Using Word Wall to Improve teaching-Learning Process of Reading of Eighth Grade Students in SMP N 1 Semin Gunungkidul in the Academic Year Of 2015/2016

Abstract

The aim of this study was to improve the teaching-learning process of reading of eighth grade students in SMP N 1 Semin Gunungkidul in the academic year of 2015/2016 by using word wall. The type of this study was action research. This action research consisted of two cycles. The subjects of the research were 32 students of Class VIII C at SMP N 1 Semin Gunungkidul in the academic year of 2015/2016. There were qualitative data supported by quantitative data. The data were collected by observing the teaching-learning process, interviewing the English teacher and the students, photographing, collecting students’ journals, and distributing questionnaire. The instruments used in the study were observation checklist, interview guideline, questionnaire, student journal, phone recording, and camera. The qualitative data were analysed by assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcome. Meanwhile, the quantitative data was analyzed by calculating the percentage of students’ response of each question item in the questionnaire. The research procedures included reconnaissance, plan, action, observation, reflection, and revised plan. The results of this study showed that the implementation of word wall effectively improved the teaching-learning process of reading. Using word wall in pre-reading activity helped the students become more focus on the vocabulary learning. The students improved their vocabulary of the reading materials so that they could comprehend the reading materials easier. The implementation of word wall made the reading tasks and activities more varied.  The students became more engaged in the learning activities. The improvement could be indicated from their active participation during the reading teaching and learning process. During the reading teaching and learning process, the colour cards and pictures were effective media to be used. It was necessary to use colourful cards and pictures to compose word wall. The colourful cards and pictures attracted the students’ attention to the word wall. Furthermore, the pictures related to the reading materials helped the students understand the content of the text easier. Using word wall in reading learning activities fostered group work activity. In the group work, the students could help each other understand the content of the text together.