Improving Students' Vocabulary Mastery through the Look and Say Method in Grade 8 of SMP Negeri 1 Parepare. The students of VIII.8 class SMP Negeri 1 Parepare are willing to participate in this study. Titiaan Ekasari Improves students' vocabulary mastery through the look-and-say method in the eighth grade of SMP Negeri 1 Parepare (under the supervision of Amzag and Mujahidah).
The results of the research are useful for the teacher are useful for the teacher and students. The teacher must be aware that it is important to encourage students to be more active in the learning process before teaching. This research was conducted at SMP Negeri 1 Parepare, the population of this research was students of class VIII.8 which consisted of 32 students.
The researcher found that the Look and Say method is able to improve vocabulary mastery. The students' vocabulary mastery was significantly improved by looking at the pre-test average score was 53.8. At the end of the study, the result of the Look and Say method to improve students' vocabulary mastery after treatment.
INTRODUCTION
Problem Statement
The researcher greeted the students to close the class 2.2.5 Advantages of the Look and Say method. Output: Refers to students' vocabulary mastery after they have learned and taught the material through the Look and Say method. It aimed to know whether the application of Look and say method to teach vocabulary can improve students' vocabulary mastery at Eight Grade of SMP Negeri 1 Parepare.
Data collected from students' vocabulary mastery through Look and Say in grade VIII.8 at SMP NEGERI 1 Parepare. It means that the students' vocabulary mastery was improved after they had done the learning process by using the Look and Tell method in the classroom. Thus, this means that the students' vocabulary mastery was significantly better after the treatment.
TITLE : IMPROVING STUDENTS' VOCABULARY COMPREHENSION USING THE LOOK AND TELL METHOD IN THE EIGHTH CLASS OF SMP NEGERI 1 PAREPARE.
The Objective of the Research
Significance of the research
REVIEW OF RELATED LITERATURE
- Previous Research Findings
- Conceptual Framework
- Hypothesis
- Operational Definition of Variable
The techniques not only ensure that students can easily understand the meaning of new words, but also ensure that the teaching activity is varied to prevent boredom among the students. Clearly, if the teacher is always translating, this will hinder the students' learning because they want to hear and use the target language and not their own. If the students don't understand a word and the teacher can't figure out how to explain it, he can translate it quickly.
Sukma Syam Maspa in her research on “the effectiveness of using guessing games to improve students' vocabulary mastery at “Mindset English center (LEC) Course” Kabupaten Pinrang. She found significant difference between ability of the students' vocabulary before applying guessing game and able to increase their vocabulary mastery.26. Mutmainna in his research, “The application of Look and Say technique in teaching vocabulary to the first year students at smk 1 YP-PGRI Makassar.
The objective of this research was to determine whether the use of the Look and Tell technique is effective in improving the vocabulary of first year students of SMK 1 YP-PGRI Makassar.27. Look and Tell Vocabulary Teaching Technique to Improve Students' Vocabulary Mastery (An Experimental Study on Sixth Grade Students of MI Al-Misbah Bandung). Based on the above research findings, the researchers concluded that there are some ideas and media that can be used to increase students' vocabulary. One of them is the use of the Look and Tell method in teaching English vocabulary, which makes students more active.
So that, especially if the picture is created and presented with the good of requirements, will definitely contribute to the spirit of the students to follow the learning process. The second, by using picture, the students will be more interested and eager to learn the material given. So that the students are more interested and can enjoy in So that the students are more interested and can enjoy in English learning process.
The researcher directs the students on what to do and explains the material. The researcher will show the students an image about the topic as an object to describe the applied flashcard. There are two variables involved in this study: the dependent variable and the independent variable. The independent variable is the Look and Say method and the dependent variable is the students' vocabulary mastery.
Objectives of the Look and Tell method for students to master vocabulary at SMP Negeri 1 Parepare.
METHODOLOGY OF THE RESEARCH
- Location and Duration of the Research
- Population and sample
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Data Analysis
Before the researcher gave the treatment, the researcher gave the students the Pre-test for the first activity in the first meeting. After giving the pre-test, the researcher gave the students a treatment and it was done for the sixth meeting. The researcher gave instructions to the students on what to do and explained the material.
The researcher showed a picture to students about some fruits to the students as object to describe applied flash card. The researcher gave the students direction on what to do and explained the material. The researcher showed the students a picture about occupation and transportation as object to describe applied flash card.
Each meeting the students have to know 25 words about the material, the researcher showed the first material on “Transformation and Profession”. The researcher showed the students a picture about things in the classroom as an object to describe the applied flashcard. The researcher showed the students a picture about a family member as an object to describe the applied flashcard.
The researcher showed the students a picture about body parts as objects to describe the applied flashcard. So it indicated that there was a significant difference between the students' pre-test and post-test result. The researcher made a correction to the students' paper that did not match the main idea of the material.
After that, the researcher was greeted by the students when the researcher first came to the classroom. After the researcher opened the meeting, she invited the students to pray before the start of the lesson. The researcher then went on to inform them that the researcher gave motivation to the students about the importance of English as.
Finally, the fact that the researcher used in this research was able to increase the students' vocabulary.
FINDINGS AND DISCUSSION
Discussion
Based on the finding in the previous section showed that the students' vocabulary mastery developed, the student's score after treatment was higher than before treatment. It can help the students to be more creatively effective, and easier to memorize the vocabulary. The researcher used Look and Say method to make students non-bored in the classroom and more active.
First, before giving the treatment, the students did the pretest to know the student's vocabulary skills was introduced and provided information about her purpose with the students made and the students' interest in doing the researcher's next instruction. In the morning, the researcher started the class by greeting and checked the list of attendants. The researcher will show the students some pictures about the animals for the students as an object to describe the applied card and the Students see the picture and the researcher mentions the way to pronounce the word, after that the researcher called the students from each group and then the researcher gave the envelope and students open the envelope and take a card and see the picture, then students name the picture they find.
However, if the A students could not mention it, the researcher, named representative from the first group, takes the picture and mentions it, and the group and friends B students who answer, mention the picture with the word Yes or No. In the second meeting, the researcher gave the students vocabulary about "fruit" as an item to describe the card used. Students see a picture and the researcher mentions how the word is pronounced, then the researcher called the students from each group and then the researcher gave an envelope and the students open the envelope and take one card and burn the picture, then the students mention the picture they find. But if student A could not mention it, each group has two representatives who come forward and mention the word.
In the morning, before starting the material, the researcher started the class by greeting and checking the companion list. The see and say process in the second meeting, the researcher gave vocabulary discuss "Family" to the students as the object to describe used flashcard, then the researcher showed a picture to the students about this to the students as the object to describe the flashcard used. It shows that implemented the See and Say method that could interest the students in learning, they are group, individually.
This chapter presents the conclusion and suggestion of the research for increasing students' vocabulary mastery through the Look and Say method in the eighth grade of SMP Negeri 1 Parepare. From this result it is concluded that there is an improvement between the students' vocabulary before and after the treatment using the Look and Say method.
CONCLUSION AND SUGGESTION
Suggestion
2015 “The Importance of Vocabulary in Language Learning and How to Teach,” (International Journal of Teaching and Education, Vol. III, No. 3. 2019 “Improving Students' Vocabulary Through Hangaroo Word Game in Seventh Grade Students Mts PP DDI AS -SALMAN Allakuang Sidrap ." (Unpublished Skripsi IAIN Parepare). Building Students' Vocabulary Mastery Through Word Guessing Game. " (Unpublished Thesis; Faculty of English Language, Universitas Negeri Makassar:Makassar).
Meynilda Legina “Look and say technique in vocabulary teaching to improve students' vocabulary mastery (an experimental study on the six students of MI Al-Misbah Bandung)”. New York: Oxford University Press).
