Lesly Martha Cecylia Meka Journal Compound

Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2

THE EFFECT OF TEACHING VOCABULARY BY USING PICTURES
Lesly Martha Cecylia Meka, SS, M.Pd
Abstract
The problems of this research were how to improve vocabulary by usin pictures and how to
motivate the students to apply it in their !nlish. The research was done throuh peer work to
improve their motivation to speak !nlish durin the process of classroom communication
interaction. The research type was an e"periment research. The sub#ect consisted of $%
students of the third special class of SMP &athania Palanka 'aya in academic years
$%()*$%(+. The research data were collected usin test ,test after first treatment and test after
the second treatment-, observation for collectin data on the students. motivation whether
there are effect teachin vocabulary by usin pictures. /ata on vocabulary ability usin
pictures were analy0ed usin the descriptive and statistic analysis, to know the improvement
in mean students after the first cycle and the second cycle. 1ased on the first cycle, the
students. averae was 2), then, on the second treatment, the students. averae increase to be
3+.4. 5t can conclude that teachin vocabulary by usin pictures can affect students.
vocabulary ability.6
1. BACKGROUND
Students. learnin outcome, which
is still considered as unsuccessful, has
always been the focus of criticism towards
the failure of teachin of !nlish in
5ndonesia. 7s a conse8uence !nlish
teachers are demanded to be responsible
for the failure in makin the students
capable of usin !nlish for
communication both productively and
receptively. To alleviate this ordeal,
educators, practitioners, and policy
makers 8uite often pay very much
attention to research dealin with the
curriculum, methodoloy and teachers
e"cludin such sinificant variables as the
learner perspective. They have rarely
taken the learner perspective into
consideration as a very important
contribution to the learnin process.
/oes the failure have any
relations to these factors9 Some !nlish
te"tbooks written for youn learners seem
to nelect these factors. 7s a matter of
fact, many research findins have shown
the powerful role of the students in
improvin their learnin outcome.
Teachin vocabulary in 5ndonesia
is considered to be the most difficult,
pronunciation, structure, discourse, and
the social conte"t of culture and situation.
5n short, it needs the mastery of the
linuistic and the cultural competence.
1esides, as vocabulary is difficult, more
effort is re8uired on the part of the
students and teachers. 5t is not enouh for
the students to listen or to speech only.
The teachers need to ive the students.
activities to practice the new speech
amon the four basic skills of lanuae.
1ourdons in &unan ,(::)- stated that
spoken lanuae needs the mastery of
vocabulary habit. This means that practice
vocabulary needs much time to fulfill the
re8uirements of the mastery of spoken
!nlish, either from school or the
environment.
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Lesly Martha Cecylia Meka Journal Compound
Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
Teachin !nlish at ;unior <ih
School in 5ndonesia as stated in
Curriculum $%(% covers abilities four
aspects of lanuae. =ne of them is
vocabulary ability. Paultson and 1runder
,(:34- stated that the ob#ective of the
lanuae teachin is the production of the
speaker.s competence to communicate in
the taret lanuae. 'ivers ,(:2>- stated
that the teacher should ive the students
opportunities to practice vocabulary. She
further stated that if the students are able
to practice the new speech habit
throuhout as the children do in his native
lanuae, the problem of vocabulary
fluency of forein lanuae would be
lessened.
Teachin vocabulary at ;unior
<ih School in 5ndonesia is one of the
main focuses in the !nlish teachin. 7s
the decision of prime ministry of
!ducation that there is no learnin !nlish
in !lementry school, it means !nlish
become more strane for the students and
makes ;unior <ih school itself as the first
level they will know everythin about
!nlish. Therefore the !nlish teachers
especially in ;unior <ih school should
find out the effort on searchin and
creatin a new model in presentin
materials, in order to increase vocabulary
ability and motivate students for learnin
!nlish. 5n emphasi0e, vocabulary is a
basic knowlede when the students
learnin !nlish or other lanuae.
1ased on the backround above,
the researcher formulates the followin
research 8uestions? ,(- /o the students
have hih motivation in vocabulary
!nlish throuh watchin cartoon9@ ,$-
/oes the use of cartoon throuh peer work
sinificantly improve their ability to speak
!nlish9
'elated to the problem statement
above, the ob#ective of this research is
then specified? ,(- to know about the
effectiveness of usin cartoon in
improvin their motivation to speak
!nlish throuh peer work@ ,$- to know
about the effectiveness of usin cartoon
throuh peer work in improvin their
ability to speak !nlish.
The result of this research is
e"pected to be useful information to? ,(-
increase the teachers. knowlede of
!nlish and share e"periences in
improvin vocabulary ability usin
cartoon@ ,$- encourae the teachers.
colleaues in doin action research in
improvin their teachin as the
professional practices@ ,)- ive any
contribution to the eneral public in
increasin knowlede concernin about
classroom action research and et any
reflection for bein perfection.
This research is done by the
sub#ect of the students of the third class of
SMP &athania Palanka 'aya usin
pictures throuh peer work to improve
their ability to speak !nlish. The
researcher focused his research in
improvin vocabulary ability and the
students. motivation in the process of
teachin and learnin usin pictures. The
topics or themes used were? ,(- 7lice in
wonderland@ ,$- Cinderella. Pictures
throuh peer work were used to attract and
encourae the students to improve their
ability to construct their understandin
and the ability to speak !nlish and help
the teacher to present the materials.
2. THE REVIEW OF RELATED
LITERATURE
7ccordin to many sources, a
personAs speakin vocabulary is all the
words he or she uses in speech. 5t is likely
to be a subset of the listenin vocabulary.
/ue to the spontaneous nature of speech,
words are often misused. This misuse B
thouh sliht and unintentional B may be
compensated by facial e"pressions, tone
of voice, or hand estures.
5t shows how important
vocabulary is. People cannot speak
without vocabulary they have. Moreover
!nlish as a forein lanuae that the
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Lesly Martha Cecylia Meka Journal Compound
Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
students #ust learn in ;unior <ih School.
<ard effort is needed from the teacher to
teach them as well. 5n order they can
master all the skills of !nlish and ease
them for learnin in the ne"t level of
education. <ere writer serves supportin
ideas that ensure teachers to use pictures
as a media to help students master
vocabulary for speakin !nlish. The
researcher found some studies had been
conducted usin the students. own picture
throuh peer work in improvin their
ability to speak !nlish. Some of them?
,(- 'ahman, 7ulia ,$%%3- in his research
stated that teachin vocabulary here is
how teacher can ive a ood theme to the
students, the theme must make students
feel happy so they will ive attention all
times durin the teachin process. The
learnin and teachin of a second or
forein lanuae is a comple" process.
Learnin is 7c8uirin or ettin of
knowlede of sub#ect or skill by study,
e"perience, or instruction.6 Teachin
cannot be defined apart from learnin. ,$-
Cestnood, Peter and =liver ,(:34- stated
that in improvin oral lanuae there are
four ways should be considered in which
teachers sometimes operate to restrict
lanuae development or indeed at times
train students not to listen but to speak. ,)-
<erenhalm in !lliott ,(::2- stated that
ood teachin beins with knowin what
you want to teach? the stimuli, you must
also identify the responses you want to
connect to the stimuli and timin of
appropriate satisfiers. ,+- <ulse in !lliott
,(::2- on the effective teachin and
effective learnin stated that feedback or
reinforcement of askin 8uestion is very
important. 5t is a powerful tool of
controllin behaviour of the students. 5f
you praise students. correct responses
immediately and the students increase
correct responses@ ,4- !rna ,$%%2- in his
research stated the way of teachin
vocabulary as follow? The staes of
teachin and learnin vocabulary is
divided into three staes which commonly
known as presentation, practice, and
production. ,4- &unan ,(::)-
distinuished between motorDperceptive
skills, which are concerned with correctly
usin the sounds and structures of the
lanuae, and interactional skills, which
involve usin motorDperceptive skills was
all that one needed in order to
communicate successfully. 1esides, he
suested that, in particular, learners need
to develop skills in the manaement of
interaction involves such thins as
knowin when and how to take the floor,
when to introduce a topic or chane the
sub#ect, how to invite someone else to
speak, how to keep a conversation oin,
when and how to terminate the
conversation and so on.
The center of these is not only
how the students can master the
vocabulary to motivate their speakin, but
also how the teachers can ive clear
e"planation and motivation to attract the
students attention for learnin it.
Eocabulary is, accordin to <atch F
1rown ,(::4-, the list of words that
speakers of a particular lanuae use. 7s
lanuae teachers we use different types
of teachin aids to e"plain the meanin of
new words. Gsin pictures is one of the
teachin aids that teachers depend on in
their teachin. <armer ,$%%(?()+- states
that Teachers have always used pictures
or raphics B whether drawn, taken from
books, newspapers and maa0ines, or
photoraphs B to facilitate learnin6. 5n
my e"perience, !nlish teachers tend to
feel that usin pictures in teachin new
words makes the process en#oyable and
memorable. They also feel that pictures
attract pupils. attention and deepen their
understandin of vocabulary. Pictures can
also help learners with abstract words, as
associatin the words with a concrete
ob#ect make these words easier to
remember. <armer ,$%%(?()4- states that
one of the most appropriate uses for
pictures is for the presentin and checkin
of meanin. 7n easy way of e"plainin
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Lesly Martha Cecylia Meka Journal Compound
Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
the meanin of the word aeroplane, for
e"ample, is to have a picture of one6. =f
course, not all new words can be tauht
usin pictures but most concrete
vocabulary can.
=f course, pictures must be
chosen carefully and it is hoped that this
study will shed some liht on how
teachers make these choices. 7ccordin to
<armer ,$%%(-, pictures should be
appropriate not only for the lanuae to be
learned but also for the classes they are
bein used for@ if pictures are too childish
students may not like them and if they are
culturally inappropriate they can offend
people. Pictures also need to be visible B
especially if they are bein shown to the
whole class they need to be bi enouh for
everyone to see. 7nd it also helps if
pictures are durable B that is, stron
enouh to be used several times. 7s noted
above, althouh it is enerally accepted
that pictures can play an important role in
supportin vocabulary learnin, we know
little about teacher and learner
perspectives on this issue.
The classes 5 teach enerally meet
twice a week for :% minutes over $%
weeks. The underlyin framework behind
roupDoriented pro#ects takes root in the
concept of cooperative learnin, where the
roupsA efforts are focused on
accomplishin a meaninful task with
shared rewards.
. !ETHOD
The method used in this research
was e"perimental research focused on the
effect of teachin vocabulary by usin
pictures. The sub#ect of the research
consisted of $% students of the third class
of SMP &athania Palanka 'aya in $%()D
$%(+ academic year.
This research had one dependent
variable and one independent variable? ,(-
the independent variable of this research
was the teachin device usin pictures
throuh peer work. Peer work was a
teachin techni8ue*activity which allowed
students to act in accordance with the
assinment@ ,$- the dependent variable of
this research was vocabulary ability. 5t
was empirically by the students. mastery
of usin pictures which covered fluency,
pronunciation, vocabulary, structure,
discourse and the social conte"t of
vocabulary.
To collect data, the instruments to
be used? ,(- test consisted of preDtest,
postDtest, and formative test@ ,$-
observation. Test after the first treatment
and test after the second treatment
administered to find out the improvement
of the students. vocabulary ability, the
formative test was administered to
measure about the improvement of their
vocabulary ability from the cycle ( and
cycle $. The observation was administered
to measure the characteristics of the
students towards the application of usin
comic throuh peer work, and
8uestionnaire was administered to support
the data of the students. improvement in
vocabulary !nlish ability.
The activities of the research used
the followin procedures?
(. The researcher observed the previous
students. vocabulary averae.
$. The researcher planned the action,
constructin the lesson plan for the first
cycle usin comic.
). The researcher implemented the fist
action cycle ,ivin treatment, usin
pictures-.
+. The researcher observed the classroom
while implementin the actions in first
cycle.
4. The researcher ave reflection to the
results of the observation by usin the
uide of observation in the form of
checklist.
2. The researcher analy0ed the result of
series picture and then classified them
8ualitatively.
3. The researcher constructed the lesson
plan for second cycle.
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Lesly Martha Cecylia Meka Journal Compound
Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
>. The researcher implemented the second
action cycle.
:. The researcher observed the classroom
while implementin the second action
cycle.
(%. The researcher reflected the results of
class observation in the second cycle.
((. 7naly0in the results of readin test in
the second cycle 8uantitatively and then
classified them 8ualitatively,
5n the first treatment, the
researcher did some activities related to
the usin of pictures. The topic chosen
was 7lice in Conderland. The first
treatment activities were?
a. Carm up?
(. =penin. This activity is as like
reetin and askin students. condition.
$. 1rain stormin to the matter. This
activity was done to uide students to the
matter iven.
). Showin the pictures in the slide
shows.
b. Chilst?
(. The teacher asked the students to uess
the picture and askin the difficult
vocabulary related to the picture.
$. The teacher wrote the difficult
vocabularies related to the picture on the
board.
). The teacher drilled the difficult
vocabulary related to the pictures.
+. The teacher asked them to discuss with
their partners about the picture and the
plot of the story.
4. The teacher asked them to tell the
vocabulary based to the pictures in front
one by one.
c. Closin
(. The teacher asked their difficulty and
their problem in vocabulary process.
$. The teacher ave motivation in studyin
and closin the lesson.
Hrom the first treatment, the
research ot the problem as bellow?
(. The pictures were not so
interestin.
$. The students ot difficulty in
contractin the sentence, because
many new vocabularies for them,
so they need lon time to
memori0e.
). The pictures were not really
familiar for them.
+. The researcher needed to pay
attention more to the students who
were weak in vocabulary in
uided them to make the story.
7fter analy0in the problem
above, the researcher need to solve the
problem. So on the second treatment, the
researcher would be easy in attemptin the
method. Then after choosin the
interestin pictures, the researcher made a
lesson plan. Then the researcher did some
activities in implementin the second
treatment. The treatment was as follow@
a. Carm up?
(. =penin. This activity is as like
reetin and askin students. condition.
$. The teacher ave brain stormin to the
matter. This activity was done to uide
students to the matter iven.
). The teacher showed the pictures.
b. Chilst?
(. The teacher asked them to pay attention
to the picture.
$. The teacher asked the students to uess
the picture and askin the difficult
vocabulary related to the picture.
). The teacher wrote the difficult
vocabularies related to the picture on the
board.
+. The teacher drilled the difficult
vocabulary related to the pictures.
4. The teacher asked them to discuss with
their partners.
2. The teacher asked them to present their
story in their roup first.
3. The teacher asked each roup to ive
correction and suestion to their friend.s
error.
>. 7fter the correction, the teacher asked
every student to tell the pictures in front.
:. The teacher asked another friend to ive
suestion and correction
c. Closin
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Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
(. The teacher asked their difficulty and
their problem in vocabulary process.
$. The teacher ave motivation in studyin
and closin the lesson.
1ased on those activities, the
problems on the first treatment could be
eliminated. <ere, the researcher ave
more assistance and support to the weak
students. 1esides that, the correction and
suestion from their partner in peer work
cold eliminate the error when they deliver
their story in front. The topic about daily
activity and the picture chose were so
interestin and made them enthusiastic to
deliver their story.
". DATA ANALYSIS
1efore the treatment, students
mean in vocabulary was 2).%. Then,
researcher prepare after the treatments,
data on the students. vocabulary skills
were collected in line with the instruments
,tests, 8uestionnaires, and observation-
and were analy0ed usin the scorin
system, tabulatin, percentae,
classification, calculatin the mean score,
from the first treatment, the researcher ot
the mean of the students reached 3+.4.
#. CONCLUSION AND SUGGESTION
2.( C=&CLGS5=&
1ased on the findins and
discussion in the previous parts, the
followin conclusions are?
,(- The implementation of teachin
!nlish in this action research
usin pictures throuh peer work
as teachin stratey could affect
the students. motivation in
improvin their ability to speak
!nlish at both the first cycle and
second cycle. 5t can be shown
from the students. increasin
averae in vocabulary score. 5n
the first treatment, the students.
averae was 2).%, then, on the
second treatment, the students.
averae increase to be 3+.4@ ,$-
the use of pictures throuh peer
work as teachin stratey could
improve vocabulary ability
sinificantly. This led to the
conclusion that usin pictures
throuh peer work as a teachin
stratey is a need in !nlish
lanuae teachin and learnin in
improvin their ability to speak
!nlish in the term of vocabulary,
rammar, and their performance
based on the conte"t of situation.
2.$ SGII!ST5=&S
The first is addressed to the third
class of SMP &athania Palanka 'aya
dealin with the classroom
implementation of the findins. The
second one is addressed to the forein
lanuae teachin researchers.
(- The classroom implementation of the
findins
Since the implementation of usin
pictures has been proven to be successful
in affectin their ability to speak !nlish,
it is stronly suested that such teachin
stratey improvin vocabulary ability
usin pictures6 could be continually
implemented in teachin vocabulary.
7ssistance and ivin motivation to the
students is much needed, besides choosin
interestin pictures.
$- Hurther researchers
The emphasis of conductin this
research was the affect of teachin
vocabulary usin pictures. The result of
this research showed that vocabulary
ability could et sinificantly
improvement.
BIBLIOGRAPHY
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Lesly Martha Cecylia Meka Journal Compound
Vol. 1, No. 2, December 2013: 59 !" #$$%: 233"&0&2
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