IMPROVING STUDENT'S VOCABULARY BY USING

COLORFUL PICTURE: A CLASSROOM ACTION RESEARCH

AT TENTH-GRADE STUDENT'S OF SMKN 2 MATARAM IN
THE ACADEMIC YEAR 2024/2025

A THESIS PROPOSAL

By :

Icha Ramandhani
E1D 021 189

Submitted as the Partial Fulfillment of the Requirements for the Degree of

Bachelor (S-1) in English Education at University of Mataram

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MATARAM
2025

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TABLE OF CONTENTS
CHAPTER I: INTRODUCTION ..................................................................................... 1
1.1 Background ................................................................................................................ 1
1.2 Identification of the Problem ......................................................................................4
1.3 Focus of the Problem ..................................................................................................5
1.4 Formulation of the Problem ........................................................................................6
1.5 Significance of the Study ............................................................................................7
1.6 Scope of the Study ......................................................................................................8
1.7 Terminology ................................................................................................................9
1.8 Hypothesis ...................................................................................................................11
CHAPTER II: LITERATURE REVIEW .........................................................................13
2.1 Skill in English ............................................................................................................13
2.2 Fun Teaching Learning Strategy ..................................................................................15
2.3 Vocabulary ...................................................................................................................16
2.4 Color Pictures ..............................................................................................................17
2.5 The Concept of Picture ................................................................................................18
2.6 Advantages and Disadvantages ...................................................................................19
2.7 Review of Related Findings ........................................................................................20
2.8 Conceptual Framework ...............................................................................................21
CHAPTER III: RESEARCH METHODOLOGY ...........................................................22
3.1 Location .......................................................................................................................22
3.2 Research Design ..........................................................................................................23
3.3 The Participant ............................................................................................................24
3.4 Instruments for Data Collection ..................................................................................25
3.5 Research Procedure .....................................................................................................27
3.6 Data Analysis Technique .............................................................................................28
REFERENCE ...................................................................................................................... 30

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 CHAPTER 1

INTRODUCTION

1.1 Background

In Indonesia, English is regarded as a foreign language because it is not our native

language and has different structures and vocabulary. Additionally, English serves as

an international language that is essential for global communication. Therefore, to

access the latest information worldwide, we are required to master the English

language.

On the other hand, English plays a significant role in Indonesia for transferring

and acquiring knowledge, science, technology, arts, and culture, as well as in building

international relationships. English is a global language that every student in

Indonesia must master. Almost all aspects of life are related to English; particularly,

sources of knowledge about immunization in the world are presented in English.

English is taught in Indonesia from kindergarten through to higher education. All

languages in the world are created based on the creativity of the communities living

in specific areas. Based on their spread and scope, languages can be classified into

international languages, national languages, and regional languages. English not only

functions as a means of communication but also as a medium for transferring

knowledge and technology. Most countries around the world consider it an important

subject. Therefore, to understand current information globally, we are required to

master English.

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 In the high school curriculum, English teaching encompasses four language skills:

listening, speaking, reading, and writing. These four skills are supported by language

aspects such as vocabulary, pronunciation, and structure. One element that cannot be

separated from teaching language skills is English vocabulary. Mastering vocabulary

is a significant challenge in learning a foreign language.

Every child goes through several phases in their speaking development, starting

from symbols, simple words, to complete sentences. Children acquire these abilities

through various periods at different ages. The development of children's language can

be divided into two periods. The first period is the pre-linguistic period, which

includes 0-2 months at the phonation stage where children learn to pronounce vocal

symbols, 2-4 months at the transition stage, 4-7 months at the expansion stage where

children begin to produce new sounds, 7-10 months at the canonical stage, and 10-14

months at the contraction stage where children learn to imitate sounds they hear. The

second period is the linguistic period, which includes children aged 12 months in the

holophrastic period where they can express sentences consisting of 3-6 words,

children aged 2-3 years can use a wider range of nouns with a vocabulary of about

350 words, children aged 3 years have a vocabulary of 200-300 words, children aged

4 years can use language with correct structure and a vocabulary of 1400-1600 words,

and children aged 5-6 years have correct language order.

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 However, after conducting observations at SMK Negeri 2 Mataram, the researcher

found several issues faced by students in mastering English vocabulary. Students

have limited vocabulary mastery because they are still in the first semester of grade

X, which means they lack foundational knowledge about vocabulary related to

Software Engineering components. The teaching method employed by the English

teacher is no longer suitable for current needs. The teacher teaches vocabulary by

translating words. As a result, students often resort to using dictionaries to find the

meanings of words, which diminishes their interest and enthusiasm in the learning

process.

Consequently, students feel bored and are not motivated to continue learning as

they should. They become lazy to study and show little attention and enthusiasm for

the English subject. To find a solution to this problem, teachers need to introduce

variations in vocabulary teaching and be more creative in enhancing students'

achievements in vocabulary mastery that align with the needs of each major.

Furthermore, to address some of the issues mentioned above, the researcher

attempts to use picture media in vocabulary teaching. Pictures are the most commonly

used media in the learning process. Some advantages of pictures include their

concrete nature, ability to overcome limitations, affordability, and ease of creation

and use in the classroom. This means that pictures can be utilized in vocabulary

teaching, as they are commonly used in the learning process and are also easy to find

and more cost-effective.

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 Media are tools or physical objects used by teachers to motivate students by

bringing a slice of real life into the classroom and presenting language in a more

complete communication context. Media play an important role in the teaching and

learning process.

There are several reasons why the researcher chooses to use pictures, including:

First, using pictures as media is an appropriate way to learn vocabulary. Students can

easily understand the topic by using pictures, making it easier for them to build

understanding across various content areas. Second, pictures are one classification of

educational media. In education, pictures are common media typically used by

teachers. Because pictures are easy to obtain and more familiar to children, they will

greatly assist in understanding and memorizing vocabulary. Lastly, using pictures can

motivate students to learn vocabulary; by looking at the pictures, they will have high

motivation to learn new words. Therefore, we must provide interesting and colorful

pictures that can enhance students' motivation, as their motivation and interest depend

on classroom activities. Thus, activities should be made enjoyable to reduce students'

boredom.

Pictures are very helpful as media, especially to avoid misunderstandings of

questions, as students can relate the questions to the provided pictures. Pictures play a

crucial role in understanding meaning. They provide illustrations of something and

make it clear. Pictures are used to help students understand and comprehend

something clearly and easily. In applying this method, the researcher uses repetition

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to teach vocabulary. Students repeat utterances aloud immediately after hearing them.

After students listen to the teacher and look at the vocabulary images, the teacher asks

them to imitate and repeat.

The researcher was motivated to enhance students' vocabulary skills and, in this

study, aimed to implement picture media as a tool for teaching vocabulary.

Consequently, the researcher conducted a study titled “Enhancing Students’

Vocabulary Through the Use of Colorful Pictures: A Classroom Action Research at

Tenth-Grade Students of SMK Negeri 2 Mataram.”

1.2 Identification of the Problem

Vocabulary is the most crucial element that students must master. However, at

SMK Negeri 2 Mataram, there are several issues in teaching vocabulary. These

problems may arise from both students and teachers. Therefore, these issues need to

be addressed promptly. The identified problems are as follows:

1. Students have a limited mastery of vocabulary because they are still in the first
semester of grade X.
2. The teaching method adopted by the English teacher is no longer relevant to
current needs. The teacher teaches vocabulary by translating words.
3. Students feel bored and are not motivated to continue learning as they should. They
become lazy to study and show little attention and enthusiasm for the English subject.

1.3 Focus of the Problem

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 Based on the identification of the problems described earlier, the researcher will

focus on improving vocabulary mastery, specifically nouns, through the use of

pictures. This research is conducted in the context of teaching English to grade X at

SMK Negeri 2 Mataram using Classroom Action Research (CAR) methodology.

1.4 Formulation of the Problem

Based on the background presented, the researcher formulates the problem as
follows: “To what extent can the use of pictures improve students’ vocabulary
mastery in grade X RPL at SMK Negeri 2 Mataram?”

1.5 Significance of the Study

This research offers several important benefits:

1. For Teachers

The study presents an innovative method for teaching English vocabulary, allowing

teachers to improve the learning process and student outcomes. By fostering

creativity in teaching media design, this approach enhances overall teaching quality

and boosts academic performance, attracting more students to the school.

2. For Students

Utilizing colorful picture media is anticipated to significantly improve students'

vocabulary mastery while motivating and engaging them in their English learning.

This engagement will build their confidence in using English, ultimately enhancing

the school's reputation through better student performance and graduate quality.

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3. For Schools

The implementation of this research can greatly benefit schools by positioning

them as forward-thinking institutions that prioritize effective learning strategies. This

can lead to increased enrollment, as parents are attracted to schools committed to

improving student learning experiences. Furthermore, enhanced student performance

can strengthen the school's reputation in the community, fostering a positive image

and encouraging collaboration with other educational organizations.

1.6 Scope of the study

This research focuses on efforts to enhance the English vocabulary mastery of

tenth-grade students at SMKN 2 Mataram during the 2024/2025 academic year by

utilizing colorful picture media as a learning tool. The method employed is

Classroom Action Research (CAR), which will be conducted in stages over two

cycles to achieve the established targets. The scope of this research is limited to the

development of vocabulary skills only, without encompassing other language skills

such as speaking, listening, reading, or writing comprehensively. Therefore, the

primary focus of this study is to explore how colorful picture media can effectively

assist students in expanding and deepening their mastery of English vocabulary

1.7 TERMINOLOGY

1. Mastery

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 Mastery is the process by which an individual understands and applies knowledge,

which is not acquired instantly. According to Guskey (2014), mastery involves a

combination of theory and practice. Nurgiyantoro (2001) adds that a person is

considered to have mastered a subject if they can understand and apply it in new

contexts. Bhakti and Marwanto (2018) emphasize that mastery also includes aspects

of correct pronunciation and spelling. Purnawa (2018) states that mastery involves

understanding the meanings of words and matching them with the appropriate

equivalents. Overall, mastery enables an individual to use vocabulary fluently in

everyday communication.

2. Vocabulary

Vocabulary is a collection of words that helps students understand learning. The

more vocabulary a student masters, the better their communication skills. Utami

(2014) explains that vocabulary is a fundamental element in language that conveys

meaning. Ridarma (2017) adds that vocabulary includes words that can be used

accurately in specific situations. In communication, vocabulary mastery is more

important than grammar; a person can speak even if their grammar is imperfect if

they have a good command of vocabulary. Thus, vocabulary is the main foundation

for effective communication.

3. Colorful Pictures

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 Colorful pictures are effective tools to help students visually understand objects

and clarify language meanings. Efiyanti (2020) states that colorful pictures facilitate

students in mastering vocabulary. Putri (2014) adds that colorful images capture

students' attention and enhance their mastery of English vocabulary. Soimah (2020)

explains that pictures serve as sources of information that clarify learning materials.

Therefore, colorful pictures are highly effective learning media for teaching

vocabulary.

1.8 HYPOTHESIS

In this study, two hypotheses were proposed:

1. Alternative Hypothesis (ha): The use of colored picture media is proven effective in

teaching English to improve the vocabulary of class X students at SMKN 2 Mataram.

2. Null Hypothesis (H0): The use of colored picture media does not show

effectiveness in teaching English and does not improve the vocabulary of class X

students at SMKN 2 Mataram.

CHAPTER II

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 LITERATURE RIVIEW

2.1 Skill in English

Sujana & Zamzam (2021) assert that English plays a vital role in enhancing

human resource quality. It serves as a tool for communication, both in spoken and

written forms. Effective communication involves the ability to understand and convey

information, ideas, emotions, and to foster advancements in science, technology, and

culture. Suyanto (2010) highlights that there are four essential skills in English that

all students should acquire, which include:

Listening, a skill that remains underemphasized, is often overlooked due to the

lack of resources such as textbooks and audio materials that could aid teachers in

conducting listening lessons in English. Listening is fundamental to effective

communication. According to Arifuddin (2020), one of the primary reasons for

difficulties in hearing or listening is the speed of speech. When individuals lack

effective listening skills, messages can be easily misinterpreted. This often leads to a

breakdown in communication, causing frustration or irritation for the message sender.

Therefore, being a good listener can significantly improve your understanding and

enhance your communication skills, making interactions with you more enjoyable for

others.

According to Lail (2021), while all elements of English are important, speaking

skills are considered the most crucial alongside reading, writing, and listening. The

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primary objective of speaking is to effectively convey messages to others, which

involves the ability to communicate in a particular language. This first goal can be

accomplished through various activities, while the second goal can be achieved

through developmental exercises.

Additionally, Sribagus (2018) states that writing involves the careful expression of

ideas, opinions, and emotions as a means of communicating with the reader.

However, writing is often more complex than speaking skills. It is regarded as a more

challenging skill compared to other language abilities. When a student speaks in a

second language, a native speaker may understand and accept imperfect

pronunciation. In contrast, when a learner writes in a second language, native

speakers may find it more difficult to evaluate the writing if it contains numerous

spelling or grammatical mistakes.

The last skill is reading. Reading is a highly complex activity, as it relies on the

language proficiency of the learner and the difficulty level of the material. The goal

of reading is to efficiently comprehend the content of the message presented in the

text. To help students become fluent readers, several factors must be considered, and

this requires a lengthy process along with consistent practice, as noted by Sujana

(2016). According to Izzan (2008), reading activities involve the ability to recognize

text and infer the meanings of words, even when encountering unfamiliar vocabulary.

2.2 Fun Teaching Learning Strategy

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1. Definition of Fun Teaching

According to Kismoro (2016), fun teaching is a learning method where students

experience happiness, comfort, and calmness without the pressure often associated

with traditional learning environments. This enjoyable approach to learning

consistently sparks students' curiosity about various subjects. The primary goal of fun

teaching is to create a joyful atmosphere, enhance interest (or passion for

learning/motivation), encourage full engagement, and ensure that students grasp the

material being studied.

By fostering a positive learning environment, students not only feel more involved

but also become more motivated to explore and understand the concepts being taught.

Fun teaching plays a crucial role in building a strong foundation for effective

learning, allowing students to learn in a more natural and enjoyable way.

A teacher's role is to make learning feel like a fun adventure for children, as this

excitement can help them grasp new concepts more quickly. By using simple and

engaging methods, educators can create a lively and joyful classroom atmosphere

where students feel happy and eager to learn. It's important for teachers to put in the

effort to motivate their students in ways that connect with the material being taught

and resonate with their individual ways of thinking.

This means moving away from a one-size-fits-all approach to learning and instead

embracing a more flexible mindset that caters to the diverse needs of each student.

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When teachers create a dynamic and enjoyable environment, they not only spark a

love for learning but also encourage students to actively participate and engage with

the lessons. By understanding the significance of motivation and adapting their

teaching strategies to fit each student's unique perspective, teachers can provide a

more effective and enriching educational experience.

2.3 Kinds of Learning “Fun Teaching Strategy”

2.3.1 Storytelling

Storytelling is a wonderful way to share information and knowledge, as highlighted

by Said & Budimanjaya (2016). When teachers tell stories, they capture students'

imaginations and emotions, making the lessons more relatable and memorable. This

engaging method helps children connect with the material on a deeper level, making

it easier for them to understand and retain what they learn.

2.3.2 Singing

According to Lestari & Erik (2020), singing can be a fantastic tool in the

classroom. When students sing, they not only enjoy themselves but also improve their

ability to hear and remember vocabulary. This fun activity encourages children to

express themselves verbally, boosting their language skills and confidence in a joyful

way.

2.3.3 Guessing the Word

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 Aqib (2019) points out that word guessing games can be a great way to enhance

students' memory and focus during lessons. This interactive approach makes learning

exciting and encourages kids to think critically as they try to recall information,

turning the classroom into a lively space for exploration.

2.3.4. Guessing the Picture

Yusnaili, Rangkuti & Nasution (2020) explain that picture guessing games can help

students develop their visual-spatial intelligence. By engaging with images and

making guesses, children sharpen their ability to interpret visual information, which is

a valuable skill that can benefit them in many areas of learning.

2.3.5 Puzzle Games

Farmasi, Mahyuni, Nurtaat, and Wardana (2021) describe puzzle games as a fun

and interactive way to learn. In these activities, sentences are cut into pieces and

placed on colorful cards, and children work together to arrange them into the correct

order to form conversations. This hands-on experience not only makes learning

enjoyable but also reinforces their understanding of language structure.

2.3.6. Flashcards

As noted by Susilana & Riyana (2017), flashcards are a fantastic resource for

helping children memorize and quickly master English vocabulary. The combination

of visual and tactile elements makes flashcards an effective tool for reinforcing

learning and aiding retention in a fun way.

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 By incorporating these diverse and enjoyable teaching strategies, educators can

create a vibrant and engaging learning environment that caters to the unique needs

and preferences of each student.

2.4 Vocabulary

2.4.1 Definitions Of Vocabulary

Vocabulary is basically all the words a person knows and uses to communicate

well in a language (Utami, 2015). Amri (2016) explains vocabulary as the entire

collection of words that make up a language these words act like symbols we use to

understand each other. Without vocabulary, it’s impossible to have language or

communicate. Rohmatillah (2014) adds that vocabulary includes not just words but

also things like how we say them (intonation), how they’re spelled, and how we apply

them. Astuti (2016) points out that vocabulary is the set of words we use and

understand in daily life whether in business, technology, politics, literature, or work.

All in all, vocabulary is the group of words someone is familiar with and understands.

It’s one of the most important parts of any language. Without it, language wouldn’t

exist.

Vocabulary is essential for every language. It’s not just a collection of words but a

key tool for communication and learning new things. Building a big vocabulary can

be one of the hardest parts of learning a second language. Nurhidayah et al. (2017)

say vocabulary is a very important part of learning English. Learning vocabulary in a

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language like English is tough because you have to know what words mean, how to

spell and pronounce them, and how to use them correctly depending on the situation.

Without developing vocabulary, learning a language becomes nearly impossible.

Also, when you want to become a skilled speaker or writer, having a strong

vocabulary is vital. According to Sari (2017), vocabulary is one of the most important

things students should learn and master to improve their language skills. A child’s

ability to understand what they read or hear depends a lot on how much vocabulary

they know.

Being good at vocabulary means you can understand and use the words of a

language well, in speaking and writing. The more words someone knows, the easier it

is for them to share and get information from others. Vocabulary knowledge can even

show how intelligent a person is. But this mastery doesn’t happen overnight.

Apriyanti (2012) agrees that students show their vocabulary skills through how well

they understand and use words in everyday life. Still, mastering vocabulary happens

bit by bit it takes time and steady effort. It’s all about building knowledge of the

language’s words. Ruliani (2019) points out that at all levels of education from

elementary to advanced knowing vocabulary well is a key part of mastering English

as a foreign language.

4.2.2 Kinds Of Vocabulary

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 According to Supraba (2019), vocabulary can be categorized into two main types:

formal and informal.

1. Formal vocabulary is typically employed by speakers in various contexts.

2. On the other hand, informal vocabulary consists of terms that are less frequently

used by the speaker and may be considered challenging vocabulary, as they are often

unfamiliar to the audience.

Nyiwi (2019) further elaborates that vocabulary can generally be divided into two

categories: passive and active. Passive vocabulary includes all the words that you

seldom use or struggle to recall in your speech or writing. In contrast, active

vocabulary encompasses the words you are familiar with and regularly incorporate

into your communication. Interestingly, both in English and in your native language,

it is common for your active vocabulary to be considerably smaller than your passive

vocabulary.

Mu’minati (2020) explains that vocabulary can also be classified based on the four

language skills: listening, speaking, reading, and writing. The first two skills relate to

spoken vocabulary, while the latter two pertain to written vocabulary. Children

typically develop their listening and speaking vocabularies long before they start to

build their reading and writing vocabularies. Written language is fundamentally

rooted in spoken language. Each type of vocabulary serves a unique function, and

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fortunately, enhancing one’s vocabulary in one area can positively influence progress

in another.

Additionally, as noted by Madya (1980, as cited by Apriyanti, 2012), vocabulary

can be divided into two further types: active vocabulary and recognition vocabulary.

Active vocabulary consists of words that individuals use in their writing and

speaking. In contrast, recognition vocabulary includes words that are understood

when heard or read but are not typically used in everyday speaking or writing.

a. Listening Vocabulary

Listening vocabulary refers to the words that individuals can hear and understand.

Babies begin to recognize sounds around sixteen weeks old, and as they grow, they

are exposed to various words, leading to an impressive vocabulary of about 50,000

words by adulthood. For deaf children, visual hearing is taught similarly to sign

language, but they typically acquire fewer words compared to the secondary listening

vocabulary of hearing children. This highlights the unique challenges faced by

children with hearing impairments in their language development journey.

b. Speaking Vocabulary

Speaking vocabulary refers to the words we use when engaging in conversation

with others. Most adults typically rely on a range of 5,000 to 10,000 words for their

verbal communication. This number is notably lower than the extensive vocabulary

they can recognize when listening, highlighting the difference in familiarity and

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usage. Essentially, a person's speaking vocabulary includes all the words they actively

use during discussions, reflecting their ability to express thoughts and ideas verbally.

c. Reading Vocabulary

Reading vocabulary consists of the words that individuals can recognize while

engaging with written text. Since reading involves both perception and analysis, it

allows readers to grasp the author's intended messages conveyed through written

media. While many words can be read and understood, they may not necessarily be

used in everyday speech. This type of vocabulary represents the second-largest

lexicon a person possesses. Additionally, reading plays a crucial role in expanding

one’s vocabulary, as it exposes individuals to new words and concepts.

d. Writing Vocabulary

Writing vocabulary refers to the words that individuals recognize and interpret

while reading various texts. This process involves both perception and analysis,

allowing readers to understand the author's messages conveyed through written

communication. While many of these words can be read and comprehended, they are

often not utilized in everyday conversation. This vocabulary represents the second-

largest collection of words a person has. Undoubtedly, engaging with written material

significantly enhances one’s vocabulary, exposing readers to a broader range of

language and expression.

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2.5 Color Pictures

2.5.1 Definitions

According to Susanti (2018), one effective way to develop children's vocabulary

skills is through the use of picture media. Color pictures created by teachers in an

engaging and creative manner can serve as a very helpful tool. These color pictures

are representations of the original form in two dimensions, whether in the form of

photos or paintings. In other words, the picture media created by teachers functions as

a visual depiction that facilitates children's understanding. Utami and Rahman (2020)

add that color pictures consist of certain shapes designed with striking colors to

attract children's attention and interest. This picture media falls into the category of

static visual media, typically made from cardboard in various sizes. To ensure that

this media is more durable, the illustrated cardboard is often laminated with plastic.

The variation in picture sizes has a clear purpose: to make the learning process easier

for children. The picture media is available in two sizes, A4 and A5. The A4 size is

usually used by teachers when explaining the material, while the A5 size is given to

children so they can more easily observe and interact with the images directly.

Apriyanti (2012) highlights the significance of pictures as a valuable learning tool

in the educational process. These images play a vital role in helping teachers

effectively manage their lessons while also supporting students in their learning

journeys. From the various definitions discussed, it’s evident that color pictures are

particularly effective in boosting students' vocabulary skills. They not only grab

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children's attention and ignite their interest in learning but also make it easier for

them to grasp new words. This engaging approach to learning helps create a more

enjoyable and accessible experience for students as they expand their vocabulary.

2.5.2 The Importance of Vocabulary

Learning Gains and Redman (1986:154) highlight that when students learn

vocabulary, they gain the ability to recognize and understand the context of reading

and listening materials. This knowledge allows them to recall and use these words

effectively in both speaking and writing. Similarly, Legget (1982) points out that by

mastering vocabulary, learners can identify all the words in written and spoken

contexts, enabling them to incorporate these words into their daily conversations.

In essence, building a strong vocabulary not only enhances students'

comprehension of various materials but also enriches their communication skills in

everyday situations.

Harmer (1991:159) explains that vocabulary can be divided into two main categories:

1) Active vocabulary includes the words that students have learned and are expected

to use in their everyday conversations.

2) Passive vocabulary consists of words that students can recognize when they come

across them, but they probably won’t be able to use them in their own speech.

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On the other hand, Schall (1997:2) offers a slightly different perspective by

classifying vocabulary into three types:

1) Active vocabulary refers to the words that people typically use when speaking.

2) Reserve vocabulary includes words that we know but don’t often use in casual

conversation; instead, we might find ourselves using them in writing or when looking

for synonyms.

3) Passive vocabulary is made up of words that we recognize but don’t fully

understand; we’ve seen them before, but we don’t use them in speaking or writing.

2.5.3 Vocabulary Selection in Language Learning

Choosing the right vocabulary is a crucial step in effective language teaching.

Educators must carefully identify which words are truly valuable for students to learn,

as not all vocabulary will be equally useful in real-world communication. The goal is

to focus on words that students will actually need and use, making their learning

experience more meaningful. Before introducing new words, teachers should

thoughtfully select vocabulary based on students' needs and practical application.

This approach aligns with Wallace's (1989:165) perspective, which emphasizes that

vocabulary selection aims to enhance learning efficiency by prioritizing the most

relevant terms. To ensure appropriate word choices, educators should refer to official

word lists provided by the Ministry of Education in the curriculum. This helps

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determine not only which words to teach but also ensures they match the students'

proficiency level, making instruction more targeted and effective.

2.5.4 Some Strategies for Enhancing Students' Vocabulary

According to Harmer (1991:161), there are several effective strategies that can be

employed in teaching vocabulary. These include the use of realia, pictures, mime,

actions and gestures, contrast, enumeration, explanation, and translation.

In the case of realia, teachers bring actual objects into the classroom to introduce

them to students. This hands-on approach allows students to learn to recognize words

by seeing the real items. For instance, words like "pen," "ruler," "ball," and "bag" can

be taught in this manner. The teacher holds up the objects, pronounces the words, and

encourages students to repeat after them.

Using pictures is particularly useful for objects or concepts that cannot be

physically brought into the classroom, such as cars, planes, trains, houses, and

mountains. Pictures can take the form of drawings on a board, charts, flashcards, or

images from magazines. They serve as visual aids to explain the meanings of

vocabulary items, allowing the teacher to draw or present images to enhance

understanding. Mime, actions, and gestures come into play when it is challenging to

convey the meaning of words or grammar through realia or pictures. Concepts like

running or smoking can be easily demonstrated in this way, as can various actions,

expressions, and prepositions.

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 Teaching vocabulary through contrast is particularly relevant for illustrating

antonyms. In this approach, the teacher presents a word and asks students to identify

its opposite. For example, the meaning of "empty" can be clarified by contrasting it

with "full," and "cold" can be explained by comparing it to "hot."

In enumeration, the teacher introduces words by listing them along with their

general and specific meanings. For instance, when discussing the general term

"vegetable," the teacher can prompt students to think of specific examples related to

vegetables, such as potatoes, cabbages, and carrots. Teaching vocabulary through

explanation involves asking students to translate given words into their native

language.

Based on the strategies outlined above, the author concludes that teaching

vocabulary requires a variety of approaches tailored to the students' grade levels.

Ahmad (1992:21) pointed out that the main factors influencing students' success in

mastering vocabulary include a general lack of interest in learning vocabulary, low

motivation among students, and unengaging presentation strategies and ineffective

teaching techniques.

2.5.5 The Concept of Teaching and Learning Vocabulary

In the classroom, there are various ways to effectively use media during the

teaching and learning process. One particularly impactful type of media is visual aids,

especially pictures. Visual aids can significantly enhance the clarity of information,

24
making it not only more engaging but also more persuasive and enjoyable for

students. Ekwal and Shaker (1988:2) pointed out that incorporating pictures,

cartoons, and caricatures can serve as a great starting point for helping students

develop higher-level comprehension skills, such as evaluation and interpretation.

To accommodate different learning styles, it’s essential for teachers to adapt their

teaching methods and strategies, providing a range of activities that cater to the

diverse needs of their students. One effective approach in this regard is the matching

technique.

By using the matching style along with pictures as a tool for learning English

vocabulary, students can participate in activities that resonate with their individual

learning preferences. This alignment not only makes learning more enjoyable but also

increases the chances of success in these activities. For example, Hinkelman and

Pysock (1991:1) highlighted the effectiveness of a multimedia approach to

vocabulary building with Japanese students.

In summary, the author concludes that the matching technique is one of the best

ways to enhance students' vocabulary by utilizing pictures, making the learning

experience both effective and enjoyable.

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2.6 The Concept of Picture

2.6.1 What is a Picture

In this section, we will delve into various definitions of a picture to gain a clearer

understanding of its importance. Salomon, as referenced by Rahman (1985:1),

explains that pictures including photographs, illustrations, drawings, diagrams, and

maps are just as vital to communication as any other medium. They play a crucial

role in conveying information by allowing us to visualize objects or concepts.

Moreover, pictures act as a way to store, accumulate, and share knowledge across

generations, similar to how we communicate through speaking and listening or

writing and reading. In essence, pictures are powerful tools that enhance our ability to

connect with and understand the world around us.

Based on the definitions discussed, the author concludes that a picture acts as an

illustration that closely resembles the original objects and effectively conveys

information to the viewer. This quality makes pictures a powerful tool for engaging

students and sparking their interest in learning English vocabulary. By incorporating

visuals into lessons, teachers can create a more dynamic and stimulating learning

environment that not only captures students' attention but also helps them better

understand and remember new words.

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2.6.2 Why Use Pictures

Many language teachers are committed to helping their students improve their

ability to connect with others and make the most of the resources available in the

classroom, including the use of pictures. Our understanding of the world is shaped

not only by what we hear and read but also by what we see around us and what we

remember from our past experiences. Pictures go beyond being just a teaching tool;

they are crucial representations of places, objects, and people, making them an

integral part of the overall learning experience. By incorporating visuals into their

lessons, educators can enhance the educational journey and foster stronger

connections among students.

Wright (1989:3) highlights five key reasons why using pictures in the classroom is

beneficial:

1. They are easy to prepare,

2. They are straightforward to organize,

3. They capture students' interest,

4. They convey meaning and authenticity, and

5. They require very little language.

Gerlach and Ely (1980) also share their thoughts on pictures, noting that they can

be drawn, printed, or captured through photography. These images come in various

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sizes and colors, and they can be either realistic or abstract. Pictures give learners the

opportunity to explore and visualize people, places, animals, and objects that might

be far removed from their everyday experiences. Moreover, pictures act as effective

illustrations that can stand in for real objects, enriching the learning process by

providing visual context and making lessons more engaging and relatable.

2.7 Advantages And Disadvantages

Efiyanti (2020) points out that using colored images in language learning can be

incredibly beneficial. These visuals not only motivate students to dive into a foreign

language but also spark their enthusiasm for studying. They help students

communicate better by enhancing their understanding, speaking, and writing skills

with the right vocabulary. Muliati et al. (2018) emphasize that pictures can make it

easier for students to remember new words, as they add an element of fun and

engagement to the learning process. When students find the material interesting, they

are more likely to be motivated to improve their vocabulary. Gusmita (2018) adds

that colorful images can energize students' learning experiences, turning abstract

concepts into something more tangible and relatable. This way, students can visualize

ideas rather than just imagine them. Plus, gathering images from newspapers,

magazines, and calendars is budget-friendly, making the learning atmosphere more

enjoyable. This approach is versatile and can be applied at all educational levels,

including elementary school.

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 On the flip side, Asnita (2015) highlights some challenges that come with using

pictures in teaching. One major concern is that the explanations provided by teachers

can lead to different interpretations among students, depending on their individual

backgrounds and prior knowledge. Additionally, relying solely on visual media can

limit the depth of understanding, as it primarily engages the visual senses and may

not fully stimulate students' overall cognitive and emotional growth. This can result in

a less comprehensive grasp of the material. Another issue is the inconsistent use of

images, which can affect their clarity; for example, the first image might be clear,

while later ones may become less distinct. Creating visuals that effectively convey

abstract ideas can be a challenge, and teachers need to be prepared to either create or

find appropriate images. Moreover, students may not always know how to interpret

the visuals correctly, and an over-reliance on pictures can sometimes restrict their

understanding.

2.8 Review of Related Findings

Several researchers have conducted studies similar to the one undertaken by the

current researcher, albeit with different strategies. First, Dharin Okta Syaputri

employed a classroom action research (CAR) design and concluded that pictures can

enhance students' vocabulary mastery. She observed an increase in test scores from

65% to 86% between the first and second cycles.

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 The second study by Liza Fauziah indicated that the use of pictures in English

teaching and learning is effective and contributes to the development of students'

vocabulary. The alternative hypothesis (Ha), which posits that using pictures is

effective for vocabulary development, was accepted, while the null hypothesis (Ho),

which claims that there is no effectiveness in using pictures for vocabulary

enhancement, was rejected.

In a third study, Dwi Hartati reported that the mean test score in the experimental

group was 9.475, compared to 4.875 in the control group. Another researcher,

Himayatus Sholihah32, found that pictures could boost students' motivation, capture

their attention, aid in vocabulary memorization, and make teaching and learning

activities more engaging. Lastly, Andri Donal noted that his research results

indicated an improvement in students' vocabulary, with scores rising from 53 to 63

through the use of pictures in the learning process.

After completing the research, the current researcher found that there was an

enhancement in students' vocabulary mastery through the use of pictures. This was

evident from the increase in test scores, which rose from 50.75% to 81.51% between

the first and second cycles. Based on the aforementioned studies, it is clear that

pictures can improve and develop students' vocabulary mastery. However, the current

researcher discovered that pictures also enhanced students' vocabulary skills.

Although the same strategy was employed as in one of the previous studies, the

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current researcher aimed to make the use of pictures more enjoyable and accessible

for students.

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