Teaching English With Pictures

tenet incline With PicturesTEACHING position VOCABULARY USING PICTURESTO THE SIXTH GRADE STUDENTS(A Pre-Experimental interrogation to the Sixth Grade Students)ABSTRACTVocabulary is an authorised component in teaching method English and in teaching mental lexicon, teacher affects to use technique or media in order to answer students to have good understanding on newborn lyric poem being learned. The teacher sewer use media, such as pictures because pictures rouse be employ to do students become familiar with new verbiage in an enjoy fitted way and pictures ass motivate the students in learning dictionary.The main objective of this study is to find issue whether or not pictures tail end break the students in mental lexicon mastery.The query method used is experiment method or to a greater extent specifically the pre-experimental design with one group pre sieve and posttest design. The sample is one class consisting of 39 students.Based on the entropy analysis , the result shows that the tobs was higher than t-table (13.197 1.686), so the alternative possibleness (Ha) was certain. It means that thither was signifi suffert going between the mean of students pretest score and the mean of posttest score. It indicates that teaching English vocabulary victimization pictures was effective in up the students vocabulary mastery.IntroductionEnglish has become more important run-in in the world. This is because people need a universal language to communicate with other people from other countries. People who be able to speak or communicate in English will be easy to get more intimacy or informations. check to Mc Arthur (1992571 in Kaswan 20108), language refers to a human system of confabulation which uses structured vocal sounds and put up be embodied in other media such as writing, move and physical signs. In addition, language is a systematic means of comunicating ideas or feelings by the use of stylized signs, sounds, gestures, or m arks having understood meanings (Websters 19611270 in Brown 19805).In order to make a good communication in English, we must(prenominal) have a good foundation in vocabulary and grammar. because they interact with each other to convey an idea. English as a foreign language is taught at the early age. In Indonesia English has been introduced in kindergarten and elementary rail. While in junior high school and senior high school, it is a compulsory subject.Thornbury (200213) states that without grammar really little can be conveyed, without vocabulary aught can be conveyed. It means if we spend most of our time studying grammar, we can say very little with grammar. But if we learn more words and expressions, we can say almost anything with words. concord to Linse and Nunan (2005121) vocabulary is the requireion of words that an individual knows. Meanwhile, Hiebert and Kamil (20053) states vocabulary is the knowledge of meanings of words. Learning vocabulary is important as a part of learning English or other foreign languages since learners learn vocabulary first forward they master more complex structure.Vocabulary is one of the most important element in the language, without vocabulary we cannot communicative effectively, according to Allen and Valette (1977 149) Vocabulary is an important factor in all language teaching. Students must continually be learning words as they learn structures and as they practice the sound system. It to a fault means that teaching in speaking, writing, reading, and listening cannot be separated from teaching vocabulary.In teaching vocabulary, teachers inevitably to used technique in order to help students have good understanding on new words being learned. In line with this Nation (199051) in Cameron (200185) lists some basic techniques by which teachers can explain the meanings of new words, all of which can be used in the young learners classroom. They are by employ demonstration or pictures (using object, a cut-out fig ure, gesture, performing an action, photographs, drawings or diagrams on the board, and pictures from books).Based on Allen (198312) there are three ways to show the meanings of vocabulary wordsPicturesExplanations in the students own language.Definitions in uncomplicated English, using vocabulary that the students already know.Furthermore, Cameron (2001 84) states Vocabulary needs to be met. In different activities, with new knowledge and new connections developed each time the same words are met again. Nation (1990) in Cameron (2001 84) suggests that a new word needs to be met at least five or six clock in a text book unit before it has any chance of being learn. teaching English vocabulary using pictures is a kind of technique for students in memorizing their vocabularies easily and fast. Pictures can be used as media in teaching and learning process, especially in teaching English vocabulary. match to Allen (198324) Picture helping students understand the meaning of a word. P ictures which have been cut out of magazines and newspapers are as well as useful.The use of picture in teaching vocabulary is a fun activity bacause pictures can motivate for the students to learn vocabulary. Based on Thornbury (200280) the use of pictures or objects for teaching vocabulary can be used to present new vocabulary items, but they can be used to practice them. It also means they can explore their abilities to increase their vocabularies. Pictures can make the material is easy to understand and to help the students memorize the word easily especially by the children. The used of pictures also simple and easy to use, can makes learning more fun and the students are not bored in learning.Regarding this, Wright (1989136) adds Pictures can be motivated the students, made the subjects they are dealing with clear, and illustrated the general idea, and forms an object or action. It means pictures are important to help motivated the students in learning English vocabulary and memorizing the meanings.Research Question and Hypothesis in that location are query question and hypothesis of the researchResearch Question teaching method English vocabulary to the students will not be an easy work to do. This study seek the problem that are suppose in the following question Is pictures effective to remedy students vocabulary mastery?.HypothesisIn this research, the source has hypothesizing the hypothesis as follow Teaching English vocabulary using pictures can ameliorate the students vocabulary mastery.Objectives of the ResearchThe study discussed the way of the teacher taught English vocabulary to the students. The author has formulated an objective as followsTo find out whether or not pictures can improve the students vocabulary mastery.Research MethodologyResearch DesignIn this research the writer used pre-experiments with one group pretest-posttest design. harmonize to Fraenkel. et al. ( in Kaswan and Suprijadi 201334) experimental research refers to research in which at least one in babelike variable star is manipulated, other relevant variable are controlled, and the effect on one or more dependent variables is observed.The method used in this research was pre-experimental studies. Pre-experimental is a research procedure that has no control group. The expression that is done before the experiment is called pre-test and observation subsequently the experiment is called post-test. The form of pre-experimental study that the researcher applies can be seen below (Ary et al, 2010303).Figure 1Pre-experimental DesignNotes1. Apply Y1 is pre-test that is given before the teaching or the treatment.2. Apply X, is considered as treatment given.3. Apply Y2 is post-test that is given after having treatment.2. Research MethodIn the research the writer used quantitative method. According to Kaswan and Suprijadi (2013 13) Quantitative research is a deductive theory-based research process that focuses primarily on testing theories and specif ic research hypotheses that consider finding balances and relationship using numeric information and statistical methods to make specific conclusions about phenomena.Population and SamplePopulationAccording to Singh (2007 88) population is a group of individuals, objects, or items from among which samples are taken for measurement. So, population is a complete distinguish of all those things, people, numbers societies, or other that can be used in taking data sources in the research. In this case the population of the research was the sixth grade students of MI Cireundeu in schoolman year 2014/2015. There were 39 students as the population.SampleThe writer chose the entire population as the sample. According to Webster (in Singh 2007 88) a sample can be defined as a finite part of a statistical population whose properties are used to make estimates about population as a whole. It can be defined a set of target respondents selected from a larger population for the purpose of a su rvey. In addition, Tavakoli (2012 471) defines, a sample is the smaller group which is a portion of a population.In stash away the data, the writer used pretest and posttest. The pretest was administered to know the students vocabulary before given the treatment. The posttest was given at the end of architectural plan to find out the difference of students achievement in vocabulary mastery after the treatment using pictures was given.To collect the data, the writer decided an achievement test that has been developed based on the material. The writer used a test that consisted of fill-in-the-blank and arrange the jumbled letters. The test consisted of 10 items and time provided to do the test was 30 minutes.Result and DiscussionThe ResultIn this research the writer used one group to collect the data. The writer gave pretest to the students to identify the students ability in vocabulary mastery, before giving the posttest, the writer gave treatment to the students. During the treatm ent, the writer taught about vocabulary using pictures. Then, the writer gave a posttest to the students to find out the students ability after acquire treatment. The result of pretest and posttest can be seen below. remand 1The result of pretest and posttestNoPretestPosttestD17090204002607010 one hundred36570525480 snow204005801002040068510015225770801010088010020400975851010010658015225116065525127085152251360655251460802040015657052516506515225176075152251875851010019506515225207580525216575101002275100256252370851522524708010100257085152252645601522527708010100286070101002960701010030757500317080101003255605253380951522534758510100356570525367585101003765705253865801522539406020400SUM 260530754706900MEAN (66,478,4Result of the Research by Using SPSS 17To find out whether the data normal or not, the writer used SPSS program. This program was used for testing the assumption of normalcy of the data. The result of normality test can be seen below.Table 2 Tests of NormalityKolmogoro v-SmirnovaShapiro-WilkStatisticdfSig.StatisticDfSig.Pretest.13839.058.95139.087Posttest.13239.087.93539.026Based on the table above, the data was normal. It can be seen on the Kolmogorov-Smirnov pillar to know whether the data was normal or not. The signification of pretest was .058 and the significance of posttest was .087. It means the data was normal because the significance result of pretest and posttest were higher than .005.After the writer found that the data was normal, the writer continued with calculating the t-test. This test was used to determine whether or not there was a significant difference between teaching vocabularies using pictures to elementary school students before and after treatment. It can be seen as followTable 3 Paired Samples StatisticsMeanNStd. passingStd. Error MeanPair 1pretest66.79493910.032001.60641posttest78.84623911.835581.89521According to Kaswan and Suprijadi (2013189) standard release is the most widely used measure of variability of a set of data in inferential statistical procedures. Based on the table above, Standard deviation of pretest was 10,03 and standard deviation of posttest was 11,83.Table 4 Paired Samples TestPaired DifferencesTDfSig. (2-tailed)MeanStd. DeviationStd. Error Mean95% Confidence Interval of the DifferenceLowerUpperPair 1pretest posttest-12.051285.70295.91320-13.89996-10.20260-13.19738.000After the writer calculated the data by using SPSS program, from the result of statistic calculation the data above, t observed is 13.197 the level significance = 0.05 and the spot of independence (df) = 38. So t-table with the level significance = 0.05 and the degree of freedom (df) = 38, the writer found the t-table was 1.686.Because tobs was 13.197 and t-table was 1.686. It means that, tobs was higher than t-table 13.197 1.686. The writer conclude that the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. . It means that there is a significant improvement of students voca bulary mastery after giving treatment of pictures. In other words, teaching English using pictures to the sixth grade students of MI Cireundeu was efective to improve the students vocabulary mastery .DiscussionIn this research, the writer applied the significance of 0.05 with degree of freedom (df) = N-1 (39 1 = 38) 1.686. As the result, t-test (13.197) was bigger than t-table (1.686). The writer concluded that the alternative hypothesis (Ha) was accepted and null hypothesis was rejected. Based on the research findings, it indicated that the achievements of the students were influenced significantly by the process of teaching and learning using pictures technique in teaching vocabulary, which had a positive effect to the students achievement.The previous studies of the research by using pictures can help the students to recognize the English vocabulary. Elsy (2013) in her research explained that the used of pictures can increase students vocabulary mastery. The reciprocal ohm rese arch conducted by Sholihah (2009). According to her research the positive effects of using pictures in teaching English vocabulary, were pictures could improve the students motive, pictures could attract the students attention, pictures help the students to memorize the vocabulary, and pictures make the teaching and learning activities interesting.Conclusions and SuggestionsConclusionsBased on the research findings and discussions, the writer can conclude them as followThe mean scores of pretest who were not taught with pictures as a media was 66,4 and the mean students scores of posttest was 78,4.The standard deviation of the pretest was 10,03 and standard deviation of posttest was 11,83. In order to know whether the difference between the two means was significant or not, t-test was applied. The result of computation was 13.197. So t-table with the level significance () = 0.05 and the degree of freedom (df) = 38, found that the t-table was 1.686.This research. showed that tobs wa s higher than t-table (13.1971.686), so the alternative hypothesis (Ha) was accepted. It meant that there was significant difference between the mean of students pretest score and the mean of posttest score. It indicated that teaching English vocabulary using pictures was effective in improving the students vocabulary mastery.SuggestionsThe result finding showed that teaching English vocabulary using pictures can improve the students vocabulary mastery and based on the conclusions above, some suggestions are proposed as followThe students achievement in learning vocabularies by using pictures was increase than without pictures. So, it is wise for teachers to use pictures in teaching vocabularies as teaching media for the students.Teacher should select pictures which are appropriate and familiar with the students the pictures should be interesting.The teacher needs to provide pictures in larger size and clearly, in order to attract students attention about the materials given. In add ition, the larger size and clear pictures can make the students easy to look what the teachers showing.The teacher should be able to increase the students motivation in teaching-learning English, especially in teaching vocabularies.REFERENCESAllen, D. E. Vallete, R. M. (1977). Classroom technique Foreign languange and English as a second language. New York Harcourt Brace Jovanovich, inc.Allen, F. V. (1983). Techniques in teaching vocabulary. New York Oxford University Press.Ary, D. Jacobs, C. L., Sorensen, K. C. (2010). Introduction to research in education. Canada Cengage Learning.Cameron, L. (2001). 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