USING PICTURES IN TEACHING VOCABULARY AT ODD Sl\1ESTER FOR SECOND GRADE STUDENTS

FOR SMP ARRAISIYAH PAMULANG BARAT

A "Skripsi"

Submitted to the Faculty ofTarbiyah and Teachers' Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (SI)

By: HAMAMATUL HASANAH

NIM: 104014000365

'fgL No. Induk

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OI•' TARBIYAH AND TEACHERS' TRAH\JNG

SY ARIF IUDAY ATULLAH STATE ISLAMtC UNIVERSITY

.JAKARTA

2009

USING PICTURES IN TEACHING VOCABULARY AT ODD SMESTER FOR SECOND GRADE STUDENTS

FOR S!VlP ARRAISIYAH P Al\'IULANG BARA T

A "Skripsi"

,' ""-·----m-•""-"'"""'- '"''""•r•-•'-•---~-'""'-'~~-~'\j

I PE<\.'PUST tJrAMA I L UIN SYAHID JAKARTA . .

Submitted to the Faculty ofTarbiyah and Teachers' Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (SI)

Approved by the Advisor

Drs. H. Sunardi Kartowisastro Dill,_ Ed NIP. 150 022 779 -

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING

SY ARIF HIDAY ATULLAH ST ATE ISLAMIC UNIVERSITY

.JAKARTA

2009

' ENDORSEMENT SHEET

Tht~ examination committee of t.11e Faculty of Tarbiyah and Teachers'

Training certifies that the "skripsi" (scientific paper) entitled "Using Pictures in

Teaching Vocabulary at Odd Semester for Second Grade Students of SMP

Arraisiyah Pamulang Barat" written by Haman1at11l Hasanah, student's

registration mm1ber: I 04014000365, was examined by the committee on March 4,

2009 This "skripsi" has fulfilled one of the requirements for the Degree of Strata 1

(SI) in English Education Department.

The Examination Committee

Chairman : Drs. SyaukJ._..,M.PQ,_

Secretary

NIP. 150 246 289

: Neneng Sunengsih, S.Pd

NIP. 150 293 236

Examiners : I. Prof. Dr. Mulyanto Sumardi, M.A

2. Dra. Hidayati. M. Pd NIP.150231927

Acknowledge by:

Jakarta, March 4, 2009

~-( ...................... )

! ( ....... 1)

Dean ofTarbiya and Teacher's Training Faculty

Pmf. D< D~o~rnh W

ABSTRACT

Hasanah, Hamamatul. 2009, Using Pictures in Teaching Vocabulary at Odd semester for Second Grade Studems <!f'SMP Arraisiyah Pamu/ang Baral. Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers' Training, Syarif Hidayatullah State Islamic University Jakarta Advisor: Drs. Sunardi Kartosiwastro Dip!. Ed

Key words : Pictures, Vocabula1y

This study aimed at describing the implementation of using pictures in teaching vocabulary. It includes the teaching preparation made by the English teacher, the improvement of students vocabulary mastery by using pictures.

This study is categorized as experimental, it is called experimental study because it is intended to describe the objective condition about the implementation of using pictures in teaching vocabulary. Besides this study is also called evaluative, because it tries to evaluate objectively about the use of pictures in that school. The subject of this study is an English teacher and supplemented with 64 students which is took randomly from four classes of eight grade. The techniques used in collecting the data are observations, documentations, questionnaires and test.

The findings of the study that (!) the teaching preparation made by the English teach•;r was poor, (2) the implementation of using pictures in teaching vocabulary applied well, (3) teaching vocabulary by using pictures is not only has some advantages but also has some disadvantages that need to be concern to, ( 4) the students' scor~ average before using pictures in learning the present continuous tense is 66 or can be categorized as "enough standard". Meanwhile, the student5 score average after learning the present continuous tense through pictures is 81 or can be classified as "good standard".

Based on the findings above, it is suggested that (l) the English teacher should prepare the teaching preparation well before conducting the teaching-learning process, (2) the English teachers should prepare the pictures well before applied it in teaching-learning process, either it can be seen clearly or not by the students. (3) the English teachers should use variety techniques which can minimize the disadvantages and maximize the advantages of using pictures in leaching-learning process, (4) to improve the students' understanding, the English teachers should be more creative and innovative in using various kinds of teaching media.

AB ST RAK

HASAN AH, HAMAMA TUL. 2008, U1·ing Piclures in Teaching Vocuhul(//y u1 odd Semester for Second Grade Studenls of SMP Arraisiyah Pam11/m1g Baral, Skripsi, Jurusan Pendiclikan Bahasa lnggris, Fakultas Tarbiyah dan llmu Keguruan, UIN Syarif Hidayatullah Jakarta. Pembimbing: Drs.H. Sunardi Ka11owisastro Dip. Ed

Kata Kunc 1: Gambar, Kosakata

Penelitian ini dittijukan untuk menggambar'.rnn kondisi yang objektif dalam p~nggunaan media gambar dan dalam pengajaran kosakata di kelas 2 Siv!P Arraisiyah Pamulang2 Barat. Hal ini mencakup tentnang implementasi penggunaan media garnbar dalam penagjaran kosakata bahasa lnggris di kelas, persiapan mengajar yang dibuat oleh mereka, dan juga mengatahui sejauh mana pengasaan kosakata terhadap sisawa setalah menggunakan media gambar..

Adapun tujuan dari penelitian ini adalah umtuk memeperoleh informasi tentang pengajaran kosakata Bahasa Inggris dengan 111enggunakan n1edia gan1bar di kc!as 2 SMP Ar··aisiyah Pamulang Barat.. Sampel yang diambil dalam penelitian in! sebanyak 64 sbva kelas dua dan seorang guru Bahasa lnggris. f"enelitian ini mcnggunakan metode eksperimental dengan menggunakan instrument angket, mcngumpulkan data dokumentasi, observasi, tes, dan wawancara.

Hasil yang diperoleh dari penelitian ini membuktikan bahwa (I) pcrsiapan mengajar yang dib.uat oleh guru Bahasa Inggris dibawah standar kurikulum terkini, (2) penerapan pengajaran kosakata sudah cukup bagus, (3) guru Bahasa I nggris masih mengalami kesulitan dalam proses belajar - mengajar tidak hanya masalah kebabasaan tetapi juga masalah diluar itu, (4) rata - rata nilai siswa sebelum menggunakan media gambar dan pe11anyaan petunjuk adalah 62 atau bisa dikualifikasikan "standar .:ukup". Sedangkan nilai siswa setelah mempelajari kosakata melalui media gambar dan pertanyaan oetunjuk adalah 84 dan ini dapat digolongkan kedalam "standar baik".

Berd::isarkan hasil penelitian sebelumnya, clapat disarankan bahwa (I) guru Bahasa Inggris seharusnya mengikuti pelatihan pengajaran Bahasa lnggris lebih clalam walaupun mereka telah memenuhi kualifikasi sebagai guru Bahasa lnggris, (2) guru Bahasa Inggris harus memberikan perhatian lebih terhadap pers;apan mcngajar mcrcka sebelum melakukan proses belajar - mengajar, (3) guru Bahasa lnggris seharusnya memfokuskan tidak hanya materi yang dis<\iikan tetapi juga kondisi siswa didalam kelas, (4) permasalahan yang dihadapi guru dalam proses belajar mengajar bisa cliatasi dengan memperbaiki kemampuan berbahasa mereka seperti penguasaan kosa kata clan pemahaman terhadap tata bahasa, dan (5) guru Bahasa lnggris seharusnya lebih kreatif dalam membuat media pengajaran yang akan digunakan dalam proses belajar -· mengajar supaya siswa tidak bosan dalam belajar.

ACKNOWLEDGEMENT

Jn the nwne of Allah, the Most Gracious, the Most lvlerc(fid

All praise be to Allah, lord of the worlds who has bestowed upon the writer in the

completing this "skripsi". Peace and blessing be upon our prophet Muhammad Saw, his

family, his companions, and his followers.

This "skripsi" is presented to the English Department of the Faculty of Tarbiyah and

Teachers Training, State Islamic University Syarif 1-lidayatullah Jakarta as partial folfillment

of the requirement for the Degree of Strata 1 (S])

The writer would like to express her great honor and deepest gratitude to the her

beloved father (H. Muntaha), her mother (Ai111. Hj. Atikah), all her brothers and sisters, and

their all families, who always provide the encouragement and incentive for the writer to get

on and complete this "skripsi".

The writer also would like to express her thanks and great gratitude to her advisor

Drs.H.Suna1di Kartowisastro Dip. Ed, who has helped her to make the whole process

bearable because of his constructive comments, criticism, suggestions, and way out of certain

problems.

Her gratitude also goes to:

I. All lectu~es of English department for their encouragement to the writer.

2. Ors. Sya"1q;, M. Pd. as the Head of English Department.

3. Neneng Sunengsih S. Pd. as the secretary of English Department

4. Prof. Dr. Dede Rosyada as The Dean of Faculty ofTarbiyah and Teachers Training.

5. Anwar S. Pd as the head of SMP Arraisiyah Pamulang Barnt.

6. All her beloved friends for their encouragement, support and suggestion.

May Allah, the Almighty bless them all, amen

l·inally the writer realized that this "skripsi" is not pcrlCctyet: therefore the

writer v•otild like to accept constructive suggestion and criticism to make th is

"skripsi" better.

Jakarta, March 4. 2009

The Writer

TABLE OF CONTENTS

ENDORSEMENT SHEET ............................................................................ i

ACKNOWLEDGEMENT ............................................................................. ii

TABLE OF CONTENTS .............................................................................. iii

LIST OF APPENDICES ............................................................................. iv

CHAPTER I : INTRODUCTION

A. Background of the Study ................................................. 1

B. Objectives of the Study ...................................... 3

C. Limitation and Formulation of the Study .................. 3

D. Research Methodology ....................................... 3

E. Significance of the Study .................................... 3

F. Organization of the Skripsi ............................................. 4

CHAPTER H: THEORITICAL FRAMEWORK

A. General Concept of Vocabulary

I. Definition of Vocabulary ............................................. 5

2. Kinds of Vocabulary .................................................... 6

3. Principles of Vocabulary ............................................... 7

4. Problems of Teaching Vocabulary ............................... 8

B. Pictures

1. Definition of Pictures ................................................... 9

2. Kinds of Pictures .......................................................... 10

3. The Functions of Pictures ............................................ 11

CHAPTER III : RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology .................................................... 13

B. Research Findings ........................................................... 19

Ai:;pendix I

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

LIST OF APPENDICES

The Table of Discriminating Power

The Table of Difficuly Index

The Table of Validity Test

The Table of Frequency of Distribution

The Students' Test

Answers Key of Students' Test

Surat Pengajuan Judul Skripsi

Surat Bimbingan Skripsi

Appendix 9 Surat Permohonan Izin Penelitian

Appendix I 0 Surat Keterangan Penelitian Dari Sekolah

CHAPTER I INTRODUCTION

This chapter presents and discusses background of the study, statement of tl1e

problem, scope and limitation of the study, objectives of study, significance of the

study, hypothesis, and operational definition.

A. Background of the Study

The world is changing very rapidly towards a globa\ village, no country today

can grow in isolation. Advancement in information, transportation. and production

technology has lead to a global market place for goods and \ervices. Concerning in

positions of English in science and technology, many people agree that English has an

important role, for acquiring access to western technology science and the

development of' knowledge.

Moreover, the human resource developments become central issues in this

global era in Indonesia. The main challenge is to develop a system a system o/'

education and training in order to build high quality, manpower which is able lo

complete at international level. It is obvious that an important quality necessitated lo

such nu.npowcr is an ability to communicate by respective fields or jobs. With lhal

ability i: is expected that the transfer of knowledge and technology can take place

more rr.pidly and hopefully we will not become nation:.\! that is always a few years

behind in scientific and technological advancement. The important tool to

communicate internationally today is clearly lo co111111u11icatc in English.

Realizing how important English for the progress of our country, the

government by issuance of the decree of the Minister of Education and Culture No.

096/1967, has stipulated that English becomes the first foreign language and

compulsory subject that should be taught formally to all Indonesian students starting

fi·omjunior high school up to universities lcvel. 1

1 Dcparte111cn Pcndidikan dan l(cbudayann RI, K.epeutusan Alenlri 1Vo.96·{1.L/.·/967. Bahasa lnggris sebagai Bahasa Asing Pcrtan1a di Indonesia dan n1ata pe!ajaran \Va,iib untuk SLTP san1pai perguruan tinggi.

2

In line with statement previously, the mastering English is a m .1st for the

students. Therefore, without understand English we will not able to improve our

knowletige and skills, and so is communication with other people who came from

different worldwide nation.

The Teaching English in Junior High School is intended that the Junior High

School graduate (the word SMP is use for the next term) will be targeted to reach lhe

functional level namely able to communicate both in spoken and written forms 2 .

Besides the four language skills (listening, speaking, reading, and writing) should be

taught integrated with emphasize on vocabulary mastery about I 000 words, and using

appropriate grammar ( clepdiknas: 1994).

Fu1ihermore, the linguistics aspects such as grammar, vocabulary.

pronunciation, and spelling can not be neglected by the teacher at S1'v1P level. The

teacher should teach the four linguistic aspects to support the mastering of students

language skills.

Vocabulary is an important component of lang1.age knowledge because it

appears in listening, speaking, reading, and writing. Jim Scrivener said: ·'Vocabulary

is a powerful carrier of meaning. Beginners oflen manage to communicate in Engii»h

by using the accumulative effect of individual words"3 . lt means that vocabulary is

the main point of the students in beginning process in English language learning.

Because without a proportional amount of vocabulary, anyone will get trouble in their

language skills.

To be able to communicate in English, students are hoped to understand and

remember the vocabulary as many as possible. As for helping students understand and

remember the meaning of words, the teachers have to find the way to solve the

proble.n in remembering words.

The English teachmg learning process is determined by factors that are

interrelated and independent. Because the main '.actors that are always involved the

leaching and learning activities are the teachers, she/he should not only master lhe

materials but also approach and method. Therefore, it is necessary or the teachers to

2 Depdiknas, J(urikulun1 2006, Standsr Kon1pctcnsi i\!Iala Pclajarn Bahasa lnggris S\IP/l'...JTS. (Jakarta; Depdiknas, 2003)

.l Jin1 Scrivener. Learning 'J'cnching: i\ Ciuidc Book ror Engli:;h Language Tcac!h.~r_c,. ( Hrit;1i11 ; I lcinernunn l·:I ;1·. l 994) p.77.

'

look for away in teaching vocabulary for helping lhe students understand and

remember the meaning of the words. One of the way lo absorb student· imeresl in

teaching and learning vocabulary is that the teachers use media.

Instructional media arc very useful for teaching English, especially when

teaching young learners. One of the roles of media is to attract the students attention

to deliver information (Kasbolah: 1995). Media can make class situations more alive

(Finnocharo: 1973), because the students feel interested and more active in attending

the class.

As ~ducational institutions SMP Arraisiyah Pamulang Barnt has been also

equipped with qualified English teacher for her teaching and learning activity and tape

recorder as one of the media. So far media has not been used optimally by the l:nglish

the English teacher for the teaching and learning activities. The language teacher

prefer using conventional leaching learning, and she is rarely lo use media or pictures,

that bring information or messages from the information resources/senders (teacher)

to receivers (students).

ln conclusion, it is necessary to conduct the study more about "Using pictures

in teaching vocabulary at odd semester for second grade stmlc1hs of SMP

Arraisiyah Pamulang Barat".

B. Statement of the Problem

Based on the background described above, the writer conducts a research

concerning on using pictures in teaching vocabulary at odd semester for secund grade

students of SMP Arraisiyah Pamulang Barat. The general question of this study is

there a11y significance difference of students achievement between using pictures in

teaching vocabulary and without using pictures in teaching vocabulary.

To specify this problem, the specific research questions are formu:ated as

follows:

(l). Isthe use of pictures in teaching vocabulary influence students vocabulary ,

mastery?

(2). Does the English teacher apply pictures in English teaching and learning

activity .

C. Scope and Limitation of the Study

The scope of this study focuses on teaching vocabulary by using pictures at

SMP Arraisiyah Pamulang Baral. Teaching and learning English at odd semester for

second grade students of SMP Arraisiyah Pamulang Bara, includes many aspects, so

it is out of question ifthe study has to cover them all, to make it deeper the problems

will be limited by? some points:

(I). There is influence of using pictures in teaching vocabulary.

(2). The application of using pictures done by the English teacher in teaching

\'Ocabulary.

D. Objectives of the Study

In line with the statement of the problem stated above, this study has some

purposes, they are:

(1). To know the effect of using pictures in teaching vocabulary.

(2). To describe the implementation of using pictures in teaching vocabulary.

(3). To know the students' improvement in learning vocabulary.

E. Sign;ficancc of the Study

1 he result of the study are expected to provide useful information about the

use or pictures in leaching vocabulary at odd semester for second grade students of

SMP Arraisiyah Pamulang Baral. It is expected that this result can contribute to all

people, to inv'olved in developing quality of English education such as head master.

teacher, and further researcher.

F. Hypothesis

The statistic hypothesis states,

(I). Alternative hypothesis (Ha), there is significance between students vocabulary

scores taught by using pictures and without •1sing pictures for second grade

students of SMP Arraisiyah Pamulang Baral.

5

(2). Null hypothesis (Ho), there is no significance difference between students

vocabulai'y scores taught by using pictures and wihout using pictures for second

grnde students ofSMP Arraisiyah Pamulang Baral.

G. Operational Definition

For clarification, some terms in this study need to be dclinecl a:; follows:

(1 ). SMP Arrraisiyah : is the acronym of State Junior High School Arraisiyah

Pamulang Barat. Under the supervision of National Ecucational Department of

Indonesia (Depdiknas).

(2). Pictures : Pictures are useful visual aids for presenting, practicing. and revising

vocabulary or as prompts for other activities.

(3). Vocabulary : Vocabulary is a component of a language that contains all of

information about meaning using words in language.

CHAPTER II THEORETICAL FRAMEWORK

6

This chapter presents the description of theoretical framework used in the

study. It inqludes the definition of vocabula1y. kinds of vocabulary. principles of

vocabulary, problem in teaching vocabulary, definition of pictures. kinds of

pictures. a:1d the functions of pictures.

A. General Concept of Vocabulary

Jn general English is classified into language skills such as listening.

speaking, reading and writing. And English also classified into language components

like: grammar, pronunciation, spelling, and vocabulary.

Vocabulary is one of the language aspects beside grammar and pronunciation.

It is impossible to learn language without mastering vocabulary, because vocabular)

constitu:es a requirement of communication. Therefore, teaching vocabulary cannot

be neglected ip the language learning process.

I. Definition ofVoeabulary

There are many different ways in interpreting the definition of vocabulary.

There are some definitions ofvoeabulary that can be described as follows:

According to Merriam Webster's Ninth Collegiate Dictionary. that

Vocabulary is:

I. A list of collection of words and phrases usually alphabdically arranged

and explained or defined.

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

work or in field of knowledge.

3. A list of collection of terms, or codes .wailablc for use.'1

Based.on Oxford Advanced Learner's, Vocabulary is:

'The total number of words that make up a language.''5

4 Jvferria111lYebster's1Vi11t/J ro!!egiale /Jictio1u11y (NC\V York: i'vlcrri:un \Vcbstcr lnc. 1998) p. 1320

5 /\.SI lorn by: (J<;ford Adt'anr:ed Learner's f)icfhJna1y { l"~C\V York: ()xf()rd l r,i\cr'.,il) P;css. ! 987) p. 959

7

Another definition is stated by Harimukti Kridalaksana that has been

translated by Zaenuri, vocabulary is a component of a language that contains all of

information about meaning using words in language.6

The statement above qctually has the same point, that vocabu:ary is all the

words of language, because the language itself consists of the words. Vocabulary

is a means of communication with others. Others will u.1derstand us when we use

appropriate vocabulary.

2. Kinds of Vocabulary

According to Jo Ann Aeborsold and Marry Lee, Vocabulary is divided into

two kinds, they are:

a. Active Vocabulary: refers to put items which the learner can use

appropriately in speaking and writing. It is also called as a productive

vocabulary.

b. Passive Vocabulary: refers to language items that can be recognize

and understood in the context in reading and listening. It is also called

as receptive vocabulary.7

Meanwhile, according to Read, vocabulary is divided into two kinds. they

are: Function word and Content word. The Function words are a closed class. we

can not add to the preposition or auxiliaries or moclals or any structure words of

the language. The content words, the other hand, can be added to any times as new

scientific advances that make new words and communication about the new

invention necessary. For example a word of quantity or measure is usually

preceded by 'a', followed by 'of in English (A slice of bread, a bowl of soup. a

cup oftea).8

According to. Farris, there are four kinds of vocabulary in order to have a

good ability in mastering the four skills in English language, namely: Listening,

Speaking, Reading, and Writin

6 Harin1,ukti Krida!aksana in A. M. Zacnuri. /ocah11h11:v /. (.l:.1knrta: l !JN JrikarL11 !)res:->. 2002)p. I

7 Jo Ann Aeborsold & Marry Lee Field: f'/·01n Reader to Reading Teacher (Ne\\" York: Cambrid\/" University Press, !990)p. 248

Mary Finocchiaro and Michael Bonorno: The FOreign f,anguage /,earner. ,.f guide /or Learner (Nc\v York: Regent Publishing Coinpany, Inc. 1973)p. 86

8

• Listening vocabulary: Listening vocabulary is the words that need to be

known and understood by the people hear. The first type of vocabulary is

what a young child acquires. It will become the largest of his vocabulary,

made up of words he hears and understands but might not actually use in

his everyday speech or his writing.

• Spe.1king vocabulary: Speaking vocabulary is the words used in speaking

form, and the worJs are learned initially by imitating, modeling done by

the people.

• Reading vocabulary: Reading vocabulary is the words that need to be

known and lo understood by the people who read.

• Writing vocabulary: Writing vocabulary is learned primarily in school

where the children arc exposed lo an increasing variety of words.''

3. Principles of Vocabulary

Michael J. Wallace mentioned seven principles 111 teaching and learning

vocabulary, they arc

1. Aims; The teacher has to be clear about his or her aims in teaching.

Teacher may have to decide on the quality of vocabulary to be learnt.

I. Need; Control the mount of' vocabul:iry inability means choice as to the

specific items to be thought.

2. Frequent exposure and Repetition; remember a new word simrily h>

hearing it once. There has to be a certain amount of repetition until there is

evidence that the student has learned the target word.

3. Meaningful Presentation; As well as the 1orm of words, the learner must

have a clear and speci lie understanding of what it refers to.

4. Presentation in context; It is important for karncr to know the usual

collocation that the words occur in.

9 Pa1ncla J. Farris. Teaching Reading:// Balanced lfpproach.for Today's ('/assnJ01,_·s (Ne\\ Yor1c Mc Graw Hill, 2004) p. 381

9

5. Learning vocabulary in the mother tongue and target language: The

language is nearly always uncounted in an apprcpriate situation and in the

appropriate context.

6. Inferencing procedures in vocabulary learning; Vocabulary that is acquired

should be encouraging. 10

4. Problem in Teaching Vocabulary

In the present day, it is very ir.iportant to tech English as a foreign

language, because English became an international language. To conwrnnicate

through a foreign language, grammatical competence r.nd mastering vocabulary

are demanded. The ideas cannot be applied well without grammar or vocabulary ..

and it is impossible to communicate without mastering vocabulary.

When the teachers teach vocabulary in the class, they will face many

problems. Especially when the students do not know the word that they learned.

Penny Ur states the problems in teaching vocabu laiy are;

I. Discipline: There is difficult to control discipline problern in the class.

p. 31

2. Correcting written assignment: in can not be kept out with t5he

marking load.

3. Interest: The students often get bored, so the teachers have to

find the topics and activities that keep them all interested.

4. Effective Learning for all: Sometimes we as a teacher can not make

sure they are all learning effectively, the task we provide are either too

difficult or too easy for many of them

5. ·Materials: Sometimes the teacher can not find the suitable material. the

textbook are hornogenous rigidly aimed 'at one kind of learner, with no

options or flexibility.

10 M;chac! J. Wallace. Teaching Vocabuhuy(Oxford: Hcincn1an11 Educational nooks. 1989\

I 0

6. Individual awareness: The teacher can not get to know and /'ollow the

progress of all individuals in our class. There are too many of them.

and they are all so different.

7 .. Participation: The teacher can not activate them all. Only a few

students that more proficient and confident ones-seem to respond

activity to the teacher's question. 11

Meanwhile, Michael J. Wallace mentioned three categories about problems

in tead1ing vocabulary, they are: I) Pronunciation and spelling, 2) Stress. 3)

cognat~s and 'false friend'. 12

The other problem that will be faced by teacher is that the students !c;~I

bored with studying English especially vocabulary. It happens because the •;tudcnh

do not lik-o study English, so it makes the students lazy to mcmori>:c the vocahul<Jry.

B. Pictures

ln the second-language learning, 111otivation and interest or learners are

t:1ctors of' crucial i111portancc in dctcnnining their achicven1cnL Poor initial

moti\ation may develop from external factors. Whatever the reasons, it will be

necessary to give the motivation and develop the enthusiasm that the students need

to learn English.

As the writer discussed about in the previous chapter, vocabulary is one of

language component that be masters by students. To help them, teacher need a

helpful device which is called media. There are four kinds of media namely: visual

medi:i, audio media, projected skill media, and project motion media. And pictures

is one of visual media.

Pictures may be used very successfully in teaching linguistics featwes. Also.

in teaching vocabulary, the use of pictures would reduce the necessity of' using

transhtion and at the same time. Yield better learning through visual association.

11 Penny Ur, A Course in Language Teaching: Practice and Theo1:i-t, (Can1brigc: (~a1nbridp:r University Press, 2003) p. 60-62

12 Michael J. Wallace. Teaching Vocab11/r11y (Oxford: Hcinemr;1,n Educational f3ooks, 1989) p. 23

11

l. Definition of Pictures

Pictures are one of visual media that might be used for the teacher to

develop student's motivation and to produce positive attitudes toward English and

to reinforce language learning. Some expe1is give the explanation of pictures, as

follows:

According to Marriane Celce Murcia and Sharon Hills. Pictures arc

versatile and useful resources for teaching aspects of grammar that require a

structure-meaning match. Interesting or ente1iaining pictures motivate students to

responds in ways that more routine teaching aids, such as a textbook or a sentence

on the board, can not. Pictures can also be used in various configurations to

enhance learning and practice. 13

In Noah Webster's Dictionary, it can be seen that: "Picture is an image or

likeness of an object, person, or scene procedure on a flat surface, especially by

painting, drawing and photography. 14

According to Haycraft, pictures are useful visual aids for presenting.

practicing and revising vocabulary or as prompts for other activitics. 15

The term "picture" includes several types oCpresentation, the simpler kind

consist of illustration cut out from books, magazines, and newspapers. such as.

photographs, color prints, line drawings, etc. These rnn be mounted and filed

under the proper subject. 16

The kind number of pictures that the teacher should taken from magazines.

articles, or others and should be attractive and interesting to capture the students'

attention. The Purpose of using pictures in teaching is to give tlwm an

opµortunity to practice the language in the real situation in which they can use it

to communicate their ideas.

13 Marri~nc Celce Murcia and Sharon Hills, Techniques and resources i11 Teaching (}1D111111ar.

(Nc\v Yor:.::: Oxford lJnivcrsity Press, 1988) p. 73 14 Noah Webster, 1Vebster's i\le11' Twentieth ('cntury /Jictionaries q/t:.:nglish la11g11agc' fNcn

York, 1983) ,p. 1357 L~ John 1-Iarycrafl, An Introduction to English Lan;;uage Teaching. (London: l,ong111an. !978)

p. IOI '°Ibid. p. 121

12

2. Kinds of Pictures

Grazyana Szyke states that there are two kinds of pictures that can be used as

teaching aids:

I). Pictures of individual persons and objects

Pictures of individual persons or things may be used. mainly at the

elementary level, to introduce or test vocabuls.ry items. Portraits. that is

pictures that show a person in close detail, are useful for intermediate and

advance learners. The students can be asked questions about the age of'

pr<;fession of the person. Possible interpretations can be discussed lir,,t in

small groups, then with the whole class.

2). Pictures of situations in which persons and o~ject are "in action ..

Situational pictures that show or suggest relationships between objects

or/and people can be perfect teaching aids for introducing. practicing. or

reviewing grammatic:-! structures. Situational pictures with sli iking details

or strong points of interest are particularly usefu I. 17

According to Ernestova, the picture file should coni:ain the following types of

categories: people, occupations, everyday activities, home, room, food, drink,

animals, buildings and objects, 18

When selecting a picture, the following essentials should be kept 111 mind:

grammatical structures which can be practiced with it, items of vocabulary which

can be taught with it, size, clarity, appeal to the eye, entertrinment value. It is

useful and time-consuming to mark each picture on the reserve side and indicate

the language item it can be used for.' 9

17 Grazna Szyke. "Using Pictures as '!'caching Aids'". English J'eaching Ff.w11111, \-'ol. :\!X. N1). 4, Ock>bcr. 1981

18 Marie Erncstova, "J~Io\v to Use Ready-n1adc Pictures'·, E.nglish Teaching F'ar11111. Vol. XIX. No. 4, October, 1981

19 Ibid

13

As cla~sified by Finocchiaro, the file should contain three kinds of pictures: I)

Pictures of individual persons and of individual objects: 2) Pictures of situations in

which persons are doing something with objects and in which the relationship of

the objects and/ or people can be seen; 3) a series of pictures on one chart. 20

3. The Function of Pictures

There are 5 roles of picture:

1. Pictures can be used to explain the meaning ofvocabulary.21

2. Pictures can motivate the students and make them want to play attention

and want to take part.

3. Pictures can be used to give students of English as a foreign language an

opportunity to practice the language in rea! contexts or in situations in

which they can use it to communicate their icleas.c

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

practice.

5. The pictures can be describing an objective way or interpreted or v

responded to suojectively.

4. The Advantages and Disadvantages of Using Pictures

Pictures as a visual media in teaching vocabulary is very good for the

s:udents. It has many advantages that can help the teacher to make their

students easier remember new words. According to Gerlach ( 1980). the

ad van rages of using pictures are:

• Pictures are inexpensive and widely available.

• They provide common experience l(ir an entire group.

• The visual detail make it possible to study subject which would

otherwise be impossible.

• Pictures can help to prevent and correct misconception.

2° Finnocchiaro, tvtary, Visual /lid in Teaching English us a second language. Engii.:.h Tcnching Forum, XII, (34): 263-264

21 Jcrc111y I larrncr, The Practice qf 1~·nglish Language J'eachi11/,, { ! ,ondon: I ,nng1nan, 1997) p.

1-1

• They help lo focus attention and to develop critical judgment.

• They are easily manipulated.

• Pictures offer a stimulus to further study, readiug, and research. Visual

evidence is a powerful tool.

Meanwhile, Finnochiaro ( 1975) said that there are many advanlilgcs or using pictures are obvious:

• They provide ad·Jed incentive to learn and popular intere; ting for the

students.

• They give variations and provide the classroom change 01· place s<1

essential to maintain a high level of interest.

• They are ready means of establishing a quick and clear concept of

what word or structure may mean.

As a visual media, pictures also some disadvantages, according to Gerlach:

• Sizes and distances are often distorted.

• Lack of color in some pictures limits proper interpretations.

• Students do not always know how lo read pictures.

5. The Criteria for the Good Pictures.

In order to make the teaching vocabulary optimal, the pictures which

are used must be has good criteria. Finnochiaro said that good pictures must be

have some criteria as follows:

• Pictures should be large enough to be seen by all students.

• The pictures of individual objects or people should be as simple as

possible.

• Some of them should contain color for later use in teaching and

learning.

• The pictures should contain no caption of any kind since you will

thus be able to use them in later stages to have students recall the

association of word and object.

CHAPTER III RESEARCH l\IIETHODOJLOGY

14

This chapter presents the descr:ption of the research method used in the study.

It consists the· research design, population and sample, research instruments, data and

source of data, technique of collecting data, and technique of data analysis.

A. Research Design

The research design of this study is categorized as an experiment stud): is that

it has three characteristics. (1) an independent variable is manipulated (manipulation),

(2). All other variables that might affect the independent variable arc held

constant/control, and (3) the effect of manipulation of the independent variable on the

dependent variable is observed (observation).

Based on the scientific investigations of experiment stated above. the

researcher divided the second grade students of SMP Arraisiyah Pamulang llarat into

two classes, VIII 3 is as experiment class and VIII 2 is as controlled class.

In experiment class, the researcher using pictures in teaching vocabulary and 111

controlled class without using pictures.

This study is aimed to find out the influence or using pictures in teaching

vocabulary, and the application of using pictures done by the English teacher in

teaching vocabulary.

To avoid bias, the researcher tries to evaluate the real condition as ol'.jcctivcly

as possible. She takes a position as outsider who sees the objective condition of Si'>lP

Arraisiyah Pamulang Baral without involving himself as a member or English t1:aehcr.

The researcher was held at SMP Arraisiyah Pamulang Barnt, which is located on .II.

Surya I<encana Gg. Kemuning Ill Pamulang Baral. The field research was clone from

August 9'" to September 15'" 2008.

15

B. Population and Sample

The object of this study is SMP Arraisiyah Pamulang Barnt. The subject

includes the English teacher as a main subject and the students of second grade

students of SMP Arraisiyah Pamulang Barat. There were \'4 students who srnclied in

this school. They were divided into three classes namely Vlll 1, Vlll 2, Vlll 3.

There only one English teacher who taught English at second grade of SMP

Arraisiyah Pamulang Baral. She is Nur Fadillah S. Pd. The English tea.,her to be

observed by the writer is based on the following considerations. She has experiences

in the teaching English because she has joined some English seminars either regional

or national and she teaches in the classroom that the writer took as a sample. The

writer takes half total population as sample. The sample is. 64 students that are VIII 2

and VIII 3.

C. Research Instrument

The research instruments used for this study include observation,

questionnaire, and documentation of teaching and learning process evaluation (test).

Besides the four instruments told previously, interview guide was also used to

complete the data gained.

The questionnaire is given to the English teacher and the students. The

questionnaire for English teacher consists of some questions about the implementation

of using pict11res in teaching vocabulary.

The observation sheet is used to observe the teaching and learning conducted

by the English teacher in the classroom including English teacher's activity in the

classroom, the book used by English teacher and students, problem faced by English

teacher in teaching vocabulary by us;ng pictures and without using pictures. And

ernluation used by the English teacher.

Documents are used to gain the data about teaching preparation made by t11e

English teacher. It can be gained by borrowing teaching preparation made by the

second grade English teacher and the data about the English teacher's profile by

borrowing school files.

!6

Test is used to know how well the students have already mastered vocabular)

and it is also to prove the effectiveness of using pictures I teaching vocabulary.

Interview is the last technique that used to complete the data needed which is

not covered by the technique previously. The interview about the English teacher

includir.g teacher's qualification, teaching preparation, the teaching and learning

process, and the problem faced by the English teacher, and the evaluation conducted

by her.

D. Data and Source of Data

The data that used in this study were three kinds , they are the data about

preparation of teaching vocabulary by using pictures, the data about the

irnplem~ntation of teaching vocabulary by using pictures conducted by the teacher.

and the data about the evaluation done by the English teacher to know the studcnls

vocabulary mastery.

The data about the English teacher educational background were derived li·om

English teacher's document and school files were used lo answer the first research

question. The data about teaching preparation made by English teacher at second

grade of SMP Arraisiyah Pamulang Baral were obtained from the text book,

curriculum and used to answer the second question.

The data about the evaluation done by the English teacher to know the

students improvement were derived from the English teacher, English textbook and

used to answer the third question.

E. Technique of Collecting Data

There were six techniques of collecting data applkd in this study: they arc

observation, documentation, questionnaire, test, validity, reability, difficulty index,

discrimination index.

17

1. Observation

Observation technique is the main technique in collecting the data about

teaching English in the classroom. It was conducted five times for observing

English teaching and learning process is going on in the real English

classroom activities at second grade students of SMP Arraisiyah Pamulang

Baral from August 9th to September 15th 2008.

2. Documentation

Documentation technique was also used to obtained the written data

such as teaching and learning process and the teaching preparation made by

English teacher. It was carried out by copying the English teacher's

documentations about teaching preparation and the school files about

educational background of the English teacher.

3. Questionnaire

The questionnaire is purposed for the English teachers, it'' as aimed at

getting the data about the problem faced by teacher in implementing og using

p:ctures in teaching vocabulary. These set of questionnaire were given to the

English teacher and and returned to researcher a day letter.

4. Test

After several teaching and learning process of vocabulary using

pictures, and the theme is about !101 a and fauna., the writer gave the student

test, called post-test. The form of post test is similar to the post test. It is took

to know students' gain score. It was multiple choice and fill in the blanks

consists of25 items, for each item scored 4 point and it will be calculatecl to

I 00 points.

5. Validity

According to Scarvia B. Anderson on Suharsimi Arikunto, " A test is a

valid if measure what it purpose to measure". 22

Meanwhile, Burhan Nurgiantoro said "Research instrument validity

questions whether an instrument that will be used has a capability to measure

somethittg to be measure".

22 Prof. Dr. Suharsin1i Arikunto. "l)asar~dasar Eva!uasi Pcndidikan". (Jakarta:2008J. P.65

18

. For that reason, the writer has been done the test of' validity, because it

is impo:"tant to fulfill criteria of quality of any measuring instrument.

Moreover, that Product Moment Theory is used to measure

research instrument of validity. The for1111ila as follow:

L::CX _K')((Y-Y) n-1

r)

L: ,-y -·-- ]>''') ·-;>\<: ...... -~

n-1 n-1

From the calculation of the test, the valid items arc nurnbcr I.

3, 6, 7,, 9, l 0, 12, 15, 17, 19, 20, 22, 23, 24, 2:5. It means from 25 questions

that was given, there arc 15 questions which arc valid. And 10 questions lhusc

were not valid, the writer changed the questions, so the questions were become

valid.

6. Rea bility

According to Scarvia B. Anderson 011 Suharsirni Arikunto, .. A

reliable measure in on that provides consistent and stable indications of' the

characteristic being investigated". 23

The formula to be used to find out reability:

7. Difficulty Index

A good test item is a test item which is whether not too easy or to difficult. The

item difficulty from the analysis data is based on the upper and lower group. The

23 lbict .. p.

19

difficulty of a test item is indicated by the percentage of pupil who get the item

right.24

The difficulty power following the formula:

.!.l P=

JS

P : Difficulty Power

B : Number of Students who get the right answer

JS : Number of tested

The classification as follows:

0,00-0, 15

0, 15-0,30

0,31-0, 70

0, 71-0,85

0,86-1,00

8. Discrimination Index

Very difficult

Difficult

Medium

Easy

Very easy

A good test item is a test item which is whether not too easy or to difficult.

The item difficulty from the analysis data is based on the upper and lower group.

The difficulty of a test item is indicated by the percentage of pupil who get the

item right.25

The difficulty power following the formula:

.!.l P=

JS

P : Difficulty Power

B . : Number of Students who get the right answer

JS : Number of tested

24 Nonnan E. Groundlundi" Mcasuren1cnt and Evaluation in ·rcach\nh'·. (NC\\' l'ork:l'v!aei'vlillnn Publishing Co Inc, 1981) P,258. 25 Nonnan E. Groundlund,'" Mcasurcn1cnt and Evaluation in Tcachinh'''. (Nc\V York:iv1aclv1i!lan Publishing Co Inc, 1981) P,258.

20

Tl0 e classification as follows:

0,00-0, 15 Very difficult

0, 15-0,30 Difficult

0,31-0, 70 Medium

l\71-0,85 Easy

0,86-1,00 Very easy

F. Technique of Data Analysis

The raw data obtained through observation, documentation, distributing

questionnaire., interview and the lest were analyzed in some ways as follcT\S.

l. Data from Observation

The data analysis was conducted by arranging data obtained

systematically, this was done to make it easier from the researcher to write the

research report. Then the data were analyzed to answer the question.

2. Data from Documentation

The data obtained from documentation covered qualification of

English teacher teaching preparation made by her. The researcher analyzed

whether the English teacher had the suitable educational background that is

gnduated from the English departmenl and kinds of training he had related to

her profession. The researcher also analyzes how well was the '.caching

preparation made by her. This data were used to answer the research question.

3. Data from Questionnaire

There was data gained from questionnaire, it was the data from the

English teacher. The data gained from the English teachers' questionnaire

deal with the problem faced by her in teaching vocabulary. then the data

about problems faced in teaching preparation, media using and evaluation

conducting in teaching and learning process.

21

4. Data from Interview.

The data gained from interview used to confirm the data collected by

the three techniques previously. These data made by researcher more

convinced what the English teacher had done and stated. If there were any

differences, the researcher asks the English teacher for clarification and the

result of interview was used as '.he appropriate data.

5. Data from Test

The data obtained from the test used to know the result of both th,;

experiment class and controlled class, and also their differences. To find out

the differences of students' improvement that taught by using pictures in

teaching vocabulary. The writer used this formula to analyze the data.:

p :.f x 100 % n

P. Percentage

r: Frequency

n. Number I amount

After having percentage frequency, the researcher looks for the

average 111ark by using the fonnula:

Mc : 2.,ox; fl

l\fe : mean of the data grouped

Fi : number of sample

22

CHAPTER IV RESEARCH FINDING AND DISCUSSION

This chapter presents and discuSS(;ld datu dcscripl:ion. test of hypothesi;,, n11d

data interpretation.

I. Data Description

The writer collected the data by using pre-test and post-test. The test

is given to 20 students of experimental class and 20 students of contrc•lled class

at the second year student of SMP Arraisiyah Pamulang.

To know the result of the test, the writer mad~ the table of student';;

score.

Table 4.1

The test score of the experimental class students -----"-

Students Pre-Test Score Post-Test Score Gained Score

I 40 55 15

2 60 80 20 --~· -----

3 45 70 25 - -··

4 55 80 25

5 55 75 20

6 45 65 20 ·----------· . -

7 50 70 20

8 55 75 20 --- ----

9 60 75 15 -

10 40 60 20 -

25 -----1 11 55 80 - ==---:z-o-----1 12 60 80

13 45 65 -------,

20 I ---- --1 14 55 75 20

--___________ } 15 60 85 25

16 50 70 20 - -·-·-··--··-...

23

17 55 60 15

18 45 70 25

19 50 55 5 !

20 :;o 65 15

N= E 1()30 E 1410 " 390 ~

---

I -----··--""·

20 x 51,5 x 70,5 i ~- -----·-----~--

Table 4.2

The test score of the controlled class students -··---~-----~------,-·---·---- -- - ---- ---

Students Pre-Test Score Post-Test Score (;aincd Score i -- ---- ---------·----·-----·--·--------- "---- - ---- - - -----·

1 50 60 10 r -

2 60 70 15 '

---·-···-·- ---·---·-··· ' 3 50 55 5 ' -·-----···------·-·-~-·---· --

4 65 70 15 '

5 45 60 15 -

• -6 55 65 10

7 45 60 15 - ---~--- - - -·----·- - --

8 60 75 15

9 45 55 10

10 50 65 15

11 55 65 10

12 40 55 15

13 50 70 20 -

14 50 65 15 ------- ------ ______ ,, --.. -.- -·-· ..................

15 30 50 20

16 50 60 10

17 55 60 5 ---

18 45 60 15 -:.---------

' 19 35 50 15

24

20 55 60

N= ~ 990 I: 1230

20 x 49,5 x 61,5 ~·---·---

II. Test of Hypothesis

To find out the difference of students' score in usmg pictures in teaching

vocabulary and the students' score without using vocabulary, the te;.t of

hypothesis was done by using 't' test formula;

For further information, the writer followed some assumption as below:

a. lfthe result of calculation to is higher than It, to> It: the null hypothesis (HO)

is rejected and alternative hypothesis (Ha) is accepted. It means that the

experiment is accepted.

b. If the result of calculation to is lower than tt, t <It : the null hypothesis (Ho) is

accepted and alternative hypothesis (Ha) is rejected. It means that the

experiment is rejected.

According to the data, the writer has known that the value of to is higher tllan

tt, to> tt (2,01<2,96>2,80), so the null hypothesis is rejected it means the use of

pictures is effective in teaching vocabulary. And the experiment is accepted.

III. Data Interpretation

The test of hypothesis shows that there is significance in students· score

between before and after they are taught without using pictures and using pictures.

The score of students' after using pictures in higher than before using pictures.

The findings as described above are supported by those obtained l'rom the

observation of the writing during the experiment. It was found that there are some

fact0rs it is causing the imr;rovement of student's vocabulary such as:

25

• For students it is found easy to remember vocabulary because they arc

interested in the pictures.

• Sttidents Me motivated because the teaching and lliarning in the class is

enjoyable.

• Students learned vocabulary lo construct the infonnation and knowledge

by themselves.

Based on the data analysis and the discussion above. the writer can interpret

that teaching vocabulary by using pictures is more effective and applicable to second

students at SMP Arraisiyah Pamulang.

A. Conclusion

CHAPTER IV CONCLUSION AND SUGGESTION

Based on the data from the test of hypothesis and data analysis. the result of l°o

higher than tt. The null hypothesis is r('.jectecl. It means that the experiment using

pictures in teaching vocabulary is accepted.

With regard from the result, the writer concludes that using pictures in

teaching vocabulary is effective. It can be seen on the table of the students' scores or the test, that the students get higher score than without using pictures in ccaching

vocabulary. With this fact, using pictures in teaching vocabulary is well established

and their usefulness in language teaching needs no defo111c~.

B. Sugg>)stion

According to the conclusion above the writer suggest for the teachers \\ho is

teaching English Language especially vocabulary. There are some suggestions that

can be suggested connecting to the writer's conctusion. The suggestions arc as

follows: (!) The teachers is expected to nave good planning in teaching for the

learners, this is basic elements when teachers teach in the class. Especially to tech

vocabt!lary as known as basic language. (2) Teacher should employ various methcd

and using media such as visual media I pictures are ·needed for remembering

vocab~ilary and it can be understand clearly. (3) teacher is expected to create

comfortable classroom for the learners. (4) The activities in teaching vocabular>

should be various and enjoyable for the learners.

BIBLIOGRAPHY

Aebersold Jo Ann and Marry Lee Field, From Reader lo Reading Teacher, New York: Cambridge University Press, 1990

Allen French Virginia. Technique in Teaching Vocabulary. New York: Oxford University Press. 1983

Arikunto, Suharsimi. Dasar Dasar Evaluasi Pendidikan. Jakarta 2008

Ernestova, Marie, How lo Use Ready-made Pictures, English Teaching Forum Vol ;ox, no, 4. 1981

Faris, Pamela J, Teaching Reading: A Bcilanced Approach for Today's Clas.vroc1m, New York: Mc Graw hill, 1994

Finnochiaro Mary and Michael Bonomo, The Foreign Language Learner: A Guidefi;r Learner. New York: Publishing Company, Inc. 1983

_______ .. Visual Aid in Teaching English as a Second Langa11gc. Eng1ish Teac.'1ing Forum Vol. XII.

Grunloud, Norman E,. Jvieasurement and Evaluation in Teaching, New York : MacMillan Publishing Co Inc. 1981

Harmer, Jeremy, The Practice of English Language Teaching. London: Longman. 1997

Harrycraft, John. An Introduction to English Lang·uage Teaching, London: Longman. 1987

Murcia, Marriane Celce and Sharon Hills, Techniques and resources in teaching Grammar, New York: Oxford University Press, 1988

Nasr T. Raja. Teaching and Learning English , London: Longman. 1972

Nunan, David, Rzsearah Methods in Language Learning, USA: Cambridge University Press, 1992

Read. John. Assessing Vocabulmy. New York: Cambridge University Press. l 997

Schmitt Nobert, Vocabulary in Language Teaching. Australia: Cambridge University Press. 1997

Scrinever, Jim, Learning Teaching: A Guide Book for English Language Teachers. Britain: Heinemann ELT, 1994

Szyke Grazna, Using Pictures as Teaching Aids E1:glish Teaching Forum Vol XIX, 110. -/.

1981

Sujono, Anas,. Pengan"tar Statistik Pendidikan . .Jakarta: PT. Raja Gravindo Persada. 2006

Ur, Penny, A Course in Language Teaching Practice and 1/wory, Cambridge: Cambridge University Press, 2003

Wallace, Michael J, Teaching Vocabulwy, Oxford: Heinenman Educational Books, J 989

Kepada Yth:

Ibu Guru Baua&a Inggris

SMP Arraisiyah

Di

Tempat

Assalamu 'alaikum Wr. Wb.

Ciputat, September 2008

Angket penelitian ini bertujuan untuk mengunpulkan data penelitian tentang Using Pictures

in Teaching Vocabulary at Odd Semester for Second Grade Students for SMP Arraisiyah

Pamulang Barat serta proses belajar mengajarnya di kelas 8 (delapan) semester 1 (satu) di

SMP Arraisiyah Pamulang Barat. Oleh karena itu, saya mohon dengan hormat kesediaan !bu

untuk mengisi angket ini, yaitu dengan menjawab pertanyaan-·pertanyaan dengan cara

memberi tanda silang (X) pada alternatif jawaban yang telah dised.iakan.

Data atau keterangan yang diminta semata - mata untuk kepentingan penelitian dan tidak

untuk hal-hal yang lainnya. Oleh sebab itu, Ibu tidak perlu takut atau ragu - ragu dalam

memberikanjawab1111 yang sejujurnya. Artinya semuajawaban yang diberikan sesuai dengan

kondisi yang Ibu alami dan rasakan selama ini.

Setiap jawaban yang Ibu berikan merupakan sebuah penghargaan yang tidak ternilai

harganya bagi kesempurnaan penelitian ini.

Atas perhatian dan bantuan Ibu, saya ucapknn terima kasih.

Wassalumu'alaikum Wr. Wb.

Honnat saya,

Peneliti

ANGKE.T UNTUK GURU

Nama Sekolah

Alamat Sekolah

NamaGuru

Mengajar di Kelas

; SMP Arraisiyah

; JI. Surya Kencana Gg. Kemuning 3 Pamulang Barat

1. Bacalah deng.m teliti setiap pertanyaan, kemudianjawablah denganjujur dengan keadaan

yang sebenarnya.

2. Berilah tanda silang (X) pada salah satu atau beberapa jawaba.n yang tersedia.

3. Untukjawaban yang tidak tersedia,jawablah pada tempat yang disediakan.

4. Terima kasih atas kesediaan Bapak/Ibu untuk mengisi angket ini.

A. PERENCANAANPENGAJARAN

1. Sebelum mengadakan pertemuan tatap muka dikelas, apakal1 Ibu membuat persiapan

tertulis?

a. Sdalu

b. Kadang-kadang

c. Tidak Pemah

2. Persiapan mengajar apakah yang Ibu buat sebelum mengajar? (jawaban bisa lebih

dari satu)

a. Progran tahunan (prota)

b. Program semester (prosem)

c. Analisis alokasi waktu

d, Pengembangan silabus

e. Rencana Pelaksanaan Pembelajaran (RPP)

3. Apakah dalam membuat RPP Bapak I Ibu mengacu kepada standar isi SMP silabus

KTSP 200li?

a. Selalu

b. Kadang-kadang

c. Tidak. pemah

4. Apakah RPP yang lbu buat berdasarkan pada masing - masing keterampilan

berbahasa (Listening/Speaking/Reading/Writing) atau secara terpadu (Listening &

Speaking/Reading & Writing)

a. Masing - masing keterainpilan berbahasa

b. Terpadu (lntegrated)

5. Sehubungan dengan pembuatan RPP, apakah Ibu mengalarni kesulitan sebagai

berikut: Gawaban boleh lebih dari satu)

a. Memahami SK dan KD

b. Menentukan indikator yang sesuai dengan SK dan KD

c. Memilih tema dan pokok bahasan

d. Menentukan kosakata yang berhubtrngan dengan pokok bahasan

e. Memberikan evaluasi dan penilaian yang sesuai dengan pokok bahasan

f. Kesulitan lain (mohon disebutkan)

............................................................................................................................

B. MATERI PELAJARAN

6. Dari manakah Thu mengambil bahan pembelajaran vocabulary (kosakata) yang

diajarkan di kelas 8 ( delapan) semester I?

a. Dari buku teks

Ju<lul ..................................................................... .

Pengarang : ............................................................................ .

Penerbit ............................................................................. .

b. Dari majalah

c. Dari televisi

d. Dari internet

7. Selain dari buku teks, apakah Ibu menggunakan materi dari yang Jainnya?

a. Ya,

Sebutkan .............................................................................. ..

b. Tidak,

Karena ................................................................................ .

8. Apakah setiap siswa mempunyai buku teks yang Ibu gunakan sebagai acuan

b. Tidak, karena .......................................................................... .

9. Dalam mengajarkan materi, Ibu menyampaikannya dengan cara?

a. Mengikuti susimannya sesuai dengan buku teks

b. Mengikuti materi berdasarkan standar isi KTSP

c. Mencari materi di buku berdasarkan standar isi

d. Lainnya, sebutkan ..................................................................... .

10. Kesulitan apa saja yang Ibu hadapi dalam pembelajaran vocabulary Oawahan ho/eh

lebih dari satu)

a. Kurangnya pemahaman siswa

b. Media y:mg kurang memadai

c. Buku teks yang majemuk

d. Kendala lainnya (mohon dituliskan)

C. MEDIA PEMBELAJARAN

11. Dalam mengajar, apakal1 Ibu menggmmkan media I gambar .. gambar dalarn

pembelajaran?

a. Selalu

b. Kadang-kadang

c. Tidak pernall

12. Jenis media I gambnr apakall yang Ibu gimakan dalam mengitjar?

a. Gambar-gambar I foto

b. Benda nyata I realia

c. Wall Chart

d. Flash card

e. Tape recorder

f. VCD

g. Lainnya, sebutkan ..................................................................... .

13. Media I gambar pembelajaran yang Ibu gu.nakan dikelas merupakan?

a. Buatan sendiri

b. Membeli

e. Lainnya, sebutkan .................................................................... ..

14. Hambatan yang Ibu hadapi dalam pengadaan media pembeliuaran adalah?

a. Keterbatasan waktu

b. Kesesuaian media dengan materi

c. Tidak adanya alokasi dana untuk pengadaan media dari pihak sekolah

d. Kurangnya pengetahuan tentang media

e. Lainnya, sebutkan ..................................................................... .

15. Apakah dalam penggunaan media I gambar dapat rneningkatkan aktifitas siswa dalam

be la jar?

a. Ya

b. Tidak

D. EV ALUASI I PENILAIAN PEMBELAJARAN

16. Evaluasi I penilaian apakah yang !bu berikan kepada siswa?

a. Kognitif(pemahaman konsep)

b. Afektif (perubahan sikap)

c. Psikomotorik (pralctek)

17. Evaluasi yang sering Ibu gunakan adalah?

a. Formatif (ujian blok)

b. Smrmatif (UTS dan UAS)

18. Butir-butir soal yang digunakan untuk evaluasi itu disusun oleh?

a. Ibu sendiri

b. Tim guru dalam MGMP (Musyawarah Guru Mata Pelajaran)

c. Kanwil

19. Dalam bentuk apakah pelaksanaan ·~valuasi kognitifyang Ibu laksanakan?

a. Spoken

b. Written

20. Kriteria apakah yang Ibu tentukan atau gunakan dalam pengadaan remedial terhadap

siswa?

a. Siswa belurn menguasai materi sesuai dengan nilai SKBM (Standar Ketuntasan

Belajar Minimal)

b. Kemampuan siswa masih dibawa11 skor SKBM

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran Satuan Pendidikan Kelas dan Semester Tema Waktn Tahun Pelajaran

I. STANDAR KOMPETENSI

: Bahasa Inggris : SMP Arrnisivah : VIII 1/2 •

:Flora and Fauna : 2 x 35 menit : 2008/2009

Memahami mkana dalam percakapan transaksional dan interpersonal penc!ek sederhana untuk berinteraksi dengan lingkungan terdekat Mengungkapkan makna dalam percakanan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

II. KOMPETENSI DASAR

Merspon makna yang terdapat dalam percakapan transaksional clan interpersonal pendek scderhana dcngan baik dan benar. Mengunkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed"rhana dengan baik dan benar untuk berinteraksi clengan lingkungan sei<.itar.

III. INDIKATOR

I. ~iswa dapat memilih kata - kata yang benar berdasarkan kata yang mereka C:engar.

2. Siswa dapat memahami isi bacaan dengan baik. 3. Siswa dapat memilih kalimat yang benar sesuai dengan cerita te;:t yang ada. 4. Siswa .rnampu menyebutkan kata-kata yang berhubungan clengan tema fauna.

IV. MA TERI POKOK DAN URAIAN MATERI

Shin':a : Do you have any plane for holiday? Rhama: I will go to Ragunan Zooo with my family. Shinta : When wil you go there? Rha111a: I will go there next week, will you join me?? Shin ta : Sure' .,,I'd love to ... I want to see animals. Rhama: Oke,,, come to my house at 7 a.m. we will go there by car.

And don't forget to bring camera,. Shinta: Of course ... thanks Rhama. Rhama: You're welcome

V. SUMBER DAN MEDIA PEMBELA.JARAN

1. Sumber Pembelajaran

2. Media

a). LKS Bahasa lnggris "SAKTI". CV Bina Pustaka. b). "Syllabus 2006"'.

: Hand out : Marker. White board, pictures, word strips

VI. METODE DAN STRATEGI P1LMBELA.JARAN

1. Strategi pembelajaran : Two ways communication 2. Metode : Individual, pair ,and performance.

VU. RENCANA PEMBELA.JARAN

l-'-N'-'o:+---------'J"'("'c,g"'i"'a"'ta"'1"-1-------=1•---=~---- W_a_k~t•======i I. Pendahuluan 10 menit I

2.

3.

1. Salam dan tegur sapa.

1

:

2. Guru mengabsen siswa dengan menanyakan secara langsung siapa yang

1

.

. tidak hadir di kelas.

Kegiatan Pokok 1. Siswa terlebih dahulu ditunjukan dan

mengamati materi yang diberikan yang berkaitan dengan tema Recreation

2. Siswa diberikan hand out materi. 3. Siswa mendengarkan dengan terhadap

materi yang dibacakan oleh guru. 4. Siswa mengisi bagian yang kosong pada

dialog terse but. 5. Siswa membentuk kelompok berpasang

- pasangan .. 6. Siswa mendemontrasikan teks secara

berpasang - pasangan didepan kelas. 7. Guru memberikan penilaian terhadap

basil demontrasi siswa. 8. ·Siswa menge1jakan/melengkapi latihan

yang ada dalam buku teks/LKS. 9. Siswa diberikan quiz tentang recreation.

Penutup 1. Guru memberikan evaluasi dan

kesirnpulan terhadap pel(\jaran yang telah berlangsung.

2. Guru rnemberikan kesempatan untuk menayakan segala ha! dan ke1:rnngkinan

45 menit

5mcnit

hambatan-harnbatan dalan_1.~p_r_0s_e_s ________________________ J

}6

RENCANA PELAKSANAAN PEMBEJLAJARAN

Mata Pelajaran Satuan Pendidikan Kelas dan Semester Terna Waktu Tahun Pclajaran

l. STANDAR KOMPETENSI

: Bahasa Inggris : SMP Arraisiyah : VIII 1/2 : Fauna : 2 x 35 menit : 2008/2009

Memahami mkana dalam percakapan transaksional dan interpersonal pcnclek sed(;rhana untuk berinteraksi dengan lingkungan terdekat Mcngungkapkan makna dalam percakapan transaksional dan interpersonal lisan penctek sederhana untuk berinteraksi dengan lingkungan sekitar.

II. KOMPETENSI DASAR

Merspon makna yang terdapat dalam percakapan transaksional clan interpersonal penciek sederhana dengan baik dan benar. Mengunkapkan makna dalam percakapan transaksional dan interpersonal I isan pendek sederhana dengan baik dan benar untuk berinteraksi dengan lingkungan sekitar.

III. Il~DIKATOR

1. Siswa dapat memilih kata - kata yang benar berdasarkan kata yang mercka den gar.

3 Siswa dapat memahami isi bacaan dengan baik. 4 Siswa dapat memilih kalimat yang benar sesuai clcngan cerita text ym1g acla. 5. Siswa mampu menyebutkan kata-kata yang berhubungan clcngan tema fauna.

IV. MATER! POKOK DAN URAIAN MATERI

RAGUNANZOO Ragunan zoo is better that other zoo in Indonesia. ll is also lhc largest one.

Ragunan is situated in the suburb of Pasar Minggu , about 16 km south of cit) centre. The zoo opens daily from 9 a.m to 6 p.m. ragunan is not as crowded as Surabaya's famous zoo.

It is favorite place for children and young people. There are lots of animals and birds: And if you feel hungry, there are plenty of food stall. The -ypical food, and they also serve ice drinks.

) J.

V. SUMBEP.. DAN MEDIA PEMl>ELAJARAN

J. Sumber Pembelajaran

2. Media

a). LKS Bahasa lnggris "SAKTI". CY 13ina Pustaka. b). "Syllabus 2006".

: Hand out : Marker, White board, pictures, word strips

VI. METODE DAN STRATEGI PEMBELAJARAN

: Two ways communication I. Strategi pembelajaran 2. Mdode : Individual, pair ,and perfonnan.;e.

VII. RENCANA PEMBELAJARAN

No 1.

2.

3.

Ke!.!iatan Pendahuluan 3. Salam dan tegur sapa. 4. Guru mengabsen siswa dengan

menanyakan secara langsung siapa yang tidak hadir di kelas.

Kcgiatan Pokok I 0. Siswa terlcbih dahulu ditunjukan dan

mengamati materi yang diberikan yang berkaitan dengan tema Recreation

JI. Siswa diberikan hand out materi. 12. Siswa mendengarkan dengan terhadap

· materi yang dibacakan oleh guru. 13. Siswa mengisi bagian yang kosong pada

dialog tersebut. 14. Siswa membentuk kelompok berpasang

- pasangan .. 15. Siswa mendemontrasikan teks secara

berpasang - pasangan didepan kelas. 16. Guru memberikan penilaian terhadap

basil demontrasi siswa. 17. Siswa mengei:jakan/melengkapi latihan

yang ada dalam buku teks/LKS. 18. Siswa diberikan quiz tentang recreation.

Pcnutup 5. Guru memberikan evaluasi dan

kesimpulan terhadap pel<\jaran yang . t.;lah berlangsung.

Waktu 10 men it

45 menit

5111cnit

6. Guru membcrikan kesempatan untuk · menayakan segala hal dan kemungkinan j

~-~ ___ l_1a_n_1_ba_t_a_n_-h_a_n_1b_a_t_an_cl_a_la_n_1 _Lp_rc_is_e_s _____ , _____________ J

pembelajaran. 3. Guru memberikan tugas berupa

~eke1jaan rumah (PR) kepada siswa.

VIII. PENILAIAN

1. Pcnilain Proses

l ______ J

Oilakui·an pada saat proses kegiatan belajar mengajar Lislening dun Speaking berlangsung.

:i.. Pcnilaian Hasil

Diambil dari jawaban siswa yang diberi nilai pad a hand out.

3. Instrument

4. Kriteria Pcnilaian

Tclah dipcriksa, Guru Pa111011g

Nurfadillnh S.Pd

: Soal Tes Terlarnpir

: Terlampir

.Jakarta, 24 J\gustus 2008 Guru Praktikan/PPKT

APPENDIXEI

THE TABLE OF DISCRIMINATIVE POWER

Item Ba Bb Ja 1 19 6 12 2 8 17 12 J 5 16 12 4 15 10. 12

5 5 20 12 ~- .

6 14 11 12 7 13 12 12 8 14 11 12 9 6 4 12 10 6 19 12 11 8 17 12 12 4 12 12 13 12 8 12 14 17 8 12 15 5 20 12 16 14 7 12 17 5 20 12 18 9 16 12 19 18 7. 12 20 6 11 12 21 12 13 12

·-22 7 9 12 23 7 18 12

f--

24 4 21 12 25 12 10 12

Jb 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

DB l ·-·--

0,421052632 G

N~t~---J ood -·---·i

-·-----· 0,15 p -~;;:--·-·---!

··-· 0,265183935 Sat is

·-------1 factorv : -----· -·-'

-0, 165289272 De leted I -·

0,421052632 Sa tis focton i ----------· --~

~-~529859673 G _£?j_ ____ _j 0,246183935____ _9 ood

oor-~~=~ 0,165289272____ - p 0,221052632 _9 00_0_ ____ ,

factory 1 0,218566947 -0,039846182 0,421052632 0,007537146 0,265183935

·-0,285289272

0,16 ·-

0,421052632 0,15

0,435183935

Satis ·-----------·--l

De leted Sa tis

-----·· ·-··-----~i

p factory--~ 01:!_1 _______ ~

G ------ood I -----1 ood 1 G

p --Satis

(]01' -=] fact(]~X __ _j oor ---~ ood I

--~----

p

G --------·· 0,~652§92J1 ___ J _____ (j .-~,~~-~~,;~~~i __ :~==Q;_l

oocl oor ~----------·

et eel i ---·----··i

0 2p 0,324188911 . __ Satis 0,421876193 - __ _(_J

oor ·

foctorv , ---~---1

-'::?d ________ _)

APPENDIXE II

THE TABLE OF DIFFICULTY INDEX

--Item B Js

1 14 25 2 21 25 3 1 1 25 4 22 25 5 20 25 6 6 25 7 1 1 25 8 10 25 9 17 25 10 8 25 11 20 25 12 19 25 13 16 25 14 4 25 15 14 25 16 17 25 --17 15 25 18 21 25 -19 18 25 20 13 25 21 17 25 22 21 25 23 12 25 24 5 25 25 17 25

.

p 0,56 0,84 0 44 ' 0,84 0,80 0,24 0,44 0,40 0,68 0,32 Q,80 0,76 0.64 0, 16 0,56 0,68 0,60 0.84

·--0,72 0.52 _(),68 0.84 0,28 0,20 0,68

-----·~------

Not Medi

Eas ----------· Mcdi1 --------------------;

Eas -· ---- ----y __ --'

y i ------! ult

Eas ··-----------·

Dinic --'-'--Medi ·-----""-----Medi

_l!.Il]__=~---1 -------

Eas ·-Di fTic

--·· -------·---------Eas . Eas ---- ~------·-··-,.·----

'-· Eas

Diffic --!----------·--Mecli1

·--· '-·-----Eas

-~-· --------·' Medit - ----·------------

v ________ _!_:as .. Eas _y _____ ,_

Medi urn ~·----

Eas y

Eas . y J Meclit --Diffic

lll1 ____ ~ ult -i

Eas y _______ _J

"' ~ ~:=-~=-----··-··-· .. ···· .. --·-.-.·. ·-·· .... ··---.. -··.···· ···- -.... ··. -----.. -- -.... ------···.········· ·---·--~··-··---···

r~e;""M ' I ' ! ; T ,,-, ,-, I r ! -!-+ " I ,,--, >'l'iJ''~iiMTi i ! ,, I " '" I rn I iff,, I " ,, i ,, I " i " :

1::_::_i:·-r~-t=rn=1+F~fJ±ttb:·~.rf-: ++~1-~ 1 ~~-t~ -=6-. ;~1f; ·-6 ~---H-ffi i H1 3 0 .L 0 I 1 I 0 I CJ=-1 j_()_ • 1 0 i 0 i 1 _J_j_ 1 I 1 0 L_Cl_+_()__ 1 ' 1 1 _Q i 1 ' 1 ' 0 I 1 i 141

[...__ ~=:=J __ () ___ o_rl . ..Cl.J_O_I .Cl_j_1_J_l...i 0 _Q_j 0 1_ 1_j_1J_Lj __ 1 I 0 I 0 I o_l _Q_j_ 1 1 0 0 I 1 k1· I 0 I 10_i 5 IO 0 O_j_Q_i11_1 1io11!1i11.1.J_111 1 1 0 1!011 1 0 1 11111_17 6 0 OIO_J..Q_j_1l-o 1IO\.LlJl1 01.11.0 O!O 0 1 0 1 0 1 0 0 1 1 10 -7-- 0 0 I 0 I 0 1110- 1 I 0 :-1 I 1:·11o I 1 0 0 0 I 0 I ~ I 0 I 1 0 1 0 I 0 I 1 10

I- 8 I 1 ! 0 I 0 I 0 I 1 I 1 I 0 1 0 I 0 I 1 1-i-1 i 1 I 0 1 0 0 I 1 1 0 1 1 0 I 0 I 13

f.. 9 t 0 ! 0 I· 1 I 0 I 0 I 0 i 1 1 I 1 I 0 i 1 I 1 I 0 I 1 I 0 i 0 I 0 I i I 0 i I 1 I 1 I 1 ! 0 i 1 113 I ! iO OTo I 0 0 I 0 ! 0 i 0 0 I 0 \ D \ 1 I 0 \ 1 \ 0 n \ i I 0 I D I 1 0 i ~I i 0 l 0 \ 0 I 0 ! 6 .

11 1 1 1 o 1 o 1 o 1 1 1 1 1 o 1 o 1 o 101-1 IOTi 1 1 1 1 1 1 1 o 1 0111·ilO1 1Tol 1 i 1 113

12 1 o 1 o I 1 I 1H 1 1 o I 1 1 o I 1 1 1 1 1 I 1 r1 1 111 I 1 [- o 1 1 I i- 1 1 I 1 · 1 o 1 1 1 o 1 1 1 18 13 I 0 I 0 0 0 0 ! 0 1 I 0 1 I 0 I 1 1 ! 0 I 1 I 1 0 01 0 1 I 1 0 I 1 I 1 ! 0 I 1 ! 11 14 1 o 1 o 1 o 1 o 1 1 1 o 1 1 roi-0 1-1 -1-1 rOTi-1 o 1 o 1 o 1 o 1 1-1 -1 r 1 1 1 1 1 lo l 1 1 1 1 12

1-. - 15 I o I o T 1 I o i o .I iIQ I i-J-o I 1 I 1 I 0-1-1 I o I o --o-lo i 1 o I 1 T-1 1 1 o l o 11 · 16 1 o 1 o 1 1 1 o 1 1 1 1-r 1 1 o 1 o 1 1 1 1 1 1 1 o 1 1 o , o 1 1 , 1 1 o 1 1 1 1 1 1 1 1 16

17 I o I o I 1 I o I 1 I 1 I 1 I o I 1 I o I o I 1 I o I 1 i G I 1 I o I 1 I o I 1 I 1 I o I o I 1 I o I 12 1

18 I 1 I 1 I 1 I 0 I 0 I 1 I 1 ! 0 I 1 I 1 I 1 I 1 I 1 I 1 I 0 I 0 I 0 I 1 I 1 I 1 I 0 I 1111 0 1 I 17 19 I 0 I 0 r 0 1-0-1 0 I 0 I 0 I 1 I a I 1 I 1 T 0 I 1 I 1 I 0 I 0 ! 0 I 1 I 0 I 1 I 1 I 1 I 0 I 0 I 1 I 10 20 1 o 1 o 1 o 1 o r 1 loT 1 1-1-1 o ToT1 1 1-1-1 r0T1 1 o 1 o 1 o 1 1 1 1 1 o 1 1 1 o 1 o 111 21 1 1 1 o 1 1 1 o 1 1 1 1 1 1 1 o 11 1 1 1 1-11 1 m 1 0-1-1 1 1 1 1 1 1 1 o 1 1 1 1 1 1 1 1 1 19 22 1 o 1 o 1 o 1 o r o 1 a-r o 1 o 1-0 1 o 1 1 1 o r1 1 i 1o 1 o 1 o 1 1 1 o 1 o 1 o 1 o 1 o 1 o 1 o 1 4 23 I o I o 1 o 1 o 1 1 1 o 1 o 11 · __ 0_1_1 11o -m a 0 1 1 1 1 1 1 1 o 1 113

- 24 o o I o o I 1 o 1 i o o 1 I o o 1 1 o o o 1 I 1 1 o 1 o I 1 I 1 11 25 o o I 1 o I 1 I o 1 I o 1 1 I 1 1 I 1 1 I 1 1 o I 1 I 1 o 1 o o 01 o 114 26 0 c 1 G I 0 : 1 0 I 1 Q 1 ·1 1 I 0 1 I 0 0 1 1 0 1 0 1 I 0 I 1 I 1 13 27 0 0 0 0 I 0 I 1 1 I 0 0 0 1 1 I 1 1 I 0 0 0 0 1 1 0 0 I 1 1 1 11 28 o I 1 1 o I o I 1 1 I o 1 o 1 1 I 1 1 I o o o o 1 o o 1 1 o I o 12 29 I 0 I 0 I 0 I 0 ! 0 I 1 I 0 I 1 I 0 I 1 I 1 I 0 i 1 I 0 I 0 I 0 I 0 I 1 I 0 I 1 I 0 I ()-]-1 I 1 I 1 I 10 30 I o I o I o I o I 1 I 1 I o I o I o I 1 I 1 I 1 I 1 I o I o I o I o l 1 I o I 1-1-1 I 1 I o I 1 1 o I 11

~ '°"

I +. 41.-~. j12_1 __ 2_1J6.~ .1.7 j.JS. r 9 113116 I 28 11 .• 9 i.1.tl11 J_il) 6 I. 3 I .2.1...L~sJ_.2(3_rl _11_l. _:20J 1_8IJ.3_j_1 .. 9··.1'-I

~ -+---' - . . I I I ' ·-++' i I _ _j ___ i i ! _I __ + I I I ' _c_____J r------+I j I i.!i' 1 iiii1!11i 1

I I I ·-1-i--1 I. I I I I I I I '1 I I I I I

I 0 I 0 I 1 0 I 04 0 0 -0 ·0 4 -0·10-111-~0- 01-01-·a-1·01-oTot-o -0 0 I o-ro_j_o_. ,-----1 2 I 1 1-tf 1 2.5 2 2 I -0 2 2 0 4 -1 I 1 2 I 0 I 3 I 1 I 3 2 -0 I 2 I _3_J 1 I 2 -I_ j 2 ! 2 ' 2 I 2 I 1.7 ' 2 I 2 I 2 I 2 2 I 2 2 I 2 i 2 i 2 i 2 I 2 I 2 I 2 I 2 2 I 2 2 I 2 I 2 '

'---· R Hit -·-·--T Hit

T Table

I. llollgllollgll olollo!Q.l'ollolgllo g1l'g1lollg1lollgllolollgllollollglio.ll ! - -' - -' -1- -1--l - - -' - -' _J - -' - -' -1--' - - -' - I , -' <C ---;.!,<(-'-:!-::!I<(-:!~<( --1 <( <(!--;!1<C!-! <C -!.-' <(-! -!.< _J .

I l<l>I"- >·<1«. «-1>1"'-" > <( >1>1""- >."'- > "'- <~> "'- "'-1>1<1 kesimpulan > 6 > 6 I > > I > I 6 > > 6 > 6 . 6 > 6 > 6 > > 6 > > I 6 i > 1

I 1 3 5 6 I 7 I 9 10 12 15 I 17 19 20 I . 22 23 I I 25 I

Th bl ff eta eo re<

No Interval f x

1 32-36 3 34 2 ~7-41 2 39 3 42-46 6 44 4 47-51 2 49 5 52-56 4 54 6 57-61 3 59

20

0

32-36 37-41

uencv ct• 'b f 1stn u 1011 o

fx x2

102 1156 78 1521

·-264 1936 98 2401 - .

216 2916 177 3481 935 13411

42-46 47-51

interval

f t II I class (Pre Test) con ro ec

fx2

3468 3042 11616 4802 11664 10443 45035

lower limit _J _ ___ll.PE."rJ~rnJt __

-+-·

..

~; : t~=--~j-~--~ ~: ±:=1:: .• ~ = :~-~~~f--~-~~ :---~1

--- -----------·

52-56 57-6'1

f5' --------- ------~

•' ---1 class Pre T~!L_/_ _ lI·L1

_l!fl:E_er limit_ 35 5 41 5

r--~~ -- ---------41. 5 i 47.5

--47:5-j=--=- 5Jc?_-=~-

.,.--

The table of freauency distribution o 'experimenta

No Interval f x fx x2 '- , ~

1 36-41 3 38.5 115.5 1482.25 4446.75 2 42-47 2 44.5 89 1980.25 3960.5 3 48-53 6 50.5 303 2550.25 15301.5 ---

-+--50 5___ _ __L ___ 59.5 ----- ~: ~ -j --i~ ~~----i-___ ~=---

4 51-59 4 56.5 226 3192.25 12769 5 60-65 2 62.5 125 3906.25 7812.5 6 66-72 3 . 68.5 205.5 4692.25 14076.75

20 1064 17803.5 58361' ---

'of

36-41 42-47 48-53 51-59 60-65 66-72

interval

Tl T bl f: 1e a e Tequency d' t 'b . lS l'l ut1011 o f 11 d I ( contro e c ass po~:t-test )

No Interval f x fx x2 -1 36-41 4 38.5 154 1482.25 I

fx2 ~wer lirn!t-1 ue_per lirn_~t] 0929 35.5 I 41.5 i

2 42-47 3 44.5 133.5 1980.25 59 40.75 41.5 I 47.5

3 48-53 5 50.5 252.5 2550.25 12

4 54-59 3 56.5 169.5 3192.25 95 5 60-65 2 62.5 125 3906.25 7 --6 66-72 3 68.5 205.5 4692.25 14

20 1040 ~o3~--;

--- -----····1- !

75':.25 ___ 47 5._ ___ i __ 5_},(j ___ l 76.75 53.5 -r~---j

__Q_'J]2 _ ___ 5@.5 ---+--6_52.._ __ J 07G.75 65.5 I 72.5 !

60:~---~-r--·=:i

36-41 42-47 48-53 54-59 60-65 66-72

interval

·/--

The table of frenuencv distribution o1 experimental class (Post Te2;;

No Interval f fx x2 lower limit I x TX~ ! ·---· 1 60-65 1 63 63 3969 3969 59.5

2 e6-71 1 69 69 4761 475·1 65.!5

3 72-77 2 73 146 5329 10658 71.5 r--

I 4 78-83 3 81 243 6561 19683 77.5 i

5 84-89 8 87 696 7569 60552 s3.s T -~--------··~---

6 90-95 5 93 465 8649 43245 89.5 ..

20 1682 36838 142868 -

...... --------~

-=~-4------t)-'

I ~;,y~:~ 77.5 J -----·-·---,

____ 835 __ 1

~~~-'t~j

60-65 66-71 72-77 78-83 84-89 90-95

interval

~ ~

EJJGL!SH TEST

i'.?e:Jd lhe te.>:t Ca'efuffy! (fc;- nwnter 1-3) ViJhat is Veterinarian?

A veterinarian is a person \\:io has s!uc11,~d lo be a doctor of 311,n1::ils I ic tJkes c<irc 0f a111r113ls health_ r...-i;-iny pets 01tH1cr need a vc1ennanan to help th~~n1 t.;;.:.e c;:ire of

tht:1r p::c;s Some ve:erinarians take c;1re of cats. dogs and other arnrnrils Other

vct0rin3r1ans ta:..e care of large ar.ur.ats such as horses. cows. or other large zoo animals

if you hJve a pei at your h~~1.;e your pet has prcb3bly seen a vetennarian Veterinarians can help you decide kind of foods your pc! should E:at 'vVt1at sort niedicine ol med1cin.:: it will need arid how you should take care of it. It is irnportant to ta\..::: care your pet to see a veterinarian to mnke sure 1t stays healthy

Veterinanan is. a_ a doi:tor of animais b_ Lsrge anin1als r.eaith

2. VVhat is the ma1n idea of the iirst paragraph? a how to take care the animal~ b. explain about the veterinarian c. describe the animals d describe what a pet Is

3 If J'.Qg have a pet at your house

c pet animals d both small and large anin1als

''1e underhne word refers to .. a_ the writer and friends b_ a veterinarian

c. pet animals d the readers

T!it: !0_;r qu"sliun<> f!tun!Jcr 4- 7 The biggest animal on !and is elept1an! It has two bog ears and 3 very long

trunk. rt uses its trunk to look for food and to put food into its mouth, The elephant only eats plants_ a is a herbivore_ 1t can suck up a lot oi water with its trunk too.

It has long teeth called tusks. Many people kill elephant to get thetr tusks. The tusks can be made into objects for decoration Such objects are very expensive. If people continue to kill the elephant, soon !here will be no more elephant To protect the elephants most countries do not allow such actions ar.ymore A person caught !<illing an e!ephan! for i!s tusks wiil be pun:sheci by !av;

4. \f\ihJt are the long teeth 0f <'.Hl eleohant? a. trunks c. canines b molars d_ tusks

5.VVhy did people ki!I elephants for their teeth? a. they use the teeth to make the false teeth b. they believe !he tee!h bring good luck. c. they decorated their house with the teeth d. they can make ihe teeth into expensive obietis

6.An elephant's trunk is actual!y its .. a. nose b. feet c. hands d teeth

l.Wf:.y are people not allowed to continue killing elephants?

8.

a. to punish the hunter b. it is cruel and painful action c. to keep the Pumber of small elephant C to proi.e-:1. tile 21e;..ha11t so they wil! not d:a

Al'7J fl'L=::/

X: what is it? Y: it·is a/an ... a. branch

,t;:_\ . i ·~~ t

~'I/)}-) '-,~) ) ~ ...... ,...,,.... -::~..:::.,. -

y- lhr-.1 1:; af;;n ,1 brj ;,l C8\

eiepi1:H1t

'.;-)···

10 ! like tt11s ann11-:i: 11 tS d

it :s rn.::;mn':!iS_ 1t c.1~1 ,;j,1 ::1,1" .t'.:13::;:~'.J''S :l l,'.'0S !ll

\{]";. ~ r-.-

h~:;dt~

" ~~ ,,

11 Tl1e anirna! iNes in Ch1n.:1. ii1.:; colo: 1~ b!:1ck .H:;~ ~· .. ll1k: ears T!x~ animal goes :o P•Cl\11t~

~M o;;:ltvf b·

~ ,....-cc .• /

I: ~1. l:'. got hlg

A. ~J\Y©; n. ", 1\ '11~ lil\>~

p

Ii lf 12 I ever looked at the Raf!es1a Arnoldi 111 the Got0rncai gard.:!n 1n Gogor

biggest 1n the world a branch b flower c frui'. c. 2~1:,n:::i1

13 lf>c trcps orso n:0he f00d ::i :11ei: a_ ifL111Ks b. !eaves

\"ht:·1 iih··rf> ,;; :-tm:,9•11

1 4 Here is the naine oi flowers_ except c brGnches d frut!

a Rose b Jasn1ine c orchid 1 S We can find many kind of flowers and buy ti 1n the

a flor!SI b butcher c. drug store 16 Ragunan is the biggest in lndones:a

d •1orse

d zoo

a. garden b forest c zoo 17 Which nne !S not a r:ornmo11 animal ai the 70o

a elep:.;ir:t b monkey c h1rd 10 Tre !:~Ii :s live;;:!<

d florist

d d,n.JSJIJ'S

a wa!er o land c air 19 One of the following animals b'elong to wild aninia!s

a_ chicken b !ion c sheep 20 dangerous - a - animal - Crocodile - 1s

a. 1-3-2-4-5 · c 4-5-2-1-3 b. 4. 2- l ·3 -5 d. 4-5· 1-2-3

d land end ·.t-1:,_

d fish

ll Fil! in the blank with the appropriate wordl

[~olor water swim oxygen

Fishes lr._re :n ..... !1 J ond h3vc hri:;; which he!p thi=r.1 to_. Most fi:;;hes h3ve sim1 y ski.1!> covered with scales which are very ::;mall anc ::.een.

Fishes breathe through ............... {3), and the gills absorb . The water. There are many different kinds of fishes which have many diffe

I. Multiple Choice

I. A

2. B

3. D

4. A

5. D

6. A

7. c 8. D

9. A

10. A

II. Fill in the blanks

1. water

2. SW!lll

3. gills

4. oxygen

5. color

Answers Key of Students' Test

11. B

12. B

13. c 14. D

15. A

16. c 17. D

18. A

19. B

20. D

Nomor Lampiran Pr:rihal

lstimewa I (satu) berkas Pengajuan Judul Skripsi

Jakarta, 6 Mei 2008

Kepada Yth. Ba?ak K.etua Jurusan Pendidikan Bahasa lnggris Fakultas llmu Tarbiyah dan Keguruan UIN SyarifHidayatullah di Tempat

Assalamualaikum Wr. Wb.

B1'da salam teriring do'a kami semoga Bapak selalu dalam bimbingan, lindungan dan limpahan rahmat Allah SWT. Seiring dengan sutat ini, saya :

Nama NIM Semester Fakultas Jurusan

HAMAMATUL HASANAH 104014000365 VIII C llmu Tarbiyah dan Keguruan Pendidikan Bahasa lnggris

Bermaksud untuk mengajukan judul skripsi sebagai salah satu syarat dalam penyelesaian program S-1 (Srata ] ) Universitas !dam Negeri Syarif Hidayatullah Jakarta. Adapun judul skripsi yang saya ajukan adalah,

"THE EFFECTIVENESS OF USING PI,CTURES IN 1'EACHING VOCABULARY"

(An Experiment:S'tndy at the Second Grade of Students in SMP Darussalam)

Bersamaan dengan surat ini juga terlampir berkas proposal pengajuan judul skripsi, yang terdiri atas :

I. Outline 2. Abstract 3. RefoienGes (Daftar Pustaka Sementara)

Demikianlah proposal pengajuan judul skripsi ini saya sampaikan. Besar harapan saya proposal pengajuan judul skripsi ini dapat Bapak pt:itimbangkan. Atas perhatiannya saya ucapkan terima .kasih:. \Ji~-~ ·

W•="m""'"''"m W<. Wb~~.j\'<iv'

:1-z5, \J~ ""~"'·l·<\ Pemohon

(\~//< 'I~/ l-fAmnl11::1l11l 1-lnc:.nnnh

DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU 'I'ARBIYAH DAN KEGURUAN

Tclp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328

da Nomor 95, Ciputat 15412, Indonesia Email : u;njkt@cabi.nct.id

Nomor Lamp. Ha I

Wliiiii&lii& -: Un.01/FlffL022/ 4 7(, /2008 : Abstraksi/Outline : BIMBINGAN SKRIPSI

Kepcida Yth. Ors. Sunardi Kartawisastro, Dipl.Ed Pembimbing Skripsi FakJl!as llmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

l\ssalamu'a/aikum wr. wb.

iiiJiiilJiiJl&Wm;;:;WJUiiiiUll~

Jakarta, 8 Mei 2008

Dengan ini diharapkan kesediaan Saudara untuk menjadi Pe111birnbing I/II (materi/teknis) penulisan skripsi mahasiswa:

Narna Hamarnatul Hasanah

NIM

Jurusan

Semester

Judul Skripsi

104014000365

Pendidikan Bahasa lnggris

VIII

The Effectiveness of using Pictures in TPaching Vocabulary

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 6 Mei 2008 abstrak/outline terlampir dapat melakukan perl'bahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dc.n dapat diperpanjang selama 6 bulan berikutnya tanpa surat perranjangan .

Alas perhatian dan kerja sama Saudara, kami ucapkan terirna l·~asih.

Wassalamu'alaikum wr.wb.

Tembusan: 1 . Dekan FITK 2. M2hasiswaYbs

DEPARTE1\1EN AGAJ\1.A UNIVERSITAS ISLAJ\1 NEGERI

SYARIF HIDAYATULLAH J,AKARTA

FAI{ULTAS ILMU TARBIYAH DAN IIBGURUAN

L Juanda Nornor 95, Ciputat 15412, Indonesia Tclp. : (62-21) 7443328, 7401925, Fax. (62-21) 744332

Enrnil ; uinjkt@cabi.net.id

Nomor Lamp. Ha I

: Un. 01/F.1/l\M.01.3/ fj/b 12008 : Outline/Proposal : Permohonan lzin Penelitian

Kepada Yth: Kepala SMP Arraisiyah di Tern pat

Assalamu'alailwm wr. Wb .

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan

Seme'3ter

Hamamatul Hasanah

104014000365

Pendidikan Bahasa I nogris

IX

Jakarta, 21 Juli 2008

Judul Skripsi The effectiveness of using pictures in teaching vocabulary (an experimental studi at \lie second grade of students in SMP Arraisiyah)

adalah benar mahasiswa Fakultas llmu Tarbiyal1 dan Keguruan Ull~ Jakarta yan\J sedang menyusun skripsi, dan akan rnen[1adakan penelitian (riset) di instansi/sekolah yang Saudara pimpin.

Untuk itu kami mohon Saudara .. dapat mengizinkan mahasiswa terse but rnelaksanakan penelitian dimaksud.

Alas perhatian dan bant.uan Saudara, kami ucapkan terima kasil1.

Wassalamu'a/ailwm wr.wb.

Tembusan: 1. Dekan FITK 2, Pembantu Dekan Bidang Akademik 3. Mahas:swa yang bersangkutan

J!. Surya l<cncana. Kcn1uning 111/!V Pamuldng Baral - Pan1ulang. Tangernng 13Antc11 15tl 17 l;~lp (1);' 1 ·1 ;·1;~:17:1--t ~

Yang bcrtanda tangan dibawah ini Kepala Sekolah 1v;cncngah Pcrlnma (SMP)

t\rraisiyah Pamulang - Pamulang Baral Kabupaten Tangcrang Bantcn mcncrangkan

Jengan sesungguhnya bahwa:

Nama

Te111pat Tanggal Lahir

NIM

Jurusan

Fakul.tas

: Hamamatul Hasanab

: Tangerang 19 Desember 1985

: I 04014000365

: Pendidikan Bahasa Inggris

: Ilmu Tarbiyah dan Keguruan

UIN SyarifHidayatulla.h Jakarta.

Nama tcrsebut diatas benar telah mclaksanakan pcnclitian / observasi di SMP

1\rraisiyah dari tanggal 18 Agustus - 9 September. Dengan judul The Effect1.vcncss of

Using Picture:, in Teaching Vocabulary (A-Pre Experimental I Study at the second grade

of SMP Arraisiyah Pamulang).

Demikian surat keterangan ini dibuat dengan sebenarnya ag<>s dapat dipergunakan dengan

sebagaimana mestinya.

;f)