THE ENGLISH VOCABULARY MASTERY OF THE ELEMENTARY SCHOOL STUDENTS IN KUDUS TAUGHT THROUGH MULTISENSORY APPROACH
By: NOVI NOOR HAYATI NIM 201132121
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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THE ENGLISH VOCABULARY MASTERY OF THE ELEMENTARY SCHOOL STUDENTS IN KUDUS TAUGHT THROUGH MULTISENSORY APPROACH
SKRIPSI Presented to the University of Muria Kudus in Partial of the Requirements for Completing the Sarjana Program in English Education Department
By: NOVI NOOR HAYATI NIM 201132121
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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MOTTO AND DEDICATION
Motto All the impossible are possible for God. Education is the best equipment for the old day.
Dedication The writer dedication this skripsi to: Her beloved parents. Her beloved husband. Her beloved daughter. Her beloved familly. Her friends.
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ADVISORS’ APPROVAL This is to certify that the Skripsi proposal of Novi Noor Hayati (2011-32-121) has been approved by the Examining Committee to continue for conducting the research.
Kudus, 2th May, 2016 Advisor I
Dra. Sri Endang Kusmaryanti, M.Pd NIS. 0610713020001009
Advisor II
Rusiana, S.Pd, M.Pd NIS. 0610701000001226
Acknowledged by Head of English Education Department
Diah Kurniati, S.Pd, M.Pd NIS. 0610701000001190
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Novi Noor Hayati (2011 32 121) has been approved by the Examining Committee as a requirement for the Sarjana Degree of English Education Department. Kudus, 24th August, 2016 Examining Committee
Dra. Sri Endang Kusmaryati, M.Pd. NIS. 0610713020001009
Chairperson,
Rusiana, S.Pd, M.Pd NIS. 0610701000001226
Member,
Dr.Drs. Slamet Utomo, M.Pd. NIP. 19621219 198703 1 015
Member,
Atik Rokhayani, S.Pd, M.Pd NIS. 0610701000001207
Member,
Acknowledged by The faculty of teacher training and education Dean,
Dr.Drs. Slamet Utomo, M.Pd. NIP. 19621219 198703 1 015
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ACKNOWLEDGMENT Alhamdulilahirobbil’alamin. Thanks to Allah Subhanaahu Wa Ta’ala who has given blessing, health, and inspiration to complete this final project entitled “The English Vocabulary Mastery of the Elementary School Students in Kudus Taught through Multisensory Approach”. Praise and invocation are also given for to our Prophet, Muhammad SAW, who is always, hoped his intercession in the end of the world. Therefore, in this opportunity the writer would like to express her special and deepest gratitude and appreciation to: 1.
Dr. Slamet Utomo, M.Pd as the Dean of the Faculty of Teacher Training and Education of Muria Kudus University.
2.
Diah Kurniati, S.Pd, M.Pd as the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University.
3.
Dra. Sri Endang Kusmaryati, M.Pd as the first advisor for her best guidance, motivation, and suggestion in finishing this final project.
4.
Rusiana, S.Pd, M.Pd as the second advisor for her best suggestion and guidace in finishing this final project.
5.
Ali Rusman, S.P, M.Pd. as the Head of Ali Bin Abi Tholib institute who has permission to conduct this research.
6.
Joko, S.Pd.I as the Headmaster of SDIT Al-Kautsar Kudus who has permission to conduct this research.
7.
Nurul Hidayah, S.Pd. as the English teacher of SDIT Al-Kautsar Kudus who given her guidance and help to make a research there.
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8.
The second grade students who are willingly following the research.
9.
The writer’s husband, daughter, mother, father, mother in law, father in law and family who given spirit, support and pray.
10. The writer’s friends, riha, enji, kiki, lia, endang, muntamah who help and guide the writer during the process of writing skripsi. Finally, the writer will happily welcome any constructive criticism and suggestion. Hopefully, this skripsi will be useful for all the readers.
Kudus,
August, 2016
Novi Noor Hayati
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ABSTRAK Hayati, Novi Noor. 2016. Penguasaan Kosa Kata Bahasa Inggris pada Siswa Sekolah Dasar di Kudus Diajarkan melalui Pendekatan Multisensory. Skripsi. Program Studi Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria kudus. Pembimbing (1) Dra. Sri Endang Kusmaryati, M.Pd. (2) Rusiana, S.Pd., M.Pd. Kata kunci: penguasaan kosa kata, pendekatan multisensory Penguasaan kosa kata adalah suatu pengtahuan kosa kata bahasa inggris dengan mengetahui arti dari kosa kata yang sudah ditentukan di dalam syllabus. Dengan menguasai kosa kata sebagai salah satu komponen pembelajaran bahasa, siswa akan mudah untuk mempraktekkan keterampilan berbahasa tersebut. Tetapi faktanya beberapa siswa masih kesulitan untuk mengingat kosa kata tersebut. Jadi dibutuhkan sebuah pendekatan yang sesuai untuk mengajar kosa kata bahasa inggris. Salah satunya dengan menggunakan pendekatan multisensory. Itu adalah sebuah pendekatan dalam pengajaran yang mengkombinasikan indra penglihatan, pendengaran, dan perabaan sekaligus, untuk meningkatkan ingatan dan pengetahuan. Tujuan pembelajaran dari penelitian ini adalah apakah ada atau tidak perbedaan yang signifikan antara penguasaan kosa kata sebelum dan sesudah diajar dengan menggunakan pendekatan multisensory. Rancangan dalam penelitian in adalah jenis penelitian eksperimen dengan memberikan pre-test dan post test pada satu kelompok. Populasi dalam penelitian ini adalah siswa kelas 2 salah satu sekolah dasar di jepang kudus yang terdiri dari dua kelas yaitu IIA dan IIB dengan jumlah siswa keseluruhan 40 siswa. Penulis mengambil kelas IIA sebagai sampel dengan menggunakan teknik sampel acak. Instrumen dalam penelitian ini adalah ts pilihan ganda. Hasil penelitian menunjukkan bahwa nilai rata-rata dari penguasaan kosa kata sebelum diajar menggunakan pendekatan multisensory adalah 63.1 dan standar defiasinya adalah 8.4. itu dikategorikan “kurang baik”. Selanjutnya, nilai rata-rata dari penguasaan kosa kata setelah diajar menggunakan pendekatan multisensory adalah 76.8 dan standar defiasinya adalah 7.98. itu dikategorikan “baik”. Hal ini berarti ada perbedaan yang signifikan antara penguasaan kosa kata sebelum dan sudah diajar menggunakan pendekatan multisensory. Berdasarkan hasil penelitian, penulis menyatakan bahwa pendekatan multisensory efektif untuk mengajar penguasaan kosa kata bahasa inggris, karena hal itu dapat membuat siswa belajar sesuai dengan tipe belajar mereka masing-masing walaupun mereka belajar dalam proses belajar mengajar yang sama.
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ABSTRACT
Hayati, Novi Noor. 2016. The English Vocabulary Mastery Of the Elementary School Students in Kudus Taught Through Multisensory Approach. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor (1) Dra. Sri Endang Kusmaryati, M.Pd. (2) Rusiana, S.Pd., M.Pd. Key words: vocabulary mastery, multisensory approach. Vocabulary mastery is the knowledge of English vocabulary by understanding the meaning of the words based on the syllabus. By mastering the vocabulary as one of teaching language components, the students are easier to practice the skills. However, in the fact, some students got difficulties in recalling the vocabulary. Therefore, it needs an appropriate approach to teaching English vocabulary. One of the ways to improve the mastery of English vocabulary is by using multisensory approach. It is an approach of teaching that combined visual, auditory, and kinesthetic simultaneously to enhance memory and learning. The objective of this research is to find out whether there is a significant difference between English vocabulary mastery before and after being taught through Multisensory approach. The design of this research is experimental research by using one group pretest-posttest design. The population of this research is the second graders of the elementary school in Jepang Kudus, which consist of two classes they are IIA and IIB and the total of students are 40 students. The sample of this research is by using cluster random sampling and the instrument of this research is multiple choice test. The result of the research shows that the average score of the vocabulary mastery before taught through multisensory approach is 63.1 and the standard deviation is 8.4. It is categorized “poor”. Therefore, the average score of the vocabulary mastery after taught through multisensory approach is 76.8 and the standard deviation is 7.98 and it is categorized “good”. It means, there is a significant difference between English vocabulary mastery before and after taught through multisensory approach. Based on the result, the writer states that multisensory approach is effective approach in teaching vocabulary mastery, because it is makes the students learn based on their learning style although they learn in the same teaching learning process.
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TABLE OF CONTENTS
COVER ......................................................................................................... LOGO ...........................................................................................................
i ii
TITLE ..........................................................................................................
iii
MOTTO AND DEDICATION ....................................................................
iv
ADVISORS’ APPROVAL ..........................................................................
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ACKNOWLEDGEMENT ...........................................................................
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ABSTRAK ....................................................................................................
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ABSTRACT ..................................................................................................
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TABLE OF CONTENTS .............................................................................
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LIST OF TABLES .......................................................................................
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LIST OF FIGURES .....................................................................................
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LIST OF APPENDICES .............................................................................
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CHAPTER I INTRODUCTION 1.1 Background of the Research ................................................................ 1.2 Statement of the Problem .................................................................... 1.3 Objective of the Research .................................................................... 1.4 Significance of the Research ................................................................ 1.5 Limitation of the Research.................................................................... 1.6 Operational Definition ..........................................................................
1 3 4 4 5 5
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS
2.1 2.2 2.3 2.4 2.4.1 2.4.2 2.5 2.6 2.7 2.8
Teaching English for Young Learners ............................................... Teaching English for Elementary School in Kudus ........................... English Vocabulary as Component of Language ............................... Multisensory Approach ...................................................................... The Multisensory Activities ............................................................... The Benefits of Multisensory Approach ............................................ Multisensory Approach to Teach Vocabulary ................................... Review of Previous Research ............................................................. Theoritical Framework ....................................................................... Hypothesis ..........................................................................................
6 7 9 10 12 12 13 13 15 15
CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research ....................................................................... 3.2 Population and Sample ......................................................................
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3.3 3.4 3.5
Instrument of the Research ................................................................. Data Collection ................................................................................... Data Analysis ....................................................................................
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CHAPTER IV FINDING OF THE RESEARCH 4.1 The English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before Taught through Multisensory Approach.................. .........................................................
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4.2 The English Vocabulary Mastery of the Second Graders of Elementary School in Jepang Kudus after Taught through Multisensory Approach................... ........................................................
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4.3 Hypothesis Testing........................................................................ ..........
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CHAPTER V DISCUSSION Discussion.................................................................................................. ....
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CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion................................................................................. ......... 6.2 Suggestion.................................................................................. ........
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BIBLIOGRAPHY ....................................................................................... APPENDICES ..............................................................................................
35 37
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LIST OF TABLES
Tables 3.1 3.2 4.1
4.2
4.3
4.4
4.5
Page criteria of reliability test................. ................................................. Criteria of Score of the vocabulary mastery.................................... The score of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus before taught through multisensory approach..................... .................................. The Frequency Distribution of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus before taught through multisensory approach................. ................ The score of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus after taught through multisensory approach ....................................................... . The Frequency Distribution of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus after taught through multisensory approach................... ......................... The Summary of the Calculation of T-Test Result of of the English vocabulary mastery of the second graders of the elementary school in jepang kudus before and after taught through multisensory approach..................................................................... .
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LIST OF FIGURE Figure 3.1 4.1
4.2
4.3
Page diagram one group design with pretest and posttest........................ The Bar Chart of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus before taught through multisensory approach ......... ............................................. The Bar Chart of the English vocabulary mastery of the second graders of the elementary school in Jepang kudus after taught through multisensory approach................. ...................................... Sampling Distribution with Critical Region and Test Statistic Displayed.................. .......................................................................
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LIST OF APPENDICES
Appendix 1 Appendix 2 Appendix 3
Appendix 4 Appendix 5
Appendix 6 Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12 Appendix 13
Appendix 14 Appendix 15 Appendix 16 Appendix 17
Syllabus ............................................................................... Lesson Plan................. ......................................................... Worksheet of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus.................................................................................... Pre-Test of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus.......... The Post-Test of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus.................................................................................... The Calculation of Reliability ............................................... The Score of the English Vocabulary Mastery of the Elementary School Students before being Taught through Multisensory Approach........................................................ The Calculation of Mean and Standard Deviation of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before being Taught through Multisensory Approach........................................... The Score of the English Vocabulary Mastery of the Elementary School Students after being Taught through Multisensory Approach........................................................ The Calculation of Mean and Standard Deviation of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before being Taught through Multisensory Approach........................................... The Calculation of t-observation of the English Vocabulary Mastery of the Elementary School Students Taught through Multisensory Approach.................. ........... Table of Significance at 5% and 1% of the Value of t-table for any Number Degree of Freedom.................................... The Summary of the Calculation of T-test Result of the English Vocabulary Mastery of the Second Graders of the Elementary School in Jepang Kudus before and after Taught through Multisensory Approach.............................. Surat Keterangan Selesai Bimbingan................................... Kartu Bimbingan.................. ................................................ Surat Permohonan Ujian Skripsi.................. ........................ Curriculum Vitae.................. ................................................ xv
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