A MODIFIED SEMANTICS MAPPING STRATEGY BASED ON INTERACTIVE APPROACH TO ENHANCE THE STUDENTS’ VOCABULARY ACHIEVEMENT
| Main Author: | AGUS BUDIARTE, 1823042001 |
|---|---|
| Format: | Masters NonPeerReviewed Book Report |
| Terbitan: |
, 2020
|
| Subjects: | |
| Online Access: |
http://digilib.unila.ac.id/62196/1/ABSTRACT.docx.pdf http://digilib.unila.ac.id/62196/2/tanpa%20pembahasan.pdf http://digilib.unila.ac.id/62196/3/thesis%20full.pdf http://digilib.unila.ac.id/62196/ |
Daftar Isi:
- Vocabulary plays an important role in mastering language. In fact, many students have low capability in vocabulary mastery. In this research, the researcher aims to improve students’ vocabulary mastery by teaching the students through a modified semantics mapping strategy based on interactive approach. This present study is aimed to find out the difference in vocabulary achievement between students who are taught with the modified Semantics Mapping Strategy based on interactive approach and the Semantics Mapping Strategy and to investigate students’ engagement in vocabulary class through the modified Semantics Mapping Strategy based on interactive approach and the Semantics Mapping Strategy. The subjects of this research were the second-grade students of SMPN 37 Bandar Lampung. The data were obtained from the pre-test, post-test, and questionnaire. Independent group t-test in SPSS (Statistical Program for Social Science) was used to analyze the data. The results show that there is a statistically significant difference in vocabulary achievement between students who are taught with the modified Semantics Mapping Strategy based on interactive approach and the Semantics Mapping Strategy. It is revealed from t-value which is higher than t table with the significance level of less than 0.05 (9.865>2.005) (0.000<0.05). As a result, the hypothesis is accepted. For the second research question, the result shows that the students in experimental class actively get engaged rather than the students in control class while following the teaching-learning activity. It is revealed from the score of the students, engagement questionnaire where experimental class is higher than control class (83%>45.9%). It indicates that the vocabulary teaching strategy is one of the factors which affects the students’ vocabulary achievement. Moreover, the vocabulary achievement of students who are taught with the modified Semantics Mapping Strategy based on interactive approach increases higher than the vocabulary achievement of students who are taught with the Semantics Mapping Strategy. It indicates that modified Semantics Mapping Strategy based on interactive approach is better than Semantics Mapping Strategy to enhance the students’ vocabulary achievement. Furthermore, the use of Semantics Mapping Strategy based on interactive approach in teaching vocabulary is regarded as being more effective to encourage students to be involved in the process of teaching learning activities than the use of Semantics Mapping Strategy.