 199103 2 002
Sekretaris,
Prof. Dr. Hj. Sumarsih, M.Pd
NIP. 19581021 198303 2 002
ABSTRACT
Rahmi, Nurmaulida. Improving the Students’ Vocabulary Achievement by
Applying Pictures. A Thesis. Faculty of Languages and Arts. State University
of Medan, 2013.
This study attempts to improve students’ vocabulary achievement by applying
pictures. The study deals with the classroom action research done in five
meetings. The subject of this study was the fourth year students of SD DARMA
Medan, that was IV-A class. The number of the students was 33 persons. The data
of this study were obtained qualitatively from diary notes and observation sheets
which shows that the students were more active and enthusiastic during the
teaching and learning process, and quantitatively from vocabulary test, which
shows that the mean score of the test III in the second cycle (72.42) is higher than
the mean score of the test II in the first cycle (61.67) and test I (52.57). The
research findings indicate that the students’ vocabulary achievement was
significantly improved by applying pictures, where the mean of students’ scores
kept improving in every meeting.
i
TABLE OF CONTENTS
Page
ABSTRACT……………..……………………………………………….…i
ACKNOWLEDGEMENT…………………………………………………. ii
TABLE OF CONTENTS………………………………………………….. iv
LIST OF TABLES…………………………………………………………. vi
LIST OF APPENDICES………………………………………………........ vii
CHAPTER I: INTRODUCTION…………………………………………...1
A. THE BACKGROUND OF THE STUDY…………………………… 1
B. THE PROBLEM OF THE STUDY…………………………………. 3
C. THE OBJECTIVE OF THE STUDY……………………………….. 3
D. THE SCOPE OF THE STUDY……………………………………... 4
E. THE SIGNIFICANCE OF THE STUDY…………………………... 4
CHAPTER II: REVIEW OF LITERATURE ……………………………... 5
A. THEORETICAL FRAMEWORK………………………………….. 5
1. Vocabulary………………………………………………………... 5
a. Kinds of Vocabulary…………………………………………… 6
2. Teaching Vocabulary……………………………………………... 7
a. Principles of Teaching and Learning Vocabulary……………... 9
3. Testing of Vocabulary……………………………………………. 12
4. Media …………………………………………………………….. 13
5. Picture……………………………………………………………. 14
a. The Advantages of using Pictures…………………………….. 16
b. The Disadvantages of Using Pictures……………………….... 18
B. CONCEPTUAL FRAMEWORK………………………………...... 18
CHAPTER III: RESEARCH METHOD………………………………..... 19
A. RESEARCH DESIGN…………………………………………...… 19
iv
B. SUBJECT OF THE RESEARCH………………………………...... 20
C. THE INSTRUMENTS OF COLLECTING DATA……………...... 20
D. THE PROCEDURE IN COLLECTING DATA………………..…. 21
1. Cycle I…………………………………………………………… 21
a. Planning………………………………………………………. 21
b. Action………………………………………………………… 22
c. Observation…………………………………………………… 22
d. Reflection…………………………………………………….. 23
2. Cycle II………………………………………………………….. 23
E. SCORING SYSTEM………………………………………………. 31
F. THE TECHNIQUE OF DATA ANALYSIS………………………
32
CHAPTER IV: THE DATA AND DATA ANALYSIS…………………... 34
A. THE DATA…………………………………………………………. 34
1. Quantitative Data……..…………………………………………... 34
2. Qualitative Data…………………………………………………… 36
B. THE DATA ANALYSIS……………………………………………. 36
1. Analysis of Quantitative Data...…………………………………... 36
2. Analysis of Qualitative Data……………………………………… 43
a. Diary Notes……………………………………………..……… 43
b. Observation Sheets…………………………………………….. 44
C. RESEARCH FINDINGS…………………………………………… 44
D. DISCUSSION………………………………………………………. 45
CHAPTER V: CONCLUSION AND SUGGESTION…………………… 47
A. CONCLUSION………………………………………………………… 47
B. SUGGESTION…………………………………………………………. 47
REFERENCES……………………………………………………………. 49
APPENDICES…………………………………………………………….. 51
v
LIST OF TABLES
Table
Page
3.1
Design of Research………………………………….. 24
3.2
Steps of Action Research in Cycle I……………......... 25
3.3
Steps of Action Research in Cycle II………………… 29
3.4
The Criterion Referring to PAP……………………… 31
4.1
The Score of the Students………………………......... 35
4.2
Range of Score Improvement………………………… 37
4.3
Comparative Score of Students’ Vocabulary Test…... 40
4.4
The Improvement of Mean Score of Students’
Vocabulary………………………………………….
41
The Percentage of Students’ Vocabulary
Achievement…………………………………….......
43
4.5
vi
LIST OF APPENDICES
Appendix
Title
Page
1
Lesson Plan……………………………………………….. 51
2
Diary Notes……………………………………………….. 64
3
The Observation Sheet for Cycle I and Cycle II………….. 68
4
The Result of Observation Sheet………………………….. 70
5
The Tests…………………………………..……………… 71
6
Answer Key……………………………………………….. 89
vii
CHAPTER I
INTRODUCTION
A.
THE BACKGROUND OF THE STUDY
English as a language has a very important position because it is used
internationally. Realizing that, the government in Indonesia has decreed English
as a foreign language taught from the primary school up to the tertiary level in
both private and state schools. There are four language skills in English, they are
listening, speaking, reading and writing. Educational Level – Oriented Curriculum
(KTSP – 2006) states that students must be able to master the four language skills.
It is impossible that the students master each skill without mastering vocabulary
since it plays the important function in order to be understood in the context of
communication.
Based on the observation done by the researcher at SD DARMA Medan,
exactly in the fourth grade, it was found that the score of the test in semester 1
before getting remedial test are quite different. In class 4-A, 60% of the students
get remedial test. In 4-B, it is found that 25% students also get remedial test. They
have to get remedial test since their score are under Kriteria Ketuntasan Minimum
(70). It means that students’ achievement of 4-A is still low. Therefore, this class
will be the focus of the researcher to improve their achievement.
Besides, the students said that learning English especially in vocabulary is
very difficult to master. They faced many problems in learning vocabulary. The
main problem was the students difficult to memorize a long list of words, because
1
2
usually teacher taught vocabulary by asking the students to open the dictionary, to
find the meaning, to memorize the words in front of the class and after that, they
forgot it. Another problem was the teachers’ technique used in teaching
vocabulary was not interesting. They only give the students a non-stop drilling
and memorization practice. Besides, the students were given the tasks that stated
in their “Grow with English” textbook. It made the students lazy in learning
vocabulary and most of the students got low score in vocabulary.
Hatch and Brown (1995:1) define vocabulary as a list or set of words for a
particular language or a list or set of word that individual speaker of language
might use. Vocabulary learning is a very important part of learning a language.
Students intend to be able to listen, to speak, to read, and to write in English in
order to enable to communicate. To achieve this aims, students must master a
number of vocabularies as a condition in language mastery. With the rich
vocabulary students will be able to communicate effectively and vice versa.
Therefore, to solve the problems, a teacher should know how to stimulate
students’ curiosity and must be able to present the lesson in such a way as to make
the teaching process more interesting. In order to make the teaching and learning
process easy and interesting, the researcher will use media in teaching and
learning vocabulary. Hamalik (1994:6) says that media is as tools of
communication to make teaching and learning process more effective. Therefore,
this study will focus on using pictures as the media of teaching English
vocabulary.
3
Picture can be tools or media to stimulate students in describing an object
or a person in the pictures. Students can acquire the meaning by seeing the things
in the pictures without teacher’s explanation. Latuheru (1988) states that Pictures
can translate abstract ideas into more realistic form, can be easily obtained, can be
used in different academic levels, and can attract students’ interests. Besides, the
use of pictures in the classroom provides a stimulating focus for the students’
interest because everybody likes to look at pictures (Lutfiyah, 2009). It can be
concluded that pictures can help the students to describe an object or a person
easily because they can enjoy the learning process.
The writer hopes that this study will be able to trigger students’ interest
and motivation in learning many words related to image that they see through
pictures. So, the writer wants to conduct a study to find out whether pictures can
speed up the process of learning vocabulary and to prove whether the application
of pictures significantly improve the students’ vocabulary achievement.
B.
THE PROBLEM OF THE STUDY
In relation to the background of the study, a research problem is
formulated in the form question as “Is the students’ vocabulary achievement
significantly improved by applying pictures in the learning?”
C.
THE OBJECTIVE OF THE STUDY
The objective of this study is to investigate whether the application of
pictures in the learning significantly improve the students’ vocabulary
achievement.
4
D.
THE SCOPE OF THE STUDY
There are many alternative media which can be used in teaching; they are
audio media, visual media and audio visual media. The media which considered
as an appropriate one in this study is pictures as classified into visual media. Then,
the vocabulary that will be taught is the context of the house and the school as the
places of students’ daily life. This study is specified with a focus on the
effectiveness of applying pictures of the house and the school in the learning to
improve the vocabulary achievement of the grade IV students at SD Darma
Medan.
E.
THE SIGNIFICANCE OF THE STUDY
Findings of this research are expected to be useful theoretically and
practically.
Theoretically, the findings offer further horizons in language learning
theories.
Practically, the findings offer (1) English teachers in providing them an
alternative media in their teaching vocabulary; especially the places of students’
daily life case, (2) The students, to make them enjoy themselves in learning
English in the class and to increase their motivation and their English vocabulary
easily because pictures are the interesting media to use in learning vocabulary, and
(3) The readers in serving them a good understanding how to improve the
students’ vocabulary achievement by applying pictures in the learning.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
CONCLUSION
The conclusion in this research taken from the data analysis presented in
previous chapter. The result was taken from the students’ mean score in doing
vocabulary tests as the quantitative data. The mean score in test II (61.67) is
higher than test I (52.57) and the mean score in test III (72.42) is higher than test
II. It means that, in each meeting the action gave them improvement. It showed
that the students’ mean score increased from the first cycle to the second cycle.
It was also supported by qualitative data gathered from diary notes and
observation sheets which showed that students continuously enthusiastic with the
pictures and concern to the learning process. Therefore, it can be concluded that
the students’ vocabulary achievement was significantly improved by applying
pictures in the learning process in class IV-A SD DARMA Medan.
B.
SUGGESTION
Related to the conclusion above, the writer points out some suggestions as
follows:
(1) It is really good for the English teachers to apply pictures for teaching
vocabulary because this media is good to motivate students in learning
a foreign language, can help teacher manage the class and finally can
help to improve the students’ vocabulary achievement.
(2) It is good for helps the students enjoy themselves in learning English
in the class and increase their motivation and their English vocabulary
47
48
easily because pictures are the interesting media to use in learning
vocabulary, and
(3) It is also serving the readers a good understanding how to improve the
students’ vocabulary achievement by applying pictures in the learning,
because it is extremely effective to be applied in teaching vocabulary;
especially about things in house and school.
REFERENCES
Allen, Kate, and Marquez, A. 2000. Teaching Vocabulary with Visual Aids:
TESOL Journal.
Adiwinarta, S.S. 1987. Tata Istilah Indonesia. Jakarta: Pusat Pengembangan dan
Pembinaan Bahasa.
Arifin, Z. 2010. Evaluasi Pembelajaran. Bandung: PT. Remaja Rosdakarya.
Arsyad, A. 2009. Media Pengajaran. Jakarta: Grafindo.
Arsyad, A. 2002. Media Pembelajaran. Jakarta: PT. Raja Grafindo Persada.
Byrne, D. 1983. English Teaching Perspective. Singapore: Four Stong.
Chan, W. M., Chin K. W., Nagami, M., and Suthiwan, T. 2011. Media in Foreign
Language Teaching and Learning. Bouston: Gryuster
Diamond, L. and Gutlohn, L. 2006. Vocabulary Handbook. Berkeley, CA:
Consortium on Reading Excellence, Inc. (CORE).
Fang, Qi. 2007. Journal Classroom Research and Action Research: Principles and
Practice in EFL Classroom.
Gaern, R., and Redman, M. 1986. Learning Language: Vocabulary. New Jersey:
Mac Milan
Gerlach, V.S., and Ely, D.P. 1980. Teaching and Media: A Systematic Aproach
Eagle Wood. New Jersey Prentice-Hall.
Hamalik, O. 1994. Media Pendidikan. (Cetakan ke-7) Bandung: PT. Citra Aditya
Bakti
Harmer, J. (4 th ed.) 2007. The practice of English language teaching. Harlow:
Longman.
Hatch, E. and Brown, C. 1995. Vocabulary, semantics, and language education.
New York: Cambridge University Press.
Joklová, K. 2009. Using Pictures in Teaching Vocabulary. Brno: Masaryk
University.
Kariman, T.M. (No. 3 th XIV) 1990. Bahas. Medan: Institut Keguruan dan Ilmu
Pendidikan.
49
Kariman, T.M (No. 1 Th: XV) 1991. Bahas. Medan: Institut Keguruan dan Ilmu
Pendidikan.
Lewis, J. 2006. Using Flashcards in Language Learning: The Internet TESL
Journal.
Latuheru, J.D. 1988. Media Pembelajaran dalam Proses Belajar Masa Kini.
Jakarta: P3G.
Luthfiyah, L. 2009. Teaching Descriptive Texts Using Still Pictures. In B.Y.
Cahyono, Techniques in Teaching EFL Writing: Practical Guides for
English Teachers of SMP/MTs in Indonesia. Malang: State University of
Malang Press.
McDougall, J., and Potamitis, N. 2010. The Media Teacher’s Book. London:
Hodder Education.
Nation, P. 2013. Teaching Vocabulary. New Zealand: Victoria University of
Wellington.
Nunan, D. 2001. Second Language Teaching and Learning. Boston: Heinle and
Heinle Publisher.
Pikulski, J.J., and Templeton, S. 2004. Teaching and Developing Vocabulary: Key
to Long-Term Reading Success. U.S: Houghton Mifflin Company
Sanjaya, W. 2008. Perencanaan dan Sistem Desain Sistem Pembelajaran. Jakarta:
Kencana.
Simpson, J.A., and Weiner, E.S.C. 1989. The Oxford of English dictionary.
London: Clarendom Publisher.
Tarigan, H.G. 1988. Pengajaran kosakata. Bandung: PT Angkasa.
Ur, P. 1996. A course in language teaching, practice and theory. Australia:
Cambridge University Press.
Wallace, J.M. 1998. Action Research for Language Teachers.
Cambridge University Press.
Cambridge:
Wallace, M. 1982. Teaching Vocabulary. London: Heinemann Educational
Books.
Wright, A. 1989. Picture for Language Learning. Sydney: Cambridge University
Press.
50
BY APPLYING PICTURES
A THESIS
Submitted to English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
NURMAULIDA RAHMI
Registration Number: 209121032
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
DECLARATION
I have familiarized myself with the university’s policy on academic
integrity. Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
November 2013
Nurmaulida Rahmi
NIM. 209121032
LEMBAR PENGESAHAN PANITIA UJIAN
Skripsi ini diajukan oleh : Nurmaulida Rahmi, NIM 209121032
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa Inggris Strata Satu
Fakultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi persyaratan
untuk memperoleh Gelar Sarjana Pendidikan
Panitia Ujian
Medan,
Desember 2013
Ketua,
Dr. Isda Pramuniati, M.Hum
NIP. 19641207 199103 2 002
Sekretaris,
Prof. Dr. Hj. Sumarsih, M.Pd
NIP. 19581021 198303 2 002
ABSTRACT
Rahmi, Nurmaulida. Improving the Students’ Vocabulary Achievement by
Applying Pictures. A Thesis. Faculty of Languages and Arts. State University
of Medan, 2013.
This study attempts to improve students’ vocabulary achievement by applying
pictures. The study deals with the classroom action research done in five
meetings. The subject of this study was the fourth year students of SD DARMA
Medan, that was IV-A class. The number of the students was 33 persons. The data
of this study were obtained qualitatively from diary notes and observation sheets
which shows that the students were more active and enthusiastic during the
teaching and learning process, and quantitatively from vocabulary test, which
shows that the mean score of the test III in the second cycle (72.42) is higher than
the mean score of the test II in the first cycle (61.67) and test I (52.57). The
research findings indicate that the students’ vocabulary achievement was
significantly improved by applying pictures, where the mean of students’ scores
kept improving in every meeting.
i
TABLE OF CONTENTS
Page
ABSTRACT……………..……………………………………………….…i
ACKNOWLEDGEMENT…………………………………………………. ii
TABLE OF CONTENTS………………………………………………….. iv
LIST OF TABLES…………………………………………………………. vi
LIST OF APPENDICES………………………………………………........ vii
CHAPTER I: INTRODUCTION…………………………………………...1
A. THE BACKGROUND OF THE STUDY…………………………… 1
B. THE PROBLEM OF THE STUDY…………………………………. 3
C. THE OBJECTIVE OF THE STUDY……………………………….. 3
D. THE SCOPE OF THE STUDY……………………………………... 4
E. THE SIGNIFICANCE OF THE STUDY…………………………... 4
CHAPTER II: REVIEW OF LITERATURE ……………………………... 5
A. THEORETICAL FRAMEWORK………………………………….. 5
1. Vocabulary………………………………………………………... 5
a. Kinds of Vocabulary…………………………………………… 6
2. Teaching Vocabulary……………………………………………... 7
a. Principles of Teaching and Learning Vocabulary……………... 9
3. Testing of Vocabulary……………………………………………. 12
4. Media …………………………………………………………….. 13
5. Picture……………………………………………………………. 14
a. The Advantages of using Pictures…………………………….. 16
b. The Disadvantages of Using Pictures……………………….... 18
B. CONCEPTUAL FRAMEWORK………………………………...... 18
CHAPTER III: RESEARCH METHOD………………………………..... 19
A. RESEARCH DESIGN…………………………………………...… 19
iv
B. SUBJECT OF THE RESEARCH………………………………...... 20
C. THE INSTRUMENTS OF COLLECTING DATA……………...... 20
D. THE PROCEDURE IN COLLECTING DATA………………..…. 21
1. Cycle I…………………………………………………………… 21
a. Planning………………………………………………………. 21
b. Action………………………………………………………… 22
c. Observation…………………………………………………… 22
d. Reflection…………………………………………………….. 23
2. Cycle II………………………………………………………….. 23
E. SCORING SYSTEM………………………………………………. 31
F. THE TECHNIQUE OF DATA ANALYSIS………………………
32
CHAPTER IV: THE DATA AND DATA ANALYSIS…………………... 34
A. THE DATA…………………………………………………………. 34
1. Quantitative Data……..…………………………………………... 34
2. Qualitative Data…………………………………………………… 36
B. THE DATA ANALYSIS……………………………………………. 36
1. Analysis of Quantitative Data...…………………………………... 36
2. Analysis of Qualitative Data……………………………………… 43
a. Diary Notes……………………………………………..……… 43
b. Observation Sheets…………………………………………….. 44
C. RESEARCH FINDINGS…………………………………………… 44
D. DISCUSSION………………………………………………………. 45
CHAPTER V: CONCLUSION AND SUGGESTION…………………… 47
A. CONCLUSION………………………………………………………… 47
B. SUGGESTION…………………………………………………………. 47
REFERENCES……………………………………………………………. 49
APPENDICES…………………………………………………………….. 51
v
LIST OF TABLES
Table
Page
3.1
Design of Research………………………………….. 24
3.2
Steps of Action Research in Cycle I……………......... 25
3.3
Steps of Action Research in Cycle II………………… 29
3.4
The Criterion Referring to PAP……………………… 31
4.1
The Score of the Students………………………......... 35
4.2
Range of Score Improvement………………………… 37
4.3
Comparative Score of Students’ Vocabulary Test…... 40
4.4
The Improvement of Mean Score of Students’
Vocabulary………………………………………….
41
The Percentage of Students’ Vocabulary
Achievement…………………………………….......
43
4.5
vi
LIST OF APPENDICES
Appendix
Title
Page
1
Lesson Plan……………………………………………….. 51
2
Diary Notes……………………………………………….. 64
3
The Observation Sheet for Cycle I and Cycle II………….. 68
4
The Result of Observation Sheet………………………….. 70
5
The Tests…………………………………..……………… 71
6
Answer Key……………………………………………….. 89
vii
CHAPTER I
INTRODUCTION
A.
THE BACKGROUND OF THE STUDY
English as a language has a very important position because it is used
internationally. Realizing that, the government in Indonesia has decreed English
as a foreign language taught from the primary school up to the tertiary level in
both private and state schools. There are four language skills in English, they are
listening, speaking, reading and writing. Educational Level – Oriented Curriculum
(KTSP – 2006) states that students must be able to master the four language skills.
It is impossible that the students master each skill without mastering vocabulary
since it plays the important function in order to be understood in the context of
communication.
Based on the observation done by the researcher at SD DARMA Medan,
exactly in the fourth grade, it was found that the score of the test in semester 1
before getting remedial test are quite different. In class 4-A, 60% of the students
get remedial test. In 4-B, it is found that 25% students also get remedial test. They
have to get remedial test since their score are under Kriteria Ketuntasan Minimum
(70). It means that students’ achievement of 4-A is still low. Therefore, this class
will be the focus of the researcher to improve their achievement.
Besides, the students said that learning English especially in vocabulary is
very difficult to master. They faced many problems in learning vocabulary. The
main problem was the students difficult to memorize a long list of words, because
1
2
usually teacher taught vocabulary by asking the students to open the dictionary, to
find the meaning, to memorize the words in front of the class and after that, they
forgot it. Another problem was the teachers’ technique used in teaching
vocabulary was not interesting. They only give the students a non-stop drilling
and memorization practice. Besides, the students were given the tasks that stated
in their “Grow with English” textbook. It made the students lazy in learning
vocabulary and most of the students got low score in vocabulary.
Hatch and Brown (1995:1) define vocabulary as a list or set of words for a
particular language or a list or set of word that individual speaker of language
might use. Vocabulary learning is a very important part of learning a language.
Students intend to be able to listen, to speak, to read, and to write in English in
order to enable to communicate. To achieve this aims, students must master a
number of vocabularies as a condition in language mastery. With the rich
vocabulary students will be able to communicate effectively and vice versa.
Therefore, to solve the problems, a teacher should know how to stimulate
students’ curiosity and must be able to present the lesson in such a way as to make
the teaching process more interesting. In order to make the teaching and learning
process easy and interesting, the researcher will use media in teaching and
learning vocabulary. Hamalik (1994:6) says that media is as tools of
communication to make teaching and learning process more effective. Therefore,
this study will focus on using pictures as the media of teaching English
vocabulary.
3
Picture can be tools or media to stimulate students in describing an object
or a person in the pictures. Students can acquire the meaning by seeing the things
in the pictures without teacher’s explanation. Latuheru (1988) states that Pictures
can translate abstract ideas into more realistic form, can be easily obtained, can be
used in different academic levels, and can attract students’ interests. Besides, the
use of pictures in the classroom provides a stimulating focus for the students’
interest because everybody likes to look at pictures (Lutfiyah, 2009). It can be
concluded that pictures can help the students to describe an object or a person
easily because they can enjoy the learning process.
The writer hopes that this study will be able to trigger students’ interest
and motivation in learning many words related to image that they see through
pictures. So, the writer wants to conduct a study to find out whether pictures can
speed up the process of learning vocabulary and to prove whether the application
of pictures significantly improve the students’ vocabulary achievement.
B.
THE PROBLEM OF THE STUDY
In relation to the background of the study, a research problem is
formulated in the form question as “Is the students’ vocabulary achievement
significantly improved by applying pictures in the learning?”
C.
THE OBJECTIVE OF THE STUDY
The objective of this study is to investigate whether the application of
pictures in the learning significantly improve the students’ vocabulary
achievement.
4
D.
THE SCOPE OF THE STUDY
There are many alternative media which can be used in teaching; they are
audio media, visual media and audio visual media. The media which considered
as an appropriate one in this study is pictures as classified into visual media. Then,
the vocabulary that will be taught is the context of the house and the school as the
places of students’ daily life. This study is specified with a focus on the
effectiveness of applying pictures of the house and the school in the learning to
improve the vocabulary achievement of the grade IV students at SD Darma
Medan.
E.
THE SIGNIFICANCE OF THE STUDY
Findings of this research are expected to be useful theoretically and
practically.
Theoretically, the findings offer further horizons in language learning
theories.
Practically, the findings offer (1) English teachers in providing them an
alternative media in their teaching vocabulary; especially the places of students’
daily life case, (2) The students, to make them enjoy themselves in learning
English in the class and to increase their motivation and their English vocabulary
easily because pictures are the interesting media to use in learning vocabulary, and
(3) The readers in serving them a good understanding how to improve the
students’ vocabulary achievement by applying pictures in the learning.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
CONCLUSION
The conclusion in this research taken from the data analysis presented in
previous chapter. The result was taken from the students’ mean score in doing
vocabulary tests as the quantitative data. The mean score in test II (61.67) is
higher than test I (52.57) and the mean score in test III (72.42) is higher than test
II. It means that, in each meeting the action gave them improvement. It showed
that the students’ mean score increased from the first cycle to the second cycle.
It was also supported by qualitative data gathered from diary notes and
observation sheets which showed that students continuously enthusiastic with the
pictures and concern to the learning process. Therefore, it can be concluded that
the students’ vocabulary achievement was significantly improved by applying
pictures in the learning process in class IV-A SD DARMA Medan.
B.
SUGGESTION
Related to the conclusion above, the writer points out some suggestions as
follows:
(1) It is really good for the English teachers to apply pictures for teaching
vocabulary because this media is good to motivate students in learning
a foreign language, can help teacher manage the class and finally can
help to improve the students’ vocabulary achievement.
(2) It is good for helps the students enjoy themselves in learning English
in the class and increase their motivation and their English vocabulary
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easily because pictures are the interesting media to use in learning
vocabulary, and
(3) It is also serving the readers a good understanding how to improve the
students’ vocabulary achievement by applying pictures in the learning,
because it is extremely effective to be applied in teaching vocabulary;
especially about things in house and school.
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