THE EFFECTIVNESS OF USING PICTURES IN TEACHING VOCABULARY
A Case Study at the First Year of SMP Ruhama Ciputat
A Skripsi
Presented to the Faculty of Tarbiyah in Partial Fulfillment ofthe Requirements for the Degree of Sarjana Strata I
By Rahmad NIM.0014000394
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH UIN SYARIF HIDAYATULLAH JAKARTA
THE EFFECTIVNESS OF USL.'lG PICTURES IN TEACHING VOCABULARY
A Case Study at the First Year of SMP Ruhama Ciputat
A Skripsi
Presented to the Faculty of Tarbiyah in Partial Fulfillment of the Requirements for the Degree of Sarjana Strata I
By Rahmad NIM.0014000394
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH UIN SYAIUF HiDAYATULLAH JAKARTA
THE EFFECTIVNESS OF USING PICTURES IN TEACHING VOCABULARY
A Case Study at the First Year of SMP Ruhama Ciputat
A Skripsi
Presented to the Faculty ofTarbiyah in a Partial FulfiIImeJtlt the Degree of Sarjana Strata I
By Rahmad
NIM.0014000394
Approvedby Advisor
Drs H. AMZaenuri M.Pd
NIP. 150.041.070
Re<juiremlonts for
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH UINSYARIF HIDAYATULLAH JAKARTA
2006
LEGALIZAnON OF EXAMINATTON
A Skripsi titled "TIlE EFFECTIVNESS OF USING PICTURES IN TEACHING VOCABULARY: A Case Study At }<'irst Vear Of SMP Ruhama Ciputat" was examined at the examination session of Faculty of Tarbiyah UIN SyarifHidayatullah on November 20th2006. This skripsi has fulfilled the requirement for sarjana Degree S-I at the English Department.
Jakarta, November 20th, 2006
Examination Committee
The Head of Committee
Examiner 1
｟ｾａ
ＯﾷｐｾｦｄｲＮ
Mulyanto, S. MA NIP. 150:016.367The Secretary of Committee
Prof Dr. H. Aziz ahruITozi, MA NlP.I50.202.343
Examiner II
Dr.
ｲｾ
ACKJ'lOWLEGMENT
In the name of Allah the Beneficent and the Merciful
Praise and gratitude be to Allah for giving the writer the health, and blessing is upon our prophet Muhammad SAW, his families, his relatives and all his followers. On this occasion the writer would like to express his gratitude and acknowledgments to those have contributed their helped in writing this skripsi. And writer wants thanks to:
1. Dr. Dede Rosyada, MA as dean of Tarbiyah Faculty of UIN Syarif Hidayatullah Jakarta.
2. Drs. Nasrun Mahmud, as head of English Department.
3. Drs. H. AM Zaenuri M.Pd, as the Writer's advisor who guide his seriously and patiently in correcting his skripsi until the end.
4. All of the lectures of English Department.
5. To my parents, my brothers and sisters who have given motivation, suggestion and support to him until the end this skripsi and forever.
6. The teachers of SMP Ruhama., especially English teachers. 7. All of writer's friends in first of English class of Extension.
Finally, the writer realized that his skripsi is far from being perfect, so it is a pleasure to receive a constructive criticism for the improvement of this skripsi.
May Allah bless them all. Amien
TABLE OF CONTENTS
Page
ACKNOWLEDMENTS i
TABLE OF CONTENTS ii
LIST OF TABLES v
CHAPTER I : INTRODUCTION
A. Background of Study 1
B. Limitation and Formulation of Study 5
C. Use of Study 6
D. Method of Study 6
E. Organization 7
CHAPTER II : THEORlTICAL FRAMEWORK A. Picture
1. Definition of Picture 8
! Types of Pictures , ,9
3. Purpose of Picture 13
. B. Vocabulary
1. Definition of Vocabulary 14
-, Kinds of Vocabulary .
3. Selection of Vocabulary ...
... 14
. 16
C. Using Pictures in Teaching Vocabulary
1. Motivation Used in Teaching Vocabulary 20
2. Principles of Teaching Vocabulary 22
3. Some Techniques on Teaching Vocabulary 23 4. Teaching Vocabulary through Pictures 25
4.1. Teacher Activity 26
4.2. Priorities for Teacher ofChildren 27
4.3. Presentation and Practice 27
D. Some Techniques in Teaching Vocabulary through Pictures 28
E. Hypothesis 29
CHAPTER III : RESEACH METHODOLOGY AND RESEARCH FINDING
A. METHODOLOGY
1. Purpose of Study 30
2. Place and Time of Study 30
3. Techniques orOata Sample Taking .30
4. Techniques ofData Collecting 3 I
5. Techniques of Data Analysis 32
B. RESEACH FINDING
l. Description of Data . ... .J')""
") Analysis of Data 33
CHAPTER IV : CONCLUSION AND SUGGESTION
A. Conclusion 36
B. Suggestion ,37
LIST OF TABLES
L Table I The Score of the Individual Student of the Class IA with Pictures
Test... 43
2. Table II The Score of the Individual Student of the Class IE without
Pictures Test. 44
CHAPTER I INTRODUCTION
A. Background of Study
In our life, language is very important as the equipment to communicate between one to another. Language is used in many different kinds of social situation for many different purposes and expressions in different media, such as in writing, speaking and some combination of these. When you want to explain something, you need a language. If you are a teacher you need the language to make your students understand what you mean.
"Language is the cement of society, allowing people to live, work and play together, tell the truth, and to tell a lie or lies.,,1
From the statements above, we know how important the language is for people or society, although sometimes it is used for something wrong. In globalization era many foreign languages especially English are learnt to support our life, in the framework to increase our knowledge and our income or our production.
In Indonesia, English language which is the first foreign language, becomes problem for some people it is very important for them, especially for high level students; even in this era English language has already been. known since kindergarten and playgroups.
2
The problem in teaching and learning English still exists in school, because the system of structure, the pronunciation and the vocabulary of English language are completely different from Indonesian language. And all these are still problems for English teachers.
In language, vocabulary is central and critical importance to the typical language learner.2 Unfortunately, so few course books have provided guidance in learning vocabulary. MlIIstly they provide word lists, that is apart from turning the specialized supplementary material, such as dictionary, workbooks. Teachers have been hard to satisfY their student's demand for "words". By and large, this seems to work reasonably well, provided students are given some opportunity to manipulate and play with new items, to help assimilate them and make them for their own. How do these to be the best depend on the individual student: some take word games, other prefers to list word in vocabulary books and learn them by heart.
In fact many ways to solve the problems and to learn or to improve English such as by reading newspaper, books, watching television or learning through computer, radio, etc. and all of them are actually as tools of educational learning process. In the process of teaching and learning English language, tools or visual aids are not apart from aims that should be achieved besides the teachers.
Some ways can help students to master vocabulary through pictures. It can help the students to recognize and fonnat letters in English, recognizing word-shapes,
1Coady James and I-Illckin Thomas,Second Language VocabularyAcquisition(Cambridge
3
guessing words, arranging words and so on. The aims of English teaching which are to achieve by students ofjunior high schCllOI are:
a. Language Competencies; Students are able to: 1. Find special information
2. Find all of destined detail information 3. Find implicit information
4. Do short and simple conversation
5. Arrange the random words to be perfect sentence 6. Do conversation through available pictures
7. Writing! fill application! incomplete table about story of diseases 8. Students got happiness
b. Language Use; Students are able to:
1. Understand and uncover reasonable condition connection 2. Understand and uncover pronoun
3. Understand and uncover the way to do something 4. Understand and uncover felling
5. Understand and use vocabulary that has connected with "health" topic.3 From the statements above, vocabulary covers all the four skills, then the teachers can develop their student's ability to communicate to others by giving them practice in pattern which contains the vocabulary items for everyday situation. But when the teachers teach vocabulary to their students they are to give them the limited vocabularies according to the curriculum used in the school. Then with limited vocabularies, it is hoped that the students can learn them easily. For example: someone holds his cheek. By showing the pictures of someone holding his cheek; student can easily understand the meaning of that sentence. Itmeans someone had a
J Depdikbud DKI Jakarta, Bahasa Ingris kelas U. Program Kerja Guru SLl1JKurikulum 1994
4
toothache. Using pictures in teaching English vocabulary at the junior high school is very effective. And teaching vocabulary through pictures will be easy and simple. From this explanation Edmundo1. Mora in one of his forum told that using pictures in teaching English, as foreign language is very effective. He told " ...to give English Foreign Language students the best chance of practicing English through a thoughtful use of pictures".4
By using picture in teaching English vocabulary, that makes the students or learners speak or see what the object and action which would be impossible to produce their class. The teachers can also save valuable time in the classroom which would otherwise be wasted in changing and setting up situation, for it is some times quicker to flash a new picture before the classroom sets up a situation. It gives relatively easy for teachers and students to use and understand the vocabulary, besides that through pictures, students can get skills and understanding that will support their daily life. Some of the advantages of showing the pictures are:
1. They cost little or nothing.
2. They are available even in places where no other pictures can be found.
3. They do not require space for storing and filing as pictures from other source do.
4. Sometimes students who are poor language-learners can drawwell. Exercises, which require drawing, will give such students a chance to win praise, and the praise may help those students learn.
·1EdmundoJ. Mora, "Using PicturesCreatively"Teaching EnglrshFc)rum(USA: number4
5
5. When someone has drawn a picture of a scene, he knows the meanings of the English words that the teacher will use while talking about parts of his scene.5 According to the statements above it is clear that the advantages of using pictures in teaching English vocabulary are indisputable. They add variety, providing a change of pace important in maintaining a high level of interest, every teacher is hoped to find activities which make the students feel comfortable in learning English. The pictures are effective form of practice because they are easy to learn, to remember and relatively simple to be prepared.
Based on the description mentioned above, the writer wants to write this skripsi entitled: "The Effectiveness of Using Pictures for Teaching Vocabulary" (A
Case Study at the First Year of SMP Ruhama Ciputat)".
B. Limitation and Formulation of Study.
1. Limitation of Problem
In accordance with the previous information, the writer limits the problem in using picture for teaching English vocabulary, because he saw almost all students' books at junior high school use pictures as a way to help them learn.
- - - - -
6
2. Formulation of Problem
The writer formulates the problem of study as follows: how is the effectiveness of teaching English vocabulary through pictures compared by teaching English vocabulary without pictures?
C. UseofStudy
The writer wants this research will be useful especially for the writer and the readers. For the teachers and the students at this school, the writer expects:
l. To help students to use pictures in English vocabulary teaching, in order that they can recognize vocabularies easily.
2. To use pictures to help them improve their capability to master English vocabulary.
D. Method ofStudy
For this "Skripsi', the writer
ｵｳ･ｾｾｯｭ
the field research, supported by7
E. Organization
This skripsi is divided into four chapters. Chapter one is introduction. It
consists of the background of study, the limitation and formulation of study, the use of study, the method of study and the organization.
Chapter two is theoretical framework. It consists of the explanation about picture, vocabulary, using picture in teaching vocabulary, some techniques of teaching vocabulary trough pictures and hypothesis.
Chapter three is methodology and research finding. Itconsists of the purpose of study, place and time of study, techniques of data sample taking, the techniques of data collecting, techniques of data analysis, description of data, the test of hypothesis and the interpretation and discussion of data.
CHAPTERll
THEORETICAL FRAMEWORK
A. Picture
The use of pictures in language teaching is as ancient as the orbis pictus of Comenius (1658), it was above all the picture which could be most easily impressed upon the mind, giving the most real and lasting of impressions. It was only towards the end of the nineteenth century that pictures seem to have come back into language teaching6
1. Definition of Picture
Picture is a painting, drawing, or photograph, that which strongly resembles another; an image.7 According to Mario Pei picture represents pictorially, paint; a . painting, drawing, photograph, or other visual representation, as of a person, object, or scene; any visual image, however produced; a mental image; a motion picture; a graphic or vivid description or account; the image or counterpart of; to describe graphically8
6William Francis Mackey. Language Teaching Analysis( Bloomington and London: Indiana
University Press, 1965) p. 245.
7 John Robert Shaw. The New Hori=an Ladder Dictionary oj the English Language (New
York: Popular Library, 1969), p. 364.
9
From descriptions above, it canbesaid picture has a lot of meanings. Picture 15 defined as a drawing, a painting, or photograph, an image of someone or something. The meaning of picture can motivate presenting a sequent of even, story and thing like the real life.
2. Types of Pictures
In
teaching languages by pictures may differ in two essential respects: (l) in Type, and (2) in media92.1. Type
The language-teaching pictures have three types there are: (i) thematic, (ii) mnemonic, and (iii) semantic.
(i) Thematic Picture
Thematic pictures are those used simply to illustrate a theme or a text. Their use in getting meanings across can only be incidental to their function as illustrations. They may give the learner a desire to read the text in order to understand the significance of the illustration, or they may furnish an occasion to comment on a theme. Thematic pictures most often come in the form of crowded scenes, illustrating a single theme, like the family leaving on a holiday, the countryside, in winter,
10
etceteras. Although they usually do not give the meaning of everything, especially that of the concrete nouns, is conveyed through the picture.
(ii) Mnemonic Pictures
Mnemonic pictures are those designed to remind the learner of certain words or sentences.' They may be pictures of situation, presented simultaneously with sentences about these situations, and used later to remind the learner of these sentences. They may represent situation broken up into sequences and represented in a short of comic-strip technique. Here, too, a certain amount of meaning is likely to be conveyed by any sequence of pictures used in this way.
(iii) Semantic Pictures
Semantic pictures are those sole functions to get a specific meaning across. If the pictures are all intentionally semantic, that is, if they ｡ｲｾＮ･ｸ｣ｬｵｳｩｶ･ｬｹ a means of teaching meaning, we may examine them for the amount of meaning they teach and for their efficiency in teaching it. The function of the picture in the pictorial sequence and the amount oflinguistic, cultural and general knowledge it assumes in the leaner.
11
2.2. Media
Any of these types of pictures may appear (i) in the text, (ii) in separate class picture, and (iii) on films.10
(i) Text Pictures
What types of pictures are used in the text? To what extend is each type used?
Some methods teach all meaning through pictures. Some use piCtures to teach content words only; others teach all structural meaning through pictures. One teaching method uses a number of pictures to teach the meaning of a single word; in the very first lesson of its beginner's text it has ten different of heads of persons and animals, all of which teach the word head. Another method has a picture for almost every sentence; it makes the structure of the picture parallel to the structure of the sentence.
(ii) Class Pictures
A series of separately printed pictures for classroom use may be supplied by the method in the form of (a) picture cards, and (b) wall-pictures.
(a) Picture Cards
Picture cards may be uncaptioned or captioned, in front or on the reverse side. They may depict only objects, or they may show actions as well.
12
(b) Wall Pictures
Wall-pictures, with details large enough for the entire class to see, may be used in place of things such as clouds, the sea, mountains, the sun, and the sky, which are impossible to bring into the classroom.
(iii) Films
The entire course, or part of it, may be available on films of the thematic, mnemonic or semantic type. These may be supplied in the form of (a) fixed film-strips or slides, and (b) motion-picture films.
(a) Fixed film-strips or slides
Pictures may be supplied in the form of slides or film-strips, either to convey meaning, to teach reading, or as aids in oral and written composition. But in this case it is concerned only with those which teach meaning. Slides or film-strips may be in the form of photographs or drawings, with or without captions. The advantages of slides and film-strips are that they direct the attention of the class to the screen and to the pictures and words on it.
Film-strips and slides free the teacher from the reality of the situation, which he must completely control ifhe is going to make his meaning clear.II
13
(c) Motion-Picture Films
Motion-picture films are not only visual aids; if specially designed, they may be the chiefmeans ofpresenting both the meaning and the form ofa language. They can teach more in short time because of the high degree of attention which they compel, party through isolation of context, partly through movement. Gestures, looks, and movements of lips may help the viewer to interpret what is said.
3. Purpose of Picture
The purpose of picture is to help the students understand vocabulary context or the meaning of vocabularies. By using pictures students are expected to be easier to realize vocabularies that are learnt.
B. Vocabulary
In learning a new language, first thing we are hoped to have some vocabularies because they are important elements in language, besides other language elements. Whether you need to understand every word in a te},,1: or it depends on why you are reading that particular text. Unless the students understand about this, they may find the vocabulary load of some of the text rather daunting, or when you want to speak, listen or writing, so you need vocabulary.
1. Definition of Vocabulary
14
a. The stock of words used by people or by a particular class or person. A list or collection of the words of a language, book, author, branch of science, or the like, usually in alphabetical order and defined.12
b. All the words of a language used by a group of people, an individual. A list of words, usually in alphabetical and explained.13
c. Vocabulary is a component of language that maintains all of information about meaning and using word in a language. 14
From some definition given above, it can be concluded that vocabulary is a total of words that maintains all of information used by person, class or profession in communication.
2. Kinds of Vocabulary
In English language, many opinions of kinds of vocabulary, but in this writing, the writer just takes several opinions of kinds of vocabulary. According to Jo Ann Aborsold and Mary Lee Field, Vocabulary is classified into active vocabulary and passive vocabulary.15
12Marioｐ･ｾ Professor Emeritus of Romance Philology, op.cit.F. 1111.
" John Robert Shaw,op.cit, p. 585.
14Harimurti Kridalaksana, Kamus Linguislik(Jakarta: PT. Gramedia Pustaka Utama, 1(93),
edisi ketiga, p. 127.
15 Jo Ann Aborsold and Mary Lee Field, From Reader to Reading Teacher (New '{ark·
15
Active vocabularies are vocabularies or the words that we use in speaking and writing, two of language skill. These vocabularies are often called as productive vocabularies because they are
in
case of speaking, have to be said by good pronounced in order that our rival can understand what we mean. In case of writing we have to write by good letter in order to avoid misunderstanding from readers. To use the active vocabulary or productive vocabulary we have to know and be able to use grammar of the target language, we are hoped to familiar with collocation and understand the connotation meaning of the words too. This vocabulary is more prominent in the first level of a course.Passive vocabulary is vocabulary used in two kinds of language skill that is reading and listening. Passive vocabulary refers to language items that can be recognized and understood
in
the context of reading and listening, and also called as receptive vocabulary. Passive vocabulary is more useful when the student in higher level of study such as intermediate level or advanced level.According to LS.P Nation Victoria University of Wellington it is useful to make a distinction between direct and indirect vocabulary learning.16
In direct vocabulary learning, the learners do activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercise learning words in list, and
16
vocabulary games. In indirect vocabulary learning, learner's attention is focused on some other feature, usually the massage that is conveyed by speaker or writer.
Syah and Azimar Enong divide vocabulary into two categories, that is: general vocabulary and special vocabulary.17
The general vocabulary is of the words that are used in general; there is no limit of field and user whereas special vocabulary is of the words that are used in the certain field or job, profession or special science and technology.
3. Selection of Vocabulary
Itis the field of vocabulary that there has been the greatest amount of work in language limitation. This is not only because words are the most numerous unit to choose from, but also because they are the easiest to identifY, partly because of our fixed conventions in writing them.
What make comparisons between different difficult word-list? That is the difference in linguistic analysis on which they were based. Some have considered any two different words; mouse and mice. For example, are counted as two words by some and as a single word by others. Secondly, there is the difference in meaning necessary to make the same as a different word. The claim is taken by a prospector and made by his lawyer the same word or two different words? Thirdly, are the
17
structural words to be counted as vocabulary or as structure? If they are counted separately, how about words likehave andgetwhich can be classed as both structural and content words? Fourthly, if words are listed under separate partsof speech, how about those words like roundwhich can function as any part of speech?
The relative difficulty of the words selected can only be studied in aifferent categories; verbs are usually more difficult than nouns, abstract nouns more difficult than concrete nouns18
From statements above, we have to examine separately the selection of the different sorts of nouns, verbs and modifiers, since there is a fundamental difference in their learning and teaching difficulties. Some methods have separate lists for each in the vocabulary index.
Ruth Grains and Stuart Redman identifY four main sources, to make selection of vocabulary in teaching vocabulary.19
I. Through the course book, this will include the written and spoken texts, al.'tivities for presentation and practice of grammatical structures, testing exercises, and so on. Even the instructions for classroom activity can form a source of new vocabulary.
2. Trough supplementary materials (not designed specifically for vocabulary development) provided by the educational institution or selected by the teacher himself This may include texts, drills, narratives, Tole-plays, exercises, etc). 3. Through the students, a wide range ofunanticipatedandunpredictable items will
inevitably surface from student inquiries, and errors.
4. Through specific vocabulary activities designed by the teacher for his particular group of students.
18\Villiam Francis Mackey,up.cit. p.196.
1<)Gaims Ruth and Redman Stuart, Working lI'ilhｾｖｯｲ､ A guide10leachmg and learning
18
From four contexts above, the writer decided that it is very important for every teacher to know how to select the source in teaching vocabulary, but every teaching situation is different and so essential vocabulary in one context maybe quite useless in another. So, we as teachers have to be clever to make criteria of selections, to determine whether the selected vocabularies are useful or not.
Three- criteria for selecting vocabulary and determining the selected vocabularies are useful or not20
Thefirst criterion is frequency. The high frequency of an item is no guarantee of usefulness, but there is obviously a significant correlation between the two so it is worth examining some of the work on frequency word-count thafhasbeen carried out over recent decades.
Thesecondis cultural factors that are being based on the utterance of native
speakers; they will obviously reflect the cultural interests of the speakers.
The third is' need and level. It is obvious that elementary students will recognize limitation in their selection of vocabulary that will not be true of advanced learners. So the stUdents do different vocabulary needs betWeen to read technical reports in English in their native country and who want survival English for travel purpose in English-speaking countries.
19
4. Approaches and Techniques in Presenting Vocabulary
In teaching vocabulary, teachers have different ways in approach and technique, in theory they almost take from books or opinions of scholars but in practice sometime we must have techniques and approaches by ourselves because the background and situation of the students are different. One of techniques the writer takes from Ruth and Stuart Redman2l
There are two techniques in presenting vocabulary, verbal techniques and visual techniques. Verbal techniques include the use of illustrative situation (oral or written), use of synonym and definition, contrasts and opposites, scales and examples of the types. Visual techniques include visual, mime and gesture. Visuals include flashcard, photographs, blackboard dra\ving, wallcharts and realia. They are extensively used for conveying meaning and are particularly useful for teaching concrete items of vocabulary. While, mime and gesture are often used to supplement other ways of conveying meaning.
C.Using Pictures in Teaching Vocabulary
In discussing the use of pictures in teaching vocabulary, it has several items used in teaching vocabulary, the principles of teaching vocabulary, some techniques on teaching vocabulary, and teaching vocabulary through pictures. All of these items will be explained below.
20
1. Motivation Used in Teaching Vocabulary
Vocabulary is one of the basic elements in teaching and learning foreign language for Indonesian people. This is according to Maria del Carmen Mendez Garcia and Minguel Rodriguez Ramos, "Vocabulary is an essential element in leaming a foreign or second language, but vocabulary cannot be taught or leamt in complete isolation from the rest of the linguistic and phonology a notions and functions.,,22 The Explanation from Maria and Ramos above is not apart from teaching vocabulary in context, storing and memorizing vocabulary.
1.1 Teaching Vocabulary in Context
Teaching vocabulary in context according to Michael J. Wallace has five categories of expression.
a. word can be inferred from context (hazard);
b. Words in the same semantic field which can e related and discussed together (terrible/appalling etc);
c. Words which can be taught through related forms (prospect/prospector); d. Words having a common literal sense which are used metaphorically (biting), e. Words and idioms that can be interpreted by analyzing their internal structure
(unquestionable (catch one's breath).23
22 Maria del Carmen i'vfendez Garcia and Minguel Rodriguez Ramo5, ii.The Ncw Guinness
book of Record a Vocabulary Resource", Teachillg English Forum (USA No.3 July-September, 1999), VoU7, p. I L
n Michaell Wallace. reachillg Vocabulary(Oxford: English Language Book Society 1982).
21
1.2. Storing and Memorizing Vocabulary
It is very often happens that vocabulary is taught in context, but is not stored and memorized in context, suchas: attempt to memorize the target word, translation, and advocated the use of vocabulary cards. At the elementary level, learners can be encouraged to make their own picture dictionaries, using drawings instead of11
translation, and then the students do use traditional vocabulary notebooks.24
Other items to give motivated in teaching vocabulary according Earl W. Stevick are:
- The students, who can speak, read and write the language effectively, they should be taught vocabulary.
- The students are in a position to go ahead and add extra vocabulary as fast as they need it.
- Vocabulary in this case a word is familiar with the life situations which call it for.
- From the use vocabulary in teaching, to motivate that student do not know its grammatical meaning until know how it behaves with prepositions, articles, auxiliary verbs and so on'";
24Ibid. p.60.
ＺＺｾ Earl W. Stevick. Helpmg People Learn English (New York: Abingdon Press, Library of
22
2. Principlesof TeachingVocabulary
One principle that has been found useful in all methodological decision is the principle of time effectiveness. The key in all, vocabulary teaching is to keep motivation high while encouraging students to develop strategies that they can continue to use once they leave the classroom.26
According to the assumption above in the book teaching vocabulary writer explains: To know a word in a target language as well as the native speaker knows it may mean the ability to:
a. Recognize it in its spoken or written form. b. Recall it will.
c. Relate it to an appropriate object or concept. d. Use it in the appropriate grammatical form. e. In speech, pronounce it in a recognizable way. f. In writing, spell it correctly.
g. Use it with the words it correctly goes with, i.e. in the correct collocation. h. Use it at the appropriate level offorrnality.
I. Be aware of its connotations and associations.
The writer has assumption to fit explanation about some principles of teaching vocabulary are:
23
Based on the student's ability. Suitable with student's capability. Are taught from difficult to easy words.
3. Some Techniques on Teaching Vocabulary
In his book "Teach English" Adrian Doff writes some techniques for teaching vocabulary, especially new words, there have seven technique items:
a. Say the word clearly and write it on the board. b. Get the class to repeat the word in chorus.
c. Translate the word into the student's own language. d. Ask the students to translate the word.
e. Draw a picture to show what the word means.
f. Give English word example to show the word is used. g. Ask question using the new word.27
From statements above the writer gives a little clarification that some basic techniques for showing the meaning of words are:
Write noun words on the board: "eraser", "pen", "pencil", "book". etc. Now the question is, how the students can easily understand the meaning of the words? In this case many ways to explain about that. For example:
By showing the real object of eraser, pen, pencil and book.
By showing pictures. This way can be done by drawing picture of eraser, pen, pencil and book on the board and by showing pictures of eraser, pen, pencil and book, which have been already prepared before (photograph or drawing).
27 Adrian Doff. Teach English, (Australia: Cambridge Teacher Training And Development:
24
Write verb words on the board, like as: "write", "read", "sit", "run". etc. The question is, how the students can easily understand about these words? For this case we can not showing to the students the things because this is not noun, so we show to the students by practically. But we can show the pictures about activities that related to the words of "write", "read", "sit", "run".
Write adjective words on the board, like as: "happy", "sad", "worried", etc. So, how do the students can understand these words easily? In this case we use the mime or we can give to them example (some one is crying, it mean "sad"). Or we can show the pictures about activities that related to the words of "happy", "sad",
'\vorried".
From explanation above the general points about presenting vocabulary visually is using real objects, pictures, or mime, but from all of the explanation above using pictures is more effective, because we can explain something, as noun, verb, or adjective.
25
4. Teaching Vocabulary through Pictures
Teaching vocabulary through pictures has some purposes that can be understood by the students easily. Pictures introduced to the student is hoped to be simple, clear and unambiguous, so the students can recognize to identify what words in English can be introduced through pictures such as. abstract nouns. By using pictures, the students are hoped to be more interested in learning vocabulary, the teacher shows the pictures about activities as subject sentences, example:
I
Paul
The teacher points to the man and attempts to elicit the phraseHe is swimming
by saying can anybody tell me... he is...? Or asking the question what's he
doing ... anybody?The teacher then models the sentence(He's swimming) before isolating the grammar she wants to focus on(he's), distorting it(he's ... he is ... he is), putting it back together again (he's ... he's), and the giving the model in a natural way once more (listen ... He's swimming... he's swimming). She may accompany this demonstration of form rules by using some physical means such as bringing two hands (forheand is)together to show how the contraction works or by using the finger technique28
28Jeremy HarmeL the Practice of English Language Teaching(Malaysia: Second impression
26
From explanation of picture above, the teacher can gIVe question about vocabulary or something connects with the picture, and vocabulary that we use in practice will be easy to remember.
4-1. Teachers' Activity
In the classroom, teacher's role may change from one activity to another or from one stage of an activity to another. If we are fluent at making these changes our effectiveness as a teacher is greatly enhanced. But we chose method that is suitable for our students or our situation class and an activity is based to approach teaching children. David Vale with Anne Feunteun, in his book "Teaching Children English" wrote about teacher activities:
Children study activities, which have practical educational value.
Children are motivated to a wide range of natural English; this language is meaningful and understandable, because the activities are meaningful and . understandable.
Children are taught in English.
Children are not introduced to English language in an artificially predetermined sequence of grammatical structures of functions; the input from the teacher, and their learning about their world, is in English.
Children can
be
taught in mixed ability groups; children ",,-ith more English ",,-ill speak more about the activity they are doing, and help lower level classmates at the same time.Ihe learning focuses on the individual child; each child is encouraged to acquire language at his or her own pace and own manner29
27
4.2. Priorities for Teacher ofChildren
A key priority for teachers is to establish a good working relationship with children, and to encourage them to do the same as their classmate. The teacher' role is that of parent, teacher, friend, motivator, coordinator, and organizer. The skit! for these roles has more to do with understanding children's development, children's need, children's interests, the children themselves than with English as Forum Language (EFL) methodology alone. Within an activity-based approach, a possible teaching sequence might:
a. Introduce children to a range ofsmall creatures, encouraging them to add their own example.
b. Ask children to sort the creatures according to specific can! can't criteria (e.g. fly, swim, sting, bU4Z, walk, wriggle, and dig).
c. Create an individual) class chart to record this information.
<i Encourage! support! teach, children, to describe the reSUlt,
focusing
on canI
can'eo4.3. Presentation and Practice
Presentation:
Tn presentation, the teacher shows the students the following picture and asks them whether the people in working or on holiday to elicit the fact that they are on holiday. Or students are sho\",ll pictures on the blackboard in people about their occupation.
28
Practice:
The teacher gets the students to repeat the words in chorus. The teacher may then nominate certain students to repeat the words individually, and teacher correct any mistakes heard. Usually the teacher puts the students in pairs to practice the words with more listening to few examples just to check that the learning has been effective.
D. SomeTechniques in Teaching Vocabnlary through Pictures
Before the class begins, the teacher prepares some techniques and tools to help in teaching and learning process.
The student leaves his book closed at all times during the class, and depends upon the teacher to give him the model and the stimulus which will evoke the pattem desired. However, before the teacher begins a practice requiring the chart, the student unfolds the chart indicated at the beginning ofthe practice. The teacher presents the stimulus and at the first three responses as examples for the class until the students understands the exercise and are sure ofthe pattern to
be
practiced. A minimum of three examples should be given to average class, but sometimes more than three are required to show the variety of types for substitution that are possible in the pattern. When the students understand the pattern, they should continue the practice with only the stimulus of the picture in the chart, or the substitution items pronounced by the teacher, or a combination of both. The teacher provides the model tobe
practiced, but does not explain the pattern. He does not explain the exercises, but demonstrates by giving models.31The teacher shows chart to the students and then teachers give explanation about the charts by naming them. And students repeated the statements after the teacher. Associate the statements with the pictures on the chart.
31 Robert Lado and Charles C. Fries, English Pal/em Practice (English Language Institute
29
Examples:
Object: About picture of comb, Teacher says: "comb"
Students repeat: "comb" Teacher says: it is a comb Students repeat: it is a comb
Activities: the teacher shows picture of "comb" while talking "comb" and students repeated "comb" in chorus, and then teacher make sentence about "comb" like as"Itis a comb" and students repeated the sentence "it is a comb", So on.
For this, the teacher is hoped to give at least three examples for each practice, and teacher indicates with words or gestures for the students, If the teacher wants to develop these words, teacher can make questions, statement and yes/no questions, and other sentences according to the leveL
A. Hypothesis
In hypothesis the writer gets more information to find some techniques In
CHAPTERID
RESEARCH METHODOLOGY AND RESEARCH FINDING
A. METHODOLOGY
1. Purpose of Study
The purpose of study IS to know the effectiveness of teaching English vocabulary through pictures.
2. Place and Time of Study
This study is carried out at SMP Ruhama, JI. Tarumanegara, Cireundeu, Ciputat, Tangerang, which was built in 1988. The writer decided to choose the school, because the writer wants to know how English language is taught in Islamic private school, and the research was held over a period of time from February, 27th 2006 to March, 13tl' 2006.
3. Techniques ofDataSample Taking
31
of SMP Ruhama, Cireundeu, Ciputat. The total population is about eighty students from 2 classes. Class IA has forty students, twenty two male and eighteen female. This class is as experiment class where pictures used. And another class, class IS as control class has forty students; eighteen male and twenty two female. The experiment was done in these both classes. But the writer randomly takes only forty students for experiment. The students were given the same material, and the each class different in test, in class IA was given vocabulary test by pictures, and in class IS was given sentences vocabulary test without pictures.
4. Techniques ofDataCollecting
In techniques of data collecting writer uses teaching and learning process followed by give test to the students
32
5. Techniques of Data Analysis
After getting data from observation and evaluation, then writer process and analyzed the data by using calculation of the t-test with significance degree 0.05. Writer takes formula t-test from Drs. Anas Sudiono's book.32
M
(
1 + I
Ni N2
)
M = the average of score the result of learning from each student. X] = class with pictures test
X2= class without pictures test N = Total of students
x = the value deviation ofT] and T2
to
= t observation tt = ttestDf= degree of freedom
= N+N-2
33
B. RESEACH FINDING
1. Description of Data
After presenting the material to the students in class IA from 20 students, nine male and eleven female, in this class writer gives them vocabulary test through pictures. And another class, class IB 20 students; ten male and ten female, the writer gives vocabulary test without pictures. He gives evaluation to both classes by testing, with the same materials but different in way. The tests consist of 20 items, and the type of test contains general vocabulary but he wants to get score by correct answer and correct writing, every correct item is marking 5 points. And the scores can be seen in the appendix:
2. Analysis of Data
After writing the comparison between the score of the experiment class with pictures and the controlled class without pictures, in analyzing the data from the result both of class IA and IB, the writer calculates deviation and squared deviation for two classes and the result of calculation by using the formula t-test can be seen as follo\vs
1785
= 89.25
Nl 20
34
M2= = --=83.75
1:0=
Nl 20
MI-M2
I I
ＨｾＫｾＩ
89.25 - 83.75
1:0=
j
(y
x,l +y,
x,z)
N]+ N2 - 2
(813.75 + 743,75) (20 + 20- 2)
5.5
(
_ I +
20
1
20
)
1:0 =
-;==================
,/1557.5
V
38 X (0.05+0.05 = 0,1)5.5
1:0=
2,024520
ｾ
(40.98684)X(0.1)5,5
V
4,0986845.5
to=
to=
-;::::::.===
to
= 2,71.66933t,
= 5 % = 2.02= 1% = 2.71
=(20+20)-2
.
.
35
Ingeneral, the score of IA class using pictures in test is better than the score of IE without picture test. We can see the amount of the score of class IA (IXl =
1785) and amount the score of class IE (IX2= 1675). From the amounts upper we can see the score of the class IA (with pictures) is bigger than class IE (without pictures).
From the result of statistics calculation, it is obtained the score of to is: 2.716 and degrees of freedom (df)= 38.
The result oft. on significant 0.05
...
= 2.02, so to> 1:,or 2.176> 2.02. it means that hypothesis of research is accepted.1. Interpretationand Discussion of Data
From the explanation about the analysis of the result on the table III above, we can see that the teaching vocabulary through pictures is adequate success. It can be seen on the table and in the result of data analysis in the appendix that the students who do vocabulary test with pictures get higher scores than the students who do vocabulary test without pictures. From calculation of statistic result that writer explains above, it is obtained the value of to is= 2.716 and degrees of freedom (dt) is
=
38. Compared with the result of tt on significant 0.05=
2.02 so, to > tt or 2.176 >CHAPTER IV
CONCLUSION AND SUGGESTION
A. CONCLUSION
From all of descriptions above, the writer concludes that picture has a lot of meanings, such as; a drawing, a painting, or photograph, an image of someone or something. The picture is useful for teaching vocabulary which is considered as the stock of words used by people or by a particular class or person, a list or collection of the words of a language, book, author, and branch of science. The usage of pictures in teaching vocabulary, has several items; the principles of teaching vocabulary, techniques on teaching vocabulary, and teaching vocabulary through pictures.
In hypothesis the writer gets more information to find some techniques in teaching vocabulary through pictures, which could be more simple, easier and cheaper to prepare. For techniques of data collecting, the writer uses observation, interview, and test. The tests consist of twenty items, and the type of test contains general vocabulary but he wants to get score by correct answer and correct writing,
37
B. SUGGESTION
AppendixI: Vocabulary Test Materials without Pictures
MATA PELAJARAN : BAHASA INGGRIS
38
WAKTU : 20 MENIT
SEMESTER : GANJIL
NAMA
KELAS : I (SATV)
Tulislah kata-kata yang dicetak tebal dibawah iill dengan bahasa Inggris. 1. Saya suka makan anggur
2. Ini adalah sebuah apel
3. Nanas adalah buah yang enak 4. Di kebun ku banyak pohon pisang 5. Semangka adalah buah kesukaanku 6. Adikku mempunyai bola barn
7. Saya memerlukan seterika untuk merapikan pakaianku 8. Saat saya makan saya memerlukan sendok
9. sebelum berangkat ke sekolah saya melihat jam dahulu 10. saya memerlukan konci untuk membuka pintu
11. Gajah adalah salah satu binatang terbesar 12. Saudaraku menunggang kuda setiap minggu 13. Saya meletakkan ikan di dalam Aquarium 14. Singa adalah raja rimba
15. Saya melihat hariman di kebun binatang 16. Temanku pergi kesekolah naik sepeda 17. Ayahku pergi ke kantor naik mobil 18. Saya pergi ke Surabaya naik kereta api 19. saudariku membeli motor minggu yang lalu
39
Vocabulary Test Materials through Pictures
MATA PELAJARAN : BAHASA INGGRIS
WAKTU : 20 MENIT
SEMESTER : GANJlL
NAlVlA
KELAS : I (SATU) Isilah titik-titik dibawah ini, sesuai dengan gambar yang berada di atasnya! dengan menggunakan bahasa Inggris
1.I like eat .
2. This is an .
3 .is a good fruit
4. In my garden many tree
5 .is my favorite fruit
7. I need an.... ,... Formy dothes
8. When I eat I need .
9. Before I go to school, I look my .
10. 1 need a to open the door
40
1L is tJne ofthe biggest animals
12. Mybrother rides Every week
13. I put .in my Aquarium
15-.1 see a in the zoo
16. Myfriend goes to school by...
17. My father goes to otTice by ." ...
41
18. I goto-Surabayaby ...
19. Mysister bought a last week
Appendix II: The Test Key Answers
1. Grape
2. Apple
3. Pineapple
4. Banana
5. Watermelon
6. Ball 7. Iron 8. Spoon 9. Watch
10. Key
11. EIephant 12. Horse
13. Fish
14. Lion
15. Tiger
16. Bicycle
17. Car 18. Train 19. Motorcycle
Appendix III: The Test Results
Table I : The Individual Students' Score of the Class IA \vith Pictures Test.
Student Right Answer Wrong Answer Score
1 17 3 85
2 18 2 90
3 19 1 95
4 18 2 90
5 17 3 85
6 14 6 70
7 17 3 85
8 20 0 100
9 16 4 80
10 17 3 85
11 20 0 100
12 18 2 90
13 18 2 90
14 20 0 100
15 18 2 90
16 18 2 90
17 19 1 95
18 20 0 100
19 15 5 75 I
f---I
L
20 19 1 95I
I
N:20
I
IXl = 1790I
!Table II: The Individual Students' Score of the Class IE without Pictures Test.
44
Student Right Answer Wrong Answer Score
1 18 2 90
2 i8 2 90
3 16 4 80
4 13 7 65
5 16 4 80
6 16 4 80
7 16 4 80
8 18 2 90
9 17 3 85
10 15 5 75
11 19 1 95
12 16 4 80
13 19 I 9S
14 18 2 90
15 15 5 75
16 17 3 85
17 17 3 85
18 18 2 90
19 17 ｾ
±=J
.)20 17 3 85
I
N:20 )X' = 1680
I
-Table III : The comparison of scores of each student of the class lA and IE
45
No Xl X2 Xl X2 Xl2 X22
1
80 90 -9,25 6,25 85,5625 39,0625
2
90 90 0,75 6,25 0,5625 39,0625
3
95 80 5,75 -3,75 33,0625 14,0625
4
90 70 0,75 -13,75 '0,5625 189,0625
5
85 80 4,25 -3,75 18,0625 14,0625
6
75 80 -14,25 -3,75 203,0625 14,0625
7
85 80 -4,25 -3,75 18,0625 14,0625
8
95 90 5,75 6,25 33,0625 39,0625
9
80 85 -9,25 1,25 85,5625 1,5625
10
90 75 0,75 -8,75 0,5625 76,5625
11
95 85 5,75 1,25 33,0625 1,5625
12
90 80 0,75 -3,75 0,5625 14,0625
13
90 95 0,75 11,25 0,5625 126,5625
14
100 90 10,75 6,25 115,5625 39,0625
15
90 75 0.75 -8.75
!
0,5625 76,562516
90 85 0,75 1,25 0,5625 1,5625
17
95· 85 5,75 1,25 33,0625 1,5625
18
95 90 5,75 6,25 33,0625 39,0625
19
80 85 -9,25 1,25 85,5625 1,5625
I
20 95 85 5,75 1,25 33,0625 1,5625I
iI I
N:20 IXI= 1785
I
Ixz=OI
Ixz=OI
IX/=8J3,751 IX/=743,75!I
I
IXz=1675
I
I
BILBLIOGRAPHY
Aborsold, Jo Ann and Mary Lee Field,From Reader to Reading Teacher, New York: Cambridge University Press, 1977. ｾ ..
Allen, Virginia French, Techniques in Teaching Vocabulary, Oxford: Oxford University Press, 1983. First Published.
Baradja, Prof DR. M.F.,Kapita Selekta Pengajaran Bahasa,!KIPMalang 1990. Coady, James and Huckin Thomas, Second Language Vocabulary Acquisition, New
York: Cambridge University Press, 1997.
Doff, Adrian, Teach English, Australia: Cambridge Teacher Training And Development: 1990. Fourth Printing.
Depdikbud DKI Jakarta, Program Kerja Guru SLTP Kurikulum 199-1, Bahasa Ingris kelas II, 1996.
Gaims, Ruth and Redman Stuart, Working With Word A gUide to teaching and
learning Vocabulary, New York: Cambridge University Press, 1998.
Garcia, Maria del Cannen Mendez and Minguel Rodriguez Ramos, "The New
Guinness book Of Record A Vocabulary Resource" Teaching English Forum,
USA:, No.3 July-September, 1999, Vol.37, p. 11.
Hanner, Jeremy, 11le Practice of English Language Teaching, Printed in Malaysia, second impression 2002.
LS.P Nation Victoria University of Wellington, Teaching and Learning Vocabulary,
New York: Newbury House Publishers, 1990.
Kridalaksana, Harimurti, Kamus Linguistik. Edisi Ketiga, Jakarta: PT. Gramedia Pustaka Utama, 1993.
Lado, Robert and Charles C. Fries, English Pal/ern Practice, English Language Institute State.
47
Mora, Edmundo J., "Using Pictures Creatively" Teaching English Forum, USA: number 4 October, 1988, Volume xxvi, p. 28.
Pei, Mario, Professor Emeritus of Romance Philology, The Lexicon Webster Dictionary,The English-Language Institute of America, Inc. 1978.
Shaw, John Robert, The New Hori=on Ladder Dictionary of the English Language,
USA: 1969.
Stevick, Earl W.,Helping People Learn English, New York: Abingdon Press, Library of Congress Catalog Card Number: 57-6121.
Sudijono, Anas, Drs., Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada,2000.
Syah, Djalinus dan Enong Azimar, Tata Bahasa Inggris Modern dalam Tanya Jawab,
Jakarta: CV Miswar, 1980.
Vale, David with Anne Feunteun, Teaching Children English, New york: Cambridge University Press: 1999, Fourth Printing,
Appendix: Documents in Relation to the Permission of Writing Skripsi
Nomor Lampiran Hal
: Istimewa : I (satu) berkas
: Pengajuan Judul Skripsi
Ci putat, 2
r:
J uIi2005Kepada Yth.
Bpk Ketua Jurusan Bahasa Inggris Drs. H. Nasrun Mahmud
Di-Tempat Assalamu'alaikum Wr. Wh.
Salam sejahtera dan silaturahmi saya sampaikan semoga bapak senantiasa berada dalam Iindungan Allah SWT dan sukses dalam menjalankan aktivitas sehari-hari. Amin.
Sehubungan dengan akan berakhirnya masa Study Program Strata I (S I) yang saya tempuh, maka saya yang bertanda tangan dibawah ini:
Nama NIM Fakultas Jurusan : Rahmad : 0014000394
: Ilmu Tarbiyah dan Keguruan : Tadris Bahasa Inggris
Bermaksud mengajukanjudul skripsi sebagaimana tertera dibawah ini:
"The Effectiveness Of Using Pictures III Teachillg Vocabulary" (Case Study at First year ofSMP Ruhama Ciputat)
Sebagai bahan pertimbangan bapak, bersama ini saya lampirkan: I. Outline
2. Abstraksi
3. Daftar Kepustakaan Sementara.
Demikian judul skripsi yang saya ajukan, dengan harapan bapak berkenan menyetujuinya dan sekaligus menentukan dosen pembimbing. Atas segala perhatiannya saya ucapkan terima kasih.
ＬＬＭＭ｟ｾｲＭＮＬＺＧＭＭｊｴＱ｡ｨｭ｡､
NIM: 0014000394
1M.
fet
ｾｶＭ｜ｾｾＩ
\f<,'
A
,1M,
ｾｶｲ｜
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
laNomor95. Ciputat 15412, Indonesia
Nomor : ET/TL.02.2/VII/2005 Lamp.
Ha I :BIMBINGAN SKRIPSI
Kepada Yth.
Drs. H AM Zainuri, M.Pd. Dosen Pembimbing Skripsi
Fakultas IImu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta
Telp. : (62-21) 7443328,7401925, Fax. (62-21) 7402982 Email: [email protected]
Jakarta, 29 Juli 2005
Assalamu 'alaikumWI'. wb.
Dengan ini diharapkan kesediaan Saudara untuk menjadi Pembimbing I / II (materi/teknis) penulisan skripsi mahasiswa:
Nama : Rahmad
NIM : 0014000394
JurusanJSemester : Pendidikan Bahasa Inggris / X
Judul Skripsi : "The Effeci/veness of Using Ficlures in Teaching VocabulGlY (Case Siudy at First Year ofSMP uhama Ciputat)"
Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 28 Juli 2005 dengan abstraksi / outline sebagaimana terlampir. Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, yakni sampai dengan tanggal 28 Februari 2006.
Demikian, atas perhatian dan kesediaan Saudara kami ucapkan terimakasih.
Wassalamu 'alaikum wr. wb.
Tembusan: 1. Dekan FITK 2. Ketua Jurusan ybs.
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
In Nomor 95, Ciputat 15412, Indonesia
Tolp. ,(62-21) 7443328,7401925, Fro<. (62-21) 7402982
Email: [email protected]
Nomor Lamp. Hal
: ET/TL.02.2NII/2005 :Instrumen Riset
: RISET / W A WANCARA
Kepada Yth.
Kepala SMP I Ruhama
di-Ciputat
Jakarta, 29 Juli 2005
Assalamu 'alaikum WI'. wb.
Dengan hormat kami sampaikan bahwa:
Nama : Rahmad
adalah benar mahasiswa Fakultas IImu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta:
NIM : 0014000394
Jurusan : Pendidikan Bahasa Inggris
Semester : X (sepuluh)
Sehubungan dengan tugas penyelesaian skripsi yang beljudul :
"The Effectiveness of Using Fictures in Teaching Vocabulary (Case Study at First Year ofSMP uhama Ciputat)"
Kami mahan kesediaan Saudara untuk menerima dan membantu mahasiswa/i tersebut.
Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu'alaikumWI'. wb.
. Dekan
.antu Dekan Bid. Akademik,
Tembusan: 1. Dekan FITK 2. Ketua Jurusan ybs.
YAYASAN PENf.H.DIH.Al"J ISLAIV{
SMP ISlAM
RUHAMA
STATUS DISAMAKAN
Alamat : JI. Tarumanegara No. 67 Cirendeu, Ciputat, 15419 Telp; 7499845
SURAT KETERANGAN
No. 23 7/PIR - E.13/IV2006
Kepala Sekolah Menengah Pertama (SMP) Islam Ruhama Ciputat Kabupaten Tangerang, Menerangkan bahwa :
Nama NIM Falalltas Juruasan
: Rahmad : 0014000394
IImu Tarbiyah dan Keguruan Tadris Bahasa Inggris
Telah mengadakan Riset dan Wawancara di Sekolah Menengah Pertama (SMP) Islam Ruhama pada hari : Senin, 27 Februari - 13 Maret 2006.
