TEACHING VOCABULARY BY USING SONGS AND PICTURES TO THF FIFTH

GRADE STUDENTS OF THE STATE ELEMENTARY SCHOOL 12 OF TANJUNG

LAGO, BANYUASIN
1. Backgr!"#
Teaching vocabulary has always been a central aspect of teaching English.
Vocabulary affects each of language skills: listening, speaking, reading, and writing. So,
automatically students need to learn the words or vocabulary in this language. English has
a great deal of vocabulary that the students have to learn. As learners develop their
vocabulary knowledge, they acuire not only new words but also new meanings associated
with words they have already learned. They will encounter new words of ways in the
classroom, through learning materials, through the teacher!s language, and through the
language of other learners.
"or some learners, English words are easy to remember. #ut, it will be different for
the learners who have difficulties in memori$ing it. The fact shows that not all the learners
are able to memori$e every single word in this language. Students need to know about
words and their meanings if they want to learn successfully in any content area. So, the
teachers need media to help them in learning English. As teachers of English, we should
find the solution for this problem.
%ow, it is easier for the teachers of English to choose various appropriate teaching
techniues. The teachers should find and design teaching media in order to avoid boredom
in teaching and learning activities. &n other words, we should make the teaching and
learning process en'oyable for the students.
(
&n teaching and learning process especially vocabulary, songs and pictures can be
used by the students to memori$e the words. &n this case, the writer would like to find out
the effectiveness of songs and pictures in learning vocabulary, and the teacher gives the
songs and pictures with a purpose of teaching vocabulary to motivate the students to learn
English. #ane$ )(**+:iii, says -#y singing the students can be motivated in learning.-
.hile /ainudin )(*01:2, says that picture is one of the visual aids can raise the students!
motivation in learning English. 3icture can be used in teaching learning process to increase
the students! motivation. The successful language learning depends on the students! attitude,
motivation, and interest. As picture can be used to reduce verbal load instruction to
encourage students! motivations and interests. Emestova )(*0(:(4, states that the students!
interest in learning a foreign language is usually spontaneous. 3icture may supply the
necessary motivation and develop students! enthusiasm in learning the language. &nara
)(**+:45, says that children use their imagination and can see their own pets and toys
behind the line of visual. &n other words, words alone are not enough carrying the students!
imagination beyond the class6room.
7earners remember better that material that has been presented by means of visual
)/ebrowska in 8berman, (**0:59,. &t is a well6known fact that students to represent them
when they read and write the words and definitions ):noinska, (**0:5,. &nara )(**+:.05,
states that using pictures again and again is to refresh. The students! memories give them
opportunity to review vocabulary learned .using picture produce effective result, students
concentrate better, find learning more interesting and pleasant.
To be successful in teaching English, especially English vocabulary, a teacher of
English should know the condition of his or her students and their problems in vocabulary.
5
3ictures as a teaching aid in teaching English vocabulary where the students and the teacher
can find it in te;tbooks, maga$ines, newspapers, or even in computer program. &t is easy to
design, but the teacher should concern with students! level. 3ictures make the teaching
materials more effective, easy, fun, and interesting.
Theoretically, pictures are easy to teach because they do not reuire any euipment,
they can be lasting long and used in many ways, and the least it is cheap. 3ictures can
motivate the students in learning English vocabulary. 8sing pictures may make the students
en'oy and keep them more uickly to the real purpose in learning English.
<owever, all those statements should be proved scientifically. That is why this
research will be conducted with the title -TEACHING VOCABULARY BY USING
SONGS AND PICTURES TO THE FTFTH GRADE STUDENTS OF THE STATE
ELEMENTARY SCHOOL 12 OF TANJUNG LAGO, BANYUASIN-
2 Pr$%&' ( )*& S)!#+
To make the problem clear, the writer will present the limitation of the problems and
the formulation of the problems.
2.% L,',)a)," ( )*& Pr$%&'-
l, The vocabulary taught is limited on the words in theme of =Animal- with the
words as follows:
9(, Tiger 9+. >olphin ll. /ebra (+. 7ion
95. Elephant 9? #ee (5. >og (?. #ird
92. "ish 90. @at (2. Snake (0. @rocodile
2
91. #ear 9*. @hameleon (1. Aonkey (*. Booster
94. @amel (9. <en (4. 3anda 59. #ull
5, The kind of vocabulary to be investigated is only the general one
2, The kind of pictures to be investigated is individual pictures.
2.2 Fr'!%a)," ( )*& Pr$%&'-
The formulation of the problem is -&s it effective teaching vocabulary by using
songs and pictures to the fifth grade students of the State Elementary School (5 of Tan'ung
7ago, #anyuasinC-
. T*& O$/&c),0& ( )*& S)!#+
#ased on the problem of this study, the main ob'ective of this study is to find out
whether or not it is effective to teach vocabulary by using songs and pictures.
1 T*& S,g",(,ca"c& ( )*& S)!#+
&t is hoped that this study would give the beneficial contributions to the writer
herself, the students, the teacher of English, and other researchers.
)(, To the .riter <erself
#y conducting this study, it would increase the writer!s own knowledge on how the
songs and pictures are taught to the students and how to measure the students! achievement
on vocabulary mastery.
1
)5, To the Students
#y conducting this study, it would give the students some inputs so they could have
e;perience in using songs and picture activity, and also would give them motivation to
study English especially in learning vocabulary.
)2, "or the Teachers of English
The writer hopes the result of this study would be useful at least for giving
information to the teachers in teaching the students vocabulary by using songs and picture
and to get some e;periences in conduction this study..
)1, To the Dther Besearchers
&t would give information about the teaching vocabulary that there is another
techniue which is by using songs and pictures so that they could improve it for the future.
2. L,)&ra)!r& R&0,&3
&n this part, the writer will discuss about ) (, the concept of teaching , )5, the
concept of vocabulary, )2, the concept of song, )1, the concept of pictures, and )4, related
previous study.
2.1 T*& C"c&4) ( T&ac*,"g
Teaching is guiding and facilitating learning, enabling the students to learn, setting
conditions for learning by providing a variety of learning e;periences to accommodate the
various learning strategies that e;ist in the classroom to satisfu the principles of students
active learning, students! fullest involvement and participation in teaching and learning
activities )Saleh, (**?:(0,. &t is widely known that the ob'ective of teaching English in
4
&ndonesia is to develop the four language skills, namely reading, listening, speaking
and writing, especially for communication.
The activities of teaching English as a foreign language demand the use of certain
methodology. Aethodology refers to the study of pedagogical practice in general including
theoretical underpinning and related research whatever consideration are involved in -how
to teach- are methodological. @ontrasting this term with method hisEher argument that
methodology is a superordinate umbrella terms, whereas method is concerned with rather
specific identifiable cluster critically compatible classroom techniue. This study discusses
the teaching of phrasal verbs by using songs.
2.2 C"c&4) ( Vca$!%ar+
<omby )(*0*:*+4, states that vocabulary is total number of words which )with
rules of combining them, make up the language. Then .ebster )(90+:?14, states that
vocabulary is a list of collection of words or phrases usually alphabetically arranged and
e;plained or defined. And what we mean by a word is the minimum meaningful unit of
language )@arter, (*0?:4,.
"rom these statements, it can be concluded that vocabulary does not refer to the
words in isolation, but it refers to make than one word. .ords are tools of thought, when
one is capable to understand and use the words in his or her activities, he or she must have
many stocks of vocabulary. &n this case, the students should know the meanings of the
words besides the spelling of English words.
+
2.2.1 5,"#- ( Vca$!%ar+
According to >'unaidi )(**+:29, says that Fe readers my encounter three kinds of
vocabulary: They are )(, general vocabulary, )5, speciali$ed vocabulary, and )2, technical
vocabulary.
)l, :eneral Vocabulary
:eneral vocabulary refers to the words that comprise the ma'or portion of ones
vocabulary usage in everyday communication, such as go, eat, study, and school.
)5, Speciali$ed Vocabulary
Speciali$ed vocabulary refers to the words with multiple meaning that change from one
content area to another, for e;ample, book, interest, mouse, and present.
)2, Technical Vocabulary
Technical vocabulary refers to the words that are essential to the understanding of the
specific content area, for e;ample, network, check in, and browse. >'unaidi )(**+:2?,
mentions function of words is have or no meaning by themselves, e;amples -to-, -for-,
-by- )preposition,. @ontents words are nouns, verbs, ad'ectives, and adverbs form from
ad'ectives, )e.g. happily,, there are so many words that can be categori$ed as content
words.
2.2.2 T*& I'4r)a"c& ( Vca$!%ar+
Vocabulary refers to wordsG so knowing the word is significant asset for the students
in studying languages. Hnowing a word involves them to recogni$e it when it is heard or to
be seen. Hnowing the meaning of words may include being able to make various
association with other related words. 3roductive knowledge involves knowing how to
?
pronounce and spell the words, how to write it down, how to use it correctly in grammatical
when it is used alone or collaborated with other words )%ation, (**9:25622,.
2.2.. Prc&#!r& ( T&ac*,"g Vca$!%ar+ $+ U-,"g P,c)!r&-
&n addition, the teacher can use pictures as their media in teaching English in the
classroom. #y using pictures, the students can figure out the materials easily and help them
memori$e the words easily. According to <armer )(**0:?5,, teacher should prepare the
procedure of teaching vocabulary by:
(, stating the ob'ective and giving direction orally, e.g. tell the students that he or she will
show the pictures
5, introducing the picture, e.g. -DH students, what picture is thisC-
2, asking the students to give the meanings of the pictures
1, asking the students to write the meanings in the board
4, asking the students to do and answer the uestions based on the worksheet
+, collecting the e;ercise and answers it together
?, checking the scores.
2.. T*& C"c&4) ( P,c)!r&
Dstler )(*0+:(0+, states that picture is noun. 3icture means likeness or
representation of sub'ect produced by painting or drawing or photography, etc, beautiful
ob'ect, scene, mental image on television,screen cinema film. According to .ebster
)(*0+:(??,, picture is process or act painting presentation by painting )a person, landscape,
building, a description to vivid or graphic as to suggest a mental image of an abstraction.
0
3icture is given an emphasis or development of teaching learning process to have
some benefits condition. That is why pictures should be an integral part of every teacher!s
professional euipment and each teacher should make a collection pictures that will enable
him to present different language items )Ernestova (*0(:4,. 3icture is easy to be made and
collected and cheaper than other instrument. "urthermore, Shing )(*0(:(4, says that picture
is not only effective and interest, but also practical and economical.
2...1 T*& U-&- ( P,c)!r&-
3icture is one of the visual aids can be risen the students! motivation in learning
English )/ainudin, (*01:2,. 3icture can or used in teaching learning process to increase the
students! motivation. The successful language learning depends on the students! attitude,
motivation, and interest. As picture can be used to reduce verbal load instruction to
encourage students! motivation and interest. Ernestova )(*0(:(4, states that the students!
interest in learning a foreign language is usually spontaneous. 3icture may supply the
necessary motivation and develop students! enthusiasm in learning the language. &nara
)(**+:05, says that children use their imagination and can see their own pets and toys
behind the line of visual. &n other words if words alone are not enough carrying the
students! imagination beyond he class6room.
7earners remember better that material that has been presented by means of visual
)/ebrowska in 8bermat8 (**0:59,. &t is a well known fact that students to represent them
when they read and write the words and definitions ):noinsk1 (**0:5,.&nara )(**+:05,
states that using pictures again and again is to refresh. The studentsI memories give them
*
opportunity to review vocabulary learned. 8sing picture produce effective result, students
concentrate better, find learning more interesting and pleasant.
2...2 T+4&- ( 4,c)!r&-
According to .right )(*0*:(92,, there are some types of pictures: )(, pictures of
single ob'ect, )5, pictures of one person, )2, pictures of famous people, )1, pictures of
several people, )4, pictures of people in action, )+, pictures of places, )?, pictures from
history, )0, pictures with a lot of information, )*, pictures of the news, )(9, pictures of the
fantasies, )((, pictures of symbols and maps, )(5, pair of pictures, )(2, pictures and te;t,
)(1, seuences of pictures, )(4, related pictures, )(+, single stimulating pictures, )(?,
ambiguous pictures, )(0, bi$arre pictures, )(*,, e;planatory pictures, and )59, students! and
teacher!s drawings. <owever, #lack )(*?(:(2, divides pictures into two kinds: individual
pictures and collage pictures. &ndividual picture is a picture of individual item, such as cup,
a dog, cat, or hammer. @ollage pictures are several pictures mounted on a large sheet of
cardboard.
&n addition, Ernestova )(*0(:(4, suggests that picture should contain the following
ma'or of categories : people, occupation, everyday activities, home, food, drink, sport and
leisure, animals, building and landscape, ob'ects and miscellaneous. &n this study the
pictures that will be used by the writer is the animals.
Ernestova )(*0(:+, classifies the picture into 4 types which can be to teach English
in all levels:
(9
(, 3ictures of single persons and single ob'ects.
5, 3ictures of people engaged in activities.
2, 3ictures showing some environmental )a street, a room, a factory, a farm, nature scene,
etc,.
1, Series of several pictures belonging to one conventional theme )food, piece of furniture,
work activities, sports, means of transportation, articles of collecting, etc,.
4, Small pictures glued into small cards for pair group work.
2.... T*& Cr,)&r,a (r S&%&c),"g P,c)!r&
According to #rown )(*40:(+,, there are some criteria when selecting pictures as
follows:
(, The picture is interesting enough to catch and hold the eyes of the students with whom
it will be used.
5, The picture is large enough and simple may to be seen clearly.
2, The information it portrays is important to the topic being.
1, The information accurate as, truthful up to dare and with a basis for any needed si$e
comparison
4, The picture is well reproduced, realistic, and attractive.
&n addition, Ernestova )(*0(:+, suggests some criteria in selecting pictures. .hen
selecting pictures, always keep the following essential in mind:
(, :rammatical structure ) s , you can practice with it.
5, &tem ) s , of vocabulary you can teach with it
2, Si$e.
((
1, Appeal to eye
4, Entertainments value
&n this study the vocabulary that will be taught to the students are in the theme of
animals.
2.1 T*& C"c&4) ( S"g-
Song is a short musical composition made up of mutually and music, which
together produces a uniue response ).ebster, (*0+:5(?5,, and song, is a piece of words
for singing )<ornby, (**4:((22,. Everyone likes a song, because singing is a popular
activity throughout the world and most of the students especially students who are at the
Junior <igh School level often delight and en'oy learning English through songs.
Song can provide an en'oyable change in the classroom, as well as being fun: they
may have a useful part in teaching a language. Singing a song may give the learner a
satisfaction in using the language continuously. #esides that listening to songs can help the
students to develop an ear for the sound of language ability so they can have good
pronunciation.
Every teacher, especially the teacher of English, must provide activities that
stimulate such as environment as much as possible, together with specific e;ercise. As
/appolo )in Bamami, (**+:+, states that, every teacher of English should be keenly aware
of his or her students! need for in class "actice, especially the pronunciation.
(5
2.1.1 T*& U-& ( S"g a- T&ac*,"g T&c*",6!&
Songs are used because they have a useful part to play in the language
teaching. They can be en'oyed anytime and anywhere. "urthermore, according to Smith
)(*?+:(2, they used to:
(, Aake people happy and because of these people are generally ready and happy to listen
to a song in their spare time.
5, Aake people rela;. A great many people say that they can absorb and learn better in a
rela;ing states than when they are in a tense or tight condition.
2, #e practice inside and outside class.
1, :ive the learner the satisfaction of using the language continuously.
4, Aake this business of repeating and reproducing en'oyable instead.
+, Aake people gladly admit their mistakes without the feeling of being hurt, and readily
accept correction,
&n this study, songs will be used in teaching vocabulary.
2.1.2 T*& Cr,)&r,a ( A44r4r,a)& S"g-
Smith )(*?+:12, offers suggestion of some criteria for songs that one must keep in
mind when selecting them, they arc presented below:
(, The song should be popular among the students.
5, The song should not be too fast or too difficult to sing.
2, The words of the song should be fairly well articulated.
1, @onsider the cultural aspects as you select the song.
(2
.hen we use a song in improving the students! pronunciation as the media for students, the
teachers have to concern with those rules in order that songs can be used effectively.
2.1.. S"g- ," L&ar","g a"# T&ac*,"g E"g%,-*
&n teaching and learning process, using songs can develop the students! listening
skill. >obson )in Susanti, (**+:+, stales that as you sing or play a recording of English
song, the students are apt to listen attentively thereby improving their oral comprehension.
Everyone likes to sing a song, because singing is a popular activity through out the
world and most of the students especially students who are at the 'unior high school level
often delight and en'oy learning through songs, includes listening and reading.
#y giving songs in improving the listening, the students not only improve their
English and enrich listening skill but also get to how a little about culture of the people
whose language they are studying. According to Saleh )(*04:?4,, English and American
folk songs and popular songs not only provide language and cultured materials but also
some en'oyable activity. The learner would like en'oying singing folk songs.
8sing songs is useful for developing speaking as Smith )(*?+:12, says that songs
can provide cultural background of the songs and can serve as discussion material. .e can
say that songs a;e useful to develop as short dialogue concerning with the main idea of the
song.
Songs provide an opportunity to work on reading comprehension with various age
groups of learners because songs would be particularly useful for working with students
with special need and the possibilities for using songs as material for reading is limitless
)"lippo in @heek, (*0*:149,.
(1
.riting skill can also be developed by using songs as teaching instrument because
they can stimulate and develop various emotion and feelings )Dsto'ic, (*0?:4(,. .hile
listening to the songs, the students a;e encouraged to e;press their feeling and ideas in
writing. The main idea of the song can be used as a main topic of writing. &n teaching
vocabulary, songs can help as :asser and .aldman )(*?0:1*, say that songs can be an aid
in teaching individual sounds or stress and rhythm pattern in words and sentences.
Songs are also helpful for teacher to make structure lesson interesting )<elaly,
(*0?:1*, and provide a way of presenting or reviewing material in teaching structure and
sentence pattern ):asser and .aldman (*?0:1*, Aonreal, (*05:11GEverret, (*0?l.1(,.
8sing song can add arousing motivation in learning to SA3 students, Arousing
is to wake somebody from sleeping or to make somebody become active or involved in
something then, motivation, in this case is usually defined as an internal state that arouse,
direct and maintains behavior ))Aurphey, (**5:52,.
#ased on the description above, the writer would like to use song in teaching the
students vocabulary with the songs provided.
2.1.1 T*& Prc&#!r& ( T&ac*,"g Vca$!%ar+ )*r!g* S"g
<ere are the procedures of songs in teaching vocabulary proposed by Smith
)(*(+:11,:
A. Pr& ac),0,),&-
&n this section, the teacher tries to take the students interst in teaching and learning
activity. The activities are as follows:
(, greeting : :ood morningK Etc.
(4
5, @hecking the attendance list : by calling the name of the students, and asking
whether someone is absent.
2, Baising the studentsI interest, for e;ample by singing a song that popular to the students.
Animals
Lets go to the zoo to see the monkey
There are many birds that fly on the sky
Come on lets go home to fried the turkey
Even surround us there are butterfly
If you want to fried the chicken
Dont forget to go to the kitchen
The chicken will be good eaten
Dont forget to take a big beaten
Ive wings and I want to fly
I will bring my friends to go to the sky
I will fly around and its oyful
All of my friend think that Im so cool

B. Ma," Ac),0,),&-
&n these activities, the writer tried to e;plain the lesson to the students, and then the
activities are as follows:
1) The teacher put on the pictures of animals on the black board
2) The teacher asked the students whether they know the picture such as the following:
>o you know what picture is itC Then the teacher tells each picture of the animals.
After that the teacher asked the students to repeat the names of the animals directly
after the teacher. Then the teacher asked the students to pronounce the words by
themselves that is pointed by the teacher.
3) To make the students pronounced and memori$ing the words better, the teacher
asked the students some uestions about animals and teaches the students the song,
they are =AnimalL taken from =Songs 3romote young 7earnerIs VocabularyL by
Andi :una, 7eo, page (0, and =Song Animal ( and 5L from www.dreamenglish.com
(+
(Song by Matt R. Copyright 2011 Dream English). Teacher pts the songs lyric
on the !hite boar".
#) The teacher has sung the first then e;plain how to make the words.
$) The teacher gets the students to repeat the sound in chorus.
%) The teacher has the students sing the song together.
C. P-) ac),0,),&-
(, After the teacher feels satisfy with the studentsI pronunciation, the teacher begins to
give the e;ercises about animals in order to observed the students ability in spelling and
memori$ing the words. &n the first e;ercise, the students have to draw animals by using
do to dot method and coloring the picture they made.
5, The teacher distributes the e;ercises sheet to all the students, and e;plains to them how
to draw it.
2, To know the students ability in understanding vocabularies, the teacher must give some
pictures of animals in form of uestions, students are able to answer the uestions
correctly, know the color and to count the animals, for e;ample: two $ebra, four hens,
or one tiger.
1, after the students read, sing the song and pronounce the words then the teacher gives the
pre6test and the post6test that the students are asked to answer the words from the songs.
2.7 Pr&0,!- R&%a)&# S)!#,&-
There are uite many theses discussed about pronunciation and songs, but the writer
will take only one thesis which closely related to this thesis with the tide ->eveloping
7istening Skill through Songs to the "irst Mear Students of SA3 Al 6 <usna 3alembang-,
(?
written by Hasmayuni in 5991. The ob'ective is to find out whether or not the students!
listening skill can be significantly developed through songs. This result showed that
developing listening skill through songs to the first year students of SA3 Al6<usna
3alembang was significantly effective. The similarities and differences are found, they arc:
(, The similarities are:
a. #oth talked about songs for the topic ofthe study.
5, The >ifferences arc:
a. The previous thesis was .ritten in 5991 while the writer in 59((
b. The previous thesis used songs to develop listening skill, while the writer used
songs to teach vocabulary.
c. The previous thesis population was 12 students and also as the samples, the writers!
population was (94 and the sample only 19 students which are 59 students as the
control group and 59 students as the e;perimental group.
d. The previous study used the uasi e;perimental method while the writer will use
e;perimental method.
7. H+4)*&-&-
&n relation to the ob'ective of the study as mentioned above, the writer formulates
the following two hypotheses.
<o : &t is not effective teaching reading vocabulary using songs and pictures to the
fifth grade students of the State Elementary School (5 of Tan'ung 7ago,
#anyuasin.
(0
<A : &t is effective teaching vocabulary using songs and pictures to the fifth grade
students of the State Elementary School (5 of Tan'ung 7ago, #anyuasin..
8. Cr,)&r,a (r T&-),"g )*& H+4)*&-&-
"or testing the hypotheses formulated above, the writer will use critical value of the
students of the t6test distribution table )<atch and "arhady, (*05:5?5,. >ue to the fact that
the writer will use 19 pairs students as the sample of the study, and the degree of freedom
)df, was 2* )196l ,, therefore to accept the alternative hypotheses with 9.4N significance the
writer will use the t6distribution table )<atch and "arhady, (*05:5?5, with two tailed test,
the result of the matched t6test oft6obtained should e;ceed 5.95(. &f the t6table is lower or
smaller than 5.95(, the null hypothesis )<o, is accepted and the alternative is re'ected. Dn
the other hand, if the result of the t6table is higher than 5.95(, the null hypothesis )(o, is
re'ected and alternative hypothesis is accepted )<atch and "arhady , (*05:5?5,.
9. R&-&arc* Prc&#!r&
&n this part the writer will discuss: )l, the method of the study, )5, operational
definitions, )2, population and sample, )1, techniues for collecting data )4, techniues for
analy$ing data, and )+, research schedules
9.1 M&)*# ( )*& R&-&arc*
&n doing this study, the e;perimental method will be used through randomi$ed post6
test only control group design, using matched sub'ects. #y applying the true e;perimental
method, the researcher involved two groups of students that had been matched before based
on their scores in the pre6test. The diagram of the design is as follows:
(*
E;perimental :roup : A O( D
PPPPPPPPPPPPPPPPPPPPPPPPPP
@ontrol :roup : A O5 D
)"raenkel and .allen, (**2:549,
&n which:
A Q Aatching the 3airs from the two :roups through a 3retest
Ol Q Teaching by 8sing Songs and 3ictures
O5 Q Teaching without 8sing Songs and 3ictures
D Q 3ost6test
The steps that will be taken in this study covered:
l, surveying the literature relating to the problemsG
5, defining the problemsG
2, constructing an e;perimental plan by writing the research designG
1, doing the try6out testG
4, matching the pails from the two groups through a pre6testG
+, conducting an e;perimentG
?, collecting the data through the posttestG
0, analy$ing the dataG
*, drawing the conclusionsG
*. proposing suggestionsG
(9, reporting the results.
9.2 R&-&arc* Var,a$%&-
A variable is a type of concept that can take or different values or have categories,
such as tree, house, desk, teacher creativity, and school. There are two kinds of variables in
59
this study: independent variable and dependent variable. The independent variable is a
variable which influences other variables and come first, such as teaching method, teacher
behavior, methods of instruction curriculum, individual characteristics, SES )Social
Economy Status, and peer group behavior. >ependent variable is the one that is affected by
or predicted by the independent variable, such as achievement attitudes, values, self
concept, a social development )>ane, i**9:55,
&n this study, the independent variable of the research is the teaching media that is
songs and pictures, and the dependent variable is the students! vocabulary achievement.
9.. O4&ra),"a% D&(,",),"-
The title of this study is -Teaching Vocabulary by 8sing Song and 3icture to the
fifth :rade Students the State Elementary School (5 of Tan'ung 7ago! #anyuasin. "rom
the title of this study, the dependent variable is students! vocabulary achievement and the
independent variables are songs and pictures. Therefore, it is necessary to clarify the terms
used. &n this study, in order to avoid misunderstanding in writing, the writer tried to find
out the key words relating with this title. They are teaching, vocabulary, song, and picture.
(, -Teaching- is the teacher!s activities in transferring knowledge or skill to heEhis
students. This study will teach vocabulary by using song.
5,. -VocabularyL &n this study, vocabulary means a list or collection of words or phrases,
especially about animals.
2, -Song- is a piece of music with words that is sung. &n this study the writer used the song
entitled song entitled -Ay #alloon- taken from -Songs 3romote young 7earner!s
5(
Vocabulary- by Andi, page ?, and =Song Animal l, and Song Animal 5- from
www.dreamenglish.com.
1, =3icture- means likeness or representation of sub'ect produced by painting, or drawing
or photography etc. &n this study, the writer will used pictures as media in teaching
vocabulary.
9.1 P4!%a)," a"# Sa'4%&
9.1.1 P4!%a),"
According to Arikunto )(**2:5,, population is a(( research sub'ects.- The
population of this study will be all of the fifth grade students of the state Elementary school
(5 of Tan'ung 7ago, #anyuasin in the academic year of 59(9E59((. The number of the
population is (94. There are three classes in the population as follows:
TABLE 1
TIIE POPULATION
%o @lass %umber of Students
(. 4.( 24
5. 4.5 24
2. 4.2 24
Total (94
Source: The State Elementary School 12 of Tanjung Lago, Banyuasin in the Academic Year
20102011
9.1.2 Sa'4%&
Sample is any group of individuals, which selected to presents population
)Bichards, platt and .ebber, (*04:549,. The sample is a part of a whole used for showing
what the rest is like. Arikunto, -&f the number of the sub'ect of the investigation is less than
55
(99, the writer can take all of the sub'ects or if the member of the sub'ects is more than
(99, the writer can take (9 (4oEo or 59 6 54oN of the population to be the sample.- #ased
on the statement above, the sample of this study is 59?o of the population. The sample will
be 19 students which 59 students as the control group and 59 students as the e;perimental
group. The sample will be taken by applying two stages random sampling that is the
selection from the population representing each of the classes )Scott and .ild, (*0+:?+,.
"rom three classes three will be taken ?4 students and then from ?4 students then will be
taken 59 of them, so the sample will be 19 students. The samples are presented be(ow.
TABLE 2
THE SAMPLE
%o @lass Students
EO3EB&AE%TA7 @D%TBD7
V.(, V.5, V.2 59 59
Total 19
9.2 T&c*",6!&- (r C%%&c),"g )*& Da)a
&n teaching vocabulary by using songs and pictures, the writer will only use one
techniueG that is a test. The writer will give a pretest and posttest in teaching vocabulary
to the students by using songs and pictures. The students will listen to a song entitled
-AnimalsL taken from =Songs 3romote young 7earnerIs VocabularyL by Andi, page (0, and
RSong Animal (, and Song Animal 5- from www.dreamenglish.com.
9.2.1 Va%,#,)+
The most important variable in edging the adeuacy of a measurement is its validity.
Validity refers to e;tent to which the result of an evaluation procedure serves the particular
52
uses for which they are intended to measure )see Tinambunan, (*00:((,. &t can be said, for
e;ample, a ruler is used to measure height, watches to measure time and scales to measure
weight.
There are three types of validity: content validity, criterion related validity, and
construct validity. <owever, the most important concern for the classroom achievement
testing is content validity )Tinambunan, (*00:(56(2,. Therefore, the discussion is focused
on content validity.
@ontent validity is concerned with whether or not the content of the test is
sufficiently representative for the test to be valid measure of what it is supposed to measure
)Tinambunan, (*00: (56(2,.
Thus, the validity of the test is the e;tent to which the test measures what is
intended to measure. &f the result is to be used to describe pupil achievement, we should
like them to represent the specific achievement we wish to describe. #ased on this, the
writer provided the songs that the students should be taught which is suitable with the
material in basic course outline of the 599* curriculum for the State Junior <igh School (5
of Tan'ung 7ago, #anyuasin.
TABLE .
THE TEST SPECIFICATION
O$/&c),0& I"#,ca)r Ma)&r,a%- T&-) I)&'- T+4&- ( )*& T&-)
To measure the
students
achievement to
answer the
vocabulary
The students are
able to answer the
uestions by using
songs and pictures
Vocabulary
about animal
( S (9
((659
Aatching 3ictures
@ompletion Test
51
9.2.2 R&%,a$,%,)+
Bichards, et al., )(*04:51, state, =Beliability is a measure of degree to which a test
gives consistent result.L A test is said to be valid if it gives the same result when it is given
on different occasions of when different people use it. =Beliability means the stability of
the test score. A test cannot measure anything unless it measures consistentlyL ):ronlund,
(**2:(*,. &n reaching the reliability of the test, the writer will use the HB65(. According to
"raenkel and .allen )(**2:(1*,, the test is considered reliable if the reliability coefficient
is eual to or more than 9.?9, and unreliable if it is less than 9.?9. The formula is as
follows:
HB 5(Q
( !
! ( )
( )

5
(
S" !
# ! #
)"raenkel and .allen, (**2:(1*,
.here: HB 5( Q Huder6Bichardson Beliability @oefficient,
H Q %umber of &tems in the Test
A Q The %umber of the StudentsI @orrect Answers
S> Q Standard >eviation of the Set of Test Scores
The "ormula is: S>Q
( )
$
% %

)<atch and "arhady, (*05:4*,
.here: S> Q Standard >eviation
O Q The %umber of the StudentsI @orrect Answers
& Q The Average %umber of the @orrect Answers
% Q The %umber of the Students
9.7 T&c*",6!&- (r A"a%+:,"g )*& Da)a
There will be two kinds of techniues in analy$ing the data, they are:
54
1; T*& P&rc&")ag& A"a%+-,-
The data obtained from the test will be analy$ed by using percentage analysis. The
percentage analysis formula is as follows:
(99N
'
&
T%$
=
.here: O Q Score of 3ercentage Besult
B Q Total %umber of @orrect Answer
T Q %umber of Sample
% Q %umber of Test &tems
&n order to get the percentage scores the total of students! choices divided by the
total number of the sample students and multiplied by (99N. The criteria are as follows:
Banges @ategory
*.+ S (9
0.+ 6 *.4
?.+ 6 0.4
+.+ 6 (.4
4.+ 6 +.4
9 6 4.4
E;cellent
Very :ood
:ood
Sufficient
3oor
Very 3oor
Source: The State Elementary School 1( of )alem*ang
9.7.1 Ma)c*&# T<T&-)
This analysis applied to find out whether the teaching vocabulary by using
song and pictures is effective and the formula is as follow )<alch and "arhady, (*05: & (+,.
t
(
5
( 5
( (
o*tained
& &
t
S
n n

=
+
S Q
( ) ( )
5 5
( 5
( 5
( (
5
$ S $ S
$ $
+
+
5+
.here:
Tobt Q The value of t6obtained
( &
Q Aean of the E;perimental :roup
5 &
Q Aean of the @ontrol :roup
%( Q The %umber of Students in E;perimental :roup
%5 Q The %umber of students in @ontrol :roup
S Q Standar >eviation.
)Sud'ana (*0+:525,
=. T&")a),0& R&-&arc* Sc*&#!%&-
The tentative schedule in doing this study will be as following:
( . 3reparation : January 59((
5. .riting : "ebruary 59((
2. >ata collection : April 59((
1. >ata Analysis : June6July 59((
5?