THE USE OF PICTURES AND REALIA TO IMPROVE
STUDENTS’ VOCABULARY MASTERY
(A Classroom Action Research of the Third Grade Students of SDN
Karanggondang 01 in the Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty State Istitute for Islamic Studies (IAIN) of Salatiga
By:
RIFQI AMAL FATAH
NIM: 113 11 070
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE ISTITUTE FOR ISLAMIC STUDIES (IAIN) OF
DECLARATION
BISMILLAHIRROHMANIRROHIM
In the name of Allah,
Hereby, the writer declares that this graduating paper is written by the writer
himself. This paper does not contain any materials which have been published by
other people, and it does not cite any other people‟ ideas except the information from the references.
The writer is capable of accounting his graduating paper if in the future it
can be proved of containing others‟ idea or in fact, the writer imitates the others‟
graduating paper.
Likewise, this declaration is written by the writer to be understood.
Salatiga, May 8th 2018
The writer
Salatiga, May 8th 2018
Noor Malihah, S.Pd.,M.Hum.,Ph.D
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) of Salatiga
ATTENTIVE COUNSELOR‟S NOTE Case: Rifqi Amal Fatah‟ graduating paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu‟alaikum Wr. Wb.
After reading and correcting Rifqi Amal Fatah‟s graduating paper entitled“THE
USE OF PICTURES AND REALIA TO IMPROVE STUDENTS’
VOCABULARY MASTERY (A Classroom Action Research of the Third Grade Students of SDN Karanggondang 01 in the Academic Year of 2017/2018)”; I have decided and would like to propose that if this paper can be accepted by the Dean of Teacher Training and Education Faculty, I hope this paper can be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Counselor,
KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI (IAIN) SALATIGA FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Lingkar Salatiga KM.2 Telepon (0298) 6031364 Kode Pos 50716 Salatiga
Website:http://tarbiyah.iainsalatiga.ac.ide-mail: tarbiyah@iainsalatiga.ac.id
A GRADUATING PAPER
THE USE OF PICTURES AND REALIA TO IMPROVE STUDENTS’
VOCABULARY MASTERY
(A Classroom Action Research of the Third Grade Students of SDN Karanggondang 01 in the Academic Year of 2017/2018)
WRITTEN BY:
RIFQI AMAL FATAH
NIM. 113 11 070
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) of Salatiga on May 31st 2018 and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education Department.
Board of Examiners
Head : Dr. Ruwandi, M.A.
Secretary : Noor Malihah, S.Pd.,M.Hum.,Ph.D
1st Examiner : Norwanto, S.Pd.,M.Hum.,Ph.D
2nd Examiner : Hanung Triyoko, S.S.,M.Hum.,M.Ed
Salatiga, June 4th 2018
Dean of Teacher Training and Education Faculty of IAIN Salatiga
Suwardi, M.Pd.
MOTTO
“
Do What You Can with All You Have, Wherever You Are
“
DEDICATION
This graduating paper is heartedly dedicated for:
1. Allah Almighty and Prophet Muhammad SAW (peace be upon Him).
2. My parents (Umar Yadi and Siti Muzazanah) who have been supporting me.
May God take care of you as you both took care of me since I was child.
3. My younger brothers (Adi Kurniawan and Tatas Bayu Romadhon). My
younger sisters (Intan Nur Rahmania and Asri Megasari). Thanks for your
kindness.
4. My big family who supported for my education and finishing this graduating
paper.
5. My fabulous counselor, Noor Malihah, S.Pd.,M.Hum.,Ph.D for giving me lots
of suggestions and motivations.
ACKNOWLEDGMENT
In the name of Allah, the most gracious and merciful, the Lord of
universe. Because of Him, the writer could finish this graduating paper as one of
the requirement for Sarjana Pendidikan in English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic Studies
(IAIN) of Salatiga 2018.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this success would not be achieved without those supports, guidance,
advice, help, and encouragement from individual and institution, and I somehow
realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, S.Pd.,M.Hum.,Ph.D. as the Head of English Education
Department and also as a counselor who has educated, supported, directed
and given the writer advices, suggestions, and recommendations for this
graduating paper from beginning until the end.
4. All of the lecturers in English Education Department.
5. All of the staffs who have helped the writer in processing the graduating
paper administration.
6. SDN Karanggondang 01 for letting the writer conducts a research on his
teaching.
7. My beloved mom Siti Munjazanah and my father Umar Yadi thanks for
your praying, guidance, love and kindness. You are the best parents and
your smiles give me power to always stand up. You are my everything.
8. My lovely brothers Adi Kuniawan and Tatas Bayu Romadhon, my lovely
sisters Intan Nur Rahmania and Asri Megasari, thanks for your kindness.
10. All of my family in South Mendoh Village, thanks for your support for
me. I love you.
11. All of my beloved friends in campus, thanks for your friendship, kindness,
kidding and support.
12. My friends in TBI‟ 11, a thousand of thanks who have given me sweet moments.
13. All my friends anywhere, thank you for your support and togetherness.
Finally this graduating paper is expected to be able to provide
useful knowledge and information to the readers, and the writer is pleased
to accept more suggestion and contribution from the readers for the
improvement of this graduating paper.
Salatiga, May 8th 2018
The writer
ABSTRACT
Fatah, Rifqi Amal. 2018. The Use of Pictures and Realia to Improve Students‟ Vocabulary Mastery (A Classroom Action Research of the Third Grade Students of SDN Karanggondang 01 in the Academic Year of 2017/2018. A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) of Salatiga. Counselor: Noor Malihah, S.Pd.,M.Hum.,Ph.D.
Keywords: Picture and Realia, Vocabulary Mastery, Classroom Action Research.
The research is about the use of pictures and realia to improve students‟ vocabulary mastery of the third grade students of SDN Karanggondang 01 in the
academic year of 2017/2018. The objectives of this research are (1) To find out
the influence of using pictures and realia to improve students‟ vocabulary mastery of the third grade students of SDN Karanggondang 01 in the academic year of
2017/2018. (2) To find out the significance improvement before and after teaching
vocabulary using pictures and realia.
This research is Classroom Action Research (CAR). It was conducted in
two cycles. Each cycle consisted of four steps, they were planning, action,
observation, and reflection. The writer took role as an observer who observed
everything that happened in the class while the teacher performed CAR for the
students. The number of the students in this research was 28 students. The writer
used test and observation checklist to collect the data.
The result showed that the implementation of pictures and realia to
improve students‟ vocabulary mastery of the third grade students of SDN Karanggondang 01 in the academic year of 2017/2018 is really successful. The
students who passed the passing grade improved gradually from the cycle I and
the cycle II. The passing grade was 65. The improvement of the students‟ vocabulary mastery in using pictures and realia of the third grade students of SDN
Karanggondang 01 is significant. In the cycle I, the t-test was 7.002 and the t-table
was 2.056. The significant level was 5%. Then, in the cycle II, the t-test was
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR‟ NOTES ...iii
STATEMENT OF CERTIFICATION ………..…….iv
MOTTO ...v
DEDICATION ...vi
ACKNOWLEDGMENT ...vii
ABSTRACT ...ix
TABLE OF CONTENT ...x
LIST OF TABLES ...xiii
CHAPTER I : INTRODUCTION A. Background of the Research ……… 1
B. Research Questions…….………..4
C. Objectives of the Research ………....4
D. Significance of the Research ………...5
E. Hypothesis and Success Indicator ………...6
F. Procedure of the Research……….……….... 6
G. Graduating Paper Outline ………...… 14
CHAPTER II : THEORITICAL REVIEW A. Pictures………...……... 15
1. The Definition of Picture……….... 15
3. The Advantages and Disadvantages of Using Picture ……16
4. Types of Picture………...17
5. Sources of Pictures………..….18
6. The Use of Pictures………...…21
B. Realia……… 22
1. The Definition of Realia ……..……….………..…22
2. The Use of Realia……….…….……...…..23
3. Advantages of Using Realia……….….……..………24
C. Vocabulary……….……24
1. The Definition of Vocabulary………..24
2. The Kinds of Vocabulary………25
3. The Significance of Vocabulary………..…26
4. Teaching Vocabulary………...27
D. Previous Research Review………28
CHAPTER III : PROCEDURE OF THE RESEARCH A. Description of Cycle I………...………...… 30
B. Description of Cycle II……….….32
C. The Minimal Standard of Successfulness………..33
CHAPTER IV : RESEARCH FINDINGS AND DATA ANALYSIS A. The Result of the Research ………...34
1. Research Finding ………..………..………34
CHAPTER V : CLOSURE
A. Conclusions ……….……..63 B. Suggestions ………...……..……….….64 REFERENCES
LIST OF TABLES
Table 1.1: List of the Third Grade Students………...……….…8
Table 1.2: Research Schedule………..9
Table 4.1: The Students‟ Result Observation Check List in Cycle I………..38
Table 4.2: Students‟ score of the Pre-test in the Cycle I………40
Table 4.3: Count of Passing Grade in the Pre-test of Cycle I………41
Table 4.4: Students‟ Score in the Post-test of the Cycle I……….….41
Table 4.5: Count of Passing Grade of the Post-test in the Cycle I……….…43
Table 4.6: Difference Square in Pre and Post-test Score of Cycle I...43
Table 4.7: The Students‟ Result Observation Check List in Cycle II………51
Table 4.8: Students‟ score of the Pre-test in the Cycle II………..53
Table 4.9: Count of Passing Grade in the Pre-test of Cycle II…….……….54
Table 4.10: Students‟ Score in the Post-test of the Cycle II………..55
Table 4.11: Count of Passing Grade of the Post-test in the Cycle II……….56
Table 4.12: Difference Square in Pre and Post-test Score of Cycle II………….. 57
CHAPTER I
INTRODUCTION
This is the first step of the research which will be used by the writer as a
guide. This chapter contents background of the research, research question,
objectives of the research, significance of the research, hypothesis and success
indicator, procedure of the research, and graduating paper outlines.
A. Background of the Research
According to Baharuddin and Wahyuni (2010: 5), Education is a
complex effort which has purpose to improve the human quality of a country.
It means education is very important for everyone because as human,
everyone should learn everything and get the knowledge. It can be held by
formal and informal institution, but the first thing that we have to know is,
that both of them are good in their purpose.
Nowdays, English is very important for people‟s life, mainly in the world of communication and work. It is why English is called as the world
language. We know that wherever people go abroad, they must use it to
communicate with other people. Also in the world of work, English is also
stated as the requirement of computer application. Therefore, People who
want to work in big company must have more ability in using English.
In education sector, Indonesian government has decision to include
English as school subject in the curriculum. Formally, students were taught
is begun from elementary school. Moreover, there are some education
institution which introduce English in kindergarten. It is so good to start
introducing English earlier for young learners.
English as the main language in the world has four skills namely
listening, reading, speaking and writing. Harris (1970: 9) states that those four
skills are supported by the learning of language elements. They are structure,
vocabulary, pronunciation and spelling. Therefore, vocabulary is one of the
important language elements the students should master. He also says that
vocabulary and grammar are two very important elements shared by all four
skills. From the statements above, it can be said that if the students learn all
four skills, they have to master the vocabulary.
According to Aarts, Bass and friends (2014: 436), vocabulary is used
in its everyday sense as a set of words. In English language teaching,
vocabulary is very important to learn. When the students have many lists of
vocabulary, they will be easy in learning English. They can also understand
the material well. As a result, they can use the vocabulary to have a short
conversation with their friend.
Based on the writer‟ experiences in teaching English for elementary
school, there are some problems in delivering English materials to the
younger students. This is because the children still tend to play with friend, it
makes them lost control when getting English materials. In addition, when
learning process runs, the students get difficulties to understand English
method and skill to make them participate because the result of students‟ vocabulary mastery and learning process have not been effective of the third
grade students of SDN Karanggondang 01.
One of good alternatives in joyful English teaching is the use of
media. Asnawir and Usman (2002: 11) state that media is something which
can deliver message and also can stimulate mind, feel and wish of audiences
(students), so it can motivate them to learn. The use of media is very
important because it causes all students can catch the materials clearly. It is
why media are very useful in learning vocabulary. There are kinds of media
such as picture, diagram, chart, realia, graph and etc. In this research, the
writer is interested to aplly pictures and realia in teaching elementary school
students. Using pictures and realia, students can remember and understand
their characters such as shape, color and function. Thus, it will help sudents to
remember about the name of something, also their meaning. For example,
when there is topic about things around us, the teacher can use picture and
relia to help them in memorize the name of things that they learn. Therefore,
it seems that these media are interesting to be applied to the students of
elementary school which still have limitation about vocabulary mastery.
Arsyad (2011: 15) says that in a teaching and learning process, there
are two important elements called teaching method and learning media.
These both aspects are mutually related. It is about the teacher‟ creativity to
use the appropriate media, so these media can attract the students in learning
Based on the explanation above, the writer would like to conduct a
research to the third grade students of SDN Karanggondang 01 entitled “THE
USE OF PICTURES AND REALIA TO IMPROVE STUDENTS’
VOCABULARY MASTERY (A Classroom Action Research of the Third
Grade Students of SDN Karanggondang 01 in the Academic Year of
2018/2019)”.
B. Research Questions
Based on the explanation above, the writer will simplify the problems
as follows:
1. Do pictures and realia improve vocabulary mastery of the third grade
students of SDN Karanggondang 01 in the academic year of 2018/2019?
2. How far is the significant improvement before and after teaching
vocabulary using pictures and realia?
C. Objectives of the Research
Based on problem of the research above, the writer has following
objectives:
1. To find out the influence of using pictures and realia to improve the
students‟ vocabulary mastery of the third grade students of SDN Karanggondang 01 in the academic year of 2018/2019.
2. To find out the significant improvement before and after teaching
D. Significance of the Research
The result of this research are expected to give some benefits as
follows:
1. Theoretically
The writer hopes that this research can contribute to the science of
linguistics, especially in using pictures and realia to improve students‟
vocabulary mastery..
2. Practically
a. Writer
This research can be used as a guide in improving the writer‟
teaching experience, especially by using pictures and realia in
teaching vocabulary.
b. Students
The writer hopes, this research can improve the students or
readers knowledge in learning vocabulary by using pictures and
realia. Those media are hoped to be able to ease the students in
learning vocabulary.
c. Teachers
The writer really hopes that this research can be used as one of
alternative media for English teachers in teaching vocabulary. By
using these media, they are hoped to interest their students in making
d. Institution
The result of this research can contribute to the institution to
develop and create English language curriculum appropriate the
students‟ need.
E. Hypothesis and Success Indicator
Based on the students observation result about learning vocabulary
in chapter I, the writer tries to resolve those problems by implementing
pictures and realia as a good solution to help the students in learning
vocabulary at the classroom. By conducting this research, the writer proposes
a hypothesis: The implementation of these media can improve the students‟ understanding about all of vocabulary material for young learners.
The success indicator of this research is shown in Lesson Plan (RPP)
(see appendix). The students‟ success and failure in conducting this research can be seen in cycle I and II by referring to the criterion of passing grade
(KKM) (see appendix). The passing grade of English Subject in SDN
Karanggondang 01 is 65. The teacher expects that there are at least 75 % of
the students who can pass the passing grade.
F. Procedure of the Research
1. Research Design
This research uses classroom action research. Wiriaatmadja
(2005: 13) says that a classroom action research is a method how a group
of teachers can organize their teaching learning condition and learn from
According to Arikunto (2008: 75), there are four steps in each
cycle for doing classroom action research, which can be explained as
follows:
a. Planning
In this step, the writer focuses on who, what, when, where, and
how the action is conducted.
b. Action
This step conducts to implement the strategies prepared in the
planning.
c. Observation
Observation is the next step to monitor and watch closely
teaching learning process and collects the data from the result of
action. The writer prepares the observation paper to know class
condition when the action done, then the writer makes the result of
observation, what the problem faced when teaching learning process
and look for good solution to solve the problem.
d. Reflection
Reflection is used to analyze the result based on the data which
have been collected to determine the next action in the next cycle. In
this phase, the writer could observe the activity which results any
process, the progress happened, and also about the positives and
2. Subject of the Research
The subject of this research is the third grade students of SDN
Karanggondang 01 in the academic year 2018/2019. This class consists of
28 students and this is the first year they get English Subject in this
school.
Table 1.1: List of the third students of SDN Karanggondang 01
No Name Sex
1 AAZ Female
2 AB Female
3 ADP Male
4 AKS Male
5 A Female
6 AA Male
7 ADN Female
8 FTH Male
9 ERA Female
10 ESF Female
11 FJM Male
12 FKS Female
13 HGF Male
14 IUN Male
15 KRA Female
16 KEP Female
17 LPA Female
18 MRA Male
3. Steps of the Research
In conducting this research, the writer makes some steps which
can help him in doing good research. It also helps him in managing the
schedule which can make it more effective. It can be seen in the table 1.2.
Table 1.2: Research Schedule
No Activities Time Allocation
1 Preparing the research proposal May
2 Doing cycle July
3 Doing observation August
4 Analysis data August
5 Writing the research result August
6
Continuing writing the graduating
paper
August
20 MAP Male
21 MRA Male
22 NSSA Female
23 RKR Male
24 RA Female
25 RM Female
26 STWN Female
27 WCS Female
4. Data Collection Method and Research Instrument
Collecting data is the important part to conduct a good research.
Arikunto (2010: 265) explains that there are some methods of collecting
data. There are questionnaire, test, observation, interview and
documentation. In order to collect the data, the writer uses three of them
by using documentation, observation and test as instruments to do good
research such:
a. Observation
According to Nunan (1993: 93), A Classroom observation is an
observation which focuses on the understanding of how social event
of the language classroom are enacted. In this classroom observation,
the writer observes the students activities in learning process. The
observation consists of two cycle, those are cycle I and cycle II. The
writer uses blank paper to record all of learning English activities of
the third grade students which is observed from beginning until the
end, especially for learning English vocabulary.
b. Test
According to Zuriah (2006: 184), Test is a set of stimulus that
is given to the people which aims at getting answer as the basic of
scoring. Here test means a method of collecting data through a set of
question that must answer by the students as sample. In this research,
the writer uses written sample of test which can measure the students‟
In this research, the writer uses written test. According to
Henson and Janke (2006: 86), there are subjective and objective in
written test. A subjective test evaluated by giving an opinion whereas
an objective test is written test which has right or wrong answer
include multiple choice and matching items. In this research, the
writer uses objective test which forms of multiple choice. It is used in
pre-test and post-test which content of ten questions.
c. Documentation
In this research, the documentation is based on teaching and
learning process during in the classroom. Here the writer uses photos
as the documents of the research because it can be an actual evidence
for the writer. It is also simple but really useful.
5. Data Analysis
In this research, the writer mixes methods to analyze the data.
According to Fraenkel and Wallen (2009: 557), mixes-methods are collect
and analyze by using qualitative and quantitative method in a single
research. Here the writer observes and analyze the process by using
qualitative method. After getting the scores, the writer analyzes it by
using quantitative method.
a. Qualitative Data
Qualitative research is very important to discover and analyze
the motives of behavioral science of human (Kothari, 2004: 3). In this
b. Quantitative Data
This research uses quantitative analysis to process the data.
The quantitative data is processes after the teacher and the researcher
get the score of the students. The score of the exercise in each correct
answer is 10 and 0 to each wrong answer. The maximum score is 100.
According Kothari (2004:3), Quantitative research is process
based on the measurement of quantity. To measure the quantitative
data, the writer uses the following formula:
1) To find out the mean score of the pre-test and the post-test
The formula of mean is:
∑
Note:
M = The mean of the students score
Σ X = The sum of the students score N = The total number of the students
2) To calculate the mean of difference
The formula of the mean of difference is:
∑
Note:
MD = The mean of difference.
N = The total number of the students.
3) To calculate standard deviation
The formula of the standard deviation is:
√∑ (∑ )
Note:
SDD = Standard Deviation.
D = The Difference between the pre test and the post
test.
N = The number of the students.
4) To calculate the standard error for the mean difference, the
researcher used this formula:
√
Note:
SE = The standard error for the mean difference.
SD = Standard Deviation.
N = The total number of the students.
5) To calculate the t-test, the researcher used this formula:
Note:
MD = Mean of difference.
SE = The standard error for the mean difference.
G. Graduating Paper Outline
In order to have a guidance, the writer organizes this graduating
paper into five chapter, they are: Introduction, Theoretical review,
Implementation of the research, Research findings and data analysis and
Closure. There are five chapters which will be discussed as follows:
Chapter I is introduction. It contains the background of the
research, research question, objectives of the research, significance of the
research, hypothesis and success indicator, research methodology, and
graduating paper outlines. Chapter II is theoretical review. It contains theory
of picture, realia, vocabulary and previous research. Chapter III is
implementation of the research. It contains procedures of the research.
Chapter IV is research findings and data analysis. It contains the result of
the research about the use of pictures and realia to improve students‟
vocabulary mastery of the third grade students of SDN Karanggondang 01
in the academic year of 2018/2019. Chapter V is closure. It contains
CHAPTER II
THEORETICAL REVIEW
This chapter presents theories which are related to the variable of this
research. The supporting theories are needed to help the writer to conducts this
research.
A. Pictures
Here the writer discusses about the definition of pictures, roles of
picture, advantages and disadvantages of using picture, types of picture,
source of picture and the use of picture. They are such:
1. The definition of picture
Picture is one of learning which can be used to explain the
subject matter. Zenger (1982: 78) states that picture is a flat visual
representation of an object, person or view, and its main purpose is to
draw attention to or emphasize to a certain thing. Picture is presentation
(as of a person, landscape, and building) on canvas, paper, or other
surfaces produced through painting, drawing, engraving, or photography.
In other definition, picture is one of the important learning
media which is very useful in learning process. Because of its simplicity,
we can bring it everywhere (Sudjana and Rifai, 1997: 71). Picture is one
of good media for teacher in delevering English materials. With pictures,
Belong to other education media, picture is media which is used
generally. It is about general language which can be understood and
enjoyed everywhere. Therefore, there is Chinese Aphorism defines that a
picture says more than a thousand of words (Sadiman and friends, 1993:
29).
2. Roles of Picture
Wright (1989: 10) states that pictures have several roles in the
class such as:
a. Pictures can motivate the students and make him or her want to pay
attention and want to take a part.
b. Pictures contribute to the context in which the language is being
used. They bring the world into the classroom.
c. Picture can be described an objevtive way or interpreted or responses
to subjectivity.
d. Pictures can response to question, or cue subtitutions through control
practice.
e. Pictures can stimulate and provide information to be referred to in
conversation, dicussion, and storytelling.
3. Advantages and Disadvantages of Using Pictures
According to Sadiman (1993: 29), there are advantages and
a. Advantages
1) Pictures is more realistic in pointing main problem than other
verbal media.
2) Pictures can overcome the limitation between space and time.
There are not all object and phenomenon can be brought to the
classroom.
3) Picture can overcome our limitation in observing something.
4) Picture is cheap, easy to be found and used.
b. Disadvantages
1. Picture just focuses on senses of eye.
2. Picture which is too complex is not quite effective in learning
process.
3. Pictures has limit dimension for large group.
4. Types of Pictures
There are so many types of picture. It may be small or large size,
it will be easily to be found everywhere. Wright (1984: 193-199) states
that pictures have many types, as follows:
a. Checkchart for picture
b. Pictures of single objects
c. Pictures of one person
d. Pictures of famous people
e. Pictures of several people
g. Pictures of places
h. Pictures from history
i. Pictures with a lot of information
j. Pictures of the news
k. Pictures of fantasies
l. Pictures of maps and symbols
m. Pairs of pictures
n. Pictures and texts
o. Sequences of pictures
p. Related of pictures
q. Single stimulating pictures
r. Ambigious pictures
s. Bizzare pictures
t. Explanatory pictures
u. Student and teacher drawings
5. Sources of Picture
According to Wright (1984: 182-187), there are sources of
picture as follows:
a. Newspaper
Pictures in newspaper are usually small and too distinct for
use with the whole class, but they are usually logical and linked with
b. Magazines
This is the major sources of useful pictures material of high
quality. Full page pictures are big enough for class use, while others
are more appropriate for individual work.
c. Advertisements and publicity
This includes direct mail leaflets, posters and advertisement
in magazines and newspaper. Sizes vary, making the pictures of use
in both classwork and groupwork.
d. Business brochure
Business brochures are used in many offices like: banks, post
offices and university. They showed reader written text and pictures
of building and facilities.
e. Catalogues
In some countries catalogue are rich of pictures material.
Tehre also specialist catalogues, for example, of toys, cars or gifts.
f. Calendars
Commonly in Indonesia calendars are illustrated with written
text are pictures to make it more interesting but sometimes for
advertisement media.
g. Postcards
Every possible subject is illustrated on post card. Post cards
collages at the cambridge, then a text can be given by students as if
written there.
h. Reproductions of art
Painting, drawing and photography represent an immense
range of subject, scenes and abstract concepts. The special qualityof
art is that it is expensive and stimulating. Reproduction of art can be
used for creative work.
i. Posters
Posters are designed big enough to be seen. A huge poster
may show a subject or it may illustrate a lot of information.
j. Intructions
Instructions for carrying out process such as cooking or
putting on a life jacket are often illustrated. They can be used in
sequencing activities.
k. Comics and cartoon strips
These are heavy illustrated. They are sequence of pictures
with are closely related to a narrative text. The stories in some
publication are illustrated by hundreds of photograph.
l. Family photographs and slides
Sometimes family photographs can be brought to the lesson,
m. Coursebook
There are illustrations in the coursebook. These illustrations
can be used in ways which the author does not suggest.
n. Playing card
Many playing cards have illustration. The card can be used
for their original purpose and the students ask to play the game in the
target language.
6. The Use of Pictures
Harmer (2001: 134-136) states that pictures of all kinds can be
used in a multiplicity of ways, as follows:
a. Drills
With lower level students a traditional use for pictures or
graphics whether drawn, taken from books, newspaper, and magazine
or photographs to facilitate learning.
b. Communication (games)
Pictures are extremely useful for a variety of communication
activities, especially where they have a game like feel such as
describe and draw activities.
c. Understanding
One of the most appropriate used for pictures is for
d. Ornamentation
Pictures of various kinds are often used to make work more
appealing.
e. Prediction
Pictures are useful for getting students to predict what is
coming next in a lesson.
f. Discussion
Pictures can stimulate question.
B. Realia
1. The Definition of Realia
In this modern era teaching without media is the boring learning
process. It depends on the teacher perception to use the suitable tools or
media to make learning process can run well.
Hubbard (1983: 115) states that realia is real life object which
enable the students to make connections to their own lives. It means that
realia is really important in order to make the students can know directly
about what they are learning. It also helps them to always remember about
the materials given because they can see and touch them directly.
According to Harmer (2001: 140), realia is an object from real
life. However, he adds that this realia can be used in classroom. He also
mentions that realia can be used to improve the students‟ uderstanding about culture and real life situation. Realia is also used in the classroom
There are samples of realia which accustomed to be used such insects,
coins, rocks, plants, pets, and so on. Although, Harmer says that realia is
used to learn about culture and real life situation, in this research the
writer will implement the use of realia to teach about everything or small
thing like fruit, vegetable, number and etc.
Based on the both explanation above, the writer can conclude that
realia is a part of media which can seen and touched directly especially
used for teaching and learning process in order to stimulate the students
be more interested and easy to follow the lesson.
2. The Use of Realia
According to Hubbard (1983: 114), there are several uses of
realia, as follows:
a. Uses for presenting vocabulary
b. Uses for presenting new structure
c. To help students get into character when acting out a dialogue or
doing role play
d. As props for dialogue or role play
e. Aids for various games
As an English teacher, the use of realia is only limited by our
imagination. It is possible to use realia to teach almost any subject.
Realia breathes life into new vocabulary, and the chances of your
students remembering the words you have taught them increases. Take
after experiencing the taste, touch and smell of the object. Realia doesn‟t have to be limited to food or drink. Timetables, tickets, newspapers,
clothes, and etc. In fact any object you can think of can be used as a
teaching aid (Nugroho, 2010: 20).
3. Advantages of Using Realia
According to Nugroho (2010: 20), there are some advantages of
using realia such:
a. Lesson which is presented to be meaningful a clear for the students.
b. Teaching and learning method are various.
c. The students become more creative to do various activities.
d. To create an interesting atmosphere.
C. Vocabulary
1. The Definition of Vocabulary
According to Hornby (1987: 419), Vocabulary is numbers of total
words in a language that is used by person. Vocabulary is the most
important component of a langauge power and the langauge elements that
should be learnt and taught. It means it will be difficult to master
language without mastering on understanding certain numbers of
vocabularies.
The term of vocabulary refers to the list or set of words for
particularly language or list of words there individual speakers of
deliver our mind or idea to other people and to understand peoples mind
(Hatch and Brown, 1995).
Based on the definition above there is a simple definition of
vocabulary which can make us understand it, that is the total number of
words which is arranged in alphabetical and also has meaning to make up
a language.
2. The Kinds of Vocabulary
According to Shepered (1998: 3), there are two vocabularies
namely a receptive vocabulary and on expressive vocabulary. They are
such:
a. Receptive vocabulary
Receptive vocabulary is the words that know when we
listen or read or the words that know when we receive thoughts from
others. These are many words that recognize when hear or read them
but do not use when speak or write. If we have a receptive vocabulary
of 14.000 words, the chances are that in 80 percent of what we write.
We rely on a vocabulary of fewer than 3.000 words and that in 95
percent of what you say you use a vocabulary of fewer than 1.000
words.
Receptive vocabulary is our basic vocabulary that is the
total storehouse of words which we can use to understand the
thoughts of others when we listen and read. It is also all the words on
speaking and writing are all words you know when we hear or read
them. Therefore our first goal of vocabulary development should be
to increase the size of our receptive vocabulary.
b. Expressive vocabulary
Expressive vocabulary is the words which are used when
we speak or write and also used when we express our thoughts to
other, but an expressive vocabulary almost certainly contains of many
words which we don‟t use when we speak and write. Therefore, our
goal is we can use it in speaking and writing aspect. The most
efficient way to increase one‟s expressive vocabulary is to become
better at recalling words in his receptive vocabulary.
3. The Significance of Vocabulary
Vocabulary is basic to communication. If acquirers do not
recognize the meanings of the key words used by those address them,
they will be unable to participate in the conversation. And if they wish to
express some idea or information, they must be able to produce lexical
item to convey their meaning. Indeed, if the students know the
morphology and syntax of an utterance addressed to them, but do not
know the meanings of the key lexical items, they will be unable to
participate in the communication. For this reason, we are not impressed
with approaches that deliberately restrict vocabulary acquisition and
learning until the morphology and syntax are metered (Krashen, 1987:
The teacher should teach vocabulary together with their
meaning to avoid mistake. This is important because every English word
has a definite place for writing and we can not change it. However
teacher should practice English using the rule of English and make the
students to be a good writer.
The writer sees that the important vocabulary is something
serious to be considered by the students especially of the third grade
students of SDN Karanggondang 01 in the academic year of 2018/2019.
4. Teaching Vocabulary
In the early stage of learning and using a second language, one
is better served by vocabulary than grammar. It is important because used
as a symbol of ideas to express the idea in communication. Because of
that, teaching vocabulary in early stage in the elementary school is very
essential. The first stage to operate the patterns and illustrate the sounds
of the second language, vocabulary should be kept as simple as possible
in order to allow the teacher to concentrate on the grammatical patterns
and the sound system. For this reason, some authorities advocate using at
this stage content vocabulary from the immediate environment the
classroom, the home, the family (Lado, 1964: 171).
Based on the statement above, it can be concluded that the area
of vocabularies for the first level including immediate situation such as:
vocabulary for the first level is the situation which happened and
experienced by the student it self such as in community and work place.
D. Previous Research Review
In this graduating paper, the writer takes literature review from
previous research to support this paper, because they have been conducting
several methods, techniques and strategy to improve students‟ vocabulary
mastery.
The first research is conducted by Tumidi (2009). He investigates the
Effectiveness of Picture Media for Teaching English Noun in SD Integral
Hidayatullah Salatiga in the Academic Year of 2007/2008. In his research, he
uses an experimental research to find out the effectiveness of picture media
for teaching English. The finding of his research is picture media is effective
to be used in teaching noun.
The second research is conducted by Mulyani (2015). She investigates
the Use of Realia to Improve Students‟ Speaking Skill (An Experimental
Study of the Second Grade Students of SMP N 3 Salatiga in the Academic
Year of 2014/2015). In her research, she uses an experimental research to find
out the infuence of realia in teaching speaking. The result of her research is
that relia can ease the students in learning speaking, because realia is real
item, they will always memorize the name of things.
Meanwhile, this research is conducted in order to know the use of
two media. These two media are hoped can ease and help the students to learn
more enthusiastic and active because these media are really interesting for the
young learners. Especially for elementary students, they can learn by playing
with these media. The object of this research is the third grade students of
CHAPTER III
PROCEDURE OF THE RESEARCH
There are four steps in each cycle in actions research such as: planning,
acting, observing and evaluating. In this research, the writer conducted the
research into two cycles, those are cycle I and cycle II. The activities in each cycle
is as follows:
A. Description of Cycle I
The writer uses media in teaching vocabulary in order to interest the
students in learning process. Media also can help the teacher as a tool to
simply the teaching process. Media which are used here are pictures and
realia. They are also used to stimulate the students in learning English
especially for fruits and vegetable topic. The procedure of this activity is as
below:
1. Planning
In this step, the writer has some plans to make it success such:
a. Preparing picture and realia which are appropriate with the materials
b. Preparing the teaching material of cycle I
c. Making lesson plan of cycle I
d. Preparing students attendance list
This preparation is made to gain the goal of teaching and
learning process. Here the students can follow all materials which are
given by the teacher.
2. Action
In this part the learning process depends on teacher. The steps
are such:
a. The teacher explains about vocabularies of fruits and vegetable
b. The teacher shows samples of fruits and vegetable by using pictures
and realia
c. The teacher asks every students by using pictures and realia to
answer kinds of fruit and vegetable
d. The teacher gives correction and feedback to the students‟ answer e. In the end of learning process, the teacher gives post-test
3. Observation
The writer observes the students activity by using blank paper. It
is used to monitor the students‟ activity during at the classroom. 4. Reflection
Here the teacher can reflect himself about teaching and learning
activity based on the observation result. If there is still weakness, it can be
corrected in cycle II. They are such:
a. The writer evaluates activities which have been done
b. The writer makes reflection about what steps which can be the
c. The writer analyzes the observation check list and test of cycle I.
B. Description of Cycle II
The cycle II is done because of the reflection result from cycle I. If
the observation result was still low, it is needed another action to improve the
quality of cycle II. The material and media are still same with cycle I, but
there are some different actions to create it better. There are some steps which
are done such:
1. Planning
a. The writer identifies the problem and make the
b. Preparing pictures and realia of cycle II
c. Preparing material
d. Designing lesson plan of cycle II
e. Preparing field note observation of cycle II
f. Preparing students' attendance list
g. Preparing pos-test of cycle II
2. Action
In this section the learning process is also led by the teacher. They
are such:
a. The teacher asks the students about kinds of fruits and vegetable
which has been taught in previous meeting.
b. The teacher explains again about some samples of fruits and
c. The teacher gives some samples questions about fruits and vegetable
by using yes or no answer
d. The teacher gives correction and feedback to the students‟ answer e. In the end of the lesson, the teacher gives post-test.
3. Observation
The writer observes the students activity by using blank paper.
4. Reflection
The writer evaluates the activities which have been done.
a. The writer makes reflection to solve the problems.
b. The writer analyzes the data from the observation check list and test of
cycle II.
The cycle III will be used if the cycle II is failed.
C. The Minimal Standard of Successfulness
Success and failure in doing some plans above can be assessed by
referring to the criterion of passing grade (KKM). The passing grade of
English Subject in SDN Karanggondang 01 is 65. The writer hopes there are
CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
A. The Result of the Research
In this chapter, the writer just focuses on analyzing collected data. The
writer tries to gives some detailed finds because this chapter is the most
important of this research. Here will show all of collecting data since in the
beginning until the end of the research. The findings consist of result in the
cycle I and cycle II. The both cycles are treatments of the pictures and realia to
improve the students‟ vocabulary mastery.
1. Research Finding
In this research, there will be two cycles. The writer arranges them
which consist of planning, action, observation and reflection. The whole
steps of this research are explained in the description bellow:
a. Cycle I
1) Planning
In the planning stage of cycle I the writer analyzed the
syllabus and the he discussed with the headmaster about the
material which would be used in teaching and learning process.
Beside that the writer also prepared several instruments such:
a) Picture
The writer used different pictures of vegetable in order
b) Realia
The writer used realia of fruits which made from
plastic. These realia are almost same with original fruits such
colors, shape, form because it is really important to interest the
students in learning process.
c) Material
Vocabulary of fruits and vegetable becomes the chosen
topic in this learning process because this material is simple for
the third grade students of elementary school.
d) Lesson Plan
Lesson plan was used to guide the teacher in teaching
and learning process in this research. The writer used it to
manage the time and activities during teaching and learning
process in the class.
e) Observation checklist
Checklist observation was prepared in order to know
the students‟ activities during the teaching and learning
process.
f) Student attendance list
It is used to know total of student who enter in the class
g) Pre-test and Post-test
Pre-test and post-test in this research were very
important steps. For pre-test, it was done before using pictures
and realia in learning process. It is to know the understanding
of students about fruits and vegetable vocabulary. Then, next
the writer did the post-test. In post-test the writer used pictures
and realia in order to know the result of the study before and
after using those media.
2) Action
The cycle I was done on Friday, 27th July, 2018 in SDN
Karanggondang 01. The teacher and the writer were the same
people because the writer was also an English Teacher in this
school.
The first activity was the teacher entered the classroom and
started the lesson by saying “Assalamualaikum warahmatullahi
wabarakaatuh” and also said good morning to the students. The teacher opened the lesson, introduced the purpose of what would
they do today in the class, and also checked the students‟ attendance list. After checked the attendance list, the teacher gave
ice breaker “ant and elephant by using little finger and thumb”. It was like a game of concentration so sometimes the students were
wrong to do this game. After finishing it, then the teacher reviewed
remember what we have learned in the last meeting?”. The students
answered that they learned about introducing self. There were some
students answered teacher questions and then he said that today and
next several days, they would learn about fruits and vegetable. In
starting the lesson, the teacher asked to the students about kind of
fruits and vegetable around them. Then the teacher appointed a
student who sitted at the corner to express her opinion. She
answered “Pisang, mangga, apel, jeruk, kubis, sawi, bayam, wortel, dan masih banyak lagi”. And then the teacher said “Good! Those are samples of fruits and vegetable around us, so today we would
learn about all of them”. After giving some explanation about fruits
and vegetable, the teacher told that we would do a pre-test for the
first step. The teacher gave test which consisted of ten questions
and all of them were multiple choices, so the students had to
identify them one by one.
After the teacher gave a pre-test, he asked the students to
pay more attention in front of class. Here he showed samples of
pictures and realia one by one. The situation at that class was very
nice because almost all students paid attention to the teacher.
After doing all them, the teacher gave feedback and
concluded the material and at the end of the lesson he gave a
post-test. The post-test also consisted of ten questions with multiple
meeting. Before leaving the classroom he said that they would
meet on next Friday and finally said hamdallah together.
3) Observation
Here the writer observed the students activity by using
checklist in the learning process. This observation was purposed to
know how far the situation and enthusiasm of the students during
teaching and learning process. The purpose of this activity was to
evaluate the learning process, collecting data and monitor the class.
Table 4.1: The Students‟ Result Observation Check List in Cycle I
No Indicator Yes No Descriptions Obstacles Solutions
The teacher analyzed the data of pre-test and post-test. First
he gave score to the students based on the rubric assessment. Score
of each question is ten and for wrong answer is zero, so the
maximum score in this test is one hundred. The calculation and the
a) Pre-test
Table 4.2: Students‟ score of the Pre-test in the Cycle I
26 STWN Female 60
27 WCS Female 60
28 ZZS Female 80
The calculated numbers of students who pass the passing
grade in the pre-test of cycle 1 above are:
Table 4.3: Count of Passing Grade in the Pre-test of Cycle I
Criteria Number of Students Presentation
>65 12 42.86 %
65
<65 16 57.14 %
Total 28 100 %
The data above shows that the students who get score
above 65 are only 42.86 %. It means there are still many
students who get score lower than the passing grade. The
criterion of KKM for English Subject in SDN Karanggondang
01 is 65. But in this research the writer hoped that there should
be at least 75 % of the students who pass the passing grade.
According to the result data above the target of the passing
b) Post-test
Table 4.4: Students‟ Score in the Post-test of the Cycle I
26 STWN Female 60
27 WCS Female 70
28 ZZS Female 100
From the students‟ score in the post-test of the cycle 1 above, the writer can calculate the number of students who
passed the passing grade.
Table 4.5: Count of Passing Grade of the Post-test in the Cycle I
Criteria Number of Students Presentation
>65 19 67.86 %
65
<65 9 32.14 %
Total 28 100 %
The data above shows that there is an improvement if we
compare with pre-test. The students who pass the passing grade
in the pre-test of the cycle I are 42.86 %, but there is difference
result n the post-test. There are 57.86 % students who pass the
passing grade. From the both tests result there is an
improvement about 25 %. Although there is a significant
improvement, the teacher is not satisfied with the result because
he expects that there must be at least 75 % of the students can
pass the passing grade. Therefore, there is a second cycle in this
c) Calculation of Mean
Table 4.6: Difference Square in Pre-test and Post-test Score of
25 RM 80 80 0 0
26 STWN 60 60 0 0
27 WCS 60 70 10 100
28 ZZS 80 100 20 400
Total ΣX1 ΣY1 ΣD ΣD2
N= 28 1650 2000 340 6400
d) Mean of the Pre-test
∑
e) Mean of Post-test
∑
The mean of pre-test in cycle I is 58.92 and the mean of
post-test is 71.42. It means the mean of the post-test in cycle I is
bigger than the mean of the pre-test. It can be concluded that
there is a significant improvement of the students‟
understanding on vocabulary after being taught by using
f) Calculation of the Mean of Difference
∑
2
g) Calculation of the Standard Deviation
√∑ (∑ )
√ ( )
√
√
= 9.011
h) Standard Error for the Mean Difference
√
=
√
=
=
= 1.734
i) T-test calculation
=
= 7.002
The data of cycle I above shows that T-test is 7.002 and
the T-table with N-2 is 2.056. The significant level is 5 %. The
value of the T-test is bigger than the value of the T-table. So, the
alternative hypothesis (Ha) was accepted and the null hypothesis
(Ho) was rejected. It means that there was a significant
difference between pre-test and post-test. However, the writer
conducted the cycle II because the students who passed the
passing grade were less than 75%.
4) Reflection
The writer reflected the lesson plan and the action. The
students‟ score and the checklist were used to make proper
reflection. The passing grade (KKM) for English subject is 65 but
the students‟ scores show that there are 42.86 % of the students who get score higher than KKM. It means that although there is an
improvement, the writer has to conduct the cycle II because there
must be at least 75% of the students who get score higher than
KKM.
After analyzing the students‟ score, the writer found that there was an improvement on general understanding as well as
accuracy in the students‟ answers of the post-test but the writer also got reflection. There were the students who got score lower than 65
in the post-test were still confused in answering the questions.
They did not understand well because they lack of vocabularies, so
they choosed to answer as random.
To overcome the problem the writer choosed more easy
vocabulary which was used in daily activity in order to help
students in answering the questions. Beside that the teacher also
had to give more explanations to the students about vocabulary by
using pictures and realia.
b. Cycle II
1) Planning
In the planning stage of cycle II the writer prepared several
a) Picture
The writer used some samples of pictures and vegetable
to deliver the material.
b) Realia
The writer used realia of fruits which made from
plastic. These realia are almost same with original fruits such
colors, shape, form because it is really important to interest the
students in learning process.
c) Material
It was same with material in cycle I. The material is
about fruits and vegetable.
d) Lesson Plan
Lesson plan was used to guide the teacher in teaching
and learning process in this research. The researcher used to
manage time and activities during teaching and learning
process in the class.
e) Observation checklist
Checklist observation was prepared in order to know
the teacher and students‟ activities during the teaching and
learning process.
f) Student attendance list
To know total of student who enter in the class and
g) Pre-test and Post-test
Pre-test and post-test in this research were used to
measure the students skills before and after using media.
Pre-test was done before using pictures and realia in learning
process. Then post-test was done after the teacher used pictures
and realia as learning media.
2) Action
The cycle II was done on Friday, 3th August, 2018 in SDN
Karanggondang 01. Firstly, the teacher entered the classroom and
started the lesson by saying “Assalamualaikum warahmatullahi
wabarakaatuh” and also said good morning to the students. The students felt enthusiastic to study it was caused they wanted to
continue learn about fruits and vegetable.
In starting the lesson, the teacher asked to the all students
about the previous material. There were some students who can
respond him but there were also some students who were still
confused about the last material. After the students remembered
about the material given in the last meeting, the teacher gave
some reviews about fruits and vegetable. After that the activity
was continued by the teacher gave pre-test to the students. After
finishing it the teacher prepared to use pictures and realia again to
explain about the material. The teaching and learning process by
teacher asked some students to mention what pictures and realia
which he showed. After all students got the material given, the
teacher asked the students to do post-test.
After finishing the post-test, the teacher conclude the
material and closed the class by saying hamdallah and salam.
3) Observation
Here the writer observed the students activity by using
checklist in the learning process. This observation was purposed
to know how far the situation and enthusiasm of the students
during teaching and learning process. The purpose of this activity
was to evaluate the learning process, collecting data and monitor
the class.
In this observation, the students looked enthusiastic in
following teaching and learning process. The teacher remained to
the material which had been studied previously by giving
questions to students. There were some students who could
answer the questions from the teacher. After explaining the
material, the teacher asked the students to guess their opinions
about sample of fruits and vegetable by using pictures and realia.
In doing those activities they looked more confident and just
Table 4.7: The Students‟ Result Observation Check List in Cycle II
No Indicator Yes No Descriptions Obstacles Solutions
