THE USE OF PICTURE WORD INDUCTIVE MODEL (PWIM)

IN TEACHING VOCABULARY
An Experimental Research at The Seventh Grade of Madrasah Tsanawiyah
Sunan Kalijaga Bawang Batang in The Academic Year of 2010/2011

THESIS

Submitted in Partial Fulfillment of the Requirement for Gaining

the Degree of Bachelor in English Language Education

By:

ERNI YULIANA
Student‟s Number : 073411051

EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011

i
 THESIS PROJECT STATEMENT

I am, the student with the following identify:

Name : Erni Yuliana

Student‟s Number : 073411O51
Department : English Language Education

Certify that this thesis is definitely my own work. I am completely responsible for
the content of this thesis. Other writer‟s opinions or findings included in the thesis
are quoted or cited in accordance with ethical standards.

Semarang, April 7th 2011

The Writer,

ERNI YULIANA
073411O51

ii
 DEPARTEMEN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Semarang

RATIFICATION

Thesis with the following identification:

Title : The Use of Picture Word Inductive Model (PWIM ) in

Teaching Vocabulary
Name of student : Erni Yuliana
Student‟s Number : 073411051
Department : Tadris
Filed of study : English language education

had been ratified by the board the examiners of Education Faculty Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Degree of Bachelor in English Language Education.

Semarang, June 20th 2011

THE BOARD EXAMINERS

Chairman, Secretary,

Dr. Muslih, M.A Siti Tarwiyah, M. Hum.

NIP: 15027692 600000 1 000 NIP: 19721108 199903 2 001

Examiner I, Examiner II,

Dra. Hj. Siti Mariam, M. Pd Dr. Musthofa, M.Ag.

NIP : 19650727 199203 2 002 NIP.19710403 199603 1 002

Advisor I Advisor II

Siti Tarwiyah, M. Hum Dr. Muslih, M.A

19721108 199903 2 001 15027692 600000 1 000

iii
ADVISOR NOTE
Semarang, April 7th 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies

Assalamu’alaikum wr.wb.

I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : The Use of Picture Word Inductive Model ( PWIM )
in Teaching Vocabulary
Name of student : Erni Yuliana
Student‟s Number : 073411051
Department : Tadris
Field of study : English Language Education

I state that the thesis is ready to be submitted to Education Faculty Walisongo

State Institute for Islamic Studies to be examined at Munaqosah session.

Wassalamu’alaikum. wr.wb.

Advisor I Advisor II

Siti Tarwiyah, M. Hum Dr. Muslih, M.A

NIP:19721108 199903 2 001 NIP :15027692 600000 1 000

iv
 MOTTO

''If a foreign Language has been mastered by somebody

hence that Language is very beneficial to him
and can becomes benefactor instrument
when happened trouble''
(Syaikh Shafy Ad-Din Al-Hilliy)1

Errors are necessary stepping-stones

to acquire rightness
Continual Efforts and Frequent Errors are Genius Stepping Stone
(Elbert Hubbard)2

“To learn anything fast and effectively

You have to see it, hear it, and feel it”
(Tony Stockwell)3

1
Abdul Fattah Abu Ghuddah, 40 Metode Pendidikan dan Pengajaran Rasulullah,
(Bandung: Irsyad Baitus Salam,2009) p.236.
2
Todd Siler, Berpikir Ala Einstein: 31 Kiat Menjadikan Diri Anda Jenius (Think Like A
Genius), (Bandung: Kaifa, 2002), p.94.
3
Adi W. Gunawan, Genius Learning Strategy, (Jakarta: Gramedia, 2003), p. 145

v
 DEDICATION

The scientific writing is dedicated to:

My beloved parents ( Samsudin and Siti Amanah )

My beloved brother ( M. Imron S.H.I)

I am not even on the half way there yet ...

vi
 ABSTRACT

Title : The Use of Picture Word Inductive Model in

Teaching Vocabulary (An Experimental Research
at The Seventh Grade of MTs Sunan Kalijaga
Bawanag Batang In The Academic Year of 2010 /
2011)
Writer : Erni Yuliana
Student‟s Number : 073411O51

Key words: Teaching Vocabulary, Picture Word Inductive Model as a media in

teaching vocabulary, student’s vocabulary achievement through Picture Word
Inductive Model

The main objective of this study is to find out whether there is or not a
significant difference of student‟s vocabulary achievement between students who
taught by using Picture Word Inductive Model and those who are taught by using
explanation only. The hypothesis of this study is there is a significant difference
between the student‟s vocabulary achievement between students who taught by
using Picture Word Inductive Model and those who are taught by using
explanation only.
The researcher used Picture Word Inductive Model in teaching vocabulary
at the seventh grade of MTs Sunan Kalijaga Bawang Batang in the academic year
of 2010/2011. In this research, the population is the seventh grade of MTs Sunan
Kalijaga Bawang Batang in academic year of 2010/ 20011.The number of the
population was 182 students. In taking the sample, the writer used cluster random
sampling technique. Class VII B was chosen as a try out class, VII E as
experimental class who Picture Word Inductive Model and class VII C as control
class who were taught by explanation only . The research design used
experimental quantitative research.
The instrument used to collect the data is writing test or essay test. The
technique to analyze the data was t-test formula. It used to determine whether or
not there was a significant difference between the average score of the
experimental and the control class. The average of post- test of experiment class is
77.6 which were higher than the average of post test of the control class 72.6. The
t-test result (2.5) was higher than the t- table (1.98). Since the t-test was higher
than t- table, the hypothesis is accepted. It means that there is a significant
difference in student‟s vocabulary achievement between students who taught by
using Picture Word Inductive Model and those who are taught by using
explanation only.
Based on the result of this research, the writer suggest that Picture Word
Inductive Model may be used as alternative media in teaching vocabulary, in
order that the students can more understand and interested in learning activity
especially in learning of English.

vii
 TRANSLITERATION

A t}

B z}

T ‘

s| gh

J f

h} q

Kh k

D l

z| m

R n

Z w

S h

Sy ’

s} y

d}

Madd: Diftong:

a> = a Long = au

i> = I Long =a
u> = u Long

viii
 ACKNOWLEDGEMENT

In the name of Allah the most merciful and compassionate,

Praise be to Allah, the merciful, the compassionate that the writer can
finish this thesis completely. Shalawat and Salam for the Prophet Muhammad
who brings us from the darkness to the brightness.
The writer realizes that there are many people who are already helped her
in arranging and writing this final project directly or indirectly. In this chance, the
writer would like to express deeper appreciation to:
1. Dr. Sudja‟i, M.A. as the Dean of Education Faculty.
2. Siti Tarwiyah, M.Hum. as the Head of English Department and as the first
advisor who already guided and advised patiently during the arrangement
of this final project.
3. Dr. Muslih, M.A as the second advisor who gave guidance and advices
over the study conducted.
4. The entire lectures in Education Faculty who always give input and advice
to the writer during conducting this study.
5. Library official who always give good service related with the references
in this final project so that the writer could done this final project well.
6. Ahmad Kholil S.Ag as the headmaster of Madrasah Tsanawiyah Sunan
Kalijaga Bawang Batang who has given permission for the writer to
conduct the study there, and the entire teachers, especially the English
teachers and the vice principal especially Mr. Ahmad Fadholi S.Pd for all
the time, the information about the teaching-learning process of English
and her guidance there and also the school administration staff, thanks for
the cooperation.
7. My beloved father ( Samsudin) and mother ( Siti Amanah) who always
give pray, inspiration and motivation to continue this study. Thanks a lot
because you always in my heart” you like a start in my heart, not see but
always there” thanks for everything. I love u.

ix
8. My beloved brother ( M. Imron S.H.I) and my beloved sisters (Mbak
Anix, dek Efi and dek Aris) who always give motivation, support,
attention and patience to the writer to finish this thesis. Without your
support, I do nothing.
9. All the members of the big family of “ IPNU IPPNU ” from PR (Pimpinan
Ranting) to PW (Pimpinan Wilayah ), Mas Imron, mb Ilux, mz Lukman,
mb Rina, mb Mar‟at , mb Een , Mb Eny, Mb Ufah and the other who
cannot be mentioned one by one thanks for everybody who always give
inspiration, support and advice.
10. All members of “Al Izza Kos” ( bapak Rasean, ibu Darmi, Biebieb, Dek

Umi, Zia, Zaa, Lia, Sofy and Ika, I will always remember you. Thanks for

your support.

11. My friends of English department „07‟ especially my classmate in class

TBI B (Miss Devi, Sokhi, Murwati, Atiex, Ainu, Hanani, Zazak, Pipit, Ina,
Sikha, etc. Thanks for your support and motivation. I will always miss
you.
12. The big family of Ponpes Tahfidzul Qur‟an ( PPTQ ) Klawen Bawang
Batang , bapak kyai Abdul Wahid, bu Nyai Hamidah and all of santri in
PPTQ thanks for your support and advice.
13. The big family of KMBS ( Keluarga Mahasiswa Batang di Semarang ) mz
Tabi‟in, Arifuddin, Makruf , Busro, Dian, Zaenah, etc. thanks for your
support.
14. My PPL team ( Nurul, WNina, Luluk,Nadhiroh, Sair, Aries, Fadly,
Wahdah, from Unnisula : Pak De, mas Hasan, Wardah , from IKIP PGRI
Semarang : Anis, Rifa, Monfa‟ati, Hendy , and all of my students in MAN
2 Semarang ( dek Mimin, Beny, Dita ) thanks for your support.
15. My KKN Team 46 at Pagerwojo Limbangan Kendal, ( Miss Nurma, Emy,
Ryka, Fahrudin, Romdayanah, Atiek, Ridlo, Romadlon, Mutohar,
Mumun), pak Lurah and his family, Pemuda Karang Taruna of

x
 Pagerwojo, and all of my students at Pagerwojo, thanks for your pray and
motivation, I will always remember and miss u.
16. All of the students at the seventh grade of MTs Sunan Kalijaga Bawang
Batang especially in class VII B, VII C ,VII E, thanks for your
participation and support in the research, so the writer can finish this
thesis.
17. All of my friends who always gives motivation, support and helping to
finish this thesis.
The writer also thanks to the other who cannot be mentioned one by one,
who have helped and supported the writer to finish this thesis. The writer realized
that this thesis would not be created without their participation.
Finally, the writer hopes this thesis can give some values to the students of
MTs Sunan Kalijaga Bawang Batang, English teachers and the readers especially
in developing teaching-learning of English vocabulary. The writer admits that this
thesis is not perfect, so that the writer will accept suggestions from the readers in
order to make it better. The writer hopes that this thesis would be beneficial to
everyone. Amin.

Semarang, April 7th 2011

The Writer,

ERNI YULIANA
No. Student: 073411O51

xi
 TABLE OF CONTENT

PAGE OF TITLE ............................................................................................ i

THESIS STATEMENT ..................................................................................... ii
RATIFICATION NOTE .................................................................................... iii
ADVISOR NOTE ............................................................................................ iv
MOTTO ............................................................................................ v
DEDICATION ............................................................................................ vi
ABSTRACT ............................................................................................ vii
TRANSLITERATION ....................................................................................... viii
ACKNOWLEDGEMENT …. ........................................................................... ix
TABLE OF CONTENT…. ................................................................................ xii

CHAPTER I : INTRODUCTION
A. Background of The Research .............................................. 1
B. Research Question ............................................................... 3
C. Objective of the Research ................................................... 3
D. Significance of the Research ................................................ 4

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Previous Research ............................................................... 6
B. Theoretical Framework ....................................................... 7
C. Hypothesis…………………………………………………. 27

CHAPTER III : RESEARCH METHOD

A. Type of Research ................................................................. 28
B. Research Design ................................................................. . 28
C. Research Setting…………………...................................... 29
D. Subject of the Research ........................................................ 29
E. Variable of the Research........................................................ 30
F. Technique of data Collection.......................................... ..... 31

xii
 G. Instrument ............................................................................. 32
H. Techniques of Data Analysis ………………………………. 34
I. Research Procedure………………………………………… 36

CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS

A. Description of Research Findings ………………………… 39
B. Hypothesis Test …………………… .................................. 45
C. Discussion of Research Findings ........................................ 55
D. The advantages of the Picture Word Inductive Model…… 58
E. Limitation of The Research………………………………. 58

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................... 60
B. Recommendations…………………………………………. 61
C. Suggestions ………………………………………………. . 63

REFERENCES
LESSON PLAN
LIST OF TABLE
LIST OF FIGURE
LIST OF CHART
APPENDICES
CERTIFICATES
CURRICULUM VITAE

xiii
 CHAPTER I
INTRODUCTION

A. Background of Research
Language is a primary instrument of the communication among human
beings in community. In others words, Language is a tool of communication.
By using a language people are able to introduce themselves, convey their
messages and express their ideas and written. Therefore language is very
important in our life. Language as a means of communication with other
people as a tool to express ideas and wishes. 1 All common people in a
community understand and speak their language well enough to carry out
every activity. Some people in that community cannot read and write,
however, by using the language orally, they are still able to cooperate with
others.
Every social group has different language, for example, a group of people
who were born and live in England, speak English as their native language,
and the group of people who were born and live in Indonesia, speak
Indonesian. As Allah says in A Holy Qur’an surah Ar-room: 22

        

      

“And of His signs are the creation of the heavens and the earth, and the
diversity of your tongues and colors: surely there are signs in this for all
mankind”.2
In Indonesia, English is the first foreign language that is considered
important to be introduced to students in elementary school, junior high
school, and senior high school. Considering the importance of English as one
of the international language, the Indonesian Goverment has decided to

1
Ramelan, English Phonetics, (Semarang: UPT Unnes Press, 1997), p. 1.
2
Mahmud Y. Zayid, The Qura’n,: An English Translation of the Meaning of the Quran,
(Beirut Libanon: Dar Al-Choura , 1980), p. 297.

1
include English subject in school curriculum as compulsory subject to be
taught in every school.
Based on National Education Curriculum in 2006 called KTSP
(Kurikulum Tingkat Satuan Pendidikan), the Indonesian goverment gives the
autonomy to every school to arrange and control it in teaching learning
activity. There are four skills that should be mastered by the students, they are
listening, speaking, reading, and writing.
Students who want to be able to communicate in English well must have
wide range of vocabulary. Vocabulary is one of the important aspects in
learning English, without vocabulary nothing can be conveyed. 3 Only with
sufficient vocabulary the students can express their ideas effectively, can
understand the language task and foreign language conversation. With the
limited vocabulary the students will have the difficulties in learning and
understanding the foreign language. When the students do not know the ways
to increase their vocabulary they will lose their interest in learning foreign
language, because they cannot understand the foreign language words. So,
vocabulary is very important in learning foreign language.
Teaching vocabulary is not easy for teachers, but the students usually get
bored of learning this subject. The teacher should device a good exercise or a
way of teaching vocabulary, so that children will enjoy and understand the
learning process well.
Learning vocabulary at Junior High School can be done through many
ways, such as: dictionary, picture, guessing, reading, etc. In this case the
writer will take picture in teaching vocabulary, because through picture
students can see person, place and thing directly. The use of picture are more
efficient and practice than word, they easier to recall and remember than
words, further more they expose real life situation although it happen a long
time ago.
In this research the researcher uses Picture Word Inductive Model in
teaching vocabulary at the seventh grade of MTs Sunan Kalijaga Bawang
3
Scott Thornbury, How to Teach Vocabulary, (London: Longman,2002), p. 13.

2
 Batang in the academic year of 2010/2011. Why the researcher chooses the
seventh grade of MTs Sunan Kalijaga Bawang Batang because the teacher
still uses conventional method when he teach the students. It can make the
students very bored in learning of English because they just hear what the
teacher said. Picture word inductive model can help the students to memorize
the vocabulary. In addition, picture word inductive model can improve their
English vocabulary. The Researcher hopes that with PWIM the students can
learn English more enjoyable during the English learning process especially in
vocabulary.

B. Research Questions
The research questions of the study, they are as follows:
1. How is the vocabulary score of students through using Picture Word
Inductive Model at the seventh grade of MTs Sunan Kalijaga Bawang
Batang in the academic year of 2010/2011?
2. How is the vocabulary score of students through explanation only at the
seventh grade of MTs Sunan Kalijaga Bawang Batang in the academic
year of 2010/2011?
3. How is the effectiveness of using Picture Word Inductive Model in
teaching vocabulary at the seventh grade of MTs Sunan Kalijaga Bawang
Batang in the academic year of 2010/2011 ?

C. Objective of the Research

The objectives in this research are:
1. To find out vocabulary score of the students through using Picture Word
Inductive Model at the seventh grade of MTs Sunan Kalijaga Bawang
Batang in the academic year of 2010/2011
2. To find out vocabulary score of the students through explanation only at
the seventh grade of MTs Sunan Kalijaga Bawang Batang in the academic
year of 2010/2011

3
 3. To find out the effectiveness of using Picture Word Inductive Model in
teaching vocabulary at the seventh grade of MTs Sunan Kalijaga Bawang
Batang in the academic year of 2010/2011

D. Significance of the Research

The study about the use of Picture Word Inductive Model in teaching
vocabulary hopefully will give contribution to English teaching and learning,
they are:
1. Theoretically
This research will enrich the technique of teaching and learning
English and also to contribute the development of knowledge in teaching
and learning English.
2. Practically
The significances of the research are hopefully used for:
a. The Writer
The result of the study will answer the questions which are the
basic of conducting this study.
b. The Students
It is hoped that the students can improve their vocabulary through
picture word inductive model and develop their study in order to be
successful.
c. The Teacher
The teacher can use the result of the study as a feedback on
teaching activities and he will increase his performance in teaching
program well. This study also gives contribution to the English teacher
in the use of Picture Word Inductive Model as a vocabulary teaching
technique to improve students’ vocabulary achievement, and also to
improve the result of teaching vocabulary.
d. The Reader

4
 The reader can get information about the students’ achievement in
learning vocabulary through Picture Word Inductive Model and also
improve their knowledge.
e. For the school
It gives contribution to the Junior High School especially MTs
Sunan Kalijaga Bawang Batang that they can use Picture Word
Inductive Model technique as a new technique in teaching vocabulary
to the students.

5
 CHAPTER II
REVIEW OF THE RELATED LITERATURE

A. Previous Research
Influence research has been done by several researches in our
community to know the influences in one subject using particularly methods
to other or influence in the one technique to the others.
The first research was conducted by Heru Safi‟i ( 220140256) with the
research entitle The Effectiveness of Using Picture as on aid to improve
English vocabulary at the Fifth Graders of SD Negeri Kedungsari I Magelang
in the academic year of 2005/2006”. The result of the study shows that there is
significant contribution of the use of picture in the vocabulary teaching, so
pictures as an aid is effective for the success of the vocabulary teaching. 1 The
differences between his research and this research are in his research, he used
picture only, whereas the researcher used picture word inductive model. Not
only he used picture only but also he taught at the fifth grade and the
researcher taught at the seventh grade. The similarities between his research
and this research are in his research he used quantitative research to know is
using pictures as an aid effective to improve students‟ English vocabulary and
the researcher also used quantitative research and both also focus on
vocabulary.
The second research was conducted by Tri Winarko (221402036) with
his research entitled “The Use of Still Pictures as Media in Teaching English
Vocabulary (A Case Study at the Fifth Graders of SDN 1 Batu Demak)”. In
his study, he wanted to find out the significant difference of vocabulary
achievement between students who have been taught using still pictures and
those who have been taught using Conventional method among the fifth
graders of Elementary school students and to find out the effectiveness of

1
Heru Safi‟i, The Effectiveness of Using Pictures As On Aid To Improve English
Vocabulary At The Fifth Graders of SD Negeri Kedungsari I Magelang In The Academic Year Of
2005/2006, (Semarang: Language and Art Faculty of State University Semarang, 2006).

6
 using still pictures in teaching vocabulary to the fifth graders of Elementary
school students. The differences between his research and this research are in
his research, he used still picture, whereas the researcher used picture word
inductive model. Not only he used picture only but also he taught at the fifth
grade and the researcher taught at the seventh grade. The similarities between
his research and this research are in his research he quantitative research to
know is using still pictures is effective to improve students‟ English
vocabulary and the researcher also used quantitative research and both also
focus on vocabulary. His study used case study. The result of the study shows
that the students‟ achievement in learning English vocabulary taught using
still picture is better than from those taught using conventional method.2
From explanation above, the writer tried to use Picture Word Inductive
Model in conducting the research, to add the reference in teaching vocabulary
research.

B. Theoritical Framework
1. Teaching Vocabulary
a. Definition of Vocabulary
Studying a language cannot be separated from studying vocabulary
because it is an essential part of language. We know that words support the
speaker in communication to express their ideas.
To know what vocabulary is, the writer will present the definition of
vocabulary. First, Richards defines “vocabulary as one of the most obvious
components of language and one of the first applied linguists turned their
attention to”.3 Second, Penny Ur explains that “vocabulary is the words
which we teach in foreign language”.4 Third, Haycraft explains that

2
Tri Winarko, The Use of Still Pictures as Media in Teaching English Vocabulary (A
Case Study at the Fifth Graders of SDN 1Batu Demak). (Semarang: Language and Art Faculty of
State University Semarang, 2007).
3
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press ), p. 4.
4
Penny Ur, A Course in Language Teaching, (United Kingdom: Cambridge University
Press, 1998), p. 60.

7
 “vocabulary is divided into receptive and productive vocabulary”. 5
Receptive vocabulary is the words that students recognize and understand
when they occur in context, whereas productive vocabulary is the words
which the students understand, they can produce constructively and use
constructively in speaking and writing.
Based on the definitions, it can be concluded that vocabulary is a list of
words with their meanings especially one that accompanies a textbook in a
foreign language. Vocabulary plays a significant role in supporting the
mastery of language skills namely listening, reading, writing and speaking.
In order to communicate well in a language, students should acquire an
adequate number of words and should know how to use them accurately.
The more vocabulary the learners have, the easier for them to develop their
four skills. In listening skill, by having many vocabulary they can hear and
understand all the words in oral communication easily. In speaking skill,
they can cover all the words that they use in oral communication. In
reading skill, they can understand all the words in written material. And in
writing skill, they can express their ideas, opinions, and feeling cohesively.
The writing and speaking are language production that belongs to
productive skills while listening and reading involve receiving the
message and they are belong to the receptive skills. 6
b. Kinds of Vocabulary
There are some opinions about kinds of vocabulary. One of them is
proposed by Scott Thornbury, there are two kinds of vocabulary, namely
receptive vocabulary and expressive vocabulary. 7
1) Receptive vocabulary refers to the words which learners know when
they listen and read or the words they know when learners receive
from another. Receptive vocabulary can be called as passive

5
Evelyne Hatch and Chery L. Brown, Vocabulary, Semantics and Language Education,
(Melbourne: Chambridge University Press, 1995), p. 370.
6
Arnold, An Introduction to Applied Linguistics, (New York: Oxford University Press,
2002), p. 40-41.
7
Scott Thornbury, How to Teach Vocabulary, p. 15.

8
 vocabulary. Some ways to increase the receptive vocabulary ability,
the first way is making some notes of the words and finding out the
synonyms and antonyms, another way is looking in the dictionary.
2) Expressive vocabulary refers to the words which learners use when
they speak or write, and it is called as active vocabulary. To increase
this expressive vocabulary ability, the learners should try much their
speaking and writing.
Another opinion by Marianne Celce and Murcia Elite Olshtain,
“there are two kinds of vocabulary: they are function words and content
words”.8
1) The function words are those vocabulary items that belong to closed
word classes (i.e. word classes that do not readily admit new items or
lose old ones: pronouns, auxiliary verbs, prepositions, determiners
and adverbs).
2) The content words are those vocabulary items that belong to open
word classes (words classes that readily accept new words and
discard old ones).
The content words can be divided into three general classes:
a) Words that refers to a person, a place or a thing that we might call
them nouns,
b) Words that express an action, an event or a state are called verbs,
c) Words are used to describe the qualities of thing or action are called
adjectives and adverbs.
c. Choosing Vocabulary
In the learning process, vocabulary as one of component of
languages must be learned to the students by the teachers. In choosing
vocabulary, the teachers are needed to be carefully planned because
different vocabulary gives greatly different returns for learning.
Because of that, in teaching vocabulary the teachers must focus on the

8
Marianne Celce and Murcia Elite Olshtain, Discourse and Context in Language
Teaching: A Guide for Language Teachers, (New York: Cambridge University Press, 2000), P. 76.

9
 appropriate level of vocabulary for the learners and the teacher must
use appropriate technique in the English classes.
Based on the reasons above, the choice of vocabulary is important
to be given to the students. Arnold states that the choice of vocabulary
should be determined by the major consideration, they are: students
need, students‟ language, and commonest words. 9
Related to the students need, the teachers must teach vocabulary to
the students based on their needs. If there is a student wants to know a
special word, the teachers don't teach it to the whole class unless they
will find that they don't need. It's better to change particular words
connected with their profession. Related to students language, if the
teachers teach a class from one language group, knowledge will tell the
teachers which words are similar in their language and English, and
therefore easily learned. The teachers must be careful with words that
sound the same in the students' language. Related to commonest
words, the teachers must choose the words that commonly used or the
words that students need, the teachers can make a list of vocabulary
which is used by students in daily life.
d. Aspects of Vocabulary
According to Ur, the vocabulary should be taught to the students
are: grammar, aspect of meaning 1 (denotation, connotation) and
aspect of meaning II (synonyms, antonyms and hyponyms) 10
Grammar as the rules in a language for changing the form of
words and combining them into sentences is needed to be taught to the
students in learning vocabulary. The grammar of a new item will need
to be taught if this is not obviously covered by general grammatical
rules.
Aspects of meaning such as denotation and connotation are also
needed to be taught to the students in learning vocabulary. The

9
Arnold, An Introduction to Applied Linguistics, p. 37.
10
Penny Ur, A Course in Language Teaching, p. 60-62.

10
 meaning of word is primarily what it refers to in the real word, it is
denotation; this is often the sort of definition that is given in a
dictionary. For example, Jane buy a red rose to his girlfriend, red rose
denotes a kind of flower. A less obvious component of the meaning of
an item is connotation; the associations, or positive or negative feeling
it, which mat or not be indicated in a dictionary definition. Example, I
will only give my red rose for you, the word red rose is a symbol of
passion.
In teaching vocabulary, we must also consider how the meaning of
one item relates to meaning of order. There are some another
important aspects of meaning, they are synonym, antonym and
hyponym. Synonym is a word or phrase with the same or nearly the
same meanings as another in the same language. 11 The example of
synonym is bright, clever, smart may serve as synonym of
intelligence. A word that is opposite in meaning to another word is
called antonym.12 For the example, you are rich people but I am poor
people, rich is antonym of poor. Hyponym as the items that serve as
specific examples of a general concept. Example, my brother bought
dog, lion, and mouse in the market yesterday, dog, lion, and mouse are
hyponyms of animal.
Based on the explanation above, in teaching vocabulary to the
students the teacher must teach the students about grammar, aspects of
meaning (connotation, denotation, synonym, antonym, and hyponym)
that are expected the students are not only master many vocabularies
but also the students can use them into the sentences correctly.
e. Principles of Teaching and Learning Vocabulary
In teaching, a principle is beliefs and theories that teachers hold
concerning effective approaches to teaching and learning and which serve

11
AS Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University
Press, 1995), p. 1212.
12
A S Hornby, Oxford Advanced Leaner’s Dictionary, p. 44.

11
 as the basis for some of their decision-making.13 Teacher‟s principles are
an important aspect of their belief systems, and may be a result of teaching
experience, training, or their own experiences as learners.
There are principles of teaching and learning vocabulary, they are
aim, quantity, need, frequent exposure and repetition, meaning
presentation and Situation presentation14:
1) Aim
The teacher has to be clear about his or her aims: how many
of the things listed does the teacher expect the learner to be able to
do? And which word?.
2) Quantity
The teacher may have to decide on the number of
vocabulary items to be learnt. Many words in a lesson can students
learn, but if there are too many words, the students may become
confused, discouraged, and frustrated.
3) Need
The teacher may have to choose the vocabulary that will be
taught on the students. The students are put in a situation where they
have to communicate and get the words they need it.
4) Frequent exposure and repetition
It is seldom, however, that we remember a new word simply
by hearing at the first time. Michail J. Wallace says, “There has to be
a certain amount of repetition until there is evidence that the student
has learned the target word”.
5) Meaning presentation
Wallace states that the teacher must have a clear and specific
understanding of what it denotes or refers to, i.e. its meaning-
although „meaning‟ involves many other things as well. This requires

13
Jack C. Richard, et.al., Longman Dictionary of Language Teaching and Applied
Linguistics (Malaysia: Pearson Education, 2002), 3rd Ed, p. 418.
14
Michael J. Wallace, Teaching Vocabulary (London: Heineman Education Books. Ltd,
1982) p. 27-30.

12
 that the word is presented in such a way that its denotation or
reference is perfectly clear and unambiguous.
6) Situation presentation
Michail J. Wallace says that the choice of words can vary
according to the situation in which we are speaking and how well we
know the person, to whom we are speaking. So, students should learn
words in the situation, in which they are appropriate.
f. Some Techniques in Teaching Vocabulary
Techniques are way of doing something, especially one that needs
special skills.15 Brown has defined technique is any of a wide variety of
exercises, activities, or tasks used in the language classroom for realizing
lesson objectives.16
There is relationship among teaching approach, method, and
technique. An approach is a set of assumptions dealing with the nature of
language, learning, and teaching. Method is describing an overall plan for
systematic presentation of language based upon a selected approach.
Technique is the specific activities manifested in the classroom that were
consistent with a method and therefore were in harmony with an approach
as well.
From explanation above, the writer concludes that a method is
smaller than an approach and it is bigger than a technique.
Ruth Gairns and Stuart Redman say, “There are many techniques
of vocabulary teaching. There are: mime and gesture, visual aids, verbal
explanation, and contextual guesswork”. 17
1) Mime and Gesture.
In this technique, a teacher can use real object and command.
In real object, the teacher can use something available in the

15
Oxford Learners’ Pocket Dictionary, (New York: Oxford University Press, 2004), p.
443.
16
H. Douglas Brown, Teaching by Principle: An Interactive Approach to Language
Pedagogy, (San Fransisco: Longman, 2001), 2nd Ed. p.16.
17
Ruth Gairns and Stuart Redman, Working with Words: A Guide to Teaching and
Learning Vocabulary, (New York: Cambridge University Press, 2003), p. 73.

13
 classroom such as door, blackboard, chalk, clock and so on. In using
command, a teacher can give command such as open the window,
open your book, etc. Another example is teaching part of body, a
teacher can give command such as raise your hand, put your left
hand on your head, etc.
2) Visual Aids.
In this technique, a teacher can use pictures, photographs,
flashcards, and blackboard. One of the visual aids is blackboard. It is
a writing the words and their meaning on the blackboard but there
are undersized results.
Pictures for vocabulary teaching come from many sources. It
can be from the magazine, newspaper or the students‟ handmade.
Pictures can be used to explain the meaning of vocabulary items.
3) Verbal Explanation.
In this technique, a teacher should select and provide words
will be taught based on the students‟ level, the aim and the time
allocated. A teacher can explain the synonym, antonym and
definition of the words. The use of this technique is often a quick
and efficient way of explaining unknown words, but usually the
students become bored in teaching learning process.
4) Contextual Guesswork
In this technique, the students learn vocabulary from a text.
The students can understand the meaning of difficult words from a
text through deducing meaning from context, deducing meaning
from form, word association and word formation.
Deducing meaning from context is looking the meaning of
words through context in the sentences. For example, the word
sailor in this sentence jack was a young sailor. He lived in
England, but he was often away with his ship. The students will
know the meaning of sailor from the context: He was often away
with his ship.

14
 Deducing meaning from form is looking the meaning of
word based on the meaning of morpheme. For example, the word
Freetown in the following sentence:
Jack‘s first port was Freetown in Africa, and he sent Gloria
a parrot from there.
The word free is translated as not controlled by somebody
else, rules a government, etc, and the word town as a place with
many building and houses, larger than a village. So Freetown is a
place that was not controlled by the government.
Word association is the ability to find the words that related
to topic. For example, sailor, ship, voyage and port. Word
formation is the ability to construct the word through affixation. It
can be a prefix or suffix. For example, the word reached. It is
reach added by the suffix –Ed.

2. Factors Influencing Students Achievement

a. Definition of Achievement
Achievement comes from the word “achieve” that means to gain
or reach something by effort.18 In another word achieve is defined as to
be successful and to perform well. In the oxford advanced learner‟s
dictionary achievement is defined as “a thing done successfully
especially with effort and skill.19
Based on the explanation above, we can conclude that achievement
is an action or process of achieving the goal. The students can achieve
their objections from the learning process. In the learning process the
teachers give test. Test is defined as “a method of measuring a person‟s
ability or knowledge in a given domain”.20 So, the teachers can identify

18
Oxford Learner’s pocket Dictionary, p. 4.
19
AS Hornby, Oxford Advanced Learner’s Dictionary, p. 10.
20
H. Douglas Brown, Teaching by Principle: An Interactive Approach to Language
Pedagogy, p. 384.

15
 the students‟ changes from unable become able to do something in
certain time.
In this research, the writer uses achievement test to evaluate the
effectiveness of change. Achievement test is defined as “a test that
measures the extent to which a person has achieved something acquired
certain information or mastered certain skills, usually as a result of specific
instruction.21
According to Chabib Thoha, achievement test is divided into four
kinds. They are: formative test, summative test, standardized test, and
unstandardized test.22
First, formative test is “a test which is designed to promote the
students attainment”.23 In the school, formative test is used to inform the
next steps of learning. Formative test occurs when the teacher feed
information back to the students in ways that enable the students to learn
better. It is also help the teachers to monitor the students‟ progress and to
modify the instruction accordingly. The example of formative test is daily
test.
Second, summative test is defined as “a test at the conclusion of a
unit instruction or an activity to determine or judge students skills and
knowledge or effectiveness or an activity.24 The example of summative test
is EBTA (last evaluation in the learning step).
Third, standardized test is “a test is designed by a professional
team”.25 Standardized test is administered and scored in a consistent
manner. So, the standardized test has high validity and reliability.
Fourth, unstandardized test is the opposite of standardized test. It is
“a test is designed by unprofessional person or team”.26 In another word,

21
M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
1996 ), p. 44-46.
22
M. Chabib Thoha, Teknik Evaluasi Pendidikan,, p. 45.
23
M. Chabib Thoha, Teknik Evaluasi Pendidikan, p. 47.
24
M. Chabib Thoha, Teknik Evaluasi Pendidikan, p. 48.
25
M. Chabib Thoha, Teknik Evaluasi Pendidikan,, p. 51.

16
 unstandarized test is a test which is designed by a teacher. So, it has low
validity and reliability.
Related to the kinds of achievement test. Sudijono adds pretest-
posttest as the kinds of achievement test. Pretest is “a test given or
measurement taken before activities begin”. 27 Posttest is “a test or
measurement taken after activities have ended.28
In this research, the writer chooses pretest-posttest of achievement
test. The writer uses pretest before an experimental treatment begins. In
the pretest, the writer gives easy questions to the students related to the
theme because they are not learned the theme before. After that, the writer
give posttest as a test is given after the experimental treatment has ended.
The content of posttest is same with the pretest. It is compared with the
results of pretest to show evidence of the effects or changes resulting from
the activities being evaluated.
After giving test to the students, learning is a process of reaching the
goal if there is a change in the students‟ themselves. According to
Muhibbin Syah, there are three characteristics of students‟ changes, they
are: intentional change; positive and active changes; effective and
functional changes. First, intentional change is a change that is caused by
the students‟ experience or practice which are done intentionally, such as
additional of knowledge, habits, and skills.29 Second, positive and active
changes, positive change is a change which giving advantages to the
students, likes new skills. Active change is a change that happen based on
the students‟ effort. Third, effective and functional changes mean that the
changes which giving advantages to the students effectively and can be
used in any situations functionally. 30

26
M. Chabib Thoha, Teknik Evaluasi Pendidikan,, p. 52.
27
Anas Sudijono, Pengantar Evaluasi Pendidikan,(Jakarta: PT. Raja Grafindo Persada,
2008), p. 69.
28
Anas Sudijono, Pengantar Evaluasi Pendidikan, p. 70.
29
Muhibbin Syah, Psikologi Belajar, ( Jakarta : Logos Wacana Ilmu, 2001 ) p.106.
30
Muhibbin Syah, Psikologi Belajar .p. 107.

17
 b. Factors Affecting Achievement
Nowadays, achievement is the king in education. In education,
every parent wants to see their children having good achievement. It
means that they want to see their children success in the result of learning
in the school. In learning activity, achievement means the mastering of
knowledge or skills that is developed by the lesson and showed by a score
or mark. According to Muhibbin Syah, there are three factors affecting
students‟ achievement, they are: internal factor, external factor and
approach to learning factor.31
In this case, the researcher will explain them one by one. First,
internal factor means factor which come from students‟ themselves, such
as physical and non-physical students‟ condition. Internal factor is divided
into two aspects: physiological and psychological aspects.
Physiological aspect means aspect which is connected with body
healthy and senses. For example, the students must keep their body
healthy with exercise, eating three times a day and must keep their senses
especially eyes and ears senses because both of them influences the
students to catch information and knowledge from the teachers in learning
process.
Psychological aspect is aspect which influences quantity and
quality of students‟ learning.32 Some of psychological aspects are
intelligence, attitude, aptitude, interest and motivation. Garder defines
intelligence as “ability to solve problems and result product in different
settings and situations in the real life.33 Intelligence is also represent aspect
determining the success in study, if the students have normal or high
intelligence, may they will get good score in their class than the students
who have low intelligence. Attitude is physiological aspect where students

31
Muhibbin Syah, Psikologi Belajar, p.132.
32
Muhibbin Syah, Psikologi Belajar, p. 132-136.
33
Paul Suparno, Inteligensi Ganda dan Aplikasinya di Sekolah, (Yogyakarta: Kanisius,
2004), p. 17.

18
give tendency response on the object or things positively or negatively,
and the positive and negative students‟ attitude in subject of learning will
influence the process of learning. Aptitude is a potential or an ability that
can be developed easily to get good achievement activity through learning.
For the example, the aptitude in language, it means the students who have
good aptitude will get good score more easily than the students who have
no aptitude. Interest is usually connected with students‟ needs and
motivation. And the last aspect is motivation, is internal condition which
pushing students to do something, so motivation also means energizer to
do something systematically.
The second factor which affecting students‟ achievement is
external factor. External factor is factor that comes from students‟
environment. External factor is divided into two aspects: social
environment and non-social environment aspects.34
Social environment consist of family, teachers, society and
classmate. Students‟ family gives stimulus to their study, for example, by
giving motivation and guidance to the students when they are learning at
home. It may help the students obtain better achievement in their study.
Teachers who showing good behavior will give positive influence to the
students in learning process. Non-social factors environment consist of
house, school environment, equipment and nature. The last factor is
approach to learn factor means that strategy that is used students in
learning process.35
The technique of learning is also affecting achievement because
the technique which is used by the teachers will influence the students in
the learning process. If the teachers choose technique which is appropriate
with the students, the result of the learning will be optimal. In here, the
teachers are not only giving the material but also asking the students to

34
Muhibbin Syah, , Psikologi Belajar, p.137-138
35
Muhibbin Syah, , Psikologi Belajar, p.139.

19
 practice it. Besides, individual factor is also affecting students‟
achievement. Individual factor consist of ages, mental, and motivation.

Body healthy
Physiological
Sense
Internal
Psychological Intelligence
Attitude
Factors Affecting Aptitude
Achievement Interest
Motivation
Social environment Teachers
External
Society

Non social environment School

Environment
Approach to learning factor: the strategy that is
used students in the
learning process

Figure 2.1: Representing factors affecting achievement

Based on the explanation above, the researcher concludes that there

are many factors which affecting students‟ achievement in their school.
According to Muhibin Syah, there are three factors which are influenced
students‟ achievement, they are: internal factor, external factor, and
approach to learning factor.

3. Picture Word Inductive Model as media in teaching Vocabulary

a. Definition and Function of Media
Media is a tool which used as a channel to send a message or
delivers the information from resources to receiver. 36 There is a tendency
to consider media as the mass. Media of television, radio and print in

36
Soeparno, Media Pengajaran Bahasa, (Jakarta:Intan Pariwara,1988),1th Ed.p.1

20
 learning situation, the human voice, gesticulation, hand writing,
duplicating hand out, chalk boards, display, specimens, models, overhead
projector film strip projector and 16 mm projector are the common
media.37 Media will help to establish the conditions for the learners to
identify or describe someone or something.
From the definition above it can be conclude that media is a tool or
instrument that help in teaching learning process and the function is to
deliver information so that the students obtained knowledge, skill or
attitude.
Haris mentions some possible the function of media as follows38:
1) Engaging the students motivation.
2) Revision of work already covered.
3) Providing new learning stimulus.
4) Activating students response.
5) Manipulation of size, distance, and amount of information
available.
6) A comment of students response (e.q. reply of students owns
performance such as language laboratory, or a video recording of a
role playing situation).
Media is an aid that is needed to support some activities in the
world. Media is a graphs, photographic or electronic aids to absorb process
and rearrange visual and verbal information. So, The main function of
using the media is to convey a message or information.
b. Classification of Media
There are several kinds of media, which usually used in the
teaching learning process. There are three general categories of media,
they are visual aids, Audio aids and audio visual aids. 39

37
Harris, N.D.C., Preparing Educational Material, (Worcester : Billing and Sons Ltd.
1997), p.81
38
Harris, N.D.C., Preparing Educational Material, p.81.

21
 1) Visual aids
Visual aids is term used to include teaching aids which depend
on the use of visual communication channel (ex. over head projector,
slide film strip, mute film, poster, picture, diagram, maps)
2) Audio aids
Audio aids are term used to include teaching aids which depend
on use of audio communication channel (ex. radio and records).
3) Audio visual aids
Audio visual aids is a term used to include teaching aids which
depend on the use of audio visual and or visual communication
channel (ex. television, film, language, laboratory).
According to Gerlach and Ely,there are 8 categories of media as
follow40:
1) Real thing that is human (teacher), thing that is real (not picture or
model) and real ivents.
2) Verbal representations, that is written /printed media such as text
books, references and other reading.
3) Graphic representation such as chair, diagram, picture, and painting
4) Still picture (in color or white and black) such as photo, slide, film
strip and overhead projector transparancy.
5) Audio (recording) such as cassette, records, real tape, film soundtrack
and tape recorder.
6) Program that is collection of information such text books and picture.
7) Simulation, which usually know as game (e.g. scrabble and cross word
puzzle)
8) Simulation, which usually know as game (e.g.scrable and crossword
puzzle).

39
Finocchiaro,et.al.,The Foreign Language Learner: A Guide for Teachers., (New York
: Rigents Publising Company Inc,1973), p.155.
40
Gerlach, V.G and Ely D.P.,Teaching and Media, (A Systematic Approach Englewood
Cliffs : Prentice – Hall, Inc. 1971), p.282-289

22
 c. Picture Word Inductive Model
1) The definition of Picture Word Inductive Model
The Picture Word Inductive Model (PWIM) developed by
Calhoun, which uses pictures containing familiar objects, actions and
scenes to draw out words from children‟s listening and speaking
vocabularies. This model helps students add words to their sight
reading vocabulary, as well as their writing vocabulary, and also
discover phonetic and structural principles present in those words.41
2) The purpose of Picture Word Inductive Model
The Picture Word Inductive Model can be used to teach
phonics and spelling both inductively and explicitly. However, the
model is designed to capitalize on children's ability to think
inductively. The PWIM enables them to build generalizations that form
the basis of structural and phonetic analysis. And it respects their
ability to think. Thus, a major principle of the model is that students
have the capability to make generalizations that can help them to
master the conventions of language. 42
For most beginning readers and writers, the PWIM is a
satisfying and pleasurable activity: They enjoy finding objects and
actions in the picture, seeing the words and sentences they generate
expressed in print and become part of the curriculum, classifying
words and sentences, and discovering useful language concepts and
generalizations. The PWIM motivates students because most become
successful learners. Learners succeed using the model because the
PWIM is based on inquiry into how children learn and how to enhance
their learning, including their development of language, the process of
learning to read and write, and the reading and writing connection.

41
Emily.F.Calhoun, Teaching Beginning Reading And Writing With Picture Word
Inductive Model, (Alexandria, VA: association for supervision and curriculum development,1999),
p.21.
42
Bruce Joyce.et al.,Models of Teaching (terjemahan), (Jogjakarta: Pustaka Pelajar,
2009),8th Ed. p. 154.

23
 So, the major principle of this model that the students have the
capability to make generalization that can help them to master the
convention of language.
3) Picture Word Inductive Model to teach vocabulary
Actually Picture Word Inductive Model used to teach reading
and writing. But, in this case the writer will use Picture Word Inductive
Model to teach vocabulary. Because in PWIM there are pictures
containing familiar objects, actions and scenes, the students can hear
and see the words spelled correctly directly and they will analyze
word by word, in example phonetic, synonym, antonym, how to spell
it etc. They also read the vocabulary, so it can make them more
understandable and make easier to memorize the vocabulary.
It‟s very important to teach vocabulary trough PWIM because
PWIM can help students learn about the structure of words as they
build an understanding of inflection, the change of form that words
undergo to indicate number, gender, person, tenses, etc. In this case
teaching vocabulary trough PWIM can help the students to think
inductively, analyze and identify the pictures, automatically; the
students have to find out the words which related to the pictures. It can
make the students to add and develop their new words. So, PWIM can
help the students to develop and understand their vocabularies.
The steps in teaching vocabulary trough Picture Word Inductive
Model:43
a) Select a picture, before the teacher teach vocabulary to the students
through Picture Word Inductive Model, the teacher have to prepare a
picture first, the size of the picture is approximately 24 x 30 inches.
For example the picture of the situation in kitchen room.
b) Ask students to identify what they see in the picture. There are many
activities in kitchen room. Ask to the students to identify the activities

43
Bruce Joyce.et al.,Models of Teaching (terjemahan),p.165-166.

24
 or thing based on what they see in the picture for example there are
vegetables, bananas, cooking, roasting etc.
c) Label the picture parts identified. After identifying the activities or
thing what they see in the picture, the students Draw a line from the
identified object or area, then say the word, write the word; ask
students to spell the word aloud and then to pronounce it.
d) Ask students to read the words based on the lines on the chart. In this
case the students have to read the word based on the line word chart,
identify and classify the word. Example: how to spell bananas, apples,
why there is consonant s in the end of bananas and apples word etc.
e) After identifying all about grammar, pronunciation, meaning etc. ask
students to generate a sentence/paragraph about the picture word chart.
Ask students to classify sentences, in this case each students have to
make some sentences/ paragraph based on the picture word chart.
Example: my mother is roasting the chicken meat.
and next we read, check and review the sentences and paragraphs
together.
The picture word chart is the basic material for the PWIM lessons and
units. The picture word chart comprises the picture and the words that are
identified or “shaken out” of the picture by the students. The chart is used
throughout the sequence of lessons and is a source of curriculum content.
As the teacher writes words on the paper surrounding the picture, the chart
becomes an illustrated dictionary. The dictionary supports language use by
the class as a group and as individuals and needs to be posted where
students can use it to support their reading, their writing, and their
independence as learners. Using the chart to help them pronounce the
words encourages the students to notice and comment on spelling and
phonetic structure. Until the words are part of the student's sight
vocabulary, they are anchored by their representations on the picture word
chart.

25
 That is some steps in teaching vocabulary trough PWIM that can help
students especially in junior high school to memorize and understand their
vocabulary and it will make the students enjoy and fun during learning
process. Finally the students will interest in learning English.
The strategy can be used with a whole class, small groups, pairs, or
individually to lead students to inquiry about words and adding them to
their vocabularies, discovering phonetic and structural principles, and
engaging in other reading and writing activities. Skills are taught explicitly
using PWIM. The strategy is designed to capitalize on a student‟s ability
to think inductively.

4) The Strengths of the PWIM

The basic steps of the PWIM stress these components of phonics,

grammar, mechanics, and usage:

a) Students hear the words pronounced correctly many times and the
picture word chart is an immediate reference as they add these words
to their sight vocabulary. The teacher can choose to emphasize almost
any sound and symbol relationship (introduced or taken to mastery).
b) Students hear and see letters identified and written correctly many
times.
c) Students hear the words spelled correctly many times and participate in
spelling them correctly.
d) In writing the sentences, the teacher uses Standard English
(transforming student sentences if necessary) and uses correct
punctuation and mechanics (e.g., commas, capital letters). As different
mechanical and grammatical devices are used, the teacher describes
why the device is used. After several lessons and experience with the
teacher modeling the devices, the students learn how to use them, too.

26
C. Hypothesis
The hypothesis is the assumption that possibly true or possibly also
wrong. The hypothesis is the provisional answer to the problems of the
research that theoretically considered possibly or highest the level of his truth.
It is provisional truth determined by researcher that should be tested and
proved.44 Because the hypothesis was the provisional answer, it was carried
out by investigation in the analysis part of the data to receive proof whether
the hypothesis could be accepted or not received.
In this research, the hypothesis can be stated as follow:
H 1
: Vocabulary achievement of experimental group after treatment is
better than experimental group before treatment.
H 2
: Vocabulary achievement of experimental group after treatment is
better than control group after treatment
H3 : Pictures Word Inductive Model is effective to improve students‟
vocabulary achievement.

44
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT
Rineka Cipta, 2006), 13th Ed., p. 116.

27
 CHAPTER III
RESEARCH METHOD

This chapter discusses methodology that is used by the researcher in the

research. It deals with the type of research, research design, place and time of the
Research, population, variables, instruments, technique of collecting data, and
technique of data analysis.

A. Type of Research
Research is defined as “the systematic and objective analysis and
recording of controlled observations that may lead to the development of
generalization, principles, or theories, resulting in prediction and possibly
ultimate control of events”.1 In this research, the researcher uses experimental
quantitative research. According to Best experimental quantitative research is
“a systematic and logical method to find out cause and effect relationship”.2

B. Research Design
Before doing the research, the researcher arranged a research design.
Research design refers to the outline, plan, or strategy specifying the
procedure to be used in collecting data in a research.3 In this research, the
researcher used experimental design.
In control group pretest-posttest design, the students as the sample
were divided into two groups: the experimental and control group and then
they were given pretest on both groups. After giving treatment to the
experimental group, two groups were given posttest. The differences between
the pretest and posttest scores for two groups were tested statistically to asses
the effect of independent variable.

1
John W. Best, Research in Education, (Prentice-Hall, Inc: London, 1981), p. 18.
2
John W. Best, Research in Education, p. 55.
3
Bambang Setiyadi, Metode Penelitian Pengajaran Bahasa Asing, (Yogyakarta : Graha
Ilmu, 2006), 1st Ed, p. 125.

28
 Pre-test Post-test
measure Treatment
measure

Experimental O1 X O3
group

Control O2 - O4
Group

Figure3.1: pretest-posttest design of control and experiment group.4

There are two groups in this model of experiment research. First is

experiment group and the second is control group. The writer decided to
choose class VII B as the try out class, VII E as experiment class and class
VIII C as the control class. The experiment class received a new treatment. It
was taught by Picture Word Inductive Model. While, the control class taught
by using conventional learning or lecturing. It was not receive a new
treatment.

C. Research Setting
The researcher would like to choose the seventh grade of MTs Sunan
Kalijaga Bawang Batang which is located in Jl. Sunan Kalijaga Blok II
Bawang Batang,. The researcher has done the research on February 7th –
March 7th 2011.

D. Subject of the Research

a. Population
Population is all the subject of the research.5 In this study, the
population or the subjects of research are the seventh grade students at
MTs Sunan Kalijaga Bawang Batang in the academic year of 2010/2011.

4
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif , R & D, (
Bandung : CV. Alphabeta, 2008 ), 6th Ed. p. 112.
5
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif , R & D, p.
117.

29
 The number of the population is 182 students. They are divided into VII
A, B, C, D, and E.
The choice of the subjects of the study was based on the
following considerations:
1. The students needed an interesting and enjoyable technique in
learning English in general and specifically in vocabulary.
2. Picture word inductive model was never introduced to the students
when learning English.

b. Sample
Sample is part of population.6 In this study, there are two class as
sample. Where class VII B as the try out class that consist of 30 students,
VII E as the experiment class that consist of 38 students and class VII C
as the control class that consist of 38 students.
c. Sampling
Sampling is a technique to take a sample7. In this study, the writer
used cluster random sampling technique. Finally, chosen class VII B as
the try out class that consist of 30 students, VII E as the experiment class
that consist of 38 students and class VII C as the control class that consist
of 38 students.

E. Variable
Variable is the object of research or something that become the
concern of research.8 In this study there are two variable.
1. Independent Variable

It is a variable that influences or causes of change or emergence of

the dependent variable.9 Independent variable in this research is the use of

6
Sudjana, Metoda Statistika , ( Bandung : Tarsito , 1996 ), p. 6.
7
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif , R & D, p.
118.
8
Sugiyono, Statistika Untuk Penelitian, ( Bandung : CV. Alfabeta , 2005 ), p. 3
9
Sugiyono, Statistika Untuk Penelitian, p.4

30
 picture word inductive model in teaching vocabulary or the method used
in teaching and learning process.
2. Dependent Variable

It is variable that is affected resulting, because of the existence of

the independent variable. Dependent variable in this research is the
achievement of the students of the seventh grade of MTs Sunan Kalijaga
Bawang Batang in vocabulary.

F. Technique of Data Colection

In gaining the data, the researcher attempts to employ these following
techniques:
1. Test
Test is a set of questions and exercises used to measure the
achievement or capacity of the individual or group. The participant of the
test was the students at the seventh grade of MTs Sunan Kalijaga Bawang
Batang that are consist of 182 students. The purposes of the test were to
know students’ vocabulary achievement in grammar, aspect of meaning
(denotation, connotation) and meaning relationship (synonyms, antonyms
and hyponyms) both the students who have been taught using Picture word
inductive model those who have been taught using traditional technique (
explanation only). There are two kinds of test, pre test and post test that
were given to the students as participants, either the experimental or the
control group. Before carrying out the teaching, the pre test was given to
both groups to make sure that two groups had similar and equal level
proficiencies. The post test was given to the experimental group after
being taught using the Picture word inductive model and was given to the
control group being taught using the traditional technique.
In this research, the researcher used multiple choice items.
Multiple choice items have two parts: the stem, which identifies the
question or problem, and the response alternatives. Students are asked to

31
 select the one alternative that best completes the statement or answers the
questions.
2. Documentation
The documentation method is used to look for the data concerning
matters or the variable that took the form of the note, transcript, book,
newspaper, magazine, inscription, ledger, agenda, etc. It refers to the
archival data that helps the writer to collect the data needed. In this
research, this method will use to get the data of students’ name list that
become respondents, syllabus, lesson plan, etc. The data will gain by the
help of the English teacher.

G. Instrument
Test measurement is said well if it has good validity, reliability, degree of
test difficult and degree of question distinction.
a. Validity of the Test
It is measurement that shows the validity of instrument. It is
counted using product moment formula.10
N xy  ( x )( y )
x Ny 
rxy
 x   y 
2 2 2 2

Notice:
r xy : question correlation coefficient
N : number of students
X : number of each item score
Y : number of total score
Calculation result of rXy is compared with r table of product moment by
5% degree of significance. If rxy is higher than r table, the item of
question is valid.
b. Reliability of the Test
It means can be believed. Besides having high validity, a good test

10
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta : PT. Bumi Aksara,
2002), p. 72.

32
 should have high reliability too. Sperman Brown formula is used to know
reliability of test. 11
2 xr1 / 21 / 2
r11 
(1  r1 / 21 / 2

r1 : correlation index
r 1/2 ½ : rXy that has been said as correlation index between instrument

c. Degree of Test Difficulty

A good question is a question that is not really difficult and not
really easy. Formula for degree of test difficulty is.
B
P
JS
Where:
P : The difficulty’s index
B : The Number of students who has right answer
JS : The number of students12
The criteria are:
P = 0,00  p  0,30 Difficult question
P= 0,30  p  0,70 Sufficient
P= 0,70  p  1,00 Easy.
d. Discriminating Power
It is used to know how accurate the question differ higher subject
and lower subject. The formula is.13
DB : P T - PR
Notice
D : degree of question
PT : degree of difficulty from higher group

PR : degree of difficulty from lower group

11
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, p. 90.
12
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan,, p. 207-208.
13
Purwanto, Evaluasi Hasil Belajar,( Jogjakarta : pustaka pelajar, 2009 ). P.102

33
 The criteria are:
0,00  p  0,20 Less
0,20  p  0,40 Enough
0,40  p  0,70 Good
0,70  p  1,00 Excellent

H. Techniques of Data Analysis

The following steps had been taken by the researcher to analyze the
data taken from the observation and test.
1. Pre requisite test
Before the writer determines the sample, the writer should
conduct a homogeneity test by choosing 2 classes with cluster random
sampling. This test conducted to determine whether the data are
homogenous or not. After conducted the test, data analysis was carried
out to find out the homogeneity of the sample. Here, homogeneity test are
employed.
- Homogeneity Test
It is used to know whether experimental group and control
group, that are decided, come from population that has relatively
same variant or not. It was meant to get the assumption that sample of
research came from a same condition or homogenous. The writer used
the formula as follows:14
Biggest Variance
F = Smallest Variance

The hypothesis in homogeneity test are:

Ho: homogeny variance =  1   2
2 2

Ha: non homogeny variance =  1   2

2 2

14
Tulus Winarsunu,Statistik Dalam Penelitian Psikologi Dan Pendidikan,( Malang:
UMM Press 2002) cet.1 p.106

34
 If the calculation result of Fcount is lower that Ftable ( Fcount < Ftable ) by

5% degree of significant so Ho is accepted, it means the data is

homogeneous or both of groups have the same variance.

2. Hypothesis Test
To respond to the objectives of the study, the researcher examined
the data in the following steps that was to prove the researcher hypothesis
about the difference of students' vocabulary achievement between
students who had been taught using picture word inductive model and
those who had been taught using the traditional technique (explanation
only).
a. Score the post test. After giving the post test to the students, the
researcher scored its result.
b. Compare the result of the test of the two groups. This step was done
to prove the research hypothesis. Here, the t-test formula is used. In
this case, because the group size is the same, the formula for
computing the t-test value is like this.15
1   2
t
S12 S2
 2
N1 N 2

In which
t : t - value
X 1 : Average score of experimental group

X 2 : Average score of control group

N 1 : Number of students of experimental group

N 2 : Number of students of control group

S12 : Standard deviation for experimental group

15
James Dean Brown and Theodore S. Rodger, Doing Second Language Research,
(British: Oxford Press, 2002), p. 208.

35
 S 22 : Standard deviation for control groups

The test criterion is : Ha is accepted if t calculated > t table by

degrees of freedom of df  (n1  n2  2) and by the chance of 0.05 level

of significance.

I. Research Procedure
In collecting data, there are some steps was taken by the writer,
they are as follows:
1. Preliminary visit (meet the administration officer)
The writer visited the school to get information about teacher and
students as participants. To gain the information, the writer asked the
administration officer.
2. Contact the headmaster
The writer asked permission to the headmaster of MTs Sunan
Kalijaga Bawang Batang by giving the permission letter.
3. Contact the English teacher
After getting permission from the headmaster, the writer met the
English teacher for asking his help and guidance for the writer conducted
research. And the writer explains about test and material to students.
4. Give pre requisite test
Before the writer determines the sample, the writer should conduct
a homogeneity test by choosing 2 classes with cluster random sampling.
This test conducted to determine whether the data are homogenous or not.
After conducted the test, data analysis was carried out to find out the
homogeneity of the sample. It was meant to check if the research result
met the requirement of good research or not. The pre requisite test was
conducted on February 9th 2011.
5. Give Try Out test
To get good instruments are used for collecting the data, the test
was chosen as the instrument tried out beforehand. The result of the try-

36
 out test was analyzed statistically to know the validity, reliability, degree
of test difficulty, and degree of question distinction. It was conducted on
February 11th 2011.
6. Give pre test
The writer gave the pre test to experiment and control class. They
asked to answer the pictures and key words as guide given. The pre test
was conducted on February 14th, 2011 for experiment class and for control
class.
7. Give the treatment
The activities of the experiment and control class were started on
February 21st, 26th, 28th 2011. The experiment class was given the
treatment by using picture word inductive model as a media in teaching
vocabulary. The control class only gave a verbal explanation without
picture word inductive model as a media in teaching vocabulary.
8. Give post test
The post test was conducted after treatment for three times, it was
given to test their understanding on vocabulary. It was held on March 7th,
2011.
The procedures of collecting the data could be seen in the following table.
Table 3.1.The sequences of administration of the data collection
Date
What to
No. Task
prepare
1. Preliminary visit (meet the - Friday,
administration officer) February 4th
2011
2. Contact the headmaster Research Monday,
permission February 7th
letter 2011
3. Contact the English teacher to Tuesday,
ask data of data of students’ as - February 8th
participants 2011

37
4. Give pre requisite test pre requisite Wednesday,
test February 9th
worksheet 2011

5. Give Try out test Try out test Friday,

worksheet February 11th
2011

6. Give pre-test pre-test Thrusday,

worksheet February 14th
2011

7. Give treatment Lesson plan, February 21st,

handbook, 26th, 28th,2011
worksheets,
observation
checklist,

8. Give Post-test Post-test Monday,

worksheet, March 7th
2011

38
 CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS

A. Description of Research Finding

1. The Implementation of Learning
This Research used experimental design of the use of picture word
inductive model as a vocabulary teaching technique on students’ vocabulary
achievement in MTs Sunan Kalijaga Bawang Batang on on 7th February – 7th
March 2011.
The implementation of this Research was divided into three classes,
namely the try out class (VII B), the experimental class (VII E) and the control
class (VII C). Before the activities were conducted, the materials and lesson
plan were determined to the process of learning. Learning in the experiment
class was conducted by using Picture word inductive model as the technique in
teaching vocabulary, while the control class using the traditional technique
(without using Picture word inductive model technique).
In this research, there were two tests namely pretest and posttest. The
pretest was given before the students follow the learning process that was
provided by the researcher. Most of the questions consist of pictures as media
to help the students to answer the appropriate word with the picture.
After the learning process, posttest was given to experiment and control
classes to obtain the data that will be analyzed.
2. Analysis of Pre requisite test
Before the writer determines the sample, the writer should conduct a
homogeneity test by choosing 2 classes with cluster random sampling.They are
between class VII C ( control class ) and VII E ( experiment class) as the
sample, This test conducted to determine whether the the sample are
homogenous or not. In this case, the writer gave the test to the students that
consist of 20 items of test.After conducted the test, data analysis was carried
out to find out the homogeneity of the sample.

39
 a) The result of pre requisite of Class VII E
Based on the result of pre requisite of Class VII E the highest score
achieved is 85 and lowest is 50. It means that the range (R)= 35, the
number of class is 6, and the interval of the class is 6.
The result of the calculation above is, then inputted into the frequency
distribution as follow:
Table 4.1. Frequency Distribution score of pre requisite test of
the Experiment Class (Class VII E )

N Interva (fi) Xi fixi (xi-X) (xi-X)² fi(xi-X)²

o l class
1 50– 55 10 52,5 525 -13,57 184,1449 1841,449
2 56 – 61 7 58,5 409,5 -7,57 57,3049 401,1343
3 62– 67 4 64,5 258 -1,57 2,4649 9,8596
4 68 –73 5 70,5 352,5 4,43 19,6249 98,1245
5 74 – 79 4 76,5 306 10,43 108,7849 435,1396
6 80 – 85 8 82,5 660 16,43 269,9449 2159,559
Sum 38 405 2511 8,58 642,2694 4945,266

To make easier to understand, the writer applied frequency

distribution of score into charts as follows:
Chart 4.1. Histogram Frequency score of pre requisite test
of the Experiment Class (Class VII E)

40
 a. Calculating of the average Xi ( x ) :
_
X
f x i i

f i

= 2511 = 66.07
38

b. Calculate variance
S² = ∑ fi.(xi-X)²
n-1
= 4945.266
37
= 130.1
c. Calculate standard deviation
= √130.1
= 11.41
b) The result of pre requisite of class VII C
Based on the result of pre requisite of Class VII E the highest score
achieved is 85 and lowest is 50. It means that the range (R)= 35, the
number of class is 6, and the interval of the class is 6.
The result of the calculation above is, then inputted into the frequency
distribution as follow:
Table 4.2. Frequency Distribution of score pre requisite test
of the Contol Class ( Class VII C )
N0 Interval (fi) Xi Fixi (xi-X) (xi-X)² fi.(xi-X)²
class
1 50– 55 9 52,5
472,5 -13,57 184,1449 1657,304
2 56 – 61 6 58,5
351 -7,57 57,3049 343,8294
3 62– 67 6 64,5
387 -1,57 2,4649 14,7894
4 68 –73 5 70,5
352,5 4,43 19,6249 98,1245
5 74 – 79 5 76,5
382,5 10,43 108,7849 543,9245
6 80 – 85 7 82,5
577,5 16,43 269,9449 1889,614
Sum 38 405 2523 8,58 642,2694 4547,586

41
 To make easier to understand, the writer applied frequency distribution
of score into charts as follows:
Chart 4.2. Histogram Frequency score of pre requisite test
of the Control Class (Class VII C)

a) Calculating of the average Xi ( x ) :

_
X
f xi i

f i

= 2523 = 66,39
38

b) Calculate variance
S² = ∑ fi.(xi-X)²
n-1
= 4547,586
37
= 122,9
c) Calculate standard deviation
= √122,9
= 11,08

42
 - Homogeneity test
This test conducted to determine whether the samples are
homogenous or not. The hypothesis in homogeneity test are:

Ho: homogeny variance =  12   22

Ha: non homogeny variance =  12   22

Biggest Variance
Fmax = Smallest Variance

= 130,1
122,9

= I.05

Db= n-1
= 38 -1 = 37

The result variance of pre requisite 20 test items is:1.05. because

result of Fcount (1.05) is lower that Ftable (1.71), ( Fcount < Ftable ) by

5% degree of significant so Ho is accepted, it means the data is

homogeneous or both of groups have the same variance.

3. Analysis of Try-out Scores

As it was stated in chapter three that to get good instruments are used
for collecting the data, the test was chosen as the instrument tried out
beforehand. The result of the try-out test was analyzed statistically to know
the validity, reliability, degree of test difficulty, and degree of question
distinction.
a. Validity of Instrument
To know the validity of instrument, the Person Product Moment
Correlation formula was used when analyzing each of test items. It was
obtained that from 25 test items; there were 20 test items which were
valid. The 20 valid test items were used as the instrument for collecting the

43
 data. The number of invalid test items was 5. There were on numbers 2,
12, 18, 23, and 25. They were to be said invalid with the reason the
computation result of their rxy score was lower than the rtable score.

Table 4.3. Validity of Each Item

Criterion ttable Number of question Total
1, 3, 4, 5, 6, 7, 8, 9,
10, 11, 13, 14, 15,
Valid 20
0,374 16, 17, 19, 20, 21,
22, 24

Invalid 2, 12, 18, 23, 25 5

b. Reliability of the Instrument

The result of the reliability 25 test items is: 0,958 with α = 5%
from the product moment table. Because of the rcount (0,958) is bigger

than rtable (0,374) so the instrument is reliable.

c. Degree of Test Difficulty
B
The value of the difficulty was computed by using the formula: P  .
JS
Tabel 4.4. Degree of Difficulty of Each Item
Number of
Criteria Total
questions
Difficult 2, 12, 18, 23, 25 5
Medium 1, 5,6, 9, 10, 13, 14, 14
15, 16, 17, 19, 20,
Easy 21, 22 6
3, 4, 7, 8, 11, 24

d. Degree of Question Distinction

44
 The analysis of degree of question distinction shows the students’
competence instrument answering each test items. To do this analysis, the
number of tryout subjects was divided into two groups, upper and lower
class. Value of the difficulty was computed by using the formula:
DB = PT – PB
Tabel 4.5. Degree of Question Distinction
Criteria Number of questions Total
Less 3, 5, 10, 11, 12, 14, 18, 25 8

Enough 1, 2, 4, 6, 7, 8, 13, 15, 17, 19, 23, 24 12

9, 16, 20, 21, 22

Good 5
Excellent

B. Hypothesis Test
Hypothetical analysis is intended to process the data collected from
pretest and posttest. The goal of this analysis is to prove the hypothesis
whether it is received or rejected.
Based on the test given to both groups after being treated by different
means of teaching technique, the post test score was gained from the students.
The average score reached by the experimental group was 77.6 while the
control group reached 72.6 as their average score. It could be seen that the
final score of each group was relatively so different. However, it should be
measured using statistical procedures. Thus, the researcher analyzed the post
test data to test the hypothesis that have been stated.
a. The data of score pre-test of the experiment class
Based on the result of research of experiment class before being
taught by using picture word inductive model as the media in teaching
vocabulary the highest score achieved is 80 and lowest is 60. It means that
the range (R) = 20, the number of class is 7 and the interval of the class is
3.

45
 The result of the calculation above is, then inputted into the
frequency distribution as follow:
Table 4.6. Frequency Distribution of score pre test of
the Experiment Class (Class VII E)
No Interval class (fi)

1 60– 62 11
2 63 – 65 9
3 66– 68 0
4 69 –71 9
5 72 – 74 0
6 75 – 77 4
7 78- 80 5
Sum 38

To make easier to understand, the writer applied frequency

distribution of score into charts as follows:
Chart 4.3. Histogram Frequency score of pre-test
of the Experiment Class

b. The data of score pre-test of the control class

46
 Based on the result of research of Class experiment class before
being taught by explanation only (without picture word inductive model )
in teaching vocabulary the highest score achieved is 80 and lowest is 60.
It means that the range (R)= 20, the number of class is 7 and the interval
of the class is 3.
Table 4.7. Frequency Distribution of score pre test
of the Control Class
No Interval class (fi)

1 60– 62 15
2 63 – 65 6
3 66– 68 0
4 69 –71 9
5 72 – 74 0
6 75 – 77 3
7 78- 80 5
Sum 38

To make easier to understand, the writer applied frequency

distribution of score into charts as follows:
Chart 4.4. Histogram Frequency score of pre-test
of the Control Class

47
c. The data of score post-test of the experiment class
Based on the result of research of Class experiment class after
being taught by using picture word inductive model as the media in in
teaching vocabulary the highest score achieved is 90 and lowest is 70. It
means that the range (R)= 20, the number of class is 7 and the interval of
the class is 3.
Table 4.8. Frequency Distribution of score post test
of the Experiment Class
No Interval class (fi)

1 70 – 72 8
2 73 – 75 14
3 76 – 78 0
4 79 – 81 5
5 82 – 84 0
6 85 – 87 10
7 88 – 90 1
Sum 38

To make easier to understand, the writer applied frequency

distribution of score into charts as follows:

Chart 4.5. Histogram Frequency score of post-test

of the Experiment Class

48
d. The data of score post-test of the control class
Based on the result of research of control class after being taught
by using explanation only ( without picture word inductive model ) in in
teaching vocabulary the highest score achieved is 85 and lowest is 65. It
means that the range (R)= 20, the number of class is 7 and the interval of
the class is 3.

Table 4.9. Frequency Distribution of score post test

of the Control Class
No Interval class (fi)

1 65 – 67 4
2 68 – 70 15
3 71 – 73 0
4 74 –76 15
5 77 – 79 0
6 80 – 82 3
7 83 – 85 1
Sum 38

To make easier to understand, the writer applied frequency

distribution of score into charts as follows:
Chart 4.6. Histogram Frequency score of post-test
of the Control Class

49
e. Analysis t test
Table 4.10. Student’s Vocabulary Achievement
of Experiment Class
PRE TEST POST TEST
No. X₁ X₁² X₂ X²
E-1 70 4900 80 6400
E-2 65 4225 75 5625
E-3 60 3600 70 4900
E-4 60 3600 75 5625
E-5 70 4900 85 7225
E-6 80 6400 85 7225
E-7 60 3600 75 5625
E-8 65 4225 70 4900
E-9 70 4900 80 6400
E-10 65 4225 70 4900
E-11 80 6400 85 7225
E-12 70 4900 80 6400
E-13 65 4225 75 5625
E-14 80 6400 90 8100
E-15 65 4225 70 4900
E-16 60 3600 70 4900
E-17 60 3600 75 5625
E-18 65 4225 75 5625
E-19 75 5625 85 7225
E-20 60 3600 75 5625
E-21 70 4900 85 7225
E-22 70 4900 75 5625
E-23 65 4225 70 4900
E-24 65 4225 75 5625
E-25 70 4900 85 7225
E-26 75 5625 85 7225
E-27 80 6400 85 7225
E-28 75 5625 85 7225
E-29 80 6400 85 7225
E-30 75 5625 80 6400
E-31 60 3600 75 5625
E-32 60 3600 70 4900
E-33 60 3600 75 5625
E-34 70 4900 75 5625
E-35 60 3600 75 5625
E-36 65 4225 75 5625
E-37 60 3600 70 4900
E-38 70 4900 80 6400
Sum 2575 176225 2950 230300

50
 Table 4.11. Student’s Vocabulary Achievement
of Control Class
PRE TEST POST TEST
N0. X₁ X₁² X₂ X²
C-1 65 4225 70 4900
C-2 70 4900 75 5625
C-3 60 3600 70 4900
C-4 75 5625 80 6400
C-5 60 3600 65 4225
C-6 70 4900 75 5625
C-7 60 3600 65 4225
C-8 60 3600 65 4225
C-9 65 4225 70 4900
C-10 65 4225 70 4900
C-11 70 4900 75 5625
C-12 75 5625 80 6400
C-13 60 3600 70 4900
C-14 70 4900 75 5625
C-15 70 4900 75 5625
C-16 65 4225 70 4900
C-17 70 4900 75 5625
C-18 60 3600 70 4900
C-19 60 3600 70 4900
C-20 70 4900 75 5625
C-21 80 6400 85 7225
C-22 75 5625 80 6400
C-23 65 4225 70 4900
C-24 60 3600 70 4900
C-25 60 3600 70 4900
C-26 70 4900 75 5625
C-27 65 4225 65 4225
C-28 65 4225 75 5625
C-29 60 3600 70 4900
C-30 70 4900 75 5625
C-31 60 3600 70 4900
C-32 70 4900 75 5625
C-33 65 4225 75 5625
C-34 60 3600 70 4900
C-35 60 3600 75 5625
C-36 60 3600 70 4900
C-37 60 3600 75 5625
C-38 60 3600 75 5625
∑ 2485 163675 2760 201200

51
 Based on the table arranged above, the mean and standard
deviation of both group are then computed as can be seen in the following
table.
Table 4.12. The computation of students’ mean
and standard deviation of Experiment Class
Experiment Class
Pre Test Post Test

M1 
X 1
M1 
X 1

N N

= 2575 = 2950
38 38

= 67.8 = 77.6

 X  2
 X  2

X1   X  X1   X 
2 2 1 2 2 1
1 1
N N

= 176225 – (2575)² = 230300 – (2950)²

38 38

= 176225- 174490.1 = 230300 - 229013.2

= 1734.9 = 1286.7

X 12 X 12
S1  S1 
N 1 N 1

= √176225 = √230300
38-1 38-1

= 69.0 = 78.9

52
 Table 4.13. The computation of students’ mean
and standard deviation of Control Class
Control Class
Pre Test Post Test

M₂ 
X 1
M₂ 
X 1

N N

= 2485 = 2760
38 38

= 65.4 = 72.6

 X  2
 X  2

X  X1   X 
1
X₂2 2 2 2 1
1 1
N N

= 163675 – (2485)² = 201200– (2760 )²

38 38

= 163675 – 162505.9 = 201200 – 200463.1

= 1169.1 = 736.9

X 12 X 12
S1  S1 
N 1 N 1

= √163675 = √201200
38-1 38-1

= 66.5 = 73.7

53
 Having calculated the mean and the standard deviation of both groups,
the computation result could be continued to the following t-test computation
step by step.
M1  M 2
t
S 12 S 22

N1 N 2

77 .6  72 .6
t
78 .9 73 .7

38 38
5
t
1526
38
5
t
2 .0
t  2.5
db =N₁ + N₂ -2
db = 76 - 2 = 74

Thus, the t-value in this case is about 2.5 By 74 degrees of

freedom (df), the t-value could be looked in the t-test table. Because the
exact degrees of freedom (df) of 74 is not shown in the table, the
researcher took the closest value above it which is 120. In that row, the
critical value for t at the 0.05 level of significance is 1.98. The t-value
calculated for the difference between students’s vocabulary achievement
taught by picture word inductive model and those taught by explanation
only was 2.5 and that value is greater than the critical value found in the
table at 0.05 level of significance. The test criterion is : Ha is accepted if
t calculated > t table by degrees of freedom of df  (n1  n2  2) and by the
chance of 0.05 level of significance.

54
 Becauce t calculated > t table ( 2.5 > 1.98 ) it means that Ho is rejected

and Ha is accepted. It means that picture word inductive model is more

effective than explanation only in
Teaching vocabulary.

C. Discussion of the Research Findings

Before doing the research, tryout was done to measure that the instrument
had validity, reliability, degree of test difficulty, and degree of test distinction.
After the data was analyzed, it showed that 20 items were valid.
After doing the tryout, pretest and posttest were given to the experiment
and control classes. After the data was collected, it was analyzed statistically
by using t test formula.
Having known the result of t value, and consulted it to the appropriate t
table, it has been found that there is a significant difference between two
groups. This indicates that the difference of two groups’ mean probably did
not happen accidentally. It could be said in another way; this result mean that
the mean of students taught by using Picture Word Inductive Model is higher
than the mean of the students taught by explanation only ( without picture
word inductive model ).
Based on the post test score of the students related to their achievement
on English passive voice, it can also be seen that the mean between the two
groups was different in which the experimental group’s score (class VII E)
was higher than the control one (class VII C). Meanwhile, it has been seen that
at the first time before they were given the treatment, they were in equal
capabilities and had equivalent level of competence.
That difference result was caused by some factors that could be
analyzed through the teaching and learning they have experienced during the
experiment. The higher mean score gained by the experimental group was
caused by the students’ activeness they have practiced in class through picture
word inductive model technique. As stated earlier that the activities offered in
picture word inductive model technique allowed the experimental group (class

55
VII E) to receive the teacher presentation or explanation and share their
knowledge related to the English vocabulary. It might support the students to
do their best in working out with the given subject matter. In contrary, it could
be seen that the control group (class VII C) were merely taught by explanation
only which is usually refers to the lecturing. The students received the
explanation only from one side that was from their teacher. The role of
teacher, here, was said dominantly. Whereas the students’ potentials in giving
explanation could be taken benefit from. This situation could not explore the
students’ cognitive potentials and their activeness maximally.
Based on the result of pretest and posttest, it could be concluded :
Picture Word Inductive Model can improve the students’ vocabulary
achievement the seventh grade VII of MTs Sunan Kalijaga Bawang
Batang in academic year of 2010/2011. It can be seen from the result of
analysis by using t tes formula :
1) The vocabulary achievement of experimental group before
treatment is bigger than control group before treatment. It can be
seen from the mean of pretest of experiment class (67.8) is bigger
than the mean of control group (65.4) before the treatment.
2) The vocabulary achievement of experimental group after treatment
better than experimental group before treatment. It can be seen
from the mean of posttest the experiment class (77.6) is higher than
experiment class (67.8) before the treatment.
3) The vocabulary achievement of control group before treatment is
lower than control group after treatment. It can be seen from the
mean of pretest of control class (65.4) is lower than the mean of
posttest of control class (72.6) after the treatment.
4) The vocabulary achievement of experimental group after treatment
better than control group after treatment. It can be seen from the
mean of posttest of the experiment class (77.6) is bigger than the
mean of posttest of control class (72.6) after the treatment.

56
 5) The case in both groups is the same that there is an improvement in
each group’s cognitive achievement. However, the improvement
on control group is not as much as on the experimental group. It is
convinced by the statistical result of the hypothesis test. The test by
means of t-test formula shown that tcalculated = 2.5 > ttable = 1.98 at
0.05 level of significance by 74 degrees of freedom. It means that
the using of picture word inductive model technique is more
effective to improve the students’ understanding on English
vocabulary than by using of non picture word inductive model
technique ( explanation only).
So, it could be concluded that picture word inductive model could
improve the students’ vocabulary achievement of experiment class but it less
effective technique to teach vocabulary at junior high school students with
many reasons. First, the English teacher at MTs Sunan Kalijaga Bawang
Batang follows the group of teachers’ training every year by the Educational
Institution which is purposed to improve the teachers’ ability in teaching the
students at junior high School. So, the English teachers at MTs Sunan Kalijaga
Bawang Batang especially have more experiences about the techniques,
materials than the researcher has. Second, Based on the regulation of Tarbiyah
Faculty, the research must be done 30 days so the treatment only was given
three times.
The technique of teaching is one of the factors that influence the result of
the study. In the process of teaching, the teachers must choose appropriate
technique, so the students will enjoy the lesson. Based on the result of tests,
the process of learning English using picture word inductive model as a
vocabulary teaching technique in MTs Sunan Kalijaga Bawang Batang could
help the students to memorize vocabulary, so they could improve their
vocabulary achievement. Besides, the students who had been taught using
picture word inductive model felt more fun and they were not bored in the
classroom during the process of teaching learning. In the process of learning,
the students in the experiment class were enjoyed and fun.

57
D. The advantages of the Picture Word Inductive Model
The following list of advantages of the Picture Word Inductive Model
is drawn from Calhoun:
1) The strategy emphasizes phonics, grammar, mechanics, and usage of
Standard English.
2) Pictures provide concrete visuals for the learning of new words,
phrases, and sentences.
3) Because students are using pictures related to content material under
study, they feel a part of the classroom community and can participate
in class activities.
4) The picture word chart serves as an immediate reference, or picture
dictionary, that enables students to eventually add the words to their
own sight vocabulary. The teacher can choose to emphasize almost
any sound and symbol relationship (introduced or taken to mastery).
5) Students are assisted in seeing the patterns and relationships of the
English language, enabling them to apply this learning to newly
encountered words.
6) Students hear and see words spelled correctly and participate in correct
spelling and writing.
7) Learners benefit from the teacher modeling of the key words and
concepts. With extensive practice, students begin to learn how to
create sentences and paragraphs related to the subject under study.

E. Limitation of the Research

The researcher realizes that this research had not been done optimally.
There were obstacles faced during the research process.
Some limitations of this research are:
1. The researcher’s ability
The researcher realizes that the implementation of the research
process was less smooth; this was more due to lack of the researcher’s
experience and knowledge.

58
2. Limitation of time
Based on the regulation of Tarbiyah Faculty, the research must be
done 30 days. So, the relative short time made this research could not be
done maximally.
3. Limitation of application
In this research, the researcher only gave three times treatment to
the experiment class, so the result of the research was not maximal.
4. Limitation of the design
In this research, the researcher used short design. So the research
cannot be done maximally.
Considering all those limitations, there is a need to do more
research about teaching vocabulary by using picture word inductive model
so that the more optimal result will be gained.

59
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusions
In this research there are two problems, they are: how are the students’
vocabulary achievement in experimental and control groups before and the
treatment and how effective is picture word inductive model to improve
students’ vocabulary achievement.
After the researcher finished the research, she will draw some
conclusion as the result of the research at the seventh grade VII of MTs Sunan
Kalijaga Bawang Batang in academic year of 2010/2011 on the use of picture
word inductive model in teaching vocabulary.
The conclusions that can be drawn in this research are:
1. Based on the first problem, the researcher wants to find out the students’
vocabulary achievement through Picture Word Inductive Model at the
seventh grade of MTs Sunan Kalijaga Bawang Batang in the academic
year of 2010/2011. The students’ vocabulary achievement of experimental
group after treatment is 77.6, it can be concluded that Picture Word
Inductive Model can improve the students’s vocabulary achievement at the
seventh grade of MTs Sunan Kalijaga Bawang Batang in the academic
year of 2010/2011.
2. On the second problem, the researcher wants to find out the students’
vocabulary achievement through explanation only at the seventh grade of
MTs Sunan Kalijaga Bawang Batang in the academic year of 2010/2011.
The students’ vocabulary achievement of experimental group after
treatment is 72.6, it can be concluded that the students’s vocabulary
achievement at the seventh grade of MTs Sunan Kalijaga Bawang Batang
in the academic year of 2010/2011 through explanation only is lower than
students’ vocabulary achievement through Picture Word Inductive Model.

60
 3. Pictures word inductive model is effective in teaching vocabulary
The vocabulary achievement of experimental group after treatment
better than control group after treatment. It can be seen from the mean of
posttest of the experiment class (77.6) is bigger than the mean of posttest
of control class (72.6) after the treatment.
The case in both groups is the same that there is an improvement in
each group’s cognitive achievement. However, the improvement on
control group is not as much as on the experimental group. It is convinced
by the statistical result of the hypothesis test. The test by means of t-test
formula shown that tcalculated = 2.5 > ttable = 1.98 at 0.05 level of
significance by 74 degrees of freedom. It means that the using of picture
word inductive model technique is more effective to improve the students’
understanding on English vocabulary than by using of non picture word
inductive model technique ( explanation only).
The main finding of the reserach is students’s vocabulary
achievement at the seventh grade of MTs Sunan Kalijaga Bawang Batang
in the academic year of 2010/2011 through explanation only is lower than
students’ vocabulary achievement through Picture Word Inductive Model.
It means that Picture Word Inductive Model is more effective in teaching
vocabulary.

B. Suggestion
Based on the result of this research with positively indicates that there is
positive effect on the use of picture word inductive model in teaching
vocabulary. Some recommendations for the teaching and learning English are
proposed as follows:
1. For the Teachers
There are some recommendations in teaching learning English.
First, the English teachers must be creative when he/she transfers the
knowledge of English to the students, so the students can easily receive
and understand the materials. Second, it is necessity for the English

61
 teachers give motivation to the students. Third, it will be better if English
teacher finds out the appropriate and interesting technique related to the
material. Besides, to give contribution to English teacher that teaching
vocabulary using picture word inductive model technique is more
interesting and brings in relaxation.
2. For the Students
The use of picture word inductive model will help the students
memorize vocabulary easily. So, the students can improve their
achievement in mastering English vocabulary.
3. For the Readers
The researcher hopes that this thesis can be useful for the readers,
so they know that picture word inductive model can improve the students’
vocabulary achievement especially at junior high School.
4. For the Researcher
After finishing this research, the researcher got many experiences.
The researcher can know how to teach students at junior high School. The
researcher also knows the appropriate technique in teaching English.
5. For the Educational Institution
Teaching vocabulary using picture word inductive model MTs
Sunan Kalijaga Bawang Batang as a new technique in vocabulary class to
get the optimal result of teaching learning
6. For the Future Research
The longitudinal research design must be done to get optimal result
on the use of picture word inductive model technique in teaching
vocabulary to the junior high School students by giving ten times of
treatment. Besides, the future researchers can give questionnaire to the
students. So, the researchers are not only give test about the knowledge but
also give the test that is purposed to know the students’ behavior about the
use of picture word inductive model as a vocabulary teaching technique.

62
 Moreover, the researcher may suggest the next researcher to conduct
further study that can enhance this research because this research actually can
be broaden and extended to other subject and also in different setting.
Finally, the writer realizes that this paper is far from being perfect, because
of that, constructive critics and advice are really expected for the perfection
of the thesis. Hopefully, this thesis will be useful and helpful for us and give
positive contribution to English language learning context . Amin.

63
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 LESSON PLAN FOR THE EXPERIMENTAL CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting :I
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive by using
picture of kitchen to interact within the environment
Indicators : - Identifying the vocabularies related to the
picture of kitchen
- Finding some informations in picture of
kitchen
I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies in the picture of kitchen
II. Materi : descriptive by using the picture of kitchen
III. Technique :- CTL (communicative teaching learning)
- Three Phase Technique
IV. Learning Activities
1. Pre Activities
a. Apperception; teacher greets the students and check the attendance
b. Teacher stimulates the student’s interest by asking some question
related to the topic.
 2. Main Activities
a. Teacher tells students the topic today
b. Teacher shows the big picture of kitchen with some vocabularies
related to the picture and stick it on the blackboard
c. Teacher divides students the small picture of kitchen
d. Teacher asks students to identify the vocabularies related to the picture
e. Teacher asks students to come foward and to make a line the available
vocabularies of picture
f. Teacher reads the vocabularies of the picture
g. Teacher asks students to repeat it
h. Teacher gives some students some question related to the picture
i. Teacher ask students to answer the question on the answer sheet
j. Teacher asks students to collect their answer sheet
3. Post activities
- Teacher and students conclude the materials have been discussed, in
which the teacher throws some questioning to the students.
V. Teaching Material
- picture of kitchen
- Some vocabularies related to the picture : broiler, toaster oven , electric
mixer, oven ,blender, plate, knife, etc.

VI. Media and Sources

● Media
- picture of kitchen
- boardmarker - glue

● Source
- Bruce joyce, Marsha Weil and Emily Calhoun, The Models of
Teaching , (Yogyakarta : pustaka pelajar, 2009,8th Ed.)
- Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).
- Norma shapiro and Jayme Adelson, The Oxford Picture Dictionary,
(oxford university press, 1998)
VII. Assessment
a. Form : written test
b. Technique : students are assigned to answer the question according to
the picture
c. Aspect : Comprehension (Written)

Scoring Guidance

The percentage of mastery Grade Level of achievement

90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument
 Answer true or false according to the picture
1. My father is slicing the bread
2. The boy is beating the egg
3. The toaster oven is on the counter near the stove
4. The microwave is above the stove
5. The mixer is on the table

Semarang, 21 February 2011

Researcher,

Erni Yuliana
073411051
 LESSON PLAN FOR THE CONTROL GROUP CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting :I
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive text to interact
within the environment
Indicators : - Identifying the vocabularies related to
the kitchen

I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies related to the kitchen
II. Materi : description about the kitchen
III. Technique : verbal explanation
IV. Learning Activities
1. Pre Activities
a. Apperception : teacher greets the students and check the attendance
b. Teacher stimulate the student’s interest by asking some question
related to the topic
2. Main Activities
a. Teacher tells students the topic today
 b. Teacher explains some vocabularies related to the kitchen and
write it on blackboard
c. Teacher reads the vocabularies on the blackboard and asks
students to repeat it
d. Teacher gives students some questions
e. Teacher asks students to answer the question on the answer sheet
3. Post activities
- Teacher and students conclude the materials have been discussed, in
which the teacher throws some questioning to the students.

V. Teaching Material
- some vocabularies related to the kitchen: stove , oven, toaster , blender,
pan , plate , kinfe , mixer,whipping , cooking, etc.

VI. Media and Sources

● Media
- blackboard
- boardmarker
● Source
- Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).
VII. Assessment
a. Form : written test
b. Technique : students are assigned to answer the question related to the
kitchen
c. Aspect : Comprehension (Written)
 Scoring Guidance
The percentage of mastery Grade Level of achievement
90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument
Please complete the sentences with the most suitable word from the list

- knife - blender - plate and spoon

- cooking - whipping - a glass of tea

1. my mother is................the rice

2. you use .............. to peel the apple
3. I use ..................... to make a orange jus
4. my father always drink............. ..in every morning
5. they are always.........................the ice cream
6. if you want to eat you have to prepare.......................first

Semarang, 21 February 2011

Researcher

Erni Yuliana
073411051
 LESSON PLAN FOR THE EXPERIMENTAL CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting : II
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive by using
picture of kitchen utensils to interact within the
environment
Indicators : - Identifying the vocabularies related to the
picture of kitchen utensils
- Finding some informations in picture of
kitchen utensils
I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies in the picture of kitchen utensils
II. Materi : descriptive by using the picture of kitchen
utensils
III. Technique :- CTL
- Three Phase Technique
IV. Learning Activities
1. Pre Activities
i. Apperception; teacher greets the students and check the attendance
 ii. Teacher stimulate the student’s interest by asking some question
related to the topic

2. Main Activities
i. Teacher tells students the topic today
ii. Teacher shows the big picture of kitchen with some vocabularies
related to the picture and stick it on the blackboard
iii. Teacher divides students the small picture of kitchen
iv. Teacher asks students to identify the vocabularies related to the
picture
v. Teacher asks students to come foward and to make a line the
available vocabularies of picture
vi. Teacher reads the vocabularies of picture
vii. Teacher asks students to repeat it
viii. Teacher gives some students some question related to the picture
ix. Teacher asks students to answer the question on the answer sheet
x. Teacher asks students to collect their answer sheet
3. Post Activities
- Teacher and students conclude the materials have been discussed, in
which the teacher throws some questioning to the students.
V. Teaching Material
- picture of kitchen utensils
- some vocabularies related to the picture: cake pan, wooden spoon , grater
, roasting pan, frying pan , whisk, etc.
VI. Media and Sources
● Media
- picture of kitchen utensils - boardmarker - glue.
● Source
- Bruce joyce, Marsha Weil and Emily Calhoun, The Models of
Teaching , (Yogyakarta : pustaka pelajar, 2009,8th Ed.)
 - Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).
- Norma shapiro and Jayme Adelson, The Oxford Picture Dictionary,
(oxford university press, 1998)
VII. Assessment
1. Form : written test
2. Technique : students are assigned to answer the question according to
the picture

3. Aspect : Comprehension (Written)

Scoring Guidance
The percentage of mastery Grade Level of achievement
90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument
Please complete the following sentences
a. You use the ............to peel potatoes
b. I need .......................to cook soup
c. Please !!! pour the egg in to the .........................
d. The whisk is between eggbeater and.....................
e. You need ................................If you want to rooling the bread

Semarang, 26 February 2011

Researcher,

Erni Yuliana
073411051
 LESSON PLAN FOR THE CONTROL CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting : II
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive text to interact
within the environment
Indicators : Identifying the vocabularies related to the
kitchen utensils

I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies related to the kitchen utensils
II. Materi : description about the kitchen utensils
III. Technique : verbal explanation
IV. Learning Activities
1. Pre Activities
a. Apperception on; teacher greets the students and check the
attendance
b. Teacher stimulate the student’s interest by asking some question
related to the topic
2. Main Activities
a. Teacher tells students the topic today
 b. Teacher explains some vocabularies related to the kitchen utensils
and write it on blackboard
c. Teacher reads the vocabularies on the blackboard and asks students
to repeat it
d. Teacher gives students some questions
e. Teacher asks students to answer the question on the answer sheet
3. Post activities
- Teacher and students conclude the materials have been discussed, in
which the teacher throws some questioning to the students.

V. Teaching Material
- some vocabularies related to the kitchen utensils :
cake pan, wooden spoon , grater , roasting pan, frying pan , whisk,rolling,
etc
VI. Media and Sources
● Media
- blackboard
- boardmarker
● Source
- Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).
VII. Assessment
1. Form : written test
2.Technique : students are assigned to answer the question
related to the kitchen utensils
3.Aspect : Comprehension (Written)
 Scoring Guidance
The percentage of mastery Grade Level of achievement
90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument
Please complete the following sentences
a. You use the ............to peel potatoes
b. I need .......................to cook soup
c. Please !!! pour the egg in to the .........................
d. The whisk is between eggbeater and.....................
e. You need ................................If you want to rooling the bread

Semarang, 26 february 2011

Researcher

Erni Yuliana
073411051
 LESSON PLAN FOR THE EXPERIMENTAL CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting : III
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive by using
picture of dining room to interact within the
environment
Indicators : - Identifying the vocabularies related to the
picture of dining room
- Finding some informations in picture of dining

room

I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies in the picture of dining room
II. Materi : descriptive by using the picture of dining room
III. Technique : - CTL (communicative teaching learning )
- Three Phase Technique
IV. Learning Activities
1. Pre Activities
a. Apperception; teacher greets the students and check the attendance
b. Teacher stimulate the student’s interest by asking some question
 related to the topic
2. Main Activities

a. Teacher tells students the topic today

b. Teacher shows the big picture of dining room with some
vocabularies related to the picture and stick it on the blackboard
c. Teacher divides students the small picture of dining room
d. Teacher asks students to identify the vocabularies related to the
picture
e. Teacher asks students to come foward and to make a line the
available vocabularies of picture dining room
f. Teacher reads the vocabularies of picture
g. Teacher asks students to repeat it
h. Teacher gives some students some question related to the picture
i. Teacher ask students to answer the question on the answer sheet
j. Teacher asks students to collect their answer sheet
3. Post activities
- Teacher and students conclude the materials have been discussed,
in which the teacher throws some questioning to the students.

V. Teaching Material
- picture of dining room
- some vocabularies related to the picture : platter, napkin, creamer, dining
room chair , teapot, china cabinet, fork, etc.
VI. Media and Sources
● Media
- picture of dining room
- boardmarker
- glue.
● Source
 - Bruce joyce, Marsha Weil and Emily Calhoun, The Models of
Teaching , (Yogyakarta : pustaka pelajar, 2009,8th Ed.)
- Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).
VII. Assessment
a. Form : written test
b.Technique : students are assigned to answer the question
according to the picture of dining room
c. Aspect : Comprehension (Written)

Scoring Guidance
The percentage of mastery Grade Level of achievement
90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument
Share your answer

1. what are the women in the picture saying?

2. in your home , where do you eat ?

Semarang, 28 february 2011

Researcher

Erni Yuliana
073411051
 LESSON PLAN FOR THE CONTROL CLASS

School : MTs Sunan Kalijaga Bawang

Subject : English
Meeting : III
Class/Team : VII/2nd Semester
Time Allotment : 2 x 40 minutes
Aspect : Vocabulary
Standart of competence : Expressing in writing the meaning of simple
functional text and essay in the forms of descriptive
and procedure to interact within the environment.
Basic competence : expressing in written accurately, fluently, and
appropriately the meaning of simple functional text
and essay in the form of descriptive text to interact
within the environment
Indicators : - Identifying the vocabularies related to the
dining room
I. Learning Aim
- By the end the lesson , teh students will have been able to identify the
vocabularies related to the dining room
II. Materi : description about the dining room
III. Technique : verbal explanation
IV. Learning Activities
1. Pre Activities
a. Apperception on; teacher greets the students and check the
attendance
b. Teacher stimulate the student’s interest by asking some question
related to the topic
2. Main Activities
a. Teacher tells students the topic today
b. Teacher explains some vocabularies related to the kitchen and write
 it on blackboard
c. Teacher reads the vocabularies on the blackboard and asks students
to repeat it
d. Teacher gives students some questions

c. Teacher asks students to answer the question on the answer sheet

3. Post activities
- Teacher and students conclude the materials have been discussed, in
which the teacher throws some questioning to the students.

V. Teaching Material
- some vocabularies related to the dining room : platter, napkin, creamer,
dining room chair , teapot, china cabinet, fork, etc.
VI. Media and Sources
● Media
- blackboard
- boardmarker
● Source
- Michail J. Wallace, Teaching Vocabulary, ( London : Heineman
Education Book Ltd, 1982).

VII. Assessment
a. Form : written test
b.Technique : students are assigned to answer the question
related to the dining room
c. Aspect : Comprehension (Written)
 Scoring Guidance
The percentage of mastery Grade Level of achievement
90- 100 % Excellent Outstanding achievement
75- 85 % Good Above average
65- 74 % Fair Average achievement
50- 64 % Poor Below average
20- 49 % Very poor Insufficient achievement

Instrument

Please find 20 vocabularies related to the situstion in dining room

Semarang, 28 February 2011

Researcher,

Erni Yuliana
073411051
 LIST OF TABLE

Table 3.1 The sequences of administration of the data cllection.................. 38

Table 4.1 Frequency Distribution score of pre requisite test of the
Experiment class (Class VII E ) .................................................. 40
Table 4.2 Frequency Distribution score of pre requisite test of the Control
Class (Class VII C ) ..................................................................... 41
Table 4.3 The validity of each item of try out test....................................... 44
Table 4.4 Degree of difficulty of each item of try out test............................ 44
Table 4.5 Degree of Question Distinction of try out test.............................. 45
Table 4.6 Frequency Distribution of score pre test of
the Experiment Class................................................................... 46
Table 4.7 Frequency Distribution of score pre test of the Control Class...... 47
Table 4.8 Frequency Distribution of score post test of
the Experiment Class.................................................................... 48
Table 4.9 Frequency Distribution of score post test of the Control Class.... 49
Table 4.10 Student’s Vocabulary Achievement of Experiment Class............ 50
Table 4.11 Student’s Vocabulary Achievement of Control Class.................. 51
Table 4.12 The computation of students’ mean and standard deviation of
Experiment Class.......................................................................... 52
Table 4.13 The computation of students’ mean and standard deviation of
Control Class................................................................................. 53
 LIST OF FIGURE

Figure 2.1 Representing factors affecting of achievement............................ 20

Figure 3.1 pretest-posttest design of control and experiment group.............. 29
 LIST OF CHART

Chart 4.1. Histogram Frequency score of pre requisite test of the Experiment
Class (Class VII E)....................................................................... 40
Chart 4.2. Histogram Frequency score of pre requisite test of the Control
Class (Class VII C)....................................................................... 42
Chart 4.3. Histogram Frequency score of pre test of the Experiment
Class (Class VII E)....................................................................... 46
Chart 4.4. Histogram Frequency score of pre test of the Control Class ....... 47
Chart 4.5. Histogram Frequency score of post test of the Experiment.......... 48
Chart 4.6. Histogram Frequency score of post test of the Control................. 49
Appendix 1

THE NAME OF STUDENTS OF TRY OUT CLASS

NO. NAME OF STUDENTS CODE

1 AGUS PRIYANTO T-1

2 AHMAD ARIZAL T-2
3 AINA KHAYYUL MUFLIKHA T-3
4 AJI SETYA NIRWANA T-4
5 ALI MASRUKHAN T-5
6 AMIN MUKMIN T-6
7 DIANATUL HANIFAH T-7
8 DINA ROSIDA T-8
9 DWI HABIB SIROJUDIN T-9
10 ELLY AFFIATU ROHMANIYAH T-10
11 FATKHANNUDIN T-11
12 FIANA MAGHFIROH T-12
13 FITAKHUL MAULIDA T-13
14 HIMMATUL KHUSNA T-14
15 IRMAYANTI T-15
16 IRYANTI T-16
17 KHOIRUL ANAM T-17
18 LIA ANNISA T-18
19 LUTFIATUL ADIBAH T-19
20 M. I’MALUL KHUSNA T-20
21 MUHAMMADA NI’MA ROFIQ T-21
22 MUHAMMAD SAEFUL LUTFI T-22
23 M. ABDUL HONI T-23
24 MUNIP T-24
25 MUSTATIAH T-25
26 NAELI KHASANAH T-26
27 NUR HADI T-27
28 NURIYATUL FATIMAH T-28
29 NURUL KHORIDAH T-29
30 NURUL LISTIAWATI T-30
Appendix 2

THE NAME OF STUDENTS OF EXPERIMENTAL CLASS

NO. NAME OF STUDENTS CODE

1 ABDUL KARIM E-1

2 AHMAD ANDIKA E-2
3 AHAMAD IRFAN E-3
4 AHMAD SOFIUDIN E-4
5 AJI APRILIA S.A E-5
6 AHMAD KHAERUDIN E-6
7 ANA URFIANA E-7
8 ANI FAISAH E-8
9 BUDI ARIFIANTO E-9
10 DEWI FATIMAH E-10
11 EKO SUPRIYADI E-11
12 ENI SAFITRI E-12
13 ENI SETYAWATI E-13
14 EVI YATUL LIANA E-14
15 FARIKHATURRIZKIA E-15
16 IKFINA SYAFA’ATUL M E-16
17 IKMAL ASSIDIQ E-17
18 IRFAN NOVIANTO E-18
19 LUTFI HARDIAYNTO E-19
20 KAMALIA E-20
21 MUDRIKAH E-21
22 M. SIDQON M. E-22
23 M.SYAMSUDIN E-23
24 M. IRSYADUL IBAD E-24
25 NUR KHOZIZ E-25
26 PUJI LESTARI E-26
27 SITI JAZILATUR ROHMAH E-27
28 SITI ROHIMAH E-28
29 SRI HARTATIK E-29
30 SOLIKHAH E-30
31 SULIYAH E-31
32 TAUFIK KURNIAWAN E-32
33 TITIN SUPRIHATIN E-33
34 ULIL ABSOR E-34
35 USWATUN KHASANAH E-35
36 VERA FITRIYANA E-36
37 YULEKHAH E-37
38 YAMRONI E-38
Appendix 3

THE NAME OF STUDENTS OF CONTROL CLASS

NO. NAME OF STUDENTS CODE

1 AGUS HERMAWAN C-1

2 AGUS KURNIAWAN C-2
3 AHMAD MUZAKHIM C-3
4 AHMAD SETIAWAN C-4
5 AJI CAHYA C-5
6 AKHMAD TRUPREDI C-6
7 AMALIATUL MAHFIAH C-7
8 AMINUDIN C -8
9 ANA SAFITRI C-9
10 ARIF SAMSUL HIDAYAT C-10
11 ARIFAH NUR WAHIDAH C-11
12 ASMAUL MUALIFAH C-12
13 AYUHA NURAINI C-13
14 CANDRA LUTFIANA C-14
15 DWI IRAWAN C-15
16 EKA YULIANTI C-16
17 ELOK SALMA FAIRUZZA C-17
18 HANIF AINUN NASIAH C-18
19 HIDAYATI C-19
20 IMROATUL ALIFAH C-20
21 IQBAL AINUN MA’ALI C-21
22 KHILZATUL KAROMAH C-22
23 LATIFATUL AZIZAH C-23
24 LIA ISTIFADATUN NISA C-24
25 M. NAJIL MAKRUF C-25
26 MAHMUDIN C-26
27 MALIAYANA NAFIATI C-27
28 MUHAMMAD RIZQON C-28
29 MUHAMMAD AINUL YAQIN C-29
30 MUHAMMAD IRFAN C-30
31 MUIS BUDI SETYAWAN C-31
32 MUNIBUL KHOIR C-32
33 NAILI NIKMATUN KH. C-33
34 NUR MUZAZANAH C-34
35 NURUL ARIFIN C-35
36 PENI RIZKININGSIH C-36
37 RIZQIYATUL KHALALIYAH C-37
38 ZAINATU MAS’UDAH C-38
Appendix 4

The Answer Key of Pre Requisite Test

Number Answer key

1. Strawberries
2. Fish and chip
3. Chicken
4. Beans
5. Hamburger
6. a glass of milk
7. Spaghetti
8. a sandwich
9. a fried egg
10. a pizza
11. a lemon
12. a hot dog
13. Sick (d)
14. Money (e)
15. On (h)
16. Reading (b)
17. Beach (f)
18. Handsome (h)
19. At (c)
20. By (a)
 Appendix 5
THE SCORE OF PRE REQUISITE TEST
Class VII C X₁ X₁² Class VII E X₂ X₂²
1 50 2500 1 60 3600
2 60 3600 2 70 4900
3 70 4900 3 50 2500
4 75 5625 4 55 3025
5 85 7225 5 80 6400
6 60 3600 6 75 5625
7 65 4225 7 60 3600
8 70 4900 8 65 4225
9 85 7225 9 85 7225
10 65 4225 10 80 6400
11 55 3025 11 80 6400
12 50 2500 12 70 4900
13 65 4225 13 55 3025
14 75 5625 14 50 2500
15 85 7225 15 50 2500
16 80 6400 16 70 4900
17 50 2500 17 60 3600
18 65 4225 18 70 4900
19 75 5625 19 80 6400
20 60 3600 20 70 4900
21 75 5625 21 85 7225
22 60 3600 22 65 4225
23 70 4900 23 55 3025
24 50 2500 24 60 3600
25 50 2500 25 75 5625
26 55 3025 26 80 6400
27 55 3025 27 75 5625
28 65 4225 28 65 4225
29 60 3600 29 65 4225
30 70 4900 30 60 3600
31 75 5625 31 50 2500
32 70 4900 32 55 3025
33 85 7225 33 55 3025
34 80 6400 34 60 3600
35 80 6400 35 60 3600
36 65 4225 36 75 5625
37 55 3025 37 80 6400
38 60 3600 38 50 2500
∑ 2525 172275 ∑ 2505 169575
Appendix 6

THE ANSWER KEY OF TRY OUT TEST

Number Answer key

1. Heat
2. Peel
3. Slice
4. Roast
5. Diligent (f )
6. Chopping ( b)
7. A cup of tea ( e )
8. Peeler ( c )
9. Went ( d )
10. Sick ( a )
11. Side parting
12. Bun
13. Wrinkles
14. Earring
15. Pleasure ( a )
16. Pretty ( c )
17. Smart ( a )
18. Delayed ( a )
19. Blade ( c )
20. Die ( a )
21. Cheap ( b )
22. Fat (d )
23. Refused ( b )
24. Dirty (a )
25. Reward ( d )
Appendix 7

THE SCORE OF TRY OUT TEST

NO. X X²
T-1 56 3136
T-2 56 3136
T-3 44 1936
T-4 40 1600
T-5 56 3136
T-6 60 3600
T-7 48 2304
T-8 60 3600
T-9 52 2704
T-10 60 3600
T-11 52 2704
T-12 60 3600
T-13 52 2704
T-14 56 3136
T-15 60 3600
T-16 52 2704
T-17 68 4624
T-18 40 1600
T-19 60 3600
T-20 44 1936
T-21 64 4096
T-22 52 2704
T-23 48 2304
T-24 60 3600
T-25 68 4624
T-26 56 3136
T-27 68 4624
T-28 36 1296
T-29 52 2704
T-30 52 2704
∑ 1632 2663424
 Appendix 8

The example of validity test Analysis of items 1

NO X Y x y x² y² Xy
T-1 1 14 -2 11 1 196 14
T-2 0 14 -3 11 0 196 0
T-3 0 11 -3 8 0 121 0
T-4 1 10 -2 7 1 100 10
T-5 0 14 -3 11 0 196 0
T-6 1 15 -2 12 1 225 15
T-7 0 12 -3 9 0 144 0
T-8 1 15 -2 12 1 225 15
T-9 1 13 -2 10 1 169 13
T-10 0 15 -3 12 0 225 0
T-11 1 13 -2 10 1 169 13
T-12 1 15 -2 12 1 225 15
T-13 1 13 -2 10 1 169 13
T-14 1 14 -2 11 1 196 14
T-15 1 15 -2 12 1 225 15
T-16 1 13 -2 10 1 169 13
T-17 1 17 -2 14 1 289 17
T-18 0 10 -3 7 0 100 0
T-19 1 15 -2 12 1 225 15
T-20 0 11 -3 8 0 121 0
T-21 1 16 -2 13 1 256 16
T-22 1 13 -2 10 1 169 13
T-23 1 12 -2 9 1 144 12
T-24 0 15 -3 12 0 225 0
T-25 1 17 -2 14 1 289 17
T-26 0 14 -3 11 0 196 0
T-27 1 17 -2 14 1 289 17
T-28 0 9 -3 6 0 81 0
T-29 1 13 -2 10 1 169 13
T-30 1 13 -2 10 1 169 13
∑ 20 408 -70 318 20 5672 283
 Appendix 9

Reliability Analysis

NO X Y x y x² y² Xy
T-1 6 8 3 5 36 64 48
T-2 7 7 4 4 49 49 49
T-3 8 3 5 0 64 9 24
T-4 5 5 2 2 25 25 25
T-5 9 5 6 2 81 25 45
T-6 9 6 6 3 81 36 54
T-7 7 5 4 2 49 25 35
T-8 8 7 5 4 64 49 56
T-9 6 7 3 4 36 49 42
T-10 9 6 6 3 81 36 54
T-11 7 6 4 3 49 36 42
T-12 7 8 4 5 49 64 56
T-13 8 5 5 2 64 25 40
T-14 8 6 5 3 64 36 48
T-15 9 6 6 3 81 36 54
T-16 8 5 5 2 64 25 40
T-17 8 9 5 6 64 81 72
T-18 6 4 3 1 36 16 24
T-19 8 7 5 4 64 49 56
T-20 7 4 4 1 49 16 28
T-21 8 8 5 5 64 64 64
T-22 9 4 6 1 81 16 36
T-23 7 5 4 2 49 25 35
T-24 8 7 5 4 64 49 56
T-25 10 7 7 4 100 49 70
T-26 8 6 5 3 64 36 48
T-27 10 7 7 4 100 49 70
T-28 7 2 4 -1 49 4 14
T-29 8 5 5 2 64 25 40
T-30 6 7 3 4 36 49 42
∑ 231 177 141 87 1821 1117 1367
 Appendix 10

Analysis of upper group of try out test

N 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
O 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5
8 1 0 1 1 0 0 0 1 0 1 1 0 1 0 1 1 1 0 1 1 1 0 0 1 0

1 1 0 0 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 0 1 0
7
2 1 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 1 0 1 1 1 1 0 1 0
1
2 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1 1 0 0 0
5
2 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 1 1 0 1 1 1 1 0 1 0
7
∑ 5 1 4 5 3 3 4 5 3 3 4 0 4 3 4 3 4 1 4 5 5 4 0 4 0

Analysis of the lower group of try out test

N 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
O 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5
7 0 0 1 1 1 0 0 1 0 1 1 0 1 0 0 1 1 0 0 1 1 0 0 1 0

9 1 0 1 0 0 0 1 1 0 1 1 0 0 1 1 0 0 1 1 1 1 1 0 0 0

1 1 0 1 1 0 0 0 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 0 0 0
1
2 1 0 0 1 1 1 1 1 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 1 0
3
2 1 0 1 1 1 1 1 0 0 1 1 0 1 1 1 0 0 0 1 1 0 0 0 1 0
9
∑ 4 0 4 4 3 2 3 4 1 4 4 0 3 3 3 1 3 1 4 3 3 2 0 3 0
Appendix 11

THE ANSWER KEY OF PRE TEST

Number Answer key

1. Heat
2. Roast
3. Slice
4. Diligent ( f )
5. Chopping ( b )
6. A cup of tea ( e )
7. Peeler ( c )
8. Went ( d )
9. Sick ( a )
10. Wrinkles
11. Side parting
12. Earring
13. Pleasure ( a )
14. Pretty ( d )
15. Smart ( a )
16. Blade ( c )
17. Die ( a )
18. Cheap ( b )
19. Fat ( d )
20. Dirty ( a )
 Appendix 12

THE SCORE OF PRE TEST

Experimental Class Control Class
NO. X₁ X₁² NO. X₁ X₁²
E-1 70 4900 C-1 65 4225
E-2 65 4225 C-2 70 4900
E-3 60 3600 C-3 60 3600
E-4 60 3600 C-4 75 5625
E-5 70 4900 C-5 60 3600
E-6 80 6400 C-6 70 4900
E-7 60 3600 C-7 60 3600
E-8 65 4225 C-8 60 3600
E-9 70 4900 C-9 65 4225
E-10 65 4225 C-10 65 4225
E-11 80 6400 C-11 70 4900
E-12 70 4900 C-12 75 5625
E-13 65 4225 C-13 60 3600
E-14 80 6400 C-14 70 4900
E-15 65 4225 C-15 70 4900
E-16 60 3600 C-16 65 4225
E-17 60 3600 C-17 70 4900
E-18 65 4225 C-18 60 3600
E-19 75 5625 C-19 60 3600
E-20 60 3600 C-20 70 4900
E-21 70 4900 C-21 80 6400
E-22 70 4900 C-22 75 5625
E-23 65 4225 C-23 65 4225
E-24 65 4225 C-24 60 3600
E-25 70 4900 C-25 60 3600
E-26 75 5625 C-26 70 4900
E-27 80 6400 C-27 65 4225
E-28 75 5625 C-28 65 4225
E-29 80 6400 C-29 60 3600
E-30 75 5625 C-30 70 4900
E-31 60 3600 C-31 60 3600
E-32 60 3600 C-32 70 4900
E-33 60 3600 C-33 65 4225
E-34 70 4900 C-34 60 3600
E-35 60 3600 C-35 60 3600
E-36 65 4225 C-36 60 3600
E-37 60 3600 C-37 60 3600
E-38 70 4900 C-38 60 3600
∑ 2575 176225 ∑ 2485 163675
Appendix 13

THE ANSWER KEY OF POST TEST

Number Answer key

1. Heat
2. Roast
3. Slice
4. Diligent ( f )
5. Chopping ( b )
6. A cup of tea ( e )
7. Peeler ( c )
8. Went ( d )
9. Sick ( a )
10. Wrinkles
11. Side parting
12. Earring
13. Pleasure ( a )
14. Pretty ( d )
15. Smart ( a )
16. Blade ( c )
17. Die ( a )
18. Cheap ( b )
19. Fat ( d )
20. Dirty ( a )
 Appendix 14
THE SCORE OF POST TEST
Experimental Class Control Class
NO. X₂ X² N0. X₂ X²
E-1 80 6400 C-1 70 4900
E-2 75 5625 C-2 75 5625
E-3 70 4900 C-3 70 4900
E-4 75 5625 C-4 80 6400
E-5 85 7225 C-5 65 4225
E-6 85 7225 C-6 75 5625
E-7 75 5625 C-7 65 4225
E-8 70 4900 C-8 65 4225
E-9 80 6400 C-9 70 4900
E-10 70 4900 C-10 70 4900
E-11 85 7225 C-11 75 5625
E-12 80 6400 C-12 80 6400
E-13 75 5625 C-13 70 4900
E-14 90 8100 C-14 75 5625
E-15 70 4900 C-15 75 5625
E-16 70 4900 C-16 70 4900
E-17 75 5625 C-17 75 5625
E-18 75 5625 C-18 70 4900
E-19 85 7225 C-19 70 4900
E-20 75 5625 C-20 75 5625
E-21 85 7225 C-21 85 7225
E-22 75 5625 C-22 80 6400
E-23 70 4900 C-23 70 4900
E-24 75 5625 C-24 70 4900
E-25 85 7225 C-25 70 4900
E-26 85 7225 C-26 75 5625
E-27 85 7225 C-27 65 4225
E-28 85 7225 C-28 75 5625
E-29 85 7225 C-29 70 4900
E-30 80 6400 C-30 75 5625
E-31 75 5625 C-31 70 4900
E-32 70 4900 C-32 75 5625
E-33 75 5625 C-33 75 5625
E-34 75 5625 C-34 70 4900
E-35 75 5625 C-35 75 5625
E-36 75 5625 C-36 70 4900
E-37 70 4900 C-37 75 5625
E-38 80 6400 C-38 75 5625
∑ 2950 230300 ∑ 2760 201200
 Appendix 15
Critical Value for The T-Test Statistics

One-tailed 0.05 0.025 0.01 0.005

Two-tailed 0.10 0.05 0.02 0.01
df
1 6.314 12.706 31.821 63.657
2 2.920 4.303 6.965 9.925
3 2.353 3.182 4.541 5.841
4 2.132 2.776 3.747 4.604
5 2.015 2.571 3.365 4.032
6 1.943 2.447 3.143 3.707
7 1.895 2.365 2.998 3.499
8 1.860 2.306 2.896 3.355
9 1.833 2.262 2.821 3.250
10 1.812 2.228 2.764 3.169
11 1.796 2.201 2.718 3.106
12 1.782 2.179 2.681 3.055
13 1.771 2.160 2.650 3.012
14 1.761 2.145 2.624 2.977
15 1.753 2.131 2.602 2.947
16 1.746 2.120 2.583 2.921
17 1.740 2.110 2.567 2.898
18 1.734 2.101 2.552 2.878
19 1.729 2.093 2.539 2.861
20 1.725 2.086 2.528 2.845
21 1.721 2.080 2.518 2.831
22 1.717 2.074 2.508 2.819
23 1.714 2.069 2.500 2.807
24 1.711 2.064 2.492 2.797
25 1.708 2.060 2.485 2.787
26 1.706 2.056 2.479 2.779
27 1.703 2.052 2.473 2.771
28 1.701 2.048 2.467 2.763
29 1.699 2.045 2.462 2.756
30 1.697 2.042 2.457 2.750
40 1.684 2.021 2.423 2.704
60 1.671 2.000 2.390 2.660
120 1.658 1.980 2.358 2.617

1.645 1.960 2.326 2.576


Tulus Winarsunu, Statistik Dalam Penelitian Psikologi Dan Pendidikan,(Malang :
UMM, 2002), p. 329
 Appendix 16
Critical Value for the T-Test

Db t0,995 t0,99 t0,975 t0,95 t0,925 t0,90 t0,75

11 3,11 2,72 2,20 1,80 1,55 1,36 0,70
12 3,05 2,68 2,18 1,78 1,54 1,36 0,70
13 3,01 2,65 2,16 1,77 1,53 1,35 0,69
14 2,98 2,62 2,14 1,76 1,52 1,35 0,69
15 2,95 2,60 2,13 1,75 1,52 1,34 0,69
16 2,92 2,58 2,12 1,75 1,51 1,34 0,69
17 2,90 2,57 2,11 1,74 1,51 1,33 0,69
18 2,88 2,55 2,10 1,73 1,50 1,33 0,69
19 2,86 2,54 2,09 1,73 1,50 1,33 0,69
20 2,85 2,53 2,09 1,72 1,50 1,33 0,69
21 2,83 2,52 2,08 1,72 1,49 1,32 0,69
22 2,82 2,51 2,07 1,72 1,49 1,32 0,69
23 2,81 2,50 2,07 1,71 1,49 1,32 0,69
24 2,80 2,49 2,06 1,71 1,49 1,32 0,68
25 2,79 2,49 2,06 1,71 1,49 1,32 0,68
26 2,78 2,48 2,06 1,71 1,48 1,31 0,68
27 2,77 2,47 2,05 1,70 1,48 1,31 0,68
28 2,76 2,47 2,05 1,70 1,48 1,31 0,68
29 2,76 2,46 2,05 1,70 1,48 1,31 0,68
30 2,75 2,46 2,04 1,70 1,48 1,31 0,68
31 2,74 2,45 2,04 1,70 1,48 1,31 0,68
32 2,74 2,45 2,04 1,69 1,47 1,31 0,68
33 2,73 2,44 2,03 1,69 1,47 1,31 0,68
34 2,73 2,44 2,03 1,69 1,47 1,31 0,68
35 2,72 2,44 2,03 1,69 1,47 1,31 0,68
36 2,72 2,43 2,03 1,69 1,47 1,31 0,68
37 2,72 2,43 2,03 1,69 1,47 1,30 0,68
38 2,71 2,43 2,02 1,69 1,47 1,30 0,68
39 2,71 2,43 2,02 1,68 1,47 1,30 0,68
40 2,70 2,42 2,02 1,68 1,47 1,30 0,68
41 2,70 2,42 2,02 1,68 1,47 1,30 0,68
42 2,70 2,42 2,02 1,68 1,47 1,30 0,68
43 2,70 2,42 2,02 1,68 1,47 1,30 0,68
44 2,69 2,41 2,02 1,68 1,47 1,30 0,68
45 2,69 2,41 2,01 1,68 1,46 1,30 0,68
 Appendix 17

VALUE OF r PRODUCT MOMENT*

taraf Signif taraf Signif taraf Signif

N N N
5% 1% 5% 1% 5% 1%
3 0,997 0,999 27 0,381 0,487 55 0,266 0,345
4 0,950 0,990 28 0,374 0,478 60 0,254 0,330
5 0,878 0,959 29 0,367 0,470 65 0,244 0,317

6 0,811 0,917 30 0,361 0,463 70 0,235 0,306

7 0,754 0,874 31 0,355 0,456 75 0,227 0,296
8 0,707 0,834 32 0,349 0,449 80 0,220 0,286

9 0,666 0,798 33 0,344 0,442 85 0,213 0,278

10 0,632 0,765 34 0,339 0,436 90 0,207 0,270
11 0,602 0,735 35 0,334 0,430 95 0,202 0,263

12 0,576 0,708 36 0,329 0,424 100 0,195 0,256

13 0,553 0,684 37 0,325 0,418 125 0,176 0,230
14 0,532 0,661 38 0,320 0,413 150 0,159 0,210

15 0,514 0,641 39 0,316 0,408 175 0,148 0,194

16 0,497 0,623 40 0,312 0,403 200 0,138 0,181
17 0,482 0,606 41 0,308 0,398 300 0,113 0,148

18 0,468 0,590 42 0,304 0,393 400 0,098 0,128

19 0,456 0,575 43 0,301 0,389 500 0,088 0,115
20 0,444 0,561 44 0,297 0,384 600 0,080 0,105

21 0,433 0,549 45 0,294 0,380 700 0,074 0,097

22 0,423 0,537 46 0,291 0,376 800 0,070 0,091
23 0,413 0,526 47 0,288 0,372 900 0,065 0,086
24 0,404 0,515 48 0,284 0,368 1000 0,062 0,081
25 0,396 0,505 49 0,281 0,364
26 0,388 0,496 50 0,279 0,361

 Sugiyono, Statistika Untuk Penelitian, ( Bandung : CV. Alfabeta, 2008 ).

 CURRICULUM VITAE

Name : Erni Yuliana

Place and date of birth : Batang, 4 August 1989

Address : Klawen Bawang RT. 09 RW. IV Batang

Phone : 081225198585

E-mail : yuliana.erni@gmail.com

Education

 MI Salafiyah Candigugur Bawang Batang graduated in 2001

 MTs. Sunan Kalijaga Bawang Batang graduated in 2004
 MANU Limpung Batang graduated in 2007
 IAIN Walisongo Semarang VIII semester
 Pondok Pesantren Tahfidzul Qur’an ( PPTQ ) Asasul Huda IV
Klawen Bawang Batang in 2004 until now

Semarang, May 7th 2011

The Writer,

Erni Yuliana