Abstrak


Improving Studens’ Vocabulary Mastery UsingRealia (A Classroom Action Research at th Fourth Grade Students of SD Negeri Kalimacan Sragen in Acad mic Year 2008- 2009)


Oleh :
Dwi Wantini - K.2204024 - Fak. KIP

The objective of this research is to know whether or not the use of realia can improve the students’ vocabulary mastery or not. In this research the writer limits mastering vocabulary on meaning. The action hypothesis of the research is the use of realia in teaching can improve the students’ vocabulary mastery. The research is a classroom action research. The action research was conducted on April 2009. This study was conducted on the fourth grade students of SD Negeri Kalimacan in academic year 2008/2009. There were 18 students. In this research, the researcher taught vocabulary using realia. This classroom action research was conducted in two cycles. Each cycle consists of four steps namely planning, action, observation, and reflection. In collecting the data, the writer used two techniques namely test and non-test technique. Test technique consist of pre- test and post-test which were conducted in every cycle. Non-test technique consists of three ways namely observation, interview, documentation. In observation the research observed the activities during the action by noting them on field notes. The field notes were made for every meeting. The second is interview. The researcher interviewed the teacher and the students before and after conducting the action. The third is documentation. The researcher documented the activities during the research using photograph. In analyzing the data, the researcher studied the field notes of observation and the result of the interview. Statistically, the writer calculates the mean score of pre-tests and the mean score of post-tests then compared them. The result of the action showed that the students’ vocabulary mastery improved as shown in the result of both the observation of students’ activities during the action and the result of the pre-tests and post-tests scores. The mean score of tests in cycle 1 are 7.05 to 8.16. In cycle 2 the mean score of pre-test is 7.23 and the mean score of post test is 9.16. There were also positive changes in students’ behavior in learning English. During the action, the students paid good participation to the lesson. The students were more active in joining the process of teaching and learning. Therefore, it can be concluded that teaching vocabulary using realia can improve the students’ vocabulary mastery.