Using picture in teaching vocabulary : a case study at smart education center (SEC) villa mutiara jombang ciputat

This Paper

Has fulfilled The Requirement for the Degree of Sarjana (SI) At The English Department the Faculty of Education

By:

DWIHARTATI

NIM. 0014000382 !

ENGLISH DEPARTMENT

FA CUL TY OF TARBIY A AND TEACHERS TRAINING

SY

ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

A

Paper

Presented to The Faculty ofTarbiyah and Teachers Training Jn Partial Fulfillm.:nl nCThe

Requirement for The Degree of Sarj ana ( 31 )

By:

!)Wl HJ},J(l:i\Tl

NIM.0014000382

Advisor:

NIP. l 50 244 682

ENGLISH DEPARTJYf.ENT

FACULTY OF TARRIYAH. AND TEACHERS

Ti<iAlNING

SYAHJ.F

HTDAYATULLAH

STATE

JSLAJ'vHC

UN!VERSrf':/

J.

ｾ＠ F <, ﾷｾﾷﾷｲ＠ '

J ,.a\..M.N. KA

Smart Education Center Villa Mutiara Jombang, Ciputat)" was examined at the

examination session pf the faculty of Tarbiyah of Syarif Hidayatullah State Islamic

University Jakarta on October 10, 2005. This skripsi has fulfilled the requirement for

the det,>ree of Sarjana (SI) at the English Department.

Jakarta, October I 0, 2005

Examination Committee

The Read of Committee The Secretary of Committee

Examiner I

ｾ＠

Mas'ud Mada, M.A NIP. 150012951

r.HAziz.Fahrurrozi M .. A. NIP. 150 202 343

ｾＭＭＭＭＭＮＮＮＮ＠

Praise be to Allah, the lord of the universe, peace and blessing be upon prophet

Muhammad saw.

Alhamdulillah, the writer has finished her skripsi, entitled: "Using Picture in

Teaching Vocabulary". The primary aim of writing this skripsi is to complete a partial

fulfillment ofrequireme\)its for sarjana degree in the Faculty ofTarbiyah

This Skri psi could not be completed without a great deal of help from many

people, especially Drs. Syauki M.Pd, as advisor who always guides and suggest the

writer to make a good skripsi, from the beginner until he end.

Fmihermore, it is pleasant task for her to extend this acknowledgement to:

1. Prof Dr. Dede Rosyada M.A., the Dean of Faculty of Tarbiyah and Teacher's

Training.

2. Drs. Nasrun Mahmud M.Pd., the Head of English Department, and Drs. Syauki

M.Pd the Secretary of English Depaiiment and her advisor, who had given her

valuable advice to the writer.

3. All Lecturers in English Department, who had given motivation and support

4. The Staff and Officers of Libraries UIN Syarif Hidayatullah Jakarta, British

Council and Atma Jaya, who had given permission to use their books.

5. Drs. Subarja, The Head of Smart Education Center (S.E.C), and Mrs Lily Kartika

7. Her Boss (Djupri and Family) who had given permission to completed her

Skripsi.

8. The writer does not forget to say thanks to Akim and his family, Nana, Dina, Aam

and her family, Chaira Saidah, Risnawati, Dayat, Novi, Faris, Opunk, Ruslan,

Teguh and all of her wonderful friends of the English Department 2000.

May Allah Bless, Protect and Guided them all, Amin.

Jakarta, June 2005

TABLE OF CONTENT

UST OF TABLES

CHAPTER I: INTRODUCTION

111

v

«._A. Background of the Study... 1

.A'.: B. L)mitation and Formulation of the Study... 2

C. Statement of the Problem,<... 3

D. Objectives of the Study . . . 3

E. Method of the Study . . . .. 3

F. Hypothesis ... G. Orgapization of the Study. CHAPTER II: THEORETICAL FRAMEWORK /\. PICTURES I. The Meaning of Picture ... . The Types of Picture ... . 4 4 6 7 3. The Use of Pictures... 11

..f. The Advantages and Disadvantages of Using Pictures 12

13. VOCABULARY

I. The Meaning of Vocabulary ... .

The Types of Vocabulary ... .

3. The Use of Vocabulary ... . 14

16

A. Research Methodology

L The Purpose of 111e Research .. .. .. .. .. .. . .. .. . .. .. .. .. ... 2 l

2. Place and Time of Study .. . .. . .. . .. .. .. .. . .. .. .. .. .. . .. .. .. 21

3. Population and Sample .. .. .. .. . .. . .. . .. . . .. .. . .. . .. .. .. .. .. 21

4. Instrument of Research ... 21

5. Technique of Data Taking ... .' ... 22

6. Technique of Data Analysis ... 23

B. Research Finding I. Description of Data ... 24

2. Analysis ofData ... 27

3. Interpretation of Data ... 28

4. Discussion of Finding ... 29

CHAPTER IV: CONCLUSION AND SUGGESTION A. Conclusion .. _ ... _ .. _ ... _ .. . . .. .. .. 30

t3 Suggestion ... 30

BIBLIOGRAPHY. APPENDIX ···-· ··· 31

Table III: The Comparison ofX and Y... 25

Table IV: The Pre-Test Score of Control Class (Y1) ... 83

Table V: The Post-Test Score of Control Class (Y2) ... 83

Table lV: The Pre-Test Score of Experiment Class (X1)-... 83

[image:8.518.33.445.141.488.2]

English as a language for international communication is clearly needed by

many learners to deliver thoughts and interact in a variety of situation, as for foreign

travel, business or other professional reasons in Indonesia. English is one of

international languages, which takes the widest range of usage. English is used in

many fields such as in politics, economics, social and education.

In education field English is a main subject, which must be learnt from

kindergarten up to university level. Generally, English is still considered as a difficult

subject for the Indonesian students because English is completely different from

lndoncs1an language in the systems of strncture, pronunciation and vocabulary.

Vocabulary is one of the important aspects in teaching language, besides

grammar and pronunciation, as stated by Edward in his book "Vocabulary is one

important factor in all language teaching, student must continually be learning words

as they learn structure and as they practice the sound system. " 1

Therefore, the English teachers have to be able to organize teaching learning

activities. They have to give materials by using a suitable technique and master the

sub.1ect matter. A good technique may make students understand and master the

lesson.

1

Edward David Allen and Rebecca M. Vallete, Classroom Technique: Foreign langtmge and

Asking children to memorize words with their meaning is usually ineffective,

sometimes children remember their meaning for a short period of time, and moreover

they forget with the meaning.

To give solution of this problem, the writer gives an alternative technique to

enrich student's vocabulary by using pictures. Because the picture ean direct the

student see and speak about object from elementary school until university, especially

when the students are taught using English as ·medium of instruction and

communication.

Another reason for using picture in teaching vocabulary is that the picture is

effective and helpful in teaching learning process, so the students became easier in

understanding and studying English especially in studying vocabulary, and it may

save valuable classroom time in teaching learning process.

B. Limitation and Formulation of the Study

I. L1111//at ion of the problem

To avoid misunderstanding and to clarify the problem, it is necessary to

make limitation of the problem. The writer will limit the problem in using

picture in teaching vocabulary especially in noun and verb.

2. Formulation <>lthe problem

The formulation of the problem is: "which one is more effective in using

C. Statement of the Problem

The writer conducts the study to reveal whether usmg the pictures has

influence on teaching vocabulary. The problem of statement of the study is

formulated as follows: How effective is teaching vocabulary using pictures?

D. Objectives of the Study

The objectives of the study are, firstly, to encourage the use of pictures in

teaching vocabulary to basic level students, and secondly, to help students

learning vocabulary better with the use of pictures.

E. Method of the Study

The study is based on both library and field research. In library research she

got some information concern with the topic from the books, textbook, magazine,

newspaper. etc.

ln field research the writer collected data by teaching and observing two

classes, experiment class by using picture in teaching vocabulary and control

class without pictures in teaching vocabulary. The research is conducted in an

English Course institution in Ciputat, SEC (Smart Education Center) Ciputat,

F. Hypothesis

!he experiment hypothesis (Ha) is: there is significance difference in teaching

vocabulary before using picture and after using picture for the pre beginner

students of SEC.

The Null Hypothesis (Ho) is: Teacher vocabulary before using picture has no

inlluencc for the pre beginner students of SEC.

G. Organization of the Study

This "Skripsi" consists of four chapters, as follow:

The firsr chapter is introductions, which include background of study,

limitation and formulation or the problem, the statement of problems, the

objective or study. method of the study and the organization of study.

The second chapter is theoretical framework; it discussed about Pictures; the

meaning or pictures, the type of pictures. the use of pictures and the advantages

and disadvantages; Vocabulary: the meaning of vocabulary, the types of

vocabulary and the use of vocabulary; Teaching vocabulary by using picture;

Hypothesis.

!"he third dwpter is research methodology and findings which consists of

research methodology; purpose of the research, place and time of study,

population and sample. instrument of research, technique of data taking,

technique of data analyzing, research finding, description of data, analysis of data,

1. The Meaning of Picture

Pictures are kinds of visual instmction materials might be used more effectively to develop and sustain motivation in producing positive attitudes toward English and to teach or reinforce language-language skill. Some experts gave the explanation of pictures, as follow:

In Webster New World dictionary of American English, it can be seen that: ''Pictures is an image or likeliness of an object, person, or scene procedure on a flat surface, especially by paining, drawing or photography."2

Vernon S. Gerlacha stated:

'"Pictures are a two dimension visual representation of person, places, or things. Photo1,>raph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs, and maps are widely used ... " "A Picture may not only be worth a thousand words it may also be worth a thousand years or a thousand miles. Through pictures, learner can see people, places, and things from areas for out side their own picture can also represent images from ancient times or portray the future." 3

Andrew Wright pointed out that pictures are the most suitable for the revision of known language and for recombination or manipulation word, the picture or

2

Noah Webster, Webster New Word Dicliouary «f American English (Prentice

Hall. I 994).p. I 022

1

Vernon S.Berlach and Donald P. Elly, Teaching and Media a ,\:Vstematic Approach, 2nd (New

word acting as a cue for substitution the size and shape of the pictures are

excellent for speedy and stimulating words.4

The kinds ru1d nw11bers of pictures that the teacher should take with him to

carry out the activities in class can be taken from magazines, articles or others and

should be attractive and interesting to capture the students' attention. The purpose

of using pictures for the students is to give them an opportunity to practice the

language in real context or in situations in which they can use it to communicate

their ideas.

Picture is the non-verbal sources infonnation. The non-verbal helps us to

predict what the next might be about, and this ability to predict helps us to

recognize meaning more quickly that if we had to sort it out solely from what we

hear and read. Picture can represent these non-verbal sources of infonnation.

Indeed, they and what they represent are centrally bound up with the nature of

communication itself What we see affects how we interpret what we hear and

vice versa. 5

2. The Type of Pictures

There are two kinds of pictures that Grazyna Szyke finds especially useful

as teaching aids, they are:

a. Pictures of individual persons and objects.

1

Andrew Wright, Visual Material for language Teacher, Longman Group Ltd, 1983, p.73.

5

Andrew Wright, Picturesjor language Leaming, (New York: Cambridge University press,

Pictures of individual persons or thing may be used, mainly at the

elementary level, to introduce or test vocabulary items, for example: a man,

and a car. Portraits, pictures showing people in close detail, are useful for

intermediate and advance learners. The students can be asked question about

the age and profession of the model.

b. Pictures of situations in which persons and object are "in action".

Situation pictures that show or suggest relationships between objects and

or people can be perfect teaching aids for introducing, practicing, or reviewing

. l 6

grammatlca structures.

According to Betty Morgan Bowen, there are some types of pictures as

their shapes:

a. 'Wall Charts

h. \Vall Pictures

Wall Pictures is simply a large illustration of scene or event a set of scenes

or events. It is usually to be used with the whole class.

e. Sequence Picture

Sequence Picture is a series of pictures of a single subject. Its function is

to tell a story or a sequence of events.

· ·

-(, Cirazna Szyke, "(}sing l'icture as Teaching Aids", (English Teaching Foru1n,

Vol.XfX, No.4,0ctober, 1981)

d. Flash Cards

•!• Word flashcard, card with printed words on it can help up rapidly; the cards can be used to demonstrate exactly what the teacher wishes. •!• Picture flashcard, useful for the representation of a single concept,

such as an object or an action.

e. ·work cards

Include visual as well as text magazme pictures, drawing, maps and diagrams can be important part or work card at aJJ levels, used for variety of purposes.7

Meanwhile, Noor azlina Yunus in his book grouped the pictures into four groups:

a. Composite Pictures

These are large single pictures, which show a scene (Hospital, beach, canteen, railway station, street) in which number of people can be seen doing things. They enable students to see places, people and events that they would otherwise not see because of factors like distance, time and cost. Because of their size, composite picture are most appropriate for whole-class teaching rather than individualized learning or group work.8

7

Betty Morgan Bowen. Look Here!, Visual Aids r11 La11g11age Teaching, London: Essential

language teaching series, 1973, p. 13-31

'Noor Azlina Yu nus, Prepari//g and U>i//g Aids for English Language Teaching, (Kuala

b. A picture se1·ies

A picture series is a number of related composite pictures linked to fonn a

series or sequences. Hence, its main function is to tell a story or sequence of events.

A wide variety of picture series is available in textbooks, in comics and in cartoon

slri ps in magazines for the teacher to copy and enlarge. However the observant

teacher can find such series in other sources, for example calendars and wrapping

paper.

c. Individual pictures

These are single pictures of objects, person or activities. Such pictures ve1y in

size from small newspaper pictures and full-page magazine pictures to poster-sized

pictures, and can be mounted singly. There is an enormous variety of material

available from newspaper, magazines, catalogues, greeting cards, trail brochures,

advertisements, old textbooks and even \\'Tapping paper. 9

d. Specialized pictures (posters, charts, advertisements, brochures)

Wall posters arc not designed specifically for teaching, but rather for

advertising or propaganda purposes. Although they provide very little textual

information, they cannot be dismissed from the ESL class- room as they can be

used to i II ustrate topics and provide motivation for discussion.

9

3. The Use of Pictures

There are five roles of picture:

a. Pictures can motivate the students and make him or her want to pay attention and want to take part.

b. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.

c. The pictures can be described an objective way or interpreted or responded to subjectively.

d. Pictures can cue responses to questions or cue substitutions though control practice.

e. Pictures can stimulate and provide information to be referred to in conversation, discussion and storytelling.

Beside those five roles in using picture, there are six reasons why pictures helpful in teaching learning process.

There are six reasons why using pictorial material:

a. Pictures are very useful for presenting new £,>rammatical and vocabulary items. They help to provide the situations and contexts which light up the meaning of words or utterances and, indirectly help the teacher to avoid resorting to

b. Pictorial material allows for meaningful practice of vocabulary and structures

presented by the teacher. Rather than have students repeat words or utterances

whose meaning may be unknown, the teacher can use cues or prompts.

c. Pictorial material can also provide a stimulus for using the language at the

reproduction and manipulation stages-to speak, to read and to write.

d. Pict"Ures can be used for revision from one lesson to another as well as for

long-tenn revision of vocabulary and structures.

e. Pictorial material can be used to supplement whatever textbook the teacher is

using or whatever course he is following. Pictures, of course can be used to

provide more practice of the exercises that students have done using the textbook.

f. Pictorial material is easy to collect, to make and to transport.

In an article, Edmundo J. Morn stated that the pictures could be used to give

students of English as a foreign language an opportunity to practice the language in

real context or in situations in which they can use it to communicate their ideas. 10

4. The Advantages and Disadvantages of using Pictures

a. The Advantages of using pictures

Following are some opinions concerning with the advantages of usmg

pictures.

According to Vernon S. Gerlach:

"'Edmundo J. Mora, "Using Pictures Creatively", English Teaching Fomm, vol. XXVI, No.4,

I ) They are inexpensive and widely available.

2) They provide common experiences for an entire group.

3) The visual detail makes it possible to study subjects, which would otherwise

be impossible.

4) They can help to prevent and correct misconceptions.

5) They offer a stimulus to further study, reading and research. Visual evidence

1s a power tool.

6) They help to focus attention and to develop critical judgment.

7) They are easily manipulated.11

Accurdmg ro A . .!. Romis::owski:

l) It is convenient to use the real thing

2) ;\ model or chart can better explain the principle being thought.

3) The real thing can not be seen any way

4) Requirement no equipment for use.12

b. The Disadvantages of using Pictures

Vernon S. Gerlach said:

I l Sizes and distances are often distorted

2) Lack of color in some pictures limits proper interpretations

3) Students do not always know how to read pictures13

-·---

-" Vernon S. Gerlach and Donald P. Elly, Op. Cit. p. 277

12

AJ. ｒｯＱＱＱｩｳｺｯｷｳｫｩｾ＠ 771e selection and use ofi11str11ctio11a/ Media: for hnproved classroom

Although the pictures have the disadvantages but from the statement

above, it can be concluded that there are many advantages, which can be taken

from the use of pictures in composing, they are:

,.. Represent things which are not available

;,. Motivate and stimulate the students

,- More Practice (can be used everywhere and anytime)

,.. Help both the students and the teachers in teaching-learning process, etc.

B.

VOCABULARY

I. The Meaning of Vocabulary

In this chapter the writer wants. to prepare vocabulary meaning because to

understand a language the learners must understand vocabulary first. It is difficult

to make one definition of vocabulary. So, the writer tries to take it from some

differences.

There are some experts who give definition of vocabulary. Hatch and Brown

define vocabulary as a list or set of words for a particular language or a list or set

of words that individual speakers oflanguage might use. 14

While according to Harimurti Kridalaksana, vocabulary is "Komponen

bahasa yang memuat semua informasi tentang makna dan pemakaian )cata dalam

I

"Vernon S. Gerlach and Donald P. Elly, Loe. cit

14

Evelyn Hatch and Cheryl Brown. Vocahulwy, Semantics and Language Education,

bahasa."1\Vocabulary is a component of language that maintains all infom1ation

about meaning and using words in a language.)

Webster Dictionary noted that, vocabulary is: "a list or collection of words

usually alphabetically arranged and explained or lexicon, stock of words used in

language or by class, individual, etc."16

According to Webster's ninth collegiate Dictionary, Vocabulary is:

1. A list of word and often phrases, abbreviation inflectional fonn, etc. Usually

arranged in alphabetical order and defined or otherwise identified as in a

dictionary of glossary.

An interrelated group of non-verbal symbols, signs, gestures, etc. used for

communication or expression in a particular art, skill, etc.17

The words that students know depend upon their experience. We hope that

our students know not only the meaning of words, but also know they are using

its in sentence. The vocabulary meant here, the English words as stated in the

secondary school curriculum of the elementary school.

"Zainuri, A.M. Vocabulary l UlN Jakarta, 2003,p. I

16

\Vebster's, 77u.! Largest Abridg111ent of}Vehster 's New Inter11ational dictiona1y of En.s;lish

l.a11g11age. Webster's Collage Dictionary. USA: G & G Merriam co, 1935, p. 1073.

17 _{ｚ｡ｩｮｵｲｩｾ＠ Ｑ｜Ｎｍｾ＠}

2. The Types of Vocabulary

Vocabulary is frequently divided into four types; listening, reading,

writing and speaking.

That is possible for people to understand words they hear, and yet not use the

words themselves in speaking and writing. It is also possible that a word can be

read and understood, and yet not handled easily when heard in a listening, and at

the same time, contain dit1erent words that are understood or used frequently by

individuals. There is also a fifth vocabulary that we might consider-our

·'understanding" vocabulary. We know certain words well enough that we can

respond to them. We may, however, need to see or hear them in context, or need

someone to say something that helps us record the word meaning. 18

Fries say Vocabulary is of two, namely;function and content wordv.

!he timction words are a closed class, we cannot add to the preposition or

·auxiliaries or modals or any structure words of the language (with, for, May, will,

etc). 7/1e content word,, on the other hand, can be added to at any times as new scientific advances make new words and communication about new inventions

necessary (Pen, school, go, pretty, etc).

The content words can be divided into three general classes:

a) Words naming things, ideas, entitles, that we might call them nouns

b) Words naming actions called verbs

"Carol J fisher, Jerry, Childrm 's Language and the language Art. USA : Alemary Press, l977.

c) Words used to describe the qualities of those things or action called adjectives

and adverbs 19

John Haycraft distinguishes vocabulary into active and passive vocabulary.

a. Active vocabulary-words that the students understand can pronounce correctly

and used constructively in speaking and writing.

b. Passive vocabulary-words that the students recognizes and understand when

they occur in a context, but which cannot produce correctly him self2°

3. The Use of Vocabulary

Yocab1t!ary is important because it helps the students enjoy their classes. One

who masters enough vocabulary will find fewer difficulties than those who have

fewer vocabularies. When they read a certain text, they will easily get the

information from it since they can understand every word in the texi. On the other

hand, those who lack of vocabulary will face a lot of problems. Mastery of

vocabulary will be useful for the process of achieving language-teaching

objectives that is the mastery of language skills (reading, listening, speaking, and

writing).

If we want to communicate with other in certain language we must master the

language they belong to especially to know enough vocabulary of those

languages. Yang Zhihong who says that words are the basic unit oflanguage form

1

"z· . .

_{M 0 . ?}

ｾ｡ｩｮｵｮＬ＠ A. . p c1t_,p ....

10

John Haycrat1, J111rod11ctio11 lo Ji)1g/ish liu1guage Teaching, (Harlow: Long1nan Group

supports it. Without vocabulary, one cannot communicate effectively or express

idea. He also states that having a limited vocabulary is also a barrier.21

Furthermore, Long and Richards explains that vocabulary like grammar is an

essential component of all uses oflanguage.22

C. TEACHING VOCABULARY BY USING PICTURE

Pictures for vocabulary teaching come from many sources. Jn addition to

those drawn by the students (or by the teacher) there are attractive sets, which are

intended for schools. Picture which have been cut out of magazines and newspapers

are also useful: many inexpensive books for children have attractive picture, which

show meaning of basic words.

Often a picture will show a situation or a scene in which there are several

different thing and persons. It is good for students to see the total scene or picture to

see how its parts are related to the whole. ft is also helpful (especially for beginner in

English) to see a picture of a single object or person as the only focus of attention.

Suppose, for example, we have a picture of each of the following: a church, a

taxi. a bus, a traffic light, a policeman, and a mailbox. Suppose each of the pictures is

large enough to be seen by all in the class. The students have seen and heard the

English word for each one, and have copied the word into their notebooks. Our aim

now is to help the students master the vocabulary, so we want to encourage the use of

21

Yang Zhihong. "Leaming Words" English Teaching Fonun,vol.38, no. J July,2000

22

Michael H. Long and Jack C. Richards, Methodology in 1ESOL: a Book of Readings, (New

each word for commw1ication. We consider possible techniques for making students feel it is important to know the English word. Here is one way:

l. The teacher arranges the pictures aJong ledge of the black board, saymg something like this: "We'll put the taxi here. That's the first picture. Then the bus ... then the traffic light ... then the clmrch ... then the policemen ... then the mailbox."

2. The teacher asks a member of the class (We'll call her Lia) to came to the blackboard.

TEACHER: Lia is going to move one of the pictures for us. We are going to tell her

which picture to move. Lia, please move the policeman. Put the policeman first (Lia moves the picture

(1.

1he policeman, placing it first in the row on the !edge ofthe blackboard).

TEACHER: Put the taxi first. (Lia does so.)

3. The teacher indicates that vari0t1s members of the class should request Lia to make other changes in the order of the pictures using English, of course. For example:

A STUDENT: Move the church. Put the church first. (Lill does so.)

A STUDENT: Move the mailbox, etc

If the class has began to learn the ordinal numerals (first, second, third, etc) these may be reviewed in connection with this activity. After each rearrangement of the pictures. the teacher (and then various students) says: "Now the _is first; the

In the activity, which has just been described, students use English words while talking about changes in location of pictures and changes in relationships. To make such changes quickly and easily, we need pictures that can be moved and rearranged w(J:hout taking time to pin them or tape them to the wall.23

23

l. The Purpose of The Research

The purpose of this research is to find out whether there is a significance a

difference of using picture in teaching vocabulary or not.

2. Place and Time of Stndy

The research was held at SEC (Smart Education Center), which located on

Villa Mutiara Jombang, Ciputat. The field research was done from May 12Ll' until

June l 0'11

J. Populations and Sample

The population of the study consists of 20 students from pre beginner students

of Smart Education Center (S.E.C) from two classes. The sample was taken by

random sampling system where 10 students from experiment (Picture) class and

10 students are from control (drill) class.

Sampling is done in random in order to get representative data and make it

easy to calculate. In this research the writer presented a lesson using picture and

drill. And also she gave the explanation of doing test.

The instrument in this research was the final test. The material of test was

taken from the flash card, which taught in the class, like names of animals, tools

of school, occupation, and transportation. This test made by the English teacher.

This instrument was given only to experiment class during teaching learning

process.

5. Techn.ique of Data Taking

The techniques of data taking in this research are:

a. Observation

The observation in Smart Education Center (S.E.C), which is located on

JI Kccubung IV No.65, Sawah barn, Ciputat - Tangerang to research the

students of pre basic, the English teacher, the English teaching - learning

process in the classroom.

b. Ex1leriment

The experiment is conducted by dividing the students into two classes:

an experiment class and a control class. In the experiment class, writer teaches

students some vocabularies through the use of pictures. The material is for

c. Evaluation

The writer gives vocabulary test to the students then they have

answered the question. The test was held at first research (pre test) and at the

end of the research (post test) in each meeting.

6. Technique of Data Analysis

Data analysis is the last step in the procedure of experiment, in this case,

processing the data. Data processing is the step to know the result of both the

experiment class and control class also their difference.

To find out the differences of students' score in using picture technique in

teaching English vocabulary will be compared to the students; that using drill

technique in teaching English vocabulary the writer using T - test.

Before using T-test formula, the writer has to seek the differences of mean

variables by using formula as followed:

M1 =

>

and Mi

=I

Ni Nz

And after getting mean variables, the writer has to seek the standard of

deviation of variable and standard error mean of variables by using formula as

followed:

ｾ｡ｮ､＠

2. SEM1 =

ｾ＠

N-1

and

The next step is seeking the standard error mean differences of variables by

using formula as followed:

SE,11 Ml= ｾｓｅｍＱ Ｒ ＫｓｅｾＱＲ Ｒ＠

. Then the last is determining T - test by using formula:

To

-Ml-M2

B. Research Finding

l. Description of Data

As mentioned in this chapter, the writer conducted both library research and

field research. The \VTiter did field research by teaching two classes; Experiment

class (By using Picture technique) and control class (By drill technique). The

research of both methods was done four times for each method respectively. And

the writer got the data from pre-test and post-test. The pre-test was given before

the lesson began and the post-test was given at the end of the teaching.

There are fifteen items in the pre-test; the instrument of this research consists

oftwo types;

a. Multiple choice, there are ten items and each item scored 5, so the total of this

b_ Matching, there are five items and each items scored I 0, so the total of this

type is 50_

And there are twenty items for post-test; this research consists of three types;

a_ Multiple choice, there are ten items and each item scored 5, so the total of this

type is 50_

b_ Matching there are five items and each items scored 5, so the total of this type

is 25_

c_ Completion, there are five items and each items scored 5, so the total of this

type is 25_

Having finished the field research by using picture in teaching vocabulary and

without using picture in teaching vocabulary the writer obtained the score as

follows:

Table I

i

-Student

ｾｦｨ･＠ Result of Control Class (Y)

Pre-test score Post-test score Y=Y2-Y1

i

(Y1) (Yz)

!

1 62,75 65,75 ' __,

' 2 54,5 61,75 7,25

'

! _{3 53 59 6}

' _{4 54,25 64,75 10,5}

!

I

5 51,75 55,5 3,75

I

' _{6 62,5 67 4,5}

f

₇

I

52 64,75 12,75

8 _' 63

I

59,5 -3,5

I

I

9 67 68 l

I

[image:33.521.46.447.114.566.2]

Student

l

I 2

I

3 4

l-

5 6

I

nt \ ·---l

I

I

··--r

.

-AL

M1=94 75 JO

M1 = 9,475

I

I 7 8 9 10

x

12,5 17 16,5 6,75 2,75 7 7 l3 6,5 5,75

D<=

94,75 Table II

The Result of Experiment Class (X) Pre-test score Post-test score

(X1l (X2l

63,75 76,25

50,5 67,5

54,5 71

64,75 71,5

73,75 76,5

68,25 75,25

64,5 71,5

59,75 72,75

69 75,5

63,5 69,25

Table III

The Comparison of X and Y

y 3 7,25 6 I 0,5 3,75 4,5 12,75 -3,5 l 3,5

'LY=

48,75

M'.ll. =48 75

lO

M2 =4,875

x

y

3,025 -l,875

7,525 2,375

7,025 1,125

-2, 725 5,625

-6,725 -1,125

-2,475 -0,375

-2,475 7,875

3,525 -8,375

-2,975 -3,875

-3,725 -1,375

0 0

[image:34.521.37.443.37.505.2]

2. Analysis of Data

In analyzing of the data the writer uses the comparative technique. The

comparative technique is analysis technique to evaluate hypothesis concemmg

differences between two variables that examined statistically.

Jn the comparative technique, 1J1e •;ariables are compared to know whether

di llcrenccs are very significant or they arc only happened by chance. The writer uses

T-tcst to find out the differences score of using picture in teaching vocabulary and

without picture in teaching vocabulary. The formula ofT-test is:

)· a. - Determining mean I with fomrnla:

:-x

= 94.75 = 9.475

---'"'---

-N lO

b. Detennining mean II with formula:

ｾ＠ 00 48.75 ₌ 4.875

N 10

c. Determining of standard of deviation of variable I:

SDJ=

ｾ＠ ｾ＠

=

ｾ＠ Ｒ［ｾﾷＱＸ＠

=Fl =

4.6

d. Determining of standard of deviation of variable II

SDI=

ｾ＠

=

ｾ＠

192.53

=

ｾ＠

1_'.?.2--5

=

4.3

N !O

e. Determining of standard error mean of variable I:

SEM1

=

ｾ＠

SD1

=

ｾ＠

4.6

=

ｾ＠

4.6

=

"105l

=

0.71

Ni-1 10-l 9

nm

SEM2=\j Ｂｾ＠

N1-l

ｾ＠

4.3 =

ｾ＠

94.3 = ""0.47 = 0.69 10- I

2. Determining of standard Error Mean difference of Ml and M2:

sEM1-M2

=

JsEM/+sEM/

］ｊＰＮＷＱＫＰＮＶＹ］ｾ］ＱＮＱＸ＠

3. Determining t0 with formula:

To= Ml -M2 = 9.475 - 4.875 = 4.6 = 3.89

SEML SEM2 1.18 1.18

4. Detennining t - table in significance level 5 % and 1 % with df:

The writer gained t - table:

At the degree of significance of 5 % = 2.10

At the degree of significance of l % = 2.90

The comparison between T - score with T - table:

5 % to : tt = 3. 89 > 2. l 0

I % ·-·to : tt = 3.89 > 2.90

So we can conclude that t - score is higher than t - table

3. Interpretation of Data

Based on the data collected from the test gained from the experiment class,

scores oftest in the experiment class was 9.475 while the mean scores oftest in the '

control class was 4.875.

From the explanation above the analysis of the result on the table above, we

can see that the using picture in teaching vocabulary is adequately success. It can be

seen on the table above that the students who receive picture in learning vocabulary

get higher score than the students who do not. It means that the influence of using

picture in teaching vocabulary in experiment class is bigger than teaching vocabulary

using drill in control class. It can conclude that picture have influence in teaching

vocabulary for the primary school students as (Basic class) in Smart Education Center

(S.EC).

4. Discussion of Finding

Based on the research finding, why there is significance influence between

using picture in teachmg vocabuJary and without it, perhaps there are some reasons to

discuss.

I. Using picture in teaching - learning process make student interested more m

learning vocabulary.

2. By using picture the students are faster and easier in memorizing vocabuJary

Based on data found in the previous chapter, it can be concluded that the use

of picture has significant influence in teaching English vocabulary. As can be seen

from the average score of test of the pre-basic class is (3.89)24 in using picture in

teaching vocabulary

From the result of the analysis, it is generally accepted that using picture is a

good technique and method in teaching vocabulary.

B. · Suggestion

In relation to the writer's conclusion, she suggests:

I. In teaching learning process, teachers are expected to process many ways and

methods in their teaching. Those ways and method function to make the class

alive. Especially in learning vocabulary that often make the students bored.

One of the ways and methods to make class alive is using picture.

Using picture in teaching vocabulary especially and in teaching English

generally is more effective and useful than without using picture. Therefore,

the writer suggests the English teacher to use media in their teaching.

2

Allen French Virginia, Technique in Teaching Vocabulary, Oxford University press

Berlach Vernon S. and Elly Donald P., Teaching and Media a Systematic Approach,

2'"

1 (New Jersey: Prentice Hall), 1980

Bowen Betty Morgan., Look Here! , Visual Aitf.1· in Language Teaching, London:

Essential language teaching series, 1973

Fisher Carol .!, Jerry., Children's Language and The Language Art. USA: Almery

press, 1977

Hatch Evelyn and Brown Cheryl., Vocabulwy, Semantic and Language Education,

(Cambridge: Cambridge University press, 1995)

Haycraf John., Introduction to English Language Teaching, (Harlow: Longman

Group Limited, 1978)

Long Michel H. and Richards Jack C., Methodology in TESOL: A Book <>(Readings,

(New York: Newbury House Publisher, 1987)

Mora Edmundo J., Using Pictures Creatively, English Teaching Forum, vol. XXVI, no.4 October, 1988

Romiszowski.AJ., The Selection and Use of Instruction Aiedia: For Improved

( 'fassroom Teaching and Interactive, lndividuali::ed Instruction, London: Kogan page, 1988

Szyke Grazna., Using Picture as Teaching Aids, (English Teaching Forum, Vol. XIX,

no.4, October, 1981)

Webster Noah.,. Webster New word Dictionmy of American English (prentice Hall,

1994)

Wright Andrew, Pictures For l,anguage [,earning, (New York: Cambridge

University press, 1994)

Yunus Noor Azlina,. Preparing and [/.ving Aidv for English Language Teaching,

(Kuala Lumpur: Oxford University press, 1981)

Zainuri, A.M. Vocabulary I, UIN Jakarta, 2003

Nama Lembaga Level

Mata Pelajaran Terna

Waktu

RENCANA PEMBELAJARAN I

: Smart Education Center (S.E.C) : Pre Besic (Experiment Class) : Bahasa Inggris

: Animal : 90Menit

A Tujuan Pembelajaran Umum (TPU)

Siswa dapat menguasai kosakata dengan menggunakan kata yang tersedia.

B. Tujuan Pembelajaran Khusus (TPK)

l. Siswa dapat menyebutkan nama-nama hewan dengan bahasa [nggris secara lisan.

2. Siswa dapat menjawab pertanyaan guru tentimg nama-nama hewan dengan menggunakan bahasa Inggris dengan lisan.

3. Siswa dapat menyusun kata-kata baru.

4. Siswa dapat mencocokkan kata-kata dengan gambar.

5. Siswa dapat mengucapkan kata-kata yang diucapkan oleh guru.

C. Materi Pembelajaran (Terlampir)

D. Buku Panduan

Y.Cerstari,Bermain sambil belajar Bahasa Jnggris,Grasindo.1955 Smart Education center,English Class Book for Beginner level

E. Media Pembelajaran

Word flashcard and Picture flashcard (Terlampir)

·F. Kegiatan Pembelajaran

1. Pendahuluan (25')

>

Guru memberi salam dan bertegur sapa.

,. Guru mengabsen kehadiran siswa.

Y Guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan

beberapa pertanyaan.

:r

Guru memberikan kertas Jatihan soal tentang materi yang akan di bahas.dan siswa

mengerjakannya dengan batas waktu 15 menit. (pre test) ,. Guru menjelaskan tujuan pembelajaran,

>

Guru menjelaskan kepada siswa kegiatan yang akan meraka lakukan: menghapal,

mengerjakan latihan.

2. Peny4jian ( 60 ')

• Guru memperkenalkan nama-nama hewan dengan menggunakan kartu yang

• Guru memberikan pertanyaan yang berhubungan dcngan gambar yang ada di kartu

• Guru memberikan flashcard kepada siswa, masing-masing 2 11ashcard,dan siswa di haruskan menghapalkan kata-kata yang ada dalam flashcard tersebut.

• Guru mengambil flashcard yang telah diberikan pada siswa setclah 5 menit ditangan mereka.

• Guru menanyakan pada masing-masing siswa tentang nama-nama hewan apa saja yang ada pada flashcard yang ada pada tangan mereka.

• Guru membagikan kembali flashcard kepada siswa dengan gambar yang berbeda, dan siswa di haruskan menghapalkan kembali flashcard yang memiliki kata-kata yang berbcda, dan seterusnya sampai semua siswa mendapalkan semua flash card. • Guru memberikan pertanyaan kepada siswa secarn kescluruhan tentang

nama-nama hewan dalam bahasa lnggris .. Dan siswa di hitruskan menjawab secara serempak.

• Guru rnemberikan kesempatan untuk bertanya kepada siswa.

• Guru mcrnbcrikun soal-soal dalam kertas Jatihan yang berhubungan dcngan matcri (animal) kcpada siswa experiment class. (post test)

0 Guru rnengumpulkan pekerjaan sisv.la.

3. /'cnutup (5 ')

o GCirn mcnanyakan pada mercka apa yang sudah mcrcka dapal dari apa yang tclah mereka pelajari.

o Guru mengakhiri pelajaran, dengan penutup salam

G. \Vaktu

Pendahuluan Penyajian Penutup

: 25 l\'[ enit : 60 Menit

: 5 Menit

90 Menit

Mengetahui

Jakaita, J uni 2005

Penulis

Kelinci

i

I

ﾷｾ＠

·1

I

'

'

Three

' I

I

Seven.!

9

Nine'

t

i

!

I (\

·\

.. '._:·1 _{' .}

'

.

i

Four:!

. -·" ,_ . , .. ' ... , ___ ;_.'):,

-: .. .

·'"

_'

,_. ,.;

j

I

i

El2ven 1

J

1

i '

1

l

.I I

Four)

::. _; ...• ｾＨｉ＠

!

I [

I

Kucing

i

I

. I

l

\ I \

Four)

.. !.

! I

8

Twelve

!2

··---

...

'

i

I

I

i

Eight!

12

Na1nc:

I. Choose the right answer of the following question by crossing A, B, C or D

1. It eats carrot, what is it.. ... .

a. Penguin b. Rabbit c. Horse d. Tiger

2. It lives in desert ... . a. Camel

c. Horse

b. Cat

d.Monkey

3. My ... like to eats fish

a. Elephant b. Snake c. Monkey d. Cat

4. It is very dangerous and has poison ... . a. Snake

c. Lion

b. Monkey d. Camel

5. lt is the king of the jungle ... .

a. Tiger c.Snake

b. Giraffe

d. Lion

6. The bird that can deliverletter.. .. a. Penguin

c. Rabbit

b. Pigeon d. Cat

8. The long neck animal is ... . a. Tiger

c. Cnnd

b. Cat d. giraffe

9.'Thc long nose animal is ... .

a. Elephant b. Swan c. Dog d. Octopus

J 0. The animal which lives in north pole ... .

a. I:aglc

c. Turke\·

b. Swan d. Penguin

j\

IL Match the left side of the following words into right side ＼ＺＺＮＺＭ＼［ＭＺＺｾＬＬ＠

!. T;gcc ( ) A. , ,

2. Crocodrle (

j

(jf

ｬ｜ｾＮｾｾｾ＠

;j

｜ｾﾷＱ［｜Ｉｾｾ＠

4 I , \':.\ 1,\

B &.·

ＺｾｾｗＬＮｊＺｩＧ＠

.

1. V

'if\

v

3. Giraffe ( )

｣ｾＬＬｾ＠

4. Elephant ( )

4 . . . ' .

ｯＮｾＴｪｾ＠

Name:

PRE BASIC LEVEL

I. Choose the right answer of the following questi. - 'crossing A, B, C or D

l.

c. Horse ·

c. Snake d. Monkey·

3. It always makes a sound "Meow"? a. Elephant b. Snake

c. Monkey d. Cat

4. What is the animal which likes to eat banana? a. Snake

c. Lion

b.Monkey

d. Camel 5. My ... Born three little puppies

c. Snake

b. Dog

d. Lion

6. An ... has a big body, big ears and long nose . a. Elephant b. Pigeon

c. Rabbit d. Cat

7. The bird has long leg and we usually see it at the beach? a. Monkey

c. Giraffe

b. Elephant

d. Pinguin

8. This 11nilmil hus long neck imd moat lives in Arabic? a. Tiger

c. Camel

b. Cat

d. giraffe

9. lt is a wild animal and likes to hunt another animal? a. Elephant b. Lion

10. A ... can help people to send the letter

a. Eagle

c. Turkey

b. Swan

d. Penguin

IT. Match the left side of the following words into right side

1. Cat

(

)

2. Crocodile ( )

3. rfiger ( )

4. Monkey ( )

5. Eagle

(

)

Ill. Arrange the letters to be right words!

l.G··l-R-E-T (Harimau):

2. T - A - B - l - R -B (Kelinci):

3. H-E-R-0-S(Kuda):

4. K-E-M-0-N-Y (Monyet):

5.G-A-L-E-E (Elang):

;·?

c(f

ｾｾＬ＠

a_) ｾ＠•

.i!....//

Nama Lembaga Level

Mata Pelajaran Tema

Waktu

RENCANA PEMBELAJARAN II

: Smart Education Center (S.E.C) : Pre Besic (Control Class) : Bahasa lnggris

: Animal : 90Menit

A Tujuan Pembelajaran Umum (TPU)

Siswa dapat menguasai kosakata dengan menggunakan kata yang tersedia.

B. Tujuan Pembelajara11 Khusus (TPK)

1. Siswa dapat menyebutkan nama-nama hewan dengan bahasa Inggris secara lisan. 2. Siswa dapat menjawab pertanyaan guru tentang nama-nama hewan dengan

menggunakan bahasa Inggris dengan lisan. 3. Siswa dapat menyusun kata-kata baru.

4. Siswa dapat mencocokkan kata-kata dengan gambar.

5. Siswa dapat mengucapkan kata-kata yang di ucapkan oleh guru.

C. Materi Pembelajaran (Terlampir)

D. Buku Panduan

E. Media Pembelajaran Papan Tulis dan spidol

F. Kcgiatan Pembelajaran

I. P endahuluan (25 ')

,.. Guru memberi salam dan bertegur sapa.

r Guru mengabsen kehadiran siswa.

,- Guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan beberapa pertanyaan.

r Guru memberikan kertas latihan soal tentang materi yang akan di bahas.dan siswa

mengerjakannya dengan batas waktu 15 menit. (pre test) ).;.- Guru menjelaskan tujuan pembelajaran.

;;. Guru menjelaskan kepada siswa kegiatan yang akan meraka lakukan: mengbapal, mengerjakan latihan.

2. Penyajian ( 60 ')

• Guru memperkenalkan nama-nama hewan dalam bahasa Inggris dengan

menulisnya di papan tulis.

• Guru mengajarkan bagaimana pengucapan nama-nama hewan dalam bahasa

PRE BASIC LEVEL

Name:

I choose the right answer of the following question by crossing A, B, C or D

1. lt eats carrot, what is it. ... (Kelinci)

a. Penguin b. Rabbit c. Horse d. Tiger

2. It lives in desert ... (Unta)

a. Camel b. Cat c. Horse d. Monkey

3. My ... like to eats fish (Kucing)

a. Elephant b. Snake c. Monkey d. Cat

4. It is very dangerous and has poison ... (Ular)

a. Snake b. Monkey c. Lion d. Camel

5. It is the king of the jungle ... (Singa)

a. Tiger b. Giraffe c. Snake d. Lion

6. The bird that can deliver letter. .... (Merpati)

a. Penguin b. Pigeon c. Rabbit d. Cat

7. The animal that likes to eat banana ... (Monyet)

a. Monkey b. Elephant c. Giraffe d. Horse

8. The long neck animal is ... (Jerapah)

. a. Tiger b. Cat c. Camel d. giraffe

9. The long nose animal is ... (Gajah)

a. Elephant b. Swan c. Dog d. Octopus

I 0. The animal which lives in north pole ... (Pinguin)

a. Eagle b. Swan c. Turkey d. Penguin

II. Match the left side of the following words into right side

l. Tiger ( ) A. Uhur-ubur

2. Crocodile ( ) B. Jerapah

3. Giraffe ( ) C. Harimau

4. Elephant ( ) D.Buaya

Name:

PRE BASIC LEVEL

I Choose the right answer of the following question by crossing A, B, C or D

1. What is the animal which has a Jong ear? (Kelinci)

a. Penguin Q. Rabbit c. Horse d. Tiger

2. What is the animal which has along body? (U1ar)

a. Camel b. Cat c.Snake d. Monkey

3. It always makes a sound "Meow"? (Kucing)

a. Elephant b. Snake c. Monkey d. Cat

4. What is the animal which likes to eat banana?

a. Snake b. Monkey c. Lion d. Camel

5. My ... Born three little puppies (Anjing)

a. Tiger b.Dog c. Snake d. Lion

6. An ... has a big body, big ears and long nose (gajah)

a. Elephant b. Pigeon c. Rabbit d. Cat

7. The bird has long leg and we usually see it at the beach?

a. Monkey b. Elephant c. Giraffe d. Pinguin

8. This animal has long neck and most lives in Arabic? (unta)

a. Tiger b. Cat c. Camel d. giraffe

9. It is a wild animal and likes to hunt another animal? (Singa)

a. Elephant b. Lion c. Dog d. Octopus

10. A ... can help people to send the letter

a. Eagle b. Swan c. Turkey

(Merpati)

d. Penguin

II. Match the left side of the following words into right side

1. Cat ( ) A. Monyet

2. Crocodile ( ) B. Harimau

3. Tiger ( ) C. Kucing

4.Monkey ( ) D. Buaya

5. Eagle ( ) E. Elang

Nama Lembaga Level Mata Pelajamn Terna Waktu

RENCANAPEMBELAJARANIIl

: Smart Education Center (S.E.C) : Pre Besic (Experiment Class) : Bahasa Inggris

: Tools of school : 90 Menit

A Tujuan Pembelajaran Umum (TPU)

Siswa dapat menguasai kosakata dengan menggunakan kata yang tersedia.

B. Tujuan Pembelajaran Khusus (TPK)

I. Siswa dapat menyebutkan aama-nama buah dengan bahasa Iaggris secara lisan.

2. Siswa dapat menjawab pertanyaan guru tentang nama-nama buah dengan menggunakan bahasa Inggris dengan lisan.

3. Siswa dapat menyusun kata-kata.

4. Siswa dapat mencocokkan kata-kata dengan gambar.

5. Siswa dapat mengucapkan kata-kata yang diucapkan oleh guru.

C. Materi Pembelajaran (Terlampir)

D. Buku Panduan

E. Media Pembelajaran

Word flashcard and Picture flashcard (Terlampir)

F. Kegiatan Pembelajaran

1. Pe11dah11lua11 (25 ')

r Guru memberi salam dan bertegur sapa.

r Guru mengabsen kehadiran siswa.

r Guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan

beberapa pertanyaan.

r Guru memberikan kertas latihan soal tentang materi yang akan di bahas.dan siswa

mengerjakannya dengan batas waktu .l5 menit. (pre test)

r Guru menjelaskan tujuan pembelajaran.

r Guru menjelaskan kepada siswa kegiatan yang akan meraka lakukan: menghapal,

ｭ･ｮｧ･ｾｪ｡ｫ｡ｮ＠ latihan.

2. P enyqj ian ( 60 ')

• Guru memperkenalkan nama-nama buah dengan menggunakan kartu yang mana

nama-nama buah tersebut telah terlampir di dalam kartu dalam bahasa Inggris

• Guru mengajarkan bagaimana pengucapan nama-nama buah dalam bahasa Inggris

kartu

• Guru mcmbcrikan flashcard kepada siswa, masill,g-masing 2 11ashcard,dan siswa di haruskan menghapalkan kata-kata yang ada d:tlam flashcard tcrsebut.

• Guru mcngambil flashcard yang telah dibcrikan p:ida siswa selelah 5 mcnit

ditangan mcreka.

• Guru mcnanyakan pada masing-masing siswa ten!ang nanrn-nama buah apa s:ija yang aJa pada flashcard yang ada pada tangan mereka.

• Guru mcmbagikan kembali flashcard kepada sisw11 dengan gambar yang bcrbcda, dan siswa di haruskan menghapalkan kembali flashcard yang memiliki kata-kata yang bcrbeda, clan seterusnya sampai semua siswa mendapatkan semua flash card. • Guru memberikan pertanyaan kepada siswa secara kcseluruhan tcntang

nama-nurna buah dalam bahasa lnggris .. Dan siswa di haruskun mcnjawab secara serempak.

• Guru memberikan kescrnpatan untuk bcrtanya kepada siswa.

• Guru mcmberikan soal-soal dalam kc1tas latihan yang bcrhubungan dcngan

matc:ri J kcpada siswa experiment class. (post test)

• Guru mcngumpLdkan pckci:jaan siswa.

3. l\'llllllljJ (5 ')

Guru mcmnyakan pacla mereka apa yang sudah mcreka dapal dari apa yang tclah

ｲｮ･ｲｴｾｫ｡＠ pclajari.

Ciuru 111:.::ngakhiri pclajaran, dengan ｰｾｮｵｴｵｰ＠ sa!attt

G. W:rktu

l'endalr u I u :111

Pcnyajian Pcnutup

(Lily Kar ilrn, S.pd)

: 25 M'enit

: 60 Menit : 5 tv1enit

90 lv1enit

Mengctahui

hkarta, Juni 2005

Pcnulis

ｾｶＺ＠

t'IGH APUS

BOLPO\N

PAPAN TULIS

ENGGARlS

BUKU

---

ｾＭ

/drlver}

PRE BASIC LEVEL Name:

I choose the right answer of the following question by crossing A, B, C or D I. The teacher writes on the ... .

a. Pencil c. Black board

b. Ruler d.Pen

2. l put the pencil in the ... .

a. Pencil b. Pen

c. pencil case d. Pencil sharpener

3_ The students write the exercise on the...

ｾ＠

a. Rubber

c. Blackboard

b. Book d. Ruler

4. Nita sharpens the pencil using ... .

a_ Book b. Chalk

c. Pen d. Pencil sharpener

5. Rani erases the mistake note using ... .

a. Rubber c. Chalk

b. Ruler d. Book

6_ lbnu writes on the Blackboard using ... .

a. Chalk b. Pen

c. Pencil d. Ruler

7. Tomakealineweuse ... .

a. Book b. Rubber

8. The ... teaches the student

a_ Dentist

c. Teacher

b. Nurse

d. Farmer

9. I buy a ... __ ... at the book shop

a. Chalk

c_ Pencil

b. Marker

d. Pen

I 0. My sister writes using .. __ . _

a. Pencil

c. Pen

b. Chalk cl.Ruler

/

.

.

II. Match the left side of the following words into right side

L Pencil (

2. Ruler (

3. Chalk ( )

4. Teacher ( )

Name:

PRE BASIC LEVEL

I. Choose the right answer of the following questiou by crossing A, B, C or D

ｬＮｔｾ･＠

ｳｴｵ､ｾｮｴｳ＠

write the letter with ...

ﾷﾷＯｾＯ［Ｚ＠

a. Pencll b. Ruler . Ｍｾ＠

):!

c. Black board d. Pen

2. J put a ... in the pencil case

a. Pencil b.Pen

c. pencil case d. Pencil sharpener

3. There is a'. ... on the wall

a. Rubber

c. Blackboard

b. Book

d. Ruler

4. Ami uses the ... to sharpen her pencil

a. Book b. Chalk

c. Pen d. Pencil sharpener

5. My ... is in the bag

a. Rubber b. Ruler

c. Chalk d. Book

6. Budi uses ... to write on the blackboard

a. Chalk

c. Pencil

b.Pen

d. Ruler

7. The ... stands in front of the class

a. Nurse

c. Ruler

b. Rubber

d. Teacher

8. The ... is a place for pencil and pen 1

ｾＭＭｾＭＭﾷＢﾷｾ＠

a. Pen b. Ruler

c. Chalk d. Pencil case

9. Ida cleans the picture with ...

I 0. Novi borrow a ... to make straight line

ｾ＠

i·, , ; , , , , , , 1

J\

a. Pencil

c. Pen

b. Chalk

d.Ruler

II. Match the left side of the following words into right side

1. Rubber ( )

2. Pencil case ( )

3. Pencil Sharpener ( )

4. Teacher ( )

5. Chalk ( )

HJ. Arrange the letters to be right words!

LU-L-E-R-R

2. U - B - E - R- B

3.C-A-L-K-H

4. R-E-A-C-H-T-E

5.L-1-P-N-E-C

A.

f!ii·

· .. B.

ｾ＠

.

.

C.1.;

Ｍｾﾷｾ＠

. "-.:JS

Nama Lembaga Level

Mata Pelajaran Terna

Waktu

RENCANA PEMBELAJARAN IV : Smart Education Center (S.E.C)

: Pre Besic (Control Class) : Bahasa Inggris

: Tools of school : 90Menit

A Tujuan Pembelajaran Umum (TPU)

Siswa dapat menguasai kosakata dengan menggunakan kata yang tersedia.

B. Tujuan Pembelajaran Khusus (TPK)

I. Siswa dapat menyebutkan nama-nama alat-alat tulis dio sekolah dengan bahasa

Inggris secara lisan. .

2. Si'swa dapat menjawab pertanyaan guru tentang nama-nama alat-alat tulis di sekolah dengan menggunakan bahasa Inggris dengan Iisan.

3, S iswa dapat menyusun kata.

4. Siswa dapat mencocokkan kata-kata dengan gambar.

5. Siswa dapat mengucapkan kata-kata yang diucapkan oleh guru ..

C. Materi Pembelajaran (Terlampir)

D. Buku Panduan

E. Media Pembelajaran

Papan Tulis dan spidol

F. Kegiatan Pembelajaran

I .. Pendahu/uan (25 ')

,- Guru memberi salam dan bertegur sapa. ,. Guru mengabsen kehadiran siswa.

r Guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan

beberapa pertanyaan.

,. Guru memberikan kertas Iatihan soal tentang materi yang akan di bahas.dan siswa mengerjakannya dengan batas waktu 15 menit. (pre test)

,. Guru menjelaskan tujuan pembelajaran.

r Guru mc1\jelusk11n kepudii

sisw11

kcginllm ynng nknn mernkn lukukun: menghoptll, mengerjakan Iatihan.

2. Penyajian ( 60 '.)

• Guru memperkenalkan nama-nama buah dalam bahasa Inggris dengan menulisnya di papan tulis.

• Guru memberikan pertanyaan kepada seluruh siswa yang bcrhubungan dengan nama-nama pekerjaan dalam bahasa lnggris dan siswa di wajibkan menjawab dengan scrempak tanpa melihat catatan mereka.

• Gum mcrnberikan kesempatan untuk bertanya kepada siswa.

0 Guru mcmbcrikan soal-soal dalam kertas Iatihan (post test) yang bcrhubungan

dengan materi · kepada siswa Khususnya contol class.

• Guru mcngumpulkan pekerjaan siswa.

3. Pe1111111p (5)

o Guru mcnanyakan pada mcreka apa yang sudah mereka dapat dari apa yang telah

n1crcka pclajari.

,·J Guru mcngakhiri pelajaran, dengan penutup salarn

G. Waktu

PendahuJ uan Pcnyajian Penutup

(Lily Kart1 rn, S.pd)

: 25 M'enit : 60Menit : 5 Menit

90 Menit

Mengctahui

Jakarta, J uni 2005

Pcnulis

Name:

I choose the right answer of the following question by crossing A, B, C or D

I .The teacher write on the ... (Papan tulis hitam)

a. Pencil b. Ruler c. Black board d.Pen

2.

r

put the pencil in the ... (Tempat pensil)

a. Pencil b.Pen c. pencil case d. Pencil sharpener

3. The students write the exercise on the ... (Buku)

a. Rubber b. Book c. Blackboard d. Ruler

4. Nita sharpens the pencil using ... (Peruncing pensil)

a. Book b. Chalk c.Pen d. Pencil sharpener

5. Rani erases the mistake note using ... (Penghapus)

a. Rubber b. Ruler c. Chalk d. Book

6. lbnu writes on the Blackboard using ... (Kapur tulis)

a. Chalk b.Pen c. Pencil d. Ruler

7. To make a line we use ... (Penggaris)

a. Book b. Rubber c. Ruler d. Chalk

8 The ... teaches the student (Guru)

a. Dentist b. Nurse c. Teacher d. Farmer

9. J buy a ... at the book shop (PuJpen)

a. Chalk b. Marker c. Pencil d.Pen

10. My sister writes using ... (Pensil)

a. Pencil b. Chalk c. Pen d.Ruler

ll. Match the left side of the following words into right side

I. Pencil ( ) A. Kapur

2. Ruler ( ) B. Buku

3. Chltlk ( ) C. Penggaris

4. Teacher ( ) D. PensiJ

PRE BASIC LEVEL

Name:

I. Choose the right answer of the following question by crossing A, B, C or D

The students write the letter with ... (Pulpen)

a. Pencil b. Ruler c. Black board d. Pen

2. I put a ... in the pencil case (Pensil)

a. Pencil b. Pen

3. There is a ... on the wall

a. Rubber b. Book

c. pencil case

(Papan tulis)

c. Blackboard

4. Ami uses the ... to sharpen her pencil

a. Book b. Chalk c. Pen

5. My ... is in the bag (Buku)

a. Rubber b. Ruler c. Chalk

6. Budi uses ... to write on the blackboard

a. Chalk b. Pen c. Pencil

7. The ... stands in front of the class (guru)

a. Nurse b. Rubber c. Ruler

d. Pencil sharpener

d. Ruler

(Peruncing pensil)

d. Pencil sharpener

d. Book

(Kapur tulis)

d. Ruler

d. Teacher

8. The ... is a place for pencil and pen (Tempat pensil)

a. Dentist b. Nurse c. Teacher d. Farmer

9. lda cleans the blackboard with ... (penghapus)

a. Chalk b. Rubber c. Pencil

10. Novi borrow a ... to make straight line

a. Pencil b. Chalk c. Pen

d. Pen

(Penggaris)

d.Ruler

IL Match the left side of the following words into right side

1. Rubber ( ) A. Kapur

2. Pencil case

3. Pencil Sharpener

4. Teacher

5. Chalk

( )

( )