1

CHAPTER 1INTRODUCTION

A. Background of the ProblemAcording to Vira (2012) young learners refer to children who are 7-12 years old, or an elementary school student from the first graders to the sixth graders. So why young learners need to learn english? Khristiana (2012) state that the young learners will have a pride for knowing English as an international language, they will get a job easily in the future, and they will have more view of the world. From that statement we can conclude that the goal of learning english to young learners is because english is an important language now and future. In order to become success person in the future, young learners should be introduced to english early.Every students who learn english must acquire vocabulary, Penny (1993: 60), stated that, "Vocabulary can be defined, roughly, as the words we teach in the foreign language." There are many definitions of vocabulary, like a statement made by Barnhart (2008: 697), He stated that vocabulary is stock of words used by person, class of people, profession, etc.Hatch and Brown (1995: p.1) stated that vocabulary is the foundation to build language which plays a fundamental role in communication. Based on the statements above, we can understand well why is vocabulary become important to learn. As a beginner, if we dont know about grammar, but know a little about vocabulary, we still can communicate, although the basic.At the elementary school, english is introduced to the students through learning its vocabulary. Hardjono (1998: p.7) defines dari semua aspek dasar bahasa asing yang harus dikuasai siswa dalam proses belajar, aspek kosakata yang paling penting tanpa penguasaannya tidak mungkin orang biasa menggunakan bahasa asing. So, vocabulary has always benn an essential part of english and foreign language. From the importance of vocabulary above, teacher should give attention because vocabulary is crucial thing for elementary students to learn. We can conclude that the goal of young learner learning vocabulary is to build their basic of english and introduce them to english language itself so they can learn english from the basic. It is also suitable with the statement of Langan (1994: 422), he said that a good vocabulary, more than any other factor, was common to people enjoying successful careers in life. Beside that, it is hoped that they will have more vocabulary (because they are easier to catch new vocabularies) and will help them in studying English in the next level of school (Senior High School) or in the university. So that they can use their English in order to communicate to other people from other countries later.In some case the students usually get bored when they learn new vocabulary, as the research which conducted by Suardiawan with the title of Improving Vocabulary Mastery Through Group Investigation Technique of the Sixth Grade Students of SD no. 2 Tibubeneng in Academic Year 2010/2011, it is found that most of students find difficulties in mastering vocabulary without the helps of games and/or media. According to Hakim (2011), there are 3 factors that affect students vocabulary mastery. First is students factors which is students interest and learning activities. The second is Teachers factor, and the last is learning facilities factor. So we can conclude that the 3 elements are the key factors which is very important in affecting students vocabulary mastery.The teacher should try another why in teaching english. As Hakim (2011) stated that the use of media as learning aids is mostly believed to facilitate the English classes. Although this is not only factor to increase the quality of English teaching, but the media can be as an object or visual representation of the real thing.

Colored picture is imitation of things (person,animal,plant etc) made by pencil etc on the paper etc adding by color such us blue, red, yellow, green etc.) color can create special effect in psycology , J Linsco and Drs Mansyur (1998) stated that the colours isnt a phenomenon that only to observe, the colours influence the behaviours, take important part in estetic exam and determine us in like or dislike to the various of thing. Based on statement above, the writer can take conclusion that teaching vocabulary use colour is good way, beause it can stimulate the students to understand more.There are several studies in teaching vocabulary involves the use of colour, this methology has been tested by Gnoinska (1998) Who found that colour have a tremendous influence on human healty and psyche, lack or overabudance of certain colour can cause physical or emotional disorders, exposure to colour vibrations is used in the treatment of number of diseases and mental problem. Pictures can be used for teaching various aspects of language skills. encounters when they could scan the pictures accompanied in this extant, pictures could provide message usually (Sadiman,2002:76). So the writer can make conclusion that if colour combined with picture, can become an interesting media to teach vocabulary for young learners. The writer wants to know what is the effect of the colored picture to the students vocabulary mastery.However,only a few research that discuss about colored picture, it is a need to conduct a study which knowing the effect to the students vocabulary mastery.Starting from this point, by using colored picture, the researcher hope that the students will be more motivate, relaxed and interested in learning vocabulary. The writer is also interested to conduct a research entitled THE EFFECT OF COLORED PICTURE TO THE STUDENTS VOCABULARY MASTERY AT THE THIRD GRADE OF ELEMENTARY SCHOOL AT SDN BANJARAN 3 KOTA KEDIRI IN ACADEMIC YEAR 2013/2014

B. Identification of the ProblemThis study mainly concerned in the effect of colored picture to the elementary students vocabulary mastery. Their vocabulary is not good enough, because they are the beginner level in studying english. However, vocabulary is the most important thing in language because it is the basic of all.The teacher should give another media to encourage the students vocabulary mastery. Colored picture, which is kind of a media, can help the students to learn the basic of english, especially on learning vocabulary. By using colored picture, the researcher hope that the students will be more motivate, relaxed and interested in learning vocabulary.C. Limitation of the ProblemThis research is focusing on the vocabulary mastery of the third grade students at elementary school. The researcher wants to know the effect of using colored picture to their vocabulary mastery by measure their spelling and their understanding about the meaning of the word. The researcher choose the third grade students of SDN Banjaran 3 in academic year 2013/2014 as the respondent.D. Formulation of the Problem-Is there any effect of Colored Picture to the students vocabulary mastery at the third grade students of SDN Banjaran 3 Kota Kediri?E. Purpose of the ResearchThe purpose of this study is to find the effect of colored picture in students vocabulary mastery at the third grade students of SDN Banjaran 3 Kota Kediri.F. Significant of the ResearchBased on thus statements, in this study of the research has some significances. English will be useful in the future for the English teachers and the readers. The researcher hopes this research will give benefits to: 1.The English teachersThe writer hopes that this research can give the inspiration to the English teachers in their teaching way. So they can choose the suitable media to make their students more interested and easier in learning english especially vocabulary.2.The ReaderThis research can become a reference for the reader especially for those who are interested in knowing the effect of media to the students; vocabulary mastery.3.The Researcher/WriterThis research can develop the researchers knowledge about the the effect of using colored picture to the students vocabulary mastery.4.Other researchersThis research can be used for the other researchers whose focus on the using of colored picture or focus on students vocabulary mastery.G. Definition of Key Term1. Vocabulary MasteryVocabulary is, according to Hatch & Brown (1995), the list of words that speakers of a particular language use. It is the ability to understand (receptive) and use (expressive) words to acquire and convey meaning.2. Colored PictureJean L. Mckenchnie (1987) defines colored picture in Webster that Picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting, drawing or photography

CHAPTER IIREVIEW OF RELATED LITERATURE

A. Teaching1. The Nature of TeachingTeaching is the most important thing in learning process. Through teaching a teacher can help the students to understand about the lesson given. The word teaching according to Brown is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge causing to know or understand (Brown, 2001:7). Similarly, teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Teaching cannot be separated from learning because they support each other.Brown explains that learning is acquiring or getting of knowledge of a subject or a skill from study, experience, and instructions. Learning is acquisition or getting, learning is retention of information skill, and learning involves some forms of practice, perhaps reinforced practice (Brown, 2000:7). Moreover, Learning is a relatively permanent change in an individuals knowledge or behavior that results from previous experience (Hamilton and Ghatala, 1994:7).According to Harmer (1998:1-2), there are some characteristics that the teacher should point out to be a good teacher;1) A teacher should make his/her lesson interesting.2) A teacher must love his/her job.3) A teacher should have his/her personality.4) A teacher should have a lot of knowledge.5) A good teacher is an entertainer in positive sense, not in a negative sense.Teacher should be a good teacher to make the student interested in learning the materials

2. Teaching English as Foreign LanguageThe different languages are spoken in the world. The different languages are used all over the world. There are many varieties within the language. How these languages are originated, it is very difficult to know. It is believed that people started conveying message quest, signals, postures, gestures and sign etc. Language is a medium through which a one can express his ideas, thought, feeling and message. It is the language which is used by the people of other country or society. For example Russian, China and other country also use these languages. These are foreign language because they have different sound pattern, different words, little ode structure and entirely different meaning. As a stated by Patel and Jain (2008:35) the term "Foreign language" has been defined as: Foreign language is the language where the secondary environment is not observed and the people of linguistically foreign societies use such language.So far we have been considering English as a second language. But in the rest of the world, English is a foreign language. That is taught in schools, often widely, but it does not play an essential role in national or social life. According to Leni (2006) English is one of the foreign languages for Indonesian students..... English should be taught as language not as literature because on this stage, students do not understand the literary sense of English. As a stated by Patel and Jain (2008:31) there are many differences in teaching English as a foreign or second language. When we teach a language in the country where it is spoken (such as English in Australia, Canada, New Zealand, the U.K. or the U.S.) it is called English as a Second Language (ESL). In contexts where English is not the prevalent language used for communicating (such as Argentina, Oman, Kazakhstan, or Thailand), we talk about teaching English as a Foreign Language (EFL). Patel and Jain (2008:32) The foreign language characteristics are: a) Diff'erent sound pattern b) Different words c) Little ode structure d) Different meaning

B. Teaching English to the Elementary School1. Goals According to the Ministry of Education, the goals/purpose of teaching English to the elementary school are :1) to enhance students basic abilities of English communication skills in school contexts2) to motivate students interest in English language learning3) to broaden students perspective toward the importance of learning English to improve their competitive power in global society2. CharacteristicIn general, the elementary school students are the children at the age between six up to twelve years old which are enthusiastic to know and learn everything. Harmer (2001: 38) states some general characteristic of children. There are (a) they respond to meaning even if they do not understand the words, (b) they often learn indirectly than directly, (c) their understanding comes not just from the explanation, but also from whatthey see hear and crucially have a chance to touch and interactwith, (d) they generally display an enthusiasm for learning and curiosity aboutthe world around them, (e) They have a need for individual attention and approval from their teacher, (f) they are taken on talking about themselves and responding well to learning that use themselves and their own lives as main topic in the classroom, (g) They have limited attention span, unless activities are extremely engaging can make them easily getting bored, losing interaction after 10 minutes or so. The age has become a major factor to formulate decisions on teaching students. The students who are considered as young learners enjoy studying language through loads of cheerful activities in a bright and colorful room. While adult are expected to use abstract notions since they can think rationally. As Harmer (2001:40) affirms that adults often encompass clear understanding of why they are learning and what they wish to comprehend out of it.Based on the points stated by Harmer above, the elementary school students are very enthusiastic in finding out, understanding and learning everything.

C. Vocabulary Mastery Ability1. Definition of Vocabulary Mastery AbilityVocabulary is one of the language aspects which should be learnt. Learning it is important because in order to be able to speak, write, and listen learners have to know vocabulary first. A person said to know a word if they can recognize its meaning when they see it (Cameron, 2001: 75). It means that in learning vocabulary learners have to know the meaning of it and also understand and can use it in sentence context.According to John (2000:16), vocabulary is knowledge of knowing the meanings of words and therefore the purpose of a vocabulary test is to find out whether the learners can match each word with a synonym, a dictionary tape definition, or an equivalent word in their own language. In learning vocabulary automatically they have to know the meaning of words themselves and can use it in sentences.In brief, vocabulary mastery can be defined as a number of vocabulary (words) in a language which contains information about its meaning, form, and usage in context of communication. It is the basic knowledge that students should master first before mastering English. As Chen and Li (2009) acknowledge, vocabulary learning is a principal issue for English learning because it comprises the basic building blocks of English sentences.The vocabulary mastery is not a spontaneous process which is easy to be done. The process of vocabulary mastery begins when someone is still an infant. Basically, the babys first language comes from the mother tongue. They will master the vocabulary through the simple words by listening the words which are uttered by someone else. It is known that English vocabulary learning cannot run successfully without English ability (English skills) because both of them are very important in English teaching and learning process.The students cannot do well in comprehension without large vocabulary, for the passages and questions involve a range of words much wider than that of daily conversation. To make the discussion clearer, Harmers opinion can be added. In his book, Harmer (2001: 16) says that there are some aspects that have to be discussed in vocabulary, namely: word meaning (synonym, antonym, connotation, and denotation), extending word use such as idioms, word combination or collocation, and the grammar of words which comprises noun, verb, adjective, and adverb.

2. Teaching Vocabularya. Technique of Teaching VocabularyHarmer (2001: 155) gives the wide explanation about some technique for teaching vocabulary that is summarized as follows:1) DemonstrationThe teacher demonstrates the language where he/she wants the students to study by offering them there in action.

2) ExplanationThe teacher explains the construction of language in diagram, using textbook, using board or OHP.3) DiscoveryThe students can be encouraged to understand new language form by discovering them in a test or by looking at grammatical evidence in order to work out a grammar rule.4) Check QuestionThe teacher can check question to see if students have understood the meaning and use in the text or paragraph.5) PresentationThe teacher shows the things and does not present words to students, for example, picture, video and also use the mime, action, and gesture to present the words.

b. Media in Teaching EnglishMedia is the channel of communication. Media are considered as instructional media when they carry massages with an instructional purposes that is to facilitate communication.The teaching media is media that is used to support the instructional interaction between the teacher and the students (Latu Heru, 1998). Media has a very important role in increasing the childrens interest to follow and pay attention to the lesson, because by using media, the student do not only listen to what is said and taught by the teacher, but also see, notice, and fell it directly. It can increase student motivation in learning, activate student to give responses, enable the student to repeat what they learn, stimulate the student to study harder, and encourage the student to give direct feedback.Media in teaching learning process help teacher to present a material in a time efficient and stimulating students to get information more readily. According to Marianne Celce which quoted by Tafani, Vilma (2009: 86) in the teaching English as a second or foreign language, there are kinds of media in the language teaching process divided into two media they are: a. Non Technical Media Blackboards, whiteboards, magnet boards, flannel boards, pegboards, flash cards, index cards, wall charts, posters, maps, scrolls, board games, mounted pictures, photos, cartoons, line drawing, object regalia, pamphlet, leaflets, flyers, equipment operation manual, puppet, newspaper, magazine. b. Technical media Audiotapes, audio recorder, record players, videotapes, video players, radio television, telephone, film, film projector, computer software, hardware, multimedia lab, filmstrips, and so on.

c. Teaching Vocabulary for Elementary School Teaching vocabulary in elementary school is very important and it is the main issue to be developed in children when teaching English as a foreign language. Consequently, the teacher must be cautious and pay attention to the methodologies and techniques appropriateAs stated by Munoz (2011) Teaching vocabulary plays a significant role in language acquisition, since vocabulary will help students dominate the four language skills speaking, listening, reading and writing. Vocabulary will make the practice of English language structures easier; having a stock of words is useful for describing daily life ideas and feelings that children express in their native language.For the children to understand the application of words in spoken or written sentences, words should be taught as a set not word by word. We think that the best way of teaching vocabulary is not leading the students to memorize but also teaching them to pronounce, to spell, and to use it in context.

d. Assesment in Teaching VocabularyAs with other areas of literacy assessment, the assessment of students' vocabulary development should be varied and meaningful. Allen (1999) lists the following indicators of students' vocabulary development:

1) An increased sense of word play;2) A heightened awareness of how words sound (rhyme, repetitive language patterns); An inquisitiveness about word meanings and etymologies;3) A more diverse and richer use of language in speech and writing; and4) An ability to construct semantic maps to extend an understanding of words and concepts.

As Tchudi (1997) explains, assessment uses descriptions rather than judgments of readers and writers and is formative, or in process, rather than summative or final. Evaluation, on the other hand, is summative. When we evaluate students' vocabulary growth, we compare students' use of vocabulary to an established benchmark or standard of expected student performance at a particular point in time. So, when we say we are assessing students' vocabulary growth, we are involved in data collection.Students need to be able to demonstrate word knowledge on tests. Teachers should provide students with practice in common vocabulary testing formats. Johnson (2001) recommends three formats to acquaint students with:

-Given a list of three or four words, which one does not belong?-Choose the word that best fits in the sentence.-Given a list of three or four words, choose the closest in meaning to fit in the sentence.Vocabulary assessment should be varied, meaningful, and match instruction (NRP, 2000). Johnson (2001) suggests that teachers assess vocabulary in their classrooms using written work, cloze passages, hinky pinkies (riddles), memory games, teacher tests, and by asking students directly. Johnson offers some suggestions for testing word knowledge. We could ask the child to:

-Read the word and circle a picture of it.-Look at a picture and circle the word for it.-Read the word and circle a definition.-Read the word and circle a synonym.-Read the word and circle an antonym.-Read the word in context and circle a definition, synonym, or antonym.-Read a sentence and write the missing word.-Read a sentence and supply the missing word orally.-Read the word and draw a picture or tell about it.-Read the word and put it in a category.-Find the word in a category in which it doesn't belong.

D. Colored Picture1. Definition of Colored PicturePictures are kinds of visual instruction materials might be used more effectively to develop and sustain motivation in producing positive attitudes towards English and to teach or reinforce language skills. It is supposed by Li Shing (2000:13) in His Article that The Picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language.One of the interesting media in teaching vocabulary in elementary school is colored picture. According to Richard in Nurrofiah (2002) Colored picture involve teacher to use visual aid and picture in learning process. The teacher can get various picture used from magazine, poster, and newspaper, etc. The advantage of using picture as media is easy to use because they do not require any equipment and they are inexpensive. Beside, they will long last and can be used in many ways in all levels in the primary or the beginner.

E. Teaching Vocabulary Using Colored PictureVocabulary is, according to Hatch & Brown (1995), the list of words that speakers of a particular language use. As language teachers we use different types of teaching aids to explain the meaning of new words. Using pictures is one of the teaching aids that teachers depend on in their teaching. Harmer (2001:134) states that Teachers have always used pictures or graphics whether drawn, taken from books, newspapers and magazines, or photographs to facilitate learning. In my experience on PPL (Praktik Pengalaman Lapangan), English teachers tend to feel that using pictures in teaching new words makes the process enjoyable and memorable. They also feel that pictures attract pupils attention and deepen their understanding of vocabulary. Pictures can also help learners with abstract words, as associating the words with a concrete object makes these words easier to remember.Harmer (2001:135) states that one of the most appropriate uses for colored pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word aeroplane, for example, is to have a colored picture of one. Of course, not all new words can be taught using colored pictures but most concrete vocabulary can.Nation (1990:51) lists a number of basic techniques through which teachers can explain the meanings of new words, all of which can be used in the young learner classroom. Some of these techniques involve the use of colored pictures from a variety of sources - pictures from computers; photographs; drawings or diagrams on the board; and pictures from books. It will be interesting in this study to see which techniques teachers use.Of course, the colored pictures must be chosen carefully and it is hoped that this study will shed some light on how teachers make these choices. According to Harmer (2001), pictures should be appropriate not only for the language to be learned but also for the classes they are being used for; if pictures are too childish students may not like them and if they are culturally inappropriate they can offend people. Colored pictures also need to be visible especially if they are being shown to the whole class they need to be big enough for everyone to see. And it also helps if colored pictures are durable that is, strong enough to be used several times.As noted above, although it is generally accepted that colored pictures can play an important role in supporting vocabulary learning, we know little about teacher and learner perspectives on this issue.

F. Review of Related ResearchThe researcher has some relevant previous researches that support, there are:Journal entitled THE USE OF COLORED PICTURE TO INCREASE STUDENTS VOCABULARY MASTERY IN THE ELEMENTARY SCHOOL AT THE SECOND GRADE OF SDN 3 AMPENAN IN ACADEMIC YEAR 2011/2012 by WIRMAN KANTAPRAWIRA. This study examines the use of colored picture in teaching vocabulary by using a quasi-experimental research. This research employs pretest and post-test experimental design. Two groups of sample use treated differently,the first group (group A) as the experimental group treat with colored picture, and the second group (group B) use picture without color.The similarity between his research and the researchers are on the media that is used and. The previous researcher also using colored picture in his research, it is same with the researcher. And also both of the researcher choose vocabulary in the research.The differences on this previous researcher is on the respondent. The previous research choosed the second grade, while the research choose the third grade. Also he use a quasi-experimental, while the researcher use quantitative research.

G. RationaleThis research is trying to know how well is colored picture influenced in the students vocabulary mastery in this case is spelling and understanding meaning, especially in third grade students. Because the students who are in the elementary school are need to build their basic of english so they can improve it in the future when they grow up. So mastering vocabulary since elementary is well needed.Colored picture is believed as one of the media that can make variative teaching learning process. The students can learn or acquire some vocabulary by using colored picture.

H. Hypothesis The hypothesis of the result study is formulated as follows:1. The null hypothesis (Ho)There is no effect of using colored picture to the students vocabulary mastery of the third grade students of SDN Banjaran 3 in academic year 2013/2014.2. The working hypothesis (Ha)There is any effect of using colored picture to the students vocabulary mastery of the third grade students of SDN Banjaran 3 in academic year 2013/2014.

CHAPTER IIIRESEARCH METHODOLOGY

A. Identification of VariableA research is basically conducted in order to find out the relationship between two or more variables or the influence a variable used another variable. Therefore, research variables are usually labeled independent variable and the dependent one.The title of the research is The Effect of Colored Picture to the Students Vocabulary mastery at the Third Grade of Elementary School at SDI Al-Huda Kota Kediri in Academic Year 2013/2014. The variable of the research are: The effect of colored picture, as independent variable.Vocabulary Mastery, as dependent variable.The effect of colored picture, as independent variable. It is a variable that stands alone and isn't changed by the other variables you are trying to measure, Creswell (2012). Independent variables are the variables that the experimenter changes to test their dependent variable. Colored picture means picture of things (animal, foods, drinks, etc) which filled by the real color of the thing to make more interesting.Vocabulary mastery, as dependent variable. It is something that depends on other factors. The dependent variable is called dependent because it is thought to depend (at least in part) on the manipulations of the independent variable, Creswell (2012). For example, vocabulary mastery could be a dependent variable because it could change depending on several factors such as how much you studied or what media that used. In brief, in this research the vocabulary mastery can be defined as a number of vocabulary (words) in a language which contains information about its meaning and spelling in context of communication. It is the basic knowledge that students should master first before mastering English

B. Technique and Research Approach1. Research ApproachConcerning with the object of this research The Effect of Colored Picture to the Students Vocabulary mastery at the Third Grade of Elementary School at SDI Al-Huda Kota Kediri in Academic Year 2013/2014 , the research design that will be use in this research is Quantitative Research. Because, quantitative research is research which use statistic data. Quantitative research collects the data through observation and the comes up with the theory account for data. 2. Research TechniqueThis research categorized as pre-experimental research because the researchers observed one class and observe in it throughout the study. The method to be used in this research is pre-experimental study. Pre experimental design is a research procedure that has no control group. Analyzing the result of pre test and post test can see the influence of treatment. Arikunto (2002:78) stated that in experiment, the observation is done twice; before and after treatment. The observation that is done before the experiment is called pretest and observation after the experiment is called post test. In the pre test, the researcher give vocabulary test, and then after that in the treatment, the researcher start to teach using colored picture, and then in the post test the researcher give vocabulary test again with the different material from pre test. The writer choose this design because the study aims to know the effectiveness of using colored picture in vocabulary mastery for the third grade studets at SDI Al-Huda Kota Kediri.

C. Place and Time of the Research1. Place In trying to find out the data relating to the variable of research, it is necessary to determine where the research must be held. This research is taken in SDI Al-Huda at JL. Masjid Al Huda No. 196, Ngadirejo, Kota Kediri. The choice of the subject of the study is based on the following considerations:a. The students have never learned English by using colored picture, so the students are curious.b. The students need a new way in learning English in general and especially in vocabulary mastery.2. Time The arrangement of time schedule is very important in holding the research, since it will determine how long the research will be done. The chronological time and its detail can be seen in the following table:No.ActivitiesMonths / weeks

FebruaryMarchJune

123412341234

1.Research preparationv

Making lesson planv

Preparing materialv

Writing instrumentv

2.Pre-testv

Treatmentv

Post-Testv

Evaluation and reflectionv

Data analysisv

3.Reporting v

4.Writing v

D. Population and Sample1. PopulationThe population in this research are students of Elementary School in SDI Al-Huda academic year 2013/2014. Population as stated by Arikunto (1998:115) that the whole of the subject research is called population research. Population are all of the student which have the same characteristic and will be investigated through this research. The third grade students at SDI Al-Huda Kediri became the subjects of this research. There were ... students. The member of population :No.ClassNumber of Subject

1.Class 3... students

2. Sample To determine the sample of the study, the writer will take what Arikunto (1998:107) suggested that sample is a part of representative of population that are examined or investigated. The sampling technique used in this research is cluster sampling. Cluster sampling is a sampling technique used when homogeneous groupings are evident in a population, where is the total population is divided into these groups (or clusters). Based on the suggestion from the English teacher at SDI Al-Huda Kediri, it was suggested to choose the the third grade class. The other reason is the class was conductive and communicative, because the students ability in English was a little bit higher compared with other classes.

E. Research Instrument and Technique Collecting Data1. Research InstrumentTest is an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of spesified criteria. In this research, the researcher gave lesson plan with the written test based on the topic of the curriculum at the elementary school. The instrument to gathering data should be prepared and the writer used measurement technique. FIRST MEETING (PRE-TEST)A. Fill in the blank with the right answer1. The ... is brown2. The ... is whiteB. Arrange these jumbled letters into a good word so become a good sentence1. The T B A R B I is T W E H I= .................................................2. The F G E R F I A is L O W L Y E= ..................................................SECOND MEETING (TREATMENT & MEDIA)STUDENT HANDOUT1. The apple is red2. The banana is yellowSECOND MEETING (POST-TEST)STUDENT WORKSHEETA. Fill in the blank with the right answer1. The ... is red2. The ... is greenB. Arrange these jumbled letters into a good word so become a good sentence1. The O A M G N is N E G R E= ..............................................2. The A N B N A Ais E O Y L W L= ...............................................

The formula of calculating the students individual score by Hatch and Lazaraton (1991:162). 2. Technique of Collecting DataThe process of collecting the data was through two cycles in two meetings. First meeting was the pre test. In the second meeting, the researcher give treatment, conducting the teaching learning process. After that, the students did a post test in the same time. The method to be used in this research is pre-experimental study. Pre-experimental design is a research procedure that has no control group. Analyzing the result of pre test and post test can see the influence of treatment. Arikunto (2002:78 ) stated that in experiment, the observation is done twice; before and after treatment. The observation that is done before the experiment is called pretest and observation after the experiment is called post test. The form of pre-experimental study that the researcher applies can be seen bellow:The design is illustrated as follow:1. Apply X1 is pre test that is given before the teaching or the treatment. The purpose is to know the students mean score in vocabulary.2. Apply T, is considered as treatment given. The teaching vocabulary by using picture. Apply X2 is post test that is given after having treatment. 3. Apply X2, is post test given after having the treatment. Post test to measure the students mean score of the vocabulary by using picture after application of experiment T.4. Compare X1 and X2 to determine the students changed score of pre test and post test.a. Pre TestPre-test is given before the students are taught using colored picture. The researcher observes the class to get the information about students initial condition and to know their problems in learning English, especially vocabulary mastery. In this activity the teacher taught students without using any media. b. TreatmentsThe writer introduces colored picture to the students and explain the topic that is going to be learned. Then, the teacher teaches vocabulary by using colored picture. The activity in treatment required the students to share information about the topic, the researcher taught to the students ten words about fruits. This treatment is conducted once.c. Post-testAfter having the treatment, the students are asked to do a test based on the topic that teacher given. Post-test is aimed to know the students achievement after series of treatment has been given.

F. Data AnalysisThe analysis in this research is intended to find out the result or the students score of the students achievement of vocabulary mastery and to investigate whether or not the teaching vocabulary through colored pictures increase the students vocabulary mastery significantly.After the data are collected then the data are classified again to identification. The result of identification of the data is to classified based on students ability in mastering vocabulary. After give a treatment, the researcher gave test to students. Then collecting the data by using test, the writer analyzes the result of the test. The result of the test will analyzed using scoring. In analyze the data, the writer used t-test. The formula of the t-test by is as follows:

t = test of differention = the sum deviation mean of different score n = the number of sampleThe T-score must be compared to t-table to decide the significance of the study. The rules are as follows: If the T- score t table, and the degree of significant 1% it means very significance, so Ha is accepted, Ho is rejected. If the T-score t table, and the degree of significant 5% it means significance , so Ha is accepted, Ho is rejected. If the T-score t-table, and the degree of significant 5%, it is not significant , so Ha is rejected, Ho is accepted

CHAPTER IV

CONCLUSION

A. CONCLUSIONVocabulary is one of the important factors in all language teaching learning and the students must continually learn new words as they learn structure and as they practice sound system, but most of the students are not interested and motivated at all. Therefore, the writer uses colored picture as one of the strategies or media in teaching that benefits the students and also the teachers in many ways.This paper is far from perfect, the writer need some critic and suggestion from all participants involved for writing this paper. Hopefully, there would be further studies on teaching English using colored picture.

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