THE EFFECT OF PICTURE ANNOTATION WITH MEMORIZATIONS ON STUDENTS’ VOCABULARY MASTERY.

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THE EFFECT OF PICTURE ANNOTATION WITH MEMORIZATION

ON STUDENTS’ VOCABULARY MASTERY

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By

YULIANI KARTIKA

Registration Number. 2112121040

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work,

has been expressed in my own words, and has not been previously been submitted

for assessment.

I understand that this paper may be screened electronically or otherwise

for plagiarism.

Medan, Desember 2015

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ABSTRACT

Yuliani, Kartika. 2112121040. The Effect of Picture Annotation with

Memorizations on Students’ Vocabulary Mastery. A Thesis. English and Literatur Department, Faculty of Languages and Arts, State University of Medan. 2015.

This study was aimed to find out the effect of Picture Annotation with Memorization on students’ vocabulary mastery. It was conducted by using experimental research design. The population of this study was the students of SMP Negeri 2 Gebang, Academic Year 2015/2016. This study was conducted with two randomized groups namely experimental group and control group. The experimental group was taught by using Picture Annotation with Memorization while the control group was taught by using Scrabble. The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 58 with t-observed value 5.41> t-table value 2.00. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The findings indicated that using Picture Annotation with Memorization significantly affected the students’ vocabulary mastery.

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ACKNOWLEDGMENT

The greatest gratitude is expressed to Allah SWT, the Almighty and Most

Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given

to the writer so that she finally accomplishes her thesis entitled: “The Effect of

Picture Annotation with Memorization on Students’ Vocabulary Mastery.”

This thesis is aimed to fulfill one of the requirements for the degree of

Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,

State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems

and she had received the academic guidance, suggestions, and comments and got

a lot of assistance and moral support from many people. Therefore, the writer

would like to express her gratitude and special thanks to:

 Prof. Dr. Syawal Gultom, M.Si., the Rector of State University of

Medan.

 Dr. Isda Pramuniati, M.Pd., the Dean of Faculty of Languages and

Arts, State University of Medan. Saragih,Dipl.,Appl.,M.Pd., her Thesis Advisors who have given

their valuable advice, suggestion, guidance and spent their precious

time in the process of completing this thesis.

 Puan Suri Annisa, M.Pd., her Academic Advisor who has supported

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 Dra. Masitowarni Siregar, M.Ed., Prof.Dr.Busmin Gurning M.Pd., and Rita Suswati M.Pd., her Reviewers and Examiners who

have given their precious time, guidance, suggestions, and comments.

 Restu Balian, S.Pd., the Headmaster of SMP Negeri 2 Gebang, for

his permission in allowing the writer to do observation and research to

collect the data.

the writer during her whole studies up to finish. From the beginning,

they gave her the freedom and time to learn and to explore.

 Her beloved friends Ayu Setiawati S.Pd., ChairunnisaS.Pd., Fitri

Muliati S.Pd., Halawatil ImanS.Pd., and Sri Rizki Pulungan S.Pd.,

and all classmates Regular A’ 2011 for their endless support, attention prays and love which they have been giving to the writer not

only during the term of the writers’ study, but also in everyday’s

happiness and motivation.

The writer realizes that this thesis still has the paucity, she conveniently

welcomes any suggestions, comments, and advices that will improve the quality

of this thesis. She hopes that this thesis would be useful for those who are read

and interested in the field of this study.

Medan, Desember 2015

The writer,

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LIST OF TABLES

Table 1.1 Students’ English Score of Grade VII in SMPN 2 Gebang ... 4

Table 3.1 Research Design ... 32

Table 3.2 The Activities of Teacher and Students in Experimental

Group ... 35

Table 3.3 The Activities of Teacher and Students in Control Group ... 37

Table 4.1 The Result of Pre-test and Post-test in Experimental Group and

Control Group ... 49

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LIST OF APPENDICES

APPENDIX A The Score of Pre-Test and Post- Test by the Students of

Experimental Group ... 57

APPENDIX B The Score of Pre-Test and Post- Test by the Students of Control Group ... 58

APPENDIX C The Reliability of the Test ... 59

APPENDIX D The Calculation of T- Test ... 62

APPENDIX E Percentage Points of the T Distribution ... 66

APPENDIX F Lesson Plan ... 67

APPENDIX G Vocabulary Test ... 94

APPENDIX H The Key Answer ... 99

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CHAPTER I INTRODUCTION

A. The Background of the Study

Vocabulary is one of the basic elements in mastering language skills.

Students usually have many problems in mastering English words. They have

limited vocabulary to comprehend the meaning of a text; they do not know the

context of word used in the text; they cannot recognize the meaning of each word;

they are not able to hear English words from the speakers and they get difficulty

to state some sentences in English, because of that they became difficult to

communicate receptively or productively in English.

Vocabulary is a basic element to achieve the four skills of language that

are listening, speaking, reading, and writing, then, mastering vocabulary

effectively is seen as a key objective for learners. Vocabulary is considered as the

most important part to be learned by the students in school. Wilkins as quoted by

Thornburry (2002) states “without grammar very little can be conveyed, without

vocabulary nothing can be conveyed”. This statement implies if student does not

know any word of language which will be spoken, surely he or she will not be

able to communicate, even though he or she knows more about the rules to

construct the sentences. Thus, it is important for students to master vocabulary in

order to be able to communicate in English.

At the present day, everybody approve that vocabulary is important in

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even the backbone of the whole language system. But, unfortunately, vocabulary

knowledge is judge as an unimportant thing to be learnt whereas the language

itself cannot be separated from vocabulary. Vocabulary teaching is a matter of

secondary importance in foreign language programs. It was considered as

something useless and time- consuming in such programs.

Marzano (2004) defines that vocabulary knowledge also plays a significant

role in overall academic success. Students who have rich vocabulary will be better

in listening, speaking, reading, and writing a foreign language. Therefore,

vocabulary affects the student’s ability in learning foreign language. Vocabulary

knowledge impacts reading and academic success. It is significant in our daily life

and can have practical as well as social and emotional consequences.

It is supported by Beck (2002), who estimates that better readers may learn

as many as seven new words a day, while struggling readers and low achievers

learn one or two new words per a day. Not surprisingly, students with rich

vocabularies find more enjoyment in reading and more willing to spend time

reading. Conversely, students who do not know the meaning of a sufficient

proportion of the words in a text struggle with comprehension. As students fall

behind in their understanding of the words they encounter, gathering and

understanding information becomes tedious and difficult, and students are even

less likely to increase their understanding of facts and concepts. Pikulski (2004: 4)

states that the learners have to increase their vocabulary by around 3.000 words a

year. The number of vocabulary will influence how well someone masters the

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one of the important problems for the student in learning English; theoretically,

according to Stahl (1999) vocabulary in reading is all the words that everyone can

recognize when reading. In fact, not all students are able to master all the

vocabulary when they are reading it also in other skills of language.

In reality, vocabulary is not only sign of symbol for ideas but also a part of

how to improve language skills in the target language; vocabulary also becomes a

problem to almost all of students at any level of education. Vocabulary is assumed

as one of the major difficult aspect of language to be mastered since there are

many students who still struggle with mastering vocabulary. There are many

reasons why students have problems in vocabulary. One of the most obvious is

simply that they have problems in memorizing, pronouncing, and understanding

the words and it makes them lazy to study English mainly in reading text. In line

with the writer’s experience in Teaching Experience Practice (PPL) in grade VIII

Junior High School at SMP Negeri 2 Gebang, the writer found that the students

cannot comprehend a text well and do the exercise from the textbook because

their vocabularies were still low and it make the students think that English is not

an interested subject. Most of the students get the score below Minimal

Completeness Criteria (KKM) of English lesson for Junior High School. The

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Table 1.1

Students’ English Score of Grade VII in SMP Negeri 2 Gebang

Semester _{Score Students Percentage Mean}

1st Semester 2014/2015 <73 21 64%

69

≥73 12 46%

2nd Semester 2014/2015 <73 23 70%

69

≥73 10 30%

The Minimal Completeness Criteria (KKM) applied for grade VII by

school is 73. From the data above, it can be fulfilled that the students’ ability in

vocabulary in that class is still low. It can be seen from the mean of the students’

score where the mean is still under the Minimal Completeness Criteria.

In the further investigation, the writer found some problems that made the

students are difficult to master the vocabulary. The first problem is most of the

students still have limited vocabulary in English and second, the students felt

bored with the teachers’ way of teaching vocabulary, in which they were asked to

find out the meaning of difficult words in the dictionary and then memorize the

words. It seems that they need something different in studying the vocabulary.

Regarding problem discussed previously, the way of teaching in the

classroom needs to be improved. The use of creative and effective teaching

technique and media in teaching vocabulary is needed to perform in the classroom

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achievement. To overcome the problem occurred, the writer claimed to use picture

annotation with memorization.

Picture annotation as a media which is appropriate for the students who

struggle with the process to increase their vocabulary because the use of pictures

is more efficient and practical than words. Pictures are always fresh and surprising

that is why pictures efficient use in teaching vocabulary. Picture annotation also

helps the students develop their competent in four language skills, such as in

speaking, writing, reading and listening.

Memorization as a technique makes students easy to learn especially on

English vocabulary because they must memorize the English words itself and

memorize the meaning too. This technique is appropriate to them because English

words not their mother tongue, through conscientious they will attempt to

memorize the English word and its translation, usually simply by repeating the

word over and over again.

Moreover, the number of studies showed that picture annotation with

memorization became an effective approach applied by researchers in some

places. Garcia (2009) had experimented memorization technique on students’

vocabulary mastery can improve it significantly. Her study resulted that

memorization technique to vocabulary mastery indicated students satisfied on

their memory technique and they would probably use their memory technique in

the future and the last all students signified that their memory technique helped in

their learning curve when studying English vocabulary definitions and examples

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incidental vocabulary retention in a multimedia reading setting. Compared three

annotation types: text-only, picture-only, and a combination of the two. Indicate

the combination group outperformed the text-only and picture-only groups on the

immediate tests, there was significant interaction between annotation type and

proficiency level for either immediate or the delayed tests.

Based on the elaboration above, the research will be conducted by using

picture annotation with memorization in teaching vocabulary to students in SMP

Negeri 2 Gebang. The writer expects the use of picture annotation with

memorization can motivate and make students interested and attracted in learning

vocabulary. It means that after learning vocabulary by using picture annotation

with memorization, the students’ vocabulary mastery will be improved

significantly. Therefore, this study chooses picture annotation with memorization

to increase students’ vocabulary mastery.

B. The Problem of the Study

Based on the background, it is necessary to formulate the problem on this

research as follows : “Is the students’ vocabulary mastery taught by picture

annotation with memorization higher than the students’ vocabulary mastery taught

by Scrabble ?”

C. The Objective of the Study

The objective of this study is to find out the effect of the students’

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D. The Scope of the Study

There are two types of vocabulary; they are receptive vocabulary and

productive vocabulary. This study is basically limited on vocabulary of student of

grade VII of Junior High School. This study focuses on identifying the effect of

the students’ vocabulary mastery through picture annotation with memorization of

Junior High School.

E. The Significance of the Study

The result of this study is expected to contribute either the theories or

practices for:

1. Theoretically:

a. It is useful for the reader, to add reference or give alternative way in

teaching and learning vocabulary.

b. It provides some information for those who are interested in conducting the

further research, especially in vocabulary.

2. Practically

a. It is useful for the students to increase their vocabulary mastery in learning

English.

b. It is useful for the English teacher in order to use picture annotation with

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the data analysis, it was concluded that Picture

Annotation with Memorization gave the significant effect on students’ vocabulary

mastery. Students who were taught by using Picture Annotation with

Memorization can increase their vocabularies easily than those taught by using

Scrabble.

Furthermore, this research also gives the positive implication on the

teaching learning process in that class. Students can understand easily and enjoy

in the process of learning English, and give them more motivation to memorize

new English word. And for the teacher, it makes the teacher become easier in

teaching English especially in increase the students vocabulary because the

teacher can make the students easy to memorize the English words.

B. Suggestion

Based on the conclusion above, the researcher gives some suggestion as

following:

1. The English teacher was suggested to apply picture annotation with

memorization in teaching vocabulary. By using Picture Annotation

with Memorization, the teacher can facilitate the students to learn

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2. The students guided by the teacher were suggested to apply learning

vocabulary by using Picture Annotation with Memorization in a group

or individually to make them to be more active, enjoyable and have

deeper understanding of a word.

3. Other researchers should try to apply Picture annotation with

memorization in teaching vocabulary on different level of learners

through different topics to prove the effectiveness of picture

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THE EFFECT OF PICTURE ANNOTATION WITH MEMORIZATIONS ON STUDENTS’ VOCABULARY MASTERY.