Index of /digilib/files/disk1/118
THE EFFECTIVENESS OF USING PICTURES
TO TEACH PROHIBITION
(An experimental Research at the Seventh Grade of M. Ts. N.U. Nurul
Huda Mangkang in the Academic Year of 2011/2012)
THESIS
Submitted in Partial Fulfilment of Requirement for Gaining the Degree of Bachelor of Education In English Language Education
By:
KHOLISATUL UMAMI
Student Number: 073411037
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
THESIS PROJECT STATEMENT
I am, the student with the following identity: Name : Kholisatul Umami Student Number : 073411037 Department : English Language Education certify that this thesis is definitely my own work. I am completely responsible for the content of thi s thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.
Semarang, 30 November 2011 The Writer,
KHOLISATUL UMAMI
Student Number : 073411037
ADVISOR NOTE Semarang, November 30, 2011
To The Dean of Education Faculty Walisongo State Institute for Islamic Studies
Assalamua’alaikum, wr.wb
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title : The Effectiveness of Using Picture to Teach Prohibition ( An Experimental Research At Seventh Geade of M.Ts.
NU Nurul Huda Mangkang Semarang in Academic Year 2011/2012)
Name of Student : KHOLISATUL UMAMI Student Number : 073411037 Department : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum, wr.wb.
Advisor I, Siti Tarwiyah, M.Hum.
NIP: 19721108 199903 2 001
ADVISOR NOTE Semarang, November 2011
To The Dean of Education Faculty Walisongo State Institute for Islamic Studies
Assalamua’alaikum, wr.wb
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title : The Effectiveness of Using Picture to Teach Prohibition ( An Experimental Research At Seventh Geade of M.Ts.
NU Nurul Huda Mangkang Semarang in Academic Year 2011/2012)
Name of Student : KHOLISATUL UMAMI Student Number : 073411037 Department : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum, wr.wb.
Advisor II, Ismail SM., M.Ag.
NIP: 19711021 199703 1 002
ABSTRACT
Title : The Effectiveness of Using Pictures to Teach Prohibition
(An Experimental Research at the Seventh Grade of M.Ts. N.U. Nurul Huda Mangkang Semarang in the Academic Year of 2011/2012).
Writer : Kholisatul Umami Student Number : 073411037
This thesis discusses the effectiveness of using picture to teach prohibition at seventh grade students. The background of this study is based on the KTSP curriculum, there are many competences that must be achieved by the students, one of them is prohibition. Prohibition is one of expressions that must be mastered by the students. The students only get the expression of prohibition formula and the example of sentence. But the teacher never asks them to use in the certain situation. The use of pictures in teaching writing is considered as a good way to encourage the students’ writing practice based on the pictures. It is also to make teaching learning become more interactive, the instruction can be more interesting, and the quality of learning can be improved. The study is aimed at responding the following question: (1) How is the effectiveness of using pictures to teach prohibition of M.Ts. N.U Nurul Huda Mangkang Semarang. The research methodology was an experimental research, the samples; the experimental class (VII A) and control class (VII B). The VII A was taught by using picture, while the VII B was taught without picture. The data are gathered through test and documentation. The formula that was used to analyze the data was t- test. It was used to prove the truth of hypothesis that had been planned.
After the data had been collected by using test, it was found that the pre- test average of experimental class was 61.50 and control class was 64.52. While, the post-test average of experimental class was 78.25 and control class was 74.04. It was found that value of t-test was (2.246), whereas the t-table was (1.98) for
= 5%. The t-test score was higher than the t-table (2.246 1.98). It was meant Ha was accepted while Ho was rejected. Since t-score was higher than the t-table, using picture was effective medium to teach prohibition in M.Ts. N.U Nurul Huda Mangkang Semarang. Based on the result of this study, the researcher suggests that pictures may be used as a medium to teach prohibition.
ACKNOWLEDGEMENT
First and foremost, I would like to express gartitude to Allah SWT, the Almighty God for the blessing, kindness, and inspiration in lending me to accomplish the fianl project. W ithout Him, I couldn’t stay patient and in control in writing this final project from the first page to the last page.
Shalawat and salam for the Prophet Muhammad who brings us from darkeness to the brighness. I realize that I cannot complete this final project without the help of others. Many people have helped me during the writing this final project and it would be impossible to mention of all them. I wish, however, to give my sincerest gratitude and appreciation to: 1.
Prof. Dr. Suja’i, M. Ag, the Dean of Tarbiyah Faculty of IAIN Walisongo Semarang.
2. Siti Tarwiyah, M. Hum, the Head of English deapartment and as the first advisor who has given his guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation.
3. Ismail SM. M.Ag. as a second advisor for his guidance, inspirations and motivations during the research from the first until the end of the research.
4. All lectures in Tarbiyah Faculty, who had given the knowledge patiently.
5. The librarian of IAIN Walisongo Semarang, who helped me to get information which is related to the title of this research.
6. Sugeng SE. as the head master of M.Ts Nu Nurul Huda Mangkang who had allowed the writer to carry out the researcher in his school.
7. Aini Sa’adah, M.Si. as English teacher of class VII A and VII B who had helped the writer in conducting the research in their school, and the student of
VII A, VII B and VII C thanks for the cooperation and also the school administration staff.
8. My Parents (Drs. M. Affandi and Umi Zamroh), My brother ( Bakhtiar Effendi and Muh. Imaduddin Effendi), who always support and motivate for their endless and silent prayers.
9. My best friends (Celviana Rossani and Lulu Eka Dini) thanks for your pray, kindness and support.
10. Someone who always support the writer to finish this work. Thank very much for your care, motivation and pray,(Mas Minan).
11. All members of Lily Kost (Arina, mba’ Titi, Emi, Isti, Lutfa) who always give me support in finishing this thesis.
12. All my friends i n TBI ’07 (Arina, Lina, Ana, Sikha,Fanny, Atik, Hanani) Thanks a lot for cooperation.
13. All side that cannot be mentioned one by one the writer who have helped in finishing in this thesis.
By expecting pray, may the goodness be charity and get the reward from Allah swt. The writer realize that this thesis is still far from completeness. So that, the writer so expects constructive suggestion and critism from all side for the advantages of thi research.
Finally, the writer hopes in order to this research paper to able to be useful for the readers who want to develope the English teaching knowledge.
Semarang, November 30,2011 Kholisatul Umami 073411037
TABLE OF CONTENT Title .................................................................................................................... i Thesis Statement ................................................................................................ ii Ratification Note ................................................................................................ iii Advisor Note ...................................................................................................... iv Abstract .............................................................................................................. vi Acknowledgment ............................................................................................... vii Table of Content ................................................................................................ ix List of Tables ..................................................................................................... xii List of Appendices ............................................................................................. xiii
Chapter I : Introduction ................................................................................... 1 A. Background of The Research ................................................ 1 B. Question of The Research ..................................................... 4 C. Objective and Benefit of The Research .................................. 4 Chapter II : Review of The Related Literature ................................................ 6 A. Previous Research .................................................................. 6 B. Theoritical Framework ........................................................... 7
1. The General of Media ....................................................... 7
a. Definition of Media .................................................... 7
b. General Concept of Media ......................................... 8
c. Types of Media .......................................................... 9
d. The Functions of Media ............................................. 10
2. The General of Picture..................................................... 11
a. Definition of Picture ................................................... 11
b. Picture as Visual Media ............................................. 12
c. Pictures as Teaching Media ....................................... 12
d. The advantages and Disadvantages of Using Picture as Teaching Media .......................................................... 13
3. Prohibition in English ....................................................... 14
a. Definition of Prohibition ............................................ 14
b. Types of Prohibition .................................................. 15
4. Teaching Prohibition Trough Picture ............................... 17
C. Hypothesis ............................................................................. 17
Chapter III: Research Method ........................................................................... 18 A. Research Design ...................................................................... 18 B. Research Setting ...................................................................... 22 C. Population and Sample ............................................................ 22 D. Variable and Indicator ............................................................. 23 E. Data Collection Technique ...................................................... 25 F. Data Analysis Technique .........................................................
27 Chapter IV: Research Finding and Discussion .................................................. 34
A. Description of The Research Finding ................................... 34
B. The Data Analysis of Try Out ................................................ 35
1. The Data Analysis of Pre-Test ........................................ 39
2. Analysis of Post
- –Test .......................................................44
C. Discussion of Research Finding ...............................................49
D. Limitation of the Research ..................................................... 50
Chapter V : Conclution and Suggestion ............................................................ 52 A. Conclution ............................................................................... 52 B. Suggestion ............................................................................... 52
C. Closing ..................................................................................... 53 FERERENCES APPENDICES LIST OF TABLE CURRICULUM VITAE
LIST OF TABLES Table 1 List of Time of the Study, 22.
Table 2 The Schema of Indicators Variables, 24. Table 3 Table of the Observation Frequency of Class VII A, 40. Table 4 Table of the Observation Frequency of Class VII B, 41. Table 5 Test of Homogenity (Pre-Test), 42. Table 6 Table of the Observation Frequency of Class VII A, 45. Table 7 Table of the Observation Frequency of Class VII B, 46. Table 8 Test of Homogenity (Post-Test), 46.
LIST OF APPENDICES Appendix 1 Analysis Try Out, 1.
Appendix 2 The Name List of Experimental Class, 2. Appendix 3 The Name list of Control Class, 3. Appendix 4 Score of Experimental and Control Class, 4. Appendix 5 Test of the Normality Data of Pre-Test Experimental Class, 5. Appendix 6 Test of the Normality Data of Post-Test Control Group,6. Appendix 7 Pre-Test Homogenity of Experimental and Control Class,7. Appendix 8 Average Similarity of Pre- Test Experimental and Control Class, 8.
Appendix 9 Test of the Normality Data of Post-Test Experimental Class, 9. Appendix 10 Test of the Normality Data of Post-Test Control Class, 10. Appendix 11 Post-Test Homogenity of Experimental and Control Class, 11. Appendix 12 Test of Differences of Two Variance in Post-Test, 12. Appendix 13 Lesson Plan Experimental Class Treatment I, 13. Appendix 14 Lesson Plan Experimental Class Treatment II, 19. Appendix 15 Lesson Plan Control Class Treatment I, 23. Appendix 16 Lesson Plan Control Class Treatment II, 29 Appendix 17 Instrument for Try Out, 34 .
Appendix 18 Instrument for Pre-Test, 40. Appendix 19 Instrument for Post-Test, 45. Appendix 20 Answer Key of Instrument, 50. Appendix 21 Students Worksheet, 51.
INTRODUCTION A.
Background of The Research
Language is the basic skill needed for real communication among people. By using language, we will able to express our feeling and ideas. People use language to convey messages to the other. Language is a means to communicate opinion, feelings and ideas. Oxford Learner’s Pocket Dictionary stated that “ Language is system of sound, words, manner, sign,
1
symbol, used by human to communicate thoughts and feeling” The presence of language as a tool for communication among people around the world had been stated by Allah in Surah Ar- Rum verse
22:
And among His signs is the creation of the heavens and the earth, and the diversity of your tongues and colours. Surely there are sign
2 in this for all mankind.
In Surah above, Allah shows us the sign of His authority through differences of tongue. Tongue means a language. There are no people who have the same language in the world. It is influenced by the location. People who live in difference location have difference language. They 1 have to cooperate with one another to complete the necessities in their life.
Oxford.
Oxford Pocket Dictionary Learner’s. (New York : Oxford University Press 1995). p. 240 2 Mahmud Y. Yazid, The Quran: An English Translation of The Meaning of The Quran, (Beirut: Dar al chouro, 1980), p. 297 th
English has been taught in this country as the first time that the teaching of
3
a foreign language is introduced in the curriculum of Indonesian school. It shows that English is one important language that is good be mastered by people if they want to speak with other people around the world.
English is the first foreign language in Indonesia and becomes part of Indonesian school curriculum. It does not just play a role in students learning process, but also has an important role in modernization as an Inernational language. Many people who can not speak English take English has been an important language in pursuing a better career. According to Hammer english has become a lingua franca, although it is
4 not the language with the largest number of native speakers .
English is one of the important languages that are used by people in the world. People around the world speak English to communicate to each other. Moreover, everyone believes that English is getting more and more important. Language is a means of communication in society. It is to communicate ideas, opinions and feeling. Language is a special characteristic of human being. It can be regarded as human criterion, because only human beings can speak language. It is also as a system of vocal conventional signs characteristics of the interaction of one or more communities of
5 human beings.
Nowdays, English is taught by teachers as a subject from elementary school to university. English has been taught In this country as the first foreign language. The teaching of foreign language for Indonesian students runs rather differently from the teaching of Indonesian as mother Tongue. Teachers play an important role in facilitating Englih learning. In this case, teacher should create or establish 3 situation to enable learning occur in a fun and interesting environment. To 4 Ramelan, Introduction to Linguistic Analysis,(Semarang: IKIP Semarang Press, 1992),p.1
Jeremy Harmer, The Practice of English Language Teaching,(London: Pearson Education,
2001)p.1 5 Jefferson, Charles E, The Encyclopedia Americana International Edition, (New York: Americana Corporation, 1829), p. 718.
activities using media that can attract their attention to participate in the
6 lesson.
As a subject, English is different from other subjects. It has function as a means of communication. It shows that learning English is not only to learning about vocabulary, grammatical pattern and rhetorical structure but also learning about the use of and express it in the daily activity. There are four skills in teaching and learning English that should be mastered. Those are speaking, listening, reading and writing. Writing is the skill that involves communicating a message (something to say) by making sign on a page. It needs to be taught because communication is not only through speaking but also through writing.
Based on KTSP curriculum, there are many competences that must be achieved by the students, one of them is prohibition. Prohibition is one of expressions that must be mastered by the students. There are many signs of prohibition in public places using English. Sometimes, students are confuse to understand the mean of the signs. They also find difficulties when they are asked to write the expression of prohibition based on situation or sign in written form.
Meanwhile, students are often feel bored when they are studying expression of prohibition. The students only get the expression of prohibition formula and the example of sentence. But the teacher never asks them to use in the certain situation. The use of pictures in teaching writing is considered as a good way to encourage the students’ writing practice based on the pictures. It is also to make teaching learning become more interactive, the instruction can be more interesting, and the quality of learning can be improve. Picture can represent situation that would be 6 impossible to create in any other way. Picture can help the students
Kasihani K.E. Suyanto, English for young learners Melejitkan Potensi Anak melalui English Class yang Fun, Asyik, Menarik , (Jakarta: Bumi Aksara, 2007), p.101 students will easier and can improve their understanding about prohibition based on the situation at the picture.
Due to those facts, the writer wants to show the effectiveness of
st th
using picture in teaching prohibition with the 1 semester of 7 grade students of M.Ts. N.U. Nurul Huda in the academic year of 2011/2012.
B. Question of The Research
The problem discussed in this final project is “How is the effectiveness of using pictures to teach prohibition to the first semester students of M.Ts. N.U. Nurul Huda Mangkang Semarang in the academic year of 2011/ 2012?
C. Objective and Benefit of The Research
The objective of this study will be to find out the effectiveness of using pictures to teach prohibition to the first semester students of M.Ts. N.U. Nurul Huda Mangkang Semarang in the academic year of 2011/ 2012.
The writer hopes that this study will be useful:
1. For the students By using picture as a medium of teaching Prohibition. the students will be enjoy to follow the English class. They will be easy to understand the lesson, so that, it can improve their understand on prohibition.
2. For the teachers Teacher can use the result of this study as a reference when they want to improve their teaching method. The result of this study may teaching prohibition.
3. For the writer It hopes that the result of the investigation will be useful input for the writer to improve the knowledge about prohibition and it will be useful in the future as the prospective teacher in preparing teaching process.
REVIEW OF THE RELATED LITERATURE A. Previous Research
Many researcher have conducted the research about using a picture as media. Related to this study, the writer chooses some literature :
1. Thesis under the title “The Use of Pictures as Media to Improve Students
Understanding on Descriptive Adjective
”. By Athi‟ Rifa‟tin. In this research, she was using picture to improve students‟ understanding on descriptive adjective. The objectives of her study were to know how the implementation of pictures in improving students‟ understanding on descriptive adjective and to find out wether are effective the use of pictures to improves students‟ understanding on descriptive adjectives. The researcher was using a Classroom Action Research to run his research. He took 23 fifth grade students of M.I. Walisongo Semarang. And the use of picture in improving students‟ understanding on descriptive adjective to fifth grade of M.I. Walisongo was an affective media and can improve students‟ understanding on descriptive
1 adjective. There was a progress from each cycle.
The differences between her research and the writer‟s are on the language skill. She concern with descriptive adjective, while the writer concern on prohibition. And the similarity is, she and the writer use same medium,it is picture.
2. The title is The Use of Picture in Teaching Writing of Report Text by Siti Mahmudah. In her research, se was using picture to teach writting of report text. The objectives of her study were t 1 o find out the students‟ achievement in
At hi‟ Rif‟atin,) The Use of Picture as Media To Improve Students’ Understanding on Descriptive Adjective ., (Semarang: English Education of States Institute for Islamic Studies Walisongo Semarang, 2009), Unpublised thesis.
th
text. She was taking 2 classes of 8 grade students of M.Ts. N Jekerto Grobogan as experimental and control class. The result is that picture can
2
improve stude nts‟ achivement in writing report text.
The similarity between the writer and Siti Mahmudah is in choosing the picture as the media when she teaches. The difference is about the material. She teaches report text and the writer teach prohibition.
B. Theoretical Framework
1. Media a. Definition of Media
The word “media” is plural from of medium derived from latin medius that means midlle or mediator. In Arabic, media is intermediary or mediator
3 of a message from sender to reciever message.
According to Association for Education and Communication
Technology (AECT) in Amerika, media are any forms used to join
information. While National Education Association (NEA) stated that media are device that can be manipulated, seen, listened, read or spoken together with the instruments used well in the teaching learning process influence the
4
affectivity of instructional program.From those definitions, it can be concluded that media is something to join message and to stimulate mind, feeling an d students‟ interest to study.
Therefore, it can motivate them in teaching-learning process.
2 Siti Mahmudah, The Use of Picture in Teaching Writing of Report Text,(Semarang: English Language Teaching of State Institute for Islamic Studies Walisongo, 2010), Unpublised thesis. 3 4 Arsyad Azhar, Media Pembelajaran, (Jakarta: PT. Grafindo Persada, 2003), p.3.
Arief S.Sadiman, et.al., Media Pendidikan: pengertian, pengembangan, dan pemanfaatanya. , (Jakarta: Ciputat Pers, 1996), p.6.
Media play an important role in teching and learning process. The use of media is very needed to reach the purpose of teaching and learning and it should be various. H armer stated that “as a language teacher, we use variety of teaching aids to explain language meaning and construction, engage
5
students a topic or as the basic of whole activity” “While Brown defines media as the tools or the physical things used by
6
a te acher to facilitate the instruction” From the explanation above, the writer makes a conclusion that media is the tools, materials, or events that establishes conditions used by a teacher to facilitate the instruction to acquire knowledge, skill and attitudes and engage the learner in a topic or as the basic of the whole activity.
There are principles of media selection: 1). Content
Do the media have significant relation with the lesson? The choice of certain media must be conformed to the lesson (message) that will be given to the students. 2). Purposes
The use of visual aids should contribute to the teaching learning process significantly. It means that the media can facilitate the teaching learning process. 3). Price
Before buying certain visual aids, a teacher should consider whether or not the cost or money spent is in accordance with the educational 5 result derived from its use.
Jerremy Harmer, The Practice of English Language Teaching, London: Longman Group Limited, 2001,p. 134. 6 Brown, Audio Visual Instruction, New York: Mc. Graw, Hill Book Company, 1977, p. 2-3
In choosing visual aids, a teacher should take into account the environment (school) where he/she teaches. He/ she sholud think whether or not the aid would function effectively in environment. 5). Leaner‟s Verification
A teacher must think whether or not there are data providing that the students learnt accurately through the use of learning aids.
From the explanation above, it should be better if the teacher follows all the principles, so that the teaching and learning process can go on normally and the goal of teaching and learning process can be reached.
7
c. Types of Media
Media are considered as instructional device since it is used to convey messages in teaching-learning process. In teaching-learning foreign language, media is classified into three types, they are: 1) Visual
Visual media is all media that is used in seeing. It is an image that conveys messages to the students through photo, picture, chart, graph, which illustrate the real object or situation.
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2) Audio It is a device that relates to our hearing. The message delivered is expressed by using audible symbols. For example: radio, tape recorder, or electronic transcription.
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3) Audio-visual It is a media that can be seen and listened, like a film, video, or television. 7 Brown, Audio Visual Instruction, p.76. 8 . Azhar Arsyad, Media Pembelajaran, P. 106. 9 H. Asnawir and M. Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002), p.81
Media have important roles in teaching and learning process.The followings are some functions of media in teaching learning; media give motivation for students to be more interested in learning. Learners are able to understand the message better as the materials are presented in a certain way. And media provide various kinds of teaching methods and technique, so learners are not bored with the monotonous teaching and learning process.
According to Kasihani, media are representing of additional tool needed to English laguage learning especially for student. media can be used for helping in simplifying language learning process and make it perfect and reducing the usage of mother tongue of first language. Media also have roles to r aising the students‟ motivation and their interest in learning and explaining new concept, so students can understand without difficulties and misunderstanding. Using media can raising the English learning quality and
10 making learning process more interesting and interactive.
In fact learning is the acquisition of skills and knowledge which are in fact the result of taking, t he responses caused by stimuli into the students‟ mind which create sensory impression. The task of the teacher is to provide various kinds of stimuli, which can be done by using media. Beside, media
11 can also serve as a subtitute for the things which are difficult to find.
10 Kasihani K.E. Suyanto, English for young learners Melejitkan Potensi Anak melalui English Class yang Fun, Asyik, Menarik , (Jakarta: Bumi Aksara, 2007), p.101 .
nd retrieved on
22 November 2011
a. Definition of Picture
Picture is defined as visual representation of person, object, or scene, as a painting, drawing, or photograph.
12 Pictures can be in the for of flash cards, large wall pictures, photographs, or illustration.
13 In this research, the writer uses it as media to teach the lesson material.
Pictures are extremely useful for a variety of communication activity, such as describe and draw activities.
Commandment of Allah in the Qur‟an Surah An Nahl verse 78:
Allah brought you forth from the wombs of your mother when you knew nothing; and gave you ears and eyes and hearts that you may be grateful . Based on the classification of visual media as the learning media, picture as one of visual medium consists of several types. They are as follow:
14
1) Photo/ image Photo is an image captured by means of photography. It is the common language which can be understood, and enjoyed everywhere.
12 Barbara Ann Kipfer, (Ed.), Random House Webster’s colleg Dictionary, (New York: Randoum House, 2001), p.930. 13 Jeremy Harmer, The Practice English Language Teaching, P.134. 14 Arif S. Sadiman, et.al. Media Pendidikan: pengertian, pengembangan, dan pemanfaatanya. , (Jakarta: Ciputat Pers, 1996), p. 29-49.
Sketch is a simple picture, or a rough draft describing the main part without detail.
3) Diagram Diagram represents a simple picture using lines and symbols, and describes the object in broad outline.
4) Chart Chart is a tool for presenting ideas or concepts that are difficult if only in writing or orally conveyed verbally.
5) Graphs Graph is a simple picture using dots, lines, or complete image sometime verbal symbol or also use there.
6) Cartoon Cartoon is interpretative used of symbols to convey a message quickly and succinctly, or an attitude toward people, situation, or certain events
7) Poster Poster is an image that conveys certain impression, able to influence and motivate people‟s behaviors whom see it.
b. Picture as Visual Media
As visual media, picture can be used in teaching and learning process that helps the students to understand the material by giving an image to the students which is like the real object or situation. The forms of visual media can be seen as follow: a. An image representation such as drawing, painting, or photographs that shows how thing seem to be an object structure materialistic content
c. Maps showing the relationships between the elements in material content Graphs such as tables, graphs and charts that present the image or trends data or relationships between a set of pictures or numbers. By picture, students can create their own sentences based on the picture they seen.
It is one of the cheaper visual media that can convey a message to the readers. Picture also has some characteristic; the first characteristic is picture more understandable than words. Second, the information that on the picture is retained without a lot of accuracy for over months. Third, picture can allow us to explain a word or concept in a simple way.
c. Pictures as Teaching Media
Picture is very useful and effective media in teaching. It can be used for teaching; speaking, listening comprehension, structure, vocabulary and cultural contents etc. In order to be effective and increase the students‟ interest, the pictures used should be clear, and large enough to be seen by the whole class. The media they are going to use will motivate the students to learn, will increase their interest, and will widen the channel of communication between the teacher and the students, so that the teaching will be more communicative and effective. In this way media can make the
15 students more interested in their study.
As visual media, picture can be used in teaching and learning process that helps the students to understand the material by giving an image to the students which is like the real object or situation. By picture, students can improve their understanding about prohibition based on the picture they seen.
15 nd 22 November 2011.
retrieved on
There are some advantages and disadvantages using picture as media in teaching- learning English that are: a. The advantages of using pictures
Picture are all right for beginner and for young people and also to advanced students. There are many benefits of pictures in a teaching process, that are; giving material by using picture it can stimulate and motivate students to become more observant and express themselves. Picture is inexpensive medium, many even be free, and fairly easy to locate and can be used by individual or in groups. Picture also can be displayed for as long as necesary so pupils can work at their own rate. Picture as up-to-date media can bring reality into the classroom, beside picture can be used to introduce, supplement, or summarize at unit. At last, by giving picture in the classroom can enriches reading and can help clarify misunderstanding.
b. The disadvantages of using picture Beside giving advantages to use in class teaching, picture or photography have also disadvantages are; picture not depict motion as film does. Picture can seem uninteresting to pupils if the picture is not unique. The other disadvantages of using picture is depicting a spesific
16 purpose that may be difficult to locate.
retrived on 8 October 2011.
a. Definition of Prohibition
17 Prohibition is the neggative form of command . According to
Macmillan English Dictionary, prohibition is a law or rule that stops people
18
from doing something. Prohibition is an expression to warn other people not to do something. Or to forbid people not to do something.
From the statement above, the writer thinks that as the students of junior high school they need to know about the expression of prohibition because they are usually use in daily life.
b. Types of Prohibition
Prohibition also has two patterns, they are:
1. Verbal prohibition a sentence of prohibition which uses lexical-meaning- verb inside. To express the prohibition we should combine the word /do not/ or /don't/ before the verb. ( place “Don‟t „ or “Do not” before a bare infinitive). It is formed by adding “don”t or “do not” to the imperative (Don‟t + the basic form of
19 Verb).
For Examples; Don‟t eat in the classroom! (Jangan makan di dalam kelas!)
Don‟ open your book! (jangan buka bukumu!) Don‟t enter the room! (jangan masuk ke ruangan itu!)
Don‟t forget! (jangan lupa!) Don‟t move! (jangan bergerak!)
17 Slamet Riyanto, English For Your Better Future Speak English Please,( Yogyakarta: Pustaka Pelajar , 2009), p. 141. 18 Macmillan , English Dictionary For Advanced Learners International Student Edition, (Malaysia: Maccmillan Publishers Limited 2002), p. 1128. 19 Emalia Iragiliati et. al, Interacctive English 1 Junior High School Grade VII, (Pt. Ghalia Indonesia Printing, 2009), p.
To make a polite prohibition, use “please” at the beginning or at the end of the sentence. Example:
Please don‟t cry! (janganlah menangis!) Don‟t cry, please! (janganlah menangis!) Please don‟t shoot the bird! (tolong jangan tembak burung itu!) Don‟t shoot the bird, Please! (tolong jangan tembak burung itu!)
2. Nominal prohibition a sentence of prohibition which uses /BE/ after /Do not/ or /don't/. after that you have to place a complement in the end.
(place“Don‟t Be or “Do Not Be” before a non-verb). For Examples; Don‟t be lazy! (jangan malas!) Don‟t be stupid! (jangan bodoh!) Don‟t be careless! (jangan ceroboh!) Don‟t be late! (jangan terlambat!) Don‟t be confused! (jangan bingung)! Example dialogues of prohibition:
Mira : Hi... Rani, what‟s the matter? Rani : Hi... Mira, I have a problem with the book. Mira : What is that? Rani : Is this the book recommended by the teacher?
Mira : Oh..that‟s not the book, don’t use that book. Rani : Oh..OK, thank you for the information
When we would like to emphasize something forbidden to do, we can change the main element of prohibit ion structure by using “Never”.
For Examples; Don‟t touch her! or, Don‟t ever touch her! or, Never touch her!
20 No + ing from verb.
For Examples; No smoking! (dilarang merokok!)
No parking! (dilarang parkir!) 4.
Teaching Prohibition Through Picture
Teaching Prohibition is an interesting. Because prohibition is an expression to warn other people not to do something. This expression often we uses when we interact with other people in daily life.
Writing prohibition need a medium. Pictures can be used in teaching prohibition, it helps the students to understand the material by giving an image or to the students which is like the real object or situation. By pictures teacher can asks the students to write the expression of prohibition based on the pictures, so it can improve the students‟ understanding on prohibition.
C. Hypothesis
21 “Hypothesis is the assumption that possibly true or possibly wrong”.
Hyphotesis is the provisional answer to the problem of the research, theoretically it was considere possibly or highest the level of his truth.
“It is provisional truth determined by researcher that should be tested and
22
proveded. Because the hyphotesis was the provisional answer, it must be proved through investigation or analysis of the data to recieve proof wether the hyphotesis could be accepted or not recieve, significant or not, effective or not.
In this research, the hyphothesis is using picture is effective to teach prohibition. 20 th
http: //3nglish7.blogspot.com/2010/02/command-prohibition . retrived on 28 September 2011. 21 22 Sugiyanto, Analisis Statistika Sosial, (Jawa Timur: Banyumedia Publishing, 2004), p.136.
Suharsmi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta,2006), p. 116.
RESEARCH METHOD A.
Research Design
1. Type of Research In this study, the method used was experimental research. An experimental is the way to find the casual relationship between two factors which are raised by the researcher in purpose by reducing or eliminating any
1 distracting factors.
There are two groups in this model of experimental research. First is experimental group and the second is control group. In this research, the researcher used cluster random sampling is a technique to choose sample by random each class (population) and it is based on lottery. The writer decided to choose class VII A as the experimental class and class VII B as the control class. The experimental class recieved a new treatment. It was taught by using picture in prohibition. While, the control class taught by using conventional learning or lecturing. It was not recieve a new treatment.
2. The Activities of Experimental and Control Group
a. Pre-Test Pre-test was given to the students before the experiment was run. This test was for experimental class and control class to measure the students’ understanding about the material before the researcher gave a treatment.
1 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek,(Jakarta: PT.
Rineka Cipta, 2006), p. 3.
1) Experimental Group First Meeting: In opening the class, teacher greeted the students and checked the attendance list. Then, told the topic of the day followed by giving introduction about the material by asking some questions, like,
“Have you ever prohibit someone from doing someone?, “What their responses?
”, “Do you ever seen the sign of prohibition at public And students answered these questions orally. area?”.