| dc.description.abstract | This classroom action research was intended to imrpove the eleventh grade
students’ vocabulary mastery by using Mobile Dictionary. Based on the preliminary
study conducted by the researcher in the form of interview with the English teacher
at MAN 1 Jember, it was known that the eleventh MIPA 1 grade students had
difficulties in vocabulary since their vocabulary scores were mostly below 75. The
students experienced difficulties by using the traditional method in vocabulary.
Besides, some students do not bring their own dictionary. They always say that they
forget to bring the dictionary. As a result, some students who do not bring a
dictionary got difficulties in following the vocabulary teaching learning process.
As the conclusion, students have problems dealing with their learning
strategy and motivation. There were only 12 students who had achieved the
standard score, while 22 students got scores below 75. In other words, only 35,3%
students achieved the standard score (75). Thus, the researcher tried to overcome
the students’ problem in vocabulary by using Mobile Dictionary as a tool in
teaching vocabulary.
The data of this research were collected from interview, vocabulary test,
observation and documentation. The participants were the eleventh MIPA 1 grade
students of MAN 1 Jember consisting of 34 students in the academic year
2018/2019. The researcher chose the eleventh of MIPA 1 grade students as the
research participants because of the consideration that the eleventh MIPA 1 grade
students of MAN 1 Jember have the lowest score of vocabulary mastery and have
difficulties in mastering vocabulary. Besides, the eleventh MIPA 1 grade students
had lack of confidence, so they become not active during teaching learning process.
This research was done in two cycles in which each cycle covered four stages; they
are planning, acting, analyzing and reflecting. There were two evaluations of this
research, namely process evaluation and product evaluation. The process evaluation
was intended to know the percentage of the students’ participation. While the
product evaluation was intended to measure the students’ vocabulary mastery after
they were given the actions.
Due to the result of the students’ participation, it was found that the students’
participation was improved. It could be seen in Cycle 1, the percentage of the
students who were active was 75.75% and 81.6% in Cycle 2. The result of the
students’ participation was successful because it was more than 75% of the students
were active. Further, the result of the students’ vocabulary mastery also imrpoved
in Cycle 1 and Cycle 2. It was found that the students’ mean score of vocabulary
mastery test improved from 72.2 in the previous vocabulary score to 76.9 in Cycle
1 and 82.5 in Cycle 2. Besides, the percentage of the students who got score at least
75 improved from 35.3% in the previous vocabulary score to 82.4% in Cycle 1 and
88.2% in Cycle 2. In conclusion, the vocabulary mastery test result had achieved
the target criteria that were expected in this research that was at least 75% of the
students achieved the minimum requirement of the standard score that was 75.
Based on the explanation above, it could be concluded that the use of Mobile
Dictionary as a teaching media could help the eleventh MIPA 1 grade students of
MAN 1 Jember to improve their participation and their vocabulary mastery. | en_US |
