Jendela Ilmu: Makalah Amtsalul Qur'an

Jendela Ilmu: Makalah Amtsalul Qur'an: AMTSALUL QUR’AN MAKALAH UNTUK MEMENUHI TUGAS MATA KULIAH ULUMUL QUR’AN Dosen: Afiful Ikhwan, M.Pd.I Oleh Kelompok IX ...

CHAPTER I

INTRODUCTION

This chapter introduces the background of the study, statement of the problem, limitation of the problem, purposes of the study, the significances of the study and definition of key terms.

 

1.1       Background of the Study

Vocabulary is one of English components which must be mastered because if the students have little knowledge of vocabulary, they will get difficulties to understand the written and oral language. To master all the language skills which are listening, speaking, reading, and writing, vocabulary knowledge is important because vocabulary always connects to those English skills. John Flower (1995:5) argues, “Learning vocabulary is a very important part of learning English. If you make a grammar mistake, it may be ‘wrong’ but very often people will understand you anyway. But if you don’t know the exact word that you need, it is very frustrating for you, and the person you’re talking to. Good English means having a big vocabulary!” It indicates that vocabulary is very important in learning English. It is a key for mastering English well.

Learning vocabulary is not easy. It happened because words of English are very particular and different from words of Indonesia. Therefore, the teacher has an important role to make the teaching learning process more efficient and effective by applying the appropriate technique. According to Allen (1983: 41), there are some techniques to learn vocabulary:

1.        People are able to learn a word when they feel a personal need for that word.

2.        Teachers can create in students’ minds the feeling that certain English words are needed.

3.        To produce that sense of need, it is not enough just to mention an English word and give students its meaning.

4.        Understanding, hearing, and seeing a word are only first steps toward knowing it.

5.        Those first steps should be followed by activities that require students to use the words for communication.

According to Jeremy Harmer (1998:55) suggests that some ways of helping students to understand then – especially when dealing with fairly simple concepts – are: objects, pictures, drawings, gesture and expression. It means that the teacher may use media in teaching and learning process.

Picture is important media to teach English vocabulary to students. According to Wright (1989:2), “Picture can contribute to interest and motivation, a sense of the language or a specific references point or stimulus”. Based on this statement, teacher may have visual aids as their media in teaching technique. In addition, visual media includes photos, pictures/illustration, sketch/line drawing, graph, chart, charts, and a combination of two or more forms, (Arsyad, 2009: 106).

In this case, the writer will use picture as a media in teaching English, to make the students have better interest on teaching learning in the classroom. According to Wright (1989: 17), “Picture can motivate the students and make or her want to pay attention and want to take part”.

Moreover, Wright (1989: 136-137) says that the picture have motivated the students, made the subjects they are dealing with clearer, and illustrated the general idea and forms and of an object or action which are particular to a culture. Picture can represent these non-verbal sources of information. It means that picture is useful in teaching vocabulary.

Based on the statement above, the writer is interested in observing the effectiveness of using picture in teaching vocabulary. To find out the significant effect and a better method in teaching vocabulary, the writer will try to conduct a research entitled “The Effectiveness of Using Picture in Teaching Vocabulary of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013”.

1.2       Statement of the Problem

            Based on the background of the study above, the writer formulates the problem in this research as follows:

1.      How good is the students’ vocabulary mastery before being taught using picture of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013?

2.      How good is the students’ vocabulary mastery after being taught using picture of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013?

3.      Is there any significant effect of using picture in teaching vocabulary of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013?

1.3       Objectives of the Study

            In accordance with the statement of the problem, the objective of the study as follows:

11.      To know the students’ vocabulary mastery before being taught by using picture of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013.

22.      To know the students’ vocabulary mastery after being taught by using picture of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013.

33.      To know whether there is effectiveness or not of using picture in teaching vocabulary of The Seventh Grade Students at MTsN Karangrejo in the Academic of Year 2012/2013.

1.4       Significances of the Study

            This study is expected to give good and useful information about the application of picture; the writer hopes it would be useful for:

1.        The students

This result of the research is expected to give motivation and interest of the students in studying English and can improve their knowledge especially in vocabulary mastery.

2.        The teacher

This result of the study is expected to give good information in solving the problem in teaching English especially teaching vocabulary. The application of picture also will help the teacher to improve the technique in teaching English especially in teaching vocabulary.

3.        The other researcher

This result of the study will facilitate them as reference in conducting further study about teaching vocabulary.

4.        The reader

This result of the study will help them to find a value in this thesis. And then, the study can increase the readers’ knowledge, especially in creating teaching vocabulary by using picture.

1.5       Definition of Key Terms

            The definition of key terms is given in order to avoid misunderstanding and misinterpretation. Those terms are:

1.      The effectiveness

Effectiveness is producing the result that is wanted or intended. It is shown by student’s gained score indicated by the difference between the post-test score and pre-test score. (Hornby, 2000: 138)

2.      Vocabulary

Vocabulary is list of words with their meanings, especially in a book for learning a foreign language. (Hornby, 2000: 482)

3.      Picture

Picture is record or a copy of real object or event which may be longer or smaller that the object or event it represents. In this research dialed with picture card. (Hornby, 2000: 322)

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer discusses about English vocabulary, theories of teaching vocabulary, teaching English vocabulary, testing vocabulary, teaching vocabulary using picture, review of previous study, and hypothesis.

2.1       English Vocabulary

            Vocabulary is one of the aspects in a foreign language. Without knowing or mastering vocabulary well students will find problems on four language skills. Richard (2001: 37) explains, “Vocabulary is one of the most important aspects of foreign language learning.” It means that the learners in learning foreign language need to master the words and communication use language. So, it can be understood that vocabulary is one of keys to be successful in learning English.

Teaching vocabulary here is concerned with the basic technique for presenting new words. The teacher has to know how to present new words in all aspect of teaching vocabulary such as pronunciation, spelling and meaning. It is stated by Finnochiaro (1994: 26) that, “Vocabulary should be taught and practiced only in the context of real situation so that meaning will be clarified and reinforced. New pattern of language should be introduced and practiced with vocabulary that the students have already known”.

2.1.1 Kinds of Vocabulary

English vocabulary is divided into two kinds; they are active vocabulary and passive vocabulary.

a)        Active Vocabulary

               The students develop their vocabulary if they try to express their idea in active class and teacher can support the students by presenting the dialogues demonstrated by two or more students or by the teacher and the students. Furthermore, the teacher can ask her students to write a short story about their daily activity or about their family. Through  this  way,  the  students  can  express  their  vocabulary   in  a  real situation. According to Hornby (2000: 147), “active vocabulary is the words that you use”. It means active vocabulary is the words that we use for speaking and writing every day.

b)        Passive Vocabulary

The students usually find the meaning of the words in listening or reading materials. They will know the meaning of the words when they read the words in a text and will know the meaning of the unknown words on the text.  The teacher can help their students to find the meaning of the new words by explaining the meaning using through the activity the students can increase their vocabulary by themselves. Hornby (2000: 2235) says, ‘Passive Vocabulary is the words that you understand but don’t use”. It means passive vocabulary is the words that we recognize and understand when listening or reading materials.

2.1.2 The Importance of Vocabulary

            According to Fardhani (2005: 3)” Vocabulary is an important aspect of language learning and no language exist without any words. It consists of word in the form of sign or symbols”. It means that vocabulary is used orally in listening and speaking skills and is applied in written form for reading and writing skills. Without vocabulary, none of message or idea can be transferred or captured.

            Moreover, Thornbury (2002: 13) says,” If you spend most of your time studying grammar, your English will not improve very much. You will see improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” It is suggested that the use vocabulary in teaching English can help students to improve their English skill such as listening, speaking, reading, and writing.

            Vocabulary has a key role in listening skill there are what people listen are the utterances which are manifested in words orally. According to Baker and Westrup (2000: 61) “Discuss the title or topic of the item they will be listening to with the class. You or a student can write any important vocabulary on the blackboard, for future checking and reference”. It means that vocabulary is important role to improve listening skill.

            In speaking skill, people use words to represent ideas they think or feel orally in order to have other get what they intend to say. It is stated by Larsen-Freeman (2000: 271) that, “Effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out in form that are not only comprehensible, but also convey the meanings that are intended”.

Furthermore in reading skill, they read the written symbols of words to grab the message. According to Larsen-Freeman (2000: 213) “Clearly we need to find some accommodation between our desire to have students develop particular reading skill (such as the ability to understand the general message without understanding every detail) and their natural urge to understand the meaning of every single word”. In addition Harmer (1998: 58) stated, “Extensive reading provides to meet words in their context of use, and also supplies repeated encounters with many of these words”. It means that, vocabulary is needed in comprehension of reading skill.

Besides that vocabulary has important role in writing skill, according to Fardhani (2005: 3) “They use words to send messages in written form”. So, without vocabulary, none of message or idea can be transferred or captured.

2.1.3 Theories of Teaching Vocabulary

            Vocabulary development is not a linier process. It is not just learning new words but also expanding the useful words already know and preventing forgetting. Teacher must have a containing method of presenting new words. They are using picture, songs, cards, using real objects, games, dialogue, reading texts, and etc. it is important to choose the suitable method in teaching vocabulary. Teacher should be able to use suitable method so that the learning process runs well.

In this research, the writer uses pictures to present new words. It is expected that by using pictures the students will understand the meaning of the word directly. They will understand and memories what the teacher means.

Teaching foreign language in the Junior High School is not easy. The teacher should know what characteristic of their students and what make them interest and enjoy their lesson. Because English is a new language for them and that is deference with their mother tongue. So the teacher gives them new everything in English. According to Karim and Hasbullah (1986: 42) suggest that teaching a foreign language is basically inculcating new habits in language that may be very different in their mother tongue.

Therefore, the English teacher should have many creativity and high imagination before teaching learner process is begin. The teacher must have a containing method and kinds of tools to teach new vocabulary. Karim and. Hasbullah (1986: 42) stated about teaching aids,” Refers to this aspect it is so necessary for an English teacher to provide heterogeneous teaching aid which can minimize until bore danger minimum”.

According to the statement above, the English teacher should be creative and imaginative so that they have many ideas to make the students enjoy and interested in their lesson.

There are many aid to teach vocabulary, one of them vocabulary is taught through demonstration, pictures, object, and association of idea. According Richard and Rodgers (2001: 12),”Concrete vocabulary was taught through demonstration, objects and ideas”. It means that the use of teaching aids in teaching concrete vocabulary will help student understand the words more easily.

2.1.4    Teaching English Vocabulary

2.1.4.1 Methods of Teaching Vocabulary

Method is the level at which theory is put into practice and which choices are made the particular skills. The Vocabulary mastery should be developed and planned in the teaching program. Same technique of presenting new words can be applied effectively use pictures, reading text, realia, song, card, etc. The teacher should choose that most suitable method in teaching and learning process. According to Richard and Rodgers (2001: 19) “Method is an overall plant for the orderly presentation of language material, no part of which contradicts, and all of which one approach, there can be many method.”

            In this study, the writer uses pictures and real objects. She hopes her students can get new advantages in term of remember and she believes that most of the students will be able to remember words though the real objects. The pictures can be used to explain the meaning of vocabulary item. Freeman (2000: 27) stated “objects e.g., realia or picture presented in the immediate classroom environment should be used to help students understand the meaning.

2.1.4.2   Technique of Teaching Vocabulary

            Technique is the implementation of appropriate tactics strategic and done by teacher and students in classroom. Technique must be consistent with the method, and therefore in harmony with approach as well. According to Richard and Rodgers (2001: 19) “A technique is implementation that actually takes place in a classroom. It is particular purpose, strategy or contrivance used to accomplish an immediate objective. Techniques must be consistent with the method. Therefore, in harmony with an approach as well”

            According to Thornbury (2002: 77) “The present the meaning through: translation, real things, pictures, actions/gestures, definitions, and situations”. Based on this statement, teacher may use heterogeneous technique to teaching vocabulary.

            Moreover, the teacher should know the characteristics of their students, situation of the class, and what make the students interested in the target language material for learning. In this study, the writer use pictures as a technique to teaching English vocabulary. The pictures presented by using flashcards.

2.1.5    Testing Vocabulary

            According to Harris (1974: 48), "The selection of vocabulary test words is relatively by achievement tests, inasmuch as these can be drawn directly from the particular text books that have been used in class". The items types are as follows:

1.        Definition (multiple-choice). What might be called "classic" type of vocabulary items consist of a test word followed by several possible definition or synonyms. Example:

Nap….

a.      A brief sleep

b.      A happy song

c.      A sharp rock

d.     A short meeting      (Harris, 1974: 51)

     In application, multiple-choice have some advantages of being highly economical in term both of the number of items that can be included on a printed page and of the number of problems that can be answered in a short period of testing time.

     Beside of the advantages, multiple-choice also have the disadvantages. Many words do not lend themselves to short, exact definitions or synonyms and cannot, therefore, be effectively tested by the above devices.

2.        Completion. A second item type places the problem words in context.

                        The old man was too ……… to push open the heavy door.

a.       Feeble

b.      Sincere

c.       Deaf

d.      Harsh  

     In application, multiple-choice has some advantages. According to Madsen (1983:  23) the advantages are:

a.       It helps students see the full meaning of words by providing natural contexts. Also, it is a good influence on instruction: it discourages word-list memorization.

b.    Scoring is easy and consistent.

c.    It is a sensitive measure of achievement.

       Beside of the advantages, multiple-choice also has the disadvantages. According to Madsen (1983: 23), the disadvantages are: It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word being tested. Therefore, it is easy for students to cheat by copying what others have circled.

3.        Paraphrase (multiple-choice). Combining two elements of the previously discuss devises, to underline a word in context and provide several possible things. Example:

                             He was irate when he heard about the new plans.

a.       Interested

b.      Surprised

c.       Angry

d.      Sad

       The advantages of this item are context preparation is rather easy. Scoring is easy and consistent, and it is a sensitive measure of achievement. In other word, that is puts the words in context. Besides, the disadvantages of paraphrase (multiple-choice) are it is difficult to find good synonyms and it is easy for students to cheat. (Madsen, 1983: 27)

4.    Picture (objective). In this testing of children who have not yet reached the reading stage, vocabulary may be measured with picture. There are two types of picture items have frequently been used.

       In the first type, the examiner pronounces the name of an object and asks the child to indicate. For example, the test booklet might contain four pictures: -of a book, a bird, a heat, and a box. The examiner might ask, “Draw a circle around the heat”. In the second type, the child is shown a picture of an object and is asked to name it.

       According to Harris (1974: 54) “a possible disadvantages of this item type is that the stimulus is oral, making such a test a measure of both vocabulary acquisition and listening comprehension, through probably on the elementary level this combination is logical and appropriate”. So, these more expanded picture tests. However, should perhaps be regarded more as measures of listening comprehension or structural control of pure vocabulary.

2.2       Teaching Vocabulary Using Picture

2.2.1    Definition of Pictures

Picture as one of the media which may be used by the teacher to help the students easily understand easily understand the new word. According to Munadi (2010: 89) “Picture is visual aid that important and easy to get it. Picture is important because it can be replace verbal words, concreted of abstract and settle observing of people”. It means that, picture make people can comprehend the idea or information in picture with clearly.

 In others words, pictures are one of the alternative media used by the teacher to introduce vocabulary to the students at Junior High School. It is very interesting because the students will be attracted to the materials. Besides that, the students will easy understand the meaning of the new words.

Pictures have been used for centuries to help students understand various aspects of foreign languages. Pictures have motivated students, made the subjects they are dealing with clearer, and illustrated the general idea and forms of an object or action which are particular to a culture. Pictures have a role to play in the teaching of meaning even in traditional grammar translation methods.

According to Arsyad (2009: 91) says,” Visual media such as picture has important role in teaching and learning process”. So, the teacher may use picture as visual aids in teaching English.

2.2.2. The Advantages of Pictures in Teaching

In teaching and learning English, pictures have some advantages. Wright (1989: 17) “The pictures can give some support in producing language skill and promoting them, as follows: Pictures can motivate the students and make him or her want to pay attention and to take part. Pictures contribute to the context in which the language is being used. They bring the world into the classroom and the pictures can be described in an objective way or interpreted or responded to subjectively”.

Moreover, according to Hamalik (1989: 63) “There are some reason of use picture in teaching and learning process are picture is concrete, because by picture students can see clearly about something that discuss in the classroom. So, a problem can be clearly by picture beside by word. Picture settled limit of time and space. Picture can use to explain a problem. Picture is easy to get it, and it is easy to use”. 

It is clear that pictures have important role in facilitating the teaching and learning process and can influence the eyes to see immediately without consciousness. Interesting pictures have a strong effect on the subject which is anticipated. Besides interesting pictures are very suitable to attract our eyes to see directly and also pictures can help the students to understand the materials presented by the teachers.

2.2.3    Types of Picture

            Picture is divided into some types. According to Wright (1989: 193) types of picture are:

a.         Pictures of single object. Many activities describe in this book make use of picture showing single object. General thing talk about:

·         Food: appearance, naming, preferences, comparing foods of the same type, countable and uncountable, cost, origin, containers, weight, etc.

·         Clothes: appearance, naming, preference, suitability, cost, fashion.

·         Cars: naming the manufacturer, country of manufacture, performance, appropriacy for different kinds of people, etc.

·         Animals: appearance, naming, habitat, characteristics, rarity, etc.

b.        Pictures of one person, pictures of famous person, pictures of several people, and pictures of people in action. Picture of people invite us to speculate who they are, what sort of people they are (age, family, work, concerns) and what they are think and feeling. For picture with actions which are important in themselves.

c.         Pictures of places. Picture of place might include: home or abroad, landscape, townscape, single buildings, and view. General things talk about:

·           Where is it? When was the picture taken? How do you know? What sort a place (geological, climatic, social, historical aspects)?

·         Preferences: personal experiences, been there or somewhere similar?, comparing, evaluating in relation to certain professions, life style, etc.

·         How to get there? Who to get with? Why go there?

·         Buildings: describing and naming, purpose, appearance, history, comparing with home.

d.        Pictures from history. Picture illustrating scene, costumes and object of history can be used like other picture but have the additional quality of inviting the use of past tense forms.

e.         Pictures of lot of information. Some pictures are full of information. There may be a lot of people doing different things, or it may be a landscape or cityscape showing lots of objects, buildings, etc.

f.         Pictures of the news. News picture invite identification of the incident, what happened, where, when, or into whom. They are normally linked with captions and articles, and it is usually a good idea to retain the texts even if they will not be read to detail.

g.        Pictures of fantasies. Fantasy picture can be cut out of old children’s books. They often illustrate everyday activities, for example, eating, sleeping, running, etc. even if the characters are from the world fantasy. Sometimes it is amusing to teach the words for these basic concepts through an unusual or amusing picture.

h.        Pictures of maps and symbols. Picture of symbol can be found in road traffic booklets, holiday brochure, etc. general things to talk about:

·         What does the symbol mean? How do you know? What should you do? What shouldn’t you do? What have you got to do? What can you do/see/get there?

·         What can you recognize on the map? What would you see if you were following a certain route?

In addition, Arsyad (2009:113) discusses about kinds of picture are:

a.         Picture from magazine or newspaper (clipping). Pictures from many sources (newspaper or magazine) is collected grounded on many knowledge and expected available of picture that appropriate with contents of subject. Picture that collected and choice to use in teaching of subject should be to copy.

b.        Picture line (stick figure) is a simple picture that is indicates a good action. By stick figure, we can convey about story or important message. In teaching vocabulary, stick figure can be illustrated by simple objects without felt concerned about wrong interpretation of students.

c.         Flash card is card that contents of picture, text, or symbols which remember or give guide for students about the picture. Flash card usually has a measure 8 x 12 cm, or can adaptable with size of class.

2.2.4    Technique of Teaching Vocabulary Using Picture

Pictures are useful in teaching vocabulary. They help a lot in presenting objects, actions and adjectives. At first, pictures can be used to introduce new objects. The teacher can show the picture before they explain or translate what it is. It may save time because the picture is sufficiently clear so the teacher must not talk too much. For example it is vegetables; the potatoes in the basket, etc.

According to Fardhani (2005: 9) “In process of teaching and learning, a teacher can help students by giving leading questions to find appropriate words shown by the pictures, if necessary. For preparation, the pictures can be given beforehand and dictionary can be used as useful reference for difficult words. Then, ask the students to write about things and activity shown in the pictures, after that order students to compose sentences about the pictures based on the list of words they have written. Finally, then ask them to arrange the sentences into a short dialogue or composition / text”.

Moreover, according to Hamalik (1989: 66) “The effective in used if picture is appropriate with student’s level, such as size of picture, detail, color, and background”. So, picture that will be to used should fulfill the certain criteria.

2.3       Review of Previous Studies

            It can be done in order to avoid any duplication, because the writer has found that many colleague writers have conducted their research on similar field, including the writer herself. Here, the writer invited the reader to know the previous studies. First, review is adopted from Lelin Nafisah (2008) who conducted a study in the use of comparative study of vocabulary mastery taught using pictures and real objects in Junior High School of MTsN 1 Munjungan Trenggalek. Her study aimed to know the students achievement in vocabulary using pictures and real objects, and to find out which method is more appropriate in teaching vocabulary. She used test for measuring the ability of students in understanding vocabulary taught using pictures and that using real objects. Finally, she concluded that in teaching vocabulary using pictures is more effective than using real objects.

            The last but not least review is adopted from Titik Nurhayati (2008). She conducted her study on the improving vocabulary mastery by using pictures to young learners at SDN 1 Jombok Pule Trenggalek. She used observation sheet and questionnaire to get the supporting data of the research area and used a test to know the student’s ability before and after being taught using pictures. The data presented in this study, the implementation, and the reflection of the action. Finally, she concluded that is clearly seen that pictures can improve students’ mastery on vocabulary.

            Based on the previous studies, the writer tries to find the different field of the study even with the same technique that is the use of vocabulary mastery by using pictures for the seventh grade students of Junior High School. By stating the previous studies, the writer hopes that the unnecessary study will be avoided.

2.4       Hypothesis

            The writer would like to make a research hypothesis or an assumption to answer the question of problems. The hypotheses are follows:

1.      Alternative hypothesis (Ha): there is a significant effect of using picture in teaching vocabulary of the seventh grade students at MtsN Karangrejo in the academic year of 2012/2013.

2.      Null hypothesis (Ho): there is no significant effect of using picture in teaching vocabulary of the seventh grade students at MTsN Karangrejo in the academic year of 2012/2013.

CHAPTER III

RESEARCH METHOD

            This chapter describes the research design, population and sample, identifying variable, sources of data, instrument of the study, data collection method, and data analysis method.

3.1       Research Design

Research design is the strategy to arrange the setting of the research in order to get the valid data. According to Cohen (2000: 73), “Research design is governed by the notion of fitness for purpose. The purposes of the research determine the methodology and design of the research”.

In this study, the researcher is assigned to conduct experimental research. According to Ary (2010: 301), “An experimental design is the general plan for carrying out the study with an active independent variable”. According to Sukmadinata (2010: 203), “There are some variants of experimental design: Pre Experimental Design, Quasi Experimental Design, True Experimental Design, and Single-Subject Experimental Design”.

Pre experimental design is design much the same to with experiment, but non experiment, because there is no equation of characteristic / random and also no control variable. Quasi experimental design is design that there is no control and/ or manipulation to entire or all relevant variables. True experimental design is research of experiment which is control group and experimental group is really homogeneous because all of it characteristic is equalized or controlled.  Single- subject experimental is research of experiment which is each sample of experiment and of sample of control only one people of subject, or one organizational institute. The writer used Pre Experimental Design to find out the data about subject, place, time, etc. to get a valid data to make the planning.

There are three designs includes in Pre Experimental Design. They are (1) One Shot Case Study, this design is simple so that less scientific valuable, because researcher only give once treatment that is estimated have influence.  (2) Pretest and Posttest, the observation of this design is conducted twice that is before experiment (pretest) and after experiment (posttest), and (3) Static Group Comparison, this design used two groups of subject, there are experiment group and control group. Both the groups do not be given by pretest, but after imposed by treatment (treatment of experiment and treatment of control) then, conducted by posttest (Arikunto, 2010: 123).

The writer uses Pretest and Posttest Design, it usually involves three steps: (1) Administering of Pre Test measuring the dependent variable, (2) Applying the experimental treatment X to subject, (3) Administering of posttest, again measuring the dependent variable. Differences attributed to application of the experimental treatment are then evaluated by comparing the pretest and posttest scores.

3.2       Population, Sample and Sampling

3.2.1    Population

According to Arikunto (2010: 173),” population is all individuals subject of the research”. In other word, population is all people to whom gotten fact the sample are generalized. The population of this study is all students of the seventh grade of MTsN Karangrejo. The total numbers are 294 students.

3.2.2    Sample

            A sample is made up of the individual, items or event selected from larger group referred to as a population. Selecting a sample is very important step in conducting a research study, particularly for quantitative research. A good sample is one that is representative of the population from which it was selected.

            According to Arikunto (2010: 174), “Sample is part or representative of population to be observed”. It means that sample is representing all characteristic of the population and can be taken all or part of population. This sample in this research consists of 37 students. The 37 students are used as a sample by the writer with the consideration that this procedure will yield the representative description of the students’ abilities.

3.2.3        Sampling

       Sampling is the technique or the way of taking sample. According to Arifin (2011: 216), “Sampling is the technique or the way of taking sample and usually followed by technique or kind of sampling that used”. There are two techniques to take sample; they are probability and non-probability sampling. Probability sampling is a technique of sampling to give same opportunity on each population member that chose to become sample member. The techniques of probability sampling are as follows:

1.      Simple Random Sampling. The basic characteristic of simple random sampling is that all members of the population have an equal and independent chance of being included in the random sample. The steps in simple random sampling comprise the following: (1) Define the population. (2) List all members of the population. (3) Select the sample by employing a procedure where sheer chance deter-mines which members on the list are drawn for the sample way of intake the sample by random, where all member of population is given same opportunity or opportunity to be selected to become member of sample.

2.      Stratified Sampling is way of intake the sample of population showing the existence of strata / level / class. The way sample is to divide population into stratum or class. Member of sample pulled by each class / level, so that every stratum deputized in sample.

3.      Cluster Sampling is way of intake of sample pursuant by a group of individual and do not be taken individually or civil. This way is efficient, because the research conducted to group or cluster-cluster of sample.

4.      Cluster Area Sampling is way of intake of sample pursuant by area or investigation area. This way is used by dividing population areas become sub-area, and so on. Require to be paid attention that in determining member of sample from every area shall be well-balanced. This matter particularly to areas which is its amount differs.

          The second technique of sampling is non-probability sampling. Non-probability sampling is a technique of sampling that does not give same opportunity on each population member that chose to become sample member. The technique of probability sampling is as follow:

1.      Quota Sampling is a way of intake of sample by determining beforehand the amount of member of sample distributed. Especial characteristic of quota sampling is that amount of quota which have been specified can fulfilled.

2.      Purposive Sampling is way of intake of sample which pursuant to consideration and or specific-purpose, and also pursuant to marking or nature of certain which has been known previously. This sampling is used to reach specific-purpose, pursuant to certain consideration.

     In fact, on part of school only giving one class for research, so that the amount of sample member is also has been determined. Beside on that statement, the writer uses cluster sampling and this sampling belonging to probability sampling.

3.3      Identification of Variable

Before discussing the variables of the research, it is important to know the meaning of the variable itself. Variable is something that will be measured, something that can give the necessary data. According to Arifin (2011: 185), “variable is very important in research because becoming research object and have separate role in investigating a phenomenon or event to research”. There are two variables in this study; they are independent variable and dependent variable.   

3.3.1    Independent Variable

According to Arikunto (2010: 162) says that, “Variable is a variable that has function to cause the other variable. In this research the independent variable is using picture. The data of the variable is taken from the result of the taught using pictures done by the students.

This writer uses independent variable, because the writer wants to know the conditions or characteristics that can be done in teaching vocabulary by using picture.

3.3.2    Dependent Variable

Arikunto (2010: 162) says that, “variable is a variable that depends on independent variable one”. In this research the dependent variable is vocabulary mastery.

3.4      Sources of Data

In this research, the sources of data are teacher and students. According to Arikunto (2010: 172), “Source of data is the subject where data can be gotten”. The source of data is classification into three level of letter p, there are: (1) P: Person, the source of data in the form of people. The source of data that is can give the data in form of oral answer by interview or written answer by questionnaire. (2) P: Place, the source of data in the form of place. The source of data that is presenting appearance in the form of silent situation (for example room, equipment of appliance, and others) and make a move (for example activity of teaching and learning, etc.). Both representing object for used of observation method. (3) P: Paper, the source of data in the form of symbol. The source of data that is presenting marks in the form of letter, number, picture, or other symbols which suited for documentation method.

The source of the data in this research is divided into two groups, namely the primary data and secondary data.

a.         The Primary Data

The primary data source in this research is the seventh grade students of MTsN Karangrejo in the academic year of 2012/2013. It consists of test score in vocabulary test using picture.

b.        The Secondary Data

The secondary data sources in this research are the principal, the English teacher and the administration staff of MTsN Krangrejo.

3.5      Data Collecting Method

Data collecting methods is part of instrument of data collecting which determines the research sources or not. In the data collecting methods, must be relevant by its research. In the data collecting method instrument is used.

Using instrument is one significant step in conducting the research. Therefore, the writer must choose some instrument in data gathering process. In this research, the writer hopes that, this study is attempted to discover to the effectiveness of using picture in teaching vocabulary. Concerning with the aim, here in collecting data the writer uses instrument.

This research will be successful and get a good result. From data obtained it will be to estimate the result of the research.

There are many instruments used to collect data such as observation, documentation, interview and test. The writer used the test to know student’s vocabulary mastery. It will be done after they are taught vocabulary by using picture. The test is conducted twice before and after having treatment.

3.5.1  Test

            Test is measure there is or no skill of subject research (Arikunto, 2010: 266). Test is important to know how is the students’ mastery of vocabulary taught by using picture. The test items consist of questions, which are answered by the students. For the vocabulary test, the writer gives 40 items of multiple choices in pretest and some pictures in posttest to describe things on those pictures.

            It is suitable with the theme that the effectiveness of using picture in teaching vocabulary, because on the post test the students are asked to describe the things. There are ten things in every picture that is easy to identify.

3.6      Data Analysis Method

            The data will be computed by using the statistical method. That is done after all of the data has been collected. The collected main data obtained is analyzed statistically by using matched t-test formula and eta formula to know the effect of using picture in teaching vocabulary. The formulas are:

a.     

Matched t-test

           

Note:

x1      :         Mean after treatment

x2      :         Mean before treatment

SD1  :         Standard of deviation after treatment

SD2  :         Standard of deviation before treatment

  N     :         Sum of subject

b.     

h h =

Eta Formula

Note:

t        :  t-score

df      : Degree of freedom (N-1)

N       : Sum of subject

3.6.1        The validity of the instrument

            Knowing the validity of the instrument is totally essential. An instrument is valid if it is measure what the writer are going to measure (Suharsimi, 2010: 211). To find out the validity for each question of vocabulary mastery Understanding, the writer uses Pearson Product Moment Correlation Formula to compute the data. It is done by correlating each score with the total score (Arikunto, 2010: 213). The formula is as follow:

 

                                      

Note:

r_xy        :         the coefficient of validity for each number

 x       :         the sum of each score

 y       :         the sum of total score

3.6.2   The reliability of the instrument

            Reliability refers to consistency of score obtained by the same person when they are reexamined with the same test on the different occasion or the different sets of equivalent items.

            The writer used Kuder Richardson-20 Formula or KR-20 in determine the reliability of vocabulary test. The formula is as follow:

Note:

r₁₁        :         the coefficient of reliability

k        :         the number of items

p        :         the proportion of test takers who pass the items

q        :         the proportion of test takers who fail the items

V_t        :         the variance of the total score

Before computing the reliability by using KR-20, the writer needs to know variance for both odd and even numbers by using formula as follow:

                

Note:

V         :      variance

x          :      the number of correct score for each even or odd numbers

N         :      the number of participant

3.6.3 Test of Classical Assumption

            Test of classical assumption divided into three, there are:

1.    Normality test

Normality test is to investigate the score of sample has normal or not. The researcher used Chi Square Test. The formula as follow:

           

2.    Homogeneity test

Homogeneity test is to investigate whether the score of sample has homogeneity variance. To computing the homogeneity the researcher used this formula:

       

After that used this formula to find the F_count  

       

3.    Linearity test

The researcher used linearity test to investigate that the data is linier or not.  The steps to calculate its test of linearity as follows:

·          

Formula of coefficient and :

Note:

 konstanta intersep

 the regression coefficient and

·        

Sum square regression (JK_Reg [α])

·        

Sum square regression (_JKReg [b/α])

·        

Sum square residue (JK_res)

·        

Mean sum square regression ( RJK_Reg [α])

·        

Mean sum square regression ( )

·        

Mean sum square residue ( )

·        

Sum square error ( )

·        

Sum square not matching ( )

·        

Mean square not matching ( )

·        

Mean sum square error ( )

                                   

·        

 the data is linear