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INCREASING STUDENTS VOCABULARY ACHIEVEMENT THROUGH PICTURE AT THE FIRST YEAR OF SMP NEGERI 2 PEKALONGAN LAMPUNG TIMUR
ABSTRACT This research is conducted at the first year of SMP NEGERI 2 Pekalongan, Lampung Timur. One of the objectives of teaching vocabulary to the students is that the students are able to use it in spoken or written form. An adequate vocabulary can help them to use English more easily. McCallum (1990:4) stated that Junior High School students should achieve vocabulary around 1000-1500 words. However, there were some problem; most students did not have adequate vocabulary and the teachers did not use a suitable technique that can increase the students’ vocabulary achievement. This research was intended to find out whether there was a significant increase of the students’ vocabulary achievement related to content words at the first year of SMP NEGERI 2 Pekalongan, Lampung Timur through picture. The pretest and the posttest with one group pretest- posttest design was applied. The subject of the research was the first year students of SMP NEGERI 2 Pekalongan, Lampung in Timur the year 2011/2012. The researcher used the vocabulary test in the form of multiple choices as the instrument of the research and Repeated measures T-test was accomplished to analyze the data. The result showed that the students seemed to be enjoyable and interested in learning since the students could provide a good response during teaching learning process. It can be seen from the increase of the students’ mean score. The students’ mean score of the pretest was 50.26 while the mean score of the posttest was 76.50. After comparing the result of the pretest and the posttest, the writer found out that the mean score of the students had increased -26.23. The total score of the pretest was 1.709 while the total score of the posttest was 2601. The increase was 842. Based on the data analysis at the significant level of 0.05, the researcher found that p=0.000. It proves that the students’ scores increased significantly (p<0.05, p=0.000) and the students’ active learning was better. It means that there was a significant increase of the students’ vocabulary achievement through picture. In other words, teaching vocabulary through picture is considered to be better in increasing the students’ vocabulary is considered to be better in increasing the students’ vocabulary achievement and it can be used as a reference to teach English vocabulary. So, this media can be an alternative for teaching vocabulary.
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