The purposes of this research were to find out 1) whether audiovisualized
narrative text can improve studentsí vocabulary mastery, 2) what
happens in the classroom when audio-visualized narrative text is implemented,
and 3) how audio-visualized narative text can improve studentsí vocabulary
mastery at the eighth grade of SMPN Tempuran 1.
This classroom action research was conducted in two cycles. The first
cycle consisted of three meetings and in the second cycle there were two
meetings. Every cycle consisted of five steps: 1) identifying problems and
planning the action, 2) implementing the action, 3) observing the action, and 4)
reflecting the result of the action. The researcher collected the data by using
observation, interview, document analysis, and photographs. To analyze the
qualitative data, the researcher used Burns theory. It follows the steps of
assembling the data, coding the data, comparing the data, building interpretations
and reporting the outcomes. To find out the improvement of the studentsí
vocabulary mastery the researcher conducted some tests. The tests were conducted
before the action (pre-test) and after the action (post-test). The mean score of each
test was quantitatively analyzed to find out the improvement of studentsí
vocabulary mastery after the research action. The results of observation,
interview, document analysis, and photographs were analyzed as qualitative data
to find out what happen when audio-visualized narrative text is implemented in
the classroom and discribing the steps in using audio-visualized narrative text to
improve students vocabulary.
Result shows that: 1) Studentsí test score improved: from 5.8 (3.06 in
spelling, 35.69 in meaning, and 2.75 in pronunciation) to 7.3 (4.25 in spelling,
40.36 in meaning, and 6.17 in pronunciation) in Cycle I and from 5.9 (3.78 in
spelling, 33.44 in meaning, and 3.83 in pronunciation ) to 7.1 (4.08 in spelling,
37.58 in meaning, and 8.25 in pronunciation) in Cycle II; 2) When Audiovisualized
Narrative Text was applied in the class, students got more active and
enthusiastic in learning, and 3) Audio-visualized Narrative Text helped students
better understand vocabulary through itsí picturing each word visibly.
To conclude, audio-visualized narrative text: 1) can improve the
studentsí vocabulary mastery, 2) make classroom situation more interactive, and
3) help students learn vocabulary better and more enjoyably.
The result of the research implies that English teachers need to choose
appropriate media in teaching vocabulary. One of the appropriate media to teach
vocabulary is audio-visualized narrative text. Audio-visualized narrative text
make an easier way to the teacher to get better understanding of her studentsí
through itsí picturing each word visibly. In using this media, the teacher should
know how to segment the audivisualized narrative text, so that vocabulary can be
taught effectively . On the other hand, the students should pay full attention in the
teaching learning process.