THE EFFECTIVENESS OF MULTISENSORY APPROACH ONSEVENTH GRADE STUDENT’S VOCABULARY ACHIEVEMENT AT MTsN 2 BLITAR

DWI ZAHRA MAULIDYA, 126203211021 and IDA ISNAWATI, 197808162006042002 (2025) THE EFFECTIVENESS OF MULTISENSORY APPROACH ONSEVENTH GRADE STUDENT’S VOCABULARY ACHIEVEMENT AT MTsN 2 BLITAR. [ Skripsi ]

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Abstract

Maulidya, Dwi Zahra. 2025. The Effectiveness of Mutisensory Approach in Seventh Grade Students Vocabulary Achievement at MTsN 2 Blitar. English Language Education Department. Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Hj. Ida Isnawati, M.Pd. Keywords: Multisensory Approach, Vocabulary Achievement, Vocabulary Teaching Strategy In the journey of mastering English as a foreign language, vocabulary serves as a crucial foundation. Without sufficient vocabulary, students may struggle not only to comprehend reading materials but also to engage actively in classroom discussions and express their thoughts clearly. In response to this problem, teachers are encouraged to implement innovative and interactive teaching methods. One such method is the Multisensory Approach, which involves the simultaneous use of visual, auditory, tactile, and kinesthetic modalities to enhance learning experiences. This study examines the effectiveness of the Multisensory Approach in improving vocabulary achievement among seventh-grade students at MTsN 2 Blitar. It is intended to determine whether including visual, auditory, kinesthetic, and tactile elements into vocabulary instruction improves students' comprehension and retention of new words. The main research problem is whether there is a significant difference in vocabulary achievement before and after employing the multisensory approach. This study applied a quantitative method using a quasi-experimental design. The participants were 66 seventh-grade students at MTsN 2 Blitar, divided into two groups: 32 students in the experimental class and 34 students in the control class. The researcher used a post-test as the primary instrument to collect data on students' vocabulary mastery. The selection of post-test only was based on the fact that the researcher had already administered previous assessments during a prior teaching internship, which confirmed that both groups had equal initial abilities. The statistical analysis was conducted using the independent samples ttest in IBM SPSS 27. The findings of this study were as follows: (1) the mean score of the experimental class was 89.13, which was higher than the control class, which had a mean score of 83.06; (2) the significance value (Sig. 2-tailed) was 0.002, which is lower than the significance level of 0.05; thus, there was a significant difference between the two groups in terms of vocabulary achievement; (3) the use of the Multisensory Approach effectively enhanced students’ vocabulary mastery compared to conventional teaching methods. The conclusion of this research is that the Multisensory Approach significantly improves students' vocabulary achievement and provides a more engaging and effective learning experience. This approach may be particularly beneficial in junior high school settings where students require active and stimulating learning environments.

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