USING A PICTURE COMPARISON INTERACTIVE MEDIUM ...

USING A PICTURE COMPARISON INTERACTIVE MEDIUM

TO IMPROVE SYNONYM MASTERY OF THE TENTH

GRADE STUDENTS OF SMA NEGERI 7 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Martha Erika Diana

Student Number: 131214136

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

USING A PICTURE COMPARISON INTERACTIVE MEDIUM

TO IMPROVE SYNONYM MASTERY OF THE TENTH

GRADE STUDENTS OF SMA NEGERI 7 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Martha Erika Diana

Student Number: 131214136

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


vi

ABSTRACT

Diana, Martha Erika. (2017). Using a Picture Comparison Interactive Medium to

Improve Synonym Mastery of the Tenth Grade Students of SMA Negeri 7

Yogyakarta: English Language Education Study Program, Sanata Dharma

University, Yogyakarta.

Vocabulary is very crucial in the process of learning a second language. In

mastering English vocabularies, a lot of synonyms should be covered. One type of

synonyms is what we call near-synonym. Near-synonyms is expressions that are

more or less similar, but not identical in meaning (Lyons, 1996). According to the

document of 2013 curriculum, near-synonym topic is not emphasized on the

syllabus (Kementerian Pendidikan dan Kebudayaan, 2012). Somehow, neglecting

any subtle differences between them may trigger emergence of any word choice

problem. Therefore, the researcher proposed a picture comparison interactive

medium which presents verbal and nonverbal explanations of near-synonyms in a

customized computer multimedia. This study aimed to find out whether there was

any significant improvement in students’ mastery level after the medium

implementation.

The goal of this study is to answer a research problem: To what extent can

a picture comparison interactive medium improve synonym mastery of the tenth

grade students of SMA Negeri 7 Yogyakarta?

An experimental research was conducted towards 59 students. The

research instruments were vocabulary pre-tests and post-tests, observation sheets

and interviews. An implementation of the picture comparison interactive medium

was conducted in an experimental group and an implementation of PowerPoint

slides was conducted in a control group. Observation sheets were used to observe

the students’ behavior and 20 students were interviewed at the end of the lessons.

The results revealed that there were significant differences in the scores of

the pre-tests and post-tests in both control and experimental group with p<0.05.

However, the experimental group showed a higher improvement in the mean gain

than the control group. Furthermore, the results of the observation sheets and

interviews indicated that the picture comparison interactive medium could

motivate the students to learn the materials better than PowerPoint slides.

For the conclusion, the picture comparison interactive medium was

successful in improving the students’ mastery in near-synonyms. It could

encourage them to be more interested, active, and enthusiastic in learning the

materials. As recommendations, this study can be used to conduct another inquiry

related to this topic and as one of the sources in learning English.

Keywords: Vocabulary, Synonym, Near-synonyms, Picture comparison, Learning

media, Experimental research


vii

ABSTRAK

Diana, Martha Erika. (2017). Using a Picture Comparison Interactive Medium to

Improve Synonym Mastery of the Tenth Grade Students of SMA Negeri 7

Yogyakarta: English Language Education Study Program, Sanata Dharma

University, Yogyakarta.

Perbendaharaan kata merupakan suatu hal yang sangat penting dalam

proses pembelajaran bahasa kedua. Dalam menguasai kosa kata Bahasa Inggris,

terdapat banyak sinonim yang harus dikuasai. Sinonim sempurna, salah satu jenis

sinonim, adalah ungkapan yang kurang lebih serupa, namun tidak memiliki arti

identik (Lyons, 1996). Berdasarkan dokumen kurikulum 2013, topik mengenai

sinonim sempurna tidak ditekankan dalam silabus (Kementerian Pendidikan dan

Kebudayaan, 2012). Mengabaikan perbedaan halus yang ada di antara sinonim

sempurna dapat memunculkan masalah dalam pemilihan kata. Peneliti

mengajukan media interaktif perbandingan gambar dengan penjelasan secara

verbal dan nonverbal dalam sebuah multimedia komputer yang telah disesuaikan.

Tujuan penelitian ini adalah untuk mengetahui apakah media tersebut dapat

membuat siswa mengalami kemajuan yang signifikan dalam penguasaan materi.

Terdapat satu masalah dalam penelitian ini: Sejauh mana media interaktif

perbandingan gambar dapat meningkatkan penguasaan sinonim para siswa kelas

10 SMA Negeri 7 Yogyakarta?

Peneliti melakukan penelitian eksperimental terhadap 59 siswa dengan

instrumen pre-test dan post-test, lembar observasi, dan wawancara. Media

interaktif perbandingan gambar diimplementasikan pada kelompok eksperimen

sedangkan slide PowerPoint diimplementasikan pada kelompok kontrol. Lembar

observasi digunakan untuk mengamati perilaku para siswa dan 20 siswa yang

ditunjuk untuk diwawancara di akhir pembelajaran.

Hasil penelitian menunjukkan bahwa dalam kelompok kontrol dan

eksperimen terdapat perbedaan yang signifikan dalam nilai pre-test dan post-test

dengan p<0.05. Namun, kelompok eksperimen menunjukkan peningkatan yang

lebih tinggi pada hasil rata-rata post-test dibandingkan dengan kelompok kontrol.

Selain itu, hasil dari lembar observasi dan wawancara menunjukkan bahwa media

interaktif perbandingan gambar dapat memotivasi para siswa dalam belajar

dibandingkan dengan slide PowerPoint.

Implementasi dari media interaktif perbandingan gambar berhasil

meningkatkan penguasaan para siswa akan sinonim sempurna. Sarana ini

mendorong para siswa untuk dapat lebih tertarik, aktif, dan antusias dalam belajar.

Penelitian ini dapat digunakan untuk mengadakan penelitian lainnya dengan topik

yang sama dan sebagai salah satu sumber dalam pembelajaran Bahasa Inggris.

Keywords: Vocabulary, Synonym, Near-synonym, Picture comparison, Learning

media, Experimental research


viii

DEDICATION PAGE

“For it is by grace you have been

saved, through faith – and this is not

from yourselves, it is the gift of

God!”

(Ephesians 2:8)

This thesis is dedicated to

Robertus Rudi Atana,

Rini Trimurti Margaretha,

Rosa Galuh Kristanti, and

Myself


ix

ACKNOWLEDGEMENTS

First and foremost, I would like to dedicate my deepest gratitude to

Almighty Lord Jesus Christ for His divine intervention in my academic

endeavor. Due to His blessing and guidance, I was able to endure the hard time

during my graduate study and finish my thesis.

My big appreciation goes to Ibu Yohana Veniranda, M.Hum., M.A.,

Ph.D., my thesis advisor, for opening her door to me whenever I ran into any

trouble spot in the completion of this thesis. She has already given much of her

time, attention, guidance, patience, and support for the sake of my success in

finishing this thesis.

I also acknowledge the big family of SMAN 7 Yogyakarta, the school in

which the research was conducted. I warmly thank Bapak Drs. Budi Basuki, MA.

as the headmaster of SMAN 7 Yogyakarta, for giving me the permission to

conduct my research there. Gratitude is also extended to Ibu Dra. Rahaju

Prihardarjati, the English teacher of SMAN 7 Yogyakarta, for giving me her

time, guidance, as well as advices to my research. Further, without the tenth grade

students of SMAN 7 Yogyakarta, particularly X MIA 2 and X MIA 5 who

participated in this research, this thesis would not have been possible so, I would

like to acknowledge their contribution to this study.

My sincere thanks are due to my proofreaders: Dian Prawesti, Indras,

and Rosa Galuh. Their suggestions and advices have been invaluable to this

thesis. My special thanks are also addressed to all of my friends, who were in their


x

own ways could motivate me to always work on my thesis writing: Shinta, Liris,

Fennie, Astri, Liza, Willy, Boni, Bertha, Wira, Daniel, and Angel.

Appreciation is also expressed to Deron Walker, Ph. D., who in spite of a great

distance could shed his unceasing encouragement and kind words towards me

during this thesis writing.

Finally, special recognition goes out to my mother, Rini Trimurti

Margaretha, my father, Robertus Rudi Atana, and my elder sister, Rosa Galuh

Kristanti. I thank them for always being by my side, granting me with their

patience, help, unfailing support, and continuous encouragement throughout my

zyears of study.

Last but not least, I would like to thank everyone who directly and

indirectly has lent his or her hands in this venture.

Martha Erika Diana


xi

TABLE OF CONTENTS

Page TITLE PAGE ....................................................................................................... i

APPROVAL PAGE ............................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY .................................................. iv

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... v

ABSTRACT ....................................................................................................... vi

ABSTRAK ......................................................................................................... vii

DEDICATION PAGE ...................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................... ix

TABLE OF CONTENTS .................................................................................... x

LIST OF TABLES ........................................................................................... xiv

LIST OF FIGURES ......................................................................................... xv

LIST OF APPENDICES .................................................................................. xvi

CHAPTER I. INTRODUCTION ........................................................................1

1.1 Research Background................................................................................... 1

1.2 Problem Formulation ................................................................................... 4

1.3 Research Objectives ..................................................................................... 5

1.4 Definition of Terms ...................................................................................... 5

1.4.1 Near-synonyms .................................................................................. 5

1.4.2 A Picture Comparison Interactive Medium ....................................... 6

1.4.3 SMA Negeri 7 Yogyakarta ................................................................ 6

1.4.4 Senior High School ............................................................................ 7


xii

Page

CHAPTER II. REVIEW OF RELATED LITERATURE ..................................8

2.1. Theoretical Description ............................................................................... 8

2.1.1 Experimental Research ...................................................................... 8

2.1.1.1 True Experimental Research ................................................. 9

2.1.2 Near-synonyms .................................................................................. 9

2.1.3 A Picture Comparison Interactive Medium ..................................... 11

2.1.3.1 What is a Picture Comparison Interactive Medium? ........... 11

2.1.3.2 Why is a Picture Comparison Interactive Medium Used? .. 13

2.1.4 A Picture as a Learning Aid ............................................................. 14

2.1.5 Dual Coding ..................................................................................... 16

2.1.6 A Compare and Contrast Strategy ................................................... 20

2.1.7 Multimedia ....................................................................................... 21

2.1.8 Computer Assisted Language Learning ........................................... 23

2.1.8.1 Computers and Classroom Atmosphere .............................. 26

2.1.8.2 Making the Medium of Learning in CALL ......................... 27

2.1.9 Relevant Previous Studies ................................................................ 29

2.2 Theoretical Framework .............................................................................. 29

CHAPTER III. RESEARCH METHODOLOGY ........................................... 32

3.1 Research Method ........................................................................................ 32

3.2 Research Setting ......................................................................................... 36

3.3 Research Participant ................................................................................... 37

3.4 Instruments and Data Gathering Technique ............................................... 37

3.4.1 Instruments ....................................................................................... 38

3.4.1.1 Tests ..................................................................................... 38

3.4.1.1.1 Validity ................................................................. 43


xiii

Page

3.4.1.2 Observation Sheets .............................................................. 45

3.4.1.3 Interviews ............................................................................ 46

3.4.2 Data Gathering Technique ............................................................... 47

3.5 Data Analysis Technique ........................................................................... 48

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ..................... 51

4.1 The Results ................................................................................................. 51

4.1.1 The Results of the Tests ................................................................... 51

4.1.2 The Results of the Observation ........................................................ 57

4.1.3 The Results of the Interviews .......................................................... 59

4.2 Discussion .................................................................................................. 63

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................. 72

5.1 Conclusions ................................................................................................ 72

5.2 Recommendations ...................................................................................... 73

REFERENCES ................................................................................................. 75

APPENDICES ................................................................................................. 78


xiv

LIST OF TABLES

Table Page

3.1 The Description of Near-synonyms in the First Session .................. 39

3.2 The Description of Near-synonyms in the Second Session ............. 41

3.3 The Distribution of Items in the First Session Tests ........................ 44

3.4 The Distribution of Items in the Second Session Tests ................... 44

4.1 The Result of Experimental Group’s Pre-test and

Post-test: Session 1 .......................................................................... 54

4.2 The Result of Experimental Group’s Pre-test and


4.3 The Result of Control Group’s Pre-test and


4.4 The Result of Control Group’s Pre-test and


4.5 The Results of the Observation Sheets ........................................... 57

4.6 The Results of the Interviews ........................................................... 60


xv

LIST OF FIGURES

Figure Page

2.1 A Picture Comparison Interactive Medium Example ...................... 13

2.2 A Schematic Depiction of Verbal and Nonverbal Symbolic

Systems by Allan Paivio, 1990 ........................................................ 17

3.1 Examples of a Picture Comparison Interactive Medium ................. 34

3.2 Examples of PowerPoint slides ........................................................ 35

3.3 Research Hypotheses ....................................................................... 49

4.1 The Comparison of Experimental and Control Group’s

Pre-test and Post-test: Session 1 ....................................................... 52

4.2 The Comparison of Experimental and Control Group’s

Pre-test and Post-test: Session 2 ...................................................... 53


xvi

LIST OF APPENDICES

Page

Appendix A. Letter of Permission ..................................................................... 79

Appendix B. Lesson Plans ................................................................................. 81

Appendix C. Screen captures of Materials ......................................................... 86

Appendix D. Examples of Students’ Test Result ............................................. 105

Appendix E. Observation Sheets...................................................................... 110

Appendix F. List of Interview Questions ......................................................... 118


1

CHAPTER I

INTRODUCTION

In this chapter, there are six points to be discussed. The first is research

background. The second is problem formulation. The third is research objectives.

The last is definition of terms. These four majors are provided to give some basic

information in order to prevent any misunderstanding in this research.

1.1 Research Background

Vocabulary plays a crucial role in the process of learning a second

language, especially English. As English being considered to be an International

language, learning English vocabulary turns out to be the basic step to master the

language. There are a lot of English vocabularies; some originally came from the

language itself and some were adapted from other languages such as Latin,

French, and German. The number of the vocabularies is in great quantities. It is

proved by the fact that the Ninth Edition of the Oxford Advanced Learner’s

Dictionary of Current English contains full entries for over 185.000 words,

phrases, and meanings. Further, it has more than 700 new words and meanings

such as bestie, defriend, and live-stream. Evenmore, there are still many English

words which have not been covered in the dictionary.

Due to the wide range of English vocabularies, the possibilities to find lots

of synonyms among them can be many. Synonym itself has several types. One of

them is what may be called near-synonyms. According to Lyons (1995, p. 60), a


2

near-synonym is a word or phrase that is more or less similar to another word or

phrase, but not identical in meaning. The examples are soft and smooth, show and

exhibition, and gather and collect. Without taking account some subtle differences

between those near-synonyms in every context of sentences, it may entail to

emergence of any word choice problem.

The complexion of the word choice may become a threat to one function

of language which is to communicate or convey certain meanings. As Allen

(1983, p. 5) mentions in his book, “Through research, the scholars are finding that

lexical problems frequently interfere in communication; communication breaks

down when people do not use the right words”. Thus, understanding the use of

near-synonyms in the right context is essential to detain the emergence of any

misunderstanding.

The problem is that there are a lot of issues in English education

emphasizing word choice as a problematic matter among Indonesian EFL

students. This problem may emerge due to some factors. Two of them are the

distance between the native and the target language and minimum emphasis on

particular topics.

The first factor is the distance between the native language which is

Indonesian and the target language which is English. The word distance here is

viewed as linguistic differences occurring among those two languages. The

language distance may affect the second language learning either through positive

transfer or through negative transfer. Corder, as cited in Ellis (1994), argues:

... other things being equal (e.g. motivation and access to data etc.), the

mother tongue acts differentially as a facilitating agency. Where the


3

mother tongue is formally similar to the target language, the learner will

pass more rapidly along the developmental continuum (or some parts of

it), than where it differs (p. 327).

In other words, it is easier for learners to learn any second language which

is similar to their own first language. In the case of Indonesian EFL students, the

distance between their own first language which is Indonesian and their second

language which is English is considered relative high. Related to the issue of near-

synonyms, Indonesian EFL students face some linguistic differences in which the

Indonesian vocabularies are not as complex as English vocabularies. For example,

there is only one word to define lembut in Indonesian vocabularies. In contrast,

the term lembut in English can be defined as soft or smooth, depending on the

context (Oxford Learner’s Pocket Thesaurus, 2010). By analyzing those two

words deeper, we can consider them as a pair of near-synonym because both

words are generally regarded as synonymous but they have their own contexts to

use. Thus, it is essential that we deal with meaningful vocabulary learning which

emphasizes on any aspect of the language. Otherwise, such different feature in the

languages may entail to any difficulties that may be faced by learners.

The second factor is the minimum emphasis on particular topics.

According to the document of 2013 curriculum, near-synonym topic is not

presented on the syllabus (Kementerian Pendidikan dan Kebudayaan, 2012).

Consequently, teachers may tend not to cover depth understanding of any

language aspect which has a higher difficulty level such as a near-synonym.

One more thing that should not be neglected in providing students a good

approach is facilitating their learning preferences. Every learner must have his or


4

her own learning style that should be taken into account in order to achieve the

success of the learning. Trying to cater many learning styles of learners, the

researcher proposes a learning aid named a picture comparison interactive

medium. This learning aid presents verbal and nonverbal explanations of near-

synonyms in an interactive computer multimedia. In other words, this medium

tries to facilitate three learning preferences which are verbal, visual, and

kinesthetic preferences. Furthermore, the computer use in the learning aid is

supported by Pennington (1996). He notes that computer-assisted language

classroom environment can be highly motivating for students of all learning styles

(as cited in Egbert & Hanson-Smith, 1999, p. 298). Further, presenting three

modalities in the learning medium is expected to enhance the effectiveness of the

vocabulary learning process.

To make the focus on this study distinct, the researcher wants to underline

that this study does not discuss broadly synonyms in general. However, this study

focuses on using a picture comparison interactive medium to improve synonym

mastery of the tenth grade students of SMA Negeri 7 Yogyakarta.

1.2 Problem Formulation

Regarding the research background which is explained before, there is one

main problem to discuss in this study:

To what extent can a picture comparison interactive medium improve synonym

mastery of the tenth grade students of SMA Negeri 7 Yogyakarta?


5

1.3 Research Objectives

Based on the problem formulation, the researcher formulates one objective

of this study. The objective of this study is to investigate to what extent a picture

comparison interactive medium can improve synonym mastery of the tenth grade

students of SMA Negeri 7 Yogyakarta. This study aims to examine whether the

medium can make the students able to differentiate near-synonyms and use them

contextually.

1.4 Definition of Terms

In order to avoid any confusion and misconception in perceiving and

understanding some important terms in this study, some significant terms related

to this study would be defined. There are four terms presented in this section:

Near-synonyms, A Picture Comparison Interactive Medium, SMA Negeri 7

Yogyakarta, and Senior High School.

1.4.1 Near-synonyms

Near-synonyms is one type of synonyms. As stated before, Lyons (1995, p.

60) has defined near-synonyms as the words or phrases which are more or less

similar, but they are not identical in meaning. The examples of the words that can

be considered to be near-synonyms are show and exhibition. Those two words are

generally regarded as synonymous. However, the two words are not synonymous

in meaning because they have their own context when they should be used. As

what is explained in the Oxford Learner’s Pocket Thesaurus (2010), show is a

more general word and it usually refers to a temporary event, whereas the word


6

exhibition refers to any event which contains works of art or items of cultural or

scientific interest that may be on display for a long time. In conclusion,

understanding how to differentiate and use near-synonyms in context is very

crucial in order to successfully deliver the meaning of the sentences.

1.4.2 A Picture Comparison Interactive Medium

Before having the deeper understanding about this research, this section

explains what a picture comparison interactive medium is. A picture comparison

interactive medium is a learning aid proposed by the researcher to assist students’

vocabulary learning, particularly near-synonyms. It provides explanations of near-

synonyms in two modes which are verbal and nonverbal information. The verbal

information is presented through the presence of captions explaining lexical

categories of the words, contexts when the words should be applied, and examples

of sentences using the words, whilst the nonverbal information is presented

through illustrations of the near-synonyms. Further, that information will be

placed side by side in one page or screen. Besides, this learning aid is designed in

computer-enhanced multimedia which requires the students to operate the

medium and enables them to develop their independent and autonomous learning.

1.4.3 SMA Negeri 7 Yogyakarta

SMA Negeri 7 Yogyakarta is one of senior high schools in Yogyakarta.

This school is located in Jl. MT Haryono No. 47 Suryodiningratan Mantrijeron

Yogyakarta. There are eight classes of tenth grade consisting of 34 students in six

of the classes, 27 students in one of the classes, and 32 students in one of the


7

classes. Then, there are nine classes of eleventh grade and eight classes of twelfth

grade.

1.4.4 Senior High School

Senior High School is defined as the continuation of the primary education

level in Indonesian formal education according to Kementerian Pendidikan dan

Kebudayaan (2015). This secondary education is further divided into general

upper secondary education and vocational upper secondary education. In this

study, the researcher uses the first level of general upper secondary education

which is the tenth grade students as the context of the study.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections. The first section explains theoretical

description which discusses several theories used as the bases in this study. The

second section is theoretical framework. In the theoretical framework, the

researcher explains more how the theories help the researcher to find out the

answer of the research problem.

2.1 Theoretical Description

There are nine theories to be elaborated in this study: Experimental

Research, Near-synonyms, A Picture Comparison Interactive Medium, A Picture

as a Learning Aid, Dual Coding, A Compare and Contrast Strategy, Multimedia,

Computer Assisted Language Learning, and Relevant Previous Studies. All of

those theories helped the researcher to support findings and discussions in this

study.

2.1.1 Experimental Research

The essential feature of an experimental research is the condition when

researchers deliberately control and manipulate conditions which determine the

events they are interested in (Cohen, Manion & Morrison, 2007). As cited in

Cohen et al. (2007), Smith argues that this approach concerns with the issue of

causality. There are many experimental models in educational research; one of

them is a true experimental design.


9

2.1.1.1 True Experimental Research

True experimental research is one of experimental research types which is

usually used to investigate cause and effect relationships. This experiment is

considered to be an ideal design of instructional that can help researchers to

maximize internal validity. There are several criteria that we should meet in this

design. First, the subject of the study will be randomly assigned to control and

experimental group. In the intervention of this experiment, those groups will be

exposed to different treatments. In educational research, the researchers usually

conduct different instructional methods towards the subjects. The control group

consists of research participants who do not receive any experimental treatment.

This group later will provide the researchers reliable baseline data that can be

compared to the experimental group results. In contrast, the experimental group

consists of research participants who receive any experimental treatment.

In true experimental research, we have independent and dependent

variable. The independent variable is a variable which can be controlled by the

researchers. The researchers are supposed to manipulate the variable that is

assumed to be able affecting the outcome of the research. The dependent variable

is the outcome of the research. The researchers do not manipulate this dependent

variable.

2.1.2 Near-synonyms

Words which share same meanings are called synonym. There are two

kinds of synonyms, absolute-synonyms and near-synonyms. Absolute-synonyms is

words or phrases which are identical in every aspect of the meanings so that they


10

can be intersubstituted. According to Lyons (1995, p. 61), two or more

expressions can be called as absolute-synonyms if all of their meanings are

identical. Further, they should be synonymous in all contexts and semantically

equivalent on all dimension of meaning. Seeing those conditions, it can be

inferred that the existence of absolute synonyms is extremely rare.

Another kind of synonyms is near-synonyms. Lyons (1995, p. 60) defines

near-synonyms as “the expressions that are more or less similar, but not identical

in meaning”. This definition is same as what Inkpen (2007, p. 2) explains, “near-

synonyms have the senses that are very close each other, they may occur in

similar contexts; therefore, we should capture the subtle differences of each near-

synonym”. In other words, even the near-synonyms have similar meanings; they

cannot be intersubstituted as they have their own certain context to be used. The

examples of the words that can be considered to be near-synonyms are soft and

smooth. The two words would be generally regarded as synonymous. However,

the two words are not synonymous in meaning. There are subtle differences

between those two words in which they have their own context to use. For

example, some people may be confused to decide which sentence is correct

between My aunt has very long smooth hair and My aunt has very long soft hair.

They may think that both the sentences are correct grammatically and

semantically. In fact, as what is explained in the Cambridge Advanced Learner’s

Dictionary (2008), the second sentence is incorrect since the use of the word soft

is less appropriate in the sentence. The adjective word soft refers to things which

are not hard or rough and feel pleasant to touch. Different from the word soft, the


11

word smooth can be used for the noun hair because this adjective refers to the

things which have a surface that is perfectly regular without any holes or lumps.

Thus, choosing a wrong word in a sentence may bring any problem in

conveying any certain meaning of the sentence. In conclusion, understanding how

to differentiate and apply near-synonyms in the right context should be taken into

account in order to successfully deliver the meaning of any sentences.

2.1.3 A Picture Comparison Interactive Medium

It is needed to know the explanation of the medium which is proposed by

the researcher. This section will discuss the medium, namely a picture comparison

interactive medium. The explanation consists of what a picture comparison

interactive medium is and why a picture comparison interactive medium is used.

2.1.3.1 What is a Picture Comparison Interactive Medium?

In mastering English vocabularies, there are many difficulties that may be

faced by students. Seeing that problem, the researcher proposes a learning aid

which is named a picture comparison interactive medium to assist students’

vocabulary learning. The researcher expects that the implementation of the

learning aid can help students to tackle their problems related to vocabulary

learning especially in near-synonyms and improve their vocabulary mastery.

As explained before, the medium provides explanations of near-synonyms

in two modes which are verbal and nonverbal information. As the verbal

explanation, there are captions explaining the lexical category of the words,

context when the words should be applied, and examples of the sentences using

the words, whereas the nonverbal information is presented through illustrations of


12

the near-synonyms. The Oxford Learner’s Pocket Thesaurus (2010) and

Cambridge Advanced Learners’ Dictionary (2008) come as the main references

for the researcher to compile the explanation of the near-synonyms in the

medium. Further, the researcher gets any illustration which can support the

explanation of the materials from many sources such as Imgur and Wallpaperxl.

In designing the learning aid, the researcher compares pairs of words

regarded as near-synonyms by placing them side by side in one page or screen.

Further, the use of computer supports the implementation of this medium since

this learning aid is designed in computer-enhanced multimedia. The researcher

used Articulate Storyline 2 software in making the computer-based learning aid.

Articulate Storyline 2 is e-learning authoring software for instructional designers.

It provides user interface and interactive learning elements. By using this

software, designers can build any interaction on their medium by letting students

to click, hover over, and drag any object to trigger any action.

In a picture comparison interactive medium itself, the software supports

drag and drop activities which can put students into a practice. This existence of

the computer use in the medium enables the students to develop their independent

and autonomous learning. Moreover, this medium is also equipped with simple

feedbacks to respond students’ answers. Therefore, this medium can be

considered interactive as it allows two-way flow of interaction between the

learning medium and the students. In sharing this medium, it can be shared via

web, Articulate Online, a learning management system (LMS), or offline. Below

is an example of a picture comparison interactive medium.


13

Figure 2.1 A Picture Comparison Interactive Medium Example

In the Figure 2.1, learners are able to spot any differences between the

words listen and hear easily since the medium provides the descriptions,

illustrations, and examples explaining the pair of near-synonyms. Therefore,

learners can find out any differences which might enhance their understanding

visually and verbally. Further, the computer-enhanced multimedia required the

students to operate it actively by the presence of drag and drop activities on the

medium.

2.1.3.2 Why is a Picture Comparison Interactive Medium Used?

This learning aid touches a new approach in learning vocabularies

especially in near-synonyms by applying the presence of dual coding, multimedia,

and compare and contrast theory. Through this medium, learners will be invited

to understand near-synonyms through two modalities, visually (by pictures) and

verbally (by captions which go along with the pictures). The form of the picture

comparison interactive medium has been designed in a simple and fascinating


14

way by presenting the explanation of each near-synonym side by side in one page

or screen. In addition, learners are encouraged to build their independent and

autonomous learning since this medium is supported by computer use in which

the learners are supposed to operate the medium in computer-enhanced

multimedia. It means that the medium also supports a kinesthetic learning

preference by putting learners into practices. Moreover, for the content, anyone

who wants to design the medium may adjust the difficulty level of the presented

near-synonyms depending on the learners’ need.

2.1.4 A Picture as a Learning Aid

The presence of visual elements in today’s teaching and learning increases

as the integration of images and visual presentations with text in textbooks,

instructional manuals, classroom presentations, and computer interfaces broadens

(Benson, 1997; Branton, 1999; Dwyer as cited in Stokes, 2001). As the

educational community is trying to embrace visual enhancements in instruction;

however, the connection of visual and verbal information has already existed

throughout history. Aristotle, as cited in Stokes (2001, p. 10), states, “Without

image, thinking is impossible”. Thus, putting visual elements to go along with

verbal elements can improve how we process certain information.

Pictures can be considered to be the most effective learning means in

teaching. The presence of any visual-enhancement in verbal learning is important

because visual literacy precedes verbal literacy in human development. It is the

basic literacy in the thought of processes that are the foundations for reading and

writing (Flattley, 1998; Sinatra, 1986, as cited in Stokes, 2001, p. 13). Franke


15

(1884), as cited in Murdani (2011), states that a language could be best taught by

using pictures actively in a classroom. Chanlin (1998) supports the statement by

reporting that visual treatments in lessons can enhance learning with varying

degrees of success (as cited in Stokes, 2001). When prior knowledge is low,

graphics, either still or animated, are better for learning descriptive facts than

lessons with text only. Moreover, Kleinman and Dwyer (1999) also examined the

effects of specific visual skills in facilitating learning. They found out that the use

of color graphics in instructional modules as opposed to black and white graphics

could promote any achievement, particularly when learning concepts.

There are several instructional functions that visualizations may have

whether they are accompanied by verbal explanations or not. Levie and Lentz

(1982) assert that in the term of the affect, visualizations are often said to be

motivating for students because they can make a subject matter more interesting

and appealing to students. Furthermore, they can trigger specific emotions or lead

to any changes in learners’ attitude. In the further research, Levin, Anglin, and

Carney (1987) has conducted an analysis of instructional functions associated

with the use of visualizations as text-adjuncts in education literature. In the

review, the authors described five functions of visualizations as text-adjuncts.

They are decorative, representation, organization, interpretation, and

transformation function. In the decorative function, the verbal information is

presented only to make a text more appealing to learners. Then, as a

representational function, visualizations exist to make the meaning of a text more

accessible for learners by making a text more concrete. The presence of


16

visualizations is considered having an organizational function if it can provide an

organizational framework for a text and make the content more coherent by

highlighting argumentative or organizational structures of the text. Interpretation

function of visualizations comes up by clarifying any texts which are difficult to

be understood and making them more understandable for learners. The last and

the rarest function is a transformation function. In this function, visualizations are

designed to improve memory performances directly by targeting any critical

information to be learned, recoding it into a more concrete and memorable form,

relating it in a well-organized content, and then providing the learners a

systematic means of retrieving the critical information. Thus, we can conclude

that there are five functions of visualizations we can bring to any enhancement of

learning processes. However, the presence of any visual-enhancement in

education settings must be properly designed and used; otherwise, it would not

function effectively in maximizing learners’ achievement.

2.1.5 Dual Coding

Considering individual’s cognitive preferences in designing learning aids

is needed to help teachers in achieving effective learning processes, Rayner and

Riding (1998) describe a cognitive style as an individual’s preferred and habitual

approach in organizing and representing information. In other words, it can be

concluded as the way an individual processes the information he or she received.

There are numbers of researchers who have been trying to investigate cognitive

preferences. Early work in cognitive styles identified a verbal-visual cognitive

style dimension. This dimension is in line with the fact that some people are better


17

at processing words and some people are better at processing pictures (Mayer &

Massa, 2003).

The first verbal-visual model was introduced by Paivio (1986), namely a

dual coding theory. In this study, learners are described as either visualizers or

verbalizers. Visualizers tend to focus on imagery-based information such as

pictures and diagrams, whereas verbalizers prefer to focus on verbal information

such as texts or spoken narrations. Paivio’s theory of dual coding claims that

strong associative activation of mental imagery facilitates memory for words, and

these two processes – one verbal (symbolic codes) and one visual (analogue

codes) were separable in memory. The structural assumptions of dual coding can

be summarized in Figure 2.2, which illustrates the idea of separate but

interconnected systems.

Figure 2.2 A Schematic Depiction of Verbal and Nonverbal Symbolic Systems by

Paivio, 1990


18

The figure shows that the symbolic systems are connected to sensory input

and response output systems. From the figure, Paivio tries to explain that there is

an equal weight to verbal and nonverbal processing. As Paivio (1986, p. 53)

states, “Human cognition is unique in that it has become specialized for dealing

simultaneously with language and with nonverbal objects and events”. This theory

notes that there are two cognitive subsystems, one is for dealing with nonverbal

objects and the other is for processing languages. The verbal and nonverbal

representations differ in their internal representation formed in the long-term

memory. Whereas, the nonverbal information will be processed into imagens, the

verbal information is more likely to be encoded into logogens. Then, according to

Paivio (1990), these two internal codes are interconnected by referential links so

that they can activate each other. For example, the word mango could activate a

mental image of a mango tree. In this case, we can note that verbal and nonverbal

information may yield a propositional representation as well as an analogical

representation by constructing a mental image for concrete words.

As what is mentioned in Zheng (2009), Ainsworth emphasizes her

functional taxonomy of multiple external representations. She proposes that every

representation has different functional roles for learning and support knowledge

differently.

She categorizes these roles into three groups; First, visual and verbal

representations may have complementary roles in instructions by

facilitating different cognitive processes, serving different learning

objectives, or addressing individual representational preferences of

different learners. Second, they can constrain interpretations and guide

learners’ reasoning about a domain. Third, visual and verbal

representations together might be suited to foster deeper understanding


19

than what could be achieved by using just one representational format (as

cited in Zheng, 2008, p. 77).

Thus, Ainsworth’s taxonomy supports the presence of these roles in order

to contribute to learning. Then, the contribution of the roles is expected to give

any positive influence towards learners. However, if one of the representations

does not contribute to learning, it should be deleted.

Regarding to the information retention in a memory, Paivio (1990) argues

that in a dual coding theory, high imagery items readily evoke nonverbal imagery

and that imagined representations are served as supplementary memory codes for

item retrieval along with the verbal code elicited directly by words (p. 159). In

other words, we can conclude that this dual coding of information which is based

on a single input representation is more likely to occur for pictures instead of

words. This picture-superiority effect is also supported by Baggett’s bushiness

hypothesis. As cited in Zheng (2008, p. 72), Baggett states, “knowledge acquired

from visual rather than verbal external representations will be better accessible in

a memory because the respective nodes in the memory share more associations

with other nodes in the semantic network”. From this statement, visual concepts

are considered bushier than verbal concepts and more salient in the memory.

Moreover, this theory is also in line with Anderson and Bower (1973); he states

that memories for some verbal information is enhanced if a relevant visual is also

presented or if the learners can imagine a visual image to go along with the verbal

information. Likewise, visual information can often be enhanced when it is paired

with relevant verbal information, whether real-world or imagined”. Therefore, we


20

can conclude that the existence of visual and verbal representations together may

be suited to enhance the information retention in the memory.

2.1.6 A Compare and Contrast Strategy

Comparing and contrasting methods will put students at ease to

differentiate and understand any given materials. There are many benefits that can

be acquired through this teaching method. Silver (2010, p. 7) has mentioned that

comparing and contrasting can strengthen students’ memories, develop higher-

order thinking skill, increase students’ comprehensions, enhance students’ writing

in the content areas, and develop students’ habits of mind.

First, a compare and contrast strategy attempts to strengthen students’

ability in remembering key contents of any information they got by focusing the

students’ thinking in analyzing pairs of ideas. Second, this strategy can develop

higher-order thinking skill since it has a role as a practical and easy-to-use

introduction to higher-order thinking. Third, a compare and contrast enhances

comprehension by highlighting any important details, making abstract ideas more

concrete, and reducing any confusion between related concepts. Fourth, the

strategy can enhance students’ writing in the content areas by providing a simple

structure that helps them to organize information and develop their ideas with

greater clarity and precision. The last, using a compare and contrast strategy in the

classroom will help students to develop five of 16 habits of mind which are:

thinking flexibly, thinking about thinking (metacognition), striving for accuracy,

applying past knowledge to new situations, and thinking and communicating with

clarity and precision. Thus, Silver’s theory of a compare and contrast strategy


21

above can help the researcher to support the use of picture comparison interactive

medium as an aid in learning near-synonyms.

2.1.7 Multimedia

Mayer (2005) defines multimedia learning as an action of learning from

words (spoken or printed text) and pictures (illustrations, photos, maps, or

graphs). Further, Mayer (2009) argues that a cognitive theory of multimedia

learning centers on an idea that learners attempt to build meaningful connections

between words and pictures and that they learn more deeply than they could have

with words or pictures alone.

According to Mayer and Moreno (1998), cognitive theory of multimedia

learning is based on three assumptions. Those are dual-channel, limited capacity,

and active processing assumption. The dual-channel assumption is that the

working memory has auditory and visual channels based on Baddeley’s (1986)

theory of working memory and Paivio’s (1990) dual coding theory. Second, the

limited capacity assumption which is based on Sweller’s (1988) cognitive load

theory states that each subsystem of a working memory has a limited capacity.

The third assumption is the active processing assumption which proposes that

people could construct knowledge in a meaningful way if they pay attention to

any relevant material and organize it into a coherent material.

Optimally designed multimedia learning may help learners to reduce

cognitive loads, facilitate mental representations, and aid schema acquisition. As

what has been mentioned in Sorden (2005), Mayer (2010a) argues that meaningful


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learning from words and pictures happens when learners engage in five cognitive

processes.

The cognitive processes are selecting relevant words for processing in

verbal working memory, selecting relevant images for processing in visual

working memory, organizing selected words into a verbal model,

organizing selected images into a pictorial model, and integrating the

verbal and pictorial representations with each other and with prior

knowledge (p. 54).

These five cognitive processes later will determine which information will

be selected and which knowledge will be retrieved from the long-term memory.

Then, the information will be integrated to construct a new knowledge. The

cognitive processes will also take a part in determining which bits of the new

knowledge are transferred to the long-term memory. Knowledge which is

constructed in the working memory is transferred to the long-term memory

through the process of encoding (Mayer, as cited in Sorden, 2005).

Furthermore, Mayer (2009) identifies the following twelve multimedia

instructional principles. Those are: 1) Coherence principle: People learn better

when extraneous material is excluded rather than included; 2) Signaling principle:

People learn better when cues that highlight the organization of the essential

material are added; 3) Redundancy Principle: People learn better from graphics

and narrations than from graphics, narrations, and printed texts; 4) Spatial

Contiguity Principle: People learn better when corresponding words and pictures

are placed near each other rather than far from each other on a page or screen; 5)

Temporal Contiguity Principle: People learn better when corresponding words

and pictures are presented simultaneously rather than successively; 6) Segmenting

Principle: People learn better from a multimedia lesson which is presented in user-


23

paced segments rather than as a continuous unit; 7) Pre-training Principle: People

could learn deeper from a multimedia message when they receive pre-training in

the names and characteristics of the key components; 8) Modality Principle:

People learn better from graphics and narrations than from graphics and printed

texts; 9) Multimedia Principle: People learn better from words and pictures than

from words alone; 10) Personalization Principle: People learn better from a

multimedia presentation when the words are in a conversational style rather than

in a formal style; 11) Voice Principle: People learn better when the words in a

multimedia message are spoken by friendly human voice rather than machine

voice; 12) Image Principle: People do not necessarily learn more deeply from a

multimedia presentation when the speaker’s image is on the screen rather than not

on the screen.

Despite of those principles, what is important is that the multimedia

instructional design remains focused on the concepts to be learned, rather than

trying too much to entertain. Too many appealing things may make the working

memory overloaded before the learners even get to the concept of the learning.

Mayer (2009) asserts that an effective instructional design depends on techniques

for reducing extraneous processing, managing essential processing, and fostering

generative processing.

2.1.8 Computer-Assisted Language Learning (CALL)

Every human comes with many differences. Those differences can be in

the matter of ethnic origins, languages, habits, or even food preferences. In

addition, almost everyone in society may not learn through the same way. Every


24

individual may have his or her own learning styles and preferences that may affect

learning environments. Soo defines a learning style here as “an individual’s

natural, habitual, and preferred way(s) of absorbing, processing and retaining new

information and skills” (as cited in Egbert & Hanson-Smith, 1999, p. 290).

Further, Soo also notes that “differences learning styles among learners may affect

the learning environment by either supporting or inhibiting their intentional

cognition and active engagement” (p. 289).

A study conducted by Ehrman and Oxford (1990) reveals that more than

20 styles have been identified and every individual can have 6-14 strongly

preferred styles at the same time. These styles can be categorized into four broad

domains which are cognitive, affective, perceptual, and physiological (as cited in

Egbert & Smith-Hanson, 1990, p. 293). Perceptual domain focuses on the

different ways that learners take and give out information. According to Fleming

(2012, p. 1), there are four sensory modalities that are preferred by students to

learn information. Those are visual, aural, read or write, and kinesthetic. Visual

learners prefer to learn by using any depiction of information in videos, graphics,

pictures, charts, diagrams, posters, and any other visualization. Aural learners

prefer to learn any information which is spoken or heard. Read or write learners

have strong reverence for words. The last, kinesthetic learners are the ones who

have perceptual preferences which are related to the use of experiences and

practices. Besides, multi-modal learners can have a preference of two or more

styles of learning. They can switch or mix different modes of learning.


25

Hence, helping students to learn means that we should know what the

students’ learning styles are and how to take any advantages of them. If the

teacher’s teaching style does not meet the learners’ learning styles and cannot

accommodate them, it may result in a clash which can affect the learners’ process

of learning and attitudes. Dunn, Griggs, Olson, and Beasley (1995) states that a

research on learning styles has highlighted the problem and it reveals that failing

learners did significantly better “when they were taught with strategies that

complemented their learning-style preferences” (as cited in Egbert & Hanson-

Smith, 1999, p. 289). Hence, here language teachers need to understand and take

this fact into account so that they could turn the learners’ differences causing the

clash to the learners’ advantage.

Teachers should be able to teach learners with various learning styles.

Therefore, they need to meet any approach providing the learners various means

in learning that can match the learners’ learning experiences to the learners'

learning styles. Thus, the learners can learn optimally even though they may learn

the materials differently. One of the solutions that may be approached is designing

learning activities that can address a variety of learning styles. By providing such

learning opportunities, there are more chances for the learners to develop styles

suited to their needs.

Multimedia is one of very good solutions for teachers to address their

students’ various learning styles. As cited in Egbert and Hanson-Smith (1999),

Shih and Alessi define multimedia as “a program or information environment that

uses computers to integrate texts, graphics, images, videos, and audios” (p. 299).


26

According to Pennington (1996), multimedia computer can present language

games, simulations, and problem-solving activities as well. The computer-assisted

language classroom environment can be highly motivating for students of all

learning styles (as cited in Egbert & Hanson-Smith, 1999). Thus, the computer-

assisted language classroom offers a bigger market than traditional means of the

past to appeal the students more.

In a computer-assisted language classroom, there are more chances for the

teachers to develop learning means which can integrate two or more modalities of

a large number of learning styles simultaneously as what a dual coding theory

emphasizes. One single multimedia can be designed to cater several learning

styles since it may teach in auditory, visual, and kinesthetic media. In other words,

learners can learn the same content according to their individual learning style

preferences only by using one multimedia.

2.1.8.1 Computers and Classroom Atmosphere

From the previous section, we can conclude that the presence of computer-

enhanced activities may help teachers to convey learning means suited to learners’

style. However, we need to figure out how the computer use in education does

affect classroom atmospheres. Schofield’s (1995) study of computer use in a large

urban high school reveals a great number of interesting facts. As cited in Egbert

and Hanson-Smith, Schofield’s (1995) overall findings include the following:

a. The computer use in the learning enhanced the learners’ enjoyment of, interest

in, and attention to the conducted classroom activities. Finding the results,

Schofield then tried to investigate the reasons why those results occured. Then,


27

he reported a research which confirmed that computers are motivating to the

extent that they can raise challenge, control, curiosity, and fantasy that allow

for personalization of one’s work.

b. The increasing computer use triggered a change in the role of the teachers from

being experts who presented information to coaches or tutors who assisted the

learners. In other words, it could turn a teacher-centered learning to a student-

centered learning. As the result, it could help the students to develop their

independent and autonomous learning.

c. In some classes, peer interaction increased when computers were used.

However, in some cases, the computer use did not have a demonstrable

influence on interaction. In others, interaction was competitive rather than

cooperative (p. 343).

To summarize, Schofield’s findings can give us some views about the

computer use in schools and other educational settings. The conclusion is that the

computer use in educational settings inevitably affects the classroom atmosphere

in varying the students’ attitude, role, and interaction. Consequently, those effects

may influence the success of the learning process.

2.1.8.2 Making the Medium of Learning in CALL

The great advantages of the computer-enhanced activities do not mean that

computers may supplant teachers. The learning media which can cater all learning

styles can be created only by designers who understand how to approach the

styles and many of those are teachers. In CALL, there are some aspects that the


28

designers of learning media should consider. As cited in Egbert and Hanson-

Smith (1999), Holliday suggests that learning media should provide learners with:

a. Opportunities for any interaction to negotiate meanings.

b. Opportunities to hear or read modified comprehensible inputs.

c. Opportunities to produce or write modified comprehensible outputs.

d. Inputs that allow for a focus on target features of the second language.

e. Possibilities for any optimal feedback either in the form of self-access windows

or buttons or in the form of interaction.

f. A rich context in which the second language facilitates comprehensible input

(p. 188).

Accordingly, to make good computer-enhanced learning media, teachers’

role in being professional designers is needed. However, a question may arise

from educational settings in which we can question whether teachers are able to

cater their students’ different learning styles without any computer use. The

answer of the question is certainly yes. Yet, at this current rate of change, the

world of technology has been developing by the time. Education institutions are

expected to keep up with this rate of change. People will always need an

innovative approach which can ease their life. Another way of saying, people may

tend to choose any developed technology which is versatile instead of any

traditional means. Regarding to the educational settings, Bradin supports this idea

by stating that in time computers will permeate all aspects of teaching and

learning, and although “computers will not replace teachers, teachers who use


29

computers will inevitably replace teachers who do not" (as cited in Egbert &

Hanson-Smith, 1999 p. 300).

2.1.9 Relevant Previous Studies

There are several previous studies which are also relevant with the topic of

this study. The first study came from Sarjono (2008). She made a study about the

mastery of synonymous words. Other previous research which has the similar

topic to this current paper came from Putera (2011). His paper was about using

pictures in enriching vocabulary.

The two studies above include the similar aspects of the topic of this study

which are about the mastery of synonymous words and the use of pictures to

enrich students’ vocabulary. However, in this study, the researcher tries to bring

up certain learning aid which is a picture comparison interactive medium to

improve students’ mastery in synonymous words. By applying the medium, the

researcher includes four new aspects which are the theory of dual coding, compare

and contrast strategy, computer assisted language learning, and multimedia.

2.2 Theoretical Framework

In learning English as a Second Language and English as a Foreign

Language, mastering the vocabulary has a vital role in all language skills (Nation,

2011). For students’ significance, teachers are supposed to realize that good

vocabulary mastery in students must be developed since this aspect will help them

to enhance other skills. Students need to have more time to learn vocabularies.

However, there are many factors that might make the students lose their interest in


30

learning vocabulary. One of the factors is that the tendency that teachers cannot

cater the students’ learning preferences. In fact, as cited in Egbert and Hanson-

Smith (1999), Dunn et al. (1995) found out that failing students could do better

significantly when they were taught with strategies suited their learning

preferences.

Concerning the importance of vocabulary mastery for students, acquiring

synonyms in English is also important in the acquisition. In this study, the

researcher proposed a picture comparison interactive medium to be administered

in learning activities. This research aims to investigate to what extent a picture

comparison interactive medium can be a learning aid in fostering students’ in

synonyms, especially near-synonyms.

To conduct this study, the researcher implemented an experimental

research to figure out the causality of a picture comparison interactive medium.

The researcher adhered to the criteria and steps of true experimental research. In

so doing, the researcher assigned the research subjects to control and experimental

group then deliberately controlled and manipulated the conditions of every group

(Cohen et al., 2007). After that, the researcher could find out any effects of the

treatments.

The description of near-synonyms proposed by Lyons (1995) was used as

a basis for the selection of the pairs of near-synonyms that would be the materials

in the lesson. Fourteen pairs of near-synonyms were selected in this study. Those

selected words were regarded as near-synonyms since they were more or less

similar, but not identical in meaning.


31

Since the aim of the study was to measure the students’ mastery in near-

synonyms after the implementation of certain treatments, the students were asked

to do some tests. The tests required the students to choose between two

synonymous words and determine which word was suitable to complete the

sentences based on the context. The results of the tests were used to show the

students’ level of mastery in using near-synonyms.

Theories of visualizations proposed by Levie and Lentz (1982) and Levin

et al. (1987) were used to identify how the presence of any illustrations in the

implemented learning media. Then, the theory of dual coding by Paivio (1971)

and multimedia by Mayer (2005) gave the elaboration of the influence from

verbal and nonverbal information occurring in the learning medium. Theory of

compare and contrast strategy proposed by Silver (2010) came as a basis to

analyze why and how this kind of strategy gave certain impacts to the students’

mastery in near-synonyms. Further, the study of computer assisted language

learning by Schofield (1995) and Holliday (1999) gave some views about how the

computer use could bring certain atmosphere in the learning processes.

All of the theories gave the basic views which were relevant to this

research. Those theories helped the researcher to analyze any effect of a picture

comparison interactive medium implementation. Then, it helped the researcher to

answer the question of to what extent a picture comparison interactive medium

can improve students’ mastery in near-synonyms.


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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents a methodology used to conduct this

study. This chapter discusses the methodology systematically. The discussion

includes research methodology, research setting, research participants, research

instruments and data gathering technique, and data analysis technique.

3.1 Research Method

In conducting and organizing procedures of a study, choosing an

appropriate methodology is needed so that a researcher can answer questions of

the study. In this research, the researcher wanted to answer the question of to what

extent a picture comparison interactive medium can improve students’ vocabulary

mastery in near-synonyms particularly. Based on the problem, an experimental

research was considered to be the most appropriate methodology in conducting

this study. As cited in Cohen et al. (2007), Smith (1991) claims that it is the only

method that directly concerns with causality. The essential feature of an

experimental research is that researchers deliberately control and manipulate the

conditions, conduct certain interventions, and then assess the differences of the

results. This method conducts independent variables as the input and dependent

variables as the outcome of the research.

In conducting this study, the researcher adhered to the procedure of an

experimental research. The steps are as follows:


33

1. Assigning subjects to two matched groups

The participants of the research were students of X MIA 2 and X MIA 5.

In the first step, the researcher randomly assigned the samples of the study. Both

classes were then assigned to two groups. X MIA 2 was assigned to an

experimental group, whereas X MIA 5 was assigned to a control group.

2. Conducting a pre-test 1

In this step, the researcher observed the students’ mastery in near-

synonyms. The researcher observed it by employing a pre-test to both

experimental and control group. The test was used to measure the students’

mastery in differentiating and using near-synonyms. By conducting this

instrument, the researcher tried to find out whether the students had any problems

in mastering near-synonyms.

3. Conducting an intervention and observation

This was the most crucial step in this study. Basically, the intervention

employed in both groups had the same time allocation and materials which

discussed 7 pairs of near-synonyms. However, the researcher administered

different learning media to each group. For the experimental group, the researcher

implemented a picture comparison interactive medium as the learning aid to learn

the materials. Below are the examples of a picture comparison interactive medium

implemented in the experimental group.


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Figure 3.1 Examples of a Picture Comparison Interactive Medium

Despite the different media implemented in every group, the researcher

endeavored to raise fairness between the two different groups. Therefore, the

researcher attempted to use a learning medium which might also have any

potential in maintaining students’ concentration and motivation in the control

group. In so doing, the researcher administered PowerPoint slides to the control

group. The slides had fewer pictures and did not directly compare the 7 pairs of

near-synonyms side by side as what a picture comparison interactive medium did.

Below are the examples of PowerPoint slides implemented in the control group.


35

Wedding/ˈwed.ɪŋ/

• It is a noun.

• It refers to the occasion (the ceremony) of getting married.

1. They haven’ t yet settled w hen the

w edding is going to be.

2. You are invited to my w edding.

Marriage/ˈmer.ɪdʒ/

• It is a noun.

• It usually refers to the state/relationship of being married.

They have a long and

happy marriage.

Figure 3.2 Examples of PowerPoint Slides

The implementation of both learning media was paid attention. The

researcher prepared lesson plans, learning media, and any other instruments

needed for learning process. While the researcher was implementing the learning

media, she asked her classmate to be an observer who helped her to observe the

classroom interactions, classroom events, and students’ attitude occurred during

the implementation of the learning media. Then, the observation filled in the

observation sheets that have been prepared before.

4. Conducting a post-test 1, another cycle of intervention, and interviews

The researcher assessed whether the learning media have successfully

improved the students’ mastery in near-synonyms by administering a post-test.

However, within the research, the researcher realized that there were some hidden

factors which might influence the results of the research. The hidden factors might

be the different setting, time, and inner motivation in every student. Campbell,

Stanley, and Gage (1963) figured out that there are any internal and external

factors which may influence results of a research. In other words, those factors

may become threats towards the validity of the research results. To avoid such

problem, the researcher decided to conduct one more cycle consisting of a pre-test


36

2, intervention, and post-test 2 towards both experimental and control group. The

intervention in the second session was same as the previous session in which a

picture comparison interactive medium was implemented in the experimental

group and PowerPoint slides were used in the control group. With the same time

allocation as in the first session, the learning material in the second session also

consisted of 7 pairs of near-synonyms. After the second session of intervention,

the researcher revealed the students’ opinion towards the materials and learning

media implemented in their class by interviewing some representatives of the

students.

5. Evaluating and reflecting the results

In this step, the researcher reflected everything that happened during the

implementation of the learning media. The researcher compared the results of the

pre-tests and post-tests, summarized all of the observation and interview results,

and then interpreted all of the collected data. After that, the researcher could

figure out the answers of the problem question.

3.2 Research Setting

This study was conducted at SMA Negeri 7 Yogyakarta. This school is

located in Jl. MT Haryono No. 47 Suryodiningratan, Mantrijeron, Yogyakarta.

SMA Negeri 7 Yogyakarta is one of state senior high schools in Yogyakarta

which had lots of achievements.


37

3.3 Research Participant

The participants of this study were the students of the tenth grade in SMA

Negeri 7 Yogyakarta. There were eight classes of tenth grade consisting of 34

students in six of the classes, 27 students in one of the classes, and 32 students in

one of the classes; however, the researcher randomly chose two classes (X MIA 2

and X MIA 5) as the sample of the study. On the day when the research was

conducted, there were 26 students who were present at X MIA 2 and 28 students

were present at X MIA 5.

To get more comprehensive information about this study, the researcher

also chose 10 students from every class to be interviewed. Based on what has

been observed by the researcher during her pre-service teacher preparation

programme in the classes, the students from both experimental and control group

were considered having good basic mastery in English vocabulary. However,

most of them faced some difficulties in differentiating and using near-synonyms

in contexts.

3.4 Instruments and Data Gathering Technique

This section will discuss all instruments that were administered to obtain

the data for this study as well as the technique used by the researcher to gather the

data. There were three instruments used to collect the data needed for this

research. They were vocabulary tests, observation sheets, and interviews. In the

data gathering technique, the researcher will explain how to use the instruments in

collecting the data.


38

3.4.1 Instruments

As explained before, the researcher used vocabulary tests, observation

sheets, and interviews as the instruments in this research. In conducting the

observation, the researcher used observation sheets to observe the students’

attitude during the tests and learning processes. Then, the vocabulary tests

consisting of pre-tests and post-tests were administered to measure whether the

learning media were successful in fostering the students' near-synonym mastery.

The last instrument was interviews which were aimed to get more comprehensive

information from the participants of this study. The researcher interviewed 20

students as the representatives of the participants. The researcher explained more

how the instruments were used in the data gathering technique section.

3.4.1.1 Tests

In this study, this instrument helped the researcher to measure the students’

improvement in their vocabulary mastery. Hence, the researcher administered two

kinds of tests. They were pre-test and post-test. The pre-test was aimed to measure

the participants’ mastery in using and differentiating near-synonyms before the

implementation of the learning media. This kind of instrument enabled the

researcher to figure out whether the participants faced any problems in

understanding and using near-synonyms. After the implementation of the learning

media, the post-test was employed to know whether the learning media could

successfully help the students in mastering the vocabulary.

Fourteen pairs of near-synonyms were selected in this study. For the first

session, the set of the near-synonym pairs were hear-listen, see-look at, look at-


39

watch, wedding-marriage, complicated-complex, increase-raise, and govern-rule.

Then, in the second session, the set of the near-synonym pairs were taste-flavor,

live-stay, gather-collect, forecast-predict, shy-embarrassed, exhibition-show, and

soft-smooth. The following tables contain definitions of the fourteen near-

synonym pairs. In the tables, the researcher is going to write Cambridge to refer to

Cambridge Advanced Learner’s Dictionary (2008) and Oxford to refer to Oxford

Learner’s Pocket Thesaurus (2010).

Table 3.1 The Description of Near-synonyms in the First Session

Pairs of Near-

synonyms

Definitions and Subtle

Differences Examples

1) Hear – Listen

Hear

To receive or become

conscious of a sound using

your ears (Cambridge)

Listen

It refers to an action to give

attention to someone or

something in order to hear

them (Cambridge).

(1) I heard someone

calling my name

(Cambridge)

(2) What kind of music

do you listen to

(Cambridge)?

2) See – Look at See

To be conscious of what is

around you by using your

eyes (Cambridge)

Look at

To direct your eyes in order

to see (Cambridge)

(1) Jacqui saw the car

drive up outside the

police station

(Cambridge).

(2) She looked at me

and smiled (Oxford).

3) Look at – Watch Look At

To direct your eyes in order

to see (the objects are

usually static) (Cambridge)

(1) They looked at the

picture and laughed

(Cambridge).


40

Pairs of Near-

synonyms



Watch

To look at something for a

period of time, especially

something that is changing

or moving (Cambridge)

(2) I had dinner and

watched television

for a couple of hours

(Cambridge).

4) Wedding –

Marriage Wedding

It refers to the occasion (the

ceremony) of getting

married (Oxford).

Marriage

It usually refers to the state

or relationship of being

married (Oxford).

(1) We were invited to

my cousin’s wedding

(Oxford).

(2) They had a long and

happy marriage

(Oxford).

5) Complicated –

Complex Complicated

It is used more to describe

everyday situations

(Oxford).

Complex

It is often to describe

academic, scientific or

technical issues, especially

in written English (Oxford).

(1) The instructions look

very complicated

(Oxford).

(2) A complex

mathematical formula

(Oxford).

6) Increase – Raise Increase

To make something become

larger in amount/size. It is

used slightly more often

about numbers, prices,

figures (Oxford).

Raise

To make something become

larger in amount or size. It

is used often about feelings

and qualities (Oxford)

(1) They have increased

the price by 50%

(Oxford).

(2) Our little chat has

raised my spirits

(Cambridge).

7) Govern – Rule Govern

The subjects are elected

parties or governments

(Oxford).

(1) The Liberals had

governed the country

for 11 years (Oxford).


41

Pairs of Near-

synonyms



Rule

The subjects are nonelected

groups or individuals such

as kings, queens and

dictators (Oxford).

(2) Most modern kings

and queens rule their

countries only in a

formal way, without

real power

(Cambridge).

Table 3.2 The Description of Near-synonyms in the Second Session

Pairs of Near-

synonyms



1) Taste – Flavor Taste

We use this word for food

you can find in nature

(Oxford).

Flavor

We use this word for food

that has been created by

somebody (Oxford).

(1) I do not like the

taste of olives

(Oxford).

(2) Which flavor of ice

cream would you

like (Oxford)?

2) Live – Stay Live

To have a home somewhere

or be a permanent resident

of a place (Cambridge)

Stay

To live or be in a place for a

short time as a visitor

(Cambridge)

(1) We live in London

(Cambridge).

(2) I stayed in Montreal

for two weeks then

flew home

(Cambridge).

3) Gather – Collect Gather

When talking about things,

we use this verb to talk

about things, belongings or

papers when things are

spread around within a short

distance (Oxford).

Collect

When talking about things,

we use this verb to talk

(1) They gathered their

belongings and left

(Oxford).

(2) A large crowd of

reporters collected

outside the Prime

Minister’s house

(Cambridge).


42

Pairs of Near-

synonyms



about getting examples of

something from different

people or places (Oxford).

4) Forecast – Predict

Forecast

To say what you expect to

happen in the future based

on the information available

and often using scientific

methods (Oxford)

Predict

To say that an event or

action will happen in the

future. It is usually based on

the information available,

opinions or magical powers

(Oxford).

(1) Snow is forecast for

tomorrow (Oxford).

(2) Who could have

predicted that within

ten years he would

be in charge of the

whole company

(Cambridge)?

5) Shy – Embarrassed Shy

To describe someone’s

personality or character of

being nervous and

uncomfortable with other

people (Cambridge)

Embarrassed

To describe the feeling that

someone has in a social

situation when that person

feels ashamed because of a

socially unaccepted event

(Cambridge)

(1) Children are often

shy with people they

do not know

(Cambridge).

(2) I was too

embarrassed to

admit that I was

scared (Cambridge).

6) Exhibition - Show Exhibition

When objects such as

paintings are shown to the

public, or when someone

shows a particular skill or

quality to the public. It

usually contains works of

art or items of cultural or

scientific interest that may

(1) The photographs

will be on the

exhibition until the

end of the month

(Cambridge).

(2) They hold a fashion

show twice a year

(Oxford).


43

Pairs of Near-

synonyms



be on display for a long time

(Oxford).

Show

An event which a group of

related things are available

for the public to look at. It is

a more general word and

usually refers to a temporary

event (Oxford).

7) Soft – Smooth Soft

Not hard or rough and feel

pleasant to touch

(Cambridge)

Smooth

Having a surface that is

perfectly regular and no

holes or lumps (Cambridge)

(1) A soft pillow

(Cambridge).

(2) The road ahead was

flat and smooth

(Cambridge).

3.4.1.1.1 Validity

As the researcher employed tests as the instruments to obtain the data, it

was necessary to determine the validity of the tests. This technique aimed to

measure how accurate and consistent the tests would be as one of the instruments

to collect the data. With regard to validity, we can note that the administered tests

in this research ensure adequate content, construct, and face validity.

a. Content Validity

Cohen et al. (2007) asserts that a test has content validity if the content of

the tests covers any relevant field of what is meant to be concerned. Since the

purpose of the tests administered in this research was to measure the students’

mastery in near-synonyms; therefore, the test contents included only near-

synonyms and nothing else. The items in the tests required the students to choose


44

between pairs of near-synonyms and determine which word was suitable to

complete the sentences based the contexts. Table 3.3 and 3.4 below depict the

distribution of items in the tests.

Table 3.3 The Distribution of Items in the First Session Tests

No. Pair of Near-synonyms Test Item Number

Pre-test 1 Post-test 1

1. Hear – Listen 6 9

2. See – Look at 7 3

3. Look at – Watch 3 7

4. Wedding – Marriage 1 4

5. Complicated – Complex 5, 9 2, 10

6. Increase – Raise 2, 8 1, 6

7. Govern – Rule 4, 10 5, 8

Table 3.4 The Distribution of Items in the Second Session Tests

No. Pair of Near-synonyms Test Item Number

Pre-test 2 Post-test 2

1. Taste – Flavor 2, 6 1, 6

2. Live – Stay 3 4

3. Gather – Collect 4, 7 7, 8

4. Forecast – Predict 9 5, 9

5. Shy – Embarrassed 8 3

6. Exhibition – Show 5, 10 10

7. Soft – Smooth 1 2

The tables show that there were seven pairs of near-synonyms in each session.

Further, it is apparent that all presented items were near-synonyms. Thus, it can be

concluded that the tests fulfilled the content validity.


45

b. Construct Validity

Cohen et al. (2007) asserts that construct validity is achieved by ensuring

that performance on the test is fairly explained by particular appropriate constructs

or concepts. A test should measure the ability which is intended to be measured.

In this research, the tests were intended to measure the students’ mastery in near-

synonyms. Therefore, the researcher administered tests which required the

students to choose between two synonymous words and determine which word

was suitable to complete the sentences based on the contexts. Since the tests

measured the students’ ability in using near-synonyms, it could be concluded that

the tests fulfilled construct validity.

c. Face Validity

Cohen et al. (2007) affirms that a test is said to have face validity if it

appears to measure what it is designed to test. To ensure that this research had

face validity, the researcher showed the tests to the supervisor and asked her

comments about them in relation to the format and validity. The researcher

revised the tests after getting some comments and suggestions.

3.4.1.2 Observation Sheets

Observation sheets were the recorder of the study when the researcher was

implementing the interventions. Through this instrument, the researcher

conducted observation towards classroom interactions and events during the

treatments. Besides, this instrument helped the researcher to focus on some

aspects of the students’ attitude such as their positive body language, consistent


46

focus, verbal participation, confidence, fun and excitement, engagement question,

and role.

In the observation sheet form, there were three engagement levels of every

aspect. Those were very high, high, medium, low, and very low. Very high level

meant that more than seventy five percent of the student total number exhibited a

particular aspect. High level referred to the condition when more than half of the

student total number exhibited a particular aspect. Then, medium level meant that

half of the student total number showed a particular aspect. Low meant that less

than half of the student total number did not exhibit a particular aspect. The last,

very low level referred to the condition when more than seventy five percent of

the student total number did not exhibit a particular aspect. By observing the

students’ engagement level in the learning process, the researcher could evaluate

the implementation of the learning media.

3.4.1.3 Interviews

The use of interviews was to collect any information for this study by

asking the representatives of the students’ about their perspective of certain topics

or issues. According to Kvale (1996), the use of interviews in a research marks a

move away from seeing human subjects as simply manipulable and data as

somehow external to individuals, and towards regarding knowledge as generated

between humans, often through conversations (as cited in Cohen et al., 2007).

In this study, the interviews were done towards 10 representatives from

every group. The researcher made an appointment with the representative students

after the classes were over. Then, after gathering the students, the interviews were


47

conducted in focus group discussions. By conducting the interviews, the

researcher expected to be able to obtain the students’ opinion towards the

implementation of the learning media.

3.4.2 Data Gathering Technique

In this part, the researcher explains how to use the instruments in gathering

the data. The data were collected from the beginning of the research until the end

of the research. As explained, there were three instruments used by the researcher

to obtain the needed data.

The first instrument was tests. A pre-test was conducted before the

implementation of the learning media. Through this instrument, the researcher

figured out whether the students had any problems in mastering near-synonyms.

However, a post-test was administered after the implementation of the learning

media so that the researcher knew whether the learning media could improve the

students’ mastery in near-synonyms.

The second instrument was observation sheets. During the implementation

of the learning media, the researcher observed the classroom interactions,

classroom events, and students’ attitude and then filled in the observation sheets.

This instrument eased the researcher to record any dynamics of the learning

process during the implementation of the learning media.

The last, interviews were conducted after the implementation of the

learning media. The interviews were done towards 10 representative students of

every class. Through the interviews, the researcher wanted to obtain more


48

comprehensive information about the students’ opinion towards the

implementation of the learning media.

3.5 Data Analysis Technique

After obtaining all of the data needed in this study, the researcher then

analyzed the data. In analyzing it, the researcher adapted steps proposed by Burns.

As cited in Murdani (2011), Burns (2001) suggests five steps in analyzing a

research which were:

1. Assembling the data

In the first step, the researcher collected any needed data for this research.

The main data were obtained from the tests. After that, the researcher collected

any supporting data from the observation sheets and interviews.

2. Coding the data

After gathering the data, the researcher coded all of the data. The

researcher started to organize the data into some patterns. Those patterns would

ease the researcher to identify the results later.

3. Comparing the data

A paired samples t-test was used to test the significance between the mean

scores of the experimental group students’ pre-test 1 and post-test 1. To test

whether the similar result happened in the second session, the paired samples t-

test was also used to test the significance between the mean scores of the

experimental group students’ pre-test 2 and post-test 2. After assessing the

significance of the experimental group’ results, the mean scores of the control


49

group students’ pre-test 1 and post-test 1 were examined by using the paired

samples t-test. Further, the mean scores of the control group students’ pre-test 2

and post-test 2 were also tested by the t-test to see whether there was a significant

difference between the scores in the second session. If the p-value or the

significant of the results was less than 0.05, we could conclude that there was a

significant difference between the pre-tests and post-tests.

After seeing the significance of the results, the researcher compared the

mean scores of the pre-tests and post-tests to figure out the mean gain in each

session. Then, the researcher compared the experimental group’s mean gain with

the control group’s mean gain in both first and second session to see which group

had the more significant one. The null hypothesis states that there is no significant

difference in the extent a picture comparison interactive medium can improve

synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta

compared to Powerpoint slides. On the other hand, the alternative hypothesis

states that a picture comparison interactive medium can significantly improve

synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta more

than Powerpoint slides. Then, the results of the observation and interviews were

used to support the finding.

Figure 3.3 Research Hypotheses


50

4. Building interpretation

From the previous steps, the researcher started to make a conclusion from

the data. The coded and compared data were used to formulate a certain meaning.

Then, the researcher interpreted the meaning why the certain pattern in the study

happened.

5. Reporting the outcome

After doing the four steps above, then the researcher touched the final

stage. The interpretation made in the fourth step would help the researcher to

answer the research question. Then, the researcher presented the report of this

study in this final stage.


51

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research results and the answers to the problems

formulated in this research. This chapter consists of two main sections. The first

section presents the results of the research. The second section deals with the

discussion of the findings.

4.1 The Results

This result section will be divided into three sections. The first is the

results of the tests. The second is the results of the observation sheets. The last is

the results of the interviews.

4.1.1 The Results of the Tests

In this section, the researcher presents the mean scores of the formative

tests administered in the first and second session. The researcher tried to examine

and compare the increasing mean scores of every group to analyze how the

learning media affect the students’ performances. The researcher provides the data

in the form of charts.


52

Figure 4.1 The Comparison of Experimental and Control Group’s Pre-test

and Post-test: Session 1

In the first session vocabulary test results, there was a significant

difference between the mean gain of the experimental and control group. In this

session, the mean score of the students in the experimental group increases from

60.36 to 95.71. It means that there was a significant increase of the mean score

which is 35.35. The same as the experimental group, the mean score of the

students in the control group also has an increase from 63.85 to 94.23. It means

that there was an increase in the mean score which is 30.38. Yet, being compared

to the experimental group, the mean score does not increase as high as the

experimental group’s increase.


53

Figure 4.2 The Comparison of Experimental and Control Group’s Pre-test and Post-

test: Session 2

Similarly, there was a significant difference between the mean gain of the

experimental and control group in the second session. From the experimental

group, the mean score increases from 57.86 to 97.5 which means that the group

encounters 39.64 as the increase. The same as the experimental group, the mean

score of the students in the control group encounters an increase as well from

48.08 to 83.46. That means that mean gain of the control group’s mean score is

not as high as the experimental group’s increase which is only 35.38.

In spite of the mean gain comparisons indicating that the experimental

group’s students showed the better performance compared to the control group’s

students, the researcher also presents a test of significance to analyze the test

results. The researcher used paired samples t-test to compare the results of the


54

experimental and control group pre-tests and post-tests. The results of the t-test

came as follow:

Table 4.1 The Result of Experimental Group’s Pre-test and Post-test: Session 1

Table 4.2 The Result of Experimental Group’s Pre-test and Post-test: Session 2


55

From the experimental group, there was a significant difference in the

scores of the pre-test 1 (M=60.36, SD=17.947) and post-test 1 (M=95.71,

SD=6.901); t(27)=-9.489, p=0.000. Looking at the p-value which was less than

0.05, this result confirms that a picture comparison interactive medium did

enhance the students’ performance in doing the vocabulary tests in the first

session. In order to verify the effect of the medium towards the students’

performance, the researcher conducted a second session towards the experimental

group. From the second session, there was also a significant difference in the

scores of the pre-test 2 (M=57.86, SD=18.127) and post-test 2 (M=97.50,

SD=5.182); t (27)=-11.967, p=0.000. The p-value which was less than 0.05

confirms that a picture comparison interactive medium did help the students’ to

increase their understanding about near-synonyms.

Table 4.3 The Result of Control Group’s Pre-test and Post-test: Session 1


56

Table 4.4 The Result of Control Group’s Pre-test and Post-test: Session 2

Whilst, the good news is that applying PowerPoint slides with less pictures

and no direct comparison between near-synonyms could promote the students’

performance as well. From the control group, there was a significant difference in

the scores of the pre-test 1 (M=63.85, SD=15.768) and post-test 1 (M=94.23,

SD=9.454); t (25)=-7.634, p=0.000. The p-value which was less than 0.05 reveals

that another treatment which used PowerPoint slides did enhance the students’

performance in doing the vocabulary tests in the first session.

The results of the second session exhibit the similar fact. There was also a

significant difference in the scores of the control group pre-test 2 (M=48.08,

SD=14.972) and post-test 2 (M=83.46, SD=12.944); t(25)=-9.816, p=0.000. Thus,

we can conclude that both picture comparison interactive medium and PowerPoint

slides could help the students’ to promote their understanding about near-

synonyms.


57

4.1.2 The Results of the Observation

The results of the observation show that there were some different

conditions occurred between the experimental and control group’ learning

process. The observant has already observed several aspects of the students’

attitude. Those are students’ positive body language, consistent focus, verbal

participation, confidence, fun and excitement, engagement question, and role

during the learning process. Below are the results of the observation.

Table 4.5 The Results of the Observation Sheets

Aspects Engagement Level

Experimental Group Control Group

Students’ Positive Body

Language Very High Very High

Students’ Consistent

Focus High Medium

Students’ Verbal

Participation High Very Low

Students’ Confidence Very High Very High

Students’ Fun and

Excitement High Low

Students’ Engagement

Question Medium Medium

Students’ Role Very High Low

Concerning the students’ positive body language during the learning

process in the experimental and control group, there were same conditions

occurred. In the experimental and control group, all of the students’ body postures

indicated that they focused on the learning activities. However, there were

different conditions occurred in the groups regarding to the students’ consistent

focus aspect. In the beginning of the lesson, some of the students in the


58

experimental group used an internet access provided in the computers to browse

any other things which were irrelevant to the learning materials. Despite the

misbehavior, almost all of the students started to focus on the learning activities

with minimum disruptions as the teacher began the class. In the control group,

whereas, the students focused on the learning activities, sometimes half of the

students’ total number was busy talking to their friends. The teacher needed to

give more attention to groups of students who tended to misbehave during the

learning activities.

In the matter of the students’ participation during the class, most of the

students in the experimental group could express their thoughtful ideas, reflective

answers, and questions relevant to the learning. Contrary with that situation,

almost all of the students in the control group did not express any idea, answer, or

question relevant to the learning materials. They tended to respond the teacher’s

probing questions with jokes. However, the students in both experimental and

control group showed a very high level in the students’ confidence aspect. All of

them could complete the given tasks with limited prompting and work efficiently.

Moreover, it was also indicated that they felt comfortable in seeking any help and

asking questions. Nevertheless, that situation did not often occur during the


Learning activities without any excitement would be boring. That is why

the observant also observed the students’ fun and excitement during the learning

process. In the experimental group, the students’ fun and excitement level was

considered high. More than half of the students’ total number looked very


59

interested in using the picture comparison interactive medium. They focused on

operating the medium with or without the teacher’s guidance. The different

condition happened in the control group. The students’ fun and excitement level

in the control group could only be considered low. In spite of some students of the

control group which looked enthusiast during the learning process, all of the

students complained and asked the teacher to show any movie for them.

The last aspect is the students’ role in the learning process. The students’

role during the learning activities in the experimental group was in a very high

level since all of the students needed to operate the medium actively. In the

control group, in contrast, the learning process tended to be teacher-centered by

using PowerPoint slides.

Thus, the observation resulted the finding that there were some different

situations occurred in the experimental and control group during the learning

process. The different level of the students’ engagement occurred in the students’

consistent focus, verbal participation, fun and excitement, and role aspect.

4.1.3 The Results of the Interviews

To discover the contribution of a picture comparison interactive medium to

the students’ learning, it is not enough to infer from how were the result tests and

students’ behavior during the learning process. The researcher also needed to take

account of the interview results in order to figure out the students’ perception

towards any difficulties in mastering near-synonyms, media used to teach them,

and media they wanted to have. The following table is the summary of the

interviews.


60

Table 4.6 The Results of the Interviews

Experimental Group Control Group

The experimental and control group students considered English to be one of

difficult subjects they had.

Most of the students stated that they had not mastered lots of vocabularies.

All of the students admitted that they had a lot of difficulties in distinguishing

near-synonyms.

The students considered that the

learning aid (a picture comparison

interactive medium) played a

significant role in helping them to

understand the near-synonyms.

The students considered that the

learning aid (PowerPoint slides) could

help them to learn the near-synonyms.

The students liked the medium (a

picture comparison interactive medium)

because it was appealing, attractive,

interactive, and easy to be understood.

The students considered the learning

aid (PowerPoint slides) good and easy

to be understood but they wanted more

pictures and colors on it.

Some of the students suggested that the

teacher should have compared the pairs

of the near-synonyms side by side in

one slide.

The students preferred to learn English by using any visual and kinesthetic

elements as the means.

The experimental and control group students argued that English was one

of difficult subjects they had at the school. It was because they needed to have a

lot of vocabularies to learn in order to support their skills in English. However,

most of them admitted that they did not like studying vocabulary because it was

burdensome. They used to study English vocabulary by memorizing the words

one by one and translating them into their first language without figuring out

deeper understanding of the words. Studying vocabulary in such method tended to

make them feel bored. Moreover, they said that their retention towards the

vocabularies had been memorized was bad. Therefore, most of the students stated

that they had not mastered lots of vocabularies.


61

Concerning the difficulties they might have in mastering near-synonyms,

all of the students admitted that they faced problems in answering the questions in

the pretest 1 and pretest 2. They said that they had not studied near-synonyms

before so that they faced a lot of difficulties in differentiating one word and the

others. Consequently, they might not be able to show a satisfying performance in

answering the tests.

From the experimental class, all of the interviewed students admitted that

they liked the picture comparison interactive medium. They considered the

medium appealing and attractive so that they were interested to study near-

synonyms. It was because the design was colorful and contained a lot of pictures.

Moreover, the medium was interactive enough because it required the students to

operate the medium by themselves. Through this way, the students could position

themselves as active subjects in learning the materials by figuring out the answers

of the provided questions from the medium. Hence, it could trigger the students to

feel challenged in mastering the materials. The result was they could foster their

understanding about near-synonyms. They used to learn vocabularies by being

passive subjects who directly looked for any difficult vocabularies on any

dictionary without trying to stimulate their critical thinking first. Besides, they

argued that reading a dictionary could easily make them feel bored and burdened.

By bringing an appealing design to the medium, the researcher

successfully raised the students’ enjoyment during the learning process.

Moreover, the medium could help the researcher to maintain the students’ interest

until the learning process was over. The interviewed students stated that the


62

medium was creative and fascinating so that they could enjoy the learning process

without having the tendency of getting bored or sleepy. Thus, the students did not

feel that learning near-synonyms was burdensome.

Concerning the other advantages of the medium, the students felt that the

medium has played a significant role in helping them to understand near-

synonyms faster. Most students argued that learning by using the medium could

make them understand the vocabularies better than reading from a dictionary or

being explained orally. By the presence of lots of illustrations on the medium, the

students were helped to imagine and bring the words in the real word contexts.

Evenmore, some of the students stated that the existence of the illustration could

ease them in recalling the explanation of the materials. Further, through

presenting the brief and clear explanation of each synonym side by side, the

students can be put at ease to analyze any subtle differences between one word

and the other similar words.

From the result of the interview, the researcher could conclude that the

picture comparison interactive medium could facilitate the students’ learning

process in much better ways. We could see that through digging out the students’

perception towards the medium, they considered the medium interesting,

interactive, and easy to be understood. It is also supported by the students’

statements that they wanted to use such kind of learning aid in the next lesson. In

addition, some of the students suggested that the researcher should add any

auditory element such as audio pronunciations of the near-synonyms on the

medium.


63

For the students in the control group, they considered the PowerPoint

slides used in their class good and easy to be understood. However, they

suggested that the teacher modify the learning aid with more pictures and any

colorful design. They argued that any additional pictures or colors on the medium

might boost their interest in learning the materials. In addition, some of the

students argued that it was better for the teacher to compare the pairs of the near-

synonyms side by side in one slide so that it would be easier for the students to

analyze any subtle differences of the near-synonyms.

The last interview question was about the learning media the students want

and need in learning. All of the students both in the experimental and control

group stated that they wanted to learn materials by using any movies, short

videos, pictures, or games. We can conclude that they preferred to learn by using

any visual and kinesthetic element as the means.

4.2 Discussion

In terms of the students’ understanding in mastering the materials, the

researcher could say it was improved. It was shown by the students’ achievement

in the formative evaluations which were the post-test 1 and post-test 2. From the

results of the pre-tests, we can indicate that the students had not mastered the use

of near-synonyms before. It is proved by the pre-test results showing that most of

the students could not achieve the minimum mastery criterion in their marks

which was 75. Moreover, the results of the interviews revealed that the students

faced several problems in answering the pre-tests’ questions. They added the fact


64

that they did not aware the importance of mastering near-synonyms before.

Therefore, they faced a lot of difficulties in distinguishing one similar word and

the others.

Based on the paired samples t-test results, the control and experimental

group had significant increases in the post-test 1 and post-test 2 with p-values

which were less than 0.05. It means that both learning media successfully helped

the students to improve their near-synonym mastery. However, we can see from

Figure 4.1 and 4.2 that the mean gain of the students’ post-test 1 and post-test 2

results in the experimental group was higher than the mean gain of the students’

post-test 1 and post-test 2 results in the control group. It indicates that the use of

the picture comparison interactive medium could help the students to learn the

materials better than the PowerPoint slides.

The more significant mean gain of the students in the experimental group

indicates that the use of the picture comparison interactive medium successfully

helped the students to foster their understanding about near-synonyms. The

researcher tried to link-up this result with Paivio’s dual coding theory. As what

Paivio proposes (1986, p. 53), “Human cognition is unique in that it has become

specialized for dealing simultaneously with languages and with nonverbal objects

and events”. In a picture comparison interactive medium, the researcher applied

the theory of dual coding by integrating the explanation of near-synonyms in the

form of texts with some illustrations which could depict the near-synonyms. By

presenting those two modes, the researcher wanted to verify whether both modes


65

could help one and another to activate the information it brought up as what

Paivio’s dual coding theory tried to propose.

In the medium, to compare the word exhibition and show for example, the

researcher presented the explanation of any subtle differences between those two

words in the form of verbal and nonverbal explanations. The researcher tried to

foster the students’ understanding by giving concrete illustrations of the words

which could give more cues to make the students understand and imagine the

words in a real situation. Whereas a picture of a fashion show was presented to

depict the meaning of the word show, a picture of a crowded painting exhibition

was brought up to represent the meaning of the word exhibition. The researcher

expected that the presence of the nonverbal information could help activating the

verbal information and vice versa.

Ainsworth in Zheng (2009) supports that every mode may have its own

different functional roles for learning and support any knowledge differently. The

presence of the two modes in a picture comparison interactive medium was

expected to bring several roles in learning. First, the two modes might

complement each other by facilitating different cognitive processes as in the dual

coding theory. The theory mentions that verbal and nonverbal information are

assumed having different subsystems in a memory. Moreover, their presence

could help teachers to serve students’ different learning preferences. Second, the

two modes might be suited to foster deeper understanding of any materials instead

of merely using one representational format (as cited in Zheng, 2009).


66

Besides, the approach of using a picture comparison interactive medium is

also supported by Mayer’s (2005) theory of multimedia learning. In his theory, he

defines multimedia learning as an action to learn certain materials by using verbal

and nonverbal learning means. Mayer’s cognitive theory of multimedia learning

focuses on the idea that learners attempt to construct meaningful connections

between words and pictures and they can learn deeper more than being exposed to

either verbal or nonverbal information alone.

In his theory, Mayer also declares that meaningful learning from words

and pictures occurs when learners could engage in five cognitive processes (as

cited in Sorden, 2005). Therefore, the researcher attempted to trigger the existence

of those five cognitive processes in a picture comparison interactive medium. The

medium provides relevant words that later will be selected to be processed in a

verbal working memory and relevant images to be processed in a visual working

memory. Then, the selected information will be organized into a verbal and

pictorial model. After that, it can trigger students to integrate the verbal and

pictorial representations with their prior knowledge. The successful integration of

the information will result in students’ improvements in mastering the given

materials.

Regarding to the five cognitive processes explained before, the

visualization itself has its two functions in its presence in a picture comparison

interactive medium. First, visualization brings its representational function

because it could make the meaning of the near-synonyms more accessible for

learning by making the explanations in the form of texts more concrete. Then, it


67

also brings its interpretation function by clarifying texts which are difficult to be

understood and making them more understandable for learners (Levin et al.,

1987). These important roles of pictures are in line with Chanlin (1998) which

reports that any visual treatment in lessons can enhance the learning with varying

degrees of success (as cited in Stokes, 2001). When prior knowledge is low,

graphics, either still or animated, are better for learning than a lesson with texts

only.

As what the students in the experimental group have stated in the

interview, they felt that a picture comparison interactive medium had played a

significant role in helping them to understand near-synonyms faster. They

admitted that the modes provided in the learning aid could help them to learn the

materials better than reading dictionary or being explained orally. It means that

the medium can meet five multimedia instructional principles proposed by Mayer

(2009). Those are signaling, redundancy, modality, and multimedia principle in

which the medium can help the students learn better by bringing cues, graphics,

and narrations. Moreover, the medium also meets spatial contiguity principle

where the similar explanation of the materials is placed side by side in a same

page or screen. Placing the corresponding words and pictures near in the medium

might make the students learn better because it can ease the students in analyzing

any subtle differences between the near-synonyms. It is in line with the theory of

a compare and contrast strategy which proposes that the implementation of this

strategy can reduce any confusion in understanding the near-synonyms by


68

focusing the students to highlight any important details of differences between

one word to another word.

Concerning the memory retention of the materials, the students of the

control and experimental group that have been interviewed stated that they used to

learn vocabularies by memorizing them one by one and translating them into their

first language without figuring out any deeper understanding of the words.

Besides, some of the students admitted that they did not like opening dictionaries

since they considered dictionaries to be boring. Learning in such ways, they said

that their retention towards the vocabularies was bad. In contrast, some of the

students from the experimental group stated in the interview that the presence of

any illustrations in a picture comparison interactive medium eased them to recall

any information they have got from the learning aid. It could be explained by

some theories. One of the theories is Paivio’s dual coding theory. In his theory,

Paivio (1990) argues that high imagery items in dual coding evoke nonverbal

imagery and imagined representations are served as supplementary memory codes

for item retrieval along with the verbal code elicited directly by words (p. 159).

The second theory is Bagget’s bushiness hypothesis. In his theory, Bagget states

that “knowledge acquired from visual rather than verbal external representations

will be better accessible in a memory because the respective nodes in the memory

share more associations with other nodes in the semantic network” (as cited in

Zheng, 2008, p. 72). Thus, presenting any relevant visual information may

enhance any cognitive process of the verbal information. Besides, the students’

memory retention is also supported by the theory of a compare and contrast


69

strategy. It proposes that inviting the students to think in analyzing the materials

in the form of pairs of ideas will strengthen their ability in remembering the key

contents.

Regarding to the students’ attitude and motivation, every individual must

have its own learning preferences which support its intentional cognition and

active engagement. This is a challenge for every teacher to teach more than one

student in the same class since he should be able to facilitate the students’

different learning style. Neglecting those differences might yield some problems

to the effectiveness of the learning process. As what Dunn et al. figure out (1995)

that failing learners did significantly better when they were taught with strategies

that suited their learning preferences (as cited in Egbert & Hanson-Smith, 1999, p.

289). Therefore, taking the issue of the differences in learning preferences into

account is important in the educational settings in order to achieve a meaningful

learning.

In a picture comparison interactive medium, the researcher tries to cater

three learning styles by integrating three sensory modalities and presenting them

in computer-enhanced multimedia. The three sensory modalities are visual, read,

and kinesthetic modes. While the visual mode comes by the presence of

illustrations, learners with a preference to read are facilitated by the presence of

texts. Those two modalities then are designed in computer-enhanced multimedia

which requires the students to have a drag and drop activity in learning the

materials. The drag and drop activity comes to accomodate the students’

preference in a kinesthetic mode since it can expose the students to practices.


70

Therefore, multimedia is suitable for teachers to address their students’ various

learning styles. Supporting this issue, Pennington (1996) notes that computer-

assisted language classroom environments can be highly motivating for students

of all learning styles (as cited in Egbert & Hanson-Smith, 1999).

By integrating three modalities in computer-enhanced multimedia that can

facilitate students’ learning preferences, the researcher wants to raise the students’

motivation in learning the materials. As Schofield’s study of computer use in a

large urban high school shows that the use of computer in the learning could

enhance learners’ enjoyment, interest, and attention towards classroom activities,

that kind of finding also happened in this study (as cited in Egbert & Hanson-

Smith, 1999). The results of the interviews revealed that the students in the

experimental group considered the picture comparison interactive medium very

attractive so that it could raise their interest in learning the materials. Furthermore,

the results of the observation sheets exhibited the condition in the learning process

where the students in the experimental group focused on the classroom activities

and showed less minimum disruptions than the students’ in the control group.

Besides, Schofield’s (1995) study of computer use also figures out the

tendency that increasing use of computers could trigger a change in teachers’ role

from experts who presented information to be tutors who assisted learners. An

intervention by using a picture comparison interactive medium also emphasized

that kind of computer use. From the observation sheets, we could see that the

students’ role during the learning activities in the experimental group was very

high in that they had to operate the medium actively. The medium was equipped


71

with simple feedbacks which could make it more interactive by allowing two-

ways of interaction between the medium and the students. The teacher positioned

herself only as a coach who guided the students during the learning process. In

contrast, the learning activities by using PowerPoint slides in the control group

tended to be more teacher-centered. Further, in the experimental group, the

students were brave enough to express their thoughtful ideas, reflective answers,

and questions relevant to the learning. That kind of situation did not happen in the

control group. Almost all of the students in the control group tended to be passive.

Taking a deeper understanding about the presence of visualizations in the

picture comparison interactive medium, they played an important role concerning

to the students’ motivation. The students’ fun and excitement level in the

experimental group were considered high since the students looked very interested

and focused in operating the medium. Yet, the students’ fun and excitement level

in the control group could only be considered medium. Within the process of the

learning activities, almost all of the students complained and requested the teacher

to play any movie or video. Supporting those findings, the students of the

experimental group stated that the picture comparison interactive medium was

interesting since its design was colorful and contained a lot of pictures. Further,

the students in the control group stated that they actually preferred to study by

using pictures or movies. These findings are in line with Levie and Lentz (2008).

They declare that the existence of visualizations motivates students as they can

make a subject matter more interesting and appealing. Further, any visualizations

can trigger specific emotions or lead to any changes in learners’ attitude.


72

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter expounds two parts. The first part is the conclusions of this

study. The second part contains the recommendations for future researchers who

want to conduct a similar inquiry.

5.1 Conclusions

This research was conducted to answer a research question which is: To

what extent can a picture comparison interactive medium improve synonym

mastery of the tenth grade students of SMA Negeri 7 Yogyakarta?

To answer the research question, the researcher tried to interpret

information which was derived from the results of the tests, observation sheets,

and interviews. By seeing the results of the students' vocabulary tests and using

paired samples t-test to analyze them, the null hypothesis was rejected and the

alternative hypothesis was accepted. The researcher figured out that the

implementation of a picture comparison interactive medium could foster the

students’ mastery in near-synonyms better than the implementation of Powerpoint

slides. It is revealed from the significant differences in the scores of the pre-tests

and post-tests with p<0.05. Furthermore, being compared to the control group's

mean gain, the students in the experimental group showed a higher improvement

in the mean gain result. The experimental group showed significant increases in


73

the first and second post-tests which were 35.35 and 39.64 respectively. In other

words, the implementation of the picture comparison interactive media could help

the students to improve their mastery in near-synonyms better.

Further, the results of the observation sheets and interviews revealed that

the implementation of the picture comparison interactive medium could

effectively raise and maintain the students' motivation, interest, and participation

in learning the materials.

5.2 Recommendations

After conducting this study, the researcher wants to give some

recommendations for future researchers about the implementation of a picture

comparison interactive medium in learning near-synonyms.

This study may inspire future researchers who desire to conduct another

study related to the implementation of a picture comparison interactive medium.

Therefore, the researcher recommends this study as a reference to develop this

kind of learning aid. The researcher recommends that future researchers reveal

more about the implementation of a picture comparison interactive medium. In

conducting a research, several factors may arise and affect the result of the

research. Therefore, to increase the validity of the result, the researcher suggests

that future researchers conduct a relevant research in a bigger sample and longer

cycles.

Besides, related to how the medium can cater students’ learning

preferences, the researcher suggests that future researchers improve this kind of


74

learning medium so that it can facilitate more students’ learning preferences. The

more learning preferences can be raised in the medium, the more teachers can

figure out what the students want and what the students need in learning the

materials.


75

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APPENDICES


79

APPENDIX A

Letter of Permission


80


81

APPENDIX B

Lesson Plans


82

LESSON PLAN Course : English Language (Specialization Course)

Class : X MIA 5 (as an Experimental Group)

Main Topic : Near-Synonyms

Time Allocation : 3 x 45 minutes

A. Goal

Helping the students to learn near-synonyms so that they are able to use

near-synonyms correctly and contextually.

B. Main objectives

1. Understanding near-synonyms

2. Being able to differentiate near-synonyms

3. Being able to use near-synonyms correctly and contextually

C. Specific learning objectives

At the end of the course, students are able to choose suitable vocabularies

to complete sentences.

D. Learning materials

Fourteen pairs of near-synonyms (the definitions, lexical categories, subtle

differences and other explanations of the near-synonyms)

E. Learning steps

Teacher’s Activities Students’ Activities

Time

Allocation

Opening

Activities

Teacher greets the students. Students respond the

teacher’s greeting.

10 minutes

Teacher introduces herself and

states her plan that will be

conducted in the class.

Students respond it.

Teacher leads the students to

pray.

Students follow the

teacher to pray.

Teacher guides the process of

apperception. She also explains

the objectives and steps of the

learning process.

Students actively

follow the process of

the apperception and

pay attention to the

explanation of the


83

objectives and steps.

Core

Activities

First

Session

Teacher asks students

to do a pre-test 1.

Students do the pre-test

1.

10 minutes

Teacher starts to do an

intervention in the first

session by asking the

students to operate a

picture comparison

interactive medium on

the students’

computers.

Students actively

follow the lesson.

40 minutes

Teacher helps the

students to summarize

the materials have

been learned.

Students try to sum up

what they have learned.

Teacher gives the

students a post-test 1.

Students do the post-

test 1.

10 minutes

Second

Session


to do a pre-test 2.


2.

10 minutes

Teacher asks the

students to operate a

picture comparison

interactive medium on

the students’

computers for the

second session.

Students actively

follow the lesson.

40 minutes

Teacher helps the


the materials have

been learned.



Teacher gives the



test 2.

10 minutes

Closing

Activity

Teacher closes the learning

activity.

Students respond the

teacher.

5 minutes

F. Teaching media

a. A picture comparison interactive medium

b. Computers

c. A projector

G. Scoring

Pre-test and post-test score: 1 point x 10


84

LESSON PLAN

Course : English Language (Specialization Course)

Class : X MIA 2 (as a Control Group)

Main Topic : Near-Synonyms

Time Allocation : 3 x 45 minutes

A. Goal

Helping the students to learn near-synonyms so that they are able to use

near-synonyms correctly and contextually.

B. Main objectives

1. Understanding near-synonyms

2. Being able to differentiate near-synonyms

3. Being able to use near-synonyms correctly and contextually

C. Specific learning objectives

At the end of the course, students are able to choose suitable vocabularies

to complete sentences.

D. Learning materials

Fourteen pairs of near-synonyms (the definitions, lexical categories, subtle

differences and other explanations of the near-synonyms)

E. Learning steps

Teacher’s Activities Students’ Activities

Time

Allocation

Opening

Activities

Teacher greets the students. Students respond the

teacher’s greeting.

10 minutes

Teacher introduces herself and

states her plan that will be

conducted in the class.

Students respond it.

Teacher leads the students to

pray.

Students follow the

teacher to pray.

Teacher guides the process of

apperception. She also explains

the objectives and steps of the

learning process.

Students actively

follow the process of

the apperception and

pay attention to the

explanation of the


85

objectives and steps.

Core

Activities

First

Session


to do a pre-test 1.


1.

10 minutes



session by using

PowerPoint slides to

explain the materials.

Students actively

follow the lesson.

40 minutes

Teacher helps the


the materials have

been learned.



Teacher gives the



test 1.

10 minutes

Second

Session


to do a pre-test 2.


2.

10 minutes



session by using

PowerPoint slides to

explain the materials.

Students actively

follow the lesson.

40 minutes

Teacher helps the


the materials have

been learned.



Teacher gives the



test 2.

10 minutes

Closing

Activity

Teacher closes the learning

activity.

Students respond the

teacher.

5 minutes

F. Teaching media

a. PowerPoint slides

b. A laptop

c. A projector

G. Scoring

Pre-test and post-test score: 1 point x 10


86

APPENDIX C

Screen Captures of Materials


87

PICTURE COMPARISON INTERACTIVE MEDIUM First Session


88


89


90


91

Second Session


92


93


94


95

POWERPOINT SLIDES

1st Session

1. They haven’t yet settled when the

(marriage/wedding) is going to be.

They haven’t yet settled when the

(marriage/wedding) is going to be.

Wedding/ˈwed.ɪŋ/

• It is a noun.

• It refers to the occasion (the ceremony) of getting married.

1. They haven’ t yet settled w hen the

w edding is going to be.

2. You are invited to my w edding.

Marriage/ˈmer.ɪdʒ/

• It is a noun.

• It usually refers to the state/relationship of being married.

They have a long and

happy marriage.

2. Our main aim is to (raise/increase) sales

by 15% this year.

Our main aim is to (raise/increase) sales by

15% this year.

Increase/ɪnˈkriːs/

• It is a verb.

• To make something become larger in amount/size -> It is used slightly more often about numbers, prices, figures.

1. Our main aim is to increase

sales by 15% this year.

2. The department store

increases the jacket price by

25%.


96

Raise/reɪz/

• It is a verb.

• To make something become larger in amount/size -> It is used often about feelingsand qualities.

Play ing w ith my lovely

dog could raise my

spirits.

8. I cannot doubt that having a chat with

my bae could (increase/raise) my mood.

I cannot doubt that having a chat with my

bae could (increase/raise) my mood.

7. Lina tries to (look at/see) the stars by

using her new telescope.

Lina tries to (look at/see) the stars by using

her new telescope.

Look at /lʊk æt/

• It is a verb.

• We make a special effort and concentrate our eyes on something.

1. Lina tries to look at the

stars by using her new

telescope.

See/siː/

• It is a verb.

• When your eyes are open, you do it spontaneously

1. While riding the fly ing

carpet, I can see many

stars on the sky.

3. I usually sit by the window and (look at/watch) people walking past.

I usually sit by the window and (look at/watch) people walking past.


97

Watch/wɑːtʃ/

• It is a verb.

• The objects are usually things that are movingor changing such as a film or sport match.

1. I usually sit by the w indow

and w atch people w alk ing

past.

2. I’m going to w atch a football

match this afternoon.

Look at/lʊk æt/

• It is a verb.

• The objects are static such as photograph, a painting, or the stars.

I’m going to look at Picasso’s

paintings in the art gallery .

4. Most kings and queens (govern/rule)

their countries only in a formal way,

without the real power.

Most kings and queens (govern/rule) their

countries only in a formal way, without

the real power.

Rule/ruːl/

• It is a verb.

• The subjects are nonelected groups or individuals such as kings, queens and dictators.

1. Most k ings and queens rule their countries only

in a formal w ay, w ithout the real pow er.

2. You can trust Ruth to rule the library

membership.

Govern/ˈɡʌv.ɚn/

• It is a verb.

• The subjects are elected parties or governments.

The country now is being

governed by the Labour

Party .

10. The country has been being

(ruled/governed) by the Labour Party for

25 years.

The country has been being

(ruled/governed) by the Labour Party for

25 years.


98

5. It is a (complicated/complex)

mathematical formula.

It is a (complicated/complex)


Complex/ˈkɑːm.pleks/

• It is an adjective.

• It is often to describe academic, scientific or technical issues, esp. in written English

1. It is a complex


Complicated/ˈkɑːm.plə.keɪ.tɪ̬d/


• It is used more to describe everyday situations.

The rules are rather

complicated to follow .

6. Did you (hear/listen to) the noise?

Did you (hear/listen to) the noise?

Hear/hɪr/

• It is a verb.

• To notice sounds coming through your ears, but you are not paying attention to the sounds

1. Did you hear the noise?

2. My cat hears the young

girl screaming.

Listen/ˈlɪs.ən/

• It is a verb.

• To pay attention to the sounds coming into your ears

The doctor listened to my

heartbeat.


99

2nd Session

1. Her skin is very (soft/smooth). It has no

spots or even hair. Her legs have probably

been waxed.

Her skin is very (soft/smooth). It has no

spots or even hair. Her legs have probably

been waxed.

Smooth/ smuːð /


• Having a surface that is perfectly regular and no holes or lumps

1. Her sk in is very smooth. It has no

spots or even hair. Her legs have

probably been w ax ed.

2. My sister has very long smooth

hair.

Soft/ sɑːft /


• Not hard or rough and feel pleasant to touch

1. Sleeping on a bed that is too soft

can be bad for your back.

2. They sell milkshake of every imaginable

(flavour/taste).

They sell milkshake of every imaginable

(flavour/taste).

Flavour/ˈ fleɪ.vɚ /

• It is a noun.

• Use this word for food that has been created by somebody.

1. They sell milkshake of

every imaginable flavour .


100

Taste/ teɪst /

• It is a noun.

• Use this word for food you can find in nature

1. I do not like the taste of broccoli.

6. Lemon has a sharp (flavour/taste).

Lemon has a sharp (flavour/taste).

3. I (stayed/lived) in Montreal for two

weeks then flew home.

I (stayed/lived) in Montreal for two

weeks then flew home.

Stay/ steɪ /

• It is a verb.

• Someone temporarily lives in a place.

1. I stayed in Montreal for two weeks then flew home.

Live/ lɪv /

• It is a verb.

• Someone is permanent resident of a place.

1. I live in Indonesia w ith my

parents and tw o little sisters.

4. From the investigation, the police finally

could (gather/collect) the evidences from

several witnesses.

From the investigation, the police finally

could (gather/collect) the evidences from

several witnesses.


101

Collect/kəˈlekt/

• It is a verb.

• When talking about things, use this verb to talk about getting examples of something from different people or places.

1. From the investigation, the police finally could collect the evidences from several witnesses.

Gather/ˈɡæð.ɚ/

• It is a verb.

• When talking about things, use this verb to talk about things, belongings or papers when things are spread around within a short distance.

1. Alex gathered the papers

w hich w ere spread out on

the floor.

5. The photographs will be on the

(show/exhibition) that will be held at the

city gallery.

The photographs will be on the

(show/exhibition) that will be held at the

city gallery.

Ex hibition/ˌek.səˈbɪʃ.ən/

• It is a noun.

• When objects such as paintings are shown to the public, or when someone shows a particular skill or quality to the public

• It usually contains works of art or items of cultural or scientific interest that may be on display for a long time.

1. The photographs will be on the exhibition that will be held at the city gallery.

2. There is a new exhibition of sculpture at the local art gallery.

Show/ʃoʊ/

• It is a noun.

• An event which a group of related things are available for the public to look at

• It is a more general word and usually refers to a temporary event.

1. Why don’ t w e go to London on

Saturday and w atch a fashion

show ?

10. The crowd is queuing in front of the

theater entrance, hoping to see the stars of

the (show/exhibition).

The crowd is queuing in front of the theater

entrance, hoping to see the stars of the

(show/exhibition).


102

8. My cousin is very (shy/embarrassed).

She doesn’t like to appear in front of many

people.

My cousin is very (shy/embarrassed). She

doesn’t like to appear in front of many

people.

Shy /ʃaɪ/


• To describe someone’s personality or character

1. My cousin is very shy. She doesn’t like to appear in front of many people.

Embarrassed/ɪmˈber.əst/


• To describe the feeling that someone has in a social situation when that person feels discomfort because of a socially unaccepted event.

1. Spongebob w as so embarrassed

w hen he forgot to w ear his pants.

9. By the analysis of meteorological data,

he (forecasts/predicts) hot weather for the

next three days.

By the analysis of meteorological data, he

(forecasts/predicts) hot weather for the

next three days.

Forecast/ˈfɔːr.kæst/

• It is a verb.

• To say what you expect to happen in the future(based on the information available and often using scientific methods)

1. By the analysis of meteorological data, he forecasts hot weather for the next three days.

Predict/prɪˈdɪkt/

• It is a verb.

• To say that an event/action will happen in the future (usually based on the information available, opinions or magical powers)

The old fortune teller will predict the next president.


103

Sources of the illustrations:

Anderson, Mark. (n.d.). Illustration of a Complicated Mathematical Formula [Online

Image]. Retrieved March 1, 2017 from https://www.shutterstock.com/image-

vector/fashion-models-represent-new-clothes-show-92660212

IconicBestiary. (n.d.). Kids Making Telescope Astronomical Observations [Online

Image]. Retrieved February 25, 2017 from www.bigstockphoto.com

Keshet, Ayelet. (n.d.). Cartoon Fortune Teller with Her Crystal Ball [Online Image].

Retrieved February 27, 2017 from https://www.shutterstock.com/image-

vector/cartoon-fortune-teller-her-crystal-ball-95204095

KenDeez. (2012). Illustration of Gathering Papers. Retrieved March 1, 2017 from

www.imgur.com

Lirch. (n.d.). A set of four delicious fruit flavored ice cream cones [Online Image].

Retrieved February 25, 2017 from https://www.123rf.com/photo_9920704_a-set-

of-four-delicious-fruit-flavored-ice-cream-cones.html

Nguriana, Hendri. (n.d.). Illustration of a Prisoner [Online image]. Retrieved March 2,

2017 from https://es.123rf.com/imagenes-de-archivo/detenido.html

Schwarzova, Hana. (n.d.). Family House [Online Image]. Retrieved February 26, 2017

from https://www.123rf.com/photo_14951786_family-house.html

Urner, Anja. (1999). Image Led Get Silky Hair If You Are A Guy Step 10 [Online

image]. Retrieved March 2, 2017 from http://www.ukrobstep.com/silky-hair/

[Untitled illustration of girls sleeping over]. (n.d.). Retrieved February 26, 2017 from

https://giphy.com/gifs/90s-daria-sOoyaVWqIVW1y

[Untitled illustration of an old couple in love]. (n.d.). Retrieved February 26, 2017 from

www.shutterstock.com

[Untitled illustration of a wedding]. (n.d.). Retrieved February 26, 2017 from


[Untitled illustration of government]. (n.d.). Retrieved February 26, 2017 from

http://www.webgranth.com/best-websites-2013-100-best-websites-to-bookmark-

on-internet

[Untitled illustration of a librarian]. (n.d.). Retrieved February 26, 2017 from

https://id.pinterest.com/pin/21673641931237313/

[Untitled illustration of a weather forecast]. (n.d.). Retrieved February 27, 2017 from

http://cache2.asset-cache.net

[Untitled illustration of a cute shy cheerful little girl in a blue dress]. (n.d.). Retrieved

July 7, 2016 from https://www.dreamstime.com/stock-illustration-cute-shy-

cheerful-little-girl-blue-dress-cartoon-illustration-image42433598


https://www.shutterstock.com/image-vector/fashion-models-represent-new-clothes-show-92660212

https://www.shutterstock.com/image-vector/fashion-models-represent-new-clothes-show-92660212

https://www.shutterstock.com/image-vector/cartoon-fortune-teller-her-crystal-ball-95204095

https://www.shutterstock.com/image-vector/cartoon-fortune-teller-her-crystal-ball-95204095

http://imgur.com/user/KenDeez

http://www.imgur.com/

https://es.123rf.com/profile_h4nk

https://es.123rf.com/imagenes-de-archivo/detenido.html

https://www.123rf.com/profile_hanaschwarz

https://www.123rf.com/photo_14951786_family-house.html

http://www.ukrobstep.com/author/admin/

http://www.ukrobstep.com/silky-hair/

https://giphy.com/gifs/90s-daria-sOoyaVWqIVW1y

http://www.shutterstock.com/


http://www.webgranth.com/best-websites-2013-100-best-websites-to-bookmark-on-internet

http://www.webgranth.com/best-websites-2013-100-best-websites-to-bookmark-on-internet

https://id.pinterest.com/pin/21673641931237313/

http://cache2.asset-cache.net/xc/488573961.jpg?v=2&c=IWSAsset&k=2&d=mx6C0WUxpEiP3Qek1cn2s9qX1ZLD_FAPn8Q8iajSjJ9Erw6poK6EO2qmb-Iso8Nn0

104

[Untitled illustration of spongebob feeling embarrassed]. (n.d.). Retrieved February 27,

2017 from www.twitter.com

[Untitled illustration of a museum]. (n.d.). Retrieved March 1, 2017 from

https://www.toonpool.com/user/750/files/museum_448495.jpg

[Untitled illustration of complex rules]. (n.d.). Retrieved March 1, 2017 from

www.dreamstime.com

[Untitled illustration of memory foam]. (n.d.). Retrieved March 2, 2017 from


[Untitled illustration of a girl playing with a dog]. (n.d.). Retrieved March 2, 2017 from

www.google.com

[Untitled illustration of increasing diagram]. (n.d.). Retrieved March 2, 2017 from

www.google.com

[Untitled illustration of Stewie and broccoi]. (n.d.). Retrieved February 25, 2017 from

www.youtube.com

[Untitled illustration of Aladin and Jasmine]. (2011). Retrieved February 25, 2017 from

www.wallpapersxl.com

Wakeling, Ben. (2015). 10 Things Your Kids Can Learn About Life Watching Football

[Online Image]. Retrieved February 25, 2017 from www.huffingtonpost.co.uk

Zafiey21. (2015). Five Most Popular Online Art Galleries [Online Image]. Retrieved

February 25, 2017 from http://www.simpan.ml/2016/12/five-most-popular-

online-art-galleries.html


http://www.twitter.com/

https://www.toonpool.com/user/750/files/museum_448495.jpg

http://www.dreamstime.com/


http://www.google.com/

http://www.google.com/

http://www.youtube.com/

http://www.wallpapersxl.com/

http://www.huffingtonpost.co.uk/2014/08/14/world-cup-2014-10-things-your-kids-can-learn-about-life-watching-football_n_7326560.html

https://www.blogger.com/profile/02560058686901045804

http://www.simpan.ml/2016/12/five-most-popular-online-art-galleries.html



105

APPENDIX D

Examples of Students’

Test Result


106


107


108


109


110

APPENDIX E

Observation Sheets


111

Student Engagement Walkthrough Checklist (Experimental Group)

Instruction: Insert a check mark symbol to the column displaying the different levels of engagement!

Students’ Positive Body Language Students’ body postures indicated focus on the speaker and/or other students Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes All of the students focused on the teacher’s instruction. They sat

down on their own chairs and they were ready to operate the

computers in front of them. They paid attention to the teacher’s

instructions and followed them.


112

Students’ Consistent Focus Students focused on the learning activity with minimum disruptions Engagement

Level

Very

High

High Medium Low Very Low

Check Mark

Student Notes At the beginning of the lesson, some of the students opened the

browser on the computers and used the internet to browse

irrelevant things to the learning materials. However, after the

class begun, they closed the browser and started to focus on the


During the lesson, there were minimum disruptions and

misbehaviors. More than half of the students’ total number

payed attention to the learning process.

Students’ Verbal Participation Students expressed thoughtful ideas, reflective answers, and questions relevant or appropriate to the learning.

Engagement

Level

Very

High


Check Mark

Student Notes More than half of the students’ total number could actively

express their thoughtful ideas and reflective answers every time

the teacher gave them probing questions.


113

Students’ Confidence Students exhibited confidence and could initiate and complete the tasks with limited prompting and could work efficiently.

Engagement

Level


Check Mark

Student Notes All of the students could work efficiently. They were very fast

in understanding how to operate the learning medium. They

used the time to complete the tasks given in the learning aid

efficiently.

Students’ Fun and Excitement Students exhibited interest and enthusiasm and used positive humor

Engagement

Level


Check Mark

Student Notes The students’ behavior indicated that they were interested in

using the learning aid.

More than half of the students’ total number focused on

operating the medium with minimum misbehavior during the

learning process. There was no indication that the students felt

burdened with the learning activities.


114

Students’ Engagement Question Students felt comfortable seeking help and asking questions.

Engagement

Level


Check Mark

Student Notes Half of the students’ total number raised some questions

which were relevant with the learning process. Yet, the

questions did not occur often.

Students’ Role The learning aid encouraged the students to be active and directly involved in the medium utilization.

Engagement

Level


Check Mark

Student Notes The learning aid could build an interactive learning process

which involved all of the students to operate the learning aid

and learn the materials from that.

The learning became more student-centered where the

teacher’s role tended to be the facilitator.


115

Student Engagement Walkthrough Checklist (Control Group)

Instruction: Insert a check mark symbol to the column displaying the different levels of engagement!

Students’ Positive Body Language Students’ body postures indicated focus on the speaker and/or other students Engagement

Level


Check Mark

Student Notes All of the students focused on the teacher’s instruction. They

sat down on their own chairs and they were ready to operate

the computers in front of them. They paid attention to the

teacher’s instructions and followed them.

Students’ Consistent Focus Students focused on the learning activity with minimum disruptions Engagement

Level

Very

High


Check Mark

Student Notes The students could focus on the learning activities. However,

almost half of the students’ total number sometimes showed

some misbehavior by talking about irrelevant topics with their

friends.


116

Students’ Verbal Participation Students expressed thoughtful ideas, reflective answers, and questions relevant or appropriate to learning.

Engagement

Level

Very

High


Check Mark

Student Notes There was no student who actively expressed any idea and

reflective answer. They tended to answer the teacher’s

probing questions with jokes which could not answer the

questions.

Students’ Confidence Students exhibited confidence and could initiate and complete the tasks with limited prompting and could work efficiently.

Engagement

Level


Check Mark

Student Notes All of the students could work efficiently.

Students’ Fun and Excitement

Students exhibited interest and enthusiasm and used positive humor

Engagement

Level

Very

High

High Medium Low Very

Low

Check Mark

Student Notes Some of the students looked enthusiastic. However, almost all of the

students complained and asked the teacher to show any movie or video.


117

Students’ Engagement Question Students felt comfortable seeking help and asking questions.

Engagement

Level


Check Mark

Student Notes For about half of the students’ total number raised some

questions which were relevant with the learning process. Yet,

the questions did not occur often.

Students’ Role The learning aid encouraged the students to be active and directly involved in the medium utilization.

Engagement

Level


Check Mark

Student Notes The learning medium did not involve the students actively. The

teacher’s role was more dominant in the learning process

(teacher-centered).


118

APPENDIX F

List of Interview Questions


119

Interview Questions

• Do you think English is hard?

(Menurut kamu, apakah B. Inggris itu sulit?)

• Do you think you already have a lot of vocabulary?

(Apakah kamu merasa bahwa kamu telah memiliki banyak perbendaharaan

kosakata B.Inggris?)

• Related to the near-synonyms that we have learned together, did you have any difficulties in understanding near-synonyms before?

(Berkaitan dengan near-synonyms, apakah kamu memiliki kesulitan dalam

memahami near-synonyms sebelumnya?)

• After we learned together about near-synonyms, can it improve your understanding?

(Setelah belajar bersama mengenai near-synonyms, apakah sekarang kamu

merasa pemahamanmu di near- synonyms telah meningkat?

• Do you think that the learning media were interesting? Why is it so?

(Apakah media pembelajaran yang digunakan menarik? Mengapa demikian?)

• Do you think that the learning media could help you in understanding near-synonyms better? Why is it so?

(Apakah media pembelajaran yang digunakan dapat membantumu dalam

memahami near-synonyms? Mengapa demikian?)

• Do you think that the learning media were easy to be understood? Why is it so?

(Apakah media pembelajaran yang digunakan mudah dipahami? Mengapa

demikian?)

• What kind of learning media do you want to use?

(Media pembelajaran seperti apa yang ingin kamu gunakan?)


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