CHAPTER 1
INTRODUCTION
A. Background of the Problem
Language is considered as a tool of communication and it cannot
be separated from the community because people can communicate with
each other by using language as a mean to communicate. However, we
cannot understand what other people say if we do not know the
language they use and speak. We also cannot express our thought,
ideas or opinion if we do not know the language that is spoken. It
means that it is difficult to us to communicate without language.
We need language not only for communication but also for getting
science and technology in advance. It is therefore, the writer
believe that the language is very important part in human life to
communicate with other people.
We use language to express inner thoughts and emotions, make
sense of complex and abstract thought, to learn to communicate with
others, to fulfill our wants and needs, as well asto establish
rules and maintain our culture.
Language can be defined as verbal, physical, biologically
innate, and a basic form of communication. It is shown that the
people express their idea, thought, wish and opinion by uttering
the particular word or phrase in particular occasion. Unlike with
Ormrod (1995:115) as the behaviorist who often defines language as
a learned behavior involving a stimulus and a response. It means
that the single people assert the truth by having speaking the word
or phrase that is used to change something.
English is an International language, almost people from all
over the world use English for their communication that is why
English is very important language. People use the language to
express their emotions, feelings, and ideas. No one will be able to
communicate internationally without using English since almost of
scientific books are written English. For that reason in Indonesia,
English as the foreign language that is taught at the formal
schools. Furthermore, the teaching of the language starts from the
kindergarten.
English as a subject matter in school covers the four basic
language skills such as listening, speaking, reading, and writing.
in every subject, students learning activities involve reading.
Reading is one of the complex ways in learning English. It is kind
of activity to comprehend the writers idea or the way the writer
communicates with the reader by way of the written or printed
words. Reading is important for everybody in order to cope with new
knowledge in the changing world of technological age.
The reading skill becomes very important in education field,
students need to be exercised and trained in order to have a good
reading skill. Reading is also something crucial and indispensable
for the students, because the success of their study defends on the
greater of their ability to read. If their reading is poor they are
very likely to fail in their study or at least they will have
difficulty in making progress. On the other hand, if they have good
ability in reading, they will have a better chance to success in
their study.
Reading is the most emphasized in English teaching and learning
process, quite simply without solid reading second language readers
cannot perform at levels they must succeed in reading. Thus,
reading is not passive but rather an active process, involving the
reader in experience interaction with the text. Furthermore,
reading constantly involves guessing, predicting, checking and
comprehending.
Teaching reading for Junior High School students must be
differed from children in elementary school because of their
different characteristic of psychological background. Peer
approvals maybe considerably more important for the students than
the attention of the teacher which for younger children are so
crucial. It is important for considering their classmates as the
motivation in deep learning of improving teaching learning process
of reading. Students must be encouraged to respond the text and
situation with their own thoughts and experience, rather than just
answering question and doing abstract activities. English teacher
must give them tasks which they are able to do, rather than
humiliating risk.
Carrier (1980: 6) Concerns that game is very useful in a class
because they provide an opportunity for students to use their
language in a less formal situation. Without the pressure of doing
it absolutely rightly or not, but with the enthusiasm for winning
the game, as well as practicing the language. Nevertheless, it does
not mean that the competitive activity should be taken as a mere
amusing activity just to finish the class time, neither be regarded
as a marginal activity filling in odd moments when the teacher and
class have nothing better to do. In contrast, games should be used
correctly in any part of the class in order to achieve a goal, and
should stimulate students to develop and improve the demanded
abilities towards the learning process.
A. Identification of the Problem
Based on the background of problem above, the writer identifies
some problems as follows:
1. The students get the difficulties in comprehending the
English word and sentence
2. The students cannot directly understand and use the specific
word in certain context of the life toward the students
experiences
B. Limitation of the Problem
From the identification of problem, the writer focused this
research only on the effectiveness of using picture toward the
students vocabulary mastery through the narrative text: an
experimental at the eleventh grade students of SMA Negeri 1
Talangpadang.
B. The Formulation of the Problem
Based on the identification and the limitation of problem above,
the writer would like to formulate the problem as follows:
1. How is the effectiveness of using picture toward the students
vocabulary mastery through the narrative text?
2. How is the influence of using picture toward the students
vocabulary mastery through the narrative text?
C. The Objective and The Uses of The Research
1. The Objective of The Research
The objectives of conducting thus research are:
a. To know on the effectiveness of using picture toward the
students vocabulary mastery through the narrative text at the
eleventh grade students of SMA Negeri 1 Talangpadang.
b. To know the types of the influence of using picture toward
the students vocabulary mastery through the narrative text at the
eleventh grade students of SMA Negeri 1 Talangpadang.
2. The Uses of Research
In line with the objectives, the results of the research are
expected to have the following uses:
1. To give the information about the effectiveness of using
picture toward the students vocabulary mastery at the eleventh
grade students of SMA Negeri 1 Talangpadang.
2. To give the information about the students vocabulary mastery
using picture.
3. To motivate the students in learning English especially in
learning English vocabulary.
D. The Scope of the Research
1. The Subject of the Research
The subject of the research is the students of the eleventh
grade of the first semester in SMA Negeri 1 Talangpadang
2013/2014.
2. The Object of the Research
The object of the research is the effectiveness of using picture
toward the students vocabulary mastery through the narrative
text.
3. The Time of the Research
The research will be conducted at the eleventh grade of the
first semester in SMA Negeri 1 Talangpadang 2013/2014.
4. The Place of the Research
The place of the research will be located at SMAN 1
Talangpadang. Jln. Banjar Sari Kec. Talangpadang Kab.
Tanggamus.
CHAPTER II
REVIEW OF REALATED LITERATURE
A. Concept of Language
Language is the important tool for communication because
language can be used to express the ideas, feelings, and thoughts.
Actually, language is the best way to support daily life. Language
has many functions, such as to get the information, to get
knowledge, to communicate, to express our thoughts and other.
Without language, we cannot do communication because language eases
human life. This statement is supported by Chao (1968:1), Language
is a conventional system of habitual vocal behaviour by which
members of a community communicate with one another.
From the statement above, we know that, language is used to
communicate each other. It is also to express the ideas between
speaker and listener to make the interaction in daily life.
Language is part of life.
Chao (1986:2) said Language is a convention, a tradition, a
social institution, that has grown through the common living of a
large number of the people who carry on the tradition. Like other
human institutions, languages change or become extinct and we do
the communication in using the instances of languages in everyday
which are represented by only one or two speakers, whose words are
worth more than their weight in gold to linguists, and whose demise
would mean the demise of the language. But by and large, most
languages, even the most outlandish out-of-the-way languages of the
world, are spoken by hundreds of thousands or millions of
speakers.
Every country has own language. There are so many languages in
this world because every country has different language that is
used in daily life, but as it is known that nowadays English is one
of the important languages in the world, because almost all
countries use English as language to communicate with other people
in other country. Supported by Setiyadi (2006:23) who states that
each language is unique and each has its own system. A language is
always different from others even though the language may be
similar to some language.
On the other hand, language is the way to communicate in the
social community between one and another person. Language is very
useful in human life because language is the part of the persons
life.
B. Concept of Language Teaching
Stern (1986:21) states that language teaching can be defined as
the activities which are intended to bring about language learning.
Language teaching usually refers to the teaching of any language,
either as a first language, second language or as a foreign
language. In order to improve the efficiency of language teaching,
many approaches have been used. Language teaching has experienced
great changes in the world. The 20th century witnessed a dramatic
transformation of the role of the English language in the world.
Changes in language teaching methods throughout history have
reflected the development of linguistic theories.
From the 17th to the 19th centuries, linguistics was
characterized by traditional grammar. Correspondingly, the
grammar-translation method was widely used in the teaching of Latin
in European schools. In the grammar-translation method, priority
was given to reading and translation of written language.
The new role of the language teaching has brought about
different approaches to language. While the traditional
grammar-translation method and its various variations are still
used in English-teaching classes, applied linguists and teachers
have formulated many "new" approaches.
The natural method (also called the direct method) of language
teaching was quite successfully used in the various language
schools in the USA and Europe in the late 19th century and the
early 20th century. In the post-World War I decades, the direct
method was adopted into English language teaching (ELT) and laid a
solid intellectual and practical foundation for the development of
ELT as an autonomous profession. In the late 1950s and the 1960s
Chomsky formulated the mentalistic approach to language
acquisition, which considered human behavior much more complex than
animal behavior. According to Chomsky (1960:23), Everyone is born
with a Language Acquisition Device (LAD), which enables the child
to make hypotheses about the structure of language in general, and
the structure of the language being learned in particular.
The principal question is what provision must be made by society
to help these individuals to learn the second languages needed. The
answer to this question is what is meant by language teaching. It
means that the individuals living grown with their mother tongue or
firs language. They use first language in their daily life. After
they clearly fluent in first language, they will study second
language because second language is important to support the human
life. Supported by Stern (1991:9) said that in language teaching we
use such us second language, foreign language, bilingual learning
and language circuiting.
In language teaching the students not only study skills. They
also study another aspect likes moral values, attitudes and social
life. It is also supported by Stern (1991:18) the psychological
concept of learning goes far beyond learning directly from a
teacher or learning through study or practice. It includes not only
the learning of skills (for examples; swimming or sewing) or the
acquisition of knowledge. It refers also to learning to learn and
learning to think, the modification of attitudes, the acquisition
of interest, social values, or social roles, and even changes in
personality.
According to Westwood (2008:17) instructor requires a repertoire
of skills and competencies that cover:
1. Planning the content and method of delivery
2. Managing the available time efficiently
3. Presenting the content in an interesting and motivating
way
4. Explaining and demonstrating clearly
5. Knowing when and how to explain key points in more detail
6. Using appropriate questioning to focus students attention,
stimulate their thinking, and check for understanding
7. Dealing with questions raised by students
8. Evaluating students learning and participation
9. Giving feedback to students
Based explanations above, there are still supporting activities,
such as the preparation of teaching materials, teaching grammars,
or dictionaries, or the training of teachers, as well as making
good language teaching in educational system they all fall under
the concept of teaching.
C. Concept of English Language Teaching
In teaching English language, the teacher of English should
speak English. By using the target language, the students will be
familiar with the language. They should have given a lot of
opportunities to listen the sound of English words. In teaching as
foreign language, is not easy. Because it is only found in the
classroom as the subject to learn, is not as daily communication as
in English as a second language. Fachrurrazy (2002:6) says that the
difference between a second and a foreign language is that a second
language is used as a national language, whereas a foreign language
as not. Fachrurrazy (2002:7) states that a foreign language is only
found in a classroom where the language is being learned.
According to Lim (1975;3), The purpose of teaching Foreign
Language is to enable the students to use the language in
communication. It means that in learning English, the teacher not
only give the students theory about English but also time for
practicing in their communication whether written or spoken through
English language instruction. To achieve that the target, the
English teacher should be able motivate the students in the
classroom.
So, as a teacher of English, the teacher should encourage them
to use English as much as possible, the teacher can use English as
medium of instruction, medium of communication among teacher to the
teacher to the students, and the students to the students .The
teacher should be able to give change to the students to practice
more to use English to communication. By mastering English well, of
course, it will make easier for us to know scientific books that
use international language of science (in English Science Books).
Murcia (1978:3) states that the goal of teaching a second language
or a foreign language would be to gain the ability to communicate
in target language that is in language learners. It means that
learning foreign language would help the students increase their
ability in communication using foreign language.
Kimble and Germezy (1963:133) state that similarly, teaching,
which is implied in the first definition of learning, may be
defined as showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing
with knowledge, causing to know or understand,
According to Gurney (2007:90), Five key factors that provide a
foundation for a good teaching:
1. Teacher knowledge, enthusiasm and responsibility for
learning.
2. Classroom activities that encourage learning.
3. Assessment activities that encourage learning through
experience.
4. Effective feedback that establishes the learning processes in
the classroom.
5. Effective interaction between the teacher and the student,
creating an environment that respects, encourages and stimulates
learning through experience.
Some keys factors above are effective to be good teaching. So
English language teaching should be effective because the effective
teacher will be able to make the good teaching in the
classroom.
D. Concept of English Language Teaching English as Foreign
Language
Today, English language becomes international language. In
Indonesia, English language becomes the first foreign language. It
is supported by Broughton (1980:6) so far we have been considering
English as a second language. But in the rest of the world, English
is a foreign language. It is taught in the schools.
In Indonesia English becomes the subject in the school. Starting
in the Elementary School, junior high school, senior high school
until university degree. It means that teaching English as a
foreign language in the classroom becomes the important term.
In the classroom the students should study English. So, one way
to motivate students in learning English is by giving effective
method of teaching. Therefore the teacher should be lever to teach
students by using method, the teacher can teach students easier.
The teacher should choose the best approach to teach students so
that, it can increase students ability in English because the
approach included in teaching and learning activities in the
classroom. It is supported by Brown (2000:28) following Richard and
Rogers (1996:38), defines a method as an umbrella term form the
specification and interrelation of theory and practice. An approach
defines assumptions, beliefs, and theories about of language and
language learning. Designs specify the relationship of those
theories to classroom materials and activities. Procedures are the
technique and practices that are derived from ones approach and
design.
Learning a foreign language is not easy like learning other
subject in the classroom. Based on the statement above, the writer
concludes that the teacher should use an appropriate technique to
teach students so that students can improve their vocabulary
mastery.
E. Concept of Vocabulary
In learning a foreign language, vocabulary plays an important
role. it is supported by (Hornby, 1995). Vocabulary is an important
part to English well. Vocabulary is the important elements to study
language. It means that learning English language will be easy if
the language learners master vocabulary. Vocabulary is one
important term to support communication because if vocabulary is
low, it means that it is difficult to communicate.
Wilkins (2000:111) said Without grammar is very little can be
conveyed but without vocabulary nothing can be conveyed, it means
that, without vocabulary the students mastery in four skills of a
language is impossible. It means that vocabulary is very important,
because vocabulary is the element in language. Not having large of
vocabulary, we will feel difficult to express the ideas, thought,
feeling. So the writer assumes that mastering vocabulary will
support to learn English. If the students practice their ability in
English, they need vocabulary and this term makes the teacher to
use strategy English in the classroom.
Based on the TRA (Teacher Reading Academy, 2002) professional
development materials were developed by the University of Texas
Center for reading and language Arts in Austin and distributed
throughout the country through the federally sponsored Reading
First Program (part of the No Child left Behind legislation). The
TRA materials identify the following research-based component for
effective vocabulary instruction:
1. Encourage wide reading
2. Expose students to high-quality oral language
3. Promote word consciousness
4. Teacher word meaning directly
5. Teach independent word-learning strategies, including the use
of context clues, the use of word parts, and the efficient use of
the dictionary
Based on guidelines above, to make the students interested in
learning vocabulary the teacher should be active to invite students
so that the students enjoyable in learning English in the
classroom.
F. Concept of Teaching Vocabulary
Vocabulary is the important in learning English. We can speak,
write, and read English language by vocabulary. If we have a lot of
vocabulary, actually we easily can communicate in daily
communication. Nowdays, in junior high school the teacher teaches
students only to remember vocabulary, and not to apply vocabulary
in the contextual like writing or reading.
There are many ways to teach vocabulary in the classroom. In
teaching vocabulary, the teacher should make good teaching to
succeed the students mastery in Furthermore, in teaching vocabulary
the teacher can introduce the list of vocabulary that is taken from
the book. The teacher uses and adds other vocabulary which is
relevant to the students. Teacher needs a good knowledge on their
teaching materials. When they have to teach the students about
vocabulary, teachers should know the general knowledge of
vocabulary, words and also the meaning. The words or vocabulary can
be spoken and written. Wallace (1982:207) explains that teaching
vocabulary should consider these following factors:
1. Aims
The aim of teaching vocabulary is to make the teacher easy to
formulate the
materials, which will be taught to the students.
2. Quantity
The teacher has to decide the number of vocabulary items to be
learned. The
learners will get confuse or discouraged if they get many new
words. Therefore, the teacher should select new words, which can
easy to understand
by the learners.
5. Need
In teaching vocabulary, the teacher has to choose the words
really needed by
the students in communication.
6. Frequent exposure and repetition
Frequent exposure and repetition here means that the teacher
should give much practice on repetition so that the students master
the target words well. They also give opportunity to the students
to use words in writing or speaking.
7. Meaningful presentation
In teaching vocabulary the teacher should present target words
in such a way
that the meaning of the target words are perfectly clear and
unambiguous.
8. Situation and presentation
The teachers tell the students that they have to use the words
appropriately.
The use of words depends on the situation in which they are used
and
depends on the person to whom they are speaking.
From the expalnation above I conclude that the teachers must
know the different kinds of vocabulary. In addition, understanding
the above factors is very important for the teacher before teaching
vocabulary to senior high school.
writter try to use visual media teaching new vocabulary,
especially picture media, which is believe can raises students
interest, motivation and also can be used as stimulus for students
to take their attention. Stated that their are function of teaching
media especially visual, they are as follow : Teaching all subject
should not be separate from their methods. In this case, to rise he
visual media in develop students vocabulary, especially picture
media, which is belived a rise interest, motivation and can be used
as stimulus for students to draw their attention.
Levie and lentz in Fathony (2009 :08) ststed that there are four
function of teaching media especially visual media, they are as
follow:
1. Attentive function
Visual media is the core, to full students interest and to
direct students attention. Concetrate the subject, which is
interreleted with the means of visual media that participate in
subject material.
2. Affective function
To know the students contentment level while they are studying
reading visual text. Picture or simbol can raise students emotion
and attitude, for example when students read information about war
and other social life.
3. Cognitive function
Visual media can be shown from research invention which covers
that visual symbol or picture accelerate commprehension and
exacerbate students meories about information car message which is
contained in the picture.
4. Compensatory function
Teaching media can be shown from researc product that is said
that visual media can help a weak and show learn in reading to
organize information in the text and to recall it back. In other
words, teaching media is as spirit for a weak learner or student
improving and understanding the subject material which can be set
out in the form of the text or orally, for example, finding our the
meaning of word mile through picture, painting, photograph,
etc.
1. Types of vocabulary
Learning a language will mean nothing without learning
vocabulary. Regarding the types of vocabulary quandt in Mardiana
(2011 : 14 ) catagorize vocabulary into four types :
a. Listening vocabulary
This type of vocabulary is developed early, since a child begins
to recognize sound. It is limited only to the sound, which is
associated with his experience.
b. Speaking vocabulary
This type vocabulary is also built early, that is time when the
child begins to communicate with the surrondings. Although the
application of vocabulary at this stage is very simple and it
contains many of the small function words, that kind of vocabulary
can make up a speech.
c. Vocabulary of reading and writing
This types of vocabulary are developed almost at the some time.
However, reading vocabulary usually comes earlier than vocabulary
of writing. These types of vocabulary are recognized when one has
the capability of writing.
2. Technique in Teaching Vocabulary
In teaching and learning vocabulary, the learners should
recognize their needs. This is important, because words are in
various kinds, which make it immposible for the teacher to teach
all of words.
The teacher, then, should find the efficient techniques in the
implemantion of the teaching process classroom, to make the teacher
more ready to teach the student and the teaching learning process
will run fluently.
The procedures in vocabulary teaching for the lower intermediate
which can be applied in junior high school student:
a. Teacher chooses an area or category of vocabulary they want
to work.
b. Teacher ask each student to think of word in the chosen area
of vocabulary.
c. Each student writes some words on a piece of paper and gives
it to the teacher to cheek and keep.
d. Teacher cheek students work and distributed among the
student. each studenthas a piece of the paper on their table.
e. Match the piece of paper with the correct answer, making sure
one gets their on work.
f. Student match the word key have been dealt on the whiteboard
with in devination.
G. Media Of Instructional
1. Teaching media
There any many kinds of media, one of them is media of
education. Naturally, media of educations have general
characteristic as has been expressed by Emiliana (2010 : 14). There
are :
a. Media of education means an object, which can be touched
heard and seen.
b. The main stress is an the object or other things which can be
seen and heard.
c. Media of educations is a kind of visual aids in teaching and
learning.
d. It is used for interaction in teaching between teacher and
students.
Media of education is aids, method and also technique which in
used to make communication interaction between teacher and
students, more effective in teaching and learning process in the
classroom. Regarding the last thing above, in this case a creative
and imaginative. Teacher are demand to utilized such as easy make
media which is easily made by teacher.
Social students with be better understood if a teacher discussed
the picture contained in the reading as readiness activity.
Question that the teacher can raise about picture may help to
motivate students to study.
2. The Use of Teaching Media
Teaching vocabulary is the basic part in language teaching. The
use of media is therefore, to smoothen in the process of teaching
learning activity. Hopefully, the result could be optimally
achieved because teaching media has great potential in stimulation
and increasing students interest in learning English
vocabulary.
Accourding to Sudjana, (1992 : 2) teaching media is useful in
some ways :
a. It makes the teaching more interesting and it raises students
motivations.
b. It makes the teaching material more clearly easily
comprehended by student, which is the main goal of an
instruction.
c. It makes the teaching method more varieties, only in which
that there is a feedback between the teacher and the student.
d. It gives a lot chances for the students to study because the
can do other activities while listening at the sometime such as
observation action and demonstration.
H. Concept of Narrative
A narrative is some kind of retelling, often in words (though it
is possible to mime a story), of something that happened (a story).
The narrative is not the story itself but rather the telling of the
story -- which is why it is so often used in phrases such as
"written narrative," "oral narrative," etc. While a story just is a
sequence of events, a narrative recounts those events, perhaps
leaving some occurrences out because they are from some perspective
insignificant, and perhaps emphasizing others. In a series of
events, a car crash takes a split second. A narrative account,
however, might be almost entirely about the crash itself and the
few seconds leading up to it. Narratives thus shape history (the
series of events, the story of what happened).
A narrative (or story) is any account of connected events,
presented to a reader or listener in a sequence of written or
spoken words, or in a sequence of (moving) pictures.
Narratives can be organized in a number of thematic and/or
formal/stylistic categories: non-fiction (e.g. New Journalism,
creative non-fiction, biographies, and historiography);
fictionalized accounts of historical events (e.g. anecdotes, myths,
and legends); and fiction proper (i.e. literature in prose, such as
short stories and novels, and sometimes in poetry and drama,
although in drama the events are primarily being shown instead of
told). Narrative is found in all forms of human creativity and art,
including speech, writing, songs, film, television, games,
photography, theatre, and visual arts such as painting (with the
modern art movements refusing the narrative in favour of the
abstract and conceptual) that describes a sequence of events. The
word derives from the Latin verb narrare, "to tell", which is
derived from the adjective gnarus, "knowing" or "skilled".
The word "story" may be used as a synonym of "narrative". It can
also be used to refer to the sequence of events described in a
narrative. Narratives may also be nested within other narratives,
such as narratives told by an unreliable narrator (a character)
typically found in noir fiction genre. An important part of
narration is the narrative mode, the set of methods used to
communicate the narrative through a process narration (see also
"Narrative Aesthetics" below).
Along with exposition, argumentation, and description,
narration, broadly defined, is one of four rhetorical modes of
discourse. More narrowly defined, it is the fiction-writing mode
whereby the narrator communicates directly to the reader.
I. Frame work of the study
(MEDIAPICTURETEXTBOOKEXPERIMENTAL CONTROL)
1. Picture has positive effect
Explanation
In this case research question for the proposal there are any
effective using picture in teaching vocabulary.
The writer using quantitative, where in that there are two ways
for research. First, the writer chose two groups, one group it is
called experimental class, and the second one it is called control
class. In experimental class the students use the picture to
improving their vocabulary ability, and in control class the
students not use the picture but the writer use textbook or
traditional method.
J. Hypotesis Of The Study
Starting from the problem of this study as started previously,
as tentative answer the writer gets the following hypotesis (HA)
which is said that picture has positive effective toward the
students in teaching new vocabulary.
CHAPTER III
RESEARC METHOD
A. Research Design
This study deals with effectiveness of using picture in teaching
speaking. Accordingly, the writer needs to conduct an experimental
research which used statistical method. The writer is using
experimental because this study, the writer is going to find out
the effectiveness of teaching strategy in teaching vocabulary.
The writer using the quantitative experimental, where in that
there are two ways for research. First, the writer chose two group,
one group its called experimental class, and the second one its
called the control class. In experimental class, the students use
the picture to improving their vocabulary ability, and in control
class the students not use the picture, but they use traditional
method or textbook.
B. Population and Sample
1. The population
The populations of this study are students taken from the
eleventh grade of SMA Negeri 1 Talangpadang in academic year
2013/2014. The eleventh class consists of 32 students and they are
supposed to be active in teaching vocabulary process. They are
divided into two groups. The use of picture was used in
experimental group and the textbook or traditional method is used
in control group.
2. The Sample Of The Study
The total of students at the eleventh grade class in SMA Negeri
1 Talangpadang in academic year 2013/2014 is more than 100
students. It means that the population is great in number, more
over limited time. Facilitates and financed and to get the
effective data in this research, the writer takes only 66 % from
the class rendomly. It means that the totals of sample are 50
students. As Arikunto (1983; 34) said that if the subject is less
than 100, if is better to take the entire subject. If the subject
is great in number it can be taken between 10-15 % or 20-25 % or
more. This sample is considered to represent the eighth class
student of SMA Negeri 1 Talangpadang in academic year
2013/2014.
No
Class
Male
Female
Total
1
XI. IPA. 1
6
26
32
2
XI. IPA. 2
7
25
32
3
XI. IPS. 1
13
18
31
4
XI. IPS. 2
15
17
32
Total
127
Data Resource: SMA Negeri 1 Talangpadang Academic Year
2013-2014.
C. Instrument Of The Study
The instrument of research in setting the data to make more
easyly ( Arikunto, 2002 : 136). The instrument what is used in this
writer to collect the data is test. The writer is give the student
25 multiple choice test for pre test on vocabulary for two groups
in the first meating. The student had to select one the best answer
to complete each after the student were being treated by media
picture for experimental group and with textbook (traditional
method) for control group. The writer delivered a test of post to
all student as the sample of writer.
Regarding to the instrument of the data collection, they were
all scored 4 for each correct answer. It means the right students
score ranged from the highest 100 ( when the students can answer
all question correctly) and the lowest is 0 ( when the students
could not answer any of the test).
D. Technique of Data Collection
1. Pre-test
It is the first method of data gathering is used by the writer.
The writer give pre test to both group as the sample of reaserch.
Pre test which is aimed at knowing the students vocabulary
abilities, before having treatment, the test is held by the
writer.
2. Treatment
The treatmen of using picture is conducted in experimental group
class however picture treatment will not applied in control group.
The following are the treatment process of teacher while teaching
the class using picture media.
a. Teacher tell the student about the topic discusion. Student
are expected to be active in the classroom by asking them to
mention some word related to the topic in English or their mother
tongue next, teacher read a simple paragraph in the text slowly,
while student listen to teacher. Teacher read the paragraph once
again sentence by sentenc, and student read after teacher. Teacher
ask some student to read paragraph slowly and the other listen.
b. Student are asked to find unfamiliar wordson wrote them on
the white board. Teacher than show some pictures related to the
unfamiliar words on the white board to the student. Every student
will asked in aeanglis the name of thing in the picture, the
response the instruction given, they could use some way to answer
such as using their mother tongue firs, opening dictionary or using
teacherclue, teacher ask some students to rite their answer on the
white board, teacher collected student answers. Furthermore,
student are asked to pronoun the words on the whiteboard after
teacher. Teacher poented toward the picture and the real object
while student pronouns the new words had been translated on the
white board one by one. In the treatment, teacher used not on;y as
an instrument but also real object, which axisted in the
classroom.
c. Finally, in the end class activities, teacher show the
picture again and asked students to mention the name of things on
the pictures. During the tratment, the teacher had facilitate her
self with the observation sheats.
3. Post test
Finally the students paper sheets will submitted and the
students. Result are treat as the data of the study. The test is
similar to pre test.
E. Technique Of Data Analyze
After obtaining the individual scores of the two group, the
writer process the data score with the following step :
1. The data from the test result namely the students individual
score is analysis statistically following the procedure below :
a. Find out the mean score of the each treatment by using the
formula.
M x = and MY =
Where :
MX = Mean score of experimental group.
MY = Mean score of control group.
= Sum of
N = Number of sample
b. Identifying the deviation (d)
X = X2 X1 and y = y2 y1
Where :
x/y = Deviation score of experimental group / control group.
x2/ y2= The post test score of experimental group / control
group.
x1/ y1 = The pre test score of experimental group / control
group.
c. Standard Deviation
Standard deviation is the particular set of score under study,
when attempting to estimate the population. The functions of
standard deviation are to correct for this statisticians have
generated an equation for an unbased estimate of a popularizing.
Which and when applied to small samples and to increase the value
of sample.
Find out the standard deviation of each treatment by using the
formula:
1. Standard deviation for experimental group.
X2 = dx2
2. Standard deviation for control group
Y2 = dy2 -
d. Identifying the t test
t =
where :
MX = The mean score of experimental group.
MY = The mean score of control group
X = The deviation score of pre test and post test. (experimental
group)
Y =
= The roof of .
X2 = a sum of square deviation of experimental group
Y2 = a sum of square deviation of control group
NX = The number of sample in experimental group
NY = The number of sample in control group
df = Degree of freedom with formula :
Nx + Ny 2.
BIBLIOGRAPHY
Arikunto, Suharsimi, 2006. Prosedur penelitian Suatu Pendekatan
Praktek.Jakarta : Rineka Cipta
Swan, michael, 1995. Effective. Practical english usage.
Zuhrianti. (2008). Function of picture in teaching. New York,
Macmillan Publishing Company.
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