THE EFFECTIVENESS OF USING LIST-GROUP-LABEL STRATEGY OF TEACHING VOCABULARY FOR SEVENTH GRADERS AT MTs N 1 BLITAR

HENIK KURNIA SARI, 1723143072 (2018) THE EFFECTIVENESS OF USING LIST-GROUP-LABEL STRATEGY OF TEACHING VOCABULARY FOR SEVENTH GRADERS AT MTs N 1 BLITAR. [ Skripsi ]

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Abstract

ABSTRACT Sari, Henik Kurnia. Registered Number Students. 1723143072. 2018. The Effectiveness of Using List-Group-Label Strategy of Teaching Vocabulary for Seventh Graders at MTs N 1 Blitar. Thesis. English Education Department. State Islamic Institute (IAIN) of Tulungagung. Advisor: Faizatul Istiqomah. M.Ed Keywords: effectiveness, list-group-label, vocabulary achievement. Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. It means that by having a wide range of vocabulary, students can learn four basic skills of English for certain purposes. There are many strategies and techniques that can be applied for teaching vocabulary. One of them is List-Group-Label. List Group Label was designed to help teachers activate students’ schema in regards to a particular concept, to improve existing vocabulary, to organize verbal concepts, and to remember new vocabulary. The writer wanted to explore the use of List Group Label strategy to improve students’ vocabulary in learning English especially in descriptive text. Based on description above, the formulations of the research problems are “Is there any significant difference in student vocabulary achievement between those taught by using List-Group-Label strategy and those taught without using List-Group-Label?”. The objectives are “To find out whether there is any significant difference in students’ vocabulary achievement between students taught by using List-Group-Label (LGL) strategy and those taught without using List-Group-Label”. The writer used experimental design with quantitative approach. The writer conducted this study by using quasi experimental research. The population was all students of seventh graders of MTs N Kab. Blitar. The sample of the study was two groups of 60 students of VII-7 as experiment group and VII-8 as control group in the academic year of 2017/2018. The instruments used in this research were vocabulary test with multiple choices (pre-test and post-test). Both groups had to take a pre-test, before the treatment was given. One group received treatments by using List- Group-Label (LGL) strategy and the other group without using List-Group-Label. After getting the treatment, both groups had to do a post-test. In order to find out whether there was a significant difference in the students’ achievement between the experimental and the control groups, t-test statistical analysis was applied by using Statistical Package for the Social Science (SPSS) 16.0. The results showed that there was a significant difference in the students’ vocabulary achievement between the experimental and the control groups. The significant (2- tailed) coefficient was 0% and it was lower than the significant coefficient 5%, so the working hypothesis was accepted. Besides, the mean score of students’ on pre-test taught by list-group-label strategy was 83.30 and the mean score of post-test was 88.63. The gain of the mean score was 5.33. The mean score of students’ on pre-test without taught by list-group-label strategy was 83.33 and the mean score of post-test was 84.90. The gain of the mean score was 1.57. It means that list group label has effect in teaching vocabulary than without using list group label.

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