The Use of Picto-textual Glosses Text in Teaching Vocabulary and Reading to Young Learners : An experimental study at one of junior high school in Desa Sukaraja Baru, Palembang

• Main Author: Syaputri, Komala Dwi (Author)
• Format: Book
• Published: 2014-11-14.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/17510/1/T_BING_1200914_Title.pdf; http://repository.upi.edu/17510/5/T_BING_1200914_Abstract.pdf; http://repository.upi.edu/17510/3/T_BING_1200914_Tabel_of_Content.pdf; http://repository.upi.edu/17510/7/T_BING_1200914_Chapter1.pdf; http://repository.upi.edu/17510/7/T_BING_1200914_Chapter2.pdf; http://repository.upi.edu/17510/4/T_BING_1200914_Chapter3.pdf; http://repository.upi.edu/17510/2/T_BING_1200914_Chapter4.pdf; http://repository.upi.edu/17510/2/T_BING_1200914_Chapter5.pdf; http://repository.upi.edu/17510/6/T_BING_1200914_Bibliography.pdf; http://repository.upi.edu/17510/5/T_BING_1200914_Appendix.pdf
• Keywords: PE English; PR English literature

This study attempts to discover the use of picto-textual glosses in teaching vocabulary to students and to find out the influence of picto-textual glosses implementation on students' reading motivation. This study was conducted by applying one of experimental study design named one-group pretest-posttest design. The sample of this study was one class of seventh grade of one junior high school in Desa Sukaraja Baru Palembang placed as an experimental group. The total number of the students was 21. The data were collected qualitatively and quantitatively. The quantitative data of this study were collected by using two instruments: test and questionnaire, while, the qualitative data of this study were collected by using interview, observation, and document review. The result showed that the picto-textual glosses implementation in students' reading text was effective to improve students' vocabulary mastery for short-time memorization. It was interpreted by the result of students' pre-test, post-test, and also daily test. The result also showed that the implementation of picto-textual glosses in reading text did not influence the students' reading motivation. It can be seen from the result of the questionnaire which showed that there was the reduction of the number of high motivated students. In the pre-motivation test for experimental group there were 10 students (47,62%) who were low motivated students whereas the rest of them (52,38%) were high motivated students. In the post-motivation test for the experimental group, the low motivated students increase from 10 students into 12 students (57,14%) and the high motivated students decrease into 9 students (42,86%). Statistically, it showed that there is no significant difference of students' reading motivation before and after the treatment. Additionally, it can be concluded that although the implementation of picto-textual glosses in reading text improves the students' vocabulary in short time memorization, it was not too effective for students' long time memorization. The implication of the study leads to some directions for some recommendations for English teachers and others who are concerned with English teaching and learning, especially in vocabulary. The teacher should use various kinds of techniques in order to increase students' achievement and stimulate students' motivation in learning. Besides that, it is also can heal students' boredom in learning process by combining several techniques and instruments.