THE ENGLISH VOCABULARY MASTERY
OF THE ELEMENTARY SCHOOL STUDENTS IN KUDUS
TAUGHT THROUGH MULTISENSORY APPROACH
By:
NOVI NOOR HAYATI NIM 201132121
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
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THE ENGLISH VOCABULARY MASTERY
OF THE ELEMENTARY SCHOOL STUDENTS IN KUDUS TAUGHT THROUGH MULTISENSORY APPROACH
SKRIPSI
Presented to the University of Muria Kudus
in Partial of the Requirements for Completing the Sarjana Program in English Education Department
By:
NOVI NOOR HAYATI NIM 201132121
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
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MOTTO AND DEDICATION
Motto
All the impossible are possible for God.
Education is the best equipment for the old day.
Dedication
The writer dedication this skripsi to:
Her beloved parents.
Her beloved husband.
Her beloved daughter.
Her beloved familly.
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ADVISORS’ APPROVAL
This is to certify that the Skripsi proposal of Novi Noor Hayati (2011-32-121) has been approved by the Examining Committee to continue for conducting the research.
Kudus, 2th May, 2016 Advisor I
Dra. Sri Endang Kusmaryanti, M.Pd NIS. 0610713020001009
Advisor II
Rusiana, S.Pd, M.Pd NIS. 0610701000001226
Acknowledged by
Head of English Education Department
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Novi Noor Hayati (2011 32 121) has been approved by the Examining Committee as a requirement for the Sarjana Degree of English Education Department.
Kudus, 24th August, 2016 Examining Committee
Dra. Sri Endang Kusmaryati, M.Pd. Chairperson,
NIS. 0610713020001009
Rusiana, S.Pd, M.Pd Member,
NIS. 0610701000001226
Dr.Drs. Slamet Utomo, M.Pd.
Member,
NIP. 19621219 198703 1 015
Atik Rokhayani, S.Pd, M.Pd
Member,
NIS. 0610701000001207
Acknowledged by
The faculty of teacher training and education
Dean,
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ACKNOWLEDGMENT
Alhamdulilahirobbil’alamin. Thanks to Allah Subhanaahu Wa Ta’ala
who has given blessing, health, and inspiration to complete this final project
entitled “The English Vocabulary Mastery of the Elementary School Students in
Kudus Taught through Multisensory Approach”.
Praise and invocation are also given for to our Prophet, Muhammad SAW, who is always, hoped his intercession in the end of the world. Therefore, in this opportunity the writer would like to express her special and deepest gratitude and appreciation to:
1. Dr. Slamet Utomo, M.Pd as the Dean of the Faculty of Teacher Training and
Education of Muria Kudus University.
2. Diah Kurniati, S.Pd, M.Pd as the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University.
3. Dra. Sri Endang Kusmaryati, M.Pd as the first advisor for her best guidance, motivation, and suggestion in finishing this final project.
4. Rusiana, S.Pd, M.Pd as the second advisor for her best suggestion and guidace in finishing this final project.
5. Ali Rusman, S.P, M.Pd. as the Head of Ali Bin Abi Tholib institute who has permission to conduct this research.
6. Joko, S.Pd.I as the Headmaster of SDIT Al-Kautsar Kudus who has
permission to conduct this research.
7. Nurul Hidayah, S.Pd. as the English teacher of SDIT Al-Kautsar Kudus who
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8. The second grade students who are willingly following the research.
9. The writer’s husband, daughter, mother, father, mother in law, father in law and family who given spirit, support and pray.
10. The writer’s friends, riha, enji, kiki, lia, endang, muntamah who help and guide the writer during the process of writing skripsi.
Finally, the writer will happily welcome any constructive criticism and suggestion. Hopefully, this skripsi will be useful for all the readers.
Kudus, August, 2016
ix ABSTRAK
Hayati, Novi Noor. 2016. Penguasaan Kosa Kata Bahasa Inggris pada Siswa Sekolah Dasar di Kudus Diajarkan melalui Pendekatan Multisensory.
Skripsi. Program Studi Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria kudus. Pembimbing (1) Dra. Sri Endang Kusmaryati, M.Pd. (2) Rusiana, S.Pd., M.Pd.
Kata kunci: penguasaan kosa kata, pendekatan multisensory
Penguasaan kosa kata adalah suatu pengtahuan kosa kata bahasa inggris dengan mengetahui arti dari kosa kata yang sudah ditentukan di dalam syllabus. Dengan menguasai kosa kata sebagai salah satu komponen pembelajaran bahasa, siswa akan mudah untuk mempraktekkan keterampilan berbahasa tersebut. Tetapi faktanya beberapa siswa masih kesulitan untuk mengingat kosa kata tersebut. Jadi dibutuhkan sebuah pendekatan yang sesuai untuk mengajar kosa kata bahasa inggris. Salah satunya dengan menggunakan pendekatan multisensory. Itu adalah sebuah pendekatan dalam pengajaran yang mengkombinasikan indra penglihatan, pendengaran, dan perabaan sekaligus, untuk meningkatkan ingatan dan pengetahuan.
Tujuan pembelajaran dari penelitian ini adalah apakah ada atau tidak perbedaan yang signifikan antara penguasaan kosa kata sebelum dan sesudah diajar dengan menggunakan pendekatan multisensory. Rancangan dalam penelitian in adalah jenis penelitian eksperimen dengan memberikan pre-test dan post test pada satu kelompok. Populasi dalam penelitian ini adalah siswa kelas 2 salah satu sekolah dasar di jepang kudus yang terdiri dari dua kelas yaitu IIA dan IIB dengan jumlah siswa keseluruhan 40 siswa. Penulis mengambil kelas IIA sebagai sampel dengan menggunakan teknik sampel acak. Instrumen dalam penelitian ini adalah ts pilihan ganda.
x ABSTRACT
Hayati, Novi Noor. 2016
. The English Vocabulary Mastery Of the ElementarySchool Students in Kudus Taught Through Multisensory Approach.
Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor (1) Dra. Sri Endang Kusmaryati, M.Pd. (2) Rusiana, S.Pd., M.Pd.
Key words: vocabulary mastery, multisensory approach.
Vocabulary mastery is the knowledge of English vocabulary by understanding the meaning of the words based on the syllabus. By mastering the vocabulary as one of teaching language components, the students are easier to practice the skills. However, in the fact, some students got difficulties in recalling the vocabulary. Therefore, it needs an appropriate approach to teaching English vocabulary. One of the ways to improve the mastery of English vocabulary is by using multisensory approach. It is an approach of teaching that combined visual, auditory, and kinesthetic simultaneously to enhance memory and learning.
The objective of this research is to find out whether there is a significant difference between English vocabulary mastery before and after being taught through Multisensory approach. The design of this research is experimental research by using one group pretest-posttest design. The population of this research is the second graders of the elementary school in Jepang Kudus, which consist of two classes they are IIA and IIB and the total of students are 40 students. The sample of this research is by using cluster random sampling and the instrument of this research is multiple choice test.
The result of the research shows that the average score of the vocabulary mastery before taught through multisensory approach is 63.1 and the standard deviation is 8.4. It is categorized “poor”. Therefore, the average score of the vocabulary mastery after taught through multisensory approach is 76.8 and the standard deviation is 7.98 and it is categorized “good”. It means, there is a significant difference between English vocabulary mastery before and after taught through multisensory approach. Based on the result, the writer states that multisensory approach is effective approach in teaching vocabulary mastery, because it is makes the students learn based on their learning style although they learn in the same teaching learning process.
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CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS 2.1 Teaching English for Young Learners ... 6
CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research ... 16
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3.3 Instrument of the Research ... 18
3.4 Data Collection ... 20
3.5 Data Analysis ... 20
CHAPTER IV FINDING OF THE RESEARCH 4.1 The English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before Taught through Multisensory Approach... ... 23
4.2 The English Vocabulary Mastery of the Second Graders of Elementary School in Jepang Kudus after Taught through Multisensory Approach... ... 25
4.3 Hypothesis Testing... ... 28
CHAPTER V DISCUSSION Discussion... .... 30
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion... ... 33
6.2 Suggestion... ... 33
BIBLIOGRAPHY ... 35
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LIST OF TABLES
Tables Page
3.1 criteria of reliability test... ... 20 3.2 Criteria of Score of the vocabulary mastery... ... 21 4.1 The score of the English vocabulary mastery of the second
graders of the elementary school in Jepang kudus before taught
through multisensory approach... ... 23 4.2 The Frequency Distribution of the English vocabulary mastery of
the second graders of the elementary school in Jepang kudus
before taught through multisensory approach... ... 24 4.3 The score of the English vocabulary mastery of the second
graders of the elementary school in Jepang kudus after taught
through multisensory approach ... . 26 4.4 The Frequency Distribution of the English vocabulary mastery of
the second graders of the elementary school in Jepang kudus after
taught through multisensory approach... ... 26 4.5 The Summary of the Calculation of T-Test Result of of the
English vocabulary mastery of the second graders of the elementary school in jepang kudus before and after taught through
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LIST OF FIGURE
Figure Page
3.1 diagram one group design with pretest and posttest... 16 4.1 The Bar Chart of the English vocabulary mastery of the second
graders of the elementary school in Jepang kudus before taught
through multisensory approach ... ... 25 4.2 The Bar Chart of the English vocabulary mastery of the second
graders of the elementary school in Jepang kudus after taught
through multisensory approach... ... 27 4.3 Sampling Distribution with Critical Region and Test Statistic
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Appendix 4 Pre-Test of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus... 56
Appendix 5 The Post-Test of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus... 58
Appendix 6 The Calculation of Reliability ... 60
Appendix 7 The Score of the English Vocabulary Mastery of the Elementary School Students before being Taught through Multisensory Approach... 63
Appendix 8 The Calculation of Mean and Standard Deviation of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before being Taught through Multisensory Approach... 64
Appendix 9 The Score of the English Vocabulary Mastery of the Elementary School Students after being Taught through Multisensory Approach... 66
Appendix 10 The Calculation of Mean and Standard Deviation of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before being Taught through Multisensory Approach... .. 67
Appendix 11 The Calculation of t-observation of the English Vocabulary Mastery of the Elementary School Students Taught through Multisensory Approach... ... 69
Appendix 12 Table of Significance at 5% and 1% of the Value of t-table for any Number Degree of Freedom... 71
Appendix 13 The Summary of the Calculation of T-test Result of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before and after Taught through Multisensory Approach... .. 72
Appendix 14 Surat Keterangan Selesai Bimbingan... 73
Appendix 15 Kartu Bimbingan... ... 74
Appendix 16 Surat Permohonan Ujian Skripsi... ... 77
