THE EFFECTIVENESS OF TEACHING

VOCABULARY USING PICTURES

(An Experimental Study at the Fourth Grade of SDN Pondok Cabe Ilir III
Pondok Cabe - Tangerang Selatan)

A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S1)

By:
Liza Fauziah
NIM. 104014000301

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
 ABSTRACT

LIZA FAUZIAH 2011. The Effectiveness of Teaching Vocabulary Using

Pictures (An Experimental Study at the Fourth Grade of SDN
Pondok Cabe Ilir III Academic Year 2010/2011). A “Skripsi”
presented to the faculty of Tarbiyah and Teachers’ Training in a
Partial Fulfillment of the Requirements for the degree of S.Pd. in
English Education “Syarif Hidayatullah” State Islamic University
Jakarta.
Advisor: Drs. H. Bahrul Hasibuan, M. Ed.
Key words: Vocabulary, Picture, Translation method

The objective of the research is to get the information about using pictures
in teaching vocabulary; moreover it is conducted to get the effective techniques in
teaching vocabulary at the Fourth Grade students of SDN Pondok Cabe Ilir III.
The Sample of the research was 25 students of fourth grade students in SDN
Pondok Cabe Ilir III. This research is using experimental method in the
quantitative form by collecting data from pre-test and post-test. These testes have
purposed performance are given to the Fourth Grade students of SDN Pondok
Cabe Ilir III Tangerang Selatan is effective.The data collected in this research
were analyzed by using t-test. According to the result of statistical calculation, it
was obtain the value of to (t observation) that 3.94 and the value of “tt” (t table)
from the df (48) on the degree of significance of 5% is 2.01. it means that the
value of to is higher than the value of tt. Based on the result the null hypothesis
(Ho) which says there is no significance influence of using pictures in teaching
vocabulary is rejected. It means that the alternative hypotesis (Ha) which says
there is significance influence of using pictures in teaching vocabulary is
accepted.Based on the finding of this study, it can be concluded that using
pictures is effective and quite success and run well in the class situation. By using
pictures, students feel more interesting and enjoy doing activities in the class; it
also can give the students the opportunities to be active in learning English
vocabulary.

ii
ii
 ACKNOWLEDGMENT

Bismillahirrahmanirrahim

In the name of Allah, the Beneficent, the Merciful. All praise be to Allah,
Lord of the universe, who provides blessing and mercy to the writer in completing
this paper without any considerable obstacles. Peace and blessing also be upon the
Noble Prophet of Islam, Muhammad SAW, his companions and his faithful
followers.

This skripsi is written to fulfill one of the requirements for the degree of
Strata 1 (S1) in English Language Education of the Faculty of Tarbiyah and
Teachers’ Training, Syarif Hidayatullah State Islamic University.

The writer is really conscious that she could not finish this paper without
being helped by others both materially and spiritually. For that reason, the writer
would like to dedicate her enormous gratitude to her beloved parents, H. Kasta
Tarmizi, S.Pd and Hj. Sarinah who always give support and pray for her. Her
beloved my sisters, Rika Afrini and Khairunisya. Her beloved brother Gilang
Putra Ramadhan, they are the sources of inspiration in the writer’s life.

The writer also would like to state her acknowledgment to these following
people:

1. Drs. H. Bahrul Hasibuan, M.Ed, the writer’s advisor for his time, guidance
and his valuable contribution in correcting this paper so that it is finally
done.
2. Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiyah and Teacher Training
Faculty.
3. Drs. Syauki M.Pd, the Head of English Education Department.
4. Neneng Sunengsih, S.Pd, the Secretary of English Education Department.
5. Dra. Farida Hamid, M.Pd, who has served as an advisor on the class A in
the English Department of the academic year 2004.

iii
 6. All lecturers in the English Education Department who has given a good
insight and knowledge in introducing the world of education to the writer.
7. The headmaster, teacher, staffs, and all of the students in SDN Pondok
Cabe Ilir III for their good corporation in her research.
8. Her beloved cousin, Mayang, Eca, Harke, Uwi, Rosi and Dian.
9. Her beloved friends, Layda, Hangi, Aini, Ulfa, Adi, Hendra, muti, ade,
kiki. Hamamah. Thanks for the motivation, care and support! Also
Muhammad Hamdi, SE, her beloved one. Thanks for your love, support,
spirit and affection.
10. All or relatives, colleagues, lectures, and they that can’t be mentioned who
have helped the writer to accomplish this “Skripsi”.

Finally, the writer realizes that this paper is not perfect yet, but hopefully
practice can make her better. Therefore, it is a pleasure for her to receive any
constructive criticism and suggestion for better writing. By all modesty, the writer
hopes this paper would be useful for the writer and for the readers. Amiin.

Jakarta, July 25, 2011

The writer

iv
 TABLE OF CONTENTS

ENDORSEMENT SHEET ……………………………………………………… i

ABSTRACT ……………………………………………………………………… ii
ACKNOWLEDGMENT .................................................................................... iii
TABLE OF CONTENT ………………………………………………………..... v
LIST OF APPENDICES ………………………………………………………... vii
LIST OF TABLES ………………………………………………………………. viii
CHAPTER I : INTRODUCTION
A. The Background of the Study ……………………………….. 1
B. The Identification of the Problem …………………………… 4
C. The Scope and Limitation of the Problem …………………… 4
D. The Formulation of the Problem …………………………….. 5
E. The Objective of the Study …………………………………. .. 5
F. The Significance of the Study ……………………………….. 5
G. The Organization of the Writing …………………………….. 5

CHAPTER II : THEORETICAL FRAMEWORK

A. Vocabulary
1. The Understanding of Vocabulary ………………………... 7
2. The Kinds of Vocabulary …………………………………. 9
3. The Techniques in Presenting Vocabulary ……………....... 11
B. Picture
1. The Understanding of Picture ……………………………. 14
2. The Types of Picture ……………………………………… 16
3. The Criteria of Good Picture ………………………….. …. 17
C. Translation Method
1. The Understanding of Translation Method ……………… 19
2. The Types of Translation Method …………………... ….. 20

v
 D. The Teaching of Vocabulary Using Picture ………………… 21
E. The Teaching of Vocabulary Using Translation Method …... 23
F. Thinking Framework ……………………………………….. 24

CHAPTER III : THE PROFILE OF SDN PONDOK CABE ILIR III

A. The Profile of English Teacher at SDN Pondok Cabe Ilir III.. 26
B. The Curriculum …………………………………………….. 27
C. The English Textbooks …………………………………….. 27
D. The Method of Teaching …………………………………… 27

CHAPTER IV : THE IMPLEMENTATION OF THE RESEARCH

A. THE METHODOLOGY OF THE RESEARCH
1. The Objective of the Research ………………………… 28
2. The Method of the Research …………………………… 28
3. The Place and Time of the Research …………………... 28
4. The Population and Sample of the Research ………….. 29
5. The Techniques of Data Collecting …………………… 29
6. The Research Instrument ………………………………. 30
7. The Research Variable ………………………………… 30
8. The Techniques of Data Analysis ……………………… 31
B. THE FINDING OF THE RESEARCH
1. The Data Description …………………………………. 32
2. The Test Hypothesis ………………………………….. 39
3. The Data Interpretation ……………………………….. 40

CHAPTER V : CONCLUSION AND SUGGESTION

A. CONCLUSION …………………………………………… 42
B. SUGGESTION …………………………………………… 43
BIBLIOGRAPHY ……………………………………………………………….. 44
APPENDICES

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 LIST OF APPENDICES

Appendix 1 : The Students’ Test

Appendix 2 : Rencana Pelaksanaan Pembelajaran (RPP) Experiment Class

Appendix 3 : Rencana Pelaksanaan Pembelajaran (RPP) Control Class

Appendix 4 : Media Picture

Appendix 5 : Surat Permohonan Izin Penelitian

Appendix 6 : Surat Pengajuan Judul Skripsi

Appendix 7 : Surat Bimbingan Skripsi

Appendix 8 : Surat Keterangan Penelitian dari Sekolah

Appendix 9 : Surat Perubahan Judul Skripsi

vii
 LIST OF TABLE

Table 4.1 The Score of the Individual Students’ of the Experimental Class ................ 33

Table 4.2. The Score of the Individual Students’ of the Control Class ……………… 35

Table 4.3. The Comparison of Score of Each Student of the Experimental Class

and Control Class …………………………………………………………. 36

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 1

CHAPTER 1
INTRODUCTION
In this chapter presents and discuses the background of the study, the
identification of the problem, the scope and limitation of the problem, the
formulation of the problem, the objective of the study, the significance of the
study, and the organization of the writing.

A. The Background of The Study

Language is very important for all human beings in the world because it
is a means of international communication. People use the language to express
their idea, feeling, and emotion. In Oxford Advanced Learner’s Dictionary,
“language is the system of sounds and words used by human to express their
thoughts and feelings”1.
As an international language, the teaching of English is important
because English in Indonesia is considered as the first foreign language which
is learnt in Indonesian schools. In Indonesia, English is taught as a local
content in primary school, as a compulsory subject is in secondary school, and
as a complementary subject is a university.
There are four language skills that have to be mastered by the student.
The four language skills are listening, speaking, reading, and writing which
prominent in teaching and learning English. Besides the four language skills,
there are four language components that also need to be thought to and
recognized by the students. They are structure, vocabulary, spelling, and
pronunciation. Both aspects are very important that need to be mastered by the
student to accomplish the basic language communication and the students
have to practice all those skills which cannot be separated from each other.
The students may be able to use English in communication better if they
master all those language components. Scott Thornburg quoting the linguist
David Wilkins who summed up the importance of vocabulary learning points

1
A S Hornby, Oxford Advanced Learner’s Dictionary, 5th Edition, (New York: Oxford
University Press, 1995). p. 662
 2

out, “Without grammar very little can be conveyed, without vocabulary

nothing can be conveyed”2. From this statement, it could be understood that
vocabulary is one of the items that has to be mastered by the students in
learning English, because no one can speak English if they have limited
vocabulary and without a proportional amount of vocabulary anyone will get
trouble in her reading, listening, speaking, and writing.
In the teaching learning process the students are influenced by the
ways teachers present their instructional material. The students need
something fun and enjoyable. By using a suitable method, the lesson materials
will be more interesting, effective and efficient. Using picture is one of the
techniques in teaching vocabulary. Through pictures students could be easier
to understand what the teacher presents.
For the students in Elementary school using pictures are very useful in
the teaching learning process because it makes the classroom more active and
lively, so the students can be highly motivated and have a lot of fun during the
lesson. Pictures not only worth a thousand words. It can be used in a wide
variety of teaching activities. Aminudin Rasyad states:
“Kemampuan guru memilih media pendidikan sangat menentukan
kualitas PBM yang di kelolanya. Guru adalah salah satu media belajar
yang hidup dalam kelas. Sebab itu penampilan guru (teacher’s
performance) ikut menentukan keberhasilan belajar murid-muridnya.”
3

(Ability of teacher chosen education media is very determining of PBM

quality which in its management. Teacher is one of the media learn
which live in class. That cause of appearance of teacher (teacher’s
performance) follow to determine efficacy learn its students. (Translated
by the writer).

2
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Educational Limited,
2002), p. 13
3
Prof. Dr. H. Aminudin Rasyad, Teori Belajar dan Pembelajaran, (Jakarta: Uhamka
Press, 2003), p. 119.
 3

It shows that pictures have an important role in learning process. They

can interest the student’s motivation to learning English. The teacher must
always motivate the students to study hard and has to create a good classroom
atmosphere. Dr. Michael D. Williams states that “visual that are designed can
also help motivate students to learn by attracting and maintaining their
attention”4. The interest is very important in the English teaching learning
process because it is one of the main factors to reach the instructional
objective. If the students are not interested in studying, they will be very
difficult to understand the lesson.
An English teacher has to consider a suitable way to teach English and
how to apply it in the classroom. Heinich et al in Dr. Michael D. Williams
state that teachers need to keep in mind the following four basic goals of
visual design when designing visuals for their classroom use:
1. Ensure legibility of words and pictures in your visual.
Ensure that these can be easily seen by all your students from
where they seated.
2. Reduce the effort needed in interpreting message.
How the pictures and the words in your visual are arranged could
either aid or impede understanding of the message that your visual
is trying to convey.
3. Increase active engagement of viewer with message.
Make your visual appealing so that the students’ attention is
captured, enticing them to think about your message.
4. Focus attention on the most important parts of message.
Direct the attention of your students to the most important parts of
your visual so that they understand the “flow” of the message. 5

4
Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning,
(Singapore: Prentice Hall, 2000), p. 38
5
Dr. Michael D. Williams, Integrating Technology Into Teaching and Learning…,p. 38
 4

According to the writer’s experience in SDN Pondok Cabe Ilir III as

the English teacher, that most of students of Elementary School assumed that
English is a difficult material. Furthermore, they are unmotivated to learn
English because the class situation is very boring. It is because many teachers
still teach, especially teaching vocabulary to the students by using translation
method. The teacher thought that the main objective in learning English is to
make the students feel fun when learning it, the teacher would help the
students when they felt difficult in acquiring the material in target language by
translating it into students’ first language (Bahasa Indonsia). This happened
when the students did not know or forgot the meaning of many vocabularies.
Based on the statement above, the writer is interested in investigating
the teaching of vocabulary in SDN Pondok Cabe Ilir III that is why the writer
chooses The Effectiveness of Teaching Vocabulary Using Picture as the title
of this writing.

B. The Identification of the Problem

Based on the background of the study above, there are many problems
that can be identified in this research such as: (1) The students’ difficulties in
memorizing the vocabulary,(2) media is limited in learning vocabulary,(3)
boring class activities and (4) monotonous teaching technique.

C. The Scope and Limitation of the problem

To avoid misunderstanding and to clarify the problem, it is
necessary to make limitation of the problem, because too many kinds of visual
media in teaching English like flash cards, real objects, charts, picture and etc.
In this paper, the writer only focuses on teaching vocabulary using pictures
dealing with “Parts of Face”. This is one of the themes of the syllabus. The
writer limits the investigating only in fourth grade of SDN Pondok Cabe Ilir
III the second semester of the 2010/2011 academic year.
 5

D. The Formulation of the Problem

The formulation of this problem: “is the teaching of vocabulary using
pictures more effective than translation method?”

E. The Objective of the Study

The objective of study is to know whether there is any significance
between teaching vocabulary using pictures and teaching vocabulary using
translation method.

F. The Significance of the Study

By doing the research, the writer intends to analyze the effectiveness in
teaching vocabulary using pictures.
This study may help the English teacher in choosing alternative way to
teaching vocabulary using pictures and give the information for English
teacher at SDN Pondok Cabe Ilir III about the effectiveness of picture in
English teaching and learning process. Because using picture is expected to
support and interest the student’s motivation in learning English and make
them easier to memorize English vocabulary. Furthermore, this study is
expected to be useful to support the previous research and references for other
researchers who are interested in conducting the same research.

G. The Organization of the Writing

This paper is divided into four chapters, such as:
Chapter I : Introduction. It contains the background of study, the
identification of the problem, the scope and limitation of the problem, the
formulation of the problem, the objective of the study, the significant of the
study, and the organization of the writing.
Chapter II : Theoretical Framework. It contains Vocabulary, including
the understanding of vocabulary, the kinds of vocabulary, and the techniques
in presenting vocabulary. Picture, including the understanding of picture, the
 6

types of picture, and the criteria of good picture. Translation method,

including the understanding of translation method, the types of translation
method. The teaching of vocabulary using picture, the teaching of vocabulary
using translation method, and thinking framework.
Chapter III : The profile of SDN Pondok Cabe Ilir III, it contains The
profile of English teacher at SDN Pondok Cabe Ilir III, the curriculum, the
English textbooks, the methods of teaching.
Chapter IV : Contains the Implementation of the research. The
methodology of the research, including the method of the research, the
objective of the research, the place and time of the research, the population
and sample of the research, the technique of data collecting, the research
instrument, the research variable, and the techniques of data analysis. The
Findings of the research, including the data description, the test hypothesis,
and the data interpretation.
Chapter IV : Contains Conclusion and Suggestion
 7

CHAPTER II
THEORETICAL FRAMEWORK

This chapter explained about theoretical framework, which consists

of vocabulary, Pictures, translation method, the teaching of vocabulary using
pictures and the teaching of vocabulary using translation method. Vocabulary
consists of the understanding of Vocabulary, the kinds of Vocabulary, and the
techniques in presenting vocabulary. Pictures consist of the understanding of
picture, the types of pictures, and the criteria of good picture. Translation
method consists of the understanding of translation and the types of
translation.

A. Vocabulary
1. The Understanding of Vocabulary
In everyday situation, we say something, express our feelings and
tell what we want to say. All the things need the words, and these words
are called vocabulary. Vocabulary plays an important role in improving
our skills in English. It becomes one of aspects for improving
communication skill. Without having enough vocabularies,
communication will end up in unpleasant situation and make the students
difficult to continue their sentences or ideas. Therefore it is highly
essential for English teacher to help their students in mastering vocabulary.
One who masters enough vocabulary will find fewer difficulties
than those who have fewer vocabularies. When they read a certain text,
they will easily get information from it since they can understand every
word in the text.
Experienced teachers of English as a foreign language know very
well the importance of vocabulary. They know that the students need to
learn thousand of words that speakers use. Fortunately, the need for
vocabulary is one point on which teachers and students agree. Without
 8

vocabulary students could not be able to understand how the language is.
The role of words is important to know how the language is used,
practiced and communicated.
If we want to communicate with others in certain language we need
to master the language they belong to especially to know enough
vocabulary of those languages. Words are the basic units of language from
that supports the language itself.
Rivers quoted by Nunan has also argued that the acquisition of an
adequate vocabulary is essential for successful second language use
because, without an extensive vocabulary, we will be unable to use the
structures and functions we may have learned for comprehensible
communication1. As we know, English is a „world language‟, now days
the most communication tools for global communication. So, we must
have a lot of „bank of English words‟. Other wise grammar and exercising
pronunciation English need to be learned too. Mastery of vocabulary is an
essential component of all uses of language; it helps student too to
communicate effectively or expressing their ideas in English
Without an extensive vocabulary and strategies for acquiring new
vocabulary, learner often achieve less than their potential and may
discouraged from making use of language learning opportunities around
them such as listening to the radio, listening to native speaker, using the
language in different contexts, reading, or watching television.
According to Jack C. Richards and Willy A. Renandya,
“Vocabulary is a core component of language proficiency and provides
much of the basis for how well learners speak, listen, read, and write”.2
Its means that the first thing we have to learn English is we have
to mastery the vocabulary, because with vocabulary we can learn
Language skill easier and will be useful for the process of achieving

1
David Nunan, “Language Teaching Methodology”, (New York: Prentice Hall, 1991), p.
117.
2
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 2002), p. 255.
 9

language teaching objectives. In the other word, Vocabulary is the

important subject in language learning, if we lack vocabulary will face a
lot of problems.
Furthermore, according to Merriam-Webster’s Collegiate
Dictionary, vocabulary is:
1. A list or collection of words and phrase usually alphabetically
arranged and explained or defined.
2. A sum or stock of words employed by a language group
individual or work or in a field of knowledge.
3. A list or collection of terms or codes available for use.3 Its
means that vocabulary is a list or collection of words and
phrases usually arranged and explained or defined in some
subject, activities, various registers, and particular sphere
(group).

As what mentioned above the definitions of vocabulary is more

than one, but the definition from one reference to other is related. From
those, The writer summarizes that vocabulary is a total of words or phrases
that maintains all of information used by person, class or profession in
communication and it is important thing when learners study the language
it self and study the using of the language.

2. The Kinds of Vocabulary

There are many kinds of vocabulary in English. They are:
a. Based on the characteristics of the words
According to Ruth Gairns and Stuart Redman, Vocabulary divided
into two kinds:
1. Active Vocabulary: refers to put items which the learners can use
appropriately in speaking and writing. Active vocabulary is also
called as a productive vocabulary.

3
Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, (New York: Merriam
Webster‟s Inc, 2003), p. 1400
 10

2. Passive Vocabulary: refers to language items that can be

recognized and understood in the context of reading and listening.
It is also called as receptive vocabulary.4
Active vocabularies are vocabularies or the words that we
use in speaking and writing, two of language skill. These
vocabularies are often called as productive vocabularies because
they are in case of speaking, have to be said by good pronounced in
order that our rival can understand what we mean. In case of
writing we have to write by good letter in order to avoid
misunderstanding from readers. To use the active vocabulary or
productive vocabulary we have to know and be able to use
grammar of the target language, we are hoped to familiar with
collocation and understand the connotation meaning of the words
too. This vocabulary is more prominent in the first level of a
course.
Passive vocabulary is vocabulary used in two kinds of
language skill that is reading and listening. Passive vocabulary
refers to language items that can be recognized and understood in
the context of reading and listening, and also called as receptive
vocabulary. Passive vocabulary is more useful when the student in
higher level of study such as intermediate level or advanced level.

b. Based on its form and function

John Read in his book, Assessing Vocabulary, mentioned two kinds of
vocabulary based on its form and function, they are:
1. Function Words
These are the words, which only have a full meaning when
they are integrated with other word. It includes articles,
preposition, pronoun, conjunction, auxiliaries, etc.

4
Ruth Grains and Stuart Redman, Working with Words a Guide to Teaching and
Learning, (New York : Cambridge University Press, 1986), p. 65
 11

2. Content Words
These are the words, which have a full meaning and
provide links within sentences. It includes noun, full verb,
adjectives, and adverb.

c. Used for Communication

S.H. Burton and J. A. Humphries in A.M Zainuri, there are two kinds
of vocabulary used by the people for communication, namely:
1. General Vocabulary :It is of the words used in general. There is
no limited of fields or users, terms general that the writer means is
general in meaning and using.
2. Special vocabulary : It is used in certain field, job, profession or
special science. For example; politicians, journalist, and lawyers. 5
So, no matter how many experts classify vocabulary, words are a
part of language elements or language tools of communication
which are used by a people.

3. The Techniques in Presenting Vocabulary

Some techniques in presenting vocabulary can be used to explain
the meaning of words and the way in teaching vocabulary will depend
much on individual characteristics. But the teachers have to determine the
best techniques to teach or explain the meaning of words to the learners.
Teaching vocabulary to student seems to be the simplest thing to
do. In fact, it requires more than translating some words from one
language to another. Students need something fun and easy to access the
vocabulary quickly when it is required for use. In this section, some
techniques to teaching and learning vocabulary are offered to facilitate
students‟ need in accessing vocabulary.

5
A. M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.
 12

According to Jeremy Harmer, there are seven techniques in presenting

vocabulary:
a. Realia
One way of presenting words is to bring the things they
represent into the classroom by bringing “Realia” into the
room. Words like “postcard”, “pen”, “ball”, etc. can obviously
be presented in this way. The teacher holds up the object (or
points to it), says the words and then gets the students to repeat
it.
b. Picture
Pictures can be board drawing, wall pictures and charts,
flashcards, magazine pictures and any other non-technical
visual presentation. Picture can be used to explain the meaning
of vocabulary items: teachers can draw things on the board or
bring in pictures.
c. Mime, Action, and Gesture
It is often impossible to explain the meaning of words and
grammar either through the use of realia or picture. Actions, in
particular, are probably better explained by mime. Concepts
like running or smoking are easy to present in this way.
d. Contrast
We saw how words exist because of their sense relations and
this can be used to teach meaning. We can present the meaning
of “empty” by contrasting it with “full”. We may present these
concepts with pictures or mime, and by drawing attention to the
contrast in meaning we ensure our students‟ understanding.
e. Enumeration
We can use this to present meaning. We can say „clothes‟ and
explain this by enumerating or listing various items. The same
is true of „vegetable‟ or „furniture‟, for example.
f. Explanation
Explaining the meaning of vocabulary items can be very
difficult, especially at beginner and elementary levels. But with
more intermediate students such a technique can be used. It is
worth remembering that explaining the meaning of a word
must include explaining and facts of words use which are
relevant.
g. Translation
Translation is a quick and easy way to present the meaning of
words but it is not without problems. In the first place it is not
always easy to translate words, and in the second place, even
where translation is possible, it may make it a bit too easy for
 13

students by discouraging them from interacting with the

words.6

Based on Adrian Doff, the techniques in teaching vocabulary, they are:

a. Say the word clearly and write it on the board
b. Get the class to repeat the word in chorus
c. Translate the word into the student‟s own language
d. Ask students to translate the word
e. Draw a picture to show what the word means
f. Give an English example to show how the word is used
g. Ask question using the new word.7

From statement above the writer gives a little clarification that some
basic techniques for showing the meaning of words are:
o Writing noun words on the board: “pen”, “book”, etc. now the
question is how the students can easily understand the meaning of
the words? In this case many ways to explain about that, for
example:
o By showing the real object of pen, book etc.
o By showing pictures. This way can be done by drawing picture of
pen, book, and pencil on the board and by showing pictures pen,
book, pencil, which have been already prepared before (photograph
or drawing).

o Writing verb words on the board, like as “sit”, “open”, “close” etc.
the question is how the students can easily understand about these
words. For this case the teacher can not show to the students the
things because this is not a noun, so the teacher shows the students
by practicing the words or the teacher can show he pictures about
activity that related to the words of “sit”, “open”, “close”.

6
Jeremy Harmer, The Practice of English Language Teaching New Edition, ( London:
Longman, 1991), p. 161-162
7
Adrian Doff, Teach English a Training Course for Teacher on Teacher’s Work Book,
(New York: Cambridge University Press, 1988), p. 1
 14

o Writing adjective words on the board, like as: “Happy”, “Sad”, etc.
So, how do the students can understand these words easily? In
these case the teacher use the mime or the teacher can give to them
example (some one is crying, it means sad).or the teacher show the
pictures about activities that related to the words of “happy”,
“Sad”.

From explanation above the general points about presenting

vocabulary visual is using real objects, mime or pictures, but from all of
the explanation above using pictures is more affective, because the teacher
can explain something, as noun, verb or adjective.
There are many kinds of techniques in presenting vocabulary to the
English learners such as mentioned above. The writer summarizes that the
way in teaching vocabulary in English classroom is depend on the teacher
to choose the best way in order to make students feel enjoy and does not
make them feel bored, because teacher as a facilitator has to be able to
choose a good techniques to teach vocabulary.

B. Picture
1. The Understanding of Picture
Visual aids is one of the teaching aids that can be used for
presentation, practice, and testing. We can show things that can not be
explained in simple word.
Picture plays an important role as an alternative teaching aid in
teaching English. The teacher gives a picture, and then she asks the
students about it. Picture is easy to be found by all people. Through picture
the students can practice to develop their ideas.
The use of picture is an excellent technique to help students
understand various aspect of foreign language. The picture has motivated
the students, made the subject clearer to understand, and illustrated the
general idea of an object reaction which is particular to a culture. It can
 15

help to develop various other needed skills such as visual discrimination,

attention to detail, and extension of concepts.
Pictures are versatile and useful resources for teaching aspects of
grammar that require a structure meaning match. Interesting or
entertaining pictures motivate students to responds in ways that more
routine teaching aids, such as textbook or a sentence on the board, can not.
Pictures can also be used in various configurations to enhance learning and
practice.8
Students understand and retain the meaning of a word better when
they have seen some object associated with it. For this reason, the teacher
should expose the student to real-life situation, when this is not possible,
the visual aid can serve as useful substitute. As pictures and their images
are more vivid than words, they are easier to recall than words.
Teachers have always used picture or graphics, whether drawn
taken from books, newspaper and magazines or photograph, to facilitate
learning, picture can be in the form of flash card (smallish cards which we
can hold up for our students to see), large wall picture (big enough for
everyone to see detail), cue cards (small cards which students use in a pair
or group work), photograph or illustration.
Picture most frequently serve to help reader‟s approximately words
in normal reading situations, during the beginning stages of reading,
particularly as an approach to introduce words, picture clues are useful in
actual words identification.
Pictures are kinds of visual instruction materials that might be used
more effectively to develop and sustain motivation in producing positive
attitudes toward English teaching or reinforce language skill. Some experts
gave the explanation of pictures, as follow:
According to Andrew Wright, “Picture are the most suitable for the
revision of known language and more recombination or manipulation

8
Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar, (London: Oxford University Press, 1988), p. 73.
 16

word, the picture are not just an aspect of method but through their
representation of places, object and people they are an essential part of the
overall experiences”9. It means that using pictures can help students to
have experiences of understanding a new object and they use their eyes to
bring it to their imagination more efficiently and effectively.
Picture is a visual representation of a person, object, or scene, as a
painting, drawing, photograph, etc.10
In Oxford advanced learner‟s dictionary, “Picture is a panting,
drawing, sketch, especially as a work of art”11. It‟s mean that, using
pictures can be created in many ways like panting, drawing, sketch or
photography to deliver the object of studies.
The writer summarizes that picture has a lot of meanings. Picture is
defined as a drawing, a painting, or photograph, an image of someone or
something. The meaning of picture can motivate presenting a sequent of
even, story and thing like the real life, which might be used more
effectively to develop and sustain motivation in producing positive attitude
toward English and to reach or reinforce language skill.”

2. The Types of Picture

According to Betty Morgan Bowen, there are some types of picture as
their shapes:
a. Wall Charts
Wall charts illustrate aspect of a topic. On one chart use may be made
of photograph, artist‟s drawing, symbols, graph and text.

9
Andrew Wright, Picture for Language Learning, (New York: Cambridge University
Press, 1989), p. 2.

10
http://dictionary.reference.com/browse/picture, retrieved on July 14th 2011.

11
A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English 5 th Edition,
(New York: Oxford University Press, 1995), p. 871.
 17

b. Wall Picture
Wall picture is simply a large illustration of scene or event a set of
scenes or events. It is usually to be used with the whole class.
Wall-pictures, which details large enough for the entire class to see,
may be used in place of things such as clouds, the sea, mountains, the
sun, and the sky, which are impossible to bring into the classroom.
c. Flash Cards
 Word flashcard, card with printed words on it can help up rapidly;
the cards can be used to demonstrate exactly what the teacher
wishes.
 Picture flashcard, useful for the representation of a single concept,
such as an object or an action.
d. Work Cards
Include visual as well as text magazine picture, drawing, maps
and diagrams can be important part or work card at all levels, used for
variety of purposes.12
As it has been stated above, there are many types of pictures that
could be used as media and cloud be taken from anywhere, such as
magazines, newspaper, etc. where each types of pictures have their
own uses that could be applied to the students, so it is important for
the teacher that using picture is to understand well which picture can
be used for their students.

3. The Criteria of Good Picture

The teacher should have the ability to convey the good material to
the students, when he/she teaches in class, teacher needs some media
to make students easier in understanding material, picture is one of
visual media that teacher used in teaching process.

12
Betty Morgan Bowen, Look Here!, Visual Aids in Language Teaching, (London:
Essential Language Teaching Series, 1973), p. 13-31
 18

In order to have a good result and of course to know the

effectiveness of picture in terms of vocabulary teaching and learning,
the writer also need to know a good criteria of a good pictures that
been used in the research.
According to MAC M, Ramirez, the pictures should be directly
relevant to a specific teaching objective and should be identified by the
lesson with it is to be used. Beside that, the pictures should be simple
graphic and easy to use or manipulate.13 The MAC M, Ramirez‟s
statement can be applied as colorful drawing simple technique and if
we make a picture it has to be relevant with the theme and easy to
understand by the students.
The teacher should have the ability to convey the good material to
the students, when he/she teaches in the class, teacher needs some
media to make students easier in understanding material, picture is one
of visual media that teacher used in teaching process.
According to Andrew Wright, there are some criteria for selecting
good pictures for the students, such as:
a. The aid must be easy to prepare and organize by the teacher
b. The aid must be interesting for students
c. The aid must be excellent point of view and sufficient amount of
language
d. The aid must fit in the best principles of education.14
Based on the explanation above, the criteria for good picture
should be clear and big enough to see, and to choose or select a picture
is needed to be appropriated with the knowledge of the students and
related to the topic that is being discussed.

13
MAC M, Ramirez, The Neglected Tools can Work for You (Washington D.C : The Art
of TESOL Selected Articles from the English Teaching Forum, Part Two, 1975), p. 268.
14
Andrew Wright, Pictures for Language Learning…, p.3
 19

C. Translation method
1. The Understanding of Translation Method
Translation is not an instant process. It needs work hard and
serious attempt of the translator. According to Newmark, “Translation is
rendering the meaning of a text into another language in the way that the
author intended the text.”15 Nida and Taber also gave their definition about
translation that, “Translating consist in reproducing in the receptor”
language the closest natural equivalent of the source language meaning,
first in term of meaning and secondly in terms of style”. 16 From both the
statement, it can be said that the meaning is the important thing of
translation. Besides, the “equivalence” also become key words in
translation as stated by Catford that, “Translation is the replacement of
textual material in one language (SL), by equivalent textual material to
another language (TL).”17
The three definitions above are taken from various sources. From
the definition above, it can be conclude that translation is a transferring
activity from source language into target language. In the process of
translation, equivalence is an important thing because translating a text is
not changing word by word from one language to another language, but
also transferring the meaning of the source language may not be delivered
in the target language effectively.

15
Peter Newmark, A Textbook of Translation, (London: Prentice Hall, 1988), p. 5.
16
Eugene A Nida and Charles R Taber, the Theory and Practice of Translation, (Leiden:EJ Brill,
1974), p. 12.
17
J. C. Catford, A Languistic Theory of Translation: An Essay in Applied Linguistic, (London:
Oxford University Press, 1974), p. 20.
 20

2. The Types of Translation

Simatupang stated in his book that translation is generally divided
into two big parts : Literal translation and non-literal translation.18 Larson
also divided translation into: form-based translation (Literal translation)
and meaning-based translation (idiomatic translation).19 Literal translation
can be considered as translation type concerning on the “meaning”.
Furthermore, Nida and Taber divided translation into literal translation and
dynamic translation. According to Simatupang, Nida‟s dynamic translation
equals with Larson‟s meaning- based translation.20
a. Literal Translation
Literal is “Being the basic or usual meaning of a word or
phrase.”21Literal translation in which the SL (Source Language)
grammatical constructions are converted to their nearest target language
22
equivalents, but the lexical words are again translated singly. It
means that the literal translation is a type of translation that follows the
form or grammar of the source language but it is normalized according
to the rules of the TL (Target Language). In this paper, Source language
is in English, and Target language is in Indonesian.
b. Dynamic Translation
Penerjemahan dinamis adalah penerjemah yang bertujuan untuk
menghasilkan padanan dinamis pada suatu teks, (Dynamic translation is
a translation aimed to produce dynamic equivalence in a
text).23Dynamic equivalence is a translation which preserves the effect
the ST had on its readers and which tries to elicit a similar response

18
Maurits D.S Simatupang, Pengantar Teori terjemahan. (Direktorat Jendral Pendidkan Tinggi
Departement Pendidikan Nasional, 2000), p. 39.
19
Mildred L. Larson (Translated by Kencanawati Taniran), Penejemahan Berdasa Makna: Pedoan
untuk Pemadanan Antar Bahasa, (Jakarta: Arcan, 1989), p. 16.
20
Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 39.
21
Albert Sidney Hornby, Oxford Advanced Learner’s Dictionary, (Oxford University Press,
2005),p. 898.
22
Peter Newmark, A Textbook of Translation …, p. 45.
23
Maurits D.S Simatupang, Pengantar Teori Terjemahan…, p. 41.
 21

24
from the target reader. Essentially, dynamic translation emphasizes
the meaning rather than from as literal translation does.

Based on the description and the facts of the translation method

above, the writer assumed that translation method is not effective enough
for Elementary School students because, mostly students at that level like
to receive the knowledge in a pleasurable way and teaching English
through translation method, somehow, because boring matter. Therefore
the teacher should find a way to create an effective, efficient and enjoyable
learning activity especially teaching vocabulary.

D. The Teaching of Vocabulary Using Picture

Teaching vocabulary using pictures has some purposes that can be
understood by the students easily. Picture introduced to the student is
hoped to be simple, clear, and unambiguous, so the students can recognize
to identify what words in English can be introduced through pictures such
as abstract nouns. By using pictures, the students are hoped to be more
interested in learning vocabulary.
Pictures for vocabulary teaching come from many sources. In
addition to those drawn by the students (or by the teacher) there are
attractive sets, which are intended for schools. Picture which have been cut
out of magazines and newspapers are also useful, many inexpensive books
for children have attractive picture, which show meaning of basic words.
Often a picture will show a situation or a scene in which there are
several different thing and persons. It is good for students to see the total
scene or picture to see how its parts are related to the whole. It is also
helpful (especially for beginner in English) to see a picture of a single
object or person as the only focus of attention.

24
Basil Hatim and Jerey Munday. Translation: an Advanced Resource Book, (London: Routledge,
2004), p. 339.
 22

Suppose, for example. We have a picture of each of the following:

an eyes, a nose, an ears etc, Suppose each of the pictures is large enough to
be seen by all in the class. The students have seen and heard the English
word for each one, and have copied the word into their notebooks. Our aim
now is to help the students master the vocabulary, so we want to
encourage the use of each word for communication. We consider possible
techniques for making students feel it is important to know the English
word. Here is one way:
Before the class begins, the teacher prepares some techniques and
tools to help in teaching and learning process
The student leaves his book closed all times during the class, and
depends upon the teacher to give him the model and the stimulus which
will evoke the pattern desired. However, before the teacher begins a
practice requiring the chart, the students unfolds the chart indicated at the
beginning of the practice.
The teacher presents the stimulus and at the first three responses as
examples for the class until the students understands the exercises and sure
of the pattern to be practiced. A minimum of three examples should be
given to average class, but sometimes more than three are required to show
the variety of types for substitutions that are possible in the pattern. When
the students understand the pattern, they should continue the practice with
only the stimulus of the picture in the chart, or the substation items
pronounced by the teacher, but do not explain the pattern. He does not
explain the exercises, but demonstrates by giving models.25
The teacher shows chart to the students and then teacher give
explanation about the chart by naming them. And students repeated the
statements after the teacher. Associate the statements with the picture on
the chart.

25
Robert Lado and Charles C fries, English Pattern Practice (English Language Institute
State), p. xix
 23

Examples:
Object : About picture of Eyes.
Teacher says : “Eyes”
Student Repeat : “Eyes”
Teacher says : “This is my eyes”
Students Repeat : “This is my eyes”
Activities : The teacher shows picture of “Eyes” while talking
“Eyes” and students repeated “Eyes” in chorus, and
then teacher make sentences about “Eyes” like as
“This is my eyes” and students repeated the
sentences ” This is my eyes, so on.

For this, the teacher is hoped to give at least three examples for
each practice, and teacher indicates with words or gestures for the
students. If the teacher wants to develop these words, teacher can make
questions, statement and yes/no questions, and other sentences according
to the level.

E. The Teaching of Vocabulary Using Translation Method

The writer concludes the illustrations of the activities of Translation method as
the follow:
 First the teacher greets the students and asks about their
condition.
Example:
Teacher says : Good morning students
Students repeat : Good morning teacher
Teacher says : How are you today?
Students repeat : We are fine, thank you.
 The class began the teacher asks the student to open their book
and read their textbook entitled “My Face”.
 24

 After they read, the teacher asks the students to find the
difficult word from the passage.
 The teacher writes the vocabularies on the whiteboard and the
teacher translate them and gives the meaning of each word. For
example the teacher writes in the whiteboard “Nose” and gives
the meaning from “Nose” is “Hidung”.
 The teacher makes an example of each word in a sentence and
translates it.
Example: I can smell with my nose = saya dapat mencium
menggunakan hidung saya.
 After that, the teacher ask the students to ask what they are not
understood.
 As student‟s evaluation, the teacher give them exercises about
“My Face” to know the students‟ understanding

From those models of teaching vocabulary using picture and

teaching vocabulary using translation method which has been describe
above, it is considered that one of those two teaching methods is better
than another. Therefore, the writer is interested in holding an experiment
using those two teaching methods to find the differences.

F. Thinking Framework
Vocabulary is one of the items that have to be mastered by the
students in learning English, because no one can speak English if they have
limited vocabulary and without a proportional amount of vocabulary anyone
will get trouble in her reading, listening, speaking, and writing.
To help the students could be easier what the teacher present and
easy to memorize the new vocabulary. Teachers should provide interesting
materials, teaching aids and create positive classroom environment. Using
pictures is one of the visual aids that are useful in teaching vocabulary. Using
 25

pictures is more effective than translation method because using pictures make
the students easier to memorizing the vocabulary, make the class more active
and lively, so the students have a lot of fun doing the lesson and not make the
students boring. And one of the principles in translation method is make the
students feel boring and passive.
They can improve the motivation and teaching learning process
will not be successful without motivation. It suggest using pictures be more
effective to motivate the students in learning process. In order hand, it can
give good influence in their achievement especially in their vocabulary.
Based on the statements above, the writer assumes that using
pictures is effective than using translation method in teaching vocabulary at
the fourth grade students of SDN Pondok Cabe Ilir III, Pondok Cabe-
Tangerang Selatan.
 26

CHAPTER III
THE PROFILE OF SDN PONDOK CABE ILIR III

In this chapter, the writer just explained about the information which is
related with the paper. Here are the explanation about the profile of English
teacher with their background of education, the curriculum and syllabus, the
English Textbooks, and the method in teaching.

A. The profile of English teacher at SDN Pondok Cabe Ilir III

Tangerang Selatan
SDN Pondok Cabe Ilir III is located on Jl. Talas II Rt. 05 Rw. 01,
Pondok Cabe-Tangerang Selatan. There are two English Teachers at SDN
Pondok cabe Ilir III with the mean of education are the degree of S.Pd
(Bachelor of Arts).
Based on the data in SDN Pondok Cabe Ilir III, Pondok Cabe-
Tangerang Selatan, there are two English teachers.
1. Maria Ulfah, S. Pd
She graduated from English Department, Faculty of education and
Teacher’s training, State Islamic University “Syarif Hidayatullah”
Jakarta. She teaches in SDN Pondok Cabe Ilir III as a honorary
teacher. She teaches class 4,5,6. She has been teaching in SDN Pondok
Cabe Ilir III since 2008.
2. Nina Hastuti, Spd
She graduated from English Department, Faculty of education and
Teacher’s training State Islamic University “Syarief Hidayatullah”
Jakarta. She teaches in SDN Pondok Cabe Ilir III as a Public Servant
Civil teacher. She teaches class 1,2,3. She has been teaching in SDN
Pondok Cabe Ilir III since 2000.
 27

B. The Curriculum
SDN Pondok cabe Ilir III used “Kurikulum Tingkat Satuan
Pendidikan (KTSP) SDN Pondok Cabe Ilir III”. This curriculum is made
based on the pedagogical principles and the instruction of composing
curriculum which is not separated from “Standar Isi” and based on the
situation, condition and environmental needs. The teachers must made
syllabus and sets of teaching learning’s administration based on the
curriculum.

C. The English Textbooks

In choosing the lesson books, the headmaster and the teachers in
SDN Pondok Cabe Ilir III used the books from “Department Pendidikan
Nasional” for teaching learning process. For English lesson, the
government gave the book by Edi Atmawinata “Rainbow, a Fun Way to
Study English, Bandung: Acarya Media Utama, 2007. Besides that book,
the teacher also used another books related with the English material such
as the book “Basic English” was published by Yudhistira and written by
S.B. Sulaiman dkk. LKS also is used to give the exercises for the students.
The material in the teaching learning process is taught based on the
curriculum which is directed to face the National Exam.

D. The Methods of Teaching

As the writer observed, the teaching method of English teacher in
fourth grade students of SDN Pondok Cabe Ilir III may be categorized into
the translation method. It might be shown from several teaching
techniques the teacher used that without involving the students. The
teacher dominates the class, and a lot of memorizing activities. He/she
used the translation method, for instance he/she reads the book and
translate it than the students write the translation for the students to
memorize it. This affected them bored and full of stress.
28
 28

CHAPTER IV
THE IMPLEMENTATION OF THE RESEARCH

In this chapter the writer presents the description of the research

method used in the study. It consist the methodology of the research, it
consists of the objective of the research, the method of the research, the place
and time of the research, the population and sample of the research, the
techniques of data collecting, and the techniques of data analysis.

A. THE METHODOLOGY OF THE RESEARCH

1. The Objective of the Research

The objective of the research is to collect information and to
answer the research and to know the effectiveness of teaching vocabulary
using picture. The writer expects that this method will result in a better
student’s English achievement.

2. The Method of the Research

This “Skripsi” discusses a set of experiments for teaching
vocabulary using pictures. These activities involved two classes, namely
controlled class and experiment class. The writer takes 25 students from
each class.

3. The Place and Time of the Research

This study was conducted at fourth grade, SDN Pondok Cabe Ilir
III, Jl. Talas II Pondok Cabe Tangerang-Selatan, the 2nd Semester of the
2010-2011 academic years. The research was held over a period of time
from March, 15th 2011 to April, 8th 2011.
 29

4. The Population and Sample of the Research

The population of the research is the fourth grade students of
elementary school at Pondok Cabe Ilir III Tangerang Selatan. The total
numbers of the population were 105 students who are divided into three
classes, A, B, and C. The sample of research is two classes, they are 70
students. The writer used purposive cluster sampling technique decides the
sample. Class IV.A which is employed 36 students as the control class and
class IV.C which is employed 34 students as the experiment class. It will
be taken only 25 students from each class because a few of the students
were absent at that time. The writer collects the data by giving the students
the same test 20 questions for both experiment and control class.

5. The Techniques of Data Collecting

Collecting data is an important thing in this research that can be
determined. The kind of the research in the form of a test, they are:
1. Pre-Test
The writer gives pre-test for the students in the first step of
teaching because she wants to know the capacity of the students intelligent
or they are different. The writer also wants to know how far the student’s
achievement in understanding the vocabulary about parts of face before
the writer gives the treatment to the students. The pre-test for the students
is carried out to get the score between control class and experiment class.
The writer made the same question for pre-test and post-test. The writer
made 20 items divided by two categories: 10 multiple choices (the score is
1 for each item). 5 fill in the blanks (the score is 2 for each item). 5
complete these sentences (the score is 3 for each items).
To get the final score is 35 x 10 = 100.
3.5
 30

2. Post-test
The post-test is given to know the students’ understanding of the
material about the parts of face vocabulary after the writer gives the
explanation using picture and translation method. Is there any significance
different between picture and translation method. The writer gives the
same questions for pre-test and post-test. The writer made 20 items
divided by two categories: 10 multiple choices (the score is 1 for each
item). 5 fill in the blanks (the score is 2 for each item). 5 complete these
sentences (the score is 3 for each items).
To get the final score is 35 x 10 = 100.
3.5

6. The Research Instrument

The technique of data is carried out for getting the objective data of
students’ achievement in teaching vocabulary using picture and teaching
vocabulary using translation method. The writer applies two tests namely
pre-test and post-test, both of the results used as a data.
There are 20 items divided by two categories: 10 multiple choices (the
score is 1 for each item). 5 fill in the blanks (the score is 2 for each item).
5 complete these sentences (the score is 3 for each items).
To get the final score is 35 x 10 = 100.
3.5
So if the students can answer all of the questions correctly they will
get 100 score.

7. The Research Variable

In this research, the writer used two variables. Those are
independent variable and dependent variable. Independent variable is used
in this research is pictures, whereas dependent variable is teaching
vocabulary.
 31

8. The Techniques of Data Analysis

To find out the differences of students score in using picture and
translation method in teaching vocabulary the writer used pre-test and
post-test. After getting the data from pre-test and post-test, they are
analyzed and processed by using statistic calculation of the t-test formula
with the significance degree 5%. The formula is:

to = __ M1 – M2_________

{∑x12 + ∑x22 { N1 + N2 }

N1 + N2 − 2 N1 x N2

The procedure of calculation as formula:

a. Determining mean Variable X1 with formula:
M1 = ∑X1
N1
b. Determining mean Variable X2 with formula:
M2 = ∑X2
N
c. Determining deviations Variable X1 with formula:
X1 = X1 – M1
d. Determining deviations Variable X2 with formula:
X2 = X2 – M2
e. Determaining to with the formula :
to = __ M1 – M2_________

{∑x12 + ∑x22 { N1 + N2 }

N1 + N2 − 2 N1 x N2
 32

f. Determaining t-table in significance level 5% with df:

dƒ = N1 + N2 – 2

Where:
M1 : Mean of Post-test of the experimental class
M2 : Mean of Post-test of control class
∑X12 : Sum of square deviation score in the experiment class
∑X22 : Sum of square deviation score in the control class
N1 : Number of students of the experimental class
N2 : Number of students of the control class
d𝑓 : Degree of Freedom
d𝑓 : N1 + N2 − 2

B. THE FINDING OF THE RESEARCH

1. The Data Description
To know the results of the students pre-test and post-test, the writer
makes the table of the students score from both classes (experiment class
and control class).
The test result of the experimental class are tabulated and calculated in the
following table:
 33

Table 4.1
The Score of the Individual Students’ of the Experimental Class
No Name Pre- test Post- Gained Score
test
1 Student 1 80 93 13
2 Student 2 67 77 10
3 Student 3 53 80 27
4 Student 4 70 87 17
5 Student 5 63 80 17
6 Student 6 60 90 30
7 Student 7 77 90 13
8 Student 8 50 60 10
9 Student 9 67 77 10
10 Student 10 83 90 13
11 Student 11 57 90 33
12 Student 12 70 90 20
13 Student 13 73 73 0
14 Student 14 60 67 7
15 Student 15 60 87 27
16 Student 16 70 90 20
17 Student 17 80 97 17
18 Student 18 60 80 20
19 Student 19 73 90 17
20 Student 20 60 73 13
21 Student 21 40 63 23
22 Student 22 60 80 20
23 Student 23 73 83 10
24 Student 24 50 60 10
25 Student 25 67 80 13
1623 2027 410
 34

Based on the table the experimental class above, the highest score of pre-test
was 80 and the lowest was 40. The highest score of post-test was 93 and the
lowest score was 60. Finally, the average of pre-test was 64.9 and post-test was
81.0
 35

Table 4.2
The Score of the Individual Students’ of the Control Class

No Nama Pre-Test Post-Test Gained Score

1 Student 1 73 83 10
2 Student 2 70 80 10
3 Student 3 80 87 7
4 Student 4 50 63 13
5 Student 5 63 70 7
6 Student 6 53 60 7
7 Student 7 70 87 10
8 Student 8 43 60 17
9 Student 9 70 70 0
10 Student 10 63 80 17
11 Student 11 43 63 20
12 Student 12 67 73 3
13 Student 13 50 60 10
14 Student 14 70 70 0
15 Student 15 40 40 0
16 Student 16 50 63 13
17 Student 17 63 73 10
18 Student 18 50 57 7
19 Student 19 80 83 3
20 Student 20 73 83 10
21 Student 21 63 70 13
22 Student 22 63 70 7
23 Student 23 60 77 17
24 Student 24 73 80 7
25 Student 25 53 60 7
1533 1762 225
 36

Based on the table the experimental class above, the highest score of pre-test was
80 and the lowest was 40. The highest score of post-test was 87 and the lowest
score was 57. Finally, the average of pre-test was 61.32 and post-test was 70.5

Table 4.3
The Comparison of Scores of Each Student of the
Experimental Class and Control Class
No Gained Gained X1 X2 X12 X22
Score (X1) Score (X2)
1 13 10 -3.4 1 11.56 1
2 10 10 -6.4 1 40.96 1
3 27 7 10.6 -2 112.36 4
4 17 13 0.6 4 0.36 16
5 17 7 0.6 -2 0.36 4
6 30 7 13.6 -2 184.96 4
7 13 10 -3.4 1 11.56 1
8 10 17 -6.4 8 40.96 64
9 10 0 -6.4 -9 40.96 81
10 13 17 -3.4 8 11.56 64
11 33 20 16.6 11 275.56 121
12 20 3 3.6 -6 12.96 36
13 0 10 -16.4 1 268.96 1
14 7 0 -9.4 -9 88.36 81
15 27 0 10.6 -9 112.36 81
16 20 13 3.6 4 12.96 16
17 17 10 0.6 1 0.36 1
18 20 7 3.6 -2 12.96 4
19 17 3 0.6 -6 0.36 36
20 13 10 -3.4 1 11.56 1
21 23 13 6.6 4 43.56 16
 37

22 20 7 3.6 -2 12.96 4
23 10 17 -6.4 8 40.96 64
24 10 7 -6.4 -2 40.96 4
25 13 7 -3.4 -2 11.56 4
N = 25 ∑X1 = 410 ∑X2 = 225 ∑X1 = 0 ∑X2= 0 ∑X12 = 1402 ∑X22= 710

Based on the data presented in the table, it shows that the lowest gained score was 0 and
the highest was 33. Furthermore, after decided the calculation of the test both pre-test and
post-test, the writer used t-test formula according Anas Sudijono, to find out the
effectiveness of teaching vocabulary by using picture.

M1 = ∑X1 M1 = ∑X1
N N
= 410 = 225
25 25
= 16.4 = 9.0

to = __ M1 – M2______

{∑X12 + ∑X22 { N1 + N2 }

N1 + N2 − 2 N1 x N2

to = 16.4 – 9.0______

{1402 + 710} { 25 + 25 }

25 + 25 − 2 { 25 x 25}
 38

to = _____7.4______

{2112} {50 }

48 { 625}

to = _____7.4______

{2112} {50 }

48 { 625}

to = ___7.4___
44 . 0.08

to = ___7.4___
3.52

to = ___7.4___
1.88

= 3.94

Determaining t-table in significance level 5% with df:

dƒ = N1 + N2 – 2
= 25 + 25 – 2
= 48
 39

There is no degree of freedom from 48, so the writer uses the

closer dƒ it is 50. From the result of the statistics calculation, it can be seen
that the value of t0 is 3, 94 and the degree of freedom (dƒ) is 50. By using
the degree of significance of 5% , it can be seen in the table of significance
that on the dƒ = 50

The comparison between tobservation with ttable

to : tt = 3.94 > 2.01
It concludes that tobservation (to) is higher that tt (ttable)

2. The Test Hypothesis

As mentioned in chapter one that this field research was conducted
in order to know whether teaching vocabulary using picture at fourth grade
at SDN Pondok Cabe Ilir III more effective than translation method.

To answer those questions above, the writer hypnotized that:

a. The experiment hypothesis (Ha) is : there is significant influence on the
vocabulary scores of students by using pictures.
b. The null hypothesis (Ho) is : there is no significant influence on the
vocabulary scores of students by using pictures.

Note:
Anas Sudijono stated:
If to > tt : The null hypothesis (Ho) is rejected, on the contrary
the alternative hypothesis (Ha) is accepted. It means
that between variable x and y is significance.
 40

If to < tt : The null hypothesis (Ho) is accepted and the

alternative hypothesis (Ha) is rejected. It means that
between variable x and y is not significance1.

By comparing the value of to = 3.94 and ttable on the degree of

significance 5% = 2.01, the writer made conclusion of the hypothesis that
to was higher than ttable, namely 3.94 > 2.01 It means that the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected,
so teaching vocabulary using picture was more effective than teaching
vocabulary using translation method to the fourth grade students of SDN
Pondok Cabe Ilir III Tangerang Selatan.

3. The Data Interpretation

The test of hypothesis shows that there is significance in students’
score between before and after they are taught using picture and translation
method. The score of students using picture in higher than translation
method.
The findings as described above are supported by those obtained
from the observation of the writing during the experiment. It was found that
there are some factors it is causing the improvement of student’s
vocabulary such as:
 For students it is found easy to remember vocabulary because they are
interested in the pictures.
 Students are motivated because the teaching and learning in the class is
enjoyable
 Students learned vocabulary to construct the information and
knowledge by themselves.

1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada),
cet. 15, p. 308.
 41

Based on the data analysis and the discussion above, the writer can
interpret that teaching vocabulary by using pictures is more effective and
applicable for fourth students at SDN Pondok Cabe Ilir III
42
 42

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the analysis of the data on chapter III and the discussion
in the previous chapter, the writer would like to make a conclusion. After
analyzing the result of the research, the writer got the data about the score
of teaching vocabulary using picture that has been compare to the score of
teaching vocabulary using translation method.
The writer concludes that teaching vocabulary using picture is
more effective than using translation method. It is because picture is more
interesting. The conclusion can be seen that the results of statistic
calculation above where the value of to is higher than tt.
From the explanation above, it means that there is effectiveness
between the results of teaching vocabulary using picture and teaching
vocabulary using translation method.
Based on the result of the data analysis, it shows that the value of to
(tobservation) is 3.94 and the value of “tt” (ttable) from the dƒ (50) on degree of
significance of 5% is 2.01 and significance of 1% is 2.68, it means that the
value of to is higher than the value of tt, so the alternative hypothesis (Ha)
is accepted and the null (Ho) is rejected, or it can be said that there is
significance in the student’s score learning vocabulary using picture.
In this case, teacher needs to develop their ways in teaching
English to give enthusiasm to the students by creating a new atmosphere in
the classroom varies. It is possible, by using certain methods in teaching
English, the students will get the new experiences so they will not get
bored. The teaching activities in vocabulary subject are very important to
choose the suitable media to improve students’ skill. So, by using pictures
the vocabulary subject will be easy to understand.
 43

B. Suggestion
After involving with education environment, the writer gives some
suggestion to:
1. The English Teacher
Teacher is one of the most important factors in teaching English. It
is teacher who actually the actor behind the teaching learning process,
therefore the teacher also are suggested to use varies activities or
strategies in teaching to overcome the students boredom and making
class a live especially in learning vocabulary that usually make bored
the students.
One thing that almost teacher forgot, the teacher only teach the
material without think how the material is acquired by the students.
English is a language; need many practice and exercise rather than
theory
By using pictures in teaching learning process, the teacher can
make the class situation more live. This situation is appropriate with
the students’ expectation when they study, because students at
elementary school likes to do something what the students likes, the
students always do act all the time at class than inactive and listen to
the teacher explanation.
In addition, enhancing the students motivation to study English, the
teacher are suggested to explain the students importance of English
give them praise, reward and assign them some work.
Based on the observation, the teacher is successful in apply the
technique in teaching learning by pictures, the students are involved in
teaching learning process and more enjoy the class.

2. The Principal
It is necessary to the school’s principal to send the English teacher
to join any activities to improve the quality of teaching and the
profession by taking part in seminars, workshop etc.
44
 44

BIBLIOGRAPHY

A Nida, Eugene and Charles R Taber, the Theory and Practice of Translation,
Leiden:EJ Brill, 1974.

Bowen, Betty Morgan, Look Here!, Visual Aids in Language Teaching, London:
Essential Language Teaching Series, 1973.

Catford, J. C., A Languistic Theory of Translation: An Essay in Applied

Linguistic, London: Oxford University Press, 1974.

D.S Simatupang, Maurits, Pengantar Teori terjemahan. Direktorat Jendral

Pendidkan Tinggi Departement Pendidikan Nasional, 2000.

Doff , Adrian, Teach English a Training Course for Teacher on Teacher’s Work
Book, New York: Cambridge University Press, 1988.

Grains, Ruth and Stuart Redman, Working with Words a Guide to Teaching and
Learning, New York : Cambridge University Press, 1986.

Harmer, Jeremy, The Practice of English Language Teaching, New Edition,

London: Longman, 1991.

Hatch, Evelyn and Cheryl Brown, Vocabulary, Semantic, and Language

Education, (New York: Cambridge University Press, 1995).

Hatim, Basil and Jerey Munday. Translation: an Advanced Resource Book,

London: Routledge, 2004.

Hornby, A.S, Oxford Advanced Learner’s Dictionary, 5th Edition, New York:
Oxford University Press, 1995.
 45

http://dictionary.reference.com/browse/picture, retrieved on July 14th 2011.

L. Larson, Mildred (Translated by Kencanawati Taniran), Penejemahan Berdasa

Makna: Pedoman untuk Pemadanan Antar Bahasa, Jakarta: Arcan, 1989.

Lado, Robert and Charles C fries, English Pattern Practice, New York: English
Language Institute Staff, 1977.

Merriam, Webster’s Collegiate Dictionary, Eleventh Edition, New York: Merriam

Webster’s Inc, 2003.

Murcia, Marianne Celce and Sharon Hilles, Techniques and Resources in

Teaching Grammar, London: Oxford University Press, 1988.

Newmark, Peter, A Textbook of Translation, London: Prentice Hall, 1988.

Nunan, David “Language Teaching Methodology”, New York: Prentice Hall,

1991).

Ramirez, MAC M, The Neglected Tools can Work for You , Washington D.C: The
Art of TESOL Selected Articles from the English Teaching Forum, Part
Two, 1975.

Rasyad, Prof. Dr. H. Aminudin, Teori Belajar dan Pembelajaran, Jakarta:

Uhamka Press, 2003).

Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching,

New York: Cambridge University Press, 2002.
 46

Sidney Hornby, Albert, Oxford Advanced Learner’s Dictionary, Oxford

University Press2005.

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2007.

Thornbury, Scott, How to Teach Vocabulary, Harlow: Pearson Educational

Limited, 2002.

Williams, Dr. Michael D, Integrating Technology into Teaching and Learning,

Singapore: Prentice Hall, 2000.

Wright, Andrew, Picture for Language Learning, New York: Cambridge

University Press, 1989.

Zainuri, A. M., Vocabulary 1, Jakarta: English Department, 2003.

Appendix 1

I. Choose the correct answer by crossing (X) a, b, c, or d!

1. This is my …. (pipi)
a. Mouth c. hair
b. Cheek d. nose

2. I can speak with my …. (mulut)

a. Chin c. mouth
b. Cheek d. ears

3. What do you say “tooth” in Indonesian? ….

a. Hidung c. telinga
b. Gigi d. lidah

4. He can see with his …. (mata)

a. Nose c. cheek
b. Chin d. eyes

5. Ayu : What is it?

Dika : It is a …. (dagu)
a. Mouth c. eyebrow
b. Chin d. tongue

6. She can smell with her? …. (hidung)

a. eyes c. nose
b. eyebrow d. chin

7. My …. (Rambut) is black.
a. Eyes c. ears
b. Cheek d. hair
Appendix 1

8. We can hear with our …. (telinga)

a. Eyebrow c. hair
b. Tongue d. ears

9. What you can say “tongue” in Indonesia? ….

a. Telinga c. dagu
b. Lidah d. rambut

10. It is my …. (alis)
a. Eyebrow c. tongue
b. Eyes d. tooth

II. Fill in the blanks!

11. It is a …. (rambut)
12. It is a …. (alis)
13. It is a …. (gigi)
14. It is a …. (dagu)
15. It Is a …. (pipi)

III. Complete these sentences below!

16. I can taste with my …. (lidah)
17. I can eat with my …. (mulut)
18. I can smell something with my …. (hidung)
19. I can listen to the music with my …. (telinga)
20. I can see with my …. (mata)
Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
(For Experiment Class)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan Ke :1

I. Standar Kompetensi
Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

II. Kompetensi Dasar

Membaca
 Membaca nyaring dengan melafalkan alfabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana

III. Indikator
 Memahami makna nama-nama bagian wajah
 Mengulang/ menirukan ucapan nama-nama bagian wajah
 Membedakan nama-nama bagian wajah
 Menghafal kosa kata baru tentang nama-nama bagian wajah
 Menyebutkan nama-nama bagian wajah
IV. Tujuan Pembelajaran
 Siswa dapat memahami nama-nama bagian wajah dengan benar
 Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang
benar
 Siswa dapat membedakan nama-nama bagian wajah dengan benar
 Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah
dengan baik
 Siswa dapat menyebutkan nama-nama bagian wajah dengan benar

V. Materi Pokok dan Uraian Materi

Pengenalan satu persatu kosa kata tentang bagian-bagian wajah menggunakan
gambar yang besar.
Contoh :
1. Gambar Nose 6. Gambar Tongue
2. Gambar Eyes 7. Gambar Chin
3. Gambar Ears 8. Gambar Cheek
4. Gambar Hair 9. Gambar Eyebrow
5. Gambar Mouth 10. Gambar Tooth

Contoh kalimat :
This is my nose
This is my ears , dll

VI. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan
 Guru memberi salam dan menanyakan kabar siswa

 Guru mengabsen siswa

 Menginformasikan siswa tentang topik hari ini

 Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face
  Guru memberikan motivasi kepada siswa

2. Kegiatan Inti

 Guru menempelkan gambar parts of face yang besar yang

besar di papan tulis

 Guru menunjuk satu persatu gambar tersebut sambil

mengucapkan dan siswa mengikutinya

 Guru memperhatikan pengucapan bahasa inggris siswa dan

membetulkan jika salah

 Guru menunjuk siswa secara acak untuk maju kedepan

 Guru memberikan tanya jawab kepada siswa yang maju

kedepan (kegiatan ini dilakukan bergantian)

 Guru menunjuk gambar satu persatu dan siswa menjawabnya

(kegiatan ini dilakukan dengan cepat)

 Guru memberikan latihan

3. Penutup
 Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan.
 Guru menyimpulkan apa yang telah di pelajari

VII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
picture, marker, handout, dan whiteboard
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

VIII. Metode
Visual Method (picture)
 INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. This is a …. (gambar hidung)
2. This is a …. (gambar gigi)
3. This is a …. (gambar mulut)
4. This is an …. (Gambar mata)
5. This is a …. (Gambar pipi)
6. This is an …. (Gambar alis)
7. This is a …. (Gambar dagu)
8. This is a …. (Gambar lidah)
9. This is an …. Gambar telinga)
10. This is a …. (Gambar rambut)

The Answers!
1. Nose 6. Eyebrow
2. Tooth 7. Chin
3. Mouth 8. Tongue
4. Eyes 9. Ears
5. Cheek 10. Hair

Pedoman Penilaian
 Setiap nomor di beri skor 2
 Skor maksimal : 2 x 10 = 20
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan ke :2

IX. Standar Kompetensi

I.3. Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas
I.4. Menulis
Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks
kelas

X. Kompetensi Dasar
II.3. Membaca
 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana
II.4. Menulis
Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima
dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat
sangat sederhana

XI. Indikator
 Menyebutkan fungsi-fungsi bagian wajah
 Menuliskan nama dan fungsi bagian-bagian wajah
 Membedakan nama dan fungsi bagian wajah
XII. Tujuan Pembelajaran
 Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar
 Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik
dan benar
 Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar
XIII. Materi Pokok dan Uraian Materi
Fungsi-fungsi bagian wajah
Contoh:
1. Gambar Nose  To Smell
2. Gambar Eyes  To See
3. Gambar Ears  To Hear
4. Gambar Tongue  To Taste
5. Gambar Mouth  To Speak

Vocabulary
Smell : Mencium
See : Melihat
Hear : Mendengar
Taste : Merasa
Speak : Berbicara

XIV. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan
 Guru memberi salam dan menanyakan kabar siswa

 Menginformasikan siswa tentang materi hari ini

 Memotivasi siswa dengan cara menyanyikan lagu tentang

parts of face

2. Kegiatan Inti

 Guru menempelkan gambar yang besar di papan tulis

beserta fungsinya
  Guru menjelaskan fungsi parts of face satu persatu

 Guru memberikan kosa kata baru yang berkaitan dengan

fungsi parts of face contoh : speak, hear, dll

 Guru menyebutkan fungsi dari parts of face dan siswa

mengikutinya

 Guru memperhatikan pengucapan bahasa inggris siswa dan

membetulkan jika salah

 Guru memberikan tebak-tebakan kepada siswa untuk

menyebutkan fungsinya sesuai dengan gambar yang di tujuk
oleh guru (permainan ini di lakukan dengan cepat)

 Guru memberikan latihan

3. Penutup
 Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
 Guru menyimpulkan apa yang telah dipelajari

XV. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
Hand out, white board, marker, picture
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

XVI. Metode
Visual Method (picture)

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. I can hear with my …………… (Gambar Telinga)
2. She can speak with her ………. (Gambar Mulut)
3. He can see with his ………….. (Gambar Mata)
4. I can smell with my ………..... (Gambar Hidung)
5. She can taste with her ………. (Gambar Lidah)
The Answer!
1. Ears
2. Mouth
3. Eyes
4. Nose
5. Tongue

Pedoman Penilaian
 Setiap nomor di beri skor 2
 Skor maksimal : 2 x 5 = 10
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan Ke :3

XVII. Standar Kompetensi

I.3. Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

XVIII. Kompetensi Dasar

II.3. Membaca
 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana

XIX. Indikator
 Memahami nama dan fungsi bagian wajah
 Menjawab pertanyaan sesuai dengan isi dialog
 Mengidentifikasi berbagai informasi dalam teks sederhana

XX. Tujuan Pembelajaran

 Siswa dapat memahami nama dan fungsi bagian wajah dengan lafal yang
benar
 Siswa dapat menjawab pertanyaan sesuai dengan isi dialog dengan benar
 Siswa dapat mengidentifikasi berbagai informasi dalam teks sederhana dengan
benar
XXI. Materi Pokok dan Uraian Materi
Read the text carefully!

My name is Dita, I have two (gambar eyes) to see, my (gambar nose)

to smell the flowers, my (gambar ears) to hear the voice. I can taste the
strawberry ice cream with my (gambar tongue). I can chew the food with my
(gambar tooth) and my (gambar mouth) to speak with every body.
I have a sister, her name is Intan. She is a beautiful girl. She has a
black (gambar hair), her (gambar eyebrow) is thick, her (gambar cheek) is
good, and her (gambar chin) is oval. I like her because she is a nice and good
looking person.

XXII. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan
 Guru memberi salam dan menanyakan kabar siswa

 Menginformasikan siswa tentang materi hari ini

 Menstimulasi siswa dengan cara menanyakan beberapa

pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face

 Memotivasi siswa dengan cara menyanyikan lagu parts of

face

2. Kegiatan Inti

 Guru memberikan teks bergambar sederhana tentang nama

dan fungsi bagian-bagian wajah

 Guru membacakan teks tersebut dan murid mengikutinya

 Guru menterjemahkan teks bergambar tesebut

 Guru menunjuk siswa secara acak untuk membaca teks

tersebut

 Guru membetulkan bahasa Inggris siswa jika ada yang salah

 Guru memberikan latihan

3. Penutup
  Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
 Guru menyimpulkan apa yang telah dipelajari

XXIII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
Hand out, white board, marker, picture
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

XXIV. Metode
Visual Method (picture)

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions!

1. Which is used to see? ….
2. Which is used to smell the flowers? ….
3. Which is used to taste the strawberry ice cream? ….
4. Which is used to hear the voice? ….
5. Which is used to speak? ….
6. Which is used to chew the food? …
7. Intan has a black ? ….
8. Intan has a good?...
9. Intan’s ….is thick
10. Intan’s ….is oval
The Answers!
1. Eyes 6. Hair
2. Nose 7. Tooth
3. Tongue 8. Hair
4. Ears 9. Eyebrow
5. Mouth 10. Chin

Pedoman Penilaian
 Setiap nomor di beri skor 2
 Skor maksimal : 2 x 10 = 20
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
 Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
(For Control Class)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan Ke :1

I. Standar Kompetensi
Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

II. Kompetensi Dasar

Membaca
 Membaca nyaring dengan melafalkan alfabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana

III. Indikator
 Memahami makna nama-nama bagian wajah
 Mengulang/ menirukan ucapan nama-nama bagian wajah
 Membedakan nama-nama bagian wajah
 Menghafal kosa kata baru tentang nama-nama bagian wajah
 Menyebutkan nama-nama bagian wajah
IV. Tujuan Pembelajaran
 Siswa dapat memahami nama-nama bagian wajah dengan benar
 Siswa dapat mengulang/menirukan ucapan bagian wajah dengan lafal yang
benar
 Siswa dapat membedakan nama-nama bagian wajah dengan benar
 Siswa dapat menghafal kosa kata yang baru tentang bagian-bagian wajah
dengan baik
 Siswa dapat menyebutkan nama-nama bagian wajah dengan benar

V. Materi Pokok dan Uraian Materi

Pengenalan satu persatu kosa kata tentang bagian-bagian wajah menggunakan
gambar yang besar.
Contoh :
1. Nose : hidung 6. Tongue : lidah
2. Eyes : mata 7. Chin : dagu
3. Ears : telinga 8. Cheek : pipi
4. Hair : rambut 9. Eyebrow : alis
5. Mouth : mulut 10 Tooth : gigi

Contoh kalimat :
1. This is my nose
2. This is my ears , etc

VI. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan 5
 Guru memberi salam dan menanyakan kabar siswa
 Menginformasikan siswa tentang topik hari ini
 Menstimulasi siswa dengan cara menanyakan beberapa
pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face
  Guru memberikan motivasi kepada siswa

2. Kegiatan Inti 35
 Guru memberikan kosa kata tentang parts of face
 Guru menuliskan kosa kata tentang parts of face di papan
tulis
 Guru menterjemahkan/mengartikan kosa kata tersebut
 Guru mengucapkan kosa kata tersebut dan siswa
mengikutinya
 Guru memperhatikan pengucapan bahasa inggris siswa dan
memperbaiki jika ada yang salah
 Guru menyuruh siswa untuk menulis yang ada di papan tulis
 Guru memberikan latihan

3. Penutup 5
 Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan.
 Guru menyimpulkan apa yang telah di pelajari

VII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
marker, handout, dan whiteboard
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

VIII. Metode
Translation Method
 INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. This is a …. (hidung)
2. This is a …. (gigi)
3. This is a …. (mulut)
4. This is an …. (mata)
5. This is a …. (pipi)
6. This is an …. (alis)
7. This is a …. (dagu)
8. This is a …. (lidah)
9. This is an …. (telinga)
10. This is a …. (rambut)

The Answers!
1. Nose 6. Eyebrow
2. Tooth 7. Chin
3. Mouth 8. Tongue
4. Eyes 9. Ears
5. Cheek 10. Hair

IX. Pedoman Penilaian

 Setiap nomor di beri skor 2

 Skor maksimal : 2 x 10 = 20
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

X. Rubrik Penilaian

No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan ke :2

XI. Standar Kompetensi

I.3. Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas
I.4. Menulis
Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks
kelas

XII. Kompetensi Dasar

II.3. Membaca
 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana
II.4. Menulis
Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima
dengan tanda baca yang benar yang melibatkan kata, frase, dan kalimat
sangat sederhana

XIII. Indikator
 Menyebutkan fungsi-fungsi bagian wajah
 Menuliskan nama dan fungsi bagian-bagian wajah
 Membedakan nama dan fungsi bagian wajah
XIV. Tujuan Pembelajaran
 Siswa dapat menyebutkan fungsi-fungsi bagian wajah dengan baik dan benar
 Siswa dapat menuliskan nama dan fungsi bagian-bagian wajah dengan baik
dan benar
 Siswa dapat membedakan nama dan fungsi bagian-bagian wajah dengan benar
XV. Materi Pokok dan Uraian Materi
Fungsi-fungsi bagian wajah
Contoh:
1. Nose  To Smell
2. Eyes  To See
3. Ears  To Hear
4. Tongue  To Taste
5. Mouth  To Speak

Vocabulary
Smell : Mencium
See : Melihat
Hear : Mendengar
Taste : Merasa
Speak : Berbicara

XVI. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan 5
 Guru memberi salam dan menanyakan kabar siswa
 Menginformasikan siswa tentang materi hari ini
 Memotivasi siswa dengan cara menyanyikan lagu tentang
parts of face

2. Kegiatan Inti 35
 Guru memberikan materi tentang fungsi bagian wajah
 Guru menuliskan nama dan fungsi bagian wajah di papan
 tulis
 Guru memberikan contoh kalimat kemudian guru
menterjemahkan kalimat tersebut dan murid
mendengarkannya.
 Guru menyuruh siswa untuk menulis apa yang ada di papan
tulis
 Guru memberikan latihan

3. Penutup 5
 Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
 Guru menyimpulkan apa yang telah dipelajari

XVII. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
Hand out, white board, marker,
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP

XVIII. Metode
Translation Method

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions below!

1. I can hear with my …………… (Telinga)
2. She can speak with her ………. (Mulut)
3. He can see with his ………….. (Mata)
4. I can smell with my ………..... (Hidung)
5. She can taste with her ………. (Lidah)
The Answer!
1. Ears
2. Mouth
3. Eyes
4. Nose
5. Tongue

Pedoman Penilaian
 Setiap nomor di beri skor 2
 Skor maksimal : 2 x 5 = 10
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah dan tidak di isi 0
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : SDN Pondok Cabe Ilir III

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IV/II
Tema : My Body (My Face)
 Linguistic Aspect (Vocabulary)
Alokasi Waktu : 2 x 45 menit
Tahun Pembelajaran : 2011
Pertemuan Ke :3

XIX. Standar Kompetensi

Membaca
Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas

XX. Kompetensi Dasar

Membaca
 Membaca nyaring dengan melafalkan alphabet dan ucapan yang tepat
melibatkan kata, frase, dan kalimat sangat sederhana
 Memahami kalimat dan pesan tertulis sangat sederhana

XXI. Indikator
 Memahami nama dan fungsi bagian wajah
 Menjawab pertanyaan sesuai dengan isi dialog
 Mengidentifikasi berbagai informasi dalam teks sederhana

XXII. Tujuan Pembelajaran

 Siswa dapat memahami nama dan fungsi bagian wajah dengan lafal yang
benar
 Siswa dapat menjawab pertanyaan sesuai dengan isi dialog dengan benar
 Siswa dapat mengidentifikasi berbagai informasi dalam teks sederhana dengan
benar
XXIII. Materi Pokok dan Uraian Materi
Read the text carefully!

My name is Dita, I have two (eyes) to see, my (nose) to smell the

flowers, my (ears) to hear the voice. I can taste the strawberry ice cream with
my (tongue). I can chew the food with my (tooth) and my (mouth) to speak
with every body.
I have a sister, her name is Intan. She is a beautiful girl. She has a
black (hair), her (eyebrow) is thick, her (cheek) is good, and her (chin) is
oval. I like her because she is a nice and good looking person.

XXIV. Rencana Pembelajaran

No Kegiatan Waktu
1. Pendahuluan 5
 Guru memberi salam dan menanyakan kabar siswa
 Menginformasikan siswa tentang materi hari ini
 Menstimulasi siswa dengan cara menanyakan beberapa
pertanyaan tentang hal-hal yang berhubungan dengan Parts
of Face
 Memotivasi siswa dengan cara menyanyikan lagu parts of
face

2. Kegiatan Inti 35
 Guru memberikan teks sederhana tentang nama dan fungsi
bagian-bagian wajah
 Guru membacakan teks tersebut dan murid mengikutinya
 Guru menunjuk siswa secara acak untuk membaca teks
tersebut
 Guru membetulkan bahasa Inggris siswa jika ada yang salah
 Guru menyuruh siswa mencari kosa kata yang sulit
 Guru mengartikan kosa-kata yang murid tidak mengerti
  Guru menterjemahkan/mengartikan teks tesebut dan murid
mendengarkannya
 Guru memberikan latihan

3. Penutup 5
 Guru menanyakan kesulitan siswa dalam memahami materi
yang di ajarkan
 Guru menyimpulkan apa yang telah dipelajari

XXV. Sumber dan Media Pembelajaran

a. Media yang digunakan dalam tema ini adalah
Hand out, white board, marker
b. Sumber Pembelajaran :
Kurikulum Bahasa Inggris untuk SD kelas IV / Kurikulum KTSP, LKS

XXVI. Metode
Translation Method

INSTRUMENT SOAL DAN KUNCI JAWABAN

Answer these questions!

1. Which is used to see? ….
2. Which is used to smell the flowers? ….
3. Which is used to taste the strawberry ice cream? ….
4. Which is used to hear the voice? ….
5. Which is used to speak? ….
6. Which is used to chew the food? …
7. Intan has a black ? ….
8. Intan has a good?...
9. Intan’s ….is thick
10. Intan’s ….is oval
The Answers!
1. Eyes
2. Nose
3. Tongue
4. Ears
5. Mouth
6. Hair
7. Tooth
8. Hair
9. Eyebrow
10. Chin

Pedoman Penilaian
 Setiap nomor di beri skor 2
 Skor maksimal : 2 x 10 = 20
 Nilai maksimal 10
 Nilai siswa : skor perolehan x 10
Skor maksimal

Rubrik Penilaian
No Uraian Skor
1. Setiap jawaban benar 2
2. Setiap jawaban salah 0
dan tidak di isi