JOURNAL OF ART, HUMANITY & SOCIAL STUDIES
Vol. 1 No. 3, 2021
Expanding Students’ Vocabulary Mastery Using Pictures at Junior High School
Ryan RayhanaSofyan
Departmentof English Education, Universitas Negeri Makassar, Makassar, Indonesia
*Correspondent Author: [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui apakah gambar dapat meningkatkan penguasaan kosakata siswa atau tidak. Desain pre-eksperimental diterapkan dalam penelitian ini dengan desain one group pre-test dan post-test. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 27 Makassar Tahun Pelajaran 2018/2019 yang terdiri dari 3 kelas. Instrumen penelitian ini menggunakan tes kosakata yang terdiri dari bentuk kata, makna kata, dan penggunaan kata sebagai instrumen penelitian. Hasil penelitian ini menunjukkan bahwa penerapan gambar dapat meningkatkan penguasaan kosakata siswa. Hal ini dibuktikan dengan nilai t-test 17,683 yang lebih besar dari nilai t-tabel 1,70 dengan taraf signifikansi (p)= 0,05 dan derajat bebas (n-1) =27.
Kata Kunci: Meningkatkan, Kosakata, Gambar, SekolahMenengah
ABSTRACT
This research aimed at finding out whether or not pictures can improve students’ vocabulary mastery. Pre-experimental design was applied in this research with one group pre-test and post-test design. The population of this research was the seventh-grade students of Junior High School 27 Makassar, academic year 2018/2019 which consisted of 3 classes. This research instrument used vocabulary test consisted of word form, word meaning, and word use as the research instrument. The result of this research showed that the application of pictures can improve students’ vocabulary mastery. It was proved by the value of the t- test 17.683 which was greater than the value of t-table 1.70 the level of significance (p)= 0.05 and degree of freedom (n-1) =27.
Keywords: Expanding, Vocabulary, Pictures, Junior High School
1. INTRODUCTION
In Indonesia, English is taught as a foreign language because English is very important to learn so that our government makes a decision that English must be taught I the school to improve the skill of the students in learning English. Corder (1975) states that in order to master English, the elements of the language, such as grammatical structure, vocabulary and pronunciation must be taught to the students as the prerequisite knowledge toward the English language use and skill because language is characterized by the elements.
Vocabulary is one of the language elements that play an important role in mastering English orally or
in writing from (Oben & Ajimase 2011; Ude & Oben 2015). Because of the ability of students to comprehend the subject, it is relatively determined by their vocabulary. It cannot be denied that vocabulary plays an important role in many aspects, such as speaking, listening, reading and writing.
The students need to broaden their vocabulary to express themselves more clearly and appropriately, in a wide range of vocabulary, which means they can recognize the item and recognize the meaning.
Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention. At this stage, we are concerned not only with students understanding the meaning words but also being able to use them
appropriately, taking into account factors such as oral written use of the language, degree of formality, style, and others.
According to Stahl, (1999); Tompkins; (2005), Vocabulary is the set of words that familiar with in a language. A vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. The English language has a very large vocabulary, between 450,000 and 750,000.
In learning English, students usually found difficulties to comprehend the materials because of their lack of vocabulary (Oben 2011). It can come from the students as learners like their laziness in memorizing a number of words and in doing exercises lack motivation and lack interest in learning English, or the health conditions of students, and the most important from the others are from the teachers as an instructor (Igbineweka & Egbai 2017). In other words, the teacher as an instructor must be creative to find the best technique in teaching vocabulary to the students.
Many ways and strategies have been implemented to improve the vocabulary such as pictures. The reason why the researcher is attracted to apply pictures as a new technique of teaching vocabulary is to make the process of teaching and learning more enjoyable, relaxing, interesting and unforgettable. If the students like and flow with the process, it means that the students can enlarge their knowledge.
Besides, the teachers should give interesting and colorful pictures which can increase the students' motivation. Their motivation and interest depend on the activities in class; therefore, activities should be fun in order to decrease students' soreness.
2. REVIEW OF RELATED LITERATURE
Zainuddin (2016) conducted research about the use of the picture as media in teaching English Vocabulary at the seventh-grade students of Junior High School27 Makassar. The researcher concluded that the student' vocabulary had improved after the pre-test was given it was supported by the significant different result of the pre-test that was lower (55.62%) than post-test (99%). The main factor affecting this improvement was the students' interest in the picture.
It can be suggested from the questionnaire result.
Based on the questionnaire, most of the students said that the use of a picture could help them in mastering vocabulary. Moreover, the picture could increase the students' motivation in learning English. The students
understood that kind of activity was necessary for them and they expected that teaching by using a picture would be given regularly and continuously.
The use of pictures can be an alternative way to teach vocabulary, especially to improve the students' mastery in vocabulary.
Rosdiana (2009) who conducted research about using pictures story to improve students' vocabulary of the sixth-grade students Elementary School of in prestamalanrea V Makassar. The researcher employed a quasi-experimental method. She concluded that pictures story can be used to improve students' vocabulary mastery. Using pictures story are interesting, enjoyable and suitable for the students' level and age. Both of this research and Rosdiana's research is using the same method and focus on students' vocabulary but in Rosdiana's research, she used picture story while research will use pictures as a teaching point and teaching media. The research explained parts as a teaching point and teaching media. The researcher explained parts and anything that relates with picture and challenged the learners to think critically and creatively, that was pictures as a teaching medium.
From some findings above, the researcher conclude that vocabulary can be improved by some strategies and techniques, one of them is pictures. So previous researches have used pictures as a method in English teaching and learning process and both of them ran successfully.
Looking at the previous findings, their studies were conducted at Elementary school inprestamalate V Makassar it has been proven that the picture stories improving vocabulary mastery. Researcher previously used picture stories to improve student's vocabulary and applied in elementary school and researcher used image around junior high school to develop student’s vocabulary mastery.
The concept of Vocabulary
Webster (2015) states that (1) vocabulary is the words that make up a language, (2) vocabulary is all of the words known and used by a person, (3) vocabulary words that are related to a particular subject.
Hiebert and Kamil (2005) give a distinction between productive vocabulary and receptive vocabulary. Productive vocabulary is the set of words that an individual can use when writing and speaking. While receptive vocabulary is the set of
words for which an individual can assign meanings when listening and reading.
Harmer Schell (As cited in Sabaruddin 2003) classifies vocabulary into there categories; active vocabulary, reserve vocabulary, and passive vocabulary. 1) Active vocabulary according to Schell is the words we customarily use in speaking, 2) Reserve vocabulary is the words we know but we rarely use them in speaking but we usually use them in writing, 3) Passive vocabulary is the words we recognize vaguely but we are not sure of their meanings, we never use them in either speaking or writing; we just know that we have seen them before.
Based on the definition above the researcher concludes that vocabulary is divided into two parts based on its kind is active and passive. Active (productive) vocabulary is words that are usually used by people speaking. While passive (receptive) vocabulary is words which are rarely used in speaking and writing but we never see them.
3. RESEARCH METHOD
3.1. Research Design
This research applied Pre-experimental method. The design of this research was one group pre-test and post-test design. Treatment (X) was given between pre-test (O1) and post-test (O2). The design was described as follow:
Figure 3.1 Research Design
Where:
O1 = Pre-test
X = Treatment by using pictures O2 = Post-test
3.2. Research Instruments
The instruments that will be used to collect data vocabulary test for this research are pretest, and posttest.
Pretest
Before doing the treatment, the teacher will give which is conclude pre-test vocabulary, word from, word use, and word meaning to know their prior knowledge mastery of vocabulary to the students. The total number of test items was 40. It consisted of 20 items of word meaning, 10 items of word-use, and 10
items of word form test. The test was administrated in pre-test and post-test. The pretest was intended to find out the prior students’ skill while the post-test was given after the treatment. The post test was intended to know whether or not pictures were able to improve students’ vocabulary mastery.
Posttest
In the post-test, the researcher will distribute the same vocabulary test as in the pre-test. The total number of the test was 40 items.
Experimentation
The researcher introduced to the students the definition of vocabulary and how important to learning vocabulary.
The researcher prepared a different picture of every meeting.The researcher displayed 10 pictures using LCD.
3.3. Data Analyze
To analyze the data, the researcher used file steps as follow: 1) Scoring the students’ correct answer of pre-test and post-test by using the formula
𝑠𝑐𝑜𝑟𝑒 = students′𝑠𝑐𝑜𝑟𝑒
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 𝑥100%
The data will collect through a vocabulary test. There is 40 numbers. 2) Each score is based on scoring requirements, the step is:
2 points for each number for the jumbled letter correct answer of. So, 20 points to arrange the jumbled letters.
2 points for each number for the correct answer of matching the word. So, 20 points for the marching word.
3 points for each number for the correct answer to translate sentences. So, 15 points for the translated sentence.
4 points for each correct answer of making a sentence.
So, 4 0 points for it.
Finding out the students' mean score, standard deviation, a significant difference using analysis of the level significant is 0.05. Statistical Package for the social sciences 23 (SPSS) analysis to collect process and analyze data, and make a decision based on the result of the analysis of the data collected.
4. RESULT AND DISCUSSION
4.1. Results
The description of the data collected through pre- test and post-test that has been explained in the previous section showed that the students’
O
1X O
2vocabulary mastery improved by using pictures. It based on the analysis of t-test, there was a significant of difference in students’ productive vocabulary in pre-test and post-test. The score from hypothesis testing was lower than 0.05 which was (0.00<0.05). It means the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) of this research is accepted. In other words, pictures can improve students’ vocabulary mastery.
Pre-test was intended to find out the prior knowledge of the students’ vocabulary. The scoring classification of the student’s pre-test in vocabulary before using pictures so far from satisfaction because almost all of students’ score in the pre-test was poor score. It means that the students were still lack vocabulary.
Table 1. The classification of the students’ scores
No Classification Range Pre test Post test Fr (%) Fr (%) 1 Very Good 86-100 0 0.00% 7 24.9%
2 Good 71-85 0 0.00% 21 74.9%
3 Fair 56-70 1 3.6% 0 0%
4 Poor <56 27 96.4% 0 0%
Total 28 100% 28 100%
Table 2. The mean score and standard deviation of the students in pre-test and post-test
Variable Mean Score Standard Deviation
Pre-test 51.68 13.185
Post-test 81.68 11.649
While table 2. shows the differences between mean score and standard deviation of the students’
vocabulary mastery through pictures obtained from pre-test and post-test. It could be seen the mean score of the student’s pre-test was 51.68 while the mean score of the students’ post-test 81.68. It was indicated that the mean score of the students’ post-test was higher than the students’ pre-test. In the table 4.4.2 above, it could be seen that the standard deviation of the students’ decreased from 13.185to 11.649 and the result indicated that pictures can improved the students’ vocabulary mastery in part of matching word.
4.2. Discussion
The description of the data collected through pre- test and post-test that has been explained in the previous section showed that the students’
vocabulary mastery improved by using pictures. It based on the analysis of t-test,there was a significant of difference in students’ productive vocabulary in pre-test and post-test. The score from hypothesis testing was lower than 0.05 which was (0.00<0.05). It means the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) of this research is accepted. In other words, pictures can improve students’ vocabulary mastery.
Pre-test was intended to find out the prior knowledge of the students’ vocabulary. The scoring classification of the student’s pre-test in vocabulary before using pictures so far from satisfaction because almost all of students’ score in the pre-test was poor score. It means that the students were still lack vocabulary (see table 1) The result was the students’
post-test score was higher that the pre-test score which means pictures improved the students’
vocabulary mastery.
Another thing why pictures help the students in improving the vocabulary mastery, the students were interested in learning English, it was in line with Rosdiana(2009) that using pictures story are interesting, enjoyable and suitable for the students’
level; and age of sixth grad students of Elementray School InpresTamalanrea V Makassar. Asis (2016) who conducted a research about the use of picture as media in teaching English vocabulary at the seventh- grade students of Junior High School27 Makassar, he said that picture can be an alternative way to teach vocabulary, especially to improve the students’
mastery in vocabulary.
Frequency and percentage of the students’ pre-test and post-test scores. The students’ pre-test and post- test scores are classified into four criteria, namely very good, goo, fair, poor. The frequency and percentage of the students’ score obtained from vocabulary test in pre-test and post-test were improved. In pre-test there were no students’ that got very good and good score, students’ that got fair score were 2 students’ (7.2%), and students’ that got poor score were 26 students’
(93.9%). In post-test, students’ that got very good score were 9 students’ (32.1%), good score were 14 students’ (50.0%), students got fair score were 5 students’ (17.8%), and no students’ that got poor score.
5. CONCLUSION
Based on the research findings and discussion in the previous chapter, it can be concluded that using pictures improved the student’s vocabulary mastery at seventh grade students of Junior High School Negeri 27Makassar 2018/2019. This was proven by the significant difference between the students’ score in pre-test and their score in post-test. The result of the data analysis showed that there was a significant improvement the students’ vocabulary mastery after being treated by using pictures. It was proved by the result of the data analysis which showed the increasing number of the students’ category, the increasing score of mean score, the decreasing value of standard deviation and the t-test value.
Based on the finding of each vocabulary aspect it can be concluded that the three aspects of vocabulary, word form, word meaning, and word use significantly improved. After doing the treatment it was proven that there was a significant different of between the mean score of pretests and the posttest.
Among the three-vocabulary aspect, word use was found to have the high increase in its gained score.
REFERENCES
Al- Khresheh,M.H.2010.InterlingualInterference
inEnglish LanguageWord
OrderstructureofJordanianEFL
Learners.ProceedingsoftheEuropenJournal of Social Sciences-Volume 16, Number1
Allen,J.P.B.andS.PitCorder.1974.TechniquesinAppliedLi nguistics3.London: Oxford UniversityPress.
Brown,H,Douglass.1980.PriciplesofLanguageLearningan dTeaching,NewJersey: PrenticeHallInc.
Brown,H.Douglass.1994.TeachingbyPrinciples:AnInterac tiveApproachtoLanguage Pedagogy.London:
Prentice-Hall,Inc.
Creswell,JohnW.2009.ResearchDesign:Qualitative,Quant itative,andMixedMethods
Approaches.3rdEdition.Los Angeles:
SagePublications Crystal,
D. 2003. AD i cti o na ry of Li ngui sticsandPhonet ics (5thed.). London: Blackwell.
Ellis,Rod.1994.ThestudyofSecondLanguageAcquisition.Ne wYork:OxfordUniversityPress.
Harmer, Jeremy. 2001. The Practice of English Laguage Teaching: Third Edition.Essex:
Pearson Education Limited.
Igbineweka, M. E., & Egbai, P. O. (2017). Value development supervision and sustainable national development in public secondary schools in Oredo Local Government Area in Edo State, Nigeria. Nigerian Journal of Educational Administration and Planning, 17(1), 241-259.
Norrish,J.1983.Languagelearnersandtheirerrors.London:T heMacmillanPress.
Oben, B. (2011). The MLA format of documentation:
Its application and Implications for researchers in Modern Languages and the Humanities. Calabar Journal of Liberal Studies, 15(1), 114-122.
Oben, B., & Ajimase, A. E. (2011). Africa's perception of the world: À commentary on Elérius John's La tortue. AGORA-Journal of Foreign Language Studies, 3-167.
Odden, D.2006. Introducing phonology.
Cambridge:Cambridge UniversityPress.
Oxford AdvancedLearner’s Dictionary. 2015. Oxford:
Oxford UniversityPress
Ude, B., & Oben, B. (2015). Public policy as an instrument for conflict prevention: A case study of Niger Delta conflict and Bakassi imbroglio. Calabar Journal of Politics and Administration, 4(1), 235-243.
Webster’sThirdNewWorldInternationalDictionary (WNW).1986.NewHaven: TheMerriam Webster
