Eva Dwi Rahmawati
06211210014
This paper is a report of a final project. This project was about students of
third grade of SDN Kebon Pedes 1 Bogor who use hyponyms to improve their
vocabulary mastery. The objectives of this study were to know whether
hyponymy approach was effective to improve the students’ vocabulary, and to
know how the vocabulary mastery of the students in class which were taught
using hyponymy approach. To achieve the objectives of the study, the writer
conducted a research. The research was held at SDN Kebon Pedes 1 Bogor. The
subjects of the study were the third grade students who are divided into two
groups or classes. First was experiment Class which consisted of the students who
were taught using hyponymy approach, second was the Control Class which
consisted of the students who were taught without hyponymy approach. The
writer used comparative method which was aimed to know the result of the
research between two groups of students. The research was conducted within a
month, i.e. in August 2010, in four meetings. First meeting was pre-test, second
meeting was treatment I, third meeting was treatment II, and the last meeting was
post-test.
After conducting the research, the writer made a conclusion that using
hyponymy approach could improve students’ vocabulary mastery especially in
classifying words. Based on the data analysis and findings above, the writer
concluded that hyponymy approach was one of the approaches which could be
applied in teaching vocabulary; because it had very good influence on the learners
who learn English vocabulary. The result indicated that there was positive
influence of using hyponymy approach on students’ vocabulary mastery of the
third grade at primary school. It was proven by t-test value of the research (2.601)
which is higher than the distribution of t-table with (0.05) level of significance
(2.000). It means that there was significant improvement after the treatment.
Therefore, it could be concluded that teaching vocabulary which were taught
without using hyponymy approach did not influence the improvement of students’
vocabulary mastery.