A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY OF JOB ACHIEVEMENT BETWEEN THE STUDENTS WHO ARE TAUGHT THROUGH INFORMATION GAP TECHNIQUE AND THOSE
TAUGHT THROUGH TRANSLATION TECHNIQUE
AT FIRST GRADE OF SMPN 10
BANDAR LAMPUNG
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Institusion
Universitas Lampung
Author
0643042036, RISKI DIAN NOVITA
Subject
Datestamp
2015-10-16 02:55:49
Abstract :
Learning vocabulary is important for those who learn English in order to be able to use it in spoken or written form. An adequate vocabulary can help them to use English more easily. However, there are some problems; most students do not have adequate vocabulary and the teachers do not use the suitable technique that can increase the students’ vocabulary achievement. Thus, finding the suitable technique in teaching vocabulary is necessary. This quantitative research was conducted to the first grade students of SMPN 10 Bandar Lampung in the year 2010/2011. This research is to find out whether there is significant difference of students’ vocabulary achievement between the students who are taught through Information Gap Technique and those taught through Translation Technique in an The Static Group Comparison design. The researcher used vocabulary test in form of multiple choice as the instrument of the research. The data gained from this research were statistically analyzed using independent T-test in the Statistical Package for Social Sciences (SPSS). The result of the research showed that there was a significant difference of students’ vocabulary achievement between the students who were taught through Information Gap Technique and those who were taught through Translation Technique. It could be seen from the difference students’ total increase scores. The experimental class 1 total increase score was 27.38 (see appendix 19) while the experimental class 2 was 8.83 (see appendix 20) so that there is a significant difference of students’ achievement scores between Information Gap Technique class and Translation Technique class. The result of T-test computation shows that t-value is higher than t-table, that is (10.853>2.000). The hypothesis test showed the value of two tail significant (2-tailed) was 0.000(significant two tailed<0.05, significant two tailed=0.000). Considering the data above, it can be stated that there was a significant difference of students’ vocabulary achievement between the students who were taught through Information Gap Technique and those who were taught through Translation Technique. Teaching vocabulary through Information Gap Technique gave a better result than through Translation Technique.
Learning vocabulary is important for those who learn English in order to be able to use it in spoken or written form. An adequate vocabulary can help them to use English more easily. However, there are some problems; most students do not have adequate vocabulary and the teachers do not use the suitable technique that can increase the students’ vocabulary achievement. Thus, finding the suitable technique in teaching vocabulary is necessary. This quantitative research was conducted to the first grade students of SMPN 10 Bandar Lampung in the year 2010/2011. This research is to find out whether there is significant difference of students’ vocabulary achievement between the students who are taught through Information Gap Technique and those taught through Translation Technique in an The Static Group Comparison design. The researcher used vocabulary test in form of multiple choice as the instrument of the research. The data gained from this research were statistically analyzed using independent T-test in the Statistical Package for Social Sciences (SPSS). The result of the research showed that there was a significant difference of students’ vocabulary achievement between the students who were taught through Information Gap Technique and those who were taught through Translation Technique. It could be seen from the difference students’ total increase scores. The experimental class 1 total increase score was 27.38 (see appendix 19) while the experimental class 2 was 8.83 (see appendix 20) so that there is a significant difference of students’ achievement scores between Information Gap Technique class and Translation Technique class. The result of T-test computation shows that t-value is higher than t-table, that is (10.853>2.000). The hypothesis test showed the value of two tail significant (2-tailed) was 0.000(significant two tailed<0.05, significant two tailed=0.000). Considering the data above, it can be stated that there was a significant difference of students’ vocabulary achievement between the students who were taught through Information Gap Technique and those who were taught through Translation Technique. Teaching vocabulary through Information Gap Technique gave a better result than through Translation Technique.
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