THE EFFECTIVENESS OF THE USE OF VISUAL MEDIA AIDS IN

TEACHING VOCABULARY MASTERY FOR SEVENTH GRADE OF

SMP MUHAMMADIYAH SALATIGA IN THE ACADEMIC YEAR OF
2019/2020

The Writer
DIYAH RISMA MAULANI
NIM: 23030150128

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

STATE INSTITUTE FOR ISLAMIC STUDIES SALATIGA

2018
 CHAPTER 1

INTRODUCTION

A. Background of Study

Language becomes an important thing in human life as a means of

interaction through communication. Frederick (1998: 199) state that language
is used to commucate and that communication involves the conveying
information. The information obtained through communication comes from
thoughts that expressed through language. Each region or country has its own
language and is certainly different from other regions, for example those who
live in China will speak Chinese, people who live in France will speak
French. Even though each country or region has a different language, but
there is one language that becomes a universal language or an international
language, and the international language is English.Patel and Praveen (2008:
6) state that English as a global means of communication in a lot of dialects
and also the movement towards an international standard for the language.

In some countries English become the first, second language, and

also as a foreign language.For example in Indonesia, English becomes a
foreign language taught in educational aspect as major subject. English has
been though since elementary school and as a major subject in junior hight
school and senior high school. In English, there are four language skills, such
as speaking, listening, writing and reading. In order to master English well,
the students have to master the four English language skills. The four skills
are supported by language learning elements, namely structure, vocabulary,
pronunciation and spelling. Vocabulary is one aspect for successful language
use because without an extensive vocabulary, one will not be able to
communication comprehensive. Vocabulary is central to language and critical
importance to typical language learner (Fauziati, 2005:155). It means that
vocabulary is very important to be learned because people cannot convey
something in communication if they do not master vocabulary.
 Teaching vocabulary to junior high school at first grade students is
not easy. The students in junior high school still have not good concentration
in study.The teenagers also have certain characteristics and need a particular
treatment. In Indonesia, some English teachers still used traditional strategies
to teach vocabulary. The students usually get bored of learning this subject.
As, teacher, we must build the interest of students to learning English by
using varieties of method supported by creative and interesting learning
media.

Based on the interview with Mrs. Khaliyatul Khusna as English teacher

of SMP Muhammadiyah Salatiga on 4th April 2019. The Writer found some
problem faced by the students in vocabulary mastery, especially for seventh
grade. Based from the interview with the teachers, the average seventh grade
student is still having difficulties in enriching the vocabulary mastery. They
get difficulties in memorizing the words, so they have limited in vocabulary.
Than another problems are the lack of students’ motivation in learning
vocabulary. At the first time, the students will focus on the material, but at
several minutes they lost it. The students were sleepy and feel bored when the
teacher asked them to make a list of vocabulary. The students did not pay
some attention and sometimes they choose to concern themselves with other
things. They still difficult to understand and memorize the meaning, the form
of writing, and pronunciation of each word. Sometimes they know the
vocabulary but don't know the meaning, and sometimes they can mention the
vocabulary but wrong in writing. So their vocabulary mastery is still low.

In finding a solution to help the teacher in teaching vocabulary and to

help students in learning vocabulary effectively, the researcher will use an
interesting and creative media. Interesting and creative media will attract
students to focus on learning. The media that will be used by writer is visual
aids. Visual aids are those instructional aids which are used in the classroom
to encourage teaching learning process. According to Ghulam et al.,
(2015:226) Visual aids are tools that help to make an issue or lesson clearer
to understand and know (pictures, models, charts, maps, videos, slides, real
 objects etc.). With visual aids the interest of learners can arouse and the
teacher can explain the concept easily. It means that visual aids become a
powerful tool to deliver material to be clearer and easier for students to
understand. In this research, the researcher focuses more on three tools that
will be combined into one, namely images, videos, and slides.

From the previous explanation mentioned above, the researcher will

conduct an experimental research in SMP Muhammadiyah Salatiga. In
conducting the research, the writer proposes a research entitled “The
Effectiveness of the Use of Visual Media Aids in Teaching Vocabulary
Mastery for Seventh Grade of SMP Muhammadiyah Salatiga in the
Academic Year of 2019/2020”

B. Research Question
Based on the background of the research, the researcher formulates
the research questions as follows:
1. How is theprocess of teaching vocabulary without visual media aids of
the seventh grade of SMP Muhammadiyah?
2. How is the process of teaching vocabulary by using visual media aids of
the seventh grade of SMP Muhammadiyah?
3. what is the differences between teaching vocabulary by using visual
media aids and without visual media aids of the seventh grade of SMP
Muhammadiyah?

C. Aim of The Study

Based on the research questions above the objectives of the study are:

1. To describe theprocess of teaching vocabulary without visual media aids

of the seventh grade of SMP Muhammadiyah.
2. To describe the process of teaching vocabulary by using visual media
aids of the seventh grade of SMP Muhammadiyah
 3. To find out the differences between teaching vocabulary by using visual
media aids and without visual media aids of the seventh grade of SMP
Muhammadiyah?

D. Significances of the Research

The significance of this research is hopefully used for:

1. Practically Benefits

a) For teacher

The result of this research is expected to be able to

enrich the teachers’ knowledge in terms of teaching English
vocabulary and to solve the problem of students’ difficulties in
learning vocabulary. The result of this research can support the
English teacher to apply this technique in teaching vocabulary, and
the teacher can change their traditional methods in teaching English
language especially in teaching vocabulary.

b) For students

The result of this research can make the students easy in

learning vocabulary. Teaching vocabulary using visual aids can
make students relax and enjoy in teaching learning process,
because with this technique students can learning vocabulary
effectively, without any difficulties and they feel fun.

2. Theoretical Benefits

a) The finding of this study can be used to evaluate and reflect the way
of teaching vocabulary in the institution.

b) The finding of the research can used by other researchers who want
to conduct research on students’ vocabulary mastery by visual aids.
 c) It should motivate the teacher to change the technique used for
teaching vocabulary.

E. Limitation of The Study

This study is an experimental research which is one of the quantitative

research. The writer will limit the use of visual aids just in used picture, video,
and slide as a media toward students’ vocabulary mastery. This studies
especially on how the students of SMP Muhammadiyah Salatiga focus on
vocabulary mastery, technique and media used.

F. Definition of Key Term

Avoiding some incorrect interpretations in the little of research, the

writer would like to clarify and explain the terms used.

1. Effectiveness

The Shorter Oxford English Dictionary (SOED) defines

effectiveness as 'the quality of being effective', especially as effective is
defined as ‘concerned with, or having the function of, effecting’. The use
of the term as an idea in research is much closer to the SOED’s
definition of efficacy, defined as ‘the capacity to produce effects; power
to effect the object intended’ (Jim et al., 2004: 2). So, Effectiveness is has
an effect that is able to influence and bring the desired results. Whereas
according to Scheerens (1992: 11), effectiveness is to degree to which
educational means processes result in the attainment of educational goals.
In this study context, it can be inferred that effectiveness is reaching the
desired result of vocabulary mastery to students by implementing some
media in teaching.
 CHAPTER II

LITERATURE PREVIEW

A. Review of Previous Studies

In this graduating paper, the writer reviews several related studies

to support this paper. Kusuma Utami Handayani (2011) conduct a research on
“Using A Chain Drill To Improve Students’ Ability In Speaking English (The
Case Of The Seventh Grade Students Of SMP N 5 Sragen In The Academic
Year Of 2010/ 2011)”. She uses Classroom Action Research (CAR) The
finding are The implementation of a chain drill in speaking activity gave
some contributions to the students’ speaking ability. As a result the students’
ability in speaking English improved well. The students were not hesitant,
halting, and confused in producing utterances. Furthermore, the utterances
that they had produced were coherent, grammatical, and understandable.

In addition, “The Use Of Repetition Drill To Improve Speaking

Skill On Descriptive Text Of The Eighth Year Students Of MTS N Salatiga In
The Academic Year 2016/201” by LutfiAlawiyah (2017). This research uses
Classroom Action Research method, Whether writer pays more attention in
teaching and learning process. The findings point out the repetition drill
technique make the students were more active and cooperative during the
speaking class. They were interested in the material given. Their enthusiasm
 and motivation to learn English especially improving speaking skill
increased.

By considering two previous researches, the writer would like to

conduct research entitled “The Effectiveness of Repetition Drill Technique to
Improve speaking ability in in Teaching Expressions of Agreement and
Disagreement”. This research will focus to discuss how effective the use of
repetition drill is to improve speaking ability.

B. Theoretical Framework
1. Speaking

Cameron in Ginusti (2015) states that “speaking is the active use

of language to express meanings so that other people can make sense
of them. She adds that attention to precise details of language is
required to speak in foreign language in order to share understandings
with other people”. The right language is related to the selection of the
right words, which later will make it easier for others to understand
the speaker's expression. The grammatical correct is also the most
important thing that must pay attention by the speaker to convey
meaning accurately and precisely.

In other words, Burns and Joyce in Florez (1999:1) defined

“speaking is an interactive process of constructing meaning that
involves producing, receiving, and processing information.” Than
According to Fiona (1985), speaking is an oral communication that
gives information involves two elements, they are: speaker who gives
the message and the listener who receipt the message. So speaking is
part of a process consisting of two interrelated elements to build
meaning. Suitability of the meaning intended by the speaker with the
meaning received by the listener becomes something that must be
considered in speaking. There are the firs is Accuracy consist of
 vocabulary, pronunciation, and grammar. The second is ability and the
last is content.

a. Teaching Speaking
Teaching speaking gives a systematic information, instruction,
or training to students about how to convey meaning to communicate
with other by using correct sounds and words. In line with that
statement, Nunan in Thomas (2011:18) describes what teaching
involves. He stated to teach speaking means to teach language learners
to:
1) Produce the English speech sounds and sound patterns;
2) Use word and sentence stress, intonation patterns and the rhythm
of the second language;
3) Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter;
4) Organize their thoughts in a meaningful and logical sequence;
5) Use language as a means of expressing values and judgments; and
6) Use the language quickly and confidently with few unnatural
pauses, which is called as ability.”

The problem faced by teachers in Indonesia in teaching speaking

is the lack of interest of students in trying to speak English. We know
that English in Indonesia is a foreign language, so it is only natural
that English speaking is foreign to students. In line with that statement
Bygate (1987:3) one of the basic problems in foreign-language
teaching is to prepare learners to be able to use the language. In other
words, the teacher needs to have a good preparation and plan for
teaching and learning activities in the class. The preparation includes
the teaching method and teaching material.

2. Drill
a. Definitions and Types of Drill
A drill is “A type of highly controlled oral practice in which the
students respond toa given cue. The response varies according to the
type of drill.” (Matthews, Spratt,and Dangerfield 1991: 210). Drills
are used usually at the controlled practice stageof language learning so
that students have the opportunity to accurately try outwhat they have
learned. Drills help students to develop quick, automatic
responsesusing a specific formulaic expression or structure, such as a
tag ending, verb form,or transformation.Drills have been much
maligned for their behavioristic, stimulus-responsenature and for the
mechanical, repetitive practice they provide.
In classrooms thatuse the audiolingual method, which became
popular in the 1950s, drills are basicto language teaching.Many of us
know that drill-based lessons are not always particularly
stimulating.In fact, you may remember language drills in which you
could accuratelyrespond in the drill without knowing what you were
saying. However, drills do respond to the learning style of those who
learn wellthrough memorization and repetition.Drills can be useful
teaching-learning material because they provide practice of small,
manageable chunks of language. This helps to build confidence and
automaticuse of structures and expressions that have been drilled.
Also, they can bepart of a teaching or learning sequence that
progresses from more towards less controlledpractice. According to
Kani and Sa'ad (2015) drill has the following good sides or
advantages:
 It ensure perfection of skills
 It makes learning more permanent as it is made habit at heart and
practical in limbs by doing.
 In most times, it’s interesting
 It allows learners to learn by themselves.
 It holds what has already been grasped
 Reinforcement is present in drill.
Type of drill base on Diane Larsen-Freeman (2000: 47-49)
states that there are several kinds of drill techniques used in audio-
lingual method: Dialog memorization, Backward build-up (expansion)
 drill , Repetition drill, Chain drill, Single-slot substitution drill,
Multiple-slot substitution drill, Transformation drill, Question-and-
answer drill, Use of minimal pairs, Complete dialog, Grammar game.
b. Repetition Drills
Repetition drills are useful for familiarizing students quickly
with a specific structureor formulaic expression (Doff 1990:71). The
teacher’s language is repeatedwith no change. Be sure to teach the
meaning of the utterance first. The examplethat follows illustrates this
type of drill:
Teacher: It’s cold outside.
Students: It’s cold outside.
Teacher: It’s warm outside.
Students: It’s warm outside.
Because repetition drills are extremely mechanical, they should
not be used for prolongedpractice. Preferably they should lead quickly
into another kind of drill ororal practice activity that allows students to
manipulate the form being practiced inmeaningful and relevant ways.
In order not to be monotonous, the teacher must be creative in using
media in drilling techniques. So students will stay focused and not
bored. Students are also asked to reflect through conversation or
dialogue in front of the class.
 CHAPTER III
RESEARCH METHODOLOGY

A. Type of Research
The type of research is classroom actions research. Classroom action
research begins with a question about classroom experience, issues, and
challenging.It is a reflective process which helps teachers to explore and
examine aspects of teaching learning, and totake action to change and
improve the students’ achievement in teaching learning process. So in this
research choose CAR because it provides a method that can be done by the
researcher and the teacher to improve the practice of education by studying
issues of problem they face, especially in speaking.
According to Arikunto (2006:2) classroom action research is three
words they are: research, action, and class. Research is an activity to find out
accuracy some object using methodology which interest and important for the
writer. Actions is some activities deliberately done by having several aims, in
the research I form activities cycles. Class is a group of students in the same
time, have same lesson from teacher.
B. Research Setting
This research takes place at Sudirman Islamic Junior High School
Tengaran third grade in the academic year 2019/2020. It is located at Masjid
Besar Street 39 Tengaran.
C. Research Design
In conducting this classroom action research, the writer applies one
group pre-test and post-test design to find out whether there is significant
improvement of students’ speaking ability by implementing the repetition
drill technique. The subject (students) receive pre-test and post-test in the
form of oral production test with material that has explained in the scope of
the research.
One group pre-test post-test design can be presented as follow :
T1 X T2
Note :
T1 : Pre-test
T2 : Post-test
X : Treatment
(Setiyadi,2006:131)

D. Population of the Research

The population of this research is the third year students of Sudirman
Islamic Junior High School Tengaran. There are only one class so the writer
will take that class as the sample. It is IX A as the treatment class. Class IX
A as the treatment class consists of 36 students. The sample is taken
randomly because participants have similar chance to be chosen.
E. Variables
This research consists of three variables as follow:
a. Improving speaking ability in Third Grade Students is dependent variable.
b. Repetition Drill Technique is independent variable.
F. Data Collecting Technique
In collecting the data, the writer used the following technique:
1. Pre test
Pretest is given before treatment is given to determine the extent to
which students' speaking skills, especially for the material to be taught by
the author in this study: "making, accepting, and declining invitation. This
test consists of oral tests. Subjects are asked to give a response to the
situation given, and the author will monitor the speech of the student. The
author will tell a certain condition and ask a student to respond to the
command from the author in accordance with the conditions described.
In measuring the students speaking ability (accuracy of
pronunciation. grammar, vocabulary, appropriacy, ability and ease of
speech) the writer will use the marking scheme by Heaton (1988:98). The
criteria as follow:

Rating Ability to communicate orally

6 Excellent: on a par with an educated native speaker. Completely at

ease in his use of English on all topics discussed.

5 Very good: although he can not be mistaken for a native speaker, he

expresses himself quite clearly. He experiences little difficulty in
understanding English, and there is no strain at all in
communicating with him.
4 Satisfactory verbal communication causing little difficulty for
native speaker. He makes a limited numbers of errors of grammars,
lexis and pronunciation but he is at ease in communication on
everyday subjects. He mat has to correct himself and repattern his
utterances on occasions. But there is a little difficulty in
understanding him.
3 Although verbal communication is fairly satisfactory. The native
speaker May occasionally experience difficulty in communicating
with him. Repetition, re-phrasing and re-patterning are sometimes
necessary ; ordinary native speaker might find it difficult to
communicate.
2 Much difficulty experienced by native speaker unaccustomed to
‘foreign language’ his own understanding is severely limited, but
communication in everyday topics is possible. Large number of
errors of phonology, grammar, and lexis.
 1 Extreme difficulty in communication on any subjects. Failure to
understand adequately and make himself understood.

2. post-testst
After giving the treatments, the writer will give the posttest to the
subjects; the next type of the posttest is also in the form of oral
production test. The test is administered to investigate whether the silent
way method can improve the students’ speaking ability.

G. Research Instrument
 Instrument is the main important tool to collect the data. The
instrument of this research is a production oral test. Test items are 20 items.
The author will ask students' response to a condition that is told by the author,
and the author will monitor the student's speech. The next instruments were
the narrative observations which included recordings of the rundown of the
classroom teaching and learning process. The last was camera. The researcher
used camera to take some pictures of the process of teaching and learning
process. He also used it to record the process of teaching and learning as
videos.
H. Data Analysis
The data from the oral test, will be arranged from the highest until the
lowest one. The data from the pre-test and post-test will be analyzed to find
out whether the result of the tests are similar or different. To compare the
result of the data from pre-test and post-test with the same subject, the writer
will use the Repeated Measures T-Test, and the data will be calculated using
SPSS (Statistical Package for Social Science)

CHAPTER IV

DISCUSSION

In this sections, the researcher analyze all of the data from the
research. the data describes the finding of this study generally. From the data
if there is significant difference between pre-test and post-test, where post-test
is greater than pre-test it’s mean that Repetition Drill Technique to Improve
speaking ability in Teaching Expressions of Agreement and Disagreement in
Third Grade Students of SMP Islam SudirmanTengaran in the Academic year
of 2019/2020 is effective.
 CHAPTER V

CONCLUSIONS

This research is a classroom action research. That will be done in class

IX A at SudirmanTengaran Islamic Middle School. The participants involved
in this study were the researchers themselves, fellow researchers as the first
collaborators, English teachers as the second collaborator, and class IX
students. The title of the study is “The Effectiveness of Repetition Drill
Technique to Improve speaking ability in Teaching Expressions of
Agreement and Disagreement” The finding is about:
1. About the effectiveness and use of repetition drill technique to improve
speaking skills.
2. How is the effect of repetition drill in speaking
3. What part of speak has developed after applying the repetition drill
technique?
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