Siklus 2 terdiri dari 2 sesi, sesi pertama untuk pembelajaran dan sesi kedua untuk post-test 2. Hal ini terlihat dari peningkatan data sebesar 21,5 poin dari skor pre-test ke post-test pada siklus 1.
Background of Study
This happened to the students of MIN 1 Metro which makes them get a low score on the English test. As a response to the fact that the students' vocabulary mastery needs to be increased and the importance of Realia media, the researcher will carry out the research entitled: “ The Use Of Realia Media To increase The vocabulary Mastery Among The Second Year Students at MIN 1 METRO .
Problem Identification
The success indicator of the English test for MIN 1 Metro second-year students is 65. Therefore, the researcher limits the problem to the use of reality media to increase vocabulary mastery among MIN 1 Metro second-year students.
Problem Formulation
Benefits of the study are
The principal can make it clear to the English teacher that he needs to know the students' problems in order to achieve the learning process effectively. It means that vocabulary is an essential part that must be learned by the students to master English well.
The Aspect of Vocabulary Mastery
Word formation is that words can be formed by the addition of prefixes and suffixes is a process called affixation. In a rule-based approach, words can be grouped and presented according to their form (attachment, composition, conversion, atc).
The Importance of Vocabulary Mastery of Elementary School
For example: When the teacher explains the word "dog", the teacher can say "it's an animal". From the statement above, the writer assumes that teaching vocabulary can be meaningful if the teacher can verify the teaching.
The Principles of Teach Vocabulary at the Elementary School Principle of teaching vocabulary : 13
Words with multiple meanings, such as after and yet, can also be confusing for the learner. In the same way, the lexical contrast like narrow/broad is introduced in the same lesson.
The MeasurementVocabulary
The Definition of Realia Media
Realia also used to connect learners with the point of a material and the purpose of the lesson.
The Kinds Of Realia Media
The Characteristics of Realia Media
The steps of using Realia Media in vocabulary learning The steps of using Realia media in vocabulary learning as follows: The steps of using Realia media in vocabulary learning as follows:.
The Steps of Using Realia Media in Teaching Vocabulary The steps of using Realia media in teaching vocabulary as follows: The steps of using Realia media in teaching vocabulary as follows
Lay out all the clothes, for example, and have the children take turns pointing to an object and telling you the name of the object (eg "hat"); others may provide some information about the object (eg, "it's a hat"). Some children may be able to tell you the name of the object in their native language but not in English; others may not know the word in any language. In addition to this ongoing use of the Vocabulary Development Center, it can also use realia with small groups of children to build their oral language skills.
It will undoubtedly be clear to both you and the child how much progress has been made towards language fluency. 25. From the above explanation, the researcher can conclude that the use of reality in the teaching-learning process seems easy and fun, but teachers should also pay attention to the appropriate steps in implementing a reality in the learning process, so that students can they can be.
The Advantages and Disadvantages of Realia in Teaching Vocabulary Vocabulary
Action Hypothesis
The researcher chose this class because most of the students in the class had low scores for vocabulary mastery.
Subject and object of the Study
Classroom Action Research is a method for finding out what works best in your own classroom to increase student learning. The goal of CAR is to enhance the teacher's teaching in the classroom (or your department or school).27. As previously mentioned, the purpose of action research is to learn through action that leads to personal or skill development.
Kemmis and McTaggart assert that action research involves a spiral of self-reflective spirals of: Planning, acting and observing the process and consequences of change, reflecting on these processes and consequences and then re-planning, acting and observing, reflecting.
The Procedure of Action Research
At the end of this step, the researcher conducted a post-test, to know the result of the treatment. After completing the activities, the researchers evaluated all the activities to find the improvement of the student's vocabulary mastery using real media. The researcher gave the students an explanation of how to pronounce the vocabulary, how to read the clothes and actions of the object, how to write the vocabulary of the type of clothes and actions, and how to correctly answer the question about the type of clothes. using media realia.
In this step, the researcher observed the process of teaching and learning activity by using observation sheets. In this step, the researcher compared the score distribution of pre- and post-test, and the researcher reviewed and reflected on the students' approach, whether it is a significant improvement in the students' vocabulary mastery or not enough in the second cycle or need. next cycle.
Data Collection Methods
Test
Observation
Documentation
Research Instrument
Post Test: after the treatment, the writer gave a test about the clothes and the action done and the multiple formation. Data analysis was performed by taking the average score of the pre-test and post-test. The learning analysis results from taking the average score of the pre-test and the post-test in cycle I and cycle II.
The formula of the mean score of pre-test and post-test was formulated as follows30. To get the total score and increase the progress of the students with the implemented treatments, the researcher compares the mean and percentages of pre-test and post-test.
Result of The Research
Description of The Research Setting
This research used classroom action research; The goal is to increase student activity and study results in MIN 1 Metro. The students were presented with the pre-test which was meant to find out the ability of the students before the treatment was applied. Then, to measure their skills before giving the treatment, the researcher gave them a pre-test.
The result of the pre-test shows that the score of the students was different. Based on the result of the pre-test, it can therefore be determined that the goal of teaching based on Minimum Standard Criteria (MSC) has not yet been achieved.
Acting
Before learning begins, the researcher checks the students' prior knowledge by showing the object and asks the students to state what the researcher is showing them. In the last exercise, the researcher asked the students to hold up the real item of clothing after the researcher called out its name. 57 . check the students' prior knowledge by showing the object and ask the students to report what the researcher is showing them.
Then the researcher tried to check the students' comprehension by asking the students to say the object that the writer showed the students. The result of the students' score in post-test 2 can be seen in the following table:.
DISCUSSION
- The Result of Students Learning
The researcher conducted posttest 2 to know the students' vocabulary mastery after implementing the treatment. It showed that most of the students have passed the minimum standard criteria (65). The first to use the realia medium, the researcher found that scores of post-test 1 were better than the pre-test.
From the result of pre-test and post-test, we know that there was an increase from the result score, and there were students who got the same score or constant, but generally their vocabulary increased. This can be seen from the average score in the pre-test 44 became 64 in the post-test at cycle 1.
The Students' Result In Pre-Test And Post-Test 1
Average Score
Students' Result In Post -test 1 And Post-test 2
- The Result of The Study
The table below will show the summary of students' growth in teaching and learning from pre-test, post-test 1, post-test 2. It aims to know about students' vocabulary mastery before and after a treatment. From the pre-test and post-test results, we know that there has been an improvement in the students' results.
Results of post-testing in the 1st cycle and post-testing in the II. cycle show that the use of realiamedia increased the student's mastery of vocabulary. From the table, we know that in posttest 1 there were 14 students who scored below the target or below the minimum standard criteria (MSC), and 13 students scored above the minimum standard criteria.
Students' Result in Pre-test, Post-test 1, and Post- test 2
The Students' Percentages
The Result of The Students' Complete Percentages in Minimum Standard Criteria
The table below will show the summary of students' complete percentages in the minimum standard criteria from pre-test, post-test 1 and post-test 2. Based on the above data, the students' complete percentages in the minimum standard criteria have improved . from the pre-test to the post-test, in the pre-test there were 3 students who received the full score, in the post-test 1 there were 14 students who received the full score and in the post-test 2 there were 23 students who received the score. full score. Based on the graph and table above, in cycle 1 from pre-test to post-test 1 there is a percentage of progress from 11% to 52%.
The Students Complete Percentage
CONCLUSION
The result of pre-test up post-test or cycle. The average score of the students on the pre-test was 44. It is better for the teacher to use the realia media when learning English, especially when teaching vocabulary, because it can increase the students' vocabulary mastery. The teacher must motivate the students to be active in the learning process.
Students are suggested to be more active in the learning process in the classroom and increase their vocabulary so that they can be successful in learning English. Surya Adi Tama, “The Effect of Using Pictures on Students' Vocabulary Mastery in Third Grade Sd Negeri 2 Rulung Raya Natar South Lampung”, www.
APPENDICES
