DEVELOPING ENGLISH VOCABULARY MATERIAL BY USING COMIC
FOR THE 5TH GRADE STUDENTS
AT SDN II SUKOANYAR
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Institusion
Universitas Muhammadiyah Gresik
Author
Sri, Lestari Iin
Subject
English Education
Datestamp
2020-12-08 07:25:08
Abstract :
In this study, the researcher dealt with the development of vocabulary material using comic to improve students? vocabulary. The subjects in this study were fifth grade students with the total number of eighteen students. The students are lack of the word and learn English vocabulary are uninteresting. This study was to develop English vocabulary material to increase students? vocabulary and make them interested in the English classroom especially in vocabulary class. The design of the study was Research and Development (R&D). The development model in Hadi Asmara which has the procedures: need analysis, design, development, expert validation, limited try out, revision, try out, and final product. The researcher?s product was in form of comic. Based on the syllabus in second semester the material included four units, the first was unit based on sub basic competence, read loud with well pronunciation involving simple phrase about daily needs. Second unit was based on sub basic competence, read loud with well pronunciation involve simple sentence about public service. The third unit was based on sub basic competence, understanding simple written sentence in English about things around us. The last unit was based on sub basic competence and about understanding written instruction in English. Based on the result of expert assessment, this comic is suitable to use as teaching media to fifth grade students. And the result of tried out showed that this comic is interest to use for fifth grade students. The researcher recommends that this comic is provided with semantic map strategy. Steps to follow include, first select a word or topic and list the word on the board. Next, before reading, ask students to think of as many words as possible that relate to the word or topic, then list their answers on the semantic map. Then, review the words listed on the map, and then decide if the words could be reorganized and grouped into categories. the last If the word or topic is related to a theme of study, then students can find new words to add to the map after reading or as the unit progresses. If it relates to a book, then read the book. Afterwards, students can add new words to the concept map based on the reading.
In this study, the researcher dealt with the development of vocabulary material using comic to improve students? vocabulary. The subjects in this study were fifth grade students with the total number of eighteen students. The students are lack of the word and learn English vocabulary are uninteresting. This study was to develop English vocabulary material to increase students? vocabulary and make them interested in the English classroom especially in vocabulary class. The design of the study was Research and Development (R&D). The development model in Hadi Asmara which has the procedures: need analysis, design, development, expert validation, limited try out, revision, try out, and final product. The researcher?s product was in form of comic. Based on the syllabus in second semester the material included four units, the first was unit based on sub basic competence, read loud with well pronunciation involving simple phrase about daily needs. Second unit was based on sub basic competence, read loud with well pronunciation involve simple sentence about public service. The third unit was based on sub basic competence, understanding simple written sentence in English about things around us. The last unit was based on sub basic competence and about understanding written instruction in English. Based on the result of expert assessment, this comic is suitable to use as teaching media to fifth grade students. And the result of tried out showed that this comic is interest to use for fifth grade students. The researcher recommends that this comic is provided with semantic map strategy. Steps to follow include, first select a word or topic and list the word on the board. Next, before reading, ask students to think of as many words as possible that relate to the word or topic, then list their answers on the semantic map. Then, review the words listed on the map, and then decide if the words could be reorganized and grouped into categories. the last If the word or topic is related to a theme of study, then students can find new words to add to the map after reading or as the unit progresses. If it relates to a book, then read the book. Afterwards, students can add new words to the concept map based on the reading.
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