TEACHING VOCABULARY BY USING PICTURES OF ANIMALS TO THE SEVENTH GRADE STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL (MTS) M U H A M M A D I Y A H S E R I K E M B A N G K E C A M A T A N P A Y A R A M A N KABUPA11EN O G A N I L I R THESIS BY APRIYANTO N I M 37200

T E A C H I N G V O C A B U L A R Y B Y USING P I C T U R E S O F ANIMALS T O T H E
S E V E N T H GRADE STUDENTS O F ISLAMIC JUNIOR HIGH S C H O O L
(MTS) M U H A M M A D I Y A H S E R I K E M B A N G K E C A M A T A N P A Y A R A M A N
KABUPA11EN O G A N I L I R

THESIS

BY
APRIYANTO
N I M 372008218

MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R T R A I N I N G AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
A P R I L 2013

T E A C H I N G V O C A B U L A R Y B Y USING P I C T U R E S O F ANIMALS T O T H E
S E V E N T H GRADE STUDENTS O F ISLAMIC JUNIOR HIGH S C H O O L
OVfTS) M U H A M M A D I Y A H S E R I K E M B A N G K E C A M A T A N P A Y A R A M A N
KABUPATEN OGAN ILIR

THESIS

Presented to
Muhammadiyah University Palembang
in partial fulfillment of the requirements
for the degree of Sarjana in English Language Education

By
Apriyanto
N I M 372008218

MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
April 2013
i

The Thesis by Apriyanto has been certified to be examined

PalCirtbang, A p r i l 12

*,20I3

Advisor I ,

Drs. H . A . Rozi Zakaria

Palembang, A p r i l 12 * , 2 0 I 3
Advisor I / ,

H j . Halimah Thohir, S.Pd.

»

This is to certify Oiat Saijana*S thesis Of Apriyanto haS been £q)pfOved b y the Board o f
Examiners as the requirement for the Sarjana de^ee in English Language Education

Drs. H . A . Rozi Zakaria, Chairperson

H j . Halimah Thohir, S.Pd., Member

yiiotto arufVedicatum
Motto:
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THis tHesis is dedicated tc
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SWT,

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a/so My sister (PusmiatiJ tAands/or tAe iove andniypart.
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ABSTRACT

Apn\'anui 2013. 'Tjachiug

I'ociihucuy hy I8iuy Picnue 'P .'yii-uP

iirmie SiudeiUs of Isianiic .hirnnr High school fMis.:
hecamc'oMX Payaicunan

/''/:' S-'-^'co.'/!

Mohamc-culiyoh l-^-nt^'O-ihang

kio.bupa(cn Ogati O'lr'. UvcsU. I uo.Ush ; .du::vatoa SluUs

Program. Sarjana Degree ( S I ) . Faciilly of Teaclior Training and i'dnjaOv!"! o!'
Vluhammadixah ' iniversily Palembang. Advisor (1) Drs. A. Rozi /alaui - .;;! ) Hj.
i lalimah Thohir, S.Pd.
AV'c Words: [caching, vocabulary and pictures.
riiis ti!esi.s IS cnlillcd "The Seventh Grade Students "Vocabuary by Using Picmic o f
Aniina! to the islamic .Iunior High school (MTs.) Muhammadiyah, Scrikcmbang
kecamatan Payaraman Kabupaten Ogan Hire The problems o f this thesis are: "!s it
effective using picture in teaching vocabulary to the seventh g:ade .ssud,.:!
-datnic
.iunior High School (MTS) Muhammadiyah Seri Kembang KecamaMri .'Aiyamr-ian
Kabupaten Ogan llir. in the theme o f animals ?" Thcrelbrc. die main oi>jecU\ v.s o f
this study are; lo lind out the cfreclivcness of leaching vocabulary u.sing Lae piciures.
The experimental method was used in this study. The population ofibi'-i MuJy v.os all

of the seventh grade students at Islamic Junior High school (MTs.) Muhammadiyah
Scrikembang. ' I hc total luiinber o f population was 14? .students in the acadcivuc year
of 2011/2012. 'Hie sample o f this study was 68 students taken from two ciasses by
using cluster random sampling. The data were obtained by moans o f a wrincii test.
The efFeclivene.s.s o f the method could be seen from the comparison sci'rc b-.t\veen
pre-test and post-test in experimental group. The highest score o f prc-icst in
experimental group was 9 and the highest score o f post-lesi in expcrimenia! group
was 10. Besides, the score o f post-test in control and cxperin-icrna! grc-iip also
determined the improving o f score. The highest score o f posl-iest in ct'-ntrol group
was 8 and the highest score o f post-test in expcrimenlai group was 10 and i-obiained
was 5.381 . t tab was 2.023, ihe increasing score in cxperinienial yroup proved [hat
the use i i f method In teaching vocabulary by using pictures in I'jomc *n animais was
elTcctive and enable to the students.

ACKNOWLEDGMENTS

Thanks to Allah that always protect and give the writer so much guidance
anytime. So, the writer can finish this thesis with the title "Teaching Vocabuary by
Using Picture o f Animal to the Seventh Grade Students o f Islamic Junior High school
(MTs.) Muhammadiyah Serikemhang Kecamatan Payaraman Kabupaten Ogan Uir".

This thesis was written as one o f the most important requirements for getting
Sarjana

Degree ( S I ) o f Faculty o f Teacher

Training and Education, English

Education Study Program at Muhammadiyah University Palembang.
It is realized that i n completing this thesis, she gets much helps, guidance, and
advice from many people. Therefore, the writer expresses her great attitude to her two
advisors, Drs. H . A . Rozi Zakaria and H j . Halimah Thohir, S.Pd., who have given
valuable guidances and suggestions so that it could he finished this thesis. A sincere
gratitude also goes to the Dean o f Faculty o f Teacher Training and Education and his
staff members, the Head o f Language and Arts Education Department, the Head o f
English Education Study Program and all the lecturers who taught her during her
studies. Gratefuliness is also extended to the Headmaster, Teachers, and Students o f
Islamic

Junior

High

school

(MTs.)

Muhammadiyah

Serikemhang

for their

cooperation. I n addition, it would also like to he expresed her deepest respect and
love to beloved parents, sisters, brothers, and friends for their prayer, support and
encouragement.
Therefore, it is needed criticism, comments, and suggestions from the readers
in order to make this thesis better. It is hoped that this thesis may give some benefits
for all o f us.

Palembang,

A p r i l 2013

The Writer

AP
vi

k

CONTENTS
Page

TITLE

i

AGREEMENTS

-

ii

APPROVEMENTS

iii

M O T T O AND D E D I C A T I O N

iv

ABSTRACT

v
vi

ACKNOWLEDGEMENTS

vii

CONTENTS
LIST OFTABLES

ix

LIST O F APPENDICES

ix

C H A P T E R ! INTRODUCTION
1.1 Background
1.2 Problems
1.3 Objectives
Insignificances
1.5 Hypotheses

1
3
4
4
5

CHAPTER 2 LITERATURE REVIEW
2.1 The Concept o f Teaching
2.1 The Concept of Vocabulary
2.3 Kinds o f Vocabulary
2.4 The Concept of Picture
2.5 Teaching Vocabulary Using Pictures
2.6 Related Previous Study

vii

6
7
8
9
10
11

C H A P T E R 3 R E S E A R C H P R O C E D U R E S AND M E T H O D
3.1 Research Variable
3.2 Method o f Research
3.3 Operational Definition
3.4 Population and Sample
3.4.1 Population
3.4.2 Sample
3.5 T ^ h n i q u e for collecting data
3.5.1 Test
3.5.2 Validity
3.5.3 Realibility
3.6 Technique for Analyzing the Data
3.6.1 The Percentage Analysis
3.6.2 The Conversion o f Percentage Range

12
12
13
14
14
15
15
15
16
17
19
19
20

C H A P T E R 4 FINDINGS AND I N T E R P R E T A T I O N S
4.1 Findings
4.1.1 The Students'Scores
of Try Out
4.1.2 The Student's Scores o f Experimental Group in
Pre-Test
4.1.3 The Treatment and the Aplication o f The Pictures
4.1.4 The Student's Scores o f Experimental Group in
Post-Test
4.1.5 The Comparison Between the Scores o f Control
Group and Experimental Group in Post-Test
4.2 Interpretation

21
21
24
26
26
30
32

C H A P T E R 5 C O N C L U S I O N S AND S U G G E S T I O N S
5.1 Conclusions
5.2 Suggestions

34
35

REFERENCES

36

APPENDICES

38

vlli

LIST O F THE TABLES

Table

Page

1. The Population o f Investigation

14

2.

15

The Sample o f Investigation

3. Test Specification

16

4.

19

Distribution o f Test Materials

5. The level o f student's ability

20

6. The Scores o f Try out o f Students Islamic Junior High School (MTS)
Muhammadiyah Seri Kembang Ogan llir

22

7. The Average in the Pre-test o f Experimental Group

25

8. The Frequency o f Experimental Group in Pre-test

25

9. The Average o f Experimental Group in Post-test

27

10. The Frequency o f Experimental Group in Post-Test

28

11. The Level o f the Students' Ability

29

12. The Result o f t-test Calculation o f Pre-test and Post-test in
Experimental Group (SPSS 16)

29

13. The Result o f t-test Calculation in Post-test in Experimental Post-test in
Control Group (SPSS 16)

30

14. The Average o f Control Group in Post-Test

31

15. The Average o f Control group in Post-Test (Kelas V I I B)

31

ix

LIST O F APPENDICES
Apendix

Page

A . Try Out Instruments

38

B . The Answer Keys

39

C. Surat Keputusan Dekan FKIP U M P

40

D . Usui Judul dan Pembimbing Skripsi

41

E. Surat Permohonan Riset

42

G. Surat Keterangan Telah Melaksanakan Penelitian

44

H . Kartu Bimbingan Skripsi

45

X

CHAPTER I
INTRODUCTION

in this chapter, ( I ) background, (2) the problem o f the study, (3) the
objectives o f the study, (4) significances o f the study, (5) hypothesis, and (6) the
criteria for testing the hypothesis are present.

1.1 Background
English is considered as one o f the compulsory subjects at junior high school
as well as in senior high schools. It is one o f the subjects taught at school as
compulsory subject from the first year o f junior high school up to the first year o f
university level. Now in Indonesia, English is even taught from the fourth years at
elementary school as a local contents study. The institutional objective o f teaching as
a foreign language (TEFL) found in the book "Petunjuk Pelaksanaan Proses Belajar
Mengajar (Guidelines for implementation o f Teaching Learning Process)" which
states the objective o f teaching English is to develop the four language skills. They
are listening, speaking, reading, and writing. Mastering the

four skills o f English is

not easy because the system used in English are different from those used in
Indonesia. They must be supported by mastery in vocabulary. English has the great
number o f vocabulary that the students have to learn: vocabulary can be intrusively
enlarged and devolve after the students have mastered grammar or structure o f
English (Saleh,: 1982:2). Vocabulary means a list words used in book.

1

2

This study has decided to have "The Use o f Picture in the Theme o f Animals
in Teaching Vocabulary to the Seventh Grade Students o f Islamic Junior High School
(MTS) Muhammadiyah Seri Kembang Kecamatan Payaraman

Kabupaten Ogan

l l i r . . . " It has been chosen as the topic o f this thesis because the writer wants to see the
students' possible causes in understanding vocabulary by using pictures. Picture is a
kind o f visual aid in teaching media that the teacher usually uses to presents the
material in the classroom. It was also supported by the description or instruction o f
learning the picture (Wright, 1976:25 cited in Halimah, 2006:1). It is a part o f
teaching vocabulary it means that the process o f transferring knowledge o f students,
so that they are able to know how to develop their vocabulary knowledge using
pictures. Vocabulary is one o f the language aspects. Students speak, listen, and write
without understanding the meaning o f words. Using pictures is one o f the techniques
that can be used by the teacher in relation to the teaching English as a foreign
language especially related to teaching vocabulary.
Teaching vocabulary using picture itself actually is not clearly suggested and
Stated that the teachers or learners may not develop the vocabularies, they teach or
learn by using this manner, it would be much better i f the teachers learn fonn the
vocabularies. We know and agree that vocabulary is an essential part o f advanced
program, but it does not mean that elementary school students are unnecessary to
learn the vocabulary building, especially using the picture. Every classroom should
contain a file o f picture which can be used not only to illustrate aspect o f the socio
cultural topics, but also to give interesting meaningful practice in the sounds,
communicative expression, structure and vocabulary in English Pinochario (1989:

3

136) cited in Halimah (2006:2). Mowever, Lipp (1982:2) cited in Halimah (2006:2)
confirms from those statement above, " Pictures are good tools to keep the students
understanding written English." it is clear that pictures might have the reader to
understand so the student can be effective in learning vocabulary, but it still to be
proved scientifically.
in the process o f teaching vocabulary, the use o f pictures seems more
interesting than that without using them. Dealing with this, Wright, (1976:17) cited in
Halimah (2006:3) gives two advantages o f picture, they are:
1) Picture can motivate the students and make them play attention and take part
2) Again pictures are very interesting
Based on the statements above, it is interesting to choose the title: "The Use
o f Picture in the Theme o f Animals in Teaching Vocabulary to the Seventh Grade
Students o f Islamic Junior High School (MTS) Muhammadiyaii Seri Kembang
Kecamatan Payaraman Kabupaten Ogan Mir."

1.2 The Problems of the Study
1^.1 Limitation of the Problems
The problems need to be limited because they are too bread to conduct. In this
research, the investigation was held to the seventh grade o f Islamic Junior High
School (MTS) Muhammadiyah Seri Kembang Kecamatan Payaraman
Ogan llir.

Kabupaten

4

1.2.2 Formulation of the Problems
The problem o f this study was'Ts it is effective using picture in teaching
vocabulary to the seventh grade student o f Islamic Junior High School (MTS)
Muhammadiyah Seri Kembang Kecamatan Payaraman Kabupaten Ogan llir. in the
theme o f animals ?"

1.3 The Objective of the Study
The objective o f the study was to find out the effectiveness o f teaching
vocabulary using the pictures.

1.4 The Significances of the Study
Doing this study is beneficial to develop his knowledge and to gel a set o f
experiences in doing the educational research, it can enlarge knowledge o f English,
especially in vocabulary in the theme o f Animals.
The result o f the study is to make the study o f vocabulary in using pictures was be
effective for the student's results o f the study. The result o f the research is to give
some inputs to the teacher about the student's mastery o f pictures in the theme o f
Animals. To the readers, it can enlarge their knowledge o f English, especially in
vocabulary in the theme o f Animals. To the other researchers, this study was
helpfully motivated them to do further research in teaching vocabulary by using the
picture in the theme o f Animals.

5

1.5 Hypotheses
The hypothesis o f this study is in the forms o f the "null hypothesis" (Ho) and
the "alternative hypothesis" (Ha). The hypothesis is presented below:
1.

(Ho):

It is not effective to use the pictures in the theme o f animals in teaching
vocabulary to the seventh grade students o f Islamic Junior High School
(MTS)

Muhammadiyah

Seri

Kembang

Kecamatan

Payaraman

Kabupaten Ogan llir.
2.

(Ha):

It is effective to use

pictures i n the theme o f

animals in teaching

vocabulary to the seventh grade o f Islamic Junior High School ( M T S )
Muhammadiyah Seri Kembang Kecamatan Payaraman Kabupaten Ogan
liir.

1.6 The C r i t e r i a o f Hypotheses
The Hypotheses used test formula (see Hatch and Farhady, 1982:272) because
the number o f sample o f 68 and the level o f significance for two tailed test is 0,05
(5%). The critical value is 1.668. It means that i f the obtained is less than 1.729 as its
critical value, the null hypothesis was be accepted and the alternative hypothesis was
be rejected on the other hand i f the t-obtained is exceed than t-tablc , the null
hypothesis was rejected and the alternative hypothesis was accepted.

C H A P T E R II
LITERATURE REVIEW

In this chapter, (1) the concept o f teaching, (2) the concept o f vocabulary, (3)
kinds o f vocabulary, (4) the concept o f picture, (5) teaching vocabulary using picture,
and (6) related previous study are described.

2.1 The Concept of Teaching
In the teaching English to the seventh grade students, the teacher must
consider many things. Before talking about teaching English vocabulary, the writer
should explain about the teaching. Students should obtain the amount and quality o f
experience which help best to develop their potential as human beings. In this
research," teaching" means the activity by which the teacher by which the teacher
guides and gives the students lessons or English teaching item by using picture.
In the teaching vocabulary, a teacher also needs material, exercises, and
strategies. Bordon cited in Halimah (2006:5) states :
1) Materials that are motivating the students which help them to complete their work.
2) Sample classes presented in a variety o f way.
3) Several strategies for unlocking the meaning o f words.
4) Ways o f showing students how to remember what they have learned.
5) Carefully sequence lesson that was giv e our students a sense o f mastery and
progress.

6

7

6) Materials that present words in meaningful context so that retention was
improved and the student was se models o f correct usage.
According to Hammer (1983:51) cited in Halimah (2006:6), there are four steps in
teaching a new word, as follows:
1) Presenting the meaning
2) Presenting the use
3) Presenting the form
4) Presenting the prolongation or spelling.

2.2 The Concept of Vocabulary
Burton (1982:98) cited in Halimah (2006:6) says that a large number o f
vocabulary help to express the ideas precisely, vividly and without repeating a certain
word and can not do well in comprehension question without a large vocabulary, it is
difficult to under.stand a passage which involves the arrangements o f words which are
much wider than in daily conversation. It is also supported by Lewis (1949:11) cited
in Halimah (2006:6) who stated that the man with a better vocabulary has a better
chance o f success in personal life,

his business life, his intellectual life, because a

vocabulary is a total thought.
Some people believe that to enlarge the vocabulary is just looking up meaning
o f the word i n the dictionary, but this is not true. We should realize that students need
more time and practice to master what has been introduced to them. N o w we want to
know how we keep up vocabulary in step with changing time to
answer this question.

8

Stewert et a! (1978:6) cited in Halimah (2006:7) states:
There are three answers to keep our vocabulary in step with changing
time.
they are: first, listen and observe. Second, adopt our language to the
occasion, the audience and our purpose. Third, classify confusing
words; ask as many questions as necessary to eliminate possible miss
understanding.
According to Al-Kupiasi (1988:42) cited in Halimah (2006:7), Vocabulary is
one o f the major problems faced by foreign language learners all over the world
including Indonesia.
Saieh (1992:72) cited Halimah (2006:7) states that, there are two categories
in vocabulary:
1) Concrete word, whose meaning can be perceived through one or more
o f the five senses.
2) Abstracts words, the meaning o f which can not generally be grasped by
the five senses
it is assumed that vocabulary is an important factor that must be involved in
learning English. In this study the writer used a picture as a visual and in teaching
vocabulary, because picture as a visual and can easily by understood and interesting
in learning vocabulary.

2.3 Kinds of Vocabulary
Vocabulary can be divided into two major categories, namely function words,
DJunaidi (1996:37) cited in Halimah (2006:7), they are describes as follows;

9

a. Function Words
Function words have a little or no meaning by themselves.
Example: 'to', "for" (preposition)
b. Content Words
Content words are nouns, verbs, adjectives, and adverbs.
According to Check, at al (1989:113) cited in Halimah (2006:8) the reader
may encounter three kinds o f vocabulary in reading, they are:
1) General vocabulary: referring to the words that comprise that major portions o f
one's vocabulary usage in everyday communication, such as: "pen", "book", "chair".
2) Special vocabulary: referring to the words with multiple meaning that change from
one content area to another, such as "mass", "root", and "rise".
3) Technical vocabulary: referring to the words that are essentia! to the understanding
o f a specific content area : these words are related to any content areas and crucial to
the understanding o f is concept, such as: "scene", etc.

2.4 The Concept of Picture
According to Wright (1976:25) cited in Halimah (2006: 8), a picture is a kind
o f visual aid in teaching media that the teacher usually uses to present the material in
the classroom and it is also supported by the description or instruction o f learning the
picture. While Colin (1989:134) cited in Halimah (2006:8) states that traditional
teaching aids such as pictures, posters, flashcard, and diagrams and o f cause the
blackboard and talk or its modern equivalent. Moreover Colin(!989:141) cited in

10

Halimah (2006: 8) adds that pictures may be worth drawing on card and covering
with andesine film for example:
Using picture is helpful to the teacher in presenting vocabulary, because
pictures can be thus rate " things" and also ideas and concept, I , e. "cup" , "happy" ,
"strong", "blue" , "many" , "pencil" (Black, 1971 ;11).

2.5 Teaching Vocabulary Using Pictures
Relating to the importance o f teaching vocabulary using pictures, as far as it is
known some students are always confused with problem o f using picture. Especially
choosing, changing and putting in the sentence, sometimes the students use them in
wrong places, the meaning o f the sentence could be misunderstood.
To succeed in teaching vocabulary by using pictures, the teacher should have
techniques. There are some techniques suggested from some experts. Allen (1983)
cited in Halimah (2006: 9) suggests different techniques for different level.
Hermer (1991) cited in Halimah (2006: 9) also suggests some techniques in
teaching vocabulary, for example: a presentation or explanation and discovery
techniques.
A discovery technique is aimed at having students to work out rules and
meaning from them selves rather than being spooned by the teacher.
Teaching vocabulary by using picture, enable the students to find out some
infonnation or guest the meaning o f unfamiliar words. So the pictures can help the
students. The students may be happy and interesting in learning and they always try
to know a new words or the picture which the teacher shows in front o f the class.

11

They are many ways o f making the students interested in what they are
learning. The teacher can make or use media, because through media (picture) the
students can acquire and develop their skills. In conclusion, using picture in teaching
vocabulary can make the students understand

the material and improve their

achievement.

2.6 Related Previous Study
There is a lot o f thesis which discussed the same topic, but in doing this
research, the writer takes one previous study. The writer discusses about the use o f
pictures in the teaching vocabulary.
Halimah

(2006)

in her

thesis entitled "Teaching

vocabulary through

Advertisements to the seventh grade students o f SMP N 19 T j . Kukuh O K U Timur".
The problem which could be launched in her thesis can advertisement increase the
studenTs vocabulary to the seventh grade o f SMP N 19 T j . Kukuh O K U Timur the
result o f her thesis, the highest scores o f pre-test was 77.5 and the highest scores o f
post test was 100 in the experimental group. So it means that it was effective to
increase the student's vocabulary through advertisement the differences were: to find
out the students' achievement in vocabulary using the pictures, her technique for
collecting data was test.

CHAPTER III
RESEARCH PROCEDURES

This chapter presents, (1) Research Variables, (2)the method o f research, (3)
operational definition. (4) population and sample, (5) technique for collecting data,
and (6) technique for analyzing the data.

3.1 Research Variables
a. Independent Variable
The independent variable is the variable that comes first and influences
or predict the results. The independent variable o f this study was teaching method
through pictures.
b. Dependent V^ariable
The dependent variable is the one that is effected by or is predicted by the out
come or by independent variable. The dependent variable o f this study was the
mastery o f vocabulary measured by the seventh grade students.

3.2 M e t h o d o f Research
Based on the objectives and the problem o f the research, the method would be
used in this research was an experimental method. In this way, she saw a positive
influence i f teaching vocabulary with no special treatment and with the special
treatment. Since the research was supposed to prove whether picture can be used in
teaching vocabulary, the writer took two groups, namely experimental group and

12

13

control group. In experimental group, the writer took picture as media and in control
group without applying picture as media.

3.3 Operational Definition
The title in this study is The Use o f Picture i n the Theme o f Animals in
Teaching Vocabulary. It needs some terms for further clarification i n order to
minimize misunderstanding, such as: Teaching, Vocabulary, and Pictures.
a. Teaching
Teaching is mainly a way o f guiding students to obtain the amount and quality
o f experience which was help best to develop their potential as human beings Saleh
(1979: 15). In this research, "teaching" means the activity by which the teacher
guides and gives the students lesson or English teaching item by using picture.
b. Vocabulary
Burton (1982: 98) says that a large number o f vocabulary help to express the
ideas precisely, vividly and without repeating a certain word and can not do well in
comprehension question without a large vocabulary. It is a difficult to understand a
passage which involves the arrangements o f words which are much wider than in
daily conversation. It is also supported by Lewis (1949; 11)

who stated that the man

with a better vocabulary has a better chance o f success in personal life, his business
life, his intellectual life, because a vocabulary is a total thought.

14

c. Pictures
According to Wright (1976: 25), a picture is a kind o f visual aid in teaching
media that the teacher usually uses to present the material in the classroom and its
also supported by the description or instruction o f learning the picture.

3.4 Population and Sample
3.4.1 Population
According the

Christensen

(1988:

48)

cited

in Halimah

(2006:

12),

"population is object o f thing, people or events that are the object o f investigation.
Based on the definition above, population in this study was the seventh grade
students at Islamic Junior High School ( M T S ) Muhammadiyah Seri Kembang
Kecamatan Payaraman Kabupaten Ogan llir. in academic year 2011:2012. There are
four classes o f the seventh grade students at Islamic Junior High School ( M T S )
Muhammadiyah Seri Kembang Kecamatan Payaraman Kabupaten Ogan llir. The
class consisted o f 147 students.
Table 1. The Population of the Seventh Grade Students Islamic Junior High
School ( M T S ) Muhammadiyah Seri Kembang Kecamatan Payaraman
Kabupaten Ogan llir.
No
Class
Males
Females
Total
22
37
1
7a
15
7b
12
37
2
25
36
7c
13
23
3
37
4
10
27
7d
i.47
Kembang
. lei'i
High School
(MTS) Muhammadiyah
Source ; Islamic Junior
Kecamatan Payaraman Kabupaten Ogan llir.

15

3.4.2 Sample
Sample is some part o f a population, often used to provide a convenient
estimate o f a characteristic o f the entice population, Tinambunan, (1988: 2540) cited
in Halimah (2006: 13). In this study the writer was chosen the seventh grade students
as a sample, the writer made two classes: one group for experimental and the other
group for control. The writer took 7a for experimental class and 7b for control group.
The numbers o f the students are 74 students. He used cluster random sampling in this
study.
Table 2. The sample of experimental and control group
Students
No

Class

1
2
Total

7a
7b

Class of sample
Experimental Group
Control Group

Total
Males

Females

12
12
24

22
22

34
34

44

68

3.5 Technique for Collecting the Data
To collect the data, the writer used some techniques. The techniques arc as
follows:
3.5.1 Test
According to Arikunto (1995: 156) cited in Halimah (2006: 13) "Tes adalah
pertanyaan

yang digunakan untuk mcngukur kemanipuan siswa". (Test is a set

question which is used to measure student's ability). The test is given in the form o f
completion question according to A.P. Cowie (1985; 388) test means examination
lord trial to fmd is quality, valve, etc. The test is used because it is eonsideieJ the
most reliable way to get infonnation. There are two kinds o f test, ihcy are:

16

a. Pre-(est
Pre-test was given before it is conducted the study to the students. Pre-test is
given to know the students competence in vocabulary using the pictures before the
treatment.
b. Post-test
Post-test was given after the treatment has been given. Post test is conducted
in order to know the students improvement achievement in vocabulary using the
pictures after the treatment.
The test materials in the pre-test and post-test were exactly the same. The test
was in the forms o f 20 multiple choices with four options (a, b, c, and d).

Table 3. The Table of Test Specification
Objective

Content up

Indicator

Format

Item
Number

Total

To measure
the student's
achievement
in
vocabulary

Pictures o f
animals

The students are
able to answer
the question by
selecting
correct
options

Multiple
Choice

1,2,3,4,5
6,7,8,9,10
11,12,13,14,
15.16,17,18
19,20

20

3.5.2 Validity
The most important variable in liie adequacy o f a measuremcn:- ii;:;ri)mciu is
its validity. Validity refers to extent to which the result o f an e\'b'wC- -u nv.r.'dure
serves the particular uses for which they are intended to measure
(Tinambunan, 1988: i 1).

17

To check the validity o f the test materials, the test content is compared with
the universe o f the content supposedly being measured. A test has high content
validity i f the items are representative o f the population o f possible task. There are
three types o f validity: content validity, criterion related validity and construct
validity. But the most important concerns for the classroom achievement testing is
content validity (Tinambunan ,1988: 12-13). Therefore, the discussion is focused on
content validity.
Richard, et al (1985: 61) states that content validity is a form o f validity,
which is a based on the degree to which a test adequately and sufficiently measured at
the particular skills or behavior. Content validity is used to know whether the test can
be used as an instrument to measure any specific objective that has the same some
level as the materials o f the subject given or not.

3.5.3 Reliability
According to Richard et al (1985: 146), the reliability o f the test materials was
evaluated through the internal consistency reliability: It measures the degree to which
the items or parts o f a test are homogeneous or consistent with each other. In this
investigation, a Kuder-Richardson's

fonnula is used

to estimate

the internal

consistency reliability. This formula is used as one the reliability o f a test that is
based on the number o f test items, the mean scores, and the standard dcvxiiion. The
following is the Kuder-Richadson's 21 ( K R 21) fonnula (Wallen rm i ' raenkel,
1993:149)

18

KR

21

J

K

K

M

-1

(K
K

-

(so

M

)

y

KR 21 : Kuder Richarson Reliability Coefficient
K

: Number o f items o f the test

M

: Mean o f set o f the test score

SD

: Standard Deviation o f set o f the test score

The formula o f Standard Deviation

SD = j ? ^
N

Equivalent with

SD^

lE^^Lfll
N

Where:
SD

; Standard Deviation

N

: Total number o f scores

X

: The Sum o f X

a '

: Deviation squared

According to the Wallen and Frangkel (1993: 14) write that for research
purpose useful rule is that reliability should be at least 0.70 and preferable higher the
result at the reliability is on 0.92 and based on the R- table interpretation o f the test
reliability implies that the transformation test is reliable.

19

Table 4. Distribution of Test Materials
R Value

Interpretation

0.0 - 0.40
0.40 - 0.60
0.60 - 0.80
0.80-1.00

Weak
Fair
Strong
Very Strong

Arikunto (1993)
The following was the result o f test materials after estimating by a kuder Richard
Coefficient. The scores distribution o f test materials was presented i n Table 4.

3.6 Technique for Analyzing the Data
The data were analyzed by using percentage analysis, the conversion o f
percentage range, and the matched t-test.
3.6.1 The Percentage Analysis
The technique is used to analyze the data gotten by using the fonnula
o f percentage analysis is as follow :

A - - - ^ A

100%

A'
In which :

X : Results o f Percentage
R : Total number o f Correct Answer
T

: Total number o f Sample

N

: Total number o f Test Items

C H A P T E R IV
FINDINGS AND I N T E R P R E T A T I O N

This chapter presents the findings and interpretation.

4.1 Findings
In this part the result o f investigation has been obtained. The findings deal with
(1) the test o f try out, (2) the students' scores o f pre-test, (3) the treatment and the
application o f pictures, (4) the students' scores o f post-test, and (5) the comparison
between the scores o f control group and experimental group in post-test.
4.1.1 The Students' Scores of Try Out
Before giving students the treatment, the tryout test was given to get the
information on the students' prior vocabulary mastery. The students who participated
were 20 students. They were considered as the members o f Fry Out
After the scores had been tabulated, the highest score was 10 achieved by 6
students. The lowest score was 3.5 obtained by I student. The other students got 4, 5,
6, 7, 8 were achieved by 13 students. The result o f this test could be seen i n table 6.

22

Table 6. The Scores of T r y out of Student Islamic Junior High School ( M T S )
Muhammadiyah Seri Kembang Kecamatan Payaraman Kabupaten Ogan llir

Sample
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37

Items
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20

Correct
answer
15
17
10
7
8
19
19
13
16
10
20
12
10
14
18
16
18
10
18
13
20
20
16
15
17
13
14
18
14
18
15
13
20
10
15
20
20
L v ' : 356

Mean
scores
of Students
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8
17.8

O V - l f I 1.3
• I n t o

m / i n

(3f)
-2.8
-0.8
-7.8
-10.8
-9.8
-2.8
-2.8
-4.8
-1.8
-7.8
3.8
-5.8
-7.8
-3.8
1.8
-1.8
1.8
-7.8
1.8
-4.8
3.8
3.8
-1.8
-2.8
-0.8
-4.8
-3.8
1.8
-3.8
1.8
-2.8
-4.8
3.8
-7.8
-2.8
3.8
3.8

7.84
0.64
60.84
116.64
96.04
7.84
7.84
23.04
3.24
60.84
14.44
33.64
60.84
14.44
3.24
3.24
3.24
60.84
3.24
23.04
14.44
14.44
3.24
7.84
0.64
23.04
14.44
3.24
14.44
7.84
23.04
14.44
60.84
7.84
14.44
14.44
Z.v': 603.5

23

M = ^
k

= l ^ = .7.8
20

From the table above, it can be seen that the mean score o f students M ) = 17.8
number o f items test
In the test ( K ) = 20, and the standard deviation (SD) o f the set o f test, the following
formula was used:

SD=

\

h(.x-xy~

37
- 4.03

To know the reliability coefficient o f test, the K R 21 was applied:

KR

2\

^
-

K

^

{K

M

1

K

{SD

-

Ad

)

y

KR 21 : Kuder Richardson Reliability Coefficient
K

: Number o f items in the test

M

: Mean o f sets o f the test

SD

; Standard Deviation o f sets o f the test score

Where:
K

:20

M

: 17.8

SD

:4.03

24

KR

K

21 :=
K

-

20

1-

-

(SD

M

)

y

17.8(20-17.8)

20(4.03 )'
17.8(2.2)

1-

39

(K
K

20-1

20

M

1 -

1

20(16.2409)

= 1.052 l -

39.16
324.!

= 1.052 1-0.12
= 1.052 0
0.92

(Reliable)

4.1.2 The Students' Scores of Experimental Group in Pre-test
Before giving students' the treatment, the pre-test was given to get the
information on the students' prior vocabulary mastery. The students who participated
were 37 students. They were considered as the members o f experimental group.
After the scores had been tabulated, the highest score was 10 achieved by 8
students. The lowest score was 3 obtained by 2 students. The other students found 4,
5, 6, 7, 8 were achieved by 27 students. Table 6 shows the average o f pre-test in the
experimental group and the result o f this test could be seen in Table 7.

25

Table.7. The Average in the Pre-test of Experimental Group
^
N

'

Pre Test ( Kelas V H A )
~ ~ ~

^

^

37

Mean

6.9189

Median

7.0000

Mode

7.00

Minimum

3.00

Maximum

9.00

Based on the table above, the students' scores o f experimental group in pre-test
got mean was 6.9189, median was 7.0000, and mode was 7.00' The minimum score
in the table was 3.00 and maximum score was 9.00, so the sum o f the students'
score was 256.00.

Table 8. The Frequency of Experimental Group in Pre-test
Pre-test ( V l l A)
Score

Frequency

Percent

Valid Percent

3

2

5.4

5.4

4

1

2.7

2.7

5

4

10.8

10.8

6

6

16.2

16.2

7

10

27.0

27.0

8

6

16.2

16.2

9

8

21.6

21.6

Total

37

100.0

100.0

Based on the table above, it was found that the lowest score was 3 reached by 2
student or 5.4 % o f all students. There was 1 student or 2.7% got 4, 4 students or

26

10.8% got 5, 6 students or 16.2% got 6, 10 students or 27% got 7, 6 students or
16.2% got 8. Than 8 students or 21.6% got the highest score that is 9.
The table describes the student's ability in achievement o f vocabulary
mastery. 24 students got "good" score and 13 students got "fair" score before
obtaining treatment through pictures. This score showed that the lack o f vocabulary
matched with the materials.

4.1.3 Tbe Treatment and the Application of the Picture
After the writer gave test in pre-test form, treatment would be applied to the
students in the order they can got improvement or development for their vocabulary.
In this case, the increasing o f the student's scores was hoped.
Vocabulary had concept matched with pictures as means o f treatment. The
writer limited the problem to vocabulary through pictures, so the students were given
some pictures around that field as media. The students were divided into 2 groups
that consisted 2 rows. The first group found the picture o f ten animals and the other
group looked for second one. After that, the students were studied pronunciation well
lo complete the treatment. The writer chose pictures because it absolutely had each
term and language to add the student's knowledge about vocabulary.

4.1.4 The Students' Scores of Experimental Group in Post-Test
The most important in this investigation was the results o f posi-lest because it
determined the improving or increasing the student's competency in mastering the

27

vocabulary. This improving was found by comparing the post-test to the students"
pre-test scores.
After checking the students' answer, the increasing scores were obtained. The
highest scores in this test was 10, it was achieved by 17 students. There were also 12
students who achieved the scores from 8 up to 9. The good scores or 7 were reached
by 5 students. While 2 students got fair level, which was 6. So it, meant that 1 student
who got weak level. The average o f post-test in experimental group would be seen in
table 8 and to make the explanation above clearer, the writer presented in the table 9
below:
Table 9. The Average of Experimental Group in Post-test
Post Test ( V I I A )
N

37

Mean

8.5135

Median

8.0000

Mode

10.00

Minimum

1.00

Maximum

10.00

Based on the comparison between the students' scores o f post-test and pre-te.st
in experimental group, there were differences in increasing values. The mean score
was

8.5135

median was s.oooo and mode was 10.00. The increase happened in minimum

score from i.OO and maximum score from 10.00 absolutely it influenced the sum was
315.00.

28

Table 10. The Frequency of Experimental Group in Post-Test
Score

Frequency

Percent

Valid Percent

6

2

5.4

5.4

7

5

13.5

13.5

8

11

29.7

29.7

9

2

5.4

5.4

10

17

46^0

46.0

Total

37

100.0

100.0

The table above saw the increasing o f students' score. It has been told before;
the test was given to the students in the post-test as same the pre-test question exactly.
The lowest score was 6 reached by 2 or 5.4% o f all students, 5 students or 13.5% got
7, 11 students or 29.7% got 8, 2 students or 5.4% got 9. After that, the highest score
was 10 reached by 17 students.
The score increased from the "good" level to the "excellent" level. There was
2 students got "weak" score, 18 students got "good" score and 17 students got
"excellent" score. It reflected most o f the students stated that they answered the
question easily and that was influenced by the treatment has been given before. It
means that treatment could be accepted or applied to the students based on their level.
The result o f pretest and posttest were analyzed and classified on the criteria
o f ability that presented in the table 10 below.

29

Table 11. The Level of the Students' Abilitv
Percentage of the
correct answer
80-100
70-79
56-69
40-55
r
Difference
-^^^^

.3087

Lower

Upper

, » ? ' { ^ r i > ^ , ^ , ^ « » v ^ 4 i 4
Student Number

—•—VllJt

—«—vn.B

4.2 Interpretation
Based on analysis the data, the significant scores between experimental group
and control group. The highest score in pre-test o f experimental group was in "good"
level reached by students, but when they were given treatment, they obtained and it
was "excellent" level. Based on the improving o f student's score, it could be proved
that the using o f pictures were appropriate and effective in teaching and learning
process to them.
I f the scores o f post-test in control and experimental group were compased,
there were significant and differences each other. The highest score i n control group
was 8 or in "good" level, it changed highly becomes 10 or "excellent" level in
experimental group. It means that this method can work well and it could give new

33

atmospheres in mastering the student's vocabulary. Absolutely that increasing would
influence their English skill.
Based on the criteria o f testing hypothesis, the Ho would be accepted i f tobtained was less than 2.0226 as critical value, but i f t-obtained exceeded than Ho
would be rejected and consequently Ha would be not rejected. In this calculation, it
was found that t-obtained was 5.381, and it was higher or exceeded that 2,0226. It
means that Ha was not rejected and Ho was rejected. On the other hand, it could be
said that teaching vocabulary by using o f picture in the theme animals for the seventh
grade students o f Islamic Junior High School ( M T S ) Muhammadiyah Seri Kembang
Kecamatan Payaraman Kabupaten Ogan llir. was effective.

CHAPTERS
C O N C L U S I O N S AND S U G G E S T I O N S

This chapter explains about conclusions, and suggestions.

5.1 Conclusions
Based on the results o f the test, teaching vocabulary by using picture in the
theme o f animals can increase the students' vocabulary mastery. The effectiveness o f
the method could be seen from the comparison score between pre-test and post-test in
experimental group. The highest score o f pre-test in experimental group was 9.00 and
the highest score o f post-test in experimental group was 10.00 besides, the scores o f
post-test in control and experimental group also determined the improving o f scores.
It was obtained the highest score o f post-test in control group was 8.00 and the
highest score o f post-test in experimental group was 10.00
The data analysis through t-test formula was probability (p) value was 0.00. it
was identified lower or less than alpha (a = 0.05). t-obtained was 5.381 , t tab was
2.023. It meant that the null hypothesis (Ho) was rejected and the consequently the
alternative hypothesis (Hg) was accepted. It meant that the teaching vocabulary using
pictures o f animals to the Seventh grade students o f Islamic Junior High School
( MTs ) Muhammadiyah Seri Kembang Kecamatan Payaraman Kabupaten Ogan llir.

34

35

5.2 Suggestions
It would like to propose some suggestions in relation to the findings to the
teacher o f English, students and the initiations.
1) Teachers o f English
The teachers o f English are suggested to
a.

Give the students motivation because to stimulate them the teacher should bring
the students to the spirit atmosphere.

b.

Know the strategy in order the students can follow the lessons well and create
enjoy situation while study.

c. Use teaching aids or media can help them understand about the material and
certainly the media should interest and matched w i t h the material.
2) Students
The students are suggested to
a.

The students are suggested to motivate themselves as preparation

b.

Be active and ask what they do not understand because they can learn something
from the mistakes.

c.

Study hard continuously and obtain knowledge more not only in the school but it
is found in outside.

3) Institution
The institution has to give the widening autonomy to the teachers o f English
to create the teaching material and improving o f the students is also supported with
the means o f teaching and learning process and library.

REFERENCES

Arikunto, Suharsimi. 1998. Prosedur Penelit