THE EFFECTIVENESS OF TEACHING

VOCABULARY USING PICTURES

(An Experimental Study at the Fourth Grade of SDN Pondok Cabe Ilir III

Pondok Cabe - Tangerang Selatan)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers’ Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (S1)

By:

Liza Fauziah

NIM. 104014000301

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ii

ABSTRACT

LIZA FAUZIAH 2011. The Effectiveness of Teaching Vocabulary Using

Pictures (An Experimental Study at the Fourth Grade of SDN

Pondok Cabe Ilir III Academic Year 2010/2011). A “Skripsi”

presented to the faculty of Tarbiyah and Teachers’ Training in a

Partial Fulfillment of the Requirements for the degree of S.Pd. in

English Education “Syarif Hidayatullah” State Islamic University

Jakarta.

Advisor: Drs. H. Bahrul Hasibuan, M. Ed.

Key words: Vocabulary, Picture, Translation method

The objective of the research is to get the information about using pictures

in teaching vocabulary; moreover it is conducted to get the effective techniques in

teaching vocabulary at the Fourth Grade students of SDN Pondok Cabe Ilir III.

The Sample of the research was 25 students of fourth grade students in SDN

Pondok Cabe Ilir III. This research is using experimental method in the

quantitative form by collecting data from pre-test and post-test. These testes have

purposed performance are given to the Fourth Grade students of SDN Pondok

Cabe Ilir III Tangerang Selatan is effective.The data collected in this research

were analyzed by using t-test. According to the result of statistical calculation, it

was obtain the value of to (t observation) that 3.94 and the value of “tt” (t table)

from the df (48) on the degree of significance of 5% is 2.01. it means that the

value of to is higher than the value of tt. Based on the result the null hypothesis

(Ho) which says there is no significance influence of using pictures in teaching

vocabulary is rejected. It means that the alternative hypotesis (Ha) which says

there is significance influence of using pictures in teaching vocabulary is

accepted.Based on the finding of this study, it can be concluded that using

pictures is effective and quite success and run well in the class situation. By using

pictures, students feel more interesting and enjoy doing activities in the class; it

also can give the students the opportunities to be active in learning English

vocabulary.

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ACKNOWLEDGMENT

Bismillahirrahmanirrahim

In the name of Allah, the Beneficent, the Merciful. All praise be to Allah,

Lord of the universe, who provides blessing and mercy to the writer in completing

this paper without any considerable obstacles. Peace and blessing also be upon the

Noble Prophet of Islam, Muhammad SAW, his companions and his faithful

followers.

This skripsi is written to fulfill one of the requirements for the degree of

Strata 1 (S1) in English Language Education of the Faculty of Tarbiyah and

Teachers’ Training, Syarif Hidayatullah State Islamic University.

The writer is really conscious that she could not finish this paper without

being helped by others both materially and spiritually. For that reason, the writer

would like to dedicate her enormous gratitude to her beloved parents, H. Kasta

Tarmizi, S.Pd and Hj. Sarinah who always give support and pray for her. Her

beloved my sisters, Rika Afrini and Khairunisya. Her beloved brother Gilang

Putra Ramadhan, they are the sources of inspiration in the writer’s life.

The writer also would like to state her acknowledgment to these following

people:

1. Drs. H. Bahrul Hasibuan, M.Ed, the writer’s advisor for his time, guidance

and his valuable contribution in correcting this paper so that it is finally

done.

2. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiyah and Teacher Training

Faculty.

3. Drs. Syauki M.Pd, the Head of English Education Department.

4. Neneng Sunengsih, S.Pd, the Secretary of English Education Department.

5. Dra. Farida Hamid, M.Pd, who has served as an advisor on the class A in

the English Department of the academic year 2004.

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6. All lecturers in the English Education Department who has given a good

insight and knowledge in introducing the world of education to the writer.

7. The headmaster, teacher, staffs, and all of the students in SDN Pondok

Cabe Ilir III for their good corporation in her research.

8. Her beloved cousin, Mayang, Eca, Harke, Uwi, Rosi and Dian.

9. Her beloved friends, Layda, Hangi, Aini, Ulfa, Adi, Hendra, muti, ade,

kiki. Hamamah. Thanks for the motivation, care and support! Also

Muhammad Hamdi, SE, her beloved one. Thanks for your love, support,

spirit and affection.

10. All or relatives, colleagues, lectures, and they that can’t be mentioned who

have helped the writer to accomplish this “Skripsi”.

Finally, the writer realizes that this paper is not perfect yet, but hopefully

practice can make her better. Therefore, it is a pleasure for her to receive any

constructive criticism and suggestion for better writing. By all modesty, the writer

hopes this paper would be useful for the writer and for the readers. Amiin.

Jakarta, July 25, 2011

The writer

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TABLE OF CONTENTS

ENDORSEMENT SHEET ……………………………………………………… i

ABSTRACT ……………………………………………………………………… ii

ACKNOWLEDGMENT .................................................................................... iii

TABLE OF CONTENT ………………………………………………………..... v

LIST OF APPENDICES ………………………………………………………... vii

LIST OF TABLES ………………………………………………………………. viii

CHAPTER I : INTRODUCTION

A. The Background of the Study ……………………………….. 1

B. The Identification of the Problem …………………………… 4

C. The Scope and Limitation of the Problem …………………… 4

D. The Formulation of the Problem …………………………….. 5

E. The Objective of the Study …………………………………. .. 5

F. The Significance of the Study ……………………………….. 5

G. The Organization of the Writing …………………………….. 5

CHAPTER II : THEORETICAL FRAMEWORK

A. Vocabulary

1. The Understanding of Vocabulary ………………………... 7

2. The Kinds of Vocabulary …………………………………. 9

3. The Techniques in Presenting Vocabulary ……………....... 11

B. Picture

1. The Understanding of Picture ……………………………. 14

2. The Types of Picture ……………………………………… 16

3. The Criteria of Good Picture ………………………….. …. 17

C. Translation Method

1. The Understanding of Translation Method ……………… 19

2. The Types of Translation Method …………………... ….. 20

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D. The Teaching of Vocabulary Using Picture ………………… 21

E. The Teaching of Vocabulary Using Translation Method …... 23

F. Thinking Framework ……………………………………….. 24

CHAPTER III : THE PROFILE OF SDN PONDOK CABE ILIR III

A. The Profile of English Teacher at SDN Pondok Cabe Ilir III.. 26

B. The Curriculum …………………………………………….. 27

C. The English Textbooks …………………………………….. 27

D. The Method of Teaching …………………………………… 27

CHAPTER IV : THE IMPLEMENTATION OF THE RESEARCH

A. THE METHODOLOGY OF THE RESEARCH

1. The Objective of the Research ………………………… 28

2. The Method of the Research …………………………… 28

3. The Place and Time of the Research …………………... 28

4. The Population and Sample of the Research ………….. 29

5. The Techniques of Data Collecting …………………… 29

6. The Research Instrument ………………………………. 30

7. The Research Variable ………………………………… 30

8. The Techniques of Data Analysis ……………………… 31

B. THE FINDING OF THE RESEARCH

1. The Data Description …………………………………. 32

2. The Test Hypothesis ………………………………….. 39

3. The Data Interpretation ……………………………….. 40

CHAPTER V : CONCLUSION AND SUGGESTION

A. CONCLUSION …………………………………………… 42

B. SUGGESTION …………………………………………… 43

BIBLIOGRAPHY ……………………………………………………………….. 44

APPENDICES

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LIST OF APPENDICES

Appendix 1 : The Students’ Test

Appendix 2 : Rencana Pelaksanaan Pembelajaran (RPP) Experiment Class

Appendix 3 : Rencana Pelaksanaan Pembelajaran (RPP) Control Class

Appendix 4 : Media Picture

Appendix 5 : Surat Permohonan Izin Penelitian

Appendix 6 : Surat Pengajuan Judul Skripsi

Appendix 7 : Surat Bimbingan Skripsi

Appendix 8 : Surat Keterangan Penelitian dari Sekolah

Appendix 9 : Surat Perubahan Judul Skripsi

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LIST OF TABLE

Table 4.1 The Score of the Individual Students’ of the Experimental Class ................ 33

Table 4.2. The Score of the Individual Students’ of the Control Class ……………… 35

Table 4.3. The Comparison of Score of Each Student of the Experimental Class

and Control Class …………………………………………………………. 36

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CHAPTER 1

INTRODUCTION

In this chapter presents and discuses 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, and the organization of the writing.

A. The Background of The Study

Language is very important for all human beings in the world because it

is a means of international communication. People use the language to express

their idea, feeling, and emotion. In Oxford Advanced Learner’s Dictionary,

“language is the system of sounds and words used by human to express their

thoughts and feelings”1.

As an international language, the teaching of English is important

because English in Indonesia is considered as the first foreign language which

is learnt in Indonesian schools. In Indonesia, English is taught as a local

content in primary school, as a compulsory subject is in secondary school, and

as a complementary subject is a university.

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

recognized 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 language communication and the students

have to practice all those skills which cannot be separated from each other.

The students may be able to use English in communication better if they

master all those language components. Scott Thornburg quoting the linguist

David Wilkins who summed up the importance of vocabulary learning points

1 A S Hornby, Oxford Advanced Learner’s Dictionary, 5

th Edition, (New York: Oxford

University Press, 1995). p. 662

2

out, “Without grammar very little can be conveyed, without vocabulary

nothing can be conveyed”2. 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 her reading, listening, speaking, and writing.

In the teaching learning process the students 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 could be easier

to understand what the teacher presents.

For the students in Elementary school using pictures are very useful in

the teaching learning process because it makes the classroom more active and

lively, so the students can be highly motivated and have a lot of fun during the

lesson. Pictures not only worth a thousand words. It can be used in a wide

variety of teaching activities. Aminudin Rasyad states:

“Kemampuan guru memilih media pendidikan sangat menentukan

kualitas PBM yang di kelolanya. Guru adalah salah satu media belajar

yang hidup dalam kelas. Sebab itu penampilan guru (teacher’s

performance) ikut menentukan keberhasilan belajar murid-muridnya.”

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(Ability of teacher chosen education media is very determining of PBM

quality which in its management. Teacher is one of the media learn

which live in class. That cause of appearance of teacher (teacher’s

performance) follow to determine efficacy learn its students. (Translated

by the writer).

2 Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Educational Limited,

2002), p. 13 3 Prof. Dr. H. Aminudin Rasyad, Teori Belajar dan Pembelajaran, (Jakarta: Uhamka

Press, 2003), p. 119.

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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 students to study hard and has to create a good classroom

atmosphere. Dr. Michael D. Williams states that “visual that are designed can

also help motivate students to learn by attracting and maintaining their

attention”4. The interest is very important in the English teaching learning

process because it is one of the main factors to reach the instructional

objective. If the students are not interested in studying, they will be very

difficult to understand the lesson.

An English teacher has to consider a suitable way to teach English and

how to apply it in the classroom. Heinich et al in Dr. Michael D. Williams

state that teachers need to keep in mind the following four basic goals of

visual design when designing visuals for their classroom use:

1. Ensure legibility of words and pictures in your visual.

Ensure that these can be easily seen by all your students from

where they seated.

2. Reduce the effort needed in interpreting message.

How the pictures and the words in your visual are arranged could

either aid or impede understanding of the message that your visual

is trying to convey.

3. Increase active engagement of viewer with message.

Make your visual appealing so that the students’ attention is

captured, enticing them to think about your message.

4. Focus attention on the most important parts of message.

Direct the attention of your students to the most important parts of

your visual so that they understand the “flow” of the message. 5

4 Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning,

(Singapore: Prentice Hall, 2000), p. 38 5 Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning…,p. 38

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According to the writer’s experience in SDN Pondok Cabe Ilir III as

the English teacher, that most of students of Elementary School assumed that

English is a difficult material. Furthermore, they are unmotivated to learn

English because the class situation is very boring. It is because many teachers

still teach, especially teaching vocabulary to the students by using translation

method. The teacher thought that the main objective in learning English is to

make the students feel fun when learning it, the teacher would help the

students when they felt difficult in acquiring the material in target language by

translating it into students’ first language (Bahasa Indonsia). This happened

when the students did not know or forgot the meaning of many vocabularies.

Based on the statement above, the writer is interested in investigating

the teaching of vocabulary in SDN Pondok Cabe Ilir III that is why the writer

chooses The Effectiveness of Teaching Vocabulary Using Picture as the title

of this writing.

B. The Identification of the Problem

Based on the background of the study above, there are many problems

that can be identified in this research such as: (1) The students’ difficulties in

memorizing the vocabulary,(2) media is limited in learning vocabulary,(3)

boring class activities and (4) monotonous teaching technique.

C. The Scope and 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 flash cards, real objects, charts, picture and etc.

In this paper, the writer only focuses on teaching vocabulary using pictures

dealing with “Parts of Face”. This is one of the themes of the syllabus. The

writer limits the investigating only in fourth grade of SDN Pondok Cabe Ilir

III the second semester of the 2010/2011 academic year.

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D. The Formulation of the Problem

The formulation of this problem: “is the teaching of vocabulary using

pictures more effective than translation method?”

E. The Objective of the Study

The objective of study is to know whether there is any significance

between teaching vocabulary using pictures and teaching vocabulary using

translation method.

F. The Significance of the Study

By doing the research, the writer intends to analyze the effectiveness in

teaching vocabulary using pictures.

This study may help the English teacher in choosing alternative way to

teaching vocabulary using pictures and give the information for English

teacher at SDN Pondok Cabe Ilir III about the effectiveness of picture in

English teaching and learning 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. Furthermore, this study is

expected to be useful to support the previous research and references for other

researchers who are interested in conducting the same research.

G. The Organization of the Writing

This paper is divided into four chapters, such as:

Chapter I : Introduction. It contains the background of study, the

identification of the problem, the scope and limitation of the problem, the

formulation of the problem, the objective of the study, the significant of the

study, and the organization of the writing.

Chapter II : Theoretical Framework. It contains Vocabulary, including

the understanding of vocabulary, the kinds of vocabulary, and the techniques

in presenting vocabulary. Picture, including the understanding of picture, the

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types of picture, and the criteria of good picture. Translation method,

including the understanding of translation method, the types of translation

method. The teaching of vocabulary using picture, the teaching of vocabulary

using translation method, and thinking framework.

Chapter III : The profile of SDN Pondok Cabe Ilir III, it contains The

profile of English teacher at SDN Pondok Cabe Ilir III, the curriculum, the

English textbooks, the methods of teaching.

Chapter IV : Contains the Implementation of the research. The

methodology of the research, including the method of the research, the

objective of the research, the place and time of the research, the population

and sample of the research, the technique of data collecting, the research

instrument, the research variable, and the techniques of data analysis. The

Findings of the research, including the data description, the test hypothesis,

and the data interpretation.

Chapter IV : Contains Conclusion and Suggestion

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter explained about theoretical framework, which consists

of vocabulary, Pictures, translation method, the teaching of vocabulary using

pictures and the teaching of vocabulary using translation method. Vocabulary

consists of the understanding of Vocabulary, the kinds of Vocabulary, and the

techniques in presenting vocabulary. Pictures consist of the understanding of

picture, the types of pictures, and the criteria of good picture. Translation

method consists of the understanding of translation and the types of

translation.

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 sentences or ideas. Therefore it is highly

essential for English teacher to help their students in mastering vocabulary.

One who masters enough vocabulary will find fewer difficulties

than those who have fewer vocabularies. When they read a certain text,

they will easily get information from it since they can understand every

word in the text.

Experienced teachers of English as a foreign language know very

well the importance of vocabulary. They know that the students need to

learn thousand of words that speakers use. Fortunately, the need for

vocabulary is one point on which teachers and students agree. Without

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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.

If we want to communicate with others in certain language we need

to master the language they belong to especially to know enough

vocabulary of those languages. Words are the basic units of language from

that supports the language itself.

Rivers quoted by Nunan has also argued that the acquisition of an

adequate vocabulary is essential for successful second language use

because, without an extensive vocabulary, we will be unable to use the

structures and functions we may have learned for comprehensible

communication1. As we know, English is a „world language‟, now days

the most communication tools for global communication. So, we must

have a lot of „bank of English words‟. Other wise grammar and exercising

pronunciation English need to be learned too. Mastery of vocabulary is an

essential component of all uses of language; it helps student too to

communicate effectively or expressing their ideas in English

Without an extensive vocabulary and strategies for acquiring new

vocabulary, learner often achieve less than their potential and may

discouraged from making use of language learning opportunities around

them such as listening to the radio, listening to native speaker, using the

language in different contexts, reading, or watching television.

According to Jack C. Richards and Willy A. Renandya,

“Vocabulary is a core component of language proficiency and provides

much of the basis for how well learners speak, listen, read, and write”.2

Its means that the first thing 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

1 David Nunan, “Language Teaching Methodology”, (New York: Prentice Hall, 1991), p.

117. 2 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New

York: Cambridge University Press, 2002), p. 255.

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language teaching objectives. In the other word, Vocabulary is the

important subject in language learning, if we lack vocabulary will face a

lot of problems.

Furthermore, according to Merriam-Webster’s Collegiate

Dictionary, vocabulary is:

1. A list or collection of words and phrase usually alphabetically

arranged and explained or defined.

2. A sum or stock of words employed by a language group

individual or work or in a field of knowledge.

3. A list or collection of terms or codes available for use.3 Its

means that vocabulary is a list or collection of words and

phrases usually arranged and explained or defined in some

subject, activities, various registers, and particular sphere

(group).

As what mentioned above the definitions of vocabulary is more

than one, but the definition from one reference to other is related. From

those, The writer summarizes that vocabulary is a total of words or phrases

that maintains all of information used by person, class or profession in

communication and it is important thing when learners study the language

it self and study the using of the language.

2. The Kinds of Vocabulary

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 the learners can use

appropriately in speaking and writing. Active vocabulary is also

called as a productive vocabulary.

3 Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, (New York: Merriam

Webster‟s Inc, 2003), p. 1400

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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 vocabulary.4

Active vocabularies are vocabularies or the words that we

use in speaking and writing, two of language skill. These

vocabularies are often called as productive vocabularies because

they are in case of speaking, have to be said by good pronounced in

order that our rival can understand what we mean. In case of

writing we have to write by good letter in order to avoid

misunderstanding from readers. To use the active vocabulary or

productive vocabulary we have to know and be able to use

grammar of the target language, we are hoped to familiar with

collocation and understand the connotation meaning of the words

too. This vocabulary is more prominent in the first level of a

course.

Passive vocabulary is vocabulary used in two kinds of

language skill that is reading and listening. Passive vocabulary

refers to language items that can be recognized and understood in

the context of reading and listening, and also called as receptive

vocabulary. Passive vocabulary is more useful when the student in

higher level of study such as intermediate level or advanced level.

b. Based on its form and function

John Read in his book, Assessing Vocabulary, mentioned two kinds of

vocabulary based on its form and function, they are:

1. Function Words

These are the words, which only have a full meaning when

they are integrated with other word. It includes articles,

preposition, pronoun, conjunction, auxiliaries, etc.

4 Ruth Grains and Stuart Redman, Working with Words a Guide to Teaching and

Learning, (New York : Cambridge University Press, 1986), p. 65

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2. Content Words

These are the words, which have a full meaning and

provide links within sentences. It includes 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 vocabulary used by the people for communication, namely:

1. General Vocabulary :It is of the words 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 : It is used in certain field, job, profession or

special science. For example; politicians, journalist, and lawyers. 5

So, no matter how many experts classify vocabulary, words are a

part of language elements or language tools of communication

which are used by a people.

3. The Techniques in Presenting Vocabulary

Some techniques in presenting vocabulary can be used to explain

the meaning of words and the way in teaching vocabulary will depend

much on individual characteristics. But the teachers have to determine the

best techniques to teach or explain the meaning of words to the learners.

Teaching vocabulary to student seems to be the simplest thing to

do. In fact, it requires more than translating some words from one

language to another. Students need something fun and easy to access the

vocabulary quickly when it is required for use. In this section, some

techniques to teaching and learning vocabulary are offered to facilitate

students‟ need in accessing vocabulary.

5 A. M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.

12

According to Jeremy Harmer, there are seven techniques in presenting

vocabulary:

a. Realia

One way of presenting words is to bring the things they

represent into the classroom by bringing “Realia” into the

room. Words like “postcard”, “pen”, “ball”, etc. can obviously

be presented in this way. The teacher holds up the object (or

points to it), says the words and then gets the students to repeat

it.

b. Picture

Pictures can be board drawing, wall pictures and charts,

flashcards, magazine pictures and any other non-technical

visual presentation. Picture can be used to explain the meaning

of vocabulary items: teachers can draw things on the board or

bring in pictures.

c. Mime, Action, and Gesture

It is often impossible to explain the meaning of words and

grammar either through the use of realia or picture. Actions, in

particular, are probably better explained by mime. Concepts

like running or smoking are easy to present in this way.

d. Contrast

We saw how words exist because of their sense relations and

this can be used to teach meaning. We can present the meaning

of “empty” by contrasting it with “full”. We may present these

concepts with pictures or mime, and by drawing attention to the

contrast in meaning we ensure our students‟ understanding.

e. Enumeration

We can use this to present meaning. We can say „clothes‟ and

explain this by enumerating or listing various items. The same

is true of „vegetable‟ or „furniture‟, for example.

f. Explanation

Explaining the meaning of vocabulary items can be very

difficult, especially at beginner and elementary levels. But with

more intermediate students such a technique can be used. It is

worth remembering that explaining the meaning of a word

must include explaining and facts of words use which are

relevant.

g. Translation

Translation is a quick and easy way to present the meaning of

words but it is not without problems. In the first place it is not

always easy to translate words, and in the second place, even

where translation is possible, it may make it a bit too easy for

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students by discouraging them from interacting with the

words.6

Based on Adrian Doff, the techniques in teaching vocabulary, they are:

a. Say the word clearly and write it on the board

b. Get the class to repeat the word in chorus

c. Translate the word into the student‟s own language

d. Ask students to translate the word

e. Draw a picture to show what the word means

f. Give an English example to show how the word is used

g. Ask question using the new word.7

From statement above the writer gives a little clarification that some

basic techniques for showing the meaning of words are:

o Writing noun words on the board: “pen”, “book”, etc. now the

question is how the students can easily understand the meaning of

the words? In this case many ways to explain about that, for

example:

o By showing the real object of pen, book etc.

o By showing pictures. This way can be done by drawing picture of

pen, book, and pencil on the board and by showing pictures pen,

book, pencil, which have been already prepared before (photograph

or drawing).

o Writing verb words on the board, like as “sit”, “open”, “close” etc.

the question is how the students can easily understand about these

words. For this case the teacher can not show to the students the

things because this is not a noun, so the teacher shows the students

by practicing the words or the teacher can show he pictures about

activity that related to the words of “sit”, “open”, “close”.

6 Jeremy Harmer, The Practice of English Language Teaching New Edition, ( London:

Longman, 1991), p. 161-162

7 Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,

(New York: Cambridge University Press, 1988), p. 1

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o Writing adjective words on the board, like as: “Happy”, “Sad”, etc.

So, how do the students can understand these words easily? In

these case the teacher use the mime or the teacher can give to them

example (some one is crying, it means sad).or the teacher show the

pictures about activities that related to the words of “happy”,

“Sad”.

From explanation above the general points about presenting

vocabulary visual is using real objects, mime or pictures, but from all of

the explanation above using pictures is more affective, because the teacher

can explain something, as noun, verb or adjective.

There are many kinds of techniques in presenting vocabulary to the

English learners such as mentioned above. The writer summarizes that the

way in teaching vocabulary in English classroom is depend on the teacher

to choose the best way in order to make students feel enjoy and does not

make them feel bored, because teacher as a facilitator has to be able to

choose a good techniques to teach vocabulary.

B. Picture

1. The Understanding of Picture

Visual aids is one of the teaching aids that can be used for

presentation, practice, and testing. We can show things that can not be

explained in simple word.

Picture plays an important role as an alternative teaching aid in

teaching English. The teacher gives a picture, and then she asks the

students about it. Picture is easy to be found by all people. Through picture

the students can practice to develop their ideas.

The use of picture is an excellent technique to help students

understand various aspect of foreign language. The picture has motivated

the students, made the subject clearer to understand, and illustrated the

general idea of an object reaction which is particular to a culture. It can

15

help to develop various other needed skills such as visual discrimination,

attention to detail, and extension of concepts.

Pictures are versatile and useful resources for teaching aspects of

grammar that require a structure meaning match. Interesting or

entertaining pictures motivate students to responds in ways that more

routine teaching aids, such as textbook or a sentence on the board, can not.

Pictures can also be used in various configurations to enhance learning and

practice.8

Students understand and retain the meaning of a word better when

they have seen some object associated with it. For this reason, the teacher

should expose the student to real-life situation, when this is not possible,

the visual aid can serve as useful substitute. As pictures and their images

are more vivid than words, they are easier to recall than words.

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 flash card (smallish cards which we

can hold up for our students to see), large wall picture (big enough for

everyone to see detail), cue cards (small cards which students use in a pair

or group work), photograph or illustration.

Picture most frequently serve to help reader‟s approximately words

in normal reading situations, during the beginning stages of reading,

particularly as an approach to introduce words, picture clues are useful in

actual words identification.

Pictures are kinds of visual instruction materials that might be used

more effectively to develop and sustain motivation in producing positive

attitudes toward English teaching or reinforce language skill. Some experts

gave the explanation of pictures, as follow:

According to Andrew Wright, “Picture are the most suitable for the

revision of known language and more recombination or manipulation

8 Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching

Grammar, (London: Oxford University Press, 1988), p. 73.

16

word, the picture are not just an aspect of method but through their

representation of places, object and people they are an essential part of the

overall experiences”9. It means that using pictures can help students to

have experiences of understanding a new object and they use their eyes to

bring it to their imagination more efficiently and effectively.

Picture is a visual representation of a person, object, or scene, as a

painting, drawing, photograph, etc.10

In Oxford advanced learner‟s dictionary, “Picture is a panting,

drawing, sketch, especially as a work of art”11

. It‟s mean that, using

pictures can be created in many ways like panting, drawing, sketch or

photography to deliver the object of studies.

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 the real life, which might be used more

effectively to develop and sustain motivation in producing positive attitude

toward English and to reach or reinforce language skill.”

2. The Types of Picture

According to Betty Morgan Bowen, there are some types of picture as

their shapes:

a. Wall Charts

Wall charts illustrate aspect of a topic. On one chart use may be made

of photograph, artist‟s drawing, symbols, graph and text.

9 Andrew Wright, Picture for Language Learning, (New York: Cambridge University

Press, 1989), p. 2.

10

http://dictionary.reference.com/browse/picture, retrieved on July 14th

2011.

11

A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English 5th

Edition,

(New York: Oxford University Press, 1995), p. 871.

17

b. Wall Picture

Wall picture is simply a large illustration of scene or event a set of

scenes or events. It is usually to be used with the whole class.

Wall-pictures, which details large enough for the entire class to see,

may be used in place of things such as clouds, the sea, mountains, the

sun, and the sky, which are impossible to bring into the classroom.

c. Flash Cards

Word flashcard, card with printed words on it can help up rapidly;

the cards can be used to demonstrate exactly what the teacher

wishes.

Picture flashcard, useful for the representation of a single concept,

such as an object or an action.

d. Work Cards

Include visual as well as text magazine picture, drawing, maps

and diagrams can be important part or work card at all levels, used for

variety of purposes.12

As it has been stated above, there are many types of pictures that

could be used as media and cloud be taken from anywhere, such as

magazines, newspaper, etc. where each types of pictures have their

own uses that could be applied to the students, so it is important for

the teacher that using picture is to understand well which picture can

be used for their students.

3. The Criteria of Good Picture

The teacher should have the ability to convey the good material to

the students, when he/she teaches in class, teacher needs some media

to make students easier in understanding material, picture is one of

visual media that teacher used in teaching process.

12 Betty Morgan Bowen, Look Here!, Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p. 13-31

18

In order to have a good result and of course to know the

effectiveness of picture 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.

According to MAC M, Ramirez, the pictures should be directly

relevant to a specific teaching objective and should be identified by the

lesson with it is to be used. Beside that, the pictures should be simple

graphic and easy to use or manipulate.13

The MAC M, Ramirez‟s

statement can be applied as colorful drawing simple technique and if

we make a picture it has to be relevant with the theme and easy to

understand by the students.

The teacher should have the ability to convey the good material to

the students, when he/she teaches in the class, teacher needs some

media to make students easier in understanding material, picture is one

of visual media that teacher used in teaching process.

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 students

c. The aid must be excellent point of view and sufficient amount of

language

d. The aid must fit in the best principles of education.14

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 appropriated with the knowledge of the students and

related to the topic that is being discussed.

13 MAC M, Ramirez, The Neglected Tools can Work for You (Washington D.C : The Art

of TESOL Selected Articles from the English Teaching Forum, Part Two, 1975), p. 268.

14

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

19

C. Translation method

1. The Understanding of Translation Method

Translation is not an instant process. It needs work hard and

serious attempt of the translator. According to Newmark, “Translation is

rendering the meaning of a text into another language in the way that the

author intended the text.”15

Nida and Taber also gave their definition about

translation that, “Translating consist in reproducing in the receptor”

language the closest natural equivalent of the source language meaning,

first in term of meaning and secondly in terms of style”.16

From both the

statement, it can be said that the meaning is the important thing of

translation. Besides, the “equivalence” also become key words in

translation as stated by Catford that, “Translation is the replacement of

textual material in one language (SL), by equivalent textual material to

another language (TL).”17

The three definitions above are taken from various sources. From

the definition above, it can be conclude that translation is a transferring

activity from source language into target language. In the process of

translation, equivalence is an important thing because translating a text is

not changing word by word from one language to another language, but

also transferring the meaning of the source language may not be delivered

in the target language effectively.

15

Peter Newmark, A Textbook of Translation, (London: Prentice Hall, 1988), p. 5. 16

Eugene A Nida and Charles R Taber, the Theory and Practice of Translation, (Leiden:EJ Brill,

1974), p. 12. 17

J. C. Catford, A Languistic Theory of Translation: An Essay in Applied Linguistic, (London:

Oxford University Press, 1974), p. 20.

20

2. The Types of Translation

Simatupang stated in his book that translation is generally divided

into two big parts : Literal translation and non-literal translation.18

Larson

also divided translation into: form-based translation (Literal translation)

and meaning-based translation (idiomatic translation).19

Literal translation

can be considered as translation type concerning on the “meaning”.

Furthermore, Nida and Taber divided translation into literal translation and

dynamic translation. According to Simatupang, Nida‟s dynamic translation

equals with Larson‟s meaning- based translation.20

a. Literal Translation

Literal is “Being the basic or usual meaning of a word or

phrase.”21

Literal translation in which the SL (Source Language)

grammatical constructions are converted to their nearest target language

equivalents, but the lexical words are again translated singly. 22

It

means that the literal translation is a type of translation that follows the

form or grammar of the source language but it is normalized according

to the rules of the TL (Target Language). In this paper, Source language

is in English, and Target language is in Indonesian.

b. Dynamic Translation

Penerjemahan dinamis adalah penerjemah yang bertujuan untuk

menghasilkan padanan dinamis pada suatu teks, (Dynamic translation is

a translation aimed to produce dynamic equivalence in a

text).23

Dynamic equivalence is a translation which preserves the effect

the ST had on its readers and which tries to elicit a similar response

18

Maurits D.S Simatupang, Pengantar Teori terjemahan. (Direktorat Jendral Pendidkan Tinggi

Departement Pendidikan Nasional, 2000), p. 39. 19

Mildred L. Larson (Translated by Kencanawati Taniran), Penejemahan Berdasa Makna: Pedoan

untuk Pemadanan Antar Bahasa, (Jakarta: Arcan, 1989), p. 16. 20

Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 39. 21

Albert Sidney Hornby, Oxford Advanced Learner’s Dictionary, (Oxford University Press,

2005),p. 898. 22

Peter Newmark, A Textbook of Translation …, p. 45. 23

Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 41.

21

from the target reader. 24

Essentially, dynamic translation emphasizes

the meaning rather than from as literal translation does.

Based on the description and the facts of the translation method

above, the writer assumed that translation method is not effective enough

for Elementary School students because, mostly students at that level like

to receive the knowledge in a pleasurable way and teaching English

through translation method, somehow, because boring matter. Therefore

the teacher should find a way to create an effective, efficient and enjoyable

learning activity especially teaching vocabulary.

D. The Teaching of Vocabulary Using Picture

Teaching vocabulary using pictures has some purposes that can be

understood by the students easily. Picture introduced to the student is

hoped to be simple, clear, and unambiguous, so the students 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 schools. Picture which have been cut

out of magazines and newspapers are also useful, many inexpensive books

for children have attractive picture, which show meaning of basic words.

Often a picture will show a situation or a scene in which there are

several different thing and persons. It is good for students to see the total

scene or picture to see how its parts are related to the whole. It is also

helpful (especially for beginner in English) to see a picture of a single

object or person as the only focus of attention.

24

Basil Hatim and Jerey Munday. Translation: an Advanced Resource Book, (London: Routledge,

2004), p. 339.

22

Suppose, for example. We have a picture of each of the following:

an eyes, a nose, an ears etc, Suppose each of the pictures is large enough to

be seen by all in the class. The students have seen and heard the English

word for each one, and have copied the word into their notebooks. Our aim

now is to help the students master the vocabulary, so we want to

encourage the use of each word for communication. We consider possible

techniques for making students feel it is important to know the English

word. Here is one way:

Before the class begins, the teacher prepares some techniques and

tools to help in teaching and learning process

The student leaves his book closed all times during the class, and

depends upon the teacher to give him the model and the stimulus which

will evoke the pattern desired. However, before the teacher begins a

practice requiring the chart, the students unfolds the chart indicated at the

beginning of the practice.

The teacher presents the stimulus and at the first three responses as

examples for the class until the students understands the exercises 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 substitutions that are possible in the pattern. When

the students 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 exercises, but demonstrates by giving models.25

The teacher shows chart to the students and then teacher give

explanation about the chart by naming them. And students repeated the

statements after the teacher. Associate the statements with the picture on

the chart.

25

Robert Lado and Charles C fries, English Pattern Practice (English Language Institute

State), p. xix

23

Examples:

Object : About picture of Eyes.

Teacher says : “Eyes”

Student Repeat : “Eyes”

Teacher says : “This is my eyes”

Students Repeat : “This is my eyes”

Activities : The teacher shows picture of “Eyes” while talking

“Eyes” and students repeated “Eyes” in chorus, and

then teacher make sentences about “Eyes” like as

“This is my eyes” and students repeated the

sentences ” This is my eyes, so on.

For this, the teacher is hoped to give at least three examples for

each practice, and teacher indicates with words or gestures for the

students. If the teacher wants to develop these words, teacher can make

questions, statement and yes/no questions, and other sentences according

to the level.

E. The Teaching of Vocabulary Using Translation Method

The writer concludes the illustrations of the activities of Translation method as

the follow:

First the teacher greets the students and asks about their

condition.

Example:

Teacher says : Good morning students

Students repeat : Good morning teacher

Teacher says : How are you today?

Students repeat : We are fine, thank you.

The class began the teacher asks the student to open their book

and read their textbook entitled “My Face”.

24

After they read, the teacher asks the students to find the

difficult word from the passage.

The teacher writes the vocabularies on the whiteboard and the

teacher translate them and gives the meaning of each word. For

example the teacher writes in the whiteboard “Nose” and gives

the meaning from “Nose” is “Hidung”.

The teacher makes an example of each word in a sentence and

translates it.

Example: I can smell with my nose = saya dapat mencium

menggunakan hidung saya.

After that, the teacher ask the students to ask what they are not

understood.

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 considered that one of those 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.

F. Thinking Framework

Vocabulary is one of the items that have 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 her reading, listening, speaking, and writing.

To help the students could be easier what the teacher present and

easy to memorize the new vocabulary. Teachers should provide interesting

materials, teaching aids and create positive classroom environment. Using

pictures is one of the visual aids that are useful in teaching vocabulary. Using

25

pictures is more effective than translation method because using pictures make

the students easier to memorizing the vocabulary, make the class more active

and lively, so the students have a lot of fun doing the lesson and not make the

students boring. And one of the principles in translation method is make the

students feel boring and passive.

They can improve the motivation and teaching learning process

will not be successful without motivation. It suggest using pictures be more

effective to motivate the students in learning process. In order hand, it can

give good influence in their achievement especially in their vocabulary.

Based on the statements above, the writer assumes that using

pictures is effective than using translation method in teaching vocabulary at

the fourth grade students of SDN Pondok Cabe Ilir III, Pondok Cabe-

Tangerang Selatan.

26

CHAPTER III

THE PROFILE OF SDN PONDOK CABE ILIR III

In this chapter, the writer just explained about the information which is

related with the paper. Here are the explanation about the profile of English

teacher with their background of education, the curriculum and syllabus, the

English Textbooks, and the method in teaching.

A. The profile of English teacher at SDN Pondok Cabe Ilir III

Tangerang Selatan

SDN Pondok Cabe Ilir III is located on Jl. Talas II Rt. 05 Rw. 01,

Pondok Cabe-Tangerang Selatan. There are two English Teachers at SDN

Pondok cabe Ilir III with the mean of education are the degree of S.Pd

(Bachelor of Arts).

Based on the data in SDN Pondok Cabe Ilir III, Pondok Cabe-

Tangerang Selatan, there are two English teachers.

1. Maria Ulfah, S. Pd

She graduated from English Department, Faculty of education and

Teacher’s training, State Islamic University “Syarif Hidayatullah”

Jakarta. She teaches in SDN Pondok Cabe Ilir III as a honorary

teacher. She teaches class 4,5,6. She has been teaching in SDN Pondok

Cabe Ilir III since 2008.

2. Nina Hastuti, Spd

She graduated from English Department, Faculty of education and

Teacher’s training State Islamic University “Syarief Hidayatullah”

Jakarta. She teaches in SDN Pondok Cabe Ilir III as a Public Servant

Civil teacher. She teaches class 1,2,3. She has been teaching in SDN

Pondok Cabe Ilir III since 2000.

27

B. The Curriculum

SDN Pondok cabe Ilir III used “Kurikulum Tingkat Satuan

Pendidikan (KTSP) SDN Pondok Cabe Ilir III”. This curriculum is made

based on the pedagogical principles and the instruction of composing

curriculum which is not separated from “Standar Isi” and based on the

situation, condition and environmental needs. The teachers must made

syllabus and sets of teaching learning’s administration based on the

curriculum.

C. The English Textbooks

In choosing the lesson books, the headmaster and the teachers in

SDN Pondok Cabe Ilir III used the books from “Department Pendidikan

Nasional” for teaching learning process. For English lesson, the

government gave the book by Edi Atmawinata “Rainbow, a Fun Way to

Study English, Bandung: Acarya Media Utama, 2007. Besides that book,

the teacher also used another books related with the English material such

as the book “Basic English” was published by Yudhistira and written by

S.B. Sulaiman dkk. LKS also is used to give the exercises for the students.

The material in the teaching learning process is taught based on the

curriculum which is directed to face the National Exam.

D. The Methods of Teaching

As the writer observed, the teaching method of English teacher in

fourth grade students of SDN Pondok Cabe Ilir III may be categorized into

the translation method. It might be shown from several teaching

techniques the teacher used that without involving the students. The

teacher dominates the class, and a lot of memorizing activities. He/she

used the translation method, for instance he/she reads the book and

translate it than the students write the translation for the students to

memorize it. This affected them bored and full of stress.

28

28

CHAPTER IV

THE IMPLEMENTATION OF THE RESEARCH

In this chapter the writer presents the description of the research

method used in the study. It consist the methodology of the research, it

consists of the objective of the research, the method of the research, the place

and time of the research, the population and sample of the research, the

techniques of data collecting, and the techniques of data analysis.

A. THE METHODOLOGY OF THE RESEARCH

1. The Objective of the Research

The objective of the research is to collect information and to

answer the research and to know the effectiveness of teaching vocabulary

using picture. The writer expects that this method will result in a better

student’s English achievement.

2. The Method of the Research

This “Skripsi” discusses a set of experiments for teaching

vocabulary using pictures. These activities involved two classes, namely

controlled class and experiment class. The writer takes 25 students from

each class.

3. The Place and Time of the Research

This study was conducted at fourth grade, SDN Pondok Cabe Ilir

III, Jl. Talas II Pondok Cabe Tangerang-Selatan, the 2nd

Semester of the

2010-2011 academic years. The research was held over a period of time

from March, 15th

2011 to April, 8th

2011.

29

4. The Population and Sample of the Research

The population of the research is the fourth grade students of

elementary school at Pondok Cabe Ilir III Tangerang Selatan. The total

numbers of the population were 105 students who are divided into three

classes, A, B, and C. The sample of research is two classes, they are 70

students. The writer used purposive cluster sampling technique decides the

sample. Class IV.A which is employed 36 students as the control class and

class IV.C which is employed 34 students as the experiment class. It will

be taken only 25 students from each class because a few of the students

were absent at that time. The writer collects the data by giving the students

the same test 20 questions for both experiment and control class.

5. The Techniques of Data Collecting

Collecting data is an important thing in this research that can be

determined. The kind of the research in the form of a test, they are:

1. Pre-Test

The writer gives pre-test for the students in the first step of

teaching because she wants to know the capacity of the students intelligent

or they are different. The writer also wants to know how far the student’s

achievement in understanding the vocabulary about parts of face before

the writer gives the treatment to the students. The pre-test for the students

is carried out to get the score between control class and experiment class.

The writer made the same question for pre-test and post-test. The writer

made 20 items divided by two categories: 10 multiple choices (the score is

1 for each item). 5 fill in the blanks (the score is 2 for each item). 5

complete these sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100.

3.5

30

2. Post-test

The post-test is given to know the students’ understanding of the

material about the parts of face vocabulary after the writer gives the

explanation using picture and translation method. Is there any significance

different between picture and translation method. The writer gives the

same questions for pre-test and post-test. The writer made 20 items

divided by two categories: 10 multiple choices (the score is 1 for each

item). 5 fill in the blanks (the score is 2 for each item). 5 complete these

sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100.

3.5

6. The Research Instrument

The technique of data is carried out for getting the objective data of

students’ achievement in teaching vocabulary using picture and teaching

vocabulary using translation method. The writer applies two tests namely

pre-test and post-test, both of the results used as a data.

There are 20 items divided by two categories: 10 multiple choices (the

score is 1 for each item). 5 fill in the blanks (the score is 2 for each item).

5 complete these sentences (the score is 3 for each items).

To get the final score is 35 x 10 = 100.

3.5

So if the students can answer all of the questions correctly they will

get 100 score.

7. The Research Variable

In this research, the writer used two variables. Those are

independent variable and dependent variable. Independent variable is used

in this research is pictures, whereas dependent variable is teaching

vocabulary.

31

8. The Techniques of Data Analysis

To find out the differences of students score in using picture and

translation method in teaching vocabulary the writer used pre-test and

post-test. After getting the data from pre-test and post-test, they are

analyzed and processed by using statistic calculation of the t-test formula

with the significance degree 5%. The formula is:

to = __ M1 – M2_________

{∑x12 + ∑x22 { N1 + N2 }

N1 + N2 − 2 N1 x N2

The procedure of calculation as formula:

a. Determining mean Variable X1 with formula:

M1 = ∑X1

N1

b. Determining mean Variable X2 with formula:

M2 = ∑X2

N

c. Determining deviations Variable X1 with formula:

X1 = X1 – M1

d. Determining deviations Variable X2 with formula:

X2 = X2 – M2

e. Determaining to with the formula :

to = __ M1 – M2_________

{∑x12 + ∑x22 { N1 + N2 }

N1 + N2 − 2 N1 x N2

32

f. Determaining t-table in significance level 5% with df:

dƒ = N1 + N2 – 2

Where:

M1 : Mean of Post-test of the experimental class

M2 : Mean of Post-test of control class

∑X12 : Sum of square deviation score in the experiment class

∑X22 : Sum of square deviation score in the control class

N1 : Number of students of the experimental class

N2 : Number of students of the control class

d𝑓 : Degree of Freedom

d𝑓 : N1 + N2 − 2

B. THE FINDING OF THE RESEARCH

1. The Data Description

To know the results of the students pre-test and post-test, the writer

makes the table of the students score from both classes (experiment class

and control class).

The test result of the experimental class are tabulated and calculated in the

following table:

33

Table 4.1

The Score of the Individual Students’ of the Experimental Class

No Name Pre- test Post-

test

Gained Score

1 Student 1 80 93 13

2 Student 2 67 77 10

3 Student 3 53 80 27

4 Student 4 70 87 17

5 Student 5 63 80 17

6 Student 6 60 90 30

7 Student 7 77 90 13

8 Student 8 50 60 10

9 Student 9 67 77 10

10 Student 10 83 90 13

11 Student 11 57 90 33

12 Student 12 70 90 20

13 Student 13 73 73 0

14 Student 14 60 67 7

15 Student 15 60 87 27

16 Student 16 70 90 20

17 Student 17 80 97 17

18 Student 18 60 80 20

19 Student 19 73 90 17

20 Student 20 60 73 13

21 Student 21 40 63 23

22 Student 22 60 80 20

23 Student 23 73 83 10

24 Student 24 50 60 10

25 Student 25 67 80 13

1623 2027 410

34

Based on the table the experimental class above, the highest score of pre-test

was 80 and the lowest was 40. The highest score of post-test was 93 and the

lowest score was 60. Finally, the average of pre-test was 64.9 and post-test was

81.0

35

Table 4.2

The Score of the Individual Students’ of the Control Class

No Nama Pre-Test Post-Test Gained Score

1 Student 1 73 83 10

2 Student 2 70 80 10

3 Student 3 80 87 7

4 Student 4 50 63 13

5 Student 5 63 70 7

6 Student 6 53 60 7

7 Student 7 70 87 10

8 Student 8 43 60 17

9 Student 9 70 70 0

10 Student 10 63 80 17

11 Student 11 43 63 20

12 Student 12 67 73 3

13 Student 13 50 60 10

14 Student 14 70 70 0

15 Student 15 40 40 0

16 Student 16 50 63 13

17 Student 17 63 73 10

18 Student 18 50 57 7

19 Student 19 80 83 3

20 Student 20 73 83 10

21 Student 21 63 70 13

22 Student 22 63 70 7

23 Student 23 60 77 17

24 Student 24 73 80 7

25 Student 25 53 60 7

1533 1762 225

36

Based on the table the experimental class above, the highest score of pre-test was

80 and the lowest was 40. The highest score of post-test was 87 and the lowest

score was 57. Finally, the average of pre-test was 61.32 and post-test was 70.5

Table 4.3

The Comparison of Scores of Each Student of the

Experimental Class and Control Class

No Gained

Score (X1)

Gained

Score (X2)

X1

X2

X12

X22

1 13 10 -3.4 1 11.56 1

2 10 10 -6.4 1 40.96 1

3 27 7 10.6 -2 112.36 4

4 17 13 0.6 4 0.36 16

5 17 7 0.6 -2 0.36 4

6 30 7 13.6 -2 184.96 4

7 13 10 -3.4 1 11.56 1

8 10 17 -6.4 8 40.96 64

9 10 0 -6.4 -9 40.96 81

10 13 17 -3.4 8 11.56 64

11 33 20 16.6 11 275.56 121

12 20 3 3.6 -6 12.96 36

13 0 10 -16.4 1 268.96 1

14 7 0 -9.4 -9 88.36 81

15 27 0 10.6 -9 112.36 81

16 20 13 3.6 4 12.96 16

17 17 10 0.6 1 0.36 1

18 20 7 3.6 -2 12.96 4

19 17 3 0.6 -6 0.36 36

20 13 10 -3.4 1 11.56 1

21 23 13 6.6 4 43.56 16

37

22 20 7 3.6 -2 12.96 4

23 10 17 -6.4 8 40.96 64

24 10 7 -6.4 -2 40.96 4

25 13 7 -3.4 -2 11.56 4

N = 25 ∑X1 = 410 ∑X2 = 225 ∑X1 = 0 ∑X2= 0 ∑X12 = 1402 ∑X2

2= 710

Based on the data presented in the table, it shows that the lowest gained score was 0 and

the highest was 33. Furthermore, after decided the calculation of the test both pre-test and

post-test, the writer used t-test formula according Anas Sudijono, to find out the

effectiveness of teaching vocabulary by using picture.

M1 = ∑X1 M1 = ∑X1

N N

= 410 = 225

25 25

= 16.4 = 9.0

to = __ M1 – M2______

{∑X12 + ∑X22 { N1 + N2 }

N1 + N2 − 2 N1 x N2

to = 16.4 – 9.0______

{1402 + 710} { 25 + 25 }

25 + 25 − 2 { 25 x 25}

38

to = _____7.4______

{2112} {50 }

48 { 625}

to = _____7.4______

{2112} {50 }

48 { 625}

to = ___7.4___

44 . 0.08

to = ___7.4___

3.52

to = ___7.4___

1.88

= 3.94

Determaining t-table in significance level 5% with df:

dƒ = N1 + N2 – 2

= 25 + 25 – 2

= 48

39

There is no degree of freedom from 48, so the writer uses the

closer dƒ it is 50. From the result of the statistics calculation, it can be seen

that the value of t0 is 3, 94 and the degree of freedom (dƒ) is 50. By using

the degree of significance of 5% , it can be seen in the table of significance

that on the dƒ = 50

The comparison between tobservation with ttable

to : tt = 3.94 > 2.01

It concludes that tobservation (to) is higher that tt (ttable)

2. The Test Hypothesis

As mentioned in chapter one that this field research was conducted

in order to know whether teaching vocabulary using picture at fourth grade

at SDN Pondok Cabe Ilir III more effective than translation method.

To answer those questions above, the writer hypnotized that:

a. The experiment hypothesis (Ha) is : there is significant influence on the

vocabulary scores of students by using pictures.

b. The null hypothesis (Ho) is : there is no significant influence on the

vocabulary scores of students by using pictures.

Note:

Anas Sudijono stated:

If to > tt : The null hypothesis (Ho) is rejected, on the contrary

the alternative hypothesis (Ha) is accepted. It means

that between variable x and y is significance.

40

If to < tt : The null hypothesis (Ho) is accepted and the

alternative hypothesis (Ha) is rejected. It means that

between variable x and y is not significance1.

By comparing the value of to = 3.94 and ttable on the degree of

significance 5% = 2.01, the writer made conclusion of the hypothesis that

to was higher than ttable, namely 3.94 > 2.01 It means that the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected,

so teaching vocabulary using picture was more effective than teaching

vocabulary using translation method to the fourth grade students of SDN

Pondok Cabe Ilir III Tangerang Selatan.

3. The Data Interpretation

The test of hypothesis shows that there is significance in students’

score between before and after they are taught using picture and translation

method. The score of students using picture in higher than translation

method.

The findings as described above are supported by those obtained

from the observation of the writing during the experiment. It was found that

there are some factors it is causing the improvement of student’s

vocabulary such as:

For students it is found easy to remember vocabulary because they are

interested in the pictures.

Students are motivated because the teaching and learning in the class is

enjoyable

Students learned vocabulary to construct the information and

knowledge by themselves.

1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada),

cet. 15, p. 308.

41

Based on the data analysis and the discussion above, the writer can

interpret that teaching vocabulary by using pictures is more effective and

applicable for fourth students at SDN Pondok Cabe Ilir III

42

42

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis of the data on chapter III and the discussion

in the previous chapter, the writer would like to make a conclusion. After

analyzing the result of the research, the writer got the data about the score

of teaching vocabulary using picture that has been compare to the score of

teaching vocabulary using translation method.

The writer concludes that teaching vocabulary using picture is

more effective than using translation method. It is because picture is more

interesting. The conclusion can be seen that the results of statistic

calculation above where the value of to is higher than tt.

From the explanation above, it means that there is effectiveness

between the results of teaching vocabulary using picture and teaching

vocabulary using translation method.

Based on the result of the data analysis, it shows that the value of to

(tobservation) is 3.94 and the value of “tt” (ttable) from the dƒ (50) on degree of

significance of 5% is 2.01 and significance of 1% is 2.68, it means that the

value of to is higher than the value of tt, so the alternative hypothesis (Ha)

is accepted and the null (Ho) is rejected, or it can be said that there is

significance in the student’s score learning vocabulary using picture.

In this case, teacher needs to develop their ways in teaching

English to give enthusiasm to the students by creating a new atmosphere in

the classroom varies. It is possible, by using certain methods in teaching

English, the students will get the new experiences so they will not get

bored. The teaching activities in vocabulary subject are very important to

choose the suitable media to improve students’ skill. So, by using pictures

the vocabulary subject will be easy to understand.

43

B. Suggestion

After involving with education environment, the writer gives some

suggestion to:

1. The English Teacher

Teacher is one of the most important factors in teaching English. It

is teacher who actually the actor behind the teaching learning process,

therefore the teacher also are suggested to use varies activities or

strategies in teaching to overcome the students boredom and making

class a live especially in learning vocabulary that usually make bored

the students.

One thing that almost teacher forgot, the teacher only teach the

material without think how the material is acquired by the students.

English is a language; need many practice and exercise rather than

theory

By using pictures in teaching learning process, the teacher can

make the class situation more live. This situation is appropriate with

the students’ expectation when they study, because students at

elementary school likes to do something what the students likes, the

students always do act all the time at class than inactive and listen to

the teacher explanation.

In addition, enhancing the students motivation to study English, the

teacher are suggested to explain the students importance of English

give them praise, reward and assign them some work.

Based on the observation, the teacher is successful in apply the

technique in teaching learning by pictures, the students are involved in

teaching learning process and more enjoy the class.

2. The Principal

It is necessary to the school’s principal to send the English teacher

to join any activities to improve the quality of teaching and the

profession by taking part in seminars, workshop etc.

44

44

BIBLIOGRAPHY

A Nida, Eugene and Charles R Taber, the Theory and Practice of Translation,

Leiden:EJ Brill, 1974.

Bowen, Betty Morgan, Look Here!, Visual Aids in Language Teaching, London:

Essential Language Teaching Series, 1973.

Catford, J. C., A Languistic Theory of Translation: An Essay in Applied

Linguistic, London: Oxford University Press, 1974.

D.S Simatupang, Maurits, Pengantar Teori terjemahan. Direktorat Jendral

Pendidkan Tinggi Departement Pendidikan Nasional, 2000.

Doff , Adrian, Teach English a Training Course for Teacher on Teacher’s Work

Book, New York: Cambridge University Press, 1988.

Grains, Ruth and Stuart Redman, Working with Words a Guide to Teaching and

Learning, New York : Cambridge University Press, 1986.

Harmer, Jeremy, The Practice of English Language Teaching, New Edition,

London: Longman, 1991.

Hatch, Evelyn and Cheryl Brown, Vocabulary, Semantic, and Language

Education, (New York: Cambridge University Press, 1995).

Hatim, Basil and Jerey Munday. Translation: an Advanced Resource Book,

London: Routledge, 2004.

Hornby, A.S, Oxford Advanced Learner’s Dictionary, 5th

Edition, New York:

Oxford University Press, 1995.

45

http://dictionary.reference.com/browse/picture, retrieved on July 14th 2011.

L. Larson, Mildred (Translated by Kencanawati Taniran), Penejemahan Berdasa

Makna: Pedoman untuk Pemadanan Antar Bahasa, Jakarta: Arcan, 1989.

Lado, Robert and Charles C fries, English Pattern Practice, New York: English

Language Institute Staff, 1977.

Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, New York: Merriam

Webster’s Inc, 2003.

Murcia, Marianne Celce and Sharon Hilles, Techniques and Resources in

Teaching Grammar, London: Oxford University Press, 1988.

Newmark, Peter, A Textbook of Translation, London: Prentice Hall, 1988.

Nunan, David “Language Teaching Methodology”, New York: Prentice Hall,

1991).

Ramirez, MAC M, The Neglected Tools can Work for You , Washington D.C: The

Art of TESOL Selected Articles from the English Teaching Forum, Part

Two, 1975.

Rasyad, Prof. Dr. H. Aminudin, Teori Belajar dan Pembelajaran, Jakarta:

Uhamka Press, 2003).

Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching,

New York: Cambridge University Press, 2002.

46

Sidney Hornby, Albert, Oxford Advanced Learner’s Dictionary, Oxford

University Press2005.

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2007.

Thornbury, Scott, How to Teach Vocabulary, Harlow: Pearson Educational

Limited, 2002.

Williams, Dr. Michael D, Integrating Technology into Teaching and Learning,

Singapore: Prentice Hall, 2000.

Wright, Andrew, Picture for Language Learning, New York: Cambridge

University Press, 1989.

Zainuri, A. M., Vocabulary 1, Jakarta: English Department, 2003.

Appendix 1

I. Choose the correct answer by crossing (X) a, b, c, or d!

1. This is my …. (pipi)

a. Mouth c. hair

b. Cheek d. nose

2. I can speak with my …. (mulut)

a. Chin c. mouth

b. Cheek d. ears

3. What do you say “tooth” in Indonesian? ….

a. Hidung c. telinga

b. Gigi d. lidah

4. He can see with his …. (mata)

a. Nose c. cheek

b. Chin d. eyes

5. Ayu : What is it?

Dika : It is a …. (dagu)

a. Mouth c. eyebrow

b. Chin d. tongue

6. She can smell with her? …. (hidung)

a. eyes c. nose

b. eyebrow d. chin

7. My …. (Rambut) is black.

a. Eyes c. ears

b. Cheek d. hair

Appendix 1

8. We can hear with our …. (telinga)

a. Eyebrow c. hair

b. Tongue d. ears

9. What you can say “tongue” in Indonesia? ….

a. Telinga c. dagu

b. Lidah d. rambut

10. It is my …. (alis)

a. Eyebrow c. tongue

b. Eyes d. tooth

II. Fill in the blanks!

11. It is a …. (rambut)

12. It is a …. (alis)

13. It is a …. (gigi)

14. It is a …. (dagu)

15. It Is a …. (pipi)

III. Complete these sentences below!

16. I can taste with my …. (lidah)

17. I can eat with my …. (mulut)

18. I can smell something with my …. (hidung)

19. I can listen to the music with my …. (telinga)

20. I can see with my …. (mata)

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(For Experiment Class)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan Ke : 1

I. Standar Kompetensi

Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

II. Kompetensi Dasar

Membaca

Membaca nyaring dengan melafalkan alfabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

III. Indikator

Memahami makna nama-nama bagian wajah

Mengulang/ menirukan ucapan nama-nama bagian wajah

Membedakan nama-nama bagian wajah

Menghafal kosa kata baru tentang nama-nama bagian wajah

Menyebutkan nama-nama bagian wajah

IV. Tujuan Pembelajaran

Siswa dapat memahami nama-nama bagian wajah dengan benar

Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang

benar

Siswa dapat membedakan nama-nama bagian wajah dengan benar

Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah

dengan baik

Siswa dapat menyebutkan nama-nama bagian wajah dengan benar

V. Materi Pokok dan Uraian Materi

Pengenalan satu persatu kosa kata tentang bagian-bagian wajah menggunakan

gambar yang besar.

Contoh :

1. Gambar Nose 6. Gambar Tongue

2. Gambar Eyes 7. Gambar Chin

3. Gambar Ears 8. Gambar Cheek

4. Gambar Hair 9. Gambar Eyebrow

5. Gambar Mouth 10. Gambar Tooth

Contoh kalimat :

This is my nose

This is my ears , dll

VI. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Guru mengabsen siswa

Menginformasikan siswa tentang topik hari ini

Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts

of Face

Guru memberikan motivasi kepada siswa

2. Kegiatan Inti

Guru menempelkan gambar parts of face yang besar yang

besar di papan tulis

Guru menunjuk satu persatu gambar tersebut sambil

mengucapkan dan siswa mengikutinya

Guru memperhatikan pengucapan bahasa inggris siswa dan

membetulkan jika salah

Guru menunjuk siswa secara acak untuk maju kedepan

Guru memberikan tanya jawab kepada siswa yang maju

kedepan (kegiatan ini dilakukan bergantian)

Guru menunjuk gambar satu persatu dan siswa menjawabnya

(kegiatan ini dilakukan dengan cepat)

Guru memberikan latihan

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan.

Guru menyimpulkan apa yang telah di pelajari

VII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

picture, marker, handout, dan whiteboard

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

VIII. Metode

Visual Method (picture)

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. This is a …. (gambar hidung)

2. This is a …. (gambar gigi)

3. This is a …. (gambar mulut)

4. This is an …. (Gambar mata)

5. This is a …. (Gambar pipi)

6. This is an …. (Gambar alis)

7. This is a …. (Gambar dagu)

8. This is a …. (Gambar lidah)

9. This is an …. Gambar telinga)

10. This is a …. (Gambar rambut)

The Answers!

1. Nose

2. Tooth

3. Mouth

4. Eyes

5. Cheek

6. Eyebrow

7. Chin

8. Tongue

9. Ears

10. Hair

Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 10 = 20

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2

0

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan ke : 2

IX. Standar Kompetensi

I.3. Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

I.4. Menulis

Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks

kelas

X. Kompetensi Dasar

II.3. Membaca

Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

II.4. Menulis

Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima

dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat

sangat sederhana

XI. Indikator

Menyebutkan fungsi-fungsi bagian wajah

Menuliskan nama dan fungsi bagian-bagian wajah

Membedakan nama dan fungsi bagian wajah

XII. Tujuan Pembelajaran

Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar

Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik

dan benar

Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar

XIII. Materi Pokok dan Uraian Materi

Fungsi-fungsi bagian wajah

Contoh:

1. Gambar Nose To Smell

2. Gambar Eyes To See

3. Gambar Ears To Hear

4. Gambar Tongue To Taste

5. Gambar Mouth To Speak

Vocabulary

Smell : Mencium

See : Melihat

Hear : Mendengar

Taste : Merasa

Speak : Berbicara

XIV. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Menginformasikan siswa tentang materi hari ini

Memotivasi siswa dengan cara menyanyikan lagu tentang

parts of face

2. Kegiatan Inti

Guru menempelkan gambar yang besar di papan tulis

beserta fungsinya

Guru menjelaskan fungsi parts of face satu persatu

Guru memberikan kosa kata baru yang berkaitan dengan

fungsi parts of face contoh : speak, hear, dll

Guru menyebutkan fungsi dari parts of face dan siswa

mengikutinya

Guru memperhatikan pengucapan bahasa inggris siswa dan

membetulkan jika salah

Guru memberikan tebak-tebakan kepada siswa untuk

menyebutkan fungsinya sesuai dengan gambar yang di tujuk

oleh guru (permainan ini di lakukan dengan cepat)

Guru memberikan latihan

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan

Guru menyimpulkan apa yang telah dipelajari

XV. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

Hand out, white board, marker, picture

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

XVI. Metode

Visual Method (picture)

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. I can hear with my …………… (Gambar Telinga)

2. She can speak with her ………. (Gambar Mulut)

3. He can see with his ………….. (Gambar Mata)

4. I can smell with my ………..... (Gambar Hidung)

5. She can taste with her ………. (Gambar Lidah)

The Answer!

1. Ears

2. Mouth

3. Eyes

4. Nose

5. Tongue

Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 5 = 10

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2

0

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan Ke : 3

XVII. Standar Kompetensi

I.3. Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

XVIII. Kompetensi Dasar

II.3. Membaca

Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

XIX. Indikator

Memahami nama dan fungsi bagian wajah

Menjawab pertanyaan sesuai dengan isi dialog

Mengidentifikasi berbagai informasi dalam teks sederhana

XX. Tujuan Pembelajaran

Siswa dapat memahami nama dan fungsi bagian wajah dengan lafal yang

benar

Siswa dapat menjawab pertanyaan sesuai dengan isi dialog dengan benar

Siswa dapat mengidentifikasi berbagai informasi dalam teks sederhana dengan

benar

XXI. Materi Pokok dan Uraian Materi

Read the text carefully!

My name is Dita, I have two (gambar eyes) to see, my (gambar nose)

to smell the flowers, my (gambar ears) to hear the voice. I can taste the

strawberry ice cream with my (gambar tongue). I can chew the food with my

(gambar tooth) and my (gambar mouth) to speak with every body.

I have a sister, her name is Intan. She is a beautiful girl. She has a

black (gambar hair), her (gambar eyebrow) is thick, her (gambar cheek) is

good, and her (gambar chin) is oval. I like her because she is a nice and good

looking person.

XXII. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Menginformasikan siswa tentang materi hari ini

Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts

of Face

Memotivasi siswa dengan cara menyanyikan lagu parts of

face

2. Kegiatan Inti

Guru memberikan teks bergambar sederhana tentang nama

dan fungsi bagian-bagian wajah

Guru membacakan teks tersebut dan murid mengikutinya

Guru menterjemahkan teks bergambar tesebut

Guru menunjuk siswa secara acak untuk membaca teks

tersebut

Guru membetulkan bahasa Inggris siswa jika ada yang salah

Guru memberikan latihan

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan

Guru menyimpulkan apa yang telah dipelajari

XXIII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

Hand out, white board, marker, picture

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

XXIV. Metode

Visual Method (picture)

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions!

1. Which is used to see? ….

2. Which is used to smell the flowers? ….

3. Which is used to taste the strawberry ice cream? ….

4. Which is used to hear the voice? ….

5. Which is used to speak? ….

6. Which is used to chew the food? …

7. Intan has a black ? ….

8. Intan has a good?...

9. Intan’s ….is thick

10. Intan’s ….is oval

The Answers!

1. Eyes

2. Nose

3. Tongue

4. Ears

5. Mouth

6. Hair

7. Tooth

8. Hair

9. Eyebrow

10. Chin

Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 10 = 20

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2

0

Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(For Control Class)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan Ke : 1

I. Standar Kompetensi

Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

II. Kompetensi Dasar

Membaca

Membaca nyaring dengan melafalkan alfabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

III. Indikator

Memahami makna nama-nama bagian wajah

Mengulang/ menirukan ucapan nama-nama bagian wajah

Membedakan nama-nama bagian wajah

Menghafal kosa kata baru tentang nama-nama bagian wajah

Menyebutkan nama-nama bagian wajah

IV. Tujuan Pembelajaran

Siswa dapat memahami nama-nama bagian wajah dengan benar

Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang

benar

Siswa dapat membedakan nama-nama bagian wajah dengan benar

Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah

dengan baik

Siswa dapat menyebutkan nama-nama bagian wajah dengan benar

V. Materi Pokok dan Uraian Materi

Pengenalan satu persatu kosa kata tentang bagian-bagian wajah menggunakan

gambar yang besar.

Contoh :

1. Nose : hidung 6. Tongue : lidah

2. Eyes : mata 7. Chin : dagu

3. Ears : telinga 8. Cheek : pipi

4. Hair : rambut 9. Eyebrow : alis

5. Mouth : mulut 10 Tooth : gigi

Contoh kalimat :

1. This is my nose

2. This is my ears , etc

VI. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Menginformasikan siswa tentang topik hari ini

Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts

of Face

5

Guru memberikan motivasi kepada siswa

2. Kegiatan Inti

Guru memberikan kosa kata tentang parts of face

Guru menuliskan kosa kata tentang parts of face di papan

tulis

Guru menterjemahkan/mengartikan kosa kata tersebut

Guru mengucapkan kosa kata tersebut dan siswa

mengikutinya

Guru memperhatikan pengucapan bahasa inggris siswa dan

memperbaiki jika ada yang salah

Guru menyuruh siswa untuk menulis yang ada di papan tulis

Guru memberikan latihan

35

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan.

Guru menyimpulkan apa yang telah di pelajari

5

VII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

marker, handout, dan whiteboard

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

VIII. Metode

Translation Method

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. This is a …. (hidung)

2. This is a …. (gigi)

3. This is a …. (mulut)

4. This is an …. (mata)

5. This is a …. (pipi)

6. This is an …. (alis)

7. This is a …. (dagu)

8. This is a …. (lidah)

9. This is an …. (telinga)

10. This is a …. (rambut)

The Answers!

1. Nose

2. Tooth

3. Mouth

4. Eyes

5. Cheek

6. Eyebrow

7. Chin

8. Tongue

9. Ears

10. Hair

IX. Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 10 = 20

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

X. Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2

0

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan ke : 2

XI. Standar Kompetensi

I.3. Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

I.4. Menulis

Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks

kelas

XII. Kompetensi Dasar

II.3. Membaca

Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

II.4. Menulis

Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima

dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat

sangat sederhana

XIII. Indikator

Menyebutkan fungsi-fungsi bagian wajah

Menuliskan nama dan fungsi bagian-bagian wajah

Membedakan nama dan fungsi bagian wajah

XIV. Tujuan Pembelajaran

Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar

Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik

dan benar

Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar

XV. Materi Pokok dan Uraian Materi

Fungsi-fungsi bagian wajah

Contoh:

1. Nose To Smell

2. Eyes To See

3. Ears To Hear

4. Tongue To Taste

5. Mouth To Speak

Vocabulary

Smell : Mencium

See : Melihat

Hear : Mendengar

Taste : Merasa

Speak : Berbicara

XVI. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Menginformasikan siswa tentang materi hari ini

Memotivasi siswa dengan cara menyanyikan lagu tentang

parts of face

5

2. Kegiatan Inti

Guru memberikan materi tentang fungsi bagian wajah

Guru menuliskan nama dan fungsi bagian wajah di papan

35

tulis

Guru memberikan contoh kalimat kemudian guru

menterjemahkan kalimat tersebut dan murid

mendengarkannya.

Guru menyuruh siswa untuk menulis apa yang ada di papan

tulis

Guru memberikan latihan

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan

Guru menyimpulkan apa yang telah dipelajari

5

XVII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

Hand out, white board, marker,

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

XVIII. Metode

Translation Method

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. I can hear with my …………… (Telinga)

2. She can speak with her ………. (Mulut)

3. He can see with his ………….. (Mata)

4. I can smell with my ………..... (Hidung)

5. She can taste with her ………. (Lidah)

The Answer!

1. Ears

2. Mouth

3. Eyes

4. Nose

5. Tongue

Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 5 = 10

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah dan tidak di isi

2

0

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II

Tema : My Body (My Face)

Linguistic Aspect (Vocabulary)

Alokasi Waktu : 2 x 45 menit

Tahun Pembelajaran : 2011

Pertemuan Ke : 3

XIX. Standar Kompetensi

Membaca

Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

XX. Kompetensi Dasar

Membaca

Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat

melibatkan kata, frase, dan kalimat sangat sederhana

Memahami kalimat dan pesan tertulis sangat sederhana

XXI. Indikator

Memahami nama dan fungsi bagian wajah

Menjawab pertanyaan sesuai dengan isi dialog

Mengidentifikasi berbagai informasi dalam teks sederhana

XXII. Tujuan Pembelajaran

Siswa dapat memahami nama dan fungsi bagian wajah dengan lafal yang

benar

Siswa dapat menjawab pertanyaan sesuai dengan isi dialog dengan benar

Siswa dapat mengidentifikasi berbagai informasi dalam teks sederhana dengan

benar

XXIII. Materi Pokok dan Uraian Materi

Read the text carefully!

My name is Dita, I have two (eyes) to see, my (nose) to smell the

flowers, my (ears) to hear the voice. I can taste the strawberry ice cream with

my (tongue). I can chew the food with my (tooth) and my (mouth) to speak

with every body.

I have a sister, her name is Intan. She is a beautiful girl. She has a

black (hair), her (eyebrow) is thick, her (cheek) is good, and her (chin) is

oval. I like her because she is a nice and good looking person.

XXIV. Rencana Pembelajaran

No Kegiatan Waktu

1. Pendahuluan

Guru memberi salam dan menanyakan kabar siswa

Menginformasikan siswa tentang materi hari ini

Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts

of Face

Memotivasi siswa dengan cara menyanyikan lagu parts of

face

5

2. Kegiatan Inti

Guru memberikan teks sederhana tentang nama dan fungsi

bagian-bagian wajah

Guru membacakan teks tersebut dan murid mengikutinya

Guru menunjuk siswa secara acak untuk membaca teks

tersebut

Guru membetulkan bahasa Inggris siswa jika ada yang salah

Guru menyuruh siswa mencari kosa kata yang sulit

Guru mengartikan kosa-kata yang murid tidak mengerti

35

Guru menterjemahkan/mengartikan teks tesebut dan murid

mendengarkannya

Guru memberikan latihan

3. Penutup

Guru menanyakan kesulitan siswa dalam memahami materi

yang di ajarkan

Guru menyimpulkan apa yang telah dipelajari

5

XXV. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah

Hand out, white board, marker

b. Sumber Pembelajaran :

Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

XXVI. Metode

Translation Method

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions!

1. Which is used to see? ….

2. Which is used to smell the flowers? ….

3. Which is used to taste the strawberry ice cream? ….

4. Which is used to hear the voice? ….

5. Which is used to speak? ….

6. Which is used to chew the food? …

7. Intan has a black ? ….

8. Intan has a good?...

9. Intan’s ….is thick

10. Intan’s ….is oval

The Answers!

1. Eyes

2. Nose

3. Tongue

4. Ears

5. Mouth

6. Hair

7. Tooth

8. Hair

9. Eyebrow

10. Chin

Pedoman Penilaian

Setiap nomor di beri skor 2

Skor maksimal : 2 x 10 = 20

Nilai maksimal 10

Nilai siswa : skor perolehan x 10

Skor maksimal

Rubrik Penilaian

No Uraian Skor

1.

2.

Setiap jawaban benar

Setiap jawaban salah

dan tidak di isi

2

0