The use of List-Group-Label strategy to teach vocabulary : A pre-experimental research at the Islamic Junior High School in Majalengka

Purnamasari, Purnamasari (2022) The use of List-Group-Label strategy to teach vocabulary : A pre-experimental research at the Islamic Junior High School in Majalengka. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This research is inspired by the fact that several students at the Islamic Junior High School in Majalengka have difficulties with English vocabulary acquisition. The list-Group-Label strategy is adopted to solve this issue. The list-Group-Label strategy can increase students’ enthusiasm for English vocabulary learning. This study is intended to determine the results of students' vocabulary mastery before the implementation of the List-Group-Label strategy, to find out the results of the students' vocabulary mastery after the implementation of the List-Group-Label strategy, and the last to find out the significant difference between students' vocabulary mastery before and after implementing List-Group-Label. This research uses a quantitative method with a pre-experimental design. The population of this research is the second grade of Junior High School (MTs) Al-Ma’sum II, which consists of two classes, VIII A and VIII B. The sample of the experimental class is VIII A, which consists of 20 students. The instrument for data collection is a test, namely pre-test, and post-test. To analyze the data have been collected, the researcher used the mean for normality test, standard deviation, hypothesis test, and index gain test. The mean of pre-test before being given treatment was 45.9, and after being given treatment was 74. Based on the findings above, it is known that the results are better than after being given treatment. Therefore, from the calculations in the t-test, it is known t count is 14.19, and the t table is 2.1. Thus, the t count is higher than the t table. As a result, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected, as the t count exceeds the t table. The data result indicates a significant difference in students' vocabulary mastery after they use the List-Group-Label strategy Based on the explanation, it can be inferred that teaching English vocabulary List-Group-Label strategy in the second grade of MTs Al-Ma’sum II improves students’ vocabulary mastery. Indeed, English teachers can use this strategy in the classroom to encourage students to become more enthusiastic about learning English vocabulary.

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