THE EFFECTIVENESS OF PICTURE WORD INDUCTIVE MODEL TO INCREASE SEVENTH-GRADE STUDENTS’ VOCABULARY MASTERY

Rini, Diah Fajar (2025) THE EFFECTIVENESS OF PICTURE WORD INDUCTIVE MODEL TO INCREASE SEVENTH-GRADE STUDENTS’ VOCABULARY MASTERY. Undergraduate thesis, Islamic State University of Kiai Haji Achmad Siddiq Jember.

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Abstract

Diah Fajar Rini, 2025. The Effectiveness of Picture Word Inductive Model to Increase Seventh-Grade Students’ Vocabulary Mastery

Keywords: Experimental Design, Picture Word Inductive Model, Quantitative Research, Seventh-Grade Students’, Vocabulary Mastery,

Vocabulary can be a crucial aspect to create effective communication with other people and learners need to enrich their vocabulary mastery while learning other language skills. However, most EFL students in the context of high school are still low in their English skills, especially in vocabulary. Most of them struggle to spell, pronounce, and memorize the meaning of words. Thus, the researcher attempted to apply the Picture Word Inductive Model as a strategy to know if there was any significant effect of the Picture Word Inductive Model in vocabulary mastery.
This research aims to look at the effectiveness of Picture Word Inductive Model on students’ vocabulary mastery. The participants were 59 students of 7th-grade students in SMP NURIS Jember. The researcher used a quasi-experimental research design with two classes for this research. The first class was an experimental class that was taught using the Picture Word Inductive Model, and the second one was a control class that was taught without Picture Word Inductive Model. The researcher collected the data by using tests and questionnaires. There were three steps to analyze the test; normality test, homogeneity test, and independent sample t-test.
The results demonstrated a significant difference in students’ vocabulary mastery between learners in the experimental class and learners in the control class who were taught without using a picture word inductive model. The experimental class means score on pretest was 52.5, while the mean score on post-test was 62.4. Concurrently, the control class's mean score on the pretest was 41.7 while the mean score on the post-test was 50.0. From the data presented, it can be concluded that the students who taught using Picture Word Inductive Model got better scores than those who taught without using the Picture Word Inductive Model. Then, the result of analyzing the data using Independent Sample T-Test showed the sig. (2-tailed) obtained from the post-test result between experimental and control classes was 0.001, revealing sig. (2-tailed) value is less than 0, 05. Hypothesis is accepted, and the null hypothesis is rejected, which means that Picture Word Inductive Model significantly affects students’ vocabulary mastery. Thus, research findings imply that the Picture Word Inductive Model can serve as an effective instructional strategy for ELF students’ in promoting vocabulary mastery

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