Judul Skripsi : Using Visual Dictionary in Teaching Students to Improve Vocabulary (Pre-Experimental Research on Seventh Grade Students of SMP Negeri 1 Sungguminas). Using Visual Dictionary in Teaching Students to Improve Vocabularies (A Pre-Experimental Research at the Seventh Grade Students of SMP Negeri 1 Sungguminas). The researcher used a pre-experimental design with one group pre-test and post-test and data collection based on written and oral test.
The researcher used purposive sampling to select a representative of the group that has the same characteristics as the purpose of the study. The researcher conducted a preliminary observation with a teacher in the school to select the sample for this study. The researcher expresses her utmost gratitude to Almighty Allah SWT who gave her guidance, blessings and mercy in completing this assignment.
Furthermore, the researcher also expresses sincere deepest gratitude to her beloved parents; her father H.Baharuddin and her lovely mother Hj. The researcher realized that many people in carrying out the research and writing this thesis contributed their valuable suggestions, guidelines, assistance and advice for the completion of this thesis.
INTRODUCTION
- Problem Statement
- Objective of Research
- Significant of Research
- Scope of Research
All the students have a positive attitude towards the use of visual media in the teaching process. In listening skill, the teacher showed some of the pictures and asked the students to repeat after her/him. In speaking skill, the teacher asked the students to have a conversation based on the pictures.
He asked the students to write the word in the center of their blank papers. Based on the above explanation, the researcher states that some of the previous studies only teach students a few vocabulary words. It will be a challenge for the teacher and the students to come into contact with teaching methods and to improve the students' vocabulary.
This researcher provides insight into how visual vocabulary is used to expand students' vocabulary and comprehension. Students' vocabulary mastery such as pronunciation, spelling, meaning, part of speech (verb, noun) and simple sentence.
REVIEW OF RELATED LITERATURE
Concept of Visual Dictionary
It can be a picture or another form of illustration that appeals to the sense of sight. When skillfully combined with image, words and sounds have the power to evoke emotions, change attitudes and motivate actions. The impressions created by combining images, words and sounds have been shown to be retained by viewers significantly longer than when they are only heard or read.
By observing the Visual Dictionary, it will be easier for the students to recognize, remember and find out the real object in their mind through visualization (Wigan, 2009: 9).
Concept of Multimedia
On the other hand, according to Wigan, that visual dictionary is a book that contains the list of textual definitions and visual explanations. It is an interactive and almost autonomous way of accessing knowledge, which does not require teacher intervention, and is based on information, observation, experimentation, discovery, information processing approaches and so on, through the use of multimedia. The use of strategies based on multimedia stimulates cognitive confrontations, determines active and interactive training and gives the learner cognitive and informational autonomy.
The student has an active attitude, constantly stimulating personal reflective capacities, critical thinking, imagination, creativity, but also interactive, being forced to interact with others to solve learning tasks. Based on the above definition, the researcher can conclude that the visual vocabulary that is applied to students is visual explanation with image, sound and color completely united in an electronic media. Based on the definition of the visual dictionary refers to a book that contains a list of textual definitions and visual explanations.
But in this case, the researcher used the visual dictionary app, because using a visual dictionary through a book means still using a conventional dictionary, which makes students not interested in learning English.
The Procedure of Using Visual Dictionary App
Learn menu, the student can learn more about the words such as word meaning and its example. There are some menus in home vocabulary such as home, kitchen, dining room, living room, bedroom, etc. There are some explanations in the word such as the sound of word, word meaning and example in sentence.
Conceptual Framework
The researcher will teach the vocabulary so that it can improve the students' overall vocabulary and their mastery of it, including pronunciation, spelling, meaning, speech history and simple sentences. The researcher not only checks the vocabulary of the students in the classroom but also continues in their lives or outside school. When conducting autonomous learning, students are mainly asked to keep a diary about their daily activities in their home.
They are able to evaluate their learning, identify any problems they run into and suggest solutions. The researcher can hopefully with this research fulfill the total number of students' vocabulary and their mastery. Then the students are able to understand English book if they enter a college after completing their SMA.
Hypothesis
RESEARCH METHOD
Research Variables
The dependent variable in this research was the students' vocabulary mastery test score which includes word spelling, pronunciation, meaning, part of speech and simple sentence.
Population and Sample
Research Instrument
Data Collection
Data Analysis
The students' vocabulary in terms of meaning was different in pre-test and post-test.
FINDINGS AND DISCUSSIONS
Discussions
Guru memberikan kesempatan kepada siswa untuk bertanya terkait materi yang belum mereka pahami. Guru mengajukan pertanyaan terkait hal-hal yang ada di kelas untuk mengetahui sejauh mana pemahaman siswa. Siswa mengidentifikasi gambar-gambar dalam kamus visual yang berhubungan dengan benda-benda di kelas.
Siswa mengidentifikasi ekspresi dalam memberi dan meminta informasi tentang suatu hal di kelas. Guru meminta siswa membedakan antara memberi dan meminta informasi berkaitan dengan hal-hal yang ada di kelas. Guru mengajukan pertanyaan terkait materi hewan (klasifikasi hewan seperti reptil, serangga, ikan, burung, dan mamalia) untuk mengetahui tingkat pemahaman siswa.
Guru meminta siswa membedakan antara memberi dan meminta informasi tentang hewan pendamping. Guru memberikan kesempatan kepada siswa untuk bertanya tentang materi yang belum mereka pahami. Guru meminta siswa membedakan antara memberi dan meminta informasi tentang hewan pendamping.
Guru meminta siswa berdialog singkat tentang bertanya dan memberi informasi tentang arah bangunan umum.
CONCLUSION AND SUGGESSTION
Suggestions
Students’ Mean Scores in Word Spelling
Students’ Mean Scores in Word Pronunciation
Students’ Mean Scores in Meaning
Students’ Mean Scores in Part of Speech
Students’ Mean Score in Pre-test and Post-test
Siswa mengidentifikasi gambar-gambar dalam kamus visual yang berkaitan dengan pengklasifikasian materi hewan.
