The Effectiveness f Using Picture Annotation with Memorization for Enhancing Students Acquisition of English Verbs (An Experimental Study at MIN

The background of this study is based on the observation in teaching English at the fifth year students of MIN Kedungwuni Pekalongan, the students‟ interest and students‟ acquisition of English vocabulary in English was still low. Vocabulary was the one important thing for students because it is used in daily activity. One parts of English vocabulary that important to study was studying verbs. The teacher in MIN Kedungwuni Pekalongan teaches English only using course book and LKS. Studying verbs is more interesting by using picture. Using picture annotation with memorization will increase students‟ interest in learning English. The use of picture in teaching verb can help teacher in teaching since the teacher wants to realize the students‟ weakness in comprehending the language, especially in acquiring English verbs. The study is aimed at responding the following questions: (1) How is the implementation of picture annotation with memorization for enhancing students‟ acquisition of English verb? (2) How is the effectiveness of picture annotation with memorization for enhancing students‟ acquisition of English verb? The population of the research was the fifth grade students of MIN Kedungwuni Pekalongan. The research method was an experimental research, the samples; the experimental class (V A) and control class (V B). The V A was taught by using picture annotation, while the V B was taught without picture annotation. The data is gathered through test, documentation, and observation. The formula that was used to analyze the data was t-test. It was used to determine whether or not there was a significance difference between students‟ score in experimental class and students‟ score in control class. The study shows that using picture annotation with memorization was effective media to enhance students‟ acquisition of English verbs. It was found that the pre-test average of the experimental class was 65.83 and control class was 65.50. While, the post-test average of the experimental class was 79.67 and control class was 73.33. It was found that t-test was (1.89), whereas the t-table was (1.67) for a = 5%. The t-test score was higher than the t-table (1.89 > 1.67). It was meant that Ha was accepted while Ho was rejected. Since t-test score was higher than the t-table, using picture annotation with memorization was effective media to enhance students‟ acquisition of English verbs in MIN Kedungwuni Pekalongan.