CHAPTER I INTRODUCTION

This chapter provides some sections which relate to the study. It consist of six sub chapters : Background of the problem, Limitation of the roblem,

!tatement of the roblem, urpose of the "esearch, The !ignificance of the roblem and #efinition of $ey Terms.
A. Background of the Problem

In Indonesia %nglish is one of the most important foreign languages taught to the students of &unior up to senior high school. "ecently, %nglish has become one of the important school sub&ects of elementary school. 'any elementary schools have choosen %nglish as one of the school sub&ects for their students. (or the sake of improving technological development, international relationship, and the like, Indonesia has determined %nglish as a compulsory sub&ect in the national curriculum. It means that %nglish becomes an official school sub&ects throughout this country. Based on the )B : *++, -Garis Besar Pedoman Pengajaran. The

)eneral Instruction of Teaching/ Pelajaran Bahasa Inggris muatan lokal di SD mencakup ketrampilan membaca, menyimak, berbicara, dan menulis bahasa Inggris dalam bentuk pola yang sederhana. Penekanannya adalah pada ketrampilan membaca dan mendengarkan serta berbicara.

%nglish learning has to focus on the four languages skills. They are reading, listening, speaking, and writing. Instead of mastering on grammar, or structure, the students have to be able to communicate in %nglish. They have to able to be use in creative communication so that they can express their ideas in %nglish. Therefore, the %nglish teaching and learning activity should be arranged to help them use %nglish happily yard creatively. It has to help them be able to read, to listen, to speak, and to write in %nglish. The students are hoped to understand the given %nglish text, to understand the spoken %nglish massages, and to write their ideas in %nglish as well. To know the student have some problem in %nglish vocabulary mastery, the researcher asked one of the %lementary school students in )empolan elementary !chool. 0ne of the elementary school student said : 1 saya kesulitan dalam mengha alkan kosakata baru bu...apa artinya saya tidak tahu. !da soal yang tidak ada gambarnya saya bingung bu... Based on the student2s statement we know that one important component in studying %nglish is memori3ing the vocabulary. 'ost of the teachers in elementary school teach %nglish use handbook and ask for the students to do exercices from students handbook and it makes students bored. If the students do their test without pictures, they feel confused. 4nd do their test with random answer.

The more vocabularies students have to easier for them to develop their language skill. Learning %nglish vocabulary in elementary school is to make students attitude or to make students fun in learning %nglish. This supported by 5urtis -6778:9/ 1 :ocabulary a person2s vocabulary consists of the individual word whose meaning he or she knows and understands; 4ccording the curriculum ob&ective as stated in )B 2+, for !# level, the

elementary school students must build up a vocabulary approximately 877 words and the students are expected to be able to speak, write, read and listen in %nglish. 1 Pada akhir Sekolah Dasar sis"a memiliki ketrampilan membaca, berbicara dan menulis bahasa dalam pola sederhana berdasarkan tingkat perkembangan dan minat mereka dengan tingkat penguasaan kosa kata lebih kurang #$$ kata.; - )B , *++, / <ycraft -*+=,:6/ suggests that the teacher follows the following ways to presenting or teaching the vocabulary > namely, in context, creative context, description, outside the classroom, real ob&ect, mime, opposite, picture,wall chart, and word games. The researcher have observation in fifth grade students of )empolan %lementary !chool, and she make presentase from the result. Based on the observation in )empolan %lementary school, get the result:

Table *.* "ank of %nglish difficulties 5lass :4 of )empolan %lementary !chool in 67** . 67*6 4cademic year ?o *. 6. B. %nglish Language 5omponen )rammar ronounciation :ocabulary ercentage - @ / 6=,A @ *+,7 @ 86,, @

(rom the table above,there are 6* students in class 4. A students of 6* choose grammar to their diffulities, , students choose pronounciation, and ** students choose vocabulary. the result of the table is vocabulary is more difficult than grammar and pronounciation in learning %nglish. Therefore, teacher must choose interesting media that can motivate the students study %nglish. Based on the statement above, it can be included that it is important for the %nglish teacher to give motivation and increase the students2 interest in learning %nglish. (urthermore, the %nglish teacher should find effective effort to make the students mastery vocabulary. In this case, the researcher wants to make a research entitled 1 Improving :ocabulary 'astery using icture 5ards to fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediri 4cademic Cear 67**.67*6 .1

B. !m!tat!on of the Problem

This research is limited in Improving :ocabulary 'astery using icture 5ards to fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediri 4cademic Cear 67**.67*6 . C. "tatement of the Problem The problem to be investigated in this research are stated as follows: *. 5an and to what extent icture 5ards improve vocabulary mastery to fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediriD 6. Ehat happens when icture 5ards media is implemented in teachimg vocabulary to the fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediriD D. Pur#o$e of the Re$earch Based on the formulation of the problem, the purposes of the research can be formulated: *. To (ind out whether can and to what extent teaching vocabulary using icture 5ards can improve to fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediri. 6. To know what happens when icture 5ards media is implemented in teaching vocabulary to the fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediri.

E. The "!gn!f!cance of the Problem This research is expected to give some significant to the following people.
5

*. The "esearcher The result of this research is expected any useful input for teaching %nglish, that the use of picture cards in teaching learning process can improve the students vocabulary mastery. 6. The %nglish Teacher The result of this research is expected it motivate the teacher to create an effective teaching and learning process especially teaching vocabulary using picture cards, so that the teaching learning process is not boring. B. The !tudents The result of the research is expected to develop the student2 interest to learn %nglish and to encourage the students to mastery of vocabulary. ,. The other "esearcher The result of the research is expected to give any helpful input for other reseacher to use media in teaching learning process. %. Def!n!t!on of &e' Term$ In order to clarify the title F Improving :ocabulary 'astery using icture 5ards to fifth grade students of )empolan %lementary !chool $ec. )urah $ab. $ediri 4cademic Cear 67**.67*6.1 , the student give the definition of key terms to avoid misunderstanding.

*. Improving as deepest the studentGs enlarge understanding in remember their vocabulary.

6. The studentGs mastery

as capability of students in absorb the material

trough picture card by their teacher. B. :ocabulary as collected words in %nglish form. ,. icture 5ards as one of media that helping the student to understand and increase their vocabulary.

CHAPTER II RE(IE) RE ATED ITERATURE

7

This chapter discusses the general concept of vocabulary mastery and picture cards madia. To review the theoretical background as underpinning of the problems, this section presents relevant theories. (irst of all, general concept of vocabulary mastery, teaching vocabulary, the nature of picture cards media, teaching vocabulary using picture cards media, rationale of picture cards in teaching vocabulary, and the last one is action hypothesis of the research. A. *eneral Conce#t of (ocabular' of the Re$earch +. The Def!n!t!on of (ocabular' In some literature, we found the meaning of vocabulary. There are some definitions of vocabulary. 4ccording to "oget, :ocabulary is: a. 4n alphabetical list of words often defined or translated, the vocabulary includes idioms and two words verb. b. 4ll the word of Language. c. !peciali3ed expression indigenous to a particular fields, sub&ect, trade or subculture. (rom the definition above, that vocabulary is a component of language and numbers of words by a person class, profession, etc. In the communication and every aspects of life such as in trade, education, business, social, politic, etc. ,. The T'#e$ of (ocabular' ?ation has divided vocabulary in the specific reference, such a word.

a. "eceptive :ocabulary: $nowing a word involves being able to recogni3e it when it is heard -Ehat is the sound likeD/ or when it seen -Ehat does it look likeD/ and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with a similar form and being able to &udge if the word form sounds right or look right. b. roductive :ocabulary: $nowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using the word too often if it is typically a low freHuency word and using it in a suitable situation using the word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there any. Io 4nn 4eborsold and 'ary Lee (ield 5lassified :ocabulary into two terms there are: a. 4ctive :ocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skill.

b. assive :ocabulary refers to a language items that can be recogni3es and understood in the context of reading or listening and also called as receptive :ocabulary.** assive :ocabulary or comprehension consists of the words comprehended by the people, when they read and listen. (rom the explaining above, we know that every experts in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinions and ideas. It means that vocabulary is of two kinds function and content words. -. The U$e of (ocabular' :ocabulary is important in case it could helps the students to en&oy their classes. 0ne who masters enough vocabulary will find fewer difficulties than those who have fewer vocabularies. Ehen they read a certain text, they will easily get the information from it since they can understand every word in the text. 0n the others hand, those who lack of vocabulary will face a lot of problems. 'astery of vocabulary will be useful for the process of achieving languageJ teaching ob&ectives. That is the mastery of language skills -Listening, !peaking, "eading, and Eriting/. If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Cang Khihong who say that 1 Eords are the basic unit of language from supports it. Eithout vocabulary, one cannot communicate to effectively or express idea. <e also states that having a limited vocabulary is also a barrier.;

10

(urthermore, Long and "ichards explain that vocabulary like grammar is an essential component of all uses of language. B. Teach!ng (ocabular' :ocabulary is the important element in foreign language learning because of its involvement in four basic language skills namely listening, speaking, reading and writing. Teaching vocabulary means teaching the students how to use vocabulary to convey their ideas, opinion, knowledge and also their feeling. It is a process in which teacher gives some new words to the students and help them to recogni3e, pronounce, practice and remember the words easily. (rom the statements above, it is clear that a teacher must first teaching to the students the meaning, definition, description, spelling, and pronunciation of the words. 4s the teacher wants the students to remember a new vocabulary, he.she has to make a sure that the students can understand the word given. 4nd then a teacher must make sure that the new words are better remembered in a memorable way.

4ccording to <aycraft -*+=A: ,9/ adopted by $osasih %ngkos, before presenting vocabulary in class, it is helpful to remember the following things:

11

*. Ehenever possible, teach the words in spoken form first, and only when students can pronounce them well, introduce the written form. 0therwise, students will always try and pronounce %nglish words as if they were written in their own language, and it will be difficult for the teacher to break this. 6. Try to present new words in context. B. "evision is essential. Blend words that have been presented into letter practice. Based on the explanation above, the writer concludes that before the teacher presents vocabulary in class, it is better to teach the word in spoken form first before in written form, presenting new words in context and making revision. C. The Nature of P!cture Card .ed!a )airns and "edman -*+=A : *7B/ many teachers during their years of teaching build up a library pictures> these may include wallcharts, commerciallyJproduced picture cards, home made maga3ine picture

flashcards, hand drawn pictures, and of course ilustration from course books and suplementary books. These aid can be used for presentation, practice, revision and testing. Eright -*++= : =6/ states in his book that picture card for class use flash cards, it means that such cards must be one of the most flexible of the media, particularly now that 1 BlueJtack 1 and it eHuivalents allow the teacher to stick the cards onto the board or onto cupboards etc. Their chief role is intense oral work, both controlled and open. The ease with which a picture can be produced, shown to the class or to an individual and then put away helps the teacher to create a sense of urgency and drama. 4 picture card can simply cue a

12

response as describe above. <owever, there are more challenging or inviting activities possible with picture cards which make the students wants to speak. D. Teach!ng (ocabular' u$!ng P!cture Card$ .ed!a There are some kinds of teaching aids which are used in teaching learning process such as pictures. 4cording to 0emar <amalik in his book media pendidikan says that 1 Gambar adalah media salah satu alat yang penting bagi pengajaran dan pendidikan . Iill <adfield and 5harles <adfield state that pictures may be drawn on the board, on large pieces of paper -poster/, or on pieces of card picture card/ -677* : B/ The basic idea from the opinion above is that picture is very important and useful for teaching and education. It can make the students more active and the %nglish activities become more alive and interesting. The teacher should be more creative and imaginative in designing and selecting teaching aids. (or this reason it is necessary for the to provide variety of teaching aids that can minimali3e the students2 boring. 4ccording to 0emar <amalik in his book 'edia endidikan 1 Gambar %edia yang murah dan mudah artinya untuk mempertinggi nilai pengajaran 1 -*+=7 : =*/

Ee can use pictures as an aid and teaching learning process because it is very cheap and easy to find. 4 teacher may take a pictures from books,

13

maga3ine, or newspaper, if the teacher has a good skill in drawing very often the pictures are designed by the teacher him . herself. By using pictures as interesting aids can help the teacher to teach the material, and it makes the students, and its makes the students understand the material in classroom. The students will understand easily what kind of thing it is as soon as looks like, and easier to understand everything being talked they see the the picture being discussed. There many functions of pictures in teaching and learning process. 'oreover we can use the pictures to teach young learners. There are many kinds of pictures that can be used in the %nglish class. 4ccording to (innochiaro -*++= : *B9/ as adopted by #iani ?urha&ati in her paper Teaching %nglish to Coung Learners -*+++ : BA/ says that: *. ictures of Individual ersons and of Individual ob&ect. 6. icture of !ituations in which people are 1 doing something ; with ob&ect and or people can be seen. B. !eries of ictures -six or ten/ on one chart. The teacher can use the picture of individual person and of individual ob&ect, because individual picture is easy to be understood by students when they recogni3e one word or one vocabulary. The teacher can show the meaning of the word or vocabulary by using only one picture.

The advantages of used picture in teaching vocabulary are as follows: *. ictures can motivate the students interest to learning the vocabulary

14

6. ictures can make the students easy to understand about the material B. icture can also be easy to get and can be used continously The teaching vocabulary by using picture has many advantages. Ee can show and explain our material trough those picture without presenying a real ob&ect. The teacher must find a good way in teaching learning proces in order to help the students able to mastered vocabulary. In teaching J learning process, media is necessary because by using media can make the teacher easy to explain the material. There are some media or teaching vocabulary, for example : using real ob&ect, realia, picture, etc. E. Rat!onale icture cards is one of the media to help the students to obtain vocabulary mastery. This media is considered as a suitable to improve the elementary school students2 vocabulary mastery because it can be bright and colourful and make real on visual students. %lementary school students are at beginner level. They need interesting media to use the %nglish vocabulary. The reasons using icture 5ards media is described below. They are : a/ easy to bring : with small si3e, it can save on the bag or pocket. b/ helps the students to memori3e fast new words, students easy to know name, real and the concept of things with the pictures. c/ icture 5ards media is easy and cheap, the teacher can made media by self. The teacher can get the picture from internet, maga3ine or newpaper and added with some colourful paper .

15

!tudents need to do a lot of practices with new words, so that they can remember and use them or internali3e the words in their mind. The teacher can use memory games, match &umble pictures with words or simple sentences using the new words. %. Act!on H'#othe$!$ icture cards can improve the vocabulary mastery of the fifth grade students at the )empolan %lementary !chool.

CHAPTER III

16

RE"EARCH .ETHOD

This chapter provides some sections which relate to the study. It consist of six sub chapters : Type of the "esearch, !ub&ect of the "esearch, 0b&ect the "esearch, "esearch Location, rocedure of the "esearch, #ata !ource,

TechniHue of 5ollecting #ata, and TechniHue for 4naly3ing. A. T'#e of the Re$earch The type of this research is an action research. "esearch method is very important. $emmis and Taggart -*++*: 8/ describe: 4ction research as a form of collective selfJreflective inHuiry undertaken by participants in social situation in order to improve the rationality and &ustice of their own educational practices as well as their understanding of these practice and the situation in which these practices are carried out. It consists of planning, acting, observing, and reflecting. The first step of this action research is planning. In this step, the writer makes a lesson plan about a certain topic, material, media, time, schedule, and instrument for observation. The second step is action. <ere, the researcher directly involves in the research totally, from the beginning until the end of the research. The thirds step is observing. In this step, all of data, which are related to the implementation of action, are collected in order to be analy3ed. The fourth step is reflecting. <ere, the researcher tries to reflect the result the previous study. The conclusion contains the evaluation prepares the preplanning step. The figure of the classroom action research procedure adopted from $emmis and Taggart - in <opkins, *++B:,= /
17

(igure *. rogressive roblem !olving with 4ction "eserch

In this research the four steps above are expanded into five steps, namely : */ planning the action, 6/ implementing the action, B/ observation or monitoring the

18

action, ,/ reflecting th result of the observation, 8/ revising the plan for the following step. Those steps are form one cycle. $emmis and 'cTaggart in Burns -*+++: B6/ state that action research occurs through a dynamic and complementary process which consists of four fundamental step in a spiraling process. They are as follow: *. lanning The activities in planning are: a. 5ontact the collaborator for interview, making lesson plan, and designing the steps in doing the action b. reparing students2 list and scoring c. reparing sheets for classroom observation d. Interviewing the students e. !haring ideas with collaborator f. #esigning treatment for each meeting 6. 4ction The activities in action are: a. Interviewing the students b. !haring ideas with collaborator c. Treatment d. )iving preJtest and postJtest in every cycle.

B. 0bservation

19

The activities which are going to be observed are process of teaching and learning in the classroom and learning progress that students achieved. The field notes of both researcher and collaborator and the result of recording will be the main resources for this observation. ,. "eflection The researcher and the collaborator will analy3e what are going on during the teaching and learning process and the result of the vocabulary test. Through this activity, both researcher and collaborator will hopefully find the strengths and the weaknesses found during teaching and learning process. Both the researcher and the collaborator will discuss the weaknesses and try to look for the solution of the problems found during the observation. B. "ub/ect of the Re$earch In this research, the sub&ect of the research is limited to the fifth grade students of !#? )empolan )urah J $ediri, mainly 4 class in improving vocabulary mastery. 0ften they donGt understand because students2 lack vocabulary mastery. It is expected that they will be able to develop their own vocabulary mastery as soon as they are learning %nglish vocabulary by the help of the picture cards. The number of the people learning %nglish in this classroom are 6* students, consisting of eleven male and ten female students

C. Ob/ect of the Re$earch

20

The ob&ect of the research is the media that is used by teacher to improve elementary school students vocabulary mastery using picture cards.

D. Re$earch ocat!on "esearch location is a place where the reseacher conducts the research. This research takes place at )empolan %lementary !chool kec. )urah kab. $ediri. The researcher chooses this place to conduct an action research because the researcher is as an %nglish teacher there and it is reasonable that researcher knows the atmosphere and the condition of the school. It is supposed to contribute for the teachers to develop the way in teaching %nglish particularly to develop the method in teaching vocabulary in elementary school. *.6 !cedule of the "esearch ?o *. 6. B. ,. 8. A. 9. 4ctivities * re !urvey Eriting roposal "eview Literature #eveloping Instrument 5ollecting 4naly3ing #ata Eriting urpose !ubmitting the #ocument Iuly 67** 6 B , 8 * 4ugust 67** 6 B , 8

E. Procedure of the Re$earch The procedure of this research consists of six steps. The first until the last step form one cycle. The procedure is described as follows. +. Ident!f'!ng the Problem$

21

The problems are identified first before planning the action. The problems refer to the factors causing the low vocabulay mastery of the students and their passive behavior during the teaching learningJprocess. The problems are identified using two techniHues as follows : a. Inter0!e1!ng the "tudent$ The interview is held in order to know the problems faced by the students and their learning attitude during the teachingJlearning process. b. Ob$er0!ng the Teach!ng2 earn!ng Proce$$ The observation is held in order to know the students2 learning attitude during the teachingJlearning process, to know the model of class management and student2s vocabulary mastery. ,. Plann!ng the Act!on Based on the problems mentioned in the previous chapter, the researcher uses picture cards media to overcome students2. To do this, the researcher implements a set of activities, as follows: a. Eriting the lessonJplan and designing the steps in doing the action. b. reparing materials, preparing sheets for classroom observation -to know the situation of the teachingJlearning process when the techniHue is applied/. c. 'aking media, with browsing from internet and add with colouful paper . -. Im#lement!ng the Act!on

22

The researcher implements the action. The researcher applies picture cards media to improve the students2 vocabulary mastery. 3. Ob$er0!ng the Act!on The colaborator helps the researcher to observe and write all activities during the teachingJlearning process in a field note. 4. Reflect!ng the Re$ult of the Ob$er0at!on The researcher and the colaborator make an evaluation of the observation result to find out the strenghts and weaknesses of the action. 5. Re0!$!ng the Plan Based on the weaknesses which are found in the reflecting process, the researcher and the colaborator revise the action plan for the next cycle. This research is conducted in cycles. %ach cycle uses picture cards media to improve the students2 vocabulary mastery. 4 preJtest is held at the beginning of the cycle to measure students2 vocabulary mastery before implementing the action. 4t the end of each cycle, there will be a postJtest. !tudents2 improvement will be known by comparing the results of the preJ test and the results of the postJtests.

%. Data "ource +. Data

23

There two kinds of data. They are procedures and the activities during the teaching L learning process using picture cards and the result of the teaching vocabulary using picture cards which is obtained by giving pre L test and post L test. They are Hualitative and Huantitative data. ,. The "ource$ of the Data !n th!$ Re$earch are 6 a. 7ual!tat!0e Data *. %vent There are activities in the %nglish teachingJlearning process, especially in teaching vocabulary using picture cards to the fifth grade of %lementary !chool )empolan J )urah J $ediri in 67**.67*6 academic year. 6. Interview Burns -*+++: *==/ states that interviews are widely used means of collecting Hualitative data and interviews can be conducted through the varieties of participants. In this case, the researcher who is assisted by the collaborator will interview his students. The techniHue that will be used is purposive sampling L the techniHue of choosing samples in which the samples must have general characteristics of the population. The students interviewed are from high, middle, and low level. !o, they really represent all population. This method is chosen because it is the most effective and efficient one. It is impossible to interview all the population. B. Muestionare

24

It is a set of Huestions made in a systematic way used to gain students2 ideas,opinions, knowledge, difficulties, and experiences about vocabulary. The researcher will use Huestionaire to gain students2 ideas and difficulties in learning %nglish, especially in mastering vocabulary. This Huestionnaire will also be used to gain the teacher2s problems in teaching vocabulary. ,. #ocument In this research, the documents are the written material sheets of classroom observation, lesson plan, and list of students2 achievement in vocabulary test. b. 7uant!tat!0e Data The result of teaching vocabulary using picture cards media is in the form of a post J test compared with a preJtest. *. Techn!8ue of Collect!ng Data +. 7ual!tat!0e Data The data of the research are collected by using some techniHues of data collections including: interview, observation, and document analysis -lesson plan/. The implementaton of the research is also recorded in videoJrecording and photograph to provide more accurate data. The data which are collected in this study consists of the information obtained during this preJresearch, the process and the results of action research implementation and the results of the discussion between the researcher

25

and the collaborator. The whole application of data collection in this study is summari3ed in table. ,. 7uant!tat!0e Data In this research, the researcher will use written test to measure the students2 achievement in vocabulary mastery. !he will give a preJtest and a postJtest to know the students2 vocabulary mastery before and after teaching vocabulary using icture 5ards. Its aim is to know whether the students2 vocabulary mastery is improving or not. H. Techn!8ue for Anal'9!ng Data 4fter collecting both Hualitative and Huantitative data, the next step of the research is analy3ing the data. In this study, the techniHues of analy3ing data will be: +. 7ual!tat!0e data The Hualitative data will be analy3ed using constant comparative method. a. #escribing the procedure of teaching vocabulary using icture 5ards in the fifth grade students of %lementary !chool )empolanJ)urahJ $ediri in 67**.67*6 academic year. b. 4naly3ing the result of observation are active or not in the teachingJ learning process. c. 4naly3ing the result of interview. d. 4naly3ing the strengths and the weaknesses of icture 5ards media in teaching vocabulary. ,. 7uant!tat!0e data

26

a. 4naly3ing every answer stated in the student2s answerJsheets to determine whether they are true or false. b. 5omputing the studentGs correct answers. c. 5alculating the percentage of the correct answers of each student by using percentage correction. The percentage is used to measure the students2 vocabulary mastery. To find out the percentage the researcher will use the percentage correction formula as: S& Ehere: ! N the studentGs mastery in @ " N the studentGs right answer ? N the maximum score of the whole answer !' N !tandard mark -*77/ -4rikunto, *++=: B=/ The researcher, then, will use the result of the percentage correction of the studentGs answers to get the studentGs scores. 4fter that, he will use the percentage correction formula to calculate the correct answer percentage of the whole students to measure the studentsG vocabulary mastery. The researcher will also use the percentage formula to look for the students2 vocabulary mastery level. In determining the level of the students2 vocabulary mastery, the writer will use five categories, which are described in 4rikunto2s -*++=: B=/ category system as follows:
27 ) 'S% (

Table *.B The !ystem of !core category ercentage =*J*77 A*J=7 ,*JA7 6*J,7 7J67 Interpretation :ery )ood )ood (air oor :ery oor

(rom the percentage of the correct answer, the students2 vocabulary mastery will be found. d. Osing a statistical techniHue, finding the mean score of the students, and knowing the result of this research, the researcher will use a formula proposed by !ugiono -in ?gadiso 677A: *JB/ by comparing the mean score of the preJtest and the postJtest. That is tJtest nonJindependent as follows:

t=

( D )
n

n( n *)

e. 'aking conclusion and suggestion based on the available data.

28

CHAPTER I( RE"EARCH %INDIN* AND DI"CU""ION

This chapter presents the research findings as the solution the problems of research that are stated in the first chapter. A. Re$earch %!nd!ng

29

*. The implementation of Teaching :ocabulary Osing icture 5ards at the (ifth Cear of !#? )empolan The purpose of implementation of teaching vocabulary using 1 icture 5ards; at the fifth year of !#? )empolan is increasing the student2s competence to memori3e all the vocabulary taught by teacher. In learning process, the researcher found the students2 difficulties in learning vocabulary. !he also found problems in every teaching action. This research consisted of three cycles. %ach cycle consisted of two meetings. In her research, the researcher has totally six meetings. %very cycle, the researcher gives preJtest and postJtest. a. C'cle I 0n Thursday, 9 and *, Iuly 67**, the process of teaching vocabulary in the first cycle could be described as follows: *. lanning These steps were started by contact with collaborator and preparing teaching plan. (irstly, the researcher made syllabus before developing it into lesson plan. In lesson plan, the researcher wrote every activity started from beginning until finish. The researcher made two times meeting in one lesson plan. 4fter lesson plan had done, it was continued by creating media 1 picture cards 1 and prepare Huestions to preJtest and postJtest. The researcher took 1 transportation 1 that would be introduced to the students.

30

6. 4cting */ (irst 'eeting a/ re 4t the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. b/ Ehilst 4fter all the sudents ready, the teacher asked the students to prepared their pencil. Then she gave a test that is suitable with the materials given before the teacher explained. The students doing the test by theirself. c/ ost The teacher asked the students to submit their work. Then the teacher their difficulities when they doing the test. (inally the teacher left the class with says expression.

6/ !econd 'eeting a/ re !ame with the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. 4fter that, the teacher gave warming up

31

Huestions about material that would be learned. !he tried to the test the students about name of transportations. b/ Ehilst The teacher asked them to keep attention on the teacher2s explanation. ?ext, the teacher took out the picture cards and showed it. The teacher raised her hand and shouted the name of transportations loudly, by showing the pictures and asked the students to repeated together. Teacher showed the picture cards for the second time and asked some students to repeated it. If the pronounciation was right, the teacher said 1 good student; or 1excellent; for the reward. Then, the teacher asked some students to match the meaning with the picture on the blackboard. 4fter that, the teacher asked the students to saved their book into bag. !he gave postJtest which same Huestions in the preJtest to know students improvement by comparing the result of preJtest and the result of postJtest. c/ ost The teacher asked the students to submit their work. Teacher asked the students whether their interested with the teaching learning process. Then, the teacher asked some Huestions about name of professions once more. The purpose

32

is the students will have long term memory. Then she left the class with says expression. B. 0bserving The next step is observing by collaborator about the cability of the teacher in class management. Based on the observer, the teacher was good enough because she had capability to make the teaching plan suitable with the topic, choose topic that suitable with concept, used media that is easy understood, motivated the students, managed time, made suitable test with the topic,gave praise to the students. But there were some students who did not give attention and shy. They were still had difficulities to improve their vocabulary mastery. ,. "eflecting 4fter teaching, the researcher and collaborator found the weaknesses during teaching learning process. There are : */ !ome students had less motivation and did not focus during the teaching learning process. 6/ The class management was good enough but there were some students still talking with their friend. The result of postJtest were only *6 students who got good score and + students still had low score. Their score were under the passing grade.

33

In cycle I, it is known that there were only *8 students whose score was up to $$' from 6* students. The percentage of students2 score was up to $$' was only 9*@. The percentage of the students2 score was up to $$' was still enough and need to hold cycle II. b. C'cle II 0n Thursday, 6* and 6= Iuly 67**, the process of teaching vocabulary in the second cycle could be described as follows: *. lanning In cycle II, preparing teaching plan was good, the researcher made lesson plan based on the syllabus. !he created the activity more interesting. !he tried to find a good idea to improve the students2 vocabulary mastery. 4fter lesson plan had done, it was continued by creating media 1picture cards1 and prepare Huestions to preJtest and postJtest. The researcher took 1 professions 1 that would be introduced to the students.

6. 4cting */ (irst 'eeting a/ re

34

4t the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. b/ Ehilst 4fter all the sudents ready, the teacher asked the students to prepared their pencil. Then she gave a test that is suitable with the materials given before the teacher explained. The students doing the test by theirself. c/ ost The teacher asked the students to submit their work. Then the teacher their difficulities when they doing the test. (inally the teacher left the class with says expression. 6/ !econd 'eeting a/ re !ame with the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. 4fter that, the teacher gave warming up Huestions about material that would be learned. !he tried to the test the students about name of professions. b/ Ehilst 4fter all the students got spirit to learn, the teacher showed the picture cards of professions and gave example

35

how to read it twice, the students repeat it. Then she asked some students to repeat the name of professions based on the pictures. she tried to teach them more interesting by read aloud and giving two thumbs for the students who answered the Huestion right. Then, the teacher read some sentences by showing the picture cards and asked some students to repeat it. If their pronounciation was right, the teacher said ; good student; or 1excellent; for the reward. 4fter that, the teacher invited two students to come foward and asked their family2s profession by making dialogue. !uch as the teacher asked 1what is your fatherD;. 4 student answered 1 my mother is a teacher;. The teacher asked; where does your mother workD;. 4 student answered 1 she work in the school;. 4fter all the students understood how to make a dialogue, they practice in pairs. Then, the teacher asked the students to saved their book into bag. !he gave postJtest which same Huestions in the preJtest to know students improvement by comparing the result of preJtest and the result of postJtest. c/ ost The teacher asked the students to submit their work. Teacher asked the students whether their interested with the

36

teaching learning process. Then, the teacher asked some Huestions about name of professions once more. The purpose is the students will have long term memory. Then she left the class with says expression. B. 0bserving The next step is observing by collaborator about the cability of the teacher in class management. Based on the observer, the teacher was good enough because she had capability to make the teaching plan suitable with the topic, choose topic that suitable with concept, used media that is easy understood, motivated the students, managed time, made suitable test with the topic,gave praise to the students. But there were some students who did not give attention, &ust kidding with their friends and shy. They were still had difficulities to improve their vocabulary mastery. ,. "eflecting 4fter teaching, the researcher and collaborator found the weaknesses during teaching learning process. There are : The class management was good enough but there were some students still talking with their friend. The result of postJ test were only *6 students who got good score and + students still had low score. Their score were under the passing grade in cycle II, it is known that there were only *, students whose score was up to $$' from 6* students. The percentage of

37

students2 score was up to $$' was only AA,9@. The percentage of the students2 score was up to $$' was still enough and need to hold cycle III. c. C'cle III 0n Thursday, *7 and ** 4ugust 67**, the process of teaching vocabulary in the second cycle could be described as follows: *. lanning In cycle III, preparing teaching plan was good, the researcher made lesson plan based on the syllabus. !he created the activity more interesting. !he tried to find a good idea to improve the students2 vocabulary mastery. 4fter lesson plan had done, it was continued by creating media 1picture cards1 and prepare Huestions to preJtest and postJtest. The researcher took 1 (amily 1 that would be introduced to the students. 6. 4cting */ (irst 'eeting a/ re 4t the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. b/ Ehilst 4fter all the sudents ready, the teacher asked the students to prepared their pencil. Then she gave a test that is suitable

38

with the materials given before the teacher explained. The students doing the test by theirself. c/ ost The teacher asked the students to submit their work. Then the teacher their difficulities when they doing the test. (inally the teacher left the class with says expression. 6/ !econd 'eeting a/ re !ame with the first meeting, the teacher started the lesson by greeting using %nglish to get the students2 motivation to the study. The teacher made the situation relaxed and calm. 4fter that, the teacher gave warming up Huestions about material that would be learned. !he tried to the test the students about name of family. b/ Ehilst 4fter all the students got spirit to learn, the teacher showed the picture cards of professions and gave example how to read it twice, the students repeat it. Then she asked some students to repeat the name of family based on the pictures. she tried to teach them more interesting by read aloud and giving two thumbs for the students who answered the Huestion right.

39

Then, the teacher read aome sentences by showing the picture cards and asked some students to repeat it. If their pronounciation was right, the teacher said ; good student; or 1excellent; for the reward. 4fter that the teacher read a paragraph on the text book, the students listen carefully. !he read the sentences by showing the picture cards. It made students more interesting. !he read with a good intonation like story telling. Then, she asked some students to read paragraph in front of the class. Then, the teacher asked the students to saved their book into bag. !he gave postJtest which same Huestions in the preJ test to know students improvement by comparing the result of preJtest and the result of postJtest. c/ ost The teacher asked the students to submit their work. Teacher asked the students whether their interested with the teaching learning process. Then, the teacher asked some Huestions about name of professions once more. The purpose is the students will have long term memory. Then she left the class with says expression.

B. 0bserving

40

The next step is observing by collaborator about the condition of class management. %nglish teacher had to show her capability in teaching the fifth grade students. !he could explain and presented the materials very clearly and made the students were interested. The teacher motivated the students active to answer the Huestions by doing activity Huickly and the first one would get good score as the reward. The students felt happy an dall of the students tried to answer the Huestions. They became more creative and they understood about the material. The teacher could easily handle the class to be active during teaching learning process. The students had a great attention to the teacher2s explanation. The students were so active during learning process, the class was noisy but still could be handled. The students improved their vocabulary mastery. ,. "eflecting "eflection was done in all of the teaching learning process about the teacher2s activity, the student2s activity and capability of the teacher to choose media and handle the class. In cycle III, it is known that there were 67 students whose score was up to $$' from 6* students, so it was +8@ students get higher score .

d. Re$ult of $tudent$ $core on #re2te$t and #o$t2te$t

41

It can be seen in the diagram that there is improvement in the students2 score, in preJtest the higher score is =7 and in the postJtest is *77.
100 80 60 40 20 0 pre-test post-test

cycle

B. D!$cu$$!on +. The Im#ro0ement of The "tudent$: (ocabular' .a$ter' !tudents2 responses in teaching learning process are very good. It could be seen for the students2 responses before the class was begun, the students were uncontrolled and crowded. Before the teacher used picture cards the students get bored because they to do exercises from studentshandbook and passive, but after the picture cards were used in the teaching learning activity, the students were motivated and did not get bored to study, it was shown by the students respond when the new vocabulary presented and the students was having fun during teaching learning using picture cards as they played the cards while they were learning new words. The prove of the students respond were some students that usually passive, at the time became active students

42

and happy. 4nother was students could easily understands the material presented. ,. The Im#ro0ement of Teach!ng earn!ng Proce$$ This is very important point as one of the basic task of the teacher to present the teaching material to the student in which the teacher ability to explaining the materials plays in important role. Before the teacher used picture cards, she explained the material &ust based on the handbook, make students bored with same activities and many students always talked with their friend. 4fter the %nglish teacher used picture cards, she could explain and present the material very clearly. Beside that, the %nglish teacher easily handled the class, so that the class actively. It is a line with Brown -6777 : 79/ 1 Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learner;. Teacher should became a good facilitator in teaching learning process, give facility to the students to learn and set the condition of learning. It make students more active and en&oy in learning process. In teaching vocabulary, picture cards can stimulate the students more interested and easier to learn vocabulary. 4nd the students looked like more active during the teaching learning process. They had a great attention to the teacher explanation. Teacher knows how she is able to create the mood at the class to be en&oyable for the student learning

43

%nglish as second language, so they will be easier to follow the teaching %nglish.

CHAPTER ( CONC U"ION AND "U**E"TION

4fter the study had been completely and the data needed had been gained and processed. "eferring to the data and the results of the study, then the researcher present to several conclusions and suggestions below: A. CONC U"ION :ocabulary is one of the important aspects in %nglish teaching and learning process, so the students must be able to use it correctly and appropriately. In elementary school, the %nglish sub&ect is new language for them. (rom the research finding in chapter I: the researcher get the result that. (irst, icture cards is suitable media to improving the students2 vocabulary mastery. It can be seen the improvement in students score, in cycle I the

44

percentage of students2 score was up to $$' -A=/ was only 9*@. In cycle II the percentage of students2 score was up to $$' was only AA,9@ and in cycle III +8@ percentage of students2 score was up to $$'. Beside that the students proved that they could undersatand the material presented as known in the stages of teaching learning by using picture cards that students were attractedand motivated during the process of teaching learning. !econd, picture cards is suitable media to improve teaching learning process in at )empolan %lementary !chool kec. )urah kab. $ediri had high motivated, interested in process of teaching, even some students who they are usually shy or passive now become active students,they can memories the vocabularies presented fast, they can write the vocabulary correctly and by using picture it is proved that it can attract the students2 attention and motivation. Teacher could explain and present the material very clearly. 4ccording #iani ?urha&ati -*+++:B9/ says that: icture 5ards -flash cards/ can be used in a language class for young learners. They are series of pictures which consist of six to ten. The cards can be prepared and filed within the same categories and in the same order as individual pictures. This media are very useful in language activities such as games and role play. It make the teacher easily handled the class, so that the class ran actively. Beside that, the %nglish teacher know how she is able to create the mood at the class to be en&oyable for the student learning %nglish as second language, so they will be eager to follow the teaching %nglish. B. "U**E"TION

45

In this section, based on the conclusion above, the researcher would like to offer some suggestions. *. %nglish Teacher a. The teacher who teaches %nglish sub&ect should have variety ways in teaching %nglish because %nglish is foreign language that no one of the students knows, so it is needed the right ways to teach the students and the ways to attract the students2 attention. b. The %nglish teacher should not be 1killer; to the students because if the students feel uncomfortable in the studying they will be in trouble understanding the material presented. c. The %nglish teacher must explain the students clearly if they do not understand about material. 6. To the students a. The students should pay more attention when the teacher explain the material. b. The students should study hard, be more active and not worry of making mistakes in learning %nglish. B. To the school a. The school should have many kinds of teaching aids because it can give students high motivation in learning %nglish. b. The school should provide the library with more complete references. %nglish book and materials aids in other the students will have more chance to add their knowledge.

46

RE%ERENCE"

4rikunto, !uharsimi, rof. #r. 677A. Prosedur Penelitian. "ineka 5ipta Iakarta ?urha&ati, #iani, #ra. '. d. *+++. Teaching English to Young Learners (TEYL). 4 5ourse Book. %nglish #epartment. ( B! I$I )"I $ediri !umarni, "etno. 677=. Increasing Vocabulary Mastery using Picture.!urakarta (au3iah, Lily. 677=. The Importance of using Picture Carda in Teaching Vocabulary *ediri ?unan, #avid. *++8. Oniversity. ?gadiso. 677A. "tat!$t!c$. $ediri: Teacher Training and %ducation (aculty. !usilana, "udi, #rs. '.!i. 677=. Media Pembela!aran Bandung )B 'uatan Lokal Bahasa Inggris. *++, http:..www.wikipedia.org.vocabulary.htm. -downloaded at A.69.67**, 7+.,=pm/ http:..www.bookshare.com.picture http:..www.techniHue teaching vocabulary.com anguage Teach!ng .ethodolog'. !ydney: 'acHuarie

47

A P P E N D I
48

C E S

49