IMPROVING STUDENTS’ VOCABULARY MASTERY BY
USING PICTURE AND GAME OF FIFTH-GRADE STUDENTS
OF SDN DHARMA TANJUNG 4 CAMPLONG SAMPANG
THESIS
By:
EVI SOFIYA WINAYATI
09360117
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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IMPROVING STUDENTS’ VOCABULARY MASTERY BY
USING PICTURE AND GAME OF FIFTH-GRADE STUDENTS
OF SDN DHARMA TANJUNG 4 CAMPLONG SAMPANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
EVI SOFIYA WINAYATI
09360117
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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MOTTO AND DEDICATION
“Tuhan mungkin tidak pernah mengabulkan do’a
kita, tapi tuhan memberi kita petunjuk dan jalan
untuk mendapatkannya” (John Savique Capone)
This thesis is dedicated to:
My beloved parents (M.Buchari and Rumhana)
My beloved sisters and brother (Mba’Iin, Mba’Ana, Mba’Yeni and
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ACKNOWLEDGEMENTS
All praise to Allah SWT, who has given mercy, time and opportunity to the
researcher to finish this thesis entitled "Improving Students’ Vocabulary Mastery
by Using Picture and Game of Fifth-Grade Students of SDN Dharma Tanjung 4
Camplong Sampang.”
In finishing this thesis, the researcher says her deepest gratitude for people who have given guidance and help, they are:
1. Santi Prastiyowati, S.Pd. and Munash Fauzie, M.M as the first and the second advisors, who have given their valuable guidance, criticisms, motivation, and help during the writing process of the thesis.
2. Mr. Abdullah S.Pd.SD, the headmaster of SDN Dharma Tanjung 4 for his permission and help during the researcher conducts the research.
3. Mr. Khoirul Umam S.Pd as the teacher of fifth-grade students, thank you for his help during the researcher conduct the research in his class.
4. My beloved parents (M.Buchari and Rumhana) who always give their prayers, affection, suggestions and supports until the researcher finishes this thesis.
5. My beloved sisters and brother (Aini Yumna, Ana Fitriya, Yeni Ariyanti and
Amiril Mu’minin) who gives motivation, help and prayer until the researcher
finishes this thesis.
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7. My beloved friends of B-Brothers thanks for your help during this completion of this thesis.
Malang, 02 May 2014
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TABLE LISTS
Table 4.1 The Result of the Preliminary-test 30
Table 4.2 The Result of the Students’ Achievement in Cycle I 37
Table 4.3 The Result of the Students’ Achievement in Cycle II 45
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TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
MOTTO AND DEDICATION ... iii
ACKNOWLEDMENTS ... iv
ABSTRACT ... vi
TABLE LISTS ... vii
TABLE OF CONTENTS ... viii
CHAPTER I: INTRODUCTION ... 1
1.1 Background of Study ... 1
CHAPTER II: REVIEW OF RELATED LITERATURE ... 7
2.1 Teaching English to Young Learner ... 7
2.2 The Characteristic of Young Learner ... 8
2.3 Teaching Vocabulary ... 9
2.3.1 Technique of Teaching Vocabulary ... 11
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2.3.1.2 Songs ...12
2.3.1.3 Storytelling ...12
2.3.2 Media of Teaching Vocabulary ...13
2.3.2.1 Visual Media ...13
2.3.2.2 Audio Media ...13
2.3.2.3 Audio Visual Media ...14
2.4 Definition of Picture and Game ...14
2.4.1 Picture ...14
2.4.1.1 The Meaning of Picture ...14
2.4.1.2 The Types of Picture ...15
2.4.1.3 The Use of Picture ...15
2.4.1.4 The Benefit of Picture in Learning Vocabulary ...16
2.4.2 Game ...16
2.4.2.1 Kinds of Vocabulary Games ...17
2.4.2.2 The Benefit of Games in Learning Vocabulary ...18
CHAPTER III: RESEARCH METODOLOGY ...21
3.1 Research Design ...21
3.2 Setting and Subject of the Research ...23
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3.6 Research procedure ...26
3.6.1 The Preliminary Study ...26
3.6.2 Cycle I ...27
3.6.2.1 Planning ...27
3.6.2.2 Acting/ Implementing ...28
3.6.2.3 Observing ...28
3.6.2.4 Reflecting ...28
3.6.3 Cycle II ...29
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...30
4.1 Research Findings ...30
4.1.1 Analysis of the Preliminary Study…...30
4.1.2 Cycle I...32
4.1.2.1 First Meeting in Cycle I ...32
4.1.2.1.1 Planning the Action ...32
4.1.2.1.2 Implementing the Action ...32
4.1.2.1.3 Observing the Action ...35
4.1.2.1.4 Reflecting the Action ...35
4.1.2.2 Second Meeting in Cycle I...36
4.1.2.2.1 Planning the Action ...36
4.1.2.2.2 Implementing the Action ...36
4.1.2.2.3 Observing the Action ...39
4.1.2.2.4 Reflecting the Action ...39
4.1.3 Cycle II...40
xi
4.1.3.1.1 Re-Planning the Action...40
4.1.3.1.2 Implementing the Action ...40
4.1.3.1.3 Observing the Action ...42
4.1.3.1.4 Reflecting the Action ...43
4.1.4.1 Second Meeting in Cycle II...43
4.1.4.1.1 Planning the Action ...43
4.1.4.1.2 Implementing the Action ...43
4.1.4.1.3 Observing the Action ...46
4.1.4.1.4 Reflecting the Action ...46
4.2 Discussion ...47
CHAPTER V: CONCLUSION AND SUGGESTION ...50
5.1 Conclusion ...50
5.2 Suggestion ...51
REFERENCE ...52
APPENDIX Appendix 1 Interview Guide...54
Appendix 2 Questions of Preliminary Study...56
Appendix 3 The Score of Preliminary-test and Post-test ...57
Appendix 4a Lesson Plan I ...58
Appendix 4b Lesson Plan II ...67
Appendix 5a Post-test Cycle I ...75
xii
Appendix 6a Syllabus I ...77
Appendix 6b Syllabus II ...81
Appendix 7 The students’ Attendance ...84
Appendix 8 The schedule of Classroom Action research ...85
Appendix 9a Song Lyric I ...86
Appendix 9b Song Lyric II ...87
Appendix 10a Field Note I ...88
Appendix 10b Field Note II ...89
Appendix 10c Field Note III ...90
Appendix 10d Field Note IV ...91
Appendix 11a Observation Check List I ...92
Appendix 11b Observation Check List II ...93
Appendix 11c Observation Check List III ...94
Appendix 11d Observation Check List IV ...95
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REFERENCES
Allen, Janet. 2006. Words, Words, Words (Teaching Vocabulary in Grade 4-12). Stenhouse Publisher.
Allen, Virginia French. 1983. Techniques in Teaching Vocabulary. New york: Oxford University Press. Handbook. New York: VSO.
Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.
Brown, H.D.2001. Teaching by principles, an interactive approach to language pedagogy. San francisco state university.
Cahyono, Bambang Yudi and Utami Widiati. 2004. The Tapestry of English ability ate SDN Guluk-Guluk 1 Sumenep.Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Fraenkel, Jack R and Norman E Wallen. 2009. How to Design and Evaluate Research in Education. New York: McGraw-Hill Higher Education. Hatch, Evelyn and Brown, Cheryl. 1995. Vocabulary, Semantic, and Language
Education. Cambridge: Cambridge University Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Harlow: England Pearson Education.
Hornby, A. S. 2007. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.
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Leny. (2006). Teaching vocabulary through pictures to the kindergarten students. Unpublished Thesis. Jakarta: Syarif Hidayatullah State Islamic University. Moon, J. (2000). The teacher development series: Children learning English.
Oxford: Macmillan Heinemann English Language Teaching.
Pribilova, Lenka. (2006). Teaching vocabulary to young learners. Brno: Masaryk University.
Rahmawati, Nisa Maya. (2013). The use of games in the teaching of English at SDN Sumbersari 01 Malang. Unpublished Thesis.Malang: University of Muhammadiyah Malang.
Richards, Jack C. And Thomas S. C. Farrell. 2005. Professional Development for Language Teachers ( Strategies for Teachers learning). Cambridge University Press.
Sabilah, Fardini. 2004. Teaching English to Young Learners: It’s Policy,
Framework, and Activity-Based Teaching. Student’s book of
Muhammadiyah University of Malang.
Slattery, Mary and Jane Willis. 2001. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford University Press.
Sugar, Steve and Kim Kostoroski Sugar. 2002. Primary Games (Experiential Learning Activities for Teaching Children K-8). San Fransisco: Jossey-Bass.
Suyanto, Kasihani K.E. 2010. English for young learners. Jakarta: Bumi Aksara. Thornbury, Scott. 2002. How to Teach Vocabulary. UK: Pearson Education
Limited.
Whitebread, David. (2003). Teaching and learning in the early years. London and New york: Taylor & Francis Group.
Winarsunu, Tulus. 2009. Statistik dalam Penelitian Psikologi dan Pendidikan. Malang: UMM Press.
1 CHAPTER I
INTRODUCTION
This chapter consist of the background of study, the statement of problem, the purpose of study, the significance of study, the scope and limitation, and the definition of key terms.
1.1Background of study
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Teaching English for young learners is not the same as teaching adult because they have different characteristic and motivation. Besides, the adult world and the
child’s world are not the same, so the way of teaching must be different. According to
Sabilah (2004: 66), English young learner’s teacher has to be active, creative, helpful,
and open. Based on the statement above, it is clear that the teacher’s role in a class are
very important for students’ development. Therefore, the teacher should be creative
and innovative to conduct the teaching and learning activity in the class in order that the students are enjoy the lesson.
English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language in terms of the system of the structure, pronunciation and vocabulary. English teaching involves of four language skills, they are listening, speaking, reading and writing. In teaching and learning a language, there are four aspects that support four language skills above such as : grammar, vocabulary, spelling and pronunciation that also taught in teaching English and learning process. Teaching and learning English in elementary school, vocabulary is the basic part that students should learn.
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vocabulary is the basic competence that must be reached by students in order to get other competencies like reading, writing, listening and speaking. It is supported by Wilkins (as cited in Thombury, 1988: 13) highlighting the importance of vocabulary learning. He said, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. It is clear that mastering language is impossible without vocabularies. Moreover through vocabulary, student can convey their ideas and emotion efficiently.
Teaching media to teach vocabulary is important, because media has a very
important role in increasing the childrens’ interest to pay attention on teaching and
learning process. On the other hand, the function of media is to help and to develop teaching process. Using media also as a means of teaching English to young learners helps the teachers create classroom situations to be more alive. In this study the reseacher uses picture as media, because picture is easy to get. For instance the teacher can get and cut out various colorful picture from magazines, posters and newspapers. Besides, picture is more efficient and practice than only word, because the students can remember what they see. Supported in previous research by Leny (2006) about teaching vocabulary throungh pictures, she showed some benefits. Picture can help the students to understand the difficult words easily by looking at the picture.
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objectives. In this case, technique is important in teaching and learning process because it helps the teacher to deliver the material.
One of technique in teaching English that can be used for young learners especially for vocabulary subject is game. Moon (2000) defines that when we use games with young learners, we appeal to their sense of fun and arouse their interest. Besides, Al-zaabi (2004) reveals in previous research that game is important for learning, games seem to provide young learners with element of fun and enjoyment. Teaching foreign language to young learners must be fun and interesting to the students, because young learner can learn more effectively and enjoy their lesson if they feel fun and interesting. The study on the use of game has been conducted by previous research. Rahmawati (2013), who conducted the use of games in the teaching of English at SDN Sumbersari 01 Malang found that the students gave positive response toward the use of games in teaching English.
In this study, the reseacher wants to conduct an Action Research on the use of
picture and game to improve students’ vocabulary mastery of fifth grade at SDN
Dharma Tanjung IV Camplong Sampang. The subject of study is the fifth grade students. Based on result preliminary observation and interview the teacher, the fifth grade students of SDN Dharma Tanjung IV have problem in memorizing vocabularies, lack of concentration and getting bored easyly. The result of preliminary test (Appendix 3) showed that the average score was 45.8. It showed that
the students’ mastery of vocabulary were low, because they are still under minimum
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the KKM . Realizing that condition, picture and game is purposed to improve the
students’ vocabulary mastery. It is hoped that the problems in vocabulary can be
solved.
1.2Statement of problem
Based on the background of study above, the statement of problem is :
“How can picture and games improve students’ vocabulary mastery at SDN Dharma
Tanjung 4 Camplong Sampang?”
1.3Purpose of study
Based on the statement of problem above, the purpose of study is to improve
students’ vocabulary mastery at SDN Dharma Tanjung 4 Camplong Sampang.
1.4Significance of the study
1.4.1 For the teacher
The researcher hopes that this study helps the teacher to solve the problem occurred in teaching and learning process especially to teach vocabulary by using picture and game.
1.4.2 For the future researcher
The reasearcher hopes that the result of the research can be used as reference for future researcher who want to conduct a research in teaching English
6 1.5The Scope and Limitation of study
This study is limited to the implementation of picture and game to improve
the 5th Grade students’ vocabulary. This study will focus only on 17 students of 5th
Grade at SDN Dharma Tanjung 4 Camplong Sampang. 1.6Definition of key Term
1. Picture : Picture is a representative something as a person, object to explain the meaning of new words that can help students’ vocabulary
mastery.
2. Game : In this study game is a fun activities to make the student interested and enjoy in teaching and learning process.
3. Vocabulary : Component of words or things. In this study using
selected topics related to the students’ environmental needs.
