A. Proposed titled of the stdy
This study will be entitled “IMPROVING STUDENT’S MEMORISING ABILITY ON VOCABULARY BY MEAN OF PICTURE AND PICTURE METHODE”.
B. Introductory
a. Background of the study
Vocabulary is one of the language aspect which should be learnt. Learning vocabulary is crucial because we are able to speak, write and listen nicely we have to know vocabulary first. Edriz (Wilkins 1972, 130) states that vocabulary learning is learning to descriminate progressing the meaning of words in target language from the meaning of their nearest ‘equivalent’ in the mother tongue. According to the oxford dictionary is all the words that a person know or use. Similary, based on wikipedia, vocabulary is commonly define as all the words known and used by a particular person. According to the definition above, the writer thinks that vocabulary is a range of words wich vital to known for communicating and understanding with others.
It is known that the main problem of vocabulary is difficulty to children in memoring words. Children who enter with limited vocabulary grown much, more discrepant over time from their peers who have rich vocabulary knowledge Edriz (Baker, Simmons, & Kame'enui, 1997). So, the teacher should be creative in giving materials in the classroom. It is to invite the appreciation from the student, so the learning will bring to interactive vocabulary learning. One of the ways is sing pictres. I mean that to memorising some words is supported by pictre and picture method to support their understanding.
According to the explanation above, the writer thinks that implementing picture and picture method can help the student in increasing and memeorising some words. The writer believes that the student weather it elemtary school or junior high school almost interested to someone which colourful and invite their attention, then they will focus on to the material.
Previously, there have been researches who were also interested in vocabulary subject. Diferently they specify to importance of teaching vocabulary, while the writer describe the method of teaching vocabulary. The example of teir research are the importance vocabulary knowledge to school success, in general and reading comprehension in particular is widely docmented, by Beker 1977. Then the another research by the national concil 1998, conclded that vocabulary development is foundamental goal for student in the early grades.
In specific, the writer intends to work out the result through her paper: “Improving Student’s Memorising Ability on Vocabulary by Mean Picture and Picture Method”.
b. Research Question
This study will be designed to answer the following question: “Is Picture and Picture Method can Improve memorising ability on vocabulary?”.
c. Purpose of The Study
This research will be aimed to find out whether Picture and Picture Method is effective to improve student’s memorising ability on vocabulary.
d. Variables
The variables of this study are as follows:
a) The dependent variable of this study is student’s memorising ability on vocabulary.
b) The independent variable of this study is the applying of picture and picture method in memorising skill vocabulary.
e. Hypotheses
Based on the research question above, the hypotheses of this study are as follow:
a) Null Hypotheses (HO) : there has not differences of memorising vocabulary range between the student who taught by Picture and Picture Method and the others who are not.
b) Alternative Hypotheses (H1) : there has not differences of memorising vocabulary range between the student who taught by Picture and Picture Method and the others who are not.
f. Significance of the study
The result of this study are hoped to give much significance, especially to the theoritical practical aspect, and professional benefits.
Theoretically, this study gives significance in order to improve the preferences that can be used in conducting the research especially in educational context. Besides, this tudy can be an additional option to teaching staregy that can be used in teaching vocabulay.
Practically, based on this study, the writer will be able to improve her knowledge in writing good paper and writer’s knowledge in of teching English especially on Vocabulary. Furthermore, the student can improve their ability in memorising vocabulary in good and interesting maner, so they can easily catch the word which be tought.
Professionally, the result of the study can improve theacher’s understanding of teaching vocabulary by mean picture and picture method. It can enchane their professionalism as English teachers.
g. Scope of the study
Based on the research question above, the writer will limit the discution of the student’s memorising ability by mean picture and picture methode, especially on vocabulary that has given to the student at Seventh Grade of MTs. PUI AL-IKHLAS SUSURU.
The research itself will be focused on the student’s memorising ability on vocabularry by mean of picture and picture method. In this study the writer choose understanding the meaning of word in the text because the student if they found a new word is easy to forget.
h. Definition of the Study
This research will use several terms frequently to explain the topic under discussion. Hence, to avoid the ambiguity and misunderstanding about the terms, it is necessary that the writer define with the key terms.
One very important aspect of learning vocabulary is to organise the word and expression you meet, this will help you remember them better (McCarthy and o’dell, 2008, p.19). And also, by knowing a large range of vocabulary the people can increase their written, understanding text well, and the one important is to able communicate with others fluently.
Edriz (Wilkins 1972, 130) states that “vocabulary learning is learning to descriminate progressing the meaning of words in target language from the meaning of their nearest ‘equivalent’ in the mother tongue”. According to wikipedia, “Vocabulary is commonly defined as "all the words known and used by a particular person". Knowing a word, however, is not as simple as simply being able to recognize or use it”.
Sunenti (www.titisunenti.blogspot.com), state state that “picture and picture merupakan sebuah model dimana guru menggunakan alat bantu atau media gambar untuk menerangkan sebuah materi atau memfasilitasi siswa untuk aktif belajar, dengan menggunakan alat bantu atau media gambar”. It means that the teacher uses a picture to help easy memorising vocabulary.
i. Research report organization
The results of this research will be presented in five chapters, for example introduction, review of literature, research methodology, data analysis and discussion, conclution and suggestion. Each chapter will be explained below.
Chapter I is introduction. It is consists of nine parts: background of the study, research questions, purpose of the study, variables, hypotheses, significance of the study, scope of the study, definition of key terms, and research report organization.
Chapter II is literature review it consists of an overview of vocabulary: definition of vocabulary, definition of academic vocabulary, the importance of vocabulary, purposes of vocabulary, and overview of imaging strategy, the steps in implementing delineation the classroom, practical implementation of picture and picture method and previous research.
Chapter III is research methodology. It discusses research design, population and sample, research site, research procedures, research instruments, data analysis technique, and ethical considerations.
Chapter IV is data analysis and discussion. It covers analysis of data, putting the result of pre-test and post test into the table of distribution, data analysis technique, interpreting the result of computation, testing hypothesis and discussion.
Chapter V is conclusion and suggestion which consists of conclusion and suggestion of the research. The conclusion and suggestions will be based on the results presented in chapter IV.
C. Review to the literature
a. Definition of Vocabulary
Knowing a large range of vocabulary is crucial to people in this era, because English becomes a foreign language in Indonesia and as a global language. And also, by knowing many vocabularies the people can improve their understanding text well and force their speaking fluently. So it would be better if English teacher know and study the definition given by expert. Acording to Edriz (Wilkins 1972, 130) states that “vocabulary learning is learning to descriminate progressing the meaning of words in target languagefrom the meaning of their nearest ‘equivalent’ in the mother tongue”. According to the oxford dictionary, vocabulary is all the words that a person know or use. Similary, based on wikipedia, vocabulary is commonly define as all the words known and used by a particular person. According to the definition above, the writer thinks that vocabulary is a range of words wich vital to known for communicating and understanding with others. It means that vocabulary one need by person, so that the person can use theirs vocabulary to communicate.
b. The roles of vocabulary memorising and methodology
Vocabulary is, according to Al-Ja’fari (Hatch & Brown, 1995), the list of words that speakers of a particular language use. Vocabulary is one of the language aspects which should be learnt to support all of the aspect in English languages. As we know .that “memory is the ability to remember information” ( cambridge, advace learner vocabulary). Furthermore, based on cambridge “memorize is to learn something so that you will remember it exactly”. It means that the teacher can teach vocabulary quicker memorising as well as possible.
As language teachers we use different types of teaching aids to explain the meaning of new words. Using pictures is one of the teaching aids that teachers depend on in their teaching. Al-Ja’fari (Harmer, 2001:134) states that “Teachers have always used pictures or graphics – whether drawn, taken from books, newspapers and magazines, or photographs – to facilitate learning”. An easy way of explaining the meaning of the word aeroplane, for example, is to have a picture of one”. Of course, not all new words can be taught using pictures but most concrete vocabulary can. Al-Ja’fari (Harmer, 2001:135) states that “one of the most appropriate uses for pictures is for the presenting and checking of meaning.
c. An overview of picture and picture methode
An important aspect of learning to read understands how to use methodology to aid comprehension. In this study the writer choose picture and picture as one of methode in teaching vocabulary to improve memorising vocabulary quickly. Sunenti (Pupuh Faturrohaman, 2007;55).state that “Metode secara harfiah adalah cara atau prosedur yang digunakan untuk mencapai tujuan tertentu, kata mengajar sendiri berarti memberi pelajaran”. It means that methode teaching describes instructional proses or the way to reach the goal of learning.teacher behaviors are method in which teacher interact with student in vastly more complex ways.
By definition, “Picture and Picture adalah suatu metode belajar yang menggunakan gambar dan dipasangkan atau diurutkan menjadi urutan logis” Sunenti (Hamdani,2010;89), It means that the teacher brings a picture to the class for teaching to describe the material. By using picture is hoped the student will be able to abreast the learning focusly, and they are in gratify situation. Considering the explanation above, the writer argues that applying picture and picture methode helps student easy memorising vocabulary.
d. Practical implementing of picture and picture method
Al-Ja’fari (Nation, 1990:51) “lists a number of basic techniques through which teachers can explain the meanings of new words, all of which can be used in the young learner classroom”. According to Sunenti (Agus,2009;125) picture and picture methode consist of six steps, there are:
1. Guru menyampaikan tujuan pembelajaran atau kompetensi yang ingin dicapai;
2. Memberikan materi pengantar sebelum kegiatan;
3. Guru menyediakan gambar-gambar yang akan digunakan (berkaitan dengan materi);
4. Guru menunjuk siswa secara bergilir untuk mengurutkan atau memasangkan gambar-gambar yang ada;
5. Guru memberikan pertanyaan mengenai alasan siswa dalam menentukan urutan gambar;
6. Dari alasan tersebut guru akan mengembangkan materi dan menanamkan Konsep materi yang sesuai dengan kompetensi yang ingin dicapai.
It means that the teacher gives many picture to the student about a lesson, then the teacher invites the student’s participation, then asked the picture arranged by student based on the cronological, it can be use in finding a new vocabulary in text. The teacher reads the texts, then the student takes the picture which has been served by the teacher.
Accroding to my methode, i mean the picture is pictures in teaching new words makes the process enjoyable and memorable. They also feel that pictures attract student’ attention and deepen their understanding of vocabulary. Pictures can also help learners with abstract words, as associating the words with a concrete object makes these words easier to remember.
e. Previous studies
A study has been conducted by Ibraheem Saeed Al-ja’afari. He has conducted the research entitled:“Using Picture in Teaching Vocabulary in Grade 5 and 6 Classroom”. Based on his result of research, it was found that this study has been beneficial to my development as a researcher; the classroom observations here went well and although, as already noted, the interview part of the study was less effective. In terms of findings, what we are left with here confirms what we would expect: teachers feel that pictures can make a positive contribution to vocabulary teaching and learning while learners also appreciate the role that pictures can play in helping them to learn English. Further research of this kind can look into these issues in more detail, particularly through examining the classroom practices of a larger number of teachers, discussing these practices in detail through interviews, and investigating in more detail and with a larger sample what benefits learners see in the use of pictures in learning vocabulary.
Another study has been investigated by Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga had conducted the research entitles: “Learning Vocabulary Through Games, The Effectiveness of Learning Vocabulary Through Games”. Based on his result of research, it was found that After collecting data by observing CLT teachers' classes, interviewing teachers and students, and from our reflections of applying games in the classes we are teaching, we have come to some findings that will be helpful for teaching and learning vocabulary.
There are some differences between the previous study conducted by Ibraheem Saeed Al-ja’afari and Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. In his study, Ibraheem Saeed Al-ja’afari used picture in teaching vocabulary. Besides that, in his study he developed the vocabulary by analyzing the observation data, examining the teaching material that teachers used for explaining the new words in the lesson. He focused on how and when the teachers used these materials, using the video of the lessons to identify specific examples of vocabulary teaching using pictures from their work. He also studied the video for evidence of pupils’ reactions when pictures were used to introduce new words. Meanwhile, the present study, only used picture and picture method determinate the students’ understanding. Furthermore, there is similarity between Al-ja’afari’s study and the present study. It can both seen that both of the study using picture when the student study vocabulary.
While Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga used game in teaching vocabulary. They focused on activities also include vocabulary games which especially focus on helping learners develop and use words in different contexts by making the lessons enjoyable. In their study, the writer also finds a similarity between Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga study and the present study. It can be seen that both of study purposed for studying vocabulari enjoyable and memorable.
D. Research Methodology
a. Research Design
The writer will conduct the research as a quantitative study. Based on the problem and the objectives of the study, the writer will choose “True Experimental Study “ as a method to investigate the problem. According to Fraenkel and Wallen (2007, p. 266), “A true experimental design is that subjects are randomly assigned to treatment groups.” As stated before that the purpose of this study is to find out whether there is a significant difference of memorising vocabulary ability between students who are taught by means of picture and picture method and those who are not.
In this study, the writer will choose pre-test and post-test control group design for experimental and control groups. Each group got the same pre-test and post-test of which the results will be computed whether the influence of the treatments given to experimental group has been improved or not. According to Fraenkel and Wallen (2007, p. 268), the design of this study can be diagrammed as follows:
Note :
R : Sample selected randomly
X : Treatment (Teaching reading descriptive text by means of imaging strategy)
O1 and O3 : Pre test of experimental group and control group
O2 and O4 : Post test of experimental group and control group
Based on the design above, the subjects will be randomly assigned into two groups, experimental group and control group. The groups will be considered to be the same in all aspects. In this study, the experimental group will be treated by means of picture and picturemethod, but the control group will not. Both the groups will get the same pre-test and post-test.
b. Population and sample
The population of this study will be all of students at the Seventh Grade of MTs. PUI AL-IKHLAS SUSURU consisting of 50 students. To determine the sample of this study, the writer will use cluster random sampling technique. According to Sulastri (Fraenkle and Wallen, 2007, p. 95), “cluster random sampling is the selection of groups, or clusters, of subjects rather than individuals”.
The writer will divide the sample into two groups, an experimental group and control group. The group which will become experimental group is VII-A, while as the control group is VII-B. From each group, the writer will take 10 students for the sample. So the total number of sample will be 20 students.
c. Research site
This study will be conducted in one of junior high schools in Panawangan subdistrict, West Java, i.e. MTs. Al-Ikhlas PUI Susuru. The reason of choosing of MTs. Al-Ikhlas PUI Susuru because the sample selected is suitable with the topic that is the seventh grade of junior High School in which vocabulary is being learnt at that time.
Besides, the students of this school have never been taught vocabulary by means of picture and picture method as one of ways in memorising vocabulary before. So, it is hoped that this study will give some advantages to the students, especially for improving their memorising skill on vocabulary.
d. Research Procedures
In the first meeting, the writer will invite the appreciation the student’ in teaching some materials without using picture. The writer will give them a text about the monkey and crocodile which has many ilustrate, then analyse their vocabulary understanding from that text, did they can retell that text or not, by using their vocabulary.
The second meeting, the writer will teach the same material that is about understanding of a text that, is the monkey and crocodile by bringing some picture to the class, then the teacher invites the students’ appreciation by giving them an opportunity to arrenged the story by arranging the picture based on cronolohical by the text.
In the last meeting, the writer will conduct test between both group.The post-test will be given to find out whether they have different result after the whole materials were completely given.The students have 30 minutes for understanding the same text based on cronological and retell it. The result then will be compared to know the difference of vocabulary memorising ability from that text between students who are taught by means of picture and picture method and those who are not.
Finally, the writer will check the result of her research by comparing that different ways in teaching. Afterward she will discuss and interpret that data befor drawing cingclution and make suggestion.
e. Research Instrument
An instrument plays an important role in the research project. The most part of instrument is used to measure the achievement in education test.
To find out the significant difference between students’ reading ability in understanding descriptive text before and after being taught by means of imaging strategy and those who are not, the writer will only administer the same pre-test and post-test to the experimental and the control groups. The test itself is a reading comprehension test in the form of essay and contains five items. The test items can be seen in the appendix.
In using rating scale for vocabulary subjectn, the scorer can make a rank order of the results of the students’ work, based on a given categories to know which students have the high scores and which have the lowest scores. According to Fraenkl, wallen, and hyunn (2011, p. 116) “Written-response instruments include objective (e.g., multiple-choice, true-false, matching, or short-answer) tests, short-essay examinations, questionnaires, interview schedules, rating scales, and checklists” . In this research, the writer will use Behavior Rating scale for responding to vocabulary on 1-5 ascending scale adapted from Fraenkl, wallen, and hyunn (2011, p. 118)
below, circle the appropriate number, using the following
key: 5 = Excellent, 4 = Above Average, 3 = Average,
2 = Below Average,1 = Poor.
A. Explains course material clearly
1 2 3 4 5
B. Establishes rapport with students
1 2 3 4 5
C. Asks high-level questions
1 2 3 4 5
D. Varies class activities
1 2 3 4 5
Based on the table above, each activities is scored based on each category listed on the table. The score category shown in table above comprises 5 scales. The students who gets all perfectly (maximal score for each answer) will get 20 (5x4) and the minimal score is 1x5 = 5. The final score will be multiplied by 5 to get a maximum score of 100. So, the students who has good activities and movement will get a score 20 x 5 = 100.
f. Data analysis technique
To calculate the data, the writer will use t-test for two different groups. It is to compare the difference between the experimental group and control group. In this study, the writer will analyze the data by using the following steps:
1. Putting the scores into the table of distribution.
2. Calculating the mean of students’ vocabulary ability of each group.
3. Determining means difference (M) of experimental and control group.
Where :
Σ : sum all scores
N : the number of the students
4. Looking for the significant differences by using t-test formula:
Sulastri (Burns, 2000, p. 179)
Where:
t = coefficient of differences
M1 = mean difference of the score of experimental group
M2 = mean difference of the score of control group
ΣX1 = sum of score of experimental group
ΣX2 = sum of score of control group
N1 = the total number of students tested of experimental group
N2 = the total number of students tested of control group
5. Calculating the degree of freedom (df)
df = (N1 + N2) – 2
Note:
df = degree of freedom
N1 = the total number of the students (experimental group)
N2 = the total number of the students (control group)
6. Determining level of significance.
7. Determining the t - table
8. Comparing t- observed and t- table
9. Making interpretation and conclusion.
g. Ethical consideration
There are some steps that the writer will do before conducting the research. Firstly, the writer will ask for permission before entering the site. Secondly, the writer also will also give information about the research to the subjects and institution. Thirdly, the writer will ensure that the relevant persons and committees had been contacted. Lastly, the writer will use codes to replace students’ real names. It is done to protect their privacy or their identities.
h. Timeline
Task January February March April May June
Preparing the proposal
Completing literature review
Completing fieldwork
Completing analysis
Giving presentation
Completing final report
i. Bibliography
Young, Donna. Vocabulary vital communicating [web log post]. Retrieved from http://donnayoung.org/forms/help/vocabulary.htm.
Edriz. 2011. [web log post]. Retriccted from http://www.scribd.com/.
McCarthy & o’dell. (2008). Academic Vocabulary in Use. Retrieved from Cambridge University Press.
http://wikipedia.org/.
Sunenti, Titin. (2013). Model Pembelajaran Picture & picture[web log post]. Retrieved from http://titinsunenti.blogspot.com/.
Oxford Dictionary. (2008). Oxford Learner’s Pocket Dictionary. Retrieved from Oxford Universiti Press.
Huyen, Nguyen Thi Tha & Nga, Khuat Thi Hu. Learning Vocabulary Through Games, The effectiveness of Learning Vocabulary Through Games.
Fraenkel, Kjack. R & Walle, Norman E. (2007). How to Design and Evaluate Research in educational, eighth edition. Retrieved from Mc Graw Hill Companies.
Sulastri, Iis. (2012). Improving Students’ Reading Ability in Understanding Descriptive Text by Mean of Imaging strategy.
