IMPROVING STUDENTS VOCABULARY MASTERY BY USING PICTURE AS MEDIA AT SMA SWASTA PERGURUAN NASIONAL PETATAL IN 2014/2015 SCHOOL YEAR

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1 IMPROVING STUDENTS VOCABULARY MASTERY BY USING PICTURE AS MEDIA AT SMA SWASTA PERGURUAN NASIONAL PETATAL IN 2014/2015 SCHOOL YEAR Ainul Wardah, Dra. Heny Subagiharti,M.Hum, Lis Supiatman.S.Pd,M.Hum Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Asahan Dadimulyo Kec. Kota Kisaran Barat ainulwardah@yahoo.com ABSTRACT This research is Improving Students Vocabulary Mastery by Using Picture as Media at SMA Swasta Perguruan Nasional Petatal in 2014/2015 School Year. The objective of this research is to improve students Vocabulary mastery by using picture as media, this research was conducted from September until October 2015, because their score in vocabulary achievement was less under 75 as the minimum of criteria (KKM). There are four classes of grade X from X-A until X-D. In reflecting the sample, the writer takes one class consisting 25 students, grade X-A was chosen as the subject of the research. It is done in two cycles, the first and second cycle consisting of implementing a test related on the students vocabulary mastery. The result indicates that Improving Students vocabulary mastery by using picture as media is satisfactory with seven students in categorized execelent (score ), eighteen students in categorized good (score 75-89), and two students in categorized enough (score under 75) in cycle two, whereas in the first cycle only eighteen students could pass the test. Therefore, the students of SMA Perguruan Nasional Petatal are catagorized successed to solve the students problem in vocabulary mastery. Key words: Improving, Vocabulary mastery, Picture as Media

2 INTRODUCTION Vocabulary is one of linguistic features, which influences the communicative competence. The most with our students communicative competence is pitiable vocabulary and we have recently come to accept the fact that our student have been right all these years when they complained about not knowing and not being taught sufficient words. Based on the statement above, it means that vocabulary is very important but students are very weak in it. For many years that vocabulary is seen as supplementary to the main purpose of language teaching, namely the acquisition of grammatical knowledge about the language. Vocabulary is necessary to give student something to suspend on learning structures, but is not frequently a main focus for learning itself. Words are basic structure blocks of language, in fact survival level of communication can take quite comprehensibly when people simply link words together without any grammatical rules applied at all. In fact the use of suitable vocabulary can cancel out structural incorrectness. Based on this authenticity, recently, methodologist and linguist have increasingly turned their attention to vocabulary, learning stressing their importance in language teaching and reassessing some of the ways it is thought and learn. It means that vocabulary plays a very essential task in language teaching. As the objective of language teaching is to develop students skill, namely listening skills, speaking skills, reading skills and writing skills. Picture as Media Picture is the most common medium used by people. Therefore, this medium is easy to understand and enjoyable, easily obtained and are found everywhere, and many give an explanation when compared to the verbal. Presentation of learning materials by using pictures, of course is the main attraction for learners. So the use of images must be in accordance with the learning material is taught, so that the desired goal is reached. In addition, the use of images in the learning process depends on the creation and darting through the initiative of teaching itself, provided that the image of the fine arts and in accordance with the purpose of learning. The Benefit of the Picture There are some benefits of the media picture that the researcher has are: 1. The media picture can helps the researchers to solve the students in teaching vocabulary in the school by using it, because the researcher cannot bring the real material so the classroom to teach vocabulary. 2. Media picture helps the students to memorize easy and always remember it. 3. Not get wrong perception of the vocabulary but they will get real and understand the vocabulary by using media picture, media picture will help students to bring the real area through the picture. So, the teacher has to use the media picture or the important thing is using the words of nonverbal in the classroom. So that the perception of the students about the picture in concrete, the message that has been given in the picture will be achieve the goal and the purpose, in archiving the goal the teachers reach to the students and demonstrate the picture and the vocabulary in real condition to bring the students to the real. So, using this media will help the students to understand the vocabulary.

3 The Use of the Picture The use of media picture to teach the vocabulary in school is giving good clarification of the vocabulary to the students to get or understand the point, mainly vocabulary; easy way to teach to students vocabulary is using media visual. Example : Here are some useful of using media picture in the classroom to teach the students in the classroom: 1. Media picture (visual) can help the students improving (example through elaboration of structure and organization) and to remind the students to remember. 2. Using media picture to draw the differentiation of the concepts, into one concept in two things in one place to be understood by the students. 3. The use of media picture is to slide or visualize the real object is a picture to be clear for the students to know and understand the vocabulary. These are the use of the media picture; the picture has unique because two things can combine into one. The students are able to understand two things for the same vocabulary. The use of the picture can help the students to understand the vocabulary. Teaching Vocabulary Using Picture The students not supported in learning vocabulary without picture but the student really like to learn or read the book that has a lot of picture in but, students may have learn the vocabulary while doing the coloring on the picture while reading the vocabulary, so in this case the students happy to study vocabulary. The students feel boredom if the vocabulary has no picture in it. The researchers assumed that all the secondary students are like to study and understand the vocabulary if they change that vocabulary into the real things by drawing the picture in their book or on the blackboard.

4 Identification of the printed word begins with a visual process that concentrates on the visual forms of the letters that make up the word. After the initial identifications of the word is made, it s the context of the sentence that may determine word meaning and even the pronunciation of the word. (Tankersley 2003:p.53). In teaching vocabulary, there are several methods and several of the media. There is the picture as media in teaching vocabulary. Picture is something that has an image of an object. It is will help the teacher to explain new foreign words. Beside that, it will makes the students easier to understand the new foreign words or vocabulary. Picture will help to get the students understanding about new vocabulary. It is because the students really like something with a picture and bright of the color, so the picture will help the students to makes more easily in the learning. So, on every matter that will be teach, we should prepare the methods, techniques, methods, and media that can support the learning process, especially the process of learning a foreign language. In using picture as media, we as teachers must also consider several issues related to the image. Beside the characteristics of the picture itself. The picture that should be used as a media in learning a foreign language must be clear pictures, pictures that look similar to the original form, the picture that is not deceptive, so that students will immediately understand and know whether the intended the pictures. THE RESEARCH METHOD The research will be conducted in Classroom Action Research (CAR), a cyclic process consists of four main steps, namely: planning, action, observation, and reflection. A cyclic process adapted from model by Kemmis Mc Niff ( 1998 : 27). In conducting the research, the writer worked together with one of the classroom teachers to solve the students problem in teaching learning of vocabulary mastery in SMA Swasta Yayasan Perguruan Nasional Petatal. In the research procedure the writer starts the research with planning, action, observation and reflection. There are two cycles that will be done in this study. It is started from cycle 1 namely planning of the action, implementing, observing, and the last analysis and reflection. If the cycle 1 is not success the second cycle will be established by improving implementation of the second cycle which is started by re-planning of the action, implementing, observing, the last analysis and reflection.

5 The Research Procedure Reconnaissance Cycle I - Identifying the problems - Analyzing the problems - Formulating the problems Analysis and Reflection Analyzing collected data Determining whether the actions are successful or not Observing Observed the action through : Observation sheets, field notes and the subjects final compositions Planning of the Action Preparing the instructional design, material, instrument, and criteria of success Fail Implementing Carrying out the teaching and learning process based on the lesson plan Cycle 2 Implementing Carrying out the teaching and learning process based on the lesson plan Re-planning of the Action If the first cycle did not give satisfactory result, the second cycle was conducted Observing Observed action through: Observation sheets, field notes and subjects final test Analysis and Reflection Analyzing collected data Determining whether the actions are successful or not Stop Success

6 The Instrument for Collecting Data In collecting the data, the writers will use a vocabulary test instrument : as pre-test and post-test Test The test is taken from some international books related to topic given in the teaching learning process. Pre-test Before starting the experimental, the teacher will administrate a pre-test to see whether th data of the two groups were homogeneous. Treatment a. Explaining clearly about the learning activity using wall magazine in teaching vocabulary. b. Explaining the definition vocabulary mastery. c. Each time after giving the topic, teacher discuss it with the students. Teacher puts some information the wall magazine as the students observation material. d. After choosing a topic, students are let to construct the topic according to their own experience and put it down on the wall magazine. Post-test Having given treatment, all of the students from of group will be given post-test, as the pretest before. Research Findings Based on the result of the students quiz, it is found out that on the students vocabulary mastery by using picture as media was gradually improving. In this research if there were eighty percent students could pass the minimum criteria, It means that there was a positive improving the picture as media that already given by the writer. In other words, the use picture as media on the students vocabulary mastery was success. Most of them gradually gain good score at the end of each cycle, most significantly in cycle 2. So that this researcher could improve the students vocabulary mastery. In the first quiz, there were the students average values about 70,64% where 8 students got 75 or more and 17 got the score less 75, in the second quiz there were the students average values about 70,64% where only 2 students did not reach the criteria of success and there were 23 students reached the criteria of success.

7 DISCUSSION Based on the data, of the first cycle and the second cycle, using picture as media can improve on the students vocabulary mastery because the media got the students an explanation about how to write the vocabulary and then given the task of writing some of vocabulary words correctly. Then the students write down the tasks assigned by teachers in each book, the teacher observed and supervised students work, evaluated it ( cheek it out) which is correct and appropriate given the assessment, in first quizzes there where the students average value about 70,64% where 8 students get 75 or more and 17 students got the score less 75. In the second quiz, there where the students average value about 80,68% where only 2 students did not reach the criteria of success and there were 23 students reached the criteria of success. Beside that, the result of the study using picture as media showed that on the students vocabulary mastery improved. So that, teacher used picture as media to arouse students interest in learning English. By using picture as media, teaching and learning process was fun. CONCLUSIONS AND SUGGESTION Conclusion After the data on the test have been analyzed and presented as seen in the previous chapter, some conclusion to this study were drawn as the following: a. After using picture as media was implemented and developed through two cycles, it is concluded that this media can improve or progress students on the students vocabulary mastery. b. Picture as media has improved the students score in vocabulary mastery as well as the students especially in writing. It is not only improved the students writing but also it could give the intresting and motivation for students. c. In the first cycle, there were the students average values about 70.64% where 8 students got 75 or more and 17 students got the score less 75, in the second cycle, there were the students average values about 80.68% where only 2 students did not reach the criteria of success and there were 23 students reached the criteria of success. d. Picture as media can be variety of media for the teachers for study english especially vocabulary mastery. e. Picture as media was important to improve the students achievement in learning English vocabulary.

8 Suggestion Some suggestions were presented as following: The process of using picture as media must be much better in improving on the students vocabulary mastery. Picture as media is advisable that the teacher of SMA Swasta Yayasan Perguruan Nasional more intended to consider the use of picture in learning English vocabulary. Picture as media is recommended for the teachers to improve and add the horizon of using various teaching technique in teaching English. Picture as media is suggested to the teacher to comprehend the implementation of picture in language classroom activity as mentioned in this study. It is required for the further researcher to conduct such similar study with different setting of situations.