The Influence of Using Picture Media to the Students Vocabulary Achievement

8/10/2019 The Influence of Using Picture Media to the Students Vocabulary Achievement

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THE INFLUENCE OF USING PICTURE MEDIA TO

THE STUDENTS’ VOCABULARY ACHIEVEMENT

ON THE SEVENTH GRADE OF

MUHAMMADIAH 10 JUNIOR HIGH SCHOOL

Mirza Abdillah

125300034

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF PGRI ADI BUANA SURABAYA



CHAPTER 1

INTRODUCTION

A. Background of the Study

In the implementation process of learning English, the author often finds the

students at Junior High School, where the teacher taught have difficulty in achieving a

basic competence. This is because the students’ mastery of English vocabulary

inadequate, so it is interfering achievement of competence as specified in the

curriculum. They often have difficulty understanding of a word in English, the

process of achieving a basic competency will run longer.

Looking at the above issue, the author tried to find a wide variety of

techniques and strategies for understanding vocabulary English on Junior High School

students with the expectation of the students do not always rely on dictionary or

waiting for an answer from the teacher in understanding the meaning of word so that

it is expected to facilitate the achievement of a language competence while enhancing

students’ understanding of English vocabulary. According to Susilowati (2013) the lesson will be much easier and much

exciting for the students if the teacher uses the picture piles optimally to help the

students understand the material taught. In other words, picture files could help the

teacher deliver information to the students and they also understood and got the

information easily because the teacher showed the picture files while teaching the

materials to the students. This was because picture files provided the students

concrete and direct experience with the language, especially in learning vocabulary.

B. Scope and Limitation

Related to the identification of the problem above, the author would like to

limit or focuses the problem in using media picture implemented as one of teaching

strategy technical for help the students’ vocabulary achievement in Junior High

School grade 7th about descriptive text.



C. Statement of the Problem

Based on the identification and limitation of the problem as mentioned above,

the problem of the author is stated as the following: “Is there any influence of using

media picture on students’ vocabulary achievement.”

D. Variable and Operational Definition of Variable

This research needs the variable and definition operational variable defined

below:

a)

Variable

There are two variables of this research. They are independent and dependent

variables. In this research,

The independent variable : Picture media

The dependent variable : Students’ vocabulary achievement

b) Operational Definition of Variable

Independent Variable:

Picture media is a paint of the illustration of the people or things that the

teacher uses to explain the method to the students to understand well.

Dependent Variable:

Vocabulary is component of language that has meaning and using words in

language

E. The Objective of the Study

According to the problem that has formulated, the purpose of this study is to

find out the influence of using picture media on the students’ vocabulary

achievement.



F. Significance of the Study

The researcher hopes that the result of this research can give information about

the level of students’ vocabulary mastery. And the researcher hopes that the research of

the using of picture media in teaching and learning vocabulary will be useful for the

teachers and the students.

For teachers, it would be useful to add to the knowledge of the English language,

especially in improving the quality of teaching by using a good strategy in the

learning process.

For the learners, learning English vocabulary easily through picture media and the

learners are expected to understand the importance of increasing vocabulary to

improve their English achievement.





b. Teaching Vocabulary

According to Neuman and Dawyer (2009) in Bintz (2011), vocabulary

can be defined as “the words we must know to communicate effectively:

word in speaking (expressive vocabulary) and words in listening (receptive

vocabulary).” While according to Linse (2006), vocabulary is the collection

of words that an individual knows.” Learning vocabulary is important as a part

of learning English or other foreign languages since learners learn vocabulary

first before they master more complex structure.

Richard and Renandya (2002) suggest that “vocabulary is a cor e

component of language proficiency and provides much of the basis for how

well learners speak, listen, read and write.” In teaching vocabulary, a teacher

needs to use proper technique in order to help his students have good

understanding on new words being learned. Nation (1990) in Cameron (2001)

lists some basic techniques by which teachers can explain the meanings of

new words. They are by using demonstration or pictures (using object, a cut-

out figure, gesture, performing an action, photographs, drawings or diagrams

on the board, and pictures from books) and by using verbal explanation (using

analytical definition, putting the new word in a defining context, and

translating into another language).

2) Part of Vocabulary

According to Gairns and Redman (in Rahayu & Joesasono, 2011: 130-131)

there are several aspects of lexis that need to be taken into account when teaching

vocabulary.

1.

Boundaries between conceptual meanings: knowing not only what lexis refers to,

but also where the boundaries are the separate it from words of related meaning

(e.g. cup, mug, bowl).

2. Polysemy: distinguishing between the various meaning of a single word from

with several but closely related meanings (head: of a person, of a pin, on an

organization).

3. Homonymy: distinguishing between the various meaning of a single word form

which has several meanings which are NOT closely related (e.g. a file: used to

put papers in or a tool).



4. Homophone: understanding words that have the same pronunciation but different

spellings and meanings (e.g. flour, flower).

5.

Synonymy: distinguishing between the different shades of meaning that

synonymous words have (e.g. extend, increase, expand).

6. Affective meaning: distinguishing between the attitudinal and emotional factors

(denotation and connotation), which depend on the speakers attitude or the

situation. Socio-cultural associations of lexical items is another important factor.

7. Style, register, dialect: Being able to distinguish between different levels of

formality, the effect of different contexts and topics, as well as differences in

geographical variation.

8. Translation: awareness of certain differences and similarities between the native

and the foreign language (e.g. false cognates).

9. Chunks of language: multi-word verbs, idioms, strong and weak collocations,

lexical phrases.

10.

Grammar of vocabulary: learning the rules that enable students to build up

different forms of the word or even different words from that word (e.g. sleep,

slept, sleeping; able, unable; disability).

11.

Pronunciation: ability to recognise and reproduce items in speech.

3) Definition of Descriptive Text

Describe is from the Latin word describere which means "to write down."

When you describe something, you're "da" scribe, the person writing things down!

Writing teachers love to have students describe, using lots of details using the five

senses and figurative language. It doesn't have to be written down, though — you can

also describe that gold dress you saw to your friend on the phone. Or you

can describe a circle, by sketching it out with a stick in the sand.

Descriptive text is a type of text that functions to describe particular person,

place, or thing. Wyrick (2011:323) states that the writer of description creates a

word-picture of people, places, objects, and emotions, using a careful selection of

details to make an impression on the reader. Students who are going to write this type

of text should be able to express what they see, hear, feel vividly.



4) Media

a. Definition of Media

According to the definition given in the UNESCO documents (in Fedorov,

2008: 6), Media Education:

- Deals with all communication media and includes the printed word and

graphics, the sound, the still as well as the moving image, delivered on any

kind of technology;

- Enables people to gain understanding of the communication media used in

their society and the way they operate and to acquire skills using these media

to communicate with others;

- Ensures that people learn how to

Analyse, critically reflect upon and create media texts;

Identify the sources of media texts, their political, social, commercial

and/or cultural interests, and their contexts;

Interpret the messages and values offered by the media;

Select appropriate media for communicating their own messages or

stories and for reaching their intended audience;

Gain or demand access to media for both reception and production.

b. Types of Media

Rudy Bretz, classifies the media by its constituent sounds, visual (in the

form of images, lines, and symbols), and motion. In addition, also, Bretz

distinguish between broadcast media (telecommunications) and recording media

(recording). Thus, according to the taxonomy of Bretz grouped media become 8

categories:

1)

Motion audio-visual media;

2) Audio-visual media silence;

3)

Semi-motion audio media;

4) Visual motion media;

5)

Visual media silence;

6) Semi motion media;

7) Audio media;

8)

Print media.



5) Definition of Still Picture

Pictures can be used as media in vocabulary teaching and learning process.

Werf (2003) defines pictures as “illustr ations that are cut from a magazine,

newspapers or other sources. They are mostly photographs, but drawings, collages,

maps or other illustrations can be used for certain activities.” He adds that pictures

have many functions. With pictures we can:

a. Teach, practice, or review new vocabulary

b. Do guided practice (drills)

c. Practice grammatical structures

d. Practice listening comprehension

e. Do writing activities

f. Do semi-guided or free speaking practice such as problem solving activities,

role plays, discussions, etc.

Based on the definitions above, the writer defines Still Pictures as static

images or illustrations which describe or explain something and can be taken from

many sources such as magazine, newspaper, textbooks, photographs, drawings, etc.

B.

Conceptual of Framework

In this research, the conceptual of framework could be seen in the picture below,

Figure 2.1

Still Picture

Flash Card

Vocabulary

Achievement

The description:

It is the symbol which will find out the influence of using sill picture to

increase the students’ vocabulary achievement.

It is the symbol which will find out the influence of using flash card to

increase the students’ vocabulary achievement.



C. Previous Study

According to Susilowati (2013) the lesson will be much easier and much exciting for

the students if the teacher uses the picture piles optimally to help the students understand

the material taught. In other words, picture files could help the teacher deliverinformation to the students and they also understood and got the information easily

because the teacher showed the picture files while teaching the materials to the students.

This was because picture files provided the students concrete and direct experience with

the language, especially in learning vocabulary.

D. Hypothesis

1.

H1 There is significant influence of using picture media on the students’ vocabulary

achievement.

2. HO

There is no significant influence of using picture media on the students’ vocabulary

achievement.



CHAPTER 3

RESEARCH METHOD

A. Research Design

Pretest-Posttest Control Group Design

Figure 3.1

R e O1 X O2

R c O3 - O4

The description:R e : the experiment class

O1 : the treatment influence

X : the group that is given treatment


R c : the control class



B. Population and Sample

Population

Population of this research is seventh grade students of Muhammadiah 2

Junior High School. At this level, the number of students is 192 which are divided

into 6 classes. So, each of class consist of 32 students.

Sample

Sample in this research is students of class by Cluster Random Sampling. The

researcher took Cluster Random Sampling because the teacher advisor only gave the

researcher two classes. So, the total of sample is 64 students. The researcher took 32

students of B class as experiment group then 32 students of C class as control group.



C. Data Collection Technique

The data collection technique used in this research is objective test. Because the

researcher want to investigate the students’ vocabulary achievement through the

objective test.

D. Data Analysis

t-test formula

t =

√ (∑ ∑ )( )

The descriptions:

Mx = mean score of experiment group

My = mean score of control group

∑x = deviation each scores Y2 and X1

∑y = deviation each scores Y1 and Y2

N = subject of the sample



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The Influence of Using Picture Media to the Students Vocabulary Achievement