Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
Origami: An Alternative Media to Teach Procedure Text in Speaking

Diterbitkan oleh:
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Islam Lamongan

Vol. 6 No. 02 Tahun 2019
DEWAN REDAKSI

Penanggung Jawab
Ketua
Sekretaris

: Dr. Madekhan, S.Pd., M.Si.
: Abdullah Farih, M.Pd.
: Riya Risqi Setyaningrum., M.Pd.

Editor Manajemen

: 1. Dian Luthfiyati, M.Pd.
2. Diah Astuty, M.Pd.

Editor Tata Kelola

: 1. Riryn Fatmawaty, M.Pd.
2. Hariyanto, S.Pd., M.Ip.

Reviewer

: 1. Dr. Like Raskova Octaberlina, M.Ed.
(UIN Maulana Malik Ibrahim Malang)
2. Siti Nurul Azkiyah, Ph.D.
(UIN Syarif Hidayatullah Jakarta)
3. Sastika Seli, S.Pd., M.A.
(STKIP Lubuk Linggau)
4. Ayu Oktaviani, S.Pd., M.A.
(STKIP Lubuk Linggau)
PENERBIT
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan

Universitas Islam Lamongan
KANTOR
Fakultas Keguruan dan Ilmu Pendidikan
Gedung A Universitas Islam Lamongan
Jl. Veteran No. 53 A Lamongan
Telp. (0322)324706/ 317116.
Email: fkipunisla@gmail.com

Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
(183-186)
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH (187-189)
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH (190-198)
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY (199-205)
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
(206-211)
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
(212-215)
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
(216-226)
Origami: An Alternative Media to Teach Procedure Text in Speaking

E-Link Journal
Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

IMPLICATION OF ENGLISH VOCABULARY INSTRUCTION THROUGH
PICTURES FOR ELEMENTARY STUDENTS

Tatik Muflihah, Nailul Authar
miraicha@unusa.ac.id, nailulauthar@unusa.ac.id
Program Studi Pendidikan Bahasa Inggris, Universitas Nahdlatul Ulama Surabaya

ABSTRACT
Vocabulary instruction in elementary students differs from other level of education. It aims to
empower them understand English vocabulary related to their surroundings.This study focuses on
the implication of vocabulary instruction in elementary students through pictures. The use of
pictures initiate and activate students’ curiosity on topic. This study focuses on the use of pictures
in learning vocabulary to elementary students. The data collection technique was in the form of
observation and field note in one of state Elementary School (SDN) in Surabaya. The study found
that picture game is useful to empower students’ in learning English vocabulary. In addition,
students are able not only to write the words correctly, but also to construct simple sentence. This
study provides suggestionto integrate picturesin learning vocabulary.
Keywords: Vocabulary, Instruction, Elementary Students

INTRODUCTION
There are many aspects that should
be considered in learning a language.
These involves four language skills:
listening, speaking, reading, and writing.
Among those, some other crucial aspects
of a language should also be regarded,
these are: vocabulary, grammar, and
pronunciation. Thornburry (2002)explain
that when someone does not know
grammar, she/he will only convey very
little, while when someone does not know
vocabulary nothing can be conveyed. In
other words, vocabulary has significant
role in learning a language. Since without
sufficient number of vocabulary, it is
unlikely that someone are able to
communicate both spoken and written one.
The latest national curriculum does
not comprise English as an obligatory
subject for elementary schools (Sekolah
Dasar/SD). However, each school is
allowed to include English lesson as a
local content or Mulok (Muatan Lokal).
Thus, the goal of learning English in
this education level is not to master all
of the four language skills.But to
empower them understand English
vocabulary related to their surroundings.

Teaching English vocabulary aims
to facilitate learners to understand the
meaning of unfamiliar words, obtain a
greater number of words, and use the
words for communicative purposes.
Therefore, vocabulary mastery will
support both receptive skills (listening and
reading) and productive skills (speaking
and writing).
Vocabulary refers to number of
words that are owned by a language
(Nurgiantoro, 2001). While, Suyanto
(2008) emphasizes that vocabulary is a
collection of words that are owned by a
language and give meaning when it is
used. Soejito (1992)adds that vocabulary is
a number of words owned by a speaker or
writer. It can be affirmed that vocabulary
is words that is owned by someone and it
is meaningful when to be used.
Vocabulary possessed by someone
will continue to develop along with the
number of experiences gained from
teaching and interacting with the
environment.
Children’s
vocabulary
development is not only in the form of
learning new words but also knowing
other meanings of the existing words. This
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p-ISSN: 2085-1383; e-ISSN: 2621-4156

will also add students’ vocabulary
mastery.
According
to
Hornby
(1995)vocabulary mastery is complete
knowledge or skills. This includes
transliteration, spelling and pronunciation.
This means that when students master
vocabulary, they have a complete
knowledge and are able to use it properly.
In other words, when students masters a
vocabulary she/he understands the whole
component namely knows the meaning,
knows the spelling, knows how to use it in
communication.
Haycraft (1978)divided vocabulary
into two, they are: receptive vocabulary
and productive. Receptive vocabulary
refers to a word that is understood by
students when it used in context. However,
students could not use this type of
words(Webb, 2005). This type of word is
known by students when they read a text,
but they do not use it in communication or
in writing. In general, students found the
words in reading activity. Productive
vocabulary is a word that is understood by
students and they are able to use this in the
activity of speaking and writing.
Productive vocabulary is also called as
productive process since students can
express their ideas to others through this
words (Webb, 2005). In other words,
students not only can read this words but
they also can use it actively in
communication.
In line with Haycraft, (Harmer,
2001) differentiate two type of vocabulary:
active and passive vocabulary. Active
vocabulary denotes to the words that
students can use it and call it in oral
communication. While passive vocabulary
is word that is known by student’
recognition, but they cannot call and
produced in writing.
There are many ways to create
learning vocabulary becomes more
interesting. One of the ways is pictures
that describe the words. Pictures can be
used to facilitate students learn

vocabulary. Picture guessing is a game to
guess certain vocabulary based on the
pictures. Students observe the pictures and
predict the words. The teacher provides
some clues related to the topic. Then they
should fill in the incomplete vocabulary on
each picture.
Picture game can be done to
increase students’ motivation and interest
in learning English. It is considered that
this game is valuable for students in
learning vocabulary. From this game, the
teacher can see obviously whether the
students have learned the new words or
not. In addition, the application of picture
will avoid students’ difficulties in
memorizing the words. This study aims to
describe the application of picture game
for elementary students in learning English
vocabulary.
METHOD
This is a qualitative study. The data
collection technique was obtained through
participatory observation and field note.
Observations were carried out for two
weeks in a state elementary school located
in Surabaya. The respondents are 35
students. During observation, the writer
role was as teacher’s partner. The results
of the observations are collected and
explained qualitatively.
DISCUSSION
Vocabulary Instruction in Classroom
Based on the writer observation, there are
some steps that has been done by the
teacher in applying picture guessing in
vocabulary instruction to elementary
school students. These are:
a. Brainstorming
This is the first step of teaching learning
process. It aims to introduce the
students to the learning topic. Besides,
the teacher explained the purpose of
teaching. To activate students’ prior
knowledge, the teacher showed some

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Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

pictures related to the topic and students
were asked to guess them. In this
activity students gave positive respond
to the teacher’s instruction. They tried
to predict the name of each pictures.
Teacher wrote the words on the board
and she modeled to pronounce the
words correctly. Students repeat the
teacher many times. After that, the
teacher explained the words meaning.
In addition, she provided some
examples in the form of simple
sentences. On the other hands, there are
students who were hectic with their
friends and their own activity and some
others were silent.
b. Group Discussion
After asking questions related to the
pictures, students were divided into
group consists of four to five students.
They were given 10 pictures that have
been shown before. The group were
asked to match the pictures with the
vocabulary provided. The teacher guide
the students to understand the pictures.
In doing so, she provided the students
the name of the things in pictures in
English version.
c. Picture Guessing
After matching the pictures, students
were given another task in the form of
completing the name of pictures. They
were
given 10
pictures
with
modification. In this section they filled
out the incomplete name of the
picture.After that, students collected the
work and read aloud it in the front of
the class. While checking students’
words, teacher gave feedback for
students who had pronounced the words
incorrectly. Students repeated the
teacher many times. After that, students
were asked to write simple sentence
based on the pictures.
Implication of English Vocabulary
Instruction through Picture Guessing
In this paper, the writer analyzed
the use of pictures in vocabulary

instruction. The writer identified students’
vocabulary and simple sentence. In this
study, they learnt 2 themes, those are
hobbies and recreation. The vocabulary
were analyzed based on vocabulary
concept presented by Harmer (2001) active
vocabulary and passive vocabulary. The
writer observed the type of vocabulary
mastered by students which is reflected in
students’ writing of vocabulary and simple
sentences.
Vocabulary Mastered by Students
The writer identified students'
vocabularies and found some mistakes.
Students’ errors were in the form of
writing (spelling). Some students’ wrote
the words incorrectly. For example in the
theme I hobby, the word shopping, written
by students: shooping, sopping, soping,
sopping, shopping.The word running is
written by students: raaning, ranning,
reaning, riining, ruuning. In theme II recreation: the wordbeach, written by
students: beace, beat, beads, biccg, behec,
beats, beat, beath. The word temple is
written by students: tampele, paste, teple,
telple. While most students write the word
lakeaslike, loke, leke, leka, lekc. Errors in
writing English vocabulary (spelling) can
be considered as a serious problem. Since
it will have negative impact namely it can
cause differences in meaning or even the
word cannot be understood at all.
Furthermore,
the
researcher
analyzed the vocabulary obtained by
students based on the results of writing
vocabulary and simple sentences. In
general students are able to compile simple
sentences correctly. Students can construct
simple sentences based on the pictures.
This can be seen in the following
sentences: My hobby is swimming, my
mother is cooking in the kitchen, Aira likes
dancing, Bagas likes running. Although, it
was found some incorrect sentences. For
example: She hobby is drawing, My hobby
___dancing, Aida___ hobby is reading, I
like reading, Rama likes to reading. This
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Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

can be affirmed that students’errors in
constructing simple sentences were in the
form of grammatical errors.
From the description above, this
can be stated that students’ type of
vocabulary can be outlined as both active
and passive. Students’ have active
vocabulary when they are able to write and
to call the words correctly. While, student
are categorized to have passive vocabulary
as they are not able to write and call the
words correctly.

Nurgiantoro, B. (2001). Penilaian dalam
Pengajaran Bahasa dan Sastra
Indonesia. Yogyakarta: BPFE.

CONCLUSION
Based on the results of this study, it
can be concluded that vocabulary
instruction through the application of
picture has positive impact on students’
vocabulary mastery. The types of
vocabulary mastered by students are in the
form of both active and passive
vocabulary. Students are able not only to
know the meaning of the words but also
able to use the words to construct simple
sentences. Although the sentences
compiled by students are categorized as
unvaried.
This
is
understandable
considering that students in grades 3 of
elementary school is as early learners in
learning English. In addition, the
implementation of picture is helpful in
creating joyful learning for elementary
students and stimulate them to be more
active in learning and acquiring
vocabularies.This study suggested that the
teachers could integratepictures in
vocabulary instruction.

Webb, S. (2005). Receptive and
productive vocabulary learning: The
Effects of Reading and writing on
word knowledge. Studies in Second
Language Acquisition, 27(1), 19.

Soejito.
(1992).
Kosakata
Bahasa
Indonesia. Jakarta: Gramedia Pustaka
Utama.
Suyanto, K. (2008). English For Young
Learners. Jakarta: Bumi Aksara.
Thornburry, S. (2002). How to teach
Vocabulary: Longman.

REFERENCES
Harmer, J. (2001). The Practice of English
Language Teaching (3 Ed.). London:
Pearson education.
Haycraft, J. (1978). An Introduction to
English language teaching: Longman
Publishing Company.
Hornby. (Ed.) (1995). Oxford: Oxford
University Press.
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