The effectiveness of using semantic gradient technique to improve the students’ vocabulary mastery :an experimental study at Second Grade of SMP Karya Budi Cileunyi, Bandung

Lestari, Dwi Cipta (2014) The effectiveness of using semantic gradient technique to improve the students’ vocabulary mastery :an experimental study at Second Grade of SMP Karya Budi Cileunyi, Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Vocabulary mastery as a key point of foreign language learning had become a problem for students who are study foreign language. Mastering vocabulary continually will help their ability in four main aspects in foreign language learning; listening, reading, speaking, and writing. The good technique is very needed for teacher to solve the problem of students’ vocabulary mastery. Thus, this ordered teacher to have creative teaching and using effective technique for solving the problem. The purpose of this research was to determine the effectiveness of semantic gradient technique of students’ vocabulary mastery. The research focused on semantic gradient technique to improve the Students’ vocabulary mastery. It was undertaken at SMP Karya Budi, Cileunyi Bandung. Sixty students participated in this research divided into experimental and control classes. The analyzing data used quantitative method in form of experimental research design consisting of two techniques of collecting data; they are test as primary data and observation as secondary data. The research findings are: 1) The students’ ability in mastering vocabulary by using semantic gradient technique was better than using conventional technique. It can be seen by the mean of pre-test = 47.3 while the post-test= 75.2. 2) The students’ ability in mastering vocabulary by using conventional technique was low than using semantic gradient technique. It could be seen by the mean of pre-test= 50.03 while the post test= 56.1. 3) There was an effectiveness to improve the students’ vocabulary mastery by using semantic gradient technique. The score of tcount 6.77 while ttable is 2.00. It means that tcount is higher than ttable in other words the null hypothesis (Ho) is rejected and working hypothesis (Ha) is accepted. It means that there is a difference between students’ ability in vocabulary mastery by using semantics gradient technique, and control class by using conventional technique and after counting the effectiveness formula from the treatment achieved the percentage of 80 % for experimental class and 48 % for the control group. It means that there was an improvement in using semantic gradient technique. In conclusion, there is significant difference between teaching vocabulary mastery using semantic gradient technique and teaching vocabulary mastery using conventional technique. Semantic gradient technique can improve students’ vocabulary mastery. Therefore, semantic gradient can be used as an alternative technique of teaching process.

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