Exploring The Effect of Multisensory Input Through Classroom Audiovisual on EFL Learners' Vocabulary Acquisition

Mufti, Naqdan (2025) Exploring The Effect of Multisensory Input Through Classroom Audiovisual on EFL Learners' Vocabulary Acquisition. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

Text Mythesis_Naqdan.pdf - Published Version Download (8MB)

Abstract

Vocabulary acquisition is a fundamental aspect of English as a Foreign Language (EFL) learning, as it underpins students’ ability to comprehend texts, express ideas, and communicate effectively. Despite its importance, many traditional vocabulary teaching methods tend to rely on rote memorization and one-way instruction, which often fail to capture students’ interest or accommodate their varied learning preferences. In light of this, there is a growing need for more dynamic, learner-centered approaches that not only enhance vocabulary retention but also support meaningful language use. This study was grounded in the belief that engaging multiple senses through audiovisual media can offer a more impactful vocabulary learning experience.
The central issue explored in this research is that the use of multisensory input, particularly through audiovisual materials, significantly improves vocabulary acquisition among EFL learners. This led to the primary research question: Is there any significant effect on the implementation of multisensory input on vocabulary acquisition in EFL learners? The main objective of the study is to examine the effectiveness of audiovisual-based instruction as a multisensory strategy in enriching students’ vocabulary knowledge and application, especially in senior high school education.
To address the research question, the study employed an experimental design conducted at SMA Negeri 3 Jember. Two groups of 10th-grade students were involved: the experimental group was taught using audiovisual materials as a form of multisensory input, while the control group received conventional vocabulary instruction. Both groups were evaluated through an essay writing test aimed at assessing their vocabulary acquisition. The collected data were analyzed using SPSS software, with tests for homogeneity, normality, and an independent sample t-test to ensure statistical validity.
The statistical analysis revealed a significant difference in vocabulary mastery between the two groups, with the experimental group showing greater improvement. The significance level was recorded at p < 0.001, confirming the hypothesis that multisensory input through audiovisual material significantly improves students' ability to acquire and master new vocabulary. These findings demonstrate that incorporating videos and sounds in English classes significantly enhances student learning. Visual and auditory engagement helps students grasp vocabulary more effectively and retain it longer. For teachers in Indonesia, integrating enjoyable and interactive methods such as pictures, music, or videos can make English lessons more engaging and easier for students to understand.

Actions (login required)

View Item