| dc.description.abstract | This classroom action research was intended to improve the VIII-F year
students‟ vocabulary achievement through fairytales at SMPN 1 Bangsalsari – Jember
in the 2011/2012 academic year. The research subjects were the students of class
VIII-F that were determined purposively by consulting to the eight grade English
teachers at SMPN 1 Bangsalsari-Jember. According to the results of preliminary
study in the form of interview with the English teacher, it was found that the students
of class VIII-F had the lowest mean scores in English lesson because they lack of
vocabulary and interest in learning English among the other six classes of grade VIII.
The average of their English score was 66.8 (fair category). It is below the mastery
score level of English score at that school that is 70.
This classroom action research was completed in two cycles in which each
cycle covered four stages of activities, namely planning the action; implementing the
action; observing and evaluating; and analyzing the data and reflecting the action.
Each cycle was conducted in two meetings. The data about the students‟ vocabulary
achievement were collected by administering the vocabulary achievement test after
the actions given. Observation was used to monitor the process of teaching
vocabulary through reading fairytales and the students‟ active involvement in the
classroom.
The results of this research were as follows: the students‟ English score
improved from their previous score that was 66.8 to 67.4 after being taught
vocabulary through fairytales in the first cycle. In the first meeting in cycle 1, there
were 28 out of 34 students (82.3%) who were actively involved in the teaching and
learning vocabulary through fairytales. In the second meeting, there were 29 students
or 85.2% out of 34 students who were active during the teaching and learning
vocabulary. In the second cycle, the result of vocabulary achievement test was 77.27
(76.47% of the students got the score at least 70 or higher). The score was improved
from cycle 1 which was 67.4 to 77.27 in cycle 2. In the first meeting in cycle 2, there
were 30 students (88.2%) out of 34 students who were actively involved in the
teaching and learning process of vocabulary through fairytales. In the second
meeting, similarly there were 30 students or 88.2% out of the 34 students who were
actively involved during the teaching and learning of vocabulary. From the research
findings, it can be concluded that reading fairytales was able to improve the VIII-F
students‟ vocabulary achievement, as well as their active participation in the process
of teaching and learning vocabulary. Therefore, it was suggested to the English
teacher to also include fairytales as the teaching material when teaching vocabulary. | en_US |
