Meningkatkan Penguasaan Kosakata Melalui Penerapan Visual Auditory Kinesthetic (VAK): Penelitian Tindakan Kelas

Lalu Murham

Abstract


Vocabulary mastery is essential to support the four language skills and determine a student's communication success after grammatical competence. Lexical competence is assumed to be second only to grammar. One alternative in vocabulary teaching is Visual Auditory Kinesthetic (VAK). This classroom action research (PTK) aims to apply VAK because of students' difficulties in memorizing new vocabulary, especially abstract nouns. The PTK procedure consists of planning, action, observation, and reflection. Each stage has activities to achieve research objectives. The subject of this study was an eighth grade student of SMP Negeri 13 Satu Atap Pujut. There are vocabulary tests, questionnaires, and observation sheets as research instruments. Then, the data is analyzed using both quantitatively and qualitatively. Findings from the vocabulary test showed that 9 out of 11 students passed the minimum sedentary criteria or the average score fell on 77. It turns out that students participate actively, pay good attention to the material and show enthusiasm in English classes. It can be concluded that the application of VAK can not only improve students' vocabulary mastery but also class participation. In addition, the results of current research prove that the application of VAK as an alternative to teaching can lead students in memorizing abstract vocabulary

Keywords


Visual Auditory Kinesthetic, Teaching Media, Vocabulary Mastery

Full Text:

PDF

References


Ajabshir, Z. F., & Sadeghi, K. (2019). Dampak instruksi yang dimediasi komputer (CAI) asinkron pada penyerapan kosakata pelajar EFL di berbagai tingkat kemahiran. Mengajar Bahasa Inggris dengan Teknologi, 19(3), 68-89.

Anwar, I. W., Jee, M. J., Adam, S., & Sailuddin, S. (2021). Kesediaan untuk berkomunikasi dan faktor-faktor yang mempengaruhinya di antara guru prajabatan Indonesia. Jurnal Bahasa sebuah Bahasa Ajaran, 9(4), 385.

Alamri, K., & Rogers, V. (2018). The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words. The Language Learning Journal, 46(5), 622-633.

Arndt, H. L., & Woore, R. (2018). Belajar kosakata dari menonton video YouTube dan membaca posting blog. Pembelajaran Bahasa, 22(1), 124-142.

Augustyn, P. (2013). Penerjemahan dan Praktik Bilingual untuk Pengajaran dan Pembelajaran Kosakata Bahasa Jerman. Die Unterrichtspraxis/Mengajar Bahasa Jerman, 46(1), 27-43.

Bazeley, P., Miles, M., Huberman, M., Salda, J., Silver, C., & Lewins, A. (2016). Activity 62 Analysing Visual Data Tutor Notes. 100 Activities for Teaching Research Methods.

Bluman, A. G. (2012). Elementary statistics: A step by step approach. McGraw-Hill.

Bowers, P. N., & Kirby, JR (2010). Efek instruksi morfologis pada kosakata Akuisisi. Membaca dan Tulisan, 23(5), 515-537.

Castillo, L., & Alto, SC (2018). Dampak Menggunakan Pixton untuk Mengajar Tata Bahasa dan Kosakata. Mengajar Bahasa Inggris dengan Teknologi, 18(1), 53-76.

Cho, E., Capin, P., Roberts, G., Roberts, G. J., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111(6), 982.

Clarke, D.C (2018). Tanggapan siswa terhadap strategi pembelajaran kosakata pada kursus ESAP. Jurnal ELT, 72(3), 319-328.

DJamarah, S. B., & Zain, A. (2010). Strategi belajar mengajar. Bandung: Alfabet

Eliata, N. M. A., & Miftakh, F. (2021). Emphasizing text structure strategy instruction to scaffold 11th grade students reading comprehension. Journal of Languages and Language Teaching, 9(4), 411-421.

Cohen, L., Manion, L., & Morrison, K. (2018). Metode Penelitian dalam Pendidikan (Edisi ke-8). New York: Routledge.

Hidayatullah, H., Munir, S., & Tawali, T. (2022). Enhancing Vocabulary Mastery through Applying Visual Auditory Kinesthetic (VAK): A Classroom Action. Journal of Language and Literature Studies, 2(1), 43-52.

Ihsan, P., & Syafitri, A. T. (2021). The Father's Storytelling Approach in Improving Children's Vocabulary Using Anime. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 49-58.

Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 9.

Indrasari, A., Novita, D., & Megawati, F. (2018). Big Book: Attractive media for teaching vocabulary to lower class of young learners. JEES (Journal of English Educators Society), 3(2), 141-154.

Kalogirou, K., Beauchamp, G., & Whyte, S. (2019). Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting. The Language Learning Journal, 47(3), 332-343.

Kho, S. F. C., Ramanair, J., & Pandian, A. (2021). Students' Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms. Pertanika Journal of Social Sciences & Humanities, 29(2).

Kinasih, P. R., & Olivia, O. (2022). An analysis of using movies to enhance students’ public speaking skills in online class. Journal of Languages and Language Teaching, 10(3), 315-328.

Joyce, J. (2018). Critical writings. Courier Dover Publications.

Mustafa, S. S., Conn, K., & Ramsey, A. (2019). Comparing direct challenge to penicillin skin testing for the outpatient evaluation of penicillin allergy: a randomized controlled trial. The Journal of Allergy and Clinical Immunology: In Practice, 7(7), 2163-2170.

Nayan, S., & Krishnasamy, H. N. (2015). A preliminary study on vocabulary learning Strategies used by the students from the Faculty of Accountancy. International Journal of Languages, Literature and Linguistics, 1(1), 10-14.

Puimège, E., & Peters, E. (2019). Learners’ English vocabulary knowledge prior to formal instruction: The role of learnerâ€related and wordâ€related variables. Language Learning, 69(4), 943-977.

Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021). The Relationship between Students' Reading Attitude with the Result of Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 512-518.

Rahmawati, M. M. E., & Budiningsih, C. A. (2014). Pengaruh mind mapping dan gaya belajar terhadap pemahaman konsep siswa pada pembelajaran IPA. Jurnal Inovasi Teknologi Pendidikan, 1(2), 123-138.

Rusmawan, P. N., Trianasari, E., & Wilujeng, N. S. R. (2021). Teaching speaking of hotel room service information by using comic strip via Google Meet application. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 38-48.

Salam, U., & Nurnisa, N. (2021). Students’difficulties In Learning Vocabularies. English Community Journal, 5(1), 46-53.

Sippel, L. (2019). The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595-611.

Teng, F. (2019). Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency. The Australian Educational Researcher, 46(1), 113-136.

Terai, M., Yamashita, J., & Pasich, K. E. (2021). Effects of learning direction in retrieval practice on EFL vocabulary learning. Studies in Second Language Acquisition, 43(5), 1116-1137.

Uchihara, T., & Saito, K. (2019). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The language learning Journal, 47(1), 64-75.

Wang, L., & Liu, D. (2021). Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents difficulties with literacy activities. Early Childhood Research Quarterly, 56, 190-200.

Wyra, M., & Lawson, M. J. (2018). Foreign language vocabulary learning using the keyword method: strategy and meta-strategy knowledge. The Language Learning Journal, 46(5), 605-621.




DOI: https://doi.org/10.56842/bahtra.v3i01.243

Refbacks

  • There are currently no refbacks.