THE EFFECTIVINES OF TEACHING VOCABULARY BY USING PICTURE TO THE FOURTH GRADE STUDENTS AT SDN MANESRENGGO

THE LECTURER: DRS. IMAM BEIHAQI

By: Abd.Muhyi 09020230060

KADIRI ISLAMIC UNIVERSITY OF KEDIRI FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH DEPARTMENT 2011

CHAPTER I INTRODUCTION This chapter discusses the background of the study, statement of the problem, objective of study, significance of the study, limitation of the study, assumption of the study, he definition of key terms. 1.1. Background of the study Alisyahbana in Muchtar (1995:75) says that English is the first foreign language in Indonesia. Teaching English to young learner may be regarded as a new issue in teaching English as a foreign language in Indonesia. Many experts have been arguing the success as well as the failure of the teaching of English. They talk about the aspects that influence the instruction. Such as the current curriculum, the latest approach, the in appropriate methods, the ability of the teacher, the students and their background, and so forth (Diani Nurhajati, 1999:1). Teaching English to elementary school students has been officially permitted as one of the selective subjects of the local content. Talking about teaching a foreign language to young learner has some theories underlying behind it. First, of the point of view of certain biological or physiological characteristics (Larsen-Freeman, 1991:164) says that the young learners seem capable of attaining native-like second language abilities as their nerve and ability to control the articulations are being developed. Second, Finocchiaro (1988) pointed out a reason that childhood is the best time to acquire the beginnings of goodwill and intercultural understanding because they are singularly free or prejudice. The legal basis of the teaching of English program in elementary school is actually based on the decree of the Minister of Education and Culture No. 487/U/1992. IT was stated that an extra lesson could be added as a local content when it was necessary (Kasbolah, 1993:15). Furthermore, based on the 1994 Curriculum English may be taught in elementary schools in certain areas starting from grade fourth (Muslich, 1994:5) Teaching English at elementary school is different from secondary or high school (Clark, 1990:6). The goal teaching English elementary school should be stressed on building the positive point of view forward English teaching in elementary school as new knowledge. Children learn the first language through their environment. There are many ways especially to teaching vocabulary. Finocchiaro (1988:136) says that teaching vocabulary can use media to promote a friendly environment in the classroom. There are many kinds of media that it can be used for English teaching vocabulary. According to Wright (1984:119) in his book 1000 pictures for teacher to copy, media can be categorized into five kinds (1) Blackbourd, (2) Fanelboard, (3) Picture, (4) Flashcards, (5) The overhead projector.

Pictures can be brighten up the classroom and bring more variety and interest into language lessons (Andre Wright, 1984:119). Based on the statement above, the writer has decided to conduct a study on the use of pictures in teaching vocabulary of the student at SDN- MANESRENGGO. 1.2. Statement of the problems Based on the background of the study above, the writer formulates of the problem as follows: a. How is the application of teaching English vocabulary by using picture? b. Is teaching vocabulary using picture effective? 1.3. Objective of study Based on statement of problems, the objectives of the research are: a. To know the application of teaching vocabulary by using picture. b. To find out is teaching vocabulary by using picture effective. 1.4. Significance of study The findings of this research can contribute information and ideas to the English teachers of SDN- MANESRENGGO, English teacher in general. The writer has a great hope that this script will give an insight to the teacher of English and especially with the pictures that can help the students in learning English. This research shows the students achievement that is reflected in their scores. These scores can also become indicators of the success of the teaching of English at SDN- MANESRENGGO. So, the English teachers can make of the scores as the feedback for their teaching, and they can evaluate their techniques, materials, and all things relates to the teaching of English at their schools. 1.5. Limitation of problem To make this research clear, the writer has to limit the problem. This study is limited on the teaching vocabulary by using picture to the fourth grade students at SDN- MANESRENGGO SDI. 1.6 Definition of the key terms To avoid the misunderstanding of the concepts used in this study, the researcher will give some definition of the key terms that one used in the thesis namely: a. Picture Picture is kind of art that is taken and copied on the paper from wall picture. Such as picture of home, school, family, part of body, profession illustrator. It is used as instrument or media in teaching vocabulary b. Teaching vocabulary 3

Teaching vocabulary is activity of teacher to give lesson for students of elementary school about words of English vocabulary. CHAPTER II REVIEW OF LITERATUR This chapter discusses about theories. The theories include teaching English as a second language, the importance of media, kinds of media, characteristics of young learners, teaching English to young learner, teachers qualification, teaching vocabulary, technique of teaching vocabulary, the advantages of using pictures in English teaching, some basic way of using picture in the teaching vocabulary. 2.1 Teaching English as a second language Learning a second language often meets great difficulty, even sometimes failure. Therefore, we should be able to learn something from the way that children acquire their first language and how adults learn their second language. Then we should pay attention to the different them. Children learn the first language through their environment. Clark (1990:6) Teaching English in elementary school is different than teaching in the senior or junior high school especially for teaching English as a foreign language. This is supported by Dullay (1964:5) who say that children appear to be much more successful than adults in acquiring the phonological system of the new language. Teachers teach English in Elementary school, they should be professionally about the concept of language teaching. 2.2 The important of media Media is all aids which be used by teachers and learners to attain certain education objective. There are many kinds of media which function to facilitate the instruction. They can be classified into two groups, 1) visual aids and 2) audio visual aids (Adrian Doff, 1990). Teachers can make use of the teaching aids they are really .helped to do many things. Finocchiaro (1988:136) states that teachers can use media to promote a friendly environment in the classroom create and organize materials. there are many advantages of using media in a language classroom. The students will find the meaning if they see of media and understand the meaning of English. Robert J(1986:46) says that language teacher uses only the target language in the classroom action and picture are to give meaning other wise. A picture is not only worth a thousand words. It can also be used in a wide variety of teaching activities. IT shows us that pictures are used as tool that can help learners find the meaning of a word beside the pictures give them opportunities to build not merely a wide variety of task but also gathering more vocabulary. 2.3 Kinds of Media Dick and Carey (1985:169) say that the decision to select the kinds of media does not depend on the price and sophistications of the media. In short, media to be used

within the instruction are determined by the requirement of the students, the instructional material, the techniques of teaching and the evaluation. After knowing some considerations of selecting media, a teacher may choose kinds of media which area appropriate for teaching English to young learners. According to Kasbolah (1993:5) recommended to EFL that teacher of elementary school to have a fail of pictures, a box of real objects, and magnetic board with its materials. While Finocchiarno (1988) stated that process various media such as the picture file, the pocket cart, flashcards or word cards, At least, a teacher should have a file which contains three kinds of pictures: (1) pictures of individual persons and of individual objects (2) pictures of situations in which people are doing something with object and people can be seen, and (3) a series of pictures (six or ten) on one chart (Finocchoaro, 1988:137) 2.4 Characteristic of Young Learners Scoot and Ytberg (1990:3) says that young learner mean children from the first years or formal schooling (six to seven years old) to eleven or twelve of age. It means that they are equal to the elementary school student of the Indonesian schooling system. Therefore, the characteristics of the children are very important to describe. Firstly, Scott and Yetberg (1990:5-7) states that on the physical side children at this age need to develop balance, spatial awareness, and fine control of certain muscles in order to play sport and perform everyday actions such as coloring, drawing, and writing. Philips (1995:2-3) adds that the physical world of young children is dominant at all times. Furthermore, he said their own understanding comes through hand, eyes, and ears. In short, as the physical development of young learner is go on. It is better to consider activities in the English class that involve active movement. Secondly, socially children need to develop a series of characteristics to enable them to fit into the society they live in to become a ware of them selves in relation to others, to share and co-operate, and to be assertive without being aggressive (Scott and Ytberg, 1990). They are happy playing and working in the company of others. 2.5. Teaching English to young Learner Teaching English to young learners (elementary school student) is an interesting topic to be discussed. This topic is relevant with the degree of the minister of education No. 0487/U/1992 especially section 1 x point 3 stating that the local content should be held without subtracting the national curriculum and misleading from the objectives of the national education. In other words, it can be said that an extra lessons may be a local content subjects when it necessary. According to some people, such as Finocchiaro (1964:4) and as adopted by Diani Nurhajaty, she states that young children are more plastics in their ability to learn new sound and that a golden opportunity is being lost when the young learners are not started on a language. The young children enjoy language experience. 2.6. Teachers qualification The success of teaching-learning process is influenced mostly by teachers qualifications. Finocchiaro (1964:21) states that a teacher is the most vital single factor in 5

the teaching at any curriculum is. The competent teacher can foster the desire to learn a new mode of communication even in children who have no apparent interest in language study. On the other hand, many children are soon discouraged by unsympathetic or disliked to teachers. Any teacher can develop the knowledge, the skills and the attitudes needed for effective teaching. Teachers of foreign language to youngsters. They should study and apply the principles that have been found most effective in teaching English to youngsters. They should be aware of the aims of language teaching in the elementary school program and their own role in helping students to achieve that aim (finocchiaro, 1963:22). Thus, teachers should try to improve their quality in order to give great contribution to the success of the teaching of English in the elementary schools. 2.7. Teaching Vocabulary Before discussing about teaching vocabulary that we should keep in our mind that teaching vocabulary at elementary school is different from teaching vocabulary as adult. The elementary school students should be stressed on building the positive point of view toward English. Furthermore, the materials for beginners should contain mostly some activities. Such as singing, playing game, playing roles and reading poems. Brumfit (1991:5-6) says that in teaching a second language words are not enough, so students play the language and make the variety in the classroom. While adult people learn their vocabulary which is not usually used by their environments only. 2.7.1 Technique of teaching vocabulary A technique is implementation that which actually to her place in a classroom. It is a particular trick, stratagem, contrivance used to accomplish an immediate objective. Techniques must be consistent with a method and therefore in harmony with an approach as well (Teaching English as foreign language:1976). Teaching depend on the teachers. Teachers of elementary school must be thing to many people. At no other educational level is there a greater demand on the time and energy of the teacher to provide both personal and educational services for pupil. The following are the way to present new vocabularies according to Jeremy Harmer in his book with title The Practice of English Language teaching (1991:161) a. Realia One way of presenting words are to bring the things they represent into the classroom by bring realia in the classroom. Words like postcard, ruler, pen, and ball can be obviously presented in this way. The teacher holds the object (or point to it) says that the word and then gets student to repeat it. Hubbard, Hywell Jones, Barbara Thomton, and Rud Wheeler in their book in title A Training Course for TEFL (1983:114) states that redia are real objects that can be used as example of the word out side brought into classroom as thing made out of natural materials which are everyday objects that most of us recognize. 6

b. Pictures Bringing a pen into the classroom is not case because pen is one solution in the use of pictures. Picture can be board drawings, wall pictures and charts, flashcards, magazine picture, and any other non-technical visual presentation. Picture can be used to explain the meaning of vocabulary items, teachers san draw ting on the board or bring the picture. So the student can understand easily. c. Mime, Action and Gesture It is often impossible to explain the meaning of words and grammar either using realia or in pictures. Actions, in particular, are probably bettered explained by mime. Concepts like running or smoking are easy to present in this way, so are ways of walking, expressions, preposition and time (a hard jerked over the shoulder to represent the past, for example). d. Contrast We saw how words exist because of their sense relations and this can be used to teach meaning. We can present this meaning of empty by contrasting it with full. Cold by contrasting with hot, big by contrasting with small. We may present these concepts with pictures or mine and by drawing attention to the contrast in meaning we ensure out the students understanding. e. Enumeration Another sense relation was that of general and specific words. We can use this to present meaning. We can say hobbies and explain this by enumerating or listing various items. He same is true of games for example. f. Explanation Explanation of vocabulary items can be very difficult. Especially at beginner and junior level. However, with more intermediate students such a technique can be used. It is worth remembering the explaining the meaning of a word must include explaining any facts of words use tht is relevant. If we are explaining the meaning of male (friend) we have to point out that is a colloquial word used in informal context and that it is more often used for males than for females. g. Translation Translation is a quick and easy way to present the meaning of words but it is not without problems. In the first, it is not always easy to translate words, even where translation is possible. It may make it a bit too easy for students by encouraging them for interacting with the word. Where translation can quickly solve a presentations problem, it

is a good idea. But we should bear in mind that consistent policy towards the use of the mother tongue is helpful for both teacher and students. beginning with the opening exercise, continuing through the lunch period, until the ending off the school day. John Jarolimek (1981:42) says that the teacher gets to know each child very well indeed and therefore has an excellent opportunity to provide learning experiences that support the needs and interest of the individual. But superimposed on these personal relationships is the necessity to provide learning experiences in a broad area of subject fields. In addition, the teacher must be a record keeper of the Childs progress, and is responsible for disseminating this information to parents. 2.7.2 The advantages of using picture in teaching vocabulary In such a pragmatic situation, the target variety of teaching English that is usually taught and learned is that variety which is most frequently used by using pictures. What the writer means by pictures is an instrument for teaching which can be prepared at home and can be brought into the classroom. So the student will easily find the meaning often they see them and will easily to understand the meaning of English. Usually every body likes to look at pictures. By using pictures is expected the student more easily build their English. The successful teacher is able to create a situation where children like and respect learning for learnings sake. Knowledge of the major teaching modes and strategies is a basic qualification (Chifford/Jorolimek: 1981:45). So during that the statement writer through that pictures more children like and respect learning English. Robert J (1986:46) says that some advantages of using pictures in teaching English are: 1. If the words are difficult to explains, the teacher can use pictures. It is because the shape so it is easy to know the meaning of the words. 2. It will motivate the student to learn English. 3. It will make the subject attractive for the learner. 4. Student will be active to learn English because the students attention will be focused on the material. 2.7.3 Some basic way of using picture in teaching vocabulary The most useful contribute a picture can make is contribute to the students understanding of a more general context which may be made up of the pictures, the teacher actions, sound effect and words. It is in the understanding of this overall context that the new language to the students will have meaning. There is another way of thinking about the role of pictures it is normally assumed that the pictures as shown to the students and the students must point to, tick, number color or complete drawing of the appropriate picture according to the text.

The pictures may all be seen together on a chart, blackboard. OHP, or on a student sheet. Alternatively, separate pictures may be placed face down and this not seen, but be picked up and seen for the first time. CHAPTER III METHODE OF RESEARCH This chapter describes about the research design, population and sample, and procedure of data collection and data analysis. 3.1 Research Design Research is an important way to get new facts or additional information. John W. Best (076332:18) says that research defined as the systematic and objective analysis and recording of controlled observation that may lead to the development of generalization, principles, or theories, resulting in prediction and possibly ultimate control of events. Research design used in this research is exulting in prediction and possibly ultimate control of events. Research design used in this research is experimental design in which the researcher tries to describe and find out the different of using picture in teaching vocabulary to the English achievement at SDN- MANESRENGGO by giving the pictures to the students. 3.2 Population and sample of the study Population and sample is one of important factor to get data. This chapter will discuss about the population and sample as subject. 3.2.1 Population The place of this research is SDN- MANESRENGG in the academic year 2009/2010. The reason the researcher chooses SDN- MANESRENGGO as the subject of the search is that it is of the public Islamic Elementary school in Semanding Pare that teaches English. Besides, since the number of the student of SDN- MANESRENGGOl is standart, the population of this study is the student fourth class who get English in their school. The following are the distributions of the students in this school who become the population of this study. Table Population of the research Class I II III IV V VI Total 9 Number of students 20 31 15 35 40 37 181

3.2.2 Sample Based on analysis of sampling technique, the writer uses the purposive sampling with some considerations such as: this sampling is not based on strata, random or area but it is based on the certain purpose. The writer chooses one class of the fourth grade students in this school as the sample because based on the decree of the minister of Education and Culture No. 487/U/1992 that an extra lesson could be added as a local content when it was necessary (Kasbolah, 1993:64). Furthermore, based on the curriculum 1994 Curriculum English may be thought in elementary school in certain areas starting from fourth grade of SDN- MANESRENGGO. So the number of the sample is 35 students. 3.3 Research Instruments To do the experiment, the writer uses two kinds of test. There are pre-test and post-test. 3.3.1 Pre- test This chapter will describe about procedure and advantage of pre-test to the subject. Test is sequences question and exercise to know students ability. This test is used to know the result of teaching vocabulary by using picture and without using picture. In this study, the researcher uses multiple choice tests. Pre-test will be given to all of sample when the first meeting to know their basic ability. The test items are conducted based on the indicator of this study. The total items are 10 for pre-test. Each of items has 4 points, a, b, c, and d. The score is 0 (zero) if the answer wrong and the score are 10 (ten) if the answer true. 3.3.2 Post-test This chapter will describe about procedure and advantage of post-test to the subject. Post-test will be given to all of sample after they get teaching vocabulary. The post test is 20 questions. Each of items has 4 options a, b, c, d. The score is 0 (zero) if the answer wrong and the score are five if the answer true. The test consist of four parts. Part one is procedures in the context at house and parts of house. Then the second parts is reading comprehension. The reading text is about Nia, her family and her shopping. The next part is school. In this part students can observe the given pictures and relate them to the contexts. The last part is weather. The student will do the test. The writer collects the students answer. Then the result of test will be counted by looking at the scoring system constructed by the formula as follow:

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Table 81-91 71-80 61-70 51-60 41-50

Score Very Good Good Fair Bad Very bad

3.4 Data Collecting Method For collecting data the writer use the procedure as follows: asking permission, teaching process. 3.4.1. Asking for research permission This chapter will describe about how to researcher asking permission in SDNMANESRENGGO SD. The first writer asks letter permission from university and bring its to headmaster. For research permission the writer is accepted with open handed by the headmaster on May 2010. 3.4.2. The teaching Processes There are two kind of teaching in this research. They are teaching vocabulary by using picture and teaching vocabulary without using picture. 3.4.2.1 Teaching vocabulary by using picture The step of the teaching process is the writer explains kinds of picture and tool of media. This picture is kinds part of house, family, body, profession and school. The writer gives the picture when he is teaching vocabulary. The first, the writer teaches getting introduction and gives the materials about body. Second, the writer explains part of house. Third meeting he gives material about family. The fourth he gives reading and discusses it. All of the teaching vocabulary is using picture. The material in teaching using picture consists of four meeting. 3.4.2.2 Teaching vocabulary without picture Teaching vocabulary group B is without picture. The writer explains the material greeting, introduction and body. The next meting is about clothes fruit and vegetable. The next material is about clothed and colors. The fourth he gives reading. The writer teaches vocabulary by retelling and gives some question to make students active. The material is given by teacher consists of four meeting. 3.4.3 Administrating test The test was used to get the data the students proficiency in English. There are two kind of test, pre-test and post-test. Pre-test will be given to all of sample when the first meeting to know their basic ability. The post test is 20 questions. Each of items has 4 options a, b, c, d. The score is 0 (zero) if the answer wrong and the score are five if the 11

answer true. The writer gives the role of examination. The second writer gives instruction how to answer and score each items. The result of the test would be counted by looking at the scoring system that was constructed by the researcher himself. 3.5 Technique of data Analysis The data analysis is used to prove the hypothesis and result must be analysis by using certain method. The data analysis is the concrete effort to make the data reliable. The writer applied vocabulary test by using picture to analysis the data, the writer used quantitative technique. The writer used the T-test to know the influence or using picture in teaching vocabulary to the English achievement of fourths grade students at SDN- MANESRENGGO in the academic year 2009/2010. The level of significance used here was 5% which determine that 95% of the decision that would be taken was right. The result would be significant if the T-statistic was the same or higher than t-table. In this research has found that there are significance.

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BIBILOGRAPHI

Abbott, G, Grenwood, j, Douglas, M and Wingard P.1981.The Teaching of English As an International Language. Glasgow and London:Biddles Ltd,Guilford,surrey.

Achmad, Musafiul.1992.Penelitian dan Teknik Penulisan Skripsi. Kediri:IKIP PGRI Kediri. Allen,Eward D. and Valette, Rebecca M.1972.Modern Language Classroom Thecniques.New York: Harcourt Brace Jovanovic,Inc.

Ametembun, N . A.1974. Management Kelas, 2 Edition. Bandung: IKIP Bandung. Bonfadini, Jhon E. Discipline is Educations Number one Problem.Http/nfgcc.org/b.htm August 25,2007

Carolemic, Jhon and Foster, Clifford D. 1976.Teaching and Learning in the Elementary School. New York: Macmillion Co, Inc.

Cooper, James. 1978. Education Phcycology. New York: CAmbrige University Press

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Dinas Pendidikan Kabupaten Kediri. 2006 . Kurukulum Bahasa Inggris Sekolah Dasar dan Madrasah Ibtidaiyah . Kediri: Dinas Pendidikan Kabupaten Kediri.

Gredler, Margater E. Bell. 1994. Belajar dan Memebelajarkan . Jakarta : PT Raja Grafindo Persanda.

Kakanwil Depdikbud Jatim No. 1702/104/4/94/SK 30 Maret 1994. 1994. GBPP Muatan Local Sekolah Dasar Mata Pelajaran Bahasa Inggris. Departement Pendidikan dan Kebudayayan Kakanwil Provinsi Jawa Timur

PANDUAN WAWANCARA 1. Menurut anda bagaimana penguasaan Vocabulary siswa kelas 4 SDN MANESRENGGO? 2. Metode apa saja yang anda gunakan untuk meningkatkan penguasaan Vocabulary siswa? 3. Bagaimana respons siswa dalam menerima materi using picture? 4. Bisakah anda menceritakan tehnik apa yang anda gunakan untuk menyampaikan using picture, mulai dari awal sampai akhir? 5. Apakah menurut anda metode using picture efektif dalam upaya meningkatkan kemampuan Vocabulary siswa kelas 4 SDN MANESRENGGO? HASILWAWANCARA : ? Guru ? Guru ? Guru ? Guru ? Guru ? Guru ? Guru ? Guru : AssalamualaikumWr, Wb. : WaalaikumsalamWr, Wb. : Maafpaksebelumnyatelahmenggangguwaktunya : Gakapaapa. : Bolehkahsayamintawaktunyasebentar? : Ya, boleh : Ibumengajar di kelasapasaja? : Saya mengajar kelas 4 SDN MANESRENGGO? : Menuru tanda, bagaimana tingkat penguasaan vocabulary siswa kelas 4 SDN MANESRENGGO. : Untukpenguasaan vocabulary siswa kelas 4 SDN MANESRENGGO Belum terlalu bagus : apakah anda mempunyai strategi atau metode tertentu untuk mengatasi masalah ini? : Iya, dalambe berapa waktu ini saya mencoba berbagai macammetode untuk meningkatkan penguasaan vocabulary mereka : metode apa saja yang sudah anda sampaikan kepada mereka? : memorize sing a song dan using picture : metodeapa yang paling cocok menurut anda untuk meningkatkan kualitas vocabulary kelas 4 SDN MANESRENGGO? :menurut saya , using picture yang paling membantu dalam hal ini. 14

? Guru ? Guru ? Guru ? Guru

: apakahmenurutandametode using picture iniefektifuntuk meningkatkansiswa? : ya, setelahsayamenerapkanmetodeinihasilnyacukupmemuaskan, jadi menurutsaya using picture cukupefektifuntukmeningkatkan vocabularysiswa. : peningkatanapa yang paling terlihatdalampenguasaan vocabularysiswa? : peningkatan yang paling terlihat adalah mareka bertambah dalam penguasaan vocabulary. : terima kasih atas informasinya yang diberikan, Insyaallah saya akan kembali untukbersilaturrahmi. : sama-sama, dengansenanghati kami akanmenerimakedatangan mas. : terimaksihatassemuanya. Sayamohonpamit.AssalamualaikumWr, Wb. : WaalaikumsalamWr, Wb.

BIODATA : Nama : MohKholikS.pd TTL : Kediri, 15 Mei 1975 Alamat : Polaman, Manisrenggo Kediri TempatWawancara: SDN Al- FalahManisrenggo WaktuWawancara :Jumat, 01 Mei 2011 Topic : KeefektifanMetode Using Picture untukmeningkatkan penguasaan Vocabulary siswa WaktuWawancara :Jumat, 01 Mei 2011

RANGKUMAN WAWANCARA Dari hasil wawancara diatas dapat disimpulkan bahwa penguasaan vocabulary siswa di SDN Alfalah agak kurang, terutama di kelas 4. Hal ini disebabkan oleh berbagai macam kendala. Salah satu diantaranya adalah kurangny aminat siswa untuk membaca.Untuk mengatasi hal ini, guruBahasa Inggris mencoba beberapa metode pengajaran untuk meningkatkan kepercayaan diri siswa dalam penguasaan vocabulary. Metode metode yang sudah pernah dicoba adalah metode memorize and using picture. Ternyata menurut guru BahasaInggris di kelas 1metode yang paling efektif untuk meningkatkan penguasaan vocabulary siswa adalah using picture.karena materi inimenarik siswa Dengan diterapkannya metode ini, ada peningkatan yang cukup significant dalam pengusaan vocabulary siswaterutamakelas 4. Peneliti melakukan penelitian di SDN Manesrenggo.Peneliti melakukan wawancara dengan salah seorang guru Bahasa Inggris yang bernamaMoh.Kholik, spd Wawancara dilakukan padahariJumat, 1 Mei 2011.

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