THE EFFECTIVENESS OF USING WORD WALL MEDIA

TO IMPROVE STUDENTS’ VOCABULARY MASTERY

(A Case of the 10th Graders of SMK Bina Negara Gubug in the Academic Year
2023/2024)

A FINAL PROJECT
Presented as Partial Fulfilment of the Requirements to Obtain the
SarjanaPendidikan Degree in English Education

FATHIMATUZZAHRA
31801900019

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGES AND COMMUNICATION SCIENCE
SULTAN AGUNG ISLAMIC UNIVERSITY
2024
PAGE OF APPROVAL

ii
PAGE OF VALIDATION

iii
STATEMENT OF WORK’S ORIGINALITY

iv
 MOTTO

“Ain’t about how fast I get there. Ain’t about what’s waiting on the other side. It’s

the climb”

(Miley Cyrus)

DEDICATION

 For myself, thank you for all your efforts to finish the obligations that you

have to do.

 My dearest father Sukuroji, my mother Anisa, my brothers Niem and

Lujiansa, who always support me, give me love, care for me, and

motivation to keep going forward.

 All my best friends Avienna, Alviona, Ardhia, Harlina, Maida, Ndari,

Nadya, Sania, Agesty, Syifa, and others. Thank you for always supporting

me in every situation for doing this final project.

v
 ABSTRACT

Fathimatuzzahra, 2024. “The Effectiveness of Using Word Wall Media to Improve

Students’ Vocabulary Mastery”. A final project. English Education Study
Program, Faculty of Language and Communication Science, Sultan Agung
Islamic Univerity, Advisor: Hartono, S.S., M.Pd
The aim of the research carried out by the researchers was to determine the
effectiveness of using word wall media to improve students' vocabulary mastery
of the 10th Graders of SMK Bina Negara Gubug in Academic Year 2023/2024.
The type of this study was a quasi-experimental design and the method was a
quantitative method. The population of this study consisted of 28 students of TKJ
2 as the experimental class and 28 students of TKJ 1 as the control class. The
tryout test for TKJ 3 was done to know the validity and reliability of the
instrument. Pre-test and Post-test were given to the experimental and control
class. The result of the pre-test for experimental for experimental class was 66.00
and the control class was 64.50. Meanwhile the result of the post-test for the
experimental class was 80.00 and the control class was 78.57. T-test calculation
showed that there was a significant difference. The result of the analysis shows
that sig (2-tailed) was 0.001<0.05 which means that Ho was rejected and H1 was
accepted. As a result, it could be concluded that the use of the word wall media
was effective in improving students’ vocabulary mastery.
Keywords: effectiveness, word wall media, vocabulary mastery

vi
 INTISARI

Fathimatuzzahra, 2024. “The Effecttiveness of Using Word Wall Media to

Improve Students’ Vocabulary Mastery”. Skripsi. Jurusan Pendidikan Bahasa
Inggris, Fakultas Bahasa dan Ilmu Komunikasi, Universitas Islam Sultan
Agung Semarang. Dosen Pembimbing : Hartono, S.S., M.Pd.
Tujuan dari penelitian yang dilakukan oleh peneliti adalah untuk mengetahui
apakah penggunaan media word wall efektif atau tidak untuk meningkatkan
penguasaan kosakata siswa kelas X SMK Bina Negara Gubug Tahun Ajaran
2023/2024. Jenis penelitian ini adalah quasi experimental design dan metode yang
digunakan adalah metode kuantitatif. Populasi penelitian ini terdiri dari 28 siswa
TKJ 2 sebagai kelas eksperimen dan 28 siswa TKJ 1 sebagai kelas kontrol. Uji
coba untuk TKJ 3 dilakukan untuk mengetahui validitas dan reliabilitas
instrumen. Pre-test dan Post-test diberikan kepada kelas eksperimen dan kelas
kontrol. Untuk hasil pre-test untuk kelas eksperimen adalah 66,00 dan kelas
kontrol adalah 64,50. Sedangkan hasil post-test untuk kelas eksperimen adalah
80,00 dan kelas kontrol adalah 78,57. Hasil perhitungan uji-t menunjukkan bahwa
terdapat perbedaan yang signifikan. Hasil analisis menunjukkan bahwa sig (2-
tailed) sebesar 0,001 < 0,05 yang berarti Ho ditolak dan H1 diterima. Dengan
demikian, dapat disimpulkan bahwa penggunaan media word wall efektif untuk
meningkatkan penguasaan kosakata siswa.
Kata kunci : efektifitas, media word wall, penguasaan kosakata

vii
 ACKNOWLEDGEMENTS

Praise and gratitude I pray to Allah SWT, the one who only helps me

to survive. Gratitude to Allah SWT, for all his help, mercy, and love so that

this entitled “The Effectiveness of Using Word Wall Media to Improve

Students’ Vocabulary Mastery” could be finished and submitted as the final

project in the English Education study program of Languages and

Communication Science Faculty. Sholawat and salam to the Prophet

Muhammad SAW who has always been the best source of inspiration and the

role model for mankind.

In this opportunity, I would like to express my deepest appreciation to

the following people:

1. Prof.Dr. H. Gunarto, S.H., M.H. as the Rector of Sultan Agung Islamic

University.

2. Trimanah, S.Sos.,M.Si. as the Dean of Faculty of Languages and

Communication Science, Sultan Agung Islamic University.

3. NurEkaningsih, S.Pd.,M.Pd. as the Head of the English Education Study

Program of the Faculty of Languages and Communication Science, Sultan

Agung Islamic University.

4. Hartono, S.S.,M.Pd. as the advisor who has patiently guided, and given the

best advice, comments, and suggestions to complete this final project.

5. All lecturers and staff of the Faculty of Languages and Communication

Science for their guidance, support, and assistance during the study.

viii
ix
 TABLE OF CONTENTS

COVER .................................................................................................................... i
PAGE OF APPROVAL .......................................................................................... ii
PAGE OF VALIDATION ..................................................................................... iii
STATEMENT OF WORK’S ORIGINALITY ...................................................... iv
MOTTO .................................................................................................................. v
ABSTRACT ........................................................................................................... vi
INTISARI.............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLE ................................................................................................. xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I INTRODUCTION ............................................................................. 1
1.1. Background of the Study ........................................................................ 1
1.2. Reasons for Choosing the Topic ............................................................. 5
1.3. Statement of the Problem ....................................................................... 5
1.4. Objective of the Study ............................................................................ 6
1.5. Hypotheses of the Study ......................................................................... 6
1.6. Limitation of the Study ........................................................................... 6
1.7. Significance of the Study........................................................................ 7
1.8. Definition of Key Terms......................................................................... 8
1.9. Organisation of the Study ....................................................................... 9
CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 10
2.1. English Language Teaching in Indonesia ............................................. 10
2.2. English Language Teaching at Senior High School ............................. 11
2.3. English Vocabulary .............................................................................. 13
2.3.1 Definition of Vocabulary............................................................. 13
2.3.2 Kinds of Vocabulary ................................................................... 14
2.3.3 Vocabulary Mastery .................................................................... 17
2.3.4 Strategies for Teaching Vocabulary ............................................ 18

x
 2.4. Word Wall to Enhance Students’ Vocabulary...................................... 20
2.4.1. Definition of Word Wall ............................................................. 20
2.4.2. Procedure of Using Word Wall ................................................... 21
2.4.3. Advantages and Disadvantages of Word Wall............................ 22
2.5. Previous Relevant Studies .................................................................... 23
CHAPTER III METHOD OF STUDY ................................................................. 25
3.1 Design of the Study............................................................................... 25
Table 3. 1 Quasi Experimental Design .......................................................... 25
3.2 Subject of the Study.............................................................................. 26
3.2.1. Population of the Study ............................................................... 26
3.2.2. Sample of the Study .................................................................... 26
3.3 Variables of the Study .......................................................................... 27
3.4 Instrument of the Study ........................................................................ 27
3.4.1. Validity of the Instrument ........................................................... 27
3.4.2. Reliability of the Instrument ....................................................... 28
3.5 Data Collecting Procedure .................................................................... 28
5.3.1. Try Out ........................................................................................ 29
5.3.2. Pre-test......................................................................................... 30
5.3.3. Treatment .................................................................................... 30
5.3.4. Post-test ....................................................................................... 30
3.6 Data Analysis ........................................................................................ 31
3.6.1. Normality..................................................................................... 31
3.6.2. Homogeneity ............................................................................... 32
3.6.3. T-test............................................................................................ 32
3.7 Time Schedule ...................................................................................... 33
CHAPTER IV RESULT AND DISCUSSION ..................................................... 34
4.1 School Profile ....................................................................................... 34
4.2 Description of the Respondents ............................................................ 34
4.3 Analysis of Validity and Reliability ..................................................... 35
4.3.1. Validity ........................................................................................ 35
4.3.2. Analysis of Reliability ................................................................. 35

xi
 4.4 Pre-test Analysis ................................................................................... 36
4.4.1 Pre-test Standard Normality ........................................................ 36
4.4.2 Pre-test Standard Homogeneity................................................... 38
4.4.3 Pre-test Mean Score .................................................................... 38
4.5 Treatment Activities ............................................................................. 39
4.6 Post-test Analysis ................................................................................. 41
4.7 Discussion of Research Finding ........................................................... 43
CHAPTER V CONCLUSION AND SUGGESTION .......................................... 45
5.1 Conclusion ............................................................................................ 45
5.2 Suggestion ............................................................................................. 46
REFERENCES...................................................................................................... 47
APPENDICES ...................................................................................................... 50

xii
 LIST OF TABLE

Table 3. 1 Quasi Experimental Design ................................................................. 25

Table 4. 1 The Reliability Statistic ........................................................................ 36

Table 4. 2 The Score Level ................................................................................... 36

Table 4. 3 The Normality of the Control and Experimental class in the Pre- test 37

Table 4. 4 Result of The Homogeneity of Pre-test Control and Experimental Class

Test of Homogeneity of Variances ....................................................................... 38

Table 4. 5 Group Statistic...................................................................................... 38

Table 4. 6 Independent Sample Test ..................................................................... 39

Table 4. 7 Group Statistic...................................................................................... 42

Table 4. 8 Independent Simple Test...................................................................... 42

xiii
 LIST OF APPENDICES

Appendix 1 Certificate of the Research from Univeristy...................................... 51

Appendix 2 Certificate of the research from SMK Bina Negara Gubug .............. 52
Appendix 3 Rubric Validation .............................................................................. 53
Appendix 4 Modul Ajar ........................................................................................ 57
Appendix 5 Intrument Tryout ............................................................................... 62
Appendix 6 Tryout Validation .............................................................................. 68
Appendix 7 Final try out validation ...................................................................... 69
Appendix 8 Instrument of Pre-test ........................................................................ 70
Appendix 9 Students Score of Pre-test X TKJ 1 Control Class ............................ 75
Appendix 10 Students Score of Pre-test X TKJ 2 Experimental Class................. 76
Appendix 11 Instrument of Post-test .................................................................... 77
Appendix 12 Students Score of Post-test X TKJ 1 Control Class ........................ 82
Appendix 13 Students Score of Post-test X TKJ 2 Experimental Class ............... 83
Appendix 14 Docuementation............................................................................... 84

xiv
 CHAPTER I

INTRODUCTION

This chapter focused on discussing the Background of the Study, the

Reasons for Choosing the Topic, the Statement of the Problem, the Objective of

the Study, the Hypotheses of the Study, the Significance of the Study, the

Definition of Key Terms, and the Organisation of the Study.

1.1. Background of the Study

Languageis a human communication tool that has an important role in

human life. With language, one can convey ideas, thoughts, feelings, or

other information to others. Language can be used orally or in writing

(Arnianti, 2019). Language serves as a medium employed by individuals for

communication with one another. Communication can occur when there is

involvement between two or more people. In this instance, the emphasis was

placed on the interaction process to facilitate the exchange of feedback

between the speaker and the listener, and vice versa (Rabiah, 2020). It can be

inferred that in order to engage in communication or interaction with others,

we need a tool, which is called language.

Language is one of the tools used by humans to carry out

communication between one human being and another. Language can be

done both verbally and non-verbally. The language used by humans to

communicate is the spoken language used to talk directly with other people

(Sitompul & Harahap, 2020). From this explanation, It can be deduced that

language serves as a communication tool utilized by individuals to engage

1
 2

with others which cannot be separated in life. Language can be used widely in

various fields, for example, science, education, business, trade, and various

other fields.

In addition, there are so many kinds of languages used in this world.

In one country there were also various kinds of languages. One region to

another definitely used a different language, even though they were in the

same country. One example was English.

English is one of the global languages utilized for communication

with someone who has a different language. English is widely used in writing

books or newspapers and delivering information used in hotels, tourist

attractions, airports, and others, always used English. In addition, English is

also used in the world of education (Kusuma, 2018). As time and era go by, a

lot of information from various fields is written in English. Many reference

books in Indonesian universities were also written in English. Therefore,

many people start learning English even though they do not come from an

English study program because they realize that English is an important

language and needs to be learned and mastered.

Within the Indonesian education system, English has been mandated

as a core subject, with Students commence their study of English in

elementary school, progressing through junior high school, and continuing

into high school. English language learning involves four primary

components: listening, speaking, reading, and writing. Listening and reading

are regarded as receptive skills, while writing and speaking are categorized as
 3

productive skills (Masduqi, 2016). In addition, in learned English there are 3

components, namely grammar, pronunciation, and vocabulary. All of these

components were very important and must be studied if someone wants to

master English well (Kurniawati, 2015). Therefore, to learn a language it

would be better if you learn the basic things that canfacilitate someone who is

learning, one of the basic abilities to learn English is to master vocabulary.

Vocabulary stands out as one of the fundamental skills in English

learning; the greater the vocabulary a learner possesses, the more fluent the

learner will be in English (Endarto & Subekti, 2020). Learning vocabulary as

a starting activity in learning is very important. Because if someone has

mastered vocabulary, it would be easier for him or her to understand the

message. Meanwhile, someone who does not master vocabulary, when

studying a text, he or she will have more difficulties understanding.

Vocabulary is needed by everyone who uses English. Vocabulary was

a basic element that will be learned by every student who studies English.

This learning was done by memorizing and then submitting to the teacher the

results of the memorization. The more vocabulary memorized, the easier it

would be for everyone to communicate with others. Therefore, learning and

increasing vocabulary was very important.

At school, many students had difficulties memorizing vocabulary.

This is because English is a foreign language. Even though they have been

taught English from a young age, if students don't learn the vocabulary and

do not want to re-learn properly, they will not be able to master it. In high
 4

schools, vocabulary is only introduced a few for each material, and even then

they only learned how to read and what it means and write it down in their

reference books. It could be because learning like that makes most of the

Students often exhibit laziness and disinterest in learning when confronted

with a lack of motivation or engagement in the subject matter. Maybe the

teacher can used another strategy when giving vocabulary to students, for

example by using a word wall.

A word wall is a display of words featured prominently on a wall,

bulletin board, chalkboard, or blackboard within the classroom. The words

are usually printed in large letters to ensure visibility from all student seating

positions (Farisa et al., 2018). As time goes by, learning by using word

walls doesn't have to be done manually with paper. Now, word walls can be

accessed online and in the form of a game platform that has many kinds of

word games in it. This setup simplifies the learning process for students and

practice words regularly vocabulary. With word wall game platform,

vocabulary learning would be more fun (Hasram et al., 2021). Learned from

the researcher’s experience when doing internships by teaching in a school,

the researcher realizes that there are still students who do not understand

vocabulary in English but are reluctant to learn it. Moreover, today's

students include the students who have been hindered by the coronavirus

pandemic made them unable to study optimally. Based on the phenomenon

above, the researcher is interested in researching "The Effectiveness

of Using Word Wall Media to Improve Students' Vocabulary Mastery (A

 5

Case of the 10th Graders of SMK Bina Negara Gubugin Academic Year

2023/2024)". According to the researcher, this mediawas very unique and

can help students improve their ability to learn vocabulary more easily and

happily.

1.2. Reasons for Choosing the Topic

The reasons for the researcher chose the topic "The Effectiveness of

Using Word Wall Media to Improve Students' Vocabulary Mastery (A Case

of the 10th Graders of SMK Bina Negara Gubug in the Academic Year

2023/2024)" are:

1. The researcher was interested in researching this topic to find out the

effect of word walls to improve students' vocabulary mastery at SMK

Bina Negara Gubug.

2. Some students still have problems in mastering English vocabulary

because they found difficult to memorize it.

3. The researcher believed that used a word wall could This setup facilitates

students' improvement in mastering vocabulary. Learning in class was not

boring because there was other activities besides reading books from

school.

1.3. Statement of the Problem

Given the background provided in the research, the researcher

formulated the following problems: ”Was using word wall media effective

to improve students’ vocabulary mastery of the 10th graders of SMK

 6

Bina Negara Gubug in the academic year 2023/2024?”

1.4. Objective of the Study

Based on the problem statement, the objective of this study was to

determine the effectiveness of using word wall media in enhancing the

vocabulary mastery of 10th-grade students of SMK Bina Negara Gubug in

the academic year 2023/2024.

1.5. Hypotheses of the Study

In this research, the hypothesis is formulated as follows :

1. (Ho): There was no significant difference in vocabulary mastery of the

10th graders between the students who were taught vocabulary using word

wall and those who were taught vocabulary without using word wall.

2. (Hi): There was a significant difference in vocabulary mastery of the 10th

graders between the students who were taught vocabulary using word

wall and those who were taught vocabulary without using word wall.

1.6. Limitation of the Study

Based on the statement of the problem, the focus of this research is

limited to the effect of improving students' vocabulary mastery in using the

word wall media, this research was carried out by collecting some vocabulary

that has been obtained by students through the word wall application. The

participants selected were 10th graders of SMK Bina Negara Gubug.

 7

1.7. Significance of the Study

The anticipated outcomes of this study are expected to yield several

benefits from the research results both theoretically and practically for

students and teachers.

1. Pedagogical Significance

The anticipated outcomes of this study are intended to offer

advantages to both students and teachers, serving as a valuable resource

for enhancing students' mastery of vocabulary through the utilization of

word wall media. It was hoped that with this media teachers could use it

as one of the strategies in providing learning to students so that class

conditions were more enjoyable and students become active, enthusiastic,

and not easily bored and want to express themselves confidently in

learning English.

2. Practical Significance

a. For the teachers

To provide teachers with knowledge of one effective strategy to

enhance students' vocabulary mastery is the use of word wall media.

So that teachers do not always have to teach using strategies that have

been used before, maybe they can used these strategies to make the

situation in the classroom more enjoyable.

b. For the students

After trying to use the word wall media, the results were

expected to really improve students' vocabulary mastery and also

 8

provide positive experiences to make students more creative, and

active, and make it easier for students to learn English.

1.8. Definition of Key Terms

Defining key terms is crucial for understanding the essence of the

topic. The key terms of the research are defined as follows:

1. Effectiveness

According to Andi Setiawan & Suci Maghfirah, (2021), effectiveness

was the effect of something or the target of success in order to measure

the extent to which the achievement of results in accordance with the

planned goals.

2. Word Wall

Word walls are compilations of words prominently displayed within

the classroom, typically deemed significant in terms of vocabulary for the

students (Sipayung, 2019).

3. Vocabulary Mastery

Vocabulary refers to a repertoire of words utilized by an individual

within a language, words that have meaning and can be used to

communicate. Mastering vocabulary is a fundamental aspect of learning

any foreign language thoroughly. To convey an opinion or communicate

one must master vocabulary first (Hakim et al., 2020). Based on this

explanation, it can be concluded that achieving proficiency in vocabulary

is highly significant for beginners embarking on the journey of learning

English. Because mastery of vocabulary was a basic learning that must be

 9

mastered by every student.

1.9. Organisation of the Study

To offer a concise overview of the content of this proposal, systematic

organization of the research report writing process was important and

necessary. This research covers three chapters which the organization of the

study follows :

Chapter I outlines the introductory aspects of the research,

encompassing the Background of the Study, Reasons for Selecting the Topic,

Statement of the Problem, Objective of the Study, Hypothesis, Significance,

Definition of Key Terms, and Organization.

Chapter II delves into the Review of Related Literature, encompassing

discussions on various points such as Theories Underlying the Study and a

Review of Similar Previous Studies.

Chapter III presents the research methodology, covering aspects

including the Research Design, Participants, Research Instrument, Validity

and Reliability Assessment of the Instrument, Data Collection Techniques,

and Data Analysis Methods.

Chapter IV focuses on the Research Results and Discussion. This

section presents the findings, including the school's profile, description of the

respondents, validity and reliability analysis, pre-test analysis, treatment

activities, post-test analysis, and discussion of the research findings.

Chapter V provides the Conclusion and Recommendations based on

the discussions presented in the previous chapters.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter focused on discussing English Language Teaching in

Indonesia, English Language Teaching at Senior High Schools, English

Vocabulary, Word Wall to Enhance Students’ Vocabulary, and a Review of the

Previous Relevant Studies.

2.1. English Language Teaching in Indonesia

The Indonesian government has made English a compulsory subject,

starting from elementary school and continuing through junior high school

and senior high school (Misrawati et al., 2020). Teaching English in senior

high school involves educators' efforts to enhance students' language

knowledge and skills (Tambusai & Nasution, 2022).

In Indonesia, English is taught as a foreign language, predominantly

serving educational purposes in both formal and non-formal settings and isn't

commonly used for everyday communication among people. At school,

students only got the material, while speaking English requires a lot of

practice (Maduwu, 2016). Therefore, there are still many students from

various school levels experiencing difficulties, even though they have

received English lessons since childhood. The difficulties experienced by

these students make them feel easily frustrated and reluctant to learn English

further.

10
 11

The Language Development and Guidance Agency (Kemendikbud)

was campaigning to "emphasizes the importance of prioritizing proficiency in

the Indonesian language, mastering foreign languages, and preserving

regional languages". Therefore, people are required to master foreign

languages, but we should not lose our sense of nationalism by using

Indonesian as the main language (Alfarisy, 2020). Instead of providing

facilities that can be used by students to improve their ability to speak English

to build a better generation and be able to compete widely with students from

other countries. The Indonesian government's latest policy has further

worsened the English language situation. Removing English from the 2013

curriculum at the primary school level and reducing the amount of time

allocated for English lessons at the high school level, policies began in 2014

(Alfarisy, 2021). It can be concluded that The Language Development and

Guidance Agency of the Ministry of Education and Culture (Kemendikbud)

wants people to master foreign languages but still use the national language

as the main language.

2.2. English Language Teaching at Senior High School

English Language Learning for Senior High School aims to enable

students to used English as a daily communication tool or to be able to

understand when accessing information containing a foreign language using

their skills (Zaim, 2017). In addition, students were able to convey their

messages or opinions both in writing and orally. Students are also able to

used English for accessing knowledge and using English in formal and
 12

informal situations (Kusumaningrum, 2016). The objective of learning

English is to foster intercultural competence, enabling individuals to

comprehend and value perspectives or products originating from both

Indonesian and foreign cultures. Also to develop critical and creative English

language skills.

To learn a language, there must be some important skills to be taught

and understood. English has 4 kinds of skills that are very important and

interrelated with each other: listening, speaking, reading, and writing (Sadiku,

2015). In building communication, 4 skills are closely related and

interdependent. Because listening was the basis for speaking, reading was the

basis for listening, in addition to listening and speaking was the basis for

being able to write and read fluently (Nan, 2018). Therefore, in order to

establish an effective communication, it is important for language learners to

develop these 4 skills in a balanced and integrated way.

In the current curriculum, learning achievement is a learning

competency that must be achieved by students in each phase, starting from

phase A to phase F. Learning achievements were also a reference for

intraculicular learning that is designed and determined in accordance with the

National Education Standards. In phase E, learning focuses on oral and

written English language skills. In this phase, students use spoken, written,

and visual texts in English learning. The texts used in this phase include

narrative, descriptive, procedure, recount, and others. In this learning phase,

students use his or her English language skills to express his or her wishes or
 13

feelings and also to discuss daily life or current issues. Students use the skills

to explore a wide range of texts on contextualized topics. Students read to

learn something, to find information, and to have fun. That way his or her

level of understanding in receiving information will be improved. Currently,

students are using the independent curriculum that has been designed by the

Ministry of Education to overcome the crisis of learning that has long been

faced and has become more severe due to the COVID-19 pandemic. In the

Independent Curriculum, English lessons for high school students are divided

into required subjects and optional subjects. For English lessons as a

compulsory subject there are 36 lesson hours each semester, for the time

allocation is 4 weeks with a duration of 45 minutes for 1 lesson hour. While

English as an optional subject has 20-25 lesson hours each semester, the time

allocation was4 lesson hours each week with a duration of 45 minutes for 1

lesson hour.

2.3. English Vocabulary

In this sub-chapter, there are three topics, The Definition of

Vocabulary, Kinds of Vocabulary, Vocabulary Mastery, and Strategies for

Teaching Vocabulary.

2.3.1 Definition of Vocabulary

Vocabulary comprises individual words or groups of words that

convey specific meanings which is used in making sentences so that it has

meaning (Manda et al., 2022). Vocabulary is a key to learned English.

 14

ocabulary is a known way to learn a language, one of which is English.

Vocabulary is the arrangement of words that had meaning from a

language, which is then collected from several words to form a sentence

(Sitompul & Harahap, 2020). Vocabulary is a basic skill used to start

communication. If someone doesn't know much vocabulary, he or

shewould have difficulty when communicating with other people

(Rahmasari, 2016). One of the reasons students feel bored when learning

English, is they do not understand the meaning of the text or questions

received. Therefore, enhancing mastery of English vocabulary is highly

crucial for learning a foreign language effectively. The more vocabulary

someone has, it would be easier for him to communicate with others.

When someone has a limited vocabulary, they will feel confused when

finding English texts.

2.3.2 Kinds of Vocabulary

According to Hasanahand Ali, (2022), vocabulary is categorized

into two types: active vocabulary and passive vocabulary. Active

vocabulary is vocabulary that is taught by the teacher and completely

understood by students so that it is often used and needed when speaking

or writing. Passive vocabulary is vocabulary that has been recognized by

students but is less understood so it is not used so often when speaking or

writing (Dakhi Fitria, 2019). It can be concluded that active and passive

vocabulary are important to be learned by someone who wants to learn a

foreign language. Improving vocabulary using active vocabulary but also

 15

not ignoring passive vocabulary to improve English vocabulary mastery.

According to Good (1959) which is cited by (Manda et al., 2022)

vocabulary is divided into 4, namely :

a. Oral Vocabulary

Vocabulary that is pronounced by a person and used to communicate

with others, can also be used to express thoughts in a more

understandable way.

b. Writing Vocabulary

Vocabulary that is used by someone when writing a sentence.

c. Listening Vocabulary

Vocabulary that has a meaning and then expressed by someone who

speaks and can be understood by someone who listens.

d. Reading Vocabulary

Vocabulary that is written and has a meaning that can be

understood by others who are reading.

Besides the kinds of vocabulary above, Every word in English is

included in one of the parts of speech, which are: nouns, pronouns, verbs,

adverbs, adjectives, conjunctions, prepositions, and interjections. Every

word in English was also a content word and function word. According to

Nurhalimah et al., (2020), here is the definition of content words and

function words.
 16

a. Content Words

Content words is a word that had a specific meaning, usually

searchable in a dictionary. The word contains information

or meaning.The parts that are included in the content words are

nouns, pronouns, verbs, and adverbs.

b. Function Words

Function words was a word that has a meaning but the word

refers to the grammar in a sentence so that it can have a coherent

meaning. A word that has meaning but cannot stand independently, is a

word that is needed to make a good and grammatically correct sentence.

The parts that are included in the content words are pronouns,

conjunctions, auxiliary verbs, prepositions, demonstratives, quantifiers,

and articles.

It can be concluded that content words are words that has a specific

meaning and can be looked up in the dictionary. The parts of content words

include nouns, pronouns, verbs, and adverbs. Meanwhile, function words

are words that have meaning but cannot stand alone, they must refer to the

grammar in the sentence in order to have a clear meaning. The parts of

function words include pronouns, conjunctions, auxiliary verbs,

prepositions, demonstrative words, number words, and article words.

 17

2.3.3 Vocabulary Mastery

Vocabulary was a very important component in learning English

because vocabulary was the first step that students must take when learning

it so they must know about vocabulary first. One of the things a person must

do to improve English language skills is to master a lot of vocabulary.

Mastery of vocabulary will make it easier for someone to understand text,

write, and speak (Zaen et al., 2022). Based on the statement, it can be

concluded that vocabulary mastery is an important first step in learning

English. Since it is the basis of comprehension, writing, and conversation,

improving the vocabulary can help one in improving his or her overall

proficiency in English. Therefore, in the process of learning English, serious

attention to vocabulary development is a must.

Mastery of vocabulary is a requirement that could determine whether

or not a person is successful in speaking. Someone who had a lot of

vocabulary will be easier when communicating with others and can receive

information from others well. Someone could receive information both

orally and in writing or even in gestures. To understand a text is also

influenced by the knowledge of vocabulary that has been owned (Thatsani,

2018).When someone wants to express something or understand someone

else's discussion, they must master vocabulary. When someone wants to

write a sentence, they must master vocabulary first. Therefore, if someone

wants to communicate using English, mastering some vocabulary was very

important (Hakim et al., 2020). It can be inferred that proficiency in

 18

vocabulary is a crucial factor in determining one's success in speaking,

understanding and writing in English.

2.3.4 Strategies for Teaching Vocabulary

Strategies are activities carried out in the classroom. This activity is

conducted by the teacher to facilitate better comprehension and

understanding of the learning material more fun, and can be given in new

situations. There are many strategies are available in the realm of education

that teachers can employ to teach English effectively (Astuti, 2021).

Examples of English learning strategies would be memory strategies, where

students memorize vocabulary, metacognitive strategies where students

become aware of learning and overcome deficiencies in vocabulary

knowledge. To provide effective student learning is not only using tools,

techniques, or strategies. It requires an understanding of the context of how

students learn, receive information that has been given, motivation, and the

obstacles to the learning process. Considering many learning strategies that

can be used by teachers, it is better if a teacher prepares a strategy. Because

mastering teaching strategies is the first step that must be mastered. The

results that can be achieved in the teaching process have different results for

students. The more effectively the learning process is executed, the greater

the potential benefits that students can derive from it (Handayani, 2019). It

can be deduced that learning strategies play a vital role in the process of

teaching English. Learning strategies help to make learning easier to

understand, fun, and relevant to new situations. It also assists teachers in

 19

devising effective lesson plans. The quality of the learning process has a

direct impact on student learning outcomes. The better the learning process,

the more likely students will achieve good grades. Thus, a good

teaching strategy can improve the effectiveness of English learning and

contribute to the achievement of optimal learning outcomes for students.

Teaching English vocabulary is not an easy process because it

involves both teachers and students. Providing fun and interesting learning

in the classroom is one of the challenges for a teacher. In the learning

process, most students feel less motivated to learn vocabulary, to just find

out the meaning of the word students feel reluctant, and they feel difficult

when they have not tried to seriously learn it. It often happens that when

learning is happening students will remember some of the words that have

been taught, but when it is already outside the classroom he/she will forget

about the learning that has been received.

Besides the way students process learning, the way teachers give

vocabulary lessons is also very influential in how students receive them.

One of the strategies used by teachers in teaching is through lecturing. This

strategy focuses on explaining vocabulary and its meaning without

deepening the understanding. On the other side, learning vocabulary cannot

be done by introducing words and explaining their meanings. To make

students enjoy learning English vocabulary so that they want to learn more

deeply it requires an innovative strategy that can make students energized

(Sutrisna, 2021). In vocabulary learning, the strategy used by the teacher

 20

greatly affects the way students receive it. Although lecture can be an

effective strategy, to increase students' interest and understanding of

vocabulary, an innovative approach is needed that can make them excited in

the learning process.

Strategies employed to enhance students' vocabulary mastery can

assist them in comprehending texts and initiating and responding to

communication with others. In this instance, the researcher utilized the word

wall media as a method to enhance students' mastery of vocabulary. One of

the learning applications in the form of games can be used to provide other

activities for students. Because if only reading or studying books students

will tend to feel bored and reluctant to learn English. With this, it is

intended that students feel challenged to play and collect as much

vocabulary as possible.

2.4. Word Wall to Enhance Students’ Vocabulary

In this sub-chapter, there are three topics that will be discussed about

The Definition of a Word Wall, the Procedure of Usinga Word Wall, and

Advantage and Disadvatange of Using Word Wall.

2.4.1. Definition of Word Wall

According to Umar et al. (2023), a word wall is a vocabulary that is

systematically organized and usually displayed in a large size in a

classroom. The more developed the era, the more developing the learning

strategies used, as well as the word wall. Currently, word wall can be
 21

accessed online using a cellphone or laptop, making it easier for users to

access, because it can be used by anyone, anytime, and anywhere. So when

teachers want to use word walls nowadays, they don't always have to use

the old way by making it by writing it on paper.In this research, the word

wall used is a crossword, where studentswork on crossword puzzles. In

this game, there are clues thathelp students find the answer. The crossword

game was given by the teacher in the form of paper that has been printed

and then displayed in front of the class for students to work on.

In addition, the word wall web application can be used as a tool for

learning evaluation, or for making daily assignments. In this word wall

website, there are several kinds of games, namely: quizzes, match up,

pairing, anagrams, word search, crosswords, etc. The games that have been

or will be used can be played online. The teacher can also use one of the

games that will be used then download it and print it out (Wayan Mertha &

Mahfud, 2022). The Word Wall web application not only serves as a

learning evaluation tool, but also as a means for daily assignment creation

and teachers can utilize it online or by downloading and printing selected

games. This provides flexibility and variety in the English vocabulary

learning process.

2.4.2. Procedure of Using Word Wall

In the procedure of using word wall, researchers access the website

of word wall, namely worwall.net using cellphones and laptops to facilitate

the use of this application.Steps for using the word wall app :
 22

1. Open the wordwall.net website on your cell phone or laptop

2. Select login by entering the email and password

3. Then select an activity

4. After that, select the template which will be used

5. Then, in creating clues and answers for students, it was done by the

teacher.

6. Press “done”

7. Set the speed, level, and timer

8. Finished

If the game to be used has already created, the teacher could share

the link of the game with the students and let the students work on the

word wall game. In this study, the researcher documented the outcomes of

the word wall implementation and distributed them to students in the

classroom after being formed into 4-5 people for 1 group.In addition, if

there are any mistakes in the writing the teacher can edit the text without

having to delete it or start again from scratch.

2.4.3. Advantages and Disadvantages of Word Wall

The advantage of a word wall is that it could make learning more

fun and less boring. Students can use the Word Wall website to play or

create games as desired, there are many options from word wall is a tool

that can be utilized to enhance vocabulary skills. Playing but also learning

and this will not feel heavy or burdened students when playing. The more

students play word wall games, the more their English vocabulary will
 23

improve.

The disadvantage of the word wall application is that students will

experience a little difficulty at the beginning of playing the word wall

game because students may lack understanding of how to utilize the

word wall effectively. In addition, all games will use a timer, so

students will feel a little stressed or panic at the beginning which makes

them lose words.

2.5. Previous Relevant Studies

There are some relevant previous studies to this current study. Below

some of them :

The first is a study entitled Using Word Wall Website As a Strategy to

Improve Students’ Vocabulary Mastery. The study was conducted by Umar et

al (2023). The type of research conducted was quasi-experimental research.

The population totaled 54 students. The samples totaled 27 students from

class VIII-A and 27 students from class VIII-B of SMPN 2 Majene. In this

study, the researcher employs a written test as the instrument for data

collection. The researcher administers a pre-test, treatment, and post-test to

gather the data. Finding of this study were that word wall strategy is effective

in enhancing the vocabulary mastery of eighth-grade students at SMPN 2

Majene.

The second is the study entitled The Effect of Word Wall Media on

Students’ Vocabulary Mastery. The study was conducted by Ramadhan and

Zaharani (2021). This research uses experiment research with a quantitative

 24

method. The population in this study was eighth grade of students in SMP

SwastaBinaSatria Medan. Data collection techniques used by researchers

were pre-test and post-test. The result of this study was that word wall

strategy is effective on the students’ vocabulary mastery in the eighth grade

of SMP SwastaBinaSatria Medan.

The third is the study entitled The Effect of Word Walls Media on

Students’ Vocabulary Mastery. The study was conducted byAmelia et al

(2022). The method used in this research is a quasi-experimental method.The

research population totaled 168 students and the samples totaled 51 students

in class VIII of SMPN 03 South Bengkulu.Data collection techniques used by

researchers were pre-test and post-test. The result of this study was that there

is a significant effect of word walls media on students' vocabulary mastery in

Class VIII at SMPN 03 South Bengkulu.

Based on previous studies, the researcher finally concluded that all

previous studies have significant similarities and differences with this study.

However, these literatures influence this research as a basic. The similarities

of the three studies with this research are both using experimental designs, in

collecting data using pre-test, treatment, and post-test. But the difference is

the place, this research was conducted at SMK Level.

 CHAPTER III

METHOD OF STUDY

This chapter encompasses the Design of the Study, Subject of the Study,

Variables of the Study, Research Instrument, Data Collection Procedure, Data

Analysis, and Time Schedule.

3.1 Design of the Study

This research employed an experimental approach with a quantitative

research method, utilizing a quasi-experimental pre-test and post-test design.

To assess the effectiveness of using word wall media in enhancing

vocabulary mastery among 10th-grade students of SMK Bina Negara Gubug

in the 2023/2024 academic year, both a control class and an experimental

class were utilized. The design used aligns with the framework proposed by

Cohen et al. (2018).

Table 3. 1 Quasi Experimental Design

O1 X O2

O3 - O4

O1 : pre-test before treatment for experimental class O2 : post-test after

treatment for experimental class O3 : pre-test forthe control class

O4 : post-test forthecontrol class

X : treatment for experimental class

- : without treatment (Cohen et al., 2018)

25
 26

3.2 Subject of the Study

This subchapter discusses the population and sample of the study.

3.2.1. Population of the Study

The population of this research was the 10th graders of SMK

Bina Negara Gubug in the academic year 2023/2024. There were a

total of 6 parallel classes of the 10th grade at the school with around

168 students.

3.2.2. Sample of the Study

This study used 2 classes as samples, namely TKJ 1 and TKJ 2

classes which had a total of 28 students per class. The sampling

technique employed in this research was purposive sampling (non-

random sample). This research did not take random samples but rather

took samples from a group that had been previously formed. In this

study, the researcher used 2 classes as samples from a total of 6

classes, the courses offered include Institutional Financial Accounting,

Online Business and Marketing, and Office Management Automation

and in this school 3 classes Computer Network Engineering. This

study used a non-equivalent control group design to compare the

control class with the experimental class. In this design, both classes

were given a pre-test and post-test to assess.

 27

3.3 Variables of the Study

Variables were classified into 2 categories, which were:

a. Independent Variable

The independent variable of the study was the use of word wall media.

b. Dependent Variable

The dependent variable of the study was students’ vocabulary mastery.

3.4 Instrument of the Study

The instrument utilized for data collection in this research was a test,

comprising both a pre-test and a post-test. The pre-test was administered

before the treatment, while the post-test was conducted after the treatment.

Each test consisted of 25 multiple-choice questions. There were 25

vocabulary questions for the 10th grade. In this study, the researcher focused

on nouns and verbs in the narrative text. In addition, there was also a try-out

test for the non-sample class.

3.4.1. Validity of the Instrument

According to Heale and Twycross (2015), validity is an

accurate data collection tool from a quantitative research concept.

Validity has 3 types, namely content validity which refers to how far

and accurately the research instrument is used for all aspects, the

second is construct validity, which refers to how far the research

instrument is employed to measure the desired construct accurately,

last one is criterion validity refers to how far a research instrument is

 28

related to other instruments when measuring the same variable.

This research used content and construct validity. Because to

find out whether the test given was in accordance with the students'

English language skills. In measuring whether the test was

valid or not, the researcher heldadiscussion with the English teacher

from SMK Bina Negara Gubug in accordance with the curriculum

used.

3.4.2. Reliability of the Instrument

According to Heale and Twycross (2015), reliability relates to

consistency which is calculated to measure a student's persistence

after taking the same test. After the test had been given, the

researcherconducted a reliability test. In this study, researchers used

the Cronbach Alfa test on SPSS, this test was used to determine the

reliability of the instrument. The result of this number is between 0

and 1. An acceptable score was starting from 0.7 or more.

3.5 Data Collecting Procedure

In this study, the procedure for assessing the impact of utilizing word

wall as a learning tool on enhancing students' vocabulary proficiency

involved administering tests. Specifically, pre-test and post-test assessments

were utilized. The pre-test was administered before implementing the

learning treatment using word wall media to gauge students' initial

vocabulary mastery. Subsequently, the post-test was conducted after students

were exposed to word wall media to evaluate the effectiveness of this

 29

approach in improving students' vocabulary mastery.

The pre-test was administered during the initial session, whereas the

post-test took place during the final session. The steps used in this research

were that students are given questions before being given treatment which

can be called a pre-test. The questions were done for 45 minutes, after

completion students can submit the answers to these questions. During the

same session as the pre-test, the initial treatment was administered,

employing word wall media to enhance students' vocabulary mastery, this

treatment was carried out for 3 meetings. After the treatment was complete,

students are given questions, or can be called a post-test. The time used to do

the post-test was 45 minutes, after completing the work students couldsubmit

the answers to the questions. Atthis school for English subjects has a KKM

value of 70 with an average student score of 72.

5.3.1. Try Out

A tryout was a test given to a class other than that used for the

experimental and control classes. Tryout was conducted before the

pre-test and post-test, the function of tryout was to measure whether

the test to be used for the pre-test and post-test was valid. Before the

test is used as an instrument to collect data, the test is first examined

to students in the tryout class. The test consisted of 40 multiple-choice

questions about vocabulary. After the test had been conducted, the

researcher consulted with the English teacher at SMK Bina Negara

Gubug to analyze whether the test was in accordance with the ability
 30

of students based on the material that had been given.

5.3.2. Pre-test

Pre-test is the first step that is carried out as teaching for

experimental and control classes. before they receive any treatment. It

aims to determine the difference in scores between the experimental

and control classes. Both the pre-test and post-test consist of 25

questions with identical content.

5.3.3. Treatment

After conducting the pre-test, the researcher administered

treatment to the experimental class three times, with each session

lasting 45 minutes. The treatment involved utilizing word wall media

in the form of a crossword activity. Crosswords were printed which

were then displayed in front of the class and completed together by

students and teachers. In the 3 treatments, students were given

different crosswords. With a hope that the media can improve

students' vocabulary mastery. Meanwhile, the control class was not

given the word wall media treatment.

5.3.4. Post-test

After the treatment was completed, students were given a post-

test to evaluate their understanding of English vocabulary following

the utilization of the word wall. The post-test comprised 25 questions,

identical to those in the pre-test, but with changes made to the number

of questions and answer choices, randomized. This was conducted to

 31

assess whether there was a significant difference in students'

performance after the treatment

3.6 Data Analysis

The researchers analyzed the data, which consisted of the pre-test and

post-test scores of both the experimental and control classes,using the SPSS

application to determine the effectiveness of using wordwall media on

increasing students' vocabulary. This study, analyzes the data that has been

obtained using normality, homogeneity, and t-test tests. These are explained

in the following subchapters:

3.6.1. Normality

The normality test is utilized to ascertain whether the data

obtained from both the experimental and control classes adhere to a

normal distribution or not. In the normality test is used to determine

whether the data that has been obtained from the experimental class

and control class is normal or not. In the normality test, the data

obtained from the pre-test and post-test were compared for both

classes. Here calculate the normality of the data by using the

KolmogrovSmirnorv test. Here is the statement of the hypothesis for

testing the normality of the scores:

Null Hypothesis (H0): If the significance value (2-tailed) is

greater than 0.05, the scores are normally distributed.

Alternative Hypothesis (H1): If the significance value (2-

tailed) is less than 0.05, the scores are not normally distributed.
 32

3.6.2. Homogeneity

The homogeneity test, specifically the Levene test, was

utilized to evaluate the pre-test scores for both the experimental and

control classes. This test was necessary to compare the data from the

two classes and determine whether they exhibited similar variances.

The Levene test was employed to calculate the homogeneity of

variance. Here are the hypotheses associated with the test:

Null Hypothesis (H0): If the significance value (2-tailed) is

greater than 0.05, the variance of the data are homogenous.

Alternative Hypothesis (H1): If the significance value (2-

tailed) is less than 0.05, the variance of the data are heterogeneous.

3.6.3. T-test

The t-test was employed to evaluate whether a significant

difference existed between the experimental class and the control

class. The t-test necessitates a comparison of data from both the

experimental and control classes using the results obtained from the

post-test that has been conducted. It was to find out the hypothesis of

this study. Here are the criteria of the hypothesis of this study:

a. If the t-value is greater than the t-table value and the significance

value (2-tailed) is less than 0.05, it indicates that the alternative

hypothesis (H1) is accepted, and the null hypothesis (H0) is

rejected.
 33

b. If the t-value is less than the t-table value and the significance

value (2-tailed) is greater than 0.05, it suggests that the alternative

hypothesis (H1) is rejected, and the null hypothesis (H0) is

accepted.

3.7 Time Schedule

In the process of data collection, this research uses the following

schedule. This research was conducted at SMK Bina Negara Gubug. This

research was conducted in 6 meetings which will be held from January 22n

until February 3rd 2024. The first thing the researcher did was to go to the

school to ask for approval to conduct research with the principal and conduct

discussions with the English teacher. After getting approval from the school,

at the first meeting, a try-out test was conducted. Pre-test for the experimental

class on the second meeting. Next was the treatment using word wall media

in the third, fourth, and fifth meetings. After that, the post-test was held at the

sixth meeting for the experimental class. On the same day as the post-test, the

researcher said goodbye to the school because the research had been

completed.
 CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the School Profile, the Description of the

Respondents, the Analysis of Validity and Reliability, the Pre-test Analysis, the

Treatment Activities, the Post-test Analysis, the T-test, and The Discussion of the

research Finding.

4.1 School Profile

SMK Bina Negara Gubug is a private school in Gubug. It is located at

KH. Hasan Anwar street, Gubug, Grobogan, Central Java. This school uses

the Merdeka curriculum in the learning process. SMK Bina Negara has an A

accreditation.

SMK Bina Negara Gubug has 4 majors, namely Institutional Financial

Accounting, Online Business and Marketing, Office Management

Automation, and Computer Network Engineering. There are several facilities

at the school. it has 23 classrooms, 1 library, 2 teacher sanitariums, 4 student

sanitariums, then there are 3 laboratories for biology, language, and

computers. the school has 31 teachers (11 male and 20 female).

4.2 Description of the Respondents

The participants of this study were students of SMK Bina Negara

Gubug which consisted of 3 parallel classes TKJ 1, 2, and 3. There are 56

students who participated in this study. They were 28 students of TKJ 1 as the

control class and TKJ 2 as the experimental class.

34
 35

4.3 Analysis of Validity and Reliability

This sub-chapter consists of thevalidity andreliability test of the

multiple choice in order to conduct the research.

4.3.1. Validity

This research used content validity and construct validity. In

using content validity, English teachers and supervisors were asked to

be validators in expert judgment. This was conducted to identify

whether the test used was in accordance with the material that had been

taught to 10th grade students.The results obtained after conducting

validity with the supervisor and English teacher at SMK Bina Negara

Gubug were that the instrument given was suitable for testing so that

researchers could conduct further research after obtaining validity from

expert jusgment.

For construct validity, researchers used Pearson Product Moment

Correlation from SPSS 26 to test the validity of 40 question items. The

data declared valid if the sig value. (2.tailed) < 0.05. Of all the

questions, the researcher took 25 valid questions to be tested at the next

step, namely the Pre-test and Post-test. While invalid questions must be

removed from the research instrument. The tryout validity and final

tryout can be seen in the appendix.

4.3.2. Analysis of Reliability

After completing the validity testing of the test, the reliability of

the questionnaire items was assessed using the Cronbach's Alpha

 36

formula in the SPSS 26 program. If the result is higher than 0.60, it can

be concluded that the instrument is reliable. Based on the computation,

it was found that the reliability of this test was 0.895.

The result of the reliability, which was higher than 0.60, indicates

that the instrument was reliable. Below is the reliability result:

Table 4. 1 The Reliability Statistic

Reliability Statistics
Cronbach's Alpha N of Items

.895 40

4.4 Pre-test Analysis

This sub chapter presents pre-test standard normality, pre-test standard

homogenity and pre-test mean score. The following are the score levels.

Table 4. 2 The Score Level

Score Grade

66-79 Good

56-65 Average

30-55 Poor

4.4.1 Pre-test Standard Normality

In this study, the pre-test for the control class was conducted on

the 25th of January 2024, while for the experimental class, it was

conducted on the 27th of January 2024. The purpose of the pre-test was
 37

to determine students' understanding of English vocabulary before

being given treatment using wordwall media. Then, to measure English

vocabulary skills, students were given a post-test that contained 25

multiple-choice questions.

After researchers obtained pre-test data from the control and

experimental classes, the normality of the data from the instrument was

very important to analyze. Therefore, researchers used the one-sample

Kolmogorov-Smirnov Test from SPSS to process the data. The results

of the data showed the following:

Table 4. 3 The Normality of the Control and Experimental class in

the Pre- test

One-Sample Kolmogorov-Smirnov Test

Pretestexperime
Pretestcontrol ntal
N 28 28
Normal Parameters Mean 64.50 66.00
Std. Deviation 11.387 10.694
Most Extreme Differences Absolute .161 .146
Positive .121 .103
Negative -.161 -.146
Test Statistic .161 .146
Asymp. Sig. (2-tailed) .161 .133
a. Test distribution is Normal.
b. Calculated from data.

Based on the table provided, the significance value (2-tailed) for

the control class was 0.161, which is greater than 0.05, and for the

experimental class was 0.133, also greater than 0.05. This indicates that
 38

the data for both classes follow a normal distribution.

4.4.2 Pre-test Standard Homogeneity

Table 4. 4 Result of The Homogeneity of Pre-test Control and

Experimental Class Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

0.616 7 43 0.739

From the Levene’s statistic for equality of variances above, the

significance score of the data was 0.739, which is greater than 0.05.

Because the significance value is greater than 0.05, it can be concluded

that the data were homogeneous or equal.

4.4.3 Pre-test Mean Score

After the homogeneity test, the following is the result of the t-test

using the independent t-test:

Table 4. 5 Group Statistic

Group Statistics

Kelompok N Mean Std. Deviation Std. Error Mean

Prestasi pretest control 28 64.50 11.387 2.152

Pretestexper 28 66.00 10.694 2.021

 39

Table 4. 6 Independent Sample Test

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means
Std. 95% Confidence
Mean Error Interval of the
Sig. (2- Differen Differen Difference
F Sig. T df tailed) ce ce Lower Upper
has Equal variances .000 .984 -508 54 .613 -1.500 2.952 -7.419 4.419
il assumed

Equal variances -508 53.7 .613 -1.500 2.952 -7.419 4.419

not assumed 89

From the result of the T-test above, it can be observed that the

significance value (2-tailed) in the independent T-test table is 0.613.

Since this value is greater than 0.05, it means that H0 (null hypothesis)

was accepted. Therefore, there was no significant difference between the

mean scores of the control and experimental classes in the pre-test.

Consequently, it was important to proceed with administering the

treatment.

4.5 Treatment Activities

Treatment was held on Saturday, January 27th, and February 3rd, 2024.

Treatment was given to the students of TKJ 2 class as the experimental class

by giving word wall media in the form of crosswords after being given a

narrative text learning process. While the control class was not given

treatment for the narrative text learning process.

 40

On Saturday, January 27th, 2024, researchers entered the TKJ 2 class to

conduct treatment. The researcher opened the lesson by greetings,

introducing herself, then checking the students' attendance, and informing the

meaning and purpose of the researcher's coming to the class. At the meeting

that day, there were 28 students in the class. Every meeting takes 4x45

minutes for English lessons. In this case, the researcher has a role as a teacher

and gives treatment to students. First of all, the researcher opened the class,

and then explained a bit about narrative text.

The lesson begins with a discussion about the meaning, purpose, and

generic structure of narrative text. Subsequently, the researcher provides a

word wall in the form of a crossword to the students. During the word wall

activity, students are grouped into teams of 4-5 individuals. If students

encounter difficulty comprehending the clues, the researcher assists by

providing more specific instructions or clues to facilitate their understanding.

The second and third treatments were conducted on Saturday,

February 3rd, 2024, with a time allocation of 4x45 minutes. First of all, the

researcher opened the class by saying greetings and then checking the

students' attendance. Then the researcher reviewed the narrative text that had

been given in the previous week. In this study, it was applied similar to what

had been done in the previous week. But in this second treatment, students

were given a word wall in the form of crosswords but different clues and

answers. In addition, the researcher also pasted some vocabulary that had

been printed and then pasted on the wall of the classroom.

 41

The third treatment was carried out on Saturday, February 3rd, 2024.

Because the previous narrative material had been reviewed, this treatment

was the same as the previous treatment. Students are given a wordwall with

instructions and answers that are different from the first and second

treatments. When working on crossword puzzles, students are formed into

groups consisting of 4-5 students. When working on a word wall in the form

of a crossword puzzle, students seemed enthusiastic about discussing the

answers and writing them in the boxes provided. When experiencing

difficulties, students will ask the researcher what the instructions mean and

the researcher explains it to them.

4.6 Post-test Analysis

In this study, post-tests were given for the control class and

experimental class. The control class was given a post-test on Thursday,

February 1st, 2024. Meanwhile, the experimental class was given on Saturday,

February 3rd, 2024. The purpose of giving this post-test is to determine the

improvement in students' vocabulary mastery after being given treatment.

Students are given 25 multiple-choice questions for the post-test. The

questions given are the same as the pre-test that was carried out previously,

but the numbers and options have been randomized. The following are the

results of the t-test using the independent sample t-test:

 42

Table 4. 7 Group Statistic

Group Statistics
kelompok N Mean Std. Deviation Std. Error
Mean
nilai control 28 78.57 8.016 1.515
Experime 28 80.00 8.641 1.633

Table 4. 8 Independent Simple Test

Levene's Test t-test for Equality of Means

for Equality of
Variances
F Sig. t Df Sig. Mean Std. 95%
(2- Differ Error Confidence
tailed) ence Differ Interval of the
ence Difference
Lower Upper
ni Equal .090 .765 - 54 .001 -1.429 2.227 -5.894 3.037
la variances .64
i assumed 1
Equal - 53. .001 -1.429 2.227 -5.895 3.038
variances .64 698
not assumed 1

From the table, it is evident that the mean score of the control class is

78.57, while the mean score of the experimental class is 80.00. This indicates

that the experimental class achieved a higher score than the control class.

Additionally, the independent sample T-test revealed that the significance

value (2-tailed) was 0.001, which is less than 0.05. Therefore, the alternative

hypothesis (H1) is accepted, and the null hypothesis (H0) is rejected.

In conclusion, there was a significant difference in students’

 43

vocabulary mastery after being taught using word wall media. In other words,

word wall media proved to be more effective in improving students’

vocabulary mastery. Consequently, the post-test data of the experimental class

surpassed that of the control class.

4.7 Discussion of Research Finding

The aim of the research conducted by the researcher was to assess the

effectiveness of utilizing word wall media in enhancing the vocabulary

mastery of 10th-grade students at SMK Bina Negara Gubug during the

Academic Year 2023/2024.

First, a pre-test was administered to evaluate the students' vocabulary

mastery. Upon analyzing the research data, it was found that the students'

abilities were similar, with the average score of the control class being 64.50

and that of the experimental class being 66.00.

After that, students were treated three times and then given a post-test.

The advantages during the research were that the students were well behaved,

quite easy to condition, and enthusiastic when given word wall media in the

form of crossword puzzles so the researcher was easy when conditioning the

class. In addition, researchers also experienced obstacles in providing

treatment, students were less active and often chatted with others. Some

students also felt shy when responding to the teacher, this is common because

they do not know each other.

In this study, teaching and learning activities were effective even

though sometimes students did not listen and were easier to condition to be
 44

more conducive, students felt enthusiastic and excited to learn, even if there

were questions students did not hesitate to ask what they did not understand.

Besides that, there were several obstacles, namely the teacher should be more

assertive in reprimanding students when talking to their friends so that the

class becomes conducive again and the teacher can explain with a louder voice

so that students who are in the back bench can still listen to the explanation

given.

In addition, this research has similarities and differences with previous

study entitled “Word Wall Website As a Strategy to Improve Students’

Vocabulary Mastery.” by Umar et al (2023). Both have similarities in

objectives, methods, instruments, and significant results. However, the

differences remain, that is, the subject of students, the place of research, and

the different sampling techniques. In addition, this research was conducted

for the SMK level.

The results of the post-test revealed a score of 78.57 for the control

class and 88.00 for the experimental class. This indicates a significant

difference in score improvement between the control class and the

experimental class from the pre-test to the post-test.

In brief, the data analysis, including the independent sample t-test,

indicates a significance value (2-tailed) of 0.001, which is less than 0.05. This

suggests that the post-test results of the experimental class are higher than

those of the control class. Therefore, it can be concluded that the utilization of

word wall media is effective in enhancing students' vocabulary mastery.

 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion and the suggestion

of what has been discussed in the previous chapter.

5.1 Conclusion

Based on these results, it can be concluded that there was a significant

difference in score results between the control class, which did not receive

treatment in the form of word wall media, and the experimental class, which

was treated with word wall media. The average post-test score of the control

class was 78.57, whereas that of the experimental class was 80.00. The

Independent Sample t-test yielded a significance value (2-tailed) of 0.001,

which is less than 0.05, indicating that the null hypothesis (Ho) was rejected

and the alternative hypothesis (Hi) was accepted. Therefore, it can be

concluded that there is a significant difference between the experimental class

treated with word wall media and the control class that was not treated.

Furthermore, word wall media proved to be an engaging tool that

captures students' interest and enthusiasm in enhancing their vocabulary

mastery. This media is not only enjoyable but also prevents students from

feeling bored during learning sessions. Consequently, the utilization of word

wall media yields positive effects and proves to be an effective method for

improving students' vocabulary mastery.

45
 46

5.2 Suggestion

This research is anticipated to be valuable and beneficial for teaching

and learning. The study demonstrates that word wall media can enhance

students' vocabulary mastery at Bina Negara Gubug Vocational School. After

carrying out the research, there are several suggestions:

1. English Teacher

English teachers should consider students' needs and interests in

learning, using media could be an interesting strategy in the learning

process to enhance vocabulary skill. Therefore, word wall media can be

one of the solutions.

2. Students

In classroom activities, students should pay more attention when the

teacher explains the material. Also, students should be more active during

the learning process. Students should be able to push themselves to

improve their mastery of English vocabulary.

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