THE EFFECTIVENESS OF IMPROVING VOCABULARY OF SECOND YEAR

STUDENTS OF SMP NEGERI 1 MAIWA BY USING PICTURES

A Research Proposal

MAZDA HANDAYANA
1352040020

ENGLISH DEPARTMENT
LANGUAGE AND LITERATURE FACULTY
MAKASSAR STATE UNIVERSITY

2015

CHAPTER I
INTRODUCTION
This chapter consists of background, problem statement, objective, significant, and
scope of the research.
A. Background
English is one of the languages in the world that used by many people in some countries.
It recognized as the main language for communication with other people from different countries
and cultures. As the English as an international language, many people try to learn it as soon as
possible so that they will not find any difficulties in communicating with others especially
coming from abroad. In Indonesia, the government has made some efforts to obtain human
resources who are able to understand and master English well. Nowadays, English is not only
taught for junior and senior high school students but also to the kindergarden and elementary
schools students. It is done in order to get the young learners to be familiar with English as soon
as possible. In learning English consists of four elements are vocabulary, structure,
pronunciation, and spelling. One of them is vocabulary as importance role in learning English.
By this element, someone can be easy to learn foour skill in learning English covering listening,
speaking, reading and writing.
Vocabulary is one of the essential parts of second language acqusition and can be broadly
defined as knowledge of words and word meaning. Vocabulary development is one of the most
popular strategies supported by many researchers (Nation, 1990). Ellis (1997) argues that
vocabulary knowledge is a precondition for learners discourse comprehension, which allows
grammatical rules to be pattern in the learners mind. Vocabulary refers to a list or set of words
for a particular language or a list or set of words that individual speaker of a language might use
(Hatch and Brown, 1995: 1). According to Haycraft in Hatch and Brown (1995: 370) vocabulary
is defined into two kinds: receptive and productive vocabulary. Receptive vocabulary is words

that the students recognize and understand when they occur in a context, but which he cannot
produce correctly. Productive vocabulary is word which the students understand, can pronounce
correctly and use constructively in speaking and writing. Another expert, Paul Procter
(1978:1229), states that vocabulary is (a) all the words known to particular person, (b) the
special set of words used in a particular kind of work, business, etc., (c) a list of words, usually
in alphabetical order and with explanations of their meanings, less complete than a dictionary.
Vocabulary deals with words and meaning. Mastery itself means the comprehensive knowledge.
In reality, many people who learn English especially for the beginners level are often faced with
the problem of vocabulary mastery.
In this research, the researches would like to introduce one of the ways or strategies that
will be researched consisting using pictures in teaching vocabulary. By recognize the picture, the
students can improve their vocabulary is through knowledge of the kind of tools. As we know
often the teacher taught the students by the pictures. Therefore, I chose this way to make the
students interest for learning about words and improve their vocabulary. In case, many students
is difficult for improving their english skill because the lack of vocabulary. In junior high school
the student be able to recognize and remain more than hundreds of words. However, as we
know,in Indonesia some students in some schools cannot increase their vocabulary well because
some factors like the teachers method and strategy, lack of the facilities and the situation of place
that made the students trhrew their attention for improve their words in English. Based on the
background above, the writer intends to conduct an action research entitled the The Effectiveness
of Using The Pictures to Improve The Students Skill in Vocabulary.
B. Problem Statement
In the relation to the background, the research problem of the research is lack of
vocabulary toward the students. Based on the research problem above, the researcher will
investigate the effectiveness of picture in improving vocabulary skill.
Based on the statement.
1. Does the use of the pictures will improve the students ability in vocabulary?
2. Can the pictures be effective in teaching vocabulary?
C. Objectives

The objectives of the research is find out whether effective or not using pictures in
teaching vocabulary towards students for improving their vocabulary.

D. Significance of the research

The result of the research is expected to be useful contribution in using pictures of teaching
vocabulary can be effective in learning process, To be useful information for the English teachers
in teaching English process in improving the students vocabulary through four skills such as
listening, Speaking, Reading, and Writing. And also to be useful reference and information for
the next research about the effectiveness of teaching vocabulary using pictures.
E. Scope Of The Research
This research focuses in picture technique in improving the vocabulary of the students
SMP 1 MAIWA Kabupaten Enrekang. Here all of the pictures are limited to nouns. The Pictures
will involve the following activity. (1) The research will distribute pictures of animals, Fruits,
Means of Transportations, Tools in the classroom and furniture. (2) The resercher asks the
students to recognized the pictures. (3) The researcher asks the students to put the name of the
pictures with the words that researches distributed. (4) The researcher asks the students to find
out the meaning of the words of the pictures in indonesian language. (5) The researcher gives
opportunity to the students to ask about unclear material.

CHAPTER II
REVIEW OF RELATED OF LITERATURE
Picture is the foto or the image of something that taken by camera or paint by someone. It is
the thing that people use to recognize some information. In here picture use for improve the
student vocabulary in lack of their skill.
A. Some pertinent ideas
1. Definition of Vocabulary
There are many definitions of vocabulary proposed by some experts. According to Hatch and
Brown (1995: 1), the term vocabulary refers to a list or set of words for particular language or a
list of words that individual speakers of language use.
2. The Importance of Vocabulary
Vocabulary is the first step to be taught before teaching other aspects of language.
Zimmerman in Coady and Huckin (1997: 5) states that vocabulary is central to language and
critical importance to the typical language learner. McCharty (1990: Viii) states that the
importance of vocabulary in language learning is as follows: no matter how successfully
sounds of L2 are mastered, without words to express a wider range of meanings, communication
in an L2 just cannot happen in any meaningful way.
3. Types of Vocabulary
Some experts have classified types of vocabulary. Shepherd (1980: 1) classifies vocabulary
into two kinds: a receptive vocabulary and expressive vocabulary (productive vocabulary).
Harmer (1991:159) differentiated two types of vocabulary, namely active and passive
vocabulary. (a) Active vocabulary refers to vocabulary that students have been taught or learn
and which they are expected to be able to use. (b) Passive vocabulary refers to words which the

students will recognize when they meet them but which they will probably not be able to
produce.
4. Teaching and Learning Vocabulary
a. Vocabulary Strategy
Schmitt and McCharty (1997) divide the taxonomy of vocabulary learning strategies into four
groups, namely: ( 1) Discovery Strategies (2) Social Strategies (3) Memory Strategies (4)
Cognitive Strategy .The researcher use the cognitive strategy because this strategy can make the
student not only know the words, but also they can memorie the word in long period.

Cognitive Strategies
Language strategies in this taxonomy are similar to memory strategies, but are not

focused specially on manipulative mental

processing; they include sorting, classifying,

comparing, predicating, repeating and using mechanical means to study vocabulary.

5. Problems in teaching and learning vocabulary
There are some problems in learning vocabulary faced by the students. Roger (1995: 43) states
that the ease or difficulty of vocabulary items depends on a number of factors. They are: (a)
Similarity to L1 (b) Similarity to English words already known (c) Connotation (d) Spelling and
pronunciation (e) Multi- word items (f) Collocation.
6. Techniques in Teaching Vocabulary
Allen (1983) mentions some techniques of vocabulary teaching that can be prepared and chosen
as consisting: ( a) Demonstration. (b) Visual aids (c) Verbal Explanation (d) Word List
1) Demostration
The technique, which belongs to demonstration, is gesture and action performing. The teacher
can use real objects and command. Teacher may demonstrate the material using of real objects
available in the classroom such as door, windows, clock, desk, etc. when use a command
technique, teacher may ask students to do something such as touching the pen, pointing the
picture and so on.
2) Visual aids

Visual means something visible. Teacher may use visual aids in the teaching of vocabulary to
enable students to observe and identify the objects vividly. Besides that, visualization may
interest the students in their learning vocabulary.

CHAPTER III
METHODOLOGY OF RESEARCH

This chapter consists of research designd, population and sample, instrument of the
research, procedure of collecting data, treatment and technique of data analysis.
A. Research design

B. Population and sample

1. Population
The population of this research is the students of second year of SMP Negeri 1 Maiwa who
are registered as students in the academic year of 2015/2016. The classes are divided into some
classes.
2. Sample
The researcher use cluster random sampling technique. From the number of students the
researcher wills 6 students for each class. The writer writes the names of the class in four pieces
of paper, putting them in a box and shaking them. The paper which out from the box used to be a
sample.
C. Instrument of The Research
1. Test
The writer made multiple choice tests of vocabulary as pre-test and post-test to

know the

students ability.
2. Observation and interviews
The writer observed the students behavior, motivation and attitude during the lesson and
interviewed the second class teacher to know the model of class management and students
interaction.
In this collecting data, the writer use a test of English vocabulary as pretest and posttest. The
pretest is used to see students prior knowledge on English vocabulary before they are given

treatment, while the posttest is used to know the students achievement on English vocabulary
namely, which is given after treatment.
D. Procedure of collecting data

To analyze the teaching and learning process, the writer investigated the field notes by re- read
the observation notes in form of words and reviewing the photographs. The writer also conducted
tests in the beginning and in the end of each cycle. After conducting the test, the writer compared
the students vocabulary achievement in the pre- test and post- test to know whether there is
improvement of students vocabulary or not.
E. Technique of Data Analysis

The data will be collected through the test are analyzed using quantitative analysis. The steps are
taken in quantitative analysis, as follows:
Scoring the students, answer of pre-test and post-test

= students correct answer x 100

Number of items in test

Where :
X

= The studentss final score

Students Score Classification

No.

Classification

Score

1.

Very good

91 100

2.

Good

75 90

3.

Fair

61 74

4.

Poor

51 60

5.

Very poor

50

(Depdikbud, 2006)