AndamSyari, Lyan (2012) THE EFFECT OF EXTENSIVE-READING ON VOCABULARY MASTERY OF THE TENTH GRADE STUDENTS OF SMA N 6 YOGYAKARTA IN THE ACADEMIC YEAR OF 2012-2013. S1 thesis, FBS UNY.
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Abstract
The Effect of Using Extensive-Reading on Vocabulary Mastery of the Tenth Grade Students of SMA N 6 Yogyakarta in the Academic Year of 2012 – 2013 By Lyan AndamSyari 07202244083 ABSTRACT The objectives of this study are to describe the vocabulary mastery of the students taught using the Extensive-Reading technique, to describe the vocabulary mastery of the students taught without using the Extensive-Reading technique, and to find out whether there is a significant difference in the vocabulary mastery between the students taught using the ER technique and those who are taught without using it. This study involves 65 students of Grade X of SMA N 6 Yogyakarta from two groups, Class X-8 (33 students) as the experimental group and Class X-2 (32 students) as the control group. The experimental group used the Extensive-Reading techniquein the teaching and learning process, while the control group was not taught by the technique. The data were obtained by the pre-test and the post-test in the form of multiple choice tests. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment. The data of the pre-test and the post-test of both groups were analyzed by descriptive and inferential statistics. The results of the data analysis are as follows. First, the results of the control class show that the mean score of the pre-test is 66.88 and the mean score of the post-test is 74.31. It means that the students’ scores improve 7.43 points. In addition, the standard deviation of the pre-test was 10.108, while the standard deviation of the post-test is 10.300.Students who haveaccomplished the school levels of minimum score in the level of 75 (80.18>75) improve from 21.9% to 62.5%. It can be concluded that there isan improvement in the students’ scores after they are taught without ER technique. Second, the results of the experimental class showed that the mean score of the pre-test is65.27 and the mean score of the post-test is 80.8. It means that the students’ score improves 15.53 points. In addition, the standard deviation of the pre-test is 9.615, while the standard deviation of the post-test is 9.967. Moreover, students who haveaccomplished the school levels of minimum score in the level of 75 (80.18>75) are improve from 18.2% to 78.8%. It means that there is a significant improvement in the students’ scores after they were taught by ER technique. Third, the result of the t-test shows thatthere is a significant difference on the students’ vocabulary mastery who are taught using ER technique and those who are not. The significance value of 0.023 is less than the significance level of 0.05 (0.023< 0.05) and the mean scores of the two groups show that the experimental class has higher mean score than the control class (i.e. 80.18>74.31). It means that the ER strategy significantly improves the students’vocabulary mastery in the teaching and learning process in SMA N 6Yogyakarta.
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | Bahasa dan Sastra > Bahasa dan Sastra Inggris |
| Divisions: | Fakultas Bahasa, Seni dan Budaya (FBSB) > Pendidikan Bahasa Inggris > Pendidikan Bahasa Inggris |
| Depositing User: | Admin Pendidikan Bahasa Inggris FBS |
| Date Deposited: | 29 Nov 2016 03:26 |
| Last Modified: | 30 Jan 2019 11:58 |
| URI: | http://eprints.uny.ac.id/id/eprint/44026 |
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