Submitted As A Partial Fulfillment of The Requirements For S1-Degree

THE INFLUENCE OF USING WORD WALL MEDIA
TOWARDS STUDENTS’ VOCABULARY MASTERY

AT THE FIRST SEMESTER OF THE EIGHTH GRADE
AT SMP NEGERI 1 KATIBUNG LAMPUNG SELATAN
IN THE ACADEMIC YEAR
OF 2018/2019
A THESIS
Submitted as a Partial Fulfillment of the Requirements for S1-Degree
By:
ADRIYANI FUSHSHILAT
1411040205
Study Program: English Education
Advisor : Drs. Yosep Aspat Alamsyah, M.Ag.

Co-Advisor : Septa Aryanika, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC UNIVERSITY OF RADEN INTAN
LAMPUNG
2018
ABSTRACT
THE INFLUENCE OF USING WORD WALL MEDIA

TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE FIRST
SEMESTER OF THE EIGHTH GRADE AT SMP NEGERI 1 KATIBUNG
LAMPUNG SELATAN
IN THE ACADEMIC YEAR
OF 2018/2019
By:
Adriyani Fushshilat
Vocabulary mastery is as the students‟ ability to use or to understand all words of the
language. Vocabulary of a foreign language is not only memorizing the words, it
should be thought in meaningful content and practice to communicate. It must be
impossible to learn English without vocabulary. If the students have lack of
vocabulary, they can not express their ideas, and is impossible to communicate
effectively among people. The objective of the research is to know whether there is
significant influence of using word wall media on the students‟ vocabulary mastery at
the first semester of the eighth grade of SMP Negeri 1 Katibung Lampung Selatan in
the academic year 2018/2019.
The research methodology of this research was quasy experimental design, in this
researcher, the population of the research was the eighth grade of SMP Negeri 1
Katibung Lampung Selatan. The sample of this research was two classes consist of 30
students as experimental class and 30 students as control class. In the experimental
class the researcher used word wall media and textbook in control class. The
treatments were held in three meeting in which 2 x 40 minutes for each class. In
collecting the been tried out before giving the treatment, the instrument was given in
pre-test and post-test. Before giving treatment, the researcher gave pre-test and post-
test for both of classes. After giving pre-test and post-test, the researcher analyzed the
data using SPSS to compute independent sample t-test.
From the data analysis computed by using SPSS, it was obtained that Sig. = 0,361 and
α = 0.05. It means that Ha is accepted because Sig. < α = 0.05. Therefore there is a
significant influence of using word wall media on the students‟ vocabulary mastery at
the first semester of the eighth grade of SMP Negeri 1 Katibung Lampung Selatan.
Keywords: Word Wall Media, Vocabulary Mastery, Quasy Experimental Design

CURRICULUM VITAE
The writer‟s name is Adriyani Fushshilat whose nick name is Ani. She was born in
Jaya Pura, on 6 April 1997. She is the third child of four siblings from Mr. Suyatno
and Mrs. Surati. She has one brother whose name is Zanuar Shaleh, S.Kom, and two
sisters whose names are Nurhayati, S.Pd and Aini Mardiah.
The writer her official study at the elementary school and graduated in 2002. She
continued her studies to SD Negeri 2 Gedong Air and graduated in 2008. After
completing her studies in elementary school, the author proceeded to SMP Negeri 7
Bandar Lampung and graduated in 2011. All of the three schools that she rescued
were in Bandar Lampung. After that, she continued his studied in Lampung to SMAS
Perintis 1 Bandar Lampung and graduated in 2014. Then she continued his studies to
UIN Raden Intan Lampung.

DECLARATION
I hereby state that this thesis is completely my own work. I am fully awere that I have
quoted some statements and ideas from various sources and those are properly
acknowledge in this thesis.
Bandar Lampung, 2018
Declared by,
Adriyani Fushshilat
NPM: 1411040205
DEDICATION
This thesis is dedicated to:
1. My beloved Father, Suyatno and Mother, Surati, who have given the best
inspirations, pray, love and everything for me.
2. My beloved brother Zanuar Shaleh and my beloved sisters Nurhayati and Aini
Mardiah, who always support and remind me to do the best.
3. My beloved lecturers and almamater, UIN Raden Intan Lampung.
4. My beloved friends, all students of UIN Raden Intan Lampung.
5. My beloved pre-elementary, elementary, junior and senior high school
teachers.
ACKNOWLEDGEMENT
First of all, all praise is addressed to God, the Merciful, the Most Gracious, for this
blessings and grace given to me during my studies and in completing this final
assignment. Then, may his greetings and honor of the great prophet Muhammad
SAW.
This thesis is presented at UIN Raden Intan Lampung English Education course. The
main purpose of writing this thesis is to meet some of the taks of students in
fulfillment of some requirements to get a S1 degree.
Therefore, the researchers would like to thank the following people for their idea,
time and guidance for this thesis.
1. Prof. Dr. H. Moh. Mukri, M.Ag. Rector of UIN Raden Intan Lampung.
2. Prof. Dr. H. Chairul Anwar, M.Pd, dean of Tarbiyah Faculty and Teacher
Training UIN Raden Intan Lampung.
3. Meisuri, M.Pd, chairperson of UIN Raden Intan Lampung English Education
Study Program.
4. Drs. Yosep Aspat Alamsyah, M.Ag. the first advisor for this guidance and
help complete this thesis.
5. Septa Aryanika, M.Pd, second Co-advisor who has given guidance and
supervision especially in correcting this thesis.

6. All nice lecturers of English Education Study Program for their guidance to
the writer during her study at UIN Raden Intan Lampung.
7. All students of English Education Study Program from UIN Raden Intan
Lampung, especially class D that has given their best participation as a
research sample in this research data retrieval process.
8. Dear friends of Tambah Rejo Squad : Bagus Kunta Adjie, Ganda Rusman
Maulana, Ibnu Rusdi, Tri Widodo, Laila Mudrika, Zarah, Meta Marciria, Suty
Lestari, Khusnul Khotimah, Ismawati, and Zalfia Khafianti, who always give
support.
Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis.
Any correction, comments and criticism for the improvement of this thesis are always
open-heartedly welcome and the writer hopes that this thesis will be useful for the
readers.
Bandar Lampung, November 2018
The Writer
Adriyani Fushshilat
NPM: 1411040205
TABLE OF CONTENTS
Page
COVER ................................................................................................................... i
ABSTRACT ..............................................................................................................ii
APPROVAL..............................................................................................................iii
DECLARATION ......................................................................................................iv
MOTTO ....................................................................................................................v
DEDICATION ..........................................................................................................vi
CURRICULUM VITAE ..........................................................................................vii
ACKNOWLEDGEMENT .......................................................................................viii
TABLE OF CONTENT ...........................................................................................x
LIST OF TABLE......................................................................................................xiv
LIST OF FIGURE....................................................................................................xv
LIST OF APPENDICES..........................................................................................xvi
CHAPTER I : INTRODUCTION
A. Background of the Problem..................................................................................1

B. Identification of theProblem........................................................................................... 7
C. Limitation of theProblem................................................................................................ 7
D. Formulation of theProblem ............................................................................................ 8
E. Objective of the Research .............................................................................................. 8
F. Uses of the Research ............................................................................................8
G. Scope of the research............................................................................................9

CHAPTER II : FRAME OFTHEORY, FRAME OF THINKING,
HYPOTHESIS
A. Concept of Teaching English as a Foreign Language .........................................10

B. Concept of Vocabulary .......................................................................................11
C. Concept of Vocabulary Mastery ........................................................................14
D. Concept of Teaching Vocabulary ......................................................................15
E. Type of Vocabulary ............................................................................................17
F. Concept of Media ...............................................................................................22
G. Concept of Word Wall Media ............................................................................24
H. Procedure of Teaching Vocabulary through Word Wall Media ........................26
I. Advantages and Disadvantages of Word Wall Media ........................................27
1. Advantages of Using Word Wall Media .......................................................28
2. Disadvantages of Using Word Wall Media ...................................................28
J. Theories of Textbook ..........................................................................................29
1. Concept of Textbook .....................................................................................29
2. Procedure of Teaching Vocabulary Using Textbook .....................................30
3. The Advantages and Disadvantages of Using Textbook ...............................32
a. The Advantages of Using Textbook ........................................................32
b. The Disadvantages of Using Textbook ...................................................32
K. Frame of Thinking...............................................................................................33
L. Hypothesis ...........................................................................................................34
CHAPTER III : RESEARCH METHODOLOGY

A. Research Design ..................................................................................................35
B. Variable of Research ...........................................................................................37
C. Operational Definition of Variable .....................................................................38
D. Population, Sample and Sampling Technique.....................................................39
E. Data Colecting Technique .................................................................................41
F. Instrument of the Research ................................................................................41
G. Scoring System ...................................................................................................44
H. Research Procedure ............................................................................................45
I. Validity and Reliability of the Test ......................................................................48
1. Validity of the Test ....................................................................................48
2. Reability of the Test ..................................................................................51
3. Data Analysis ..............................................................................................53
a. Fulfilment of the Assumpions ................................................................53
b. Normality Test .......................................................................................53
c. Homogenety Test .......................................................................................54
J. Hypothesis of Test ................................................................................................54
CHAPTER IV : RESULT AND DISCUSSION

A. Data Collection ....................................................................................................56
1. Data of Pre Test ..............................................................................................56
a. Control Class..............................................................................................56
b. Experimental Class ....................................................................................56
2. Data of Post Test.............................................................................................57
a. Control Class..............................................................................................57
b. Experimental Class ....................................................................................57
3. Combined Data of Pre test and Post Test .......................................................57
B. Data Analysis ......................................................................................................58

1. The Result of Pre Test ....................................................................................58
2. The Result of Post Test ...................................................................................60
3. The Result of Normality Test .........................................................................61
4. The Result of Homogeneity Test ....................................................................62
5. The Result of Hypotical Test ..........................................................................63
C. Discussion ...........................................................................................................66
CHAPTER V : CONCLUSION AND SUGGESTIONS
A. Conclusion ...........................................................................................................68
B. Suggestions ..........................................................................................................69
1. Suggestion for The Teacher ............................................................................69
2. Suggestion for The Students ...........................................................................70
3. Suggestion for The School .............................................................................70
4. Suggestion for The Other Researchers ...........................................................71
REFERENCES .....................................................................................................72
APPENDICES
LIST OF TABLES
Page
Table 1 The Students‟ Score for Vocabulary Mastery tt Eighth Grade of SMP Negeri 1
Katibung Lampung Selatan in 2017/2018 Academic Year ................................... 4
Table 2 Population of the Research .............................................................................. 39
Table 3 The Specification of Pre Test After Validity Test ............................................ 42
Table 4 The Specification of Post Test After Validity Test .......................................... 43
Table 5 The Normality Test of Experimental and Control Class .................................. 62
Table 6 The Homogeneity Test of Experimental and Control Class ............................. 63
Table 7 The Result of Hypothesis Test ......................................................................... 65

LIST OF FIGURES
Page
Figure 1 Graphs of Pre Test Result in Control Class ........................................... 58
Figure 2 Graphs of Pre Test Result in Experimental Class .................................. 59
Figure 3 Graphs of Post Test Result in Control Class ......................................... 60
Figure 4 Graphs of Post Test Result in Experimental Class ............................... 60

LIST OF APPENDICES
Appendix 1 Interview for English Teacher and Stutents ....................................... 76
Appendix 2 Students‟ Vocabulary Score at the Eighth Grade ............................... 89
Appendix 3 Syllabus .............................................................................................. 90
Appendix 4 Lesson Plan in Control Class.............................................................. 95
Appendix 5 Lesson Plan in Experimeental Class ................................................. 110
Appendix 6 Pre Test Instrument Before Validity.................................................. 128
Appendix 7 Key Answer of Pre Test Instrument Before Validity ........................ 135
Appendix 8 Post Test Instrument Before Validity ................................................ 136
Appendix 9 Key Answer of PostTest Instrument Before Validity........................ 143
Appendix 10 Pre Test Instrument After Validity .................................................. 144
Appendix 11 Key Answer of Pre Test Instrument After Validity......................... 148
Appendix 12 Post Test Instrument After Validity ................................................ 149
Appendix 13 Key Answer of PostTest Instrument After Validity ........................ 153
Appendix 14 Validity of Pre Test ......................................................................... 154
Appendix 15 Validity of Post Test ........................................................................ 155
Appendix 16 Reliability of Pre Test ...................................................................... 156
Appendix 17 Reliability of Post Test .................................................................... 158
Appendix 18 The Result of Score Vocabulary in Control Class........................... 160
Appendix 19 The Result of Score Vocabulary in Experimental Class ................. 162

CHAPTER I
INTRODUCTION
A. Background of the Problem
Language is a set rules used by human as tool of their communication. 1 It
is used to communicate ideas, feelings, believe, loves, knowledge, culture, etc
among the member of speech community to each other. English is used to
communicate with other people. Communication has a very important position in
almost every aspect of life such as kinds of business, commerce, technology
science, tourism, and the diplomatic circle.2 It means that language is important for
human because without language, people cannot interest and cannot live perfectly
as human being, therefore we must master a language. Learning language means
learning to use that language to communicate both in spoken form ( listening and
speaking) and writing form (reading and writing).
In language learning there are four skills, they are listening, speaking,
reading and writing. Brown says the ability to write has become an indispensable
skill our global literature community. 3 The function of the language is so
1
Sanggam Siahaan, The English Paragraph, (Yogyakarta:Graha Ilmu, 2008), p.1
2
Lies Sercu, Foreign Language Teachers And Intercultural Competence An International
Investigation, Cromwell Press Ltd, Canada, 2005, p.1
3
H. Douglas Brown, Language Assessment Principles and Clasroom Practices ( San
Fransisco: Longman, 2004), p.218
important for human life. It is the reason why it is a central of human‟s interest of
science to study.
Based on the explanation above, the researcher assumes that human being
who needs communication with each other realizes that language is very
important. It has an important role in communication either in spoken or written
form. Futhermore, Setiyadi said that language is a system for expressing meaning. 4
The statement above obviously show how the important of language.
In Indonesia, English is as the foreign language is taught in every school
from the elementary to the university level. The study of foreign language as the
main lesson for the students who learn their first foreign language. They study of
foreign language by mastering the four skills namely: listening, speaking, reading
and writing.
Vocabulary is a basic component to comunicate, what the students will say
in speaking or writing if they do not have enough vocabulary. Without vocabulary
nothing can be conveyed. 5 It is quite reasonable because learning vocabulary
means learning the meanings of word. In teaching learning process, teacher acts as
a facilitator who helps the students in developing language skills. In this case, the
4
Ag.Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta; Graha
Ilmu,2006) , p.10
5
Scott Thornbury, How to Teach Vocabulary, (England: Longman, 2002), p.13.
teacher should be able to choose and to create situation of class into relax
situation.
Here, the researcher focus in this research on teaching vocabulary. Because
in Junior High School level, teaching English is emphasize on vocabulary before
other components and skills of language, and it is hope that students are able to
mention kinds of word around them which are not easy to make them memorize on
their mind. In other words, the students have difficulty in following the teaching of
vocabulary can be bored.. Therefore, the teacher needs appopriate treatments on
teaching it to motivate students to learn vocabulary. To motivate them to learn
vocabulary, the teacher will be able to createed English as a first subject and lose
the stereotype about English as scary subject. Based on the statement above the
teacher will be able to createed and choose interesting media.
Based on the preliminary research that researcher did at SMP Negeri 1
Katibung South Lampung at March 1st 2018, the researcher found some problems
faced by the students at eighth grade of SMP Negeri 1 Katibung South Lampung.
By interviewing the English teacher Nurmalasari, S.Pd,. The researcher found that
students‟ vocabulary mastery is still low. Students difficulties memorize
vocabulary. The researcher also had inteviewed students. They said they felt
bored, confused, difficulty to remember vocabulary, and the students often hear
the sound of vocabulary without seeing the spelling accurately when they were
taught English in the classroom. It was caused by the English teacher who may not
reflect students‟ need. Show that, the result of preliminary the researcher knew that
the media used by the teacher in teaching vocabulary is Textbook. Textbook is a
basic media in teaching and learning process.
The reseacher conducted a preliminary research by asking the students‟
vocabulary mastery to the English teacher to know the students‟ vocabulary score.
The result as follow:
Table 1
The Students’ Score of Vocabulary Test of
SMP Negeri 1 Katibung in 2017/2018 Academic Year
No Class Score Total
<72 ≥72
1 VIII A 20 10 30
2 VIII B 17 15 32
3 VIII C 19 11 30
4 VIII D 18 14 32
5 VIII E 24 7 31
Total 98 57 155
Percentage 62,23% 36,77% 100 %
Source: Document of Students’ score for English Test at the eighth grade
students of SMP Negeri 1 Katibung in 2017/2018 Academic Year
Based on the table above, it can be seen that there are more students who
get low score or get score below the criteria of minimum mastery (KKM) of the
school, there are 118 students failed category (62,23%) and 64 students in passed
category (36,77). It can be infered that the achievement of the students in learning
vocabulary got low because the criteria of minumum mastery (KKM) in SMP
Negeri 1 Katibung is 72. The English teacher said that the students felt nervous
and did not have motivation in learning English especially vocabulary, one of the
causes was because they get difficulties in mastering vocabulary. 6
Based on the problem above, the researcher proposes an alternative media
to support teaching vocabulary. The researcher gave word wall as media to solve
the problem. A good teacher tried to find a good media in teaching learning
process in order that the students will be enjoyable, interested, and also challenged
by the material. Word wall is a good way to use in teaching learning.
According to Cronsberry, a word wall is a group of words that are
displayed on a wall, bulletin board, chalkboard, or whiteboard in a classroom. The
words are printed in a large font so that they are easily visible from all student
seating areas. These words are refered to continually through out a unit or term by
the teacher and students during a variety of activities. 7
In addition previous research conducted by Ridho Istianto, the title is
“Improving students‟ vocabulary mastery through word wall at the fourth grade of
SDIT Wahdatul Ummah Metro in the academic year of 2013”. The research
focuses on students‟ vocabulary mastery through Word Wall Media allows the
students to explore their creativity and knowledge of vocabulary by creating Word
6
Nurmalasari, S.Pd, the English teacher in SMP Negeri 1 Katibung
7
Cronsberry, Jennifer, Word Wall A Support For Literacy in secondary School Classroom,
(Canada: Curriculum Service Canada, 2004), p. 3
Wall. So, it can be concluded that Word Wall Media all may give positive effect in
improving students‟ vocabulary mastery. 8
Another previous research which is related to this study by Dian Rizky
Nurcahyani is the research with the title “The effectiveness of using word wall
media towards students vocabulary mastery of eighth grade in MTs Negeri
Bandung in the academic year of 2016” found that word wall media as the media
in teaching vocabulary can be increased, the researcher showed the word wall
media can be applied in vocabulary mastery. It is suggested that English teacher
to apply word wall media in teaching vocabulary. 9
Difference of previous research. The previous of Ridho using word wall
media to the students‟ vocabulary mastery, he used word wall media to students‟
vocabulary deal with part of house, especially noun and verb then used repeated
measures T-test. The previous of Dian word wall media to the vocabulary mastery,
he used word wall media to look students‟ vocabulary especially noun on the short
story then used pre experimental. Meanwhile the researcher used word wall media
to the students‟ vocabulary mastery especially noun, verb, and adjective then the
researcher used quasi experimental.
8
Ridho Istianto, Improving students’ vocabulary mastery thought word wall at the fourth
grade of SDIT WAHDATUL UMMAH METRO in the Academic Year, (Lampung: Teacher Training
and Education Faculty Lampung University, 2013) , p.i.
9
Dian Rizky Nurcahyani, The Effectiveness of Using Word Wall Media Towards Students
Vocabulary Mastery Of Eighth Grade In Mts Negeri Bandung in the Academic Year , (Tulungagung:
Tarbiyah faculty The state institute of islamic studies (IAIN) Tulungagung, 2016), p.i.
Based on the reasons mentioned above, the researcher expects this media
can improve the students‟ vocabulary mastery in descriptive text especially noun,
verb and adjective. So, the researcher conducted the research in title “The
Influence of Using Word Wall Media Towards Students‟ Vocabulary Mastery at
the First Semester of Eighth Grade of SMP Negeri 1 Katibung South Lampung in
the academic year of 2018/2019”.
B. Identification of the Problem
From the background of the problem above the researcher identifies the
problem as follow:
1. The students‟ vocabulary mastery is still low.
2. The students still find difficulty to improve their vocabulary, because they felt
nervous and do not have any motivations in learning vocabulary.
3. The students bored, confused, and difficult to remember vocabulary in
teaching learning process.
4. The technique was used by the teacher may not reflect students‟ need.
5. The students often hear the sound of vocabulary without seeing the spelling
accurately.
C. Limitation of the Problem
Referring to the background and the indentification of the problem in this
research on the influence of using word wall media towards students‟ vocabulary
mastery at the first semester the eighth grade of SMP Negeri 1 Katibung South
Lampung in the academic year of 2018/2019. The focus of vocabulary kinds on
this research was noun, verb, and adjective that was included in the syllabus at the
first semester of the eighth grade in SMP Negeri 1 Katibung Lampung Selatan.
D. Formulation of the Problem
In this research, the researcher formulated the problem as follows: Is there
a significant influence of using Word Wall Media towards students‟ vocabulary
mastery at the first semester the eighth grade of SMP Negeri 1 Katibung South
Lampung in the acamedic year of 2018/2019?
E. Objective of the Research
The objective of the research is to know a significant influence of using
word wall media towards students‟ vocabulary mastery at the first semester the
eighth grade of SMP Negeri 1 Katibung South Lampung in the academic year of
2018/2019.
F. Uses of the Research
The results of this research are expected to:
1. For the students

To give motivation to the students‟ in learning English especially in
vocabulary learning.
2. For the teacher
To give information to English teacher of SMP Negeri 1 Katibung South
Lampung about the influence of using word wall media towards students‟
vocabulary mastery.
G. Scope of the Research
The scope of the research as follows:
1. Subject of the Research
The subject of the research was the students of the first semester of the
eighth grade of SMP Negeri 1 Katibung South Lampung.
2. Object of the Research
The object of the research was the use of word wall towards students‟
vocabulary mastery.
3. Place of the research
The research was conducted at SMP Negeri 1 Katibung South Lampung.
4. Time of the Research
The research was conducted at the first semester of 2018/2019 academic
year.
CHAPTER II
FRAME OF THEORIES, FRAME OF THINKING, AND HYPOTHESIS
A. Concept of Teaching English as a Foreign Language
English as foreign language indicates the use of English in non English
speaking region so it is not used in daily communication. It is only used in certain
place by certain people in doing their activities. Learning of English by student in
country where English is not the native language is the definition of English as a
foreign language. Harmer states that, English as a foreign language is generally
taken to apply students who are studying general English at the schools and
institues in their own country or as transitory visitors in a target language
country.10 It implies that EFL (English as Foreign Language ) is a situation where
the student learn target language in their own country because they need to learn
target situaton.
English is used as communication. Since student use their mother language
in their daily coversation. English teacher have essential role to make student
understand and enjoy the material. It is necessary to make student comfort and
enjoy in learning english. Michelle Maxom states that as soon as student feel
confident that they can use English for whatever purposes they need, they often get
10
Jeremy Harmer, The Practice Of English Language Teaching, (Singapore: Logman Group
UK Limited, 3rd Edition, 2001), p.39
on their lives.11 So, when students‟ feel confident to use English as their daily
communication, they know more vocabulary, use many tense, and able to
communication using English language.
Based on the statements above the researcher assumes that in teaching
English as a foreign language is the teacher should prepare the material instruction
and the application of new techniques well. Because language teaching and
learning can be regarded as process, the first role is to facilitate the communication
process between participant and the various activities.
B. Concept of Vocabulary
Language is form by words. Is there no words there will be no language.
According to Thornbury, a language have words. He also says that the new
coming of words is never stop. It means that vocabulary is the vital part of
language. By having adequate vocabulary, one will be able to communicate to
other people and express his idea clearly and easily.12
A word is microcosm of human consciousness. 13 Then when the human
speak, they are removing the words from their mouth by using their language.
According to Hiebert and Kamil, “Vocabulary is the set of words for which is
known the meanings when it is speak or read orally and the set of words also that
11
Michele Maxom, Teaching English As A Foreign Language For Dummies, ( England:
Wiley, 2009), p.20
12
Scott Thornbury, How Teach Vocabulary, (Logman: Person Education Limited, 2009), p.1
13
Scoot Thornbury, Ibid. p.1
an individual can used when writing.14 In order to able to communication in
English, the students should master adequate personal English vocabulary that
covers their needs for communication in real life situations.
Vocabulary is basic knowledge of language, especially in English. 15
Vocabulary is used by the student to understand the sentences of English, in
making sentence, students must know words which they want to use. Vocabulary
is the important to be master, because with the vocabulary the student can express
their idea and communication with each other well. Vocabulary is important in
learning language bacause without it, learners cannot use language to
communication to other people, So, the quality of the students‟ language depends
to some extent on the quality of their knowledge of vocabulary.
Based on the statements above, it can be concluded that vocabulary is a list
that contain words with the meaning in language. It is clear for us that vocabulary
is important thing besides many factors in learning English. Without vocabulary
people could not communicate with others well, therefore vocabulary is an
important component of English that should be mastered.
14
Elfrieda H. Hiebert and Michael L. Kamil, Teaching And Learning Vocabulary Bringing
Researsch to Practice. (Lawrence Erlbaum Associates, London, 2012), p.3
15
Abdul Cahya, A Study on Teaching Vocabulary Implemented by Real Object, available at:
http://abdul-cahya.blogspot.com/2011/07/study-on-teaching-vocabulary.html.on Marh 8th, 2018 at
03.25 PM
According to Harmer there are some aspects of vocabulary that should be
taught or mastered by the students in learning foreign language, they are as
follows:16
1) Word Meaning
The least problematic issues of vocabulary, it would seem, is meaning.
According to Harmer word meaning include: Polysemy, antonym, synonyms,
hyponyms, and connotation.
2) Extending Word Use
Word do not just have different meanings, however. They can also be
stretched and twisted to fit different context and different use. We say that
someone is in a black mood or someone is yellow, yet we are not actually
describing a color. In such context black and yellow mean something else. It
is frequently stretch throw the set our metaphorical an idiom use. For
example: “You are an apple in my eyes” this idiom expression show that it
began to praise someone.
3) Word Combination
16
Jeremy Harmer, The Practice of English Language Teaching, (London: Cambridge 2003),
p. 18
Although words can appear as single item which are combined in a
sentence. (The mongoose bit the snake), they can also occur in two or more
items groups (The normally lightning-quick reactions of the reptile let it
down). They often combine with each other in ways which competent
speakers of the language recognize instantly, but which other
often find strange. The kinds of word that go together in one language are
often completely different from the kind of word which live together in
another.
4) Word Grammar
The last is about word grammar which is employed by distinguishing
the use of word based on the use of certain grammatical pattern such as noun,
verb, adjective, adverb, etc, we make a distinction between countable and
uncountable nouns. The former can be both singular and plural. We can say
one chair or two chairs, etc.17
From those statements, it can be concluded there are some aspects of
vocabulary: they are word meaning, extending word use, word combination
and word grammar. In this research the researcher focused on the word
meaning and word grammar because idioms and word combination do not
exist in the junior high school syllabus and difficult to learn.

17
Ibid, p. 18-20
C. Concept of Vocabulary Mastery
Mastering vocabularies means mastering the meaning and the ways to use
them in context. According to Cameron “vocabulary is central to learning of a
foreign language”.18 By mastering a great number of vocabularies, the students can
learn foreign languge easier. There are four types of word classess in the
vocabulary there are namely. 19
1. Noun is related with name of something like place, plant, people and others.
For example: john, student, home, table, rose, rabbit leadership, human body.
2. Verb is can used to show the measure and condition of thing
For example : work, write, go, and others.
3. Adjective is a word that describe noun has grammatical property of
comparison. For example : beautiful girl, good job, long hair, and other.
4. Adverb is related with the how the process, time and where the thing happen.
Example : now, tomorrow, certainly, maybe and others.
Moreover, according to Nation, to know a word especially in vocabulary, there
are some criteria commonly used in measuring it, and they are word form,
meaning and use.20Based on the statement above, the researcher assumes the
students‟ vocabulary mastery means as the students‟ ability to use and to
18
Lynne Cameron, Teaching Language to Young Learner, (Cambridge: Combridge
University Press, 2001), p. 72
19
Marcella Frank, Modern English a Practical Reference Guide, (New York University,
1972), p. 6
20
I.S.P Nation, Learning Vocabulary in another Language, New York: Cambridge University
Press, 2011, P.40
understand all words of the language, including Noun, Verb, Adjective, and
Adverb. The researcher also says that mastery vocabulary of a foreign language is
not only memorizing the words, its should be thought in meaningful content and
practice to communicate.
D. Concept of Teaching Vocabulary
Vocabulary is one of the language aspects which should be learn. Learning
vocabulary is important because we are able to speak, write, and listen we have to
know vocabulary first. A person said to „know‟ a word if they can recognize its
meaning of it and also understand and can use it in sentence context.
Harmer says, we saw some of the many ways we can explain meaning, and
when teaching vocabulary this is a major part of the teacher art. Students need to
see word in context to see how they are used. According, the best way, perhaps, of
introducing new words is for students to read texts or listen to audio tracks and se
or hear those words in action.21 Vocabulary is basic element of language to
understand the language; the learner should know the complexity of words, the
teacher should decide how to teach vocabulary on the class.
According to Scott Thornbury, “here are the five of factors that have
related on teaching set of words be considering by the teacher.
21
Jeremy harmer, The Practice of Language Teaching (4th Ed) (Essex: Longman, 2007),
p.229
1. The level of the learner
2. The learner likely familiarity with words
3. The difficulty of items
4. Their teaching ability
5. Whether items are being learned for production (in speaking and writing) or
for recognition only (in listening and reading). 22
From the statement above that students have different level and teacher
encourage their students to gain success in learning the language. The media and
method or technique might be one motivating them on teaching language. The
goal of learning vocabulary is to know the meaning of the words or to understand
the meaning of the words. We do not just memorize or write that the teacher
speaks.
E. Type of Vocabulary
Vocabulary has some types that need to be learnt. There are types of
vocabulary that are explained by expert. One of explanation is explained by
Thornburry. He explained that there are at least eight types of vocabulary. 23 There
are noun, verb, adverb, adjective, pronouns, preposition, conjunctions, and
determiner. The researcher just focuses on nouns, verbs, and adjectives in this
research because they are included in syllabus. Those can be describes are:
a. Noun
22
Scott Thornbury, How to Teach Vocabulary, (England: Longman, 2009), p. 75-76
23
Ibid, p.4
According to Frank, noun is one of the most important parts of speech.
Its arrangement with the verb helps to form the sentence care which is
essential to every complete sentence. In addition, it may function as the chief
or head word in many structures of modification.24
There are some main types of nouns, namely common nouns (words
for people, place, and things are called common noun), proper nouns (the
names of particular people, place, and things), countable noun and
uncountable noun, and plural noun.
1. Common Nouns
These are names of everyday things that we can see, hear, and touch.25
These kinds of common noun:
a) Common nouns are words for things
These common nouns are words for things: ruler, chair,
hammer, bicycle, truth, pen, table, saw, calculator, crayons, sofa, axe,
truck,
24
Marcella Frank, Op. Cit, p. 7
25
Dykes Barbara, Grammar for Everyone, (Victoria Acer Press, 20011), p. 22
television, pencil, loyalty, drill, ferry, fridge, book, lamp, ladder, train,
cooker, dictionary, carpet, lawnmower, bus, computer, courage,
telephone, spade, laziness printer, etc.
b) Common nouns are words for animals
These common nouns are words for animals: dog, puppy, cat,
kitten, cow, calf, horse, foal, sheep, lamb, goat, kid, frog, tadpole, etc.
c) Common nouns are words for places
These common nouns are words for places: bank, airport, hotel
gas station, library, park, museum, farm, mall, zoo, theater, factory,
hospital, nursery, etc.
d) Common nouns are words for people who do certain things
The common nouns are words for people who do certain
things: singer, manager, sailor, gardener, dancer, secretary, pilot,
police, officer, etc.26
2. Proper Noun
As mentioned before the proper noun is word that showed about
names of particular people, places, and things. According to Sargeant, there
are some kinds of proper noun such as:
- The people‟s names people‟s names are proper nouns. Such as: Robbin
Hood, Florence, etc.
26
Howard Sargeant, Basic English Grammar, (Essex: Saddleback Educational Publishing,
2009), p. 7-8
- The names of the days of the week and the moths of the year are proper
nouns.
- The names of special days and celebrations are also proper nouns.
- The names of people who live in a particular country are also proper
nouns.27
3. Concrete and Abstract Nouns
A concrete noun is a word for a physical object that can be
perceived by the sentence, we can see, touch, smell the object (flower,
girl). An abstract noun is a word for a concept, it is an idea that exists in
our minds only (beauty, justice, mankind).28
4. Countable and Uncountable Nouns
Countable noun (singular noun) can be singular or plural: oven(s),
exercise(s), etc. We use countable noun separate individual things such as
ovens and exercises, things we can count. Many countable nouns are
concrete: table(s), car(s), but some are abstract: situation(s), idea(s).29
b. Verbs
The verb is part of the backbone of any sentence, joining the noun or
subject as one of two absolutely necessary elements of a complete sentence.
27
Ibid, Pp. 8-9
28
Marcella Frank, Op.Cit, Pp. 6-7
29
Howard Sargeant, Op.Cit, p. 11.
The verb lives in what grammarians call the predicate, which contains
the verb plus all the words that relate specifically to it. The verb gives the
subject its action or expresses its state of being. 30 Sentences are complete only
if they contain both a subject and a verb. Most verbs describe actions, so they
called action verb. Action verb tell what people or thing are doing. Here
common action verbs such as: drink, eat, etc.31 There are at leats seven kinds
of verbs. There are transitive verbs, transitive verbs, intransitive verb, copular,
ambitransitive verbs, regular and irregular verb. In this research the researcher
just focuses on intransitive and transitive verbs.
1. Transitive Verb
Transitive verbs are verbs that take a direct object in the sentence. 32 To
identify them we can ask the question what is the/did the subject-verb?
Example: He is tasting the soup
Here the verb is tasting and the subject is he. If we form the question, what
is he tasting? The answer is soup.
2. Intransitive Verb
30
Phyllis Dutwin, English Grammar Demysfied, (New York: McGraw Hill, 2010), p. 30.
31
Howard Sargeant, Op.Cit, p. 52.
32
Marjolijn Vespoor and Kim Saute, English Sentence Analysis: An Introductory Course,
(Amsterdam: John Banjamins Publishing Company, 2000), p. 65
Intransitive verbs are that do not take an subject or object attribute
in the sentence.33 It is testing us about the action the subject but there is no
specific object for the action.
Example: - He is running.
- He is turning arround.
- He is in London at the moment.34
c. Adjective
Adjective describe noun and pronoun.35Harmer states that adjective is a
word that gives more information about a noun or pronoun, and it can be used
before or after noun.36 Besides, it can be group of word. Hence, its most usual
position is before the noun or pronoun that is modifies, but it fills other
positions as well. They give information about people, place, and things.
There are kinds of adjective.
- Adjective about size of people or thing.
Example: a big house
a high mountain
- Adjective about color of things.
Example: a red carpet
a black shoes
- Adjective about describing quality
33
Ibid, p. 65
34
Ibid. p. 65
35
Dykes Barbara, Grammar for Everyone, (Victoria Acer Press, 2011), p. 26
36
Jeremy Harmer, How to Teach English (England: Logman, 1998),p. 37
Example: a beautiful woman
a rich family
- Adjective about what things are made of. They refer to substances
Example: a plastic folder
a paper bag
- Adjective are made from proper nouns of place called adjectives of
origin.
Example: a Mexican hat
a Japanese lady.37
F. Concept of Media
A media (plural, media) is means of communication and some of
information. Devired from latin word meaning the term refers to anything that
carries information between a source nd receiver, example include video,
television, diagrams, printed materials, computer programs, and instructors. These
are considered instructional media when they provide message with an
instructional purpose.
Media come from Greek Language (Medius) is means, mediator, or escort.
Media also derived from the Latin word “Medium” that means
37
Howard Sargeant, Op.Cit, p.32-33
“Between”. The term refers to anything that carries information between a source
and receiver. The specific word, the understanding from media in learning process
means graphic instruments, photographic, or electronic to cheat, processes and
arrange the visual information or verbal.38 Media is one of communication
component, as a bearer of message from communicator to communicant.39 Media
is means of expressing message and information.
Based on definition above, it can be concluded that media is one tool or
method and technique can be used to send the message or information from source
to receiver. In this case source is teacher and receiver is a student. Media can used
to transfer knowledge in teaching learning process.
Based on Patel, There are three types of teaching and instuctional material as
follows:
1) Visual aids:
a. Boards: Blackboard, Flannel boards, soft boadrs.
b. Charts, Maps, Pictures, Drawings.
c. Statistic and Working Modal.
d. Film strip, Slide Projector, OHP, Transparencies and Episcope.
2) Audio aids :
38
Azhar Arsyat. Media Pembelajaran, ( Jakarta: Grafindo Persada, 2005) p.3
39
Drs. Daryanto, Media Pembelajaran, Perannya Sangat Penting Dalam Mencapai Tujuan
Pembelajaran, ( Yogyakarta: Grava Media 2013), p.4
a. Audio Cassette Player
b. Radio
3) Audio Visual aids:
a. Video Cassette player
b. video Compact Disc Player
c. Television
d. Film Proyector40
It can be concluded that many types of media that can be used in
teaching learning process. We can use those media depend on our need. Then for
the teachers, they can use various types media to help them teaching in the class.
G. Concept of Word Wall Media
According to Cronsberry, a word wall is a group of words that are
displayed on a wall, bulletin board, chalkboard, or whiteboard in a classroom. The
words are printed in a large font so that they are easily visible from all student
seating areas. These words are referred to continually throughout a unit or term by
the teacher and students during a variety of activities. 41 According to LeDale, word
wall is the tool ties together effective teaching strategies and social interaction. 42A
word wall helps to created a print rich envirounment for student, can be a
40
Dr. M. F. Patel and Praveen M. Jain, English Language Teaching (Methods, Tools, &
Techniques), (Sunrise Publishers & Distributors: Jaipur : 2008) , p. 59
41
Cronsberry, Jennifer, Word Wall A Support For Literacy in secondary School Classroom,
(Canada: Curiculum Services Canada, 2004) , p.3
42
Le Dale Southerland, The Effect of Using Interactive Word Wall to Teach Vocabulary to
Middle School Students, (University of Nourth Florida: Theses and Dissertations, 2011), p. 65
wonderful tool that is designed to promote group learning. Word wall is a tools or
media an can be a good strategy or technique in teaching learning process,
especially for help students to memorize many vocabularies in vocabulary
mastery.
According to LeDale, word wall are often used in the elementary grades
for multiple purpose.43 Word wall include many of the teaching media researched,
and elementary teachers have found this tool to be successful in teaching various
concepts to their students‟, including vocabulary. However, few studies are
available that have studied the used word wall media to teach intermediate school
students, because word wall media have been shown to be improve in teaching
concepts to intermediate students‟ including vocabulary.
Futhermore, according to Salinas and Ortlieb, a word wall is collections
of words and word parts used to help students learn vocabulary. They, provide a “
word bank” that can be drawn on for verbal on written explanations
communicating mathemtical understandings. To be effective, word walls need to
be more than decoration on the wall.44 Teacher must be creative to create
decoration of word wall. Teacher can be organized by topic concept or simply list.
So student can get function of word wall effectively.
43
Le Dale Southerland, Ibid, p, 1
44
Shere Salinas and Evan Ortlieb, Best Vocabulary Practices to Support Mathematics in the
Age of Common Core Standars, Journal of Studies Education, Volume 1 ( United States: Corpus Shisti
Independent School District,2011), p.6
Each year students must learn and use thousands of new words in their
various subject discipline studies. They are requirend to perform complex task
using new vocabulary. The use of word wall in a classroom can be ahighly
effective teaching strategy to improve literacy skill. Word wall activities
encourage active student participation. Gestures , such as pointing to key words
during a lesson, offer visual reinforcement which can be very helpful for students.
Word wall activities engage students while they learn key vocabulary, whether it
can be learning to explain a word, to compare it to other key concepts, or to spell
it.45 Function of word wall as media is not just for learn about vocabulary, but it
can develop english skills, like as listening, speaking, reading and writing.
From that statement above, the researcher concludes that Word Wall is
tools or media and can be a good strategy or technique in teaching learning
process. Word Wall media is group of words which are displayed in large visible
leters, on wall, bulletin board, chalkboard, or whiteboard in classroom, so that
students are easily visible from all student seating areas.
Function of word wall as media is not just for learn about vocabulary or
speaking ability, but it can develop English skills, like as listening, speaking,
reading, and writing.
H. Procedure of Teaching Vocabulary through Word Wall Media
45
Cronsberry, Jeniffer, Op.Cit., p.3
According to Dewa, Ketut, and Marhaeni, the application of the word
wall on the students to make students have opportunity to explore the ability. So,
that when the learning process occours students are able to develop the skills they
have optimaly.46 According to Cronsberry, there are many creative ways to use
Word Walls to engage students in learning. The activities may be full lessons, or
brief exercises that encourage students to refer to the Word Wall and review key
terms. Shorter activities encourage students to „play with‟ language and can be
benefical for reinforcement of basic skills.47 To teach by using Word Wall as
media there are procedure, Cronsberry says in „ Word Wall A Support for Literacy
Secondary School Clasrooms‟ as follows:
Mystery Word
1. Introduce a new word by writing the letters in scrambled order.
2. Assist students in unscrambling the word, give clues, either about the word‟s
meaning or about how it spelled.
3. Students‟ apply their knowledge of spelling patterns, as well as activiate their
prior knowledge, depending on the clues given.48
Based on theory above, process of Word Wall as media is starting from
asking students to write vocabulary related spelling pattern by the clues has given
46
Dewa Ayu Oka Trisnawati, Ni ketut Suarni, A.A.I.n. Marhaein, Pengaruh Metode
Pembelajaran Visual Word Wall dan Assesment Projek Terhadap Kemampuan Kosa Kata Bahasa
Inggris Siswa SD Kelas V Gugus I Kecamatan Giayar, e-journal Program Study Penelitian dan
Evaluasi Pendidikan , Volume 3( Universitas Pendidikan Ganesha :2013), p. 8.
47
Chonsberry, Jennifer, Word Wall A Support for Literacy in Secondary School Classroom,
(Canada:Curriculum Service Canada, 2004) , p.7
48
Ibid, p.7
by researcher. After that, students can make their word with Word Wall as media
for help their imagination. Students can develop their vocabulary well.
I. Advantages and Disadvantages of Word Wall Media
Word wall is a media that should be used not only in show or view. 49
Cronsberry says, there are some advantages and disadvantage of using word wall
media in teaching vocabulary, as follow:
1) Advantages of Using Word Wall Media
a) Provide an approach to meaningful teaching of vocabulary with an
emphasis on student engagement and higher level thinking skill;
b) Build vocabulary, there by improving reading comprehension and writing
style;
c) Reinforce understanding of subject-specific terminology with a focus on
students internalizing key concepts;
d) Help students improve spelling and awareness of spelling patterns;
e) Provide visual clues for students;
f) Encourage increased student independence when reading and
writing50.
49
Alam Setiadi, Upaya Peningkatan Vocabulary Siswa Dengan Media Word Wall, Availebel
at:
file:///F:/yy/Upaya%20Peningkatan%20Vocabulary%20Siswa%20dengan%20Media%20Wordwall%2
0_%20Alamsetiadi08's%20Weblog.html.on October 5th 2017 at 10.52 AM
50
Cronsberry, Jeniffer, Loc. Cit, p. 3
Based on the statement above, this vocabulary media helps students to
construct and build their own ideas become a simple text. Futhermore, through this
media can engage students‟ imagination or experience to make easier to
vocabulary English very well.
2) Disadvantages of Using Word Wall Media
a) Word Wall as media need a lot of time in the classroom to make
word wall as media before teacher explain subject matter, in this
case speaking ability.
b) Only considered as a regular record by students‟, easy to forget, not
memorable and the students too often open the list of words in the
learning process.51
Based on the statement above, this vocabulary media helps students to
construct and build their own ideas become a simple text. But, students need a
lot of time in the classroom to make word wall as media and only considered as
a regular record by students‟.
J. Theories of Textbook
a. Concept of Textbook
51
Alam Setiadi, Upaya Peningkatan Vocabulary Siswa Dengan Media Word Wall, Availebel
at:
file:///F:/yy/Upaya%20Peningkatan%20Vocabulary%20Siswa%20dengan%20Media%20Wordwall%2
0_%20Alamsetiadi08's%20Weblog.html.on October 5th 2017 at 10.52 AM
There are many kinds of media that can be used in the process of
learning and textbook is a basic media in teaching and learning process.
According to Richards, textbooks are used in different ways in language
programs, for example, a speaking text might provide passage for students to
read and discuss.52 It means that we can use textbooks in many ways which
skill that our need to increase. Onasanya states that:
The print media are some of the oldest media in education. This
category of media are useful for informational or motivational
purposes. They are used to convey verbal information through
print. They form the most widely used media in education and
they include textbooks, periodicals encyclopedia, newspapers,
magazines, file records minutes, and so on.53
From the statement above, textbook is the print media that can give
motivation students to get many information in teaching and learning process,
also this media include of oldest media in education.
b. Procedure of Teaching Vocabulary Using Textbook
In this procedure the teacher introduces a situation which
contextualizes the language to be taught. The language too is then presented.
The students now practice the language using accurate reproduction
techniques such as choral repetition (where the students repeat a word, phrase,
or sentence all together with the teacher „conducting‟), individual repetition
52
Jack C. Richards, Curriculum Development in Language Teaching (New York: Press
Syndicate of the University of Cambridge, 2001), p. 254.
53
Onasanya, S.A, Selection and Utilization of Instructional Media for Effective Practice
Teaching (Institute Journal of Studies in Education Vol. 2 No. 1 June 2004, ISSN 0795-2199), p. 128.
(where individual students repeat a word, phrase, or sentences at the teacher‟s
urging) and cue-response drills (where the teacher gives cue) these have
similarities with the classic kind of audio-lingual that has been presented, they
carry more meaning than a simple substitution drill. Latter the students, using
the new language, make sentence of their own, and this is refer to as
production. The following elementary-level example demonstrates this
procedure:
1. Presentation
In this stage, the teacher presented the new material of the students.
The teacher did it by asking the students some questions related to the
material or the topic being discussed by using textbook media.
2. Practice
In the second activity, the teacher began to explain the material to
the students. In this step, the teacher use textbook media of teaching to help
the teacher explain the material easily. The teacher gets the students to
repeat the sentence from the picture in the textbook. This activity is used to
know the students‟ progress in the material that has been explained before.
3. Production
This is the last step in teaching and learning activity. It is carried
out to know how far the students understand the material. It is also used to
know the teacher‟s way of teaching as an input to make a better way of
learning. The end point of PPP cycle is a production, which some trainers
have called „immediate creativity‟. Here the students are asked to use the
new language in sentences of their own.54
That is some steps in teaching vocabulary through Textbooks that can
help students especially in junior high school to understand their material.
This media can be used with a whole class, small group, pairs, or individual to
lead students to inquiry about words and adding them to their vocabulary.
c. The Advantages and Disadvantages of Using Textbook
1. The advantages of Using Textbook
According to Richards, there are some advantages of using textbook as
media in the classroom.
1. Textbooks can save teachers‟ time.
2. Textbooks can provide support for teachers whose first language is not
English.
3. Textbooks may serve primarily to supplement the teachers‟
instruction.55
From the statements above, it means that textbook is the basic media
for learn, it can make easily for teacher to explain and understand the
material for the learners. Textbook can also support the teacher and
54
Jeremy Harmer, The Practice of English Languge Teaching, 3nd Ed, (Edinburgh Gate:
Logman), p. 80
55
Jack C. Richards, Op. Cit, p. 255
students in teaching and learning process because it matches the needs of
that situation perfectly.
2. The Disadvantages of Using Textbook
According to Richards, there are also some disadvantages of using
textbook as media in the classroom:
1. They sometimes present inauthentic language.
2. Textbooks often present an idealized view of the world or fail represent
real issue.
3. Textbooks may not reflect students‟ need.56
Based on the statement above, it means that textbook must be
appropriate to the context, the language should be clear and based on the
level of students as well as in accordance with the needs of the students to
understand the material. But, students need other media that it can makes
them interest to learn in the classroom because information of textbooks is
not current and relevant, students only see one perspective on a concept or
issue.
K. Frame of Thinking
In teaching and learning English we much teach using appropriate media,
media and technique in order to easier the students to memorize and enjoy to make
it firstly we make students interested in teaching learning. The teacher in teaching

56
Jack c. Richards, Op. Cit, p. 255
learning process to use textbook media, but the textbook media is not appropriate
to increase students‟ vocabulary mastery because the students often hear the sound
of vocabulary without seeing the spelling accurately.
The researcher thought that word wall seems can give influence students‟
mastery is vocabulary. It means that the students can increase in their vocabulary.
By using word wall, the students be more active, creative, fun, exciting and
enjoyable in learning vocabulary.
Word wall media can help the students easy to learning English, especially
vocabulary. The students also can think freely by using their sentences based on
experiences and their vocabulary knowledge. Therefore, the researcher assumes
that word wall media will be increase students vocabulary mastery and give self-
motivation.
L. Hypothesis
Based on the theories and frame of thinking, the researcher purposes the
following hypotheses :
Ha : There is a significant influence of using word wall media towards
students‟ vocabulary mastery at the first semester of eighth
grade of SMP Negeri 1 Katibung South Lampung in the
academic year of 2018/2019.
Ho : There is no a significant influence of using using word wall
media towards students‟ vocabulary mastery at the first

semester of the eighth grade of SMP Negeri 1 Katibung South
Lampung in the academic year of 2018/2019.

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used experimental research. Marguerite
says that, the goal of experimental research is to test hypotheses to estabilish
cause and effect relatioships.57 One is the experimental class, which used word
wall media and another is control class which used ordinary media. Ordinary
media is the media usually by the teacher there before using word wall media.
Sugiyono says that, “Experimental research is research method used to look for
influence to do treatment towards another is controlled conditions.58
Experimental design refers to the conceptual frame work which the experiment is
conducted.
Experimental has three types they are:
1) Pre experimental design, this section presents two design that have been as pre
experimental because they provide little or no control of extraneous variabel.
unfortunately one finds that this design is still used in educational research.
2) True experimental design, the design is this category is the most highly
recommended design for experimentation is educational because of the
control that they provide.
57
Marguerite g.Lodico, Dean T. Spaulding, and Khatrine H. Voegtle, Methods and
Educational Research ( United States of America: Jossey-Bass 2006, p.12)
58
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kualitatif , kualitatif dan R&D (
Bandung: Alfabeta 2016, p.7)
3) Factorial experimental design, the design consist of two or more factors, each
with discrete possible, and whose experimental units take on all possible
combinations of these levels across all such factors.
4) Quasi experimental design, the goal of the experiments is to use design that
provide full experimental control through the use of randomization
procedures. Besides, Setiyadi says that true experimental has three criteria,
namely is there is control group, both of the subject are choosen by random,
pre-test will be given to see the begining students‟ ability from both of groups.
From statement above, the researcher used quasi experimental design to
know the students‟ vocabulary mastery by using Word Wall. The researcher used
quasi-experimental method, because the results of a quasi experimental design
does not provide full control, it is extremely important that researchers be aware
of the threats to both internal and external validity and considers these factors in
their interpretation.59
Conceptualty, the reseracher employed two classes of students, one class
as an experimental class and the other one as a control class. In this research, the
students in the experimental class was given the treatment (X) by using Word
59
Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen. Eighth Edition, Intoduction to
Research in Education, (Canada, Wadsworth Cengange Learning 2006). p. 310
Wall, the students is the contol class (O) was given treatments by using textbook
media. After getting the data, the researcher will analysis them by using
quantitative approach, the design is illustrated as follows:
G1 (Random) = T1 X T2
G2 (Random) = T1 O T2
Where :
G1: Group one (Experimental Class )
G2: Group two (Control Class)
T1: Pre- test
T2: Post test
X : Treatment by using Word Wall Media
O : Treatment by using Textbook60
B. Variable of the Research
In this research there are two variables, they are as follows:
1. The independent variable of the research was word wall media in teaching
vocabulary (X),
2. The dependent variable of the research was the students‟ vocabulary
mastery (Y).
C. Operational Definition of Variables
60
Sugiyono,Op.Cit, p. 111.
The operational definition of variable used to describe the variables
which are used in this research to avoid misconception of variables presented in
this research. It is also aim in other the research has clarity about the data needed,
so the researcher investigates the data that was related with the variables of this
research. The operational definitions of the variables of this research are as
follows:
The operational definition of variable of this research is:
1) Independent variable (X)
Word Wall Media is used kind of media in teaching learning process
in the front of real things that can be seen, heard or teacher directly the make
students more interesting and easy to undersand the lesson.
2) Dependent variable (Y)
The students‟ vocabulary mastery is as the students‟ ability to use or to
understand all words of the language. Vocabulary of a foreign language is not
only memorizing the words, its should be thought in meaningful content and
practice to communicate.
D. Population, Sample, and Sampling Technique
1. Population of the Research

Population is all subject of the research.61 The population of this
research is the students at the eighth grade of SMP Negeri 1 Katibung South
Lampung, which consist of five classes with total 155 students.
Table 2
The Total Number of the Eighth Grade Students of SMP NEGERI 1
Katibung in 2017/2018 Academic Year
No GENDER TOTAL
CLASS
MALE FEMALE
1 VIII A 10 20 30
2 VIII B 15 17 32
3 VIII C 17 13 30
4 VIII D 15 17 32
5 VIII E 11 20 31
TOTAL 68 87 155
Source Documentation at the tenth grade students of SMP NEGERI 1 Katibung

2017/2018 Academic Year
2. Sample of the Research`
A sample is a subgroup of the target population that the researcher
plans to study for generalizing about the target population.62 It can be
elaborated that sample is a group of individuals as a part of population which
is chosen as representative data of the whole population.Therefore, the
researcher took two classes as the sample of this research.
61
Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Bhineka Cipta:2006), p.
173
62
John W. Creswall, Education Research : Planning Conducting, Evaluating Quatitative and
Qualitative Research 4th ed, (Boston,: Pearson Education, 2012), p. 142
3. Sampling Technique
In conducting this research, the researcher took sample from the
population of the research by using cluster random sampling technique.
Cluster random sampling occurs when the population is already divided into
natural, preexisting groups. The researcher used Cluster Random Sampling
technique because the population is in groups and homogenous.
Based on the explanation above, to determine the class of cluster
random sampling, the researcher took the sample from group of class. Steps
in determining the experimental class and control class are as follows:
1. The first, the researcher provided five pieces of paper, each piece of paper
contains the name of class.
2. The papers are rolled.
3. Then, the researcher shaken the rolled papers to determine both of the
classes, one paper is for the experimental class and another paper is for
the control class.
E. Data Collecting Technique

To know the influence of using Word Wall Media in this quantitative
research, the researcher used test as the instruments to got the data through
muptiple choice questions. There are two kinds of test used:
1. Pre-test
Pre-test was conducted before presenting the special treatment. The
material that is test related to K13 and the suitable with the students‟ level. It
was intented to know the students‟ competence in using vocabulary. Pre-test
are administered to the students in the control class and experimental class in
order to find out the students‟ quality before treatment.
2. Post- test
The researcher asked the students to answer some questions. It gave
after the treatment. After knowing the student‟s score at the post test, so the
researcher can compare their scores before and after gave treatment to draw
a conclusion about the used of word wall media.
F. Instrument of the Research
The research instrument is a tool to got data that used by the reseacher.
In this reasearch the reseacher used a test to get the data about vocabulary
mastery with the noun, verb, and adjective with the topic about descriptive
animal, people, and place. The test items are made based on the indicators of
syllabus of English curriculum and they is gotten from course book. The
specification of test for pre test and post test items.

Table 3
The Specification of Test for Pre Test After Validity Test
Sub- O Distribution
Aspect Indicator Even Total
Indikator dd Odd Even
Concrete - 1 1 - 16
Abstract 1 - 1 11 -
Common 1 - 1 7 -
Noun
Countable - 1 1 - 22
Uncountable 1 - 1 5 -
Word Proper - 1 1 - 8
Meaning Tansitive 1 - 1 17 -
Verb
Intransitive - 1 1 - 12
Describing
1 1 2 19 4
Quality
Adjective
Describing
1 - 1 21 -
Size
Concrete 1 1 2 1 14
Abstract - 1 1 - 20
Common 1 1 2 23 10
Noun
Contable - 1 1 - 6
Uncontable 1 - 1 13 -
Word Proper - 1 1 18
Grammar Tansitive 1 - 1 15 -
Verb
Intransitive 1 - 1 9 -
Describing
1 1 2 3 24
Quality
Adjective
Describing
1 1 2 25 2
Size
13 12 13 12
Total 25
25 25
Based on the table 3 above, the pre test items after validity with 2 aspect :
word meaning and word grammar. In aspect word meaning in subject noun are 6
items consisting of 3 even numbers and 3 odd numbers, in subject verb are 2
items consisting of 1 even number and 1 odd number, in subject adjective are 3
items consisting of 1 even number and 2 odd numbers. Besides that, in the aspect
of word grammar, noun there are 8 items consisting 5 even numbers and 3 odd
numbers, in subject verb there are 2 items consisting 2 even numbers, in subject
adjective there are 4 items consisting 2 even numbers and 2 odd numbers. The
total of the pre test and post test items after validity are 25 items with 12 even
numbers and 13 odd numbers.
Table 4
The Specification of Test for Post Test After Validity Test
Sub- O Distribution
Aspect Indicator Even Total
Indikator dd Odd Even
Concrete - 1 1 - 10
Abstract 1 - 1 9 -
Common - 1 1 - 18
Noun
Countable - 1 1 - 20
Uncountable - 1 1 - 16
Word Proper 1 - 1 15 -
Meaning Tansitive 1 1 2 21 2
Verb
Describing
- 1 1 - 4
Quality
Adjective
Describing
1 1 2 3 8
Size
Concrete 1 1 2 1 12
Abstract - 1 1 - 6
Common 1 1 2 19 14
Noun
Contable - 1 1 - 24
Uncontable 1 - 1 11 -
Word Proper 1 - 1 17 -
Grammar Tansitive 1 - 1 13 -
Verb
Describing
1 - 1 5 -
Quality
Adjective
Describing
1 1 2 25 22
Size
13 12 13 12
Total 25
25 25
Based on the table 3 above, the pre test items before validity with 2 aspect :
word meaning and word grammar. In aspect word meaning in subject noun are 6
items consisting of 4 even numbers and 2 odd numbers, in subject verb are 3 items
consisting of 1 even number and 2 odd numbers, in subject adjective are 3 items
consisting of 2 even numbers and 1 odd number. Besides that, in the aspect of word
grammar, noun there are 8 items consisting 4 even numbers and 4 odd numbers, in
subject verb there are 2 items consisting 2 odd numbers, in subject adjective there are
6 items consisting 1 even number and 32 odd numbers. The total of the pre test and
post test items after validity are 25 items with 13 even numbers and 12 odd numbers.
G. Scoring System
Before getting the score, the researcher determined the procedure to be
used in scoring the students‟ work. The highest score was 100.The score of pre-
test and post-test was calculate by using the following formula:
S x 100
Note : S : Score of the test
r : Total of the right answer
n : Total items63
H. Research Procedure
In this research, the researcher was conducted three steps, they are as follows:
1. Planning
63
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (J akarta : Bumi Aksara, 2013)
Before the researcher appliying the research procedure, the researcher
make some planning to run rthe application well. There were some steps that
plan. The procedure of making planning of the research can be seen as follows:
a. Determining the subject
The subject of the researcher chose the eighth grade of SMP
Negeri 1 Katibung South Lampung.
b. Preparing Try-out
The researcher was prepared a kind of test (called try-out test) that
gave to the students. The researcher was prepared the try-out for pre-test.
The total number of test 50 questions. Then, the researcher evaluate the
test items to get good items that is given in pre-test and post-test.
c. Preparing Pre-test
The researcher was prepared a kind of test that gave to the
students.
d. Detemining the material to be taught
The researcher was determined the material to be teacher to the
students. The theme of the material about descriptive text. These material
are based on syllabus at the second semester of SMP Negeri 1 Katibung
South Lampung.
e. Preparing the Post-test
The researcher was prepared a kind of test that gave to the
students. The post-test gave to know the students vocabulary mastery
after being given the treatment.
2 Application
After making the planning the researcher gave try-out to apply the
reseach procedure that has already been planned. There are some steps in
doing this research.
a. In the first meeting, the researcher gave the try-out
The test is multiple choice consist of 50 items with options (a, b,
c, and d). Try-out test gave to evaluate the test items before uses to pre-
test and post-test items.
b. In the second meeting, the researcher gave pre-test
This tes is multiple choicee with 4 options (a, b, c, and d). The
number of the test items is determined by the validity and reliability
analysis of the try out. It means that only the valid and reliabel test items
that is uses in the pre test.
c. In the third meeting, the researcher conducted the treatment
After give the pre-test to the students, the researcher conducted
the treatment in the control class and experimental class. In the control
class, the teacher conducted the treatment by using textbook, while the
experimental class the researcher gave the treatment by using word wall.
Both control class and experimental class were given three treatments.
d. In the last meeting, the researcher gave the post-test
The test is multiple choice with 4 options (a, b, c, and d). The
number of the test items is determined by the validity and reliability
analysis of the try out. It means that only the valid and reliable test items
that were used in the pre-test.
3. Reporting
The last point that have done in this research procedure was reporting.
They were:
a. Analyzing the data that are already receive from try-out test.
b. Analyzing the data that are already receive from pre-test and post-test.
c. Making a report on findings.
I. Validity and Reliability of the Test
1. Validity of The Test
A good test is test that has validity. The test can be said valid if the
isntrument item can be use yo measure what should be measured.64 In other
words, a test is valid if the test can really test what needs to be test correctly.
64
Sugiyono, Op. Cit., p. 173.
The researcher analysed the test from content and construct validity to
measure whether the test is validity or not.
a. Content validity
Content validity is the extent to which the question on the
instrument and the scores from the questions are representative of all the
possible questions that could be asked about the content or skills. 65
Content validity can be found by related the material of the test with the
curriculum for SMP. It means that the researcher gave the test to the
sample based on the current curriculum in the school.
To got contents validity of the writing test, the researcher tried
to arrange the material based on the objective of teaching in the school
based on the curriculum for the eight grade of SMP Negeri 1 Katibung
then the researcher consulted the instrument to the English teacher of
SMP Negeri 1 Katibung, to make sure that the instrument is valid.
b. Construct validity
Construct validity is a determination of the significant,
meaning, purpose, and use of scores from an instrument.66 Construct
validity is concern with whether the test is actually in line with the theory
of what it means to know the language. Construct validity focus on the
kind of the test that is used to measure the students‟ vocabulary mastery.
10.
John W. Creswell, Educational Research; Planning and Conducting Quantitative and
Qualitative Research,(Boston: Pearson, 2012), p.618.
11
Ibid. p.618.
c. Item Validity
The researcher gave some question to know valid or not the question
that give the students. The item validity calculated to measure the validity of
the test items. In this researcher used Product Moment to calculated the data
obtained from the try out to find the item validity of each item. The formula
is as follows:
∑ ∑ ∑
=
√{ ∑ ∑ } { ∑ ∑ }
Keterangan:
= Correlation coefficien between variabel x and variabel y
= number of cases
∑ = number of multiplication between score x and score y
∑ = all of the score x
∑ = all of the score Y.67
It is known that if the significance level is 5% if the result of the calculation is
obtained m hen it is said that the item number has been significant or
valid. If then the item is not significant or invalid..Interpret the rxy
correlation coefficient. The rxy value is the correlation coefficient value of each item
67
Ibid, h. 87
before the question is correlated, then the correted item-total correlation coefficient is
searched with the following formula:
√ ( )
Note:
xi : The value of the respondent‟s answer from the question item
yi : The total value of the respondent
rxy : Correlation coefficien on item before corrected
Sy : Total standard deviation
Sx : Standard deviation of item
: Corrected item-total correlation coefficient
will be compared with correlation coefficien table rtable = r(a,n-2).
If ≥ rtable, then the instrument is valid.68
2. Reliability of The Test
Arikunto says that reliability show that an insturment can be believe
to be use as a tool of data collecting technique when the instrument is good
68
Novalia and Muhamad Syazali, Olah Data Penelitian Pendidikan, (Bandar
Lampung:Aura,2014), p.38
enough.69
A test is reliable if the test is able to give constant result even though
the test give repeatedly to the same individuals or sample. In addition,
Sugiyono states that the reliable instrument which is if use to measure the
same object for some times will result same data.70
To got the reliability of the test, the researcher used Cronbach Alpha
reliability. The score got from two raters; they were the researcher and the
English teacher. To see the reliability of the test, the researcher used formula
as follows:
∑
( )( )
: The reliability of the test
k : The total itemsr
: The total variants
∑ : Sum of p x q
P : Total of the students‟ who get right in the test
q : Total of the students who get wrong in the test (q = 1-p) 71
69
Suharsimi Arikunto, Op. Cit., p. 221.
70
Sugiyono, Loc. Cit.
71
Novalia and Muhamad Syazali, Op. Cit, p. 39
Furthermore, to know the degree or the level of the reliability of writing test
the writer also use the criteria of reliability as follows:
1. 0.800 – 1.000 = very high
2. 0.600 – 0.800 = high
3. 0.400 – 0.600 = medium
4. 0.200 – 0.400 = low
5. 0.000 – 0.200 = very low72
3. Data Analysis
a. Fulfilment of The Assumptions
The data gain is statistically analyz by using Strategy and steps as the
following.
b. Normality Test
The normality of the test is used to measure whether the data in
experimental class and control class are normally distributed or not. In
this research the researcher used statistical computation by using SPSS

72
Ibid, p. 311
(Statistical Package for Social Science) for normality. The test of
normality employed are Kolmogorov- Smirnov and Shapiro Wilk thus,
the result of the test should be ≥ 0.05.
The hypothesis for the normality test are formulated as follows :
The data are normally distributed.

The data are not normally distributed.
While the criteria of acceptance or rejection of hypothesis normality test
are as follows:
is accepted if Sig > α = 0.05

is accepted if Sig < α = 0.05
c. Homogenety Test
After the researcher gets the conclusion of normality test, the
researcher was do the homogenity test in order to know whether the
variance data is homogeneous or not. In this research the researcher used
statistical computation by using SPSS (Statistical Package for Social
Science). The test of homogenity employing Levene‟s test.
The hypothesis for the homogeneity tests are formulated as follows :
: The variances of the data are homogenous

: The variances of the data are not homogenous
While the criteria of acceptance or rejection of hypothesis for
homogeneity test ere as follow:
Ho is accepted if Sig<α = 0.05

Ha is accepted if Sig < α = 0.05
J. Hypothesis of Test
If the fulfillment of the assumptions normally test and homogenity test
are fulfilled, the researcher used independent sample t-test. In this case, the
researcher used statistical computation by using SPSS (Statistical Package for
Social Science) for hypothetical of test. The purpose of using SPSS in this case
is for practicality and efficiency in the study.
The hypotheses formulas are:
Ha : There is a significant influence of word wall media towards the students‟
vocabulary mastery at the first semester of the eighth grade of SMP Negeri
1 Katibung South Lampung in the Academic Year of 2018/2019.
Ho: There is no a significant influence of word wall media towards the students‟
vocabulary mastery at the first semester of the eighth grade of SMP Negeri
1 Katibung South Lampung in the Academic Year of 2018/2019.
While the criteria of hypothesis are:
is accepted if S ig < α = 0.05
is accepted if S ig < α = 0.05

107
CHAPTER IV
RESULT AND DISCUSSION
A. Data Collection
1. Data of Pre Test
a. Control Class
The pre-test was administered on August 13th for class VIII A. It
was the first meeting where the reseacher conducted pre-test in order to
know the students‟ vocabulary mastery before the treatment. The
minimum score was 32 and the maximum score was 56. There were 3
students who got the score 56, 1 student who got the score 32, 26
students who got the score lower than 56. The mean of the pre-test was
46,4. (See appendix 18).
b. Experimental Class
The pre-test was administered on August 14th for class VIII C. It
was the first meeting where the reseacher conducted pre-test in order to
know the students‟ vocabulary mastery before the treatment. The
minimum score was 40 and the maximum score was 60. There were 4
students who got the score 40, 3 students who got the score 60, 23
108
students who got the score lower than 60. The mean of the pre-test was
50,46. (See appendix 19).
2. Data of Post Test
a. Control Class
The post-test was administered on September 10th for class VIII A.
The researcher conducted post-test in order to know the students‟
vocabulary mastery after the treatment. The minimum score was 60 and
the maximum score was 68. There were 13 students who got the score
60, 5 students who got the score 68, 12 students who got the score lower
than 68. The mean of the post-test was 62,93. (See appendix 18).
b. Experimental Class
The post-test was administered on September 12th for class VIII C.
The researcher conducted post-test in order to know the students‟
vocabulary mastery after the treatment. The minimum score was 64 and
the maximum score was 80. There were 3 students who got the score 64,
2 students who got the score 80, 25 students who got the score lower than
80. The mean of the post-test was 71,93. (See appendix 19).
3. Combined Data of Pre Test and Post Test

109
Based on the result of pre-test and post-test score, it found that there
was influence between the experimental class and the control class where the
pre-test and post-test score of the experimental class were higher. It could be
seen from the mean in pre-test score of control class was 46,4 and in the post-
test was 62,93
while the mean of pre-test score of experimental class was 50,46 and in the
post –test was 71,93. It meant that the most improvement was in the
experimental class.
B. Data Analysis
1. The Result of Pre Test
The researcher conducted pre-test in order to see students‟
vocabulary mastery before the treatment. The score of the students‟
vocabulary mastery that were tested in pre-test can be see in Figure 1 and
Figure 2.
Figure 1
Graphs of Pre-Test Result in Control Class
110
Figure 2
Graphs of Pre-Test Result in Experimental Class
From the figures above, the result of pre-test in control class
showed that the score of pre-test in control class was N was 30, mean was
46.40, standard deviation was 6.179, median was 48, variance was 38.180,
the highest score was 56 and the lowest score was 32.
While the result of pre-test in experimental class showed that the
result of N was 30, mean was 50.47, standard deviation was 6.532, median
was 52, variance was 42.671, the highest score was 60 and the lowest
score was 40. It can be concluded that the result of mean score pre-test in
control and experimental class was low.

111
2. The Result of Post Test
The researcher also conducted post-test in order to know students‟
vocabulary mastery after the treatment. The scores of the students‟
vocabulary mastery that were tested in post-test can be seen in Figure 3
and Figure 4.
Figure 3
Graphs of Post-Test Result in Control Class
Figure 4
Graphs of Post-Test Result in Experimental Class
112
From the figures above, the result of post-test in control class
showed that the score was N was 30, mean was 62.93, standard deviation
was 2.958, median was 64, variance was 8.754, the highest score was 68
and the lowest score was 60.
While, the result of post-test in experimental class showed that
the result of N was 30, mean was 71.93, standard deviation was 4.711,
median was 72, variance was 22.20, the highest score was 80 and the
lowest score was 64. So, the result post-test in experimental class was very
significant.
It can be seen from result of means, from pre-test was 46.40
became 62.93 in post-test. But in experimental class the result of means
was 50.46 in pre-test and post-test was 71.93. It can be concluded that the
score in experimental class increased and the score in control class did not
increase.
113
3. The Result of Normality Test
The researcher did her normality test to know whether the data has
normal distribution or not. The hypothesis for the normality test are
formulated as follow:
H0 : The data are normally distributed
Ha : The data are not normally distributed
While the criteria for the normality test are as follow:
H0 is accepted if Sig. (ρvalue) > α = 0.05
Ha is accepted if Sig. (ρvalue) < α = 0.05
Table 5
The Normality Test of Experimental and Control Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment ,158 30 ,054 ,937 30 ,077
Control ,195 30 ,005 ,907 30 ,012
a. Lilliefors Significance Correction

114
Based on the Table 5, it can be seen that Sig (ρvalue) in the table of
Kolmogorov-Smirnov was 054 and α = 0.05. It means that Sig (ρvalue) > α
and H0 is accepted. The conclusion is that the population is in the normal
distribution. It is calculated based on the gain of experimental and control
class.
4. The Result of Homogeneity Test
The researcher did her normality test to know whether the data is
homogeneous or not. The hypothesis for the homogeneity test are
formulated as follow:
H0 : The variance of the data homogenous
Ha : The variance of the data not homogenous
While the criteria for the homogeneity test are as follow:
Table 6
The Homogeneity Test of Experimental and Control Class

115
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
,003 1 58 ,958
Based on the Table 6, it can be seen that Sig (ρvalue) based on mean
was 958 and α = 0.05. It means that Sig (ρvalue) > α and H0 is accepted. The
conclusion is that the data has same variance or homogenous. It is
calculated based on the gain of the experimental and control class. (See
appendix 18 and 19).
5. The Result of Hypothetical Test
After the researcher knew that the data are normal and
homogeneous, the data was analyzed by using independent sample t-test in
order to know the significance of the treatment effect.
The hypotheses were :
Ha : There is a significant influence of word wall media
towards the
students‟ vocabulary mastery at the first semester of the eighth

116
grade
of SMP Negeri 1 Katibung South Lampung in the Academic
Year of
2018/2019.
Ho : There is no a significant influence of word wall media towards
the
students‟ vocabulary mastery at the first semester of the eighth
grade
of SMP Negeri 1 Katibung South Lampung in the Academic
Year of
2018/2019.
While the criteria for acceptance and rejection of the hypothesis are:
Table 7
The Result of Hypothesis Test
Independent Samples Test
Levene's Test t-test for Equality of Means

for Equality of
Variances
F Sig. T Df Sig. Mean Std. Error 95% Confidence

(2- Difference Difference Interval of the
tailed) Difference
117
Lower Upper
Equal ,849 ,361 8,860 58 ,000 9,00000 1,01581 6,96663 11,033

variances 37
assumed
Score
Equal 8,860 48,792 ,000 9,00000 1,01581 6,95843 11,041
variances 57
not
assumed
Based on the result obtained in the table above, it is clear
that value of significant generated Sig. (ρvalue) or Sig. (2-tailed) of the
equal variance assumed = 0.361, and α = 0.05. It means that Sig. (ρvalue) <
α = 0.05. So, H0 is rejected and Ha is accepted. Based on the computation,
it can be concluded that there was influence of using word wall media on
the students‟ vocabulary mastery at the first semester of the eighth grade
students‟ of SMP Negeri 1 Katibung Lampung Selatan in the Academic
Year 2018/2019.
118
C. Discussion
The researcher result has shown that there was significant influence of
using Word Wall Media on the students‟ vocabulary mastery. From the result
above, it can be seen that the average score of students‟ descriptive text that
were taught by using Word Wall Media was higher than those who are taught
by using textbook.
After the beginning, the pre –test was administered to know the
students‟ vocabulary mastery before they were given treatments by word wall
media. The result showed that the average score of control class was 46.40
and the average score of experimental class was 50.46. The normality and
homogeneity test showed that the data were homogenous and normal.
Therefore, it can be concluded that the two groups, experimental class and
control class had the same mastery at the beginning of the research.
Afterward, the students were taught by using word wall media in the
experimental class and using textbook in control class. The material was three
topics for three treatments.
At the end of the research, post-test was given to measure the
improvement of students‟ vocabulary in both classes after treatment done.
The average score control was 62.93 and the average score in the
experimental class was 71.93.
The way to encourage the students to be more active in teaching and
learning process, the teacher should apply a method, strategy or media.

119
Therefore, learning vocabulary would be more effective and would make the
students be more active in the class if the teacher used helpful and interesting
media. Due to use word wall media can make the students active and
interesting in learning vocabulary.
It was also supported by the result of the data analysis. It showed that
using word wall media in teaching vocabulary seemed to be applicable at the
first semester of the eighth grade of SMP Negeri 1 Katibung Lampung
Selatan. Word wall encouraged the students to be more active and can
develop their motivation in learning English especially in vocabulary.
In conclusion, the researcher concluded that using word wall media
encouraged the students to be more active and can develop their motivation in
learning English especially in vocabulary. Based on the data analysis of the
data and testing of hypothesis, the result of the calculation found that the null
hypothesis (H0) was rejected and the alternative hypothesis (Ha) was
accepted.
So in this case, the researcher would like to say that inductive
approach is a good media to teach vocabulary. Therefore it was along with
the researcher‟s assumption at the beginning of the research that Word Wall
Media has significant influence towards students‟ vocabulary mastery.

120
121
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After conducting the research and analyzing the data, the researcher
drew a conclusion as follows: There is a significant influence of word wall
media towards students' vocabulary mastery. Because by seeing the result of
the data calculation in the previous chapter where null hypothesis (H o) was
rejected, and alternative hypothesis (Ha) was accepted, it means that the
researcher's assumption is true that is to say, word wall media can give a
significant influence to improve students‟ vocabulary mastery.
It can be seen from the scores achieved by those students in which
they got higher scores after the researcher gave the treatment by word wall as
a media in teaching vocabulary. It could be showed by a mean score of pre-
test in experimental class was 50.46 and post-test in experimental class was
71.93 and the mean score of pre-test in control class was 46.40 and the mean
score of post-test in control class was 62.93. It showed that the students‟ pre-
test and post-test score in experimental class were higher than students‟ post-
test score in control class.

122
Based on the result the data analysis, the researcher concluded that
there was influence of using word wall on the students‟ vocabulary mastery at
the first semester of eighth grade students at SMP Negeri 1 Katibung
Lampung Selatan in the academic year 2018/2019.
B. Suggestion
Based on the conclusion that has been stated above, the researcher would like
to give some suggestions as follows:
1. Suggestion for the Teacher
a. Word wall as an alternative media of the teaching learning process
especially vocabulary is a good way to be applied in the eighth grade of
SMP Negeri 1 Katibung Lampung Selatan.
b. The teachers should give more chances to the students to be more active
that they are able to do those activities by themselves and the researcher
suggests to English teacher to try to use word wall in teaching
vocabulary.
c. The English teacher can help students to increase vocabulary mastery
by using other effective and relevant technique or media. This can be
done, based on the approach or media, so they can develop their
mastery in vocabulary.
123
2. Suggestion for the Students
a. The students should learn and be more seriously in learning English in
order that the students can improve their vocabulary.
b. The students should practice the vocabulary they have to learn with
their environment even with their friends or teacher.
c. The students had to manage time in learning process because learning
vocabulary needs long time to do.
3. Suggestion for the School
a. The school provides more English books and media in teaching
learning English such as cassette, CD, and the other related media so
that the students can practice the media to increase their knowledge.
b. The school should provide other facilities like multimedia room and
language laboratory for students to practice their English competency.
c. The school should provide another program of English for students
such as English club or English course for students to practice their
English competency.
d. The school should provide another facility for students to practice their
English competency.
124
4. Suggestion for the other Researchers
a. The researcher applied Word Wall media to increase students‟
vocabulary mastery. The other researchers can apply Word Wall
media to increase students‟ mastery to writing skill.
b. In this research, the treatments were done in five meethings. Other
researchers can spend more time in giving the treatments to the
students so that they can get enough exercise
c. In this research, the researcher used Word Wall media to help students
of junior high school. The next researcher can do it in the different
level.
125
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THE INFLUENCE OF USING WORD WALL MEDIA

TOWARDS STUDENTS’ VOCABULARY MASTERY

Submitted as a Partial Fulfillment of the Requirements for S1-Degree

Study Program: English Education

Advisor : Drs. Yosep Aspat Alamsyah, M.Ag.

TARBIYAH AND TEACHER TRAINING FACULTY

THE INFLUENCE OF USING WORD WALL MEDIA

Keywords: Word Wall Media, Vocabulary Mastery, Quasy Experimental Design

sisters whose names are Nurhayati, S.Pd and Aini Mardiah.

UIN Raden Intan Lampung.

acknowledge in this thesis.

Bandar Lampung, 2018

This thesis is dedicated to:

inspirations, pray, love and everything for me.

Mardiah, who always support and remind me to do the best.

3. My beloved lecturers and almamater, UIN Raden Intan Lampung.

4. My beloved friends, all students of UIN Raden Intan Lampung.

5. My beloved pre-elementary, elementary, junior and senior high school

fulfillment of some requirements to get a S1 degree.

time and guidance for this thesis.

Training UIN Raden Intan Lampung.

3. Meisuri, M.Pd, chairperson of UIN Raden Intan Lampung English Education

help complete this thesis.

supervision especially in correcting this thesis.

the writer during her study at UIN Raden Intan Lampung.

Lampung, especially class D that has given their best participation as a

research sample in this research data retrieval process.

Bandar Lampung, November 2018

A. Background of the Problem..................................................................................1

D. Formulation of theProblem ............................................................................................ 8

E. Objective of the Research .............................................................................................. 8

F. Uses of the Research ............................................................................................8

G. Scope of the research............................................................................................9

A. Concept of Teaching English as a Foreign Language .........................................10

CHAPTER III : RESEARCH METHODOLOGY

CHAPTER IV : RESULT AND DISCUSSION

B. Data Analysis ......................................................................................................58

CHAPTER V : CONCLUSION AND SUGGESTIONS

Table 2 Population of the Research .............................................................................. 39

Table 3 The Specification of Pre Test After Validity Test ............................................ 42

Table 4 The Specification of Post Test After Validity Test .......................................... 43

Table 5 The Normality Test of Experimental and Control Class .................................. 62

Table 6 The Homogeneity Test of Experimental and Control Class ............................. 63

Table 7 The Result of Hypothesis Test ......................................................................... 65

Figure 1 Graphs of Pre Test Result in Control Class ........................................... 58

Figure 2 Graphs of Pre Test Result in Experimental Class .................................. 59

Figure 3 Graphs of Post Test Result in Control Class ......................................... 60

Figure 4 Graphs of Post Test Result in Experimental Class ............................... 60

Appendix 1 Interview for English Teacher and Stutents ....................................... 76

Appendix 2 Students‟ Vocabulary Score at the Eighth Grade ............................... 89

Appendix 3 Syllabus .............................................................................................. 90

Appendix 4 Lesson Plan in Control Class.............................................................. 95

Appendix 5 Lesson Plan in Experimeental Class ................................................. 110

Appendix 6 Pre Test Instrument Before Validity.................................................. 128

Appendix 8 Post Test Instrument Before Validity ................................................ 136

Appendix 9 Key Answer of PostTest Instrument Before Validity........................ 143

Appendix 10 Pre Test Instrument After Validity .................................................. 144

Appendix 11 Key Answer of Pre Test Instrument After Validity......................... 148

Appendix 12 Post Test Instrument After Validity ................................................ 149