environments. As such, they tend to be more intuitive than rational. They are simultaneous processors as apposed to sequential processors. The “feel” of a
learning experience is more powerful for them than the “logic” of it. They rely on feelings and hunches rather than rational analysis. They tend to “live in the
moment.” Moreover, for them, talking and writing is a way of thinking and a necessary adjunct to optima learning. The more they can talk about what they are
learning, the more their learning tends to integrate and stick. The third sensory preference is tactile- kinesthetic learners. Learning by
moving, doing, acting out and touching. That is, tend toward a practical, hands- on approach to learning. They prefer to be body movement while they learn and
get things done quickly. Tactile- kinesthetic learners are often impatient with conventional education approaches. They can get easily bored with lectures,
presentations, and computer- based learning programs that give them no opportunity for physical action. “Theory is fine, “they feel, “but let’s get on with
practical applications.” When engaged in a phone conversation or listening to a presentation it often, help them stay focused by doodling, manipulating objects, or
moving their bodies in some way. They are direct and to the point and want to that works. Their orientation is “Don’t make me just sit there. I want to do
something”
B. Scope of the Study
The study focuses on describing the mastery of English vocabulary mastery in general. It includes the word classes such as Noun, Adverb, Verb, and
Adjective classes. John Eastwood 2002 states “learning vocabulary means
learning verbs, nouns, adjectives, and adverbs.” The employed learning style here is sensory preferences. According to Betty Lou Leaver, Madeline Ehrman, and
Boris Shekhtman 2005: 65, the sensory preferences of learning style are auditory, visual, and tactile- kinesthetic. The researcher carries out a research in
the Seventh Grade of first semester students of SMP Diponegoro 10 Pekuncen, in Academic year 2009- 2010.
C. Formulation of the Problem
Due to the limitation of the problem, the form ulated problems of this research are as follows:
1. Is teaching English Vocabulary through multi
- sensory modalities including visual, auditory, and tactile- kinesthetic activities
effective for students of
Seventh Grade Students in first semester of SMP Diponegoro 10 Pekuncen, in Academic year 2009- 2010
? 2. Are there any significant differences in the results of teaching English Vocabulary
using multi
- sensory modalities which including visual, auditory, and tactile- kinesthetic activities
and without it?
3.
Which one is the most effective result of teaching English Vocabulary among multi
- sensory modalities in specific including visual, auditory, and tactile- kinesthetic
activities?
D. Purposes of the Study
There are four main parts deal with the Purpose of the Study, namely; 1. To find out the vocabulary mastery of Seventh Grade Students in first semester
of SMP Diponegoro 10 Pekuncen, in Academic year 2009- 2010 regarding
their use of multi- sensory modalities includes visual; auditory; and tactile- kinesthetic activities whether it is effective or not.
2. To find out the significant difference of the vocabulary mastery of the Seventh Grade Students in first semester of SMP Diponegoro 10 Pekuncen, in
Academic year 2009- 2010, taught by using multi- sensory modalities includes visual; auditory and tactile- kinesthetic activities and taught without them.
3.
To find out the result of teaching English Vocabulary among multi
- sensory modalities includes visual, auditory, and tactile- kinesthetic activities whether
it is effective or not.
E. Significance of the Study
