Pak Ribahan

THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING
SHOW AND TELL METHOD AT MTS DARUL MUHAJIRIN PUTRA
by
AHMAD DAUD
NIM.170107118
STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
2022
1
THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING SHOW
AND TELL METHOD AT MTS DARUL MUHAJIRIN PUTRA
A Thesis of Sarjana
Submitted to State Islamic University of Mataram to fulfil the requirement
for Serjana Degree
by
by
Ahmad Daud
NIM: 170107118
STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING STATE
ISLAMIC UNIVERSITY OF MATARAM
2022
2
ADVISORS’ APPROVAL
Thesis by: Ahmad Daud, student’s number (NIM): 170107118 entitled
“The Effectiveness of Teaching Vocabulary by Using Show and Tell Method at
Mts Darul Muhajirin Putra In Academic Year 2021/2022” has fulfilled the
requirement and has been approved by the thesis advisors to be examined.
Approved on:
Research Advisor I Research Advisor II
Prof. Dr. Muhammad, M. Pd, M Dr.Ribahan, M.Pd.

NIP.196801051994031003 NIP.1979072320031211002
3
ADVISORS’ OFFICIAL NOTE
Mataram, 2022
Subject: Thesis Examination

The Honorable
The Dean of Faculty of Education and Teacher Training
in Mataram
Assalamu’alaikum, Wr. Wb,
Respectfully, after doing guidance, direction, and correction, we are of

the opinion that a thesis of:
Name : Ahmad Daud

St.Number : 170107118
Program Study : English Language Education
Title : The Effectiveness of Teaching Vocabulary by Using Show and
Tell Method at Mts Darul Muhajirin Putra
has fulfilled the requirement to be submitted in the thesis examination session

of the Faculty of Education and Teacher Training, State Islamic University of
Mataram. Therefore, we hope that this thesis can be examined immediately.
Wassalamu’alaikum, Wr. Wb.
Advisor I, Advisor II,
Prof. Dr. Muhammad, M. Pd, M.S Dr. Ribahan, M. Pd.

NIP. 196801051994031003 NIP. 197907232003121002
4
STATEMENT OF THE THESIS AUTHENTICITY
Name : Ahmad Daud

St. Number : 170107118
Program study : English Language Education
Faculty : Education and Teacher Training
I hereby sincerely state that the thesis entitled “The Effectiveness of
Teaching Vocabulary by Using Show and Tell Method at Mts Darul Muhajirin
Putra” is my real research. The things out of my research in this thesis are signed
by citation and referred in bibliography. If later proven that my thesis has
discrepancies, I am willing to take the academic sanctions in the form of repealing
my thesis and academic degree.
Mataram, 2022
Stated by,
Materai
10000
AHMAD DAUD
5
THESIS RATIFICATION
Thesis by:Ahmad Daud,Students Number: 170107118 entitled “The

Effectiveness of Teaching Vocabulary by Using Show and Tell Method at Mts
Darul Muhajirin Putra in academic year 2021/2022” has been defended in front of
the examiners board of study program of English Language Education, Faculty of
Education and Teacher Training, State Islamic University of Mataram on
2022
The Board of Examiners
Prof. Dr. Muhammad, M. Pd, M.S _________________________

(Exam Chairman/Advisor I)
Dr. Ribahan M. Pd. __________________________

(Exam Secretary/Advisor II)
Najamuddin, S, Pd, M. Hum __________________________

(Examiner I)
__________________________
(Examiner II)
Acknowledged by,
Dean of Faculty of Education and Teacher Training
Dr. Jumarim, M. HI
NIP. 197612312005011006
6
MOTTO
“The Blessing of Knowledge Will

Not be Obtained If It Is Not
Accompanied by Istiqomah”1
1
Tgh , Ma’arif Darek 13 februari 2022
7
DEDICATION
“This thesis is dedicated to my beloved

mother Maenah, father Nasir, grandfather
papuk tuan Dani , brother Hasbullah, all
of my friends D class and my almamater:
State Islamic University of Mataram.
ACKNOWLADGEMENT
8
In the Name of Allah, the Beneficient, the Merciful. All praises and
thankfulness are given to Allah, Lord of the creatures and universe for all
blessings and mercies so the researcher was able to finish this research proposal
entitled “The Effectiveness of Teaching Vocabulary by Using Show and Tell
Method at Mts Darul Muhajirin Putra In Academic Year 2021/2022”. Many
invocation and safety always be given to the prophet Muhammad SAW, His
companions, His families, and His follower up to the end of the world.
However, the research will not be able to finish this research proposal well
without any help, guidance, and support from the other people. Therefore, the
researcher would like to convey her sincere gratitude to:
1. Prof. Dr. Muhammad, M. Pd, M.S. as my first consultant and Dr.Ribahan,
M. Pd. as my second consultant for the guidance, patience in providing
careful guidance, helpful correction, indefatigable suggestion and
encouragement to the best result of this Research Proposal.
2. Dr. Ika Rama Suhandra, M.Pd. the chief of English Department which has
given the researcher opportunity arrange this research proposal.
3. Dr. Hj. Lubna, M.Pd. as a Dean of Faculty of Tarbiyah, UIN Mataram.
4. Prof. Dr. H. Masnun Tahir, M.Ag. as the rector of State Islamic University
of Mataram.
5. My beloved parents, Nasir and Maenah who always pray the best, devote
and everlasting love, give priceless motivation, wonderful strength and
trust to the researcher. You are the reasons of my life.
9
Mataram, 2022
The researcher
Ahmad Daud
TABLE OF CONTENTS
COVER............................................................................................................i
TITLE PAGE..................................................................................................ii
APPROVAL ...................................................................................................iii
SUPERVISIOR’S OFFICIAL NOTE...........................................................iv
STATEMENT OF ORIGINALITY ............................................................vi
RATIFICATION............................................................................................vii
10
MOTTO...........................................................................................................viii
DEDICATION................................................................................................ix
ACKNOWLEGMENT .................................................................................x
TABLE OF CONTENT.................................................................................xi
LIST OF TABLE ...........................................................................................xi
LIST OF APPENDIX.....................................................................................xiii
CHAPTER I INTRODUCTION
A. Background of the study.........................................................1
B. The Statement of problem and Research limitation...............4
C. Objective and significance of Research .................................4
D. Definitions of Key Terms.......................................................5
CHAPTER II REVIEW OF RELATED LITERATURE AND RESERCH
HYPOTHESIS
A. Review of Previous Research.................................................6
B. Theoretical Bases ...................................................................10
C. Theoretical Framework ..........................................................19
D. Research Hypothesis...............................................................20
CHAPTER III RESERCH METHOD
A. Approach and Type of Research...............................................21
B. Population and Sample..............................................................25
C. Setting and Time of Research...................................................26
D. Variable of Research.................................................................31
E. Research Design .......................................................................31
F. Instrument of Research.............................................................32
G. Procedure of Data Collection....................................................33
H. Technique of Data Analysis......................................................35
I. Validity and Reliability.............................................................37
CHAPTER IV FINDING AND DISCUSSION
A. Finding......................................................................................40
B. Discussion.................................................................................55
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................61
B. Suggestion.................................................................................61
REFERENCES..............................................................................................63
APPENDIX
LIST OF TABLES
Table.3.1 Rubric assessment of vocabulary test..........................................23
Table.3.2 Quasi-experimental research design............................................24
11
Table.4.1 The list Teachers of Mts Darul Muhajirin Praya.........................27
Table.4.2 Facilities and basic facilities of Mts Darul Muhajirin Praya......29
Table. 4.3 Score of pre-test in experimental group......................................41
Table.4.4 Scores of pre-test in control group...............................................42
Table.4.6 Experimental group’s post-test score...........................................45
Table.4.7 Control group’s post-test scores...................................................47
THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING SHOW

AND TELL METHOD AT MTS DARUL MUHAJIRIN PUTRA
Ahmad Daud
NIM: 170107118
ABSTRACT
12
The objective of this research aimed to find out of Show and tell method
effective in teaching students vocabulary at the Ten grade of MTS Darul
Muhajirin Praya in academic year 2021/2022. This research was classified as
quasi- experimental research. It involved 40 students of two groups. Class X A as
the experimental group and XB as the control group. The experimental was taught
show and tell method approach. The researcher employed vocabulary test. The
instrument used to collect data in this research was test consist of pre-test and
post-test. The researcher found that there was significant difference between the
students’ score in pre-test and post-test it was proved by the mean score that the
post-test was higher than mean score in the pre-test. In the experimental class, the
mean score of pre-test was 64 and the mean score of post-test was 72. While the
control group, the mean score of pre-test was 62 and the mean score of post-test
was 66. While, both of the group are improved, the significant improvement
happened in experimental group. In addition, the value of the t-test 5.805 was
higher than t-table 2.024 at the level of significant 0.05 with degree of freedom
(df)=38. Base on the result of this research, the researcher concluded that the use
of show and tell method can improve the students’ vocabulary in the tenth grade
students of MTS Darul Muhajirin Praya in academic year 2021/2022.
Keywords: Show and Tell method , Vocabulary
KEEFECTIPAN MENGAJAR VOCABULARY DENGAN MENGUNAKAN

METODE SHOW AND TELL DI MTS DARUL MUHAJIRIN PUTRA PRAYA
Oleh
Ahmad Daud
NIM: 170107118
ABSTRAK
13
Penelitian ini bertujuan untuk menemukan pendekatan pengajaran kosa-
kata effective bisa meningkatkan kemampuan kosa-kata siswa pada kelas 10 MTS
Darul Muhajirin Praya tahun ajaran 2021/2022.Penelitin ini di klasifikasikan
sebagai penelitian quasi-experimental.Melibatkan 40 siswa pada dua kelompok.
Kelas X A sebagai kelompok experiment dan kelas XB sebagai kelompok control.
Kelompok experiment diajarkan dengan pendekatan pengajaran bahasa
komunikasi. Peneliti menerapakan test kosa-kata. Instrument yang digunakan
untuk mengumpulkan data pada penelitian ini adalah test yang terdiri dari pre-test
dan post-test. Peneliti menemukan ada perbedaan signifikan antara siswa hasil
pre-test dan post-test itu dibuktikan dengan dengan nilai rata-rata post-test lebih
tinggi dari pada pre-test. Di kelompok experiment nilai rata-rata pre-test adalah 64
dan nilai rata-rata post-testnya adalah 72.Sedangkan kelompok control, nilai rata-
rata pre-test nya adalah 62 dan nilai rata-rata post-testnya adalah 66.Jadi kedua
kelompok mengalami peningkatan namun peningkatan yang lebih signifikan
terjadi pada kelompok experiment. Sebagai tambahan, nilai t-test nya adalah 5.805
lebih tinggi dari t-table 2.024 di tingkat significant 0.05 dengan tingkat kebebasan
= 38. Berdasarkan hasil penelitian ini, peneliti menyimpulkan bahwa pengunaan
pendekatan pengajaran pertunjukan dan cerita bisa meningkatkan kemampuan
berbicara siswa pada kelas siswa kelas 10 di MTS Darul Muhajirin Praya
tahun pelajaran 2021/2022.
Kata kunci: Show and Tell, Kosa-kata
‫استخدام منهج التدريس بلغة التواصل لتحسين الطالب الذين يتحدثون مهارة في الصف‬
2021/2022 ‫العاشر من ماجستير نورنا بريا في العام األكاديمي‬
‫بواسطة‬
‫بامبانج بورناما‬
:‫نيم‬
14
‫نبذة مختصرة‬
‫الهدف من هذا البحث هو معرفة منهج تدريس اللغة التواصلية الذي يمكن أن يحسن مه{{ارات‬
‫التحدث لدى الطالب في الصف العاشر مننور اليقين براي{{افي الع{{ام الدراس{{ي ‪.2022/2021‬‬
‫تم تصنيف هذا البحث على أنه بحث شبه تجريبي‪ .‬شارك فيه ‪ 40‬طالًبا من مجموعتين‪ .‬الفئ{{ة‬
‫‪ X A‬كمجموعة تجريبية و ‪ XB‬كمجموعة مراقبة‪ .‬تم تدريس التجربة التجريبية لتدريس لغة‬
‫التواصل‪ .‬استخدم الب{{احث اختب{{ار التح{{دث‪ .‬ك{{انت األداة المس{{تخدمة لجم{{ع البيان{{ات في ه{{ذا‬
‫البحث عبارة عن اختبار ما قبل االختبار وبعد االختبار‪ .‬وجد الباحث أن هناك فرًقا كبيًرا بين‬
‫درجة الطالب في االختبار التمهيدي وما بعد االختبار ‪ ،‬وقد ثبت من خالل النتيجة المتوسطة‬
‫أن االختب{{ار الالح{{ق ك{{ان أعلى من متوس{{ط ال{{درجات في االختب{{ار التمهي{{دي‪ .‬في الفص{{ل‬
‫التجريبي ‪ ،‬كانت النتيجة المتوسطة لالختبار األولي ‪ 64‬والنتيجة المتوسطة لالختبار الالح{{ق‬
‫كانت ‪ .72‬بينما كانت المجموع{{ة الض{{ابطة ‪ ،‬ك{{انت النتيج{{ة المتوس{{طة لالختب{{ار األولي ‪62‬‬
‫والنتيجة المتوسطة لالختبار الالحق ‪ .66‬بينما ‪ ،‬تم تحسين كال الفريقين ‪ ،‬حدث تحس{{ن كب{{ير‬
‫في المجموعة التجريبية‪ .‬باإلضافة إلى ذلك ‪ ،‬كانت قيمة اختبار ‪ t 5.805‬أعلى من الجدول ‪t‬‬
‫‪ 2.024‬عند مستوى ‪ 0.05‬مع درجة من الحرية (مد) = ‪ .38‬استناًدا إلى نتيجة ه{{ذا البحث ‪،‬‬
‫خلص الباحث إلى أن استخدام تدريس اللغة التواصلية يمكن أن يحسن مهارات التح{{دث ل{{دى‬
‫الطالب في طالب الص{{{ف العاش{{{ر من ماجس{{{تير ن{{{ور اليقين براي{{{ا في الع{{{ام الدراس{{{ي‬
‫‪.2022/2021‬‬
‫‪HAPTER 1‬‬
‫‪INTRODUCTION‬‬
‫‪A. Background of Research‬‬
‫‪15‬‬
English is an international language used a tool for communication in daily
life and in academic activities. In Indonesia, English as a foreign language is
formally taught in school from junior high school until university. It has
become an obligatory subject and as one of the subject examined in the
national examination. Furthermore, there are so many elements in English
that has to be mastered by students because without vocabulary we can’t
understand each other. Vocabulary is a smallest element in English that has to
be mastered by students. So that way teacher has to choose an appropriate
ways in teaching English vocabulary. So the students enjoy and relax learning
vocabulary and they can master it.
One of English components teach to the learner is vocabulary because it
has primary role for all Language skills as Linda said vocabulary may has
special importance for adult learner, since it is the one area of the language
learning that does not appear to be showed down by age. 2 Vocabulary can
make good students performances in all aspects in English language. But it
does not mean the other components are ignore such as: phonology and
syntax. All of these aspects are learn together by students, they are attached
one to another. We can improve our vocabularies by reading books, watching
TV, or learning through internet by chatting among the country and film
videos. In learning process the teachers is hopes to develop student ability to
communicate to give them practice pattern.
2
Linda Taylor, Teaching and Learning Vocabulary, (New York: Cambridge University
press, 2006),p.57.
16
Alpino Susanto stated, learning vocabulary is important part in learning
foreign language. Students learn new words are very frequently emphasized.
Vocabulary is first element in learning language because it is importance to
language students.3
Based on the preliminary study was conducted at MTS Darul Muhajirin
Putra Praya Kabupaten Lombok Tengah in class VI, the researcher found
some problems such as: students can’t understand the meaning and did not
know how to write the word because the students are very lazy to memorize
the meaning of the word, students just see word on dictionary without
memorizing their meaning and without giving attention about the written
form of sentence and students could not pronounce the word well. Because,
students just read the words base on its writing, they did not observe the way
to pronounce words and the last teacher still used a traditional method in
teaching English, in this problem teacher just gives list of vocabulary to
students and ask students to memorize the vocabulary, it will make students
are not interested in learning process.
By those conditions, the researcher assumed that the teaching of English
must be really improved with some practical and easy ways. The teacher had
chosen an appropriate method in teaching vocabulary, because it is not easy
to teach English especially vocabulary without using suitable method.
Teaching vocabulary is like teaching other social science, which is needed to
be suitable techniques or method in other to get the successful learning. One
3
Alpino susanto, “The Teaching of Vocabulary A Perspective’’, (Universitas Putra, Batam
2021),p.8.
17
of the good technique or method is Show and Tell method. Show and Tell
method is describes as a method of learning in which students tell about an
objective or process that has been or over experience. The method will be
used by the teacher can be influence, the success or overcome failure in
language learning.
According to Gordon and Harel, Show and Tell is new method combine
natural language parsing methods with interaction and show and tell uses to
create students in learning.4 Students will interest in learning vocabulary even
though teacher can use the material easier so the teacher will have a new
method to teach vocabulary through show and tell method. The teacher will
make this method become to be interesting method and students are easy to
understand in learning English vocabulary. Secondly, students enjoy and
understand easily the learning process and not to be bore when the teacher
give the material. Show and tell method has benefited in learning vocabulary
such as, Show and Tell method can increase students ability in learning
vocabulary, Show and Tell method will make students are interesting in
learning vocabulary, and Show and Tell method will make students enjoy and
more fun in learning vocabulary.
Based on the discussion above, the researcher intends and takes the title
“The Effectiveness of Teaching Vocabulary by Using Show and Tell Method
at MTS Darul Muhajirin Putra.
B. The Statement of Problem
4
Gordon M & Harel D, “The Use of Show and Tell Method For Teaching Vocabulary’’,
(Malaysia University Sains Malaysia,2000),p.4.
18
The problem in this research can be formulated as follows:
Is the use of show and tell method effective in teaching Vocabulary at MTS
Darul Muhajirin Putra?
C. Objective and Significance of Research

1. The Objectives
Based on the research problem above, the objective of this research is:
a. To find out whether the use of show and tell is effective in teaching
vocabulary at MTS Darul Muhajirin Putra.
b. To find out how show and tell method is effect of teaching
vocabulary at MTS Darul Muhajirin Putra.
2. Significance of Research
After researcher find of the results of this study, the researcher is hopes
to be useful for academic, teacher, students and other researchers.
a. Theoretically
This research expects will be able to gave contribution and empirical
evidence to support the effectiveness of using show and tell method in
teaching and learning process especially for teaching vocabulary.
b. Practically
In this research the researcher expects to be useful for teacher,
students and researcher. For student, the researcher hopes them will
enjoy and understand easily in learning process and students are not
bore when the teacher will give the materials. For teachers, they will
become effective using some approaches to improve student learning
vocabularies, the teacher would have a new method to teach
vocabulary through show and tell method. For researchers, the
19
researcher hopes that can give contribution to teach English by using
show and tell method, especially in teaching vocabulary.
D. Definition of key terms
1. Vocabulary
Vocabulary is the first element which the English learner would
learned in other to master English well besides vocabulary is the word of
language has meaning and function.5 Then from the word, people ccould
make up a language to communicate with others.
2. Show and Tell Method

Show and tell methods are new method, where these methods show
something to students in picture form and mention the pictures name. by this
methods can improve their students vocabulary, because this methods are
very easy and simple.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Previous Research
5
Nur Vitasari, “ The Use of Show and Tell Method In Teaching Vocabulary at The Second
Year Students of Junior High School Negeri 4 Galesong Selatan Kabupaten Takelar, 2017).
20
Here the researcher would like to show three previous researches that
researcher had been by other researcher, as follows:
First, A Research conducted by Nur Haliza Agustina entitled “Using
English Video Songs to Improves Students Vocabulary Mastery at MTs
Manbail Futuh Tuban.6 The research aims to find the effectiveness of English
video song in teaching English vocabulary which has observed and analyzed
from students of seventh grade of MTs Manbail Futuh Tuban. The method has
used in this research is quasi experimental. The data collection in this research
is pre-test. The teacher teaches student to listen to the English video songs. The
last researcher would give students post test. The score of pre-test and post-test
were collected from twenty multiple choice questions, then it was analyzing by
using test. The research finding of this research shows that English video song
was quite effective. Research shows that the average of N- Gain score for the
experimental is 63.5094 or 63.3% include in the category of quite effective.
While the average N-Gain score for the control class is 23.4864 or 23.4%
include in the effective category, it can state that there are significant different
between students vocabulary scores tough by using English song from video
and without using English video songs. It means that the English video songs
are quite effective in improving student vocabulary mastery. From the research
above, there are similarities and differences between previous research and
current research. The similarities are the same as conducting research to find
6
Nur Haliza Agustina, “Using English Video Songs to Improve the Students Vocabulary
mastery” ,(Thesis,Teaching Training and Education Faculty, Univesitas Islam Negeri Sunan
Ampel Sumbawa Surabaya,2019).
21
out how students ability learning vocabulary while the difference is that Nur
Haliza Agustina researcher had conducted research at MTs Manbail Futuh
Tuban. While the current research researcher conducted at MTS Darul
Muhajirin Putra Central Lombok.
Second, a Research conducted by Misra Fadillah entitled “The
Effectiveness of Teaching Vocabularies Through Total Physical Response
Method.7 The research aims to gain the information about the effectiveness of
total physical response method in teaching vocabulary, moreover it is
conducted to get the effective technique in teaching vocabulary at seventh
grade of students in junior high school MTs Khazanah Kebajikan. The sample
of the research was 30 students of seventh year. The method had used in this
research is experimental method in the quantitative form by collecting data
from documentation and test. The data collected in this research has analyzed
by using t-test. According to the result of statistical calculation, the obtained
value of to ( t- observation is 4.01 and the value of “ t”( table ) from the df (29)
on degree of significance, the writer finds 4.01 > 2.04 so to is higher than te or to
.
based on the result, the null hypothesis ( H o) which says that there are no
significance influence of using total physical response method in teaching
vocabulary is accepted. The result of the research is make the class effective in
learning process, students could find the class easy to follow and they could
accomplish the leaning objectives more easily and it could also help them to
understand the lesson as well as the directions and goal of the lesson that
7
Misra Fadila, “ the effectivenees of teaching vocabulary through total physical response
method” ,(Thesis, Faculty of Syarif Hidayatullah State Islamic University Jakalrta, 2011).
22
lessons are really appreciate by the students for teacher use the method when
the process teaching learning. Based on the finding of this study it can be
concluded that using total physical response in teaching vocabulary is quite
success by using TPR method. It is not only effective to lead students fell more
interesting and enjoy doing activity in the class but, it can give students the
opportunity to be active in learning English vocabulary. From the research
above there are similarities and differences between previous research and
out how students ability in learning vocabulary, while the difference is that
Misra Fadila researcher conducted at MTs Khazanah Kebajikan Pondok Cabe
Ilir. While the current research researcher conducted at MTS Darul Muhajirin
Putra Central Lombok.
Third, a Research by Tasya Randita Siagian entitled “The Effect of Show
and Tell Method Assisted by Smart Cube in Leaning Speaking at SMK
Mandiri Pecut Seituan in Academic Years 2018 /2019. 8 The research aims to
find out effects of show and tell method assisted by smart cube in leaning
speaking at ten grade of SMK Mandiri. The method has used in this research is
Classroom Action Research. The data collecting in this research was oral test.
Namely by asking students to represent the information based on the topic that
based on the topic that researcher given and asked them one by one while
researchers listen to them, scores were classified based on speaking creation,
there were vocabulary, pronunciation, fluently, comprehension, and grammar.

8
Tasya Randita Siagian, “The Effect of Show and Tell Method Assisted by Smart Cube In
Learning Speaking”, (Thesis, Education English Department Faculty,Islamic University of Syarif
Hidayatullah,2019),.p.1.
23
The result shows that test t observed > t table or 7.3 > 2.00 it means the
hypothesis that there ware significance Effect of show and tell method assisted
by smart cube in learning speaking in senior high school. From the research
above, there are similarities and differences between previous research and
out how students ability to learning vocabulary while the difference is that
Tasya Randiita Siagian researcher conducted research at SMK Mandiri Percut
Seituan Sumatra Utara. While the current research researcher conducted at
MTS Darul Muhajirin Putra Central Lombok.
B. Theoretical Bases
1. Vocabulary
a. Definition of Vocabulary
Vocabulary knowledge is an important element of any languange. 9 An
extensive vocabulary items will help leaerners to construct appropriate
words in certain situation involving them in a meaningful and interactive
conversation. For instance, students engagments in a class discussion
requiire their competences in choose good word-list to engage them in a
discussion.
According to Brown, vocabulary is the content and function words of
language which is learn by students. Vocabulary become a part of students
9
Sezen Tosun, “ The Effect of Blanded Learning on EFL Students Vocabulary Knowledge
Procedia-Social and Behavioral”, vol. 199,No.4, Desember 2015,p.642.
24
understand speaking, reading and writing.10 Second, vocabulary is words has
meaning when hard or seen, even through in communicate with others.
Richard said, vocabulary is one of the most components of language to
master by learners.11 According to Webster, vocabulary is a list of words
and phrases, it is arrange in alphabetical words to learner master of
voabulary. Marsuni stated vocabulary is ability to recognize individual
letters form of words. Vocabulary as the words we teach in learning foreign
language. Brown satated vocabulary is the content and function words of
language which is learns by students become a part of the child’s understand
speaking, reading, and writing. Based on explanation above, vocabulary is
words activity to involves speaker and listener to articulate ideas, thoughts,
and opinions in social environment.
b. Types of Vocabulary
Vocabulary is necessary for master four language skills well. Anyone
who uses a language will has a number of different abilities, in the most
general way we can classify for major skills as listening, speaking, reading,
and writing. According to Paul Nation vocabulary can divide become two
kinds, there are high frequency of vocabulary and low frequency of
vocabulary.
1) High Frequency of Vocabulary
10
Brown, H. Douglas, Language Assessment. Principles and Classroom Practices’, (New
Yourk. Education, 2004),
11
Richards, “Communicative language teaching today, (Singapore :Cambridge University
press, 2006 ),P 16.
25
High frequency vocabulary consists of words is uses very often in
normal languages. Vocabulary uses in all four skills like reading,
listnening, writing and speaking. High frequency vocabulary consists of
2000 words families, which is about 87% of words in formal written text
and more than 95% of the words in informal spoken texts.
2) The Low Frequency Vocabulary
The low frequency vocabulary is covers only small proportion of
running words of continuous text, it mean that law frequency vocabulary
is rarely uses, in command activity of English language. This group
includes 100.000 word families.12
Evelyn Hatch and Charly Brown classify vocabulary become active
and passive. Active vocabulary is words to students understand four skill
in foreing languange, pronounce correctly, and uses constructive in
speaking and writing it refers to put item which is learners can use
appropriate in speaking or writing, and it is also called as productive
vocabulary. Meanwhile passive vocabulary is words to recognize and
understand words in peaper, but he cannot produce correctly by himself.
It refers to language item can be recognize and understand in context of
reading and also called as receptive vocabulary.13
c. Elements of Vocabulary
12
Paul Nation, New Ways of Teaching Vocabulary,( New York: Teacher of Eglish to
Speaker of Another lAnguange, 1994), P.3.
13
Jo Ann Acbersold and Mery Lee, From Reader To Reading Teacher, ( Cambridge
University Press, 1997), P. 139
26
According to Neuman & Dwyer Alqahtani stated vocabulary has
defined as words to communicate effectively, word in speaking (expensive
vocabulary) and words in listening ( receptive vocabulary).14 Vocabulary is
essential for students success in learning second language because without
extensive vocabulary, student will unable to use the structure and function
of words.
Nurvitasari divided Vocabulary become three parts, there are:15
1) Verb is words using to make sentence. Verb is express action and verb is
action words, verbs is very importance words, because every sentence in
English must has verb.
2) Noun, is to indicate persons, place animals, thing idea act,
3) Adjective, adjective is uses to describe a noun,it means that modify any
verb, adjectives is a way to understand purposes sentence of massage.
Adjective give us information about noun.
d. Function of Vocabulary
Gains and Redman said vocabulary is crucial things to master English,
students can recognize and comprehend the context of reading material
and students as productively uses it appropriately in speech and writing.
In this case, the statement by Legget stated vocabulary made student
recognize all the word in written and oral context. Finally, they are can
uses vocabulary in speaking and writing. According to this research the
14
Musfiroh Alqathani, “The Important of Vocabulary In Language Learning And How to
be Taught” ,King Khaled Academy, Saudi Arabia Vol. No 3 March 2015, Hlm.24.
15
Nurvitasari “ The Use Of Show And Tell Method In Teaching Vocabulary At Te
Second Year Students Of Junior High School Negeri 4 Galesong Selatan Kabupaten Takelar”
2017
27
researcher have conclude vocabularies are importance for students in
recognize all the words in writing, comprehend the context of reading,
and vocabulary has used in speaking and writing.
2. Show and Tell Method
a. Definition of Show and Tell Method
According to Tilaar show and tell methods are activity prioritizing the
ability to communicate simple.16 The purpose of this activity is to train
children speak in front of the classroom and get children sensitive the
simple things every day. Suyanto stated show and tell methods are using
to uncover abilities, feelings, and the wishes of children . The teacher
will asks two or three children to doing show and tell. When children tell
stories, teacher can conduct an assessment on the child. Teacher can
continue the topic talks about children in learning.
Musfiroh stated technique of show and tell is activitiy of show
something to audience and explain or describe something. The method of
show and tell has divided become three main areas, namely education,
music and actions. Show and tell methods are educative method the most
reliable in western countries. Show and tell methods are utilizing for the
three domains at once. Show and tell method is educative for record
playing toys, show and tell method to play with toys and show and tell
method for children. According to description above, show and tell
method is show and tell parts of learning with children to show objects
16
H. A. R. Tilaar, “Unexpected Show and Tell method. United States”, ( Thesis,
FTK UIN Sumatra Utara, 2013).
28
and activities express opinions, express feelings, desires, and experiences
related to the object.
b. Types of Show and Tell (S&T) Method
According to Musfiroh, there are different types of show and tell
teacher can apply, show and tell method with personal objects, show and tell
method with food, and show and tell method with images and photos.17
1) Show and Tell Method with Personal Object
Students can bring personal object for using when they are doing show
and tell method such as book, pen, ruler, shoes, ect.
2) Show and Tell Method with Food
Foods are the things students need and have a strong range to develop
responsibility and independence. When childs are showing and tell, they
are talking about the taste, the main ingredient for making food, colours,
and so on.
3) Show and Tell Method with Images and Photos
Images and photos are relatively effective to stimulate the ability of
manners, responsibility, and independence. The children can increase the
ability to be well through media stories and with pictures or photographs
Meanwhile Tilaar stated, show and tell method will teachs to show
something like a new game, birthday gift, foods, or all the objects which
is considered new or interesting items for children. 18 Hoiril stated
17
Musfiroh,“Bermain Sambil Belajar Dan Mengasah Kecerdasan Simulasi Multiple
Intelligences Anak Usia Taman Kanak-Kanak”, (jakarta. Departemen pendidikan nasiona, 2004).
18
H. A. R. Tilaar, “Unexpected Show and Tell method. United States,” ( Thesis, FTK
UIN Sumatra 2013),p32.
29
children can show and tell to uses a work or a project had been made.
For example, children make something like show and scene from the
novel or true stories. On the next day students are standing to show and
tells the story of activity that show some aspect of the life of the learner.
opinions above is to show the application of method show and tell
can uses food, drawings or photographs, new game tool, birthday gifts,
tableware, children work, and all the objects that are considere attractive
for children.
c. Teaching Vocabulary Procedures Using Show and Tell Method
1. Teaching Vocabulary Procedures Using Show and Tell Method
There are some steps in teaching use show and tell method such as:
Pre Teaching. In this step the teacher explains to the student about the
definition of show and tell. The teacher can gives warm up by using the
media around the class such as window, book, pencil, and other or the
teacher can ask students to describe that thing as warm up.
While Teaching. In this step the teacher makes sure to explain the
strategy he will uses in teaching vocabulary. The teacher explains about
media like picture, definition of picture, the advantages of using picture
in teaching vocabulary and other. The teacher can gives some picture to
each student and then ask them to write vocabulary. Before the teacher
will gives them example how to write vocabulary using show and tell.
Post Teachings. In this step the teacher gives student time to ask and,
students will write simple words about foods. After students finish write
30
vocabularies, the teacher gives feedback about students make. At the end
of the class, the teacher gives conclusion about vocabulary by using show
and tell with picture.
d. Advantages and Disadvantages of Show and Tell Method
1. Advantages
There are several advantages of show and tell method. Some of the
advantages are as follows:
a) A very simple method, and learners will enjoy in learning and fun
b) Using a concrete object, it making easier for a child who tell story.
c) Children became active in lerning because emphasizing participatory
approaches in the learning process.
2. Disadvantages
There are several disadvantages of show and tell method. Some of
disadvantages are.19
a) The method will always be done with teacher supervision. This
problems because of this method requires guidance if learners
difficulty in telling the object use.
b) This method can’t be use in a sudden condition because, the methods
are need enough time.
c) The time takes to doing show and tell are limited. This is because
show and tell is done regularly to take turns, so all the learners can
perform in class.
19
Hall Brown Douglas, Principles of Languange Learning”, ( New Jersey: Prentice Hall,
200),p.3.
31
C. Conceptual Framework
In determining theoretical framework, the writer stars to think base on the
problem of students in studying the English. In the process of teaching and
learning, especially in English, many problems and activities face by the
students and also the teacher. But, mostly the success of students in learning
English should be determined by themselves. Besides the students study the
English at the school, they should have a time to repeating what they have
studied at school to increase what the teacher tough in school.
In other instance, the students often get failed in their learning cause of
many factor, such as feel strange to the material, confuse and uninterested
situation in teaching learning process in the classroom. The duty of teachers is
how to develop student potential in studying English especially in vocabulary.
Vocabulary is essential for successful second language use for express feeling,
opinion, and ideas. Show and Tell method is one of method to facilitate the
teaching, and it can be able to overcame the failure of students in learning.
Therefore, the researcher is using show and tell method in teaching and
learning are better, and achievement of students will increase especially master
of vocabulary.
D. Research Hypothesis
Based on the theory in concept above, the writer formulates the
hypothesis as follows:
32
1. Null hypothesis (Ho) the use of show and tell is not effective of students
vocabulary skill taught by show and tell method.
2. Alternative hypothesis (Ha) the use of show and tell is effective in teaching
vocabulary by using show and tell method.
CHAPTER III
RESEARCH METHOD
A. Approach and Type of Research
33
1. Approach
The researcher used quantitative approach with experimental
research for getring the data. Quantitative method is a concrete method
that are objective, rational, measured, and also systematically. 20 In
quantitative research, the research data is form of numbers and is also
analyzed using statistics. This method is important to know, because this
method is way and step. Quantitative research deals with numbers and
statistics, and allow the resarcher to test a hypothesis by systematically to
collecting and analyzing data, and this is how researcher have done the
research.
2. Types of Research
In this study, researcher used quantitative research method that is
quasi experimental research dessign because this design is accordance
with the researcher research with the objective of the research indicator.
It means this study had to establish the causes and consequences from the
research conducted by researcher in increase student’s vocabulary. The
benefit of this research was to help and give students opportunities to
speak in the class because students had mastered enough vocabulary
B. Population and Sample
1. Population
20
Sugiono, “ Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: Alfabeta,
2010,P.13.
34
Population is a region of generalization that consists of object or
subjects which become a certain quantity and characteristic and decide
by researcher to study, than to make conclusion.21
The population of this study are ten grade students of MTS Darul
Muhajirin Putra Praya in academic year 2021/2022. Ten grades of
students consist of two classes. There are 20 students each and total
numbers of students are 40.
2. Sample
Sample is small group or subset of population. 22 The sample of this
study is students of 10th grade at MTs Darul Muhajirin Praya. Each class
consist of 20 students including experimental group and 20 students for
control, total numbers of samples of research are 40 students. The
sampling technique is purposive sampling technique to determine the
control group and experimental group as sample of the research.
Sugiyono stated that purposive sampling as technique with determine and
consideration sample.23
C. Setting and Time of Research
21
Sugiono, “ Metode Penelitian Pendidikan”, bandung : (alfabeta 2014 hlm,117).
22
Albi Anggito and Johan Setiawan, Metodologi Penelitian Kualitatif, (Yogyakarta:CV
Jejak, 2018), p. 8.
23
Lexy J. Moleong. Metode Penelitian Kualitatif. (Bandung: PT Remaja Rosdakarya,
2013), p. 330.
35
This research was conducted at the first smester in academic year
2021/2022 at the first grade of MTs Darul Muhajirin Praya located in
JL.Raya tgh Najamudin Makmun Praya, Central Lombok, West Nusa
Tenggara. The accreditation of MTs Darul Muhajirin Praya is “A”
Therefore, this study was conducted in one month, started from 1 juni until
30 juni 2022. The researcher took four meetings to take data from
students. Therefore, the researcher took one meeting for pre-test, two
meetings for treatment, and one more meeting for post-test.
D. Variables of Research
In this research, there are two variables, independent variable (X) and
dependent variable (Y). Independent variable is a variable that is supposed
to influence the other variable, the dependent variable. The title of the
research is “ The Effectiveness of Teaching Vocabulary by Using Show and
Tell Method at MTs Darul Muhajirin Putra” the writer conclude that first
variable is show and tell technique as independent variable and second
variable is vocabulary mastery as the dependent variable.
E. Research Design
In this study, the researcher used quasi-experimental design. Quasi-
experiment is a research method that to test hypothesis that make form a
causal relationship through the treatment and test changes due totreatment
itself24 . In this experimental design, there were two class of assample of this
reserach. The first was experimental group and the second was control
24
Afrinawati, “Pengaruh Strategi PQ4R terhadapHasil BelajarSiswa di SMA
DarulMaarif”.(Skripsi. Program Studi Pendidikan Biologi, FakultasTarbiyah dan Keguruan
Universitas Islam Negeri SyarifHidayatullah Jakarta, 2010), p. 52
36
group with pre-test and post-test non-equivalent group design. The
researcher treated the experimental group using story completion strategy
and control group using another strategy.
Here is the model of quasi-experimental that researcher used in this
research.25
Table 3.2
Quasi Experimental Research
Class Pre-test Treatment Post-test

Experimental Yes Yes Yes
Control Yes No Yes
Based on the table above, both the experimental and control group
was given pre-teat and post-test. The experimental class was given treatment
using story completionwhile the control group using another strategy.
F. Instrument of Research
Instruments are a tool to collect the data. In this study the researcher
chooses test as the instrument. According to Sugiyono research instrument
is a tool that is used to measure the phenomenon of nature and social
phenomena observed.26 Measuring an instrument in research is usually
called the instrument of research. The instrument in this research was used
to know the the effect of using show and tell toward students’ vocabulary at
the first grade of MTs Darul Muhajirin Putra. Therefore, the instrument of
this research was vocabulary test. Moreover, vocabulary test was used to
25
Sugiyono, Metode…, p.77
26
Ibid, p. 92.
37
know the effect of using show and tell method for students’ vocabulary at
the first grade of MTs Darul Muhajirin Putra.
The vocabulary test was divided into pre-test and post-test. The pre-
test was given at the beginning of the meeting before the treatment. While, the
posttest was given to the students after four-time treatments have done.
Furthermore, the score of the pre-test was compared with the score of the
posttest. Then, those two scores were used as numerical data to measure the the
effectiveness of using show and tell at students’ vocabulary in the first grade of
MTs Darul Muhajirin Putra.
G. Procedure of Data Collection
The researcher used vocabulary test in obtaining data. The test was
used to determine the effectiveness of show and tell method completion on
students vocabulalry of the first grade of MTs Darul Muhajirin Praya.
Therefore, the test conducted before and after giving a treatment to identify
the problem in this study. The test was given in experimental class and
control class to get the students score in their achievement in vocabulary.
The procedure of collecting dat in this research is including pre-test and
post-test the techniques are presented below.
1. Pre-test
38
There are some steps in the pre-test that the researcher used,
namely:
a. The researcher came to the class and ask the attention to the students.
b. Then, the researcher explained to the students the procedure of test that
will give to the students.
c. Next, the researcher explained the purpose of the test and research.
d. At last, the researchers asked the student to present in front of class.27
The pre-test was used to collecting the data and to know student
treatment before using show and tell technique and to know students’
knowledge of vocabulary before giving the treatment.
2. Treatment
The researcher gives the treatment to improve students vocabulary by
show and tell. After the researcher conducting a pre-test, the researcher
gives the treatment to the students, such as:28
a. The researcher asked the students to introduce themselves.
b. The researcher introduced the introduction of the materials.
c. The researcher explained the materials about.
d. The researcher explained the show and tell technique.
e. Then, the researcher divided the students into 5-6 groups.
f. The researcher told the students the topic of the vocabulary and the title.
g. The researcher explained the way of show and tell technique.
27
Andi Putrawansyah, “Effectiveness of Using Youtube Video in Improving Students’
Speaking Skill through Asking And Answer Questions”(Thesis, Teacher Training and Education
Muhammadiyah University of Makasar, 2020), p. 21-22.
28
Ibid, 22-23.
39
h. Then, the researcher ask every group to complete the vocabulary
i. The researcher told the use of vocabulary beginning and asked the
students to continue it, and every student in the group had chance to
presented the vocabulary and spoke to another students
j. The last, the researchers gave students some motivations in learning
English.
3. Post-test
After giving different treatments, students in both the experimental
group and control group were given a post-test. This aims to measure
student achievement in vocabulary tests.
In vocabulary test, the use of grading rubricswas important because
they clarify the quality of students’ performance in what they do. Therefore,
rubrics assist teachers in teaching, coordinate teaching and assessment, and
assist students in learning.
Table 3.3
Scoring of Vocabulary Ability29
No Name Aspect Total Score
G F V C P
Note:
G: Grammar
F: Fluency
V: Vocabulary
29
Douglas Brown, Teaching by Principles An Interactive Approach to Language
Pedagogy Second Edition, (London: Longman, 2001), p. 406-407
40
C: Comprehension
P: Pronunciation
In clarifying the score, students score can be ordered from the highest
to the lowest, it would be easier for the teacher to know the student’s
achievement. Measurement of student’s achievement is interpreted with the
following table:
Table 3.4
The Measurement of Students’ Achievement30
No Classification Criteria of Assessment
1 Excellent 96-100
2 Very Good 86-95
3 Good 76-85
4 Fairly Good 66-75
5 Fair 56-65
6 Poor 46-55
7 Very Good 0-45
H. Technique of Data Analysis
In this part, data analysis is the last step in research methodology
which is important in calculating student’s achievement data. It was used to
determine whether show and tell effective on students’ vocabulary skill.
Researcher used several steps in obtaining data:
The data was analyzed using t-test. Prior to the application of t-test,
the data should be Normal and Homogeneous. Therefore, normality and
homogeneity test should be applied:
1. Normality Testing
30
AgusRahmat, “Small group Discussion Strategy towards students’ Reading
Comprehension of SMA Negeri11 Bulukumba”. Journal of English Language, Literature, and
teaching. Metathesis, Vol. 1, No, 2, Oktober 2017, p. 38.
41
The normality test was conducted to determine whether the sample
under study was normally distributed or not. The normality is the
Kolmogorov-Smirnov test and the Shapiro-Wilk test using SPSSversion 25.
Prior to testing, statistical hypothesis were determined as follow:
a. Ho = The data in pre-test and pos-test is not normally distributed.
b. Ha = The data in pre-test and pos-test is normally distributed.
The criteria for determining statistical hypothesis are as follow:
a. If the significance (p-value) > α (0.05), it means that Ha is accepted, the
sample comes from a normally distributed population
b. If the significance (p-value) ≤ α (0.05), it means that Ho is rejected, the
ample comes from not normally distributed population.
2. Homogeneous Testing
Homogeneity was carried out to determine whether the data from
the two groups had same variance or not. Tested by Levinetest using SPSS
version 25. Therefore, the basis for decision making is:
a. If the significant value is> 0,05 then the data distribution is homogeneous
If the significant value is< 0, 05 the data distribution is not homogeneous
3. Hypothesis Testing
Hypothesis testing in this study requires testing to prove the truth
of the hypotheses that have been formulated previously. In testing the
hypothesis, the researcher used independent simple t-test with SPSS version
25. The test accessed whether the mean of groups was statically different
from one other, this analysis was appropriate to match the mean of two
42
groups, with the aim of whether of two groups has averages the same or not.
The null hypothesis (H0) was rejected and the alternative hypothesis (Ha)
was accepted if the test result was lower than 0.05.
I. Validity and Reliability
1. Validity
One of the important principles in the assessment of English learning
is validity. According to Sugiyono, validity shows the degree of accuracy
between the data that actually occurs in the objects with data that can be
collected by researcher31.Validity is a measurement that shows the grade of
the number of instruments. An instrument is called valid one when it can
measure by uncovering the variable studied exactly. The method used in
measuring the validation of the instrument is called construct validity.
In construct validity, researcher have to measure the students’
difficulty and also to test must qualify. Construct validity focuses on the
extent to which the measuring instrument shows results measurement by
definition. The definition of variables must be clear so that the assessment
of construct validity is easy32. If the definition is based on the right theory,
and the item statement is appropriate, then the instrument is declared valid
with construct validity according to Fraenkel, Wallen, & Hyun in R. Ratika
Z.33
31
Sugiyono, Metode...
32
Yusup F, “Uji Validitas dan ReabilitasInstrument PenelitianKuantitatif”.
JurnalTarbiyah. JurnalIlmiahKependidikan. Vol. 7, No. 1, January-June 2018, p. 19
33
Ibid.
43
Instruments that match the vocabulary test to measure students’
vocabulary skills. The researcher asked the students to montion English
vocabulary based on the story with story completion. While the validity of
the content of the researcher to obtain evidence of a valid instrument. In
addition, Fraenkel, Wallen, & Hyun said that validity expresses attention to
the important relationship between concepts and indicator.
2. Reliability
Reliability that is consistent and dependable. Reliability of the test is
the measurement that explains the consistency of the test. Arifin in Zulkifli
states that a test is said to be reliable if it always gives the same results when
tested on the same group at different times or on different occasions. 34 The
reliability of the instrument was estimated by using the Cronbach Alpha
reliability test. Based on the results of the study, the α value of 0.856 was
obtained. The table shows that instrument used in this study has a high level
of reliability. Calculations were carried out using the SPSS programversion
25.
34
MatondangZulkifli, “Validitas dan ReliabilitassuatuInstrumenPenelitian”.
JurnalTabularasa PPS UNIMED, Vol. 6, No. 1, June 2009, p. 93
44
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
In this chapter, the findings and discussion of the research are
presented. Consists of a description of the data, validity, reliability,
normality and homogeneity test result, statistical hypothesis testing, and N-
gain score.
1. Validity Testing
Vlidity test is a test used to show the extent to which the meaasuring
instrument used in a measure is what is being measured. Gozali stated that
the validity test is used to measure the validity of questionare.
No R hitung R table Result
1 0,64 0,444 Valid
2 0,53 0,444 Valid
3 0,57 0,444 Valid
4 0,55 0,444 Valid
5 0,49 0,444 Valid
6 0,62 0,444 Valid
7 0,57 0,444 Valid
8 0,51 0,444 Valid
9 0,46 0,444 Valid
10 0,73 0,444 Valid
11 0,53 0,444 Valid
12 0,27 0,444 Not Valid
45
13 0,43 0,444 Not Valid
14 0,71 0,444 Valid
15 0,49 0,444 Valid
16 0,48 0,444 Valid
17 0,51 0,444 Valid
18 0,37 0,444 Not Valid
19 0,53 0,444 Valid
20 0,51 0,444 Valid
A question can be said to be valid if r count is greather than r table as
for the basis for making decisions in this validity test, it can be done by
comparing the calculated value r table using excel.
a. if the calculated r value is greater than the r table value, the item in the
questionare is declared valid.
b. if the value of r count is smaller than the value of r table, then the item in the
questionare is declared invalid.
2. Uji Reliability
Reliability Statistics
Cronbach's
Alpha N of Items
.856 20
Based on the reliability test result, it can be concluded that the

questian can be said to be reliability if the Cronbach’s Alpha value is greater
than 0,5% . Then it can be said to be reliable.
46
a. The Score of-Pre-Test and Post-Test in Experimental Class
The experimental class was X. which consists of 20 students. Before
giving treatment, students were given a pre-test to determine the students’
svocabulary before giving treatment. After giving treatment, students were
given a post-test to determine their achievement after receiving treatment in
learning vocabulary for experimental class and conventional methods for the
control class. The score of pre-test and post-test of experimental class can be
seen in the table below:
1) Pre-Test Score Of Experimental Class
Table 4.1
Students Score of Pre-Test in Experimental Group
No Respondents Pre-test
1 1 60
2 2 50
3 3 40
4 4 50
5 5 50
6 6 60
7 7 70
8 8 40
9 9 40
10 10 60
11 11 60
12 12 70
13 13 50
14 14 50
15 15 60
16 16 40
17 17 60
18 18 70
19 19 80
20 20 40
47
Table 4.2
The Description of Pre-test score in Experimental Class
No Description Experimental Class
Pre-test
1 Number of Respondents 28
2 Maximum Score 80
3 Minimum Score 30
4 Sum 1410
5 Average 50.36
The pre-test for experimental group aimed to determine the students
vocabulary scores before the researcher gives the treatment. The results
showed that the students got the highest score was 80 and the lowest score
was 30, the average score of the pre-test in experimental was 50.36. Then,
the sum score of pre-test in experimental class was 1410. Looking at the
data below, it shows that for students vocabulary ability the pre-test scores
test from the experimental group.
2) Post-test of Experimental Class
Table 4.3
Students Score of Post-test in Experimental Group
No Respondents Students’ Score
1 1 70
2 2 60
3 3 50
4 4 70
5 5 70
6 6 70
7 7 80
8 8 50
9 9 60
10 10 80
11 11 70
12 12 80
13 13 70
48
14 14 60
15 15 70
16 16 60
17 17 70
18 18 80
19 19 90
20 20 60
Table 4.4
The Description of Post-test Score in Experimental Class
No Description Experimental Class
Post –test
1 Number of Respondents 28
2 Maximum Score 90
3 Minimum Score 50
4 Sum 1860
5 Average 66.43
The post-test was conducted in the experimental group to determine
the students’ vocabulary. In general, the score of post-test were better than
the pre-test score. The result of post-test showed that the highest score was
90 and the lowest score was 50, while the average score of post-test in
experimental class was 66.43. Then the sum of post-test in experimental
class was 1860. Looking at the data below, it is clear that for students
speaking skillin the experimental group were better than the pre-test score.
49
3 Uji Normalitas
One-Sample Kolmogorov-Smirnov Test

Unstandardized
Residual
N 20
a,b
Normal Parameters Mean .0000000
Std. Deviation 2.96636106
Most Extreme Differences Absolute .151
Positive .151
Negative -.103
Test Statistic .151
Asymp. Sig. (2-tailed) .200c,d
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
50
d. This is a lower bound of the true significance.
Berdasrkan Hasil Uji Normalitas DI Ketahui Nilai Signivicance 0,200 Lebih
Besar Dari 0,05 Maka Berdistribusi Normal.
CHAPTER V
CONCLUSION AND SUGESTION
51
A. Conclusion
Based on the result of data analysis, the researcher concluded that the
use of show and tell method significant effecton students’ vocabulary in the
first grade MTs Darul Muhajirin. It was proved from the vocabularary test in
experiment class and control class. The pre-test mean score of experimental
class was 50.36 and the post-test was 66.43. While, the pre-test of control class
was 47.50 and post-test were 56.43. Therefore, the value of sig.2-tailed
between the experimental class and control class was 0.003, the value was
lower than thesignificance level 0.05 (0.003<0.05). It is agreed that there is a
significance effect or average between the experimental class and control class.
Thus, the alternative hypothesis (Ha) is accepted and Null hypothesis(Ho) is
rejected. So, it can be concluded that the use of show and tell method affective
significantly on students’ vocabulary of the first grade students of MTs Darul
Muhajirin.Thus, this technique is essential for improving students’ vocabulary
for students to understand the material and make students enthusiast, and
interest in the teaching and learning process. Therefore, the students were more
excited and actively during learning process.
B. Suggestion
1. For students
52
Resercher suggestion for first grade at MTs Darul Muhajirin Putra, it
is suggested to practice vocabulary more in English even though in
increasing vocabulary it is mixed with indonesian. Acoording to the
researcher, there is nothing wrong with it, as long as the students keep
practicing. Practicing frequently will make it easier for students to be a good
in vocabulary.
2. For Researcher
After the researcher conduct this research, the researcher is also
expected to be able to use English more often in daily activity to motivate
students to be active in speaking English and to become an example for
students that researcher as teacher at that time are not only able to use theory
but also with examples and practices. Researcher must also learn more and
continue to learn in order to increase their knowledge so that it can be even
better.
3. For English Teacher
The teaching process is not just explaining it, more ever the teacher
only asks students to take notes. But it must be with good and consistent
techniques and practices. The teacher should also provide many
opportunities for students to learn. The teacher must provide meaningful
learning so that one student can use english vocabulary appropriate when
they communicate with other students in real life. Teacher must also provide
a lot of motivation to students related to the importance of learning Englis.
53
.
References
Alpino Susanto “The Teaching of Vocabulary A Perspective” Universitas Putera
Batam .Susanto alpino40@gmail.com2021.
54
A Riskawati Hajis “ Improving Students Vocabulary by Using Visual Media at
SMP Negeri Makasar” A Thesis University of Makkasar, 2014.
Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek: Jakarta: PT Rineka
Cipta.2006, Hlm.306.
Arthur Huges & Don porter, Current Development in language testing, New york
London, 2003.hlm 143
Albi Anggito and Johan Setiawan, Metodologi Penelitian Kuantitatif,
(Yogyakarta:CV Jejak, 2018), p. 8.
Browen,” Teaching by principles An Interactive Approach to Language
pedagogy, New york: Longman,2000.
Dwi Widiyawati “The Students Mastery of Vocabulary Influenced by Sexism In
Written English” (The Case Study of the Second Year Students of MTs
N Filial Sucen, Simo, Boyolali in the School Year of 2003-2004).
Gordon M & Harel D “The Use of Show and Tell Method For Teaching
Vocabulary”, (2000).
Gains, Redman. Vocabulary Book: Learning and Instruction. London: Teacher
College Press. 2000.
H. A. R. Tilaar, Unexpected Show and Tell method. United States: Libraries
Unlimited, Inc. 2013.
Jo Ann Acbersold and Mary Lee Field, From Reader To Reading Teacher,
Cambridge University Press, 1997, P. 139.
J.B.Heaton, Classroom Testing, New york: Longman inc.2000.hlm 15
Linda Taylor, Teaching and Learning Vocabulary, (New York: Cambridge
University Press, 2006), p.1.
Lexy J. Moleong. Metode Penelitian Kualitatif. (Bandung: PT Remaja
Rosdakarya, 2013), p. 330.
Misra Fadillah. “ The Effectiveness of Teaching Vocabulary Through Total
Physical Respond Method”, Syarif Hidayatullah State Islamic
University Jakarta. 2011.
Muhbubah “The Using Of Scrabble Can Interest Learners To Learn Vocabulary.
Thesis, Faculty of Language and Arts UNM. 2005
Musfiroh, T. Bermain sambil belajar dan mengasah kecerdasan (simulasi multiple
intelligences anak usia taman kanak-kanak). Jakarta: Departemen
Pendidikan Nasional. 2005.
55
Nurvitasyari ‘’ The Use of Show and Tell Method In Teaching Vocabulary at The
Second Year Students of Junior High School ( SMP) Negeri 4 Galesong
Selatan Kabupaten Takalar” Universitas Alauddin Makasar, 2017.
Nur Haliza Agustina “ Using English Video Songs To Improve The Students’
Vocabulary Mastery at Mts Manbail Futuh Tuban” Thesis, Universitas
Islam Negeri Sunan Ampel Surabaya. Surabya, 2019.
Novia Ayu Lestari “ Applying Show and Tell Method To Enhance Students
Speaking Skill of Describing”, Universitas Islam Negeri Syarif
Hidayatullah Jakarta 2019.
Paul Nation, New Ways of Teaching Vocabulary :“Teacher of Eglish To Speaker
of Another Languange TESOL Inc, New York, 1994, P.3.
Richard, Jack and A. Renandya Willy. Methodology in Language Teaching, New
York: Cambridge University, 2002.
Yogi Endarweni, “Implementing The Show and Tell Technique To Improve The
Speaking Skill of Grade VIII Students at SMP Pembaharuan Purworejo’’
( Thesis FTIK Universitas Negeri Yogyakarta, 2001
56
L
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
RPP Experimental group
Madrasah : MTS Darul Muhajirin
57
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IPS 1/2
Alokasi Waktu : 4 x 45 Menit
Standar Kompetensi : Vocabulary
Memahami makna vocabulary pada setiap ungkapan dan penulisan dalam
konteks kehidupan sehari –hari.
A. Kompetensi Inti
 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin,
santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung
jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat
dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan
kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator
58
3.8 Mengungkapkan kata-kata  Mengungkapkan vocabulary
( Vocabulary) dengan ucapan yang
jelas dan lancar yang berkaitan secara lisan dengan ucapan
dengan lingkungan terdekat yang benar.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
 Siswa dapat mengucapkan vocabulary dengan pronounciation yang benar.
 Siswa dapat meningketkan vocabulary mereka yang dapat di aplikasikan
dalam kehidupan sehari – hari.
D. Nilai Karakter
 Berani ( courage )
 Rasa hormat dan perhatian
 Tekun ( diligence )
 Tanggung jawab ( responsibility )
E. Materi Pembelajaran
 Kata sifat ( Adjective )
F. Metode Pembelajaran
Pendekatan : Saintifik Learning
Metode : Show and Tell Method
G Media Pembelajaran
1. Media
 Gambar yang di peroleh dari google image
 Worksheet
2. Alat / Bahan
 Penggaris
H. Sumber Belajar
59
 Buku penunjang kurikulum 2013 mata pelajaran bahasa ingris when
english rings a Bell, kelas vii, kemendikbud, revisi tahun 2017
 Pengalaman peserta didik dan guru.
I. Langkah kegiatan Pembelajaran
Langkah-langkah kegiatan pembelajaran Alokasi
waktu
Pendahuluan : 10 Menit
 Memberi salam kepada siswa dan mengajak siswa
berdo’a
 Mengecek kehadiran siswa
 Guru memberikan sedikit motivasi belajar untuk
siswa dan menjelaskan berapa pentingnya materi
yang akan di pelajari
kegiatan inti :
a. Eksplorasi 60 Menit
 Exsplorasi
 Guru menjelaskan devinisi adjectiive, fungsi
adjective, memberikan conntoh adjective yang
melibatkan siswa.
b. Elaborasi
 Guru menampilkan gambar adjective, kemudin
meminta siswanya untuk mengungkapkan adjective
apa yang ada pada gambar tersebut.
 Pada saat menampilkan gambar, jika terjadi
kesalahan pada saat siswa menebak kata dan
mengucapkanya guru membantu mereka
memperbaiki kesalahan siswa.
 Guru memberikan siswa lembaran test dengan
tujuan mengukur sejauh mana pengenalan siswa
dengan vocabuary yang telah di tampilkan
60
 Guru memperbaiki kesalaha – kesalahan siswanya
dari segi penulisan dan pengucapan vocabulary.
c. Konfirmasi
 guru memberikan penguatan dengan mereview
kembali materi yang sudah di pelajari.
Penutup
 guru meminta siswa untuk membaca materi sudah
di pelajari
 guru menyimpulkan pembelajaran
 guru mengahiri dengan do’a bersama
J. Penilaian
Indikator pencapaian Teknik Bentuk Instrument/ soal
kompetensi penilaian instrument
Mengungkapkan secara Test lisan Performance Mengucapkan kata
lisan vocabulary dengan siswa dengan sesuai dengan gambar
ucapan yang benar. mengucapkan yang di tampilkan
vocabulary dengan pronounciation
secara lisan yang benar
K. Format Penilaian
No classification Score
1 Very good 90-100
2 Good 70-89
3 Fair 50-69
4 Poor 30-49
5 Very poor 10-29
Praya, 2022
61
Guru Mata Pelajaran, Mahasiswa,
Muhammad sabri Spd. Ahmad Daud

Mengetahui,
Kepala sekolah,
MULYADI,S.pd,I

(RPP)
62
Describing noun siswa dapat mendiskripsikan benda-benda di sekitar kelas
C. Kompetensi Inti
D. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
63
3.8 Mendiscripsikan kata-kata  Mengungkapkan vocabulary

D. Nilai Karakter
 describing ( noun )
1. Media
 Worksheet
2. Alat / Bahan
 Penggaris
H. Sumber Belajar
64
waktu
berdo’a
kegiatan inti :
 Exsplorasi
 Guru menjelaskan bagaimana cara mendiscripsikan
suatu benda, fungsinya, memberikan conntoh
diskripsi yang melibatkan siswa.
b. Elaborasi
 Guru mencontohkan bagaimana mendiscripsiakan
suatu benda, kemudin meminta siswanya untuk
mengungkapkan noun apa yang ada pada gambar
tersebut.
65
c. Konfirmasi
Penutup
di pelajari
J. Penilaian
K. Format Penilaian
No classification Score
1 Very good 90-100
2 Good 70-89
3 Fair 50-69
4 Poor 30-49
5 Very poor 10-29
66
Praya, 2022

Mengetahui,
Kepala sekolah,
MULYADI,S.pd,I
67
(RPP)
Siswa dapat mengenal pembagian kata benda seperti abstrac noun, concrit
noun
E. Kompetensi Inti
68
F. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

D. Nilai Karakter
1. Media
 Worksheet
2. Alat / Bahan
 Penggaris
69
H. Sumber Belajar
waktu
berdo’a
kegiatan inti :
 Exsplorasi
b. Elaborasi
tersebut.
70
c. Konfirmasi
Penutup
di pelajari
J. Penilaian
K. Format Penilaian
No classification score
1 Very good 90-100
2 Good 70-89
3 Fair 50-69
4 Poor 30-49
5 Very poor 10-29
71
Praya, 2022

Mengetahui,
Kepala sekolah,
MULYADI,S.pd,I
72
(RPP)
Siswa dapat mengaplikasikan vocabulary yang sudah di pelajari
G. Kompetensi Inti
73
H. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

( Vocabulary) dengan ucapan
yang jelas dan lancar yang secara lisan dengan ucapan
berkaitan dengan lingkungan yang benar.
terdekat
D. Nilai Karakter
1. Media
 Worksheet
2. Alat / Bahan
 Penggaris
74
H. Sumber Belajar
waktu
berdo’a
kegiatan inti :
 Exsplorasi
b. Elaborasi
tersebut.
75
c. Konfirmasi
Penutup
di pelajari
J. Penilaian
K. Format Penilaian
No classification score
1 Very good 90-100
2 Good 70-89
3 Fair 50-69
4 Poor 30-49
5 Very poor 10-29
76
Praya, 2022

Mengetahui,
Kepala sekolah,
MULYADI,S.pd,I
77
78

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THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING

SHOW AND TELL METHOD AT MTS DARUL MUHAJIRIN PUTRA

STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION

STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION

Thesis by: Ahmad Daud, student’s number (NIM): 170107118 entitled

“The Effectiveness of Teaching Vocabulary by Using Show and Tell Method at

requirement and has been approved by the thesis advisors to be examined.

Research Advisor I Research Advisor II

Prof. Dr. Muhammad, M. Pd, M Dr.Ribahan, M.Pd.

Subject: Thesis Examination

Assalamu’alaikum, Wr. Wb,

Respectfully, after doing guidance, direction, and correction, we are of

Name : Ahmad Daud

has fulfilled the requirement to be submitted in the thesis examination session

Wassalamu’alaikum, Wr. Wb.

Advisor I, Advisor II,

Prof. Dr. Muhammad, M. Pd, M.S Dr. Ribahan, M. Pd.

Name : Ahmad Daud

Thesis by:Ahmad Daud,Students Number: 170107118 entitled “The

The Board of Examiners

Prof. Dr. Muhammad, M. Pd, M.S _________________________

Dr. Ribahan M. Pd. __________________________

Najamuddin, S, Pd, M. Hum __________________________

“The Blessing of Knowledge Will

“This thesis is dedicated to my beloved

entitled “The Effectiveness of Teaching Vocabulary by Using Show and Tell

Method at Mts Darul Muhajirin Putra In Academic Year 2021/2022”. Many

researcher would like to convey her sincere gratitude to:

1. Prof. Dr. Muhammad, M. Pd, M.S. as my first consultant and Dr.Ribahan,

M. Pd. as my second consultant for the guidance, patience in providing

careful guidance, helpful correction, indefatigable suggestion and

encouragement to the best result of this Research Proposal.

given the researcher opportunity arrange this research proposal.

3. Dr. Hj. Lubna, M.Pd. as a Dean of Faculty of Tarbiyah, UIN Mataram.

and everlasting love, give priceless motivation, wonderful strength and

trust to the researcher. You are the reasons of my life.

Table.3.1 Rubric assessment of vocabulary test..........................................23

Table.3.2 Quasi-experimental research design............................................24

Table.4.2 Facilities and basic facilities of Mts Darul Muhajirin Praya......29

Table. 4.3 Score of pre-test in experimental group......................................41

Table.4.4 Scores of pre-test in control group...............................................42

Table.4.6 Experimental group’s post-test score...........................................45

Table.4.7 Control group’s post-test scores...................................................47

THE EFFECTIVENESS OF TEACHING VOCABULARY BY USING SHOW

Keywords: Show and Tell method , Vocabulary

KEEFECTIPAN MENGAJAR VOCABULARY DENGAN MENGUNAKAN

Kata kunci: Show and Tell, Kosa-kata

life and in academic activities. In Indonesia, English as a foreign language is

become an obligatory subject and as one of the subject examined in the

national examination. Furthermore, there are so many elements in English

that has to be mastered by students because without vocabulary we can’t

understand each other. Vocabulary is a smallest element in English that has to

be mastered by students. So that way teacher has to choose an appropriate

vocabulary and they can master it.

One of English components teach to the learner is vocabulary because it

make good students performances in all aspects in English language. But it

one to another. We can improve our vocabularies by reading books, watching

videos. In learning process the teachers is hopes to develop student ability to

communicate to give them practice pattern.

Vocabulary is first element in learning language because it is importance to

Based on the preliminary study was conducted at MTS Darul Muhajirin

teaching English, in this problem teacher just gives list of vocabulary to

are not interested in learning process.

By those conditions, the researcher assumed that the teaching of English