THE USE OF MNEUMONIC TECHNIQUE IN TEACHING

VOCABULARY MASTERY AT MTS AL-HUDA MUBUNG

AN ARTICLE

BY:
SHANIA COURNICOVA
NIM. F1022171045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGAUGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS TANJUNGPURA
PONTIANAK
2022

1
THE USE OF MNEUMONIC TECHNIQUE IN TEACHING
VOCABULARY MASTERY AT MTS AL-HUDA MUBUNG

AN ARTICLE

SHANIA COURNICOVA
NIM F1022171045

Approved by,

Supervisor I Supervisor II

Drs. Luwandi Suhartono, M.Hum Drs. Syarif Husin, M.Pd

NIP. 196211011990021001 NIP. 196007261993031001

Acknowledge by,

Head of Teacher Training and Education Head of Language and Arts

Faculty Education Department

Dr. Ahmad Yani T, M.Pd., M.Pdi Dr. Patriantoro, M.Hum

NIP. 196604011991021001 NIP. 196208241989031003
 THE USE OF MNEUMONIC TECHNIQUE IN TEACHING
VOCABULARY MASTERY AT MTS AL-HUDA MUBUNG

Shania Cournicova, Luwandi Suhartono, Syarif Husin

Program Studi Pendidikan Bahasa Inggris FKIP Untan Pontianak
Email: shaniacournicova@student.untan.com

Abstract

The purpose of this research is to investigate the use of Mneumonic Technique in teaching
vocabulary mastery. This research aimed to the seventh grade students at Mts Al-Huda Mubung
in academic year 2021/2022. This research was pre-experimental research design with pre-test,
treatments, and post-test. The data were collected using multiple choice test. The sample of the
research was taken from the seventh grade students which contain of 24 students. The finding of
the research showed that the mean score of the students’ pre-test was 48.5 while the post-test
was 67.66. It appeared that the achievement of the students better after the treatment was
conducted. In this research, the writer used the t-table a (0.05) with degree of freedom 23 is
2069 meanwhile, the result of the t-test is 27.46. It means the t-test was higher than the t-table
( 10.33 > 2069 ). The result of the effect size (ES) was 1.85 which was categorized as a strong
effect. It appeared that null hypothesis was rejected and the alternative hypothesis was
accpepted. It was also prove that using Mneumonic Technique affects eminently the students’
vocabulary mastery.

Keywords: Mneumonic Technique, Pre-Experimental Research, Vocabulary

Mastery

INTRODUCTION can impart the knowledge, and numerous

Vocabulary take a main role in
language learning. Without an adequate
vocabulary, people cannot express their
thoughts or communicate effectively
verbally or in writing. Thornbury (2002)
stated that without grammar, very little can
to convey, without vocabulary nothing can
to convey. For the teaching of the English
language to be successful, there are keys
terms that need to be understood. Some of
them include the need for teaching
materials that are appropriate for the
begginer level, fully capable teachers who
other factors. Alfareet and Keshta (2013)
stated that vocabulary is a vital part of
langauge that students need to master in
order to communicate effectively and it is
considered the best for others skills. At
school, students were introduced and taught
English as another important subject, as one
of compulsory subjects. However, English
is still considered a difficult subject and a
difficult language for students to master.
This is one of the reasons why students find
it difficult to learn a language without
sufficient vocabulary.

1
 In fact, teachers have taught their
students in a certain way. For example,
teachers teach students by listening to
conversations and texts, using other books
on English subjects from several sources,
and translating English texts. There are a
few problems for students in gaining
knowledge of vocabulary which are:
understanding meaning, remembering,
spelling, and pronunciation. Teachers also
ask students to do exercises and homework
to increase their vocabulary. The teacher
has taugh well. However, some students
still had problems and difficulties in
acquiring vocabulary. Acquiring
vocabulary is not easy for students,
especially Indonesian students learning
English as a foreign language. This is
probably because English is not used in
everyday communication. As a result,
students' vocabulary remains low. This fact
is really unfortunate because vocabulary
has always been considered one of the most
important parts of learning a foreign
language. Learning vocabulary may seem
like one of the easiest things to do in
learning a foreign language, but it's also one
of the hardest. Therefore, educational
activities for vocabulary classes should
include activities for recognizing and
implementing vocabulary. One of the most
popular techniques that students can use to
expand their vocabulary is the Mnemonic
Technique.
In addition, the writer chose
mnemonic techniques to increase students'
vocabulary because they are effective and
easy to use. Mnemonic word comes from
Greek which means Mnemosyne, ancient
Greek goddess of memory. It is supported
by Amiryousefi (2011) at his research about
mnemonic instruction: A way to boost
Vocabulary learning and recall. Memory
has a decisive influence on later vocabulary
acquisition. We can say that mnemonics are
a technique you can use to increase your
vocabulary by memorizing words.
Mnemonic is defined as a device for
memorizing as a strategy to train memory.
Memory or retention has been playing a
2
vital role in vocabulary acquisition. A
method for memorizing vocabulary is the
main focus that needs to be needed. At this
point, learning words for the purpose in
long time memory are needs an appropriate
technique.
Mnemonics are a way to help
students remember information more
effectively and easily. This technique can
motivate students and lessons to make
them more interesting and can also be used
for learning English vocabulary. Students
learn vocabulary easier and more fun. This
technique is used to help students
remember new information. Implementing
mnemonic techniques can help you
remember more information. They can also
learn and strengthen their vocabulary.
These are the reasons why the author used
mnemonics.
There are many researchers who
discuss the vocabulary of students. The
writer have taken different aspects to study.
Previous studies here are used to find gaps
between this study and previous studies
performed by previous researchers. The
first study was conducted by Fatimah Risa
S (2020) “The Effectiveness of Mnemonic
Technique to Improve Students English
Vocabulary at the Eight Grade of SMP
Negeri 6 Parepare". Based on data analysis
and discussion, the writer concluded that
significant improvement between Cycle I
and Cycle II was seen with a mean Cycle I
value of 60.83 and a mean Cycle II value of
86.04. It can be concluded that the use of
Mnemonic Technique can improve
students' vocabulary.
A second study was conducted by
Liza Marthila (2020). The study is titled
"Effectiveness of Mnemonic Techniques in
Vocabulary Teaching to Improve
Vocabulary Mastery at The First Semester
of SMPN 2 Baradatu in Academic Year
2019/2020". If Sig. (two-tailed) is 0.004,
then (two-tailed) of the same variance as
assumed in the independent samples test
table. This is less than α = 0.05, meaning
that Ho is rejected and Ha is accepted.
Based on the results of the data analysis,
the writer found that using mnemonic
techniques is effective in teaching
vocabulary mastery in the first semester of
the seventh grade of SMPN 2 Baradatu in
the academic year 2019/2020.
Based on the research finding
above that shown of two researchers have
been done the research with the same
method and other way that they used to
increase the students’ vocabulary mastery.
That is all about Mnemonic technique are
able to improve students’ vocabulary
mastery. In this research, the writer
focused on teaching vocabulary mastery
by using Mnemonic technique. It aims to
know how important Mnemonic technique
in teaching vocabulary.
Therefore, based on the above statements,
the writer was interested in investigating
the above issues in in a research entitled,
“The Use of Mnemonic Technique in
Teaching Vocabulary Mastery at Mts Al-
Huda Mubung” the writer is interested to
carry out a research dealing with the topic
related to the problem.
RESEARCH METHOD
In conducting this research, the
writer should be able to use appropriate
method and the research design should
be suitable for the research conditions.
This research used pre-experimental
research to examine the effectivness of
using mnemonic teachnique in teaching
vocabulary mastery. The writer used a
pre-experimental that focuses on the
research only on the students in one
class. The design of the research is
quantitative research because the result
of the student's achievement in pre-test
and post-test is in a form of a language
of mathematics, evaluate consequently,
and also interpreted by appropriate
statistical procedures. In this term,
quantitative data refers to the use of the
T-test. According to Creswell (2012)
quantitative research is means for
testing an objective theory by
3
examining the relationship between
variables.
This research used pre-
experimental, it consisted of pre-test
and post-test. This study was classified
as pre-experimental design because of
no control of extraneous variable. The
treatment was conducted after the pre-
test and post-test as shown below of
table of research design in represented
as follow:
Table 1. The Single Group Pre-test and
Post-test
Experime Pr Treatm Pos
ntal e- ent t-
tes test
t
Group O1 X O2
Adapted by: Scott, D. & Usher, R.
(2011)
Wiersman in Emzir (2009)
states that a pre-experimental
research as a situation that at least
one independent variable, called an
experimental variable, deliberately
manipulated by the writer. While
Nawawi (2010) states experiment
method is a procedure conduct
research to reveal the causal
relationship of two variables or
more by controlling the influence
of other variables.
Arikunto (2010) states that
population is total of research
subject. In addition, population as
all members of any well defined
class of people, event, or object.
The population of this research is
all of the seventh grade students
class VII at Mts Al-Huda Mubung
in academic year 2021/2022. The
sample of this research is seventh
grade students class VII consist of
24 students at Mts Al-Huda
Mubung in academic year
2021/2022.
In this research, the writer
used measurement technique to
measure student’s vocabulary Students’ Score = The
mastery. Kothari (2004) defines number of student’s correct
“measurement technique is the answer x 100
process of assigning numbers to
objects or observation, the level of Total number of items
measurement technique being a Taken from Gay (2012)
function of the rules under which b. Formula 1: Formula of t-test:
the number is assigned”. The test is D
used in both pre-test and post-test. t=
The writer used statistical data to √∑ D −¿ ¿ ¿ ¿ ¿
2

measure the result of both pre-test Legends:

and post-test. Then, the writer t = Analysis on the students’
would present the result of significance score
students’ outcome and effect size D = The interval of pre-test and
toward the treatment. The post-test
implementation of this research is ∑ D = The sum of students’
through several steps as follow: interval score of pre-test and post-
Pre-test test
Pretest was given to find out the
students’ difficulties in vocabulary
∑ D 2 = The sum of the
students’ squred interval score of
mastery before the treatment was pre-test and post-test
implimented. Taken from Ary et al (2010)
Treatments
After the pre-test was assigned, the b. Formula 2: Formula of the
next step is implementing the interval of pre-test and post-test
treatment. The treatment aimed to D = X2 - X1
assist students in improving their Legends:
vocabulary. D = The interval of score of pre-
Post-test test and post-test
Post-test is the last step in X 2 = The students’ mean score
concluding this research. The
of post-test
writer gave the students the same
instruction as in the pre-test. The
X 1 = The students’ mean score
writer used a test as a tool in of pre-test
collecting the data. In this research,
the test was required to measure Taken from Norman (2001)
students’ current vocabulary score c. Formula 3: Formula of mean
before and after treatement. The score of pre-test and post-test
X1 = ∑ 1
test used in this research was X
X2
multiple choice test which N
consisted of 25 items.
The data were analyzed =
∑ X2
using t-test to answer the first N
research question and the effect Legends:
size formula to answer the second X 1 = The mean score pre-test of
research question, the following students’ action
formula is applied: X 2 = The mean score post-test of
a. Scoring the students’ correct students’ action
answer pre-test and post-test
∑ X = the sum of score of
students action

4
 N = The number of students
being observed
d. Formula 4: Formula of effect To obtain the interpretation
size of the result of pre-test and post-
X 2 −X 1 test, the writer used criteria
ES = proposed by Harris and Graham
S (2007) as follow:
Legends: Table 3. Criteria of the Result of Pre-test
ES = Effect size and Post-test
X2 = Students’ mean score of
post-test Range Qualification
X1 = Students’ mean score of 80-100 Good to Excellent
pre-test 60-79 Average to Good
S = Standard deviation of pre- 50-59 Poor to Average
test and post-test 0-49 Poor
e. Formula 5: Formula of standard
deviation f. The criteria for the hypothesis
S1 =
√∑
∑ (X 1 −X 1) 2
N
testing is as follows:
Table 4. Hypothesis Testing

S2 =
√ ( X 2 −X 2 )2
N
Comparison Hypothesis
H0 H1

√
t-test < t-table Accepted Recected
S=
( N 1−1 ) S 1 2+(N 2−1)S2 2 t-test >t-table Rejected Accepted
N 1 + N 2−2
The table above meant (1)
Legends: the t-test value is smaller than t-
S1 = Standard deviation of pre- table value, the null is accepted,
test score while the alternative hypothesis is
∑ ( X 1− X 1)2 = The sum of rejected, and (2) the t-test value is
pre-test score minus the mean score equal to greater than t-table value,
of pre-test the null hypothesis is rejected while
S = Standard deviation the alternative is accepted.
N1 = Total number of students
who partipated in pre-test
N2 = Total number of students RESEARCH FINDING
who partipated in post-test After conducting a research in
According to Mujis (2014), teaching vocabulary mastery using
the result of effect size calculation Mnemonic Technique to seventh grade
could be classified into these students of Mts Al-Huda Mubung in
following criteria. academic year 2021/2022, the writer
Table 2. Criteria of the Effect Size obtained significant data to strengthen this
study. The result of this study was
The Range Categories of elaborated in research finding and
of Effect Effectiveness hypothesis testing. The first research
Size question was answered using t-test. To
ES 0-0.1 Weak effect compute the t-value, it requires D . It was
ES 0.1-0.03 Modest effect computed from X 2 - X 1 . The second
ES 0.3-0.5 Moderate effect research question was answered using
ES > 0.5 Strong effect Effect Size formula (ES). ES required

5
 Standart Deviation (S). To ease the 18.4

√
presentation, the computatin would be
presented from the mean score of pre-test t=
207936
8920−
and post-test, the difference of the mean 24
score of the pre-test and post-test, t-test, 24(23)
standard deviation of the students’ score 18.4

√
and effect size respectively. t= 8920−8664
1. Mean score of pre test
The students’ mean score of pre-test was 552
calculated as follows: 18.4

X1 = ∑ 1 =
N
X 1164
24
= 48.5

The result showed that students’mean score

t=
√
256
552
18.4
t=
of pre-test was 48.5 and it was considered √ 0.46
“poor to average”. 18.4
2. The students’ mean score of post-test t=
0.67
was calculated as follows: t = 27.46
X2 = ∑ 2 =
X 1624 Based on the calculation above, it was
= 67.66
N 24 found that the result of t-test was 27.46 whereas
The result showed that students’mean score the degree of freedom N-1 (24-1) which was
of pre-test was 67.66 and it was considered significant at level 0.05. The writer found out that
“average to good”. t-value (27.46) was higher than t-table (2069). (see
3. Students’ interval score of pre-test and in Appendix IV)
post-test. The students’ interval score of
pre-test and post-test was calculated as fo 5.Standard Deviation of the Students’ Score
llows: a. Standard deviation of pre-test
X
D= 2- 1 X The calculation of standard deviation of
= 67.66 – 48.5 pre-test was described as
= 19.16 follow:
Based on the result of the calculation
above, it was found that there was a increasing 1 =

score between students’ mean score of pre-test and 6.70

√ N 24√
∑ (X 1 −X 1) 2 = 1077.82 = √ 44.90 =

post-test. The mean score of post-test was higher Based on the calculation above, it was
than the mean score of pre-test. found that the result of standard deviation
4.T-test was 6.70. The result of standard deviation
To answer the first research question, the t-test was put deviation between pre-test and
formula is applied. The computation can be seen as post-test formula.
follows: b. Standard deviation of post-test
D Standard deviation of standard
t=
√∑ D −¿ ¿ ¿ ¿ ¿
2
deviation of pre-test was described as
follow:
18.4

√ √
√
( 456 ) 2 S2 = ∑ (X 2 −X 2 )2 =
1407.44 =
t= 8920− N 24
24
24 (24−1) √ 58.64 =
7.65
Based on the result of the
calculation above, it was found out that
the standard deviation of post-test was used

6
 to find out the standard deviation between
pre-test and post-test.
c. Standard deviation as a whole
Standard deviation of standard deviation of
pre-test and post-test was described as
follow:
S =
achievement. Thus, it proved that the
alternative hypothesis (the use of
Mnemonic Technique affects the teaching
of vocabulary significantly to the seventh
grade students of Mts Al-Huda Mubung in
Academic Year 2021/2022) was accepted
and the null hypothesis (the use of

√
Mnemonic Technique does not affects the
( N 1−1 ) S 1 2+(N 2−1)S2 2
teaching of vocabulary significantly to the
N 1 + N 2−2 seventh grade students of Mts Al-Huda
S = Mubung in Academic Year 2021/2022) was

√ ( 24 ) 43.03+ ( 24 ) 63.84 rejected.

24+24−2 C. Discussion
=
√ 1032.72+1532.16
24+ 24−2
On Friday 4th March 2022 is the
first time for the writer came in the school

√ 2564.88 of Mts Al-Huda Mubung made observation.

= The writer met the headmaster to converse
46
= √ 106.87
= 10.33
Based on the calculation above, the
result of the standard deviation between
pre-test and post-test was 10.33. The result
of standard deviation was put on Effect Size
formula.
6. The Effect Size
To answer the second research question, the
effect size formula was applied. The
computation can be seen as follow:
X −X 1 67.66−48.5
ES = 2 = =
S 10.33
1.85
As shown in the abve computation, the
effect size is 1.85. By referring to the result
obtained (ES > 1.85) which is considered as very
strong effect size. It could be concluded that
Mnemonic Techniqueis strongly affected students’
mastery of vocabulary.
B. Hypothesis Testing
The result t-test was higher than t-
table (10.33 > 2069), at a degree of freedom
( df ) = N – 1 (24 – 1) = 23 and at 95 % of
confidence (p = 0.05). (see in Appendix
IV). It means that teaching vocabulary
using Mnemonic Technique to the seventh
grade students of Mts Al-Huda Mubung in
Academic Year 2021/2022 has significantly
increased the students’ vocabulary
about research plan, the headmaster asked
to meet with English teacher, when met the
English teacher the writer asked her for
permission to did a research to her class,
the English teacher gave permit and asked
about condition and skill of students. After
got information about the student’s
condition in the class, the writer used
Mneumonic as an alternative technique that
can help students for improving their
vocabulary.
Thursday 10th March 2022. The
writer came to class VII to see the condition
of the class and do the pre-test to identify
areas of students need and adapt instruction
accordingly. When the writer came in the
class the students welcomed and gave
greeting for the writer as usually they did.
After that the writer introduced herself to
students and it was the first meeting to the
students. Before started the first lesson the
writer explained the meaning and the
important of vocabulary mastery. The
writer started to explain the first teaching
matrials from Mneumonic Technique. The
teaching materials is to get the message of
a song. The writer used the acronym of
MVEMJSUNP stands for My Very
Educated Mother Just Served Us Nine
Pickles. A mneumonic used to remember
the order and names of the nine planets of
the solar system: Mercury, Venus, Earth,

7
Mars, Jupiter, Saturn, Uranus, Neptune,
Pluto. In this study, the writer focused on
eight planets because Pluto does not exist
anymore for it is smaller and far away. The
planet itself can be defined as a celestial
body that revolves around the sun and has
mass for its own gravitational force so that
it is able to take hydrostatics and is able to
clean the environment around the orbit.
After giving teaching material, the
writer gave the students an exercise to
increase students knowledge of
MVEMJSUNP using Mneumonic
Technique. After completing the exercise,
the writer and students together correct the
exercises that have been given and sang the
order name of planets song. In the same
time, the writer gave a conclusion about the
teaching materials that have been studied
today. Before the writer ended the meeting
for today students were given the task to
found 10 vocabulary in the song and write
the meaning of the word to memorize in the
next meeting. The students have seen a
little bit difficult to understand the teaching
materials. The students were lack of
vocabulary and difficulty in find the
meaning of the words.
Thursday 17th March 2022, in this
meeting the writer gave the second material
about Mneumonic Technique, after that the
researcher gave the students post-test to
training the students after they learn
vocabulary by using Mneumonic
Technique. The material is to get the
message of a song. The acronym that the
researcher used is the acronym of ROY G
BIV as in Bahasa it well known as
MEJIKUHIBINIU. "ROY G BIV" is a
mneumonic that helps the student
remember the order of the colors of the
rainbow. The letters of the name are the
beggining letters to the colors of the
rainbow. R is for Red (N) = Merah (The
chromatic color resembling the hue of
blood), O is for Orange (N) = Jingga (Any
citrus tree bearing oranges), Y is for Yellow
(N) = Kuning (Any citrus tree bearing
oranges), G is for Green(N) = Hijau (The
8
color between blue and yellow in the
spectrum), B is for Blue (N) = Biru (The
color intermediate between green and
violet), I is for Indigo (N) = Nila
(Deciduous subshrub of souther Asia
having pinnate leaves and clusters of red or
purple flowers), V is for Violet (N) = Ungu
(A blush-purple color). Colour can clearly
help organize, it shows differences among
objects, and can give us clear visual signals.
In this meeting the writer also gave the
students examine ROY G BIV to know the
development of the students vocabulary.
After that, the researcher gave an
appreciated for all students and meeting
closed by prayed together. The writer found
that in the second treatment the student
seem more easily to understand the
teaching materials.
Thursday 24th March 2022 was the
last meeting. After gave all of the treatment
use Mneumonic technique, the writer do
post-test in order to determine the students’
knowledge of the material that has been
taught. Today the writer was concluded all
of the material from first meeting until the
last meeting. The students and writer do
flashback and feedback to gain the learning
experience by asked students’ about
Mneumonic Technique.
The writer found, there were some
reason why students got low score because
the students did not understand that the
other say because they had limited
vocabulary and the students feel bored with
their teacher technique in teaching English
especially in teaching vocabulary, but after
the researcher gave the material about
Mneumonic Technique. The students made
a changes, they attention the lesson and
enthusiasm in following the material. They
became active in asking teacher and did
their task well. It proved by the percentage
of the result of pre-test and post-test and
some activities of students during the
learning process such as students’
attendance, students’ attention to the lesson,
the students who asked the question, who
answered the question, and who memorized
the vocabularies were improved from the
pre-test was 48.5 became improved 67.66
in post-test. It proved Mneumonic
Technique could improve the student’s
activeness in learning English especially in
learning vocabulary. The researcher
designed this study in the form of pre-
experimental research. This research did in
pre-test, treatment, and post-test to
overcome all students’ problems in
vocabulary. The writer applied the steps in
the class based on the lesson plans.
The findings of this research
showed that Mneumonic Technique was
effective in teaching vocabulary. The writer
found, there were some reasons why
students got low score because the students’
did not understand what the other say
because they had limited vocabulary and
the students felt bored with the technique
that teacher used in teaching English
especially in teaching vocabulary, but after
the researcher gave the material about
Mneumonic Technique. Based on the
observation from the writer, the students
made a better progress, they paid attention
into the lesson and enthusiastic in following
the lesson that the researcher gave.
Mneumonic Technique was good to
improve the students’ vocabulary in
learning English.
Considering the result of the
research explained above, the writer
concluded that mneumonic technique gave
some advantages in vocabulary mastery.
They are: (1) mneumonic technique was
increased students’ ability to memorize new
words; (2) mneumonic technique helped the
students to be more creative and innovative;
(3) mneumonic technique helped the
students to practice their vocabulary; (4)
mneumonic technique helped the students
to recall the information; (5) the result of
the students’ average between pre-test and
post-test showed a better improvement.
Based on the result between pre-
test and post-test in teaching vocabulary
using Mneumonic Technique, the writer
concluded that Mneumonic Technique
improved students’ achievement in teaching
9
vocabulary to the seventh grade students’ of
Mts Al-Huda Mubung in academic year
2021/2022. It means that, the alternative
hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected.
CONCLUSION AND SUGESTION
Conclusion
In reference to the result and
discussion of this research, Mnemonic
Technique was useful to increase
students’ acheivement in mastering
vocabulary. It means this technique can
be of the appropriate techniques to be
used in teaching vocabulary especially
to infer the meaning of the unfamiliar
word. It supported by the result of T-test
formula to test the hypothesis. The mean
score of pre-test is 48.5 and the mean
score of post-test is 67.66. Therefore,
the interval score is 19.16. Based on the
result, the effect size is strong effect size
is with ES > 1.85. It means that the use
of Mnemonic Technique has significant
effect in teaching vocabulary. The data
analysis and the result of effect size
above proved that the use of Mnemonic
Technique is highly effective in teaching
vocabulary at the seventh grade
students’ of Mts Al-Huda Mubung. So
the writer concluded that Mnemonic
Technique could solve the problems
faced by students based on the result in
Appendix II.
Suggestion
Considering of the conclusion of
the research above, the writer believed
that the effectiveness of using mnemonic
teachnique in teaching vocabulary
mastery, improved by doing this
suggestions. The teacher should give
more motivation and guidance to the
students in order that they could find
good ways or efforts to learn English
especially in learning vocabulary. The
students and the teacher should have
good relationship in order that the
students are not reluctant to ask their
teacher. The most important for the
 teacher especially of Mts Al-Huda
Mubung because by Mnemonic
Technique we could manipulate various
technique and method to make students
active, fun and would not be bored in the
teaching learning process.
REFERENCES
Amiryousefi, M. (2011). Mnemonic
Instruction: A Way to Boost
Vocabulary Learning and Recall.
Isfahan.Academy Publisher
Arikunto, S. (2010). Prosedur Penelitian
Suatu Pendekatan Praktik. Jakarta.
Rineka Cipta.
Ary, D., Jacob, L.C., Sorencen. & C.
Razavieh, A. (2010). Introduction
to research in education (8th ed).
Belmond.Nelson Education.
Beare, K. (2018). Content and Function
Words. ThoughCo.
https://www.thoughtco.com/content
-and-function-words-1211726?print
Best, J. & Kahn, J (2006). Research in
Education, 10th edition. Boston.
Pearson Education, Inc.
Brown, H.D. (2000). Principles of
Language Learning and Teaching.
Fransisco State University.
Longman.
Celentano, T. (2012) ESL Reference Series
Mastering English Articles a, an,
and the Learn to Use Articles
Correctly in Every English
Sentence. https://foebooks.com/
Creswell, J. W. (2012). Educational
research: Planning, conducting,
and evaluating quantitative and
qualitative research. New York.
Cross, L. H., & Belli, G. M. (2004).
Experimental research to inform
education policy. In K.B.
deMarrais and S. D. Lapan (Eds),
Foundation of research: Methods of
inquiry education and the social
sciences. Hillsdale, NJ. Lawrence
Erlbaum Associates.
Gay, L.R, Mills, G.E., & Airasian, P. W.
(2012). Educational Research:
10
competencies for analysis and
application. Tenth edition. Upper
saddle River, New York. Pearson
Merril Prentice Hall.
Grauberg, W. (1997). The elements of
foreign language teaching.
Multilingual Matters.
Harris, K.R., & Graham, S. (2007).
Teaching reading comprehension
to students with learning
difficulties. New York: The
Guilford press.
Hatch, E., & Brown, C. (1995).
Vocabulary, semantic, and
language education. Cambridge.
Cambridge University Press.
Kothari. (2004). Research Methodolgy
Methods & Techniques. New
Delhi. Bangalore.
Kozarenko,V. (2006). Real Memory
Improvement. Available at http:
www.RealMemoryImprovement.co
m.
Mujis, D. (2004). Doing quantitative
research in education with SPSS.
London:SAGE.
Munir, F. (2016). The Effectiveness of
Teaching Vocabulary by Using
Cartoon Film toward vocabulary
mastery of EFL Students. Journal of
English Language Teaching and
Linguistics.
Nation, I. S. P (2001). Learning
vocabulary in another language.
United Kingdom. Cambridge
University Press.
Petrick, J.F., Morais, D.D. and Norman,
W.C. (2001). An Examination of
the Determinants of Entertainment
Vacationers’ Intentions to Revisit.
Journal of Travel Research.
http://dx.doi.org/10.1177/00472875
0104000106
Richard, J.C. (2008). Teaching Listening
and Speaking from Theory to
Practice. USA: Cambridge
University Press.
Scott, D. & Usher, R. (2011). Researching
Education: Data Methods and
Theory in Educational Inquiry, 2nd
edition. London. Continuum.

Sugiyono. (2007). Metodologi Penelitian

Bisnis. PT. Gramedia, Jakarta.

Thornbury, S. (2002). How to teach

vocabulary. United Kingdom.
Pearson.

Tozcu, A., & Coady, J. (2004). Successful

learning of frequent vocabulary.
through CALL also benefits
reading comprehension and speed,
computer assisted language
learning. London. Routledge.

11