Post-Test Score - ICELT2022 Proceedings : International Conference on English Language Teachi

1^st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022

127

To know whether the media of phonic card affect the students or not, there was pre-test and post test. The students did the the pre- test with 30 questions about the material in second semester.

Most of the students felt difficult in doing the pre-test. The result of pre- test was shown in the following chart:

Chart 5 Pre-Test Result After giving trearment, the reseracher gave psot test :

Chart 5 Post-Test Result

The result of the t-test explained below:

𝑠 = √ 1

𝑛 − 1{∑ 𝐷²−(∑ 𝐷)² 𝑛 }

𝑠 = √ 1

30 − 1{∑ 13260 −(−594)² 30 } 0

10 20 30 40 50 60 70 80 90

1 3 5 7 9 1 11 13 15 17 19 21 23 25 27 29

1^st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022

128 s=√¹

29{1498,8}

𝑠 = √51,6828 𝑠 = 7,1891

𝑡 − 𝑡𝑒𝑠𝑡 =

∑ 𝐷 𝑛𝑆

√𝑛

𝑡 − 𝑡𝑒𝑠𝑡 =

−594 30 7,1891

√30

𝑡 − 𝑡𝑒𝑠𝑡 = −19,8 1,3125

𝑡 − 𝑡𝑒𝑠𝑡 =-15,086 t-table=2,0

H0 rejected area H0 accepted area H0 rejected area

-15,086 -2,045 -2,045

-t test -t table -t table

H0 rejected, so it was concluded that there is a significance influence of the Phonics Cards as a media-assisted for vocabulary learning to the seventh grade students.

4.

CONCLUSION

This research was aimed to investigated whether the students are engaged learning vocabulary using phonic cards. So the researchers developed media-assisted vocabulary learning. It is phonic cards.

The experiment gave a result that there is an improvement in students’s vocabulary mastery after they were thaught by using Phonic Cards. The students could memorize and understand Englsih vocabulary more easily and be more interested to Learn English. The results of the product experiment prove that this form is feasible to be applied to students in increasing vocabulary and is claimed to be sourced in general. While the results of the product test showed that the model with the comparison of pre-test and post-test was 64.47% increased to 84.27%, which means that phonic cards as a supplementary media have an important effect on increasing students' vocabulary. Besides that the phonic cards have been validated to the validator and the result of validator show that the phonic card media is valid. In general, of the three media validators stated 84, 82% were valid. The results of the product experiment prove that this form is feasible to be applied to students in increasing vocabulary and is claimed to be sourced in general.

1^st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022

129

The researchers have some suggestions for further study in the learning program of teaching vocabulary to the young learners especially to the seventh grade of Junior high school students: 1) it is urgent to conduct the case study on the use of phonics card for learning vocabulary; 2) it is suggested to vary the media-assisted vocabulary learning in a kind of technology then students can use it anywhere; 2) to have fun learning process, it is advised to combine the learning process with same interesting games. Overall, the phonics card as media-assisted in learning vocabulary is suggested to be applied to young learners learning activity.

ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Allah Subhanahu Wata'ala deserves praise. Lord of the universe, who has blessed and energized the author to complete this study work. Rasulullah Shallahu'alaihi wasallam is always worthy of peace and salutation. In addition to this research, The author expressed gratitude to everybody who provided inspiration and assistance to complete this research. I hope this study will help educate people and future researchers.

REFERENCES

Abdul-ameer, M. A. (2014). Improving Vocabulary Learning Through Digital Stories with Iraqi Young Learners of English at the Primary Level. Journal of Studies in Social Sciences, 8(2), 197–214.

AZIZ, M. Q. A. (2017). A STUDY ON THE PROFILE OF ENGLISH FOR YOUNG LEARNER (EYL) TEACHER IN DURENAN DISTRICT TRENGGALEK REGENCY.

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205.

https://doi.org/10.1016/j.jslw.2005.08.001

Brumfit, C. (2001). Individual freedom in language teaching: Language education and applied linguistics.

Oxford University Press.

Chipere, N., Malvern, D., Richards, B., & Duran, P. (2001). Using a corpus of school children’s writing to investigate the development of vocabulary diversity. Technical Papers. Volume 13. Special Issue.

Proceedings of the Corpus Linguistics 2001 Conference, 126–133.

Monica-Ariana, S., & Anamaria-Mirabela, P. (2014). The impact of social media on vocabulary learning case study Facebook. Annals of the University of Oradea, Economic Science Series, 23(2), 120–130.

Richey, R. C., & Klein, J. D. (2014). Design and development research. In Handbook of research on educational communications and technology (pp. 141–150). Springer.

https://doi.org/https://doi.org/10.1007/978-1-4614-3185-5_12

Sari, H. P. (2008). The effectiveness of using pictures in teaching vocabulary to the sixth grade students of SDN Singkalanyar I Prambon Nganjuk viewed from their motivation (An Experimental Study). UNS (Sebelas Maret University). https://digilib.uns.ac.id/dokumen/detail/9004/The-effectiveness-of-using- pictures-in-teaching-vocabulary-to-the-sixth-grade-students-of-SDN-Singkalanyar-I-Prambon- Nganjuk-viewed-from-their-motivation-An-Experimental-Study

Sari, H. P., Sutanti, N., & Wahyuningsih, L. T. (2018). DEVELOPING FLASHCARD MEDIA FOR TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL (Study Case in the seventh grade students at SMPN 1 Sanankulon). Konstruktivisme:

Jurnal Pendidikan & Pembelajaran. https://doi.org/10.30957/konstruk.v10i2.512

Schoepp, K. (2016). The Internet TESL Journal Reasons for Using Songs in the ESL / EFL Classroom. 2.

https://d1wqtxts1xzle7.cloudfront.net/49392702/schoepp_using_songs-with-cover-page- v2.pdf?Expires=1638899416&Signature=C8owcTZ99qv8E5JqDP1m7OKey42eYOmsmNxo9qtd8gJ TyL~lRltG0~LKpjHkQ4Un~IRHn-

ndNF8PBhhIAbLwQK3Jt9bKCNsFXRR1Yylaba3ohovuJRk9VGtwS0jhiNdzgzXywQd4 Siregar, A. S. B., Tobing, E. G. L., & Fitri, N. R. (2021). Developing of Teaching Materials: Using

Animation Media to Learning English Vocabulary for Early Childhood. ETDC: Indonesian Journal of …, 1(1), 9–16. https://etdci.org/journal/ijrer/article/view/44

Sugiyono. (2008). Metode penelitian pendidikan:(pendekatan kuantitatif, kualitatif dan R & D). Alfabeta.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.

Syaeful Rizki, M. U., Rukmini, D., & Sutopo, D. (2013). The Use of Picture Games to Improve Students’

Motivation in Learning Vocabulary. English Education Journal, 3(2), 126–135.

1^st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022

130 http://journal.unnes.ac.id/sju/index.php/eej

Wilar, B. (2022). The Instructional Media to Teach English for Young Learner. Journal of English Language Teaching, Literature and Culture, 1(1), 1–13.

Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines.

Harvard Education Press.