|NIM / NIP||:|
|Judul||:||Improving elementary school students’ vocabulary mastery using ppp approach (A Classroom Action Research in the Fifth Grade of Elementary School Purwoasri 2 Kediri in 2008/2009 Academic Year)|
|Imprint||:||Surakarta - Pascasarjana - 2009|
|Kolasi||:||xiv, 74 hal.|
|Sumber||:||UNS-Pascasarjana Prog. Studi Bahasa Inggris-S890707012-2009|
|Abstrak||:||ABSTRACT IMPROVING ELEMENTARY SCHOOL STUDENTS’VOCABULARY MASTERY USING PPP APPROACH (A Classroom Action Research in the Fifth Grade of Elementary School Purwoasri 2 Kediri in 2008/2009 Academic Year). Thesis: Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. This research was conducted to the fifth grade class of Elementary School Purwoasri 2 Kediri in 2008/2009 Academic Year. The aim of this research was to find out whether the use of PPP approach was able to improve the vocabulary mastery of the students. There were three problems encountered. Firstly, the students were less interested in joining in the teaching and learning process. Secondly, the students got difficulties in pronouncing new vocabulary correctly. The students got difficulties in remembering and grasping of words when the teacher gave those exercises. To overcome those problems, the researcher designed an action research using PPP approach to teach vocabulary. The action research was conducted in two cycles. The procedure of the research considered of planning, acting, observing, and reflecting. In collecting the data, the researcher used observation, interview, photograph, video recording and test. The teacher was the researcher assisted by collaborators as observers while the researcher was implementing the research. The result of the observation served as field-notes. The tests were in the forms of a pre-test and a post-test. The researcher used t-test to analyze the results of the tests. The results of the research showed that PPP approach was able to improve the students’ vocabulary mastery. Being taught using PPP approach, the students’ interest in mastering vocabulary improved. They were also actively involved in the teaching and learning process. Most of them were able to pronounce the new words correctly. They were not only able to grasp the meaning of the vocabulary at the moment of the words were taught but also to memorize the vocabulary in the next meeting. The improvement the students’ vocabulary mastery was reflected in the tests’ score. The mean scores improved from 5, 9 (the pre-test of Cycle 1) to 7, 1 (the post-test of Cycle 1), and it improved for a second time in the post-test of Cycle 2, which achieved to 8, 2. From the analysis of t-test computation between the pre-test and the post-test scores of cycle 2, it can be seen that it is higher than t-table. Therefore, it is clear that there is a significant difference between the scores. It showed that there was a significant improvement of the students’ vocabulary mastery before and after the research was conducted. Therefore, it can be concluded that teaching vocabulary by using PPP approach was able to improve the students’ vocabulary mastery. Based on the result of the study, he concluded that students’ vocabulary mastery could be improved through PPP. Therefore, it is recommended that (1) the teacher should apply the three phases in teaching vocabulary; and (2) the teachers need to improve their acquisition of knowledge about PPP through the collaboration with the other teachers.|
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1. Dr. Sujoko, M.A.
2. Drs. H. Tarjana, M.A