THE EFFECTIVENESS OF WORD WALL MEDIA

IN IMPROVING THE FIFTH YEAR STUDENTS

MASTERY ON VOCABULARY AT SDN 04
SUMBERBENDO PUCANGLABAN
TULUNGAGUNG

THESIS

by

UMI NADHIROH
NIM: 3213063093

ENGLISH EDUCATION PROGRAM

DEPARTMENT OF ISLAMIC EDUCATION
STATE ISLAMIC COLLEGE OF
TULUNGAGUNG
2010

THE EFFECTIVENESS OF WORD WALL MEDIA

IN IMPROVING THE FIFTH YEAR STUDENTS
MASTERY ON VOCABULARY AT SDN 04
SUMBERBENDO PUCANGLABAN
TULUNGAGUNG
THESIS

Presented to
State Islamic College of Tulungagung
in partical fulfillment of the requirements
for the degree of Sarjana Pendidikan Islam in
English Education Program

By

UMI NADHIROH
NIM: 321306309
ENGLISH EDUCATION PROGRAM
DEPARTMENT OF ISLAMIC EDUCATION
STATE ISLAMIC COLLEGE OF
TULUNGAGUNG
2010

APPROVAL

This is to certify that the Sarjanas thesis entitled The Effectiveness of Word Wall
Media in Improving the Fifth Year Students Mastery on Vocabulary at SDN 04
Sumberbendo, Pucanglaban, Tulungagung was written by Umi Nadhiroh has
been approved by the thesis advisor for further approval by the Board of Examiners

Tulungagung, July 2010

Advisor

Hj. Siti Noer Farida Laila, MA.

NIP. 19720115199903 2 002

LEGALIZATION

This is to certify that the Sarjanas thesis entitled The Effectiveness of Word Wall
Media in Improving the Fifth Year Students Mastery on Vocabulary at SDN 04
Sumberbendo, Pucanglaban, Tulungagung was written by Umi Nadhiroh has
been approved by the Board of Examiners as the requirement for the degree of
Sarjana Pendidikan Islam in English Education Program

Board of Thesis Examiners

Chair

Secretary

Drs. H. Mashudi, M.Pd.

Hj. Siti Noer Farida Laila, MA.

NIP. 19690103200112 1 003

NIP. 19720115199903 2 002

Main Examiner

Susanto, SS. M.Pd

NIP. 19730831199903 1 002
Tulungagung, August 2010
Approved by
Chief of State Islamic College
(STAIN) Tulungagung

Maftukhin, M.Ag
NIP. 19670717200003 1 002

Motto

When there is a Will, There is a Way

Nothing is impossible

ABSTRACT

The thesis entitled The Effectiveness of Word Wall Media in Improving the
Fifth Year Students Mastery on Vocabulary at SDN. 04 Sumberbendo, Pucanglaban,
Tulungagung was written by Umi Nadhiroh, 2010. The advisor is Mrs. Hj. Siti Noer
Farida Laila, MA.
Key word: media, vocabulary mastery, and using word wall.
Word wall is simple and easy media to use. It is cheap but interesting. It is
suitable for the school which has limited media to teach English. The teacher doesnt
need to spend too much money for making teaching media. Word wall is a one of
media that will help teacher easier to teach vocabulary. It is not just word that is put
on the wall, but it is an organize word that will help students get new words easier. By
using word wall, the teacher will be helped when they teach vocabulary and
hopefully, the students will be easier to improve their vocabulary mastery.
The problems of the study: (1) How is the students mastery on vocabulary
before taught by using word wall? (2) How is the students mastery on vocabulary
after taught by using word wall? (3) Is there any significant difference between
students mastery on vocabulary before and after taught by using word wall?
The purposes of the study: (1) To know the students mastery on vocabulary
before taught by using word wall.(2) To know the students mastery on vocabulary
after taught by using word wall.(3) To know the significant difference between
students mastery on vocabulary before and after taught by using word wall.
This research used pre-experimental design. This research intended to
investigate the influence of word wall as media in teaching vocabulary to the fifth
year students of SDN. 04 Sumberbendo, Pucanglaban. The research used form of
one-group, pretest-posttest design. The methods of collecting data were: test,
observation, documentation, and interview, but the main data are the students score
of test. The techniques of data analysis were the qualitative data and quantitative data.
The data from qualitative data were taken from conducting observation, interview,
and documentation. The data from quantitative data were taken from conducting test
and was analyzed by using formulation of t- test.
Research findings: 1) The students mastery on vocabulary before taught by
using word wall are: 6 students get insufficient score, 1 student gets sufficient score, 3
students get good score, and nobody gets very good and excellent score. It means that
there are 60% students get insufficient score, 10% students get sufficient score, 30%
students get good score and 0% students who get very good and excellent score in
mastering vocabulary before taught by using word wall. 2) The students mastery on
vocabulary after taught by using word wall are: 2 students get insufficient score,
nobody gets sufficient score, 2 students get good score, 5 students get very good
score, and 1 student gets excellent score. It means that there are 20% students get
insufficient score, 0% students get sufficient score, 20% students get good score, 50%
students get very good score, and 10% students who get excellent score in mastering
vocabulary after taught by using word wall. The students mastery on vocabulary is
improved. 3) The significant difference between students mastery on vocabulary

before and after taught by using word wall: The result showed that t count t table (6,469
> 2,262). It means that there were any significant differences between score of pretest
and posttest. It is known that the students scores are improving significantly.
Discussion: The used of word wall will significant if t count t table . Data
analysis shows that t count t table (6,469 > 2,262), so Ho is rejected or Ha is accepted.
There were any significant differences between score of pretest (before taught by
using word wall) and posttest (after taught by using word wall). It can be concluded
that the students get good achievement in mastering vocabulary after taught by using
word wall. The students vocabulary mastery improve and significantly better than
before taught by using word wall, so teaching vocabulary by using word wall is
effective to improve students mastery on vocabulary.

CHAPTER I
INTRODUCTION

In this chapter the writer describes the background of the study, the formulation
of the problem, the purpose of the study, the significance of the study, the hypothesis
of the study, scope and limitation of the study, the definition of key terms, and
organization of study.
A. Background of the Study
We use language to give directions and to ask for support. We use language to
complain, to justify ourselves, to make others do our bidding. We use language to tell
other people our troubles. Language is our means of communication.1
English is one of the most popular languages in the world. The people use it
either as the first foreign or a second language. English is used by many people in
many countries. English is used to less misunderstanding or misinterpretation
between many people from different country because they have different language.
Learning English for children is called English for Young Learner (EYL). The
students of EYL are young learners who are learning English. Generally, they are the
beginner learners, but it must be remembered that the teacher cant equalize them by
giving the same task and same learning activity. Children in different age have
different ability and skill in learning English. Besides having different development,
some of them have high motivation and develop rapidly; some others have low
1

Hans P. Guth, American English Today The Use of Language, (USA:Mc. Graw-Hill, 1975), 2

motivation and develop slowly to learn, so their development slowest than their
friend. 2And of course they have differentiation in mastering on vocabulary.
Vocabulary is a core component of language proficiency and provides much of
basis for how well learners speak, listen, read, and write. Without an extensive
vocabulary and strategies for acquiring new vocabulary, learners often achieve less
than their potential and may be discourage from making use of language learning
opportunities around them such as listening to the radio, listening to native speakers,
using the language in different contexts, reading, or watching television.3
The teacher who teaches vocabulary must have good strategy to make the
students more interested. He/she can use good method or good media to teach.
Kasbolah states that, as a foreign language which is not used by all people in
everyday activity, English is considered difficult to learn. To lessen the difficulties of learning
English, we need to consider the approach and strategy which can be used to make English
for young learner easier and more interesting. To get the students interest, we need to create
the class conditions which make students more motivated to learn. One of the ways to make

English for Young Learner more interesting is by using teaching media when the
teacher teaches.4

Kasihani, K. E. Suyanto, English for Young Learner, (Jakarta: PT. Bumi Aksara, 2008), 14
Jack C.Richards and Willy A. Renandya. Methodology in Language Teaching An Anthology of
Current Teaching, (New York: Cambridge University Press, 2002), 255
4
Quoted by Kasihani, K. E. Suyanto, English for Young Learner.., 100
3

A word wall is an interactive medium in the classroom to support listening,

speaking, reading, and writing.5 A word wall is an interactive collection of words or
parts of words used to teach vocabulary, spelling, letter-sound correspondence, and
more.6

Word wall is simple and easy media to use. It is cheap but interesting. It is
suitable for the school which has limited media to teach English. The teachers dont
need to spend too much money for making teaching media. Word wall is a one of
media that will help teacher easier to teach vocabulary.
The students of SDN 04 Sumberbendo, Pucanglaban have high motivation and
enthusiasm to learn English. Their interest is so high when their teacher taught them,
but the schools condition makes them difficult to improve their English mastery
especially on vocabulary. It happens because the teaching media in their school are so
limited. The limitation of the teaching media is caused by the location of the school
which is far from the city. The students need the teachers creativity to help them
develop their knowledge, but sometimes it cant happen. Because of that the writer
tries to give solution by doing this experimental research. She hopes that word wall is
useful to help the teacher develops their creativity and uses as one of the teachers
reference media. She hopes it can give contribution to increase the students

http://alamsetiadi08.wordpress.com/upaya-peningkatan-vocabulary-siswa-dengan-mediawordwall/
6
http://www.santarosa.k12.fl.us/reading/WordWall.htm

vocabulary because it is simple, easy, interesting, and of course cheap. This media is
suitable for the schools condition.
Based on the explanation above, the title of this thesis is The Effectiveness of
Word Wall Media in Improving the Fifth Year Students Mastery on Vocabulary at
SDN 04 Sumberbendo, Pucanglaban, Tulungagung.
B.

The Formulation of the Problem.

The formulation of the problems of this study can be formulated as follow:

1.

How is the students mastery on vocabulary before taught by using word wall?

2.

How is the students mastery on vocabulary after taught by using word wall?

3.

Is there any significant difference between students mastery on vocabulary

before and after taught by using word wall?

C. The Purpose of the Study

This study is intended to:
1.

To know the students mastery on vocabulary before taught by using word wall.

2.

To know the students mastery on vocabulary after taught by using word wall.

3.

To know the significant difference between students mastery on vocabulary

before and after taught by using word wall.

D. The Significance of the Study

1. Theoretically

In learning new words, we do not get very far by guessing. We learn how a
word is used by studying or observation. It is our job to pick the right word at the
right time. 7
Blackowicz and Fisher conclude that students need teachers who create an
interest in words, provide both direct and incidental instruction, and teach core
content vocabulary directly. In order to develop deep understanding of words,
students need to see, hear, and use new terms in many contexts; therefore, vocabulary
development becomes even more essential to student success.8
Word walls are used as a tool to teach a language concept. 9 Word walls support
students' vocabulary development. In the content area classroom, word walls can be
used to develop academic vocabulary.10
2.

Practically
The result of this research is expected to be useful for:

a. The students
Word wall is hopefully able to bring the students to improve their mastery on
vocabulary easily.

Guth, American English ..3

http://forpd.ucf.edu/strategies/stratwordwalls.html
9
http://shapebooks.org/directory/teaching_extras/word_walls/
10
http://forpd.ucf.edu/strategies/stratwordwalls.html
8

b. The Teacher
The result of this study will give additional information to the teacher about
English media and become an alternative teaching media, especially for teaching
vocabulary.
c.

The Researcher
It can be used to improve her experience in teaching English by using word

wall as teaching media.

E.

The Hypothesis of the Study

In this research, the researcher has two kinds of hypothesis, they are:

1. Alternative Hypothesis (Ha) states that teaching vocabulary by using word wall as
media of teaching is effective to improve students mastery on vocabulary.
2.

Null Hypothesis (Ho) states that teaching vocabulary by using word wall as
media of teaching is not effective to improve students mastery on vocabulary.

F.
1.

Scope and Limitation of the Study

Scope

The scope of this study focuses on the effectiveness of word wall media in
improving the fifth year students mastery on vocabulary at SDN 04 Sumberbendo,
Pucanglaban.
2.

Limitation
The limitation of this study focuses on the effectiveness of word wall media in

improving the fifth year students mastery on vocabulary at SDN 04 Sumberbendo,

Pucanglaban that can be found into three elements, they are:
a. The students mastery on vocabulary before taught by using word wall.
b. The students mastery on vocabulary after taught by using word wall.
c. The significant difference between students mastery on vocabulary before and
after taught by using word wall.

G.

Definition of Key Terms

The definition of key terms in this research is used to avoid misunderstanding.

The definitions of key terms are divided into two parts:

1.

Conceptual Definition

a. The effectiveness is producing the result that is wanted or intended.11

b. Word wall is an interactive collection of words used to teach vocabulary,
spelling, letter-sound correspondence and more.12
c. Mastering vocabulary is ability to understand and use the words that have
been presented into language.13
2.

Operational Definition
The effectiveness of using word wall as media of teaching vocabulary means

the successful of the students mastery on vocabulary after taught by using word wall.
It can be seen from their score that they get at test. If the students score of the test
before using word wall is better than that after using word wall, it means that the use
of word wall is not effective. And, if the students score of the test after using word
wall is better than that before using word wall, it means that the use of word wall is
effective.

H.

Organization of the Study

This thesis is divided into five chapters:

11

Oxford Learners Pocket Dictionary , (Oxford University Press, 2005), 138

www.santarosa.k 12.fl.us/reading/word wall.html
13
Oxford Learners Pocket Dictionary , (Oxford University Press, 2005), 265
12

Chapter I

: Introduction; it consists of background of the study, the formulation of

the problem, the purpose of the study, the significant of the study, the
hypothesis of the study, scope and limitation of the study, definition of
key terms, and organization of the study.

Chapter II

: Review of related literature; it consists of word wall, vocabulary

mastery, teaching media, young learners, teaching vocabulary by using
word wall, and vocabulary testing.

Chapter III : Research Methodology; it consists of research design, place and time
of the research, the population and sample, variable, data and data
sources, data collecting method and instrument, and technique of data
analysis.
Chapter IV : Research Findings and Discussion; it presents data presentation, data
analysis and discussion.
Chapter V : Conclusion and Suggestion.

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter the writer describes about word wall, vocabulary mastery,
teaching media, young learners, teaching vocabulary by using word wall, and
vocabulary testing.
A.

Word Wall

1.

The Definition of Word Wall

A word wall is an interactive collection of words or parts of words used to teach

vocabulary, spelling, letter-sound correspondence, and more.14 Word walls are used as
a tool to teach a language concept.15 Word walls are successful activities because they
focus attention, give ample opportunities for review, and are pleasant for students to
use.16

One strategy many teachers use to create a word-rich environment is the word
wall. According to Brabham & Villaume, word walls serve many purposes. Teachers
can use them to facilitate word analysis; provide models of commonly misspelled
words; or to build vocabulary for a unit of study. In his book, Word Savvy, Max Brand
discusses additional purposes for using word walls. First, word walls support
students' vocabulary development. In the content area classroom, word walls can be
used to develop academic vocabulary. Word walls provide example words, which
14

15

16

http://www.santarosa.k12.fl.us/reading/WordWall.htm
http://shapebooks.org/directory/teaching_extras/word_walls/
http://theapple.monster.com/benefits/articles/3640-how-to-use-a-word-wall

highlight difficult concepts. Many teachers create word walls that support students'
learning of high frequency words. Students are able to include words that are
important to them. And finally, word walls provide a space for students to sort and
categorize words and phrases.17
2.

The Characteristic of Word Wall.

According to Brabham & Villaume, every teacher is different when deciding on

how to display, arrange, and use word walls in the classroom, but there are some
common characteristics:

a.

All are collections of words that are developmentally appropriate for study by
students in the classroom.

b.

Words are selected for specific instructional purposes.

c.

Collections are cumulative; as new words are introduced; familiar words remain
for further study.

d.

Activities and talk about word walls provide conversational scaffolds that structure
the ways that students study, think about, and use words.

e.

Words on walls serve as visual scaffolds that temporarily assist students in

independent reading.18

17
18

http://forpd.ucf.edu/strategies/stratwordwalls.html
http://wik.ed.uiuc.edu/index.php/Word_Wall

3. The Strengths of Word Wall.

Word wall is used by many teachers because it has many strengths, they are:
a.

Word wall is very simple, cheap, and

very easy to do.

b. It doesnt need a long time to be given.

c.

The students easy to remember.

d. It can be done by using many variations.

e.

It makes the students more impressed

and interested to learn English.19

4. The Goal of Word Wall.

According to Olson, word wall has many goals; they are as follow:

a.

Support the teaching of important general principles about words and how they
work.

b.

Foster reading and writing.

c.

Provide reference support for children during their reading and writing.

19

http://alamsetiadi08.wordpress.com/upaya-peningkatan-vocabulary-siswa-dengan-mediawordwall/

d.

Promote independence on the part of young students as they work with words in
writing and reading.

e.

Provide a visual map to help children remember connections between words and
the characteristics that will help them form categories.

f.

Develop a growing core of words that become part of a reading and writing
vocabulary.20

B. Vocabulary Mastery
1.

Definition of Vocabulary
Vocabulary refers to knowledge of words, word meaning, and how to use words

effectively to communicate.21 It is an essential part of the language. By having many

vocabularies, someone will easy to communicate with other people. If he/she only has
little vocabularies, he/she will confuse to say or may difficult to understand what
other people say.
In recent years, the teaching of vocabulary has assumed its rightful place as a
fundamentally important aspect of language development. This is partly due to the
influence of comprehension- based approaches to language development.22

20

http://www.teachnet.com/lesson/langarts/wordwall062599.html
http://forpd.ucf.edu/strategies/stratwordwalls.html
22
David Nunan, Second Language Teaching and Learning,(USA:Heinle & Heinle Publisher,
1999), 103
21

Research on vocabulary in recent years has done a great deal to clarify the
levels of vocabulary learning learners need to achieve in order to read both simplified
and unsimplified materials and to process different kinds of oral and written texts, as
well as the kinds of strategies learners use in understanding, using and remembering
words.23
2.

The Importance of Vocabulary

Eisenstein says that vocabulary is an obvious area for language variation. 24

Vocabulary is an important factor in the language teaching and learning, especially in

English because words are essential for communication. Someone who has limited
vocabularies will difficult to communicate with other. For the learner who learns
English, vocabulary helps them in learning four basic skills: speaking, listening,
reading and writing.
Our personal vocabulary reflects our background and previous experience. 25As
long as we continue to grow and learn, our language grows along with us. It helps us
label and understand the things we see in the society around us. It helps us identify
and take in things that are new and strange.26

23

Jack C.Richards and Willy A. Renandya. Methodology in Language Teaching An Anthology

of Current Teaching, (New York: Cambridge University Press, 2002), 25
24
Quoted by Marianne Celce-Murcia & Elite Olhtain, Discourse and Context in Language
Teaching, A Guide for Language Teacher (USA: Cambridge University Press, 2000), 78
25
Hans P. Guth, American English Today The Use of Language, (USA:Mc. Graw-Hill, 1975), 2
26
Ibid11

The basic of teaching learning English is concerned with the students abilities
to use four language skills. In using language skills, they need many vocabularies
because they have important role in language learning. Without having many
vocabularies it is impossible to build communication. They will difficult to
understand what other people say to them.
3.

Kind of Vocabulary
According to Soenardi Djiwandono, vocabulary mastery can be subdivided into

two kinds:
a. Active- productive vocabulary
The vocabulary that becomes the part of active-productive mastery is called
active vocabulary. It can be used by the language user naturally and without any
difficulties to show him/her self.
b. Passive- receptive vocabulary
The vocabulary that becomes part of passive-receptive vocabulary mastery is
called passive vocabulary. The language user uses it to understand other people
spoken and doesnt able to use it in their spoken naturally.27

4.

Teaching vocabulary
27

Soenardi Djiwandono, Tes Bahasa dalam Pengajaran, (Bandung: ITB, 1996), 43

A teaching theory is viewed as something that is constructed by individual

teachers. From this perspective, teaching is viewed as driven by teachers attempts to
integrate theory and practice. Teacher-education programs give teachers grounding in
academic theory and research, which they test out against the practical realities of
teaching.28
Many people say that Teaching English to Young Learners is full of fun. 29
The teaching process will be more fun if the teacher has competency to develop
his/her own ways or techniques according to his/her need, the situation, and the
classroom condition. The teacher must always more active and creative to make
his/her students interested.
a.

The Approaches of Teaching Vocabulary

Hunt and Beglar discuss three approaches to vocabulary teaching and learning:
1) Incidental learning

Learning vocabulary as a-by product of doing other things such as teaching and
learning. A major source of incidental learning is extensive learning.
2) Explicit instruction
Explicit instruction depends on indentifying specific vocabulary-acquisition
target for learners. Information is now available on what such targets should be for
learners at difference proficiency levels.
3) Independent strategy development
Learners need to be taught strategies for inferring words from context as well as
those which can help learners retain the meaning of words they have encountered.30
28
29
30

Richards and Renandya, Methodology in Language .., 6

Suyanto, English for.., 87
Richards and Renandya, Methodology in Language .., 256

b.

The Techniques of Teaching Vocabulary

Here are some techniques to teach vocabulary for EY L:
1) Listen and Repeat.
The teacher says something and the students only listen. Then, the teacher says

again and asks them to repeat what the teacher says.

2) Listen and Do
The teacher says something and the students listen carefully. Then, the students
do what the teacher says. The students respond it by doing what their teacher says.
3) Question and Answer
The teacher starts to ask something and give the sample of the answer. Then,
the students imitate; after that the teacher asks something and the students answer the
question. Before answering the question, the students must listen and understand
about the question.
4) Substitution
The teacher loose one part of sentence and asks the students to substitute with
other similar word.

5) Listen and Identify

In this activity, the teacher gives two similar sounds by using interesting way,
for example by using minimal pairs for vowel and some consonants.
6) Group Discussion
The teacher gives the problem to the group, and then the group discusses about
it. It helps the students to be more active.
7) Cooperative learning
Every student learns together, they must work together, to give the reports or
the tasks that are given by the teacher.
8) Modeling and Demonstration
Modeling and demonstration are the strategy to give example to the students
about how they do, learn, and make something.

9) Concept mapping
This activity is used to lead the students hook some concepts or things that are
known with other concept. The teacher can use it to connect something new with
known thing.

10)

Outdoor Activity

Outdoor activity enriches the students vocabulary because theyll find

something new not taught by their teacher in the class.31
5.

Criteria of Vocabulary Mastery

According to Ur and Hamer, the learners who want to be master of vocabulary

must have some criteria, such as:

Besides knowing the form of the word, learners also need to be familiar with its
grammar. Another aspect in teaching vocabulary is the word formation. Learners
should know how to change the word form and when to use it (gerund, the past form,
..). Learners should know and understand with denotation and connotation. Many
vocabulary items have several meanings depending on context. Furthermore, learners
need to be provided with the word sense relations to other words. There are various
relationships such as synonyms, antonyms, hyponyms etc.
Another challenge the learner will face when learning a new item is collocation.
That means he or she needs to know which words can be used in connection with
each other and how. E.g. when learning the word picture, the learner should be
informed that one can take a picture, not make a picture. On top of that, the student
needs to acquire the ability to recognize when it is appropriate to use a particular

31

Ibid .., 88

word speaking or writing, informal conversation with a friend or formal polite

conversation
It is not enough to learn just the form of a new vocabulary item and its
denotation. In order to be able to understand properly and to use a new item of
vocabulary in a given language correctly, the learner must be familiar with the word
connotation, grammar and formation as well as its collocation and the right way and
appropriateness of use.32
C.

TEACHING MEDIA

a.

The definition of Teaching Media

A medium (plural, media) is a channel of communication. 33 Media are the

messages porter from the sender to the receiver.34 According to Gerlach & Ely, media
are human, materials, or events that build the students condition to get knowledge,
skill, and attitude.35
Teaching medium is one of the important things in the process of teaching and
learning beside the teaching method.

36

At least, the teacher is able to use cheap and

efficient media although simple and simply because it is a duty in the effort to get
what the process of teaching wants. Besides using the available media, the teacher
32

http://is.muni.cz/th/123676/pedf_b/Bachelor_ThesisUsing_pictures_in_teaching_vocabulary.

pdf
33

Heinich, Instructional Media and Technologies for Learning, (USA: Pearson Education,
2002)..9
34
Sadiman, Media Pendidikan Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: CV.
Rajawali, 1990), 6
35
Azhar Arsyad, Media Pendidikan, (Jakarta: PT. Raja Grafindo Persada), 3
36
Asyad. Media .15

must have capability to develop their skills to make their own media if the media are
unavailable.37
b.

The Kind of Media

Generally, media can be subdivided into three kinds, they are:

1)

Visual media
Visual media are the media that can be watched and touch for example, picture,

realia, map, and miniature.

2)

Audio media
Audio media are the media that can be listened. They are used to listen and

understand oral text, for example, radio, cassette recorder, and tape recorder.
3)

Audio visual media

Audio visual media are the media that can be watched and listened, for example

TV, OHP, and film.38

Many teachers complaint not using media to teach because of difficult to make,
limited time, and expensive cost. Exactly, that reasons are not really true, because a
simple medium is inexpensive, for example, they can cut the picture from the
brochure, old magazine, and then stick on the paper or wall. 39The EYL teacher who
37

Ibid.2
Suyanto, English for..102
39
Ibid ..103
38

teach far from city and only has limited facilities can use some simple media, for
example circular cards, flip cards, and realia.40
c.

The Function of Teaching Media

According to Levie and Lentz, there are four functions of teaching media,

particularly the visual media:

1.

Attention: it means that visual media are the central. They are interesting and
bring the students to concentrate on teaching material.

2.

Affective: it means that visual media make students enjoy in the teaching and
learning process. They can grow the students emotion.

3.

Cognitive: it means that visual media bring the students to understand and
remember the information quickly.

4.

Compensatory: it means that teaching media are useful to accommodate the

students who are less and slow to receive and understand the material verbally.41
According to Kemp & Dayton as quoted in Arsyad, teaching media have three

main functions if they are used by individual, group, and big group; they are:
1)

Motivation.

40
41

Ibid.106
Quoted by Arsyad. Media .16-17

The teaching media motivate and stimulate the students to do and be

responsible. The purpose is to influence the attitude, value, and emotion of the
students.
2)

Information.
The teaching media are used to show the information to the students. By using

teaching media, the teacher hopes the students to be more interested about the
information that are given.

3)

Instruction.
The teaching media are used to prepare the effective instruction. Beside

enjoyable, the teaching media must give a pleasant experience and what the students
need.42
Teaching media help the teacher easier to teach. He/she can choose what the
media which are suitable with the subject. He/she can choose simple or modern
media to help him/her. For the teachers with limited facilities, may they can make
their own media as well as they can. Their creativity is needed in the teaching and
42

Ibid.19

learning process. By having creativity, they can make their own media although the
media are simple and cheap.
D.

YOUNG LEARNERS

1.

The Definition of Young Learners

The young learners are the students of the elementary school from the age of 6-

12 years old. They can be subdivided into two groups; they are Younger Group (6-8
years old) and Older Group (9-12 years old). According to their level, they are called
as students of Lower Classes (first, second, and third year students), and Upper Class
(fourth, fifth, and sixth year students). Meanwhile, Scott and Yterberg subdivide them
into two groups; they are Level One (5-7 years old), and Level Two (8-10 years old).43
2.

The Characteristics of Young Learners

There are the characteristics of young learners according to Kasihani:

a. Generally, children in the age of 5-7 years old are egocentric.

b. The young learners in the Level One (5-7 years old) are difficult to distinguish the
concrete from the abstract things.
c. They are more imaginative, active, and easier to feel bored.
d. Their life is full of color and happiness.

43

Ibid.15

e. They like story and game, and they like speak about what they want.
f. Last but not least, the important thing to remember that the students of elementary
school are the active thinkers.44
According to Nunan, learners types and their preferences are set out below:
a. Type 1: concrete learners.
These learners tend to like games, pictures, films, video, using cassettes, talking
in pairs and practicing English outside class.
b. Type 2: analytical learners.
These learners liked studying grammar, studying English book and reading
newspapers, studying alone, finding their own mistakes and working on problems set
by the teacher.
c. Type 3: communicative learners.
These students like to learn by watching, listening to native speakers, talking to
friend in English and watching television in English, using English out of class in
shops, trains, etc., learning new words by hearing them, and learning by
conversations.
d.

Type 4: authority-oriented learners.

These learners preferred the teacher to explain everything, liked to have their
own textbook, to write everything in a notebook, to study grammar, learn by reading,
and learn new words by seeing them.45
Based on the students characteristics above, most students feel enjoy when the
teacher uses teaching media when he/she teach. The use of teaching media will help
them to be more imaginative, active, and not bored. It is good to make them easier to
improve their vocabulary.
44

Ibid.., 15
David Nunan, Language Teaching Methodology: A Textbook for Teachers, (UK: Prentice
Hall International, 1991), 170
45

E.

Teaching Vocabulary by Using Word Wall

The use of media in teaching and learning process is very important. The

teacher can choose one kind of teaching media. He/ she also can choose modern or
simple media to help them in the teaching and learning activity, especially in teaching
vocabulary. The teacher needs media that can help them easier to teach and make the
students more enjoyable.
Teaching vocabulary is easier and interesting if the teacher uses media that are
suitable. One of media that can help the teacher is word wall. Word wall is one of
visual media that are easy and interesting. For the teacher with limited facilities,
costs, and times to make media, it is very suitable and benefits to help him/her.
Here the steps to teach English by using word wall as follow:
1.

Make words very accessible by putting them where every student can see them,
writing them in big, black letters, and using a variety of background colors so
that the most often-confused words (there, their; what, when) are different colors.

2.

Choose only the words that REALLY want the students to learn.

3.

Use the word wall daily to practice words incorporating a variety of activities
such as: chunking, spelling, word recognition, displaying categories, alphabetical
order, or word guessing games.

4.

Provide enough practice so that words are read and spelled automatically and
make sure that word walls are always spelled correctly.46
There are many things that the teacher can use a word wall for:

1. Chunking: Using words to help children spell words that rhyme with other words.
For example, using common word families (i.e. "-ike in like).
2. Spelling: Displaying the spelling words of the week on the wall. Keep the
spelling words throughout the year on the wall to help the students memorize the
words.
3. Word Recognition: The students see the words on the wall and are able to identify
them when the teacher asks to point out a particular word.
4. Displaying categories: The teacher can separate words into categories and display
them on his/her wall. For example, display the names of the students, names of
animals, or maybe the months of the year.
5.

Alphabetical order: Teach the children a sense of alphabetical order by having

the alphabet on a wall (letters enlarged) and have words that begin with those
letters underneath the letter they correspond with.47

46

http://olc.spsd.sk.ca/DE/PD/INSTR/strats/wordwall/index.html
http://web.archive.org/web/20040617055721/http://www.coe.ilstu.edu/portfolios/students/wj
mirow/word%2Bwalls%2Bweb%2Bpage.htm
47

F.

Vocabulary Testing
The word test as used by Chauser referred to a process of verifying the purity of

precious metals by the application of heat.48 Tests should permit the learner to
demonstrate progress not only in control of language code and in knowledge of
meaning, but also in awareness of patterns of culture.49
Vocabulary testing is useful to measure students mastery on vocabulary. By
using testing, the teacher will know how far the students understand and develop their
vocabulary. It is done to know their achievement after teaching and learning process
is done.
According to Nation, the following set of examples covers many that are
typically used in vocabulary test:
1. A 1,000 word level true/false test
Write T if a sentence is true. Write N if it is not true. Write X if you dont
understand the sentence.
2.

A vocabulary depth test

Choose four words that go with the test word. Choose at least one from each of
the two boxes.

3. A Definition completion
Choose one word from the list to complete the sentence. Dont use the same
word.
4. A sensitive multiple-choice test
48
49

Nelson Brooks, Language and Language Learning Second Edition, (t.t.p., t.p., t.t.) 201
Ibid.199

Circle the choice that best given the meaning of the underlined word.
5. A translation test
Translate the underlined words into your first language.50

CHAPTER III
RESEARCH METHODOLOGY
In this chapter the writer describes the research methodology; it consists of
research design, place and time of the research, the population and sample, variable,
data and data sources, data collecting method and instrument, and technique of data
analysis.
A.

Research Design
The research design in this study is experimental research. According to Best,

experimental research provides a systematic and logical method for answering the
question. The researcher manipulates certain stimuli, treatments, or environmental
conditions and observes how the condition or behavior of the subject is affected or
changed.51

50

Nation, Learning Vocabulary in Another Language, (UK: Cambridge University Press,

2001), 344
51
John W Best, Research in Education, (New Jersey, Prentice Hall: 1981), 57

An experiment involves the comparison of the effects of a particular treatment

with that of a different treatment or of no treatment. In a simple conventional
experiment reference is usually made to an experimental group and to a control
group.52
This research is intended to investigate the influence of word wall as media in
teaching vocabulary for the fifth year students of SDN. 04 Sumberbendo,
Pucanglaban. The research design used by the researcher is pre-experimental design
in the form of one-group, pretest-posttest design.
B. Place and Time of The Research
In this research, the researcher chooses SDN 04 Sumberbendo, Pucanglaban.
The researcher chooses this school because this school is far from city and the
teaching facilities/media especially to teach English are so limited. Meanwhile, the
students are interested and enthusiastic to study English. The researcher wants to
introduce cheap but interesting media; that is word wall as a reference for the teacher.
Time of the research is on May 2010.
C. The Population and Sample
1. Population

52

Ibid..59

According to Sugiyono, population is the object/subject that has some qualities

and characteristics that are chosen to be learned and to be studied by the researcher.53
In this research, the researcher chooses the fifth year students of SDN 4
Sumberbendo, Pucanglaban because they have many vocabularies and they are more
familiar with some words than other classes under this class. The populations of this
class are 10 students.

2.

Sample
Sample is a part of total and characteristics of the population. 54 In this research,

the researcher doesnt take sample theory but only takes population of the research as
source of research data because the subjects are small, they are only 10 students.
D. Variable, Data, and Data Sources
1. Variable
According to Best, variables are conditions or characteristics that the
experimenter manipulates, controls, or observes.55 There are two variables in this
research.
a. Independent Variable (X).
53

Sugiyono, Metode Penelitian Kuantitatif , Kualitatif dan R&D, (Bandung: Alfabeta, 2008),

54

Ahmad Tanzeh, Metode Penelitian Praktis, (Jakarta: PT. Bina Ilmu, 2004), 56
John W Best, Research in Education..59

80
55

The independent variables are the conditions or characteristics that the

experimenter manipulates in his or her attempt to ascertain their relationship to
observed phenomena.56 In this research, the independent variable is the use of word
wall.
b. Dependent Variable (Y).
The dependent variables are the conditions or characteristics that appear,
disappear, or change as the experimenter introduces, removes, or changes
independent variables. The dependent variables are the measured changes in pupil
performance attributable to the influence of the independent variables. 57 In this
research, the dependent variable is students vocabulary mastery.
2.

Data, and Data Sources

Data is a note of facts or information that will be processed in the researchs

activity. There are two kinds of data:

Primary data is the data that are collected by the researcher directly. 58 As the
primary data in this research were the students score of pretest and posttest.
Secondary data is the data that are collected by the researcher indirectly, such as
documentation.59 The secondary data in this research got from person, place, and
56

Ibid.59
Ibid.60
58
Sumardi Suryabrata, Metodologi Penelitian (Jakarta: PT. Raja Grafindo Persada, 2005), 39
59
Ibid.39
57

paper. The secondary data in this research were the documents about the conditions
and situations of the school.
E. Data Collecting Method and Instrument
Data collecting method is the method that is used by the researcher to collect
data.60 To collect the data, the researcher uses instrument. Instrument is the tool that is
used to get the data.61 The use of valid instrument is very essential to determine the
validity of data. In this study, the methods used are test, observation, documentation,
and interview.
1.

Test
According to Ary and friends as quoted in Sukardi, a test is a set of stimuli

presented to individual in order to elicit responses on the basis of which a numerical

score can be assigned.62 In this research, test is used as a main method. The test is
given to all students in fifth year students at SDN. 04 Sumberbendo, Pucanglaban.
The questions of the test are 20. The test items of pretest are different with posttest
but similar in their level. The forms of test are made in the following form:
a.

Multiple choice tests that consist of 10 items. The students must

choose the correct answer. The score for each item is 1, so all scores are 10.
60

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT. Rineka
Cipta, 2006), 160
61
Ibid. 160
62
Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: PT. Bumi Aksara, 2008), 138.

b.

Find the meaning tests that consist of 10 items. The students must
translate to Indonesia. The scores for each item are 2, so all scores are 20. The
formulation as follow:

Score =
(right score of multiple choice x 1) (right score of find the meaning x 2)
x 100
30

Score =

30
x 100= 100
30

The test will be done twice, pretest and posttest.

a.

Pretest
Pretest is a test that is given to all fifth year students at SDN. 04 Sumberbendo,

Pucanglaban to measure their ability before treatment process (teaching by using

word wall). This test is given to know the basic competence for all students and to
know their earlier knowledge before they get treatment.
b.

Posttest
Posttest is a test that is given to all fifth year students at SDN. 04 Sumberbendo,

Pucanglaban after they get treatment (teaching by using word wall). It is done to
know the final score and to know the students difference competence before and
after they get treatment.
2.

Observation

Observation is monitoring with systematic phenomenon which is investigated.

In this study, the researcher observes the teaching learning process and draws
conclusion of whatever happens in teaching vocabulary by using word wall. The
researcher uses observation guide as instrument. See at appendix.
3.

Documentation
Documentation is something written that is observed. In this study, the

researcher observes the names of fifth year students of SDN 4 Sumberbendo,

Pucanglaban and written information about the schools condition as documents. The
instrument is documentation guide. See at appendix.
4.

Interview
Interview is dialog that is done by the interviewer to get information from the

interviews. In this study, the researcher interviews the teachers about teaching and
learning English. The researcher uses interview guide and guided interview form. See
the interview guide at appendix.
F. Technique of Data Analysis
1.

The qualitative data

Qualitative data is data that doesnt use statistical technique. The researcher

analyzed the data inductively. The data were taken from conducting observation,

interview, and documentation. Then the data were drawn descriptively and will be in
words.

2.

The quantitative data

In managing and analyzing quantitative data collected from the research, the

researcher will use quantitative data analysis, so the researcher analyzes the data by
using statistical technique. The research design that is used by the researcher is preexperimental design in the form of one-group, pretest-posttest design.
The one-group, pretest-posttest design can be diagramed as shown below.63
O1 xO2

To know the percentage of students score, the researcher uses formula:

p=

f
x 100
N

Notes:

p = percentage
f = frequency
N = total of students64

63

Bruce W. Tuckman, Conducting Educational Research Second Edition, (USA: Harcourt

Brace Javanovich, Inc, 1978), 129
64
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2004),
43

To know the significant difference, the data are analyzed by using the following
formulation of t- test.
Md

x 2 d
N ( N 1)

Notes:

Md

= Means of differential pretest and posttest

xd

= Deviation in every subject (d-Md)

x
N

65

= Total of quadrate deviation

= Subject of sample.65

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT. Rineka Cipta,
1997), 79

CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter the writer describes data presentation, data analysis, and
discussion.
A.

Data Presentation
The data that were gotten from conducting observation, documentation and

interview (the brief description about SDN. 04 Sumberbendo, Pucanglaban, teaching

and learning English, teaching English by using word wall) are not the main data.
They are only as data completion. They are used as proof that the researcher really
did the research. Exactly, the main data that are needed are the result of pretest and
posttest.
1.
The Brief Description about SDN. 04 Sumberbendo, Pucanglaban
The schools location is so far from Tulungagung city. It is a part of
Pucanglaban district, exactly in Sumberbendo village. The location is + 30 km from
Tulungagung and + 7 km from Pucanglaban district. The building areas are 453 m
and the statues is SDN. 04 Sumberbendo own property.66

66

Document of SDN. 04 Sumberbendo, Pucanglaban, Tulungagung

42

At 1970 the school was established, but still used in someones house. Although
the school didnt have its own building, but educational process was done. Based on
President Dictate No. 10/1973, the school had its own buildings up to know. The
school has 12 teachers and 53 students for first year students until sixth year students.
There are two teachers who teach English.67 The first teacher teaches second, fourth
until sixth year students. She was graduated from STKIP PGRI Tulungagung at 1997.
The second teacher teaches first and third year students. She studies at STAIN
Tulungagung and in process to finish her thesis.68
2.

Teaching and Learning English

To know about teaching and learning English, the researcher asked about

purpose, method, media, material, and evaluation that support teaching and learning
process to the English teacher.
a. Purpose
The teacher said that the purpose of teaching and learning English is to bring
students get new knowledge and ready to face globalization. By knowing many words
in English, hopefully students will easy to get new information.
b. Method
The teacher said that she uses many teaching methods. She use question and
answer, listen and repeat, modeling and demonstration, and so on. She uses many
methods to make students more enthusiastic.
c. Media
67
68

Document of SDN. 04 Sumberbendo.

Interview with Mrs. Siti Fatimah. 11 June 2009

The teaching media that are used by the teacher are book (Basic English Book
and Bersinar), papers to write a letter, and real objects.
d. Material
In this school, English is a local content, but the English teacher said that she
teach without using curriculum. The reason is that no English curriculum that is given
by the government to elementary school at Pucanglaban district.
Like curriculum, there is no syllabus that is used as a rule of teaching English.
The teacher teaches by using her creativity and only using the material from Basic
English Book and Bersinar.
As the explanation above that there are no curriculum and syllabus that are used
by the teacher, so the teacher only uses material from Basic English Book and
Bersinar. The materials are about: happy birthday, lets write a letter, shopping,
restaurant, etc.
e. Evaluation
The teacher said that the evaluations that are done are based from Basic English
Book and Bersinar. The students only do the tasks in the books. The students must
answer the question, listen and repeat, read aloud, etc.69
3.
1.

Teaching English by Using Word Wall

Pre- Treatment
Before treatment process is done, the researcher observed the condition of the

students vocabulary mastery by using pretest. The result of pretest showed that their
vocabularies were so poor. They are difficult and confused to mean some words.
2.
Treatment
After getting the result of pretest, the researcher gave treatment to all students.
The treatment was teaching vocabulary by using word wall. Word wall is a media to
69

Interview with Mrs. Siti Fatimah. 11 June 2009

help the students improve their vocabulary mastery. The words are written on some
color papers. Then, the researcher put some words on the wall.
The researcher used Chunking, and Word Recognition to teach the students
by using word wall. When teaching and learning process by using word wall is done,
the students were very happy and got new spirit to learn English. The students were
enthusiastic to put the words on the wall. Although the media were simple and cheap,
the students were enjoy and interested.
3.

Post Treatment
After doing treatment, the researcher gave posttest to all students. Posttest is

used to know the students vocabulary mastery after taught by using word wall. The
researcher wanted to know how far the students understand and remember about
some words given when treatment process is done. Apparently, the result of the test
showed that the students vocabulary mastery improved significantly.
4. The Result of Pretest and Posttest
As mentioned previously, the researcher wants to know whether there is
different result between the students before and after taught by using word wall. The
result of test is presented as follows:
1. The Students Achievement before Using Word Wall (pretest)
Table I
The Students Achievement before Using Word Wall (Pretest)
No

Names

Score

1
2
3
4
5
6
7
8
9
10

Ayu Nathalia
Charles Eka Aditia
Dewi Luvitasari
Erdin Sulistyo
Evita Triani
Jery Yudha Vitana
Imam Kanapi
Peny Sulistieny
Vega Adi Sahputra
Willy yam Adi Nugroho

47
57
60
37
40
60
30
40
47
67

The numbers of the test given were 20 questions for 10 students. The pretest
was done before treatment process (teaching vocabulary by using word wall). This
test is given to know the basic competence for all students and to know their earlier
knowledge before they get treatment.

2. The Students Achievement after Using Word Wall (Posttest)

Table II
The Students Achievement after Using Word Wall (Posttest)
No
1.
2.
3.
4.
5.
6.
7.
8
9.
10.

Names
Ayu Nathalia
Charles Eka Aditia
Dewi Luvitasari
Erdin Sulistyo
Evita Triani
Jery Yudha Vitana
Imam Kanapi
Peny Sulistieny
Vega Adi Sahputra
Willy yam Adi Nugroho

Score
67
100
77
47
83
83
37
70
77
80

The numbers of the test given were 20 questions for 10 students. The posttest
was done after treatment process (teaching vocabulary by using word wall). It is done

to know the final score and to know the students difference competence before and
after they get treatment.
B.

Data Analysis
After knowing the result of the test, the researcher analyzes the percentages and

the significant difference of the students achievement before and after taught by
using word wall. To know whether the students got good result or not, the researcher
gave criteria as follow:

Table III
Scores Criteria70
No

Score

Criteria

1.
2.
3.
4.
5.

86 - 100
71 - 85
60 - 70
49 - 59
20 - 48

Excellent
Very good
Good
Sufficient
Insufficient

To know the percentages of the students score, the formula that used:
p=

4.

f
x 100
N

The Students Mastery on Vocabulary before Taught by Using Word Wall.

Table IV
The Students Mastery on Vocabulary before Taught by Using Word Wall
No
1.
2.
70

Score
(x)
86 - 100
71 - 85

Bloom, (1981), 105 - 106

Frequency
(f)
_
_

Percentage
(p)
0%
0%

3.
4.
5.

60 - 70
49 - 59
20 - 48
Total

3
1
6
n 10

30%
10%
60%
n 100%

Based on the data in table IV, it is known that there are 6 students get
insufficient score, 1 student gets sufficient score, 3 students get good score, and
nobody gets very good and excellent score. It means that there are 60% students get
insufficient score, 10% students get sufficient score, 30% students get good score and
0% students who get very good and excellent score in mastering vocabulary before

taught by using word wall.

5. The Students Mastery on Vocabulary after Taught by Using Word Wall
Table V
The Students Mastery on Vocabulary after Taught by Using Word Wall
No
1.
2.
3.
4.
5.

Score
(x)
86 - 100
71 - 85
60 - 70
49 - 59
20 - 48
Total

Frequency
(f)
1
5
2
_
2
n 10

Percentage
(p)
10%
50%
20%
0%
20%
n 100%

Based on the data in table V, it is known that there are 2 students get insufficient
score, nobody gets sufficient score, 2 students get good score, 5 students get very
good score, and 1 student gets excellent score. It means that there are 20% students
get insufficient score, 0% students get sufficient score, 20% students get good score,
50% students get very good score, and 10% students who get excellent score in
mastering vocabulary after taught by using word wall.

6. The Significant Difference between Students Mastery on Vocabulary before and

after Taught by Using Word Wall.

Table VI
The difference between pretest and posttest
No.

Pretest
(x)

Posttest
(y)

Gain (d)
(posttestpretest)

1.

47

67

+20

400

2.

57

100

+43

1849

3.

60

77

+17

289

4.

37

47

+10

100

5.

40

83

+43

1849

6.

60

83

+23

529

7.

30

37

+7

49

8.

40

70

+30

900

9.

47

77

+30

900

10.

67

80

+27

729

N=10

485

721

d 250

The significance test to find t count is:

t

Md

x 2 d
N ( N 1)
d
Md
N

d 2 7594

x 2 d d 2

(d ) 2
N

Md

(d ) 2
N
N ( N 1)

d 2

Md

d 250

25
N
10

25
(250) 2
10
10(10 1)

7594

25
62500
7594
10
90
25
1344
90
25
3,864

tcount 6,469

To know the significant difference between the students score before and after taught
by using word wall, the result of must be consulted to .
df N 1

From the T distribution it is found that for

So, t count ttable 6,469 2,262

C.

Discussion

To decide the result of pretest and posttest have significant difference or not
must be returned to the hypothesis.
Two kinds of hypothesis are:
1. Alternative Hypothesis (Ha) states that teaching vocabulary by using word wall as
media of teaching is effective to improve students mastery on vocabulary.
The used of word wall will significant if tcount ttable . Data analysis above shows
that tcount ttable (6,469 > 2,262), so Ha is accepted.
2. Null Hypothesis (Ho) states that teaching vocabulary by using word wall as media
of teaching is not effective to improve students mastery on vocabulary.
The used of word wall will not significant if t count t table . Data analysis shows
that tcount ttable , so Ho is rejected.
Based on the results that are gotten, Ho is rejected or Ha is accepted. It means
that there were any significant differences between score of pretest and posttest. It
can be concluded that the students mastery on vocabulary after taught by using word
wall better that before taught by using word wall. The students vocabulary mastery
improve significantly, so teaching vocabulary by using word wall as media of
teaching is effective to improve students mastery on vocabulary.

CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result of the study on the previous chapter, in this chapter the
writer describes the conclusion and suggestion for the readers.
A. Conclusion
Based on the explanation of the previous chapter, the writer concludes that:
1.

The students mastery on vocabulary before taught by using word wall.

After pretest was done, the data showed that there are 6 students get insufficient

score, 1 student gets sufficient score, 3 students get good score, and nobody gets very
good and excellent score. It means that there are 60% students get insufficient score,
10% students get sufficient score, 30% students get good score and 0% students who
get very good and excellent score in mastering vocabulary before taught by using
word wall.
2.

The students mastery on vocabulary after taught by using word wall.

After posttest was done, the data showed that there are 2 students get

insufficient score, nobody gets sufficient score, 2 students get good score, 5 students
get very good score, and 1 student gets excellent score. It means that there are 20%

students get insufficient score, 0% students get sufficient score, 20% students get
good score, 50% students get very good score, and 10% students who get excellent
score in mastering vocabulary after taught by using word wall. The students mastery
on vocabulary is improved.
3.

The significant difference between students mastery on vocabulary before and

after taught by using word wall.

The result of the research showed that the students scores are improved
significantly. The result showed that tcount ttable (6,469 > 2,262). It means that there
were any significant differences between score of pretest and posttest. It can be
concluded that the students get good achievement in mastering vocabulary after
taught by using word wall. The students vocabulary mastery improved and
significantly is better than that before taught by using word wall, so teaching
vocabulary by using word wall is effective to improve students mastery on
vocabulary.
B. Suggestion
Based on the researchs result, the writer suggest to:
1. The English teacher
The English teacher should give interesting media to the students, so his/her students
will enjoy and be more interest to learn English. By using interesting media, they will
be easy to improve their vocabulary and also easy to express their idea. The English
teacher should select media that are not only interesting but also appropriate with the

subject and students needs. He/ she can use word wall as an alternative media to
teach vocabulary..
2.
The students of elementary level
The students should improve their English achievement, especially in mastering
vocabulary. It is very important because they will get difficulties when they find new
words.
3.
The head master
The head master should give enough facilities, so teaching and learning English will
walk smoothly. Facilities help the teacher easier to teach and help the students easier
to understand.