The Effectiveness of Audio-Visual to Improve Students' Vocabulary Mastery at Smpit Darut Taqwa Ponorogo. The purpose of the research is to determine the effectiveness of audio-visualization in improving the vocabulary mastery of students in the seventh grade of SMPIT Darut Taqwa Ponorogo. Therefore, from the above calculation, it can be concluded that there is a significant difference between the vocabulary mastery of seventh grade students at SMPIT Darut Taqwa Ponorogo when using audiovisual media.
Thus, the researcher was made research titled "The Effectiveness of Audio Visual to Enhance Students' Vocabulary Mastery at Smpit Darut Taqwa Ponorogo".
Identification of The Problems
As well as awareness of the importance of language learning can also influence passion and desire so that targets can be reached faster.
Limitation of The Study
Statement of The Problems
Research Objective
Significances of The Study
Organization of The Thesis
LITERATURE REVIEW
- Theoretical Framework
- Teaching Vocabulary Mastery a. Definition of Teaching
- Vocabulary Mastery
- Media in Teaching Vocabulary Mastery
- Definition of audio visual
- Types of audio visual a) Projected Visual Aids
- Previous Research Findings
- Conceptual Framework
- Hypothesis Testing
29 Firdaus Rizal Himawanto, "Effectiveness of Teaching Vocabulary Using Audio-Visual as Media Towards Vocabulary Mastery of the Vii C Grades Students of Smpn 3 Kedungwaru Tulungagung in the Academic Year Skripsi (Iain Tulungagung, 5 August 2015), Http: // Repo.Uinsatu.Ac.Id/1834/. Adela, "The influence of using audiovisual media on the students' pronunciation mastery of the eighth grade in the second semester of Smpn 01 Rebang Tangkas Way Kanan in the academic year of bachelor, Iain Raden Intan Lampung, 2017). 32 Tatik Assa'diyah, "The use of visual aids to improve the vocabulary mastery of eighth grade students in Smpn 1 Kedung Jepara in the academic year Second, Iain Salatiga, 2015).
Student learning outcomes using audio-visual outcomes students' vocabulary mastery. Null Hypothesis (H0) There are no significant differences between the vocabulary mastery of seventh grade students of SMPIT Darut Taqwa Ponororgo when using audiovisual and non-audiovisual media. Alternative Hypothesis (H1) There are significant differences between the vocabulary mastery of seventh grade students at SMPIT Darut Taqwa Ponororgo when using audio-visual and non-words.
RESEARCH METHOD
Research Design
O1 = Pre-test of experimental group O3 = Pre-test of control group O2 = Post-test of experimental group O4 = Post-test of control group.
Research Setting and Schedule
Research Population and Sample 1. Population
- Sample
Research Variable Operating Definition 1. Vocabulary Mastery (Y)
- Audio Visual (X)
Vocabulary mastery is also necessary for anyone who wants to master English, especially for beginners, intermediate and advanced learners, as vocabulary mastery covers a wide range of skills, including speaking, reading, listening and writing. There are many understandings of the meaning of audio-visual words, but this is one of a kind. There are sensory targets and images that encourage and emphasize the learning process.” According to Carter V.
Good: "Audiovisual tools are those tools that help complete the triangular process of learning, which is motivation, classification and stimulation. 39.
Data Collection Technique and Instrument 1. Research Instrument
- Data Collection Technique a. Test
Each correct number received one point, and zero point was indicated if the pupils answered the test incorrectly. The test is given to students in classes VII A and VII B at SMPIT Darut Taqwa Pintu-Ponorogo to assess their knowledge and vocabulary competence. To collect data, the researcher wants to administer a test to students in grade VII A and VII B at SMPIT Darut Taqwa Pintu-Ponorogo.
The experimental and control groups tested to determine the differences in the use of audio-visual and book media to increase students' vocabulary skills. The pre-test was given before the audiovisual treatment, while the post-test was given after the audiovisual treatment. The pretest was administered prior to beginning treatment to ensure that student learning outcomes were met as part of the instructional process.
After the end of the learning process, a post-test was organized to determine if the students had achieved their learning objectives. Documentation is a form of activity or process in securing various documents using accurate evidence-based data from various sources.40 Collection of document data to facilitate information retrieval and research support.
Validity and Reliability 1. Validity
- Reliability
The term "reliability" refers to the degree of reliability or consistency.42 The extent to which test measurements remain consistent after repeated measurements on the same subject under similar conditions is called their reliability. 42 Restu Triani, "Effectiveness of Wall Media to Improve Students' Vocabulary Mastery in Teaching English in the Seventh Grade of SMPN 1 Siman Ponorogo", n.d., 23.
Data Analysis Technique
- Descriptive Statistical Analysis
- Assumption Test a. Normality Test
- Hypothesis
It is also necessary to assess the homogeneity of change when comparing two or more classes. Homogeneity is used in quasi-experimental research to determine whether experimental and control groups drawn from the population have equal variances. A significance value <0.05 means that the variance of two or more population groups of data is not equal.
Then a significance value > 0.05 means the difference of two other population groups in the same data. A t-test is used to see if there is a significant difference between its two groups that are related in some way.
Data Description
- The Schedule of Research
- The Procedure of Research
- Research Schedule of Control and Experimental Class Table 4.1
- The Students’ Achievement of Control Class
- The Students’ Achievement of Experimetal Class
On the first day, the researcher pre-tested the room description material and items for the control class. The purpose of the pretest was to find out the students' vocabulary mastery before the researcher gave the vocabulary material. In the second meeting, the researcher taught the vocabulary in the control class using the book material.
Third gathering, At the second meeting, the researcher was teaching vocabulary in the control class. The researcher had the control class pre-test the content of describing the room and things. The first day the researcher did pre-test the material of describing room and things to the experimental class.
The purpose of the pre-test was to find out the students' vocabulary mastery before the researcher gave the vocabulary material. After that, the researcher instructed students to construct five sentences using nouns they had previously learned. Third meeting, the researcher was teaching vocabulary in the experimental class at the second meeting.
Next, the researcher asked the students to make five sentences using the verbs they had previously learned. Fourth meeting, the researcher taught vocabulary in the experimental class in the second meeting. Next, the researcher asked the students to make five sentences using the adjectives they had previously learned.
The researcher tested the material for describing room and things to the control class.
Inferential Statistics
- Normality Test
- Homogeneity Test
- Hypothesis Test
- The Pre-Test and Post-Test Result of Control Class Table 12
- The Pre-Test and Post-Test Result of Experimental Class Table 4.13
Five students received 70 points, six received 75 points, six received 80 points, six received 85 points, five received 90 points, and one received 100 points. The normality test results from the control and experimental classes are presented in Table 4.9. According to Table 4.11, the null hypothesis (H0) was rejected and the alternative hypothesis (HA) was accepted since the result of (Sig. 2-tailed) is 0.000, which is less than the significance threshold of 0.05 which was accepted.
Discussion
Based on the results of the students' pretest and posttest, it can be seen that 32 students from the control class completed the pretest and posttest. Based on the student's pre- and post-test, it can be seen that 29 students from the control class passed the pre-test and post-test. The third is the result of the normality test of the experimental and control groups.
Due to the difference in the post-test findings in the control and experimental courses, the learning media is audio-visual media that should improve vocabulary of learners' competence, especially noun, verb and adjective. Furthermore, the outcomes of this study support the concept of audiovisual media as an interactive and educational medium, despite the fact that one of the disadvantages is the time required to develop a good value media. Finally, considering the foregoing discussion, the researcher finds that audiovisual media is beneficial in increasing students' vocabulary awareness at SMPIT Darut Taqwa's seventh grade, as well as encouraging learners to participate.
The post-test mean for students treated with audiovisual media in the experimental class group was 80.69, while the control group had a mean of 68.91. As a result, the hypothesis claims that there is a significant difference in vocabulary knowledge between students who use audiovisual media and those who do not. Based on Chapter IV, the researcher found that using audio-visual media can improve students' vocabulary mastery at SMPIT Darut Taqwa Jenangan Ponorogo's seven classes in the academic year 2022/2023.
The mean post-test score of the experimental class is 80.69, while the mean post-test score of the control class is 68.91. It has been proven that students who were taught using audiovisual media performed better than those who did not use audiovisual media.
Recommendations
In conclusion, according to Anderson:2019, audiovisual materials are produced, distributed and used as planned components of educational programs. English teachers will be able to get more different audio-visual materials to learn vocabulary. This study can inspire the author to become a better and more creative English teacher in the future.
The findings of the study may provide new and diverse information for future research in the same area. The influence of the use of audiovisual media on the pronunciation mastery of students in grade eight in the second semester of SMPN 01 Rebang Tangkas Way Kanan in the academic year of bachelor, IAIN Raden Intan Lampung, 2017. The use of visual aids to master of vocabulary About the eight students of SMPN 1 Kedung Jepara in the academic year Other, IAIN Salatiga, 2015.
Kajian Penguasaan Kosakata Mahasiswa Jurusan Bahasa Inggris.” Pedagogis : Jurnal Ilmiah Pendidikan dan Pembelajaran, Fakultas Tarbiyah Universitas Muhammadiyah Aceh 5, no. Efektivitas Pengajaran Kosakata Menggunakan Media Audio-Visual Terhadap Penguasaan Kosakata Siswa Kelas VII C SMPN 3 Kedungwaru Tulungagung pada Tahun Ajaran Tesis. Meningkatkan penguasaan kosakata mahasiswa melalui teks narasi audiovisual, (Skripsi, Universitas Sebelas Maret Surakarta, 2011)” n.d.
Hermiati Ramli, Improving Vocabulary through Audio-Visuals Using Youtube Videos for Smp Students‟ From SMP Negeri 2 Takalar, (Thesis, Muhammadiyah University of Makassar, 2020 - Penelusuran Google, n.d. Effectiveness of Word Wall Media to Improve Master of Students Learning English in the seventh grade of SMPN 1 Siman Ponorogo, n.d., 26.