CHAPTER 1

INTRODUCTION

A. Background of the Problem

Language is considered as a tool of communication and it cannot be separated from
the community because people can communicate with each other by using language
as a mean to communicate. However, we cannot understand what other people say if
we do not know the language they use and speak. We also cannot express our
thought, ideas or opinion if we do not know the language that is spoken. It means that
it is difficult to us to communicate without language. We need language not only for
communication but also for getting science and technology in advance. It is therefore,
the writer believe that the language is very important part in human life to
communicate with other people.
We use language to express inner thoughts and emotions, make sense of complex and
abstract thought, to learn to communicate with others, to fulfill our wants and needs,
as well as to establish rules and maintain our culture.
Language can be defined as verbal, physical, biologically innate, and a basic form of
communication. It is shown that the people express their idea, thought, wish and
opinion by uttering the particular word or phrase in particular occasion. Unlike with

Ormrod (1995:115) as the behaviorist who often defines language as a learned

behavior involving a stimulus and a response. It means that the single people assert
the truth by having speaking the word or phrase that is used to change something.
English is an International language, almost people from all over the world use
English for their communication that is why English is very important language.
People use the language to express their emotions, feelings, and ideas. No one will be
able to communicate internationally without using English since almost of scientific
books are written English. For that reason in Indonesia, English as the foreign
language that is taught at the formal schools. Furthermore, the teaching of the
language starts from the kindergarten.

English as a subject matter in school covers the four basic language skills such as
listening, speaking, reading, and writing. in every subject, students learning activities
involve reading. Reading is one of the complex ways in learning English. It is kind of
activity to comprehend the writers idea or the way the writer communicates with the
reader by way of the written or printed words. Reading is important for everybody in
order to cope with new knowledge in the changing world of technological age.

The reading skill becomes very important in education field, students need to be
exercised and trained in order to have a good reading skill. Reading is also something
crucial and indispensable for the students, because the success of their study defends

on the greater of their ability to read. If their reading is poor they are very likely to
fail in their study or at least they will have difficulty in making progress. On the other
hand, if they have good ability in reading, they will have a better chance to success in
their study.

Reading is the most emphasized in English teaching and learning process, quite
simply without solid reading second language readers cannot perform at levels they
must succeed in reading. Thus, reading is not passive but rather an active process,
involving the reader in experience interaction with the text. Furthermore, reading
constantly involves guessing, predicting, checking and comprehending.
Teaching reading for Junior High School students must be differed from children in
elementary school because of their different characteristic of psychological
background. Peer approvals maybe considerably more important for the students than
the attention of the teacher which for younger children are so crucial. It is important
for considering their classmates as the motivation in deep learning of improving
teaching learning process of reading. Students must be encouraged to respond the text
and situation with their own thoughts and experience, rather than just answering
question and doing abstract activities. English teacher must give them tasks which
they are able to do, rather than humiliating risk.

Carrier (1980: 6) Concerns that game is very useful in a class because they provide an
opportunity for students to use their language in a less formal situation. Without the

pressure of doing it absolutely rightly or not, but with the enthusiasm for winning the
game, as well as practicing the language. Nevertheless, it does not mean that the
competitive activity should be taken as a mere amusing activity just to finish the class
time, neither be regarded as a marginal activity filling in odd moments when the
teacher and class have nothing better to do. In contrast, games should be used
correctly in any part of the class in order to achieve a goal, and should stimulate
students to develop and improve the demanded abilities towards the learning process.

A. Identification of the Problem

Based on the background of problem above, the writer identifies some problems as
follows:
1. The students get the difficulties in comprehending the English word and sentence
2. The students cannot directly understand and use the specific word in certain
context of the life toward the students experiences
B. Limitation of the Problem
From the identification of problem, the writer focused this research only on the
effectiveness of using picture toward the students vocabulary mastery through the
narrative text: an experimental at the eleventh grade students of SMA Negeri 1
Talangpadang.

B. The Formulation of the Problem

Based on the identification and the limitation of problem above, the writer would like
to formulate the problem as follows:
1. How is the effectiveness of using picture toward the students vocabulary mastery
through the narrative text?
2. How is the influence of using picture toward the students vocabulary mastery
through the narrative text?

C. The Objective and The Uses of The Research

1.

The Objective of The Research

The objectives of conducting thus research are:

a. To know on the effectiveness of using picture toward the students vocabulary
mastery through the narrative text at the eleventh grade students of SMA
Negeri 1 Talangpadang.
b. To know the types of the influence of using picture toward the students
vocabulary mastery through the narrative text at the eleventh grade students of
SMA Negeri 1 Talangpadang.

2.

The Uses of Research

In line with the objectives, the results of the research are expected to have the
following uses:
1. To give the information about the effectiveness of using picture toward the
students vocabulary mastery at the eleventh grade students of SMA Negeri 1
Talangpadang.
2. To give the information about the students vocabulary mastery using picture.
3. To motivate the students in learning English especially in learning English
vocabulary.

D. The Scope of the Research

1.

The Subject of the Research

The subject of the research is the students of the eleventh grade of the first
semester in SMA Negeri 1 Talangpadang 2013/2014.

2.

The Object of the Research

The object of the research is the effectiveness of using picture toward the
students vocabulary mastery through the narrative text.

3.

The Time of the Research

The research will be conducted at the eleventh grade of the first semester in SMA
Negeri 1 Talangpadang 2013/2014.

4.

The Place of the Research

The place of the research will be located at SMAN 1 Talangpadang. Jln. Banjar
Sari Kec. Talangpadang Kab. Tanggamus.

CHAPTER II
REVIEW OF REALATED LITERATURE

A. Concept of Language
Language is the important tool for communication because language can be used to
express the ideas, feelings, and thoughts. Actually, language is the best way to support
daily life. Language has many functions, such as to get the information, to get
knowledge, to communicate, to express our thoughts and other. Without language, we
cannot do communication because language eases human life. This statement is
supported by Chao (1968:1), Language is a conventional system of habitual vocal
behaviour by which members of a community communicate with one another.
From the statement above, we know that, language is used to communicate each
other. It is also to express the ideas between speaker and listener to make the
interaction in daily life. Language is part of life.

Chao (1986:2) said Language is a convention, a tradition, a social institution, that

has grown through the common living of a large number of the people who carry on
the tradition. Like other human institutions, languages change or become extinct and
we do the communication in using the instances of languages in everyday which are
represented by only one or two speakers, whose words are worth more than their
weight in gold to linguists, and whose demise would mean the demise of the

language. But by and large, most languages, even the most outlandish out-of-the-way
languages of the world, are spoken by hundreds of thousands or millions of speakers.

Every country has own language. There are so many languages in this world because
every country has different language that is used in daily life, but as it is known that
nowadays English is one of the important languages in the world, because almost all
countries use English as language to communicate with other people in other country.
Supported by Setiyadi (2006:23) who states that each language is unique and each has
its own system. A language is always different from others even though the language
may be similar to some language.
On the other hand, language is the way to communicate in the social community
between one and another person. Language is very useful in human life because
language is the part of the persons life.

B. Concept of Language Teaching

Stern (1986:21) states that language teaching can be defined as the activities which
are intended to bring about language learning. Language teaching usually refers to the
teaching of any language, either as a first language, second language or as a foreign
language. In order to improve the efficiency of language teaching, many approaches
have been used. Language teaching has experienced great changes in the world. The
20th century witnessed a dramatic transformation of the role of the English language

in the world. Changes in language teaching methods throughout history have

reflected the development of linguistic theories.
From the 17th to the 19th centuries, linguistics was characterized by traditional
grammar. Correspondingly, the grammar-translation method was widely used in the
teaching of Latin in European schools. In the grammar-translation method, priority
was given to reading and translation of written language.
The new role of the language teaching has brought about different approaches to
language. While the traditional grammar-translation method and its various variations
are still used in English-teaching classes, applied linguists and teachers have
formulated many "new" approaches.
The natural method (also called the direct method) of language teaching was quite
successfully used in the various language schools in the USA and Europe in the late
19th century and the early 20th century. In the post-World War I decades, the direct
method was adopted into English language teaching (ELT) and laid a solid
intellectual and practical foundation for the development of ELT as an autonomous
profession. In the late 1950s and the 1960s Chomsky formulated the mentalistic
approach to language acquisition, which considered human behavior much more
complex than animal behavior. According to Chomsky (1960:23), Everyone is born
with a Language Acquisition Device (LAD), which enables the child to make

10

hypotheses about the structure of language in general, and the structure of the
language being learned in particular.
The principal question is what provision must be made by society to help these
individuals to learn the second languages needed. The answer to this question is what
is meant by language teaching. It means that the individuals living grown with their
mother tongue or firs language. They use first language in their daily life. After they
clearly fluent in first language, they will study second language because second
language is important to support the human life. Supported by Stern (1991:9) said
that in language teaching we use such us second language, foreign language, bilingual
learning and language circuiting.
In language teaching the students not only study skills. They also study another
aspect likes moral values, attitudes and social life. It is also supported by Stern
(1991:18) the psychological concept of learning goes far beyond learning directly
from a teacher or learning through study or practice. It includes not only the learning
of skills (for examples; swimming or sewing) or the acquisition of knowledge. It
refers also to learning to learn and learning to think, the modification of attitudes, the
acquisition of interest, social values, or social roles, and even changes in personality.
According to Westwood (2008:17) instructor requires a repertoire of skills and
competencies that cover:
a. Planning the content and method of delivery

11

b.
c.
d.
e.
f.

Managing the available time efficiently

Presenting the content in an interesting and motivating way
Explaining and demonstrating clearly
Knowing when and how to explain key points in more detail
Using appropriate questioning to focus students attention, stimulate their

thinking, and check for understanding

g. Dealing with questions raised by students
h. Evaluating students learning and participation
i. Giving feedback to students
Based explanations above, there are still supporting activities, such as the preparation
of teaching materials, teaching grammars, or dictionaries, or the training of teachers,
as well as making good language teaching in educational system they all fall under
the concept of teaching.

C. Concept of English Language Teaching

In teaching English language, the teacher of English should speak English. By using
the target language, the students will be familiar with the language. They should have
given a lot of opportunities to listen the sound of English words. In teaching as
foreign language, is not easy. Because it is only found in the classroom as the subject
to learn, is not as daily communication as in English as a second language.
Fachrurrazy (2002:6) says that the difference between a second and a foreign
language is that a second language is used as a national language, whereas a foreign

12

language as not. Fachrurrazy (2002:7) states that a foreign language is only found in a
classroom where the language is being learned.
According to Lim (1975;3), The purpose of teaching Foreign Language is to enable
the students to use the language in communication. It means that in learning English,
the teacher not only give the students theory about English but also time for
practicing in their communication whether written or spoken through English
language instruction. To achieve that the target, the English teacher should be able
motivate the students in the classroom.
So, as a teacher of English, the teacher should encourage them to use English as much
as possible, the teacher can use English as medium of instruction, medium of
communication among teacher to the teacher to the students, and the students to the
students .The teacher should be able to give change to the students to practice more to
use English to communication. By mastering English well, of course, it will make
easier for us to know scientific books that use international language of science (in
English Science Books). Murcia (1978:3) states that the goal of teaching a second
language or a foreign language would be to gain the ability to communicate in target
language that is in language learners. It means that learning foreign language would
help the students increase their ability in communication using foreign language.
Kimble and Germezy (1963:133) state that similarly, teaching, which is implied in the
first definition of learning, may be defined as showing or helping someone to learn

13

how to do something, giving instruction, guiding in the study of something, providing

with knowledge, causing to know or understand,
According to Gurney (2007:90), Five key factors that provide a foundation for a
good teaching:
1. Teacher knowledge, enthusiasm and responsibility for learning.
2. Classroom activities that encourage learning.
3. Assessment activities that encourage learning through experience.
4. Effective feedback that establishes the learning processes in the classroom.
5. Effective interaction between the teacher and the student, creating an
environment that respects, encourages and stimulates learning through
experience.
Some keys factors above are effective to be good teaching. So English language
teaching should be effective because the effective teacher will be able to make the
good teaching in the classroom.

D. Concept of English Language Teaching English as Foreign Language

Today, English language becomes international language. In Indonesia, English
language becomes the first foreign language. It is supported by Broughton (1980:6)

14

so far we have been considering English as a second language. But in the rest of the
world, English is a foreign language. It is taught in the schools.

In Indonesia English becomes the subject in the school. Starting in the Elementary
School, junior high school, senior high school until university degree. It means that
teaching English as a foreign language in the classroom becomes the important term.

In the classroom the students should study English. So, one way to motivate students
in learning English is by giving effective method of teaching. Therefore the teacher
should be lever to teach students by using method, the teacher can teach students
easier. The teacher should choose the best approach to teach students so that, it can
increase students ability in English because the approach included in teaching and
learning activities in the classroom. It is supported by Brown (2000:28) following
Richard and Rogers (1996:38), defines a method as an umbrella term form the
specification and interrelation of theory and practice. An approach defines
assumptions, beliefs, and theories about of language and language learning. Designs
specify the relationship of those theories to classroom materials and activities.
Procedures are the technique and practices that are derived from ones approach and
design.

Learning a foreign language is not easy like learning other subject in the classroom.
Based on the statement above, the writer concludes that the teacher should use an

15

appropriate technique to teach students so that students can improve their vocabulary
mastery.

E. Concept of Vocabulary
In learning a foreign language, vocabulary plays an important role. it is supported by
(Hornby, 1995). Vocabulary is an important part to English well. Vocabulary is the
important elements to study language. It means that learning English language will be
easy if the language learners master vocabulary. Vocabulary is one important term to
support communication because if vocabulary is low, it means that it is difficult to
communicate.

Wilkins (2000:111) said Without grammar is very little can be conveyed but without
vocabulary nothing can be conveyed, it means that, without vocabulary the students
mastery in four skills of a language is impossible. It means that vocabulary is very
important, because vocabulary is the element in language. Not having large of
vocabulary, we will feel difficult to express the ideas, thought, feeling. So the writer
assumes that mastering vocabulary will support to learn English. If the students
practice their ability in English, they need vocabulary and this term makes the teacher
to use strategy English in the classroom.

Based on the TRA (Teacher Reading Academy, 2002) professional development

materials were developed by the University of Texas Center for reading and language

16

Arts in Austin and distributed throughout the country through the federally sponsored
Reading First Program (part of the No Child left Behind legislation). The TRA
materials identify the following research-based component for effective vocabulary
instruction:
1. Encourage wide reading
2. Expose students to high-quality oral language
3. Promote word consciousness
4. Teacher word meaning directly
5. Teach independent word-learning strategies, including the use of context
clues, the use of word parts, and the efficient use of the dictionary
Based on guidelines above, to make the students interested in learning vocabulary the
teacher should be active to invite students so that the students enjoyable in learning
English in the classroom.

F. Concept of Teaching Vocabulary

Vocabulary is the important in learning English. We can speak, write, and read
English language by vocabulary. If we have a lot of vocabulary, actually we easily
can communicate in daily communication. Nowdays, in junior high school the teacher
teaches students only to remember vocabulary, and not to apply vocabulary in the
contextual like writing or reading.
There are many ways to teach vocabulary in the classroom. In teaching vocabulary,
the teacher should make good teaching to succeed the students mastery in

17

Furthermore, in teaching vocabulary the teacher can introduce the list of vocabulary
that is taken from the book. The teacher uses and adds other vocabulary which is
relevant to the students. Teacher needs a good knowledge on their teaching materials.
When they have to teach the students about vocabulary, teachers should know the
general knowledge of vocabulary, words and also the meaning. The words or
vocabulary can be spoken and written. Wallace (1982:207) explains that teaching
vocabulary should consider these following factors:
1.

Aims
The aim of teaching vocabulary is to make the teacher easy to formulate the
materials, which will be taught to the students.

2.

Quantity
The teacher has to decide the number of vocabulary items to be learned. The
learners will get confuse or discouraged if they get many new words.
Therefore, the teacher should select new words, which can easy to understand
by the learners.

5. Need
In teaching vocabulary, the teacher has to choose the words really needed by
the students in communication.
6. Frequent exposure and repetition
Frequent exposure and repetition here means that the teacher should give
much practice on repetition so that the students master the target words well.
They also give opportunity to the students to use words in writing or speaking.

18

7. Meaningful presentation
In teaching vocabulary the teacher should present target words in such a way
that the meaning of the target words are perfectly clear and unambiguous.
8. Situation and presentation
The teachers tell the students that they have to use the words appropriately.
The use of words depends on the situation in which they are used and
depends on the person to whom they are speaking.

From the expalnation above I conclude that the teachers must know the different
kinds of vocabulary. In addition, understanding the above factors is very important
for the teacher before teaching vocabulary to senior high school.
writter try to use visual media teaching new vocabulary, especially picture media,
which is believe can raises students interest, motivation and also can be used as
stimulus for students to take their attention. Stated that their are function of teaching
media especially visual, they are as follow : Teaching all subject should not be
separate from their methods. In this case, to rise he visual media in develop students
vocabulary, especially picture media, which is belived a rise interest, motivation and
can be used as stimulus for students to draw their attention.
Levie and lentz in Fathony (2009 :08) ststed that there are four function of teaching
media especially visual media, they are as follow:

19

1. Attentive function
Visual media is the core, to full students interest and to direct students attention.
Concetrate the subject, which is interreleted with the means of visual media that
participate in subject material.
2. Affective function
To know the students contentment level while they are studying reading visual text.
Picture or simbol can raise students emotion and attitude, for example when students
read information about war and other social life.
3. Cognitive function
Visual media can be shown from research invention which covers that visual symbol
or picture accelerate commprehension and exacerbate students meories about
information car message which is contained in the picture.
4. Compensatory function
Teaching media can be shown from researc product that is said that visual media can
help a weak and show learn in reading to organize information in the text and to
recall it back. In other words, teaching media is as spirit for a weak learner or student
improving and understanding the subject material which can be set out in the form of
the text or orally, for example, finding our the meaning of word mile through
picture, painting, photograph, etc.

20

1. Types of vocabulary
Learning a language will mean nothing without learning vocabulary. Regarding the
types of vocabulary quandt in Mardiana (2011 : 14 ) catagorize vocabulary into four
types :
a.

Listening vocabulary

This type of vocabulary is developed early, since a child begins to recognize sound. It
is limited only to the sound, which is associated with his experience.
b.

Speaking vocabulary

This type vocabulary is also built early, that is time when the child begins to
communicate with the surrondings. Although the application of vocabulary at this
stage is very simple and it contains many of the small function words, that kind of
vocabulary can make up a speech.
c.

Vocabulary of reading and writing

This types of vocabulary are developed almost at the some time. However, reading
vocabulary usually comes earlier than vocabulary of writing. These types of
vocabulary are recognized when one has the capability of writing.
2. Technique in Teaching Vocabulary

21

In teaching and learning vocabulary, the learners should recognize their needs. This
is important, because words are in various kinds, which make it immposible for the
teacher to teach all of words.
The teacher, then, should find the efficient techniques in the implemantion of the
teaching process classroom, to make the teacher more ready to teach the student and
the teaching learning process will run fluently.
The procedures in vocabulary teaching for the lower intermediate which can be
applied in junior high school student:
a. Teacher chooses an area or category of vocabulary they want to work.
b. Teacher ask each student to think of word in the chosen area of vocabulary.
c. Each student writes some words on a piece of paper and gives it to the teacher to
cheek and keep.
d. Teacher cheek students work and distributed among the student. each studenthas
a piece of the paper on their table.
e.

Match the piece of paper with the correct answer, making sure one gets their on
work.

f. Student match the word key have been dealt on the whiteboard with in
devination.

22

G. Media Of Instructional
1. Teaching media
There any many kinds of media, one of them is media of education. Naturally, media
of educations have general characteristic as has been expressed by Emiliana (2010 :
14). There are :
a. Media of education means an object, which can be touched heard and seen.
b. The main stress is an the object or other things which can be seen and heard.
c. Media of educations is a kind of visual aids in teaching and learning.
d.

It is used for interaction in teaching between teacher and students.

Media of education is aids, method and also technique which in used to make
communication interaction between teacher and students, more effective in teaching
and learning process in the classroom. Regarding the last thing above, in this case a
creative and imaginative. Teacher are demand to utilized such as easy make media
which is easily made by teacher.
Social students with be better understood if a teacher discussed the picture contained
in the reading as readiness activity. Question that the teacher can raise about picture
may help to motivate students to study.
2. The Use of Teaching Media

23

Teaching vocabulary is the basic part in language teaching. The use of media is
therefore, to smoothen in the process of teaching learning activity. Hopefully, the
result could be optimally achieved because teaching media has great potential in
stimulation and increasing students interest in learning English vocabulary.
Accourding to Sudjana, (1992 : 2) teaching media is useful in some ways :
a. It makes the teaching more interesting and it raises students motivations.
b.

It makes the teaching material more clearly easily comprehended by student,

which is the main goal of an instruction.

c. It makes the teaching method more varieties, only in which that there is a
feedback between the teacher and the student.
d.

It gives a lot chances for the students to study because the can do other
activities while listening at the sometime such as observation action and
demonstration.

H. Concept of Narrative
A narrative is some kind of retelling, often in words (though it is possible to mime a
story), of something that happened (a story). The narrative is not the story itself but
rather the telling of the story -- which is why it is so often used in phrases such as
"written narrative," "oral narrative," etc. While a story just is a sequence of events, a
narrative recounts those events, perhaps leaving some occurrences out because they

24

are from some perspective insignificant, and perhaps emphasizing others. In a series
of events, a car crash takes a split second. A narrative account, however, might be
almost entirely about the crash itself and the few seconds leading up to it. Narratives
thus shape history (the series of events, the story of what happened).
A narrative (or story) is any account of connected events, presented to a reader or
listener in a sequence of written or spoken words, or in a sequence of (moving)
pictures.
Narratives can be organized in a number of thematic and/or formal/stylistic
categories: non-fiction (e.g. New Journalism, creative non-fiction, biographies, and
historiography); fictionalized accounts of historical events (e.g. anecdotes, myths, and
legends); and fiction proper (i.e. literature in prose, such as short stories and novels,
and sometimes in poetry and drama, although in drama the events are primarily being
shown instead of told). Narrative is found in all forms of human creativity and art,
including speech, writing, songs, film, television, games, photography, theatre, and
visual arts such as painting (with the modern art movements refusing the narrative in
favour of the abstract and conceptual) that describes a sequence of events. The word
derives from the Latin verb narrare, "to tell", which is derived from the adjective
gnarus, "knowing" or "skilled".
The word "story" may be used as a synonym of "narrative". It can also be used to
refer to the sequence of events described in a narrative. Narratives may also be nested

25

within other narratives, such as narratives told by an unreliable narrator (a character)

typically found in noir fiction genre. An important part of narration is the narrative
mode, the set of methods used to communicate the narrative through a process
narration (see also "Narrative Aesthetics" below).
Along with exposition, argumentation, and description, narration, broadly defined, is
one of four rhetorical modes of discourse. More narrowly defined, it is the fictionwriting mode whereby the narrator communicates directly to the reader.
I. Frame work of the study

MEDIA

PICTURE

TEXTBOOK

EXPERIMENTAL CONTROL

1. Picture has positive effect

Explanation
In this case research question for the proposal there are any effective using picture in
teaching vocabulary.

26

The writer using quantitative, where in that there are two ways for research. First, the
writer chose two groups, one group it is called experimental class, and the second one
it is called control class. In experimental class the students use the picture to
improving their vocabulary ability, and in control class the students not use the
picture but the writer use textbook or traditional method.
J. Hypotesis Of The Study
Starting from the problem of this study as started previously, as tentative answer the
writer gets the following hypotesis (HA) which is said that picture has positive
effective toward the students in teaching new vocabulary.

CHAPTER III

27

RESEARC METHOD

A. Research Design
This study deals with effectiveness of using picture in teaching speaking.
Accordingly, the writer needs to conduct an experimental research which used
statistical method. The writer is using experimental because this study, the writer is
going to find out the effectiveness of teaching strategy in teaching vocabulary.
The writer using the quantitative experimental, where in that there are two ways for
research. First, the writer chose two group, one group its called experimental class,
and the second one its called the control class. In experimental class, the students use
the picture to improving their vocabulary ability, and in control class the students not
use the picture, but they use traditional method or textbook.
B. Population and Sample
1. The population
The populations of this study are students taken from the eleventh grade of SMA
Negeri 1 Talangpadang in academic year 2013/2014. The eleventh class consists of 32
students and they are supposed to be active in teaching vocabulary process. They are
divided into two groups. The use of picture was used in experimental group and the
textbook or traditional method is used in control group.

28

2. The Sample Of The Study

The total of students at the eleventh grade class in SMA Negeri 1 Talangpadang in
academic year 2013/2014 is more than 100 students. It means that the population is
great in number, more over limited time. Facilitates and financed and to get the
effective data in this research, the writer takes only 66 % from the class rendomly. It
means that the totals of sample are 50 students. As Arikunto (1983; 34) said that if the
subject is less than 100, if is better to take the entire subject. If the subject is great in
number it can be taken between 10-15 % or 20-25 % or more. This sample is
considered to represent the eighth class student of SMA Negeri 1 Talangpadang in
academic year 2013/2014.
N
Class
o
1
2
3
4

Male

Female

XI. IPA. 1
XI. IPA. 2
XI. IPS. 1
XI. IPS. 2

6
26
7
25
13
18
15
17
Total
Data Resource: SMA Negeri 1 Talangpadang Academic Year 2013-2014.

Total
32
32
31
32
127

C. Instrument Of The Study

The instrument of research in setting the data to make more easyly ( Arikunto, 2002 :
136). The instrument what is used in this writer to collect the data is test. The writer is
give the student 25 multiple choice test for pre test on vocabulary for two groups in

29

the first meating. The student had to select one the best answer to complete each after
the student were being treated by media picture for experimental group and with
textbook (traditional method) for control group. The writer delivered a test of post to
all student as the sample of writer.
Regarding to the instrument of the data collection, they were all scored 4 for each
correct answer. It means the right students score ranged from the highest 100 ( when
the students can answer all question correctly) and the lowest is 0 ( when the students
could not answer any of the test).
D. Technique of Data Collection
1. Pre-test
It is the first method of data gathering is used by the writer. The writer give pre test to
both group as the sample of reaserch. Pre test which is aimed at knowing the students
vocabulary abilities, before having treatment, the test is held by the writer.
2. Treatment
The treatmen of using picture is conducted in experimental group class however
picture treatment will not applied in control group. The following are the treatment
process of teacher while teaching the class using picture media.
a. Teacher tell the student about the topic discusion. Student are expected to be
active in the classroom by asking them to mention some word related to the

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topic in English or their mother tongue next, teacher read a simple paragraph in
the text slowly, while student listen to teacher. Teacher read the paragraph once
again sentence by sentenc, and student read after teacher. Teacher ask some
student to read paragraph slowly and the other listen.
b. Student are asked to find unfamiliar wordson wrote them on the white board.

Teacher than show some pictures related to the unfamiliar words on the white
board to the student. Every student will asked in aeanglis the name of thing in
the picture, the response the instruction given, they could use some way to
answer such as using their mother tongue firs, opening dictionary or using
teacherclue, teacher ask some students to rite their answer on the white board,
teacher collected student answers. Furthermore, student are asked to pronoun
the words on the whiteboard after teacher. Teacher poented toward the picture
and the real object while student pronouns the new words had been translated
on the white board one by one. In the treatment, teacher used not on;y as an
instrument but also real object, which axisted in the classroom.
c. Finally, in the end class activities, teacher show the picture again and asked

students to mention the name of things on the pictures. During the tratment, the
teacher had facilitate her self with the observation sheats.
3. Post test

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Finally the students paper sheets will submitted and the students. Result are treat as
the data of the study. The test is similar to pre test.
E. Technique Of Data Analyze
After obtaining the individual scores of the two group, the writer process the data
score with the following step :
1. The data from the test result namely the students individual score is analysis
statistically following the procedure below :
a. Find out the mean score of the each treatment by using the formula.
M x = and MY =
Where :
MX

= Mean score of experimental group.

MY

= Mean score of control group.

= Sum of

= Number of sample

b. Identifying the deviation (d)

X = X2 X1 and y = y2 y1

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Where :
x/y

= Deviation score of experimental group / control group.

x2/ y2

= The post test score of experimental group / control group.

x1/ y1

= The pre test score of experimental group / control group.

c. Standard Deviation
Standard deviation is the particular set of score under study, when attempting to
estimate the population. The functions of standard deviation are to correct for this
statisticians have generated an equation for an unbased estimate of a popularizing.
Which and when applied to small samples and to increase the value of sample.
Find out the standard deviation of each treatment by using the formula:
1. Standard deviation for experimental group.
X2 = dx2

2.

Standard deviation for control group

Y2 = dy2 d.

Identifying the t test

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t=
where :
MX

= The mean score of experimental group.

MY

= The mean score of control group

= The deviation score of pre test and post test. (experimental group)

= The roof of .

X2

= a sum of square deviation of experimental group

Y2

= a sum of square deviation of control group

NX

= The number of sample in experimental group

NY

= The number of sample in control group

df

= Degree of freedom with formula :

Nx + Ny 2.

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BIBLIOGRAPHY

Arikunto, Suharsimi, 2006. Prosedur penelitian Suatu Pendekatan Praktek. Jakarta :

Rineka Cipta

Swan, michael, 1995. Effective. Practical english usage.

Zuhrianti. (2008). Function of picture in teaching. New York, Macmillan Publishing
Company.

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