The English Vocabulary Mastery Of The Elementary School Students In Kudus Taught Through Multisensory Approach

Vocabulary mastery is the knowledge of English vocabulary by understanding the meaning of the words based on the syllabus. By mastering the vocabulary as one of teaching language components, the students are easier to practice the skills. However, in the fact, some students got difficulties in recalling the vocabulary. Therefore, it needs an appropriate approach to teaching English vocabulary. One of the ways to improve the mastery of English vocabulary is by using multisensory approach. It is an approach of teaching that combined visual, auditory, and kinesthetic simultaneously to enhance memory and learning. The objective of this research is to find out whether there is a significant difference between English vocabulary mastery before and after being taught through Multisensory approach. The design of this research is experimental research by using one group pretest-posttest design. The population of this research is the second graders of the elementary school in Jepang Kudus, which consist of two classes they are IIA and IIB and the total of students are 40 students. The sample of this research is by using cluster random sampling and the instrument of this research is multiple choice test. The result of the research shows that the average score of the vocabulary mastery before taught through multisensory approach is 63.1 and the standard deviation is 8.4. It is categorized “poor”. Therefore, the average score of the vocabulary mastery after taught through multisensory approach is 76.8 and the standard deviation is 7.98 and it is categorized “good”. It means, there is a significant difference between English vocabulary mastery before and after taught through multisensory approach. Based on the result, the writer states that multisensory approach is effective approach in teaching vocabulary mastery, because it is makes the students learn based on their learning style although they learn in the same teaching learning process