211 INCREASING THE STUDENTS VOCABULARY BY USING VISUAL
ARTWORK FOR JUNIOR HIGH SCHOOL AT SMP YP-PGRI 4 MAKASSAR
Iriany Kesuma Wijaya, Nadya Nurhidayah, SeptiniwatiEmail : [email protected]
ABSTRACT
This research aims to determine whether visual artworks can increase students' vocabulary mastery. It was a pre-experimental design with one group pre-test post- test and conducted on the seventh-grade students of SMP YP-PGRI 4 Makassar.
The seventh-grade students were taken as the sample by using the purposive sampling technique. The results showed a significant difference between the mean score of the pre-test was 60,33, and the mean of the post-test score was 74. The t- test result is higher than the t-table. It proves that H1 is accepted and H0 is rejected.
Based on the study results, it can be concluded that visual artworks can improve the vocabulary of seventh-grade students at SMP YP-PGRI 4 Makassar.
Keywords: Visual Artwork, Vocabulary mastery.
INTRODUCTION
English is the most famous international languages in the world. English is now used in almost all countries all over the world. Even in some countries, English is used as their national official language, while in most coutries, English can be the first language or the second language. As stated by Michelle (2019), these days English viewed as a language which gives the people access to the world. He further argues that the political, science and technology factors have developed with English at the fore front. In addition, there is a need for a global language to make international communications smoother. It is obvious that language takes important rule in human’s life. With language people can meet their needs by means of understanding each other. In other words, English is used as an official language in any international event. Even the internet as a major chanel for information exchange is dominated by English as it programming language.
Teaching English has the purpose to develop four language skills, listening, speaking, reading and writing. Vocabulary is an important element of these skills.
It is also as one aspect of language component which is considered playing a central role as a tool of communication and as a basic tool of communication in the language learning. Vocabulary mastery is very important because it can make us easy when receiving or giving information to other people. Vocabulary, as a tool used to understand and master English, has an important role. If we do not know the meaning of the words, it would be hard for us to understand the meaning of the words although we have good pronunciation.
212 As stated above that vocabulary has a important rule in mastering English. In contrast, one of the main problems that is faced by students especially in Indonesia in mastering and learning English is a lack of vocabulary. When they want to say something in a second language, it is the words that they feel struggle for rather than the grammar or pronunciation.
There are many factors that affecting the students difficulties in mastering the vocabulary is students in Indonesia face obstacles to understand and remember vocabulary and students are also easy to forget their vocabulary that has been taught or learned because their lack of control memorize. This limits of vocabulary affect their speaking ability. On the other hands, teaching method which is commonly used by the teacher in teaching vocabulary is not only few but also inappropriate.
Sometimes, teacher asks the students to find the meaning of word by themselves in dictionary. Meanwhile the students want to know more from the teacher and sometimes they do not bring any dictionary. Teacher also often ignores about vocabulary and just focuses on grammar. These activities make the students feel bore and not interest in learning English. Consequently, their vocabulary mastery is low.
In relation to the improvement of teaching and learning vocabulary quality, teacher has obligation to motivate their students by using appropriate strategy or technique in order to make them are able to comprehend what they read in the target language. Teacher has to implement the appropriate strategy or technique in teaching and learning vocabulary. Therefore, the teacher must prepare good and appropriate strategies and techniques in class activities.One of the appropriate strategy that can be implemented in teaching and learning vocabulary is by using visual artworks.
The researcher would try to investigate the effectiveness of the implementation of visual artworks in teaching and learning vocabulary activity. The researcher expects that the integration of visual artwork in teaching and learning vocabulary, can improve the students’ vocabulary mastery and know how to memorize the meanings of the words without depending on the teacher’s translation. This research is entitled Increasing the Students Vocabulary by Using Visual Artwork for Junior High School.
REVIEW AND RELATED LITERATURE Definition of Listening
Denning, et al. (2007) describes that the difference between success and failure often amounts to how well we have mastered the ability to speak and comprehend speech and to read and write.
While Indrasari, et al (2018) writes that vocabulary is the basis for how well learners in four language skill such as listening, writing, reading, and speaking.
From those definition above, the researcher argues that vocabulary is the number of words or phrases in a languagse that an individual knows and those words and phrases are used as a tools of language to express ones knowledge.
Vocabulary is the core component of the language proficiency that consists of a set of lexeme, including single words, compound words and idioms. It also provides much of the basis for how well learners speak, read, listen, and write.
213 Types of Listening
Wulandari (2017) divides vocabulary into listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary.
a) Listening vocabulary is all the words that can recognize when listening to speech.
This vocabulary is aided in size by context and tone of voice.
b) Speaking vocabulary is all the words which can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misused though slight and unintentional may be compensated by facial expressions, tone of voice, or hand gestures.
c) Reading vocabulary is all the words that can recognize when reading.
d) Writing vocabulary is all that words that can employ in writing.
Importance of Listening
Vocabulary is one the element of the language that should be learnt and taught. Vocabulary is the basic component to help the students in mastering language. It would be hard to master the language without mastering or understanding a certain number of vocabularies. Vocabulary is the first step to be taught before teaching other aspects of language. Developing a good vocabulary would help them to improve their ability in learning vocabulary. TESOL.org in their article write that vocabulary is a central to English language teaching because without have sufficient vocabulary students cannot understand others or express their own ideas.
Mastering vocabulary cannot be done spontaneously, and it must be step by step. Rosyidah (2017) defines the steps in processing of mastering vocabulary. First step is the children period. In this step, children are able to define concept of vocabulary to say their concrete idea. Second step is the adolescent period where starting to use the language and make it more extensive in simple communication.
Third step is adult period. The vocabulary are used more intensive because they make more communication each other. This means that vocabulary has important role in facilitating human to communicate. Rosyidah further writes some useful of mastering vocabulary as follows, those are easy to learn language, easy to understand what the people are talking about, and easy to make communication with different topic freely.
Teaching of listening
Teaching vocabulary is one of the most challenging parts of teaching English as a foreign language and while conducting this classroom project, it was observed that students easily forget the words they learn. Teaching vocabulary is an activity to acquire new words to improve the language. Teaching vocabulary has an important role in language teaching because vocabulary is the basic componen in learning a language. Teaching vocabulary is not easy.
Webb (2013) states that teaching vocabulary effectively requires preparation and planning. Teachers need to ensure that their students are spending time learning the words that are most useful to them. Teachers also need to have clear goals for vocabulary learning during the course and make their students aware of these goals. Depending on the teaching goal, a teacher is required to have knowledge about what words to be taught.The teacher is not only required to know
214 the difficulties the of students, but also how to prepare a good learning strategies and methods.
Dakhi (2017) proposes nine aspects in vocabulary which is need to be taugh to the students, namely spoken form, written form, parts of word that have meaning, concept a word has and items it may associate, association of the word, grammar of the word, collocation of the word, register and frequency of the word.
Nine Vocabulary Aspect to Teach (Saniago Dakhi, 2017)
Aspect Part Definition
Meanings Form and meaning Is the word a loan word in L1?
Concept and
referents Is there a L1 word with roughly the same meaning?
Associations Does the word fit into the same sets as a L1 word of similar meaning?
Forms Spoken form Can the learners repeat the word accurately when they hear it?
Written form Can the learners write the word correctly when they hear it?
Word parts Can the learners identify known affixes in the word?
Use Gramatical
functions
Does the word fit into predictable grammar patters?
Collocations Does the word have the same collocations as a L1 word of similar meaning?
Constraints on use Does the word have the same restrictions on its use as a L1 word of similar meaning?
As stated previously that teacher need to prepare a good learning strategies and methods, Setiawan (2010) mentions some techniques of vocabulary teaching.
a) Demonstration
The technique which belongs to demonstration, is gesture and action performing.
Teacher may demonstrate the material using of real objects available in the classroom such as door, windows, clock, desk, etc. when use a command technique, teacher may ask students to do something such as touching the pen, pointing the picture and so on.
b) Visual aids
Visual means something visible. Teacher may use visual aids in the teaching of vocabulary to enable students to observe and identify the objects vividly.
Visualization may also interest the students in their learning vocabulary.
c) Verbal Explanation
Verbal explanation can be carried out through definition and translation. Teacher can use explanation in the students’ own language, definitions in simple English, and using vocabulary that students have already known to show the meaning.
For instance, the word ‘umbrella’ can be introduced by explaining what it looks like and when the people usually use it.
215 d) Word List
When using word list technique, teacher should pay attention to the vocabulary selection. The words should relate and appropriate to the students need and relate to their level.
In another case of teaching vocabulary, there are many problem face by the students. Paul (2020) states that the main problem with vocabulary teaching is that only a few words and a small part of what is required to know a word can be dealt with at any one time. Astatia (2019) describes some factors affect the students’
vocabulary achievement.
a. Pronunciation: research shows that words are difficult to pronounce are more difficult to learn. For example: Gorgeous, Lecturer, etc.
b. Spelling is sound and spelling mismatches will be cause of errors in pronunciation or in spelling, and can contribute to a word‟s difficulty. For example: muscle, headache, etc.
c. Length and complexity: long words are more difficult to learn than short ones.
And the variable stresses of polysyllabic words are also difficult. For example:
necessary, necessity, necessarily.
d. Meaning: when two words overlap in meaning, learners are likely to confuse them. Or it called word with multiple meaning such as since and still, can also be difficulties for learners.
e. Range: connotation and idiomatic, words that can be used in wide range of contexts will generally be perceived as easier than their synonyms with a narrower range. For example: thin is more used than skinny, slim and slander.
The connotation of some words may cause problem too. For example:
propaganda has negative connotation in English, but it is equivalent may simply mean publicity.
Defenition Of Visual Artwork
According to Paola, et al, (2018), visual arts can be defined, generally, as all of what can be seen and perceived in art forms such as ceramics, drawing, painting, sculpture, printmaking, design, crafts, photography, and video. Art including visual artwwork has been a part of human culture for thousands of years. It serves as a medium of personal self-expression and a way to communicate the art’s view of reality to other people. Dictionary.com devines visual art as the arts that is created primarily for visual perception, as drawing, graphics, painting, sculpture, and the decorative arts.
In conclusion, visual artwork is a tool that used to convey or transfer an idea or concept through eyes to help student obtain the idea in the learning process, although each person has its own way of perceiving and understanding definition of visual artwork.
Various of Visual Artwork
Fussel (2020) states three basic types of visual art. These types are representational, abstract, or non-objective.
a) Representational Art
Representational artwork aims to represent actual objects or subjects from reality. Subcategories under representational art include Realism, Impressionism, Idealism, and Stylization. All of these forms of
216 representationalism represent actual subjects from reality. Although some of these forms are taking steps toward abstraction, they still fall under the category of representation. Representational art also represents the largest collection of artwork created.
b) Abstract Art
The often misunderstood type of art known as abstraction aims to take subjects from reality but present them in way that is different from the way they are viewed in our reality. This may take the form of emphasizing lines, shapes, or colors that transform the subject. Abstract art includes the subcategories of Minimalism, Cubism, and Precisionism. Abstraction can also happen when the artist decides to view the subjects in a non- traditional manner.
c) Non-Objective Art
The third type of art is often mistaken for Abstract art although it is entirely different from it. Non-Objective art takes nothing from reality. It is created purely for aesthetic reasons. The intent of Non-objective art is to use the elements and principles of art in a way that results in a visually stimulating work.
Visual Art for Teaching
Andrea, et al (2018) proposes some activities relate to the using of arts in vocabulary acquisition process.
a) Using Objects
Implementing the realita as a teaching strategy is one of the most enjoyable for teachers and students. Through this, it is planned to teach new vocabulary since student will learn while watching, touching, feeling, smelling and experiencing with the object. This way it will be more memorable for them and it will be easier to create a connection between the object and the word that represents it. Some advantages of teaching through this technique are the developing of creativity, interacting with others to become dynamic and efficient.
b) Drawing
Drawing was a mark-making which is an innate ability that each human develops and uses with the purpose of communicating and understanding their context. Before student develop the productive and receptive communicative skills, they express naturally their ideas by using a piece of paper and a pencil;
which will be enough materials for them to resolve their communicative problems in certain settings such as school and home. At this point, we can define drawing as the process of visual representation through the use of appropriate materials such as pencils, ink, color pencils, and paper, that infants or adults can employee whose objective will be always to emit a message.
c) Using Illustrations and Pictures
Several authors have found out that using pictures into the classroom is a good strategy to teach English. The illustrations and images make students relate the object with the meaning. In this way, the translation method is not necessary which helps students to stop thinking in their first language and start thinking and interpreting in the foreign or second language.
d) Crafts
Craft is the designing and making of individual artefacts or objects, encouraging the development of intellectual, creative and practical skills, visual sensitivity and a working knowledge of tools, materials and systems. Crafts are normally taken from granted in formal education. Crafts can be used to teach and assess
217 any communicative skill and will develop techniques to create solutions, to solve problems, and to develop kinesthetic competences while they use their creativity when learning the foreign language.
METHODOLOGY OF THE RESEARCH
In this research, the researcher applied pre-experimental design. The design consists of three steps namely: pre-test, treatment and post-test. A pre-test administered before treatment and post-test after treatment to measure the treatment affect.
There were two variables in this research namely independent and dependent variables. Independent variable refers to the visual artwork, and dependent variable refers to the students’ vocabulary.
The population of this research is the seventh grade students of SMP YP- PGRI 4 Makassar in 2020/2021 academic year. The total number of population is 45 students.
In this research, the researcher used random sampling technique. Since this research was the pre-experimental reseach with one group pretest-posttest The sample taken 15 students that involved in this researched.
This research used quantitative research. In the quantitative research one of the technique to collected the data was by doing a test. The procedure of collected data in this research conducted in steps below:
1. Pre-test
The researcher would give the students pre-test before giving the treatment by using visual artwork. It aims to know the level of students vocabulary before thaugt using visual artwork.
2.Treatment
After giving the pre-test, the researcher given the treatment to the students by using Visual Artwork for four meetings. In this part, the researcher would give different topic about noun to the students in each meeting. Each meeting's activities runs for 90 minutes.
3. Post-test
Posttest was given after all treatments are conducted. Post-test was given to measure the effectivenes of teaching vocabulary using visual artwork in the treatment. The test items in the posttest were exactly the same as those in the pre-test. The result of the test was recorded in the students’ score.
FINDING AND DISCUSSION Finding
This chapter deals with the research finding and discussions that were presented on the analysis of the collected data deriving from the use of visual artwork to increase the students vocabulary. The result of the data analysis was presented in discussion.
There were some findings as the result of this research. The finding deals with the description of scoring classification of the students’ pre-test and post-test of pre- experimental based on the English vocabulary scoring classification, the mean score, t-test value and hypothesis used with formula. The data of finding were
218 analyzed into mean score formula. The t-test formula was applied to analyze the significant difference between the data of pre-test and pos-test.
1. The mean score, standard deviation, and total score of the students’ pre-test and post-test
After calculating the result of the students’ pre-test and post-test, the mean score, standard deviation and total score of the students in pre-test and post- test presented as in the following table:
Table 3.The mean score, standard deviation, and total score of the students’
pre-test and post-test
Test Mean score
Pre-test 60.33
Post-test 74
The data of the table above indicated that the mean score of the students’
pre-test was 60.33 which classified as fair , while the mean score of the students’
post-test was 74 which classified as good score. Therefore, the researcher concluded that the mean score of post-test was higher than pre-test score. It means that use visual artwork to increase the students vocabulary of the third-grade students of SMP YP-PGRI 4 Makassar.
2. T-test Value
The t-test of the students English vocabulary after having treatment is presented as in the following table :
Table 4. Distribution the Value of t-test and t-table
Variable T-test T-table
X₁-X₂ 12 2.145
The table 4.8 above shows that T-table was smaller than T-test value of the students English vocabulary where the value of t-test was 12 and t-table was 2,145.
Thus, the value of t-test greater than t-table value (12>2,145). It can be concluded that there was a significant different between the result of the students pre-test and post-test before and after using visual artwork.
3. Hypothesis Testing
To find out the degree of freedom (df), the formula used is as in the following:
Df = N – 1 where (N = 15) Df = 15 – 1
Df = 14
219 Based on the table (look in appendix distribution of t-table) for level of significance (p) = 0.05 and degree of freedom (df) = 14 thus the value of t-table was using interpolation system. Thus, the value of t-table was 2.145.
Comparing the t-test value, it could be concluded that t-test value (12) was higher than the value of t-table (2.145). In the other words, it could be said that 12
> 2.145. It means that null hypothesis (H!) of this research was rejected and the alternative hypothesis (H1) was accepted because there was a significance different between the pre-test and the post-test by using visual artwork in teaching vocabulary.
From the analysis above, the researcher concluded that there was a significance different between the result of pre-test and post-test score of students’
vocabulary after presenting the material by using visual artworik. In other words, it could be said that the used of visual artwork could increase the students’ vocabulary mastery.
Discussion
This research used The Visual Artwork, it is clear that there is an increase of the students’ vocabulary mastery that focused on noun. The method that used on this research was pre-experimental with one group pre test and post test design.
After getting treatments through Visual Artwork the researcher collected the result from two kinds of test namely pre-test and post-test.
The researcher chose the sample at the seventh-grade students’ of SMP YP- PGRI 4 Makassar.The 15 students were taught using Visual Artwork by giving pre- test and post-test, it was aimed to find out the students’ prior knowledge of vocabulary because they difficult to memorize vocabulary in English.
The following was discussion of the students’ result in both pre-test and post-test. Referring to the data both pre-test and post-test, it can be seen that the total score of pre-test ∑x1 is 905 and total score post-test ∑x2 is 1.110 difference between matched pairs ∑D is 205 and square of gain ∑D2 is 3.075. It can be concluded that the students’ total score of post-test is higher than the students’
total score of pre-test after they have been taught by usingVisual Artwork.
The researcher found the result of post-test was higher than pre-test, where the mean score of the students’ in pre-test was 60,33 while the students’ mean score result in post-test was 74. It means that the use Visual Artwork was effective in increasing students’ vocabulary.
Another case also showed the improvement of the students’ ability in improving students’ vocabulary mastery was also proven by the value of t-test. The t-test of this research was 12 and the t-table 2.145. It explained that the value of t- test was lower than the value of t-table, it was concluded that there was significance between the students’ result in pre-test and post-test.
In brief of the discussion above the use of visual artwork to teach vocabulary mastery search resulted an improvement of the students vocabulary which proven by the pre-test and the post test result. It was caused by some factors namely, the teaching method was suitable for the level of students, they were given opportunity to explore the ideas, most of them involved themselves in learning process actively and also they worked together to overcome the problem, that was to seek the meaning of the words given. The teachable moment method showed that the result ofthe post-test was higher than pre-test where the mean score of the students’ in
220 pre-test was 60,33 while the students’ mean score result in post-test was 74. It means that the use visual artwork was effective in increase students’ vocabulary.
Which was proven by the level of significancy that higher to the next meeting.
CONCLUSION AND SUGGESTION
Based on the result of the data analysis, research findings and discussion in the previous chapter, the researcher formulates the conclusion as follow: The use of visual artwork as treatment of the research was applied by teaching vocabulary. The students means score in pre- test was 60,33 score which could be categorized as average, while on the students’ mean score in post-test was 74 which could be categorized as good. Thus, the application of treatment by using visual artwork in teaching and learning vocabulary could increase students’ achievement from 60,33 to 74 score. It means that the treatment has increased to the achievement of students’
post-test score because it was higher than the pretest scores. It is concluded that using visual artwork can increase students’ vocabulary.
Generally, using visual artwork was effective in increase the students’ vocabulary at the seventh-grade students of SMP YP-PGRI 4 Makassar. They were active in classroom because of the visual artwork. They already master the new words and memorized them easily.The researcher would like to express some suggestion to the students,the teacher and the next researcher as follows:
For the English teacher to apply visual artwork as teaching and learning strategy especially in teaching 20 vocabulary, creative to manage material and technique to avoid student’s boring in teaching vocabulary. For the students, the students should be more active to practice their English ability especially in vocabulary. Using Visual Artwork is one of alternative ways that can be chosen. The students can use visual artwork in learning vocabulary because it is really for them to get better vocabulary. Visual artwork can be used by the students to get good achievement.
So when they cannot remember the words, they can choose the strategy. The researcher suggested that students should practice the vocabulary more, it can help students to get more knowledge. One the ways of practicing vocabulary mastery is by Visual Artwork. Also, it can help them get better understanding in categorize of word and they have understood vocabulary.
For the next researcher who was interested for a further study related to this research should explore the knowledge to enlarge their understanding about to increase vocabulary and search the other reference. There was so many cases that the students face in their everyday life in studying English vocabulary. The researcher hopes to the next researcher can explore the newest strategy or technique to overcome that cases and the students’ problem in learning especially in vocabulary.
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