A.

TITTLE

TEACHING VOCABULARY THROUGH PICTURES

(A Classroom Action Research to the Fifth Grade Student of SDN Karang Mekar Mandiri 1-
Cimahi)

B. BACKGROUND OF RESEARCH

In Indonesia, English is considered as an international language, which is used all

over in the world. English is taught to pupils of Elementary School up to the University

student. Even, nowdays it begins be learning to pupils of Kindergarten. In studying

English students have to deal with some aspects, such as vocabulary that has difficulties

in each level.

Vocabulary is a component of language material in learning English. In teaching

English vocabulary is one of the important language skills besides the other language

skills such as reading, listening and speaking. Vocabulary skill for the students is very

important to communicate through written language, the students have to able to write

with the material that is given appropriately.

However, in the teaching and learning process, there are a lot of vocabulary

problems. Usually English teachers teach vocabulary to their student with explanation

and translation technique or we call it non visual technique. It makes them difficult to

understand the vocabulary. By the method that is used, also it makes them less motivation

and less interest in learning English.

Based on the observation above, the writer assumed that the students’ problem in

learning vocabulary comes not only from the students but also from the teachers’ method
 that used in teaching vocabulary. According to the writer, it is crucial problems because

the students will find difficulties in learning vocabulary, so they cannot understand about

listening, speaking, reading and writing in real communication, and they will forget

vocabularies easily.

According to the problem above, the writer wants to propose a method and tries to

give the solution to the teachers’ problem in teaching learning vocabulary. In order the

problems that faced by the students and the teacher can be solved, and can improve

students’ vocabulary mastery. The method proposed is using pictures in teaching

vocabulary.

Using pictures technique is a suitable method for the teacher in teaching

vocabulary, and it will give solution for the teacher in teaching learning activities.

Through picture will increase the student’s motivation to improve the result. The teacher

has to give the suitable picture that is related to the material that will be given.

Based on the explanation above, the writer feels interested in a problem of

vocabulary skill and vocabulary method. The writer decides to write a final project

entitled: “TEACHING VOCABULARY THROUGH PICTURE (A Classroom Action

Research to the Fifth Grade Student of SDN Karang Mekar Mandiri 1-Cimahi)”.

C. AIM OF RESEARCH

The writer intends to achieve the following aim that is to know the effectiveness of using

pictures in increasing the student’s achievement and to understand the problem in

teaching vocabulary.
D. PROBLEM OF RESEARCH

Organ (1965: p. 28) states that stating a problem clearly is that the representation

of problem which gives direction about what to do. Until we state the problem clearly, we

have a few clues are adequate.

In this paper the writer states the research problem in the form of following

questions:

- Is teaching vocabulary through pictures able to improve the student’s

achievement?

- Is teaching vocabulary through picture effective?

E. METHODOLOGY OF RESEARCH

The method used in this study is Classroom Action Research (CAR) method

which is derived from the roots an action research. Because it occurs in the classroom

frame, it is called CAR. According to Michael J. Wallace, CAR is a type of classroom

research carried out by the teacher in order to solve problems or to find answer toward

context-specific issues. It means that to begin the CAR, the researcher or the teacher

needs to identify any problems on teaching learning vocabulary real found in the

classroom concerning students’ condition in learning. Meanwhile David Kember defined:

Action research is portrayed as a cyclical or spiral process involving steps of planning,

acting, observing and reflecting. It is normal for a project to go through two or more

cycles in an iterative process.

Writer’s Roll on the Research

action. She makes a lesson plan and the assessment or test before CAR (pre-test) and

after CAR (post- test) in each final cycle. Furthermore, the writer also collects and

analyzes data then reporting the result of study. On the other hand, the teacher carries out

the action based upon the lesson plan has been made.

Research Design

This Action research would be carried out through two cycles. Each cycle consist

of three meetings. Both cycles consisted of teaching and learning process and tests.

Before conducting the teaching and learning activity, the researcher gave a pre-test, and

post-test given at the last of each cycle. In order to be clear, the researcher would like to

present the Kurt Lewin’s action research design. It contains four phases; planning, acting,

observing and reflecting.

Technique of Collecting Data

In this research the writer using qualitative data (experience based) and quantitative data

(number based). In developing the data base from which to make a representation you

will be involved primarily in: observation, interviewing and uses pre-test and post-test.

These three will be briefly outlined in turn.

1) Observation

Observation is more than just looking and seeing. The task of observation is to

be able to represent a social scene in a way which is recognizable to the actors

involved, is considered valid and a true representation of their action. The

teacher to know about class situation as vocabulary activity, and students

response concerning the use of pictures.

2) Interviewing

Much of my data will probably be collected by interview. The interview also

will be carried out after accomplishing CAR to know the teacher’s response

toward the idea of pictures.

3) Test

this study the writer used pre-test and post-test. Testing refer to improved

scores on a post-test resulting from subject having taken a pre-test. In other

words, taking a pre-test may improve performance on a post-test, regardless of

whether there is any treatment or instruction in between (David Kember,2000,

p. 266). The pre-test is done before implementing pictures. Meanwhile, the

post-test is implemented after using pictures.

F. SIGNIFICANT OF RESEARCH

The significant of this research is conveyed to:

- Teacher.

It gives alternative solution in teaching vocabulary skill.

- Student.

It assists them to solve their problems in vocabulary activity of interest in

learning vocabulary and it can help them to improve their vocabulary.

To avoid misunderstanding and ambiguity, the writer thinks it is necessary to explain the

terms used in the title of skripsi.

1. Teaching

Teaching is an alternative process between the teacher and students and among

students themselves. In order words, teach is not explaining everything by an all

knowing teacher, but asking probing question, giving the students time to think and

respond so that classroom interaction may come enlightening for all concern

(Maurince in Saleh, 1997:20)

2. Vocabulary

Vocabulary is an important aspect in teaching language, as stated by Edward

(1997:149). “Vocabulary is one of the important factors in all language teaching;

students must continually learn words as they learn structure and as they practice

sound system”.

3. Teaching vocabulary is meant by “teaching vocabulary” in this paper is presenting

vocabulary text/vocabulary material to the students so that the student can

comprehend the content of the text.

4. The picture is an imagine of likeness of an object, person of scene on the flat surface

especially by painting, drawing or photograph (Webster’s New World Dictionary,

1974: 1077)