IMPROVING STUDENTSâ€™ VOCABULARY MASTERY BY USING PICTURES MEDIA TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 21 MEDAN

Turnip, Merry Christina; Rumapea, Linus; Sari, Anna Stasya Prima

doi:10.54367/kairos.v1i3.716

Cited by 4 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, the second one refers to the words which students will recognize when they meet them, but which they will probably not be able to pronounce. Haycraft (in Turnip, Rumapea, and Sari, 2017) elaborates these two types of vocabulary as follows:…”

Section: Types Of Vocabularymentioning

confidence: 99%

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Sari,

Pinem,

Anzelina

et al. 2023

JETAL

View full text Add to dashboard Cite

This Classroom Action Research (henceforth, CAR) was primarily carried out to prove that the use of Stop saying very teaching strategy is effective to enhance the students’ vocabulary mastery on adjectives and to describe the students’ responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. There are two cycles in this CAR in which each cycle consisted of three meetings excluded the pre-test, formative test, and post-test The research subjects of this CAR are the first semester students of the English Language Education, Faculty of Teachers Training and Education, Universitas Katolik Santo Thomas in the Academic Year of 2022/2023 consisting of 20 students. The analysis of quantitative data shows that the mean of the students’ score in the pre-test, formative test, and post-test increases continually after Stop saying very teaching strategy was implemented in teaching adjectives. The students’ total score in the pre-test is 216 and the pre-test mean is 10.8. The students’ total score in the formative test is 1.528 and the formative test mean is 76.4. The students’ total score in the post-test is 1.708 and the post-test mean is 85.4. The analysis of qualitative data shows that the students gave positive responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. They all agree that the application of Stop saying very teaching strategy helps trigger their curiosity and enhance their knowledge and vocabulary mastery on adjectives. The writers recommend that English teachers/lecturers apply Stop saying very teaching strategy to teach better and more impressive adjectives to their students. Keywords: adjectives, stop saying very, teaching strategy, vocabulary mastery

show abstract

Section: Types Of Vocabularymentioning

confidence: 99%

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Sari,

Pinem,

Anzelina

et al. 2023

JETAL

View full text Add to dashboard Cite

show abstract

“…It is one of the most important components of language because it enables us as its speakers, including students learning a certain language to express and understand each other. The importance of vocabulary has been underlined by Thornbury (2002) in Turnip, Rumapea & Sari (2020) stating that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Learning English vocabulary therefore signifies knowledge of words or word meaning conveying not only a single word but also a nuance that creates meaningful context.…”

Section: Introductionmentioning

confidence: 99%

“…One of them is picture. Turnip, Rumapea & Sari (2020) explain that picture is one of media which is relatively cheaper than the other media and easy to find. They add that pictures can be drawn on the board or on posters and have been used as a starting point for mastering vocabulary and motivating the students to get ideas and/or information in studying English.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Students' Levels of Vocabulary Comprehension by Using Photo Cards

2022

JCC

View full text Add to dashboard Cite

The purpose of this study is to determine whether or not picture cards are effective in enhancing the vocabulary mastery of seventh-grade students at SMPN Kota Baru Kefamenanu, East Nusa Tenggara Province, to identify their difficulties in learning picture types and vocabulary, and to classify their level of mastery. This study used a qualitative approach and a quasi-experimental research methodology to answer the questions posed by the three examples. To collect the necessary data, 20 seventh-grade kids were used as samples. They were instructed and tested twice (pretest and posttest). This study compared the mean score to the degree of freedom at a significance level of 5% to determine the efficacy of using picture cards. To determine their average score, their total number of scores was divided by the total number of students multiplied by the entire number of test items multiplied by 100%. In addition, to identify the challenging types of picture and word, the total number of correct/incorrect answers was divided by the total number of students and the total number of test questions and multiplied by 100 percent. Finally, in order to classify their level of expertise, the total number of students whose scores varied from 0 to 100 was tallied. The analysis of the data indicates that there is a substantial difference between the pre-test and the post-test. It indicates that the mean score on the pre-test was 45.5 (extremely low), but the mean score on the post-test was 81 (excellent) (good). Moreover, the degree of freedom at a significance level of 5% was 1.61. It was greater than the result of the post-significant test's difference, 2.28>1.61. The seventh-grade pupils of SMP Negeri Kota Baru Kefamenanu benefit significantly from the use of picture cards to enhance their vocabulary comprehension.

show abstract

“…As consequently, the students do not have many opportunities to practice English in their daily activities (Rezeki, et al, 2022). Learning and teaching English as a foreign language requires real situations to support learners in using it English naturally (Turnip, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Vocabulary Mastery By Using Pictures At Seventh Grade Students Of SMP Makassar Raya

Wahyuddin

2022

EDULEC

View full text Add to dashboard Cite

This research aimed at finding out whether or not pictures can improve students’ vocabulary mastery. Pre-experimental design was applied in this research with one group pretest- posttest design. The population of this research was seventh grade students of SMP Makassar Raya, academic year 2017/2018 which consisted of 3 classes. This research used simple random sampling. The samples were 28 students of 7A. The research instrument used vocabulary test consisted of word form, word meaning, and word use as the research instrument. The result of this research showed that the application of pictures can improve students’ vocabulary mastery. It was proved by the value of the t-test 31.09 which was greater than the value of t-table 1.70 the level of significance (p) = 0.05 and degree of freedom (n-1)=27.

show abstract

IMPROVING STUDENTSâ€™ VOCABULARY MASTERY BY USING PICTURES MEDIA TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 21 MEDAN

Cited by 4 publications

References 1 publication

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Improving Students' Levels of Vocabulary Comprehension by Using Photo Cards

Improving Students’ Vocabulary Mastery By Using Pictures At Seventh Grade Students Of SMP Makassar Raya

Contact Info

Product

Resources

About