The Use of Dual Coding Strategy in Effecting Students’ Motivation and Vocabulary Mastery

at third grade students of SMPN 1 Masbagik

Background

Learning a new language cannot be separated from vocabulary. Mastery vocabulary is

a necessity which means that vocabulary is essential in learning language. According to
Hiebert (2005: 3) vocabulary is the set of words for which an individual can assign meanings
when listening or reading. to mastery vocabulary, students have to memorize many words
and arrange it to becomes a sentence. The students get some difficulties to comprehend the
words, they feel hard to memorize the vocabularies because they never use it and english as
foreign language.

Based on the problems that have been found by researcher. Students have low
motivation in learning vocabulary by memorizing, because they never use it before and
English language as the foreign language. Teacher still used the usual strategy for teaching
vocabulary through writing down in the blackboard and translated it. Then, students should
memorize those words. For those students memorizing a new word of foreign language is
difficult work. They not only memorize the word meaning of the language but they have to
know the interpretation of the word. The students would get some errors when they use it in
other context. Somehow the word that they used inappropriate with the real meaning of the
context.

Motivation is one factors that strong effect on success or failure in learning. it cn

simply be said that without motivation there would students produce no action, activity or
doing and consequently there would be no effort developed to acquire any knowledge.
The students will get motivation to learn vocabulary if the teacher can create the teaching
learning atmosphere in the classroom as enjoyable as possible in order the process of
transferring English knowledge and skill which means The teacher must have an alternative
to increase students’ motivation in vocabulary mastery. The teacher has to prepare the
strategy to make the students enjoy to learning and make it fun. The strategy that innovative
to use is by using dual coding strategy.

The purpose of study

1. To know The Use of Dual Coding Strategy in Effecting Students’ Motivation

2. To know The Use of Dual Coding Strategy in Effecting vocabulary mastery
3. To know the correlation between students’ motivation and vocabulary mastery

Literature review

Vocabulary

Vocabulary is an important aspect of mastering language in particularly of foreign language.

Everyone who wants to master a foreign language included English need to master
vocabulary well
Schmitt (2000: 155) said that vocabulary is obviously necessary for the other skills as well.
Vocabulary could be as the medium of communication to one self. In other words,
vocabulary is also as a vehicle that makes it easier to conduct any activity concerned with
other language skill namely: listening, speaking, reading and writing.

Motivation

According to Harmer (2001:51) describe motivation is kind of internal drive, pushing

someone to do things in order to achieve something. Motivation plays a significant role in the
process of learning a language. Language teachers cannot effectively teach a language if they
do not understand the relationship between motivation and its effect on language acquisition.
The core of motivation is what might be called passion, which relates to a person's intrinsic
goals and desires.
There are two kinds of motivation which intrinsic and extrinsic motivation.
According to Santrock (2011: 441) said that extrinsic motivation involves doing something to
obtain something else. Extrinsic motivation is often influenced by external incentives such as
reward and punishment. a student may study hard for test in order to obtain a good
grade in the course

Intrinsic motivation involves the internal motivation to do something for its own sake, for
example the student may study hard for a test because she enjoys the content of the course.

Dual coding
Dual coding is combining words and visuals such as pictures, diagrams, graphic organizers,
and so on. The idea is to provide two different representations of the information, both visual
and verbal, to help students understand the information better.

The researcher uses quasi experimental with non-equivalent control group design. Non-
equivalent control group design is experimental group as well control groups are not
randomly selected (Sugiyono, 2013: 79). The researcher will use the different treatments for
two groups namely experimental and control. Experimental group will be treated by using
dual coding strategy and control group will be treated by memory game.

The instrument for motivation is questionnaire. Questionnaire is important to know students’

motivation in learning vocabulary mastery. In this case, the researcher tested the students
with the aims to know the motivation being learning process. Each question has different
criteria in assessing students’ motivation.