JOB APPLICATION
March 25, 2005
Ms. Rosemarie Norbe
Personnel Manager
Milestone Company
Don Pepe, Balanga
City
Dear Ms. Norbe:
Your advertisement in the March 22 issue of the Manila
Bulletin calls for an executive secretary who is proficient in communication
skills, computer literate, and with pleasing personality. I sincerely believe that I meet your
requirements for the position.
I am Erica J. Navarro,
a graduate of Bachelor of Science, major in Psychology at La Salle University,
Manila this March, 28, 2005 as a cum laude.
I consider as my assets: my proficiency in both written and
spoken English and Filipino, my computer skills, and my leadership skills which
were honed in my capacity as the editor in chief of my school’s student
publication and as a Sangguniang Kabataan Chairman of our Barangay. I am hardworking, efficient, and highly
driven, and I am willing to undergo training to further improve my
capabilities.
For your perusal and evaluation, I have enclosed my resume
which includes my special skills, training and accomplishments and awards as a
student, and a photocopy of my official transcript of records for your
evaluation. Should you wish to ask about
my personal traits and capabilities, I have also included a list of references
for you.
I am very much willing to come over for a personal interview
with you anytime during office hours.
Respectfully yours,
Erica J. Navarro
THE EFFECTIVNESS OF USING
PICTURE IN TEACHING
VOCABULARY : AN EXPERIMENTAL AT SECOND GRADE STUDENTS OF SMK PARIWISATA MATARAM
IN ACADEMIC YEAR 2016/2017
PROPOSAL
By :
WAWAN SUTIYAWAN
NIM. 1622201009
THE FACULTY OF EDUCATION FOR LANGUAGE AND ARTS
INSTITUTE OF TEACHER TRAINING AND EDUCATION MATARAM
ACADEMIC YEARS
2016
ACKNOWLEDGEMENT
In the name of God the merciful and compassion and compassionate.
First of all thank to God for his Blesssing until this proposal
can be properly finished. I also never forget thanks for my parents who has
endless prayer and encouragement in my study. Thanks for my lecturer. Thanks
for my friend in academic year 2012 especialy to my best friend in class L. Who
have supported me to finish this proposal.
I realize that proposal is far from being perfect but I expect it
will be useful not only for me but also for the reader. I hope suggestion and
critics to make this proposal better.
Mataram, 2016
The Writer
TABLE OF CONTENTS
TITLE PAGE
i
ACKNOWLEDGEMENT
ii
TABLE CONTAINTS
iii
CHAPTER I: INTRODUCTION
A.
Background Of Study
1
B. Research
Question
2
C. The
purpose Of Study
2
D.
Significance Of Study
2
E. Assumption
of the study
2
F.
Scope Of Study
3
G.
Definition Of The Key Term
3
CHAPTER II : REVIEW OF
RELATED LITERATURE
A. Concept
of teaching vocabulary
5
1.
Types of vocabulary
7
2.
Technique in Teaching Vocabulary
8
3.
Teaching vocabulary
8
B. Media Of
Instructional
9
1.
Teaching media
9
2.
The Use Of Teaching Media
10
C. Frame
work of the study
11
D. Hipotesis
12
CHAPTER III : RESEARCH
METHOD
A. Research
Design
13
B.
Population and sample
13
C.
Instrument Of The Study
14
D. Technique
Of Data Collection
15
E.
Technique Of Data Analyze
16
BIBLIOGRAPHY
20
CHAPTER
I
INTRODUCTION
A.
Background Of Study
English language is important for people in tourism. However, English is
needed by people work in tourism that use in hotel, restaurant, guide, tour and
travel and anymore.
Therefore, the writer was observed in SMK Pariwisata Mataram and the
writer has found the problem in vocabulary learning. The students of SMK
Pariwisata Mataram still weak in vocabulary when their teacher
ask any object but they couldn’t answer it and they became bored.
In relation to vocabulary teaching, instructional media such as picture has
very significant roles to motivate the students to learn vocabulary. And make
easy to teaching material can be found in book, magazine, and postcard. Those
ways of teaching and learning will not make students bored.
In general the ability the employ picture in teaching and learning process.
Assist the teacher to present the material and specific instructional objectives
easily. Staring from this point the writer is in interested in find out “ The
Effectiveness Of Picture In Teaching New Vocabulary at The Second Year Student
Of SMK PARIWISATA Mataram.
B.
Research
Question
Question to be solved in
this research : Are there any positive effect using picture in teaching
vocabulary?
C.
The
Purpose Of Study
The aim of this research is :To know whether the of picture has positive effect
in teaching vocabulary.
D.
Significance
Of Study
This study has both
theoritical and practical significance :
1.
The
theoritical significance of this study is that the result will give theoritical
information about the important of picture in teaching english vocabulary.
2.
Practicially,
the result of the present study are useful for :
a.
The
english teacher in applaying picture for language instruction.
b.
Encouraging
the application of picture as an easy made medium
for language instruction.
c.
Giving
the student an interesting technique of presenting the material in older to
improve their ability to master english vocabulary.
d.
Improving
the writer’s preception and understanding on teaching learning strategy.
E.
Assumption
Of The Study
The writer would like to
state the basic assumption of this study as follows:
1.
Picture
can be used to stimulate the student interest in studying new vocabulary.
2.
Picture
can help the student to master english vocabulary.
F.
Scope
Of Study
This investigation is
limited to the effectifness using pictures in teaching new vocabulary on the
SMK PARIWISATA MATARAM in Academic year 2012/2013. In this case the use a
animal and kinds of transportation and the others pictures in to stimulate the
student ability in acquiring new vocabularies. Especally on the four skill of
learning english such as speaking, listening, reading and writing.
G.
Definition
Of The Key Term.
In order to make some
key term clearly to void some missunderstanding of the readers. It is importans
to interpret and to define the meaning of the some key theory dealing
with this reaserch :
1.
Effectiveness.
a.
The
effect is something that is produced by an agency or cause a change, result,
consquence ( swan, 1995 : 25)
b.
Effective
is it solves problem or get a result (awan, 1995: 171).
2.
Using
picture.
a.
Use
: the term “ use” stipulates the meaning of “using of condition of being used”
(Hornby, 1986 : 1947)
b.
Picture
is account of description for something that enables one to from a mental
picture or impresion of it ( Hornby, 1989)
3.
Teaching
Vocabulary.
a.
Teaching
is the process of delivering something to somebody, cause somebody through oral
and written terms. Another definition of teaching is giving instruction to
somebody, cause somebody to know or able to do something, give to somebody
knowladge ( Hornby, 1974: 886).
b.
Vocabulary
is a list of word and often phrases usualy arranged alpha ethically and define
of translated ( Pei, 1989).
CHAPTER
II
REVIEW
OF RELATED LITERATURE
A.
Concept
Of Teaching Vocabulary.
Language without vocabulary is nonsense. Without vocabulary
nothing can be conveyed through listening, speaking, reading and writing.
Therefore this makes clear vocabulary makes possible for someone to do
communication activities.
Here are some vocabulary
teaching technique according to Harmer in Zuhrianti (2008 : 12)
1.
Basis
level words should be though first.
2.
It
is how the word is the practiced, not how often it is practiced.
3.
Some
words may be taugh though components of meaning.
4.
Teaching
all of subject should not separate whit their method, in this case the writter
try to use visual media teaching new vocabulary, especially picture media,
which is believe can raises students interest, motivation and also can be used
as stimulus for students to take their attention. Stated that their are
function of teaching media especially visual, they are as follow : Teaching all
subject should not be separate from their methods. In this case, to rise he
visual media in develop students’ vocabulary, especially picture media, which
is belived a rise interest, motivation and can be used as stimulus for students
to draw their attention.
Levie and lentz’ in
Fathony (2009 :08) ststed that there are four function of teaching media
especially visual media, they are as follow:
a.
Attentive
function
Visual media is the
core, to full students interest and to direct student’s attention. Concetrate
the subject, which is interreleted with the means of visual media that
participate in subject material.
b.
Affective
function
To know the students
contentment level while they are studying reading visual text. Picture or
simbol can raise student’s emotion and attitude, for example when students read
information about war and other social life.
c.
Cognitive
function
Visual media can be
shown from research invention which covers that visual symbol or picture
accelerate commprehension and exacerbate students meories about information
“ car message which is contained in the picture”.
d.
Compensatory
function
Teaching media can be
shown from researc product that is said that visual media can help a weak and
show learn in reading to organize information in the text and to recall it
back. In other words, teaching media is as spirit for a weak learner or student
improving and understanding the subject material which can be set out in the
form of the text or orally, for example, finding our the meaning of word “mile’
through picture, painting, photograph, etc.
1.
Types
of vocabulary
Learning a language will
mean nothing without learning vocabulary. Regarding the types of vocabulary
quandt in Mardiana (2011 : 14 ) catagorize vocabulary into four types :
a.
Listening
vocabulary
This type of vocabulary
is developed early, since a child begins to recognize sound. It is limited only
to the sound, which is associated with his experience.
b.
Speaking
vocabulary
This type vocabulary is
also built early, that is time when the child begins to communicate with the
surrondings. Although the application of vocabulary at this stage is very
simple and it contains many of the small function words, that kind of
vocabulary can make up a speech.
c.
Vocabulary
of reading and writing
This types of vocabulary
are developed almost at the some time. However, reading vocabulary usually
comes earlier than vocabulary of writing. These types of vocabulary are
recognized when one has the capability of writing.
2.
Technique
in Teaching Vocabulary
In teaching and learning
vocabulary, the learners should recognize their needs. This is important,
because words are in various kinds, which make it immposible for the teacher to
teach all of words.
The teacher, then,
should find the efficient techniques in the implemantion of the teaching
process classroom, to make the teacher more ready to teach the student and the
teaching learning process will run fluently.
The procedures in
vocabulary teaching for the lower intermediate which can be applied in junior
high school student:
a.
Teacher
chooses an area or category of vocabulary they want to work.
b.
Teacher
ask each student to think of word in the chosen area of vocabulary.
c.
Each
student writes some words on a piece of paper and gives it to the teacher to
cheek and keep.
d.
Teacher
cheek students’ work and distributed among the student. each studenthas a piece
of the paper on their table.
e.
Match
the piece of paper with the correct answer, making sure one gets their on work.
f.
Student
match the word key have been dealt on the whiteboard with in devination.
3.
Teaching
Vocabulary
To know directly the
progress of vocabulary teaching on the students’ archievements , the writer
should test the students. The writer in this section present only with the
description of what to test and the types of test that could be developed in
testing vocabulary. Achievement, the writer chosen two types of test that could
be developed fill in and multiple choice.
B.
Media
Of Instructional
1.
Teaching
media
There any many kinds of
media, one of them is media of education. Naturally, media of educations have
general characteristic as has been expressed by Emiliana (2010 : 14). There are
:
a.
Media
of education means an object, which can be touched heard and seen.
b.
The
main stress is an the object or other things which can be seen and heard.
c.
Media
of educations is a kind of visual aids in teaching and learning.
d.
It
is used for interaction in teaching between teacher and students.
Media of education is
aids, method and also technique which in used to make communication interaction
between teacher and students, more effective in teaching and learning process
in the classroom. Regarding the last thing above, in this case a creative and
imaginative. Teacher are demand to utilized such as easy make media which is
easily made by teacher.
Social students with be
better understood if a teacher discussed the picture contained in the reading
as readiness activity. Question that the teacher can raise about picture may
help to motivate students to study.
2.
The
Use of Teaching Media
Teaching vocabulary is
the basic part in language teaching. The use of media is therefore, to smoothen
in the process of teaching learning activity. Hopefully, the result could be
optimally achieved because teaching media has great potential in stimulation
and increasing students’ interest in learning English vocabulary.
Accourding to Sudjana,
(1992 : 2) teaching media is useful in some ways :
a.
It
makes the teaching more interesting and it raises student’s motivations.
b.
It
makes the teaching material more clearly easily comprehended by student,
which is the main goal of an instruction.
c.
It
makes the teaching method more varieties, only in which that there is a feed
back between the teacher and the student.
d.
It
gives a lot chances for the students to study because the can do other
activities while listening at the some time such as observation action and
demonstration.
C.
Frame
work of the study
Media.
Picture
Experimental
Control
Picture
Textbook
Picture has positive effect
Explanation
In this case research
question for the proposal there are any effective using picture in teaching
vocabulary.
The writer using
quantitative, where in that there are two ways for research. First, the writer
chose two groups, one group it is called experimental class, and the second one
it is called control class. In experimental class the students use the picture
to improving their vocabulary ability, and in control class the students not
use the picture but the writer use textbook or traditional method.
D.
Hypotesis
Of The Study
Starting from the problem of this study as started previously, as
tentative answer the writer gets the following hypotesis (HA) which is said
that “picture has positive effective toward the students in teaching new
vocabulary”.
CHAPTER
III
RESEARC
METHOD
A.
Research
Design
This study deals with effectivness of using picture in teaching
speaking. Accordingly, the writer needs to conduct an experimental research
which usedstatistical method. The writer is using experimental because this
study, the writer is going to find out the effectivness of teaching strategy in
teaching vocabulary.
The writer using the quantitative experimental, where in that
there are two ways for research. First, the writer chose two group, one group
it’s called experimental class, and the second one it’s called the control
class. In experimental class, the students use the picture to improving their
vocabulary ability, and in control class the students not use the picture, but
they use traditional method or textbook.
B.
Population
and sample
1.
The
population
The populations of this study are students taken from second grade
of SMK PARIWISATA MATARAM in academic year 2012/2013. The XI/TI class consists
of 25 student and XI/FnB class consists of 25 students. The calculations of the
students second grade classes are 50 students, and they are supposed to be
active in teaching vocabulary process. They are divided into two group. The use
of picture was used in experimental group and the textbook or traditional
method is used in control group.
2.
The
Sample Of The Study
The total of students at
second grade class in SMK PARIWISATA MATARAM is more than 100 students. It
means that the population is great in number, more over limited time.
Facilitates and financed and to get the effective data in this research, the
writer takes only 66 % from the class rendomly. It means that the total of
sample are 50 students. As Arikunto said that if the subject is less than 100,
if is better to take the entire subject. If the subject is great in number it
can be taken between 10-15 % or 20-25 % or more (Arikunto, 1983). This sample
is considered to represent the eighth class student of SMK PARIWISATA MATARAM
in academic year 2012/2013.
C.
Instrument
Of The Study
The instrument of research in setting the data to make more easyly
( Arikunto, 2002 : 136).
The instrument what is used in this writer to collect the data is
test. The writer is give the student 25 multiple choice test for pre test on
vocabulary for two groups in the first meating. The student had to select one
the best answer to complete each after the student were being treated by media
picture for experimental group and with textbook (traditional method) for
control group. The writer delivered a test of post to all student as the sample
of writer.
Regarding to the
instrument of the data collection, they were all scored 4 for each correct
answer. It means the right student’s score ranged from the highest 100 ( when
the students can answer all question correctly) and the lowest is 0 ( when the
students could not answer any of the test).
D.
Technique
of Data Collection.
1.
Pre-test
It is the first method of data gathering is used by the writer.
The writer give pre test to both group as the sample of reaserch. Pre test
which is aimed at knowing the students vocabulary abilities, before having
treatment, the test is held by the writer.
2.
Treatment
The treatmen of using picture is conducted in experimental group
class however picture treatment will not applied in control group. The
following are the treatment process of teacher while teaching the class using
picture media.
a.
Teacher
tell the student about the topic discusion. Student are expected to be active
in the classroom by asking them to mention some word related to the topic in
English or their mother tongue next, teacher read a simple paragraph in the
text slowly, while student listen to teacher. Teacher read the paragraph once
again sentence by sentenc, and student read after teacher. Teacher ask some
student to read paragraph slowly and the other listen.
b.
Student
are asked to find unfamiliar wordson wrote them on the white board. Teacher
than show some pictures related to the unfamiliar words on the white board to
the student. Every student will asked in aeanglis the name of thing in the
picture, the response the instruction given, they could use some way to answer
such as using their mother tongue firs, opening dictionary or using
teacher’clue, teacher ask some students to rite their answer on the white
board, teacher collected student answers. Furthermore, student are asked
to pronoun the words on the whiteboard after teacher. Teacher poented
toward the picture and the real object while student pronouns the new words had
been translated on the white board one by one. In the treatment, teacher used
not on;y as an instrument but also real object, which axisted in the classroom.
c.
Finally,
in the end class activities, teacher show the picture again and asked students
to mention the name of things on the pictures. During the tratment, the teacher
had facilitate her self with the observation sheats.
3.
Post
test
Finaly the student’s paper sheets will submited and the students.
Result are treat as the data of the study. The test is similiar to pre test.
E.
Technique
Of Data Analyze
After obtaining the
individual scores of the two group, the writer process the data score with the
following step :
1.
The
data from the test result namely the students individual score is analysis
statistically following the procedurer below :
a.
Find
out the mean score of the each treatment by using the formula.
M x = and MY =
Where :
MX = Mean score of experimental group.
MY = Mean score of control group.
∑ = Sum of
N = Number of sample
b.
Identifying
the deviation (d)
X = X2 – X1 and y = y2 –
y1
Where :
x/y
= Deviation score of experimental group /
control group.
x2/ y2
= The post – test score of experimental group / control group.
x1/ y1
= The pre – test score of experimental group / control
group.
c.
Standard
Deviation
Standard deviation is
the particular set of score under study, when attempting to estimate the
population. The function of standard deviation are to correct for this
statisticians have generated an equation for an unbased estimate of a
popularizing. Which when applied to small samples and to increase the value of
sample.
Find out the standard
deviation of each treatment by using the formula:
1. Standard
deviation for experimental group.
∑X2 = ∑ dx2 –
2.
Standard deviation for control group
∑ Y2 = ∑ dy2 -
d.
Identifying
the t – test
t =
where :
MX
= The mean score of experimental group.
MY
= The mean score of control group
X
= The deviation score of pre test
and post test. (experimental
group)
Y
=
√
= The roof of
∑X2 =
a sum of square deviation of experimental group
∑Y2 =
a sum of square deviation of control group
NX
= The number of sample in experimental group
NY
= The number of sample in control group
df
= Degree of freedom with formula :
Nx + Ny – 2.
BIBLIOGRAPHY
Arikunto, Suharsimi,
2006. Prosedur penelitian Suatu Pendekatan Praktek. Jakarta : Rineka
Cipta
Swan, michael, 1995. Effective.
Practical english usage.
Zuhrianti. (2008). Function
of picture in teaching. New York, Macmillan Publishing Company.
