Effect of Using Intensive Reading Strategy on Students’ Vocabulary Achievement at the First Year Student

Article Sidebar

PDF
Published: Aug 3, 2023
DOI: https://doi.org/10.57251/el.v3i2.1027
Keywords:
Intensive reading; vocabulary

Main Article Content

Yemima Debora Saragih
Universitas Muslim Nusantara Al Washliyah Medan Indonesia
Yugi Diraga Prawiyata
Universitas Muslim Nusantara Al Washliyah Medan Indonesia

Abstract

This research aimed to determine whether intensive reading strategy is effective to increase students’ English vocabulary. This research used quantitative method as its design.  The population in this research consists of 40 students from SMA Swasta EKLESIA. The sample of this research was 20 students in experimental group and 20 students in control group. To collect the data from both classes, this research used pre-test and post-test. The data from both classes analyzed by using SPSS program to calculate and determine the validity of the data. Based on the data analysis, the result of T-test revealed that the post-test score of the experimental group was higher than control group. Additionally, the result of hypothesis analysis showed that t-test is higher than t-table (2.831 > 2.021). It indicated that H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Based on the result of this research, it showed that there was significant improvement on students’ vocabulary achievement in using intensive reading as a strategy in teaching.

Downloads

Download data is not yet available.

Article Details

How to Cite
Saragih, Y. D., & Prawiyata, Y. D. (2023). Effect of Using Intensive Reading Strategy on Students’ Vocabulary Achievement at the First Year Student. Education & Learning, 3(2), 138–144. https://doi.org/10.57251/el.v3i2.1027
Issue
Vol. 3 No. 2 (2023)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Arikunto, S. (2019). Prosedur penelitian suatu pendekatan praktik.

Arikunto, S. (2021). Penelitian tindakan kelas: Edisi revisi. Bumi Aksara.

Ariska, S., & Khalid, M. (2022). The Effect of Using Cartoon Film on Students’ English Vocabulry Mastery. Education & Learning, 2(2), 111–114. https://doi.org/10.57251/el.v2i2.416

Darma, A., Nababan, S. A., & Alkhairi, F. (2022). Penerapan Outing Class Pada Pembelajaran Sejarah Di Madrasah Aliyah Tahfizihil Qur’an. Keguruan, 10(1), 20–24.

Ghozali, I. (2018). Aplikasi analisis multivariete SPSS 25. Semarang: Universitas Diponegoro.

Kusumayati, L. D. (2010). Improving students’ vocabulary mastery using contextual teaching and learning (a classroom action research at the third grade of SD Negeri Kalimacan in academic year 2009/2010).

Pazhakh, A., & Soltani, R. (2010). The effect of extensive reading on vocabulary development in EFL learners in Dehdasht language institute. Practice and Theory in Systems of Education, 5(4), 387–398.

Salsabila, J., & Nasution, Y. (2022). The Effect of Using Partner Reading Strategy on Student’s English Reading Comprehension Achievement of Hortatory Exposition Text At Mas Yp. Haji Datuk Abdullah In Academic Year 2021/2022. Education & Learning, 2(2), 115–118. https://doi.org/10.57251/el.v2i2.417

Sarwono, J. (2015). Rumus-Rumus Populer dalam SPSS22. Jakarta: CV ANDI OFFSET.

Shang, H., Briody, P., & Lin, C. (2007). The effect of extensive reading strategies on EFL students. 9th International Conference and Workshop on TEFL and Applied Linguistics. Retrieved from Http://Spaces. Isu. Edu. Tw/Upload/18518/9602/RESEACHPAPER/Qualitativepaper4. Pd F.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.

Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.