proposal cecep

8/3/2019 Proposal Cecep

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TITLE : TEACHING VOCABULARY BY USING PICTURES: A

CASE OF THE FOURTH GRADE STUDENTS OF SD

NEGERI TELOGOREJO 1 KECAMATAN WONOSALAM

KABUPATEN DEMAK IN THE ACADEMIC YEAR 2010 /

2011

I. INTRODUCTION

A. Background of The Study

Languages are one of human creation which has an important

role in creating social interaction in a community. Ramelan (1992:10)

stated that language is an arbitrary system of speech sound or

sequences of speech sound which is used in international

communication by an aggregation of human being in the human

environment.

English is one of the most important languages in the world;

it is one of the major languages in the world used by most population

in the world. Up to know, many books are written in English,

specifically for scientific books and almost every field of books is

written in English. It demands people to understand that language,

especially the text itself.

Many Indonesian people started to believe that English would

help them so much in finding a job than who did not. As the most

important foreign language in Indonesia, English became one of the

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compulsory subjects taught from fourth grade of elementary school to

a university. There are three main purpose and function of teaching

English in Indonesia, which are:

1. Improving students communication skill in

English both spoken and written.

2. Growing up the conscious about language for

English as the second language in Indonesia.

3. Improving the understanding about

interrelated between language and culture.

As the result, the government always made effort to improve

the quality of English teaching. In line with the governments plan to

have nine compulsory studies, it was possible to teach English in

Elementary School. By applying the foreign language to early level

(Elementary School), the students language mastery was expected to

be satisfactory although it was only in simple English.

There are many difficulties to teach English in elementary

school because the students usually are confuse and difficult to

memorize the vocabulary. Vocabulary is an essential means in learning

English.

Teaching vocabulary to children is different from teaching

vocabulary to adults, because they have different characteristic and

motivation. Children do not have self-motivation and need to learn

English. On other hand, adults are aware in the importance of learning

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English. So, they have self-motivation to learn the language.

Allen (1983:33) stated that teaching English to the beginner

should need the technique. The best technique is using an approach

still has relation to their world. The technique here may use visual aids

especially in teaching vocabulary. Visual aids are available in many

forms such as games, puzzles, pictures, card etc.

Many effort and media have been done in teaching English

for the students; one of them is by using pictures as the media. Media is

one thing that is offered by many experts as a tool to increase the interest

and motivations of the study. Thats why, the ability to use teaching

media is one of competences that every teacher must have. Picture is one

media which is suggested for helping the success of teaching-learning

(Wright, 1989: 2-4).

By using pictures, the attention of the students will be

focused because pictures can create their inspiration and the message

lies of the pictures. Picture can trigger the students creativity through

various languages.

In this study, the writer wants to focus his research in finding

out whether teaching vocabulary by using pictures is effective or

ineffective for the students of elementary school especially for the

fourth grade students of SD Negeri Telogorejo 1 Kecamatan

Wonosalam Kabupaten Demak in the academic year 2010 / 2011.

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B. Reasons for Choosing the Topic

The writer chooses the title Teaching Vocabulary by Using

Picture: a Case of the Study of the fourth Grade of The Student of SD

Negeri Telogorejo 1 Kecamatan Wonosalam Kabupaten Demak in the

academic year 2010 / 2011 because:

1. English is important in the international

world because it became one of the

international language,

2. Pictures as a media of English teaching

are can be found in magazine and news

paper easily and inexpensively.

3. The writer wants to find out whether

teaching vocabulary by using pictures is

effective or not for the students in

understanding English.

C. Statements of the Problem

This study is limited to the vocabulary achievement and the

benefit of teaching vocabulary by using pictures at elementary school

at SD Negeri Telogorejo 1 Kecamatan Wonosalam Kabupaten Demak,

as follows:

1. How well does teaching vocabulary by using

picture give contribution in developing

English skills?

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2. What are the problems faced by the fourth

grade students of SD Negeri Telogorejo 1

Kecamatan Wonosalam Kabupaten Demak in

developing vocabulary by using pictures?

3. What are the advantages and disadvantages of

teaching vocabulary by using pictures?

D. Objectives of the Study

The objectives of this study are as follows:

1. To know the effectiveness of teaching

vocabulary by using pictures to the fourth

grade students of SD Negeri Telogorejo 1

Kecamatan Wonosalam Kabupaten Demak.

2. To identify the problems faced by the fourth

year students of SD Negeri Telogorejo 1

Kecamatan Wonosalam Kabupaten Demak in

developing vocabulary by using pictures.

3. To describe the advantages and disadvantages

of teaching vocabulary using pictures.

E. Significance of the Study

The significances are as follows:

1. For the writer

The writer will have an experience and capabilities to

overcome students ability in English vocabulary.

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2. For the students

The result of the study will help the students about their

ability in Mastering English vocabulary.

3. For the teacher

The English teacher will be more creative and easily in

teaching English vocabulary to the students.

4. For the reader

The reader can take a lesson based on information about

the students ability and how to solve the problem in teaching

English vocabulary.

F. Definition of Key Terms

To give a clear clarification and to limit misunderstanding

between the writer and the readers, the writer clarifies the terms which

are used in this study as follows:

1. Teaching

Hornby states that teaching is an activity that tries to

help someone to acquire change, develop skill, attitude, idea,

appreciation and language (Hornby, 1984:895).

2. Vocabulary

Vocabularies are one of the four language components,

which are spelling, grammar, phonology, and vocabulary. Hatch

and Brown (1995:1) define the term vocabulary is a set or list

of word particular language or that individual speakers of

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language might use. Fardhani (1994:1) notes that vocabulary is

an important area of language because vocabulary or words are

tools to express our thought.

Dona Young (2007) explains that vocabulary is the

study of:

a. The meaning of the word

Many words have several different meaning, each

study the meaning of the words and the part of speech.

b. How the words are used

Study the words in the context; apply what you

learn by writing sentences with your own words.

c. Root words, prefixes, suffixes

Studying these will aid in the study of vocabulary.

d. Analogies

This is comparing two pair of words and choosing

the pair that goes together.

3. Teaching Vocabulary

There is a common perception that all learning should

be serious and solemn in nature and that if one is having fun and

there is hilarity and laughter, then it is not really learning. This is

misconception. It is possible to learn a language as well as enjoy

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oneself at the same time. One of the best ways of doing this is

through pictures.

4. Pictures

Pictures can be interpreted as any substances which

play an important role in teaching and learning process. It help

the students to master the material that is presented by the

teacher. Harmer (2001:134) explains that pictures are clearly

indispensable for the language teaching since they can be used in

many ways. We can teach vocabulary, speaking and writing

easily through pictures.

5. Pictures as a Teaching Media

It is impossible to use all of those media for teaching

language and picture is one of that mediums. Picture used by the

teacher in the teaching learning process especially in teaching

English vocabulary. A picture can be used to attract the students

attention, so they will get their concept.

A picture is one of visual media that can be used in

language teaching.

6. SD Negeri Telogorejo 1 Kecamatan

Wonosalam Kabupaten Demak

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It is the place where the writer conducts the research.

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II. REVIEW OF RELATED LITERATURE

A. Previous Study

Vocabulary plays an important role in learning language

especially in communicates to express ideas or feeling. Knowing

vocabulary is important to know of the language used. We know that

students have individual learning style and these dictate the optimum

of vocabulary learning process. Vocabulary has an important role in

our communication; we must have good and story vocabulary to make

an effective communication to the other.

Bambang Margono choose title Teaching Vocabulary by

Using Pictures: a Case of The Fifth Grades Students of SD Negeri

Tambirejo 2 Demak In Academic Year 2008 / 2009 and Muhammad

Jazuli with his title The Effectiveness of Using Flashcard In Teaching

Vocabulary at Elementary School: A Case of The Fifth Grade Students

of SD Negeri Gajah 1 Demak In Academic Year 2008 / 2009.

B. Vocabulary

1. General Concept of Vocabulary

Broadly defined, vocabulary is knowledge of words and

meanings. However, vocabulary is more complex than this

definition suggest. First, words come in two forms: oral and

print. Oral vocabulary includes those words that we recognize

and use in listening and speaking. Print vocabulary includes

those words that we recognize and use in reading and writing.

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Second, word knowledge also comes in two forms, receptive and

productive.

Receptive vocabulary includes words that we recognize

when we hear or see them. Productive vocabulary includes words

that we use when we speak or write. Receptive vocabulary is

typically larger than productive vocabulary, and may include

many words to which we assign some meaning, even if we dont

know their full definitions and conditions or ever use them

ourselves as we speak and write (Kamil & Hiebert, in press).

Adding further complexity, in education, the word

vocabulary is used with varying meanings. For example, for

beginning reading teachers, the word might be synonymous with

sight vocabulary, by which they mean a set of the most

common words in English that young students need to be able to

recognize quickly as they see them in print. However, for

teachers of upper elementary and secondary school students,

vocabulary usually means the hard words that students

encounter in content area textbook and literature selections.

For purpose of this booklet, we define vocabulary as

knowledge of words and word meanings in both oral and print

language and in productive and receptive forms. More

specifically, we use vocabulary to refer to the kind of words that

students must know to read increasingly demanding text with

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comprehension. We begin by looking closely at why developing

this kind of vocabulary is important to reading comprehension.

Vocabulary is the total number of words in a language.

(Hornby, 1995:1331) Vocabulary is an important part to mastery

English well. According to Pigeats theory, a child at the age 7

10 years is always interesting in recognizing and knowing new

words, he stands to repeat new words repeatedly so that he will

memorize them.

There are essential steps of learning vocabulary

(Brown, 1995:373) which has recited by Cameron :

Having source far

encountering new

words,

Getting a clear

image for the form

of new words,

Learning the

meaning of the new

words,

Making a strong

memory connection

between the form

and the meaning of

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the words,

Using the words.

In teaching English to children, teacher has to use

performance teach vocabulary to them because the children in

literacy level are performance; it means children learn language

with accompanying action / scaffolding. In this level, teacher can

use media. According to Notion (1990) in recited by Cameron is

listed basic technique of explaining the meaning of new words.

2. Kinds of Vocabulary

Finnochiaro (1974:73) divides vocabulary into two

kinds, namely active vocabulary and passive vocabulary. The

first consist of words which student understand, can pronounce

correctly and use constructively in speaking or in writing. The

second consist of words that students recognize and understand

when they occur in a context and she or he never uses them in

communication. He or she understands them when he or she does

not use them in speaking or writing.

3. Teaching Vocabulary

Nowadays it is widely accepted that vocabulary

teaching should be part of the syllabus and taught in a well-

planned and regular basis. Some authors, led by Lewis (1993)

argue that vocabulary should be at the centre of language

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teaching because language consists of grammatical lexis, not

lexicalised grammar.

There are several aspects of lexis that need to be taken

into account when teaching vocabulary. The list below is based

on the work of Grains and Redman (1986):

Boundaries

between conceptual

meanings: knowing

not only what lexis

refer to, but also

where the

boundaries are that

separate it from

words of related

meaning (e.g. cup,

mug, and bowl).

Polysemy:

distinguishing

between the various

meanings of a

single word form

with several

meaning but closely

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related (head: of a

person, of a pin, of

an organization).

Homonymy:

distinguishing

between the various

meanings of single

word form has

several meaning

that is not closely

related (e.g. a file:

used to put papers

in or a toll).

Homophony:

understanding

words, which have

the same

pronunciation but

different in

spellings and

meanings (e.g.

flour, flower).

Synonymy:

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distinguishing

between the

different shade of

meaning that

synonymous word

have (e.g. extends,

increase, expand).

Affective Meaning:

distinguishing

between the

attitudinal and

emotional factors

(denotation and

connotation), which

depend on the

speakers attitude or

the situation. Socio-

cultural associations

of lexical items are

another important

factor.

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Style, Register, and

Dialect: enable to

distinguish between

level of formality,

the effect context

and topics as well

as different in

geographical

variation.

Translation:

awareness of

certain differences

and similarities

between native and

foreign language

(e.g. false

cognates).

Chunk of

Language: multi-

word verb, idioms,

strong and weak

collocations, and

lexical phrases.

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Grammar of

Vocabulary:

learning the rules

that enable students

to build up different

forms of the word

or even different

word from that

word (e.g. sleep,

slept, sleeping).

Pronunciation:

ability of

recognizing and

reproducing items

of word in speech.

The implication of the aspects just mentioned in

teaching is that the goals of vocabulary teaching must be more

simply covering a certain number of words on word list. We

must use teaching technique that can help realise this global

concept of what it means to know a lexical item. And we must

also go beyond that, giving learner opportunities to use the items

learnt and also helping them to use effective written system.

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4. Media

The origin word of media is medium which is from

Latin language that means carrier or escort that is a thing that

bring the information from source to receiver. Media can be

classified becomes three kinds, that are visual media, audio

media, and audio visual media. Visual media is the media that

can be seen and be touched, likes photos, pictures, maps, cards,

dolls, and puppets. Audio media is the media that can be heard,

like radios, cassettes, tape recorder, and compact disc.

Audio visual media is the media that can be seen and be

heard, like television, film, and computer. In the learning

activities, media can help the teachers to carrier the learning

matter for students because each of learning matters have some

variation of difficulty level and to simplify it, they need the

teaching media.

Finnochiaro (1974:63) states that the subject understand

and retain better when they have been taught or shown some

objects associated with it. Moreover Brown (1973:1) emphasizes

that using variety of media will increase the probability that the

students will learn more, retain better than they learn and

improve their performance of the skill, they are expected to

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develop.

From the definition above, the writer concludes that

visual aids are substances to implant ideas used by the teacher

during teaching learning process to support the presentation of

material.

5. Picture

a. Definition of Picture

Picture provides an excellent opportunity for the

use of vocabulary and it may simulate the imagination

encourage the students participation in an interactive

classroom atmosphere so that they will get better result.

Picture often conveys meaning as effectively as words and

may enhance memory retention, especially when learner

has to think about how to draw the meaning.

Picture is one of the important media that can be

used in the teaching learning process, especially in teaching

English. The picture can represent human life such as

people, animal, thing and activities. According Wright

(1989:2) explain that pictures are not just an aspect method

but through their representation of place, object and people.

The picture is important, because it very possible

to predict not only from what we hear and read but also

from what we see around us and from what we remember

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as well. Picture used must be interesting for the students

and be easy for the students to understand.

b. Advantages of Using Picture in

Teaching Vocabulary

Pictures are one kind of media that can help the

teacher draw the students interest and arouse their

motivation to learn. According to Sadiman et all (2003:29)

stated that the advantages of using pictures as a media are:

1. Picture

s are

more

realisti

c in the

point

of view

that

verbal

media.

2. Picture

can

solve

the

proble

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ms of

limited

place

and

time.

3. The

price is

cheap

and

easy to

get and

use

without

particul

ar

instrum

ents.

Pictures are often reminding us about real life

experiences to suggest such experiences to us.

According to Hamalik (1986:81) there are six

reason of using pictures in teaching learning process as

follow:

1. Picture

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s are

concret

e. It

means

that by

picture,

the

student

can

explain

ed

someth

ing

which

to

talking

or to

discuss

in

class.

2. Picture

s can

be to

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solve

the

limited

time

and

place.

3. Picture

s can

be to

explain

someth

ing.

4. Picture

s are

easy to

get and

cheap.

5. Picture

s are

easy to

use.

6. Picture

can be

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to

solve

the

leak

senses

of the

human.

It

means

that a

small

thing

that

cannot

see by

eye, we

can see

it

clearly

by

photog

raph.

Based on the idea above, it is clear that pictures

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have some advantages in the teaching learning process. The

problems that usually come up are that they get difficulties

in choosing and finding suitable words to express

something. Therefore, the teachers help and knowledge are

useful to help the students to express their idea and though

in making sentences.

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III. METHODOLOGY OF THE RESEARCH

A. Research Design

The research design in this study is an experimental research.

According to Arikunto (1985:257) experimental research is a study to

know whether there is an effect or not to the subject, that is given a

treatment. The design of experimental research of this study, the

researcher used two groups which are experimental group and control

group. In experimental group was taught vocabulary with pictures and

control group taught vocabulary without picture.

In this study, the writer also does experiment related with the

topic. The experiments are divided into two meetings, as follows:

1. Pre-Test

2. Post-Test

B. Research Method

1. Population

Population is the subject of the research. According to

Arikunto (2002:108) defined population as a set (or collection) of

all elements possessing one or more attributes of interest. In other

word, population is the whole subject of the research.

The population of this research is limited to the students

of fourth year at SD Negeri Telogorejo 1 Kecamatan Wonosalam

Kabupaten Demak in the academic year 2010 / 2011 consist of

40 students.

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2. Sample

Sample is a part of population that is participates in the

study. Arikunto (2002:109) sampling is the technique of

choosing representative of the population. From the sample or

representative, we can generalize the result for the whole

population.

In this study, the writer uses total sampling because all

of the students of fourth year at SD Negeri Telogorejo 1

Kecamatan Wonosalam Kabupaten Demak in the academic year

2010 / 2011 are the subject of the research.

C. Procedure of Collecting Data

Collecting data was one step used in a research, since the data

was absolutely needed to verify the hypothesis. It had been recognized

that a research was a systematic attempt to provide answers to

questions or problems, then to solve it; it was necessary to provide a

number of data needed.

To get the data, the researcher selected the simplest, cheapest

and efficient system of data that was rapidly available and adjusted to

the need of this study by using classroom action research and all of the

events would be recorded during conducting the study such as the

students motivation, atmosphere and result in every cycle into a

journal and observation sheet.

In this part, the writer determines the right method on

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collecting data as follows:

1. Try Out

The goal of conducting this try out test was to measure

the validity and reliability of the test. According to Suharsimi

(2001:65) stated that the goal of the try out is to obtain a reliable

instrument and also validate the test that would be used as an

instrument for collecting data.

2. Test

The form of test is multiple choice tests. According to

Harris (1967:7) there are three reason of using multiple choice

tests, as follows:

a. The writer can directly get

specific skill and learning

he wants to measure,

b. Scoring can be done

quickly,

c. Multiple choices have

superior reliability and

validity.

The material of the test is taken from English books for

the fourth grade student related with the subject discussion and

based on the local content curriculum.

In scoring the test, the writer uses following formula:

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S = N

R

x 100

Where:

S = the Score

R = total number of correct answer

N = total number of the test items

3. Pre-Test

Before the teacher teaches materials by using pictures,

he gives a test to the students by taking the material.

4. Post Test

Post-Test was done after pre-test. It was aimed to

measure the students achievement and to compare the result

between pre-test and post-test that would be processed into data.

Materials of the test were taken from the vocabularies taught in

the activities before.

5. Questionnaire

Arikunto (2006:151) mentioned that questionnaire

could be in the form of multiple choices, essays, check-list, and

rating scale so respondents would only select one of the provided

answer in it. In conducting this study, the researcher used a

multiple choice questionnaire, in which the respondents only

selected one of the provided answer (by crossing A, B, C or D) in

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each question.

The questionnaire was conducted after the activities

above were completely done. It was purposed only to gain data

from the students response about the teaching strategy applied.

The questionnaire consists of five questions and it was in the

form of essay.

D. Technique of Data Analysis

The data is useful to describe the students achievement in

understanding vocabulary.

1. Analysing the result of the test

To obtain student score, the researcher evaluates the

students answer. The researcher applied scoring formula from

2004 curriculum.

Score = N

X

B/N X 100

Where:

B = correct items answered

N = the number of the items

Through scoring, the results of the students work were

needed to put in a form that readily interpreted.

2. Mean

The researcher calculates the actual test (pre-test and

post-test) into the mean. Mean is the average of a group score.

The computation for the means is done by adding up all

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individuals score and then divided the sum by the number of the

students.

The formula for computing the means are as follows:

M = N

X

Where:

M = the mean

X = the sum of score

N = the number of students

After the mean of the score have been found out, and then

put the result based on the table below:

The Percentage of

Correct Answer

GradeLevel of

Achievement

86 100 A = Excellent Outstanding

76 85 B = Good Above Average

60 75 C = Fair Average

55 59 D = Poor Below Average

Below 55 E = Very Poor (Fail) Insufficient

After computing and comparing between the result of

pre-test and post-test, the researcher decide is it effective or not

teaching vocabulary by using pictures at SD Negeri Telogorejo 1

Kecamatan Wonosalam Kabupaten Demak in academic year

2010 / 2011.

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IV. OUTLINE OF THE THESIS

This thesis consists of five chapters. They are introduction, review

of related literature, method of investigation, result of the analysis, and

conclusions and suggestion.

Chapter I, the writer state the general background of the study,

reason for choosing the topic, statement of the problem, objective of the

study, and outline of the thesis.

Chapter II, the writer state theoretical background of the study,

experts opinion about teaching vocabulary, general knowledge of

vocabulary, various types of mastery vocabulary, principles of teaching

vocabulary, and pictures.

Chapter III, the writer explains design and variable, population and

sample, instrument, procedures of collecting data, and procedures of

analyzing data.

Chapter IV, the writer explains research findings and discussion.

Chapter V, the writer writes the conclusion of the analysis and state

suggestion.

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BIBLIOGRAPHY

Brown, J.D. 1995. Understanding Research in Second Language Learning: A

Teachers Guide to Statistic and Research Design. Cambridge: Cambridge

University Press.

Cameron, Dyne. 2001. Teaching Language to Young Learners. Cambridge:Cambridge University Press.

Finocchiaro, Mary, Banomo, Michael. (1974). The Foreign Language Learners:A Guide for Teachers. New York : Regents Company Inc.

Harmer, J. 2001. The Practice of English Language Teaching 3. Cambridge:

Longman.

Hornby, A.S. 1995. Oxford Advanced Learners Dictionary of Current English .

Oxford University Press.

Ramelan. 1992. Introduction to Linguistic Analysis. Semarang : IKIP Semarang

Press.

Sadiman, S.A et All. 2003. Media Pendidikan: Pengertian, Pengembangan, dan

Pemanfaatannya. Jakarta: P.T. Raja Grafindo Persada.

Webster, Noah. 1993. A Websters New World Dictionary. New York: PrenticeHall Press.

Wright, Andrew. 1989. Visual Material for the Language Teacher. New York:

Longman Inc.

Website:

Kamil & Hiebert. 2007. A Focus on Vocabulary. www.prel.org/products/re -

_/ES0419htm, accessed in January 19, 2010.

Young, Donna. 2007. What is Vocabulary.

www.donnayoung.org/form/help/vocabulary.htm, accessed in January 19,

2010.
http://www.prel.org/products/re%C2%AD_/ES0419htmhttp://www.prel.org/products/re%C2%AD_/ES0419htmhttp://www.prel.org/products/re%C2%AD_/ES0419htmhttp://www.prel.org/products/re%C2%AD_/ES0419htm

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