CHAPTER I INTRODUCTION A. The Background of the Study In Indonesia, English is taught as foreign language.

It is formally from elementary school up to University and it has been an important part of school curriculum. The purpose of teaching English is to enable students to master the four language skills such as reading, listening, speaking and writing. Thus, the curriculum is designed to develop students language skills for communication, both orally and written. There are many problems which influence the success of learner in studying English. One of these problems is dealing with vocabulary. The students who learn English should know some words and also must learn about the meaning of vocabulary and how to use it in a sentence. It means without having sufficient vocabulary, your communication will not run well because you do not know the words addressed to you and also you will have some difficulties in developing the four language skills. It means that impossible one can learn a language without mastering vocabulary because the development of a rich vocabulary is an important element in the acquisition of second language, and this problem also faced by the first year students of SMP Negeri 1 Seunuddon. They difficult to study English because they do not mastered vocabulary. In fact, there are no suitable strategies that used in learning vocabulary and of course teacher take many roles in how to

select what words to teach and what strategies which suits them. And its one of the problems in teaching vocabulary. The above evidence indicates that is important to give the students amount of chance in exercising their mastering vocabulary and paying attention to create a learning situation with various teaching techniques. Furthermore, by having an enjoyable situation with more time for mastering vocabulary it is expected that students mastering vocabulary will increase to learn English. One of the teaching technique that can create a good learning situation by using picture. Picture is one of aids in teaching English that can create a good learning situation. By seeing the picture the students can know the meaning of the word. The writer hope picture can help the student in solving their problem, especially in memorizing vocabulary. B. Research Questions The above statement of the background led the writer to formulate the problems of this study in questions as follow: 1. Is there any differences between teaching vocabulary to the first year students of SMP Negeri 2 Seunuddon by using picture and without picture? 2. Can using picture increase the students achievements in mastering vocabulary of SMP Negeri 2 Seunuddon by using picture and without picture? C. Terminology

To avoid misunderstanding the terms used in this thesis are defined as follows: 1. Teaching is the act of giving instructions or the profession or practice of being a teacher1. Based on the definition above, it is concluded that teaching is the act of giving lessons in school, college or University. 2. Vocabulary is list of word with their meaning, especially in a book for learning a foreign language2. Based on the definiton, it is concluded that vocabulary is all the word that someone knows, learns, or use with their meaning. 3. Using is being use3. Using is a way in which something can be used4. Based on the definition above, it is concluded that using is a purpose for which it can be used. 4. Picture is a painting or drawing, etc. that shows scene, a person or thing5. Based on the definition above, it is concluded that picture is a painting or drawing of something. D. Aims of the Study Based on the problem of the study, the aims of study as follow:

Websters New English Dictionary, Compact Edition (Scotland: Geddes and Grosset, 2003)p.476 2 A. S. Hornby, Oxford Advanced Learners Dictionary of Currect English, Revised and Updated, (2003),p.1506 3 Ibid,p.1489 4 Longman Dictionary of Contemporary English, (England: Longman Corpus Network, 1995)p.1583. 5 Ibid, p.991

1. To find out if there is a difference between teaching vocabulary to the First Year Students of SMP Negeri 2 Seunuddon by using picture and without picture. 2. To know if picture could increase the first year students achievement of SMP Negeri 2 Seunuddon in mastering English vocabulary. E. The Hyphotesis The study conducted based on the hypothesis as follow : 1. There is a difference between teaching vocabulary to the First Year Students of SMP Negeri 2 Seunuddon by using picture and without picture. F. Methodology 1. Research Design The study is quantitative approach, where the systematic scientific investigation of quantitative explained by using numbers. This study aim to answer question concerning with current status of the object of study that is directing and its characteristic explain about something actually, especially about the SMP Negeri 2 Seunuddon students in mastering vocabulary. The method describes facts systematically and accurately forms. It consists of collecting, analysis and concludes data. The experimental teaching approach is applied in this research. The experimental research is systematically research, logically, and accurately. The kind of experimental research which is applied here is True Experimental, where the writer conducted an experiment teaching directly to get the valid data, so that the result of this experiment would be really originally.

2.

Population and Sample Population is all members of well defined class of people, events or object. 6

The population of this study are all the first years students of SMP Negeri 1 Seunuddon. The total number of the population are 129 students. Because the population is too larges, she feels very difficult to take all population as the samples of her research. Sample is a small part of the total population that is taken to represent the whole population7. As the sample of her research, the writer takes one class for experimental group class VII/2 and class VII/3 as control group. Total numbers of class VII/2 are 32 students consist of 16 boys and 16 girls and total numbers of class VII/3 are 32 students consist of 16 boys and 16 girls. 3. Technique of Data Collection In collecting the data, the writer used test and teaching experiment. In using the test, the writer use pre-test and post-test. The purpose of pre-test is to know the students ability in mastering vocabulary before teaching experiment is done. While the post-test is given after the teaching experiment is ended. Those are meant to compare the students ability after the strategies is used. In teaching experiment, the writer teaching, introduce the technique to the students by teaching process. To get accomplish data this thesis, the writer
6 Sukardi, Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya, Cet I, (Jakarta: Bumi Aksara, 2002), p.53 7 Suharsimi Arikunto,Prosedur Penelitian, Suatu Pendekatan dan Pratik. (Jakarta: Rineka Citra, 2006). P.116

conducted the teaching experiment by applying the picture as the technique that use in the classroom. 4. Data Analysis In analyzing data, the writer used descriptive quantitative analysis where the systematic scientific investigation of quantitative will explain a phenomenon using number. Here, the writer describes the result of research by using simple statistic. To know the ability of students in this research is used the mean formula (adopted from Sugiyono) as follow: X1 - X2 t=
2 S12 S 2 + n1 n2

Where : X1 X2 S12 S22 n1 n2 = Mean of distribution of sample 1 ( experimental group ) = Mean of distribution of sample 2 (control group) = Standard Deviation of distribution score of sample 1(experimental group) = Standard Deviation of distribution score of sample 1(control group) = Total number of sample 1 (experimental group) = Total number of sample 2 (control group)8

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R & D, Cetakan Ketiga (Bandung: Alfabeta, 2007) p.197

CHAPTER II REVIEW OF RELATED LITERATURE

A. Definition of Vocabulary Vocabulary, as one of language aspect plays an important role in the program of learning a language, especially in learning foreign language or a second language. Some linguists of English defined vocabulary in many ways. Richard and Renandya defined that vocabulary is a core component of language proficiency and provide much of the basic for how well learners, speak, listen and write.9 Without an extensive vocabulary and strategies for acquiring vocabulary, learners often achieve less than their potential and may be discourses from the opportunities of making language learning arround them such as listening at the radio listening to native speakers, using the language in different contexts reading, or watching television. Vocabulary also defined as a total number of words in a sentence that must be understood to all of people that his language is not English. Vocabulary is the word which has meaning and used orally and in written form or a bunch of words that should be familiar with someone and has in his mind. In other words, vocabulary is the words capacity of someone when he or she is writing or reading a text. In order to make clear what vocabulary is, here are some definition of vocabulary that the writer takes from many books, journals and theses.
Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching.(United Kingdom: Cambridge University Press, 2002)
9

According to McWhorther say that vocabulary is the ability to recognize individual word and to associate meaning with the particular combination of letters that form a word.10 Furthermore, Hornby perceives that vocabulary is a total number of words that make up a language.11 In Websters states that vocabulary is all the words recognized and understood by a particular person, although not necessarily used by him.12 It means that although you know many words, you do not use all of them in oral or written form, but you are only use the vocabulary which related with the sentences to be expressed orally or in written form. In more general statement, Webster says that vocabulary is a list of words and sometimes phrases usually arranged in

alphabetical order13. Others authors view vocabulary as a list or group of words and phrases, usually in alphabetical order, all the words that a person uses or understands.
14

From the definitions above, the writer concludes that vocabulary is the

number of words in a language that someone has in his/her memory and familiar them in their daily life. Vocabulary as a tool for communication, when vocabulary further their study. Through the reason that the students have limited vocabulary, the teacher who communicates in the language being taught in the classroom may have a problem. Furthermore, when the teacher assigns the students to read

Kathlen T. Mcwhorter, College Reading and Study Skill, (USA : Scott Foresman and Company, 1989)p.311
11

10

Ibid, p.311 Websters New English Dictionary (Scotland: Geddes and Groset, 2003)p.510 Ibid, p.510

12

13
14

textbooks. They will not be able to understand and comprehend any sentence, in reading or hearing because of lack of vocabulary. Actually, students are not only asked to keep the vocabulary inside their memory but they are asked to keep the meaning of each vocabulary which is given by their teacher or the words they find by themselves.
15

From the explanations above, it can be concluded that the teacher must pay

full attention in teaching of vocabulary. A group of young learners of a foreign language essentially need to have a sufficient number of vocabulary in order to enable them to intermediate level or beyond, we can be sure that some of them will know some of words we are asking them to focus on. The teacher starts by showing or drawing a picture. The words are carefully modeled, and the teacher may well conduct a rapid response drill where he points to a picture or mimes the action and then nominates a student to say walk, climb, etc. In this case, the teacher should make sure that the students can pronounce the words correctly. It can be conclude that vocabulary is a component of language that maintains all of information about meaning and using word in language.
16

B. Kinds of Vocabulary The statement in the last section indicated that vocabulary is an importance element in building a sentence. In English, as the other language, there are so many words to learn. Everyone has a number of words which are related to the way they use it. That is, the students tend to use one group of words for speaking, writing, reading and listening. Kaluger, et al. point out that generally people have five kinds
15 16

10

of vocabularies: understanding vocabulary, speaking vocabulary, reading vocabulary, writing vocabulary and emerging vocabulary.17 The understanding vocabulary is the first step to develop speaking ability with young children before the baby could talk, and read, or write but they can recognize and respond to words spoken by his members of family. In fact, the baby does not try to communicate with others, especially mother, as nearly as three weeks after being born by using different kinds of cries to convey different needs. Speaking vocabulary is acquired when a child begins to speak. The speaking vocabulary grows so rapidly, that it is difficult to determine the extent rate of growth. Every individual does not use the same size of vocabulary in speaking, listening speaking, reading and writing. But they can try to learn it one by one. It is impossible for them to learn all the vocabularies at once, but it is possible for the students to understand words they hear, and yet not use the words themselves in speaking and writing. It is also possible that a word can be read understood yet no handled easily when heard in listening situation too much in one sentence. The above explanation shows that there are five kinds of vocabularies. But generally, it is classified into four kinds of vocabularies: listening, speaking, reading and writing. Listening vocabulary, speaking vocabulary, reading vocabulary and writing vocabulary are different. A persons speaking vocabulary is not same as that of his or her writing and vice versa. The amount of vocabulary of listening, speaking, reading and writing are also different from one to another.
17

Kaluger, Clifford and J. Kolson, Reading and leraning Disabilities 2nd Ed., (Colombus: Charles

E. Merril Publishing Company: A Bell and howell Company, 1987)p.373

11

Consequently, the teaching of listening, oral discussion, reading and writing are interrelated with advanced vocabulary acquisition. C. The Types of Vocabulary Vocabulary is frequently considered into two types : sight and meaning while both types have their foundation in experience of language development. They are quite districting in nature. The first type of vocabulary is sight vocabulary a part of his or her visual memory. Sight vocabulary is the recognition of words includes those words that the primary grade pupil recognizes visually. When we speak at the childs reading vocabulary at the primary grade levels, we usually mean his sight vocabulary. The second type of vocabulary is meaning vocabulary. Meaning vocabulary consist of those words, with which an individual can associate meaning which they appear in context. Meaning vocabulary is not usually a major concern for the beginning readers because they have already known the meanings of most words they encounter in their beginning reading materials.18 Meaning vocabulary also includes those words for which a child has a number of meaningful mental associations. A person's vocabulary is the group of words they are most familiar with and choose to utilize. There are several different types of vocabularies. Speaking, writing, listening and reading are of the main types that people use on a daily life. Each type is important to the structure of vocabulary as a whole.19
18

Scoot Thornbury, How To Teach Vocabulary, (London: Pearson Education Limited, 2002)p. 15

Murpy.The-Main-Types-of-Vocabulary&id(Online) http//ezinearcles.com/ Accesed on May 24, 2011

19

12

Speaking vocabulary is all of the words a person can use through speech. This is a very powerful vocabulary type. Potent speakers, musicians, singers, and poets etc. have the ability to influence and move their audience with their charisma and with how they utilize this type. People who are very vigorous and innovative with this type have the power to control their audience in how they perceive, think and act. Writing vocabulary is all of the words a person can use when they are writing. This is another eminent vocabulary type. Like speakers, writers also have the power to influence many people with how they use their words. A lot of times, both writing and speaking vocabularies are combined and they can compliment each other very well. E.g. If a speech or poem is prepared in writing, the writing completely negates the desideratum of having to contemplate what to say. All of the thinking was already done before hand and put into the form of what has been written. Listening vocabulary is all of the words a person can recognize through listening. The larger this type is, the easier to understand others who utilize speaking vocabulary. Listening plays a significant role in the overall growth of vocabulary since you can encounter new words from several different sources simply through hearing or listening. Reading vocabulary is all of the words a person can recognize by reading. This is very important for understanding content produced by those who frequently use writing vocabulary. Like Listening, reading also plays a significant role in the

13

overall magnification of vocabulary. It's very easy to encounter new words while reading. Vocabulary strengthens itself almost naturally. People encounter new words almost every day whether it through listening to someone else say the words or through reading the newspaper, books, blogs or articles etc. When someone encounters a word, they don't know the meaning of while hearing or listening to someone speak and notifies the speaker that they don't know the definition of that word, it is explained to them. When encountering an unfamiliar word on the internet while reading something like an e-book, blog, discussion on a forum or an article, it is very easy to find out the definition of that word through dictionary sites. As long as people care enough to learn and are in an environment where new words are being used in literacy, speech, or music level of lexicon should perpetually increase. This invigorates each of vocabulary types making it easier to be creative and charismatic with speaking and writing and to be more understanding and intuitive when listening and reading.

D. Definition of Picture Picture is most commonly used in instruction such as photographs, postcards, illustration from books, periodicals, catalogs. In line with statement above, in every life your students may sometimes be required to describe people, objects, places, and even processes. Their would also be times when they will have to write about sequences of events, incidents, act, and give directions. Pictures of

14

individual persons or thing may be used mainly at the elementary level, to introduce or test vocabulary items, for example: a man, and a car. Portraits, pictures showing people in close details, are useful for intermediate and advance learners. The students can be asked question about the age and profession of the model. Pictures of situations in which person and object are "in action" between objects and people can be perfect teaching aid for introducing or reviewing grammatical or structures. Picture mean a drawing painting, photograph, especially as a work of art, and picture are important tool in education, picture will be of value not only from point but also pedagogic material.20 In every life your students may sometimes be required to describe people, objects, places, and even processes. Their would also be times when they will have to write about sequences of events, incidents, act, and give directions. Picture is more complex then the mechanical recording of events, photography has the power to convey a mood or share our insights with others.21 Photograp can be found from newspaper and magazine. Furthermore, in the American Herytage dictionary of the English Language, picture is a visual representation or image painted, drawn, photograped, or otherwise rendered on a that surface.22 In other word, Hornby stated that picture is a painting or drawing, etc. That show a scene, a person or thing.23 According to the writer, using picture is
20 1

The Free Dictionary. Com/picture. Retrieved on May 24, 2011

21

http//www. Better English. Org. Gh. Retrieved on 15 May 2011 http//www.thefreedictionary.com. Retrieved on 15May, 2011 Ibid,991

22

23

15

really effective and very important in teaching process. Moreover, picture accelerate understanding and remember strengthen. Based on explanation above, the writer conclude that picture is image or photograph that exchanged and represented the real object into a simple device which has displayed a series of places, object, person, or even experiences. E. Teaching Vocabulary by Using Picture Teaching method depend on kind of subject will be taught. English teacher must have certain ways of methods in teaching learning process. Different teacher will bring differences in the ways of teaching, besides mastering methods that is suitable for teaching process, a teacher procedure become more interesting for the students. Methods of teaching are depending on what kind of subject to be taught. The teacher does not only use a suitable method for teaching, but also use a technique to make his teaching fresh and interesting. The teacher should know the suitable method, because the success of teaching is not only depending on the teachers ability but it is related with method. In this case the writer would like to use the direct method. It is one of methods that can make the use of pictures are effective in teaching vocabulary. For examples, the writer walks in front of the class, show the pictures in the class, then writes the meaning on the blackboard and another example, writer is also introduce part of body like arms, eyes, nose, atc based on the picture. In drawing activities, blackboard is a common aid that used in the classroom. It is one of the most useful of all drawing activities. The existence of blackboard is

16

much needed in teaching learning process. It is very helpful to make clearer what the teacher said. So that, students can grasp and understand what the teacher said. Blackboard can be used in presenting new words and pictures. For example, writer create a simple drawing on the blackboard while presenting the new words. Furthermore, using blackboard is also helps the teacher in teaching and help to catch students attention. F. Kinds of Pictures in Teaching Vocabulary A picture is most widely used in presenting vocabulary. There are two kinds of picture that should be used in presenting vocabulary. One kind of picture should a single picture such as an orange, a book, a cup, a map, a chair etc. The other ones should be a set of picture. The picture can be used to teach young learners. Pictures have numerous models that can be applied in teaching learning process as generally, such as painting, poster, chart, series pictures, portraits, slide, film trips, projection map and diagram. However, these models of pictures have multi functions, there are not all of these models can be presented for children. We have to select what picture is suitable for them. Many visual are used in teaching vocabulary such as pictures, blackboard drawing, and some actual objects. By using visual aids, we can teach many parts of speech, like adjective items, noun items, and proposition items, as well some verb of action items.

17

In practicing new Vocabulary, we can also draw the picture on the blackboard or use special printed picture from magazines or newspaper. The student can see on actual object, so they can remember them easily. In teaching, a pictures should be displayed in such a way that all students can see the entire part and all detail of the picture. The student should understand clearly from the pictures. The picture should also be recognizable within the learner culture and relative free from ambiguity. It should be easier to memorize a word and help them in studying English. At a letter stage of language learning. However a refinement or breading of the concepts may introduce culturally varied pictures. Besides selecting the pictures that will be used in teaching learning Process, the picture should be good and attractive. The good and attractive picture must be interesting and appropriate to increase the students ability and authentic. Amir Hamzah states, there are some requirements as good picture as the following : 1. The picture must be beautiful, clear, interesting, understandable an big enough to show the detail. 2. The picture must be important and appropriate to the subject matter or problem faced. 3. The simplicity is very important because the difficult pictures usualy disturb students attention from the important thing. Children and uneducated people are confused of small parts of a picture and finally fail to gather a real meaning of the picture.

18

4. 5.

The picture must be appropriate to the ability to student Even though the color is not so important, it can improve the pictures value, making it more realistic and motivate the student interest. It can also make clear the meaning of the picture (writers translation).24 In understanding the text through picture, the teacher can also assist the

student to focus their attention and help the students to express their ideas or information from picture. Moreover, picture is one of teaching aids that can influence, attract and catch attention of the learners. The picture assists retention of information, visual imagines, and proper relationship in understanding reading material.

24

Amir Hamzah Sulaiman, Media Audio Visual (Jakarta : rajawali, 1986), P. 56

BIBLIOGRAPHY Adil Al-kufaisi, A Vocabulary Building Program is a Necessary Not a Luxury, English Teaching Forum, Vol. XXVI, 1988. Amir Hamzah Sulaiman, Media Audio Visual, Jakarta : rajawali, 1986 Amrozi M, English Grammar. Jakarta: Bintang Pelajar,CV, 1989 A.S. Hornby, Oxford Studentss Dictionary of Currents English. London: University Press, 2003. Hill, Education of Dictionary, Second Edition, New York: Hill Book Company, inc, 1984 http//www. Better English. Org. Gh. Retrieved on 15 May 2011 Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching. United Kingdom: Cambridge University Press, 2002. Kaluger, Clifford and J. Kolson, Reading and leraning Disabilities 2nd Ed., (Colombus: Charles E. Merril Publishing Company: A Bell and howell Company, 1987 Kathlen T. Mcwhorter, College Reading and Study Skill, USA : Scott Foresman and Company, 1989 Murpy.The-Main-Types-of-Vocabulary&id(Online) http//ezinearcles.com/ Accesed on May 24, 2011 Sudjana, Metoda Statistika, ed, rev, cet. 6. Bandung: Tarsito, 2001 Suharsimi Arikunto, Prosedur Penelitian, Suatu Pendekatan dan Pratik. Jakarta: Rineka Citra, 2006. Sukardi, Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya, Cet I, Jakarta: Bumi Aksara, 2002. Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R & D, Cetakan Ketiga (Bandung: Alfabeta, 2007. Websters New English Dictionary, Compact Edition Scotland: Geddes and Grosset, 2003.

19

20

Longman Dictionary of Contemporary English, England: Longman Corpus Network, 1995. Scoot Thornbury, How To Teach Vocabulary, (London: Pearson Education Limited, 2002). The Free Dictionary. Com/picture. Retrieved on May 24, 2011