TEACHING VOCABULARY BY USING SONGS AND PICTURES TO THF FIFTH GRADE STUDENTS OF THE STATE ELEMENTARY SCHOOL 12 OF TANJUNG

LAGO, BANYUASIN

1. Background Teaching vocabulary has always been a central aspect of teaching English. Vocabulary affects each of language skills: listening, speaking, reading, and writing. So, automatically students need to learn the words or vocabulary in this language. English has a great deal of vocabulary that the students have to learn. As learners develop their vocabulary knowledge, they acquire not only new words but also new meanings associated with words they have already learned. They will encounter new words of ways in the classroom, through learning materials, through the teacher's language, and through the language of other learners. For some learners, English words are easy to remember. But, it will be different for the learners who have difficulties in memorizing it. The fact shows that not all the learners are able to memorize every single word in this language. Students need to know about words and their meanings if they want to learn successfully in any content area. So, the teachers need media to help them in learning English. As teachers of English, we should find the solution for this problem. Now, it is easier for the teachers of English to choose various appropriate teaching techniques. The teachers should find and design teaching media in order to avoid boredom in teaching and learning activities. In other words, we should make the teaching and learning process enjoyable for the students.

In teaching and learning process especially vocabulary, songs and pictures can be used by the students to memorize the words. In this case, the writer would like to find out the effectiveness of songs and pictures in learning vocabulary, and the teacher gives the songs and pictures with a purpose of teaching vocabulary to motivate the students to learn English. Banez (1996:iii) says "By singing the students can be motivated in learning." While Zainudin (1984:3) says that picture is one of the visual aids can raise the students' motivation in learning English. Picture can be used in teaching learning process to increase the students' motivation. The successful language learning depends on the students' attitude, motivation, and interest. As picture can be used to reduce verbal load instruction to encourage students' motivations and interests. Emestova (1981:15) states that the students' interest in learning a foreign language is usually spontaneous. Picture may supply the necessary motivation and develop students' enthusiasm in learning the language. Inara (1996:52) says that children use their imagination and can see their own pets and toys behind the line of visual. In other words, words alone are not enough carrying the students' imagination beyond the class-room. Learners remember better that material that has been presented by means of visual (Zebrowska in Uberman, 1998:20). It is a well-known fact that students to represent them when they read and write the words and definitions (Gnoinska, 1998:2). Inara (1996:.82) states that using pictures again and again is to refresh. The students' memories give them opportunity to review vocabulary learned .using picture produce effective result, students concentrate better, find learning more interesting and pleasant. To be successful in teaching English, especially English vocabulary, a teacher of English should know the condition of his or her students and their problems in vocabulary.

Pictures as a teaching aid in teaching English vocabulary where the students and the teacher can find it in textbooks, magazines, newspapers, or even in computer program. It is easy to design, but the teacher should concern with students' level. Pictures make the teaching materials more effective, easy, fun, and interesting. Theoretically, pictures are easy to teach because they do not require any equipment, they can be lasting long and used in many ways, and the least it is cheap. Pictures can motivate the students in learning English vocabulary. Using pictures may make the students enjoy and keep them more quickly to the real purpose in learning English. However, all those statements should be proved scientifically. That is why this research will be conducted with the title "TEACHING VOCABULARY BY USING SONGS AND PICTURES TO THE FTFTH GRADE STUDENTS OF THE STATE ELEMENTARY SCHOOL 12 OF TANJUNG LAGO, BANYUASIN"

2 Problem of the Study To make the problem clear, the writer will present the limitation of the problems and the formulation of the problems.

2.l Limitation of the Problems l) The vocabulary taught is limited on the words in theme of Animal" with the words as follows: 01, Tiger 02. Elephant 03. Fish 06. Dolphin 07 Bee 08. Cat ll. Zebra 12. Dog 13. Snake 16. Lion 17. Bird 18. Crocodile

04. Bear 05. Camel

09. Chameleon 10. Hen

14. Monkey 15. Panda

19. Rooster 20. Bull

2) The kind of vocabulary to be investigated is only the general one 3) The kind of pictures to be investigated is individual pictures.

2.2 Formulation of the Problems The formulation of the problem is "Is it effective teaching vocabulary by using songs and pictures to the fifth grade students of the State Elementary School 12 of Tanjung Lago, Banyuasin?"

3 The Objective of the Study Based on the problem of this study, the main objective of this study is to find out whether or not it is effective to teach vocabulary by using songs and pictures.

4 The Significance of the Study It is hoped that this study would give the beneficial contributions to the writer herself, the students, the teacher of English, and other researchers. (1) To the Writer Herself By conducting this study, it would increase the writer's own knowledge on how the songs and pictures are taught to the students and how to measure the students' achievement on vocabulary mastery.

(2) To the Students By conducting this study, it would give the students some inputs so they could have experience in using songs and picture activity, and also would give them motivation to study English especially in learning vocabulary. (3) For the Teachers of English The writer hopes the result of this study would be useful at least for giving information to the teachers in teaching the students vocabulary by using songs and picture and to get some experiences in conduction this study.. (4) To the Other Researchers It would give information about the teaching vocabulary that there is another technique which is by using songs and pictures so that they could improve it for the future.

5. Literature Review In this part, the writer will discuss about ( 1) the concept of teaching , (2) the concept of vocabulary, (3) the concept of song, (4) the concept of pictures, and (5) related previous study. 5.1 The Concept of Teaching Teaching is guiding and facilitating learning, enabling the students to learn, setting conditions for learning by providing a variety of learning experiences to accommodate the various learning strategies that exist in the classroom to satisfu the principles of students active learning, students' fullest involvement and participation in teaching and learning activities (Saleh, 1997:18). It is widely known that the objective of teaching English in

Indonesia is to develop the four language skills, namely reading, listening, speaking and writing, especially for communication. The activities of teaching English as a foreign language demand the use of certain methodology. Methodology refers to the study of pedagogical practice in general including theoretical underpinning and related research whatever consideration are involved in "how to teach" are methodological. Contrasting this term with method his/her argument that methodology is a superordinate umbrella terms, whereas method is concerned with rather specific identifiable cluster critically compatible classroom technique. This study discusses the teaching of phrasal verbs by using songs.

5.2 Concept of Vocabulary Homby (1989:965) states that vocabulary is total number of words which (with rules of combining them) make up the language. Then Webster (1086:745) states that vocabulary is a list of collection of words or phrases usually alphabetically arranged and explained or defined. And what we mean by a word is the minimum meaningful unit of language (Carter, 1987:5). From these statements, it can be concluded that vocabulary does not refer to the words in isolation, but it refers to make than one word. Words are tools of thought, when one is capable to understand and use the words in his or her activities, he or she must have many stocks of vocabulary. In this case, the students should know the meanings of the words besides the spelling of English words.

5.2.1 Kinds of Vocabulary According to Djunaidi (1996:30) says that &e readers my encounter three kinds of vocabulary: They are (1) general vocabulary, (2) specialized vocabulary, and (3) technical vocabulary. (l) General Vocabulary General vocabulary refers to the words that comprise the major portion of ones vocabulary usage in everyday communication, such as go, eat, study, and school. (2) Specialized Vocabulary Specialized vocabulary refers to the words with multiple meaning that change from one content area to another, for example, book, interest, mouse, and present. (3) Technical Vocabulary Technical vocabulary refers to the words that are essential to the understanding of the specific content area, for example, network, check in, and browse. Djunaidi (1996:37) mentions function of words is have or no meaning by themselves, examples "to", "for", "by" (preposition). Contents words are nouns, verbs, adjectives, and adverbs form from adjectives, (e.g. happily), there are so many words that can be categorized as content words.

5.2.2 The Importance of Vocabulary Vocabulary refers to words; so knowing the word is significant asset for the students in studying languages. Knowing a word involves them to recognize it when it is heard or to be seen. Knowing the meaning of words may include being able to make various association with other related words. Productive knowledge involves knowing how

to pronounce and spell the words, how to write it down, how to use it correctly in grammatical when it is used alone or collaborated with other words (Nation, 1990:32-33).

5.2.3 Procedure of Teaching Vocabulary by Using Pictures In addition, the teacher can use pictures as their media in teaching English in the classroom. By using pictures, the students can figure out the materials easily and help them memorize the words easily. According to Harmer (1998:72), teacher should prepare the procedure of teaching vocabulary by: 1) stating the objective and giving direction orally, e.g. tell the students that he or she will show the pictures 2) introducing the picture, e.g. "OK students, what picture is this?" 3) asking the students to give the meanings of the pictures 4) asking the students to write the meanings in the board 5) asking the students to do and answer the questions based on the worksheet 6) collecting the exercise and answers it together 7) checking the scores.

5.3 The Concept of Picture Ostler (1986:186) states that picture is noun. Picture means likeness or representation of subject produced by painting or drawing or photography, etc, beautiful object, scene, mental image on television,screen cinema film. According to Webster (1986:177), picture is process or act painting presentation by painting (a person, landscape, building) a description to vivid or graphic as to suggest a mental image of an abstraction.

Picture is given an emphasis or development of teaching learning process to have some benefits condition. That is why pictures should be an integral part of every teacher's professional equipment and each teacher should make a collection pictures that will enable him to present different language items (Ernestova 1981:5). Picture is easy to be made and collected and cheaper than other instrument. Furthermore, Shing (1981:15) says that picture is not only effective and interest, but also practical and economical.

5.3.1 The Uses of Pictures Picture is one of the visual aids can be risen the students' motivation in learning English (Zainudin, 1984:3). Picture can or used in teaching learning process to increase the students' motivation. The successful language learning depends on the students' attitude, motivation, and interest. As picture can be used to reduce verbal load instruction to encourage students' motivation and interest. Ernestova (1981:15) states that the students' interest in learning a foreign language is usually spontaneous. Picture may supply the necessary motivation and develop students' enthusiasm in learning the language. Inara (1996:82) says that children use their imagination and can see their own pets and toys behind the line of visual. In other words if words alone are not enough carrying the students' imagination beyond he class-room. Learners remember better that material that has been presented by means of visual (Zebrowska in UbermatU 1998:20). It is a well known fact that students to represent them when they read and write the words and definitions (Gnoinsk4 1998:2).Inara (1996:82) states that using pictures again and again is to refresh. The students memories give them

opportunity to review vocabulary learned. Using picture produce effective result, students concentrate better, find learning more interesting and pleasant. 5.3.2 Types of pictures According to Wright (1989:103), there are some types of pictures: (1) pictures of single object, (2) pictures of one person, (3) pictures of famous people, (4) pictures of several people, (5) pictures of people in action, (6) pictures of places, (7) pictures from history, (8) pictures with a lot of information, (9) pictures of the news, (10) pictures of the fantasies, (11) pictures of symbols and maps, (12) pair of pictures, (13) pictures and text, (14) sequences of pictures, (15) related pictures, (16) single stimulating pictures, (17) ambiguous pictures, (18) bizarre pictures, (19), explanatory pictures, and (20) students' and teacher's drawings. However, Black (1971:13) divides pictures into two kinds: individual pictures and collage pictures. Individual picture is a picture of individual item, such as cup, a dog, cat, or hammer. Collage pictures are several pictures mounted on a large sheet of cardboard. In addition, Ernestova (1981:15) suggests that picture should contain the following major of categories : people, occupation, everyday activities, home, food, drink, sport and leisure, animals, building and landscape, objects and miscellaneous. In this study the pictures that will be used by the writer is the animals. Ernestova (1981:6) classifies the picture into 5 types which can be to teach English in all levels:

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1) Pictures of single persons and single objects. 2) Pictures of people engaged in activities. 3) Pictures showing some environmental (a street, a room, a factory, a farm, nature scene, etc). 4) Series of several pictures belonging to one conventional theme (food, piece of furniture, work activities, sports, means of transportation, articles of collecting, etc). 5) Small pictures glued into small cards for pair group work.

5.3.3 The Criteria for Selecting Picture According to Brown (1958:16), there are some criteria when selecting pictures as follows: 1) The picture is interesting enough to catch and hold the eyes of the students with whom it will be used. 2) The picture is large enough and simple may to be seen clearly. 3) The information it portrays is important to the topic being. 4) The information accurate as, truthful up to dare and with a basis for any needed size comparison 5) The picture is well reproduced, realistic, and attractive. In addition, Ernestova (1981:6) suggests some criteria in selecting pictures. When selecting pictures, always keep the following essential in mind: 1) Grammatical structure ( s ) you can practice with it. 2) Item ( s ) of vocabulary you can teach with it 3) Size.

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4) Appeal to eye 5) Entertainments value In this study the vocabulary that will be taught to the students are in the theme of animals.

5.4 The Concept of Songs Song is a short musical composition made up of mutually and music, which together produces a unique response (Webster, 1986:2172), and song, is a piece of words for singing (Hornby, 1995:1133). Everyone likes a song, because singing is a popular activity throughout the world and most of the students especially students who are at the Junior High School level often delight and enjoy learning English through songs. Song can provide an enjoyable change in the classroom, as well as being fun: they may have a useful part in teaching a language. Singing a song may give the learner a satisfaction in using the language continuously. Besides that listening to songs can help the students to develop an ear for the sound of language ability so they can have good pronunciation. Every teacher, especially the teacher of English, must provide activities that stimulate such as environment as much as possible, together with specific exercise. As Zappolo (in Ramami, 1996:6) states that, every teacher of English should be keenly aware of his or her students' need for in class Factice, especially the pronunciation.

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5.4.1 The Use of Song as Teaching Technique Songs are used because they have a useful part to play in the language teaching. They can be enjoyed anytime and anywhere. Furthermore, according to Smith (1976:13) they used to: 1) Make people happy and because of these people are generally ready and happy to listen to a song in their spare time. 2) Make people relax. A great many people say that they can absorb and learn better in a relaxing states than when they are in a tense or tight condition. 3) Be practice inside and outside class. 4) Give the learner the satisfaction of using the language continuously. 5) Make this business of repeating and reproducing enjoyable instead. 6) Make people gladly admit their mistakes without the feeling of being hurt, and readily accept correction, In this study, songs will be used in teaching vocabulary.

5.4.2 The Criteria of Appropriate Songs Smith (1976:43) offers suggestion of some criteria for songs that one must keep in mind when selecting them, they arc presented below: 1) The song should be popular among the students. 2) The song should not be too fast or too difficult to sing. 3) The words of the song should be fairly well articulated. 4) Consider the cultural aspects as you select the song.

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When we use a song in improving the students' pronunciation as the media for students, the teachers have to concern with those rules in order that songs can be used effectively.

5.4.3 Songs in Learning and Teaching English In teaching and learning process, using songs can develop the students' listening skill. Dobson (in Susanti, 1996:6) stales that as you sing or play a recording of English song, the students are apt to listen attentively thereby improving their oral comprehension. Everyone likes to sing a song, because singing is a popular activity through out the world and most of the students especially students who are at the junior high school level often delight and enjoy learning through songs, includes listening and reading. By giving songs in improving the listening, the students not only improve their English and enrich listening skill but also get to how a little about culture of the people whose language they are studying. According to Saleh (1985:75), English and American folk songs and popular songs not only provide language and cultured materials but also some enjoyable activity. The learner would like enjoying singing folk songs. Using songs is useful for developing speaking as Smith (1976:43) says that songs can provide cultural background of the songs and can serve as discussion material. We can say that songs axe useful to develop as short dialogue concerning with the main idea of the song. Songs provide an opportunity to work on reading comprehension with various age groups of learners because songs would be particularly useful for working with students with special need and the possibilities for using songs as material for reading is limitless (Flippo in Cheek, 1989:450).

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Writing skill can also be developed by using songs as teaching instrument because they can stimulate and develop various emotion and feelings (Ostojic, 1987:51). While listening to the songs, the students axe encouraged to express their feeling and ideas in writing. The main idea of the song can be used as a main topic of writing. In teaching vocabulary, songs can help as Gasser and Waldman (1978:49) say that songs can be an aid in teaching individual sounds or stress and rhythm pattern in words and sentences. Songs are also helpful for teacher to make structure lesson interesting (Helaly, 1987:49) and provide a way of presenting or reviewing material in teaching structure and sentence pattern (Gasser and Waldman 1978:49, Monreal, 1982:44;Everret, 1987l.41). Using song can add arousing motivation in learning to SMP students, Arousing is to wake somebody from sleeping or to make somebody become active or involved in something then, motivation, in this case is usually defined as an internal state that arouse, direct and maintains behavior ((Murphey, 1992:23). Based on the description above, the writer would like to use song in teaching the students vocabulary with the songs provided.

5.4.4 The Procedure of Teaching Vocabulary through Song Here are the procedures of songs in teaching vocabulary proposed by Smith (1916:44): A. Pre activities In this section, the teacher tries to take the students interst in teaching and learning activity. The activities are as follows: 1) greeting : Good morning! Etc.

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2) Checking the attendance list

: by calling the name of the students, and asking whether someone is absent.

3) Raising the students interest, for example by singing a song that popular to the students.
Animals Lets go to the zoo to see the monkey There are many birds that fly on the sky Come on lets go home to fried the turkey Even surround us there are butterfly If you want to fried the chicken Dont forget to go to the kitchen The chicken will be good eaten Dont forget to take a big beaten Ive wings and I want to fly I will bring my friends to go to the sky I will fly around and its joyful All of my friend think that Im so cool

B. Main Activities In these activities, the writer tried to explain the lesson to the students, and then the activities are as follows: 1) The teacher put on the pictures of animals on the black board 2) The teacher asked the students whether they know the picture such as the following: Do you know what picture is it? Then the teacher tells each picture of the animals. After that the teacher asked the students to repeat the names of the animals directly after the teacher. Then the teacher asked the students to pronounce the words by themselves that is pointed by the teacher. 3) To make the students pronounced and memorizing the words better, the teacher asked the students some questions about animals and teaches the students the song, they are Animal taken from Songs Promote young Learners Vocabulary by Andi Guna, Leo, page 18, and Song Animal 1 and 2 from

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www.dreamenglish.com (Song by Matt R. Copyright 2011 Dream English).

Teacher puts the songs lyric on the white board.

4) The teacher has sung the first then explain how to make the words. 5) The teacher gets the students to repeat the sound in chorus. 6) The teacher has the students sing the song together. C. Post activities 1) After the teacher feels satisfy with the students pronunciation, the teacher begins to give the exercises about animals in order to observed the students ability in spelling and memorizing the words. In the first exercise, the students have to draw animals by using do to dot method and coloring the picture they made. 2) The teacher distributes the exercises sheet to all the students, and explains to them how to draw it. 3) To know the students ability in understanding vocabularies, the teacher must give some pictures of animals in form of questions, students are able to answer the questions correctly, know the color and to count the animals, for example: two zebra, four hens, or one tiger. 4) after the students read, sing the song and pronounce the words then the teacher gives the pre-test and the post-test that the students are asked to answer the words from the songs.

5.6 Previous Related Studies There are quite many theses discussed about pronunciation and songs, but the writer will take only one thesis which closely related to this thesis with the tide "Developing

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Listening Skill through Songs to the First Year Students of SMP Al - Husna Palembang", written by Kasmayuni in 2004. The objective is to find out whether or not the students' listening skill can be significantly developed through songs. This result showed that developing listening skill through songs to the first year students of SMP Al-Husna Palembang was significantly effective. The similarities and differences are found, they arc: 1) The similarities are: a. Both talked about songs for the topic ofthe study. 2) The Differences arc: a. The previous thesis was Written in 2004 while the writer in 2011 b. The previous thesis used songs to develop listening skill, while the writer used songs to teach vocabulary. c. The previous thesis population was 43 students and also as the samples, the writers' population was 105 and the sample only 40 students which are 20 students as the control group and 20 students as the experimental group. d. The previous study used the quasi experimental method while the writer will use experimental method.

6. Hypotheses In relation to the objective of the study as mentioned above, the writer formulates the following two hypotheses. Ho : It is not effective teaching reading vocabulary using songs and pictures to the fifth grade students of the State Elementary School 12 of Tanjung Lago, Banyuasin.

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HA

: It is effective teaching vocabulary using songs and pictures to the fifth grade students of the State Elementary School 12 of Tanjung Lago, Banyuasin..

7. Criteria for Testing the Hypotheses For testing the hypotheses formulated above, the writer will use critical value of the students of the t-test distribution table (Hatch and Farhady, 1982:272). Due to the fact that the writer will use 40 pairs students as the sample of the study, and the degree of freedom (df) was 39 (40-l ), therefore to accept the alternative hypotheses with 0.5% significance the writer will use the t-distribution table (Hatch and Farhady, 1982:272) with two tailed test, the result of the matched t-test oft-obtained should exceed 2.021. If the t-table is lower or smaller than 2.021, the null hypothesis (Ho) is accepted and the alternative is rejected. On the other hand, if the result of the t-table is higher than 2.021, the null hypothesis (1o) is rejected and alternative hypothesis is accepted (Hatch and Farhady , 1982:272).

8. Research Procedure In this part the writer will discuss: (l) the method of the study, (2) operational definitions, (3) population and sample, (4) techniques for collecting data (5) techniques for analyzing data, and (6) research schedules 8.1 Method of the Research In doing this study, the experimental method will be used through randomized posttest only control group design, using matched subjects. By applying the true experimental method, the researcher involved two groups of students that had been matched before based on their scores in the pre-test. The diagram of the design is as follows:

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Experimental Group : M X1 O __________________________ Control Group : M X2 O (Fraenkel and Wallen, 1993:250) In which: M = Matching the Pairs from the two Groups through a Pretest Xl = Teaching by Using Songs and Pictures X2 = Teaching without Using Songs and Pictures O = Post-test The steps that will be taken in this study covered: l) surveying the literature relating to the problems; 2) defining the problems; 3) constructing an experimental plan by writing the research design; 4) doing the try-out test; 5) matching the pails from the two groups through a pre-test; 6) conducting an experiment; 7) collecting the data through the posttest; 8) analyzing the data; 9) drawing the conclusions; 9. proposing suggestions; 10) reporting the results. 8.2 Research Variables A variable is a type of concept that can take or different values or have categories, such as tree, house, desk, teacher creativity, and school. There are two kinds of variables in

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this study: independent variable and dependent variable. The independent variable is a variable which influences other variables and come first, such as teaching method, teacher behavior, methods of instruction curriculum, individual characteristics, SES (Social Economy Status) and peer group behavior. Dependent variable is the one that is affected by or predicted by the independent variable, such as achievement attitudes, values, self concept, a social development (Dane, i990:22) In this study, the independent variable of the research is the teaching media that is songs and pictures, and the dependent variable is the students' vocabulary achievement.

8.3 Operational Definitions The title of this study is "Teaching Vocabulary by Using Song and Picture to the fifth Grade Students the State Elementary School 12 of Tanjung Lago' Banyuasin. From the title of this study, the dependent variable is students' vocabulary achievement and the independent variables are songs and pictures. Therefore, it is necessary to clarify the terms used. In this study, in order to avoid misunderstanding in writing, the writer tried to find out the key words relating with this title. They are teaching, vocabulary, song, and picture. 1) "Teaching" is the teacher's activities in transferring knowledge or skill to he/his students. This study will teach vocabulary by using song. 2). "Vocabulary In this study, vocabulary means a list or collection of words or phrases, especially about animals. 3) "Song" is a piece of music with words that is sung. In this study the writer used the song entitled song entitled "My Balloon" taken from "Songs Promote young Learner's

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Vocabulary" by Andi, page 7, and Song Animal l, and Song Animal 2" from www.dreamenglish.com. 4) Picture" means likeness or representation of subject produced by painting, or drawing or photography etc. In this study, the writer will used pictures as media in teaching vocabulary.

8.4 Population and Sample 8.4.1 Population According to Arikunto (1993:2), population is a11 research subjects." The population of this study will be all of the fifth grade students of the state Elementary school 12 of Tanjung Lago, Banyuasin in the academic year of 2010/2011. The number of the population is 105. There are three classes in the population as follows: TABLE 1 TIIE POPULATION Class Number of Students 5.1 35 5.2 35 5.3 35 Total 105 Source: The State Elementary School 12 of Tanjung Lago, Banyuasin in the Academic Year 2010/2011 8.4.2 Sample Sample is any group of individuals, which selected to presents population (Richards, platt and Webber, 1985:250). The sample is a part of a whole used for showing what the rest is like. Arikunto, "If the number of the subject of the investigation is less than No 1. 2. 3.

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100, the writer can take all of the subjects or if the member of the subjects is more than 100, the writer can take 10 15o/o or 20 - 25o% of the population to be the sample." Based on the statement above, the sample of this study is 207o of the population. The sample will be 40 students which 20 students as the control group and 20 students as the experimental group. The sample will be taken by applying two stages random sampling that is the selection from the population representing each of the classes (Scott and Wild, 1986:76). From three classes three will be taken 75 students and then from 75 students then will be taken 20 of them, so the sample will be 40 students. The samples are presented be1ow. TABLE 2 THE SAMPLE No Class V.1, V.2, V.3 Total Students EXPERIMENTAL CONTROL 20 20 40

8.5 Techniques for Collecting the Data In teaching vocabulary by using songs and pictures, the writer will only use one technique; that is a test. The writer will give a pretest and posttest in teaching vocabulary to the students by using songs and pictures. The students will listen to a song entitled "Animals taken from Songs Promote young Learners Vocabulary by Andi, page 18, and Song Animal 1, and Song Animal 2" from www.dreamenglish.com.

8.5.1 Validity The most important variable in edging the adequacy of a measurement is its validity. Validity refers to extent to which the result of an evaluation procedure serves the

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particular uses for which they are intended to measure (see Tinambunan, 1988:11). It can be said, for example, a ruler is used to measure height, watches to measure time and scales to measure weight. There are three types of validity: content validity, criterion related validity, and construct validity. However, the most important concern for the classroom achievement testing is content validity (Tinambunan, 1988:12-13). Therefore, the discussion is focused on content validity. Content validity is concerned with whether or not the content of the test is sufficiently representative for the test to be valid measure of what it is supposed to measure (Tinambunan, 1988: 12-13). Thus, the validity of the test is the extent to which the test measures what is intended to measure. If the result is to be used to describe pupil achievement, we should like them to represent the specific achievement we wish to describe. Based on this, the writer provided the songs that the students should be taught which is suitable with the material in basic course outline of the 2009 curriculum for the State Junior High School 12 of Tanjung Lago, Banyuasin.
TABLE 3 THE TEST SPECIFICATION Objective To measure the students achievement to answer the vocabulary Indicator The students are able to answer the questions by using songs and pictures Materials Vocabulary about animal Test Items 1 10 Types of the Test Matching Pictures

11-20

Completion Test

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8.5.2 Reliability Richards, et al., (1985:24) state, Reliability is a measure of degree to which a test gives consistent result. A test is said to be valid if it gives the same result when it is given on different occasions of when different people use it. Reliability means the stability of the test score. A test cannot measure anything unless it measures consistently (Gronlund, 1993:19). In reaching the reliability of the test, the writer will use the KR-21. According to Fraenkel and Wallen (1993:149), the test is considered reliable if the reliability coefficient is equal to or more than 0.70, and unreliable if it is less than 0.70. is as follows: KR 21= (Fraenkel and Wallen, 1993:149) Where: KR 21 K M SD = Kuder-Richardson Reliability Coefficient, = Number of Items in the Test = The Number of the Students Correct Answers = Standard Deviation of the Set of Test Scores The Formula is: SD=
K K 1

The formula

M (K M ) 1 K ( SD 2 )

( x x )
N

(Hatch and Farhady, 1982:59) Where: SD X

X

= Standard Deviation = The Number of the Students Correct Answers = The Average Number of the Correct Answers = The Number of the Students

8.6 Techniques for Analyzing the Data There will be two kinds of techniques in analyzing the data, they are:

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1) The Percentage Analysis The data obtained from the test will be analyzed by using percentage analysis. The percentage analysis formula is as follows: X= Where: X R T N R 100% TxN = Score of Percentage Result = Total Number of Correct Answer = Number of Sample = Number of Test Items

In order to get the percentage scores the total of students' choices divided by the total number of the sample students and multiplied by 100%. The criteria are as follows: Ranges Category 9.6 10 Excellent 8.6 - 9.5 Very Good 7.6 - 8.5 Good 6.6 - 1.5 Sufficient 5.6 - 6.5 Poor 0 - 5.5 Very Poor Source: The State Elementary School 13 of Palembang 8.6.1 Matched T-Test This analysis applied to find out whether the teaching vocabulary by using song and pictures is effective and the formula is as follow (Halch and Farhady, 1982: I 16). tobtained = X1 X2 1 1 S + n1 n2

S=

( N 1) S12 + ( N 1) S22
N1 + N 2 2

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Where: Tobt = The value of t-obtained X 1 = Mean of the Experimental Group X 2 = Mean of the Control Group N1 = The Number of Students in Experimental Group N2 = The Number of students in Control Group S = Standar Deviation. (Sudjana 1986:232)

9. Tentative Research Schedules The tentative schedule in doing this study will be as following: 1 . Preparation 2. Writing 3. Data collection 4. Data Analysis : January 2011 : February 2011 : April 2011 : June-July 2011

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