IIMMPPRROOVVIINNGG SSTTUUDDEENNTTSS’’ VVOOCCAABBUULLAARRYY MMAASSTTEERRYY TTHHRROOUUGGHH CCOOMMMMUUNNIICCAATTIIVVEE LLAANNGGUUAAGGEE TTEEAACCHHIINNGG ((CCLLTT)) (A Classroom Action Research at the Fifth Grade of SDN Cengklik II Nusukan, Surakarta in 2009/

Oleh :
Shanti Rahayu - K2206033 - Fak. KIP

This research aims to find out whether Communicative Language Teaching (CLT) can improve the vocabulary mastery of the fifth grade students of SD Negeri Cengklik II Surakarta and to find out whether Communicative Language Teaching (CLT) can improve the quality of vocabulary teaching process. This study uses collaborative classroom action research as the method in conducting the research. The research was conducted in two cycles. There are 3 meetings in the first cycle and 2 meetings in the second cycle. Each cycle consisted of four steps; planning, implementation, evaluation, and reflection. The researcher chose game as the technique in teaching vocabulary in the first cycle and role play for the second cycle. Both of the techniques were used as part of Communicative Language Teaching (CLT). The data were collected by means of observation, interview, field notes, photographs, and 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. On the other hand, the results of observations, interviews, and photographs were analyzed as qualitative data. From the results of the research, it can be seen that there are some improvements in both students‟ vocabulary mastery and the quality of vocabulary teaching learning process. The students‟ result of the tests improved. The students‟ mean score in the pre test was 3.6125. The mean score in the end of the first cycle was 5.805 and it improved to 7.555 in the second cycle. Through Communicative Language Teaching (CLT), students got better understanding in the meaning of vocabulary. They also got less difficulty in pronunciation and spelling. The students found it easier to learn vocabulary in the classroom. The students were more active and enthusiastic to join the meaningful and contextual activity. They learned to share and co-operate each other in communicative activity in the classroom. In addition, they were happier and motivated to join the vocabulary class. The enjoyable and active atmosphere in the classroom brings benefits in promoting the students‟ learning process.