IMPROVING
STUDENTS’ UNDERSTANDING IN
LEARNING VOCABULARY THROUGH PICTURES
(A Classroom Action Research in the First Grade of SMP 1 Negeri Pontang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher‟s Training in Partial of Fulfilment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) in English Language Education
By:
Ifat Kasyifaturrohmah
206014000135
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
ii
IMPROVING
STUDENTS’ UNDERSTANDING IN
LEARNING VOCABULARY THROUGH PICTURES
(A Classroom Action Research in the Seventh Grade of SMP 1 Negeri Pontang)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teacher‟s Training In Partial Fulfillment of the Requirements
For the Degree of S.Pd (Bachelor of Arts) in English Language Education
By :
Ifat Kasyifaturrohmah
NIM: 206014000135
Approved by:
Drs. Sunardi Kartowisastro, Dipl. Ed NIP. 194407191965102001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
iii
ENDORESEMENT SHEET
The Examination commitee of the Faculty of Tarbiya and Teacher‟s Training certifies that the “skripsi” (scientific paper) entitled “IMPROVING STUDENTS‟ UNDERSTANDING IN LEARNING VOCABULARY THROUGH PICTURES
(A Classroom Action Research in the Seventh Grade of SMP 1 Negeri Pontang)”,
written by Ifat Kasyifaturrohmah, student‟s registration number: 206014000135,
was examined by the committed on May 18th, 2011 and was declared to have
passed and, therefore, fulfilled one of the requirements for the academic title of S.Pd (Bachelor of Arts) in English Language Education at the Department of English Education.
Jakarta, May 18th, 2011
EXAMINATION COMMITTEE
Chairman : Drs. Syauki, M.Pd. ( )
NIP. 19641212 199103 1 002
Secretary : Neneng Sunengsih, S.Pd. ( )
NIP. 150 293 236
Examiner : Drs. Zaenal Arifin Toy, M.Sc. ( )
NIP. 150 031 215
Examiner : Dr. Alek, M.Pd. ( )
NIP. 19690912 200901 1 008
Acknowledged by:
Dean of Tarbiya and Teacher‟s Training Faculty
iii
Ifat Kasyifaturrohmah. 2011. Improving Students’ Understanding in Learning Vocabulary Through Pictures (A Classroom Action Research in the First Year of SMP 1 Negeri Pontang Serang-Banten), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs. Sunardi Kartowisastro, Dipl. Ed.
Keywords: Vocabulary, Pictures.
Based on the research in SMP 1 Negeri Pontang Serang-Banten, the data
is derivedamong from the test (pretest and posttest), interview, and observation.
iv
Ifat Kasyifaturrohmah. 2011. Improving Students’ Understanding in Learning Vocabulary Through Pictures (A Classroom Action Research in the First Year of SMP 1 Negeri Pontang Serang-Banten), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta Pembimbing: Drs. Sunardi Kartowisastro, Dipl. Ed.
Kata Kunci: Kosa kata, Gambar.
Berdasarkan penelitian di SMP 1 Negeri Pontang Serang-Banten, data yang diperoleh berasal dari test (pretest dan posttest), wawancara terhadap guru, dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitatif. Hasil yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil tes, terdapat kenaikan 27.14% rata-rata skor vocabulary siswa
setelah menggunakan gambar. Dengan perolehan; pada hasil pretest terdapat 3
v
In the name of Allah, the Beneficent and the Merciful
All praise be to Allah, Lord of the worlds. First the writer would like thanks to Allah SWT for His help in completing this “skripsi”. Without His Beneficence and His Mercy the writer would not be able to complete this paper. The writer believes that without His help, there is nothing she could do. All praises belong to Him, creator of living things from being nothing to existence. May solution and benediction be into the man who brings human from the darkness to the light, the man who never feels tired to tell his teachings, the prophet and messenger, Muhammad SAW.
On this occasion, the writer would like to thank people who have given their contribution in the process of making the paper. First the writer would like to thank two persons who never stop giving their prayers. Her father and mother, Mr. H. Romli and Mrs. Hj. Hasiatillah who always give their financial and support in finishing this paper.
The writer would like to thank to Mr. Drs. Sunardi Kartowisastro, Dipl.
Ed,as the writer‟s advisor who always guides her patiently during the process of
making the paper, without his help, this “skripsi” will mean nothing.
The writer also would like to thank some people who help her during the process in completing this “skripsi”, they are as follow:
1. Drs. Syauki, M.Pd, the Head of English Education Department and
Neneng Sunengsih, S. Pd, the Secretary of English Education Department.
2. All lecturers and staff in English Education department., for giving
motivation, valuable knowledge and support during her study at “Syarif Hidayatullah” State Islamic University Jakarta.
3. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiya and Teacher‟s Training faculty.
4. Her brothers, M. Imat Rahmatullah and Ahmad Fathurrohman and her
vi
and indirect help her during the process of making this “skripsi”.
The writer realizes that this “skripsi” is far from being perfect. So it is a huge pleasure for the writer to receive criticism and suggestion. Finally, the writer hopes this “skripsi” will be useful especially for the writer and those who are interested in it. May Allah bless us, Amin.
Jakarta, April 2011
The Students’ Vocabulary Score of Pre
-test, test 1 and
Post-test 2
STUDENTS’
NUMBER PRE-TEST POST-TEST POST-TEST 2
1 40 50 70*
2 30 55 80*
3 35 55 60*
4 30 55 75*
5 55 75* 85*
6 25 45 55
7 45 65* 80*
8 30 55 75*
9 25 55 60*
10 25 55 60*
11 35 40 50
12 35 70* 80*
13 35 45 50
14 30 35 45
15 30 55 75*
16 30 55 75*
17 60* 70* 80*
18 30 55 75*
19 35 50 55
20 35 50 60*
21 40 55 65*
22 45 50 60*
23 40 75* 80*
24 30 55 85*
25 60* 75* 85*
27 35 75* 85*
28 50 70* 75*
29 35 55 75*
30 45 80* 85*
31 30 55 80*
32 45 55 65*
33 45 70* 85*
34 30 70* 85*
35 60* 65* 70*
36 30 55 70*
Mean: _ ∑x
X = ── N
37.36 58.47 71.11
THE OUTCOME OF INTERVIEW
A. Kategori Kondisi Umum Kelas
Writer :Bagaimana tanggapan para siswa di SMP ini dalam proses
pembelajaran bahasa Inggri selama ini?
Teacher : “Tanggapan siswa dalam mengikuti kegiatan pembelajaran
Bahasa Inggris cukup antusias, karena para siswa merasa ingin
memahami dan ingin bisa mempraktekan berbicara dengan
Bahasa Inggris. Walawpun terkadang juga kesulitan karena
penguasaan kosa kata yang belum maksimal. Tetapi cukup terbantu juga dengan penyediaan kamus”.
Writer : Bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu di
SMP ini?
Teacher : “Untuk memperoleh nilai Bahasa Inggris selama ini cukup
beragam. Ketika pengambilan nilai setelah penjelasan materi,
hasilnya lumayan bagus. Akan tetapi ketika pengambilan nilainya
setelah beberapa kali pertemuan, nilai anak-anak malah 50%.
Mungkin juga karena terlalu banyak materi. Sehingga anak-anak sedikit lupa”.
Writer :Berapa nilai KKM untuk pelajaran Bahasa Inggris?
Teacher : “Nilai KKM untuk Bahasa Inggris 60. Karena mayoritas
siswanya kategori biasa
.
Writer : Dari 4 skill dalam bahasa inggris, apa yang paling dianggap
sulit oleh siswa?
Teacher : “Listening, karena anak-anak belum terbiasa mendengarkan
native speaker. Dan Reading, karena kurangnya rasa percaya
Writer : Dari beberapa kelas yang ibu ajar, kelas manakan yang sangat rendah dalam memahami dan meningkatkan kosa
kata baru?
Teacher : “Kelas B”.
Writer : Dalam meningkatkan kosa kata baru, jenis materi apa saja yang telah ibu ajarkan kepada mereka? Dan jenis materi apa
saja yang belum di ajarkann?
Teacher : “Materi yang sudah saya ajarkan tentang materi yang berkaitan dengan Narative text seperti: cerita-cerita yang pada masa lalu;
maling kundang, cinderlela dan lain-lain. Dan Recount text
seperti: kosa kata kegiatan pengalaman masa lalu. Materi yang belum ajarkan adalah descriptive text”.
B. Kategori kesulitan yang dialami siswa dalam meningkatkan kosa kata
baru (vocabulary)
Writer :Untuk memahami dan meningkatkan kosa kata baru, kesulitan apa saja yang dialami oleh siswa?
Teacher : “ Kesulitan yang dialami oleh para siswa adalah menghafal dan
melafalkan kosa kata”.
Writer : Menurut ibu apa saja penyebab kesulitan yang dialami oleh siswa?
Teacher : “Penyebabnya adalah para siswa malas untuk menghafal kosa
kata baru. Dan cara membaca atau pronunciation para siswa itu dalam setiap kosa kata”.
C. Kategori strategi peningkatan kosa kata baru.
Writer : Teknik atau metode mengajar seperti apa yang sudah ibu gunakan untuk meningkatkan kosa kata baru siswa?
Teacher : “Metode yang sudah di gunakan untuk meningkatkan kosa kata
Writer : Untuk semester II ini rencana apa saja yang akan ibu lakukan untuk meningkatkan kosa kata baru?
THE OUTCOME OF INTERVIEW
A. Kategori Kondisi Umum Kelas
Writer : Bagaimana kondisi siswa ibu dalam meningkatkan kosa kata
baru setelah menggunakan media gambar?
Teacher : “Lebih effektif dan cepat menanggkap atau menerima pemahaman materi yang lebih baik.”
Writer : Bagai mana kemampuan pemahaman siswa ibu dalam kosa
kata baru setelah menggunakan media gambar?
Teacher : “Lebih mudah memahami dan cepat menerima materi yang diajarkan”.
Writer : Apakah ibu merasa termotivasi setelah menggunakan media
gambar dalam meningkatkan kosa kata baru di dalam kelas
ini?
Teacher : “Sangat membantu dan memudahkan daya tangkap anak dalam menerima materi.”
Writer : Setelah menggunakan media gambar, apakah ibu melihat
siswa ibu merasa lebih senang untuk mempelajari dan
memahami kosa kata baru?
Teacher : “Iya, sangat menyenangkan dan antusiassekali”.
B. Kategori kesulitan siswa yang dialami
Writer : Apakah ibu merasa kesulitan dalam menerapkan media
gambar?
Teacher : “Tidak terlalu sulit”.
Writer : Apa Penyebab kesulitan dalam penerapan media gambar?
C. Kategori strategi untuk mengatasi kesulitan
Writer : Setelah mengetahui kesulitan yang ibu hadapi dalam
penggunaan media gambar, maka bagai mana cara mengatasi
kesulitan-kesulitan tersebut?
Teacher : “Untuk mengatasi setiap kesulitan dalam penggunaan media gambar yaitu dengan melakukan ide-ide yang kreatif seperti
menanfaatkan gambar yang ada pada majalah, koran ataupun
INTERVIEW GUIDELINES FOR THE ANALYSIS
(Monday, 5 January 2011)
R : the Researcher
T : The Teacher
A. Kategori Kondisi Umum Kelas
R : Bagaimana tanggapan para siswa di SMP ini dalam proses
pembelajaran bahasa Inggri selama ini?
R : Bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu di SMP
ini?
R : Berapa nilai KKM untuk pelajaran Bahasa Inggris?
R : Dari 4 skill dalam bahasa inggris, apa yang paling dianggap sulit
oleh siswa?
R : Dari beberapa kelas yang ibu ajar, kelas manakan yang sangat
rendah dalam memahami dan meningkatkan kosa kata baru?
R : Dalam meningkatkan kosa kata baru, jenis materi apa saja yang
telah ibu ajarkan kepada mereka? Dan jenis materi apa saja yang belum di ajarkann?
B. Kategori kesulitan yang dialami siswa dalam meningkatkan kosa kata
baru (vocabulary)
R : Untuk memahami dan meningkatkan kosa kata baru, kesulitan apa
saja yang dialami oleh siswa?
R : Menurut ibu apa saja penyebab kesulitan yang dialami oleh
siswa?
A. Kategori strategi peningkatan kosa kata baru.
R : Teknik atau metode mengajar seperti apa yang sudah ibu gunakan
untuk meningkatkan kosa kata baru siswa?
R : Untuk semester II ini rencana apa saja yang akan ibu lakukan
INTERVIEW GUIDELINES FOR THE ANALYSIS
(Friday, 5 February 2011)
R : The Researcher
T : The Teacher
A. Kategori kondisi umum kelas
R : Bagaimana kondisi siswa ibu dalam meningkatkan kosa kata baru
setelah menggunakan media gambar?
R : Bagai mana kemampuan pemahaman siswa ibu dalm kosa kata
baru setelah menggunakan media gambar?
R : Apakah ibu merasa termotivasi setelah menggunakan media
gambar dalam meningkatkan kosa kata baru di dalam kelas ini?
R : Setelah menggunakan media gambar, apakah ibu melihat siswa
ibu merasa lebih senang untuk mempelajari dan memahami kosa kata baru?
B. Kategori kesulitan siswa yang dialami
R : Apakah ibu merasa kesulitan dalam menerapkan media gambar?
R : Apa oenyebab kesulitan dalam penerapan media gambar?
C. Kategori strategi untuk mengatasi kesulitan
R : Setelah mengetahui kesulitan yang ibu hadapi dalam penggunaan
KISI-KISI SOAL PRETEST
TAHUN AJARAN 2010-2011
Nama Sekolah : SMP Negeri 1 Pontang
Alokasi Waktu : 20 menit
Mata Pelajaran : Bahasa Inggris
Jumlah Soal : 20 (dua puluh)
Kurikulum Acuan : KTSP 2006
Semester : II (genap)
Kompetensi Dasar Indikator Jenis
KISI-KISI SOAL POSTTEST I
TAHUN AJARAN 2010-2011
Nama Sekolah : SMP Negeri 1 Pontang
Alokasi Waktu : 20 menit
Mata Pelajaran : Bahasa Inggris
Jumlah Soal : 20 (dua puluh)
Kurikulum Acuan : KTSP 2006
Semester : II (genap)
Kompetensi Dasar Indikator Jenis
Soal lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
KISI-KISI SOAL POSTTEST II
TAHUN AJARAN 2010-2011
Nama Sekolah : SMP Negeri 1 Pontang
Alokasi Waktu : 20 menit
Mata Pelajaran : Bahasa Inggris
Jumlah Soal : 20 (dua puluh)
Kurikulum Acuan : KTSP 2006
Semester : II (genap)
Kompetensi Dasar Indikator Jenis
A TEST ITEMS IN IMPROVING VOABULARY BY USING PICTURE There are many cars in the streets.
10.It is very hot. That man took out his coat. Now he is wearing just a white...
a. Shirt c. Watch
b. Jeans d. earing
11.Anita wears a long...in the house.
It is very beautiful.
14.It‟s too warm today. I can‟t wear even a shirt. I just wear a...
a. Jacket c. Long dress
b. Sweater d. T-shirt
15.A:What do you wear when you go to school?
B:I wear a white shirt, grey..., and black shoes.
a. Blue Jacket c. Trouser
b. Red Sweater d. black watch
16.On Fridays, Eric goes to picnic with his friends.
He usually wears a yellow T-shirt, Blue... and green trainers.
a. Jeans c. Black watch
b. Long dress d. red sweater
17.The girl wearing a blue...and a green coat is her sister.
She never wears jeans or trousers.
19.A...can speak and walk.
a. bat c. Robot b. wall d. Car
20.I want to buy a sandwich, but I haven‟t got any ... a. clothes c. Money
A TEST ITEMS IN IMPROVING VOABULARY BY USING PICTURE
a. Short blonde hair c. Long straight hair
b. Long blonde hair d. Short staight hair
4. Amanda has... eyes.
a. Big c. Narrow (close set)
b. Beady (small) d. Averare eyes
5. Which of the following is not TRUE?
a. Leoni used braces on teeth
b. Leoni has long hair
c. Leoni‟s age is teenager
d. Leoni hair is black color
6. What type of hair does she has?
a. Leoni has short hair
b. Leoni has medium hair
c. Leoni has crurly hair.
d. Leoni has long hair
10.On Fridays, Eric goes to picnic with his friends.
Erik like picnic to TMII.
He usually wears a yellow T-shirt, Blue... and green trainers.
a. Jeans c. Black watch
b. Long dress d. red sweater
11.The girl wearing a blue...and a green coat is her sister.
She never wears jeans or trousers.
c. Skirt c. Trousers
12.It is very hot. That man took out his coat. Now he is wearing just a white...
c. Shirt c. Watch
d. Jeans d. earing
13.Anita wears a long...in the house.
It is very beautiful.
c. Watch c. Dress
d. Hat d. shoes
14.Do you wear a coat in winter?
No, I usually wear a...because it is warmer than a coat.
a. watch c. Hat
b. Earing d. Jacket
15.It is very cold. Put on your wollen..., if you‟re going out.
II. Match the pictures with the descriptions
18. ________ is 28 years old. She has long blonde hair and Blue eyes. She is a singer.
A) Gita Gutawa
19._______ is 26 years old. She has black eyes, used
the earring and long straight hair. She is a actris
B) Avril
20._______ is 16 years old. She has a round face, black
eyes and long straight hair. She is a singer.
A TEST ITEMS IN IMPROVING VOCABULARY BY USING PICTURE
newspaper and the children are watching TV.
a. ) b.)
a. Short blonde hair c. Long straight hair
b. Long blonde hair d. Short straight hair
8. Her father is mending the car in the ...
a. School c. post office b. living room d. Garage
9. On Fridays, Eric goes to picnic with his friends.
He like picnic to Taman Mini Indonesia Indah. He usually wears a yellow T-shirt,
Blue... and green trainers.
c. Jeans c. Black watch
10.Do you wear a coat in winter? No, I usually wear a...because it is warmer than a coat.
c. Hat c. Jacket
d. Earing d. watch
11.His mother is cooking lunch in the ...
a. dining room c. freezer b. bedroom d. Kitchen
12.Their family are having dinner in the ...
a. dining room c. bank
b. bedroom d. Zoo
13.David is in the ...He is washing himself. a. class c. park b. kitchen d. Bathroom
14.His mother is slepping in the bedroom. She look tired.
a.) b.)
c.) d.)
15.When I‟m hungry, I usually go to a ... and have a meal.
c. Bank c. Restorant
d. Hospital d. Bedroom
16.The boys are playing with a ball in the... They are playing under the apple trees.
a. Garden c. Living room
17.There are some chairs and a table in our dining room. We eat dinner in the dining room.
a.) b.)
c.) d.)
II. Match the pictures with the descriptions
18 ________ is 28 years old. She has long blonde
hair and Blue eyes. She is a singer.
A). Avril
19 . _______ is 26 years old. She has black eyes, used the earring and long straight hair. She is a actris.
B). Revalina
20 _______ is 16 years old. She has a round face,
black eyes and long straight hair. She is a singer.
C) Gita Gutawa
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Negeri 1 Pontang Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 1
Kelas / Semester : VIII / II
Jenis Teks : Describing People
Aspek / Skill : Speaking
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkapkan makna dalam perakapan transaksional dan interpersonal lisan untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to describing people) dan interpersonal (bersosialisasi) sderhana secara acurat, lancar untuk berinteraksi dengan lingkungan sekitar.
Indikator
Menyebutkan ciri-ciri teman satu kelas.
Menjelaskan gambar dengan baik dan lancar.
Mengungkapkan kosa kata baru dengan lancar.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Megenali ciri-ciri teman satu kelas dengan baik.
Mengungkapkan bentuk dan ciri-ciri gambar dengan baik dan lancar.
Menyebutkan kosa kata baru dengan lancar.
Materi Pembelajaran
Describing People
Height : Tall
Average height
Straight, Spike, Curly, no hair.
Eyes : Blue, Black, Green, Grey.
Big, Narrow (close set), Beady (small)
Other : Glasses, Tatto, Earring, braces on teeth,
Moustache, Beard.
Metode/ technik : Three-Phase Technique.
A. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
Remedial
Buku paket Bahasa Inggris
a) English on Sky 1 for junior High School (Penerbit
Erlangga)
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.
3. Tertulis
Nilai siswa = Skor prolehan x 100 20
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Negeri 1 Pontang Siklus ke- : 1
Mata Pelajaran : Bahasa Inggris. Pertemuan ke- : 2
Kelas / Semester : VIII / II
Jenis Teks : Describing People
Aspek / Skill : Speaking
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi
Mengungkapkan makna dalam perakapan transaksional dan interpersonal lisan untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to describing people) dan interpersonal (bersosialisasi) sderhana secara acurat, lancar untuk berinteraksi dengan lingkungan sekitar.
Indikator
Menyebutkan ciri-ciri personal yang terdapat pada gambar kepada
teman-teman yang lain.
Membedakan antara gambar satu dengan gambar yang lain dengan baik
dan lancar.
Menggunakan kosa kata baru dengan lancar.
Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Megenali ciri-ciri personal tang terdapat pada gambar dengan baik.
Mengungkapkan bentuk dan ciri-ciri gambar dengan baik dan lancar.
Materi Pembelajaran
Straight, Spike, Curly, no hair.
Eyes : Blue, Black, Green, Grey.
Big, Narrow (close set), Beady (small)
Other : Glasses, Tatto, Earring, braces on teeth,
Moustache, Beard.
Metode/ technik : Three-Phase Technique.
Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa wak
Remedial
materi yang telah di ajarkan
Guru memberikan
tugas
kesimpulan yang diberikan oleh guru.
Siswa mengikuti
perintah guru.
Alat dan Sumber Pembelajaran
4. Sumber Bahan:
Buku paket Bahasa Inggris
English on Sky 1 for junior High School (Penerbit Erlangga) Students‟ Worksheet
5. Media:
White Board
Spidol
Gambar/pictures
Aspek Penilaian
1. Aspek Proses
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.
6. Tertulis
Nilai siswa = Skor prolehan x 100 20
Max. score: 100
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Negeri 1 pontang Siklus ke- : 2
Mata Pelajaran : Bahasa Inggris Pertemuan ke- : 1
Kelas/Smt : VII A/II
Jenis Teks : Describing Things
Aspek/Skill : Berbicara
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.
Indikator :
Menjelaskan macam-macam ruangan yang ada
didalam rumah
Menjelaskan alat-alat yang terdapat didalam
ruangan tersebut
B. Tujuan Pembelajaran
1. Siswa dapat menyebutkan ruangan apa saja yang ada didalam rumah
2. Siswa dapat mengungkapkan kegunaan/manfaat alat-alat di dalam
ruangan tersebut
3. Siswa dapat mengucapkan kosa kata baru dengan lancar dan benar
C. Materi Pembelajaran
o Things in the living room
- Carpet
o Things in the dining room
- Dining table
- Fork
- Glass
- plate
o Things in the bedroom
o Things in the kitchen
- Frying pan
- Cooker
- Refigerator
- Pan
o Things in the bathroom
- Water
Total Physical Response (untuk pengenalan kosa kata baru)
Presentation, Practice and Production (untuk pembelajaran ungkapan transaksional interpersonal
E. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
Remedial
Buku paket Bahasa Inggris
b) English on Sky 1 for junior High School (Penerbit
Erlangga)
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.
3. Tertulis
Nilai siswa = Skor prolehan x 100 20
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Negeri 1 pontang Siklus ke- : 2
Mata Pelajaran : Bahasa Inggris Pertemuan ke- : 2
Kelas/Smt : VII A/II
Jenis Teks : Describing Things
Aspek/Skill : Berbicara
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara lancar, akurat dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapakan kesantunan.
Indikator :
Menjelaskan kegunaan alat-alat yang ada di dalam
rumah.
Menjelaskan alat-alat yang terdapat didalam
ruangan tersebut.
F. Tujuan Pembelajaran
1. Siswa dapat menyebutkan ruangan apa saja yang ada didalam rumah
2. Siswa dapat mengungkapkan kegunaan/manfaat alat-alat di dalam
ruangan tersebut
3. Siswa dapat mengucapkan kosa kata baru dengan lancar dan benar
G. Materi Pembelajaran
o Things in the living room
- Carpet
o Things in the dining room
- Dining table
- Fork
- Glass
- plate
o Things in the bedroom
o Things in the kitchen
- Frying pan
- Cooker
- Refigerator
- Pan
o Things in the bathroom
- Water
Total Physical Response (untuk pengenalan kosa kata baru)
Presentation, Practice and Production (untuk pembelajaran ungkapan transaksional interpersonal
I. Langkah-langkah kegiatan Belajar Mengajar (KBM)
No
Tahap Kegiatan Guru Kegiatan Siswa waktu
Remedial
Buku paket Bahasa Inggris
English on Sky 1 for junior High School (Penerbit Erlangga) Students‟ Worksheet
Penilaian proses dilakukan selama proses belajar mengajar berlangsung.
2. Aspek Hasil
Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.
3. Tertulis
Nilai siswa = Skor prolehan x 100 20
vii
TITLE...i APPROVAL...ii ABSTRAK...iii ABSTRACT...iv ACKNOWLEDGEMENT...v TABLE OF CONTENT...vii LIST OF TABLES...x LIST OF APPENDICES...xi
CHAPTER I : INTRODUCTION
A. The Background of Study...1
B. The Limitation and Formulation of Problem...3
C. The Objectives of the Research...3 D. The Contribution of the Research...3
CHAPTER II : THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary...5 2. The Kind of Vocabulary...6 3. Vocabulary Usage...7
a) Helping Students‟ Master Kinds of Meaning...7
b) Improving Writing Skill...8
c) Recognizing Groups of Vocabulary Items...8
4. The Technique of Teaching Vocabulary...9
B. Picture...10 1. Defination of Pictures...10 2. The Purpose of Using Pictures...11
3. The Advantages and Disadvantages of Pictures...11
4. Criteria for Good Picture...13 5. Kinds of Pictures...14
C. Teaching Vocabulary by Using Pictures...15
viii
A. Description of the School...18 B. Curriculum...19 C. English Text Book...19 D. English Teaching and Learning Process...20
E. The Evaluation Carried Out by the Teacher...20
CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS
I. Research Methodology...21
A. The Aim of Study...21 B. The Place and Time of Study...21 C. The Subject and the Object of Study...21 D. The Technique of Collecting Data...22 E. The Technique of Data Analysis...23 II. Finding Researrch...24
A. Data Description...24 B. The Analysis of Data...25 C. The Interpretation of Data...29
CHAPTER IV : CONCLUSION AND SUGGESTION
A. Conclusion...31 B. Suggestion...31
BIBLIOGRAPHY...33
1
INTRODUCTION
This chapter presents the general account of the present study. It covers background of study, formulation of the problem, aim of the research, and contribution of the research.
A. Background of Study
Language is an essential part of human life. It is used as a means of communication among people. As human beings who live in society, communication cannot be avoided, neither can a language.
Among languages in the world, English is placed in the highest priority to choose when people among countries communicate each other because English has become an international language. People who learn English language may have some specific reasons. They may learn it because they have to communicate with the communities that use English as their language. They may learn it because they are interested in the culture and want to know more about the people who speak it and to know place(s) in which it is spoken. English is a part of school ccurriulum because a decision has been taken by the authority that it should be so.1
In addition to the four language components to teach: such as grammar, pronunciation, spelling and vocabulary. Vocabulary is crucial component in requiring and understanding language. A good vocabulary goes hand in hand with an ability to think logically and to learn easily and quickly. A good deal range of vocabulary and an ability to use words correctly and effectively can be a passport to worlds of interesting and exciting information. The tenses of English can be in the past, present and future depending on the time when the people speak.
Based on the writer observation at Junior High School (SMPN) Pontang 1, most of difficulties that are faced by students in learning English are vocabulary mastery. It can be caused by some factors, such as the limitation of time to explain all the vocabulary in material that they learnt so the teacher do not give the
1
material optimally. Moreover, the large number of students in the classroom that
must be handled by a teacher simultaneously and students‟ habit in using mother
tongue is greatly influence in their vocabulary mastery.
In the other side, there are many factors that make the students‟ vocabulary
is low. There are came from the internal and external factor. The internal means factors from tthe inside of the students themselves such as motivation, interest, intelligence, etc., and the external is the factors from aoutside of the students that affect their learning process such as background, learning materials, and teachers‟ performance including their teaching methods.
Teaching and learning should be exciting and satisfying for both teacher and students. The English teacher has to think a suitable way, subject material and how to apply it in classroom. The English teachers demanded to be a teacher who successed in teaching foreign language especially teaching vocabulary subject. They should be creative to teach this subject in various ways and stimulate students in order to feel comfortable in learning it and they understand the materials, because English is not the first language for Indonesian students.
English teachers have to be able to organize teaching language activities; they have materials by using suitable techniques to master the subject matter. A good technique may make students understand and master the lesson better. Asking children to learn of vocabulary by memorizing is usually ineffective methods. Sometimes, children remember their meaning for a short period of time.
There are many ways in teaching English vocabulary as a solution for teacher‟s problem. Exactly, the English Teachers usually use the easiest and simplest ways in teaching learning process. They can combine the social interaction with physical action; by visiting museum, playing tennis or having a tour. In the classroom the teacher usually gives simple words and the visual aids to give an alternative technique of teaching and learning process.
form are conveyed (presentation) and what is done to make the use of the
language unconsious (repetation).2
Based on the case, the writer gave an alternative technique by using pictures
to improve student‟s understanding in learning vocabulary. Because using pictures
in teaching vocabulary is expected to be effective helpful in teaching learning process, so the students become easy in understanding and studying English. If someone has ability in mastery English, they may express their knowledge by improving their English voabulary.
Based on statement above, the writer is going to analyze about
“IMPROVING STUDENTS‟ UNDERSTANDING IN LEARNING
VOCABULARY THROUGH PICTURES” (A Classroom Action Research in the
Seventh Grade of SMP 1 Negeri Pontang)”
B. Limitation and Formulation of Problem
The limitation of problem which is described in this research paper in
learning vocabulary to improve students‟ understanding by using picture.
The formulation of the problem studied in this research is how to improved students‟ understanding in learning vocabulary by using pictures?
C. Aim of the Research
The aims of the research are to know how using pictures develop students‟
understanding in learning vocabulary at seventh grade of Junior High School (SMPN) Pontang 1 Serang Banten.
D. Organization of the Study
This writing is divided into five chapters. The first chapter explains the introduction, which contains the background of the study, the limitation and formulation of the problems, the objectives of the research, and the organization of the study.
The second chapter explains the theoretical framework, which divided into four sub-chapters. The first sub-chapters is vocabulary that contains of definition of vocabulary, the kinds of vocabulary, vocabulary usage and the technique of teaching vocabulary. The second sub-chapters is pictures that contains of
2
definition of pictures, the purpose of using pictures, the advantages and disadvantages of pictures, criteria for good pictures, and kinds of pictures. The third chapters is teaching vocabulary by using pictures. And the last sub-chapter is teaching English vocabulary to children.
The third chapter is school profile. It contain the description of the school, and curriculum of school.
The fourth chapter is divided into two sub-chapter. The first sub-chapter is Research Methodoology consist of the Method of the Research, the Aims of Study, the Placce and Time of Study, the Subject and the Object of Study, the Technique of Collecting Data, the Rreseacrh Design, the Classroom Action Research Procedures, and the Technique of Data Analysis. The second sub-chapters is Research Finding consist before Implementing the Action, the Implementing of Classroom Action Research, after the Implementing the Action, the Analysis of Data, and the Interpretation of Data.
Finally, the fifth chapter is Conclusion and Suggestion. In this chapter, the writer describes some conclusion and giving suggestion dealing with the metter. The writer also encloses the apendices and bibliografy completing her research paper.
5 anyone who learns a language. A learner of foreign language will speak fluently and accurately, write easily, or understand what he reads or hears if he has enough vocabulary and has a capability of using it accurately.
It is abvious that vocabulary is very important for learning a language, especially English, because the English vocabulary is extremely large and various. Therefore, it is highly essential for English teachers to help their students to understanding vocabulary. There are definitions of vocabulary given by experts.
Penny Ur defines that vocabulary is the words that teach in the foreign language.1
Hatch and Brown define vocabulary as a list or set of words for a particular
language or set of words that individual speakers of language might use.2
In Oxford Dictionary, vocabulary is defined as follows3 : a). All the words that a person knows or uses.
b). All the words in a particular language.
c). The words that people use when they are talking about a particular subject. d). A list of words with their meanings, especially in a book for learning a foreign
language.
From the definition above, it shows that vocabulary is a component of language and number of words used by a person, class, profession, etc. In the communication and every aspect such as in trade, education, business, etc.
1
Penny Ur, A Course in Language Teaching Practice and Theory (New York: Cambridge University Press, 1996), p. 60.
2
Evelyn hatch and Cerryl Brown, Vocabulary, Semantics, and Language Education
(Cambridge: Cambridge university press, 1995), p. 1.
3
2. The Kind of Vocabulary
There are two kinds of vocabulary used by the people for the communication, namely: general and specific vocabulary. General vocabulary is all of the words that are used in general; there is no limit of fields or users, general in meaning and use. And specific vocabulary is used in certain field, job, profession or special science. For example: politicians, Jurnalisticts, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives or work.
Jo Ann Aebersold and Mary Lee Field classify vocabulary into active and
passive vocabulary.4
The meaning of active and passive vocabulary is:
a. “Active vocabulary; is also called as produtive vocabulary.students must know how to pronounce it well, they must know and be able to use grammar of the target language, and they also must be familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skills”.5
Meanwhile, Finocchiaro says that “vocabulary is divided into
two namely: function and content words”.6 The function words are a closed class, we cannot add the preposition or auxiliaries or modals or any structure words of the language. The content words can be added to any times as new scientific advances make new words.
The content words can be divided into three general classes:
a) Words naming thing, ideas, entitles, that we might call them nouns.
b) Words action called verbs.
c) Words used to describe the qualities of those things or actions called
adjective and adverbs.7
4
Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher (New York: Cambridge University Press, 1997), p. 139.
5
Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher...p. 139.
6
Finochiari Marry and Bonomo Michael, The Foreign Language Learner: A Guide for Teacher (New York: Regent Publishing company inc, 1973), p. 86.
7
b. Passive vocabulary; refers to language items which can not only be recognized and understood in the context of reading or listening, but also called as receptive vocabulary.8 Passive vocabulary or comprehension consist of words comprehended by people, when they read or listen.
3. Vocabulary Usage
Before discussing vocabulary use, first of all we have to know the meaning of vocabulary. From the defination before it can be seen that vocabulary is amount of words possessed and used in order to understand or to express an idea.
The word “use” has a meaning as a function or an advantage. So it can be said that from the definition above the vocabulary usage is the function or the usage of wards which are used in a language. It means that when using the words, they should know the function or the use of the words or vocabularies because it can guide them in understanding the language which is learned.
Mastering vocabulary is an ability to get or to receive lots of words. By having and mastering vocabulary, they will know the meaning or vocabulary in the context. It can also help to avoid making the mistakes in identifying a language with the dictionary and guidance in making the equivalence of the second language to native language.
Here are some vocabulary uses
a. Helping Students’ Master Kinds of Meaning
In mastering vocabulary students need to know kinds of meaning before constructing new sentences. Fries says at least there are four kinds of meaning in mastering vocabulary content:
1) Lexical content, it means all the words listed in a dictionary.
2) Syntactical, the study of the rules governing the way words are combined
to form sentences and other construction in a language. It means the essential to any understanding of the utterance expressed by word order.
3) Morphological, it is opposed to synta. Morphology is the study of words
structure or in more generally the study of the interrelationship between all elements or sentence structure (including morphemes).
8
4) Pitch contours, the points is which help us master kind of meanings is utterance. Even single words constitute very different utterance when
spoken with different intonations.9
The writer concludes that general problem in teaching English is understanding meaning. Most students have found difficulties in understanding and memorizing words because they do not know the meaning of the words when they are learning it.
To anticipate those problems, teacher should give a better way to the students to enhance their vocabulary skill. One of the ways is giving a suitable instructions for the students based on their age. Here the teacher also needs to guide the students. It is supposed that the students can be made more interested in learning English.
b. Improving Writing Skill
Writing is as a language skill which needs a lot of words in it. It is right, because no words no writing. There are some writing tools, such as grammar, vocabulary, spelling and usage. You have used these all your life and have learnt
to use some effectively.10
So vocabulary as one of the writing tools has significant role in writing, because the number of words we use is a reasonable measure of our intelligence
and our writing quality. William D. Baker said: “....the number of words you use
is reasonable measure of your intelligence; so true that many colleges use vocabulary test as the primary predictor of a student‟s academic success.11
From the explanation above, there are so many useful of vocabulary in improving the language skills, such as developing writing skill.
c. Recognizing Groups of Vocabulary Items
Vocabulary is extremely large and also varies. Teacher however must help their students to recognize various vocabulary items by involving them as the
9
Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 38. 10
William D. Baker, Reading and Writing Skills (USA, 1971), p. 21.
11
central points of the activity as Fries says “gaining words of English must begin with a recognition of the fact that the vocabulary items are of various kinds”.12
For further into Fries classifies groups of vocabulary items into four groups:
1) Firts is function words, in this groups it consists of auxiliaries,
prepositions, conjunctions, introgative particles, and a miscellaneous group consisting of the words for degree, for generalizing, the articles, etc.
3) Third one is grammatical matters as the presence or absence or a negative.
4) Fourth one is words called content words. These are the words that
function as symbols of phenomena which we react upon as the world of
reality about us. Symbols for things, action, and qualities.13
4. The Technique of Teaching Vocabulary
We have noted that visual aids are available in many techniques.
According to Marianne Celce-Murcia techiques in teaching vocabulary is divided ino two part:
a) Unplanned Vocabulary teaching is the temporaneous teaching of problem
vocabulary items that come up without warning in the course of a lesson.
b) Planned Vocabulary teaching is where the teacher goes into the classroom with
an item or set of vocabulary items that she has decided beforehand will be
taught during the course of the lesson.14
According to Mildred A. Dawson, etc there are several ways to teach vocabulary:
1) Take time to discuss unfamiliar words.
2) Phrase questions in such a way that new words are called for in the child‟s answer.
3) List key vocabulary on the chalkboard in summarizing main ideas in a
situation.
12
Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 40.
13
Charles C. Fries, Teaching & Learning English as a Foreign Language...p. 47.
14
4) Display and label pictures that will clarify and enrich the meaning critical terms.
5) Provide activities that will require the use of new words as children plan, carry through, report on and evaluate them.
6) Teach children to use contextual clues and reference books that explain
words.
7) Generally impress upon pupils the meaning and usefulness of new terms.15
B. Picture
Pictures have been used for centuries to help students understand various aspects of foreign language. Pictures have motivated the students, made the subject clearer to understand, and illustrated the general idea and forms of an object reaction which are particular to a culture.
Teachers have always used pictures or graphics, whether drawn or taken from books, newspaper and magazine or photograph, to facilitate learning. Pictures can be in the form of flash card (small cards which we can hold up for our students to see), large wall pictures (big enough for everyone to see detail) cue card (small cards which students use in a pair or group work), photograph or illustration.
The use of pictures is an excellent ways of drawing children to books; a picture illustrating a familiar story may give the child a sense of security. It can help develop various (other) needed skills such as visual discrimination, attention to detail, experience, and extension of concepts.
Pictures most frequently serve to help reader‟s approximately words in
normal reading situations, during the begining stages of reading, particularly as an approach to introduce words, picture clues are useful in actual words identification.
1. The Defination of Picture
Pictures are kind of visual instruction materials which might be used more effectively to develop and sustain motivation in producing positive attitudes toward English and to reach or reinforce language skill.
15
In Webstern New world Dictionary of American English we can see that “picture is an imagine or likeness of an object, person or scene produced on a flat surface, especially by painting, drawing or photography”.16
According to Andrew Wright, “pictures are the most suitable tool for the revision of known language and more recombination or manipulation word, picture are not just an aspect of method but through their representation of places,
object and people they are an essential part of the overal experiences”.17
The effectiveness of visual aids in language teaching has been universally a knowledge. While picture according to Mariana Karim and Fatmi Ahmad are the visual aids, which can give information more clearly than thing which are
expressed by words.18 Moreover, pictures according to Arief are the simplication
or imitation from the real things.19
From the definition above, it shows that pictures are imitation from the real things which can give a clear description about the problem described.
2. The Purpose of Using Pictures
The purpose of using pictures for the students is to give students an opportunity to practice the language in real context or in situations in which they can use it to communicate their idea and to help the students understand in writing. By using picture students can be guided and can be more easily to express their feeling about the picture marked.
3. The Advantages and Disadvantages of Picture
Pictures are important visual aids in teaching and learning vocabulary,
because pictures can be used to improve student‟s ideas and comprehention.
16
Noah Webstern, Webstren New Word Dictionary of American English (Prentice hall Regents 1994), p. 1022.
17
Andrew Wright, Picture for Language Learning (New York: Longman Group Limited 1983), p. 3.
18
Mariana Karim and Fatmi Ahmad, Language Teaching Media (Jakarta: Depdikbud Universitas Terbuka, 1986), p. 31.
19
Arief S. Sadiman, Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatan
Motivating interest is one of possible factors to achieve the goal of teaching-learning process, the teacher should be creative to find materials of vocabulary, of
ourse it should not beyond the students‟ knowledge.
By using pictures, the teacher can make the students get a clear perception about what they have to write, but sometimes they have difficulty in arranging the sentences, in this case the teacher should give students some instruction to stimulate their ideas.
a. The Advantages of Using Picture.
Pictures have been used for centuries to help students understand various aspect of foreign languages. There are many advantages of using picture in teaching, such as pictures help motivate the students to make subjects clearer they are dealing, and illustrated the general idea and forms of an object or action which are particular to a culture. According to Robert Lado, pictures can be used effectively to teach language and cultural content. They have often been used to
elicit conversation on topics such as shopping, a vication or a party.20
According to Vernon S. Gerlach21 the advantages of using picture are:
1). 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 is a power tool.
6). They help to focus attention and develop critical judgment. 7). They are easily manipulated.
20
Robert Lado, Language Teaching A Scientific Approach, (New York: McGrow-Hill, Inc, 1964), p. 195.
21
b. The Disadvantages of Using Piture
Besides the advantages, pictures as a teaching aids have disadvantages or limitation. The writer assumed that it is difficult to make a picture that explained an abstract condition, the students pay attention on the picture more than on learned material, the teacher has to prepare himself to make a picture or to find a good picture. Because the students do not always know how to read pictures and the picture often limits student‟s interpretation and if the picture small and unclear may problems in teaching learning process since the students may misunderstand about the picture, and it takes time and costs much to provide attractive picture.
According to Venon S. Gerlach the disadvantages of using pictures are22:
1). Sizes and distances are often distored.
2). Lack of color in some picture limits proper interpretations. 3). Students do not always know how to read pictures.
Possible ways to overcome them are:
a). The teacher should avoid using pictures attach more attention to them than to activity. He also should control the student‟s ativities including their attention during the teaching learning process.
b). The teacher should make or choose attractive simple pictures to avoid wasting time and money.
c). The teacher should make or choose big and clear enough piture in order to avoid misunderstanding about the pictures.
4. Criteria for Good Picture
The teacher should have the ability to convey good material to the students, when the teacher teaches in class; teacher needs some media to make students easier in understanding material. Picture is one of visual aids that the teacher used in the class while teaching.
According to Andrew Wright , there are some criteria for selecting good picture for the students, such as:
a) The aid must be easy to prepare and organize by the teacher.
22
b) The aid must be interesting for students.
c) The aid must be excellent point of view and sufficient amount of
language.
d) The aid must be fit in with the best principles of education.23
While according to MAC M.Ramirez the pitures should be directly relevant to a specific teaching objective and should be identified by the lesson with it is to be used. Beside that, the pictures should be simple graphic and easy to use or
manipulate.24
Based on the explanation above, the criteria for good pictures should be clear and big enough to see. It should be relevant to the topic which is being discussed and being appropriated with the students‟ knowledge.
5. Kinds of Pictures
There are many pictures that we can see in our life, according to Mary Finocchiaro in his book, that pictures are divided into three kinds, as follows:
a) Pictures of individual persons of individual objects, there are single
pictures of object of person, such as pictures vary in size and can be mainted single or in set.
b) Picture of situation in which persons are doing something with objects
and in which relationship of object and/or people can be seen.
c) A series of pictures (six to ten) on the chart as a number of related
composite picture linked to form a series or sequence.25
According to William Frances Mackey there are some different types of pictures namely:
a) Thematic Pictures
Thematic Pictures are those used simply to illustrate a theme or text. It most often comes in the form of crowed scenes, illustrating a single theme, etc.
b) Mnemonic Pictures
Mnemonic Picture are those disigned to remind the learner of certain words or sentences. They may represent situations broken up into sequences and presented in a short comic-trip technique.
23
Andrew Wright, Pictures for Language Learning (New York: Longman Group Ltd, 1983), p. 3.
24
MAC M. Ramirez, The Neglected Tools can work for You (the Art of TESOL Selected Articles from the English teaching Fforum, Part Two, 1975), p. 268.
25
c) Semantic Pictures
Semantic Pictures are those whole sole function is to get a specific meaning across.26
C. Teaching Vocabulary by Using Pictures
In presenting the meaning of the words to the students, Jeremy Harmer said that “pictures can be used to explain the meaning of vocabulary items; teacher can
be draw things on the board or bring in pictures”.27
From explanation above, the teacher can presented new vocabulary by using pictures. Because using pictures is more effective and easy.
We have mentioned several ways to show the meaning of an English word, trough pictures as the following:
1) Objects already in the classroom.
2) Objects that can easily be brought to class (umbrellas, scissors, tools,
buttons of many colors and sizes, etc.)
3) Drawing by the teacher and drawings by students.
4) Pictures from magazines and newspapers (as well as from commercial
sources).
5) Demonstrations to show actions.
And then we can explain something, as noun, verb, or adjective, example:
- Write noun words like: “eraser”, “pen”, “pencil”, “book”, etc. In this case,
by showing pictures (photograph or drawing) is one ways to explain about that.
- Write verb like as: “write”, “read”, “sit”, “run”, etc by showing the
pictures about activities that related to the words of “write”, “read”, “sit”, “run”.
W. F. Mackey, Language Teaching Analysis (London: Indiana University Press, 1971), p. 245.
27
Moreover, according to Raimes (1983), pictures can help the teachers and students in teaching and learning vocabulary, and other components of language. As a matter of fact pictures can help students to imagine the real object. In short, the concept of picture is the shared experience of many people because of their matching ability which enables them to match the words with pictures. It should be mentioned that pictures as mental representation of mind can better affect learning. Pictures are used in the classrooms as teaching devices and can be found to give practice in most skills and components and in most stages of teaching. Pictures can motivate students because motivation is found to be an important factor in learning everything. Dale H. Schunk said that a common belief is that people will learn or do well if they are interested and will learn or perform well if
they are uninterested.28
Allen (1983) also has shown that the more modalities are involved in association, the more readily items will become available in various situations. Items should therefore be presented in association with visual representations (pictures, objects), aurally, and in association with activities of all kinds. Hence, there is a great need for research into the vocabulary teaching methods to guide us toward the most effective one.
D.Teaching English Vocabulary to Children
Teaching vocabulary to children is not easy. It needs extra patience and hard work because children like to play and cannot be serious about something. Beside that, they do not have a strong desire to learn a second language as they learn their native language. This can happen since the mastery of their native language is a basic need for them in order to communicate while in learning the second language they can always count on their native language if they have trouble.
To improve vocabulary, the students were encouraged to take an interest in words. It hardly needs saying that the students cannot build their vocabulary unless they become interested in words. The students cannot expect to enlarge
28
their vocabulary unless they take a lively interest in the words that they hear and read in the words that they must speak and write. Taking interest in words means doing something about them. A genuine interest leads to activity.
The prime method of promoting growth in children‟s vocabularies is enrichment of experience, both actual and vicarious. Big new words have special appeal for young children, and they quickly begin to use any words they hear in connection with their various learning activities. Vicarious experiences, too, extend and deepen the children‟s understanding as they listen to stories and explanations,29 watch television or films, listen to radio or recordings, study pictures in their books and read verse and stories.
Therefore after the students have interest in the words, the students must prick their ears up when they hear a word that they have not hears before. And the students must open their eyes when they read a word that they have not seen written before.
29
18
SCHOOL PROFILE
A. Description of the School
SMP 1 Negeri Pontang is lokated on Ciptayasa street, Pontang and Serang-Banten. It was built on land which is about 18.154 m2 wide. The school has 21 classroom, teacher room, principal room, and library such as Computer Lab, Biology Lab, and other supporting facilities.
The school has three English teachers who graduated from the famous university in Serang. The bellow table will explain their qualifications:
Table 3.1
IX Year Civil Servant
(PNS)
Although they graduated from different university and have different experience of teaching, they have the same vision of teaching English in SMP 1 Negeri Pontang is make the students to be able to communicate using English in spoken or writen, and of course to help them get standard graduated score or „SKL‟ which determined bythe government.
