This research was conducted to investigate “The Effect of Using Mnemonic
Technique on Students’ Vocabulary in SMPN 3 Watampone.” The objective of this
research was to find out whether there was a significant effect of using mnemonic
technique to increase the students’ vocabulary in SMPN 3 Watampone. The
researcher question of this research was “Are there any significant effect of using
mnemonic technique to increase the students’ vocabulary in SMPN 3
WATAMPONE?” the design of this research was a experimental class and control
class design that consist of pre-test and post-test.
This research used quantitative method. The sample consisted of 58 students
of seventh grade of SMP Negeri3 Watampone. There were two classes as
experimental class and control class. Class VII D as Experimental class consisted of
29 students was applied Mnemonic Technique and Class VII E as Control class
consisted of 29 students was applied Conventional Way.
The result of research showed that the mnemonic technique was more
effective than conventional way in increasing students’ achievement in learning
vocabulary. The result of the data showed that there was significant difference
between the students’ score taught by using mnemonic technique and conventional
way. It was proven by the mean score of the experimental class which was higher
than control class in the post test (16,5252 ≥ 15,5834). The test result indicates that
the use of mnemonic technique his significant effect in increasing students’
achievement in learning vocabulary. So, it could be seen that using mnemonic
technique significantly in increasing the students’ achievement in learning
vocabulary.
A. Conclusion
Based on the data described previously, it can be concluded that used
mnemonics technique can increase students’ vocabulary. There are several
improvement reached by the students, not only on their academic score, but also on
their behavior to the lesson. Dealing with the score that the students got, there was a
significant improvement.
The mnemonic technique was effective to increase the students’ achievement
in teaching vocabulary. The result of this technique 6,90% was excellent, 34,48% was
very good, 48,28% was good and 10,34% was fairly good. The mean score of the
experimental class before treatment was 39,8621 and standard deviation was6,88541,
it meant that the mean score increased of (84,0000-39,8621 = 44,1379). Whereas, the
conventional way was effective to increase the students’ achievement in teaching
vocabulary. The result of this 6,90% was excellent, 10,34% was very good, 58,62%
was good, 17,24% was fairly good and 6,90% was fair. Before teaching process the
mean score was 38,8966 and the standard deviation was 7,00176, it meant that the
mean score increased of (78,6207-38,8966 = 39,7241). The result shown the
significant score of experimental class and control class was 0,30, it means that there
was different significant of the result teaching and learning experimental class and
control class. Based on independent sample T-Test that if the score sig.(2-tailed)

STAR20180293

293/2018

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