IMPROVINGSTUDENTS’ VOCABULARYMASTERY USING REALIA (A ClassroomActionResearchat theFourth Grade Students of SD NegeriKalimacan Sragen in Academic Year2008- 2009)

Dwi Wantini. K2204024: IMPROVING STUDENTS’ VOCABULARY MASTERY USING REALIA (A Classroom Action Research at the Fourth Grade Students of SD Negeri Kalimacan in Academic Year 2008/2009). TeacherTraining and EducationFaculty. Sebelas MaretUniversity. 2010. The objective of this research is to know whether or not the use of realia can improve the students’ vocabulary mastery or not. In this research the writer limits mastering vocabulary on meaning. The action hypothesis of the research is theuse of realiainteachingcan improvethestudents’ vocabularymastery. The research is a classroom action research. The action research was conducted on April 2009. This study was conducted on the fourth grade students of SD Negeri Kalimacan in academic year 2008/2009. There were 18 students. In this research, the researcher taught vocabulary using realia. This classroom action research was conducted in two cycles. Each cycle consists of four steps namely planning, action,observation, and reflection. In collecting the data,thewriterused two techniques namely test and non-test technique. Test technique consist of pre-test and post-test which were conducted in every cycle. Non-test technique consists of three ways namely observation, interview, documentation. In observation the research observed the activities during the action by noting them on field notes. The field notes were made for every meeting. The second is interview.Theresearcherinterviewedtheteacherandthe students beforeand after conducting the action. The third is documentation. The researcher documented the activities during the research using photograph. In analyzing the data, the researcher studied the field notes of observation and the result of the interview. Statistically, the writer calculates the mean score of pre-tests and the mean score of post-teststhen comparedthem. The result of the action showed that the students’ vocabulary mastery improved as shown in the result of both the observation of students’ activities during the action and the result of the pre-tests and post-tests scores. The mean score of tests in cycle 1 are 7.05 to 8.16. In cycle 2 the mean score of pre-test is 7.23 and the mean score of post test is 9.16. There were also positive changes in students’ behavior in learning English. During the action, the students paid good participation tothe lesson. Thestudentswere moreactive in joining theprocessof teaching and learning. Therefore, it can be concluded that teaching vocabulary using realiacan improvethestudents’ vocabularymastery