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1. THE EFFECTIVENESS OF USING VARIOUS MEDIA
TO TEACH VOCABULARY OF EIGHTH GRADE AT
SMP N 3 TELUK DALAM
Proposal
By:
Wiwi Andika
1911060046
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS BINA BANGSA GETSEMPENA
BANDA ACEH
2022

2. CHAPTER I
INTRODUCTION
A. Background
English was one of the subject matters in the schools in Indonesia. Engllish
become the foreign language that has important roles to the beneficial development
of the country. The goverment has apparently understand the essential of learning
English. Nowadays, human come to globalization in which English was useful to
transfer science and technology in the world. English wasthe most important to
language on the world because it linked the whole world together. In fact, text book
and other publication on science and technology were mostly written in English.
In Indonesia, English has been taught from junior high school until
university and it has been studied from elementary school and kindergarten right
now. Teaching English in Indonesia becomes more important to learn. In every
school in Indonesia, English as a foreign language was considered difficult in many
students. It really needed creative efforts from the English teachers to conduct the
process of teaching learning become fun learning.
Many schools or courses have given English as one of the lessons. One
of the main problems faced by students in mastering and learning English was a
lack of vocabulary.Vocabulary was basic to mastery all of English skills. In order
to master all the skills in English included speaking, listening, reading, and writing,
they were afraid in learning English.
Many factors that affecting the students difficult in mastering the
vocabulary. First, the difficulties of students to understand and remember
vocabulary. Many students are obtaining difficult when they spoke because
restrictiveness their vocabulary. Second, learning English stilted or serious that
made the students depress or afraid to develop their ability in vocabulary. Third, the
lack of control memorize students’ vocabulary. They were easy to forget vocabulary
has been taught or learned. Fourth, the useds of media and method were not
appropriate with the situation of students.

3. Media and method are important in English learning process. Media and
method help to understand the teacher explanation easily. Usually the teachers’ used
method or media were not appropriate with students’ need. In using method or
media a theacher must be adjust with the students like. The use of media and method
were not appropriate with situation or condition of the students, it could be
influence the interest and understood of them. Therefore, to be more interesting,
the teachers have to create ways to explain the English material such as the teachers
have to using various media to teach vocabulary.
According to Richard (2001: 4) he said that vocabulary was one of the
most obvious components of language and one of first things applied linguistic
turned their attention to. Meanwhile, Webster (1993: 327) stated that vocabulary
was a list of group of words and phrases, usually in alphabetical order. Moreover,
Hatch and Brown (1995: 1) defined that terms vocabulary refers to a list or a setof
words for a particular language or a list of words that individual speaker of language
might used. Based on the definitions above, the resercher concluded that vocabulary
was a stock list of words that is used individually or in a group arranged in
alphabetical order and has meanings.
Based on the problems above, the researcher had conducted to implement
media to teach vocabulary by using various media in teaching English process to
improve the students’ vocabulary. Media help the teacher in teaching a material in
order that the teaching learning process could be more interesting.
According to Kasim (2011), media was the part of equipments that were
using by the teacher to help them. Teaching vocabulary by using media can be used
to give practice in all language skill and used to practice many type of
communication. Media as teaching aids were needed to help students’
understanding and to increase the effectiveness in the communication between
teacher and students in teaching and learning process. It is also used to stimulate
the students’ motivation and students’ interest to the lesson.
Generally, media can be subdivided into three kinds, they are visual media,
audio media, and audio visual media.

4. Visual media were the media that can be watched and touch for example;
picture, relia, map, and miniature. Audio media were the media that can be listened.
They used to listen and understand oraltext, for example; radio, cassette, and tape
recorder. Then, Audio visual media are the media that can be watched and listened,
for example; TV, OHP, and film. Based on the statements above the researcher used
the visual media.
This research focus on the students’ vocabulary achievment. This research
using some various of media specially visual media. Teachingvocabulary by using
various media can be made the students to interested on learning teaching process
so that the media helped the students to improve their vocabulary achievemenet.
Moreover, by using various teaching media can be made the students more enjoyed
in learning process.
B. Problem Statement
Based on the background mentioned, the researcher formulated problem
statement was:
1. Is the use of various media can be effective to improve students’ vocabulary
at SMPN 3 Teluk Dalam?
C. Object of the Research
Based on the problem statements above, the researcher intended to found
out wheter the use of various media can be effective to improve student’s vocbulary
at SMPN 3 Teluk Dalam or not.
D. Significance of the Research
The significances of this research were the researcher hoped that the result
of this research gave contribution to:
1. Theoretically
The result may be used to support the existing theory on the teaching of
English as a foreign language, especially teaching vocabulary.
2. Practically
The findings of this research were expected to gave some advantages for the
students, for the teacher, the researcher and other researchers.

5. For the students: by learning vocabulary, the students can take some
vocabularies and understand the meaning of the sentences. The researcher hoped
that the using of different media can be helped the students to improve their
vocabulary ability.
For the teachers: a contribution to English teachers concerning how to
improve the teachers quality of teaching and learning process vocabulary
achievement, so that the objectives of the English teaching program especially
vocabulary goals can be achieved.
For the researcher: by doing this research, the researcher hoped that the
researcher may be studied and get more information for the promblems in mastering
vocabulary. Thus, the researcher may be got new experiences andknowledge for
future of her life.
E. Scope of the Research
This research was restricted on the effectiveness of using various media
to teach vocabulary of eighth grade at SMPN 3 Teluk Dalam. This research only
used visual media. The used of visual media in teaching learning process need to
attract students’ attention and to make teaching learning activities more interesting
and also affective. The researcher focused on the students’ vocabulary achievement
specially word classes such as noun, verb, and adjective.
The researcher limited three kinds of media to improve the students’
vocabulary achievement based on the result of several the researchers were as
follows:
1. Flashcards
2. Crossword Puzzle
3. Word Wall

6. CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous of Related Studies
There were many studied had been performed by the researchers related
with the usage visual media in encourage students to learn English specially
vocabualry. In this sub chapter, the researcher presented some previous studied
which were done by some previous researcher.
Rokni and Karimi (2013) stipulated that language teachers used different
visual materials that could increase students’ interaction and motivation in the
classroom. They also stated that the usage of visual materials was more effectives
than learning without visual materials. The positive effect of using visual materials
such as, pictures and flash cards became obvious. The students could remember the
words and make sentences than they learned words verbally. Using pictures in
teaching vocabulary would help teacher to obtain an interesting class, because
students were interest in looking at the pictures and this way was enjoyable for
them. The most importants point was memory would be better by using visual
materials for students to learn vocabulary .
According to Nilawati (2009) reported that mastery of the students’
vocabulary improved after giving the puppets. It was supported by the significant
in his result form the pretest was lower (56.64%) than post-test (96.19%).
Meanwhile, Weisskirch (2006) found that the students were more interest in
completing the puzzles when the teacher gave times to do in class and when given
the chance to work the task collaboratively with others. The students found the
puzzles to be more useful and enjoyable than when doing their own. In his research
also found that by completing crossword puzzle game the students felt more
enjoyable. It means that crossword puzzle game minimize the student’s problems
in the class.

7. Arianto (2003) in his research entitle The Use of Media in Teaching
Vocabulary to Young Learner concluded that the media should be atractive and
interest for the students. The instructional media could increase students’
motivation in learning vocabulary and the students active to gave respondsenable
of them to repeate what they learned and encourage them to interest with English.
Meanwhile, Ja’afari (2000) in his research concluded that the usage picture in
teaching vocabulary could make a positive contribution in teaching and learning
vocabulary. Students were active in learning process.
Based on the researchers’ findings above, the researcher had used Visual
Media to improve students’ vocabulary. The researcher combined some visual
media in improving students’ vocabulary. The combination some visual media
could increase students’ interaction. The students more active to learn in the class.
The students were happy, interest, easy to remember and enjoyable to learn
vocabulary.
B. Some Pertinent Ideas
1. Concept of Vocabulary
Vocabulary was a basic of language, it was very important to master
in our language. Aitchitson (2001: 331) said that vocabulary was a set of words
known to a person or other eternity, or parts of specific language. The
vocabulary of a person was defined either as the set of all words that are
understood by that person when constructing new sentences.
Hadfield (2000: 129) said that vocabulary was classified in two types.
First type was active vocabulary. It refers to items that learners can use
appropriately in speaking or writing and it was also called as productive
vocabulary. In fact, it was more difficult to put practice. It means the students
should know how to pronounce it well, how to use grammar, they were hoped
familiar with the collocation and understand the connotation meaning of the
words. This type was often used in speaking and writing skill.
The second type of vocabulary was passive vocabulary, it refered to
a language items than can be recognized and understood in the context of
reading or listening, it was called as respective vocabulary. Passive vocabulary
or comprehension consist of the words comprehend by the people.

8. The word “vocabulary” generally represents a summary of words or
their combination in a particular language. Vocabulary teaching was one of the
most important components of any languages class.
Based on the statemenet above, the researcher concluded that vocabulary
was an important role in learning a language, vocabulary was aslo 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 English there were four types of vocabulary, Fries (1974: 45)
categorizes English words into four groups namely: Content words represented
noun was the name of objectives or things for example mouse, motorcycle, and
house. Verb was action by with those thing for example sleep, write and walk.
Adjective was the qualities of these things for example fat, handsome, ugly and
pretty. Adverb was the indication such meaning as frequency, degree, manner, and
place for example right now, diligently, there.
For example:
a. Arabella takes the book
b. Ismail drives the car
c. She wore a beautiful dress
1. Function words were those words were used as a means of expressing relation
of grammar/structure. Sich as conjuction (and, or, but), preposition (in, to, of)
and pronouns (she, they).
For example:
a. You can eat your cake with a spoon or fork
b. My parents went to the zoo
c. She is an adorable woban.
N
V
Adj
Conj
Prep
Pronoun

9. a. Aspect of Vocabulary
The concept of a word can be defined in various ways, but three significant
aspects techer need to be aware of and focus on are form, meaning, anduse.
According to Nation (2000), the form of a word involved it was pronunciation
(spoken form), spelling (writen form), and any word parts that make up this
particular item. Meanning encompasses the way that form and meaning word
together, in other words, the concept and what items it refers to, and association
that come to mind when people thin about a specific word or expression. Use,
Nation noted, involved the grammatical functions of the word orphrase, collocation
that normally go with it and finally any constraints on its use, in terms of frequency,
level, and so forth. For form, meaning, and use, Nation (2000) declared there was
both a receptive and productive dimension, so knowing these three aspects for each
words or phrases actually involves 18 different types of lexical knowledge. For
covering the test in this research the researcher only used idea or meaning and use.
b. Types of Vocabulary
Montgomery (2007) listed four types of vocabulary as follows:
a. Reading vocabulary
A persons’ reading vocabulary was all the words he or she can recognized
when reading. This was the largest type of vocabulary simply because it
includes the other three.
b. Listenig vocabulary
A persons’ listenng vocabulary was all the words he or she can recognized
to speech. This vocabulary was aided in size by context and tone of voice.
c. Writing vocabulary
A pesrons’ writing vocabulary was all the words he or she can recognized
when employ in writing. Words were used in various forms of writing form
formal essays to social media feeds. Many written words do not commonly
appear in speech. Writers generally used a limited set of words when
communicating, for example:

10. 1) If there are number of synonyms, a writer will have hos own preference
as to which of them to use.
2) He is unliely to use technical vocabulary relating to a subject in which
is he does not interest. Try to the previous vocabulary types, the writing
vocabulary is stimulated by its user.
d. Speaking vocabulary
A persons’ speaing vocabulary was all the words he or she can used in
speech. Due to the spontaneous nature of the speaing vocabulary, words
were often misused. This misused though slight and unitentional might be
compensated by facial expression, tone of voice, or hand gesture.
Nation (1990) has been divided vocabulary in the specific reference, such
as;
a). Receptive vocabulary
Knowing a word that is able to recognize it when it is heard (what is the
second like?) or when it seen (what does it look like?) and having an
expectation of what grammatical pattern the word will accurrence. This
includes being able to distinguish it from word with a similar from and
being to judge if the word from sounds right or look right.
b). Productive vocabulary
Knowing a word that is able to pronounce, how to write an to spell, how
to use it in grammatical pattern along with the word in usually
collocates with it, it also involves not uaing the word too often if it is
typically a low frequency word and using it in a suitable situation using
the to stand for ythe meaning it reprsents and being able to thin of
suitable for the word if there is any.
Based on the explanations above the researcher can concluded that in
learning English, students should master the language skill and competetence. The
language skill were listening, speaking, reading, and writing. Meanwhile the
language competence were vocabulary, grammar, pronunciation, etc.

11. c. Concept of Word Classes
All the words in English can be classified into eights parts of speech: noun,
verb, adjective, adverb, pronoun, preposition, conjunction and interjection. Each
part explains not what the word is, but how the word is used. The researcher only
focused into three parts, they are:
1) Verb
The verb is perhaps the most important part of the sentence. A verb asserts
something about the subject of the sentence and express actions, events, or
states of being. According to Sardian Maharani Asnur (2013), a verb is a word
that denotes action, or a state of being in a sentence. The verb is the critical
element of the predicate of a sentence. Verb is word which shows an action,
but it also shows state/ possession, presence or absence of a person or thing.
The highlighted words in the following sentences are all verb:
a). The pitcher threw the ball to the catcher.
b). They had already bought her present.
c). Most students are usually sitting on the steps when the teacher arrives.
d). My sister is a nurse. I am a teacher.
2) Noun
A noun is a word used to name a person, animal, place, thing, and abstract
idea. Nouns are usually the first words which small children learn. The
highlighted words in the following sentences are all noun:
a). Late last year our neighbors bought a goat.
b). Portia white was an opera singer.
A noun can function in a sentence as a subject, a direct object, an indirect
object, a subject complement, an object complement, an appositive, an
adjective or an adverb. According to Burton (1982), there are four kinds of
noun:
(1) Common nouns name a member of or an item in a whole class of
persons or thing. Example; man, farmer, letter.
(2) Abstract nouns name qualities or states of mind or feeling. Example;
diligence, benevolence, wealth etc.
(3) Collective nouns group or collections of person or things. Example;
cricketteam.
(4) Possessive Noun is ownership. Example: Hadi’s hand

12. 3). Adjective
An adjective modifies a noun or apronoun by describing, identifying, or
quantifying words. According to Bismo (2016 ), an adjective usually precedes
the noun or the pronoun which it modifies. In the following examples, the high
lighted words are adjectives:
a). The truck-shaped balloon floated over the treetops.
b). Mrs. Morrison papered her kitchen walls with hideous wall paper.
c). The small boat foundered on the wine dark sea.
d. Concept of Teaching vocabulary
There were many theories of teaching vocabulary that have been statedby
the experts. Gnainoska (1998:12) stated that teaching vocabulary can be meaningful
if the teacher can conduct the teaching process by combining the available
technique of teaching. It was hoped will be more enjoyable, interesting, and
motivating so that, the students will not be bored in the teaching learning process.
In this research will take only four aspects of vocabulary, noun, adjective,verb and
also adverb.
Furthermore, Sutarjo (1998:24) states that there are five possible ways of
teaching vocabulary. First way is teaching vocabulary through creativity. By using
this technique, the teacher allows the students to decide what they want to learn.
The teacher can use such a technique, to encourage the students to be creative for
producing the vocabulary, such as using picture, puzzle, providing keywords, and
game. The second is teaching vocabulary through context clues. In this technique,
the teacher can use a context clue in surrounding context, for example give the
antonym and synonym. The third is teaching vocabulary through translation. This
technique is considered as ancient one and here the teacher teaches the meaning of
the word through translation. The fourth way is teaching vocabulary through
guessing. In this case, the teacher can encourage the students to guess the word first
and then consult it. To guess the right word, a student should have a good rationale.
The teacher can draw five pictures on the board and then teacher pronounces the
word and asks a student to point the picture mean. The last is teaching vocabulary
through derivation.

13. This technique requires the teacher to involve the four classes of words on
the basis of their position of occurrences in English sentence pattern. The teacher
can give noun, verb, adjective and adverb. According to those five possible ways of
teaching vocabulary, the researcher applied picture series as a technique in this
research. Teaching vocabulary is the vocabulary teaching process in order to help
the students get the meaning and use the words. It also including meaning,
pronunciation and spelling to teach the vocabulary.
In order to improve students’ vocabulary mastery the teacher should use
appropriate technique, teaching method, and teaching aid. By using them, it will be
easy for the students to be active and motivated in learning process, which can be
hoped as the way to explore their interest and progress in addition it can be used to
overcome the monotonous teaching and learning process.
2. Concept of Teaching Media
1. Definition of Teaching Media
According to Arsyad (2009) said that the media (plural of the word
medium), a word derived from the Latin medium, which literally means middle,
intermediate. Therefore, media can be interpreted as an intermediary or an
introductory message from the sender to the receiver. Media can be something
material (software) and tools (hardware). Media also used to learning process to be
successful and add interests students to study English in classroom. Besides that,
media help student to remember vocabulary with easily. At least, the teacher able
to use cheap and efficient media although simple and simply because it is a duty in
the effort to get what the process of teaching.
2. The kind of media
According to Fachrurrazy (1992:36) media can be subdivided into three
kinds, they were:
1) Visual media
Visual media were the media that can be watched and touch for example,
picture, realia, map, miniature, graphic and poster.

14. 2) Audio media
Audio media were the media that can be listened. They are used to listen and
understand oral text, for example, radio, cassette recorder, and tape recorder.
3) Audio visual media
Audio visual media were the media that can be watched and listened, for
example TV and film.
Based on the explanation above the researcher used the visual media. The
used of visual media in teaching learning process need to attract students’ attention
and to make teaching learning activities more interesting and also affective.
3. The Function of Teaching Media
According to Munadi (2008: 6), there were five functions of teaching
media:
1) As learning sources: it means that to replace teachers’ attendance and
function. For example task sends in E-mail.
2) Semantic function: it means to enrich some vocabularies, to visualize some
nonverbal vocabularies (symbol). For example Tiger as a symbol of
braveness.
3) Manipulative function: it means to overcome the limitation of people
sense.
4) Psychological function: (a) Attention function, it means that visual media
made students enjoy in the teaching and learning process. They can grow
the student’s emotion. (b) Imaginative function, it means can increase or
develop students’ imagination and as an illustration of storytelling. (c)
Motivate function the teaching media motivate and stimulate the students
to do and be responsible. The purpose is to influence the attitude, value,
emotion of the students and invite students to come to the topic. (d)
Affective functional, it means make students enjoy in the teaching and
learning process. They can grow the student’s emotion. (e) Cognitive
function, it means that brings the students to understand and remember the
information quickly.

15. 5) Socio-cultural function: to give the same perception for students who come
from many cultural background.
4. Advantages of Teaching Media
According to Munadi (2008: 6), there were some advantages of teaching
media:
a. Simplify the materials.
b. Reduce the use of mother tongue
c. Attract students motivation and attention
d. Give varieties teaching methods
e. Create more activities
f. Giving the real experience and environment
g. More attractive teaching
h. Flexible to give materials (anytime and anymore)
i. Increase the students positive attitudes towards teacher
j. Used as assessment
k. Help to do physical exercise
Teaching media help the teacher easier to teach. The teacher can choose
what the media which are suitable with the subject. The teacher can choose simple
or modern media to help the students. For the teachers with limited facilities, may
they can make their own media as well as they can. Their creativity is needed in the
teaching and learning process. By having creativity, they can make their own media
although the media are simple and cheap.
5. Concept of Various Teaching Media
This research will use three differences media to improve the students’
vocabulary based on the result of the several researchers, they were:
1. Flashcards Media
a. Definion of Flaschards
According to Suyanto (2008:109), flashcards is the cards that usually
use on thin paper and stiff. Flashcards show picture or words. Usually
flashcards include of group with kind or classes. Flashcard is a piece of
cardboard about 18 X 6 inches on which appears a word, a sentence or a
simple outline drawing.

16. The lettering should be large, net and clear so that it can be seen from
the rear of the room. Meanwhile, Edwards (2006: 98) said that flashcards
were a powerful memory tool write questions on one side of the cards and
the answer on the other side.
Moreover, According to Cross (1991: 119), flashcard is a simplepicture
on a piece of card or paper, which is probably the most widely usedvisual
aids in language teaching. It means that flashcard is one of media which can
help the teacher to teaching English easily. Meanwhile, According to
Haycraft (1978: 102), flashcards can be used for consolidating vocabulary,
practicing structure and words order or a variety of games.
Based on many definitions above the researcher can conclude that
flashcard is one of the media education. Flashcard is a little piece of paper.
Flashcard is the cards on which words and picture and printed or drawn.
Flashcard is one of the best tools for memorizing information.
The flashcard must always be brief, large, neat and clear so that it can
be seen from the rear of the room. Capital letters are preferred print should
be used since it is easy to read at a distance. The cards can be displayed by
the teacher or by a pupil. The letter is preferred since it makes for activity.
The set of cards should be field away under given subject. They will be
found very useful for review for dill and as a warming up exercise at the
beginning of the period.
b. Types of Flashcard
Flashcard can be divided into several types by Scott (1990:109-111),
they are:
1) Picture Card
Picture cards are useful for the teaching of vocabulary and reading
(Nasr, 1972: 67). These picture cards can be drawings or cut outs from
magazines or perhaps photos. It is easiest to sort these picture cards
according to size really big ones for class work, and smaller ones for
individual or group work.

17. a. The kind of picture card
These can be used in many ways; just a few would include:
a) Picture card match up
b) Picture card treasure hunt
c) Picture and word match up
d) Picture card snap games
e) Picture cards can be used as part of a communication aid
f) Picture flashcards designed to: encourage a child to say that
word, identify pictures with certain starting sounds, encourage
a child to discuss what is shown in the picture
2) Card Games
A card game is any game using playing cards as the primary things
with which the game is played, be they traditional or gamespecific.
Almost all card games can be made into language card game and while
we want to concentrate on games where some sort of language
interaction is taking place, we can also play card gamesimply for
relaxation. A simple snap game using picture cards is oneof kind of
card game. To play this game are follow:
a. Mix the sets of cards
b. Divide between the players
c. Each player places a card down in turn and says what is shown on
the picture e.g. cat
d. If the pictures match, the first player to shout snap gets the pile of
cards put down so far.
e. The winner is the last player to still have cards
Puzzle card is also one of game that can use in teaching learning
process after using of flashcard.

18. 3) Word or Sentence cards
Word cards are useful for displays and for work on the flannel
graph. Sentence cards should only be used for the beginners and only
with sentences which are use a lot of. Students can simply write the
question on one side and the answer on the opposite side and test
themselves repeatedly. Word or sentence cardusually consist of two
sides, on the front of card appears the word entry plus whatever
supplementary information is needed, on the back appear a concise
definition and an illustration of the word use. In the using word card
and sentence card the students can match a word with the definition in
the other sentence cards. By this manner the student can more interest
to learning English.
Sometimes the word or sentence on the cards were commands. And
the learners are used to giving and obeying these commands
orally and they are learning to recognize them as whole. The command
on the cards such as: Open the door, Sing a song, Stand up, clean the
blackboard etc. By using this word or sentence card, we can make a
simple game. The teacher or student holds up a card, waits until several
students have put their hands up, and say name of someone. Someone
who called of name performs the action required and scores a point for
his team. If he performs the wrong action, he has not read card
successfully, and there will be others eager to show that they have.
Somebody in another team is given a chance.
In addition, Haycraft (1978: 102-106) states two types of flashcards.
They are word flashcards and picture flashcards. Word flashcards are cards
on which words have been printed. When practicing word order, the teacher
can use a number of cards representing all the words in a sentence. The cards
can be fixed to the board, or given to a student, and arranged correctly either
by the class a whole or individual students.

19. The word flashcards also can be used to practice structure. Then,
picture flashcards are useful for presenting, practicing and revising
vocabulary or as prompts for other activities for example, to illustrate the
characters in a dialogue, to help students improvise. Picture flashcards can
be used as prompts for simple substitution drills. Picture flashcards are
also useful for identifying verbs on action
c. The Advantages of Flashcard
According to Haycraft (1978: 102) and Cross (1991: 120) there were
some advantages of using flashcards in language teaching.
1. Flashcards can be used for consolidating vocabulary;
2. Flashcards are motivating and eye-catching;
3. Flashcards are effective that can be used for any level students;
4. Flashcards can be taken almost everywhere and studied when are has
free moment;
5. Flashcards can be arranged to create logical grouping of the target
words;
6. Flashcards are cost effective or inexpensive;
7. Flashcards provide visual link between L1 and the target language; and
8. Flashcards also can be used for practicing structure and word order or
for a variety of games.
Based on the explanations above, it can be concluded that flashcards
have many advantages when used in teaching learning process. Flashcards
have a great power in motivating and stimulating the students. Meanwhile,
flashcards are easy media to help students and teacher in learning process,
especially to teach the students of elementary school. Teacher can use it at
any time and in any situation when he wants to teach.
d. The procedure of using flashcard
The procedures of the use flashcard are bellow
1. Sit comfortably facing the students.
2. Arrange the flash cards in the order you would like to present them.

20. 3. Starting with the first flash card, hold it up so the students can
clearly see the front. Keep the back of the flash card toward you so
your child cannot see it.
4. Shows the flash card front to the students that consist of picture and
said in English and asked the students to repeat after several time to
make sure that they could say it in a correct pronunciation.
5. Give question to them by showing flashcards one by one randomly,
if your students give a correct answer, place the correctly answered
flash card in a pile on your left.
6. If the students give an incorrect response or no response, tell him
the correct answer, and place these flash cards in a pile on your right
side.
7. After the teacher had finished showing the students all of the flash
cards, you may continued your flash card teaching session by using
the stack of incorrectly answered cards. Continue in the same
manner, placing correctly answered flash cards on the left and
incorrectly answered flash cards on the right.
8. Once your students have mastered the full set of flash cards,
practice them periodically to ensure your child remembers them.
Based on the explanations about the procedure of using flashcards
above, the researcher concluded that the step in using flashcards in English
learning process showed of flashcards, sounds, repetition and practice. The
procedure of using flashcards was simple, so the students or parents can
practice it in their home to improve their vocabulary.

21. e. The Example Models of Flashcard Media
Sumber : google
2. Crossword Puzzle Media
a. Definiton of Crossword Puzzle
Crossword puzzle can be used in teaching learning process. Tarigan
(2011:229) said crossword puzzle is a kind of a play on words by filling in
the empty boxes as an answer to the question or question specified in the
crossword puzzle. Crossword puzzle has been proposed as one of
alternatives game in teaching-learning. Whereas, Dhand (2008: 55) defined
a crossword puzzle as a puzzle with sets of squares to be filled in
words or numbers, one letter or number to each square. Synonyms or
definitions of words are given with number corresponding to numbers in the
squares. Letters or words are fitted into a pattern of numbered squares in
answer to clues.
According to Moursund (2007:8) crossword puzzle is a popular puzzle
games which in every case, the puzzle-solver’s goal is to solve a particular
mentally challenging problem or accomplish a particular mentally
challenging task.

22. There were many studied have been performed by the researchers
related to the usage crossword media one of them, Florenchia (2015)
concluded that Crossword Puzzle could improve the students’ vocabulary
mastery at the seventh grade students of SMP N 1 Andong Boyolali in
2014/2015 Academic Year. Crossword Puzzle created a fun and enjoyable
situation in teaching learning process and it improved the students’
motivation in learning vocabulary. Therefore, Crossword Puzzle can be used
as great media in teaching learning vocabulary in classroom
From the statements above the researcher concluded that in teaching
learning process by using crossword puzzle, the students can be more
interested in their learning. When the students interest in learning, they got
more attention to the lesson. That condition give a good chance for both the
teacher and the students to practice a better teaching and learning activity.
Using crossword puzzle in teaching learning process did not require the
teacher to explain too many materials. The teacher just explained the
materials and played the game and then the students can be followed the
teaching process. Crossword media was very effective in teaching
vocabulary and it can be more interesting for the students. The students
might enjoy the game very much.
b. The Kind of Crossword Puzzle
In teaching vocabulary by using crossword puzzle, there were some
kinds of crossword puzzle which can be done the students, they were:
1. Oral crossword.
The oral crossword is the crossword which is the clue is given orally by
the teacher, and the students just get the blank crossword. Only give the
students the puzzle with no clues what so ever. Give the clues orally. In a
foreign language class, this can be an excellent listening activity. Tell
students to fill in what they can and then repeat the clues once more at the
end.

23. 2. Picture crossword
Picture crossword is the crossword which is the clue consist of picture.
Only give the students the puzzle with no clues. For each clue, hold up a
picture. This works especially well with a unit that involves a lot of new
vocabulary.
3. Object crossword
The object crossword is the crossword in which the clue is written on
the object. Only give students the blank puzzle with no clues. Place the items
around the room, each labeled with their clue number. Have studentsrotated
around the room to different stations; allow them to pick up the objects as
they complete the puzzle. This tactile version of the puzzle is great for those
students who are handson learners. This type of puzzle works well for units
with a lot of vocabulary.
Based on the kinds above the researcher used the object crossword kind
because the picture crossword more easy than the other kinds becausethe
students more interested.
c. The Benefits of Crossword Puzzle
According to Moursund (2007) it was clear that solving crossword
puzzles helps to maintain and improve one’s vocabulary, spelling skills, and
knowledge of many miscellaneous tidbits of information. Solvingcrossword
puzzles tends to contribute to one’s self esteem. For many people, their
expertise in solving crossword puzzles plays a role in their social interaction
with other people.
Dhand (2008: 55) explained how crossword puzzles help the students
in learning, as follows:
a. The technique of crossword puzzle was a good way to teach and enrich
vocabulary because the definition or synonyms of the words areright
there to provide reinforcement.

24. b. Crossword puzzle can also be used to encourage the use of dictionary
or thesaurus or to learn terminology used in a particular subject. They
can be used as a quiz or review at the end of a unit/ chapter or a lesson.
c. Crossword puzzles can be easily made by the teacher and presented to
students.
Additionally, crossword puzzles are available for different classroom
management of students‟ activities. Hill and Popkin (in Little 1986: 78)
proposed some options of procedural suggestions in using crossword
puzzles. They are usually to 1) have students to do the crosswords
individually, or 2) have them do the same crossword in pairs, or small
groups, with discussion of possible answers, or 3) have them do the puzzle
as a whole-class activity.
Crossword puzzle is considered useful in teaching-learning because it
maintain someone‟s vocabulary. Moreover, it is helpful to enrich someone’s
vocabulary mastery. Additionally, it is useful to improve someone’s spelling
knowledge of information, and encouraging the use of dictionary. In term of
classroom teaching- learning Crossword puzzle provides fun learning that
can be used for different classroom managementof students.
d. The Procedure of Using Crossword Puzzle
According to Soeparno (1998:72), steps of teaching vocabulary using
crossword puzzle were as follows:
1. The teacher explained the rules of the media.
2. The students divided into several groups and each group consists of
four or five persons.
3. Each group gets a crossword puzzle frame which is completed with
questions.

25. 4. Students worked the crossword puzzle with their group members.
5. The fastest group finishes the crossword puzzle without an error is
declared the winner.
Meanwhile, according to Lee (1963: 135) the procedure of presenting
crossword puzzle were as follow:
1. The teacher gave the same crossword for each student. They solve
individually with the help of written clues.
2. The teacher divided the class into groups. Then the teacher gives a
different crossword for each group. Everyone in the group helped to
solve it. However, if there was a more active member in one group, they
tend to do all the work. In otherwise, if there is a more passive member
in one group, they will difficult to do all the work.
3. The Teacher gave crossword puzzle for all of students. They done the
crossword individually. Then the teacher divided the class into groups
and then they worked in groups. The students can share their answer to
finish their crossword in their group.
4. The teacher write crossword on the board, but no written clues. The
teacher gives clues orally and solves the crossword step by step with
the class. The class divided into groups and each group come to the
board and writes the words in one by one.
Furthermore, the teacher can be creative in presenting crossword
puzzle. For example, the teacher divided the class into groups. Then the
teacher gave the same crossword for each group. The group who finished
in the first time and all of the answer is right will be given a point. It can
be more interesting, if there is a prize for the winner.
The procedures of using crossword puzzle in irregular verbs teaching
were as the following:
1. The English teacher gave the example of crossword puzzle to the
students.
2. The English teacher explained the crossword puzzle to the students.
3. The English teacher asked the students to fill the crossword puzzle
individually with a deadline that will be given before students do the
crossword puzzle.

26. 4. The English teacher asked the students to exchange their work with their
friends.
5. The English teacher discussed with the students about the correct answer
of the crossword puzzle.
6. The English teacher collected the students’ work.
7. Discussing the correct answer.
Based on the explanation above, it can be concluded that crossword
puzzle is a words guessed game fitted into a diagram which is effective as
teaching tool of terminology, definitions, spelling and pairing key concepts
with related names, resulting in greater retention and memorization of facts that
makes the teaching-learning process attractive and funny, and also gives much
opportunity for students to practice and repeat the sentence pattern and
vocabulary.
In the case of this research, crossword puzzle was used as a medium
in teaching vocabulary in control class when in experimental class word wall
will be used.
e. The Example Models of CrossWord Media
Sumber: Google

27. 3. Word Wall
a. Definition of Word Wall
Word Wall is considered as an effective approach in teaching
vocabulary. According to Cronsberry (2004: 1) defined that word wall is a
group of words that are displayed on wall, bulletin board, chalkboard, or
whiteboard in a classroom. Meanwhile, Indrayana (2014) said they a word
wall is an ongoing, organized display of key words that provides visual
reference for students through out a unit of study or a term. These words are
used continually by teachers and students during a variety of activities.
Furthermore, Jerry in Kasim explains that teaching vocabulary by
using word wall consists of some activities:
a. Make words accessible by putting them where every student can see
them. They should be written in large black letter using a variety of
background colours to distinguish easily confused words;
b. Teachers should be selective about the words that go on the word wall.
Try to include words that children use most commonly in their writing.
Words should be added gradually;
c. Use the word wall to practice words incorporating a variety of activities
such as: chanting, snapping, cheering, clapping, tracing, wordguessing
games as well as writing them; and
d. Provide enough practice so that words are read and spelled automatically
and make sure that word walls are always spelled correctly in the
students’ daily writing.
Therefore, the researcher concluded that word wall was a set of
organized printed words that are clung on the classroom wall in order to be
learning medium (visual one) as well as display during vocabulary class.

28. b. The Advantages of Word Wall
There are some advantages of teaching word wall were:
1. It creates enjoyable situation.
2. It challenged the students’ ability.
3. It increased the students’ vocabulary mastery.
Kathy Gursky in Nuzulina also stated two advantages of word wall,
they are:
1. The word wall can be attracted the students’ attention to master
vocabulary;
2. The word wall activities can make the classroom atmosphere seem to
be more interesting.
According to Crosnberry (2004:3) there were many functions of
word wall:
1. Provide an approach to meaningful teaching of vocabulary with an
emphasis on student engagement and higher level thinking skills;
2. Build vocabulary, there by improving reading comprehension and
writing style;
3. Reinforce understanding of subject-specific terminology with a focus
on students internalizing key concepts;
4. Help students improve spelling and awareness of spelling patterns;
5. Provide visual cues for students;
6. Encourage increased student independence when reading and writin

29. c. The Example Models of Word Wall
C. Conceptual Framework
Verb
MEDIA
Flashcard,
Crossword
Word Wall
Pretest
Treatment
Posttest
Noun
Students’
Vocabulary
Achievement
Adjective

30. 30
Figure 1: Conceptual Framework
The conceptual framework above described about all of the research
which conducted by the researcher. The tittle of this research was “The
Effectiveness of using various media to teach vocabulary of eighth grade at
SMPN 3 Teluk Dalam”. The conceptual framework was media divided into three
differences media such as Flashcards Media, Crossword Media, and Word Wall
Media. In conducting this research, the researcher focused on the students’
vocabulary achievement specially word classes such as noun, verb and adjactive.
D. Hypothesis
H0 (Null hypothesis) there is no significant result of the students
vocabulary mastery before and after giving treatment.
H1 (alternative hypothesis) there is a significant different of
students’ vocabulary mastery before and after giving treatment.
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used quantitative method in form of pre experimental design.
In this research the experimental design used One-Group Pretest-Posttest.
A diagram of One-Group Pretest-Posttest design:
O1 X O2
Pre-test Treatment Post-test
(Independent variable) (Dependent variable)
The One Group design usually involves three steps were:
1. Administering a pretest to measuring dependent variable.
It was the first method of data gathering used by the researcher. The
researcher gave pre-test to the subjects (eighth grade students at SMPN 3 Teluk
Dalam) as the sample of research. Pre-test as a purpose to found out the

31. students’ vocabulary achievement before apply the treatment.
2. Applying the experimental treatment to the subject.
It was the second method of data gathering used by the researcher. In
this method the researcher applied the experimental treatment to the subjects.
The steps of treatment in this research as follows:
1) The researcher done by giving a pretest to the students. The test were
multiple choice, fill in the blank, and matching test. The researcher gave
the students time allocation about 45 minutes before giving a treatment.
2) The researcher explained the rules of media.
a. The first media used by the reseracher was Flashcard Media, the steps
of this media were:
1. The resercher asked the students to sit comfortably facing.
2. The researcher arranged the flash cards in the order will like to
present them.

32. 3. The researcher started with the first flash card, the researcher hold
it up so the students can clearly see the front. Keep the back of the
flashcard so the students cannot see it.
4. The teacher showed the flashcard front to the students that consist
of picture and the researcher said in English and asked the students
to repeat after several time to make sure that they can said it in a
correct pronunciation.
5. The teacher showed a question to the students by showing
flashcards one by one randomly, if the students gave a correct
answer, place the correctly answer flash card in a pile on your left.
6. If the students gave an incorrect response or no response, tell him
the correct answer, and place these flash cards in a pile on your
right side.
7. After the researcher has already conducted the research, the
researcher showed to the students all of the flash cards, you can
continue flash card teaching session by using the stack of
incorrectly answered cards. Continue in the same manner, placing
correctly answer flash cards on the left and incorrectly answer flash
cards on the right.
8. Once your students have mastered the full set of flash cards,
practice them periodically to ensure your child remembers them.
b. The second media used by the researcher was Crossword Puzzle media
according to Soeparno (1998:72), the procesdure are:
1. The researcher explained the rules of media.
2. The students divided into several groups and each group consists
of four or five persons.
3. The researcher made crossword from the word that has been found
from the media before.
4. The researcher asked each group to found out the word based on
the picture.

33. 5. The students worked the crossword puzzle with their group
members.
6. The fastest group finished the crossword puzzle without an error is
declared the winner.
c. The last media used by the researcher was Word Wall Media, the steps
were:
1. The researcher expalained the rules of media.
2. The researcher asked each group to bring a streo form.
3. The students stuck the word on the word wall media
4. After that, the researcher asked the students to memorize the new
words.
5. The researceher asked the students to memorising one by one
randomly.
3. Administering a posttest again to measuring the dependent variable.
It was the last method of data gathering used by the researcher. Post test
is the last determining to measure the students’ vocabulary achievement before
and after the treatment.
This research intends to investigated the effectiveness of Using Various
Media to Teach Vocabulary at the Eighth Grade Students of SMPN 3 Teluk Dalam.
The aim of this research was to found out wheter or not the use of various media
effective to improve the students’ vocabulary achievement before and after
treatment by using various teaching media.
B. Research Variables and Operational Definition
1. Research Variables
This research had two kinds of variables, namely independent
variable and dependent variable:
a. Independent variable
The independent variable was the use of various media in teaching
vocabulary.

35. b. Dependent variable
The dependent variable was the vocabulary achievement of students.
2. Indicator
The indicator of this research was the students’ vocabulary
achievement in comprehending verb, adjective, and noun vocabulary that
the students learned by using various media.
3. Operational Definition
a. Media
Media was originate from the word “medium” it means “middle”
or “introduction” it mean an introductory tool or media from the source
of information to receiving information. It means that medianeeds in an
English language teaching learning process.The usage of visual media
in teaching vocabulary was facility to interact between the teacher and
the students.
b. Vocabulary
Vocabulary was a main component to increase all English skills.
Vocabulary was one important term to support the communication
because if vocabulary was low, it means that it is difficult to
communicate. Not having large of vocabulary, someone will feel
difficult to express the ideas, thought, and feeling. So the researcher
assumed that mastering vocabulary will support to learn English. If the
students practice their ability in English, they need English and this term
makes the teacher to use strategy in the classroom.
C. Population and Sample
The population of this research included the first year students of SMPN
3 Teluk Dalam. The sample of this research was thestudents of the class VIII at
SMPN 3 Teluk Dalam. This research used cluster sampling technique where the
researcher took one class from SMPN 3 Teluk Dalam.

36. D. Research Instrument
In this research, the instrument used a test of vocabulary ability. The tests
were mutliple choices, fill in the blank and matching test. Each test consisted of
15 items of verb, 10 items of adjactive and 10 items of noun. The researcher used
pre test and post test that used to get score to found the students’ vocabulary
achievement. The pre test was given before applied the treatment and the post test
was given after applied the treatment.
The test in the form were multiple choices, fill in the blank, and matching
test. Each student has to choose the correct answer. The time allocation was 45
minutes. The test gave twice. The first test uses gain the score of pre test and the
second test uses gain the score of post test after the treatment. In other hand, the
researcher also used documentation to being evidenced.
E. Procedure of Data Collection
In data collection, there were five stages used by the researcher as follows:
1. The researcher gave pretest to the students for 45 minutes to know their
previous of vocabulary pre-test.
2. After that, the researcher applied the treatment.
a. The first media the researcher used Flashcard.
b. The second media the researcher used Crossword.
c. The third media the researcher used Word wall.
3. After giving a treatment the reseracher gave posttest to measure the
students’ progress.
4. After that, the researcher collectinng the data of the students’ progress.
5. The last, the researcher comparing the result of the students’progress
before and after the treatment.

37. F. Data Analysis
In this research, the researcher used a quantitative data analysis technique.
The quantitative data of this research was analyzing by using statistical method. The
quantitative data of this research in analyzing was using statistical computation.
This technique used to found the significant differences on the students’ vocabulary
achievement after used treatment by using different teaching media.
To know the students’ vocabulary achievement, the researcher used
statistics analysis. The steps were below:
1. Scoring the students’ answer of test by using this formula (Pusat Kurikulum,
2006:32) in Julita (2011):
2. Classifying the score of the students’ based on Depdikbud standard
evaluation as follow:
Table 3.1: Classification Score of Students
No. Classification Score
1. Excellent 96-100
2.. Very good 86-95
3. Good 76-85
4. Average 66-75
5. Fair 56-65
6. Poor 36-55
7. Very poor 0-35
(Depdikbud, 1985: 8)
score =
Students` correct answer
Total number of item
x 100

38. 3. Calculating the rate percentage of the students score:
P =
𝑓
N
𝑥 100%
Where:
P : Percentage
ƒ : Frequency
N : The total number of the students
(Gay, 1981:448)
4. The mean score of the students’ achievement:
X =
∑x
N
Where:Type equation here.
X : Mean score
∑x: The sum of all score
N : The number of students
(Gay, 1981:298)
5. The significant of the students’ result of pretest and posttest by calculating the
value of t-test by using the formula:
t = √D2 −
(∑D)2
N
N(n−1)
Where:
T = score of computation
Ḋ = average difference between pre-test and post-test
∑D2
= different scores squared, then summed
(∑D)2
= difference scores summed thensquared
N = Subject of sample
d.b = Decided by N-1
(Gay, 1980: 33)
Ḋ

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