Improving Students’ Vocabulary Mastery By Using Audiovisual Aids In Teaching Learning Process (A Classroom Action Research At The Third Grade Of Sd Negeri Jetak 2 Sidoharjo Sragen In The Academic Year Of 2012/2013)

Oleh :
Nur Amini Yuniati - S89110807 - Sekolah Pascasarjana

This study aims at (1) finding out whether audiovisual aids can improve students’ vocabulary mastery and (2) discribing classroom climate when audiovisual aids is implemented in the class. The preliminary research showed that the students had problem in recognize and memorize the words, pronouncing the word correctly, use the words in a sentence, and spelling the words correctly. This research was conducted at SD Negeri Jetak 2 Sidoharjo Sragen. The subject of this research was the third grade students of this school which consisting of 31 students. The methods of this research was Classroom Action Research (CAR). The researcher conducted three cycles of action research and each cycle consisted of a series of steps, namely: identifying the problems, planning the action, implementing the action, observing the action, reflecting the observation result, and revising the plan. The data of the research were collected through observation, interview, documents, and tests. Then, the qualitative data were analyzed by Interactive Model: data reduction, data display, and conclusion drawing or verification. The quantitative data were analyzed by using descriptive statistics (DS) to calculate the mean score of pretest and post-tests 1, 2, and 3. The result of this research showed that: (1) audiovisual aids can improve the students’ vocabulary mastery: (a) students could recognize and memorize the words; (b) students could use the words in a sentence; (c) students could pronounce words well; and (d) students could spell the words correctly; and (2) audiovisual aids can improve classroom climate: a) Teacher use media (Audiovisual aids) in teaching vocabulary. b) The students were enjoyed during the teaching learning process. c) The students were pay attention in teaching learning process. d) Students were active in teaching learning process. e) The students were enthusiastic in teaching learning process. Besides, it also improves students’ score: pretest 54.27; test on Cycle 1 59.11; test on Cycle 2 64.11; test on Cycle 3 69.03. This posttest is higher than the English passing grade (KKM/Kriteria Ketuntasan Minimal) that is 65. Based on the research findings, it shows the improvement in students’ vocabulary mastery and classroom situation. It can be stated that English class became more conducive when the teacher used audiovisual aids in teaching-learning process, the suggestion is made for the English teacher, they should use Audiovisual aids as the alternative strategy and apply this media in teaching and learning of vocabulary mastery which supported by appropriate materials.