AT STATE JUNIOR HIGH SCHOOL 23 PEKANBARU
BY
MEITRI MEGA ISLAMI SIN. 11810422646
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
PEKANBARU
BY
MEITRI MEGA ISLAMI SIN. 11810422646
A Thesis
Submitted as Partial Fulfillment of the Requirements for Getting Undergraduate Degree in English Education
(S.Pd.)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
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ACKNOWLEDGMENT
مْيِحهرلا ِنَمْحهرلا ِ هاللَّ ِمْسِب
In the name of Allah, the most gracious and the most merciful, praises belong to Allah almighty, the kind of universe. Through His guidance and blessing, the researcher has completed the final research paper as an academic requirement for the award of bachelor degree at the Department of English Education, Faculty of Education and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau. Then, May shalawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
The deepest gratitude goes to the researcher‘s parents, Mr. Andri ML Mudo and Mrs. Erlinawati, who has given the love and affection, fund, and supports in accomplishing this thesis and always beside the researcher during the struggles and giving the strong foundation on Islamic teaching and the importance of education, Thank you so much for being researcher inspirations.
The researcher would like to show her gratitude to all beloved people that have encouraged, motivated and even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of state Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., as Vice Rector I, Dr.
H.Mas‘ud Zein, M.Pd., as Vice Rector II, Prof. Edi Erwan, S.Pt., M.SC., as Vice Rector III and all staff. Thank for the kindness and encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau, Dr. H.
Zarkasih, M.Ag., the Vice Dean I. Dr. Zubaidah Amir, MZ, M.Pd.,the Vice Dean II. Dr. Amirah Diniaty, M.Pd. Kons, as the Vice Dean III and all staff. Thanks for the kindness and encouragement.
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3. Dr. Faurina Anastasia, S.S, M.Hum., the Chairperson of Department of English Education, who has given me corrections, suggestions, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, S.Pd., M.Pd., the Secretary of English Education Department for her guidance to the students.
5. Dr. Riza Amelia, SS., M.Pd., as the Academic Supervisor, for her guidance to the students
6. Drs. H. Kalayo Hasibuan, M. Ed., the researcher‘s thesis supervisor that has been so nice and caring. Thank you very much for the motivation, correction, suggestion and guidance to accomplish the thesis.
7. All lectures of the English Education Department who have given suggestions and motivations and have taught and transferred their knowledge during the courses.
8. The Headmaster of State Junior High School 23 Pekanbaru, Dr. Edi Suhendri, M.Si. The English teachers, Ma‘am Erniwiyanti, S.Pd, and Ma‘am Yessy Putri Yati, S.Pd. All staff and all of the students in the seventh grade in 2022/2023 year academic, VII F, VII C and VII H who have helped me and participated in this study.
9. My beloved family. My siblings: Habib Muhammad, and Zia Ul Rahman.
My grand fathers: S ST Pamenan, and M ST Kulipah. My grandmothers:
Saodar, and Rukmini. My uncles: Jon Hendri DT Doto Basa, Amrizal Jamal, Lukman st Bandaro, and Afdal Mangkuto Alam Hendri. My aunts:
Evi Susanti, Rina Yanti, and Helvi Nora. My cousins : Rifqi Rahmat Fadhila, Fitri Nurul Furqan, Zikri Ahmad Maulana, Soraya Nailatul Fadila, and Nabila Evelyn Azzura. And all of my distant family members Thank you for all the love, motivation, support, affection, advice and everything. I do love you all.
10. My beloved friends, Hafiza, Siti Rohani, Wulan Indri Yuliani, Reza Septriani, Feby Berliana Diva, Siti Amaliah, Desi Rama, Annisa Febrianti Arza, Friska Oktavia, Suci Hafifah, Aina hamidah, Diah Two Sa‘ban, Selfi Wahyu Putri, Ratna Putri Zalni, Hamida Putri, Anelsa Kintan Famela, Siti
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Aisyah, Welia Resi, Rafli Agusda Koto, Fahmi Ashadiqi, Tata Yasmin, and Jumaida Pulungan who always beside the researcher to give their motivation, supports, helps and advice to the writer, thank you so much.
11. My sisters and brothers in EED 2018 Generations, nice to know you guys.
12. And last, all of the people who cannot be mentioned one by one, who had contributed to the writer in accomplishing this research, thank you very much.
The perfection only belongs to Allah. Criticisms, comments, and suggestions are appreciated to improve the thesis. May Allah Almighty the lord of the universe bless them all. Aamiin Allahuma Aamiin.
Pekanbaru, September, 1st 2022 Researcher,
Meitri Mega Islami SIN. 11810422646
vii ABSTRACT
Meitri Mega Islami (2022) : Using Mnemonic Techniques to Improve the Students‘ Vocabulary Mastery at State Junior High School 23 Pekanbaru
The objectives of this research were to determine whether there was or not any significant difference of the students‘ vocabulary mastery taught by using mnemonic techniques and without using mnemonic techniques at the seventh grade students of state of Junior High School 23 Pekanbaru. The design of this research was quasi-experimental research. This research was conducted from July 2022 until September 2022. The population of this research were 308 seventh grade students, while for sample selection the researcher employed purposive sampling technique. The research samples consisted of 76 students. For the data collection, the researcher used multiple choice tests. The test results were processed statistically by using the SPSS version 25 program. To examine the significant difference of using Mnemonic techniques on students‘ vocabulary mastery, the researcher used an independence sample T-test through the SPSS 25 program. The results of this research show that the students‘ vocabulary mastery in experimental class was very good categories and in control class was good categories. On the independent sample T-test, the significant value was 0.008 where this value was lower than the value of 0.05 (sigvalue = 0.008 < 0.05). It shows that Ha was accepted while Ho was rejected. Therefore, it could be concluded that there was any significant difference of students‘ vocabulary mastery between students‘ taught by using Mnemonic techniques and without using Mnemonic techniques at State Junior High School 23 Pekanbaru.
viii ABSTRAK
Meitri Mega Islami (2022) : Menggunakan Teknik Mnemonic Untuk Meningkatkan Penguasaan Kosa Kata Siswa di SMP Negeri 23 Pekanbaru.
Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya perbedaan yang signifikan dari penguasaan kosakata siswa yang diajarkan dengan menggunakan teknik mnemonic dan tanpa menggunakan teknik mnemonic pada siswa kelas tujuh SMP Negeri 23 Pekanbaru. Desain penelitian ini adalah quasi- experimental. Penelitian ini dilaksanakan pada bulan Juli 2022 sampai September 2022. Populasi penelitian ini adalah siswa kelas VII sebanyak 308 siswa, sedangkan untuk pemilihan sampel peneliti menggunakan teknik purposive sampling. Sampel penelitian terdiri dari 76 siswa. Untuk pengumpulan data, peneliti menggunakan tes pilihan ganda. Hasil pengujian diolah secara statistik dengan menggunakan program SPSS versi 25. Untuk menguji perbedaan yang signifikan dari penggunaan teknik Mnemonic pada penguasaan kosakata siswa, peneliti menggunakan independent sample T-test melalui program SPSS 25. Hasil penelitian ini menunjukkan bahwa penguasaan kosakata siswa di kelas eksperimen termasuk kategori sangat baik dan di kelas kontrol termasuk kategori baik. Pada independent sample T-test didapatkan nilai signifikansi 0,008 dimana nilai ini lebih rendah dari nilai 0,05 (sigvalue = 0,008 < 0,05). Hal ini menunjukkan bahwa Ha diterima sedangkan Ho ditolak. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan yang signifikan penguasaan kosakata siswa antara siswa yang diajarkan dengan menggunakan teknik Mnemonic dan tanpa menggunakan teknik Mnemonic di SMP Negeri 23 Pekanbaru.
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صخلم
،يملاسإ اغيم يرتيم (
2222 ينقت مادختسا :)
ة تادرفم ناقتإ نيسحتل ةركاذلا
ذيملاتلا يف
ةيموكحلا ةطسوتملا ةسردملا 22
ورابنكب
وى ثحبلا اذى نم ضرغلا ةفرعم
تادرفم ناقتإ في يربك قرف كانى ناك اذإ ام
هسيردت متي تيلا ذيملاتلا م
ينقت مادختساب ة
ينقت مادختسا نودبو ةركاذلا ة
ةركاذلا ىدل
ذيملات في عباسلا فصلا
ةيموكلحا ةطسوتلما ةسردلما 32
ورابنكب ثحبلا اذى ميمصت .
ارجإ تم .بييرتج وبش هؤ
ماع برمتبس لىإ ويلوي نم ةترفلا في 3233
. و عمتمج و 223 ذيملات
ةنيعلا رايتخلا ةبسنلاب امنيب ،عباسلا فصلا
، مدختسا ت
ثحابلا ة تانيعلا ذخأ بولسأ
فدالها ة نم ثحبلا ةنيع تنوكت . 67
اذيملت . و مدختسا ،تانايبلا عملج ت
ثحابلا ة
رابتخا خلاا جئاتن ةلجاعم تتم .ددعتم نم رايتخلاا مادختساب اًيئاصحإ رابت
ةمزلحا جمانرب
ةيعامتجلاا مولعلل ةيئاصحلإا رادصلإ
32 نقت مادختسا في ةيونعلما قورفلا رابتخلا . ةي
مدختسا ،ذيملاتلا تادرفم ناقتإ ىلع ةركاذلا ت
ثحابلا ة رابتخا - لل ت ةنيع لما نم ةلقتس
للاخ ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمانرب
رادصلإ 32
. شأ ترا اذى جئاتن
في ذيملاتلا تادرفم ناقتإ نأ لىإ ثحبلا فصلا
اًدج ةديج ةئف نمضتي بييرجتلا
، فيو
طباضلا فصلا في .ةديج ةئف في نمضتي
رابتخا - لل ت ةنيع لما ىلع لوصلحا تم ،ةلقتس
ةللاد ةميق 2.223
ةميق نم لقأ ةميقلا هذى تناك ثيح 2.22
( = ةيونعلما ةميقلا
2.223
>
2.22 اذى .) ىلع لدي
ةليدبلا ةيضرفلا نأ لوبقم
ة ةيئدبلما ةيضرفلاو
ةدودرم نكيم ،كلذل . لاا
نب ذيملاتلا تادرفم ناقتإ في ايربك اقرف كانى نأ اتنتس
ينقت مادختساب مهسيردت متي نيذلا ذيملاتلا ة
ينقت مادختسا نودبو ةركاذلا ة
في ةركاذلا
ةيموكلحا ةطسوتلما ةسردلما 32
ورابنكب
.
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LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Problem of the Research ... 6
1. Identification of the Problem ... 6
2. Limitation of the Problem ... 6
3. Formulation of the Problem ... 6
C. Objectives and Significance of the Research ... 7
1. Objectives of the Research ... 7
2. Significance of the Research ... 7
D. Definition of the Terms ... 8
CHAPTER II LITERATURE REVIEW ... 9
A. Nature of Vocabulary ... 9
1. Definition of Vocabulary Mastery ... 9
2. Kinds of Vocabulary ... 11
3. Aspect of Vocabulary ... 13
4. Difficulties in Vocabulary ... 17
B. Mnemonic technique ... 18
1. Definition of Mnemonic ... 18
2. Classification of Mnemonic ... 19
3. Technical Principles of Mnemonic ... 23
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4. Procedure of Using Mnemonic Techniques ... 24
C. Teaching and Learning Vocabulary Using Mnemonic Techniques ... 25
D. Relevant Research ... 28
E. Operational Concept ... 31
F. Assumption and Hypothesis of the Research ... 32
CHAPTER III METHOD OF THE RESEARCH ... 33
A. Research Design ... 33
B. Location and Time of the Research ... 34
C. Subject and Object of the Research ... 34
D. Population and Sample of the Research ... 34
1. Population of the Research ... 34
2. Sample of the Research ... 35
E. Techniques of data collection ... 36
F. Technique of Data Analysis ... 40
CHAPTER IV RESULT AND DISCUSSION ... 44
A. Results ... 44
B. Discussion ... 53
CHAPTER V CONCLUSION AND SUGGESTION ... 55
A. Conclusion ... 55
B. Suggestion ... 55 REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
Table II.1 Teaching and Learning Vocabulary using Mnemonic
Techniques ... 27
Table III.1 Research Design ... 34
Table III.2 Total Number of Population ... 35
Table III.3 Total Number of Sample ... 36
Table III.4 Blueprint of Vocabulary Mastery Test ... 37
Table III.5 Classification of Students Score ... 37
Table III.6 Result of Validity Test ... 38
Table III.7 Level of Reliability ... 40
Table III.8 Reliability Statistic of Test ... 40
Table III.9 Test of Normality ... 41
Table III.10 Test of Homogeneity of Variances ... 41
Table IV.1 Score of Students‘ Pre-Test and Post-Test in Experimental Class ... 44
Table IV.2 Descriptive Statistics of Pre-Test and Post-Test in Experimental Class ... 45
Table IV.3 Pre-Test Score Classification of Students‘ Vocabulary Mastery in Experimental Class ... 46
Table IV.4 Post-Test Score Classification of Students‘ Vocabulary Mastery in Experimental Class ... 46
Table IV.5 Score of Students‘ Pre-Test and Post Test in Control Class ... 47
Table IV.6 Descriptive Statistics of Pre-Test and Post-Test in Control Class ... 48
Table IV.7 Pre-Test Score Classification of Students‘ Vocabulary Mastery in Control Class ... 49
Table IV.8 Post-Test Score Classification of Students‘ Vocabulary Mastery in Control Class ... 49
Table IV.9 Group Statistic of Experimental and Control Class ... 50
Table IV.10 Result of Independence Sample Tests ... 51
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Table IV.11 Differences Scores Classification of Students‘ taught by using Mnemonic techniques and without using Mnemonic techniques ... 52
xiv
LIST OF APPENDICES
Appendix 1 Syllabus Appendix 2 Lesson Plan
Appendix 3 Instrument of the Research Appendix 4 Recommendation Letters Appendix 5 Documentation
1 CHAPTER I INTRODUCTION
A. Background of the Problem
According to the 2013 Curriculum, it is stated that one of the objectives of teaching English is to develop the students‘ communicative competence in interpersonal, transactional, and functional text by using kind of English text, both spoken and written form. Students have to learn the four language skills in a variety of contexts for varied purposes using a range of text types and language functions. To achieve the target, the student‘s vocabulary mastery is needed. Vocabulary is the entire words that make up a language. Language is composed of sentences and words.
Webb and Nation (2016) states that the more students know vocabulary is essential for them to succeed in speaking, reading, listening, and writing skills.
Furthermore students‘ vocabulary mastery can affect their understanding of a sentence. In reading, it will affect their ability in comprehending the message or idea through the writer‘s writing. In writing, it can affect how well they can convey the reader‘s thinking. In listening, it will affect how well they understand what a speaker says and in speaking, they will not be able to convey their ideas in oral. In addition
―Vocabulary is a core component of language proficiency and provides much of the basics of how well learner speak, listen and write‖ (Richard
and Ranandya, 2002). In short, teaching and learning vocabulary is the one of main factors to achieve the curriculum‘s competence.
Students‘ vocabulary mastery also becomes a concern of English teachers at State Junior High School 23 Pekanbaru. Because the Curriculum 2013 (K13) for English subject states that teaching and learning vocabularies cannot be separated from the learning goal for English subject. The English subject is taught on the basic of the text development according to the level. The text taught for seventh grade is descriptive text, the students are introduced to descriptive text about person, animal, and thing. Vocabulary teaching based on K13 is part of language feature in descriptive text instruction such as verbs in the present tense, adjectives to describe the features of the subject and topic sentence to begin and organize various aspects of description. The vocabulary often used in descriptive text are the words that are related to describe things, such as functions, behavior or location if it is a place. They have to identify and know the meaning in descriptive text about people, things and places spoken or written effectively.
Teachers should ensure their students are aware of the vocabulary they need for their level and students be able to use the words that have been selected for them appropriately. Students who do not have a large number of vocabulary or effective word-learning strategies often struggle to achieve their educational achievement. It means that it will be a big
problem if the students do not have enough vocabulary. And the larger the students' vocabulary mastery, the better they perform their language.
Based on the preliminary interview and observation with one of the English teachers, the researcher found that students lack of vocabulary mastery, so during English lessons students did not understand the meaning of the word when asked by the teacher, they could not spell the word and they did not know how to pronounce words. It is because in the 2013 curriculum students learn English for the first time at seventh grade of Junior High School and also English is not used in daily communication, Ndomba (1983) states that one of the big problems in learning language is a lot of difficult words. It happens because the students lack of memorizing vocabulary, limited learning environment, and technique or method that is used by the teachers in Teaching English Vocabulary (Sultra & Baharudin, 2020).
The English teacher at State Junior High School 23 Pekanbaru used a dictionary and translating while teaching the students. According to Huyen and Nga (2003) many students felt bored when vocabulary learning, due to they have to memorize a new word and spelling. The Minimal Completeness Criteria (KKM) applied for grade seventh by school is 80. Many students in State Junior High School 23 Pekanbaru got scores lower than KKM. Moreover, according to Mahmoudi & Özkan (2015) teachers as the heart of classroom instruction should know how to teach vocabulary well.
One of the techniques that a teacher can use is ―Mnemonic technique‖. Mnemonics is a system of ―memory codes‖ that makes people remember perfectly whatever they want to remembered (Buzan, 1986).
Thompson (1987) similarly acknowledging the usefulness of mnemonic technique by stating that they can help learners learn faster and recall better by integration of new material into existing cognitive units and by providing retrieval cues. They are, however, more useful for low level students because they are involved mostly in activities requiring them to remember and recall information (Levin, 1993). It is applied to help students memorize vocabulary well and easier to remember words.
Mnemonic is not only a technique that will help them to improve their memory but their creativity will soar and with the twin improvements in memory and creativity it can make a dynamic synthesis between the right and left side of learner brain (Buzan, 1986). In other words, it‘s a memory technique to help their brain better encode and recall important information. The use of mnemonic techniques are depend on the student's learning style (Djiwandono, 2009). There are students who prefer to find the meaning of words from the dictionary and save it in their memory.
Therefore mnemonic techniques can be used to memorize difficult words, while the words that are easy to remember are not necessary to use this technique. It is a simple shortcut that helps students want to remember with an image, a sentence, or a word. With this technique, the writer hopes
the students will achieve the Minimal Completeness Criteria (KKM) and it will make it easier for students to memorize new vocabulary.
One of studies related to the using mnemonic techniques to improve the students‘ vocabulary mastery was conducted by Kayaalti (2018). This study investigates the effectiveness of mnemonic techniques to improve students‘ vocabulary mastery of plurilingual student for pre intermediate level students. Then there is another study by Arifah (2019), this research was conducted on the mnemonic acrostic technique in teaching students‘ vocabulary.
In this regard, there is still some research being done related to the mnemonic techniques to improve students‘ vocabulary. And most of these studies focus on the effectiveness of mnemonic techniques to improve students‘ vocabulary in recount text (Arifah, 2019; Rosdiana, 2009), and students‘ creativity (Ummah, 2018). Took participants from eight grade students (Arifah, 2019; Lestari, 2017), fifth grade (Rosdiana, 2009), and first year university students (Susana, 2017). A number of studies above just used one kind of mnemonic technique. There has been no study that used some kinds of mnemonic techniques to improve the students‘
vocabulary mastery in descriptive text for seventh grade students and used quasi experimental design for their study.
Based on the description above, the researcher is interested to examine ―Using Mnemonic Techniques to Improve the Students’
Vocabulary Mastery at State Junior High School 23 Pekanbaru‖
B. Problem of the Research
1. Identification of the problem
Based on the background above, the problem can be formulated as follows:
a. Why did some of the students lack of vocabulary in learning English?
b. What were the factors that made students were not able to remember new vocabulary and its meaning?
c. Why were some of the students not able to use the word to arrange a correct sentence?
d. What were the causes that made the students unknow how to pronounce a word?
2. Limitation of the Problem
The problems of this research is limited to the significant difference of the using mnemonic techniques to improve the students‘ vocabulary mastery in written form at the seventh grade students at state of Junior High School 23 Pekanbaru
3. Formulation of the Problem
Based on the problem above, the researcher formulated of the problems in the research as follows:
a. How is the students‘ vocabulary mastery taught by using mnemonic techniques at State Junior High School 23 Pekanbaru?
b. How is the students‘ vocabulary mastery taught without using mnemonic techniques at State Junior High School 23 Pekanbaru?
c. Is there any significant difference of the students‘
vocabulary mastery taught by using mnemonic techniques and without using mnemonic techniques at State Junior High School 23 Pekanbaru?‖
C. Objectives and Significance of the Research 1. Objectives of the research
a. To examine the students‘ vocabulary mastery that taught by using mnemonic techniques at State Junior High School 23 Pekanbaru
b. To examine the students‘ vocabulary mastery that taught without using mnemonic techniques at State Junior High School 23 Pekanbaru
c. To examine there is or not any significant difference of the students‘ vocabulary mastery taught by using mnemonic techniques and without using mnemonic techniques at State Junior High School 23 Pekanbaru
2. Significance of the Research
a. Hopefully, this research gives some useful information about the improvement of students‘ vocabulary mastery by using mnemonic techniques.
b. Besides, these research findings are also expected to be positive and valuable information, especially for those who are interested in the same study.
D. Definition of the Terms 1. Vocabulary Mastery
According to Hatch & Brown (2005), Vocabulary is the basis for the development of language refers to a list or set of words for a particular language or a list of words that individual speakers of language use. Syafi‘i (2013) stated vocabulary refers to effective word/ idiom choice and usage, word from mastery, appropriate register. Mastering the vocabulary itself refers to the meaning of the words and the ways to use the words in context.
2. Mnemonic Technique
Mnemonic technique is a way to help students remember information/vocabulary more effectively and easily. It involves linking unfamiliar to be learned information with familiar already known information through the use of a visual picture or letter/word combinations. They already know mnemonic are techniques or devices, either verbal or visual in nature, that serve to enhance the storage of new information, and the recall of information contained in memory (Solso, 1995).
9 CHAPTER II LITERATURE REVIEW
A. Nature of Vocabulary
1. Definition of Vocabulary Mastery
Learning a new language can not be divorced from vocabulary. To be able to talk in our first language, we got those words by hearing and copying it from our environment. It is supported by Skinner‘s behaviorist theory (imitation and reinforcement), he says that children acquire language by imitating the speech of others. It means children learn to speak by copying the words and sounds heard around them and it's difficult for them to acquire grammar by imitation as sentences are infrequently spoken in the same way (Skinner, 1957).
Vocabulary is the most important level of language knowledge for learners to acquire, (Saville and Troike, 2006).
People can not express their ideas, opinions and what they want with grammar, because grammar is just a rule to build words while vocabulary is a thing people need to convey a message. In addition, it is supported by Miller cited by Ma (2009). ―It is not the speech sounds or the rules for generating grammatical sentences that require the most extensive learning. It is the vocabulary: thousands of words, each with its own sound, its own spelling, its own
meaning, its own role, its own use, its own history‖. Hence, vocabulary is very important in new language acquisition, because without an appropriate and enough knowledge, learners will not be able to use the language structures and functions for communication well.
There are many definitions of vocabulary by some experts.
Preece (1936) says that ―vocabulary‖ means a list of words with their meanings, glossary, some of words used in a language or particular books or a branch of science. According to Burton (1982), vocabulary helps expressing the ideas precisely, vividly without repeating a certain word and can not do well on comprehension questions. Furthermore, Napa (1991) says:
"vocabulary is one of the components of language and that no language exists without words. Besides, mastery of vocabulary is necessary in learning languages, because it supports the comprehension and production of the language and also it is a good indicator of the acquisition of any language skill (Viera, 2017).
Vocabulary plays as a central role in language skills that has a huge impact on how students speak, listen, read, and write (Richard & Renandya, 2002). It means if they have a lot of vocabulary they will be more fluent in speaking, listening, reading and reading. Without an extensive vocabulary and strategies or acquiring new vocabulary, learners often achieve less than their
potential and may be discouraged from making use of language learning opportunities around them such as reading a book, listening to music, or watching television. As Cameron (2001) mentioned, in language teaching, a major resource between the development of words, the meaning and the links will be covered under vocabulary. Thus, a good vocabulary mastery can support of each of the language skill, receptive (listening and reading) and (productive) speaking and writing)
From the definition above, it can be concluded that vocabulary is not only about understanding the meaning of a word but also how to use and produce it well. It will be easy for learners to learn a language because of the role of vocabulary. The lack of vocabulary causes difficulties in the learning process for the learners and also they will not be able to convey their ideas.
2. Kinds of Vocabulary
According to Harmer (2001), he differentiates vocabulary into two types, active vocabulary and passive vocabulary. Active vocabulary or productive vocabulary is usually used in speaking and writing, vocabulary can be called as an Active Vocabulary when they have already learned it and can use it properly. Passive Vocabulary or Receptive vocabulary is words that commonly are uneasy to be recognized and understood in the context of listening and reading either by learners. This kind of vocabulary refers to
items that learners will probably find difficult or even not able to produce, and they only recognize it when they meet them. In short between these kinds of vocabulary, active vocabulary is easier to use than passive vocabulary because someone has already learned and practiced it
According to Nation (2000), there are two types of vocabulary, they are Receptive Vocabulary. Receptive carries the idea that we receive language input from others through listening or reading and try to comprehend it and Productive Vocabulary, Productive carries the idea that we produce language forms by speaking and writing to convey messages to others. Therefore, productive vocabulary can be addressed as an active process, because the learners can produce the words to express their thoughts to others.
And according to Hiebert and Kamil (2005), they divided vocabulary into three types: Oral vocabulary is the set of words for which we know the meaning when we just speak or read. Print vocabulary means as the set of words for which we know the meaning when we write or read only, and the last productive vocabulary means as the set of words that individuals can use when writing or speaking, they are words that we already know, familiar and used often.
Therefore, no matter how many experts classify kinds of vocabulary, it shows words as a part of language elements or tools of communication which are used by someone to express their ideas or opinions. And the most important thing is that the learner has to know as much vocabulary as possible to increase their ability in using the target language.
3. Aspect of Vocabulary
According to Nation (2000), there are three aspects of vocabulary such as form, meaning, and use. The aspects are presented as follows:
a. Form
Form has three components, that are spoken, written, and word parts. Firstly, the learners have to know what a word sounds like its pronunciation. Knowing the spoken form of a word includes being able to recognize the word when it is heard (spoken form). Secondly, Nation points out that one aspect of gaining familiarity with the written form of the word is spelling. Thus, the learners have to know how to write a word letter by letter correctly.
(written form). And last, the learners have to know any word parts that make up this particular item (such as prefix, root, and suffix). The suffix is an affix that lies at the end of a word to make a new word, while root is the head of a
word. Then, the prefix is an affix at the beginning of the root or word to make a new word.
b. Meaning.
According to Nation, in order to know a word the learner needs to be able to connect the form of a word and its meaning together. In other words, the concept and what items it refers to, and the association that comes to mind when people think about a specific word or expression. The meaning of the word can also be understood in terms of its relationship with other words in the language. According to Thornbury (2002) One word has relation to other words.
Categories such as follows:
1) Homonym are words that share the same form but have unrelated meanings. Homophones words that sound the same but are spelt differently (horse and hoarse, meet and meat). Homographs are words that are pronounced differently but spelt the same (a live concert, but where do you live?).
2) Polysemes are words that have different but overlapping meanings. For example:
She had long fair hair
My pig won first prize at Skipton Fair This isn‘t fair on anyone, but it does happen
3) Synonyms are words that share a similar meaning (old = aged, antique, and elderly) and Antonym are words with the opposite meaning (old X young) 4) Hyponyms are words that are useful when talking
about the way word meaning is related.
c. Use
The learners should have a great skill in vocabulary, not only mastering a rich vocabulary but also understanding about using vocabulary adequately. In order to use a word it is necessary to know what part of speech it is and what grammatical patterns it can fit into. Here, Nation involves the grammatical function of the use of words, phrases, collocations that usually occur with language usage, and any constraints used (in terms of frequency, level, etc.).
The classification of words based on their functional categories is called part of speech. Knowing part of speech will make a clear understanding of how to use words in communication both oral and written. According to Harmer (2001) It shared into eight different thing:
1) Noun. A word or group of words that is the name of a person, a place, a thing, activity, or a quality or an idea . noun can be used as a subject, or object of a verb. For example: book, sense, town hall.
2) Pronoun. A word that is used in place of a noun or noun phrase.For example : her, she, him, they.
3) Adjective. A word that gives more information about a noun or pronoun. For example : kind, better, best.
4) Verb. A word or group of words which is used in describing an action, experience, or state. For example: write, ride, set out
5) Adverb. A word or group of words that describes or adds to the meaning of a verb, adjective, another adverb or a whole sentence. For example : sensibly, carefully, at home, in half an hour.
6) Preposition. A word or group of words which is used to show the way in which other words are connected. For example : For, of, in, on top of.
7) Determiner. Definite article, indefinite article, possessives, demonstratives, quantifiers. For example The, a, an, my, your, etc. This, that, these, those, some, many, few, etc.
8) Conjunction. A word that connects sentences, phrases, or clauses. For example : And, so, but.
4. Difficulties in Vocabulary
There are many problems that a student faces while learning vocabulary. Thornbury (2002) proposes some factor that make some words more difficult:
a. Pronunciation. There are words potentially difficult to pronounce for some students because the sound of words are unfamiliar.
b. Spelling. Most of the sound-spelling mismatch due to some of words that contain silent letters: honest, listen, bored, etc c. Length and complexity. As a rule of thumb in English, high
frequency words tend to be short in English, and therefore students tend to meet them more often, a factor that supports their 'learning ability'.
d. Grammar. This is also one of the problems especially if English grammar is very different from the first language equivalent.
e. Meaning. There are some words that have multiple meanings, and when students already learn one word‘s meaning they may be reluctant to accept the other meaning.
f. Range, connotation, and idiomaticity. There are some synonyms of words that will generally be perceived as more difficult than words that are used in a wide range of
contexts. For example, put is a very wide-ranging verb, compared to impose, place, position, etc. Some words may cause problems when words have style constraints (swap for exchange), and also when uncertainty as to the connotation (propaganda has negative connotations in English, but its equivalent may simply mean publicity).
And words that are idiomatic, watch will be easier than keep an eye on.
B. Mnemonic technique
1. Definition of Mnemonic
According to Kozarenko (2006) mnemonics means a memorization technique. The word mnemonic (nee-moh-nick) is derived from the Greek word Mnemosyne, referring to the ancient Greek goddess of memory. It also referred to as simply mnemonics, mnemonic devices, or mnemonic strategies, are systematic procedures designed to improve one‘s memory.
According to Elby (2020) Mnemonics is used for help people memorize a difficult information quickly and easily. McElroy and Kotchian (2014), it is to help people memorize and recall the information by creating a link in your brain to something else, it could be through senses, emotions, rhymes and patterns.
According to Solso (1995), mnemonics are techniques or devices, either verbal or visual in nature, that serve to improve the
storage of new information, and the recall of information contained in memory. So, Mnemonic is a technique to help learners improve their ability to remember in mastering the vocabulary. In other words, it‘s a memory technique to help their brainbetter encode and recall important information in certain ways.
2. Classification of Mnemonics
Thompson cited by Amiryousefi and Ketabi (2011) classified mnemonic techniques into five classes namely;
linguistics, spatial, visual, physical response and verbal methods.
a. Linguistic Mnemonics
1) Peg word method. This method works by relating unrelated items to easily memorizable items, which act as pegs or hooks. It is a part of mnemonics which is set using number and word in pairs. For example to remember 10 number-rhyme pairs like one is john or bun, two is shoe, three is tree,four is door …. and etc.
2) The keyword method. According to Hulstjin (1997) the keyword method needs three stages. First language and second language have acoustic similarity to the target word and the keyword. In the second stage the learner is asked to make an association the target word and the keyword. Finally
he is asked to make a mental image of the combination of the keyword and the target word.
For example: Fat means Gemuk (Keyword: Bu fat), then making a sentence to make the process of memorizing easier is like ‗Bu fat berbadan gemuk‘
or Accept means menerima (Keyword : Asep ), the sentence is like ‗Asep menerima hadiah‘
b. Spatial Mnemonics
1) The loci method. This method involves visualizing a very familiar place and then associating each new word to a part of it to be remembered.
2) Spatial grouping. In this method, instead of learners writing words in a column, they can be asked to form patterns like a triangle with them. It can help them recall the words better
3) The finger method. Through this method, learners can be asked to associate each word with a finger. It is usually useful to learn number and month of the year
c. Visual Mnemonics
1) Pictures. By using pictures to remember a new word can help learners to know the meaning better and can make the meaning of the word clear.
2) Visualization or imagery. It helps learners to visualize a word, learners imagines a picture or scene which is associated with the target word.
d. The Verbal Method
1) Grouping or semantic organization. If the target words to be remembered are dog, cat, sofa, table , milk, eggs and butter, the learner can be organized and remembered under three categories: animals (for dog and cat), furniture ( for chair , sofa and table) and food (for milk, egg and butter).
2) Story-telling or narrative chain. Learners can make a story by linking the words. This method is especially useful for high level students
e. Physical Response Methods
1) Physical response method, learners should move their body or part of their body in a certain way that illustrates the meaning of the word.
2) Physical sensation method, through this method the learner associates the new word to a physical sensation.
And also there are some popular types of mnemonics such as rhyme, acrostic, and acronym.
f. Rhyme
According to Syah (2005), a rhyme is a rhym that is made by word and technical term that must be remembered by the learner, it can be better if its given notes so that it can be sung. By using familiar tunes as mnemonic can be effective learning strategy that can help learners of all abilities
g. Acrostic
An acrostic is a sentence of which the first letters represent the information to be recall Shaeffer cited by Mastropieri and Scruggs and (1998). The example of ―My very educated mother just served us nine pizzas‖ can be used to help learners to remember the nine planets in order (Mercury, Venus, Earth, Mars, Jupiter, Saturnus, Uranus, Neptune and Pluto).
h. Acronym
An acronym is a word of which the letters represent individual components Shaeffer cited by Scruggs and Mastropieri (1998). For example to remember the color of rainbow in Bahasa merah, jingga, kuning, hijau, biru, nila, ungu ―Mejikuhibiniu‖ or ROY G. BIV to remember the color of rainbow in English red, orange, yellow, green, blue, indigo, and violet.
3. Technical Principles of Mnemonic
The apply of mnemonic techniques to improve students‘
vocabulary mastery can be more effective by adding little effort, some basic principles need to be addressed (Amiryousefi and Ketabi, 2011) :
a. Use of mental image. Remembering words is more difficult than remembering visual images. To make it delighted to hear, we need to change the information to the mental image.
b. Make it meaningful. Sometimes, something that does not mean to us is difficult to remember. By making things memorable and meaningful can make a long term memory for us.
c. Make information an ordinary thing. By connecting an information with something we already know can make it easier to remember.
d. Forms of Odd, extraordinary and exaggerated mental associations. Some odd images or things will make the information you want to keep up to minute and be unforgettable
The key success of mnemonic techniques in the vocabulary learning process is based on the explanation given by Waring (2004). Mnemonic always helps language learners associate the
meaning of foreign language words with the familiar sound or image or information that has been stored in their memory.
Associative patterns containing previously familiar information are stored in long-term memory, which also helps to simplify the vocabulary learning process. This is because the associations are familiar to students and make it easy for them to remember new words presented to them.
In addition, the uniqueness of the pattern of association created with the use of mnemonic techniques make the activity of remembering and learning vocabulary more interesting and easier for students to remember. Because of this, mnemonics are so effective in the vocabulary learning process, as students can use it to memorize vocabulary and incorporate it into their language learning activities. Furthermore, the use of this technique does not require a wealth of additional material or extensive planning and preparation making it suitable for language learners of all ages 4. Procedure of Using Mnemonic Techniques
Joyce, Weil, and Calhoun (2004) in book of Models Of Teaching ,the book reveals steps that can improve memory in mnemonic;
Phase one : Attending to the material (Use techniques of underlining, listing, reflecting)
Phase two : Developing connections (Make material familiar and develop connections using key-word, subtitute- word, and link-word system techniques.)
Phase three : Expanding sensory image (Use techniques of ridiculous association and exaggeration. Revise images)
Phase four : Practicing recall (Practice recalling the material until it is completely learned).
C. Teaching and Learning Vocabulary Using Mnemonic Techniques Learning activity in 2013 curriculum refers to the application of scientific approach, this is involves process of knowledge, skill and attitude through several steps are observing (this process involves the observation of a phenomenon, it is basically include the social function of the text, text structure, grammar, and vocabulary), questioning (in this stage students ask or formulate questions based on the identified items), experimenting (in this activity, students collect data/information to answer the questions formulated in the second step, teacher should provide students with worksheets and learning resources, associating (In this step, students analyze data/information to answer their questions and draw conclusions) and communication (In the communicating step students communicate their answers or conclusions to the class in writing and/or orally, the result involving the conclusion and other findings instead of the problem formulation) (Sarwanti, 2016).
Based on Curriculum 2013 (K13) especially for seventh grade students, they are introduced to descriptive text. Descriptive text is designed to describe a person, a place, or things. Students have to identify and know the meaning in descriptive text about people, things and places spoken or written effectively. In teaching and learning in descriptive text, teachers will ask the students to search the information from their environment. And every kind of text has a generic structure and language feature. For descriptive text, the generic structure is divided into two parts, there are identification and description and for the language feature, descriptive text often uses adjectives, numbering and classifying to describe the features of the subject, Descriptive text often use simple present tense, this text uses thinking verbs ( think, believe, etc.) and feeling verbs (feel), and the last descriptive text also uses adverbs to give information about character or adjective that explain (Anderson &
Anderson, 1998).
Based on the explanation above, the vocabularies often used in descriptive text are the words which are related to described things, behavior, or location for the place. In teaching and learning vocabulary for Junior high school students, a teacher must choose some techniques which are related to the topic of the curriculum. According to Thornbury (2002), there are several strategies in teaching vocabulary, they are; learner training, using mnemonics, word cards, guessing from context, coping
strategies for production, using dictionaries, spelling rules, keeping records and motivation .
According to Flannigan & Greenwood (2007), there are some factors that teacher should consider when they are teach vocabulary
a. The students that they are teaching The nature of the words they decide to teach
b. Their instructional purposes in teaching each of those words, c. The strategies they employ to teach the word
It can be concluded that vocabulary learning strategies have to be adapted to the student‘s condition, the features of the words to be learned and the instructional purposes in teaching.
Table II.1
Teaching and Learning Vocabulary using Mnemonic Techniques Five principal learning activities
in K13
The use of Mnemonic
Observing a. Teacher ask the students to
observe and analyze the text/ material to find out definition, generic structure, language features, and the unfamiliar word for them.
b. Teacher introduced and explained the material clearly by using mnemonic and how to use it.
For example the target words and its meaning (Fat;
Gemuk)
Questioning a. Teacher ask the students to know about their understanding about the material given.
b. Students are given the opportunity to ask about
material.
Associating a. Teacher asks the students to
make a sentence using mnemonic that they have been introduced to.
For example, to help the student remember the meaning of the word ‗Fat‘, students are asked to remember one person is named ‗Bu fat‘, and then teacher and students can elaborate it into the first language ‗Bu Fat berbadan gemuk‖. And teacher can ask the students wherever and whenever they see a
‗Fat‘ person, they can remember the association and the meaning of ‗Bu fat berbadan gemuk‘
Experimenting a. Teacher gives a question or exercise based on the material.
b. Students are given a chance to present and tell their own mnemonic and its meaning.
Communication a. Teacher gives feedback to
students about their presentations or their exercise.
b. Students are given the opportunity to ask about material that they have not understood.
D. Relevant Research
The first relevant study conducted by Arifah (2019) with the title;
The Effectiveness of Mnemonic Acrostic Technique in Teaching Student‘s
Vocabulary in Recount Text of Eighth Grade Students at MTsN 7 Tulungagung. This research used a quantitative method by using pre experimental with one group pre-test and post-test designed. The sample of this study consisted of 38 students. The result of this study showed that the mean of post-test score was higher than the mean of pre-test.
Ummah (2018) conducted The Effect of Mnemonic Keyword Method on Students‘ Vocabulary Mastery Viewed from Students‘
Creativity. In this research the researcher compared two classes, the experimental group (VII E) was treated by using Mnemonic Keyword and control class (VII D) was treated by using Translation. The researcher investigated 76 students, the research design of this study was experimental study and for the instrument was a test (verbal creativity test and vocabulary test). The result of this research shows that the Mnemonic Keyword method is more effective than Translation, the students who have high verbal creativity perform better than those who have low verbal creativity.
Susana (2017) did research on the enhancing of students vocabulary mastery through mnemonic keyword at first grade students in STKIP PGRI Blitar. Her study was a class action research, and employed 20 students as the sample. In this study, the researcher used a test, observation checklist, and a questionnaire. And the result shows there enhancement for students‘ vocabulary mastery in group test and got mean score 72.00 in the cycle 1 and increased to 81.00 in the cycle 2.
Lestari (2017) examined The Use of Mnemonics Technique to Increase Students‘ Vocabulary Mastery. The researcher employed Classroom Action Research for eight grade students of SMPN 2 Banyu Biru. The result of this study showed there were several improvements reached by the students not only on their academic score, but also their behavior to the lesson.
Rosdiana (2009), examined The Effectiveness of Mnemonics Devices in Learning Vocabulary Learning Process : a pre experimental study at the fifth grade of SDN Babakan I. This research employed experimental research for 30 participants by using observation and test (pre-test and post-test) to collect the data. Taught vocabulary in recount text by using mnemonics and without mnemonics devices in analyzing the students‘ error in vocabularies. And the result showed vocabulary using mnemonics is effective to help the students, it was shared that the mean score of pre-test was 73 while the mean score of post-test was 84.
From some studies above, there are some differences and similarities with the researcher study. The differences are on the methods, objective of the research, time, place, participants and kinds of mnemonic techniques that researchers used. The researcher used 3 kinds of mnemonic techniques : keyword system, rhyme and the finger method while those studies used just one kind of mnemonics. And for similarities in those studies is vocabulary as a material and technique that the writer used.
E. Operational Concept
Operational Concept is used to avoid misinterpreting in scientific study and need to clarify the variables used in the research Syafi‘i (2017).
There are two variables used in this research, they are variable X as the independent variable and variable Y as the dependent variable. X variable refers to mnemonic techniques and Y variable refers to students‘
vocabulary mastery
The indicators of variable X (Mnemonic techniques) ara taken from Joyce, Weil, and Calhoun (2004):
1. Attending to the material (Use techniques of underlining, listing, reflecting)
2. Developing connections (Make material familiar and develop connections using key-word, substitute-word and link-word system techniques.)
3. Expanding sensory image (Use techniques of ridiculous association and exaggeration. Revise image)
4. Practicing recall (Practice recalling the material until it is completely learned).
The indicators of variable Y (students‘ vocabulary mastery) are taken from Nation (2000) are:
1. Students are able to identify the form of the vocabulary.
2. Students are able to identify the meaning of the vocabulary 3. Students are able to identify the use of the vocabulary.
E. Assumption and Hypothesis a. Assumptions
In this research, the researcher assumed that using mnemonic techniques can improve the students‘ vocabulary mastery at State Junior High School 23 Pekanbaru.
b. Hypothesis
a) Null Hypothesis (Ho) there is no significant difference of students‘ vocabulary mastery between students taught by using mnemonic techniques and without using mnemonic techniques at State Junior High School 23 Pekanbaru.
b) Alternative Hypothesis (Ha) there is a significant difference of students‘ vocabulary mastery between students taught by using mnemonic techniques and without using mnemonic techniques at State Junior High School 23 Pekanbaru.
33 CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
This research used a quasi experimental design. According to Thyer (2019), quasi-experimental design is a research in which the researcher compares the result of one group that is receiving a treatment which has become the focus of evaluation to one or more groups who don‘t receive treatment. This experimental method is part of quantitative research because it is an approach to examine the relationship between two variables. These variables can be measured using instruments and the amount of data can be analyzed using a statistical generator Cresswell (2013). Besides this study aims to determine the improvement of a student's vocabulary mastery by using mnemonic techniques rather than students who do not use mnemonic techniques which the researcher compared between two variables. The independent variable is mnemonic techniques symbolized by ―X‖ and the dependent variable is students vocabulary mastery symbolized by ―Y‖ according (Sugiyono, 2007).
X Y
. This study used two classes with different treatments in a few meetings. In experimental class, the researcher was applied to the treatment of mnemonic techniques, and in control class was taught by using conventional technique during the teaching-learning process.
Below is table the of Quasi-Experimental Research Cresswell, 2012) Table III.1
Research Design Control
Class ( VII C )
Pre-Test Conventional
technique Post-Test Experimental
Class ( VII H )
Pre-Test
Treatment (Mnemonic Techniques)
Post-Test
B. Location and Time of the Research
The research was conducted at State Junior High School 23 Pekanbaru. It is located at Jl. Garuda Sakti Km. 3 Simpang Baru, Tampan, Kota Pekanbaru. This research started on July, 25th until August, 29th 2022.
This study was held in eght meetings each class; one meeting pre-test, six meeting treatment, and one meeting post-test.
C. Subject and Object of the Research
The subject of this research were students at seventh grade of State Junior High School 23 Pekanbaru in 2022/2023 academic years and the object of this research was using mnemonic techniques to improve the students‘ vocabulary mastery at State Junior High School 23 Pekanbaru.
D. Population and Sample of the Research 1. Population of the Research
According to Creswell (2012) ―A population is a group of individuals who have the same characteristic‖. The population of this research were seventh grade students at State Junior High School 23 Pekanbaru. The students are divided into 8 classes and
the total number of the population were 308 students such as showing by the table below:
Table III.2
Total Number of Population
No Class Students
1 VII A 39
2 VII B 40
3 VII C 38
4 VII D 38
5 VII E 38
6 VII F 38
7 VII G 39
8 VII H 38
Total 308
2. Sample of the Research
According to Creswell (2012) ― A sample is a subgroup of the target population that the research plans to study for generalizing about the target population‖. In selecting the participants in this research using purposive sampling. According to Sugiyino (2007) purposive sampling is a technique where the researcher takes into a certain consideration in deciding the sample.
The researcher took two classes as a sample based on recommendation and decision with the English teacher.
The researcher had taken VII H as Experimental Class which consists of 38 students and VII C as control class which consists of 38 students. The classes were chosen because the teacher said those classes have equivalent English skills than other classes and have the same time teaching.
Table III.3
Total Number of Sample
No. Class Students
1 VII C (Control Class) 38
2 VII H (Experimental Class) 38
Total 76
E. Techniques of data collection.
This study used a test for collecting the data. According to Brown (2004) a test in simple terms, is a method of measuring a persons‘ ability, knowledge or performance in a given domain. The researcher used multiple choice tests to collect the data from the sample. To collect the data this research used test, treatment, reliability, and validity. They are:
1. Test
The researcher used pre-test and post-test in her research.
Pre-test was used to collect the data to know about students‘
vocabulary mastery before they were taught by using mnemonic techniques. Pre-test was given to both experimental and control classes. The kind of pre-test were multiple choice tests. Post-test was used to collect the data to know about students‘ vocabulary mastery after they were taught by using mnemonic techniques.
Post-test was given to both experimental and control classes. The kind of pre-test were multiple choice tests.
a. Vocabulary test
This research used multiple choice tests consisting of some questions formulated in operational concepts for
further information about the instruction of the text. The blueprint of the test can be seen:
Table III.4
Blueprint of Vocabulary Mastery Test
No Indicators Questions Number
1 The students are able to identify
the form of the vocabulary 1, 5, 13, 20, 21, 24,25 2 The students are able to identify
the meaning of the vocabulary
6, 9,12,15,17,18, 22, 23
3 The students are able to identify the use of the vocabulary (Noun, verb, adjective, adverb, and preposition)
2,3,4,7,8,10,11,14,16,1 9
Total 25
After the students did the test, the researcher looked at the total score from the result of the test. According to Arikunto (2013), the score was classified as follow:
Table.III.5
Classification of Students Score
No The Level Score Category
1 81 – 100 Very Good
2 61 – 80 Good
3 41 – 60 Enough
4 21 – 40 Less
5 0 – 20 Fail
2. Treatment
The treatment that was conducted in the experimental class, started in August, 11st 2022 until August, 26th 2022. Mnemonic
techniques were used as the treatment in experimental class to teach vocabulary mastery especially nouns, verbs, adjective, adverb, and preposition meanwhile the activities which were done in control class are treated only by a conventional technique such as used the dictionary an translating and it was started in August, 8th 2022 until August, 24th 2022.
3. Validity
Creswell (2012) stated that validity is the individual‘s scores from an instrument that makes sense, meaningful, and enables you, as the researcher, to draw good conclusions from the sample you are studying to the population. To analyze the validity of vocabulary mastery test, the researcher used SPSS 25 to conduct a try out to 30 items by handing them to 33 students who were not included in the research sample. And the result showed that there were 25 questions valid and 5 questions were invalid. The dropped items are questions number 5, 7, 13, 21, and 28. These items were dropped because the scores are under 0.355. it can be seen as follows:
Table III.6 Result of Validity Test
No. Item R Count R Table Status
1 0.545 0.355 Valid
2 0.443 0.355 Valid
3 0.629 0.355 Valid
4 0.377 0.355 Valid
5 0.152 0.355 Invalid
6 0.556 0.355 Valid
7 0.346 0.355 Invalid
8 0.541 0.355 Valid
9 0.443 0.355 Valid
10 0.360 0.355 Valid
11 0.476 0.355 Valid
12 0.427 0.355 Valid
13 0.262 0.355 Invalid
14 0.407 0.355 Valid
15 0.562 0.355 Valid
16 0.503 0.355 Valid
17 0.357 0.355 Valid
18 0.386 0.355 Valid
19 0.686 0.355 Valid
20 0.465 0.355 Valid
21 0.227 0.355 Invalid
22 0.523 0.355 Valid
23 0.426 0.355 Valid
24 0.453 0.355 Valid
25 0.455 0.355 Valid
26 0.536 0.355 Valid
27 0.376 0.355 Valid
28 0.164 0.355 Invalid
29 0.701 0.355 Valid
30 0.464 0.355 Valid
4. Reliability
Reliability has to do with accuracy of measurement.
According to Creswell (2012), reliability means that scores from an instrument are stable and consistent. This kind of accuracy was reflected in obtaining the similar results when measurement was repeated on different or by different persons. The characteristic of reliability is sometimes termed consistency Brown (2004). To
obtain the reliability of the vocabulary test, the researcher used the SPSS 25 program to find out whether the test is reliable or not.
According to Arikunto (2006) to find the reliability, the researcher used the SPSS a
