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ABSTRACT

Saputra, Edwar. 2016. A Descriptive Study on the Passive-Receptive Vocabulary Mastery of


the eighth grade students at MTs. Darul Istqamah Putera Barabai in the Academic
Year of 2015-2016. Sarjanas Thesis. English Department, Faculty of Teacher
Training and Education, Lambung Mangkurat University, Banjarmasin. The first
advisor: Elvina Arapah, M.Pd., the second advisor: Dr. H. Abdul Muthim, M.Pd.
Keywords: Vocabulary, Mastery, Passive-Receptive Mastery
Vocabulary mastery is the basic language skill. Vocabulary mastery is the key for
students to understand what they hear and read, and to communicate successfully with other
people. There are two kinds of mastery in vocabulary, passive-receptive and active
productive mastery. This research tried to investigate how the passive-receptive vocabulary
mastery of the eighth grade students of MTs. Darul Istiqamah Putera Barabai in the
Academic Year of 2015-2016 is. The subject of the research is the eighth grade students. The
instrument used in this research in collecting the data was the vocabulary test.
The research result shows that the highest passive-receptive vocabulary mastery of the
eighth grade students of MTs. Darul Istiqamah Putera Barabai in the Academic Year of 2015-
2016 was in synonym, antonym, and choosing the appropriate vocabulary. The definition
mastery only shows good category. In general, the students passive-receptive mastery was
categorized into excellent category, compared with the average score of the first test which
was 89.9 and 91.1 of the second test.
Based on the research result, it is suggested that in teaching vocabulary, the teacher
should provide definition and give the example directly. It is better if the teacher shows the
example contextually. Students should learn and add more new vocabularies. It can help the
students in mastering the skills in English and help them also in doing the national
examination in the English subject. Although in the English syllabus vocabulary was not
taught directly but integratedly, there should be a focus on vocabulary during the teaching
and learning sessions of the four language skills required.

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