THE EFFECT OF PICTURES AS A MEDIA ON STTUDENTS’

VOCABULARY ACHIEVEMENT
(A Quasi-experimental Study at the Eighth Grade of MTs Imadun Najah Jakarta
Utara)

A Skripsi

Presented to the Faculty of Educational Sciences

in Partial Fulfillmentof the Requirements for the Degree of S.Pd. (S-1)
in the Department of English Education

By:
Kiki Rizki Amalia
1112014000013

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAHSTATE ISLAMIC UNIVERSITY
JAKARTA
2019
THE EFFECT OF PICTURES AS A MEDIA ON STTUDENTS'
VOCABULARY ACHIEVEMENT
(A Quasi-experimental Study at the Eighth Grade ofMTs Imadun Najah Jakarta
Utara)

A "Skripsi"
Presented to the Faculty of Educational Sciences
in a Partial fulfillment ofthe Requirements for the Degree of'S.Pd' (S-I)
in theDepartment of English Education
By:
Kiki Rizki Amalia
1112014000013

Approved by:

Adviso

Dr. Alek, M. Pd. Zaharil Anasy. M.Hum.

NIP. 19690912200901 1 008 NIP. 197610072007101 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019

11
 ENDORSEMENT SHEET
The Examination Committee of the Faculty of Educational Sciences certifies that
the "skripsi" (Scientific Paper) entitled aTHE EFFECT OF PICTURES AS

A MEDIA ON STTUDENTS' VOCABULARY ACHIEVEMENT"

(A Quasi-experimental Study at the Eighth Grade ofMTs Imadun Najah Jakarta
Utara), written by Kiki Rizki Amalia, student's registration number
1112014000013 was examined by the Committee on April 30th, 2019. The
"skripsi" has been accepted and declared to have fulfilled one of the requirements
for the degree of 'S.Pd.' (Strata-I) in the Department of English Education.

Jakarta, April 30th 2019

EXAMINATION COMMITTEE

CHAIRMAN : Dr. Alek, M.Pd.

NIP. 19690912200901 1 008

SECRETARY : Zaharil Anasy, M.Hnm.

NIP. 19761007200710 1 002

EXAMINER I : Dr. Ratna Sari Dewi

NIP. 19720501 1999032013

EXAMINER II : Drs. Nasifudin JaliJ, M.Ag.

NIP. 19560560199003 1002
,
'. ;

Acknowledged By
Dean of Faculty 'ofEducationat Sciences

4J)
Dr. Sururin, M.Ag.
NIP. 197103191998032001

In
 KEDIENTERIAN AGAMA No.Dokumcn : FITK― FttAKD¨ 089
UⅢ町JAKARTA Tgl.Terbれ : l Maret 2010
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FORDI(FD No. Revisi: : 01
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Hal
SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama Kiki Ri2ki Amalia
Tempat/Tgl.Lahir JakaJぬ ら191M[aret 1994

NIM 1112014000013
Jurusan / Prodi Pendidikan Bahasa lnggris
JudulSkripsi THE EFFECT OF PICTURES AS A ヽ側DIA ON
STTIIDENTS'VOCABULARY ACⅢ EVENIENT
(A Quasi― experimental Study at the Eighth Grade Students of

MTs lmadun Nttah Jakarta utara in 2018/2019 Academic

Yearl

DosenPembimbing Dr.alek,ⅣIoPd.

Zaharil Anasy,M.Hum.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
摯汐

Jakarta,30 Apri1 2019

SISヽ Va

Rizki Amalia
NINII。 1112014000013

lV
 ACKNOWLEDGMENT

In the name of Allah, the Beneficent and the Merciful

All preise is due to Allah, lord of the world, who has given strength and blessing
for the writer to finish her last assignment in her study, „skripsi‟, entitled “The Effect of
Pictures as a Media on Students‟ Vocabulary Acievement‟. Peace be upon to the
prophet Muhammad S.A.W, his family, his companion in his adherence.

In this glad opportunity, the writer would like to convey her deepest gratitude
and thankfulness for her beloved family, her parents, H. Mesrowi and Hj. Siti Umayah
for every single life and sweet love, every moral and financial support and every single
prayer for the writer so the writer can reach this phase.

The writer also would like to gives her deepest thank to her advisor Dr. Alek M.
Pd and Zaharil Anasy M. Hum who has given guidance, help, comment and motivation
during her research.

The writer also realize that she will never finish this paper without help, support
and suggestion of people arround her. Therefore, the writer would like to give her
deepest gratitude to:

1. Prof. Dr. Sururin, M.Ag. The Dean of the Faculty of Tarbiya and Teachers‟
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd, the chairman of Department of English Education.
3. Zaharil Anasy, M. Hum., the Secretary of Departement of English Education.
4. My beloved academic advisor, Mrs. Neneng Sunengsih, M. Pd who always be
patience and guiding her from the star until the last.
5. All of her lecturers from Department of English Education at Tarbiya and Teachers‟
Training Syarif Hidayatullah State Islamic University Jakarta for their knowledge,
motivation, patience during her study.
6. Her beloved parents who always support her to finish the study.
7. Her beloved friends in DEE 2012, Arrum Astria Mahmudah, who always be there
for her and support her to finish this paper.

v
8. All of her friends in DEE 2012, especially Ahmad Darussalam, Ahmad Gozali
Sahlan, Andi Nur Hidayat, and Maulana Yusuf Irwansyah who always cheer her up
and give some help.

May Allah Subhanahu Wa Ta‟alaa bless them and their family. Finally the
writer realize that this reasearch is still far from perfect. Therefore, if there are any
suggestion to make this “skripsi” better the writer will accept openly.

Jakarta, April 2019

Writer

vi
 ABSTRACT
KIKI RIZKI AMALIA (1112014000013), The Effect of Pictures as a Media on
Students’ Vocabulary Achievement (A Quasi-experimental Study at the Eighth
Grade of MTs. Imadun Najah Jakarta Utara 2018/2019 Academic Year),
“Skripsi”, Department of English Education, Faculty of Educational Sciences,
State Islamic University Syarif Hidayatullah Jakarta, 2019.
Advisors:
1. Dr. Alek, M.Pd.
2. Zaharil Anasy, M.Hum.
Keywords : Pictures series, Vocabulary Achievement
The purpose of this study is to know the effectiveness of using pictures on
students’ vocabulary achievement. The method used in this research was a
quantitative method that is dealing with quasi-experimental design. Population of
the study was the eighth grade of MTs. Imadun Najah that consists of 30 students.
The writer used convenience sampling because there are only two classes at
eighth grade, VIII.A as the experiment class and VIII.B as the control class. The
experiment class was taught by using pictures while the control class was taught
by translation method or without implementing pictures. Moreover, this study was
conducted through the following process; pretest, treatments, and posttest. The
data analyzed was gained through vocabulary tests. The data of the tests was then
calculated by using t-test in SPSS 24 with significance 5% (0.05). The t-test was
done by calculating the gained scores between pretest and posttest in both classes
showing that the to in gained scores (2.7383) is higher than the ttable (1,67155) with
df=58 in the significance level of 5% (0.05). Thus the to result > ttable which means
that the H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is
accepted. The effect size calculation was 0.74 where the range of effect criteria
includes to the moderate effect. Thus, it can be concluded that hyponym game has
moderate effect on students’ vocabulary achievement at the seventh grade of MTs.
Imadun Najah Jakarta Utara.

vii
 ABSTRAK
The Effect of Pictures as a Media on Students’ Vocabulary Achievement (A
Quasi-experimental Study at the Eighth Grade of MTs. Imadun Najah Jakarta
Utara 2018/2019 Academic Year), “Skripsi”, Department of English Education,
Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah
Jakarta, 2019.
Kata Kunci : Gambar Berseri, Penguasaan Kosakata
Tujuan penelitian ini adalah untuk mengetahuipenggunaan gambar terhadap
penguasaan kosa kata siswa. Metode yang digunakan pada penelitian in adalah
kuantitatif yang berhubungan dengan desain penelitian kuasi-experimental.
Populasi pada penelitian ini adalah siswa kelas 8 MTs. Imadun Najah yang
berjumlah 30 orang. Penulis menggunakan convenience sampling karena kelas 8
hanya terdapat dua kelas yaitu VIII.1 sebagai kelas eksperimen dan VIII.2 sebagai
kelas kontrol.Kelas eksperimen diajarkan dengan menerapkan aktivitas permainan
gambar sedangkan kelas kontrol diajarkan dengan menggunakan metode translate
biasa atau tanpa penerapan permainan gambar. Selain itu, penelitian ini dilakukan
melalui langkah-langkah sebagai berikut; tes awal, treatment, dan tes akhir.Data
yang dianalisis dalam penelitian ini diperoleh melalui tes kosa kata. Data yang
diperoleh melalui tes kemudian dihitung dengan menggunakan t-test di SPSS 24
dengan level signifikansi 5% (0.05). penghitungan t-test dilakukan dengan
menghitung skor perolehan antara tes akhir dan tes awal pada kedua kelas
menunjukkan to pada skor perolehan (2,7383) lebih tinggi dari ttable (1,67155)
dengan dk=58 pada level signifikansi 5% (0.05).dengan demikian, hasil to> ttable
yang berarti bahwa H0ditolak dan Ha diterima. Perhitungan pengaruh dengan
menggunakan teori Cohen d adalah 0.74 poin, dimana rentang pengaruh kriteria
termasuk pada pengaruh moderat. Oleh karena itu, dapat disimpulkan bahwa
permainan gambar memberikan efek moderat pada penguasaan kosakata siswa
kelas delapan siswa MTs. Imadun Najah Jakarta Utara.

viii
 TABLE OF CONTENTS

APPROVAL SHEET ............................................................................................ ii

ENDORSEMENT SHEET .................................................................................. iii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iv
ACKNOWLEDGEMENT .....................................................................................v
ABSTRACT ......................................................................................................... vii
ABSTRAK .......................................................................................................... viii
TABLE OF CONTENTS..................................................................................... ix
LIST OF TABLES .............................................................................................. xii
LIST OF FIGURES ........................................................................................... xiii
LIST OF APPENDICES ................................................................................... xiv

CHAPTER I. INTRODUCTION .....................................................................1

A. Background of the Study.........................................................1
B. Identification of the Problem ..................................................2
C. Limitation of the Problem .......................................................3
D. Formulation of the Problem ....................................................3
E. Objective of the Study.............................................................3
F. Significance of the Study ........................................................3

CHAPTER II. THEORETICAL FRAMEWORK ...........................................5

A. Vocabulary ..............................................................................5
1. The Understanding of Vocabulary .....................................5
2. Vocabulary Achievement ...................................................6
3. The Kinds of Vocabulary ...................................................7
4. Techniques in Presenting Vocabulary ................................9
B. Picture ....................................................................................9
1. The Understanding of Picture ............................................9
2. The Type of Picture ..........................................................10
3. Criteria of Good Picture ...................................................10
4. Why Using Picture? .........................................................12

ix
 5. The Advantage of Using Picture ......................................13
6. Teachig Vocabulary Using Picture...................................13
C. previous Study.......................................................................14
D. Thinking Framework.............................................................15
E. Research Hypothesis .............................................................16

CHAPTER III. RESEARCH METHODOLOGY ...........................................17

A. Place and Time of the Study .................................................17
B. Method of Research ..............................................................17
C. Population and Sample of the Research ................................18
D. Instrument .............................................................................18
E. Technique of Data Collecting ...............................................18
1. Pre-Test ……………………………………………… 19
2. Post-Test ……………………………………………… 19
F. Technique of Data Analysis ..................................................19
1. Normality Test..................................................................19
2. Homogeneity Test ............................................................19
3. Test ...................................................................................20
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ........................24
A. Research Finding...................................................................24
1. Data Description ...............................................................24
a. Experiment Class .........................................................24
b. Control Class ...............................................................26
2. The Analysis of the Data ..................................................28
a. Normality Test .............................................................28
b. Homogeneity Test........................................................31
c. T-Test ……………………………………………… 32
d. Hypothesis Test ...........................................................37
B. Discussion .............................................................................38

CHAPTER V. CONCLUSION AND SUGGESTION ...................................41

A. Conclusion ............................................................................41

x
 B. Suggestion .............................................................................42

REFERENCES .....................................................................................................43
APPENDICES ......................................................................................................61

xi
 LIST OF TABLES

Table 4.1 Pre-test and Post-test Score of Experiment Class ..........................24

Table 4.2 Pre-test and Post-test Score of Control Class .................................26
Table 4.3 Normality Test of Pre-test Using Liliefors ....................................28
Table 4.4 Normality Test of Post-test Using Lilliefors .................................29
Table 4.5 Homogeneity Test of Pre-test ........................................................31
Table 4.6 Homogeneity Test of Post-test ......................................................32
Table 4.7 Comparison Scores Between Experimental and Control Group ....32

xii
 LIST OF FIGURES

Figure 4.1 Diagram of Frequency Distribution of Pre-Test Score

in Experiment Class .......................................................................29
Figure 4.2 Diagram of Frequency Distribution of Post-Test Score
in Experiment Class .......................................................................30
Figure 4.3 Diagram of Frequency Distribution of Pre-Test Score
in Control Class ..............................................................................30
Figure 4.4 Diagram of Frequency Distribution of Post-Test Score
in Control Class ..............................................................................31
Figure 4.5 The Difference between Students’ Score in Experiment
and Control Class ...........................................................................31

xiii
 LIST OF APPENDICES

Appendix 1 Tabel Titik Persentase Distribusi t .................................................85

Appendix 2 The Result of Validity Test using ANATES..................................86
Appendix 3 Steps to Perform Normality and Homogeneity Test ....................100
Appendix 4 Instrument Soal Pre-test ...............................................................103
Appendix 5 Instrument Soal Post-test .............................................................116
Appendix 6 RPP Kelas Experimen ..................................................................128
Appendix 7 RPP Kelas Kontrol .......................................................................144
Appendix 8 Surat Bimbingan Skripsi ..............................................................160
Appendix 9 Surat Permohonan Izin Penelitian ................................................162

xiv
 CHAPTER I
INTRODUCTION

In this chapter present and discuss 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.

A. The Background of the Study

There are four language skills that have to be mastered by the student. The
four language skills are listening, speaking, reading, and writing which prominent
in teaching and learning English. Besides, the four language skills, there are four
language components that also need to be thought to and reccognized by the
students. They are structure, vocabulary, spelling, and pronunciation. Both aspects
are very important that need to be mastered by the student to accomplish the basic
is language communication and the students have to master all those skills which
cannot be separated from learning English. The student may be able to use
English in communication better if they master all those language components.
Scott Thornburg said that grammar and vocabulary is really important to be
mastered so that we can communicate easily.1 From this statement, it could be
understood that vocabulary is one of the items that has 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 his/her reading, listening, speaking and writing.
In the teaching learning process are influenced by the ways teachers present
their instructional material. The students need something fun and enjoyable. By
using a suitable method, the lesson materials will be more interesting, effective
and efficient. Using picture is one of the techniques in teaching vocabulary.
Through pictures students easier to understand what the teacher present.

1
Scott Thornbury, How To Teach Vocabulary, (Harlow: Pearson Educational Limited,
2002), p. 13.

1
 2

English teacher are expected to help the students better to develop their
competence to use foreign language, therefore teacher should have suitable media
to present the lesson for the students. This study chooses pictures as a media
because media can make the students more interesting and easy to get the
message.
Hornsby stated that student can be more interesting in learning by using
picture as a media; teacher can use any pictures media such as flash card, painting,
sketch or any other work art.2
It shows that pictures have an important role in learning process. They can
interest the student‟s motivation to learning English. The teacher must always
motivate the student to study hard and has to create a good classroom atmosphere.
Dr. Michael D. Williams stated that teaching with good visual or method can be
more interesting for the children to learning English 3. The interest is very
important in the English teaching and learning process because it is one of the
main factors to give the message. If the students are not interested in studying,
they will be very difficult to understand the lesson.
Based on the statements above, the writer is interested in investigating the
teaching of vocabulary in MTs. Imadun Najah that is why the writer chooses “The
Effect of Pictures as a Media on Students‟ Vocabulary Achievement: A Quasi
Experimental Study at the Eight Grade of MTs. Imadun Najah”

B. The Identification of the Problem

Based on the background of study above, there are many problems that can
be identified in this research such as:
1. Studnts have different learning style.
2. Writing vocabulary list on the black board does not attract student attention.
3. Students are affraid to utter their opinion in English.

2 th
A S Hornby, Oxford Advanced Learner’s Dictionary, 5 Edition, (New York: Oxford
University Press, 1955), p. 662.
3
Michael D. Williams, Integrating Technology Into Teaching and Learning, (Singapore:
prentice Hall, 2000), p.38.
 3

4. Teaching vocabulary by using words lits does not help student to memorize
those words easily
5. Students are not active in the class
6. Students need to enrich their vocabulary.

C. The Limitation of the Problem

To avoid misunderstanding and to clarify the problem, it is necessary to
make limitation of the problem, because too many kinds of visual media in
teaching English like parts of face, real objects, charts, picture, painting, and etc.
In this paper, the writer only focuses on teaching vocabulary using pictures
dealing with “flash cards.”

D. The Formulation of the Problem

The formulation of this problem: “Was there any effect of using flash card
in teaching English vocabulary for student at the eighthth grade of MTs. Imadun
Najah?”

E. The Objective of the Study

The objective of the study is to know the effectiveness of using flash card in
teaching English vocabulary for student at the eighthth grade of MTs. Imadun
Najah.

F. The significance of the Study

The activities related to this research are expected to have positive impact to
the teachers, students, and other researcher.
1. Teacher.
For the teachers, this research expects them to conduct the class wisely. Also
it can improve their teaching strategy and enrich their knowledge. This study may
help the English teacher in choosing alternative way to teaching vocabulary using
pictures media and give the information for English teacher at MTs. Imadun
Najah about the effect of pictures as a media in English teaching and learning
 4

process. Because using picture is expected to support and interest the student‟s
motivation in learning English and make them easier to memorize English
vocabulary.
2. Student.
For the students, this research expects to enhance their knowledge and
vocabulary ability related to the materials they learned. Hopefully, butt using flash
card as a media, the students are able to memorize the vocabulary, write the
vocabulary, spell the words correctly and know the meaning of the words, and
enjoy their teaching and learning activity.
3. Other Researcher.
This research hopely can be useful to help further researcher who wanton
conduct study with the similar topic to give more knowledge about this research
and benefit reference.
Also, the writer hopes that the research can be very useful information for
education in order to enrich understanding for the further researcher.
 CHAPTER II
THEORETICAL FRAMEWORK

This research will include a review of related literature. It is focused as a

significant and necessary part of the research process. In this chapter the writer
presents discussion on vocabulary, general concept of picture, and theories that
related to this research.

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 sentence or ideas. Therefore it is
highly essential for English teacher to help their students in mastering vocabulary.
Experienced teachers of English as a foreign language know very well the
importance of vocabulary. They know that the students need to learn thousands of
words that the speaker uses. Fortunately, the need for vocabulary is one point on
which teachers and students agree. Without 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.
There are various meaning about vocabulary, Hiebert and Kamil stated that
vocabulary is the knowledge of meaning of words.4 It means that we have to rich
our vocubalry to find out the information of the words.
Bauer stated that vocabulary is about words with origin, alteration, and
relationship to other words so that people used in language on the world.5 In other

4
Elfrida H. Hiebert andMichael L Kamil, Teaching and Learning Vocabulary, (New Jersey:
Lawrence Erlbaum Associates Publishers, 2005), p.3.
5
Laurie Bauer, Vocabulary, (United States of America: Routledge, 1998), p.Viii.

5
 6

words that vocabulary is used for communication or tells something to other

people.
Takaj also stated that vocabulary could defined as a „dictionary‟ or a set of
words.6 That means vocabulary is a collection of words that can help students be
able to speak or write something.
According to Jack C Richards and Willy A Renandya stated that vocabulary
is really important for us, it shows how well we learning English for reading,
writing, speaking and listening skill.7
It means that the first thing that 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 language teaching
objectives. In other word, vocabulary is the important subject in language
learning, if we lack vocabulary, we will face a lot of problems.

2. Vocabulary Achievement
In order to communicate with other people and understanding the language,
vocabulary is needed to be mastered by the student. Vocabulary achievement is
needed to express our ideas and able to understand other people‟s saying.
According to Nation &Newton in Journal of English and Education stated that
vocabulary is knowledge of words and word meanings. Actually, vocabulary is
more complex; vocabulary mastery is not only knowing the words and its
meanings but also knowing about how the words sound and how the words are
used in the context.8 It means that in order to make the word is suitable used in the
appropriate situation and condition, the students do not just understand about
knowing of word and meaning but also they must be able to use their knowledge
of word. Without mastering vocabulary, it will get diffcult speakers to express

6
Visnja Pavicic Takaj, Vocabulary Learning Strategies and Foreign language Acquisition,
(Great Britain: Cromwell Press, 2008), p.4.
7
Jack C Richards and Willy A. Renandya, Methodology In Language Teaching, (New
York:ambridge University Press, 2002), p. 255.
8
Fajar Furqon, Correlation between Students‟ Vocabulary Mastery and Their Reading
Comprehension, Journal of English and Education, 2013, 1(1), p.71.
 7

their ideas and to understand speakers mean by listeners. By mastering

vocabulary, it can help students to understand and use other concepts of
communication that appropriate in the context and also they can be more
confident and easier to communicate and express their ideas.
Furthermore, Ur states that learning the vocabulary of a language is important
because it is mainly the vocabulary which carries meanings. You can usually
convey what you want to say through vocabulary alone, with minimal grammar –
but not the other way around. Newspaper headings often omit most of the
grammar and still convey their message.9 It means that understanding a large
number of vocabularies will be helpful for language learner better than
understanding structures and sound of language because by learning vocabulary
they will be more able to understand the language.

3. The Kinds of Vocabulary

Some experts have classified some kinds of vocabulary. Hanson and Padua
divided vocabulary into two; those are receptive and productive vocabulary.10
1. Receptive vocabulary is words that the learners recognize and understand
when they are used in context, but which they cannot produce. It means that
the learners identify vocabulary when they find it in reading text but do not
use it in speaking and writing.
2. Productive vocabulary is the word which understands, pronounce, and use by
the learners in speaking and writing.11
Moreover, Harmenr divides vocabulary with passive and active vocabulary.
Passive vocabulary means that the student will arrange when the see them, while
active vocabulary is the student have been taught and learnt vocabulary and they
are expected to be able to use it. Moreover, Harmer divides vocabulary with active
vocabulary and passive vocabulary. Active vocabulary means that the students

9
Penny Ur, Vocabulary Activities, (New York: Cambridge University Press, 2012), p. 3.
10
Susan Hanson and Jennifer F. M. Padua,Teaching Vocabulary Explicitly, (Pacific
Resources for Education and Learning, 2011), p.5.
11
Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and How to
be Taught, International Journal of Teaching and Education, 2015, p.25.
 8

have been taught or learnt vocabulary and they are expected to be able to use it,12
The statement above similar to the previous statement that receptive vocabulary as
same as passive vocabulary, that is to recognize in listening and reading. Then,
active vocabulary as same as productive vocabulary, it is focused in speaking and
writing.
13
Meanwhile according to Fries, vocabulary divined into two, function and
content word. The function words are closed class. While content words can be
added to any times to make a new word.

There are many kinds of vocabulary in English, They are:

a. Based on the characteristics of the words
According to Ruth Gairns and Stuart Redman, vocabulary divided into two
kinds: (1) Active Vocabulary: refers to put items which learners can use
approppriately in speaking and writing. Active vocabulary is also called as a
productive vocabulary. (2) Passive Vocabulary: refers to language items that can
be recognized and understood in the context of reading and listening. It is also
called as receptive voabulary.
b. Based on its form and function
John read in his book, Assessing vocabulary, mentioned two kinds of
vocabulary based on it form and function, they are: (1) Function Word, which
only have a full meaning when they are integrated with other word. It includes
articles, preposition, pronoun, conjunction, auxiliaries, etc. (2) Content Word,
these are the words, which have a full meaning and provide links within sentence.
It include noun, full verb, adjectives and adverb.
c. Used for communication
S.H Burton and J. A. Humphries in A.M Zainuri, there are two kinds of
vocsbulsry used by the people for communication, they are: (1) General
Vocabulary, used in general. There is no limited of fields or users, terms general
that the writer means is general in meaning and using. (2) Special Vocabulary,

12
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (Longman,
Pearson, 2001), p.159.
13
A.M Zainuri, Vocabulary I,(Unpublished, 2003), p.2.
 9

used in certain field, job, profession or special science. For example; politicans,
journalist, and lawyers.14

4. The Technique in Presenting Vocabulary

There are many technique to motivate the students to learn English. Some of the
tecniques are:
a. Song.
Song can be a media to teach vocabulary. The teacher may choose some
songs related to the topic being taught. Using a song, the students are motivated to
leran English more enthusiastically.
b. Pictures.
Pictures are one of the media of communicate which can show people and
things. The extent pictures can provide clauses that may help determine their
usefulness in teaching.
c. Games.
Games can be defined as something enjoyable. There are many games that
can be given for students for example: guessing, mentioning, and puzzle.

B. Picture
1. The Understanding of Picture
Picture play an important role as an alternative teaching aid in teaching
English. The teacher gives a picture, and then ask the students about it. Picture is
easy to be found by all people. Through picture the student can practice to
develop their idea.
Teachers have always used picture or graphics, whether drawn taken from
books, newspaper and magazines or photograph, to facilitate learning, picture can
be in the form of flascard, large wall picture, cue cards, photograph or illustration.
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

14
A. M. Zainuri, Vocabulary 1, (Jakarta: English Departement, 2003), p. 1.
 10

the real life, which might be used more effectively to develop and sustain
motivation in producing positive attitude toward English and to reach language
skill.

a. The Type of Picture

The picture used as media in teaching vocabulary can be devided into three group.
They are:
1) Individual Pictures.
Are a singel picture of person, subject, or activities. Individual pictures
usually teach vocabulary in order to introduce the words.
a) Pictures Series.
b) Is a number of elated composite pictures which are linked to form a series
of sequences.Pictures series usually teach writing subject from the beginning until
the end. It is like story presentd in cronological order.
c) Composite pictures.
Is a picture that describe a story or something. These picture are most
approppriate for whole class teaching rather than individualized.
d) Flash card.
1)) Word Flashcard, card with printed words on it can help up rapidly, the
cards can be used to demonstrate exactly what the teacher wishes.
2)) Picture Flashcard, useful for representation of a single concept, such as
an object or an action.

b. The Criteria of Good Picture

The teacher should have the ability to convey the good material to the
students, when she/he teaches in the class, teachers need some media to make
students easier to understanding the material, pictures is one of visual media that
teacher used in teaching and learning process.
In order to have a good result and to know the effectivess of pictures in
terms of vocabulary teaching and learning,the writer also need to know a good
criteria of a good pictures that been used in the research.
 11

According to Andrew Wright, there are some criteria for selecting good
pictures for the students, such as: (a) The aid must be easy to prepare and organize
by the teacher. (b) The aid must be interesting for student. (c) The aid must be
exellent point of view and sufficient amount of language. (d) The aid must fit in
the best principles of education.15
Based on the explanation above, the criteria for good picture should be
clear and big enough to see, and to choose or select a picture is needed to be
approppriated with the knowledge of the students and related to the topics that is
being discussed.
Teaching vocabulary using picture has some purpose that can be
understood by the student easily. Picture introduce to the student is hoped to be
simple, clear, and amambigous, so the student can recognize to identify what
words in English can be introduced through pictures such as abstract nouns. By
using pictures, the students are hoped to be more interested in learning
vocabulary.
Pictures for vocabulary teaching come from many sources. In addition to
those drawn by the students or by the teacher there are attractive sets, which are
intended for school. Picture whichhave been cut out of magazines and newspaper
are also useful, many inexpensive books for children have attractive picture,
which show meaning of basic words.
The teacher present the stimulus and at the first three responses as
examples for the class until the students understand the excercise and sure of the
pattern to be practiced. A minimum of three examples should be given to average
class, but sometimes more than three are required to show the variety of types for
substitution that are possible in the ppattern. When the student understand the
pattern, they should continue the practice with only the stimulus of the picture in
the chart, or the substation items pronounced by the teacher, but do not explain the
pattern. He does not explain the excercises, but demonstrates by giving models.16

15
Andrew Wright, Pictures for Language Learning... , p.3.
16
Robert Lado and Charles fries, English Pattern Practice (English Language Institute
State), p.19.
 12

The teacher shows chart to the students and then teacher give explanation
about the chart by naming them. And student repeated the statements after the
teacher. Associate the statements with picture on the chart.
Examples:
Object : About picture of cat.
Teacher says : “Cat”
Student repeat: “Cat”
Teacher says : “This is my cat”
Student repeat:”This is my cat”
Activities : The teacher shows the picture of “cat” while taking “cat” and
studentsrepeated “cat” in chorus, and then teacher make sentence about
“cat” like “this is my cat” and student repeated the sentences “this is my
cat”, so on.
For this, the teacher is hope to give at least three examples for each
practice, and teacher indicates with words or gestures for the students. If the
teacher want to develop these words, teacher can make questions, and other
sentences according to the level.

c. Why Using Picture?

There so many reason why picture are choosen. There are:17
1. Easy to prepare.
2. Easy to organize.
3. Interesting.
4. Meaningful and authentic.

d. Advantage For Using Picture

1. Picture can make the student interesting in teaching and learning process.
2. Picture contribute to the contex in which the language is being used.

17
Andrew Wright, Pictures for Language Learning... , p.3.
 13

3. The pictures can discribed in an objective way.

4. Pictures can cue responses to question.
5. Pictures can stimulate and provide information to be referred to in a
conversation, discussion and storytelling.18

e. The Teaching of Vocabulary Using picture

a. First the teacher greets the students and asks about their condition.

Example:

Teacher : Good morning students

Students: Good morning teacher

Teacher: How are you today?

Student: We are fine, thank you

b. The class began the teacher asks the student to open their book and read their
textbook entitled “my face”.
c. After they read, the teacher asks the students to find the difficult word from
the passage.
d. The teacher write the vocabulary on the whiteboard and the teacher translate
it and gives the meaning of each word. For example the teacher writes on the
whiteboard “nose” and gives the meaning from “nose” is “hidung”.
e. The teacher makes an example of each word in a sentence and translate it.
f. After that the teacher asks the students to ask what they are not understood
g. As student‟s evaluation, the teacher give them exercises about “my face” to
know the students‟ understanding.
From those models of teaching vocabulary using picture and teaching
vocabulary using translation method which has been describe above, it is

18
Andrew Wright, Pictures for Language Learning... , p.17.
 14

considered that one of two teaching methods is better than another. Therefore, the
writer is interested in holding an experiment using those two teaching methods to
find the differences.

C. Previous Study
To support this research, the writer refers to the previous research. The first is
a quasi-experimental study which was conducted by Litna Wafdan Hidayah in the
seventh grade of MTs Parteket Pamekasan in 2014. The aim of the study was to
find out the effect of using picture in teaching English vocabulary on students‟
vocabulary knowledge. The participants were 80 seventh grade students of MTs
Parteker Pamekasan. Both experimental class and control class consisted of 40
students. The researcher gave the pretest and post-test in the beginning and at the
end of the end of the study in both classes. The average score of the post-test in
experimental class showed higher than controlclass. It meant that the use of
picture is effective in improving students‟ vocabulary.19
The second research which is conducted by Fitri Pugar Rismanti, the student
of Departement of English Education UIN Syarif Hidayatullah Jakarta. The title
of this research is “The Effect of Using Flashcard in Teaching English Vocabulary
for Dyslexic Student”. The research used pre-experimental design. The participant
for this research is 11 students of grade four (only one class) of SD Pantara South
Jakarta.20
The third researcher which is conducted by Novanie Sulastri, the student
of STAIN Palangka Raya. The title of this research is “The Effectiveness of
Picture Chart on Students‟ English Vocabulary”. The study belonged to pre-
experimental study by applying the counter balance procedure to collect data. The

19
Linta Wafdan Hidayah “The Effect of Using Picture Media to Improve Vocabulary
Learning for the Seventh of MTs Parteker Pmekasan” Skripsi of English Departement Facullty of
Teachers Training and Education Islamic University of Madura, Madura, 2014, unpublished.
20
Fitri Pugar Rismanti “The Effect of Using Flashcard in Teaching English Vocabulary
for Dyslexic Student” Skripsi of Syarif Hidayatullah State Islamic University Jakarta, Jakarta,
2014, unpublished.
 15

study was conducted at the class VII-5 at the SMP 1 Palangka Raya. The number
of the sample was 40 students.21
Based on the previous study above, there are some similarities and
differencies. The similarity with this study is the media we use to teach
vocabulary. This technique was also investigated as the independent variable in
some related sudies conducted by Linta Wafdan Hidayah, Fitri Pugar Rismanti,
and Novanie Sulastri.
The different was seen in the different level of participants in the sample,
wherein the researcher conducted the study at the eighth grade of Junior High
School, while Fitri Pugar Rismanti conducted her research for dyslexic student,
and Linta Wafdan Hidayah conducted her research on the seventh grade of Junior
High School, based on the number of the participants researcher of this study took
60 students, while Novanie Sulastri used a sample only 40 students.

D. Thinking Framework.
Vocabulary is one of important elements in learning English Language.
Someone can be fluent in produce both written and orally while he or she is rich
in vocabulary mastery.
There are two problem to master vocabulary, first is there are to many
vocabulary in English Language, and the second is every students have so many
different learning style,. To solving the first problem teacher can use two
principles in selecting vocabulary. Teacher have to choose vocabularies based on
situation. For solving the second problem, teacher can use picture as a media for
teaching vocabulary. Because picture can help visual learner to understand words
in picture. Then, read aloud the words can help the auditory learner to understand
the words.

21
Novanie Sulastri “The Effectiveness of Picture Chart on Students‟ English Vocabulary”
Journal of STAIN Palangka Raya, Palangka Raya, 2011, unpublished.
 16

E. Research Hypothesis

Based on the theories, discussion of the previous studies, furthermore, in this

study, the researcher hypothesizes that using pictures as a media can enhance
students‟ vocabulary achievement at the eight grade of MTs. Imadun Najah
Jakarta Utara.
 CHAPTER III
METHODOLOGY OF RESEARCH

This chapter presents procedures and research steps to solve the research
problems. It is divided into five subsections: design of the study, subject of the
study, action research process, method of collecting data, and method of a data
analysis.

A. Time and Place of Study

This research was conducted in MTs. Imadun Najah. It located at Jl. Malaka
IV Rorotan Cilincing North Jakarta. The time conducting this research was
arround four weeks.
This research was done in five meetings. First meeting was used for pre-test
of English vocabulary. The next three meetings is used for giving treatment to the
student using flach card.

B. Method of Research
In this research, the quantitative research is used with pre-experimental study
design. It is used in order to know the effect of using flash card for teaching
English vocabulary.
The variables can be measured on instrument so the numbered data can be
analyzed using statistical procedure.22
The design used a quasi experiment design specifically. It is because the
interactions of selection with other factors are possiblities.23 It is one of approach
of research that uses two group, experimental class and control class. Arikunto
said that, generally, the researcher in experimental research use two groups,
experimental group as a group that gets the treatment and the control group that
did not get treatment.24

22
John W. Creswell, Educational research, (US: Pearson Education, Inc., 2012), p. 13.
23
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 310.
24
Suharismi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
Rineka Cipta, 2006),p. 311.

17
 18

C. Population and Sample for the Research

Population is very important element in conducting a research. Arikunto said
in his book that, a population is the entire subject in a research. The population in
this study was the first semester of the eight grade student of MTs Imadun Najah
which consists of two classes.
the writer used purposive sampling which based on his knowledge of the
population to determine whether or not a particular sample will be
representative.25 The writer discussed with the English teacher in that school to
choose the two appropriate classes that would be the sample in this study.
In conducting research, it is difficult to use all of the population, so the writer
selected some samples. Kerlinger said that “Sample is a part of population which
is supposed to represent the characteristic of the population”. Therefore, the writer
took one class among seven classes of all eight grade classes. The class chosen
was VIII A which consists of 30 students and VIII B which consist of 30 student.

D. Instrument
The instrument of this research was multiple choice which consist of 30
multiple choices questions about vocabulary taken from some books of English
for eight grade and other book that containing about vocabulary. The 30 items of
the test is tested to the students from the eight grade in other school.

E. Technique in Data Collecting.

In this study, tests, and field notes were used as the instruments for collecting
the data. The aims of using these techniques are to know the students‟ progress
before and after conducting the treatment; to know the students‟ responses during
the activities and to see the students‟ abilities in vocabulary.

25
Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education,
sixth edition, (New York: Routledge, 2007), pp. 114 – 115.
 19

a. Pre-Test.
Pre-test was done before the treatment is done to see the students‟ ability in
English especially in vocabulary. In this session, the student are asked to write 10
vocabularies and its meaning mention by the research. The vocabulary are from
the book. The score per item is 2, student will get 100 if all the answer is right.

b. Post-Test.
Post-test was done after the treatment is done, it is to see the effect of
using flash card in teaching English vocabulary for the student. In this session,
student are asked to write 10 vocabularies and its meaning mentioned by the
researcher. The vocabulary are from the book. The score per item is 2, student will
get 100 if all the answer is right.

F. Technique in Data Analysis.

The data were collected from the researcher are analyzed to have result. The
data come from pre-tes and post-test session done by the researcher. Here the
explanation:
a. Normality Test.
The normality of data was checked through SPSS 20. The normality test is
needed to find out whether or not the data from the population had been
distributed. The test were used Kolmogorov-Sminorv. It can be said that the data
distribution is normal if the significance level is more than 0.05 which means that
Ho is accepted and H1 is rejected.
a. Homogenity Test.
After testing normality of the data, the writer test the homogenity of the data.
It was done whether to know the data of the population research homogenity or
not. Homogenity is also check by using SPSS 20. The test used were
Levene‟sTest. If the index significance is more than 0.05, then the data
distribution is homogenous which means that Ho is accepted and H1 is rejected.
 20

b. Test.
The pre-test and post-test formulation use T-test formula that is adapted from
Budi Susetyo26. The T-test is used to compare both the pre-test and post-test done
by the samples of research.
The formulation of T-test as follows:

Notes:

SE = Standard Error

There are several stages taken to get the calculation of t-test, it can be seen
as follow:

1) Determining Mean of Variable X, with formula:

∑

2) Determining Mean of Variable Y, with formula:

∑

3) Determining Stadard of Deviation ScoreVariable X, with formula:

∑
√

4) Determining Stadard of Deviation Score Variable Y, with formula:

∑
√

26
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung, PT Revika
Adiatma: August 2010), p. 208-209.
 21

5) Determining Standard Error Mean of Variable X, with formula:

√
6) Determining Standard Error Mean of Variable X, with formula:

√
7) Determining Standard Error of different Mean of Variable X and Mean of
Variable Y, with formula:

8) Determining with formula:

9) Determining Degrees of Freedom (df) of 5% and 1% with formula:

After all calculation of the test are finished, it is important to find out the effect
size of this study, because the result of the effect size will give information to the
researcherabout how big variable effect another variable is. To identify the effect
size of this study, the theory of Cohen can be used as follow:27

: pooled standard deviation

: standard deviation of experiment group

: standard deviation of control group

27
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 310
 22

the effect size

mean of experiment group

mean of control group

pooled standard deviation

After finding the Cohen‟s formulation result, the researcher can interpret
based on the criteria: 0.2 ≥ small effect sice; 0.5 ≥ modest effect size; 1.00 ≥
moderate effect size; 1.00 < strong effect size.28

b. The Statistical Hyphotesis

The hypotheses of the research as below:
:{
:{

Notes :
: Null Hyphothesis
: Alternative hyphotesis
: Students‟ vocabulary achievement, who were taught through pictures
: Students‟ vocabulary achievement, who were taught without pictures

The researcher assumption of those hyphoteses are as follow:

1) If > the Null Hyphotesis ( ) was rejected and alternative hyphotesis

( ) was accepted. It means there was a significant difference of students‟
vocabulary ability between students who were taught through pictures and
students who are taught through other technique.
2) If < the Null Hyphotesis ( ) was accepted and alternative hyphotesis
( ) was rejected. It means there was no a significant difference of students‟

28
Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications Ltd, 2004), p. 136.
 23

vocabulary ability between students who were taught through pictures and
students who are taught through other technique.
After the calculation on effect size was done, the result could be interpreted
with following criteria:
0 – 0.20 = weak effect
0.21 – 0.50 = modest effect
0.51 – 1.00 = moderate effect
>1.00 = strong effect
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Data Description

After presenting the material of both controlled and experiment class, it can
be concluded that students‟ vocabulary ability of animal by using a test. The data
were collected from the eight grade students of MTs. Imadun Najah for pre-test
and post-test. The experimental class was 30 students and the controlled class was
30 students. Then, the researcher will show the general description score and it is
devided into some section: the experiment class scores and the controlled class
score.

a. The Experimental Class

The data were collected from the eight grade of B students of MTs.
Imadun Najah for pre-test and post-test consistof 30 students. In the following
table is the score of pre-test and post-test in the experimental class.

Table 4.1
The Students’ Scores of Pre-test and Post-test in Experimental Class
Eksperimen
No PRE POS GAIN
1 64 67 3
2 58 61 3
3 55 55 0
4 52 55 3
5 61 58 -3
6 61 64 3
7 58 61 3
8 67 70 3
9 64 67 3

24
 25

10 46 55 9
11 40 67 27
12 58 64 6
13 70 73 3
14 67 73 6
15 46 55 9
16 70 82 12
17 58 67 9
18 55 64 9
19 52 61 9
20 49 58 9
21 46 52 6
22 40 55 15
23 43 58 15
24 61 67 6
25 64 70 6
26 67 73 6
27 58 64 6
28 55 64 9
29 52 67 15
30 52 64 12
Total 1689 1911 222
Mean 56,3 63,7 7,4
Max 70 82 27
Min 40 52 -3

Based on the table 4.1, it could be seen the lowest and the highest score of
the experimental class consist of 30 students. The lowest score of the pre-test was
40 and the highest score was 70 with the average 56,3. After the writer gave the
treatment by giving the pictures series, the writer gave the students post-test. The
 26

lowest score of the post-test was 52 and the highest score was 82 with the average
63,7. Then it can be seen that the gained score of the experimental class was 7,4.

b. The Controlled Class

The data were colected from the eight grade of A students of MTs. Imadun
Najah for pre-test and post-test consist of 26 students. in the following table is the
Score of pre-test and post-test in controlled class.

Table 4.2

The Students’ Score of Pre-test and Post-test in Controlled Class

Control
No PRE POS GAIN
1 55 64 9
2 67 70 3
3 67 67 0
4 70 70 0
5 70 76 6
6 64 67 3
7 61 67 6
8 67 73 6
9 61 67 6
10 64 70 6
11 58 64 6
12 67 76 9
13 61 64 3
14 58 61 3
15 61 64 3
16 64 67 3
17 70 70 0
 27

18 79 79 0
19 76 76 0
20 67 70 3
21 70 82 12
22 70 82 12
23 67 73 6
24 67 70 3
25 64 67 3
26 64 67 3
27 61 64 3
28 67 67 0
29 67 70 3
30 67 70 3
Total 1971 2094 123
Mean 65,7 69,8 4,1
Max 79 82 12
Min 55 61 0

Based on the table 4.2 above, it can be seen the lowest and the highest
score of the controlled class consist of 30 students. The lowest score of the pre-
test was 55 and the highest score was 79 with the average 65,7. While, the lowest
score of the post-test was 61 and the highest score was 82 with the average 69,8.
Then it can be known that the gained score of the control class was 4,1.

Based on the data in the table 4.1 and 4.2, it can be seen that the avarage
pre-test score of experimental class is 56,3 and controlled class is 65,7. It means
that the pre-test scores of the experiment class is lower than controlled class. And
for the avarage post-test score of experimental is 63,7 and controlled class is 69,8
It means that the post-test score of experiment class is lower than controlled
class.The total gained score of the experiment group is7,4 and the control group
 28

is 4,1. It indicates that there is any significant difference between the two groups.
Next, it can be calculated the normality test, homogenity test, and t-test.

2. The Data Analysis.

This part is to answer the research questions whether effective on
Students‟ vocabulary achievement by using pictures as a media at eight grade of
MTs. Imadun Najah.
Normality test used to know whether the data from both sample group
which is examined comes from the population of normal distribution or not.
homogeneity test is used to know the similarity of the two conditions or
population. T-test was used to answer the research question and conducted in both
the experimental class and controlled class.
a. Normality Test.
Table 4.3
The Result of Normality of Pre-test Using Lilliefors

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic Df Sig. Statistic Df Sig.
Pretest Experime ,112 30 ,154 ,961 30 ,328
nt
Control ,168 30 ,031 ,945 30 ,122
a. Lilliefors Significance Correction

Based on the table of normality pre-test above, it can be seen that the L0 in
significance column was 0,154 in experiment class and 0,031 in control class.
Meanwhile, the Ltablewas 0,031 It can be concluded that L0<Ltable and it means that
the data was normal.
 29

Table 4.4
The Result of Normality of Post-test Using Lilliefors

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic Df Sig. Statistic Df Sig.
Posttest Experime ,117 30 ,151 ,954 30 ,217
nt
Control ,218 30 ,198 ,913 30 ,346
a. Lilliefors Significance Correction

Based onthe table 4.4of normality psot-test above, it can be seen that the
L0in significance column was 0,151 in experiment class and 0,198 in controlled
class. Meanwhile, the Ltable was 0,031 It can be concluded that L0<Ltable and it
means that the data was normal.

Figure 4.1
The Frequency Distribution of Pre-test Score of Experiment Class
 30

Figure 4.2
The Frequency Distribution of Pre-test Score of Controlled Class

Figure 4.3
The Frequency Distribution of Post-test Score of Experiment Class
 31

Figure 4.4
The Frequency Distribution of Post-test Score of Controlled Class

b. Homogenity Test.
Table 4.5
The Result of Homogeneity from the Pretest
Test of Homogeneity of Variances
Pretest
Levene
Statistic df1 df2 Sig.
8,927 1 58 ,004

The writer used Levene statistics to analyze the Homogeneity of pre-test

with significant level 0.05. The result showed that the significance of pre-test
score was 0,004 It was higher than 0.05. Therefore,the data of pre-test was
Homogeneous.
 32

Table 4.6
The Result of Homogeneity from the Posttest

Test of Homogeneity of Variances

Posttest

Levene
Statistic df1 df2 Sig.
1,843 1 58 ,180

The writer used Levene statistics to analyze the Homogeneity of post-test

with significant level 0.05. The result showed that the significance of post-test
score was 0,180 It was higher than 0.05. Therefore, the data of post-test was
Homogeneous.
c. T-Test.
The formula of t-test was expressed as follows:

Here is the table of calculation between experiment and controlled class:

Table 4.7

The Comparison Scores between Experimental and Control Group

No X Y X y x2 y2
1 3 9 -4,4 4,9 19,36 24,01
2 3 3 -4,4 -1,1 19,36 1,21
3 0 0 -7,4 -4,1 54,76 16,81
4 3 0 -4,4 -4,1 19,36 16,81
5 -3 6 -10,4 1,9 108,16 3,61
6 3 3 -4,4 -1,1 19,36 1,21
7 3 6 -4,4 1,9 19,36 3,61
 33

8 3 6 -4,4 1,9 19,36 3,61

9 3 6 -4,4 1,9 19,36 3,61
10 9 6 1,6 1,9 2,56 3,61
11 27 6 19,6 1,9 384,16 3,61
12 6 9 -1,4 4,9 1,96 24,01
13 3 3 -4,4 -1,1 19,36 1,21
14 6 3 -1,4 -1,1 1,96 1,21
15 9 3 1,6 -1,1 2,56 1,21
16 12 3 4,6 -1,1 21,16 1,21
17 9 0 1,6 -4,1 2,56 16,81
18 9 0 1,6 -4,1 2,56 16,81
19 9 0 1,6 -4,1 2,56 16,81
20 9 3 1,6 -1,1 2,56 1,21
21 6 12 -1,4 7,9 1,96 62,41
22 15 12 7,6 7,9 57,76 62,41
23 15 6 7,6 1,9 57,76 3,61
24 6 3 -1,4 -1,1 1,96 1,21
25 6 3 -1,4 -1,1 1,96 1,21
26 6 3 -1,4 -1,1 1,96 1,21
27 6 3 -1,4 -1,1 1,96 1,21
28 9 0 1,6 -4,1 2,56 16,81
29 15 3 7,6 -1,1 57,76 1,21
30 12 3 4,6 -1,1 21,16 1,21
Total 222 123 949,2 314,7
Mean 7,4 4,1

From the table 4.8, the data were calculated based on the step of the test.
The formulation as followed:

1) Determining mean of variable X, with the formula:

7,4
 34

2) Determining mean of variable Y, with the formula:

4,1

3) Determining of standard of deviation X, with the formula:

∑
√

4) Determining Standard of Deviation Score Variable Y, with formula:

∑
√

5) Determining Standard Error Mean of Variable X, with formula:

√
 35

6) Determining Standard Error Mean of Variable Y, with formula:

0,6014

7) Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

= √ 1,0909 + 0,3616

=√

= 1,2051

8) Determining with formula:

 36

2,7383

Based on calculation above, it is sH_0wed that the result of t-test from the
experiment class and controlled class is 2,7383

After the researcher got the result from t-test, he sH_0uld find the degree
of freedom. It is used to find out the value of t-test score in the t-table. To get the
values of t-test from t-table, the researcher used the value of significant of 5%.
Determining Degrees of Freedom (df) of 5% and 1% with formula:

(30+30)-2
= 60-2

Thus, based on the calculation above, the degree of freedom (df) is 58 and
the critical value of the df by using the degree of significance 5% is 1,67155 and
the is 2,7383.

Then, in order to assure whether the effect of the treatment was strong, the
writer determine the effect size uses Cohen‟s formulation:
 37

4,4318

0,74

: pooled standard deviation

: standard deviation of experiment group

: standard deviation of controlled group

the effect size

mean of experiment group

mean of controlledgroup

pooled standard deviation

The writer can interpret based on the criteria: 0.2 ≥ small effect sice; 0.5 ≥
modest effect size; 1.00 ≥ moderate effect size; 1.00 < strong effect size. After
obtaining the results, it can be interpreted that pictures has a moderate effect on
students‟ vocabulary achievement because the result was 0,74 which is between
interval 0.5 –1.00 in another word 1.00 ≥ for moderate effect size.

a. Hyphotesis Testing
This research was to investigate the effectiveness of pictures as a media
on students‟ vocabulary achievement at the Eight Grade of MTs. Imadun Najah.
 38

In order, to get the result of this research, the writer used hyphotesis testing. The
mechanism for testing the hyphotesis can be described as follow:
1) Alternative hyphotesis ( ) : there was significance effect of using
pictures on students‟ vocabulary achievement.
2) Null hyphotesis ( ) : there was no significance effect of using pictures on
students‟ vocabulary achievement.
To prove the hypothesis, the t-test calculation was tested with this condition:
3) If > the Null Hyphotesis ( ) was rejected and alternative
hyphotesis ( ) was accepted. It means there was a significant difference of
students‟ vocabulary achievement between students who were taught through
pictures and students who are taught through other technique.
4) If < the Null Hyphotesis ( ) was accepted and alternative
hyphotesis ( ) was rejected. It means there was no a significant difference of
students‟ vocabulary achievement between students who were taught through
pictures and students who are taught through other technique.
5) Furthermore, based on the manual calculation, the value of was 2,7383
and degree of freedom (df) was 58 The value of in the degree of freedom
1,67155. Therefore, the value of was greater than , or in other words,
> . It means the Null Hyphotesis ( ) was rejected and alternative
hyphotesis ( ) was accepted. Hence, there was a significant difference of
students‟ students‟ vocabulary achievement between students who were taught
through pictures and students who are taught through other technique.

B. Discussion

The aim of this study is to find out whether there was significance effect of
using pictures as a media on students‟ vocabulary achievement, than the students
who did not. In other words, pictures can improve students‟ vocabulary skill.

Based on the study that has been conducted by the writer, it showed that
teaching vocabulary using pictures as a media made the teaching and learning
process become actively and enjoyable and also gave significant effect to the
 39

students toward students‟ vocabulary skill. Based on the data that have been
analyzed above, it showed that mean score of both classes was increased. For
experimental class, the mean increased 7,4 points, from 56,3 become 63,7. While
the controlled class increased 4,1 points, from 65,7 become 69,8. It was shown by
students‟ vocabulary achievement after given the treatment of using pictures were
higher than students‟ vocabulary achievement before they were given the
treatment. The writer believed that using pictures is more effective in improving
students‟ vocabulary achievement.

According to the calculation above, the mean gained score of experiment class
was 7,4. It showed the totality of the result of gained score of the experiment
class. Meanwhile, the mean gained score of controlled class was 4,1 It means thet
the result of controlled class 69,8 was lower than experiment class 63,7.
Therefore, the result of mean gained score of controlled class was higher than
experiment class, it means there was significant difference between the mean
gained score in vocabulary achievement of each class.

After each of mean gained score was found, the researcher calculated it into the
t-test. from the calculation, it showed that the result of t-test was 2,7383 The
score was the value that needed in testing the hyphotesis with . To find the
value of , the writer should find the degree of freedom (df). It was found that
the degree of freedom (df) was 42. In the , based on the degree of
significance of 5%, it was obtained the value of was 58 It means that the
value was lower than than the result of t-test. comparing the result of t-test score
with the value degree of significance, the researcher got 1,67155 >2,7383 it means
t-test was higher than .

According to the analysis data of the result above, there was a significant
difference between the post-test score in the experimental class and controlled
class. The result shows that the controlled class got higher post-test score than the
experiment class which the result report that t-test was higher than (1,67155
>2,7383) It can be seen that teaching vocabulary by using pictures as a media was
 40

more effective than teaching vocabulary without pictures since alternative

hyphotesis (Ha) was accepted and the null hyphotesis was rejected. In other
words, teaching vocabulary by using pictures as a media gave positive influence
on the students‟ avhievement of the eight grade of MTs. Imadun Najah.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
This research was conducted by using quasi-experimental design which
was aimed to find out whether pictures as a media is effective on students‟
vocabulary achievement. According to the statistical calculation as the previous
chapter, it can be concluded that there was a significant difference between
teaching vocabulary by using picture. It proved by the result of mean gained score
from both classes that showed the experiment class got higher result than the
controlled class. It also proved by the value of t-test 2,7383 was higher than than
1,67155 at the significance level 5%, it means that Null Hyphotesis ( )
was rejected and the Alternative Hyphothesis ( ) was accepted. Hence, pictures
was effective on students‟ vocabulary achievement at the eight grade of MTs.
Imadun Najah.

B. Suggestion
Based on the research conclusion, there are some suggestions should be
delievered to:
- English teacher of Senior High School is suggested to use pictures as an
alternative startegy in teaching vocabulary which it have been proved that
using picture can impact effectively in improving students‟ vocabulary
achievement.
- The teacher should be well prepared the material that are going to be taught to
students before entering the classroom and also the teacher should be well
managing the class condition.
- The students should increase the motivation in learning English and they
should be more active in learning process and also students have to read more
reading text in order to have more practicing in reading and more getting
knowledge.

41
 42

- Both teacher and students can collaborate well in teaching and learning
process. It is used to make them easier in solving the problems faced in
teaching and learning process.
- Furthers, the researchers who are interested in conducting similar studies
should understand the theory and problem deeply for better research.
 BILBIOGRAPHY

A S Hornby, Oxford Advanced Learner's Dictionary, 5th Edition, (New York: Oxford University Press,
1955), p. 662.
A. M. Zainuri, Vocabulary 1, (Jakarta: English Departement, 2003), p. 1.
A.M Zainuri, Vocabulary J,(Unpublished, 2003), p.2.
I

Andrew Wri ght, Pictures for Language Learning. .. , p.I7.

Andrew Wright, Pictures for Language Learning. .. , p.3.
Andrew Wright, Pictures for Language Learning. .. , p.3.

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung, PT Revika Adiatma: August 20 I 0), p.
208-209.
Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: Sage Publications Ltd,
2004), p. 136.
Elfrida H. Hiebel1 andMichael L Kamil, Teaching and Learning Vocabulary, (New Jersey: Lawrence
Erlbaum Associates Publishers, 2005), p.3.
Fajar Furqon, Correlation between Students' Vocabulary Mastery and Their Reading Comprehension,
Journal o/English and Erjucation, 2013, 1(1), p.71.
Fitri Pugar Rismanti "The Effect of Using Flashcard in Teaching English Vocabulary for Dyslexic
Student" Skripsi of Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2014,
unpublished.
Jack C Richards and Willy A. Renandya, Methodology In Language Teaching, (New York.' am bridge
University Press, 2002), p. 255.
James. H. McMillan and Sally Schumacher, Research in Education, (USA: Pearson Education Inc.,
2006), p. 93
Jeremy Harmer, The Practice 0/ English Language Teaching, Third Edition, (Longman, Pearson, 2001),
p.159.
John W. Creswell, Educational research, (US: Pearson Education, Inc., 2012), p. 13.

John W. Creswell, Educational. Research: Planning, Conducting, and Evaluating Quantitative and
I
Qualitative Research - international Edition, (Boston: Pearson, 2002), p. 310.
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research - International Edition, (Boston: Pearson, 2002), p. 310
Laurie Bauer, Vocabulary, (United States of America: Routledge, 1998), p.Viii.
Linta Wafdan Hidayah "The Effect of Using Picture Media to Improve Vocabulary Learning for the
Seventh ofMTs Parteker Pmekasan" Skripsi of English Departement Facullty ofTeachers
Training and Education Islamic University of Madura, Madura, 2014, unpublished.
Michael D. Williams, Integrating Technology Into Teaching and Learning, (Singapore: prentice Hall,
2000), p.38.

Mofareh Alqahtani, The Importance of Vocabulary in Language Learning and How to be Taught,
International Journal o/Teaching and Education, 2015, p.25.
Novanie Sulastri "The Effectiveness of Picture Chart on Students' English Vocabulary" Journal of
I
STAIN Palangka Raya;Palangka Raya, 201 I, unpublished.
Penny Ur, Vocabulary Activities, (New York: Cambridge University Press, 2012), p. 3.
Robert Lado and Charles fries, English Pattern Practice (English Language Institute State), p.19.
Scott Thornbury, How To Teach Vocabulary, (Harlow: Pearson Educational Limited, 2002), p. 13.

Suharismi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2006),p.
311.
Susan Hanson and Jennifer F. M. Padua,Teaching Vocabulary Explicitly, (Pacific Resources for
Education and Learning, 2011), p.5.

Visnja Pavicic Takaj, Vocabulary Learning Strategies and Foreign language Acquisition, (Great Britain:
Cromwell Press, 2008), pA.
Choose the correct answer from the c. Hand
option a, b, c, or d. d. Feet
8. The clown is so ... , he makes all
1. Luna ... the match in Olympic
kids laugh and happy.
Games. She is so sad.
a. Funny
a. Won
b. Quiet
b. Lost
c. Noisy
c. Celebrated
d. Disguisting
d. Jumped
9. I'm so hungry, so I ... lunch.
2. I went to dentist yesterday because
a. Prepared
my ... were in pain.
b. Kick
a. Hands
c. Walk
b. Fingers
d. Wear
c. Teeth
10. Rina: I want to wear my white
d. Ears
gown to luna's party. What do you
3. This exercise was too ... for me. I
think?
got score 95.
Jenny: I think the blue one is
a. Di ffi cult better.
b. Easy
Rina: ok. I will ... the blue one.
c. Chep
a. Wrap
d. Expansive
b. Go
4. Luna's barbie is broken. Luna is
c. Give
very ... now.
d. Wear
a. Confuse
11. The carpet is ... , I want to clean it.
b. Sad
a. Large
c. Happy
b. Shiny
d. Chaml
c. Dirty
5. The teachers's duty is to ... the
d. Soft
student in the school.
12. Adi: When did you get up this
a. Teach
morning?
b. Make
Luna: ...
c. Play
a. I get up at 5.00
d. Work
b. I had my breakfast
6. Luna is celebrating her birthday.
c. I was sleepy
Now luna feels ...
d. I went to school
a. Angry
13. Tami: Where do you want to
b. Happy
move?
c. Sad
Dika: I want to ... to Australia with
d. Dusty
my parents.
Luna: adi, your shoes are so fit in
a. Come
your ... , you look georgeus.
b. Find
Adi: Thank you.
c. Move
a. Finger
d. Run
b. Lip
14. Luna didn't study hard. She didn't d. Catch
... the exam. 21. Adi: this fried chicken is my
a. Study favorite.
b. Give Luna: I like it too. This fried
c. Pass chicken is very ...
d. Break a. Bitter
15. The gardener ... the grass every b. Delicious
Monday and Thursday. c. Salty
a. Cuts d. Sweet
b. Plans 22. Something that you can find in
c. Trains your bedroom is ...
d. Comes a. Stove
16. I can't hear anything since my ... b. Bed
are sick. c. Blackboard
a. Eyes d. Garden
b. Ears 23. Lily is a tailor. She makes ...
c. Nose a. Clothes
d. Mouth b. Bag
17. Sugar is ... , but honey is sweeter c. Belt
than sugar. d. Ice cream
a. Salt 24. My father always read ... every
b. Sweet mOffimg.
c. Smooth a. Computer
d. Bitter b. Radio
18. Luna is a ... , she teachers math c. Newspaper
every Monday. Every students d. Television
loves her. 25. She took the shopping ... of the
A. Kind teacher bags
B. Ugly teacher a. On
C. Anogant teacher b. At
D. Emotional teacher c. In
19. Luna: Do you have a ... ? d. Out
Shopkeeper: Yes we do. The fruit 26. My mother cooks in the ...
rack is right here. a. Bedroom
a. Green apple b. Bathroom
b. Persian cat c. Living room
c. Running shoes d. Kitchen
d. Drawing book 27. Rose is very ... so she needs to eat
20. My mother is a nurse. She work in some food.
Bunda Aliya Hospital. She ... the a. Thirsty
petient. b. Hungry
a. Thinks c. Happy
b. Helps d. Angry
c. Finds 28. Superman is the ... superhero.
..

a. Strong
b. Strongest
c. Big
d. Small

29. I have a ... house in this area.

a. Big
b. Large
c. Bright
d. Hot
30. Jack is a ... student, he gets first
rank in his school.
a. Fool
b. Stupid
c. Smart
d. Handsome
Kunci Jawaban
1. B 11. C 21. B
2. C 12. A 22.B
3. B 13. C 23. A
4. B 14. C 24.C
5. A 15. A 25. D
6. B 16.B 26.B
7. B 17. B 27.B
8. A 18. A 28. A
9. A 19. A 29.A
10. D 20.B 30.C
Choose the conect answer fi'om the option 7. They ... about the material.
a, b, cor d a. Talking
b. Sleep
Verb
c. Talk
1. A school is a place where the d. Wash
student ... with their teacher. 8. Diana ... in the street.
a. Play a. Walks
b. Work b. Talk
c. Study c. Read
d. Buy d. Write
2. My brother and I are very hungry, 9. My father ... a ewspaper every
so I ... IUllch for us. morning.
a. Cook a. Write
b. Prepare b. Writing
c. Eat c. Read
d. Throw d. Reading
3. Jack ... the competition. He looks 10. My grandfather ... some vegetables
very happy. in th garden.
a. Won a. Puts
b. Lost b. Plants
c. Jumped c. Throw
d. Celebrated d. See
4. Jack: Can you help me? 11. Kiki is ... , she is teaching English,
Rose: Yes of course, what can I every student loves her.
help you? a. Selfish teacher
Jack: plese ... these textbook to my b. Kind teacher
office. c. Emotional teacher
Rose: Yes sure, Sir d. Anogant teacher
a. Read 12. The classroom looks very ... , the
b. Write student should clean it before the
c. Bring teacher comes.
d. Throw a. Clean
5. My mother is a chef, she ... foods b. Dirty
and drinks c. Shiny
a. Cuts d. Rough
b. Cooks 13. The ... rises in the east and sets in
c. Eats the west.
d. Drinks a. Sky
6. I ... every morning. b. Star
a. Take a bath c. Sun
b. Taking a bath d. Moon
c. Took a bath 14. Children usually like ...
d. Takes a bath a. Canots
b. Cabbages
 c. Sauces 23. Rita is sweeping the ...
d. Candies a. Floor
15. The thief was chased by ... b. Sea
a. Doctor c. River
b. Anny d. Table
c. Police 24. Jack: Hi Rose, your glasses is
d. Chef really fit in your ... you look smart.
16. My mother buy fruit in the ... Rose: Thank you Jack.
a. Market a. Body
b. Greengocer b. Eyes
c. Drugstore c. Lips
d. shop d. Hands
17. The boys are playing ... 25. My friend's ... is sick, so she can't
a. Cooking see clearly.
b. Football a. Nose
c. Doll b. Eyes
d. Phone c. Lips
18. She write a ... d. Teeth
a. Letter
b. Pen Adjective
c. Book 26. Jack's toy is broken. Jack is really
d. Pencil ... now.
19. My father parks his car in the ... a. Sad.
a. Li ving room b. Angry.
b. Kitchen c. Confused.
c. Garage d. Happy.
d. Swimming pool 27. The exam was really ... for her, she
20. Kiki eats some cookies and drink got A.
some ... a. Difficult
a. Pasta b. Easy
b. Tea c. Expensive
c. Sugar d. High
d. Butter 28. Chan: Fried chicken and fried rice
21. We must throw the rubbish into the are my favorite.
Baek: Yes I like them too. these
a. Sea fried rice and fried chicken are very
b. River
c. Classroom a. Salty
d. Dustbin b. Sweet
22. The children play kites in the ... c. Delicious
a. Classroom d. Bitter
b. Kitchen 29. She has a very ... voice
c. Field a. Sour bitter
d. Street b. Sweeter
 c. Sweet
d. Loud
30. Diamond is the ... nstural material.
a. Hard
b. Harder
c. Hardest
d. Soft
31. Rose is a very ... girl. So many
boys love her
a. Kind
b. Beautiful
c. Ugly
d. Fat
..

Kunci J awaban
1. C 11. B 21.D
2. B 12.B 22. C
3. A 13. C 23.A
4. C 14. D 24.B
5. B 15. C 25.B
6. A 16. A 26.A
7. A 17.B 27. B
8. A 18. A 28. C
9. C 19. C 29.C
10.B 20.B 30.B
 APPENDIX 4
The Complete in Performing the Normality Test and Homogeneity Test

1. Normality Test
1. Open SPSS 24
The data editor page will show up displaying the toolbars
3. Choose Variable View on the bottom to add the necessary information
and give 'names to our numerical data as students' number, pretest
experiment class, pretest control class, etc.
4. Next, move to Data View on the bottom next to Variable View and
input our data there
5. Our data will be displayed. To test the normality, click Analyze
»Descriptive Text »Explore »move pretest/posttest to the
Dependent List and class to the Factor List
6. Click Plots »checklist Normality plots with tests and Histogram
(optional) »Continue »OK
7. The output will be displayed along with the normality test result.

The data is consid~red normal if the Asymp. Sig. (2-tailed) displayed is higher
than 0.05

2. Homogeneity Test
1. Open SPSS
2. Click Variable View
3. Input data information such as the name, label, value, etc.
Variable 1:
Name: pretest or posttest
Variable 2:
Name: class
Value: 1,='Experiment
4. Input the data in Data View
5. Click Analyze »Comparre Means »One-Way ANOVA

68
6. Move Pretest/Posttest to the Dependent List and Class to the Factor
List
7. Click Option »checklist Homogeneity of Variance Test »Continue
»OK
8. Output will be displayed along with the normality test result.

The data is considered homogenous if the Sig. Displayed is higher than

0.05

69
 Lesson Plan of Experiment Class

RENCANA PELAKSANAAN PEMBELAJARAN

(experiment Class)
Pertemuan ke-2
Satuan Pendidikan : MTs. Imadun Najah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester :VIlli 1
Materi Pokok : Kata Kerja
Alokasi Waktu : 2 x 40 menit

H. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayat~ periJaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong
royong), percaya diri, percaya diri, dalam berinteraksi secara efektif dengan Iingkungan sosial
dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai,
memodifikasi, dan membuat) dan ranah abstrak (menulis, . membaca, menghitung,
\
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sarna dalam sudut pandanglteori.

I. Kompetensi Dasar
1.2.Mensyukuri kesempatan ,dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkn dalam semangat belajar
2.3.MenUl~ukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan ternan.
3.6.Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan
dan menanyakan kata kerja yang dekat dengan kehidupan siswa sehari-hari.
4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan kata kerja yang dekat
\

dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar sesuai konteks.
J. Indikator
1.2.1. Berdo' a sebelum dan sesudah belajar bahasa lnggris.
1.2.2. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris.
1. Siswa dapat menunjukkan perilaku disiplin dan bertanggung jawab dalam melaksanakan
komunikasi tentang nama danjumlah binatang, benda dan bangunan publik.
3.6.1. Siswa dapat mengidentifikasi prnggunaan verb.
3.6.2. Siswa dapat mendeskripsikan kata kerja.
3.6.3. Siswa dapat membedakan penggunaan regular atau irregular verb.
4.6.1. Siswa dapat membuat kalimat dengan menggunakan kata kerja.

K. Materi Pembeiajaran
Materi pokok
Teks lisan dan tulis untuk menyebutkan dan menanyakan kata kerja beserta artinya yang dekat
dengan kehidupan siswa sehari-hari
Fungsi sosial
Mengenalkan, Mengidentifikasi

Struktur teks
Kata kelja yang dipaparkan
Karakteristik termasuk apa yang ada di dalamnya

I sleep in my bedroom.
Where are you sleep now?
Unsur kebahasaan
1. Nama-nama kata kerja: study, write, read, etc.
2. Penyebutan kata kerja reguler dan irreguler verb.
3. Ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan.
Topik
Kata kerja beserta artinya.

Vocabularies:
 Sat Duduk Left Meninggalkan
Stood up Berdiri Led Memimpin
Ate Makan Knelt Berlutut
Drank Minum Lent Meminjam
Slept Tidur Kept Menjaga
Talked Berbicara Knew Tahu
Sang Bernyanyi Held Memegang
Brought Membawa Hid Bersembunyi
Blew Meniup Hit Memukul
Came Datang Grew Tumbuh
Creep Merayap Went Pergi
Cut Memotong I Froze Membeku
Drove Mengemudi Forbade Melarang
FH Jatuh Forgave Memaatkan
Found menemukan Forgot Lupa
Cost Berharga Fed Memberi
Makan
Dig : Menggali Did Mengerjakan

L. Media, Alat dan Sumber Pembelajaran

Media : Pictures series
Sumber Belajar : Buku Bahasa lnggris, LKS SMP/MTs Kelas VII, Dictionary dan Internet

M. Tahap Pembelajaran
Pendahuluan (10 menit)
Guru mengucapkan salam kepada siswa
Guru menyiapkan peserta didik untuk mengikuti proses pembelajaran separti berdoa dan
mengabsen siswa
Guru mengajukan pertanyaan-pertanyaan yang membangkitkan pengetahuan awal yang
dimiliki siswa dengan materi yang akan dipelajari.
Guru menginformasikan tujuan pembeJajaran dan apa saja yang akan dilakukan selama
pembelajaran.
 Langkah Deskripsi Kegiatan Alokasi
Pembelajaran Waktu
Kegiatan Memuat Kegiatan 15 menit
Pendahuluan 1. Berdo’a
2. Mengecek Kehadiran Siswa
3. Menyampaikan kompetensi yang akan dicapai dan
manfaatnya dalam kehidupan sehari-hari.
4. Menyampaikan garis besar cakupan materi dan
kegiatan yang akan dilakukan; dan menyampaikan
lingkup dan teknik penilaian yang akan digunakan.

Kegiatan Inti Memuat Kegiatan 15 menit

- Mengamati
1. Peserta didik melihat gambar yang diberikan
guru.
2. Peserta didik mengucapkan apa yang dilihat pada
gambar tersebut dengan lafal dan intonasi yang
tepat.
3. Peserta didik menyalin kata sesuai gambar dengan
ejaan dan tanda baca yang benar sambil
mengucapkannya dengan lafal dan intonasi yang
tepat.
4. Peserta didik mendengarkan bagaimana cara
pengucapan yang benar.
5. Peserta didik meniruka ucapan guru dengan
intonasi yang tepat.
15 menit
- Menanya
1. Peserta didik menanyakan kata-kata yang tidak
diketahuinya.
2. Peserta didik mengidentifikasi gambar-gambar
tersebut..
3. Peserta didik menanyakan cara pengucapan secara
lisan dengan tepat.
- Mengumpulkan Informasi
1. Peserta didik secara berkelompok mengurutkan
gambar yang disusun secara acak.
2. Peserta didik menuliskan kosakata yang telah
diurutkan dengan menggunakan struktur teks
yang tepat.
3. Peserta didik membacakan kosakata yang telah
ditulisnya kepada teman dalam satu kelompok.
20 menit
Kegiatan Memuat Kegiatan 15 menit
Penutup 1. Peserta didik beserta Guru membuat simpulan
kegiatan yang baru saja dilakukan.
2. Peserta didik melakukan refleksi terhadap kegiatan
yang sudah dilaksanakan.
3. Peserta didik mencatat tugas yang harus dilakukan di
rumah (PR); yakni mencari kata kerja dan maknanya
sesuai konteks.
 Langkah Deskripsi Kegiatan Alokasi
Pembelajaran Waktu
4. Guru menyampaiakan rencana pembelajaran untuk
pertemuan mendatang.
5. Guru dan peserta didik menutup kelas dengan
mengucapkan do’a bersama.

Pertemuan Kedua: 2 Jam Pertemuan

Langkah Deskripsi Kegiatan Alokasi
Pembelajaran Waktu
Kegiatan Memuat Kegiatan 15 menit
Pendahuluan 1. Berdo’a
2. Mengecek kehadiran siswa
3. Peserta didik menunjukkan pekerjaan rumah (PR)
berupa teks prosedur berbentuk resep beserta kata-
kata sukar yang telah dicari maknanya.
4. Guru menyampaikan kompetensi yang akan dicapai
dan manfaatnya dalam kehidupan sehari-hari.
5. Guru menyampaikan garis besar cakupan materi dan
kegiatan yang akan dilakukan; dan menyampaikan
lingkup dan teknik penilaian yang akan digunakan.

Kegiatan Inti Memuat Kegiatan 30 menit

Mengasosiasi
1. Peserta didik melihat gambar yang diberikan
guru.
2. Peserta didik mengucapkan apa yang dilihat pada
gambar tersebut dengan lafal dan intonasi yang
tepat.
3. Peserta didik menyalin kata sesuai gambar dengan
ejaan dan tanda baca yang benar sambil
mengucapkannya dengan lafal dan intonasi yang
tepat.
4. Peserta didik mendengarkan bagaimana cara
pengucapan yang benar.
5. Peserta didik meniruka ucapan guru dengan 20 menit
intonasi yang tepat.
Mengkomunikasi
1. Peserta didik membuat rangkuman sendiri tentang
apa yang telah dipelajarinya dan memajangnya di
dinding kelas.

Kegiatan Memuat Kegiatan 15 menit

Penutup 1. Peserta didik beserta Guru membuat simpulan
kegiatan yang baru saja dilakukan.
2. Peserta didik melakukan refleksi terhadap kegiatan
yang sudah dilaksanakan.
3. Guru menyampaiakan rencana pembelajaran untuk
pertemuan mendatang.
4. Guru dan peserta didik menutup kelas dengan
 Langkah Deskripsi Kegiatan Alokasi
Pembelajaran Waktu
mengucapkan do’a bersama.

G. Penilaian
1. Teknik penilaian
a. Penilaian Sikap
1) Observasi
2) Penilaian Diri Sendiri

b. Penilaian Pengetahuan
1) Penugasan

c. Penilaian Keterampilan
1) Unjuk kerja/praktek/lisan

2. Instrumen penilaian
a. Pertemuan Pertama
1) Penilaian Kompetensi Sikap
Penilaian Sikap Spiritual

Lembar Observasi Penilaian Sikap Spiritual

Nama Peserta Didik : ………………………

Kelas : VIII-A
Materi Pokok : Kata Kerja
Tanggal : ………………………

No Pernyataan Tidak Kadang Sering Selalu

Pernah
1 Peserta didik melakukan doa sebelum belajar
2 Peserta didik mengakhiri kegiatan dengan doa
3 Peserta didik menunjukkan semangat dalam
mempelajari teks prosedur berupa resep dan
manual pendek sederhana

2) Penilaian Kompetensi Pengetahuan

Skor:
Tiap jawaban benar skor 5.
Jumlah skor maksimal = 5 x 6 = 30

Skor perolehan =

b. Pertemuan Kedua
1) Penilaian Kompetensi Sikap

Instrumen Penilaian Diri:

PARTISIPASI DALAM DISKUSI KELOMPOK TEKS PROSEDUR

Judul : ……………………….
Nama : ……………………….
Kelompok : ……………………….
Kegiatan : ……………………….

Isilah pernyataan berikut dengan jujur. Untuk no 1 s.d 5 isilah dengan angka 4 – 1 di depan
tiap pernyataan:

4= Selalu, 3= Sering, 2= Kadang-kadang, 1= Tidak Pernah

1. _______________ Selama kerja kelompok saya aktif mengusulkan ide.
2. _______________ Selama kerja kelompok memberi kesempatan teman untuk
mengusulkan ide.
3. _______________ Selama kerja kelompok saya mendengarkan pendapat anggota lain.
4. _______________ Pendapat saya diterima oleh anggota kelompok.
5. _______________ Selama kerja kelompok, saya sibuk dengan kegiatan saya sendiri.

2) Penilaian Keterampilan
Mention 5 verbs in the pictures!
Kunci Jawaban:
Pict 1: Study
Pict 2: Playing Foot Ball
Pict 3: Playing Piano
Pict 4: Walking
Pict 5: Sleeping
Pict 6: Eating

Skor Penilaian:
No. Deskripsi Skor
1. Menyebutkan kosakata dengan benar 4
2. Menlafalkan dengan benar 6
Jumlah 10
Nilai maksimal = 10 x 10 = 100
Nilai perolehan = jumlah skor yang diperolah x 10

H. Media/Alat, Bahan dan Sumber Belajar

1. Media/Alat
Pictures, Whiteboard and Boardmarker, etc.

2. Bahan
Paper, etc.

3. Sumber Belajar
LKS Bahasa Inggris Kelas VIII
Sumber dari internet: www.google.com

Jakarta, 1 November 2018

Mengetahui,
Guru Mata Pelajaran Peneliti

Nunung Zakiyah, S.Pd. Kiki Rizki Amalia

!~
KEMENTERIAN AGAMA No. Dokumen FITK-FR-AKD-081
UIN JAKARTA Tgl. Terbit 1 Maret 2010
FORM (FR)
FITK No. Revisi: 01
\.I••• JI. If. H. Juanda No 95 Ciputal154121ndonesia 1/1
Hal
SURAT BIMBINGAN SKRIPSI

Nomor : B- 18511FIIKM.01.311112018 Jakarta, 15 November 2018

Lamp.
Hal : Bimbingan Skrips;

Kepada yth.,

Zaharil Anasy, M.Hum.

Pembimbing Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan
DIN SyarifHidayatullah
Jakarta.

Assalamu'alaikum wr.wb.
Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I (materi)
penulisan skripsi mahasiswa:

Nama : Kiki Rizki Amalia

~ : 1112014000013
Jurusan : Pendidikan Bahasa Inggris
Semester : 14 (Empat Belas)
Judul Skripsi : The Effect of Pictures as a Media on Students' Vocabulary
Achievement

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 7
Februari 2017, abstraksiloutline terlampir. Saudara dapat melakukan perubahan redaksional
pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing
menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (en am) bulan, dan dapat
diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu'alaikum wr.wb.

Dr. Alek, M.Pd

NIP. 19690912 200901 1 008
Tembusan:
1. Dekan FITK
2. Mahasiswa ybs.
I~
KEMENTERIAN AGAMA i No. Dokumen FITK-FR-AKD-081
UIN JAKARTA , Tgl. Terbit 1 Maret 2010
FORM (FR)
: Yin ~~:H~Uanda No 95 Ciputat 15412lndonasia I
No. Revisi:
Hal
01
1/1
I SURAT BIMBINGAN SKRIPSI

Nomor : B- 1851IFIIKM.01.311112018 Jakarta, 15 November 2018

Lamp.
Hal : Bimb;ngan Skrips;

Kepada yth.,

Dr. Alek, M.Pd.

Pembimbing Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan
DIN SyarifHidayatullah
Jakarta.

Assalamu 'alaikum wr. wh.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I (materi)
penulisan skripsi mahasiswa:

Nama : Kiki Rizki Amalia

~ : 1112014000013
Jurusan : Pendidikan Bahasa Inggris
Semester : 14 (Empat Belas)
Judul Skripsi : The Effect of Pictures as a Media on Students' Vocabulary
Achievement

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 7
Februari 2017, abstraksiloutline terlampir. Saudara dapat melakukan perubahan redaksional
pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing
menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat
diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sarna Saudara, kami ucapkan terima kasih.

Wassalamu 'alaikum wr.wh.

Dr. AleJ(, .Pd

NIP. 19690912200901 1008
Tembusan:
1. Dekan FITK
2. Mahasiswa ybs.
ItIJ
KEMENTERIAN AGAMA No. Dokumen FITK-FR-AKD-082
UIN JAKARTA TgL Terbit 1 Maret 2010
FORM (FR)
FITK No. Revisi: 01
UIII JI. If. H. Juenda No 95 Ciputat 15412 IndOnesia Hal 1/1
I SURAT PERMOHONAN IZIN PENELITIAN

Nomor: Un.01/F.1/KM.01.3/1677/2018 Jakarta, 1 Januari 2019

Lamp. : Outline/Proposal
Hal : Permohonan Izin Penelitian

Yang Terhormat,

Kepala MTs Imadun Najah

di-
Tempat

Assalamu'alaikum Wr. Wb.

Dengan hormat kami sampaikan bahwa,

Nama : Kiki Rizki Amalia

NIM :1112014000013
Jurusan : Pendidikan Bahasa Inggris
Semester : 13 (Tiga Belas)
Judul Skripsi : The Effect of Pictures as a Media on Students' Vocabulary
Achievements

adalah benar mahasiswali Fakultas IImu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di
instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut

melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu'alaikum Wr. Wb.

Dr. Alek, M.Pd.

NIP. 19690912200901 1 008

Tembusan:
1. Oekan FITK
2. Pembantu Oekan Bidang Akademik
3. Mahasiswa yang bersangkutan