Penulis Utama : Alia Fanny
NIM / NIP : K2203016
× Abstract The fifth year students of SD Negeri Wirosari 2, Academic Year 2006/2007, had problems dealing with vocabulary mastery. First, they had difficulty to remember the meanings of words. Second, they had bad pronunciation. Third, they were not interested in English class. To overcome the problems, the researcher designed an action research using ostensive means to teach vocabulary. The purpose of the research was to investigate whether or not teaching by using ostensive means can improve students’ vocabulary mastery. The action research was conducted in two cycles. Each cycle consisted of four steps: planning, action, observing and reflection. To collect the data, the researcher used observational technique consisting of field notes, researcher’s diaries and photographs. There were five steps to analyze the data. They were assembling the data, coding the data, comparing the data, building interpretations and reporting the outcomes. To find the improvement of the students’ vocabulary mastery after the research implementation, the researcher conducted tests. The tests were pre-test and post tests. The researcher analyzed the mean scores of the tests. To analyze the significant differences between pre-test and post-test, the researcher used the non-independent t-test computation. The result of the research showed that ostensive means could improve the students’ vocabulary mastery. With ostensive means, the students showed great interest to be actively involved in the teaching learning process. In the classroom, they were eager to join all activities and practice pronunciation. Some students could pronounce words correctly. They also did all of their homeworks. The students could not only grasp the meaning of the vocabularies at the moment the words were taught but they could also remember the vocabularies at the following meeting. The students’ vocabulary improvement was reflected in the tests scores. The mean score between pre-test and cycle 1 post test improved from 5.1 to 8. 6. It improved again in cycle 2 post test which was 9. 4. From the analysis of t-test between pre-test score and cycle 2 post-test score , at the level of significant , where =2. 02, it was found that =20. 543. Because is higher than , there was significant difference between the scores. It showed that there was a significant improvement of the students’ vocabulary mastery before and after the research. Here, teaching vocabulary by using ostensive means does improve the students’ vocabulary mastery.
Penulis Utama : Alia Fanny
Penulis Tambahan : -
NIM / NIP : K2203016
Tahun : 2007
Judul : Improving children’s vocabulary mastery by using ostensive means (an action research at the fifth year of sd negeri Wirosari 2 academic year 2006/2007)
Edisi :
Imprint : Surakarta - FKIP - 2007
Program Studi : S-1 Pendidikan Bahasa Inggris
Kolasi :
Sumber : UNS-FKIP Jur. Pendidikan Bahasa Inggris-K2203016-2007
Kata Kunci :
Jenis Dokumen : Skripsi
Link DOI / Jurnal : -
Status : Public
Pembimbing : 1. Dr. Sujoko, M. A
2. Endang Setyaningsih, S. Pd, M. Hum
Penguji :
Catatan Umum : 5860/2007
Fakultas : Fak. KIP
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