THE EFFECT OF AUDIO-VISUAL MEDIA ON FOURTH-GRADE STUDENTS’ VOCABULARY ACQUISITION AT SDN SETONOPANDE 1

Amalia, Sisca (2025) THE EFFECT OF AUDIO-VISUAL MEDIA ON FOURTH-GRADE STUDENTS’ VOCABULARY ACQUISITION AT SDN SETONOPANDE 1. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aims to examine whether the use of audio-visual media can improve students' vocabulary acquisition. This study responds to various challenges in vocabulary learning at the elementary school level, including limited vocabulary mastery, lack of student engagement, monotonous learning strategies, and students' difficulties in understanding the meaning, pronunciation, and use of vocabulary. These issues are often caused by teacher-cantered learning methods and the use of less interactive media. Therefore, the objective of this study is to determine whether the application of audio-visual media can significantly improve students' vocabulary acquisition. This study is based on the belief that audio-visual media—such as YouTube videos and interactive PowerPoint presentations—can be effective tools for improving vocabulary learning. These media are designed in accordance with the lesson material and offer an engaging, contextual, and multimodal learning experience that can capture students' interest and attention. By combining visual and auditory elements, students can become more actively engaged in the learning process, thereby facilitating vocabulary comprehension and retention. This study used a quantitative approach with a pre-experimental method in the form of a single group pretest-post-test design. The sample consisted of 24 fourth-grade students at SDN Setonopande 1. The instrument used was a vocabulary test focusing on three aspects: form, meaning, and usage. Data were analysed using descriptive statistics and the Wilcoxon Signed Ranks test because the data were not normally distributed. The findings of this research showed that audio-visual media had a significant positive effect on students' vocabulary acquisition. Based on statistical analysis, the Z value obtained was -4.307 and the significance value was 0.000, which was far below 0.05. This means that the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. All students showed an increase in their post-test scores, indicating that the use of audio-visual media effectively helps vocabulary comprehension in terms of meaning, pronunciation, and usage. In addition, students became more enthusiastic, focused, and active in learning. In conclusion, audio-visual media can be an appropriate and effective learning tool for teaching vocabulary in the elementary school level. It is recommended that teachers use this media to enrich vocabulary learning and improve student learning outcomes. Further research is also encouraged to explore the long-term impact of audio-visual media and its application across various levels of language education.

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