TEACHING ENGLISH VOCABULARY USING

PICTURES TO THE FIFTH GRADE STUDENTS OF

SDN TUGU JEBRES NO. 120 SURAKARTA

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in English Diploma

Program, Faculty of Letters and Fine Arts Sebelas Maret University

By:
Himayatus Sholihah
C.9306121

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
2009

11
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TEACHING ENGLISH VOCABULARY USING PICTURES TO THE FIFTH

GRADE STUDENTS OF SDN TUGU JEBRES NO.120 SURAKARTA

Himayatus Sholihah1
Drs. S. Budi Waskita, M.Pd2

ABSTRACT

2009. English Diploma Program, faculty of Letters and Fine Arts, Sebelas Maret
University Surakarta.
This final project is written based on the job training which has been done by the writer in
SDN Tugu Jebres No.120 Surakarta. The purpose of this final project is to describe the
process of using pictures in teaching English vocabulary and to explain the influences of
using pictures in teaching English vocabulary pictures to the fifth grade students of SDN
Tugu Jebres No.120 Surakarta.
The class activities consisted of four steps based on the lesson plan that was made before.
They are: Warming up that was done to make students interested in learning and to
introduce the materials. Presentation in which the writer presented the materials by using
pictures as visual media in order to explain the material clearly and easily to understand.
There are many activities in this part, such as Listening, Writing, Speaking and Reading.
Skill practice is used to know the students’ progress in the material that has been
explained before, and the assessment to evaluate the students’ understanding about the
lesson and the writer’s way of teaching.
The writer found out the positive effects of using pictures in teaching English vocabulary,
these are: the pictures could improve the students’ motivation, the pictures could attract
the students’ attention, the pictures help the students to memorize the vocabulary and the
pictures make the teaching and learning activities interesting. To improve the quality of
English teaching and learning in SDN Tugu Jebres no.120 Surakarta, it is suggested that
the English teacher had to create the suitable technique in improving the students’
motivation in learning English vocabulary. SDN Tugu Jebres No.12o surakarta should
also provide the teaching media that are useful to support the English teaching process.

1
Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C 9306121
2
Dosen Pembimbing
 13

CHAPTER I

INTRODUCTION

A. Background

English is an international language. As we know that English is a way to

get through the international communication in globalization era. It is spoken by

many people all over the world. English is also a key to open doors to scientific

and technical knowledge which is needed for the economic, politic, social, culture,

tourism and many other fields. Another fact of the importance of English is a top

requirement of those seeking jobs, because many occupations require people who

have an English competence. From the facts above, it is obvious that everybody

needs English to greet the global era.

Nowadays, mastering English language is very important for most people,

especially students. In recent years, a number of elementary schools have begun to

introduce English into their curriculum. At elementary schools, English is

introduced to the students’ thourgh learning its vocabulary because it is the most

important element that will become the basic competence in order to get other

competences like listening, speaking, reading and writing. Vocabulary is also as

the fundamental component to enable the students to speak English.

In teaching English to children, the teacher should pay attention not only

on how the right implementation the techniques used but also on how these
 14

techniques are suited to the elementary students’ characteristics. It is the target to

create the teaching learning process more interesting to the children.

Every teacher wants to run the teaching learning process effectively. The

use of media is aimed to enable the students to get the lesson and give an

enjoyable atmosphere in classroom to encourage the students’ motivation and

students’ interest to the lesson.

Pictures are very helpful media especially to avoid misunderstanding of

the questions since the students can relate the questions to the pictures given.

Pictures have an important role in the understanding of meaning. They give

illustration of something and make it clear. Pictures are used to help students to

understand and comprehend something clearly and easily.

Based on the previous explanation the writer decides to write a final

project entitled:

“Teaching English Vocabulary Using Pictures to the Fifth Grade Students of

SDN Tugu Jebres No.120, Surakarta.”

 15

B. The Objectives

Based on the background explanation above, the objectives of this final

project are:

1. To describe the process of teaching English Vocabulary through pictures

at the fifth grade students of SDN Tugu jebres No.120,Surakarta.

2. To explain the influences of using pictures in teaching English vocabulary

to the fifth grade students of SDN Tugu Jebres No. 120,Surakarta.

C. Benefits

The writer hopes that the final project result can give some benefits for

several sides they are:

1. SDN Tugu Jebres

It is expected that the final project can give useful input to the

teachers in improving its quality of teaching learning process to

elementary students.

2. English Diploma Students

It is expected that the final project can give some advantages to the

students who need additional information about teaching vocabulary to

elementary students.
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CHAPTER II

LITERATURE REVIEW

A. Teaching and Learning Process

1. Teaching

According to Wright, “Teaching is essentially social activities,

implying role relationship between the teacher and learners, learners and

learners. (Wright, 1987:10)

According to Brown, Teaching may be defined as “showing or helping

someone to learn how to do something, giving instructions, guiding in the

study of something, providing with knowledge, causing to know or

understand.” (Brown, 2000:7)

The improvement of student’s quality depends on the quality of the

teacher. A good relationship between a teacher and learners will support

teaching learning process. This condition gives positive contributions for the

improvement or progress in teaching activity.

2. Learning

Nana sudjana says that Learning is process signed with the presence of

someone’s changes. The change in performance as a result of study can be

shown in various forms, such as change in knowledge, understanding,

behavior and attitude, skill ability and other aspect of change that is studied by
 17

the learner. (Nana sudjana, 1996:5).According to Wenden and Rubin Teaching

and Learning can be influenced by two factors:

1. Internal Factor

a. Age

Language learning will be better to begin under eleven years old,

namely during the linguistic period.

b. Motivation

The children need motivation to get success in English learning.

c. Intelligent

The student’s intelligence shows whether the children are able to face

the challenge or not.

d. First Language Background

The different concept of the first language will make students difficult

to learn the second language.

e. Experience

The success or failure in the previous learning affects the student’s

expectations and attitudes.

2. External Factor

a. Language Environment

In learning English, the learner is influenced by the language

environment.
 18

b. The Teacher

The success of children’s learning is determined by the roles of the

teachers in teaching activities.

(Wenden and Rubin, 1998)

B. The Teaching Vocabulary

1. Vocabulary

The basic unit in learning language is word or vocabulary. Knowing

vocabulary has big influence in learning English. There are some definitions

of vocabularies. Penny Ur defines that vocabulary as the words that are taught

in foreign language. A new item of vocabulary may be more than a single

word which are made up of two or three words but express a single idea.

(Penny Ur, 1996:60)

According to Hornby in the Oxford advanced learner’s dictionary of

current English, it is stated that vocabulary is the total number of words in a

language, all words known to a person or used in a particular book, subject,

etc. ( Hornby, 1995:959)

From the explanation above, it can be summarized that vocabulary is

the total number of words, including meaning and information.

 19

2. The Importance of Teaching Vocabulary

Vocabulary is one basic component to develop English as a foreign

language at elementary, intermediate, or advance levels. It plays important

roles to support other language skills such as listening, speaking reading, and

writing. Coady and Huckin state “vocabulary is central to language and of

critical importance to the typical language learner.” (Coady and Huckin,

1997:5)

McCarthy has a statement about the importance of vocabulary, he

states “No matter how well the students learns grammar , no matter how

successfully the sounds of L2 are mastered , without words to express a wider

range of meaning, communication in L2 just cannot happen in any meaningful

way. (McCarthy, 1990: iii)

Rivers in Nunan says that the acquisition of an adequate vocabulary is

essential for successful second language use because without an extensive

vocabulary, we will be unable to use the structures and functions that we may

have learned for comprehensible communication.(Rivers in Nunan, 1991: 117)

From the opinion above, it can be concluded that vocabulary is very

important to achieve language skills as listening, reading, speaking and

writing.
 20

C. Teaching English Vocabulary to Young Learners

The focus of English teaching learning at elementary schools is on the

vocabulary. Students in elementary schools can be called young learners. Sarah

Philips defines that young learners mean children from the first year formal

schooling (five or six years old) to eleven or twelve year age. ( Philips, 1996:5).

Teaching English to young learners are different from teaching adult

learners. Related to teaching and learning process, the students as the young

learners require the different treatment and situation that is more attractive,

various, and interesting. Jeremy Harmer states, more than anything else, children

are curious and this in itself is motivating. At the same time their span of attention

or concentration is less than that of an adult. (Jeremy Harmer, 1991).

According to Brumfit, it is a commonplace that young children learn

better through play or at least can be induced to go along with teaching that is

tempered by ‘fun’ activities. The students as young learners need more fun and

interesting atmosphere in their teaching and learning process. (Brumfit, 1995:33).

As Ytreberg says, most activities for young learners should include movement and

involve the senses. The teacher will need to have plenty of objects and pictures.

(Ytreberg, 1998:5)

From the explanation above, it can be concluded that young learners have

different characteristics from adult learners. Then, the teaching and learning

process needs special techniques suitable with the characteristics of the young
 21

learners. The Use of pictures is one of techniques that are appropriate with the

characteristics of the young learners

D. Picture

Pictures as a part of visual aids are used as a technique in teaching English

vocabulary at elementary schools. Pictures that can be sketches, drafts, graphs,

comic, poster, cartoon, board drawing, picture in newspapers, magazines, posters,

family photograph, calendars, wall chart, Slides, diagrams and maps are widely

used as media. According to Webster, picture is an image or likeness of an object,

person, scene, reproduced, on flat surface, especially by painting, of photography;

a metal image or impression; an idea. (Webster, 1983:1357)

Pictures can be used to explain the meaning of vocabulary items. Virginia

French says that for helping students to understand the meaning of a word, a

picture is useful. (Virginia French, 1983)

E. The Use of Pictures in Teaching English Vocabulary

In teaching and learning process, the role of using pictures as media has

become the best choice in teaching English especially in vocabulary to the

elementary students. Pictures are important to help the students in learning

English vocabulary and memorizing the meanings. Ur says that visual have an
 22

important function as aids to learning simply because they attract student’s

attention and help encourage them to focus on the subject in hand. (Ur, 1948: 30)

Wright states that pictures can play a key role in motivating students

contextualizing the language they are using, giving them a reference and helping

to discipline the activity. (Wright, 1989:2).Wright states some roles for pictures in

speaking and writing

a. Pictures can motivate students and make him or her want to pay attention

and take apart.

b. Pictures contribute to the context in which language is being used.

c. Pictures can be described in an objective way or interpreted or responded

subjectively.

d. Pictures can cue responses to questions or cue substitutions through

controlled practice.

e. Pictures can stimulate and provide information to be referred to in

conversation, discussion, and storytelling.

(Wright, 1989:17)

From the explanation above it can be seen that Pictures are useful to focus

the students’ attention to imagine on what the text says. Pictures are not

ambiguous; a picture should contain only what the word means. Using picture is

also an effort to help students to understand and comprehend something clearly

and easily. However, teaching using pictures have an important role in the

understanding. It means that using picture can be a good technique in teaching

English vocabulary to the children.

 23

CHAPTER III

DISCUSSION

A. The Description of SDN Tugu Jebres NO. 120 Surakarta

SDN Tugu Jebres NO. 120 Surakarta is located at kentingan Rt 01 Rw XI,

Jebres, Surakarta, side by side with SDN tegalkuniran No. 183. The school is

established in the land area of 1,5 hectares. This institution was built on May 20,

1970. The school so far has tried its level best to improve school activities.

The buildings consists of 11 classrooms and 6 for other rooms. The

school’s facilities support the students including; Library, Mosque, canteen,

bathrooms, parking area, health centre, schoolyard, etc.

In academic year, 2008/2009 the number of the students is 270 divided

into 6 classes, with the detail below:

Class 1 : 46 students

Class 2 : 48 students

Class 3 : 46 students

Class 4 : 42 students

Class 5 : 50 students

Class 6 : 41 students

Meanwhile the number of teachers is 13 persons, consisting of six class

teachers, three religion teachers, one English teacher, one sport teacher, one

mulok teacher, and one art teacher. The teachers are responsible for the teaching

and learning process.

 24

The vision of SDN Tugu Jebres No.120 Surakarta is “Excellent on quality

and noble character. These are five Missions of SDN Tugu Jebres No.120

Surakarta:

1. Implementing the conviction, the belief to one God

2. Creating the students to be good characters and noble characters

3. Creating the students to have broad knowledge and technology

4. Creating the students to have the academic and non-academic achievement

5. Creating the students who ready to use in the academic and non-academic

activities

Some extracurricular activities of SDN Tugu Jebres Surakarta are:

1. Scouting

The Scout activity at SDN Tugu Jebres plays a great role to actualize perfect

personality and mentality of the students. The scout activity is held on Friday,

at 15.00 pm up to 17.00 pm. This activity is taught for the students of class

three up to class six. Through Scout activities, the students train their skills

and actualize their creativities to prepare the real life in their own community.

2. Traditional Dance

This Traditional dance activity held based on the schedule of each class. The

aim of this activity is to preserve Indonesia culture. This activity is taught for

the students of class four up to class six.

3. Karawitan

Karawitan is held before the regular academic activity at 6 am up to 7 am.

This activity is taught for the students of class three up to class five.
 The Organization Structure of SDN Tugu Jebres NO.120 Surakarta
ORGANIZATION STRUCTURE
HEAD MASTER
Drs. BUDI PARYONO, S.H.,M.H.
SCHOOL COMMITTEE

LIBRARY UNIT
Drs. HENDRAT P.S.H.,M.Si
ADMINISTRATION
ST
1 GRADE MARIA DAREA, S. Th.
2ND GRADE RD
3 GRADE TH
4 GRADE TH
5 GRADE 6SGRADE
TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER

SRI MARYATI SUPRAPTI, S. Pd. KRISTANTI SR DEWI IRIANINGSIH SRI SUPADMI SUNARLAN
ISLAMIC
CRISTIANTEACHER
TEACHER SPORT TEACHER ENGLISH TEACHER MULOK TEACHER ART TEACHER

BISRI DAREA,
MARIA M, S. Ag.S.Th SUWARSONO SITI RACHMAWATI SUTARDI, S.Sn.
SCHOOL GUARD
MARIA DAREA, S.Th

STUDENTS PARJO
CHATOLIC TEACHER
SOCIETY
RETNO W, S.Pd

13
The explanation of the main duty

o Headmaster

§ To undertake and control the whole activities of the school

o The School Committee

§ Responsible to give advice in determining the school policy

o Administration

§ Giving responsible to the head master about the school administration

§ Managing the school administration

o Library Unit

§ Opening library based on schedule

§ Managing the book classification

§ Making a report about the thing and the activities in the library

o A Teacher Class

§ Responsible for the teaching the general subjects.

o The Religion Teacher

§ Responsible in teaching religion’s subject. SDN Tugu Jebres has three

religion teachers; they are an Islamic religion teacher, a Christian religion

teacher and a catholic religion teacher.

o A Sport Teacher

§ Responsible in teaching sport to the students

§ Control on the sport activities

26
 27

o An English Teacher

§ Responsible in teaching English’s subject. SDN Tugu Jebres has an

English teacher, he teaches the whole class

o Mulok Teacher

§ Responsible in teaching Mulok’s subject.

o An Art Teacher

§ Responsible in teaching art to the students, such as making craft, singing

the traditional song, and drawing lessons

o School Guard

§ Keeping the cleanliness of the school environment

B. Job Training Activities

· Class Observation

The job training was done from January 30, 2009 up to February 28, 2009.

The teaching and learning process takes place in the fifth Grade students of SDN

Tugu Jebres. The classroom is situated between the kindergarten and the 6th grade

class. There are 50 students: 19 boys and 31 girls. This classroom has 25 tables,

50 chairs, one blackboard, one cupboard, chalk box, eraser, calendar, photo of the

president, photo of the vice president, clock, lamp, trashcan, bookshelves, desk,

rules, and pictures. The classroom looks very clean.

 28

Before the teaching and learning activities, the class leader always

leads them to pray first. English lesson is conducted twice in a week, each student

is demanded to have LKS which are provided by the school. The teacher has a

very nice relationship with all the students.

C. Material Preparation

To support the success of English teaching learning activity needs well-

time management. The writer arranged the materials that would be given in a

lesson plan. The lesson plan is made to plan the learning activity based on the

chapter in the LKS. It means that a lesson plan will help the teacher a lot in

conducting teaching learning process. The writer prepared colored pictures as the

media to teach the material clearly and easily to understand. In arranging the

lesson plan, the writer discussed it first with the English teacher. Then, the lesson

plan has to be assigned by the head master.

All of the preparation above was arranged into the lesson plan enclosed in

the appendices.

D. The Teaching and Learning Activities

After making the lesson plan, the writer applied it in the class. The allotted

time for teaching English was 35 minutes for one lesson.

 29

Before beginning the class, both the writer and the students prayed

together. This activity is always done before beginning the lesson. After that, the

writer greeted the students

Writer : Assalamu’alaikum Wr. Wb

Students : Wa’alaikumsalam Wr. Wb

Writer : Good morning Students

Students : Good morning Miss

Writer : How are you today?

Students : I am fine thank you and you

Writer : I am fine too

This activity was done in the beginning of the class meeting to make the

students familiar to say greeting in English. Then, the writer started to explain the

lesson.

To start the lesson the writer asked some questions related to the material.

She used pictures in order to attract their attention in learning English

vocabularies. By using pictures, Students will be stimulated to say something

based on what they see.

The writer prepared colored picture series related to the topic to help her

present the material and to make the students more interested to learn.

After explaining the material, the writer gave some exercises in order to

check whether the students have already understood the material given.
 30

E. Using Pictures in Teaching English Vocabularies

The process of teaching English vocabularies by using pictures to the fifth

grade students consists of four steps as follows:

1. Warming up

Warming up is the first step in the teaching process. In this stage, the

writer presented the new materials to the students. The writer did it by asking

the students some questions related to the material or the topic being

discussed, for example, if the topic was about transportation, the writer would

ask the students some questions as follows:

Do you know what transportations are?

Can you mention another kind of transportation?

This activity was done to introduce the new topic to the students.

2. Presentation

In the second activity, the writer began to explain the materials to the

students. In learning English, there are four skills, which must be mastered.

They were listening, speaking, writing, and reading. Then, the writer taught it

to the fifth grade students. In this step, the teacher can use some media of

teaching to help the teacher explains the material easily.

a. Teaching Listening

In teaching the listening skill by using pictures, the writer gave the

materials by asking the students to listen to her and then repeat after her.

For example, when the topic was transportation, the writer showed some
 31

pictures of transportation and mentioned their names, and then she asked

the students to repeat saying the names of objects after her. For examples:

Writer : Car

Students : Car

Writer : Motorcycle

Students : Motorcycle

Writer : Helicopter

Students : Helicopter

In this skill, the writer used pictures to make the students interested

in learning. After they finished and the students knew the names of all the

objects on the pictures, the writer showed the pictures again one by one

and asked the students to say the names of the thing to check whether they

listened to her well or not.

b. Teaching Speaking

In teaching speaking, the writer led the students to some

communicative activities. She used pictures to make her easier in

delivering the materials. When the topic is about transportation, she

 32

showed some picture of the transportation. Then, she asked some students

to answer the questions about the pictures, for example:

Writer : What is this?

Students : Pedicab

Writer : How do you spell it?

Students : /pie/ /ie/ /die/ /ai/ /sie/ /ei/ bie/

Writer : Desi. What is this?

Desi : Ship

Writer : How do you spell it?

Desi : /es/ /eic/ /ai/ /pie/

Writer : Very good

This activity could make the students understand the objects and

help them say the names of the objects properly.

c. Teaching Reading

Reading is important when the learners are learning a new

language. In teaching the reading skills by using pictures, the writer read

the vocabulary twice to make it more clearly, then asked the students to

read it aloud together after the writer did. After that, she randomly pointed

a student to read the vocabulary aloud. For example:

 33

Train (trein) Plane (plein)

d. Teaching Writing

In teaching the writing skill by using pictures, the writer must

explain how to write the correct letter. Then, the writer asked students to

write the vocabulary on the blackboard. They write the vocabularies based

on the pictures. For example:

What is this?

This is a bus

What is this?

This is pedicab

3. Skill Practice

Skill practice is the third step in teaching and learning activity. This

activity is used to know the students’ progress in the material that has been

explained before.
 34

o The teacher prepares some pictures about transportation, for example:

o The teacher shows the pictures one by one

o Students should write the answer on the board. Then they must pronounce

it well.

o If they could answer it well, the writer gave a gift.

4. Assessment

This is the last step in teaching and learning activity. It is carried

out to know how far the students understand the material. It is also used to

know the writer’s way of teaching as an input to make a better way of

learning.

In the assessment step, the writer asked the students to do the

exercise in their worksheet related to the material that have been

explained. If the time was not enough, the writer asked the students to do it

as homework. It would be checked in the next meeting.

 35

F. The Influences of Using Pictures in Teaching English Vocabulary

Based on the activities of teaching English vocabulary through

pictures at the fifth grade students of SDN Tugu Jebres, the writer will

explain the influences of using pictures in the teaching learning process. They

are as follows:

1. To improve the students’ motivation

The improvement of the students’ vocabulary is quite significant. The

students’ motivation to learn English is getting better when they are shown the

pictures. The students are very enthusiastic to join the lesson, including

answering the question and responding the teacher’ explanation. Then, high

motivation makes the improvement of students’ vocabulary.

2. To attract the Students’ attention

Pictures are useful to focus the attention of the students on what the

text says by helping him to imagine it. When using pictures, the students

depend on the pictures and neglect to understand the context. When the

students are attracted to the pictures, they will pay attention more to learning

English. Pictures have an important function as aids to learning simply

because they attract students’ attention and help encourage them to focus on

the subject in hand.

3. Pictures help the students to memorize the vocabularies

It is important to make sure that the pictures are not ambiguous; they

should contain only what the word means. Using picture is an effort to help
 36

students to understand and comprehend something clearly and easily.

However, teaching using pictures have an important role in the understanding

of meaning. It means that using picture has an impact on the memorization of

the vocabulary learning.

4. To make the teaching learning activity more interesting

Teaching English vocabularies by using picture is the process of

making the students more active and interested in English class.

The use of pictures could give an enjoyable situation in teaching and

learning activity, as the students do not get bored in having English class. It

could make the teaching learning activities run well.

The explanation above shows that using pictures in the teaching

English vocabularies is a good technique to improve the students’

vocabularies. As the result, the score of English is increasing well. It can

make a conclusion that using pictures is necessary and effective in the

teaching English vocabulary.

 37

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusions

Based on the activities of the teaching English vocabulary through

pictures at the fifth grade students of SDN Tugu Jebres No.120, there are

some conclusions that could be drawn from this final project. Those are:

1. The process of using pictures in teaching English vocabularies consists of four

steps. They are:

A. Warming Up

In this step, the writer greeted the students first. Then, she introduced

new materials to the students by asking some questions related to the material

that will be explained. Besides that, the writer gave a short explanation about

the material. The writer also used pictures to attract students’ attention.

B. Presentation

The second step is presentation. In this step, the writer presented the

materials by using pictures in order to explain the material clearly and easily

to understand. This activity has done by the writer because the children

usually get bored in listening to the teacher’s explanation. Pictures could help

the students to focus the attention on the material taught.

25
 38

C. Skill Practice

Skill practice is the third step, it was used to know the students’

progress in the material that had been explained before. In this step, the writer

tried to involve the students by using pictures as media.

D. Assessment

To evaluate the students’ understanding about the lesson, the writer

did some evaluation by giving some exercises and homework to the students.

The exercise given is based on the materials in the LKS. These assessments

are also used to evaluate the writer’s way of teaching, whether it is effective

or not.

2. The influences of using pictures in teaching English vocabularies to the fifth

grade students are as follows:

a. Pictures could improve the students’ motivation

b. Pictures could attract the students’ attention

c. Pictures help the students to memorize the vocabularies

d. Pictures make the teaching and learning activities interesting

Therefore, using pictures is necessary and effective in the teaching

English vocabulary especially to the fifth grade students of SDN Tugu Jebres

No.120 Surakarta.

B. Suggestions

Based on the conclusions that have been explained previously, the

writer would like to give some suggestions directed to the English teacher,

SDN Tugu Jebres No. 120, Surakarta, and Other researcher.

 39

1. English teacher

The English teacher should create the suitable technique in improving

the students’ motivation in learning English vocabulary.

2. SDN Tugu Jebres No. 120, Surakarta

It would be better if SDN Tugu Jebres No. 120, Surakarta provides the

teaching media that are useful to support the English teaching process so that

the teaching learning process will run effectively.

3. Other researcher

This study is just one effort in improving the students’ vocabulary, the

writer hopes that this final project will be useful to conduct the other research

on the similar problems.

 40

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Brown, H. Doouglas. 2000. Principles of Language Learning and Teaching
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York: Longman Group Ltd.
Coady, James and Huckin, Thomas. 1997. Second Language Vocabulary
Acquisition. United States: Cambridge University Press.
Harmer, Jeremy. 1991. The Practice of English language Teaching. Essex:
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Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford
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McCarthy, Michael. 1990. Vocabulary. Oxford: Oxford University Press.
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