Abstract
One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation. To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required.
Highlights
As experimental study conducted by Chou (2011) reveals the participants of English as Foreign Language (EFL) students in the vocabulary knowledge group scored significantly higher than the control group and the background knowledge group
The results of the research include the students’ responses to the implementation of VIP media in reading comprehension, and students’ final product, The findings in the first cycle did not meet the criteria of success, so the researcher decided to continue to the second cycle
The Students’ responses on the Implementation of VIP Media In relation to the students’ attitude, most of the students gave positive points in response to the effects they felt after experiencing reading comprehension through the use of VIP media
Summary
As experimental study conducted by Chou (2011) reveals the participants of EFL students in the vocabulary knowledge group scored significantly higher than the control group and the background knowledge group This finding implies that having vocabulary knowledge could increase the performance of a reading comprehension. Discussing the importance of vocabulary, teaching vocabulary aims at enabling the students to understand particular concepts of unfamiliar words and gain number of words in order to use those words successfully for communication purpose. Another opinion is expressed by Cahyono and Widiati (2008) that it is necessary to focus on what teachers have conducted to assist their students on improving lexical competence. It is appropriate to use the teaching aids in order to improve learning outcomes and create learning process becoming more active, innovative, effective, interesting, and fun
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