TEACHING VOCABULARY THROUGH PICTURES TO                THE KINDERGARTEN STUDENTS              ( A Case Study at Madinah Ki...
TEACHING VOCABULARY THROUGH PICTURES TO                THE KINDERGARTEN STUDENTS         AT MADINAH KID’S SCHOOL BUKIT SER...
LEGALIZATION OF EXAMINATION COMMITTEE               A skripsi titled “Teaching Vocabulary Through Pictures to The        K...
ACKNOWLEDGEMENT        In The Name of Allah The Beneficent and The Merciful                 Praise be to Allah Lord of The...
3.   All Lectures in English Department who had given motivation, support and             precious knowledge to her during...
TABLE OF CONTENT        ACKNOWLEDGEMENT..................................................................                 ...
1. The Meaning of Kindergarten.......................................... 18                                 2. The Age and...
CHAPTER V: CONCLUSION AND SUGGESTION             A. Conclusion ..............................................................
CHAPTER I                                             INTRODUCTION                 This chapter discusses about: Backgroun...
Vocabulary is one of important aspects in teaching language, as stated by Edward in        his book :                 “ Vo...
challenging. Therefore, in this research the writer want to make a study about how to        teach vocabulary for kinderga...
D. The Significance of the Study                 The result of this research will be useful for teachers of the kindergart...
CHAPTER II                                      THEORETICAL FRAMEWORK                 This chapter discusses about: Vocabu...
all kinds. Thus we have a paradox in that the most ephemeral part of language is also        the center where meaning, pro...
“Vocabulary is a component of language that maintains all of information about            meaning and using word in langua...
a. An alphabetical list of words often defined or translated, the vocabulary               includes idioms and two words v...
situation using the word to stand for the meaning it represents and being able to               think of suitable substitu...
3. The Use of Vocabulary                    Vocabulary is important in case it could helps the students to enjoy their    ...
His Article that “ The Picture had an irascible appeal for the children. They created        suspense and surprises as wel...
Through pictures, learner can see people, place and things from areas for outside their        own picture can also repres...
From the meaning of pictures above, it indicates that the pictures has        exchanged and represented the real object in...
Types of Pictures According to Andrew Wright Are:            b. Pictures of single object            c. Picture of person:...
 Picture Flash cards; useful for the representation of a single concept, such as                     an object or in acti...
The description above teaching some language- learning skills, which the        language teacher helps the student enter t...
d. Pictorial material can also provide a stimulus for using the language at the               reproduction and manipulatio...
7. They are easily manipulated.24            b. The Disadvantages of Pictures Used                          There are some...
use of language, the development of an initial                  understanding of mathematics,        beginning of learning...
of four to six. This also mentioned in the encyclopedia Americana that the        kindergarten is an educational program s...
Most kindergarten students are full of energy, active in following all activities               such as run, swing, climb,...
this school has twenty one students. There are five students for Play Group Class,          Nine students for Kindergarten...
Monthly report in the connecting book, make a final term report, prepare a media          and things that are going to mak...
CHAPTER III                                   RESEARCH METHODOLOGY                 This chapter discusses about: the objec...
C. The Place and Time                  This research was taken in Madinah Kid’s school at Jl. Bukit Serpong Mas        Blo...
CHAPTER IV            RESEARCH INVESTIGATION AND RESEARCH OUTCOME                 This chapter discusses about: the curric...
and many other. The more information about the syllabus can be seen in the appendix        of this skripsi.        B. The ...
b. Practice Stage                 In this stage, the teacher gives the students two kinds of exercises. In the first      ...
Teacher           : “Good morning children”                 Students          : “Good morning miss, good morning everybody...
2.6. The teacher asks the students to stand up and sing together “that is a                          window song” and poin...
4.2. The teacher direct feedback of the evaluation test.             5. Closure                   5.1. Conclusion of three...
are used to answer each question in the research question. Here is the check lists        statement:                      ...
gambar ?        15. Apakah seluruh siswa memperhatikan semua                       √            penjelasan guru ?        1...
murid selesai mewarnai gambar ?        34. Apakah guru memberi evaluasi setelah                           √            pel...
5. It is true that the atmosphere in teaching and learning getting more active by using             picture media. It coul...
CHAPTER V                               CONCLUSION AND SUGGESTION                 Based on the research investigation and ...
B. Suggestion                 The followings are suggestion from the writer for model of teaching        vocabulary by usi...
BIBLIOGRAPHY        Aeborsold Jo Ann and Field Lee Mary, From Reader to Reading Teacher (New              york: Cambridge ...
Long Michael L and Richards Jack C, Methodology in TESOL: a Book of Readings,              (New York: New Burry House Publ...
Vol. XIX No. 4, Oktober 1981 )        Webster Merriem Ninth Collegiate Dictionary (New York: Merriem Webster’s inc.       ...
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  1. 1. TEACHING VOCABULARY THROUGH PICTURES TO THE KINDERGARTEN STUDENTS ( A Case Study at Madinah Kid’s School Kindergarten Serpong- Tangerang) This Paper (Skripsi) Has Fulfilled The Requirement for The Degree of Sarjana (S1) at The English Department The Faculty of Tarbiyah and Teachers Training By: LENY NIM: 102014023751 ENGLISH DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2006 M / 1427 H pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  2. 2. TEACHING VOCABULARY THROUGH PICTURES TO THE KINDERGARTEN STUDENTS AT MADINAH KID’S SCHOOL BUKIT SERPONG MAS TANGERANG A Paper (Skripsi) Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of The Requirements for The degree of Sarjana (S1) By: LENY NIM: 102014023751 Advisor: Prof.Dr. Hadjid Harna Widagda M.Pd NIP. 150.011.332 ENGLISH DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2006 M / 1427 H pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  3. 3. LEGALIZATION OF EXAMINATION COMMITTEE A skripsi titled “Teaching Vocabulary Through Pictures to The Kindergarten Students” At Madinah Kid’s School Bukit Serpong Mas, Tangerang. Was examined at the examination session of the faculty of Tarbiyah and Teachers Training of Syarif Hidayatullah State Islamic University Jakarta on 22 November 2006. This skripsi has fulfilled the requirement for the degree of Sarjana (S1) at the English Department. Jakarta, 22 November, 2006 Examination Committee The Head of Committee The Secretary of Committee Prof. Dr. Dede Rosyada, MA Prof. Dr. H. Aziz Fahrurozzi, MA NIP. 150 231 356 NIP. 150 202 343 Examiner I Examiner II Dr. Atiq Susilo, MA Dra. Hidayati M.Pd NIP. 150 23927 NIP.150 231 927 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  4. 4. ACKNOWLEDGEMENT In The Name of Allah The Beneficent and The Merciful Praise be to Allah Lord of The World. May Peace and Bless be upon Prophet Muhammad SAW. Thanks to Allah, the writer has finished her skripsi finally, entitled : “Teaching Vocabulary Through Picture to the Kindergarten Students.” The primary aim of the skripsi writing is to complete a partial fulfillment of requirements for sarjana degree in The Tarbiyah Faculty. This skripsi could not be completed without a great deal of help from many people, Especially Mr. Prof. Dr. Hadjid Harna Widagda.M.Pd, as advisor who always guides and suggest the writer to make a good skripsi, from the beginning until the end. May Allah SWT give His Gracious to you Her deepest gratitude also goes to those who have helped her in finishing this skripsi, among others: 1. Prof. Dr. Dede Rosyada M.A., the Dean of Faculty of Tarbiyah and Teacher’s Training. 2. Drs. Nasrun Mahmud M.Pd, the Head of English Department, and Dra. Nida Husna the Secretary of English Department and staff, who had given her valuable advice and support to the writer. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  5. 5. 3. All Lectures in English Department who had given motivation, support and precious knowledge to her during study at UIN SYAHID Jakarta. 4. All staff of Tarbiyah Faculty especially Mr. Rasiin and friends for good cooperation.. 5. Mrs. Maryani ZA, the head of Libraries Tarbiyah Faculty and Staff, thanks for your pray and support to the writer. 6. The staff ( Mr.Alwi) and officers of central Libraries of UIN Syahid Jakarta, British Council, AMINEF and American corner, who had given permission to use their books. 7. Drs.H. M. Hatta M.Pd. M.Ed, The Head of Madinah Kid’s school, and Miss Riana SPi, Miss Indah And Miss Indiastanti Prasetyo S.Pd also Staff Who had given permission to made a research,Thank you Very much. 8. Her beloved parents, Mr. Madhani (Father), Nyi Ina (mother), her Beloved Brothers ( Deny and Noffian) and all of her family also her relatives. Who had given their materials, pray and motivation to support the writer. Jakarta, November 2006 The Writer pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  6. 6. TABLE OF CONTENT ACKNOWLEDGEMENT.................................................................. i TABLE OF CONTENT...................................................................... iii CHAPTER I: INTRODUCTION A. Background of the Study................................................................. 1 B. Problem identification, Limitation and Formulation ...................... 2 C. Scope of the Study .......................................................................... 3 D. The Significance of the Study......................................................... 4 CHAPTER II: THEORETICAL FRAMEWORK A. Vocabulary 1. The Meaning of Vocabulary ............................................ 6 2. The Types of Vocabulary................................................. 8 3. The Use of Vocabulary .................................................... 10 B. Pictures 1. The Meaning of Pictures .................................................. 11 2. The Types of Pictures....................................................... 13 3. The Use of Pictures .......................................................... 16 4. The Advantages and Disadvantages of Pictures Used .... 17 C. Kindergarten Students pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  7. 7. 1. The Meaning of Kindergarten.......................................... 18 2. The Age and Characteristics of Kindergarten Students ... 19 3. Madinah Kid’s School ………………………………….. 21 CHAPTER III: RESEARCH METHODOLOGY A. The Objective of the Study .................................................. 24 B. The Research Subject............................................................ 24 C. The Place and Time .............................................................. 25 D. The Research Method ........................................................... 25 E. Instrument ............................................................................. 25 F. The Research Implementer .................................................. 25 G. Research Question ................................................................ 26 CHAPTER IV: RESEARCH INVESTIGATION AND RESEARCH OUTCOME A. The Curriculum and Syllabus.................................................. 26 B. The Classroom Implementation .............................................. 27 a. Presentation Stage ....................................................... 27 b. Practice Stage .............................................................. 28 c. Production Stage ......................................................... 28 d. Teaching Procedures ................................................... 28 C. The Research Investigation ..................................................... 31 D. Research Outcome…………………………………………… 34 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  8. 8. CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ................................................................................. 36 B. Suggestion .................................................................................. 37 BIBLIOGRAPHY ............................................................................... 38 APPENDIX pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  9. 9. CHAPTER I INTRODUCTION This chapter discusses about: Background of the study, Problem identification, Limitation of the problems, Statement of the problems, Scope of the study, and The Significance of the study. A. Background of the Study English is one of international languages, which is used throughout the world and also English is used in many fields of life such as : in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. English is one of the foreign languages for Indonesian students, that must be learnt in school since kindergarten level until University level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skill above such as : grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  10. 10. Vocabulary is one of important aspects in teaching language, as stated by Edward in his book : “ Vocabulary is one of the important factor in all language teaching, student must continually be learning words as they learn structure and as they practice sound system”. 1 B. Problem Identification, Limitation and Formulation 1. Problem identification Celce Maria stated : Research in first and second language acquisition suggest that initial teaching priorities for language areas should be vocabulary, grammar, and pronunciation.2 Therefore, the English teacher has to be able to organize teaching and learning activities, they have to give materials by using a suitable technique and master the lesson effectively. Especially in learning vocabulary, teachers must make the students able to memorize such words in English language and group of new words. The statements above mean, vocabulary is important to teach and teachers must try to find the most effective way to teach it. There are many problems of language teaching that can be identified as research subjects. We could discuss about methods, material selection, and others. In this research it is identified that teaching technique for kindergarten level is 1 Edward, David Allen and Rebecca M, Vallete. Classroom Technique. Foreign Language and English as a Second Language,(New York: Harcout Brave Javanovich 1997), P.149 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  11. 11. challenging. Therefore, in this research the writer want to make a study about how to teach vocabulary for kindergarten level. 2. Limitation of the problems To avoid misunderstanding and to clarify the problem, it is necessary to make limitation of the problem. The writer will give limitation of the problem in teaching vocabulary by using pictures especially in “ Noun and Verb ”.2 3. Statement of the problems The writer conducts the study to see how well the pictures encourage students vocabulary mastery. The statement of the problem can be formulated into the general research question: “How effective is the use of pictures in teaching vocabulary to kindergarten students?”. To specific this problem, the specific research question are formulated as: “How well the pictures encourage the kindergarten students vocabulary mastery?” C. Scope of the Study The study overviews the teaching of English vocabulary through pictures to young learners in this case to kindergarten students. This will be a report of an observation conducted at Madinah Kid’s school kindergarten at Serpong – Tangerang. Which involved one teacher and six students. 2 Marianne, Celce Maria, Current Perspective on Pronunciation: Practice Anchored in Theory (Teaching Pronunciation as Communication).(Washington DC: Teachers of English to Speaker of Other Languages, 1987),P.11 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  12. 12. D. The Significance of the Study The result of this research will be useful for teachers of the kindergarten level in Indonesia to help them improve their performance in teaching. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  13. 13. CHAPTER II THEORETICAL FRAMEWORK This chapter discusses about: Vocabulary which consists of the meaning of vocabulary, the types of vocabulary, the use of vocabulary, then The Pictures which consists of the meaning of pictures, the types of pictures, the use of pictures, the advantage and disadvantage of pictures and the last is Kindergarten Students which consists of the meaning of kindergarten, the age and characteristics of kindergarten students and Madinah kid’s school Profile. A. Vocabulary One thing that differentiates human from animals is verbal language or speaking beside mind to think. Humans can communicate with others through verbal language, either to apply or to receive the information the animal can not do. When we observed a child first acquiring speech, we talk of this progress as a matter of learning new words, we are also likely to feel that the adult speaker with the largest vocabulary has the best command of English. To think of a language as just a stock of words is, however quite wrong. Words alone do not make a language; a grammar is needed to combine them in some intelligible way. “Yet it is true that the vocabulary is the focus of language. It is in words that sounds and meaning interlock to allow us to communicate with one another, and it is a word that we arrange together to make sentences, conversations, and discourse of pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  14. 14. all kinds. Thus we have a paradox in that the most ephemeral part of language is also the center where meaning, pronunciation and grammar come together.”3 Vocabulary plays an important role because it appears in every language skills. Vocabulary building is really important in any language learning. She realizes how important the mastery of vocabulary is, particularly for people who study English as a foreign Language as stated in the Collier- Macmillan International: “Once a student has mastered the fundamental grammatical patterns of a language, his next task into master its vocabulary that he needs. Nobody ever learns all the words in any language. We know and use the words that suit our particular purposes and we continue to learn new words as long as we live”4 It is clear enough that everybody who learns a language as a foreign language is hoped to know and master the vocabulary to improve the language skills. Vocabulary becomes a major problem in learning English, teachers of kindergarten emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teach new words taken from reading text. It means that she integrates vocabulary with reading. This integration will lead to integrative lesson plan. 1. The meaning of Vocabulary In some literature, we found the meaning of vocabulary. There are some definitions of vocabulary. According to Harimurti Kridalaksana, 3 Pyles Thomas and Algeo John, English an Introduction to Language (Harcout Brace Jovanich, inc.1 1997),p.159 4 Collier- Macmillan International, A Division of The Macmillan Company, The Key to the English Vocabulary (London: the Macmillan Company, 1991) p.189 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  15. 15. “Vocabulary is a component of language that maintains all of information about meaning and using word in language.”5 According to Webster’s Ninth Collegiate Dictionary, Vocabulary is: a. A list or collection of words and phrase usually alphabetically arranged and explained or defined. b. A sum or stock of words employed by a language group individual or work or in a field of knowledge. c. A list or collection of terms or codes available for use.6 There are some experts who give definition of vocabulary Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use.7 Furthermore Webster Dictionary noted that, vocabulary is: “A list or collection of words usually alphabetically arranged and explained or lexicon, stock of words use in language or by class, individual, etc.”8 While according to Roget, Vocabulary is: 5 Harimurti Kridalaksana, Kamus Linguistik, edisi ke-3 (Jakarta;PT Gramedia Pustaka Utama,1993),p.127 6 Merriem, Webster Ninth Collegiate Dictionary ( New York: Merriem Webster’s inc.1978),p.1320 7 Evelyn Hatch and Cheryl Brown. Vocabulary, Semantic and Language Education (Cambridge: Cambridge University Press,1995)p.1 8 Webster’s, The Largest Abridgment of Webster’s New International Dictionary of English Language, Webster’s Collage Dictionary. USA: G&G Merriam co,1935),p.1073 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  16. 16. a. An alphabetical list of words often defined or translated, the vocabulary includes idioms and two words verb. b. All the word of Language. c. Specialized expression indigenous to a particular fields, subject, trade or subculture.9 From the definition above, that vocabulary is a component of language and numbers of words by a person class, profession, etc. In the communication and every aspects of life such as in trade, education, business, social, politic, etc. 2. The Types of Vocabulary Nation has divided vocabulary in the specific reference, such a word. a. Receptive Vocabulary: Knowing a word involves being able to recognize it when it is heard (What is the sound like?) or when it seen (What does it look like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with a similar form and being able to judge if the word form sounds right or look right. b. Productive Vocabulary: Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using the word too often if it is typically a low frequency word and using it in a suitable 9 Roget’s II, the New Thesaurus: The American Heritage Dictionary ( Boston198 0),p.1036 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  17. 17. situation using the word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there any.10 Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms there are: a. Active Vocabulary refers to items the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skill. b. Passive Vocabulary refers to a language items that can be recognizes and understood in the context of reading or listening and also called as receptive Vocabulary.11Passive Vocabulary or comprehension consists of the words comprehended by the people, when they read and listen. From the explaining above, we know that every experts in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinions and ideas. It means that vocabulary is of two kinds function and content words. 10 ISP Nation, Teaching and Learning Language (New York: New Burry house,1990),p.29 11 Jo Ann Aeborsold and Mary lee Field, From Reader to Reading Teacher (New York: Cambridge University Pres,1977),p.139 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  18. 18. 3. The Use of Vocabulary Vocabulary is important in case it could helps the students to enjoy their classes. 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 the information from it since they can understand every word in the text. On the others hand, those who lack of vocabulary will face a lot of problems. Mastery of vocabulary will be useful for the process of achieving language- teaching objectives. That is the mastery of language skills (Listening, Speaking, Reading, and Writing). If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Yang Zhihong who say that ”Words are the basic unit of language from supports it. Without vocabulary, one cannot communicate to effectively or express idea. He also states that having a limited vocabulary is also a barrier.”12 Furthermore, Long and Richards explain that vocabulary like grammar is an essential component of all uses of language.13 B. Pictures Pictures are kinds of visual instruction materials might be used more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Tang Li Shing in 12 Yang Zhihong, “Learning Words” English Teaching Forum.Vol.38.No.3 July 2000 13 Tang Li Shing, “English Teaching Forum,XIX,No.4(October: 1981),p.11 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  19. 19. His Article that “ The Picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language.”14 1. The Meaning of Pictures Jean L. Mckenchnie defines picture in Webster dictionary that “ Picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography.15 Meanwhile according to Andrew Wright, “Picture is not just an aspect of method but through its representation of place, object, and people, it is essential part of the overall experiences.16 Vernon S Gerlach stated: “ Pictures are a two dimension visual representation of person, places, or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used….”A picture may not only be worth a thousand words it is may also be worth a thousand years or a thousand miles. 14 Michael H Long and Jack. C. Rhicards, Methodology in TESOL: a Book of Readings,(New York: Newburry House Publishers,1987),p.105 15 Jean L.Mckenkchnie, Webster New Twentieth Century Dictionary Unabridge(William Collins Publisher,1980)Second Edition, p.1357 16 Andrew Wright, Picture For Language, learning: Cambridge Handbook for Language Teacher(USA: Cambridge University Press,1989),p.29 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  20. 20. Through pictures, learner can see people, place and things from areas for outside their own picture can also represent image from ancient times or portray the future.17 The kinds and numbers of pictures that the teacher should take with him to carry out the activities in class can be taken from magazines, articles, or others and should be interactive and interesting to capture the students’ attention the purpose of using pictures for the students is to give them an opportunity to practices the language in real context or in situations in which they can make it to communicate their ideas. The use of pictures are more efficient and practice than words, they are easier to recall and to remember than words, further more they expose real life situation although it happened a long time ago. As it has been explained by Vernon, S.Gerlach and Donald p. Elly,”Picture may not only be worth a thousand miles. Through pictures, Learner can be shown people, places and things, from areas far outside their own experiences. Pictures can represent images from ancient times or portray the future.18 According to Ruth Gairns and Stuart Redman,”Pictures can be formed such: wall charts, commercially- produced flashcards, hand drawn pictures, and of course illustration from course books and supplementary books.”19 17 Vernon,S,Gerlach and Donald P.Emily, Teaching and Media a Systematic Approach 2nd (New Jersey: Prentice Hall),1980,p.273 18 Ibid,p.273 19 Ruth Gairns and Stuart Redman, Working With Words: A Guide to teaching and Learning Vocabulary (USA: Cambridge University Press, 1986),,p.103 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  21. 21. From the meaning of pictures above, it indicates that the pictures has exchanged and represented the real object into a simple device which has displayed a series of places, object, person, or even experiences. 2. The Types of Pictures Through picture presentation, people are able to reach outside their minds. Pictures that they can see always lead to the reality of their minds. But the realities that have been presented by pictures depend on the types of the pictures. There are two kinds of pictures that Brazyna Szyke finds especially useful as teaching aids, they are: a. Pictures of individual persons or thing may be used mainly at the elementary level, to introduce or test vocabulary items, for example: a man, and a car. Portraits, pictures showing people in close details, are useful for intermediate and advance learners. The students can be asked question about the age and profession of the model b. Pictures of situations in which person and object are “in action” between objects and people can be perfect teaching aid for introducing or reviewing grammatical or structures.20 20 Brazna Szyke, Using Pictures as Teaching Aids;(English Teaching Forum, Vol.XIX,No.4, October, 1981) pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  22. 22. Types of Pictures According to Andrew Wright Are: b. Pictures of single object c. Picture of person: picture of famous person, pictures of several people and pictures of people inaction d. Pictures of places e. Pictures from history f. Pictures with a lot of information g. Pictures of fantasies h. Pictures of the news i. Pictures of maps and symbols21 According to Betty Morgan Bowen, there are some types of pictures as their shapes: a. Wall charts b. Wall pictures: is simply a large illustration of scenes or events. It is usually to be used with the whole of class. c. Sequence Picture is a series of pictures of a single subject it is function is tell a story or a sequence of events. d. Flash cards  Word Flash cards; card with printed words on it can help up rapidly, the cards can be used to demonstrate exactly what the teacher wishes. 21 John Pread,” Measuring The Vocabulary Knowledge of Second Language Learners”, REIC Journal, 19. No.2 (December:1988), p.12 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  23. 23.  Picture Flash cards; useful for the representation of a single concept, such as an object or in action. e. Work cards Includes visual as well as text magazine pictures drawing maps and diagrams can be important part or work cards at all levels used for vanity of purposes.22 Meanwhile, Noor Azlina Yunus in his book grouped the picture into four groups: a. Composite Picture These are large single pictures, which show a scene (Hospital, beach, canteen, railway station, street) in Which number of people can be seen doing things b. A Picture Series A picture series is a number of related composite pictures linked to form a series of sequences. Hence, it is main function is to tell a story or sequence of events. c. Individual Picture These are single pictures of objects, person or activities such pictures very in size from small newspaper pictures and can be mounted singly. d. Specialized Pictures (Posters, charts, advertisements, brochures) Wall posters are not designed specifically for teaching, but rather for advertising or propaganda purposes.23 22 Betty Morgan Bowen, Look Here!, Visual Aids In Language Teaching, London: essential Language- Teach Series, 1973), p. 13- 31 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  24. 24. The description above teaching some language- learning skills, which the language teacher helps the student enter to an imaginative experience beyond the classroom. 3. The Use of Pictures There are five roles of pictures: b. Pictures can motivate the students and make him or her want to pay attention and want to take part. c. Pictures contribute to the context in which the language is being used. They bring the world into the classroom. d. The pictures can be described an objective way or interpreted or responded to subjectively. e. Pictures can cue responses to questions or cue substitutions through control practice. f. Pictures can stimulate and provide information to be referred to in conversation, discussion and story telling beside Horse five roles in using picture, there are six reasons why pictures helpful in teaching learning process. There are six reasons why using pictorial material: b. Pictures are useful for presenting new grammatical and vocabulary items. c. Pictorial material allows for meaningful practice of vocabulary and structures presented by the teacher. 23 Noor Azlina Yunus, Preparing and using aids for English Language Teaching,(Kuala Lumpur, Oxford University Press, 1981),p.49 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  25. 25. d. Pictorial material can also provide a stimulus for using the language at the reproduction and manipulation stages to speak, to read and to write. e. Pictures can be used for revision from one lesson to another as well as for long term revision of vocabulary and structures. f. Pictorial material can be used to supplement whatever textbook the teacher is using or whatever course he is following. Picture, of course can be used to provide more practice of the exercises that students have done using the text book. g. Pictorial material is easy to collect, to make and to transport. 4. The Advantages And Disadvantages of Picture Used a. The Advantages of Pictures Used Following are some opinions concerning with the advantages of using pictures. According to Vernon, S. Gerlach: 1. They are inexpensive and widely available. 2. They provide common experiences for an entire group. 3. The visual detail make it possible to study subject, which would turn back to be impossible. 4. They can help you to prevent and correct disconcertion. 5. They offer a stimulus to further study, reading and research visual evidence is power tool. 6. They help to focus attention and to develop critical judgment. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  26. 26. 7. They are easily manipulated.24 b. The Disadvantages of Pictures Used There are some disadvantages of pictures used in teaching and learning process, such as: 1. Students pay attention on the picture more than on learned material. 2. It takes time and costs much to provide attractive pictures. 3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures. Possible ways to overcome them are: 1. Teacher should avoid using pictures or photographs attack more attention to them than to the activity. He also should control the students’ activities including their attention during the teaching learning process. 2. The teacher should make or choose attractive simple pictures to avoid wasting time and money. 3. The teacher should make or choose big and clear enough pictures in order to avoid misunderstanding about the pictures. C. Kindergarten Students 1. The Meaning of Kindergarten Kindergarten is an educational program- serving child ages four through six. The educational programs Kindergarten shares the common objective of helping the young child’s social, emotional, and academic development. The letter includes the 24 Vernon,S.Gerlach and Donald P. Elly, Op.cit.p.277 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  27. 27. use of language, the development of an initial understanding of mathematics, beginning of learning in the social sciences and aesthetic appreciation.25 In another definition, Kindergarten is the next level of education after playgroup before the children enter elementary school. The program helps the children in entering their first formal education.26 Even though the kindergarten is not the obligation to every children to follow this program, but it will help the children to develop their knowledge, creativity, through their activities in the school. It is same with what said by Friedrich Froebel (1782- 1852). The first educator opened the first kindergarten in Germany in 1837. He understood and respected the nature of young children education before their enter the public school, helping the children education at home but also giving many chances to them to learn about their self ability, talent, and their environment.27 2. The Age and Characteristics of Kindergarten students We have known that the age criteria of kindergarten students are between 4 to 6 years old. This is affirmed at the GBPKB 1994 (Garis- Garis Besar Program Kegiatan Belajar Taman Kanak- Kanak) of education and culture Department of Indonesia that kindergarten is an educational program for children between the ages 25 Jefferson to Latin, The Encyclopedia Americana,(Danbury, Connecticut: Grollier Inorporated),1996 Vol.16, p.444 26 Hibanana S. Rahman, Konsep Dasar Pendidikan Anak Usia Dini, (Jakarta: PGTKI Press, 2002),p.35 27 http:/.kompas.com/kompas%2Dcetak/0105/14dikbud/neor09.htm pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  28. 28. of four to six. This also mentioned in the encyclopedia Americana that the kindergarten is an educational program serving for children ages four through six. So any child who ages four through six try to join one of educational program for children that is kindergarten to develop their knowledge and their creativity. The kindergarten students’, no matter what their cultural and experiential background, have characteristics in common with other children of their ages and characteristics that are particularly their own, those are: a. The Socio- Emotional Development Children develop socially and emotionally during the kindergarten year. The development of socio- emotional between the children and their peers.28The children can show considerable empathy toward people and animals when their own needs do not conflict with the needs of others. When helpfulness is noticed, modeled and encouraged by the teacher, helpful behavior is likely to become more common in the classroom. Kindergarten children are developing a sense of independent but are also learning to work cooperatively with others.29 b. The Physical Development Physical activity is one common characteristic of kindergarten children, although children vary a great deal in development of physical skill abilities. 28 Zulkifli, L. Psikologi Pembangunan,(Bandung;Rosda Karya, 2001),cet ke-8, p.45 29 http:/www.sasked.gov.sk.ca/doks/kindergarten/kindchild.html. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  29. 29. Most kindergarten students are full of energy, active in following all activities such as run, swing, climb, jump, etc. That is very useful to the development of their body.30 All of the physical activities are related to the motorist of the children include of three elements, such as muscles, nerves and brain. These elements relate each other in positive interaction that each of them support , complete, and related each other in achieving the perfect motorist condition.31 c. The Intellectual Development The children intellectual development is reflected in the rapid growth of vocabulary and the power to express ideas. They are developing visual and auditory memory and the ability to listen to others. In one of the educational book says that the cognitive development increase rapidly, to the children curiosity in learning from their surrounding environment.32 3. Madinah Kid’s School Madinah Kid’s School was built on May 19, 2004 , addressed on Jalan Bukit Serpong Mas Blok D5 No. 10- 11 by the owner of the foundation Mrs. Hj. Erida and her son Mr.Heksa A.S Spd as a Head of the Foundation. On the first grand opening this school could get ten students, where three students for the Play Group A class, two students for the Play group B class, four students for the Kindergarten A and one student for the Kindergarten B class. From the first Launching until now 30 Hibana S Rahman, Op.cit.p.35 31 Zulkifli,L.Op.cit,p.31 32 Hibana S. Rahman,Loc.cit. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  30. 30. this school has twenty one students. There are five students for Play Group Class, Nine students for Kindergarten A class, and Five students for Kindergarten B class. Madinah Kid’s School was lead by Mr. H.M. Hatta MPd.MEd as a Principal and three teachers they are: Miss Indiastanti Prasetyo SPd as a teacher in Playgroup class, Miss Leny SPd as a teacher in Kindergarten A and Miss Riana Ariestika SPi as a teacher in Kindergarten B. Beside that this school has one administration staff namely Miss Indah Purnawati.P.Amd and one Cleaning service namely Mr. Cahyadi Irawan. Madinah Kid’s School has a vision to prepare our kids in the future to have a bright future as bright as blue sky. In this case they have to have ability in communicating, socializing, good intelligence and good spiritual. And the mission of this school is not only make our children bright in exact lessons but also make them to be a person that has good in Intellectual Quotient, Emotional Quotient, Spiritual Quotient, and Adversity Quotient. That is why this school using CBC (Competency Based Curriculum) with Life Skills Oriented, Global Oriented, Social and Environment Oriented also Religious Oriented. This school was used English as a second language in daily teaching- learning process. There are many facilities that can support the learning at school likes: Air conditioned room, Language Laboratory, Computer Laboratory, Play Ground and Out bone Zone. During the teaching- learning activity, all teachers should prepare their material to teach such as: make a lesson plan everyday, make a weekly report, pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  31. 31. Monthly report in the connecting book, make a final term report, prepare a media and things that are going to make by the students. All the learning process was based on the area’s system, there are Discussion area, Math area, Write and Read area, Construction area, Religion area, Sand area and Drama area. These areas were not given all in the one teaching – learning activity. There are only four areas that the teacher should give to the students in once learning activity everyday. The learning activity in this school usually begin with morning activity, where the students do to make a line, then pray, recite Oath and greeting, Continue with watering the plant, and fish feeding. After that carry on to the next activity there are areas learning. After that have a rest time to have a meal and play and then get the other areas. The last is closing where all the students praying together by recite prays, Short holy qur’an, Daily pray and Hamdallah. The teacher used to give a short games to find out which students that will go home early than other. Beside learning activity by areas system, the student also completely with extra curricular activity such as audio visual learning in language laboratory, Computer skill in the computer laboratory, and swim. There are also other activity that will prepare to the students, they are clinic visiting, doctor visiting, manasik haji, native speaker visiting, field trip, super camp and competition. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  32. 32. CHAPTER III RESEARCH METHODOLOGY This chapter discusses about: the objective of study, research subject, the place and time, the research method, instrument, the research implementer and the research question. A. The Objective of Study The main purposes of this study are looking for an appropriate concept that can be considered by teachers who want to teach English at kindergarten level which will include : 1. To know the qualification of the English teacher, who can teach English at kindergarten. 2. To know the appropriate method and technique that can support the teaching learning process in kindergarten. 3. To develop the model of teaching English vocabulary by using the pictures in kindergarten. It is hoped that the teacher can use the information of the three points as basis for preparing the teaching learning process at school all ideas are related on these points will be discussed and analyzed. B. Research Subject The pupils and the teachers of Madinah Kid’s school Serpong – Tangerang pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  33. 33. C. The Place and Time This research was taken in Madinah Kid’s school at Jl. Bukit Serpong Mas Block D5 No. 10/11 Serpong Tangerang, on September 4th- 30th 2006. D. The Research Method This study is conducted in the form of a survey. This study is qualitative in nature. E. Instrument Observation guide and check list will be used in this research. F. The Research Implementer This research will be assisted by her fellow teachers as informants and observer. G. Research Questions 1. Is picture media could attract the pupils attention in learning ? 2. Are the pupils going to be more motivated in learning by using pictures media? 3. Is it easier for the pupil to grasp the lessons trough picture media ? 4. Are the pupils going to be bored when they learn the lessons through pictures media ? 5. Is the atmosphere in teaching and learning situation getting more active by using pictures media ? pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  34. 34. CHAPTER IV RESEARCH INVESTIGATION AND RESEARCH OUTCOME This chapter discusses about: the curriculum, the syllabus, the classroom implementation and the research investigation. A. The Curriculum and The Syllabus This school was used CBC (Competence Based Curriculum) on the teaching- learning process and integrates with many oriented such as: Life skills oriented, Global oriented, Social and environment oriented and Religious oriented. These are purposes to increase the students potentials such as: moral, spiritual, social, emotional, outonomourship, speaking, cognitive and arts in order to prepare entering the elementary education level. The school realizes that all of those aims could be done by playing and learning activity . Because by playing kids have a chance to explore, find out, expressed their feeling, create and learn in the fun way. On the other hands playing will help kids could be recognized with their self, other people and environment surrounding them. This school try apply English language in everyday teaching learning process. The syllabus or the lesson plan was made by integrating the national curriculum (CBC) and school oriented to build a communicative, easy to socialize and has good intelligence students’. That is why this school was completed with many facilities to support the teaching learning process to increase the students ability such as : Computer laboratory, Language laboratory , bilingual communication, Materials books (English books), native speaker program pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  35. 35. and many other. The more information about the syllabus can be seen in the appendix of this skripsi. B. The Classroom Implementation The teaching procedure are developed based on the theoretical framework and the analysis in the previous chapter. Teaching procedures are elaborated in three stages, they are: a. Presentation Stage On this occasion, the teacher greets the students and asks about their condition such as: “Assalamu’alaikum, good morning students, how are you today?” these in order to warm up the situation. Then the teacher tells the students what are they going to learn at that day, for example “well students, today we are going to learn about home in English”. Next teacher asks some question about the topic to trigger the students’ knowledge, like: “do you what is this?” (in this case teacher point to the pictures of house part ) the teacher also explain a bit about the topic, after that the teacher drills the students pronunciation and the meanings parts of house by letting the students repeat what the teacher pronounced and answering the questions given about parts of house. Here the teacher uses pictures for supporting the learning. The method that was used in this presentation stages is discourse method that is submitting information or description concerning root of the matter verbally. Presentation stage need a good skill from teacher to explain the subject pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  36. 36. b. Practice Stage In this stage, the teacher gives the students two kinds of exercises. In the first exercise, the students have to draw a house by using “dot to dot” method and coloring the picture. The second exercise the students have to mention parts of house and tell about it. The method was used in this practice stage is experiment method, to make students able to find various answer by themselves. c. Production Stage The teacher give an evaluation in listening test. The children listening to the words given by the teacher and then they have to give a check mark on the pictures. For pronunciation exercise, the teacher must give the lesson step by step continually. Then the teacher has to find out the students response according the lessons had given. In the last part of this stage the teacher concludes and closes the lesson by singing the new songs that the students learned (that is a window). The method was used here is dialogue method. To know their ability in understanding the subject. d. Teaching Procedures There are steps that the writer used in teaching vocabulary: 1. Greetings Generally, in Madinah Kid’s school at Bukit Serpong Mas – Tangerang “Salam (Assalamu’alaikum) and good morning ” is used in greeting between the teacher and the students. Such as following short conversation : Teacher : “Assalamu’alaikum students ?” Students : “Wa’ alaikummussalam Miss” pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  37. 37. Teacher : “Good morning children” Students : “Good morning miss, good morning everybody ” Teacher : “How are you today ?” Students : “I am fine, thank you and you ?” Teacher : “I am fine too, thank you honey” 2. Presentation Stage Starting lesson by showing the pictures of house parts 2.1. The teacher put on the big picture of house parts on the white board. 2.2. The teacher asked the students whether they know the picture such as following : “do you know what picture is this ?” Then the teacher tells each picture of house parts. After that the teacher asked the students to repeat the names of the house parts directly after the teacher. Then the teacher asked the students to pronounce the words by themselves that is pointed by the teacher. 2.3. To make the students pronounced and memorizing the words better, the teacher asked the students some questions about house parts and teach the students the song “ that is a window ” teacher put the songs lyric on the white board. 2.4. The teacher asked the students to sing together the song that the teacher has sung first. 2.5. The teacher singing while pointing into (window, door, floor, roof). pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  38. 38. 2.6. The teacher asks the students to stand up and sing together “that is a window song” and point to the window, door, floor, and roof. 3. Practice Stage 3.1. After the teacher feels satisfy with students pronunciation, the teacher begin to give the exercise about house parts in order to observed the students ability in spelling and memorizing words. In the first exercise, the students have to draw a house by using “dot to dot ” method and coloring the picture they made. 3.2. The teacher distribute the exercises sheet to all the students, and explain to them how to draw it. 3.3. The teacher monitors the students activities and after the time is up, the teacher collect the students worksheet. 3.4. The teacher asked the students about the pictures while she took the worksheet. 3.5. The teacher evaluates their abilities in feed back of the exercise one and two. 4. Production Stage 4.1. To know the students ability in understanding vocabularies, the teacher must give some pictures of house parts in form of question, students are able to answer the question correctly know the color and to count house parts. for an example : two green doors, four red windows, one blue roof. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  39. 39. 4.2. The teacher direct feedback of the evaluation test. 5. Closure 5.1. Conclusion of three study in that day. 5.2. The teacher asks his/her students some questions about pictures of house parts to know their ability. 5.3. Singing “That is a window”. 5.4. Teacher closes the lesson by praying and singing “ Alhamdulillah and thank you Allah ” together. C. The Research Investigation It has been stated in chapter three that this study is aimed at answering the following questions: 1. Is picture media could attract the pupils attention in learning ? 2. Are the pupils going to be more motivated in learning by using pictures media? 3. Is it easier for the pupil to catch the lessons trough picture media ? 4. Are the pupils going to be bored when they learn the lessons through picture media ? 5. Is the atmosphere in teaching and learning situation getting more active by using picture media ? To get information observation are conducted. In this step the writer acts as the teacher and her fellow teacher’s act as observes. To help the observer’s check lists pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  40. 40. are used to answer each question in the research question. Here is the check lists statement: CHECK LIST QUESTION AND STATEMENT No Pernyataan Ya Tidak Keterangan 1. Ada tidak siswa yang dalam pelajaran asyik √ berbicara dengan kawan? 2. Ada tidak siswa yang dalam pelajaran √ memandang keluar kelas ? (jika ada berapa orang ?) 3. Ada tidak yang spontan merespon tentang √ 5 anak gambar ? (jika ada berapa orang) 4. Ada tidak anak yang mengantuk selama √ pelajaran ? (jika ada berapa orang ?) 5. Ada tidak anak yang bertanya tentang √ 2 anak Gambar ? (jika ada berapa orang ?) 6. Apakah semua siswa memperhatikan gambar √ dengan baik ? 7. Adakah siswa yang acuh ketika diminta √ melihat gambar ? (jika ada berapa orang ?) 8. Apakah guru memberikan pertanyaan tentang √ gambar ? 9. Apakah ada siswa yang menjawab pertanyaan √ 3 anak secara spontan ? (jika ada berapa orang ?) 10. Apakah siswa yang menjawab pertanyaan, √ 3 anak menjawab dengan tepat ? (Jika ada berapa orang ?) 11. Apakah para siswa langsung mengangkat √ 9 anak tangan ketika diberi pertanyaan oleh guru ? (jika ada berapa orang ?) 12. Apakah ada murid yang aktif bertanya kepada √ 2 anak guru ? (jika ada berapa orang ?) 13. Apakah ada anak yang aktif berkomentar √ 3 anak tentang gambar ? (jika ada berapa orang ?) 14. Apakah guru memberikan penjelasan tentang √ pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  41. 41. gambar ? 15. Apakah seluruh siswa memperhatikan semua √ penjelasan guru ? 16. Adakah siswa yang asyik sendiri ? (jika ada √ berapa orang ?) 17. Adakah siswa yang tampak bosan ? (jika ada √ berapa orang ?) 18. Adakah siswa yang mengeluh, selama √ pelajaran berlangsung ? (jika ada berapa orang ?) 19. Apakah selama pengajaran guru menyelingi √ dengan nyanyian ? 20. Apakah para murid ikut serta bernyanyi ? √ 21. Adakah murid yang diam dan tidak ikut √ bernyanyi ? (jika ada berapa orang ?) 22. Apakah selama pengajaran murid-murid √ menjadi lebih aktif ? 23. Apakah murid-murid menjadi lebih akrab √ dengan guru? 24. Adakah siswa yang langsung hafal semua kosa √ 5 anak kata baru dari gambar bagian-bagian rumah dalam bahasa Inggris yang ditunjukan ? (jika ada berapa orang ?) 25. Apakah guru memberikan kertas yang √ bergambar rumah untuk diwarnai kepada murid ? 26. Apakah siswa yang mendapat kertas √ bergambar rumah terlihat antusias untuk mewarnainya ? 27. Apakah semua siswa yang mendapat kertas √ bergambar rumah mau mewarnainya ? 28. Adakah siswa yang tidak mau menyelesaikan √ 1 anak mewarnai gambar ? (jika ada berapa orang ?) 29. Adakah siswa yang mewarnai gambar dengan √ 8 anak sempurna ? (jika ada berapa orang ?) 30. Adakah siswa yang membanggakan hasil √ 8 anak karyanya ? (jika ada berapa orang ?) 31. Apakah guru memantau murid pada saat √ murid mewarnai ? 32. Apakah guru memberikan pertanyaan dan √ komentar tentang gambar yang diwarnai murid 33. Apakah guru menerangkan kembali setelah √ pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  42. 42. murid selesai mewarnai gambar ? 34. Apakah guru memberi evaluasi setelah √ pelajaran ? 35. Adakah murid yang kesulitan memberikan √ jawaban saat evaluasi ? (jika ada berapa Orang ? ) D. The Research Outcome 1. The teacher’s and her fellow teacher’s who act as observer thinks that the used of pictures could attract the students motivation in learning activity, it could be seen from three times observation and only one student was not interested because has semi autism problem. 2. To get information about Question number two, at the beginning of the classes the teacher asked the following questions : - Who prepared the lessons last night ? - Did you ever show the lessons to your parents ? - Is there anyone ever seen this picture ? - Do you know what picture is this ? - Do you like to see another picture ? 3. To get information about number three we could see from the table above where the students looked more active to ask and answer the questions. 4. According to the table we could see that student were not boring at all. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  43. 43. 5. It is true that the atmosphere in teaching and learning getting more active by using picture media. It could be seen from the table that most of the student were eager to ask and answer questions. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  44. 44. CHAPTER V CONCLUSION AND SUGGESTION Based on the research investigation and its outcome in the fourth chapter, several conclusion are drawn and a number of suggestion are put forward deal with: A. Conclusion Vocabulary is one of the important factors in all language teaching learning And the students must continually learn new words as they learn structure and as they practice sound system, but most of the students are not interested and motivated at all. Therefore, the writer uses pictures as one of the strategies in teaching that benefits the students in many ways. Based on the research, the writer conclude that : 1. Pictures help the students to understand the difficult words easily by looking at the pictures. 2. The use of pictures make the vocabulary learning more enjoyable and interesting because they can memories the meaning of the difficult words by singing the song with the pictures as key words and without asking another person or looking them up in the dictionary. 3. Pictures are possibly used in teaching pronunciation and structure also. 4. The use of Pictures makes the class more active and alive. 5. The use of pictures could attract the students curiosity in learning new vocabulary. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  45. 45. B. Suggestion The followings are suggestion from the writer for model of teaching vocabulary by using pictures for kindergarten students, that there are so many approaching type and method that can be developed by teachers for having a good and enjoyable class situation to reach out the curriculum target. 1. The teacher should choose the technique and materials that are appropriate with the students’ needs and experiences so the class atmosphere become enjoyable and interesting. 2. The teacher should give short, clear and simple instruction. 3. The teacher should keep in control the students’ activities. 4. The teacher should present the language in an enjoyable and relaxed way. It could be done by using pictures, songs, games etc. 5. The teacher should creative and active to find various method to teach the kindergarten students. pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  46. 46. BIBLIOGRAPHY Aeborsold Jo Ann and Field Lee Mary, From Reader to Reading Teacher (New york: Cambridge University Press,1977) Allen, David, and Vallette Rebecca. M. Classroom technique. Foreign Language and English as a Second Language, (New York: Harcourt Brave Javanovich, 1997) Bowen Morgan Betty, Look Here! Visual Aids in Language Teaching (London: Essential Language- Teaching Series, 1973) DEPDIKBUD, Jakarta Utara, Kurikulum TK dan RA, 2005 Gairns Ruth and Redman Stuart, Working With Words: A Guide to Teaching and Learning Vocabulary (USA Cambridge University Press,1986) Gerlach S Vernon and Elly P Donal, teaching and Media a Systematic Approach 2nd (New Jersey: Prentice Hall, 1980) Hatch Evelyn and Brown Cheryl, Vocabulary, Semantic and Language Education (Cambridge: Cambridge University Press, 1995) http://kompas. Com/kompas%Dcetak/ 0105?dikbud/neor9.html http:/www.sasked.gov.sk.ca/docks/kindergarten/kindchild.html Kridalaksana Harimurti, Kamus Linguistik,edisi ke-3 (Jakarta: PT. Gramedia Pustaka Utama, 1993) Latin to Jefferson, The Encyclopedia Americana, (Danburry, Connecticut, Grolier Incorporated), 1996, Vol.16 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  47. 47. Long Michael L and Richards Jack C, Methodology in TESOL: a Book of Readings, (New York: New Burry House Publishers, 1987) L . Zulkifli, Psikologi Pembangunan, (Bandung: ROSDA Karya,2001) Mackenkchnie Jean L, Webster New Twentieth Century Dictionary Unabridge (William Collins Publisher,1980) Macmillan Collier International, A Division Of Macmillan Company, The Key to the English Vocabulary (London:The Macmillan Company , 1991) Marianne, Maria, Celce, Current Perspektive on Pronunciation: Practice Anchored in Theory(Teaching Pronunciation as Communication), Washington DC: Teachers of English to Speaker Of Other Language,1977) Nation ISP,Teaching and Learning Language (New York: New Burry House, 1990) Pread John, Measuring The Vocabulary Knowledge of Second Language Learners, REIC Journal, 19 No. 02 (December-1988) Pyles Thomas and Algeo John, English an Introduction to Language(Harcourt Brave Javanovich, inc.10 Rahman S Hibana, Konsep Pendidikan Anak Usia Dini, (Jakarta: PGTKI Press 2002) Roget’s II The New Thesaurus: The American Heritage Dictionary (Boston 1980) Shing Tang Li, English Teaching Forum, XIX, No./ 4 (Oktober: 1981) Szyke Brazna, “Using Picture as Teaching Aid”: (English Teaching Forum, pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!
  48. 48. Vol. XIX No. 4, Oktober 1981 ) Webster Merriem Ninth Collegiate Dictionary (New York: Merriem Webster’s inc. 1978) Webster’s The Largest Abridgement of Webster’s New International Dictionary of English Language, Webster’s College Dictionary. (USA : G & G Merriam co, 1935) Wright Andrew, Picture For Language Learning: Cambridge Handbook for Language Teacher (USA ; Cambridge Handbook for Language Teacher, USA : Cambridge University Press, 1989) Yunus Noor Azlina, Preparing and Using English language Teaching, (Kuala Lumpur, Oxford University Press, 1981) Zhihong Yang, Learning Words, English Teaching Forum, Vol.38. No.03 July 2000 pdfMachine A pdf writer that produces quality PDF files with ease!Produce quality PDF files in seconds and preserve the integrity of your original documents. Compatible across nearly all Windows platforms, if you can print from a windows application you can use pdfMachine. Get yours now!

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