Improving students’ vocabulary mastery through audio-visualized narrative text (a classroom action research in the eight grade students of SMP negeri 1 Tempuran, 2009/ 2010)

Oleh :
Indah Panuntun Utami - K2206004 - Fak. KIP

The purposes of this research were to find out 1) whether audiovisualized narrative text can improve students’ vocabulary mastery, 2) what happens in the classroom when audio-visualized narrative text is implemented, and 3) how audio-visualized narative text can improve students’ 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 students’ 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 students’ 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) Students’ 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 its’ picturing each word visibly. To conclude, audio-visualized narrative text: 1) can improve the students’ 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 students’ through its’ 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.