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CHAPTER I
INTRODUCTION
1.1 Background of the Problem
There are four basic skills in learning English. They are listening, speaking, reading, and writing skills that should be mastered by the students.
Then, there is another language component in English, it is vocabulary.
Vocabulary is an important part of English. According to Manan (2017), vocabulary is body of words in a particular language. In addition, another researcher writes that vocabulary is the core component of language proficiency and provides much of the basic for how well the students listen, speak, read, and write. The first step in learning English is mastering the vocabularies as element of language learning to support the idea (Richards and Renandya (2002)).
Vocabulary is essential of English learning, because someone need vocabulary in communication in order to express their idea. Vocabulary is very important for everyone, not only supporting those four skills, but also facilitating everyone in translating the text. Building up a useful vocabulary is central to the learning of a foreign language at primary level. It means that if the students want to master the four skills of English, the must to master vocabulary first.
Based on my experiences, I found several problems when I taught in seventh grade for around five months. The researcher found that the students are lack of vocabulary. This case makes the students in trouble to speak their mind in English. Besides, the English materials which teachers explain for the students are
difficult to be accepted. Therefore, it is hard for the students to improve their English because they lack of English words.
Based on observation also, many students get difficulties in mastering vocabulary easily and quickly. To improve students’ vocabulary mastery the teacher needs appropriate models to teach them. The teacher should choose interesting appropriate strategy. Learning vocabulary at Junior High School can be done through many ways, such as: dictionary, picture, guessing, reading, game, etc. in this case the researcher would taken picture in teaching vocabulary, especially Picture Word Inductive Model (PWIM) because trough picture the students can see person, place, and thing directly. The used of picture are more efficient and practice than word. They easier to recall and remember than words, further more they expose real life situation although it happen a long time ago.
The Picture Word Inductive Model (PWIM) was predicted effective to teach vocabulary due to some reasons. According to Joyce (2009), Picture word Inductive Model is a teaching model to learning by using pictures that contain familiar objects, actions, or events to stimulate students to mention words from own student vocabulary.
Based on the explanation above, the researcher was interest to organize the research entitled “The Effect of Picture Word Inductive Model (PWIM) on Students’ Vocabulary at the Seventh Grade of SMPN 4 Bintan in the Academic Year 2021/2022”.
1.2 Identification of the Problem
Based on background of the problem, the researcher identified of the problems as follow:
1. Students are lack of vocabulary.
2. Students get difficulties to speak their mind in English.
3. Students get difficulties to master the material from the English teachers.
1.3 Limitation of the Problem
Based on the identification of the problem, the researcher limits the problem students are lack of vocabulary in this research at the seventh grade.
1.4 Research Question
Based on the limitation of the problem, the researcher proposed a question of this research:
Is there any significant effect of Picture Word Inductive Model (PWIM) on Students’ Vocabulary at the seventh grade of SMPN 4 Bintan in the academic year of 2021/2022?
1.5 Objective of the Research
Based on the statement of the problem, the objective of the research is to find out whether or not there is a significant effect of Picture Word Inductive Model (PWIM) on Students’ Vocabulary at the seventh grade of SMPN 4 Bintan in the academic year of 2021/2022.
1.6 Significance of the Study
The significance of this research are:
1. For the Student
This research would be useful for the students to know ways in improving their vocabulary. Besides, the students will be motivated to explore their imagination of things they see and relating the things with their English.
2. For the Teacher
This research would facilitate the teachers to know the ways in using Picture Word Inductive Model (PWIM) to improve the students’
English vocabulary. Moreover, the teachers will be able to use this research as a model of teaching vocabulary to improve results teaching vocabulary.
3. For the researcher
This research could be reference to other researchers, in developing research related to learning achievement used Picture Word Inductive Model (PWIM) as media in the learning process.
1.7 Definition of Key Terms
In this part, there are several terms that need to be clarified to avoid possible misunderstandings and misinterpretations, as follows:
1. Vocabulary: Vocabulary is a series of words have a meaning that must be learnt first by learners. It will help the learner in learning English language well.
2. Picture Word Inductive Model (PWIM): Picture Word Inductive Model is a teaching approach using familiar pictures that can attract students’
attention to actively participate in the learning process, and can also help students to think inductively which comes out of their own mind based on what they see
