Improving Students’ Vocabulary Mastery Through the Use of Picture Cards at the VII Grade of SMP Negeri 4 Taniwel, West Seram, Mollucas.

This study aims to improve the vocabulary mastery of VII grade students of SMP Negeri 4 Taniwel, West Seram, Mollucas, through the use of picture cards. This research was classroom action research. The research subjects were grade VII students of SMP Negeri 4 Taniwel, West Seram, Mollucas, consisting of 24 students, which was selected because they were the poorest of the three classes in vocabulary mastery. The techniques for collecting the data were observation and interview, whereas the instruments for collecting data were observation checklist, field notes, and test. The data analysis used the qualitative analysis and quantitative analysis. The qualitative analysis was related to the result analysis of the observation, interview, field notes and the observation checklist, while the quantitative analysis was related to the analysis process of simple statistic from the students’ test result. The result of the research indicates that the use of picture cards can improve the students’ vocabulary mastery, as shown by the students’ test result that improved at the first cycle, and then achieved the indicator of success at the second cycle. The students’ vocabulary mastery was said “improved” if their percentage of completeness overall achieved the indicator of success ≥85%. In the first cycle, the percentage of the students’ completeness overall improved to 75% with the average score of 74.1, which is at the good level. But, the percentage of the students’ completeness overall did not achieve the indicator of success, which indicated that the students’ vocabulary mastery has not improved. Therefore the cycle was repeated in the second cycle with some improvements. At the second cycle, the percentage of the students’ completeness overall achieved the indicator of success 91.6% or ≥85% with the average score of 84.5, which is at the very good level. It meant that the students’ vocabulary mastery has improved in the second cycle, and the cycle was ended. Besides that, the students’ motivation and enthusiasm in the learning activity also improved as indicated by their enthusiastic participation in the learning process of each cycle