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.
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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.
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h h =
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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:
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Note:
rxy : 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.
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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
Vt : 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:
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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:
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2. Homogeneity test
After that used this formula
to find the Fcount
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:
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