Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus
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
ii
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
iii
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.
iv
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
v
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
vi
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.
vii
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
viii
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.
ix
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.
x
TABLE OF CONTENTS
COVER .........................................................................................................
LOGO ...........................................................................................................
i
ii
TITLE ..........................................................................................................
iii
MOTTO AND DEDICATION ....................................................................
iv
ADVISORS’ APPROVAL ..........................................................................
v
ACKNOWLEDGEMENT ...........................................................................
vi
ABSTRAK ....................................................................................................
viii
ABSTRACT ..................................................................................................
ix
TABLE OF CONTENTS .............................................................................
x
LIST OF TABLES .......................................................................................
xii
LIST OF FIGURES .....................................................................................
xiii
LIST OF APPENDICES .............................................................................
xiv
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 ......................................................................
16
17
xi
3.3
3.4
3.5
Instrument of the Research .................................................................
Data Collection ...................................................................................
Data Analysis ....................................................................................
18
20
20
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.................. .........................................................
23
4.2 The English Vocabulary Mastery of the Second Graders of
Elementary School in Jepang Kudus after Taught through
Multisensory Approach................... ........................................................
25
4.3 Hypothesis Testing........................................................................ ..........
28
CHAPTER V DISCUSSION
Discussion.................................................................................................. ....
30
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion................................................................................. .........
6.2
Suggestion.................................................................................. ........
33
33
BIBLIOGRAPHY .......................................................................................
APPENDICES ..............................................................................................
35
37
xii
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..................................................................... .
xiii
20
21
23
24
26
26
28
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.................. .......................................................................
xiv
16
25
27
29
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
38
40
52
56
58
60
63
64
66
.. 67
69
71
.. 72
73
74
77
78
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
ii
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
iii
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.
iv
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
v
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
vi
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.
vii
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
viii
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.
ix
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.
x
TABLE OF CONTENTS
COVER .........................................................................................................
LOGO ...........................................................................................................
i
ii
TITLE ..........................................................................................................
iii
MOTTO AND DEDICATION ....................................................................
iv
ADVISORS’ APPROVAL ..........................................................................
v
ACKNOWLEDGEMENT ...........................................................................
vi
ABSTRAK ....................................................................................................
viii
ABSTRACT ..................................................................................................
ix
TABLE OF CONTENTS .............................................................................
x
LIST OF TABLES .......................................................................................
xii
LIST OF FIGURES .....................................................................................
xiii
LIST OF APPENDICES .............................................................................
xiv
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 ......................................................................
16
17
xi
3.3
3.4
3.5
Instrument of the Research .................................................................
Data Collection ...................................................................................
Data Analysis ....................................................................................
18
20
20
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.................. .........................................................
23
4.2 The English Vocabulary Mastery of the Second Graders of
Elementary School in Jepang Kudus after Taught through
Multisensory Approach................... ........................................................
25
4.3 Hypothesis Testing........................................................................ ..........
28
CHAPTER V DISCUSSION
Discussion.................................................................................................. ....
30
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion................................................................................. .........
6.2
Suggestion.................................................................................. ........
33
33
BIBLIOGRAPHY .......................................................................................
APPENDICES ..............................................................................................
35
37
xii
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..................................................................... .
xiii
20
21
23
24
26
26
28
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.................. .......................................................................
xiv
16
25
27
29
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
38
40
52
56
58
60
63
64
66
.. 67
69
71
.. 72
73
74
77
78