CHAPTER I
INTRODUCTION
1.1. Background of the Study
In Indonesia
In English there are many sides that have to be learnt such as listening, writing, reading and speaking. Listening includes listen to the tape recorder, the native or the teacher in the classroom and the students must understand what the speaker says. Writing includes make a sentence or paragraph, in writing the students must really understand about grammar and structure because in written form the mistake will be appeared clearly. In reading the students must have many vocabularies or words so they can understand about the reading. And finally about speaking, it is one of the most important skills in English. It always uses in communication. In it, vocabulary is the main important aspect because it consists of words.
Vocabulary is one of language aspects, it is very important to be mastered by the students. It is also useful in the process of building sentences. Someone can not speak and build sentences. Without mastering it, automatically he can not speak, read, write and listen well. The English students who have lack of vocabularies will get difficulties to speak to the other, especially to foreigner language.
Vocabulary will support other skills such as speaking, reading, writing and listening are considered to be essential as a basic of language learning. On the other words, students who learn English need to master of word as basic as possible especially for the beginner level. Adil Al-Khufaisi (1984:42)[1] says:”one thing that is very fundamental for every one to know in learning English is to master vocabulary”.
Before concentrating on the other of English skills, basically, learning vocabulary is easy but teacher realizes that many students still have problem in increasing and mastering vocabulary. It caused the people who study English can not understand the meaning of the words. It is very impossible to the students to read English with good pronunciation and fluently.
Anything which can be seen while the language is being spoken a visual aid (Donn Byrne:1980)[2] including pictures will helpful students a lot in understanding the situation and memorizing the simple past tense concept. Actually, when teacher used the pictures as their media in teaching they have activated two from five senses. And it betters that explanation, because the pictures can explain clearly the teacher’s explanation.
Based on the statement above the writer is interested to conduct a research on the use of picture in teaching vocabulary for her thesis the title of this study is teaching vocabulary by using picture. Teaching vocabulary by picture will give an easy way to the students to remember what they have been studied. Besides, pictures can be used to remind the students to the real life, real experience, and real situation.
1.2. The Problem of the Study
The problem of the study can be stated as follow:
Do the students who are taught vocabulary by using picture get higher score than the students who are taught without using picture?
1.3 The Purpose of the Study
The purpose of the study is to know whether the students who are taught vocabulary by using picture will get higher score than the students who are taught without using pictures.
1.4 The Hypothesis of the Study
The hypothesis of the study can stated as follow:
The students who are taught vocabulary by using picture get higher score than the students who are taught without using pictures
1.5 The Scope of the Study
The experiment is focused in teaching vocabulary by using picture to the fourth year students of SD 66 Ilie Ulee Kareng.
1.6 The Population and Sample
The population of this study consists of all the fourth year student of SMP N. 7 Banda Aceh. The samples of this study are two classes. They are class IV- 1 and IV-2. There are two classes of the fourth year students in SD Ilie Ulee Kareng Banda Aceh. Each class consists of 30 to 40 students.
.
1.7 The Method of the Study
Since the study is based on the comparative in nature, the writer divided the classes into experimental group (EG) and Control Group (CG) students. For the EG students the writer treated the experimental treatment (using picture) while for the CG students, the writer treated the CG students by not by using picture.
The writer gives a pre test to both EG students and CG students. This kind of test given is aimed at knowing the students’ ability in simple tenses. Furthermore, the writer will do teaching experiment, and then the writer treats the technique by using picture to the experimental group only, where as to the Control Group students the writer treats not by using picture.
Finally, the writer gives a post test. The post test will also be given to both group students. Since this study is based on the comparative, and in order to know the students’ ability in simple tenses, the writer processed and analyzes the collected data by using a t-test formula as suggested by Arikunto[3] (1996:301) as stated below:
Mx – My
T = 
∑x2 + ∑y2N ( N – 1 )
Where: -Mx = Mean score of the group X
-My = Mean score of the group Y
-∑x2 = Total squared deviation of X
-∑x2 = Total squared deviation of Y
- N = Samples
1.8 Organization of the Study
The thesis consist of five chapter, the first chapter deals with introduction, background of the study, the problem of the study, the purpose of the study, the hypothesis of the study, the scope of the study, the population and sample, the method of the study and the organization of the study.
Chapter two concerned with review literature include the definition of picture, the definition of vocabulary and teaching vocabulary by using picture.
Chapter three deals with some information of the school where the experiment and observation were done.
Chapter four deals with the result of the study and which involves data collecting, data analysis and findings.
Chapter five consists of conclusions and suggestions.
No comments:
Post a Comment