CHAPTER 1 INTRODUCTION
A. Backgr Backgroun ound d of the the Probl Proble e
Language is considered as a tool of communication and it cannot be separated from the community because people can communicate with each other by using language as a mean to communicate communicate.. However, we cannot understand what other people say if we do not know the language they use and speak. We also cannot express our thought, ideas or opinion if we do not know the language that is spoken. It means that it is difficult to us to communicate without language. We need language not only for communication but also for getting science and technology in advance. It is therefore, the the writ writer er beli believ evee that that the the lang langua uage ge is very very impo import rtan antt part part in huma humann life life to communicate with other people. We use language to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Language can be defined as verbal, physical, biologically innate, and a basic form of communication. It is shown that the people express their idea, thought, wish and opinion opinion by b y uttering the particular particular word or phrase in particular particular occasion. Unlike with
1
rmrod !"##$%""$& as the behaviorist who often defines language as a learned behavior involving a stimulus and a response. It means that the single people assert the truth by having speaking the word or phrase that is used to change something. 'nglish is an International language, almost people from all over the world use 'nglish for their communication that is why 'nglish is very important language. (eople use the language to express their emotions, feelings, and ideas. )o one will be able to communicate internationally without using 'nglish since almost of scientific books are written 'nglish. *or that reason in Indonesia, 'nglish as the foreign language that is taught at the formal schools. *urthermore, the teaching of the language starts from the kindergarten.
'nglish as a sub+ect matter in school covers the four basic language skills such as listening, speaking, reading, and writing. in every sub+ect, students learning activities involve reading. eading is one of the complex ways in learning 'nglish. It is kind of activity to comprehend the writer-s idea or the way the writer communicates with the reader by way of the written or printed words. eading is important for everybody in order to cope with new knowledge in the changing world of technological age.
he reading skill becomes very important in education field, students need to be exercised and trained in order to have a good reading skill. eading is also something crucial and indispensable for the students, because the success of their study defends
2
on the greater of their ability to read. If their reading is poor they are very likely to fail in their study or at least they will have difficulty in making progress. n the other hand, if they have good ability in reading, they will have a better chance to success in their study. s tudy.
eading is the most emphasi/ed in 'nglish teaching and learning process, 0uite simply without solid reading second language readers cannot perform at levels they must succeed in reading. hus, reading is not passive but rather an active process, involving the reader in experience interaction with the text. *urthermore, reading constantly involves guessing, predicting, checking and comprehending. eaching reading for 1unior High 2chool students must be differed from children in elem elemen enta tary ry schoo schooll beca because use of thei theirr diff differ erent ent charac characte teris risti ticc of psych psychol ologi ogical cal background. (eer approvals maybe considerably more important for the students than the attention attention of the teacher which for younger children children are so crucial. It is important for considering their classmates as the motivation in deep learning of improving teaching learning process of reading. 2tudents must be encouraged to respond the text and situation with their own thoughts and experience, rather than +ust answering 0uestion and doing abstract activities. 'nglish teacher must give them tasks which they are able to do, rather than humiliating risk.
3arrier !"#45% 6& 3oncerns that game is very useful in a class because they provide an opportunity for students to use their language in a less formal situation7. Without the
3
pressure of doing it absolutely rightly or not, but with the enthusiasm enthus iasm for winning the game, as well as practicing the language. )evertheless, it does not mean that the competitive activity should be taken as a mere amusing activity +ust to finish the class time, neither be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do. In contrast, games should be used correctly in any part of the class in order to achieve a goal, and should stimulate students to develop and improve the demanded abilities towards the learning process.
A. Ident!f! Ident!f!cat cat!on !on of the the Probl Proble e
8ased on the background of problem above, the writer identifies some problems as follows% ". he students students get get the diffic difficulties ulties in in comprehending comprehending the the 'nglish 'nglish word and and sentence sentence 9. he students students cannot cannot directly directly understa understand nd and use the specific specific word in certain certain context of the life toward the students- experiences B. "!!tat "!!tat!on !on of the Proble Proble
*rom the identi identific ficati ation on of problem problem,, the writer writer focused focused this research research only on the effectiveness of using picture toward the students- vocabulary mastery through the narrative text% an experimental at the eleventh grade students of 2:; )egeri " alangpadang.
4
B. The #orula #orulat!on t!on of the the Proble Proble
8ased on the identification and the limitation of problem above, the writer would like to formulate the problem as follows% ". How is the the effectiveness effectiveness of using using picture picture toward the the studentsstudents- vocabulary vocabulary mastery mastery through the narrative text< 9. How is the influenc influencee of using using picture picture toward toward the students students-- vocabu vocabulary lary maste mastery ry through the narrative text<
C. The Ob$ect!%e Ob$ect!%e and The The U&e& U&e& of The Re&earc Re&earch h
1.
The Ob$ect!%e of The Re&earch
he ob+ectives of conducting thus research are% a. o know on the the effectivenes effectivenesss of using picture toward toward the the studentsstudents- vocabulary vocabulary mastery through the narrative text at the eleventh grade students of 2:; )egeri " alangpadang. alangpadang. b. o know the types of the influence of using picture toward the studentsvocabulary mastery through the narrative text at the eleventh grade students of 2:; )egeri " alangpadang. alangpadang.
5
'.
The U&e& of Re&earch
In line with the ob+ectives, the results of the research are expected to have the following uses% ". o give give the the info inform rmat atio ionn about about the effe effect ctiv iven eness ess of usin usingg pict picture ure toward toward the the students- vocabulary mastery at the eleventh grade students of 2:; )egeri " alangpadang. 9. o give the informat information ion about the the studentsstudents- vocabulary vocabulary mastery mastery using picture. picture. =. o moti motivat vatee the the stud student entss- in learn learnin ingg 'n 'ngl glis ishh espec especia iall llyy in learn learnin ingg 'n 'ngl glis ishh vocabulary.
D. The (co)e (co)e of the Re&earc Re&earch h
1.
The (ub$ect of the Re&earch
he sub+ect of the research is the students of the eleventh grade of the first semester in 2:; )egeri " alangpadang alangpadang 95"=>95"?. '.
The Ob$ect of the Re&earch
he ob+ect of the research is the effectiveness of using picture toward the students- vocabulary mastery through the narrative text. *.
The T!e of the Re&earch
he research will be conducted at the eleventh grade of the first semester in 2:; )egeri " alangpadang alangpadang 95"=>95"?.
6
+.
The Place of the Re&earch
he place of the research will be located at 2:;) " alangpadang. 1ln. 8an+ar 2ari @ec. alangpadang alangpadang @ab. anggamus. anggamus.
7
CHAPTER II RE,IE- O# REA"ATED "ITERATURE
A. Conc Conce)t e)t of "ang "anguag uagee
Language is the important tool for communication because language can be used to express the ideas, feelings, and thoughts. ;ctually, language is the best way to support daily life. Language has many functions, such as to get the information, to get knowledge, to communicate, to express our thoughts and other. Without language, we cannot do communication because language eases human life. his statement is supported by 3hao !"#64%"&, ALanguage is a conventional system of habitual vocal behaviour by which members of a community communicate with one another7. another 7. *rom the statement above, we know that, language is used to communicate each other. It is also to express the ideas between speaker and listener to make the interaction in daily life. Language is part of life.
3hao !"#46%9& said ALanguage is a convention, a tradition, a social institution, that has grown through the common living of a large number number of the people who carry on the tradition7. Like other human institutions, languages change or become extinct and we do the communication communication in using the instances instances of languages languages in everyday which are represented by only one or two speakers, whose words are worth more than their weight in gold to linguists, and whose demise would mean the demise of the
8
language. 8ut by and large, most languages, even the most outlandish outBofBtheBway languages of the world, are spoken by hundreds of thousands or millions of speakers.
'very country has own language. here are so many languages in this world because every country has different language language that is used in daily life, but as it is known that nowadays 'nglish is one of the important languages in the world, because almost all countries use 'nglish as language to communicate with other people in other country. 2upported by 2etiyadi !9556%9=& who states that each language is uni0ue and each has its own system. ; language is always different from others even though the language may be similar to some language. n the other hand, language is the way to communicate in the social community between one and another person. Language is very useful in human life because language is the part of the person-s life.
B. Conce)t Conce)t of of "anguage "anguage Te Teach!ng ach!ng
2tern !"#46%9"& states that language teaching can be defined as the activities which are intended to bring about language learning. Language teaching usually refers to the teaching of any language, either as a first language, second language or as a foreign language. language. In order to improve improve the efficiency efficiency of language language teaching, teaching, many approaches approaches have been used. Language Language teaching has experienced experienced great changes in the world. he 95th century witnessed a dramatic transformation of the role of the 'nglish language
9
in the the worl world. d. 3han 3hange gess in langu languag agee teach teachin ingg meth methods ods throu through ghout out hist history ory have have reflected the development of linguistic theories. *rom the "Cth to the "#th centuries, linguistics was characteri/ed by traditional grammar. grammar. 3orrespondingly 3orrespondingly,, the grammarBtra grammarBtranslati nslation on method was widely widely used in the teaching of Latin in 'uropean schools. In the grammarBtranslation method, priority was given to reading and translation of written language. he new role of the language teaching has brought about different approaches to language. While the traditional grammarBtranslation method and its various variations are are stil stilll used used in 'n 'ngl glis ishBt hBtea eachi ching ng class classes, es, appli applied ed lingu linguis ists ts and and teac teacher herss have have formulated many DnewD approaches. he natural method !also !also called the direct method& of language teaching was 0uite successfully used in the various language schools in the U2; and 'urope in the late "#th century and the early 95th century. In the postBWorld War I decades, the direct meth method od was was adopt adopted ed into into 'n 'ngl glis ishh lang langua uage ge teach teachin ingg !'L !'L& and laid laid a solid solid intellectual and practical foundation for the development of 'L as an autonomous profession. In the late "#$5s and the "#65s 3homsky formulated the mentalistic approach to language ac0uisition, which considered human behavior much more complex than animal behavior. ;ccording to 3homsky !"#65%9=&, A'veryone is born with a Language ;c0uisition Eevice !L;E&, which enables the child to make
10
hypotheses about the structure of language in general, and the structure of the language being learned in particular7. he principal 0uestion is what provision must be made by society to help these individuals to learn the second languages needed. he answer to this 0uestion is what is meant by language teaching. It means that the individuals living grown with their mother tongue or firs language. hey use first language in their daily life. ;fter ;fter they clearly fluent in first language, they will study second language because second language is important to support the human life. 2upported by 2tern !"##"%#& said that in language teaching we use such us second language, foreign language, bilingual learning and language circuiting. In language teaching the students not only study skills. hey also study another aspect likes moral values, attitudes and social life. It is also supported by 2tern !"##"%"4& the psychological concept of learning goes far beyond learning directly from a teacher or learning through study or practice. It includes not only the learning of skills !for examplesF swimming or sewing& or the ac0uisition of knowledge. It refers also to learning to learn and learning to think, the modification of attitudes, the ac0uisition of interest, social values, or social roles, and even changes in personality. ;ccording to Westwood !9554%"C& instructor re0uires a repertoire of skills and competencies that cover% a. (lanni (lanning ng the the conten contentt and and metho methodd of deli delivery very
11
b. c. d. e. f.
:anaging the available time efficiently (resenting (resenting the the content content in an interesting interesting and motivat motivating ing way way 'xplai 'xplainin ningg and demonst demonstrat rating ing clea clearly rly @nowing @nowing when when and and how to expl explain ain key key points points in in more more detail detail Using Using appro appropri priat atee 0uest 0uestio ioni ning ng to focus focus stude student ntss- atte attent ntio ion, n, stim stimul ulat atee thei their r
thinking, and check for understanding g. Eealin Eealingg with with 0uestio 0uestions ns raised raised by stud student entss h. 'valuating 'valuating studentsstudents- learning learning and participation participation i. Givi Giving ng fee feedb dbac ackk to stu stude dent ntss 8ased explanations above, there are still supporting activities, such as the preparation of teaching materials, teaching grammars, or dictionaries, or the training of teachers, as well as making good language teaching in educational system they all fall under the concept of teaching.
C. Conce)t of Engl!&h Engl!&h "anguage "anguage Te Teach!ng ach!ng
In teaching 'nglish language, language, the teacher teacher of 'nglish 'nglish should speak 'nglish. 'nglish. 8y using the target language, the students will be familiar with the language. hey should have given a lot of opportunities to listen the sound of 'nglish words. In teaching as foreign language, is not easy. 8ecause it is only found in the classroom as the sub+ect to learn learn,, is not as daily daily comm communi unicat catio ionn as in 'n 'ngl glis ishh as a secon secondd langu languag age. e. *achr *achrurr urra/y a/y !9559% !9559%6& 6& says says that that the the diff differ eren ence ce betw betwee eenn a seco second nd and and a forei foreign gn language is that a second language is used as a national language, whereas a foreign
12
language as not. *achrurra/y !9559%C& states that a foreign language is only found in a classroom where the language is being learned. ;ccording ;ccording to Lim !"#C$F=&, Ahe purpose of teaching *oreign Language is to enable the students to use the language in communication7. It means that in learning 'nglish, the teacher not only give the students theory about 'nglish but also time for practicing in their communication whether written or spoken through 'nglish language instruction. o achieve that the target, the 'nglish teacher should be able motivate the students in the classroom. 2o, as a teacher of 'nglish, the teacher should encourage them to use 'nglish as much as possible, the teacher can use 'nglish as medium of instruction, medium of communication among teacher to the teacher to the students, and the students to the students .he teacher should be able to give change to the students to practice more to use 'nglish to communication. 8y mastering 'nglish well, of course, it will make easier for us to know scientific books that use international language of science !in 'nglish 2cience 8ooks&. :urcia !"#C4%=& states that the goal of teaching a second language or a foreign language would be to gain the ability to communicate in target language that is in language learners. It means that learning foreign language would help the students increase their ability in communication using foreign language. @imble and Germe/y !"#6=%"==& state that similarly, teaching, which is implied in the first definition definition of learning, learning, may be defined as Ashowing Ashowing or helping helping someone to learn
13
how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand7, ;ccording to Gurney !955C%#5&, A*ive key factors that provide a foundation for a good teaching7% ". eacher eacher knowledg knowledge, e, enthusiasm enthusiasm and responsibil responsibility ity for for learning. learning. 9. 3lassro 3lassroom om activi activiti ties es that encou encourage rage learni learning. ng. =. ;ssessment ;ssessment activit activities ies that that encourage encourage learning learning through through experienc experience. e. ?. 'ffective 'ffective feedback feedback that that establishes establishes the the learning learning processes processes in the the classroom. classroom. $. 'ffe 'ffect ctiv ivee inte intera ract ctio ionn betw betwee eenn the the teac teache herr and and the the stud studen ent, t, crea creati ting ng an environm environment ent that that respect respects, s, encoura encourages ges and stimul stimulate atess learni learning ng through through experience. 2ome keys factors above are effective to be good teaching. 2o 'nglish language teaching should be effective because the effective teacher will be able to make the good teaching in the classroom. D. Conce)t of Engl!&h Engl!&h "anguage "anguage Teach!ng Teach!ng Engl!&h Engl!&h a& #ore!gn "anguage "anguage
oday o day,, 'nglish 'nglish languag languagee becomes becomes interna internatio tional nal languag language. e. In Indonesi Indonesia, a, 'nglish 'nglish language becomes the first foreign language. It is supported by 8roughton !"#45%6&
14
so far we have been considering 'nglish as a second language. 8ut in the rest of the world, 'nglish is a foreign language. It is taught in the schools.
In Indonesia 'nglish becomes the sub+ect in the school. 2tarting in the 'lementary 2chool, +unior high school, senior high school until university degree. It means that teaching 'nglish as a foreign language in the classroom becomes the important term.
In the classroom the students should study 'nglish. 2o, one way to motivate students in learning 'nglish is by giving effective method of teaching. herefore the teacher should be lever to teach students by using method, the teacher can teach students easier. he teacher should choose the best approach to teach students so that, it can increase students- ability in 'nglish because the approach included in teaching and learning activities in the classroom. It is supported by 8rown !9555%94& following ichard and ogers !"##6%=4&, defines a method as an umbrella term form the speci specific ficat atio ionn and and inte interre rrela lati tion on of theor theoryy and and pract practic ice. e. ;n appro approach ach defi defines nes assumptions, assumptions, beliefs, and theories theories about of language language and language learning. Eesigns specify specify the relati relationsh onship ip of those those theori theories es to classro classroom om materi materials als and activi activitie ties. s. (rocedures (rocedures are the techni0ue techni0ue and practices that are derived from one-s approach and design.
Learning a foreign language is not easy like learning other sub+ect in the classroom. 8ased on the statement above, the writer concludes that the teacher should use an
15
appropriate techni0ue to teach students so that students can improve their vocabulary mastery.
E. Conce)t Conce)t of ,ocabular cabular
In learning a foreign language, vocabulary plays an important role. it is supported by !Hornby, "##$&. ocabulary is an important part to 'nglish well. ocabulary is the important elements to study language. It means that learning 'nglish language will be easy if the language learners master vocabulary. ocabulary is one important term to support communication because if vocabulary is low, it means that it is difficult to communicate.
Wilkins !9555%"""& said AWithout grammar is very little can be conveyed but without vocabulary nothing can be conveyed7, it means that, without vocabulary the studentsmastery in four skills of a language is impossible. It means that vocabulary is very important, because vocabulary is the element in language. )ot having large of vocabulary, we will feel difficult to express the ideas, thought, feeling. 2o the writer assumes that mastering vocabulary will support to learn 'nglish. If the students practice their ability in 'nglish, they need vocabulary and this term makes the teacher to use strategy 'nglish in the classroom.
8ased on the ; !eacher eading ;cademy, 9559& professional development materials were developed by the University of exas 3enter for reading and language
16
;rts in ;ustin and distributed throughout the country through the federally sponsored eading *irst (rogram !part of the )o 3hild left 8ehind legislation&. he ; materials identify the following researchBbased component for effective vocabulary instruction% ". 'n 'nco coura urage ge wide wide readi reading ng 9. 'xpose 'xpose student studentss to highB0u highB0uali ality ty oral langu language age =. (romo (romote te word word con consci scious ousnes nesss ?. eache eacherr word word meanin meaningg dire directl ctlyy $. each ach indep indepen ende dent nt wordB wordBle lear arni ning ng strat strategi egies, es, incl includi uding ng the the use use of cont context ext clues, the use of word parts, and the efficient use of the dictionary 8ased on guidelines above, to make the students interested in learning vocabulary the teacher should be active to invite students so that the students en+oyable in learning 'nglish in the classroom.
#. Conce)t Conce)t of Tea Teach! ch!ng ng ,o ,ocabular cabular
ocabulary is the important in learning 'nglish. We can speak, write, and read 'nglish language by vocabulary. If we have a lot of vocabulary, actually we easily can communicate in daily communication. )owdays, in +unior high school the teacher teaches students only to remember vocabulary, and not to apply vocabulary in the contextual like writing or reading. here are many ways to teach vocabulary in the classroom. In teaching vocabulary, the the teac teache herr shoul shouldd make make good good teac teachi hing ng to succe succeed ed the the stud student entss- mastery mastery in
17
*urthermore, in teaching vocabulary the teacher can introduce the list of vocabulary that is taken from the book. he teacher uses and adds other vocabulary which is relevant to the students. eacher needs a good knowledge on their teaching materials. When they have to teach the students about vocabulary, teachers should know the gener general al know knowle ledg dgee of vocab vocabul ulary ary,, word wordss and and also also the the mean meanin ing. g. h hee word wordss or vocabulary can be spoken and written. Wallace !"#49%95C& explains that teaching vocabulary should consider these following factors% ".
;ims he aim of teaching vocabulary is to make the teacher easy to formulate the materials, which will be taught to the students.
9.
uantity he teacher has to decide the number of vocabulary items to be learned. he learn learners ers will will get get confu confuse se or disco discour urage agedd if they they get get many many new new words words.. herefore, the teacher should select new words, which can easy to understand by the learners.
$. )eed In teaching vocabulary, the teacher has to choose the words really needed by the students in communication. 6. *re0uent *re0uent exposur exposuree and and repeti repetitio tionn *re0uent exposure and repetition here means that the teacher should give much practice on repetition repetition so that the students master the target words well. hey also give opportunity to the students to use words in writing or speaking.
18
C. :ean :eanin ingfu gfull pres presen entat tatio ionn In teaching vocabulary the teacher should present target words in such a way that the meaning of the target words are perfectly clear and unambiguous. 4. 2itu 2ituat atio ionn and prese present ntat atio ionn he teachers tell the students that they have to use the words appropriately. he use of words depends on the situation in which they are used and depends on the person to whom they are speaking.
*rom the expalnation above I conclude that the teachers must know the different kinds of vocabulary. In addition, understanding the above factors is very important for the teacher before teaching vocabulary to senior high school. writter try to use visual media teaching new vocabulary, especially picture media, which is believe can raises students interest, motivation and also can be used as stimulus for students to take their attention. 2tated that their are function of teaching media especially visual, they are as follow % eaching all sub+ect should not be separate from their methods. In this case, to rise he visual media in develop studentsvocabulary, especially picture media, which is belived a rise interest, motivation and can be used as stimulus for students to draw their attention. Levie and lent/- in in *athony !955# %54& ststed that there are four function function of teaching teaching media especially visual media, they are as follow%
19
". ;tte ;ttent ntiv ivee funct functio ionn isual media is the core, to full students interest and to direct student-s attention. 3oncetrate the sub+ect, which is interreleted with the means of visual media that participate in sub+ect material. 9. ;ffe ;ffect ctiv ivee funct functio ionn o know the students contentment level while while they are studying reading visual text. (icture or simbol can raise student-s emotion and attitude, for example when students read information about war and other social life. =. 3ogn 3ognit itiv ivee funct functio ionn isual media can be shown from research invention which covers that visual symbol or pict picture ure accel acceler erat atee commp commpreh rehens ensio ionn and and exace exacerba rbate te stud student entss meori meories es about about information A car message which is contained in the the picture7. ?. 3ompe 3ompensa nsato tory ry funct functio ionn eaching media can be shown from researc product that is said that visual media can help a weak and show learn in reading to organi/e information in the text and to recall it back. In other words, teaching media is as spirit for a weak learner or student improving and understanding the sub+ect material which can be set out in the form of the text or orally, for example, finding our the meaning of word Amile- through picture, painting, photograph, etc.
20
". y ype pess of voc vocab abul ular aryy Learning a language will mean nothing without learning vocabulary. egarding the types of vocabulary vocabulary 0uandt in :ardiana :ardiana !95"" % "? & catagori/e catagori/e vocabulary into four types % a.
Listening vocabulary
his type of vocabulary is developed early, since a child begins to recogni/e sound. It is limited only to the sound, which is associated with his experience. b.
2peaking vocabulary
his type vocabulary is also built early, that is time when the child begins to communicate with the surrondings. ;lthough the application of vocabulary at this stage is very simple and it contains many of the small function words, that kind of vocabulary can make up a speech. c.
ocabulary of reading and writing
his types of vocabulary are developed almost at the some time. However, reading vocab vocabul ulary ary usual usually ly come comess earli earlier er than than vocab vocabul ulary ary of writ writin ing. g. h hes esee types types of vocabulary are recogni/ed when one has the capability of writing. 9. echni0ue echni0ue in eaching eaching ocabulary cabulary
21
In teaching and learning vocabulary vocabulary,, the learners should recogni/e recogni/e their needs. his is important, because words are in various kinds, which make it immposible for the teacher to teach all of words. he teacher, then, should find the efficient techni0ues in the implemantion of the teaching teaching process classroom, to make the teacher more ready to teach the student and the teaching learning process proces s will run fluently. he procedures in vocabulary teaching for the lower intermediate which can be applied in +unior high school student% a. eacher eacher chooses chooses an an area or or category category of vocabula vocabulary ry they want to work. work. b. eacher eacher ask each student to think of word in the chosen chos en area of vocabulary. c. 'ach student student writes writes some some words on a piece of paper and gives gives it to the teacher teacher to cheek and keep. d. eacher eacher cheek cheek studentsstudents- work and distribut distributed ed among the the student. student. each studenthas studenthas a piece of the paper on their table. e. :atch the the piece of paper with with the correct correct answer, answer, making making sure one gets gets their their on work. f. 2tudent 2tudent match match the the word word key have been been dealt dealt on on the whiteboard whiteboard with with in in devination.
22
/. 0ed!a 0ed!a Of Of In&tr In&truct! uct!onal onal
". eachi aching ng medi mediaa here any many kinds of media, one of them is media of education. )aturally, media of educations have general characteristic as has been expressed by 'miliana !95"5 % "?&. here are % a. :edia of of education education means means an ob+ect, ob+ect, which which can be touched heard and and seen. b. he main stress is an the ob+ect or other things which can be seen and heard. c. :edia of of educations educations is a kind kind of visual visual aids aids in teachin teachingg and learning learning.. d. It is used used for interac interaction tion in in teaching teaching between between teacher teacher and students. students. :edia of education is aids, method and also techni0ue which in used to make communicati communication on interaction interaction between teacher and students, students, more effective effective in teaching teaching and learning process in the classroom. egarding the last thing above, in this case a creative and imaginative. eacher are demand to utili/ed such as easy make media which is easily made by teacher. 2ocial students with be better understood if a teacher discussed the picture contained in the reading as readiness readiness activity. activity. uestion that the teacher teacher can raise about picture may help to motivate students to study. 9. h hee Use Use of e eachin achingg :edi :ediaa
23
eaching vocabulary is the basic part in language teaching. he use of media is therefore, to smoothen in the process of teaching learning activity. Hopefully, the result could be optimally achieved because teaching media has great potential in stimulation and increasing students- interest in learning 'nglish vocabulary. ;ccourding to 2ud+ana, !"##9 % 9& teaching media is useful in some ways % a. It makes makes the teaching teaching more more interestin interestingg and it raises raises studentstudent-ss motivati motivations. ons. b. It makes the teaching material more clearly easily comprehended by student, which is the main goal of an instruction. c. It makes makes the teaching teaching method method more more varieties, varieties, only in in which which that there is is a feedback between the teacher and the student. d. It gives gives a lot lot chances chances for the the students students to to study because the can can do other other activities while listening at the sometime such as observation action and demonstration. H. Conce)t Conce)t of Narrat! Narrat!%e %e
; narrative narrative is some kind of retelling, retelling, often in words !though it is possible to mime a story&, of something that happened !a story&. he narrative is not the story itself but rather the telling of the story BB which is why it is so often used in phrases such as Dwritten narrative,D Doral narrative,D etc. While a story +ust is a se0uence of events, a narrative recounts those events, perhaps leaving some occurrences out because they
24
are from some perspective perspective insignifican insignificant,t, and perhaps emphasi/ing emphasi/ing others. In a series of events, a car crash takes a split second. ; narrative account, however, might be almost entirely about the crash itself and the few seconds leading up to it. )arratives thus shape history !the series of events, the story of what happened&. ; narrative !or story& is any account of connected events, presented to a reader or listener in a se0uence of written or spoken words, or in a se0uence of !moving& pictures. )arratives can be organi/ed in a number of thematic and>or formal>stylistic categories% nonBfiction !e.g. )ew 1ournalism, creative nonBfiction, biographies, and historiography&F fictionali/ed accounts of historical events !e.g. anecdotes, myths, and legends&F and fiction proper !i.e. literature in prose, such as short stories and novels, and sometimes in poetry and drama, although in drama the events are primarily being shown instead of told&. )arrative is found in all forms of human creativity and art, including speech, writing, songs, film, television, games, photography, theatre, and visual arts such as painting !with the modern art movements refusing the narrative in favour of the abstract abstract and conceptual& conceptual& that describes a se0uence of events. he word derives from the Latin verb narrare, Dto tellD, which is derived from the ad+ective gnarus, DknowingD or DskilledD. he word DstoryD may be used as a synonym of DnarrativeD. It can also be used to refer to the se0uence of events described in a narrative. )arratives may also be nested
25
within other narratives, such as narratives told by an unreliable narrator !a character& typically found in noir fiction genre. ;n important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process narration !see also D)arrative ;estheticsD below&. ;long with exposition, argumentation, and description, narration, broadly defined, is one of four rhetorical modes of discourse. :ore narrowly defined, it is the fictionB writing mode whereby the narrator communicates directly to the reader. I. #ra #raee or ork k of of the the &tud &tud
MEDIA
PICTURE
TEXTBOOK
EXPERIMENTAL CONTROL
". (ict (icture ure has has posi positi tive ve effe effect ct 'xplanation In this case research 0uestion for the proposal there are any effective using picture in teaching vocabulary.
26
he writer using 0uantitative, where in that there are two ways for research. *irst, the writer chose two groups, one group it is called experimental class, and the second one it is called control class. In experimental class the students use the picture to improving their vocabulary ability, and in control class the students not use the picture but the writer use textbook or traditional method. 2. H)o H)ote te&! &!&& Of Th Thee (tud (tud
2tarting 2tarting from the problem of this study as started started previously, previously, as tentative tentative answer the writer gets the following hypotesis !H;& which is said that Apicture has positive effective toward the students in teaching new vocabulary7.
CHAPTER III
27
RE(EARC 0ETHOD
A. Re&ea Re&earc rch h De&!g De&!gn n
his h is stud studyy deal dealss with with effe effect ctiv iven enes esss of usin usingg pict pictur uree in teac teachi hing ng spea speaki king ng.. ;ccordi ;ccordingly ngly,, the writer writer needs needs to conduct conduct an experim experiment ental al research research which which used used statistical method. he writer is using experimental because this study, the writer is going to find out the effectiveness of teaching strategy in teaching vocabulary. he writer using the 0uantitative experimental, where in that there are two ways for research. *irst, the writer chose two group, one group it-s called experimental class, and the second one it-s called the control class. In experimental class, the students use the picture to improving their vocabulary ability, and in control class the students not use the picture, but they use traditional method or textbook. B. Po)u Po)ulat lat!on !on and and (a (a)le )le 1.
he population
he populations of this study are students taken from the eleventh grade of 2:; )egeri " alangpadang alangpadang in academic year 95"=>95"?. he eleventh class consists cons ists of =9 students and they are supposed to be active in teaching vocabulary process. hey are divided into two groups. he use of picture was used in experimental group and the textbook or traditional method is used in control group.
28
9. h hee 2ampl 2amplee f h hee 2tudy 2tudy he total of students at the eleventh grade class in 2:; )egeri " alangpadang in academic year 95"=>95"? is more than "55 students. It means that the population is great in number, more over limited time. *acilitates and financed and to get the effective data in this research, the writer takes only 66 J from the class rendomly. It means that the totals of sample are $5 students. ;s ;rikunto !"#4=F =?& said that if the sub+ect is less than "55, if is better to take the entire sub+ect. sub+ect. If the sub+ect is great in number it can be taken between "5B"$ J or 95B9$ J or more. his sample is considered to represent the eighth class student of 2:; )egeri " alangpadang in academic year 95"=>95"?. N Cla&&
0ale
#eale
Total
6 C "= "$
96 9$ "4 "C
=9 =9 =" =9
o
" 9 = ?
KI. I(;. " KI. I(;. 9 KI. I(2. " KI. I(2. 9
Total Eata esource% SMA Negeri 1 Talangpadang Talangpadang Academic Year Year 2013-2014.
1'3
C. In&true In&truent nt Of The (tu (tud d
he instrument of research in setting the data to make more easyly ! ;rikunto, 9559 % "=6&. he instrument what is used u sed in this writer to collect co llect the data is test. he writer is give the student 9$ multiple choice test for pre test on vocabulary for two groups in
29
the first meating. he student had to select one the best answer to complete each after the student were being treated by media picture for experimental group and with textbook !traditional method& for control group. he writer delivered a test of post to all student as the sample sa mple of writer. egarding to the instrument of the data collection, they were all scored ? for each correct answer. It means the right student-s score ranged from the highest "55 ! when the students can answer all 0uestion correctly& and the lowest is 5 ! when the students could not answer any of the test&. D. Techn chn!4ue !4ue of of Data Colle Collect!o ct!on n 1.
(reBtest
It is the first method of data gathering is used by the writer. he writer give pre test to both group as the sample of reaserch. reaserc h. (re test which is aimed at knowing the students vocabulary abilities, before having treatment, the test is held by the writer. 9. reatm atment he treatmen of using picture is conducted in experimental group class however picture treatment will not applied in control group. he following are the treatment process of teacher while teaching the class using us ing picture media. a. eache eacherr tell the student student about about the topic topic discusion discusion.. 2tudent 2tudent are expected expected to be active in the classroom by asking them to mention some word related to the
30
topic in 'nglish or their mother tongue next, teacher read a simple paragraph in the text slowly, while student listen to teacher. eacher read the paragraph once again sentence by sentenc, and student read after teacher. eacher ask some student to read paragraph slowly and the other listen. b.
2tudent are asked to find unfamiliar wordson wrote them on the white board. eacher than show some pictures related to the unfamiliar words on the white board to the student. 'very student will asked in aeanglis the name of thing in the picture, the response the instruction given, they could use some way to answer such as using their mother tongue firs, opening dictionary or using teacher-clue, teacher-clue, teacher ask some students students to rite their answer on the white board, teacher teacher collected student student answers. *urthermore, *urthermore, student student are asked to pronoun the words on the whiteboard after teacher. eacher poented toward the picture and the real ob+ect while student pronouns the new words had been translated on the white board one by one. In the treatment, teacher used not onFy as an instrument but also real ob+ect, which axisted in the classroom.
c.
*inally, in the end class activities, teacher show the picture again and asked students to mention the name of things on the pictures. Euring the tratment, the teacher had facilitate her self with the observation sheats.
3.
(ost test
31
*inally the student-s paper sheets will submitted and the students. esult are treat as the data of the study. he test is similar to pre test. E. Techn chn!4ue !4ue Of Data Data Anal5 Anal5ee
;fter obtaining the individual scores of the two group, the writer process the data score with the following step % ". he data data from the the test result result namely namely the the students students individual individual score is analysi analysiss statistically following the procedure below % a. *ind out out the mean score score of the each each treatment treatment by using the the formula. formula. : x and :M Where % :K
:ean score of experimental group.
:M
:ean score of control group.
N
2um of
)
)umber of sample
b. Identifying the deviation !d& K K9 O K" and y y9 O y"
32
Where % x>y
Eeviation score of experimental group > control group.
x9> y9
he post O test score of experimental group > control group.
x"> y"
he pre O test score of experimental group > control group.
c. 2tan 2tanda dard rd Eevi Eeviat atio ionn 2tanda 2tandard rd deviati deviation on is the particul particular ar set of score score under under study study,, when when attempt attempting ing to estimate the population. he functions of standard deviation are to correct for this statisticians have generated an e0uation for an unbased estimate of a populari/ing. Which and when applied to small samples and to increase the value of sample. *ind out the standard deviation of each treatment by using the formula% ". 2tanda 2tandard rd deviat deviation ion for for experim experiment ental al group. group. NK9 N dx9 O
9.
2tandard deviation for control group
N M9 N dy9 B d.
Identifying the t O test
33
t where % :K
he mean score of experimental group.
:M
he mean score of control group
K
he deviation score of pre test and post test. !experimental group&
M
P
he roof of Q.
NK9
a sum of s0uare deviation of experimental group
NM9
a sum of s0uare deviation of control group
)K
he number of sample in experimental group
)M
he number of sample in control group
df
Eegree of freedom with formula % N6 7 N 8 '.
34
BIB"IO/RAPH9
;rikunto, 2uharsimi, 9556. (rosedur penelitian 2uatu (endekatan (raktek. 1akarta % ineka 3ipta
2wan, michael, "##$. 'ffective. (ractical english usage. Ruhrianti. !9554&. *unction of picture in teaching. )ew Mork, Mork, :acmillan (ublishing 3ompany.
35
