Purwanto, Aris Eko (2007) INTEGRATING “THEMATIC-UNITS APPROACH” TO OPTIMIZE STUDENTS’ VOCABULARY ACHIEVEMENT: AN ACTION RESEARCH AT THE FOURTH GRADE OF SDN SIDOKUMPUL IV GRESIK. undergraduate thesis, Universitas Muhammadiyah Gresik.
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Abstract
Since the role of mastering vocabulary becomes important in elementary school towards having easier way to learn other English skills, the researcher finds there are many students who still have less competences in vocabulary achievement such as vocabulary short answer, puzzle, multiple choice questions, sentence complexion, synonym and antonym, matching words or phrases, classifying words and rearrangement of jumbled letters or words. Thus, the researcher intends to employ Thematic-Units Approach to cope with the problem. Thematic-Unit Approach is applied and supposed to enable students to motivate vocabulary achievements. Furthermore, to apply this approach the researcher also provides certain technique to reach the goal, that is, Communicative Drill. The design of this study is an action research and the subject is the fourth grade of SDN Sidokumpul IV Gresik containing 22 students (12 males and 10 females). This study is acted in one cycle as the consideration that the result already appeared at the end of the cycle. The collected data during six meetings of the analysis process were assisted by a teacher-partner so that the validity of data could be controlled. In this case, the researcher gathered the findings in one cycle of an action research by which observations and tests as the instruments to collect the findings. Those sorts of findings were framed in a diary journal and teacher partner’s notes. The findings which were recapitulated in raw scores and students’ progress reports indicated that after given the treatment of this approach there were some changes. Some appeared indicators were; first, the class average score already increased 21.7% from 64.4 to become 78.6. Second, individually the students who had less competences (underachievement), they already achieved the significant changes. There were at least 12 students (54.5%) who were progressive, 6 students owned rising vocabulary achievement from predicate poor to become fair and good in average 70.8%. Besides, the other six students also gained good and very good scale, that is 94.5% in average. Third, in a class interaction especially in answering teacher’s questions, most students already involved actively. It was proved by some of smarter students who became dominant could be reduced then balanced by some who were used to be passive. In short, this Thematic-Units Approach brings about better changes in a vocabulary teaching learning actions. As it is mentioned above, so it is summarized that this study already answered problems within this study. It is suggested that this study is useful for the curriculum designer or other researcher to have English materials which highly focus on the goals by breaking down on the material development.
| Item Type: | Thesis (undergraduate) |
|---|---|
| Uncontrolled Keywords: | vocabulary teaching- learning, thematic-unit approach, communicative drill |
| Subjects: | English Education |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | Users 679 not found. |
| Date Deposited: | 03 Dec 2020 03:31 |
| Last Modified: | 03 Dec 2020 03:31 |
| URI: | http://eprints.umg.ac.id/id/eprint/4338 |
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