Jurnal Serunai Ilmu Pendidikan

Vol.8No.1, Juli 2022

e-ISSN 2621 – 2676, p-ISSN 2528 - 0775

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH

USING MEDIA PICTURE OF 2016/2017 SECOND GRADEOF SD RAUDHATUL HASANNAH

Adetia Pratiwi1, Ayu Indari2

ABSTRACT

The present classroom action research dealt with the improving vocabulary through media
picture to the second grade students of SD Raudhatul hasanah in academic year 2016/2017. The
present classroom action investigation was basically triggered by the fact that the subjects under study
still faced problem in learning vocabulary. The problem of the study could be formulated as follows:
can vocabulary mastery of the second grade students of SD Raudhatul hasanah in academic year
2016/2017 be improved through picture? There is one class as many as thirty students in SD
Raudhatul hasanah. In this classroom action study, the teaching and learning processes were divided
into two cycles where each cycle consisted of two sessions. The obtained data of the present
classroom action study were collected through the administration of pre-test, post-test, and
questionnaire which were analyzed descriptively. The present classroom action study was started
with administering pre-test to the subjects under study. The grand mean figure of post test scores
obtained by the subjects under study in cycle I was 51,2 and in cycle II was 85,1. There was a
significant difference of the grand mean figure between cycle I and cycle II. The difference of the
grand mean figure of cycle I and cycle II was 33,9. These findings clearly showed that picture could
improve vocabulary mastery of the second grade students of S D Raudhatul hasanah in academic
years 2016/2017. The result of the data analysis of questionnaire score showed the comparative
percentage figures of 71.61% for option A, 27.34% for option B, 1.05% for option C, and 0% for
option D. The comparative percentage figures clearly showed the subjects‟ attitude and motivation in
learning vocabulary changed positively.

Key-Words : Media Picture, Vocabulary Mastery

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the lesson, so that the lesson is more interesting

and relevant to the need of learning.

I. INTRODUCTION English teacher are expected to help the

students better to develop their competence to use
Vocabulary is one of the basic elements in foreign language, therefore teacher should have
achieving language skills. Students usually have suitable media to present the lesson to the
many problems in mastering English words. They students. This study chooses picture as media
have limited vocabulary to comprehend the because media can make the students more
meaning of a text; they do not know the context interesting.
of word used in the text; they cannot recognize As has been demonstrated in the same
the meaning of each word; they are not able to study, that the use of media images can improve
hear English words from the speaker; they cannot the vocabulary of students, such as those
compose their writing task successfully; and they conducted by Joanna Elsy in 2013 with the title
get difficulties to state some sentences in English. "Teaching Vocabulary by Using Picture to the
Those problems cause them difficult to Third Grade Students (A Pre-Experimental
communicate receptively or productively in Research to the Third grade Students of SDN 09
English. So, it can be concluded that vocabulary rangkang Bengkayang in Academic Year
is the most cause of difficulty for the students. 2012/2013).”
The Identification of the Problem 1).
Therefore, in teaching vocabulary, an Students have limited vocabulary to comprehend
English teacher can use several media. The aims of lesson. 2). Needed appropriate learning media
of using media, a variety of media in teaching are to improve students' learning ability.
to make the lesson easy and interesting for In this paper, the writer limits the subject
students to learn and understand. Media can be matters to discuss on improving students‟
used to explain language meaningand contraction, vocabulary mastery through using media
engage students in a topic or as a basis of whole
activity (Harmer, 2003 : 134). An English teacher
must know how to stimulate student‟s curiosity
and must be able to present

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e-ISSN 2621 – 2676, p-ISSN 2528 - 0775

picture of 2016/2017 second grade of SD Nation, 2000:60).

Raudhatul Hasanah.
The writer formulates research question
as follows: Does students‟ vocabulary mastery
through using media picture of 2016/2017
second grade of SD Raudhatul Hasanah?
The objective of this is to find out
whether media picture can improve students‟
vocabulary mastery through using media
picture of 2016/2017 second grade of SD
Raudhatul Hasanah.

REVIEW OF LITERATURE

1. Vocabulary Mastery
Vocabulary is a basis of language, it is
very important to master in our language.
Vocabulary is a set of words known to a person
or other eternity, or that are parts of specific
language.(Jean Aitchison, 2001:331) The
vocabulary of a person is defined either as the
set of all words that are understood by that
person when constructing new sentences.

Vocabulary is classified into two types.

( J. Hadfield, 2001:129) First type is active
vocabulary. It refers to the items that learners
can use appropriately in speaking or writing and
it is also called as productive vocabulary. In
fact, it is more difficult to put into practice. It
means the students should know how to
pronounce it well, how to use grammar, they
are hoped familiar with the collocation and
understand the connotation meaning of the
words. This type is often used in speaking and
writing skill.

The second type of vocabulary is passive

vocabulary, it refers to a language items that
can be recognized and understood in the context
of reading or listening, it is called as receptive
vocabulary. Passive vocabulary or
comprehension consist of the words
comprehend by the people.

The word “vocabulary” generally

represents a summary of words or their
combination in a particular language. However,
one item of vocabulary can consist of more than
one word. e.g. “post-office‟ consists of two
words and still expresses one idea. “Vocabulary
teaching is one of the most important
components of any languages class ( I.S.P.
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Based on the statement above, the definition
writer assumes that vocabulary is an important
role in learning a language, vocabulary is also
as the core component of language in form of
words and can make language meaningful. To
communicate effectively, the learners need an
adequate achievement of vocabulary. Even
though we master the grammar of a certain
language but we do not have any knowledge
on this vocabulary, we will not able to
communicate or to express our idea using the
language.
In teaching vocabulary for the
students, teacher has important role in
introducing new words. Learning vocabulary
plays an important contribution to learn a
language which must be considered by the
teacher in order to be careful in selecting the
vocabulary that will be taught. Teacher must
decide which words should be taught since
there are many kinds of words that belong to
different types of vocabulary.

In this research, the writer focused her

intention on the vocabulary that is classified
into content word, because the vocabularies of
real objects, occupations,

and sports are included in this group,

especially nouns, verbs, and adjectives. Beside
that content words also are able used well in
the classroom. While other types of words, like
as function word, substitute word and
distribute word cannot used well because of
their limited meaning.

2. Media Picture
Picture is the most commonly used by
teacher in teaching materials in the school. So
that, the students prefer picture than text,
especially if the picture is created and
presented with the good of requirements, will
certainly add the spirit of the students in
following the learning process. In teaching
English, use of picture has important roles. The
first role is to help teachers to manage the
process of teaching and to use the classroom
time wisely. The second, by using picture,
students will be more interested and eager to
learn the material which is given.
Picture is everything that is visually
transformed into two dimensional shapes as the
flow or a variety of thoughts such as painting,
portraits, slides, film, strip, opaque projector (
Oemar Hamalik ,2008:95). Based on

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above, it can be concluded that picture is a the subjects‟ changing behaviors in learning
manifestation symbol of imitation of objects,
landscape, flow of thoughts, or ideas are
visualized into two dimensional shapes.
One of visual aids that can be used for
teaching vocabulary is the picture. Picture is
kind of interesting visual aid which is able to
give motivation and good impression for the
students, so that the students can memorize the
words related to the picture(E.D.
Silbert,1997:44). Picture can make the students
sure about the things they deal with, so they
really know the thing they see (Oemar
Hamalik,2008:112).
Some studies shows that picture are
able to improve students‟ vocabulary
achievement. By using of picture is more
efficient and simple than words or texts, they
are easier to recall and to remember than words,
furthermore they expose real life situation
although it happened a long time ago. Picture
also can represent images from ancient times or
portray the future.

METHODOLOGY RESEARCH

The location to conduct the study is at SD

Raudhatul hasanah in Jl. Perintis kemerdekaan
km 13,6 No.123 Binjai.
This study is a kind of Classroom Action
Research (CAR). The main principle of CAR
is the provision of measures applied in
continuous cycles. Continuous cycle begins
with the „planning of action (planning). CAR
is a cyclic research. That is, the research is
done repeatedly and continued until the
research objectives can be achieved.

The data of this classroom action study,

the data were gathered by administering pre-
test or initial reflection, post-test or reflection
in the end of each session of cycle I and II, and
questionnaire in the end of cycle II to the
second grade students of SD Raudhatul hasanah
in academic year 2016/2017. The data gathered
through pre-test showed the subjects pre-
existing vocabulary in English. The main data
of the study collected through administering
post-test in the end of each session of cycle I
and cycle II. The data obtained administering
post-test showed the subject‟s progress in
learning vocabulary through media picture. The
data collected through questionnaire showed
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e-ISSN 2621 – 2676, p-ISSN 2528 - 0775
vocabulary. The questionnaire was
administeredin the end of cycle II.

To able to know the Percentage of

Absorption (PA) students, research using the
following formula : (Suharsimi Arikunto
,2010:76)

= 100

Explanation : PA = Percentage
ofAbsorption

To determine the level of student

achievement should be determine by the
criteria for determining the level of mastery of
the student of student‟s understanding of the
material taught.

Level of mastery that will be reflected in

the high and low raw scores achieved. The
guidelines used is (Suharsimi Arikunto
,2010:77)

90% - 100% Very High Ability

80% - 89% High Capability

65% - 79% Medium Capability

55% - 64% Low Capability

0% - 54% Very Low Ability

With the following table score :

Table 3.1

Table

Score

N Score Category
o
1 90 – 100 Very High

2 80– 89 High

3 65 – 79 Medium

4 55 – 64 Low

5 0 – 54 Very Low

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“Mastery learning is the attainment of a R : Score of total item chosen

minimum mastery level set of each sequence of
the minimal discussion of the lessons have the N : Total of all item chosen
following criteria : (Sumardi Suryosuroto,
2008:56)

1. Achieve 65% of the ideal value (10)

2. Achieving the level of mastery of a RESULTS AND DISCUSSION
group at least 75% of the students in the
group concerned. The post-test in this present study was
administered for four times, two times in cycle
I and two times in cycle II. This was because
Based on the above instruction in this each session was ended with the administration
study the students said to have been thoroughly of post-test. Therefore, there were five sets of
studied if it has reached the percentage of raw scores showing the improvement of the
absorption ≥ 60% and a class is said to be subjects taught through media picture. Those
thoroughly studied if it has got 75% of students were pre-test scores and post-test scores for
who have achieved 60% absorption. each session (S1, S2, S3, and S4).

Criteria : 0% < PA< 65%, has not been The analysis was used to calculate the
thoroughly studied mean score of the pre-test and post-test of
every session in cycle I which consisted of
65% < PA<100%, has been two sessions and cycle II which consisted of
thoroughly studied two sessions and the percentage of the
questionnaire.
The main data needed for this study
action, as mentioned previously, collected The mean scores are counted as follows :
through the administration of initial reflection,
reflection and questionnaire to the subjects X=
under study that were given to the second
grade students of SD Raudhatul hasanah. The Notes ∶
following formula was carried out:
X = The average score
X=∑
x = The total score
Notes :
N = Number of students
X : The average score
Based on the research instruments in
∑x : The total score which the writer administered pre-test and post-
test in each session, the collected data should be
N : Number of students analyzed and then the results of the analysis
were discussed. The mean of the pre-test score
The result of the questionnaire as the (X0) and the mean of the post- test scores for
qualitative data were also analyzed four sessions (X1, X2, X3, and X4) could be
descriptively. The percentage of each item computed as the following :
showing the subjects total answers for item A,
B, C and D was computed through the Pre-test 0= = = 37,33
following formula :
Post-test of cycle 1 session 1
X= x 100 %
1= = = 51,6
Where :
Post-test of cycle 1 session 2
X : Score in percentage
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e-ISSN 2621 – 2676, p-ISSN 2528 - 0775

X2 = = = 52,6 A. Conclusion

The result of administering pre-test

Post-test of cycle II session 1
was 37,33. It could be defined that the
result score was insufficient. After giving
X3 = = = 80,6 treatment by using m e d i a picture in cycle I,
the average grand mean score was 51,2.
Post-test of cycle II session 2 Moreover, for getting better grand mean score,
cycle II was conducted. In cycle II, the revised
X4 = = = = 89,6 planning was held and the same steps of cycle
I was also done to give a treatment and also by
Based on the means scores of all administering post-test in every session. The
sessions that have been mentioned in the average grand mean score was 85,1. It can be
previous discussion, the grand mean scores said that the teaching vocabulary by using
of the every post-test in cycle I and cycle II m e d i a picture was successfully carried out by
can be calculated as follows : the writer.
X1 + X2 51,6 + 52,6 Besides, the percentage of administering
XI = = = 51,2
2 2 the questionnaire for item A, B, C, and D
X3 + X4 80,6 + 89,6 resulted the figure of: 71.61%, 27.34%, 1.05%,
XII = = = 85,1 and 0% for option A, B, C, and D respectively.
2 2 On the other words, it could be defined that
The additional supporting data were the subjects‟ responded positively about the
collected by means of administering implementation of media picture in the
questionnaires by the end of cycle II to vocabulary class.
the subjects under study. The data obtained
from questionnaire had to be computed and The student does not feel bored, but more
then discussed. The computation of the enthusiastic to follow the teaching learning
percentages for the scores of the items of the process. The students enjoyed learning English
questionnaire showing the subjects‟ total vocabulary. The hypothesis of this study was
answer for items of A, B, C, and D. The clearly accepted.
scores of the options in the questionnaire then
B. Suggestion
tabulated on the following:
1. For the English Teacher
1. Total percentage of item A
= x 100% = 71,61 % Along with the effort of improving
2. Total percentage of item B students‟ ability in vocabulary, the English
teacher also gives suggestion to keep on
= x 100% = 27,34 % motivating the students to improve their
3. Total percentage of item C vocabulary skill intensively and use the target
= x 100% = 1,05 % language in communication.
4. Total percentage of item D
2. For the students
= x 100% = 0 %
The students should be trained or practiced
Based on the finding of the present to find out vocabulary individually or in group
study, the hypothesis which has been in order to be more communicative in using
previously formulated, that was, the English.
vocabulary mastery of the second grade
students of S D Raudhatul hasanah in 3. For the Other Researcher
academic year 2016/2017 can be improved Since the media picture is implemented
through mediapicture was clearly accepted. in improving vocabulary in this study; then it is
recommended to other researchers to undergo
CONCLUSION AND SUGGESTIONS
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further research in studying the effectiveness

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of media picture.

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Arikunto,Suharsimi.2010. Prosedur Penelitian:

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Hamalik,Oemar. 2008. Media Pendidikan.

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Hadfield,J. 2000. Intermediate Vocabulary

Games. Harlow: Longman

Harmer,J. 2002. How to Teach Vocabulary.

Oxfordshire: Blustone Press.

Harmer.2003.Media in Teaching. Cambridge:

Cambridge University

Nation, I.S.P.2000. Teaching and Learning

Vocabulary. Massachusetts: Heinle &
Heinle Publishers.

Suryosuroto,Sumardi. 2008. Anak-Anak

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Silbert,E.D. 1997. Teaching Aids for The

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