THE EFFECT OF APPLYING MULTISENSORY TEACHING METHOD ON THE STUDENTS` VOCABULARY ACHIEVEMENT IN READING.
THE EFFECT OF APPLYING MULTISENSORY TEACHING
METHOD ON THE STUDENTS’ VOCABULARY
ACHIEVEMENT IN READING
A THESIS
Submitted as Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
WIDYA ULFA
Registration Number 2113321056
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT,
uncountable blessing, loves, opportunity and strength given to the writer during
her study and in completing this thesis which entitled: The effect of Multisensory
Teaching Method on the Students’ Vocabulary Achievement in Reading. This
thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of the English Department, Faculty of Languages and Arts, State
University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department also
as Reviewer and Examiner, who has given her precious time, guidance,
suggestions, and comments.
Dra. Meisuri, MA the secretary of English Department.
Dra. Nora Ronita, S.Pd, M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed and Johannes Jefria Gultom, S.Pd.
M.Hum., Writer’s Thesis Advisor, who has given their invaluable
advice, guidance and spent their precious time in the process of
completing this thesis.
Drs. Elia Masa Ginting, M.Hum., Academic Advisor, who has
supported her throughout the academic years also as Reviewer and
Examiner, who has given his precious time, guidance, suggestions, and
comments..
Dr. Rahmad Husein, M.Ed., Reviewer and Examiner, who has given
his precious time, guidance, suggestions, and comments.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Pak Pantes., the Administration
staff of English Department, for their attention, assistance, and
information in completing it.
Leo Asnah Dalimuthe, S.Pd.i., the Headmaster of SMP Nusa Penida
Medan, for her permission and opportunities in allowing the writer to do
observation and to collect data.
Beloved parents, Muhammad Yacob and Ainul Mardiah, who have
patiently given moral, love, their prayer, advices and financial support.
ii
Writer’s lovely brothers, Mahlal Ambya. Writer’s lovely aunt Salmah
Samidan, and all her families for their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
Writer’s special man, Andi Hakim Lubis, S.H., special supporter who
gives her mental power, love, spirit, and pray.
Writer’s lovely friends Yuni Ansari, Widya Astuti, Asrina Sari
Siregar, for always there in the ups and down and for the togetherness
and amazing Extension A’ 2011 Family, her great class for the love and
togetherness throughout four years.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2015
The Writer,
Widya Ulfa
Reg. No. 2113321056
iii
ABSTRACT
Ulfa, Widya. The Effect of Applying Multisensory Teaching Method on the
Students’ Vocabulary Achievement in Reading. A Thesis: English Department,
Faculty of Language and Arts, State University of Medan. 2015.
This study was conducted as an attempt to find out the effect of applying
Multisensory Teaching Method on the students’ vocabulary achievement in
reading. This research used the experimental design. The population of this
research was the students of SMP Nusa Penida Medan. The Sample of this
research was the 2014/2015 seventh grade students of SMP Nusa Penida Medan
with the total number 60 of students as sample taken by using random sampling
technique. The research was divided into two groups: experimental and control
groups. The instrument used to collect the data was multiple choice tests of pretest and post-test. To obtain the result of the reliability of the test, the Kuder
Richardson formula (KR21) was used. The result of the calculation showed that
the reliability of the test was high. The data were analyzed by using t-test formula.
The result of the analysis showed that t value was higher than ttable (5, 87>2, 00) at
the level of significance 0, 05 with the degree of freedom (df) 58. Therefore, null
hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means
that there is a significant effect of using Multisensory Teaching Method on the
students’ achievement in vocabulary in reading.
Keyword : Multisensory Teaching Method, Vocabulary Achievement.
i
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................... i
ACKNOWLEDGEMENT ........................................................................ ii
TABLE OF CONTENTS .......................................................................... v
LIST OF TABLE....................................................................................... viii
LIST OF APPENDICES........................................................................... xi
CHAPTER I INTRODUCTION .......................................................... 1
A.
B.
C.
D.
E.
Background of The Study ..........................................
The Problem of The Study ..........................................
The Scope of The Study ..............................................
The Objective of The Study ........................................
The Significance of The Study ....................................
1
5
5
6
6
CHAPTER II REVIEW OF LITERATURE ......................................... 7
A. Theoretical Framework .................................................
1. Students Achievement In Vocabulary..................
2. English Vocabulary in Junior High School .........
3. Vocabulary in Reading.........................................
B. Types of Vocabulary .....................................................
C. The Importance of Vocabulary......................................
D. The Significance of Vocabulary ....................................
1) Successful Communication ..................................
2) Expression of Thought .........................................
3) Successful in Reading Comprehension ................
E. Teaching Vocabulary ......................................................
F. Testing of Vocabulary ....................................................
G. Multisensory Teaching Method .....................................
1. Multisensory Teaching Method To
Accommodate Learning Style ..............................
2. Multisensory Teaching Method
In Teaching Vocabulary .......................................
H. The Advantages of Using Multisensory
Teaching Method ........................................................
iv
7
7
8
12
12
13
14
15
15
15
16
18
19
23
25
27
I. Conceptual Framework ................................................ 29
J. Hypotheses .................................................................... 30
CHAPTER III RESEARCH METHODOLOGY ................................ 31
A.
B.
C.
D.
Research Design ............................................................
Population and Sample ..................................................
The Instrument of Collecting Data ................................
The Teaching Procedure ................................................
1. Pre-Test ..................................................................
2. Treatment................................................................
3. Post – Test ..............................................................
E. The Validity And Reliability of The Test......................
1. The Validity of the Test..........................................
2. The Reliability of the Test ......................................
F. Scoring The Test............................................................
G. Technique of Analyzing The Data ................................
31
32
32
33
33
33
36
36
36
37
38
38
CHAPTER IV THE DATA ANALYSIS ................................................. 40
A. The Data ........................................................................ 40
B. The Data Analysis ......................................................... 40
1. The Reliability of the Test ................................... 40
2. Analyzing the Data using t- test ........................... 41
3. Testing Hypothesis ............................................... 42
4. Research Findings ................................................ 42
CHAPTER V CONCLUSION AND SUGGESTION ............................ 43
A. Conclusion ..................................................................... 43
B. Suggestions .................................................................... 43
REFERENCES .......................................................................................... 44
APPENDICES ........................................................................................... 46
v
LIST OF TABLE
Page
2.1 The List of Vocabulary I ....................................................................... 11
2.2 The List of Vocabulary II ...................................................................... 11
3.1 Research Design .................................................................................... 31
3.2 Teaching Procedures for Experimental Group ...................................... 33
3.3 Teaching Procedures for Control Group ............................................... 35
3.4 The Criteria of Validity ......................................................................... 36
3.5 Scoring Indicator Orientation (PAP) to Ascertain
the Extent of Students’ Vocabulary Achievement ............................... 39
vi
LIST OF APPENDICES
APPENDICES
A.
B.
C.
D.
E.
F.
Page
The Reliability of the Test............................................................
The Result of Pre-test and Post-test .............................................
The Calculation of T-Tes .............................................................
Question Sheets Pre-test and Post-test .........................................
Table of t Distribution ..................................................................
Lesson Plan ..................................................................................
vii
46
48
50
53
57
58
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language plays an important part in human life to communicate to express
the ideas, feeling, and experiences. Language as a tool of communication is
produced by combining word by word. The fundamental function of language is a
means of communication.
There are four major skills that should be learned by the students. They are
reading, writing, listening, and speaking. It is impossible if mastering on of the
skills without mastering vocabulary. According to Richards (2002:255),
Vocabulary is the core component of language and provides much of the basis for
how well learners speak, listen, read, and write. In this case, vocabulary is
important than grammar, because it is a word, which carries the content of what
you want to say. The more word you know, the more you will able to
communicate. The objective of the vocabulary is to make the students mastering
all the language skills. It depends on the quality and the quantity of the vocabulary
they have mastered. The richer vocabulary that can be mastered by the students,
they will get the better skill that can be reached in using language skills.
Based on researchers’ experience during observation in SMP Swasta Nusa
Penida, Medan, from 30 students it was found they were only 13 could pass the
passing grade (KKM) and the other students still could not pass the passing grade
which the score that made by the teacher was 75, furthermore it was happened to
the students because the teaching method that was used by the teacher was still the
1
2
traditional method. The teacher taught vocabulary from their text book by list of
vocabulary and asked them to do the exercise of it. The researcher also found
many of students have weakness in mastering vocabulary. Students found out the
difficulties in understanding reading text, listening, speaking, and writing. When
the teacher explained about the material and asked them to do some assignments,
the students did not giving a good respond because they confused they did not
have a lot of vocabulary and the students also did not bring their dictionary. The
students did not pay attention and enthusiasm to English subject when they were
studying. The teaching learning became monotonous and not interested because
the learners did not understand what the teacher explained about. It makes the
teaching learning process is run out conductively because if the learners did not
have much vocabulary, they will not reach the four skills; Reading, Writing,
Listening, Speaking.
From the fact the researcher found, as a teacher we must have perspective
insight for the students need and we have to build their interested in learning
English, also to make the students know many words in English, because
vocabulary is the fundamental skill to support the others skills in English.
According to Dun (2009), learning style is many ways that people are to
start in concerting, absorbing, processing, and soaking many new technical words
and difficult information. It is necessary for English teacher to understand their
learning style in learning strategy used in teaching and learning process.
Many teachers still used the traditional vocabulary instruction and current
research obviously does not support traditional vocabulary instruction because
3
many of traditional vocabulary instruction technique used to learn vocabulary was
do not work well because most students only remember the meaning of the terms
beyond the test. Many teachers still rely on word lists, having students look up the
definitions. However, this doesn’t work, because in order the brain stores
something new in permanent memory, if the students just look up the word and
write the definition, it doesn’t make any sense.
Teacher as a facilitator in the teaching and learning process should design an
attractive learning strategy in order to enrich students in mastering vocabulary
effectively. The aim of using an attractive learning strategy is to make of the
particular lesson easy and motivate students to learn and understand. The learning
strategy should make students enjoy and get interesting in learning English. One
of the most common and widely-used categorizations of the various types of
learning strategy is Fleming’s VAK model (VAK; visual, auditory, kinesthetic).
Montessori (1912) says that educators have embraced a range of multisensory techniques in order to make learning richer and more motivating for
learners. The term is used to refer to any learning activity that combines two or
more sensory strategies to take in or express information . (http://www.usingmultisensory-approach-in-learning-english/journal.pdf)
Multisensory learning is within reach and may be easily implemented in
English classroom dynamics. Multisensory learning proposes that learning is
realized by means of our five senses, through our capability to touch, smell, taste,
hear and see. This way of acquiring knowledge from the world around us is part
of ourselves. (Montessori 1912), educators have embraced a range of multi-
4
sensory techniques in order to make learning richer and more motivating for
learners. The term is used to refer to any learning activity that combines two or
more sensory strategies to take in or express information. Multi-sensory
approaches have been particularly valuable in literacy and language learning, for
example, in relationships between sound and symbol, word recognition, and the
use of tactile methods such as tracing on rough or soft surfaces. The main
objective of this project consists in showing the kind of interconnections we
experience as learning individuals and in pointing out that these connections make
our learning possible as well as easier. Especially, we will focus on how this kind
of knowledge can help us in the long-term objective of learning a second
language.(http://multisensory-learning-applied-to-tefl-in-secondaryeducation/journal.pdf)
So, the students can learn based on learning styles focused on the
vocabulary, and we want students can learn easily, happily, and not bored based
on their learning style. Multisensory Teaching Method helps students can see,
hear, feel, and move to express a word.
Based on explanation, the research will be conducted by applying
Multisensory Teaching Method to improve students’ vocabulary achievement.
B. The Problem of the Study
In relation with the background of the study, the problem is formulated in
the form of a question as follows: “Is there any significant effect of applying
5
Multisensory Teaching Method on Students’ Vocabulary Achievement in
Reading?”
C. The Scope of the Study
In Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan: KTSP), the students are expected to be able to listen, read, write, and
speak in English. To achieve these four basic skills, students should have enough
number of vocabularies. So, this study is focused on how the effect of applying
Multisensory Teaching Method on the students’ vocabulary achievement at the
first grade of Junior High School especially in reading skill. Based on the syllabus
in Educational Unit Level Curriculum (KTSP), the writer focused on the standard
competency; the students are able to respond the meaning on short functional text.
In this study, Multisensory Teaching Method means teaching more than one
sense, sense of the modalities human, as VAK (Visual, Auditrory, and
Kinesthetic-Tactile). In teaching and learning process, the writer will focus on
teaching vocabulary on the reading vocabulary at the first grade students of Junior
High School.
D. The Objective of the Study
The objective of the study is to find out whether Multisensory Teaching
Method significantly affects students’ vocabulary achievement in reading.
E. The Significance of the Study
The result of the study is expected to be useful theoretically and practically.
Theoretically, the result of the study is expected to be useful for the readers to
6
enrich their horizon in theory of English learning and for the researchers for their
further study.
Practically, the result of the study is expected to be useful for:
1. English teachers, as an alternative teaching resource to give them more
information about another strategy which can be applied in teaching
vocabulary in order to improve their competence in teaching.
2. English learners, to enable them to improve their vocabulary achievement in
reading.
3. The candidate of English teachers, as the additional information for their
future teaching in the classroom.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result in the research findings, the researcher concludes the
result as follows:
1. There is a significant effect of applying Multisensory Teaching Method on
junior high school students’ vocabulary achievement in reading
2. The
students’
vocabulary achievement
in
reading by applying
Multisensory Teaching Method is higher than taught by applying Group
Discussion.
3. The alternative hypothesis is accepted and null hypothesis is rejected. It
was proven statistically with tobserved > ttable 5,87>2,00 ; df = 58, α= 0.05
B. Suggestions
After presenting the conclusion of the research, some suggestions are
given:
1. English teachers to apply the Multisensory teaching method in teaching
vocabulary in reading are one method that can be used to avoid the
monotony in conventional learning process.
2. Students follow the steps on Multisensory Teaching Method to improve
their achievement in vocabulary in reading.
3. Other researchers, who are interested for further study related to this
research. It is suggested for them to explore the knowledge to enlarge
44
45
their understanding about how to improve students’ achievement in
vocabulary in reading by using Multisensory Teaching Method.
45
REFERENCES
Ari Kunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik.
Aswita. 2011. The Effect of Multisensory Teaching Method on Students
’Vocabulary Achievement Journal
Birsh, J. R. 2005. Multisensory instruction.Newsletter Archive.
Brown, H. Douglas. 2001. Teaching by principle: an Interactive Approach to
Language Pedagogy. New York:Wesley Longman
Celce-Marcia, M. 2001.Teaching English as a second or foreign language
(3rded.). Dewey Publishing Services: NY.
Coady, James and Huckin, Thomas .1997.Second Language Vocabulary
Acquisition.Cambridge University Press.
D,
Mackeracher.
2004.
Making
University of Torontho Press.
sense
of
Adult
Learning.
Dunn, R. and K. 2009.Teaching Students Through Their Individual Learning
Styles. Reston Publishing Co., Inc.
Felder, R. M., &Henriques, E. R. (1995).Learning and teaching styles in foreign
and second language education. Foreign Language Annuals.
Harmer, J. 1998.How To Teach English. Harlow: Longman.
nd
Jordan, D. R. 1997. Jordan dyslexia assessment / reading program (2 ed.).
Austin, (Accessed on April 1th 2015)
Jordan.R.R, 1997, English for Academic Purposes. Cambridge University
Press
Judith.R.Birsh. 2005.Multisensory Teaching
H.Brooker Publishing Co. Pennsylvania
of
Basic
Language
Skills.
Kamil, M and Hierbert, E.H . 2004. Handbook of Reading Research.
New York: Lengman
Kustaryo, S. 1998. Reading Technique for College Students. Jakarta: PPLTK.
Mackey, William. F. 1965. Language Teaching Analysis. Longman
46
47
Mendikbud. 2006. Panduan Kurikulum Tingkat Satuan Pendidikan.
Nation, I. S. P. 2001.Learning Vocabulary in Another Language.Cambridge:
Cambridge University Press.
Nunan. D. 2006. Practical English Language Teaching: Listening.
New York: McGraw Hill (Accessed on April 17th 2015)
Oxford Advance Learners Dictionary of Current English.Oxford: Oxford
university
Richards, Jack C. 2002. Vocabulary in Language Teaching.Cambridge University
Press.
Stahl, S.A. 1999. Vocabulary Development. Cambridge MA: Brookline
Sitohang, Tiur. U.O. 2014. Improving Students’ Vocabulary Achievement in
Reading Descriptive Text Through Anagram Technique. Unimed: Medan
Ur. Penny. 1996.A Course In Language Teaching Trainers’ Handbook.
Cambridge Teacher Training and Development.
W David Hairston,(et all) Multisensory enhancement of localization under
conditions of induced myopia Journal
Retrieved
from
http://www.journalunimed.ac.id/the-effect-of-multisensoryteaching-method-on-students-vocabulary-achievement// (Accessed on
March 1th 2015)
Retrieved from http://www.brookespublishing.com/email/archive/
(Accessed on March 20th 2015)
Retrieved
from
http://scholar.google.de/citations?view_op=view_citation
(accessed on March, 16th 2015)
METHOD ON THE STUDENTS’ VOCABULARY
ACHIEVEMENT IN READING
A THESIS
Submitted as Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
WIDYA ULFA
Registration Number 2113321056
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT,
uncountable blessing, loves, opportunity and strength given to the writer during
her study and in completing this thesis which entitled: The effect of Multisensory
Teaching Method on the Students’ Vocabulary Achievement in Reading. This
thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of the English Department, Faculty of Languages and Arts, State
University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department also
as Reviewer and Examiner, who has given her precious time, guidance,
suggestions, and comments.
Dra. Meisuri, MA the secretary of English Department.
Dra. Nora Ronita, S.Pd, M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed and Johannes Jefria Gultom, S.Pd.
M.Hum., Writer’s Thesis Advisor, who has given their invaluable
advice, guidance and spent their precious time in the process of
completing this thesis.
Drs. Elia Masa Ginting, M.Hum., Academic Advisor, who has
supported her throughout the academic years also as Reviewer and
Examiner, who has given his precious time, guidance, suggestions, and
comments..
Dr. Rahmad Husein, M.Ed., Reviewer and Examiner, who has given
his precious time, guidance, suggestions, and comments.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Euis Sri Wahyuningsih, M.Pd and Pak Pantes., the Administration
staff of English Department, for their attention, assistance, and
information in completing it.
Leo Asnah Dalimuthe, S.Pd.i., the Headmaster of SMP Nusa Penida
Medan, for her permission and opportunities in allowing the writer to do
observation and to collect data.
Beloved parents, Muhammad Yacob and Ainul Mardiah, who have
patiently given moral, love, their prayer, advices and financial support.
ii
Writer’s lovely brothers, Mahlal Ambya. Writer’s lovely aunt Salmah
Samidan, and all her families for their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
Writer’s special man, Andi Hakim Lubis, S.H., special supporter who
gives her mental power, love, spirit, and pray.
Writer’s lovely friends Yuni Ansari, Widya Astuti, Asrina Sari
Siregar, for always there in the ups and down and for the togetherness
and amazing Extension A’ 2011 Family, her great class for the love and
togetherness throughout four years.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2015
The Writer,
Widya Ulfa
Reg. No. 2113321056
iii
ABSTRACT
Ulfa, Widya. The Effect of Applying Multisensory Teaching Method on the
Students’ Vocabulary Achievement in Reading. A Thesis: English Department,
Faculty of Language and Arts, State University of Medan. 2015.
This study was conducted as an attempt to find out the effect of applying
Multisensory Teaching Method on the students’ vocabulary achievement in
reading. This research used the experimental design. The population of this
research was the students of SMP Nusa Penida Medan. The Sample of this
research was the 2014/2015 seventh grade students of SMP Nusa Penida Medan
with the total number 60 of students as sample taken by using random sampling
technique. The research was divided into two groups: experimental and control
groups. The instrument used to collect the data was multiple choice tests of pretest and post-test. To obtain the result of the reliability of the test, the Kuder
Richardson formula (KR21) was used. The result of the calculation showed that
the reliability of the test was high. The data were analyzed by using t-test formula.
The result of the analysis showed that t value was higher than ttable (5, 87>2, 00) at
the level of significance 0, 05 with the degree of freedom (df) 58. Therefore, null
hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means
that there is a significant effect of using Multisensory Teaching Method on the
students’ achievement in vocabulary in reading.
Keyword : Multisensory Teaching Method, Vocabulary Achievement.
i
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................... i
ACKNOWLEDGEMENT ........................................................................ ii
TABLE OF CONTENTS .......................................................................... v
LIST OF TABLE....................................................................................... viii
LIST OF APPENDICES........................................................................... xi
CHAPTER I INTRODUCTION .......................................................... 1
A.
B.
C.
D.
E.
Background of The Study ..........................................
The Problem of The Study ..........................................
The Scope of The Study ..............................................
The Objective of The Study ........................................
The Significance of The Study ....................................
1
5
5
6
6
CHAPTER II REVIEW OF LITERATURE ......................................... 7
A. Theoretical Framework .................................................
1. Students Achievement In Vocabulary..................
2. English Vocabulary in Junior High School .........
3. Vocabulary in Reading.........................................
B. Types of Vocabulary .....................................................
C. The Importance of Vocabulary......................................
D. The Significance of Vocabulary ....................................
1) Successful Communication ..................................
2) Expression of Thought .........................................
3) Successful in Reading Comprehension ................
E. Teaching Vocabulary ......................................................
F. Testing of Vocabulary ....................................................
G. Multisensory Teaching Method .....................................
1. Multisensory Teaching Method To
Accommodate Learning Style ..............................
2. Multisensory Teaching Method
In Teaching Vocabulary .......................................
H. The Advantages of Using Multisensory
Teaching Method ........................................................
iv
7
7
8
12
12
13
14
15
15
15
16
18
19
23
25
27
I. Conceptual Framework ................................................ 29
J. Hypotheses .................................................................... 30
CHAPTER III RESEARCH METHODOLOGY ................................ 31
A.
B.
C.
D.
Research Design ............................................................
Population and Sample ..................................................
The Instrument of Collecting Data ................................
The Teaching Procedure ................................................
1. Pre-Test ..................................................................
2. Treatment................................................................
3. Post – Test ..............................................................
E. The Validity And Reliability of The Test......................
1. The Validity of the Test..........................................
2. The Reliability of the Test ......................................
F. Scoring The Test............................................................
G. Technique of Analyzing The Data ................................
31
32
32
33
33
33
36
36
36
37
38
38
CHAPTER IV THE DATA ANALYSIS ................................................. 40
A. The Data ........................................................................ 40
B. The Data Analysis ......................................................... 40
1. The Reliability of the Test ................................... 40
2. Analyzing the Data using t- test ........................... 41
3. Testing Hypothesis ............................................... 42
4. Research Findings ................................................ 42
CHAPTER V CONCLUSION AND SUGGESTION ............................ 43
A. Conclusion ..................................................................... 43
B. Suggestions .................................................................... 43
REFERENCES .......................................................................................... 44
APPENDICES ........................................................................................... 46
v
LIST OF TABLE
Page
2.1 The List of Vocabulary I ....................................................................... 11
2.2 The List of Vocabulary II ...................................................................... 11
3.1 Research Design .................................................................................... 31
3.2 Teaching Procedures for Experimental Group ...................................... 33
3.3 Teaching Procedures for Control Group ............................................... 35
3.4 The Criteria of Validity ......................................................................... 36
3.5 Scoring Indicator Orientation (PAP) to Ascertain
the Extent of Students’ Vocabulary Achievement ............................... 39
vi
LIST OF APPENDICES
APPENDICES
A.
B.
C.
D.
E.
F.
Page
The Reliability of the Test............................................................
The Result of Pre-test and Post-test .............................................
The Calculation of T-Tes .............................................................
Question Sheets Pre-test and Post-test .........................................
Table of t Distribution ..................................................................
Lesson Plan ..................................................................................
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language plays an important part in human life to communicate to express
the ideas, feeling, and experiences. Language as a tool of communication is
produced by combining word by word. The fundamental function of language is a
means of communication.
There are four major skills that should be learned by the students. They are
reading, writing, listening, and speaking. It is impossible if mastering on of the
skills without mastering vocabulary. According to Richards (2002:255),
Vocabulary is the core component of language and provides much of the basis for
how well learners speak, listen, read, and write. In this case, vocabulary is
important than grammar, because it is a word, which carries the content of what
you want to say. The more word you know, the more you will able to
communicate. The objective of the vocabulary is to make the students mastering
all the language skills. It depends on the quality and the quantity of the vocabulary
they have mastered. The richer vocabulary that can be mastered by the students,
they will get the better skill that can be reached in using language skills.
Based on researchers’ experience during observation in SMP Swasta Nusa
Penida, Medan, from 30 students it was found they were only 13 could pass the
passing grade (KKM) and the other students still could not pass the passing grade
which the score that made by the teacher was 75, furthermore it was happened to
the students because the teaching method that was used by the teacher was still the
1
2
traditional method. The teacher taught vocabulary from their text book by list of
vocabulary and asked them to do the exercise of it. The researcher also found
many of students have weakness in mastering vocabulary. Students found out the
difficulties in understanding reading text, listening, speaking, and writing. When
the teacher explained about the material and asked them to do some assignments,
the students did not giving a good respond because they confused they did not
have a lot of vocabulary and the students also did not bring their dictionary. The
students did not pay attention and enthusiasm to English subject when they were
studying. The teaching learning became monotonous and not interested because
the learners did not understand what the teacher explained about. It makes the
teaching learning process is run out conductively because if the learners did not
have much vocabulary, they will not reach the four skills; Reading, Writing,
Listening, Speaking.
From the fact the researcher found, as a teacher we must have perspective
insight for the students need and we have to build their interested in learning
English, also to make the students know many words in English, because
vocabulary is the fundamental skill to support the others skills in English.
According to Dun (2009), learning style is many ways that people are to
start in concerting, absorbing, processing, and soaking many new technical words
and difficult information. It is necessary for English teacher to understand their
learning style in learning strategy used in teaching and learning process.
Many teachers still used the traditional vocabulary instruction and current
research obviously does not support traditional vocabulary instruction because
3
many of traditional vocabulary instruction technique used to learn vocabulary was
do not work well because most students only remember the meaning of the terms
beyond the test. Many teachers still rely on word lists, having students look up the
definitions. However, this doesn’t work, because in order the brain stores
something new in permanent memory, if the students just look up the word and
write the definition, it doesn’t make any sense.
Teacher as a facilitator in the teaching and learning process should design an
attractive learning strategy in order to enrich students in mastering vocabulary
effectively. The aim of using an attractive learning strategy is to make of the
particular lesson easy and motivate students to learn and understand. The learning
strategy should make students enjoy and get interesting in learning English. One
of the most common and widely-used categorizations of the various types of
learning strategy is Fleming’s VAK model (VAK; visual, auditory, kinesthetic).
Montessori (1912) says that educators have embraced a range of multisensory techniques in order to make learning richer and more motivating for
learners. The term is used to refer to any learning activity that combines two or
more sensory strategies to take in or express information . (http://www.usingmultisensory-approach-in-learning-english/journal.pdf)
Multisensory learning is within reach and may be easily implemented in
English classroom dynamics. Multisensory learning proposes that learning is
realized by means of our five senses, through our capability to touch, smell, taste,
hear and see. This way of acquiring knowledge from the world around us is part
of ourselves. (Montessori 1912), educators have embraced a range of multi-
4
sensory techniques in order to make learning richer and more motivating for
learners. The term is used to refer to any learning activity that combines two or
more sensory strategies to take in or express information. Multi-sensory
approaches have been particularly valuable in literacy and language learning, for
example, in relationships between sound and symbol, word recognition, and the
use of tactile methods such as tracing on rough or soft surfaces. The main
objective of this project consists in showing the kind of interconnections we
experience as learning individuals and in pointing out that these connections make
our learning possible as well as easier. Especially, we will focus on how this kind
of knowledge can help us in the long-term objective of learning a second
language.(http://multisensory-learning-applied-to-tefl-in-secondaryeducation/journal.pdf)
So, the students can learn based on learning styles focused on the
vocabulary, and we want students can learn easily, happily, and not bored based
on their learning style. Multisensory Teaching Method helps students can see,
hear, feel, and move to express a word.
Based on explanation, the research will be conducted by applying
Multisensory Teaching Method to improve students’ vocabulary achievement.
B. The Problem of the Study
In relation with the background of the study, the problem is formulated in
the form of a question as follows: “Is there any significant effect of applying
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Multisensory Teaching Method on Students’ Vocabulary Achievement in
Reading?”
C. The Scope of the Study
In Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan: KTSP), the students are expected to be able to listen, read, write, and
speak in English. To achieve these four basic skills, students should have enough
number of vocabularies. So, this study is focused on how the effect of applying
Multisensory Teaching Method on the students’ vocabulary achievement at the
first grade of Junior High School especially in reading skill. Based on the syllabus
in Educational Unit Level Curriculum (KTSP), the writer focused on the standard
competency; the students are able to respond the meaning on short functional text.
In this study, Multisensory Teaching Method means teaching more than one
sense, sense of the modalities human, as VAK (Visual, Auditrory, and
Kinesthetic-Tactile). In teaching and learning process, the writer will focus on
teaching vocabulary on the reading vocabulary at the first grade students of Junior
High School.
D. The Objective of the Study
The objective of the study is to find out whether Multisensory Teaching
Method significantly affects students’ vocabulary achievement in reading.
E. The Significance of the Study
The result of the study is expected to be useful theoretically and practically.
Theoretically, the result of the study is expected to be useful for the readers to
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enrich their horizon in theory of English learning and for the researchers for their
further study.
Practically, the result of the study is expected to be useful for:
1. English teachers, as an alternative teaching resource to give them more
information about another strategy which can be applied in teaching
vocabulary in order to improve their competence in teaching.
2. English learners, to enable them to improve their vocabulary achievement in
reading.
3. The candidate of English teachers, as the additional information for their
future teaching in the classroom.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result in the research findings, the researcher concludes the
result as follows:
1. There is a significant effect of applying Multisensory Teaching Method on
junior high school students’ vocabulary achievement in reading
2. The
students’
vocabulary achievement
in
reading by applying
Multisensory Teaching Method is higher than taught by applying Group
Discussion.
3. The alternative hypothesis is accepted and null hypothesis is rejected. It
was proven statistically with tobserved > ttable 5,87>2,00 ; df = 58, α= 0.05
B. Suggestions
After presenting the conclusion of the research, some suggestions are
given:
1. English teachers to apply the Multisensory teaching method in teaching
vocabulary in reading are one method that can be used to avoid the
monotony in conventional learning process.
2. Students follow the steps on Multisensory Teaching Method to improve
their achievement in vocabulary in reading.
3. Other researchers, who are interested for further study related to this
research. It is suggested for them to explore the knowledge to enlarge
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their understanding about how to improve students’ achievement in
vocabulary in reading by using Multisensory Teaching Method.
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