Academic Writing A Journal TEACHING VOCABULARY THROUGH PICTURES IN GROUP WORK FOR THE SECOND GRADE OF SMP NEGERI 22 BANDAR LAMPUNG IN ACADEMIC YEAR 2007
Muhammad Zacky Saputra (0853042025)
English Education Study Program Arts and Language Education Department School of Education and Pedagogy University of Lampung 2012
Teaching Vocabulary Through Pictures In Group Work For The Second Grade of SMP Negeri 22 Bandar Lampung In Academic Year 2007 Muhammad Zacky Saputra
[email protected] University of Lampung (Lampung, Indonesia) Abstract: Most graduated students of junior high school have unsatisfactory vocabulary achievement. This paper was conducted to find out whether teaching vocabulary through pictures in group work can significantly increase students’ vocabulary achievement. The population of this research was the second grade of junior high school. This study was quantitative with one group pretest-posttest design. The researcher used test in form of multiple choice, completion and essay. The result showed that there was an increase of 15.06 point score from the score pretest 63.33 and score posttest 78.39. Based on the result there was a significant increase of the students’ vocabulary after taught through pictures in group work. It could be concluded implementing teaching vocabulary through pictures in group work in classroom is suggested.
Key Word: Teaching Vocabulary, Pictures, Group Work.
I. Introduction Vocabulary is one of important language aspect which is used to communicate. As River (1970) says that it will be impossible learnt a language without vocabulary, learning a language means learning its vocabulary. Vocabulary is the most ingredients of any language, because vocabulary is the central element of a language. The students of junior high school gain 200 vocabularies target after they graduated from junior high school. Moreover, the 2006 curriculum states that the second grade students of junior high school are expected to master approximately 600 to 1500 words. From this situation, the use of teaching aid is necessary, so that the writer uses picture as her teaching aid in order to find out whether picture can increase the students’ vocabulary achievement. This journal will find out whether teaching
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vocabulary through pictures in group work can increase students’ vocabulary achievement significantly.
II. Theoretical Rationale Picture in language teaching according to Stevick (1987) a picture is one of the visual aids or anything visible that can help students to learn language more quickly and accurately. The students might be more interested in learning new vocabulary through picture. Concept of group work, Jarolimek (1980) states that group work is case point, working together cooperatively involving students in process through which they learn and apply many important human relation skills. Procedures of teaching vocabulary through pictures in group work. Hamalik (1980) the procedures of teaching vocabulary through picture are as follow: 1. The teacher shows some pictures to the students 2. The teacher asks the students some question related the topic. 3. The teacher divides the students into some group. 4. The teacher gives each group different picture 5. After the students discuss the picture in group work. The teacher asks students to compete each other by recalling the descriptions of the picture in turn. 6. The last, teacher give a test. Based on theories above the writer formulates the hypothesis as follow: “there is a significant increase of students’ vocabulary achievement after taught vocabulary through pictures in group work”.
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III. Research Method Research design this research, one group pretest-posttest design would be used T1XT2. In this research, the researcher administered by applying one pre-test and post-test between a set of treatment were administered by applying pictures in group work. The population of this research was second grade of SMP N 22 Bandar Lampung in academic year 2007-2008. The researcher took two classes, one class as try out class and other class as experimental class. Data collecting technique this research, pre-test which was used an objective test in form of multiple choice, completion and subjective test in form essay about vocabulary. To find out how far the students have master in vocabulary. Post-test was administered to know the progress of students’ mastery of vocabulary after taught by using pictures in group work. The test of posttest was similar to pretest. To estimate the reliability of the test, the researcher used the split-half technique. To measure the coefficient of reliability between first and second half, the researcher used Pearson Product Moment. Validity of the test, to get content validity, the test was adapted from students’ book. Then, the test was determined according to the material that was taught to the students. To get construct validity it used same technique like content validity.
Research procedure of this research first, determining the population and sample of the research. Second, try out the instrument. Third, is administering the pretest. Fourth, give the treatment. Fifth, administer post-test. Sixth, analyze the result (pretest and post-test). The last is report the result. Data analysis this research in order to
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know whether there is a significant increase of the students’ mastery of vocabulary through pictures in group work, the researcher analyzed data as follow; scoring the pretest and posttest, tabulating the result the test and calculating the mean of pretest and posttest, take conclusion from tabulated result of pretest and posttest. Hypothesis testing of this research is “there is significant increase of students’ mastery of voca bulary taught through pictures in group work.” The hypothesis was analyzed at significant level is 0.05.
IV. Result and Discussion There were five classes for second grade at SMPN 22 Bandar Lampung. VIII A became the try out class and VIII B became experimental class. Result of try out test, there were 50 question items of try out the difficulty level was 0.15 up to 0.975. To know the result of reliability of test the researcher use Product Moment Correlation the computation showed that R xy was 0.94. Result of validity the writer used the items that reflected the material taught to the students. Result of pre-test the number items was 40 with 20 items multiple choice, 10 completion word and 10 essay form. The mean score of pretest was 63.33 with highest score was 77.50 and lowest score was 47.50. Result of posttest the type of form question was same with pretest the mean score was 78.39, the highest score was 90 and lowest 65. Based on the result there was significant increase of students’ vocabulary achievement taught through picture in group work. The researcher found that students cannot communicate well because different in vocabulary achievement. It means the students can communicated well if
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they mastery vocabularies. And after taught by using pi cture in group work students’ vocabulary increase significantly the average in pretest was 63.33 and in post test after giving treatment became 78.39. The writer concluded that teaching vocabulary through picture in group work could difference the students ’ vocabulary achievement. Besides that the students were trained to use vocabulary in class activity. As the result they can improve English and communicative well then. Harmer (1991: 160) says that many experiments on vocabulary suggest that students remember best when they have actually done something in that word. Because of that researcher tried to use pictures as the media and added group work to create communicative class. It could be concluded that students had good response toward pictures; it was shown by student’ participation when they got treatment and their posttest result score. It made the researcher suggested to use picture in group work when teaching vocabulary.
V. Conclusion Using pictures in group work could be used to increase the studen ts’ vocabulary achievement. Teaching vocabulary through pictures in group work can motivate and challenge students, gave good opportunity for students to communicate and share the ideas to their friends or their group. As the result, teaching vocabulary through pictures in group work is suggested.
References
Harmer, Jeremy. 1991. The Practice of English Language Teaching. New Edition. Longman: England.
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Thornbury, S. 2002. How to teach vocabulary. Longman: London.
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