| dc.description.abstract | Vocabulary is one of the English language components that plays an
important role in mastering all of English skills, including speaking, reading,
listening, and writing. In reality, the students still have difficulty on remembering
the words. There is one way that teacher can do to help students understand the
words easily, which is using interesting media. Media are one of the ways that
teacher can use to attract students’ attention in learning and to make an enjoyable
learning environment. In this research, the researcher considered to use realia as
media to teach students vocabulary.
Quasi-experimental research with post-test only design was used in this
research as the purpose of this research was to know whether or not there was a
significant effect of using realia on students’ vocabulary achievement. The
researcher chose SMPN 2 Bondowoso as the research area because realia have
never been used as media by the English teacher in teaching vocabulary for the
seventh grade students in the 2018/2019 academic year. The number of the
populations was 60 in total. They were divided into two groups, experimental and
control group. The experimental group consisted of 30 students and so did the
control group. The participants of this research were selected by using cluster
random sampling; A as the experimental group and B as the control group. The
experimental group got treatment by using realia while the control group was
taught without media.
To collect the data, there was one way used in this research. It was a
vocabulary test. The data were gained from the students’ vocabulary scores on the
post test. Before the research was conducted, the researcher had admnistered a
homogeneity test to know whether the population was homogeneus or not. The
homogneity test was analyzed by using ANOVA (Analysis of Variance) on SPSS
(Statistically Package for Social Science). The homogeneity test results showed
that the population was homogenous as the value of the variance was 0.695 which
was higher than 0.005. Hence, the researcher used cluster random sampling by
using lottery to decide the experimental and the control groups.
The results of the post test were analyzed by the researcher using
independent sample t-test on SPSS program to find the significant difference of
the experimental group and the control group. The result of the t-test formula
analysis showed that the value of the significant 2-tailed was 0.027, which means
that it was lower than 0.05. Therefore, the null hypothesis “there is no significant
effect of using realia on students’ vocabulary achievement” was rejected. Thus,
the alternative hypothesis “there is a significant effect of using realia on students’
vocabulary achievement” was accepted.
Referring to the result of hypothesis verification and the discussion in the
fourth chapter, it can be concluded that there was a significant effect of using
realia on students’ vocabulary achievement. As a result, it is suggested that the
English teachers could use realia since it can affect students’ vocabulary
achievement. For the future researcher, hopefully it could be used as a
consideration to conduct a further research dealing with the use of realia by using
the different research participants and design such as a classroom action research
to improve the students’ vocabulary achievement by using Realia, and also
another research dealing with the use of realia in vocabulary achievement and
students’ active participation because based on the researcher’s experience, most
of the students in experimental group were more active rather than the control
group. | en_US |
