THE USE OF MAGIC BOX IN TEACHING VOCABULARY AT THE THIRD GRADE OF MI MIFTAHUNNAJAH PAKIKIRAN BANJARNEGARA

Fajar Nasrulloh, Fuadi (2024) THE USE OF MAGIC BOX IN TEACHING VOCABULARY AT THE THIRD GRADE OF MI MIFTAHUNNAJAH PAKIKIRAN BANJARNEGARA. Skripsi thesis, UIN PROF. K.H. SAIFUDDIN ZUHRI.

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Abstract

Teaching plays a crucial role in the process of learning, and vocabulary is a cornerstone of language acquisition. Mastering English vocabulary can be challenging for some students, leading to the need for diverse teaching methods to engage and motivate them. One such method is the use of a Magic Box, which contains various tools like stationery, a flannel cloth, and pictures, serving as a resource for learning vocabulary. This research aims to explore the use of using a Magic Box for teaching vocabulary and to identify its advantages and disadvantages in the context of thirdgrade students at MI Miftahunnajah Pakikiran, Banjarnegara Regency. The research questions revolved around how the Magic Box is utilized for teaching vocabulary and what its benefits and drawbacks are for these students. Employing a qualitative approach with a case study design, the research was conducted at MI Miftahunnajah Pakikiran. Data collection methods included observation, interviews, and documentation, with data analysis following qualitative steps such as data reduction, display, and conclusion, supported by triangulation for data validity. Findings reveal a structured procedure for utilizing the Magic Box in teaching vocabulary, especially for students at MI Miftahunnajah Pakikiran, Banjarnegara. The first step is planning and preparation, where the teacher prepares the materials and lesson plan. The second step is application, which includes three activities: pre-activity, main activity, and postactivity. In the main activity, the teacher presents and explains the material using a Magic Box to help students understand. The teacher then shows a picture to the students, asking them to identify it and follow instructions. During the evaluation phase, the teacher assesses the students by having them arrange new words into sentences and encourages them to remember and memorize these new words. The benefits of using the Magic Box are that students become more active, enthusiastic, and engaged, making it easier for them to remember new vocabulary. However, the drawbacks are that the Magic Box is easily damaged and can only be used for one themed lesson.

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