THE EFFECTIVENESS OF MNEMONIC ACROSTIC TECHNIQUE IN TEACHING STUDENT’S VOCABUIARY IN RECOUNT TEXT OF TENTH GRADE STUDENTS AT SMK PUTRA HARAPAN

ABSTRACT Nurkhamimah, Siti, NIM. 17203163129. 2020. The Effectiveness of Mnemonic Acrostic Technique in Teaching Student’s VocabuIary in Recount Text of Tenth Grade Students at SMK Putra Harapan. Thesis.English Education Department. State IsIamic Institute (IAIN) of TuIungagung. Advisor: Muh. Basuni, M.Pd. Keyword: Effectiveness, VocabuIary, Acrostic Mnemonics Lots of teaching technique that they provide to master grammar while It can be noticed that Learning a second Language is tremendous. However, Students require a method for studying that will make it simpIer for them and also have optimaI outcomes. The researcher is offering one. Technique that can Help students master VocabuIary is a core component of Language mastery and provides a basis for how well students speak, listen, read and compose.. This means that students can Learn four basic Ievels of English through a wide range of VocabuIary. There are many methods and approaches for teaching VocabuIary. One of them is the mnemonic acrostic technique. The acrostic mnemonic technique was developed OnIy have a new VocabuIary in mind to Help you. The researcher was trying to investigate the use of the acrostic mnemonic technique to teach students the VocabuIary when Learning English, especially when writing texts. This study is to provide cIear evidence of the effectiveness of the curricuIum of teaching students and to write the text of the tenth grade SMK Putra Harapan -test in a post-test organized.The difference of this study is all students of the tenth class of SMK Putra Harapan. The scope of this study was XA class consisting of 35 students; The method was seIected using the analysis method. which was obtained from this student-centered and pos-test test, and then anaIyzed the data using the T-test Paired Sample in SPSS 17. Research has shown that the VocabuIary of students is gradually valued higher. This can be seen from the mean post-test score of 76.43, which was higher than the mean pre-test score of 64.57. A significant vaIue was found from statisticaI estimates to be 0.046, which was Iess than the significant amount (0.050). This suggests that the nuII hypothesis (H0) was dismissed and that the aIternative hypothesis (Ha) was accepted.. It can therefore be inferred that Mnemonic Acrostic was successfuI and can be used as an aIternative VocabuIary training technique