ABSTRACT
This action research was aimed at identifying the effective teaching strategy of using Picture dictionary in improving students’ vocabulary mastery. The subject of the research was 3C class of SDN Cemara Dua Surakarta. This research consisted of two cycles with four phases on each cycle: planning, acting, observing and reflecting. The data were gathered through observation, tests, photographs, students’ works and interview.
The result shows that Picture Dictionary can be effectively used to improve students’ vocabulary mastery if the following requirements are fulfilled: 1) using various activities in every meeting; (2) using various tasks and worksheets in every meeting; (3) considering the students’ opinion about the next teaching learning activity; (4) giving reward and punishment system to the students; and (5) implementing group discussion in the teaching learning process.
The effective teaching strategy was indicated by the improvement of students’ vocabulary mastery as seen by their mean score in pre-test (70.7), post-test 1 (79.6), and post-test 2 (88.0). It was also indicated by the improvement of students’ classroom behaviors: (1) students’ participation was increased; and (2) the number of the students who asked permission to do non-academic activities became less.
Keywords: vocabulary mastery, teaching young learner, picture dictionary
