Thesis Title: Vocabulary Teaching Through Visual Spatial Intelligence of Second Year MAN Sidenreng Rappang Students. Thesis Title: Teaching Vocabulary Through Visual Spatial Intelligence of Second Year MAN Sidenreng Rappang Students. Thesis Title: Teaching Vocabulary Through Visual Spatial Intelligence of Second Year MAN Sidenreng Rappang Students.
Norzulya Aries. 2020. Vocabulary teaching through visual spatial intelligence of students in the second year of MAN SidenrengRappang (Supervised by Hj. Nanning and Mujahidah). This research aimed to investigate teaching vocabulary through visual spatial intelligence of students in the second year of MAN SidenrengRappang. The purpose of intelligence is able to increase students' vocabulary, and it is students who are interested in learning vocabulary through students' visual spatial intelligence.
The researcher found that: 1) teaching vocabulary through students' visual spatial intelligence able to improve students' vocabulary. Based on the liker scale, the student is very interested in learning vocabulary through students' visual spatial intelligence.
INTRODUCTION
Problem Statement
Based on the like scale, the students' very positive reactions were in the learning of vocabulary by students'. The result of the researcher proved that teaching vocabulary through students' visual spatial intelligence was able to improve students' vocabulary performance. Based on the result above, the researcher concluded that teaching vocabulary through students' visual spatial intelligence can improve students' vocabulary achievement in the second year of MAN Sidenreng Rappang.
Based on the explanation and data, it is found that teaching vocabulary through students' visual spatial intelligence is able to improve students' vocabulary. Based on the Based on the liker scale, the students' very positive responses were in learning vocabulary through students' visual spatial intelligence. According to the data above, the researcher concluded that learning vocabulary through students' visual spatial intelligence can improve students'.
Objective of the Research
Significance of the research
From this research, the teacher can better know where to improve the teaching in the teaching and learning process so that it can be done well and can be understood by all students without having to complicate himself and his students. In addition, the researcher hopes that teaching vocabulary by visual spatial intelligence makes students able to translate a picture in his mind and get vocabulary. From this research, the researcher is expected to provide useful information about the technique and improvement of vocabulary mastery for students.
REVIEW OF RELATED LITERATURE
- Concept of Teaching Vocabulary
- Concept of Visual Spatial Intelligence
- Previous Research Finding
- The Conceptual Framework
- Hypothesis
- Operational Definition of Variable
If the teachers do not use the most appropriate technique, the teaching process will not be successful.4 The teacher can use the component to guide the teacher in teaching, especially in teaching vocabulary. Visual/spatial intelligence is the ability to visualize space and objects within the mind's eye. Naturalistic intelligence is the ability to recognize differences in nature and classify both the animal and plant kingdoms.
Visual spatial intelligence is the ability to understand, process and think in visual form and translate it. Spatial visual intelligence is the ability to perceive the spatial word accurately and transform the perception of the spatial word. Howard Gardner said that students who have visual spatial intelligence will be able to solve their problems quickly.
From the above explanation, it is clear that visual spatial intelligence is a basic ability that students have, but each student has different abilities to improve it. 14Luqman Fathoni, "Profile Kecerdasan Visual Spatial Dalam Permakan Gambar Bangun Ruang Yang Tersusun Beberapa Ruang Kubus", Mojekerto, p. 156. A characteristic of problem solving is the personal ability to solve problems correctly and the ability to formulate different strategies for solving problems.
According to Thomas Armstrong, there are eleven ways to teach academic skills to visual spatial learners. Plan short breaks for students that can include visual-spatial puzzle solving by playing visual-spatial games. Based on the research, implementing visual-spatial teaching strategies in his classroom was a benefit to the students and himself.
He enjoyed integrating the various visual-spatial intelligence techniques to give students a different way of learning. So, for the other related research by Jodi Lyn Brokaw in his research on visual-spatial teaching to improve science learning, the difference in this study is that Jodi Lyn Brokow uses visual spatial intelligence to improve learning. 17Jodi Lyn Brokaw, "Visual Spatial Teaching to Improve Science Learning" (Montana State University: Master of Science: July 2012), p.
METHODOLOGY OF THE RESEARCH
- Location and Duration of the Research
- Population and Sample
- Instrument of the Research
- Procedure of Collection Data
- technique of Data Analysis
At the end of the lesson, the researcher gave the students answer sheets to check the students' understanding of this lesson. At the end of the lesson, the researcher gave the students answer sheets to check that the students had understood this lesson. The purpose of this questionnaire is to find out whether students are interested in teaching vocabulary through students' visual spatial intelligence.
After giving the pre-test and post-test, the researcher gave the students a questionnaire to answer the researcher's question number two to find out students who were interested in learning vocabulary through the students' Visual Spatial Intelligence in the second year of MAN Sidenreng Rappang . Based on the above data, the researcher concluded that most of the students got a good score, it means that the students'. After finding out the students' scores in the pre-test and post-test, the researcher calculated the calculation of the students' scores in the pre-test and post-test.
It can thus be concluded that the teaching vocabulary through the students' visual spatial intelligence is significantly better after receiving the treatment. It can be concluded that teaching vocabulary through students' visual spatial intelligence can improve students' vocabulary in the second year of MAN Sidenreng Rappang. In this part, the researcher gave questionnaire to the student after given treatment to measure the students' interest in learning vocabulary through visual spatial intelligence.
The purpose of this questionnaire is to find out whether students are interested in teaching vocabulary through students' visual spatial intelligence. This means that the students' score of post-test is more higher than students' pre-test. Based on the result, students' score of post-test was improved after treatment by teaching vocabulary by teaching students' visual spatial intelligence.
Formed on the research statement in the previous chapter, the students' visual spatial intelligence can make students more sensitive to an image. The were given to students to find out what the students are interested in learning vocabulary by students. After the researcher examined all the students' answers to each questionnaire, the researcher came to the conclusion that the students responded interested in learning vocabulary through visual spatial intelligence.
FINDINGS AND DISCUSSION
Discussion
The first section of this research was provided insight about the teaching vocabulary through students' visual spatial intelligence that can improve students' vocabulary performance. While showing the picture, the researcher explained the definition of noun and point category of noun in the picture. While showing the picture, the researcher explained definition of verb and point of category of verb in the picture.
In this treatment, the researcher provided a target number of vocabulary to be achieved by. Therefore, the researcher gave time to the students to write and remember the vocabulary that has been. While showing the picture, the researcher explained the definition of adjective and item in the category of adjective in the picture.
Before the lesson started, the researcher asked the students to name the noun and adjective learned in the previous session. Here, the researcher found that students have difficulty distinguishing between adjectives and verbs. While showing the picture, the researcher explained the definition of and point in the category of adverbs.
In this treatment, the researcher gave a target number of vocabulary that students should acquire with a minimum of 50 vocabulary words and. Before the lesson began, the researcher asked the students to mention everything about the noun, verb and adjective that they had learned in the previous session. This is in line with what Jody Lyn Brokaw said that teaching students' visual spatial intelligence benefited both his student and himself.
After the students understand the meaning of the questionnaire, the researcher gave the students some cards for each of the students.
CONCLUSION AND SUGGESTION
Suggestion
In general, the English teacher should be able to apply a number of activities that suit the student's condition when teaching English, so that the students do not get bored while following the course material. The teacher must actively provide feedback to involve the students in the teaching-learning process. The material/theme/theme that can be used can be adapted to the material/theme/material.
Kemudian guru menunjukkan jenis nama pada gambar dan mengucapkannya dengan benar, kemudian menuliskannya di papan tulis. Guru kemudian meminta siswa mengucapkan kata tersebut berulang-ulang dengan benar dan meminta siswa menuliskannya di bukunya. Di akhir pembelajaran, siswa diberikan lembar kerja untuk mengecek pemahaman siswa terhadap materi yang telah diajarkan.
Kaitkan materi/topik/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa terhadap materi/topik/kegiatan sebelumnya. Di akhir pembelajaran, siswa diberikan lembar kerja untuk mengecek pemahaman siswa terhadap materi yang dibahas. Guru meminta siswa untuk mengingat jenis-jenis kata benda dan kata kerja yang mereka pelajari minggu lalu.
Kemudian guru menunjuk jenis kata sifat pada gambar dan mengucapkannya dengan benar, kemudian menuliskannya di papan tulis. Kemudian guru meminta siswa mengucapkan kata tersebut dengan benar beberapa kali dan meminta siswa menuliskannya di bukunya. Guru meminta siswa untuk mengingat jenis-jenis kata benda, kata kerja dan kata sifat yang mereka pelajari minggu lalu.
Kemudian guru menunjukkan jenis kata keterangan pada gambar dan melafalkannya dengan benar lalu menuliskannya di papan tulis.
