THE EFFECT OF APPLYING MULTISENSORY TEACHING
METHOD
ON THE STUDENTS’ VOCABULARY
ACHIEVEMENT IN READING
A THESIS
Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
WIDYA ULFA
Registration Number 2113321056
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT, uncountable blessing, loves, opportunity and strength given to the writer during her study and in completing this thesis which entitled: The effect of Multisensory
Teaching Method on the Students’ Vocabulary Achievement in Reading. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department also
as Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.
Dra. Meisuri, MA the secretary of English Department.
Dra. Nora Ronita, S.Pd, M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed and Johannes Jefria Gultom, S.Pd. M.Hum., Writer’s Thesis Advisor, who has given their invaluable advice, guidance and spent their precious time in the process of completing this thesis.
Drs. Elia Masa Ginting, M.Hum., Academic Advisor, who has
supported her throughout the academic years also as Reviewer and Examiner, who has given his precious time, guidance, suggestions, and comments..
Dr. Rahmad Husein, M.Ed., Reviewer and Examiner, who has given
his precious time, guidance, suggestions, and comments.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Pak Pantes., the Administration
staff of English Department, for their attention, assistance, and information in completing it.
Leo Asnah Dalimuthe, S.Pd.i., the Headmaster of SMP Nusa Penida
Medan, for her permission and opportunities in allowing the writer to do observation and to collect data.
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Writer’s lovely brothers, Mahlal Ambya. Writer’s lovely aunt Salmah Samidan, and all her families for their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
Writer’s special man, Andi Hakim Lubis, S.H., special supporter who gives her mental power, love, spirit, and pray.
Writer’s lovely friends Yuni Ansari, Widya Astuti, Asrina Sari
Siregar, for always there in the ups and down and for the togetherness
and amazing Extension A’ 2011 Family, her great class for the love and
togetherness throughout four years.
The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, September 2015
The Writer,
Widya Ulfa
ABSTRACT
Ulfa, Widya. The Effect of Applying Multisensory Teaching Method on the Students’ Vocabulary Achievement in Reading. A Thesis: English Department, Faculty of Language and Arts, State University of Medan. 2015.
This study was conducted as an attempt to find out the effect of applying
Multisensory Teaching Method on the students’ vocabulary achievement in
reading. This research used the experimental design. The population of this research was the students of SMP Nusa Penida Medan. The Sample of this research was the 2014/2015 seventh grade students of SMP Nusa Penida Medan with the total number 60 of students as sample taken by using random sampling technique. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was multiple choice tests of pre-test and post-pre-test. To obtain the result of the reliability of the pre-test, the Kuder Richardson formula (KR21) was used. The result of the calculation showed that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue was higher than ttable (5, 87>2, 00) at
the level of significance 0, 05 with the degree of freedom (df) 58. Therefore, null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means
that there is a significant effect of using Multisensory Teaching Method on the
students’ achievement in vocabulary in reading.
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A. Theoretical Framework ... 7
1. Students Achievement In Vocabulary... 7
2. English Vocabulary in Junior High School ... 8
3. Vocabulary in Reading... 12
B. Types of Vocabulary ... 12
C. The Importance of Vocabulary ... 13
D. The Significance of Vocabulary ... 14
1) Successful Communication ... 15
2) Expression of Thought ... 15
3) Successful in Reading Comprehension ... 15
E.Teaching Vocabulary ... 16
F. Testing of Vocabulary ... 18
G. Multisensory Teaching Method ... 19
1. Multisensory Teaching Method To Accommodate Learning Style ... 23
2. Multisensory Teaching Method In Teaching Vocabulary ... 25
I. Conceptual Framework ... 29
J. Hypotheses ... 30
CHAPTER III RESEARCH METHODOLOGY ... 31
A. Research Design ... 31
B. Population and Sample ... 32
C. The Instrument of Collecting Data ... 32
D. The Teaching Procedure ... 33
1. Pre-Test ... 33
2. Treatment... 33
3. Post – Test ... 36
E. The Validity And Reliability of The Test... 36
1. The Validity of the Test... 36
2. The Reliability of the Test ... 37
F. Scoring The Test... 38
G. Technique of Analyzing The Data ... 38
CHAPTER IV THE DATA ANALYSIS ... 40
CHAPTER V CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestions ... 43
REFERENCES ... 44
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LIST OF TABLE
Page
2.1 The List of Vocabulary I ... 11
2.2 The List of Vocabulary II ... 11
3.1 Research Design ... 31
3.2 Teaching Procedures for Experimental Group ... 33
3.3 Teaching Procedures for Control Group ... 35
3.4 The Criteria of Validity ... 36
LIST OF APPENDICES
APPENDICES Page
A. The Reliability of the Test... 46
B. The Result of Pre-test and Post-test ... 48
C. The Calculation of T-Tes ... 50
D. Question Sheets Pre-test and Post-test ... 53
E. Table of t Distribution ... 57
1 CHAPTER I INTRODUCTION
A. The Background of the Study
Language plays an important part in human life to communicate to express the ideas, feeling, and experiences. Language as a tool of communication is produced by combining word by word. The fundamental function of language is a means of communication.
There are four major skills that should be learned by the students. They are reading, writing, listening, and speaking. It is impossible if mastering on of the skills without mastering vocabulary. According to Richards (2002:255), Vocabulary is the core component of language and provides much of the basis for how well learners speak, listen, read, and write. In this case, vocabulary is important than grammar, because it is a word, which carries the content of what you want to say. The more word you know, the more you will able to communicate. The objective of the vocabulary is to make the students mastering all the language skills. It depends on the quality and the quantity of the vocabulary they have mastered. The richer vocabulary that can be mastered by the students, they will get the better skill that can be reached in using language skills.
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traditional method. The teacher taught vocabulary from their text book by list of vocabulary and asked them to do the exercise of it. The researcher also found many of students have weakness in mastering vocabulary. Students found out the difficulties in understanding reading text, listening, speaking, and writing. When the teacher explained about the material and asked them to do some assignments, the students did not giving a good respond because they confused they did not have a lot of vocabulary and the students also did not bring their dictionary. The students did not pay attention and enthusiasm to English subject when they were studying. The teaching learning became monotonous and not interested because the learners did not understand what the teacher explained about. It makes the teaching learning process is run out conductively because if the learners did not have much vocabulary, they will not reach the four skills; Reading, Writing, Listening, Speaking.
From the fact the researcher found, as a teacher we must have perspective insight for the students need and we have to build their interested in learning English, also to make the students know many words in English, because vocabulary is the fundamental skill to support the others skills in English.
According to Dun (2009), learning style is many ways that people are to start in concerting, absorbing, processing, and soaking many new technical words and difficult information. It is necessary for English teacher to understand their learning style in learning strategy used in teaching and learning process.
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many of traditional vocabulary instruction technique used to learn vocabulary was do not work well because most students only remember the meaning of the terms beyond the test. Many teachers still rely on word lists, having students look up the definitions. However, this doesn’t work, because in order the brain stores something new in permanent memory, if the students just look up the word and
write the definition, it doesn’t make any sense.
Teacher as a facilitator in the teaching and learning process should design an attractive learning strategy in order to enrich students in mastering vocabulary effectively. The aim of using an attractive learning strategy is to make of the particular lesson easy and motivate students to learn and understand. The learning strategy should make students enjoy and get interesting in learning English. One of the most common and widely-used categorizations of the various types of learning strategy is Fleming’s VAK model (VAK; visual, auditory, kinesthetic).
Montessori (1912) says that educators have embraced a range of multi-sensory techniques in order to make learning richer and more motivating for learners. The term is used to refer to any learning activity that combines two or more sensory strategies to take in or express information. (
http://www.using-multisensory-approach-in-learning-english/journal.pdf)
multi-4
sensory techniques in order to make learning richer and more motivating for learners. The term is used to refer to any learning activity that combines two or more sensory strategies to take in or express information. Multi-sensory approaches have been particularly valuable in literacy and language learning, for example, in relationships between sound and symbol, word recognition, and the use of tactile methods such as tracing on rough or soft surfaces. The main objective of this project consists in showing the kind of interconnections we experience as learning individuals and in pointing out that these connections make our learning possible as well as easier. Especially, we will focus on how this kind of knowledge can help us in the long-term objective of learning a second language.(
http://multisensory-learning-applied-to-tefl-in-secondary-education/journal.pdf)
So, the students can learn based on learning styles focused on the vocabulary, and we want students can learn easily, happily, and not bored based on their learning style. Multisensory Teaching Method helps students can see, hear, feel, and move to express a word.
Based on explanation, the research will be conducted by applying Multisensory Teaching Method to improve students’ vocabulary achievement.
B. The Problem of the Study
5
Multisensory Teaching Method on Students’ Vocabulary Achievement in Reading?”
C. The Scope of the Study
In Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP), the students are expected to be able to listen, read, write, and speak in English. To achieve these four basic skills, students should have enough number of vocabularies. So, this study is focused on how the effect of applying Multisensory Teaching Method on the students’ vocabulary achievement at the first grade of Junior High School especially in reading skill. Based on the syllabus in Educational Unit Level Curriculum (KTSP), the writer focused on the standard competency; the students are able to respond the meaning on short functional text. In this study, Multisensory Teaching Method means teaching more than one sense, sense of the modalities human, as VAK (Visual, Auditrory, and Kinesthetic-Tactile). In teaching and learning process, the writer will focus on teaching vocabulary on the reading vocabulary at the first grade students of Junior High School.
D. The Objective of the Study
The objective of the study is to find out whether Multisensory Teaching
Method significantly affects students’ vocabulary achievement in reading.
E. The Significance of the Study
6
enrich their horizon in theory of English learning and for the researchers for their further study.
Practically, the result of the study is expected to be useful for:
1. English teachers, as an alternative teaching resource to give them more information about another strategy which can be applied in teaching vocabulary in order to improve their competence in teaching.
2. English learners, to enable them to improve their vocabulary achievement in reading.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result in the research findings, the researcher concludes the result as follows:
1. There is a significant effect of applying Multisensory Teaching Method on
junior high school students’ vocabulary achievement in reading
2. The students’ vocabulary achievement in reading by applying
Multisensory Teaching Method is higher than taught by applying Group Discussion.
3. The alternative hypothesis is accepted and null hypothesis is rejected. It was proven statistically with tobserved > ttable5,87>2,00 ; df = 58, α= 0.05
B. Suggestions
After presenting the conclusion of the research, some suggestions are given:
1. English teachers to apply the Multisensory teaching method in teaching vocabulary in reading are one method that can be used to avoid the monotony in conventional learning process.
2. Students follow the steps on Multisensory Teaching Method to improve their achievement in vocabulary in reading.
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their understanding about how to improve students’ achievement in
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