ABSTRACT
COMPARATIVE STUDY BETWEEN IMPLEMENTING VISUAL DICTIONARY AND SEQUENTIAL ART TOWARD
STUDENTS’ACHIEVEMENT OF VOCABULARY AT GRADE NINE OF SMP MUHAMMADIYAH
TRIMURJO BY
ANNISA FIDIYATI
Two media are considered applicable and useful in comparing students’ vocabulary achievement, namely Visual Dictionary and Sequential Art. Visual Dictionary is a dictionary that primarily uses pictures to illustrate the meaning of words and organized by themes. Meanwhile, Sequential Art is the art form of using a train of images deployed in sequence to graphic storytelling or conveys information. Therefore, the objectives of this research are to find out which one between those media is more effective to increase students’ vocabulary achievement, and the problems that students’ face during teaching learning activity.
DEDICATION
By offering my praise and gratitude to Allah SWT for the abundant blessing to me, I would proudly dedicate this piece of work to:
My beloved parents, Chabib, A. Ma. and Paini.
My beloved older sister and brother, Resti Rodiah and Resdi Nuradin. My special class mates in English Departement 2008, Rizki Mitra
LIST OF TABLE
Table Page
1. Table of Specification of Try Out Test ...…………..………... 2. Comparison of Pre-Test Score in Both Classes ...…………..………… 3. Homogeneity Test of the Students’ Pre Test Scores in Both Classes ... 4. Comparison of Post-Test Score in Both Classes ...…………..……… 5. Comparison of Gain Points in Both Classes....…………..………… … 6. Comparison of Students’ Vocabulary Achievement Score in Both
Classes……… 7. Improvement of Student’s Noun Achievement ……… 8. Improvement of Students’ Verb Achievement………. 9. Improvement of Students’ Adjective Achievement………. 10.Improvement of Students’ Adverb Achievement………. 11.Problem Specifications of Interview Result ……… 12.Increase of Vocabulary of Content Words in Each Class………..
I.
INTRODUCTION
This chapter describes the background of the problem, which includes the reason for conducting the research, the problems in teaching vocabulary and the suitable teaching media which are needed to improve students’ vocabulary achievement. This chapter also describes the identification of research problems, limitation of the problems, formulation of the problems, objectives of the research, uses of the research, scope of the research and definition of terms.
1.1Background of the Problems
2
Rivers (1970:462) emphasizes that it would be impossible to learn a language without vocabulary. This also means that learning a language practically always means learning the words of the language. Additionally, Thornbury (2007:13) says that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Then, Chin (2004:1) also supports that vocabulary is directly related to success in school. These statements indicate that in order to master a language including English, the learner shall acquire a great amount of vocabulary. Therefore, it is reasonable and understandable that possessing a lot of vocabularies is necessary for students to understand or to master English.
Furthermore, it becomes a great problem for students of Junior High school to master approximately 600 to 1500 words according to guidelines of School-based curriculum (KTSP) for English. In fact, the students’ vocabulary mastery does not reach this expectation. The researcher found that most students at the third year were quite poor at vocabulary mastery. It could be seen from their vocabulary test scores which were mostly lower than the minimal mastery criterion (KKM) which required the students to score 73. It is supported by the study of Pratama (2010:40) who had found that the majority of students in his classes failed in vocabulary test. They still lacked vocabularies and faced many difficulties in English vocabulary acquisition whereas the students in the third grade should have good vocabulary mastery that was necessary to pass their final examination.
In addition, according to the researcher observation in SMP Muhammadiyah Trimurjo, another possible reason came from the technique and media, which were used by the teacher. The researcher noticed that the teacher only focused on how the materials could be finished. In other words, the learning process was still dominated by the teacher (teacher-centered). According to teacher, it was important to finish all materials based on the book. Thus, students felt bored in class and became passive in learning activity. Because of that, the teacher should look for an effective media to make learning vocabulary easier, more pleasant, and enjoyable.
4
learning process. Thus, teacher needs a teaching media such as real object, chart, picture, etc. and must be able to select the ones, which will be the most efficient in leading the learners to the desired target. Moreover, the researcher realized that an interesting media could encourage students to learn vocabulary more easily.
However, it is not easy to choose which media that is effective to be applied in the class. Based on the assumption, the researcher tries to solve the problem by having a comparative study between two media. In choosing the appropriate media, the researcher takes note of Thornbury’s opinion (2007:25) that visualizing is the best way to teach new word for all subjects. Hence, the researcher attempts to use visual dictionary and sequential art for teaching vocabulary, to find out whether one or both of them would be effective or not for teaching and increasing students’ vocabulary achievement.
shown in interesting drawing even dialogue, can attract students’ interest to learn vocabulary and also can help the students to improve and practice their words.
Based on rationale reason above, the researcher proposes visual dictionary and sequential art to be used in teaching learning process. In order to find out which media will be more effective, the researcher compares visual dictionary and sequential art. The research is conducted at SMP Muhammadiyah Trimurjo as comparative media research. The result finally could be a consideration for teachers nowadays to make the teaching of vocabulary more interesting and increase the vocabulary achievement. Hopefully, by presenting visual dictionary and sequential art as the media, students’ vocabulary achievement could increase.
1.2Identification of Research Problems
Based on the background above, the research problems can be identified as follows:
1. The students’ vocabulary achievements are still low. It means that the students are still difficult to memorize vocabularies, understand the reading text, and use the vocabularies in spoken and written English. 2. The students’ motivations in learning English were still low. So, it is
difficult to improve their English ability well.
3. The learning process was still dominated by the teacher (teacher-centered)
6
1.3Limitation of the Problems
Based on the identification of the problems, the researcher focused the research in students’ vocabulary achievement of content words as a result of implementing
Visual Dictionary and Sequential Art. The decision was taken by considering the importance of Visual Dictionary and Sequential Art that was useful to increase students’ vocabulary achievement and knowing the fact that most students at
grade nine of SMP Muhammadiyah Trimurjo got low scores in vocabulary test. Visual Dictionary and Sequential Art are considered as media which are applicable and useful in increasing vocabulary achievement.
1.4 Formulation of Problems
Based on the background of problem mentioned previously, the researcher formulates the problems as follow:
1. Which one between visual dictionary and sequential art will be more effective to increase students’ vocabulary achievement?
2. What problems do the students face/undergo in learning vocabulary through visual dictionary and sequential art?
1.5 Objectives of the Research
This research is aimed to:
2. To find out the problems the students face/undergo in learning vocabulary through visual dictionary and sequential art.
1.6 Uses of the Research
The following uses of the research are:
1. Theoretically, the result of this research is supposed to give contribution to the theory of teaching. Furthermore, the conclusion of this research can be used as a reflection to improve the result of the teaching.
2. Practically:
a. For the English teachers:
This research can inform that one of the two media above is more effective applied as an alternative media to increase students’ vocabulary achievement.
b. For the students:
This research can be used to motivate students, make them interested and be active in learning reading.
c. For the researcher:
This research can give information for further research with certain interest.
1.7 Scope of the Research
8
vocabulary achievement after the implementation of visual dictionary and sequential art as the media of learning English. Observation and interview are also applied to find out the problems the students faced in learning vocabulary.
This research administered at grade IX of SMP Muhammadiyah Trimurjo, Central Lampung. The material given was based on KTSP curriculum of Junior High School. In this research, the researcher focused on the implementation of using visual dictionary and sequential art as the media of teaching vocabulary. The materials taught were related to the reading skill that was procedure text with kitchen area as the theme. There were two treatments in this research. This focused on vocabulary of content words (noun, verb, adjective and adverb) specifically it was about 40 words that were appear in the materials of procedure text. The tests to evaluate the students’ achievement were also based on the same material, which was conducted in written form.
1.8 Definition of Terms
There are some definitions which are important to know, as follow:
1. Vocabulary a list of words usually arranged alphabetically and defined, explained, or translated into the range of language, the stock of word a person’s command the word used in particular, the branch of object
language (Webster, 1988).
II. LITERATURE REVIEW
This chapter contains two main reviews; they are review of previous research and review of related literature. Furthermore, review of related literature describes the concepts that are associated to the research, such as concept of vocabulary, concept of teaching vocabulary, teaching vocabulary integrated with reading, concept of learning vocabulary, concept of Visual Dictionary, concept of teaching vocabulary through Visual Dictionary, concept of Sequential Art, and concept of teaching vocabulary through Sequential Art. This chapter also describes the theoretical assumption and hypothesis.
2.1 Review of Previous Research
learners’ cognitive process of the target words and also, it fosters richness of recall cues and increases the retention cues of new words.
Furthermore, based on a research of visualization media in the form of Visual Dictionary which had been done, Heitin (2012) states that skilled readers do not rely on sound when reading but rather retrieve words purely from a Visual Dictionary. Here, the readers can memorize the words easier by what they see than what they heard. Moreover, Puspita (2011), has found that Visual Dictionary can be used in the vocabulary teaching learning process to increase the students’ interest in learning English. In her research, Visual Dictionary can increase learning motivation, easy to remember and reduce misunderstanding. Another finding came from the classroom when Visual Dictionary is associated with recreation and it less intimidating for the students as review tools.
In general, Visual Dictionary is useful for a couple of reasons. Firstly, they allow students to browse by concept much easier than with a traditional dictionary. If the precise word students are looking for is on the tip of students’ tongue but a related word springs to mind, this can often lead students to the word that was eluding them. Secondly, many learners appear to find it easier to acquire vocabulary when presented with such vocabulary organized by topic. In addition, in technical spheres, visual dictionaries are useful when it is used in what concept or item learners are actually translating.
12
can improve students’ vocabulary achievement and also produces different result,
which are different from those obtain through the conventional way of teaching. Therewith, based on a research done by Kelley (2009), young learners are enjoying Sequential Art for their accessible storylines, characters, colors, and easy-to-grasp themes and motifs. Learners are interested in joining the class and they also enjoyed the material given. Students are respectfully motivated because of the use of such interesting media during their learning. Sequential Art can develop students’ motivation and enthusiasm as well as it can encourage their interest in learning vocabulary because Sequential Art illustrated with nice picture and dialogue, which consists of a sum of words, can help them to learn and remember the word easier.
Based on the previous research above, the researcher assumes that both Visual Dictionary and Sequential Art could improve students’ achievement of vocabulary. Therefore, the researcher is interested in comparing the two media to investigate whether there is a difference of students’ vocabulary achievement between students who are taught through the two media and which one is more effective to help students increase their vocabulary achievement. Furthermore, the researcher also adds some qualitative data to analyze how far the two media can improve students’ vocabulary achievement and to analyze the problems students’
2.2 Concept of Vocabulary
The main part of learning a new language is mastering the vocabulary. The four language skills: listening, speaking, reading, and writing will be very complex to develop without having vocabulary. According to Rivers (1970:462), it would be impossible to learn language without vocabulary. This statement is supported by Hornby (2000:4) who says that vocabulary is a building block to build the language. Consequently, learning language means learning its vocabulary.
Webster (1988:110) describes vocabulary as a list of words usually arranged alphabetically and defined, explained, or translated into the range of language, the stock of word a person’s command the word used in particular, the branch of
object language.
Here, there are some types of vocabulary in according to Fries (1974:45) who classify English word into four groups, they are:
1. Content words represent the name of object that is concrete nouns (cat, dog), action done by or with these things; that is verbs (buy, eat) and the qualities of these things that are adjectives (good, bad), also adverb (quickly, beautifully).
2. Function words are those which are used as a means of expressing relation of grammatical structure, such as conjunction (and, but), article (a, an, the), and auxiliaries (do, does, did).
14
4. Distributed words are those that are distributed in use according to grammatical matters as presence or absence of a negative such as any, either, neither, too or yet.
Practically, learning language means primarily learning the words of the language. Most of our thinking is in words and we use them when we speak, listen, read or write. Then, most of learning also comes through the words. We cannot contradict that all communication are based on our knowledge of words. Thus, teaching and learning vocabulary is important because when teacher teach certain language skills to the learners, the teacher will teach vocabulary to the student at the same time. Furthermore, a large number of vocabularies can help the students to express their idea precisely and vividly as well as they communicate in real condition. In this case, teacher shall demonstrate the effective media in order to make students achieve a great number of vocabularies and they can use them for communication. Then, in this research, the material of teaching learning will be taken from content words (noun, verb, adjective, and adverb). The researcher will choose them as the material because the researcher assumes that it will appropriate for Junior high school since content words often used as an acceptable means of communication.
2.3 Teaching Vocabulary
It is stated in the 2006 English Curriculum that there are four language skills that should be mastered by the students’ who study the language namely: listening,
components which are taught in Junior High Schools. It is usually taught integrated with listening, speaking, reading, and writing.
It is stated by Nation (1990:3) that vocabulary teaching can fit into a language-learning course in any of four ways:
1. Material is prepared with vocabulary learning as a consideration. The most common examples of this are the preparation of simplified material and the careful vocabulary grading of the first lessons of learning English. Teacher might appear as if no attention is being given to vocabulary, but in fact the selection and grading of vocabulary has been given a lot of attention before the course begins.
2. Words are dealt with, as they happen to occur. This means that if an unknown word appears in reading passage, the teacher gives some attention to it at the moment it causes a problem. A lot of vocabulary teaching is done in this way. Although the selection of vocabulary seems unplanned, the way it is treated need to be. Teacher may draw attention to the underlying concept of the word rather than just giving a contextual definition. They point out regular features of the spelling and grammar so that learning of this word will help learning the learning of other words.
16
it in the formal speaking activity. It can be done by having pre-teaching or a short practice related to the vocabulary occurred in the passage.
4. Time is spent either in class or out of school on the study of vocabulary without an immediate connection with some other language activity. For example, time is spent on learning spelling rules or on activities like dictionary use, guessing words, the use of word parts, or list learning. The class can have an activity involving the whole students, using a pair or group work, and or individually. Such vocabulary work can have the aim of establishing previous learning or increasing vocabulary so that future language use can go more smoothly.
Thus, teaching vocabulary ideally needs taking into account by teachers. Teacher should able to analyze what vocabulary the learners need to know. The teachers also shall consider the technique that they will apply in teaching learning process in order to make it meaningful and useful. Therefore, students will find it easier to understand the words which are taught and can increase their vocabulary mastery well.
2.3.1 Criteria of Choosing Words in Teaching Vocabulary
1. Frequency and Coverage
Teacher shall choose words to teach that are frequently used. Telling students about how often words are used or in what situations they might use them (formal, informal, academic, spoken or written English, etc) is something invaluable that they often can not get from a dictionary. Clearly, the most frequently used words will be the most valuable to learn. The words taught also need to be assessed in the light of topic, function, structure, teach ability, needs and wants.
2. Polysemous Words
In English, many words are polysemous (have more than one meaning) and can be used as nouns, verbs or part of a phrasal verb. It is important to allow in mind these alternative meanings and uses when teaching new words. It would appear logical to learn these polysemous words as a priority. The important point to remember when explaining meaning is that context will show which of the various meanings and uses is intended. 3. Word Building
18
can point out that 'ment' is a common noun ending. (Others include 'ness' 'ence' 'ation' 'ism' etc.) Typical adjective endings would include 'ed' 'ing' 'ent' 'ive' 'ical' etc.
Therefore, the researcher would like to say that the selection of words should be noticed and relates to the curriculum, students’ level and ages as well as their
needs. Among many media available, teacher can choose one or more of them to be used in teaching learning process. In teaching vocabulary, the teacher must select the words which can be learned in a limited time, which words should be chosen for teaching and which ones should be left out (Bismoko, 1976:64). This indicates that the teacher should be careful in selecting the words for teaching. Of course, teacher should select the most appropriate one by considering the condition of students.
2.3.2 Teaching Vocabulary Integrated with Reading
It is stated in the 2006 English Curriculum that there are four language skills that should be mastered by the students’ who study the language namely: listening,
speaking, reading, and writing following with the language components: grammar, vocabulary, and pronunciation. Thus, vocabulary is one of language components which are taught in Junior High Schools that is usually taught integrated with listening, speaking, reading, and writing.
Curriculum (Kurikulum Tingkat Satuan Pendidikan / KTSP) for the ninth grade students of Junior High School is procedure text. Procedure text is a text that gives some clues of how to do something through a series of actions. Hence, the procedure texts used in this research entitled “Lemon Cake”, “Healthy Red Juice”,
and “Spaghetti”.
2.4 Learning Vocabulary
Vocabulary learning is a very important task of second language learners and foreign language learners then might be the most important one. As Nation (1978:2) points out, learning and remembering a set of word are prerequisite in order to learn a particular language. It is unavoidable for not to give attention to vocabulary in learning a language.
Afterward, Nation (1990:2) states that there are two kinds of vocabulary learning, they are:
1. Direct Vocabulary Learning.
In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. Such exercises include word-building exercises, guessing words from context when this is done as a class exercises, learning words in lists, and vocabulary games.
2. Indirect Vocabulary Learning.
In indirect vocabulary learning, the learners’ attention is focused on some
20
considerable vocabulary learning can occur even though the learners’
attention is not directed toward vocabulary learning.
From these possible ways of developing vocabulary that can be done by the learners, teacher should also find the effective ways to help them. Besides, Kustarjo (1988:24) proposes five possible ways of learning vocabulary as well.
1. Learning vocabulary through creativity.
The teacher lets the students decide many choices by themselves they want to learn. The teacher can choose any techniques which enable the students to be creative in producing vocabulary, for example: game, picture, drama, and so on.
2. Learning vocabulary through context clues.
The teacher can use a context clue in a word base on the clue of the surrounding context. The teacher can give the students synonyms, antonym, or definition of a word.
3. Learning vocabulary through guessing
The teacher can encourage the students the guess and discuss the word learned. To guess correctly, the students should have a good rationale. The teacher can give example by pronouncing a sentence, and then the students guess the words that the teacher meant.
4. Learning vocabulary through definition
5. Learning vocabulary through derivation
The teacher includes the four classes of words in the position of assurance in English patterns. The teacher can give nouns, verbs, adjectives, and adverbs. Then the teacher asks the students to inform the derivation of the words, for example: succeed (verb), success (noun), successful (adjective), and successfully (adverb) and so on.
Moreover, based on the theory of teaching and learning vocabulary stated and explained by linguists above, it could be concluded that the meaning of word or vocabulary should be taught appropriately to the students’ level of capability and related to daily life phenomenon and their experience. Referring to the explanation above, it is assumed that the teacher must be able to choose the technique and media which is the most appropriate for teaching vocabulary at certain class.
2.5 Concept of Visual Dictionary
22
Visualization not only assists language development but also become one of the ways to form understandings about what words and ideas mean. Through visualization, students are capable of building the schema necessary for successful reading of multiple kinds of texts and documents. In other words, visualization frames understandings of language and help students learn to visualize and imagine. Hence, it will be useful for teachers to use visual aids in order to help them to deliver the materials to the students.
In addition, Side and Wellman (1990:31) state that dictionary is a book that contains the word of a language, with their meanings in alphabetical order. There are some kinds of dictionary and one of them is Visual Dictionary. Visual Dictionary is one of visual aids which can be used as a teaching aid. It can facilitate the teacher to explain the written or spoken words in teaching situation. Thus, Wigan (2009:6) says that Visual Dictionary is a book that contains the list of textual definitions and visual explanations. From all of the definition, the researcher concludes that Visual Dictionary is a book containing a selection of the words of language that give information on particular subjects usually arranged in themed order of their meaning and other information concerning them, which is percebtible by sight.
organized by alphabetical list of words where the words and picture are already arranged in alphabetical order. However, both of them can be monolingual or multilingual, providing the names of items in several languages.
From the explanation above, Wright (1982:2) says that it is important to have as a wide range of resources as possible in clasroom, so that the students can have a rich base stimulus for this development and the resourches must include picture. He adds that that pictures are not just an aspect of method but through their representation of places, and objects. They are an essential part of the overall experiences that we must help our students to cope with. Hence, it is obvious that the visual thing can help both the teacher and the students in creating a more interactive classroom atmosphere in which they will likely generate active responses.
24
The following are the examples of Visual Dictionary:
Picture 2.4.1 the Kinds of Asian Fruit
Picture 2.4.3 Group Container of Dinnerware
(Taken from http://www.visualdictionaryonline.com/)
2.6 The Procedure of Teaching Vocabulary through Visual Dictionary
Based on expert ideas, there are some procedures of using Visual Dictionary in teaching vocabulary. The steps of how to use Visual Dictionary proposed by the researcher modified from Schwartz (2008:35) is as follows:
1. Pre-activity
a. Students are introduced the topic and are given brainstorming of the material based on their background knowledge related to the topic that will be discussed.
26
2. Whilst-activity
a. Students are divided in pairs.
b. Students are distributed the copy of Visual Dictionary and get explanation by the teacher of how to use it.
c. Students are distributed the text and they are led to be able to identify the target words by using Visual Dictionary.
d. Students work in pair to do the exercises which are given by teacher. 3. Post-activity
a. Students are asked orally to make conclusion about the topic that has been discussed.
b. Students are given feedback about what they have learnt by the teacher.
These activities should be supervised by teacher, because the teacher needs to explain about the things to direct students’ attention to the pattern and the detail. It
is also useful to show students how things work. Meanwhile visual dictionaries are a way for students to gain their vocabulary by categorizing from the kinds of events, concepts, and things into one unit.
2.7 Advantages and Disadvantages of Teaching Vocabulary through Visual Dictionary
The researcher would describe some advantages of Visual Dictionary used in teaching learning process stated by Wigan (2009). It could be seen as follows:
b. It has a high degree of interest for students in learning vocabulary.
c. It is easy to understand, memorize, and it could avoid misunderstanding because the students can see the object.
d. It can assist students’ long-term memory of words because the words ordered based on the theme.
e. It plays a vital role in activating and building students’ background knowledge.
Nevertheless, besides having some advantages, Visual Dictionary also has some disadvantages. Here are the disadvantages of using Visual Dictionary they are:
a. It is difficult to find adjectives and adverbs in Visual Dictionary.
b. It is difficult to bring and distributed Visual Dictionary in the class because of the limitation numbers of the books.
To solve that disadvantages, the researcher will conduct some alternative ways to decrease the disadvantages above. They are:
a. The researcher has modified the Visual Dictionary by adapting some necessary picture or words related with adjectives and adverbs words. b. The researcher only prepares a copy of the Visual Dictionary that has the
same theme with the topic.
28
or picture can be used to explain the meaning or concept in a simple way. It is just the same with Visual Dictionary which presents meaning of the words completed by their picture. Therefore, that teacher can achieve the target language that can be learned by the students.
2.8 Concept of Sequential Art
One well-known way to arouse students’ interest can be achieved by bringing something extraordinary and new into the language class. Especially among teenagers and young adults, Sequential Art can be used efficiently for this purpose. Eisner (1990) says that the essence of Sequential Art is a media of communication that refers to the art form of using a train of images deployed in sequence to graphic storytelling or convey information. The best-known example of Sequential Art is comics, which are a printed arrangement of art and balloons, especially comic books and comic strips. Moreover, McCloud (2000) states that Sequential Art is a media that communicate its content in the combination of art, composition, panel layout design, typography, literature, and can be used to express for non-storytelling purpose. The characteristic of Sequential Art is in the form of how it delivers the message by using illustrations and other symbols in which the reader will reach aesthetic conception, catch the meaning, and get the information.
page or for multiple pages and may or may not be framed. Single panel cartoons, frequently with captions instead of thought-balloons, may tell a self-contained story or information but are not Sequential Art because Sequential Art tells information through multiple panels, thus the placement of panels is as significant as the placement and use of words. Furthermore, according to McCloud (1993), the grammar of Sequential Art is based on the composer wants to tell the story. In Sequential Art employing words, emphasis on language is not displaced by additional emphasis on the image, and the two are used and combined by the composer showing the interdependence of image and text. This requires that composer pays careful attention to the placement of panels, images, and ideas as well as considering the words he/she uses. Sequential Art require that a reader connect multiple images to multiple words, continuously integrating information of language and image from one panel to the next to comprehend the entire panels.
30
exposed to new ways of envisioning the words and thereby increasing readers knowledge. Thus, this media is very helpful to improve students’ mastery of vocabulary because it can attract students’ interest in learning. Therefore, applying them to methodological purposes will have the same effect as using games in teaching English, that is bring a cheerful atmosphere into the class because Sequential Art is usually has aesthetic sense that can be felt by students.
Besides, Sequential Arts are authentic and using authentic material is very important in language teaching and learning. It has several advantages, among which is the fact that if students comprehend a genuine words successfully, that can motivate them and build their confidence. However, Sequential Arts may have leveled themes and increasingly difficult vocabulary depending on grade level. It should be noted that the difficulty of the language presented to the class should be matched with the level of the students. Otherwise, the use of Sequential Arts will only frustrate them.
considered to be the most appropriate Sequential Art for Junior High School students.
The following is the example of Sequential Arts:
2.9Procedure of Teaching Vocabulary through Sequential Art
There are some possible ways of teaching vocabulary through Sequential Art mentioned by Lavery (2011), thus the researcher’s modification is as follows:
1. Pre-activity
32
b. Students are divided in pairs.
c. Each group is given a copy of Sequential Art that has been cut up in each frame and is asked to reorder the frame while teacher told the text.
2. Whilst-activity
a. Students discuss the correct ordered of the frame with teacher. b. Students are asked to read the whole content of the Sequential Art. c. Students are asked to work in pair to identify the target words in the
text then find out the meaning of them.
d. Students are asked to work in pair to answer the questions about the target words in Sequential Art.
3. Post-activity
a. Students are asked orally to make conclusion about the topic that had been discussed.
b. Students are given feedback about what they have learnt by the teacher.
2.10 Advantages and Disadvantages of Teaching Vocabulary through Sequential Arts
The researcher would describe some advantages of using Sequential Art as teaching aid stated by McCloud (2000). It could be seen as follows:
a. It is provide relaxed atmosphere as it is familiar to students.
c. It can help students pay attention to sequence and order as well as details information in Sequential Art.
d. Students will learn vocabulary in the context, so it will lead students to understand how to express the words function.
e. The aesthetic drawing will attract students’ interest in learning language.
On the other hand, there are also some disadvantages teaching speaking English by using Sequential Art. They are:
a. It will be difficult to teach through Sequential Art for pile of materials. b. Limited time and the large number of the students will affect the target
words reach by the students.
For that reason, the researcher alternated some ways to solve the problems, as follows:
a. Researcher selected the materials which are suitable with the students’ need.
b. Students are divided into pair or groups so they will work groups to deal with the limited time and large amount of students. It can minimize any difficulties will be arisen during the learning process. So the teaching and learning process can run well.
34
consist of a number of vocabularies that must be learned by the students. Accordingly, the target of vocabulary mastery will be achieved.
2.11 Theoretical Assumption
Based on the discussion above, the researcher will compare those two media and see which one is more effective in teaching vocabulary. As it has been stated that visualization can attract students’ interest in learning, it may enable them to find an enjoyable atmosphere to learn and to have a good achievement in learning.
Since the researcher applies Visual Dictionary in this research, she assumes that Visual Dictionary may make students more enjoy to study in the class because it is done by presenting the portrait of the real object. It is known that picture or portrait is the simple way to explain the meaning and concept of the words. Moreover, the pictures in Visual Dictionary are ordered based on the theme so that Visual Dictionary will make students easier to catch the meaning and memorize them in long-term memories. This may help students to build more vocabulary and increase their achievement.
While through Sequential Art, it also can be helpful and effective in teaching learning language. The aesthetic illustration will drag students’ curiosity to catch
reason, the researcher assumed that teaching vocabulary through Visual Dictionary is better or more effective than using Sequential Art.
2.12 Hypotheses
Based on the theory above, the hypotheses can be formulated as follow:
- There is difference on students’ vocabulary achievement as a result of teaching through Visual Dictionary and Sequential Art
III. RESEARCH METHOD
This chapter describes the design of the research, how to collect the data from the subject of the research, and how to analyze the data. This chapter also describes research procedure, validity and reliability of the test instrument, data treatment, and hypothesis testing.
3.1 Research Design
In conducting this research, the researcher used a quantitative design because she wanted to compare students’ vocabulary achievement between those taught
achievement. In this design, there were two classes: an experimental class 1 and an experimental class 2 which were received the treatments. Both experimental class 1 and experimental class 2 received the same pre-test and posttest.
The design can be presented as follows:
G1 : T1 X1 T2
G2 : T1 X2 T2
Where:
G1 : experimental class 1
G2 : experimental class 2
T1 : pretest
X1 : experimental class 1 treatment
X2 : experimental class 2 treatment
T2 : posttest
(Setiyadi, 2006:135)
3.2 Population and Sample
38
one class as the try out class, one class as an experimental class 1, and another as an experimental class 2. In order to see that the experimental class 1 and the experimental class 2 had approximately the same ability, the researcher took the data from conducting the pretest for the classes, experimental class 1 and experimental class 2. The results were then compared to the other result. It was necessary to measure whether the two classes had the same basic ability or in other words, they had equal knowledge.
3.3 Variables
This research consists of the following variables:
1. The students’ vocabulary mastery (achievement) as dependent variable (Y), 2. Visual dictionary and sequential art as independent variables (X1 and X2).
3.4 Instrument
questions represented the vocabularies stated in the process of teaching vocabulary through visual dictionary and sequential art.
3.5 Data Collecting Technique
The data of this research was gained from:
1. Try Out
This test had aim to know the validity and reliability of the test. The test was administered before the pretest. The total items were 40 and it was allocated within 60 minutes.
2. Pretest
Pretest was conducted before the researcher conducts the treatment. It was used to know how far the students mastered the vocabulary. The test consisted of 30 items in multiple choices and each item had 4 options of answer. One is the correct answer and the rest are the distracters. It was conducted in 45 minutes. The pretest was administered once.
3. Posttest
40
answer and the rest were distracters. It was conducted in 45 minutes. This test had the same difficulty level as pretest.
4. Observation
The observation was conducted in the experimental class to observe the teaching-learning process during the treatment of teaching vocabulary through visual dictionary and sequential art.
5. Interview
The interview was conducted in both experimental classes, in which the students’ answers were classified and generalized as the resource. Interview used to find out the problems that students face/undergo in learning vocabulary through visual dictionary and sequential art.
3.6 Research Procedure
1. Pre-observation
Pre-observation was conducted through interview to the English teacher of SMP Muhammadiyah Trimurjo to find out the background problems in English teaching and learning process before the researcher do her research there.
2. Determining the Subject of the Research
class consists of 30 students. In determining the experimental class 1 and experimental class 2, the researcher used coin.
3. Selecting and determining the material
The researcher determined the material was taken from
www.thedeliciousrevolution.com website. The selecting process considered material which would attract students’ interest. The researcher used procedure texts that contained the target words from the vocabulary of content words (noun, verb, adjective, and adverb). The visual dictionary and sequential art was modified and composed by the researcher herself in accordance to the texts used for the treatments.
4. Conducting Try Out
Try Out was conducted to measure the level of difficulty, discrimination power, validity and reliability of pretest and posttest. It was administered for 40 items in 60 minutes. The aim of try out was to know the quality of the test used as the instrument of the research, and determine which item should be revised for pretest and posttest. The try-out test conducted before the first meeting in one class out of the experimental class.
5. Conducting the Pretest
Pretest was conducted to measure students’ basic ability. It consisted of 30 items in multiple-choice questions and each item had 4 options of answer. It was conducted in 45 minutes.
6. Giving Treatments
42
words (noun, verb, adjective, and adverb) which learnt through visual dictionary in experimental class 1 and sequential art in experimental class 2. 7. Conducting the Posttest
The posttest was conducted for 30 items in multiple-choice questions and each item had 4 options of answer. It was conducted in 45 minutes to measure whether there was increase of students’ vocabulary achievement after being given treatments.
8. Analyzing the Test Result
After conducting pretest and posttest, the researcher analyzed the data. The data was analyzed by using T-Test. It was used to compare the result of students’ vocabulary achievement taught through visual dictionary and sequential art.
9. Conducting the Observation
process is reported) was used to observe teaching-learning activity and to note the classroom events during the treatment process. The observation sheet was in the form of a checklist.
10.Conducting Interview
The interview was conducted in IXA and IXB as the experimental class 1 and experimental class 2, in which the students’ answers were classified and generalized as the resource. Some representatives of the students as the interviewees were chosen from low and high scores based on the mean score of the post-test. The interview was in the form of open and formal questions (the questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given). The interview was conducted to find out the problems the students face in learning vocabulary through visual dictionary and sequential art.
3.7Scoring System
To score the students’ work of the test, the researcher used percentage scoring. The ideal highest score was 100. The score were calculated by using the following formula:
PS = 100 N R
Where:
44
R : the total of right answer N : total item
(Henning, 1987: 17)
3.8 Criteria of Good Test
In this research, to prove whether the test had good quality, it was tried out first. The test is said having a good quality if it has a good quality, reliability, level of difficulty, and discrimination power. The try out test was given to the students to know how the quality of the test which was used as the instrument of the research. The try out test was given to another class that was not included in the sample. The data gained were analyzed to judge the level of difficulty, discrimination power, validity, and reliability of the test.
3.8.1 Validity
The validity of the test is the extent to which it measured what it is supposed to measure and nothing else (Heaton, 1991:159). In order to measure whether the test has a good validity, the researcher analyzes the test from content and construct validity.
vocabulary of content words (noun, verb, adjective and adverb) related to procedure text that were supposed to comprehend by grade IX students.
The researcher used the table of specification to check content validity of the test items. The total percentage in the table indicated the relatives’ degree of emphasis of each content area and each instructional objective given in the test. The table of specification can be used to determine which test is more relevant to our particular situation and is also necessary to check whether test items have good content validity.
Table 1. Table of Specification of Try Out Test
Content Aspect Items Total Percent
Vocabulary of Kitchen Area
1.Noun 1,2,3,4,5,6,7,8,9,10 10 25%
2.Verb 11,12,13,14,15,16,17,18,19,20 10 25% 3.Adjective 21,22,23,24,25,26,27,28,29,30 10 25% 4.Adverb 31,32,33,34,35,36,37,38,39,40 10 25%
Total 40 40 100%
46
the construct validity can be measured by evaluating all items in the test. If all items have measured vocabulary mastery of the students, this instrument has fulfilled construct validity.
Then, in order to measure content validity and construct validity, the researcher uses inter-rater analysis to make the instrument more valid. Accordingly, the three English teachers of SMP Muhammadiyah Trimurjo took part in measuring the content and construct validity of the instrument. If the percentage of one test item is > 50%, the item will be taken.
3.8.2 Reliability
rxy =
rxy : the correlation coefficient of reliability between odd and even
N : the number of students who take part in the test : the total score of even number items
48 difficulty. Difficulty level is calculated by dividing the number of students who get it right by the total number of students (Shohamy, 1985: 79).
The formula as follows:
U : the number of upper group students who are answer correctly L : the number of lower group students who are answer correctly N : the total number of students who take the test
The criteria are:
3.8.4 Discrimination Power
The discrimination power is used to discriminate between weak and strong examinees in the ability being tested. The results of the students’ test were divided into two groups, upper and lower. The upper students meant that the students who answered the questions correctly were more than the lower students answered correctly. To determine the discrimination power, the researcher used the following formula:
U : the number of upper group students who are answer correctly
L : the number of lower group students who are answer correctly
N : the total number of students
The criteria are:
1. If the value is positive, it means that a larger number of more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
50
3. In general, the higher the discrimination index will be the better. In classroom situation, most items should be higher than 0.20 indexes.
3.9 Data Analysis
The purpose of analysis was to reduce data to be intelligible and interpretable so that the relation of research problem could be studied. Therefore, the data from the observation and interview were also collected and interpreted to describe the situation in the class and found out the problems the students face/undergo in learning vocabulary through visual dictionary and sequential art.
The researcher analyzed the data in order to compare the increase of the students’ vocabulary mastery in the used of visual dictionary and sequential art as the media. The researcher analyzed the students’ vocabulary achievement by doing these activities:
1. Scoring the pretest and posttest.
2. Tabulating the result of the test and calculating mean of the pretest and posttest.
� = �
Md = mean
� = total score of students
3. Drawing a conclusion from the tabulated results of the pre-test and post-test, then analyzing by using Independent Group T-test through the Statistical Package for Social Science (SPSS) 17 for windows.
Furthermore, in order to find out the problems the students face/undergo in learning vocabulary through visual dictionary and sequential art, triangulation method was used. The first instrument that used was observation, which conducted in the experimental classes to observe the teaching-learning process during the treatment of teaching vocabulary through visual dictionary and sequential art. In analyzing the data from the observation of students’ learning activities, the researcher counts the number of activities done by the students and then calculates the percentage of the students’ activities.
The criteria as follows:
The score for each activity is 10 to the total score 100 1. 40-50 : Poor
2. 60-70 : Enough 3. 80-90 : Good 4. 100 : Very good
Arikunto (2006:7)
The indicator of the students’ activities is more than 75%. If more than 75%
learning activities are done by the students, it means that the teaching learning process can be categorized as a good level (Arikunto, 2006:7).
52
answers, to avoid the students from being reluctant to answer the questions given). To analyze its qualitative data, matrix analysis, in this case description analysis was used since the researcher used her own idea, including her own interpretation toward the data (Setiyadi, 2006:262).
3.10Data Treatment
According to Hatch and Farhady quoted by Setiyadi (2006: 168-169), using t-test for the hypothesis t-testing has three underlying assumptions, namely:
1. The data is interval ratio.
2. The data is taken from random sample in a population. 3. The data is distributed normally.
Therefore, the researcher used the following procedures to treat the data treatment:
3.10.1 Normality Test
The normality of test used to measure whether the data in experimental class 1 and experimental class 2 are normally distributed or not.
The hypothesis for the normality test is as follows: H0 : the data is not distributed normally
H1 : the data is distributed normally
H1 is accepted if p > α, and the researcher uses level of significance 0.05
3.10.2 Homogeneity Test
This test was used to determine whether the data fulfill the criteria of the quality of variance. This test used T-Test to analyze the data.
The hypothesis for the homogeneity of variance is as follows: H0 : there is no significant difference (equal)
H1 : there is a significant difference (not equal)
In this case, H0is accepted if p > α (p = the significant score of students, α
= the significant level). Here, the researcher uses the significant level (α) 0.05.
3.11 Hypothesis Testing
The hypothesis was used to prove whether the hypothesis proposed in this research was accepted or not. Independent Group T-Test was used and the hypothesis was also statistically tested by using statistical computerization (SPSS 17). The hypothesis analyzed at the significant level of 0.05 in which the hypothesis will be approved if sign < α. It means that the probability of error in the hypothesis is only about 5%.
The hypotheses are:
54
2. Visual dictionary is more effective to improve students’ vocabulary achievement than sequential art.
Besides that, the observation and interview were implemented. The observation was done by the researcher during teaching learning process as an observer as participant while the researcher taught the materials. The observation sheet is available in appendix 32. Meanwhile, the interview in the experimental class was in the form of open and formal questions (the questions must be in the form of explanation or description rather than “yes”
or “no” answers, to avoid the students from being reluctant to answer the
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to the other researchers and teachers who want to try to apply Visual Dictionary and Sequential Art as the media to improve students’ vocabulary mastery.
5.1 Conclusions
In line with the result of the data analysis and discussions, the researcher draws the following conclusions:
a. In using comparative study, there is a significant difference of students’ vocabulary achievement between those who have been taught through visual dictionary and those taught through sequential art at the third grade of SMP Muhammadiyah Trimurjo. It can be seen in the significant value of the posttest (0.003) in both classes that is lower than 0.05 (0.003<0.05).
86
concept of visual dictionary in arranging the words by themes would help the students to understand and memorize the words easier. Moreover, the use of picture could provide the real object and led students to catch the meaning faster. Students could deal with their long-term memory in memorizing the words.
c. Based on the observation and researcher’s interview, the problems faced by students during learning vocabulary through Visual Dictionary and Sequential Art are as follow:
- Experimental Class 1: Understanding adverbs, understanding the words use, identifying roots, and pronunciation.
- Experimental Class 2: Following teacher’s speed, understanding the words the teacher said, memorizing the amount of vocabularies, and lack of time.
5.2 Suggestions
Referring to the conclusion above, some suggestions can be listed as follows:
1. Teachers are recommended to use Visual Dictionary in teaching noun, verb, and adjective.
2. Teachers are recommended to use Sequential Art in teaching adjective and adverb.
examples about them to train students’ understanding. In addition, teacher also should give more practice in pronouncing the words.
REFERENCES
Arikunto, S. 2006. Penelitian Tindakan Kelas. Jakarta: Bina Aksara.
Bismoko, J. 1976. An Introductory Reader to Methods of Teaching English in
Indonesia. Yogyakarta: IKIP Sanata Dharma.
Chin, A. B. 2004. How to Build a Super Vocabulary. Hoboken: John Wiley & Sons, Inc.
Colm, M. 2010. Teaching Vocabulary to Learners of English as a Foreign
Language. Retrieved at:
http://ezinearticles.com/?Teaching-Vocabulary-to-Learners-of-English-As-a-Foreign-Language&id=4330112. Retrieved on March, 6th 2012.
Eisner, W. 1990. Comics and Sequential Art. New York: Poorhouse Press.
Fries, C. C. 1974. Teaching English as A Foreign Language. Michigan: Michigan University Press.
Frey, N. and Fisher, D. 2010. Graphic Novels: Composing with Sequential Art in
High School English and History. Retrieved at:
http://www.fisherandfrey.com/wp-content/uploads/2010/03/neraj-graphic-novels.pdf. Retrieved on February, 5th 2013.
Hatch, Evelyn, and Farhady. 1982. Research Design and Statistics for Applied Linguistic. London, Tokyo: University of California, Los Angeles Press. Haynes, J. and Zacarian, D. 2010. Teaching English Language Learners. Virginia:
ASCD.
Heaton, J. B. 1991. Writing English Language Testing. New York: Longman Inc. Heitin, L. 2012. Visual Dictionary Defines Good Readers. Retrieved at:
http://www.edweek.org/tsb/articles/2012/03/01/02visual.h05.html. Retrieved on February, 5th 2013.
Hiebert, E. H. and Kamil, M. L. 2005. Teaching and Learning Vocabulary
Bringing Research to Practice. London: Lawrence Erlbaum Associates
Publisher.
Hornby, A. S. 2000. Oxford Advanced Learner’s Dictionary of Current English. New York: Oxford University Press.
Joklová, K. 2009. Using Pictures in Teaching Vocabulary. Retrieved at: http://is.muni.cz/th/123676/pedf-b/Bachelor-Thesis-Using-pictures-in-teaching-vocabulary.pdf. Retrieved on February, 5th 2013.
Kelley, B. 2009. Sequential Art, Graphic Novels & Comics. Retrieved at: www.sanejournal.net/article/download/7252/5152. Retrieved on February, 5th 2013.
Kreidler, C. 1968. Visual Aids, for Teaching English to Speaker of Other
Language. Michigan: Michigan Ann Rloor.
Kustarjo, S. 1988. Reading Technique for College Students. Jakarta: Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.
Lan, P. D. and Sham. 2011. The Strategies of Teaching Junior 2 ESL Vocabulary
in China: Theory and Practice. Retrieved at: www.iium.edu.my/ilc/.
Retrieved on February, 3rd 2013.
Lavery, C. 2011. Using Cartoons and Comic Strips. Retrieved at:
http://www.teachingenglish.org.uk/language-assistant/teaching-tips/using-cartoons-comic-strips. Retrieved on March, 3rd 2012.
McCloud, S. 2001. Understanding Comics. Jakarta: KPG (Kepustakaan Populer Gramedia).
Mohseni-Far, M. 2008. In Search of the Best Technique for Vocabulary Acquisition. Retrieved at: http://rakenduslingvistika.ee/ajakirjad/index. php/aastaraamat/article/view/ERYa4.08/0. Retrieved on April, 21st 2013. Nation, I. S. P. 1978. Teaching and Learning Vocabulary. New Zealand:
Occasional Publication no.7 Victoria University of Wellington. Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle &
Heinle Publishers.
Nikolova, O. R. 2002. Effects of Students' Participation in Authoring of
Multimedia Materials on Student Acquisition of Vocabulary. Retrieved at:
http://llt.msu.edu/vol6num1/nikolova/default.html. Retrieved on April, 21st 2013.
Oxford, R. 1990. Language Learning Strategies Around the World:
90
Pratama, Y. E. 2010. Comparative Study between Competitive Game and Picture toward Students’ Achievement of Vocabulary at The Class of SMP Perintis
1 Bandar Lampung. Unpublished S1 Script. Bandar Lampung: Lampung
University.
Puspita, C. M. 2011. The Effect of Using Visual Dictionary on the Seventh Grade Students’ Vocabulary Achievement at SMP N 1 Sumberjambe in the
2010/2011 Academic Year. Unpublished S1 Script. Jember: Jember
University.
Rivers, W. M. 1970. Teaching Foreign Language Skills. Chicago: Chicago University Press.
Schwartz, G. 2008. Parenting to Assist Your Children to be Successful. New York: Vancouver Group
Segler, T. M. 2002. Second Language Vocabulary Acquisition and Learning
Strategies in ICALL Environments. Retrieved at: http://www.researchgate.
net/publication/233265812_Second_Language_Vocabulary_Acquisition_a nd_Learning_Strategies_in_ICALL_Environments?citationList=incoming. Retrieved on April, 21st 2013
Setyadi, Ag. B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing. Graha Ilmu: Yogyakarta.
Side, R. and Wellman, G. 1999. Grammar and Vocabulary. Edinburgh: Longman Group.
Thornbury, S. 2007. How to Teach Vocabulary. Oxfordshire: Longman Group. Webster, M. 1988. Webster Third New International Dictionary. Massachussetts:
Merriam Webster Springfield Publisher Inc.
Wigan, M. 2009. The Visual Dictionary of Illustration. Singapore: AVA Publishing SA.
