1.

IMPROVING THE STUDENTS’ ENGLISH VOCABULARY BY USING VISUAL MEDIA

Abstract
This study is aimed at describing the students’ English vocabulary improvment by using visual
media and to describe the achievement of them in the test result. The result of this study
hopefully will give contribution in learning English.
In this research, visual media are used to improve students’ motivation and achievement in
learning English. This research was carried out at SDN 1 Kartasura, especially in class 4A that
consists of 23 students. To collect the required data, the writer did observation to know the
students’ motivation and gave test to know academic achievement of students. There were
three cycles in this action research in which each cycle used post-test. He analyzed the data
by comparing the result of pre-test and post-test. The results of pre-test and post-test were
used to know the score of the vocabulary mastery. The mean of the achievement after the
teacher did the action was 91.30 that belongs to excellent category. While, before the
teacher did the action, the mean of the students achievement was 60 that belongs to poor.
Based on the research finding, it can be concluded that (1) visual media can increase the
students’ motivation in learning English. (2) Visual media can improve the students’ English
vocabulary in learning English. The students’ score was getting better in each cycle. It
indicated that the teaching-learning process was successful, both the researcher and the
students gained the objectives.

2. The Effectiveness of Teaching Vocabulary by Using Cartoon Film toward Vocabulary

Mastery of EFL Students
Abstract
This article investigates the suitable media to develop students’ vocabulary in elementary
level is audio visual media especially cartoon film media, the problems of the study are:
(1) How is the students’ score before using cartoon film media? (2) How is the students’
score after using cartoon film media? (3) How is the effectiveness of using cartoon film
media on the students’ vocabulary mastery? This research conducts experimental design;
it is pre-experimental design in the form of one–group pre–test and post– test. The
instruments were used are pre–test, treatment, and the post–test. The analysis
technique of data analysis used t–test statistical analysis. The use of cartoon film media
will be significant if t count > t table. Data analysis shows that t count > t table (5,20 >
1,71), so H0 is rejected or Ha is accepted. Based on the research finding, the researchers
conclude that (1) the students’ mastery on vocabulary before being taught by using
cartoon film media can be seen from the result of pre – test, there are 15 students get
excellent result, there are 2 students get good result , there are 4 students get enough
result , there are 3 students get less result and 1 student get low result . It means that
there are 32% students who get low score. (2) The students’ mastery on vocabulary after
being taught by using cartoon film media can be seen from the result of post – test, there
are 19 students get excellent result, there are 5 students get good result and there is 1
student get enoughresult. (3) The significant different, between students’ mastery on
 vocabulary before and after taught by using cartoon film media can be seen from the
result of pre – test, it showed that 15 students who get score 80 – 100 where as the
result of post – test showed that 19 students who got score 80 – 100. It means that the
result of this research showed that t count > t table (5,20 > 1,71). It indicates that
cartoon film is suitable to teach vocabulary. So from the result the researchers suggest to
the English teacher that cartoon film is effective to teach vocabulary for young learners.

3. IMPROVING STUDENTS’ VOCABULARY MASTERY USING FLASHCARDS

Abstract
Vocabulary is one of the important elements in teaching English. Based on pre-research,
the fourth grade students of SD Negeri II Watuagung in the academic year of 2011/2012
had problems in mastering vocabulary. It could be seen from two indicators: first, their
vocabulary score was low. Second, the students did not have motivation during
teaching-learning process. To overcome the problems, classroom action research is
used. It implemented flashcards as the media. The aim of this research is to improve
students’ vocabulary mastery and students’ motivation using flashcards. There are two
cycles of action. In each cycle, the procedure of the research consists of planning, acting,
observing, and reflecting. In collecting the data, the researcher used qualitative and
quantitative methods. The technique of qualitative data was interview, observation,
document analysis, and test. For the quantitative data, the data are analyzed by finding
and comparing the mean scores in pre-test and post-test (descriptive statistics). Based
on interview, observation, analyzing the document, and test result, the students made
improvement in vocabulary mastery. The students can learn vocabulary more easy than
before. When flashcards are used, in the first and the second cycle, students are active
and enthusiastic in joining learning activity. The tests score results shows an
improvement of the students’ achievement. The students’ mean score in the pre-test is
45.70, in post-test 1 is 70.52, and in post-test 2 is 80.13. It can be concluded that
teaching English vocabulary by using flashcards as media does improve the students’
vocabulary mastery. The result of the research implies that English teachers need to
choose the appropriate media in teaching vocabulary; one of them is flashcards.
4. Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to
Overcome Learning Difficulties of Vocabulary in Students of Special Needs
Abstract
Objectives: To assess the effect of using audio-visual aids and computer-assisted/ aided
language instruction (CALI) in the performance of students of special needs studying
vocabulary course.
Methods: The performance of forty students of special needs (males and females) who
used audio-visual aids and CALI in their vocabulary course at al-Malādh school for
students of special needs was compared to that of another group (control group) of the
same number and age (8-18). Again, subjects in the experimental group were given
 lessons using audio-visual aids and CALI, while those in the control group were given
lessons using ordinary educational aids only, although both groups almost shared the
same features (class environment, speech language therapist (SLT), etc.). Pre-and-
posttest was given at the beginning and end of the semester and a qualitative and
quantitative analysis followed. Results & conclusions: Results of the present
experimental study's pre-and-posttests indicated that the performance of the students
in the first group was higher than that of those of the second group (34.27%, 73.82% vs.
33.57%, 34.92%, respectively). Compared with females, males’ performance was higher
(1515 scores vs. 1438 scores). Such findings suggest that the presence of these audio-
visual aids and CALI in the classes of students of special needs, especially if they are
studying vocabulary building course is very important due to their usefulness in the
improvement of performance of the students of special needs.

5. IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH THE USE OF WALL CHARTS

IN ELEMENTARY STUDENTS
Abstract

The objectives of this research are: (1) to find out whether wall charts can improve the English
vocabulary mastery of the fifth grade elementary students (2) to find out students’ motivation
when wall chart is used in teaching vocabulary. The research data were collected by using
observation, interview, document, and test (pre-test and post-test). The data were analyzed
through descriptive analysis which consists of assembling the data, coding the data, comparing
the data, building interpretation, and reporting the outcomes for the qualitative data and
descriptive statistics for the quantitative data. The research findings show that wall charts are
able to improve students’ vocabulary mastery and students’ motivation. It shows that there was
an improvement of the students’ vocabulary mastery before and after the research.

6. THE USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY OF

THE FIFTH GRADE STUDENTS OF ELEMENTARY SCHOOL

ABSTRACT
Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2013. The fifth
grade students in SD Negeri 01 Suruh had low vocabulary mastery. It could be seen from their
low motivation in learning English. Besides, it was difficult for them to pronounce, to spell, to
understand the meaning, and to use the words. The problems were caused by the teacher who
did not take the appropriate technique in teaching, and the students did not pay attention well
to the lesson. This action research was conducted in the fifth grade of SD Negeri 01 Suruh
(SDSN), Tasikmadu. The objectives of this research are to find out how the use of visual aids can
improve the students’ vocabulary mastery and to describe the classroom situation when visual
aids are applied in teaching vocabulary. The action reasearch was carried out in two cycles from
January to April. In collecting the data, the researcher used observation, interview, and test. The
researcher was the teacher who implemented visual aids as the media in the instructional
process. The result of the observation was presented in the field notes. The interview was done
as the confirmation of the observation. The tests were in the form of pre test and post test to
 measure the students’ vocabulary mastery improvement .The result of this research shows that
the use of visual aids can improve the students’ vocabulary mastery. It can motivate and attract
the students to be actively involved in the instructional process. They also do all the learning
activities without any excuses. They become more active and attentive if compared with their
behaviour before the research. The improvement can also be seen from their increased
achievement. The mean score of the pre test is 6.30. It improves to 7.80 in the first post test. In
the second post test, it increases to 9.20. In addition, the result of the research implies that the
teacher needs to determine the appropriate technique in teaching vocabulary to children. Visual
aids is one of the appropriate and effective media to teach vocabulary.
7. USING AUDIO VISUAL AIDS TO IMPROVE STUDENTS’ INVOLVEMENT IN
THE TEACHING AND LEARNING PROCESS OF THE THIRD GRADE
STUDENTS

ABSTRACT

The objective of the research is to know whether audio visual aids can be used to improve
students’ involvement in the teaching and learning process at the third grade students of SD N
Krapyak I, Sleman, Yogyakarta in the academic year 2012/ 2013. It was hoped that the use of
audio visual aids would improve the students’ involvement in the teaching and learning
process.The research was carried out through action research which is consist of four seps;
reconnaissance, planning, implementing and observing the actions, and reflection. The data
collection techniques were observation, documentation, and interviews. The data were in the
forms of field notes and interview transcripts. To get the trustworthiness of the data, the
triangulation technique was used. The validity of the data was obtained by applying democratic
validity, outcome validity, process validity, catalic validity and dialogic validity. The results of the
research are firstly, audio visual aids improved students’ involvement. The students actively
participated and enthusiastically responded in the teaching and learning process. Secondly,
audio visual aids could be used in all phases of video based teaching activities i.e. pre- viewing,
while- viewing, and post- viewing. However, the careful planning including the choosing of
suitable audio visual aids is required. Thirdly, the using of classroom English familiarized the
students with English. Fourthly, using of gesture and body movement helped the students
responded the teacher instruction. The variation of pictures and games encouraged the
students to focus on learning and involved in the teaching and learning process.

8. IMPROVING STUDENTS’ VOCABULARY BY USING VISUAL MEDIA

Abstract

This research was “Improving Students’ Vocabulary By Using Visual

Media at SMP Negeri 10 Makassar”. It consisted of two problem statements.
They were (1) How was the implementation of Visual Media in improving the
students’ vocabulary of first year students’ at SMPN 10 Makassar? (2) How was
the improvement of students’ vocabulary through Visual Media of first year
students’ at SMPN 10 Makassar?. The objective of this research was to find out
improvement of the students’ vocabulary by visual media of VIIB at SMPN 10
 Makassar.
This research was a classroom action research. It consisted of two cycles.
The procedure of the research in every cycle consisted of four stages. They were
planning, acting, observing, and reflecting. The subject of the research consisted
of 43 students of VIIB at SMPN 10 Makassar. The instruments of this research
were test which was analyzed by quantitative analysis and observation sheet
which was analyzed by qualitative analysis.
The result of the research showed that there was a significant improvement
of the students’ vocabulary after using visual media. This statement could prove
by the students’ mean score of ability test was 6.33, but it had increased to 6.80
the first cycle and 7.51 at the second cycle. It mean that the students’ vocabulary
from the first cycle to second cycle was classified successful. Visual media could
improved the students’ vocabulary.

9. CORRELATION STUDY OF STUDENTS’ MOTIVATION AND STUDENTS’

VOCABULARY MASTERY TOWARD READING COMPREHENSION

Abstract
The purpose of this study was to find out whether there is a significant correlation
between students’ motivation and vocabulary mastery toward their reading
comprehension or not. It was a quantitative research that applied ex post facto
designs. The researcher employed 28 students of SMPN 31 Bandar Lampung as
the sample. The instrument of this research was in the form of motivation
questionnaire, vocabulary test and reading comprehension test. The collected data
were analyzed by using Pearson Product Moment Correlation in SPSS 17.0. The
result showed that r of students’ motivation and reading comprehension, and
students’ vocabulary mastery and students’ reading comprehension were .862 and
.844 respectively. Therefore, it can be concluded that there is a positive
correlation between students’ motivation and vocabulary mastery toward their
reading comprehension. The higher the students’ motivation and vocabulary
mastery are, the higher the students’ reading comprehension achievement is.

10. THE EFFEGTIVENESS OF COMPUTER ASSISTED LANGUAGE LEARNlNG

(CALU IN VOCABULARY INSTRUCTION TO TURKISH EFL STUDENTS ')
Abstract

CALL (Computer Assisted Language Learning) is the term most commonly used by teachers and
students to describe the use of computers as part of a language course (Maley, 1989). This
experimental study aimed at investigating the effectiveness of Computer Assisted Language
Learning (CALL) on vocabulary teaching and learning. This study hypothesized that the computer
has a potential to positively effect foreign language learning, particularly vocabulary instruction
This study was conducted to highlight some efficient and effective ways of vocabulary
acquisition that can be part of the instructional program through the use of CALL capacities.
There have been a number of research studies on various aspects of CALL application. However,
few studies have compared the effectiveness of CALL versus textbook based approaches to
vocabulary learning. The hypothesis was that students are more positively motivated to
use software materials than the usual textbook and that vocabulary development would be
significantly better for the software (experimental) group than for the textbook (control) group
of students. The subjects of this research study were secondary school students, 13- 14 years
olds at METU (Middle East Technical University) College who have been studying English
intensively for two years. The experimental group used the Longman Interactive English
Dictionary CD in a computer lab under the instruction of the researcher, and the control group
had traditional instruction using their textbook in the classroom under the instruction of their
teacher.
Both groups of students were given pretests and posttests in respect to 20 vocabulary items
practiced in isolation and in context over a two session, four- hour treatment period. The results
of mean scores were interpreted by using a t-test. The experimental group were also given a
questionnaire to measure their attitudes towards using computers as a part of their courses.
The results supported the hypothesis that the experimental group liked to work with computers
and that they learned and retained more vocabulary than the control group.