Professional Documents
Culture Documents
Vocabulary Research
Vocabulary Research
A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By:
Liza Fauziah
NIM. 104014000301
The objective of the research is to get the information about using pictures
in teaching vocabulary; moreover it is conducted to get the effective techniques in
teaching vocabulary at the Fourth Grade students of SDN Pondok Cabe Ilir III.
The Sample of the research was 25 students of fourth grade students in SDN
Pondok Cabe Ilir III. This research is using experimental method in the
quantitative form by collecting data from pre-test and post-test. These testes have
purposed performance are given to the Fourth Grade students of SDN Pondok
Cabe Ilir III Tangerang Selatan is effective.The data collected in this research
were analyzed by using t-test. According to the result of statistical calculation, it
was obtain the value of to (t observation) that 3.94 and the value of “tt” (t table)
from the df (48) on the degree of significance of 5% is 2.01. it means that the
value of to is higher than the value of tt. Based on the result the null hypothesis
(Ho) which says there is no significance influence of using pictures in teaching
vocabulary is rejected. It means that the alternative hypotesis (Ha) which says
there is significance influence of using pictures in teaching vocabulary is
accepted.Based on the finding of this study, it can be concluded that using
pictures is effective and quite success and run well in the class situation. By using
pictures, students feel more interesting and enjoy doing activities in the class; it
also can give the students the opportunities to be active in learning English
vocabulary.
ii
ii
ACKNOWLEDGMENT
Bismillahirrahmanirrahim
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah,
Lord of the universe, who provides blessing and mercy to the writer in completing
this paper without any considerable obstacles. Peace and blessing also be upon the
Noble Prophet of Islam, Muhammad SAW, his companions and his faithful
followers.
This skripsi is written to fulfill one of the requirements for the degree of
Strata 1 (S1) in English Language Education of the Faculty of Tarbiyah and
Teachers’ Training, Syarif Hidayatullah State Islamic University.
The writer is really conscious that she could not finish this paper without
being helped by others both materially and spiritually. For that reason, the writer
would like to dedicate her enormous gratitude to her beloved parents, H. Kasta
Tarmizi, S.Pd and Hj. Sarinah who always give support and pray for her. Her
beloved my sisters, Rika Afrini and Khairunisya. Her beloved brother Gilang
Putra Ramadhan, they are the sources of inspiration in the writer’s life.
The writer also would like to state her acknowledgment to these following
people:
1. Drs. H. Bahrul Hasibuan, M.Ed, the writer’s advisor for his time, guidance
and his valuable contribution in correcting this paper so that it is finally
done.
2. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiyah and Teacher Training
Faculty.
3. Drs. Syauki M.Pd, the Head of English Education Department.
4. Neneng Sunengsih, S.Pd, the Secretary of English Education Department.
5. Dra. Farida Hamid, M.Pd, who has served as an advisor on the class A in
the English Department of the academic year 2004.
iii
6. All lecturers in the English Education Department who has given a good
insight and knowledge in introducing the world of education to the writer.
7. The headmaster, teacher, staffs, and all of the students in SDN Pondok
Cabe Ilir III for their good corporation in her research.
8. Her beloved cousin, Mayang, Eca, Harke, Uwi, Rosi and Dian.
9. Her beloved friends, Layda, Hangi, Aini, Ulfa, Adi, Hendra, muti, ade,
kiki. Hamamah. Thanks for the motivation, care and support! Also
Muhammad Hamdi, SE, her beloved one. Thanks for your love, support,
spirit and affection.
10. All or relatives, colleagues, lectures, and they that can’t be mentioned who
have helped the writer to accomplish this “Skripsi”.
Finally, the writer realizes that this paper is not perfect yet, but hopefully
practice can make her better. Therefore, it is a pleasure for her to receive any
constructive criticism and suggestion for better writing. By all modesty, the writer
hopes this paper would be useful for the writer and for the readers. Amiin.
The writer
iv
TABLE OF CONTENTS
v
D. The Teaching of Vocabulary Using Picture ………………… 21
E. The Teaching of Vocabulary Using Translation Method …... 23
F. Thinking Framework ……………………………………….. 24
vi
vii
LIST OF APPENDICES
vii
LIST OF TABLE
Table 4.1 The Score of the Individual Students’ of the Experimental Class ................ 33
Table 4.2. The Score of the Individual Students’ of the Control Class ……………… 35
Table 4.3. The Comparison of Score of Each Student of the Experimental Class
viii
1
CHAPTER 1
INTRODUCTION
In this chapter presents and discuses the background of the study, the
identification of the problem, the scope and limitation of the problem, the
formulation of the problem, the objective of the study, the significance of the
study, and the organization of the writing.
1
A S Hornby, Oxford Advanced Learner’s Dictionary, 5th Edition, (New York: Oxford
University Press, 1995). p. 662
2
2
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Educational Limited,
2002), p. 13
3
Prof. Dr. H. Aminudin Rasyad, Teori Belajar dan Pembelajaran, (Jakarta: Uhamka
Press, 2003), p. 119.
3
4
Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning,
(Singapore: Prentice Hall, 2000), p. 38
5
Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning…,p. 38
4
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. The Understanding of Vocabulary
In everyday situation, we say something, express our feelings and
tell what we want to say. All the things need the words, and these words
are called vocabulary. Vocabulary plays an important role in improving
our skills in English. It becomes one of aspects for improving
communication skill. Without having enough vocabularies,
communication will end up in unpleasant situation and make the students
difficult to continue their sentences or ideas. Therefore it is highly
essential for English teacher to help their students in mastering vocabulary.
One who masters enough vocabulary will find fewer difficulties
than those who have fewer vocabularies. When they read a certain text,
they will easily get information from it since they can understand every
word in the text.
Experienced teachers of English as a foreign language know very
well the importance of vocabulary. They know that the students need to
learn thousand of words that speakers use. Fortunately, the need for
vocabulary is one point on which teachers and students agree. Without
8
vocabulary students could not be able to understand how the language is.
The role of words is important to know how the language is used,
practiced and communicated.
If we want to communicate with others in certain language we need
to master the language they belong to especially to know enough
vocabulary of those languages. Words are the basic units of language from
that supports the language itself.
Rivers quoted by Nunan has also argued that the acquisition of an
adequate vocabulary is essential for successful second language use
because, without an extensive vocabulary, we will be unable to use the
structures and functions we may have learned for comprehensible
communication1. As we know, English is a „world language‟, now days
the most communication tools for global communication. So, we must
have a lot of „bank of English words‟. Other wise grammar and exercising
pronunciation English need to be learned too. Mastery of vocabulary is an
essential component of all uses of language; it helps student too to
communicate effectively or expressing their ideas in English
Without an extensive vocabulary and strategies for acquiring new
vocabulary, learner often achieve less than their potential and may
discouraged from making use of language learning opportunities around
them such as listening to the radio, listening to native speaker, using the
language in different contexts, reading, or watching television.
According to Jack C. Richards and Willy A. Renandya,
“Vocabulary is a core component of language proficiency and provides
much of the basis for how well learners speak, listen, read, and write”.2
Its means that the first thing we have to learn English is we have
to mastery the vocabulary, because with vocabulary we can learn
Language skill easier and will be useful for the process of achieving
1
David Nunan, “Language Teaching Methodology”, (New York: Prentice Hall, 1991), p.
117.
2
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 2002), p. 255.
9
3
Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, (New York: Merriam
Webster‟s Inc, 2003), p. 1400
10
4
Ruth Grains and Stuart Redman, Working with Words a Guide to Teaching and
Learning, (New York : Cambridge University Press, 1986), p. 65
11
2. Content Words
These are the words, which have a full meaning and
provide links within sentences. It includes noun, full verb,
adjectives, and adverb.
5
A. M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.
12
From statement above the writer gives a little clarification that some
basic techniques for showing the meaning of words are:
o Writing noun words on the board: “pen”, “book”, etc. now the
question is how the students can easily understand the meaning of
the words? In this case many ways to explain about that, for
example:
o By showing the real object of pen, book etc.
o By showing pictures. This way can be done by drawing picture of
pen, book, and pencil on the board and by showing pictures pen,
book, pencil, which have been already prepared before (photograph
or drawing).
o Writing verb words on the board, like as “sit”, “open”, “close” etc.
the question is how the students can easily understand about these
words. For this case the teacher can not show to the students the
things because this is not a noun, so the teacher shows the students
by practicing the words or the teacher can show he pictures about
activity that related to the words of “sit”, “open”, “close”.
6
Jeremy Harmer, The Practice of English Language Teaching New Edition, ( London:
Longman, 1991), p. 161-162
7
Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,
(New York: Cambridge University Press, 1988), p. 1
14
o Writing adjective words on the board, like as: “Happy”, “Sad”, etc.
So, how do the students can understand these words easily? In
these case the teacher use the mime or the teacher can give to them
example (some one is crying, it means sad).or the teacher show the
pictures about activities that related to the words of “happy”,
“Sad”.
B. Picture
1. The Understanding of Picture
Visual aids is one of the teaching aids that can be used for
presentation, practice, and testing. We can show things that can not be
explained in simple word.
Picture plays an important role as an alternative teaching aid in
teaching English. The teacher gives a picture, and then she asks the
students about it. Picture is easy to be found by all people. Through picture
the students can practice to develop their ideas.
The use of picture is an excellent technique to help students
understand various aspect of foreign language. The picture has motivated
the students, made the subject clearer to understand, and illustrated the
general idea of an object reaction which is particular to a culture. It can
15
8
Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar, (London: Oxford University Press, 1988), p. 73.
16
word, the picture are not just an aspect of method but through their
representation of places, object and people they are an essential part of the
overall experiences”9. It means that using pictures can help students to
have experiences of understanding a new object and they use their eyes to
bring it to their imagination more efficiently and effectively.
Picture is a visual representation of a person, object, or scene, as a
painting, drawing, photograph, etc.10
In Oxford advanced learner‟s dictionary, “Picture is a panting,
drawing, sketch, especially as a work of art”11. It‟s mean that, using
pictures can be created in many ways like panting, drawing, sketch or
photography to deliver the object of studies.
The writer summarizes that picture has a lot of meanings. Picture is
defined as a drawing, a painting, or photograph, an image of someone or
something. The meaning of picture can motivate presenting a sequent of
even, story and thing like the real life, which might be used more
effectively to develop and sustain motivation in producing positive attitude
toward English and to reach or reinforce language skill.”
9
Andrew Wright, Picture for Language Learning, (New York: Cambridge University
Press, 1989), p. 2.
10
http://dictionary.reference.com/browse/picture, retrieved on July 14th 2011.
11
A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English 5 th Edition,
(New York: Oxford University Press, 1995), p. 871.
17
b. Wall Picture
Wall picture is simply a large illustration of scene or event a set of
scenes or events. It is usually to be used with the whole class.
Wall-pictures, which details large enough for the entire class to see,
may be used in place of things such as clouds, the sea, mountains, the
sun, and the sky, which are impossible to bring into the classroom.
c. Flash Cards
Word flashcard, card with printed words on it can help up rapidly;
the cards can be used to demonstrate exactly what the teacher
wishes.
Picture flashcard, useful for the representation of a single concept,
such as an object or an action.
d. Work Cards
Include visual as well as text magazine picture, drawing, maps
and diagrams can be important part or work card at all levels, used for
variety of purposes.12
As it has been stated above, there are many types of pictures that
could be used as media and cloud be taken from anywhere, such as
magazines, newspaper, etc. where each types of pictures have their
own uses that could be applied to the students, so it is important for
the teacher that using picture is to understand well which picture can
be used for their students.
12
Betty Morgan Bowen, Look Here!, Visual Aids in Language Teaching, (London:
Essential Language Teaching Series, 1973), p. 13-31
18
13
MAC M, Ramirez, The Neglected Tools can Work for You (Washington D.C : The Art
of TESOL Selected Articles from the English Teaching Forum, Part Two, 1975), p. 268.
14
Andrew Wright, Pictures for Language Learning…, p.3
19
C. Translation method
1. The Understanding of Translation Method
Translation is not an instant process. It needs work hard and
serious attempt of the translator. According to Newmark, “Translation is
rendering the meaning of a text into another language in the way that the
author intended the text.”15 Nida and Taber also gave their definition about
translation that, “Translating consist in reproducing in the receptor”
language the closest natural equivalent of the source language meaning,
first in term of meaning and secondly in terms of style”. 16 From both the
statement, it can be said that the meaning is the important thing of
translation. Besides, the “equivalence” also become key words in
translation as stated by Catford that, “Translation is the replacement of
textual material in one language (SL), by equivalent textual material to
another language (TL).”17
The three definitions above are taken from various sources. From
the definition above, it can be conclude that translation is a transferring
activity from source language into target language. In the process of
translation, equivalence is an important thing because translating a text is
not changing word by word from one language to another language, but
also transferring the meaning of the source language may not be delivered
in the target language effectively.
15
Peter Newmark, A Textbook of Translation, (London: Prentice Hall, 1988), p. 5.
16
Eugene A Nida and Charles R Taber, the Theory and Practice of Translation, (Leiden:EJ Brill,
1974), p. 12.
17
J. C. Catford, A Languistic Theory of Translation: An Essay in Applied Linguistic, (London:
Oxford University Press, 1974), p. 20.
20
18
Maurits D.S Simatupang, Pengantar Teori terjemahan. (Direktorat Jendral Pendidkan Tinggi
Departement Pendidikan Nasional, 2000), p. 39.
19
Mildred L. Larson (Translated by Kencanawati Taniran), Penejemahan Berdasa Makna: Pedoan
untuk Pemadanan Antar Bahasa, (Jakarta: Arcan, 1989), p. 16.
20
Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 39.
21
Albert Sidney Hornby, Oxford Advanced Learner’s Dictionary, (Oxford University Press,
2005),p. 898.
22
Peter Newmark, A Textbook of Translation …, p. 45.
23
Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 41.
21
24
from the target reader. Essentially, dynamic translation emphasizes
the meaning rather than from as literal translation does.
24
Basil Hatim and Jerey Munday. Translation: an Advanced Resource Book, (London: Routledge,
2004), p. 339.
22
25
Robert Lado and Charles C fries, English Pattern Practice (English Language Institute
State), p. xix
23
Examples:
Object : About picture of Eyes.
Teacher says : “Eyes”
Student Repeat : “Eyes”
Teacher says : “This is my eyes”
Students Repeat : “This is my eyes”
Activities : The teacher shows picture of “Eyes” while talking
“Eyes” and students repeated “Eyes” in chorus, and
then teacher make sentences about “Eyes” like as
“This is my eyes” and students repeated the
sentences ” This is my eyes, so on.
For this, the teacher is hoped to give at least three examples for
each practice, and teacher indicates with words or gestures for the
students. If the teacher wants to develop these words, teacher can make
questions, statement and yes/no questions, and other sentences according
to the level.
After they read, the teacher asks the students to find the
difficult word from the passage.
The teacher writes the vocabularies on the whiteboard and the
teacher translate them and gives the meaning of each word. For
example the teacher writes in the whiteboard “Nose” and gives
the meaning from “Nose” is “Hidung”.
The teacher makes an example of each word in a sentence and
translates it.
Example: I can smell with my nose = saya dapat mencium
menggunakan hidung saya.
After that, the teacher ask the students to ask what they are not
understood.
As student‟s evaluation, the teacher give them exercises about
“My Face” to know the students‟ understanding
F. Thinking Framework
Vocabulary is one of the items that have to be mastered by the
students in learning English, because no one can speak English if they have
limited vocabulary and without a proportional amount of vocabulary anyone
will get trouble in her reading, listening, speaking, and writing.
To help the students could be easier what the teacher present and
easy to memorize the new vocabulary. Teachers should provide interesting
materials, teaching aids and create positive classroom environment. Using
pictures is one of the visual aids that are useful in teaching vocabulary. Using
25
pictures is more effective than translation method because using pictures make
the students easier to memorizing the vocabulary, make the class more active
and lively, so the students have a lot of fun doing the lesson and not make the
students boring. And one of the principles in translation method is make the
students feel boring and passive.
They can improve the motivation and teaching learning process
will not be successful without motivation. It suggest using pictures be more
effective to motivate the students in learning process. In order hand, it can
give good influence in their achievement especially in their vocabulary.
Based on the statements above, the writer assumes that using
pictures is effective than using translation method in teaching vocabulary at
the fourth grade students of SDN Pondok Cabe Ilir III, Pondok Cabe-
Tangerang Selatan.
26
CHAPTER III
THE PROFILE OF SDN PONDOK CABE ILIR III
In this chapter, the writer just explained about the information which is
related with the paper. Here are the explanation about the profile of English
teacher with their background of education, the curriculum and syllabus, the
English Textbooks, and the method in teaching.
B. The Curriculum
SDN Pondok cabe Ilir III used “Kurikulum Tingkat Satuan
Pendidikan (KTSP) SDN Pondok Cabe Ilir III”. This curriculum is made
based on the pedagogical principles and the instruction of composing
curriculum which is not separated from “Standar Isi” and based on the
situation, condition and environmental needs. The teachers must made
syllabus and sets of teaching learning’s administration based on the
curriculum.
CHAPTER IV
THE IMPLEMENTATION OF THE RESEARCH
2. Post-test
The post-test is given to know the students’ understanding of the
material about the parts of face vocabulary after the writer gives the
explanation using picture and translation method. Is there any significance
different between picture and translation method. The writer gives the
same questions for pre-test and post-test. The writer made 20 items
divided by two categories: 10 multiple choices (the score is 1 for each
item). 5 fill in the blanks (the score is 2 for each item). 5 complete these
sentences (the score is 3 for each items).
To get the final score is 35 x 10 = 100.
3.5
to = __ M1 – M2_________
{∑x12 + ∑x22 { N1 + N2 }
N1 + N2 − 2 N1 x N2
{∑x12 + ∑x22 { N1 + N2 }
N1 + N2 − 2 N1 x N2
32
Where:
M1 : Mean of Post-test of the experimental class
M2 : Mean of Post-test of control class
∑X12 : Sum of square deviation score in the experiment class
∑X22 : Sum of square deviation score in the control class
N1 : Number of students of the experimental class
N2 : Number of students of the control class
d𝑓 : Degree of Freedom
d𝑓 : N1 + N2 − 2
Table 4.1
The Score of the Individual Students’ of the Experimental Class
No Name Pre- test Post- Gained Score
test
1 Student 1 80 93 13
2 Student 2 67 77 10
3 Student 3 53 80 27
4 Student 4 70 87 17
5 Student 5 63 80 17
6 Student 6 60 90 30
7 Student 7 77 90 13
8 Student 8 50 60 10
9 Student 9 67 77 10
10 Student 10 83 90 13
11 Student 11 57 90 33
12 Student 12 70 90 20
13 Student 13 73 73 0
14 Student 14 60 67 7
15 Student 15 60 87 27
16 Student 16 70 90 20
17 Student 17 80 97 17
18 Student 18 60 80 20
19 Student 19 73 90 17
20 Student 20 60 73 13
21 Student 21 40 63 23
22 Student 22 60 80 20
23 Student 23 73 83 10
24 Student 24 50 60 10
25 Student 25 67 80 13
1623 2027 410
34
Based on the table the experimental class above, the highest score of pre-test
was 80 and the lowest was 40. The highest score of post-test was 93 and the
lowest score was 60. Finally, the average of pre-test was 64.9 and post-test was
81.0
35
Table 4.2
The Score of the Individual Students’ of the Control Class
Based on the table the experimental class above, the highest score of pre-test was
80 and the lowest was 40. The highest score of post-test was 87 and the lowest
score was 57. Finally, the average of pre-test was 61.32 and post-test was 70.5
Table 4.3
The Comparison of Scores of Each Student of the
Experimental Class and Control Class
No Gained Gained X1 X2 X12 X22
Score (X1) Score (X2)
1 13 10 -3.4 1 11.56 1
2 10 10 -6.4 1 40.96 1
3 27 7 10.6 -2 112.36 4
4 17 13 0.6 4 0.36 16
5 17 7 0.6 -2 0.36 4
6 30 7 13.6 -2 184.96 4
7 13 10 -3.4 1 11.56 1
8 10 17 -6.4 8 40.96 64
9 10 0 -6.4 -9 40.96 81
10 13 17 -3.4 8 11.56 64
11 33 20 16.6 11 275.56 121
12 20 3 3.6 -6 12.96 36
13 0 10 -16.4 1 268.96 1
14 7 0 -9.4 -9 88.36 81
15 27 0 10.6 -9 112.36 81
16 20 13 3.6 4 12.96 16
17 17 10 0.6 1 0.36 1
18 20 7 3.6 -2 12.96 4
19 17 3 0.6 -6 0.36 36
20 13 10 -3.4 1 11.56 1
21 23 13 6.6 4 43.56 16
37
22 20 7 3.6 -2 12.96 4
23 10 17 -6.4 8 40.96 64
24 10 7 -6.4 -2 40.96 4
25 13 7 -3.4 -2 11.56 4
N = 25 ∑X1 = 410 ∑X2 = 225 ∑X1 = 0 ∑X2= 0 ∑X12 = 1402 ∑X22= 710
Based on the data presented in the table, it shows that the lowest gained score was 0 and
the highest was 33. Furthermore, after decided the calculation of the test both pre-test and
post-test, the writer used t-test formula according Anas Sudijono, to find out the
effectiveness of teaching vocabulary by using picture.
M1 = ∑X1 M1 = ∑X1
N N
= 410 = 225
25 25
= 16.4 = 9.0
to = __ M1 – M2______
{∑X12 + ∑X22 { N1 + N2 }
N1 + N2 − 2 N1 x N2
to = 16.4 – 9.0______
{1402 + 710} { 25 + 25 }
25 + 25 − 2 { 25 x 25}
38
to = _____7.4______
{2112} {50 }
48 { 625}
to = _____7.4______
{2112} {50 }
48 { 625}
to = ___7.4___
44 . 0.08
to = ___7.4___
3.52
to = ___7.4___
1.88
= 3.94
Note:
Anas Sudijono stated:
If to > tt : The null hypothesis (Ho) is rejected, on the contrary
the alternative hypothesis (Ha) is accepted. It means
that between variable x and y is significance.
40
1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada),
cet. 15, p. 308.
41
Based on the data analysis and the discussion above, the writer can
interpret that teaching vocabulary by using pictures is more effective and
applicable for fourth students at SDN Pondok Cabe Ilir III
42
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis of the data on chapter III and the discussion
in the previous chapter, the writer would like to make a conclusion. After
analyzing the result of the research, the writer got the data about the score
of teaching vocabulary using picture that has been compare to the score of
teaching vocabulary using translation method.
The writer concludes that teaching vocabulary using picture is
more effective than using translation method. It is because picture is more
interesting. The conclusion can be seen that the results of statistic
calculation above where the value of to is higher than tt.
From the explanation above, it means that there is effectiveness
between the results of teaching vocabulary using picture and teaching
vocabulary using translation method.
Based on the result of the data analysis, it shows that the value of to
(tobservation) is 3.94 and the value of “tt” (ttable) from the dƒ (50) on degree of
significance of 5% is 2.01 and significance of 1% is 2.68, it means that the
value of to is higher than the value of tt, so the alternative hypothesis (Ha)
is accepted and the null (Ho) is rejected, or it can be said that there is
significance in the student’s score learning vocabulary using picture.
In this case, teacher needs to develop their ways in teaching
English to give enthusiasm to the students by creating a new atmosphere in
the classroom varies. It is possible, by using certain methods in teaching
English, the students will get the new experiences so they will not get
bored. The teaching activities in vocabulary subject are very important to
choose the suitable media to improve students’ skill. So, by using pictures
the vocabulary subject will be easy to understand.
43
B. Suggestion
After involving with education environment, the writer gives some
suggestion to:
1. The English Teacher
Teacher is one of the most important factors in teaching English. It
is teacher who actually the actor behind the teaching learning process,
therefore the teacher also are suggested to use varies activities or
strategies in teaching to overcome the students boredom and making
class a live especially in learning vocabulary that usually make bored
the students.
One thing that almost teacher forgot, the teacher only teach the
material without think how the material is acquired by the students.
English is a language; need many practice and exercise rather than
theory
By using pictures in teaching learning process, the teacher can
make the class situation more live. This situation is appropriate with
the students’ expectation when they study, because students at
elementary school likes to do something what the students likes, the
students always do act all the time at class than inactive and listen to
the teacher explanation.
In addition, enhancing the students motivation to study English, the
teacher are suggested to explain the students importance of English
give them praise, reward and assign them some work.
Based on the observation, the teacher is successful in apply the
technique in teaching learning by pictures, the students are involved in
teaching learning process and more enjoy the class.
2. The Principal
It is necessary to the school’s principal to send the English teacher
to join any activities to improve the quality of teaching and the
profession by taking part in seminars, workshop etc.
44
44
BIBLIOGRAPHY
A Nida, Eugene and Charles R Taber, the Theory and Practice of Translation,
Leiden:EJ Brill, 1974.
Bowen, Betty Morgan, Look Here!, Visual Aids in Language Teaching, London:
Essential Language Teaching Series, 1973.
Doff , Adrian, Teach English a Training Course for Teacher on Teacher’s Work
Book, New York: Cambridge University Press, 1988.
Grains, Ruth and Stuart Redman, Working with Words a Guide to Teaching and
Learning, New York : Cambridge University Press, 1986.
Hornby, A.S, Oxford Advanced Learner’s Dictionary, 5th Edition, New York:
Oxford University Press, 1995.
45
Lado, Robert and Charles C fries, English Pattern Practice, New York: English
Language Institute Staff, 1977.
Ramirez, MAC M, The Neglected Tools can Work for You , Washington D.C: The
Art of TESOL Selected Articles from the English Teaching Forum, Part
Two, 1975.
7. My …. (Rambut) is black.
a. Eyes c. ears
b. Cheek d. hair
Appendix 1
10. It is my …. (alis)
a. Eyebrow c. tongue
b. Eyes d. tooth
I. Standar Kompetensi
Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas
III. Indikator
Memahami makna nama-nama bagian wajah
Mengulang/ menirukan ucapan nama-nama bagian wajah
Membedakan nama-nama bagian wajah
Menghafal kosa kata baru tentang nama-nama bagian wajah
Menyebutkan nama-nama bagian wajah
IV. Tujuan Pembelajaran
Siswa dapat memahami nama-nama bagian wajah dengan benar
Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang
benar
Siswa dapat membedakan nama-nama bagian wajah dengan benar
Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah
dengan baik
Siswa dapat menyebutkan nama-nama bagian wajah dengan benar
Contoh kalimat :
This is my nose
This is my ears , dll
No Kegiatan Waktu
1. Pendahuluan
Guru memberi salam dan menanyakan kabar siswa
2. Kegiatan Inti
3. Penutup
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan.
Guru menyimpulkan apa yang telah di pelajari
VIII. Metode
Visual Method (picture)
INSTRUMENT SOAL DAN KUNCI JAWABAN
The Answers!
1. Nose 6. Eyebrow
2. Tooth 7. Chin
3. Mouth 8. Tongue
4. Eyes 9. Ears
5. Cheek 10. Hair
Pedoman Penilaian
Setiap nomor di beri skor 2
Skor maksimal : 2 x 10 = 20
Nilai maksimal 10
Nilai siswa : skor perolehan x 10
Skor maksimal
Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
X. Kompetensi Dasar
II.3. Membaca
Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
Memahami kalimat dan pesan tertulis sangat sederhana
II.4. Menulis
Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima
dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat
sangat sederhana
XI. Indikator
Menyebutkan fungsi-fungsi bagian wajah
Menuliskan nama dan fungsi bagian-bagian wajah
Membedakan nama dan fungsi bagian wajah
XII. Tujuan Pembelajaran
Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar
Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik
dan benar
Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar
XIII. Materi Pokok dan Uraian Materi
Fungsi-fungsi bagian wajah
Contoh:
1. Gambar Nose To Smell
2. Gambar Eyes To See
3. Gambar Ears To Hear
4. Gambar Tongue To Taste
5. Gambar Mouth To Speak
Vocabulary
Smell : Mencium
See : Melihat
Hear : Mendengar
Taste : Merasa
Speak : Berbicara
No Kegiatan Waktu
1. Pendahuluan
Guru memberi salam dan menanyakan kabar siswa
2. Kegiatan Inti
3. Penutup
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
Guru menyimpulkan apa yang telah dipelajari
XVI. Metode
Visual Method (picture)
Pedoman Penilaian
Setiap nomor di beri skor 2
Skor maksimal : 2 x 5 = 10
Nilai maksimal 10
Nilai siswa : skor perolehan x 10
Skor maksimal
Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
XIX. Indikator
Memahami nama dan fungsi bagian wajah
Menjawab pertanyaan sesuai dengan isi dialog
Mengidentifikasi berbagai informasi dalam teks sederhana
No Kegiatan Waktu
1. Pendahuluan
Guru memberi salam dan menanyakan kabar siswa
2. Kegiatan Inti
3. Penutup
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
Guru menyimpulkan apa yang telah dipelajari
XXIV. Metode
Visual Method (picture)
Pedoman Penilaian
Setiap nomor di beri skor 2
Skor maksimal : 2 x 10 = 20
Nilai maksimal 10
Nilai siswa : skor perolehan x 10
Skor maksimal
Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
Appendix 3
I. Standar Kompetensi
Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas
III. Indikator
Memahami makna nama-nama bagian wajah
Mengulang/ menirukan ucapan nama-nama bagian wajah
Membedakan nama-nama bagian wajah
Menghafal kosa kata baru tentang nama-nama bagian wajah
Menyebutkan nama-nama bagian wajah
IV. Tujuan Pembelajaran
Siswa dapat memahami nama-nama bagian wajah dengan benar
Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang
benar
Siswa dapat membedakan nama-nama bagian wajah dengan benar
Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah
dengan baik
Siswa dapat menyebutkan nama-nama bagian wajah dengan benar
Contoh kalimat :
1. This is my nose
2. This is my ears , etc
No Kegiatan Waktu
1. Pendahuluan 5
Guru memberi salam dan menanyakan kabar siswa
Menginformasikan siswa tentang topik hari ini
Menstimulasi siswa dengan cara menanyakan beberapa
pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face
Guru memberikan motivasi kepada siswa
2. Kegiatan Inti 35
Guru memberikan kosa kata tentang parts of face
Guru menuliskan kosa kata tentang parts of face di papan
tulis
Guru menterjemahkan/mengartikan kosa kata tersebut
Guru mengucapkan kosa kata tersebut dan siswa
mengikutinya
Guru memperhatikan pengucapan bahasa inggris siswa dan
memperbaiki jika ada yang salah
Guru menyuruh siswa untuk menulis yang ada di papan tulis
Guru memberikan latihan
3. Penutup 5
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan.
Guru menyimpulkan apa yang telah di pelajari
VIII. Metode
Translation Method
INSTRUMENT SOAL DAN KUNCI JAWABAN
The Answers!
1. Nose 6. Eyebrow
2. Tooth 7. Chin
3. Mouth 8. Tongue
4. Eyes 9. Ears
5. Cheek 10. Hair
X. Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
XIII. Indikator
Menyebutkan fungsi-fungsi bagian wajah
Menuliskan nama dan fungsi bagian-bagian wajah
Membedakan nama dan fungsi bagian wajah
XIV. Tujuan Pembelajaran
Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar
Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik
dan benar
Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar
XV. Materi Pokok dan Uraian Materi
Fungsi-fungsi bagian wajah
Contoh:
1. Nose To Smell
2. Eyes To See
3. Ears To Hear
4. Tongue To Taste
5. Mouth To Speak
Vocabulary
Smell : Mencium
See : Melihat
Hear : Mendengar
Taste : Merasa
Speak : Berbicara
No Kegiatan Waktu
1. Pendahuluan 5
Guru memberi salam dan menanyakan kabar siswa
Menginformasikan siswa tentang materi hari ini
Memotivasi siswa dengan cara menyanyikan lagu tentang
parts of face
2. Kegiatan Inti 35
Guru memberikan materi tentang fungsi bagian wajah
Guru menuliskan nama dan fungsi bagian wajah di papan
tulis
Guru memberikan contoh kalimat kemudian guru
menterjemahkan kalimat tersebut dan murid
mendengarkannya.
Guru menyuruh siswa untuk menulis apa yang ada di papan
tulis
Guru memberikan latihan
3. Penutup 5
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
Guru menyimpulkan apa yang telah dipelajari
XVIII. Metode
Translation Method
Pedoman Penilaian
Setiap nomor di beri skor 2
Skor maksimal : 2 x 5 = 10
Nilai maksimal 10
Nilai siswa : skor perolehan x 10
Skor maksimal
Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
XXI. Indikator
Memahami nama dan fungsi bagian wajah
Menjawab pertanyaan sesuai dengan isi dialog
Mengidentifikasi berbagai informasi dalam teks sederhana
No Kegiatan Waktu
1. Pendahuluan 5
Guru memberi salam dan menanyakan kabar siswa
Menginformasikan siswa tentang materi hari ini
Menstimulasi siswa dengan cara menanyakan beberapa
pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face
Memotivasi siswa dengan cara menyanyikan lagu parts of
face
2. Kegiatan Inti 35
Guru memberikan teks sederhana tentang nama dan fungsi
bagian-bagian wajah
Guru membacakan teks tersebut dan murid mengikutinya
Guru menunjuk siswa secara acak untuk membaca teks
tersebut
Guru membetulkan bahasa Inggris siswa jika ada yang salah
Guru menyuruh siswa mencari kosa kata yang sulit
Guru mengartikan kosa-kata yang murid tidak mengerti
Guru menterjemahkan/mengartikan teks tesebut dan murid
mendengarkannya
Guru memberikan latihan
3. Penutup 5
Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
Guru menyimpulkan apa yang telah dipelajari
XXVI. Metode
Translation Method
Pedoman Penilaian
Setiap nomor di beri skor 2
Skor maksimal : 2 x 10 = 20
Nilai maksimal 10
Nilai siswa : skor perolehan x 10
Skor maksimal
Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah 0
dan tidak di isi