ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study investigates the effect of the List-Group-Label (LGL) Strategy
on vocabulary mastery among eighth-grade students at MTsN 6 Agam. It
addresses three research questions: whether the LGL Strategy significantly affects
students’ vocabulary mastery, whether there is a performance difference between
students taught using the LGL Strategy and those taught using conventional
methods, and whether students’ vocabulary mastery improves after the
implementation of the LGL Strategy.
A quantitative quasi-experimental design was employed, involving an
experimental class and a control class. The experimental class received
vocabulary instruction using the List-Group-Label (LGL) Strategy, while the
control class was taught using conventional teaching methods. Data were
collected through pre-tests and post-tests consisting of vocabulary test items. The
data were analyzed using paired-samples and independent-samples t-tests.
The results revealed a significant positive effect of the LGL Strategy on
students’ vocabulary mastery. The experimental group’s mean score increased
from 67.72 in the pre-test to 76.56 in the post-test, representing an improvement
of 8.84 points. The independent-samples t-test showed a statistically significant
difference in post-test vocabulary scores between the experimental and control
groups, with the experimental group obtaining a higher mean score of 76.56
compared to 72.74 in the control group. The experimental group outperformed the
control group by approximately 3.82 points. These findings indicate that the LGL
Strategy is effective in improving students’ vocabulary mastery compared with
conventional teaching methods.
The study concludes that the List-Group-Label (LGL) Strategy
significantly improves students’ vocabulary mastery. Through the processes of
listing, grouping, and labeling vocabulary, the strategy encourages students to
actively organize and connect words based on meaningful relationships.
Therefore, the LGL Strategy can be considered an effective alternative
instructional strategy for vocabulary development in EFL classrooms.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary plays an important role in mastering English, yet many seventh-grade students at UPTD SMPN 3 Kec. Harau faced difficulties in understanding word forms, grasping meanings, and applying vocabulary in context, partly because the teacher used conventional methods without content-language integration. To overcome this problem, the researcher used CLIL-based guided practice (Content and Language Integrated Learning) which integrates content and language through meaningful, contextually relevant materials and structured, scaffolded activities that engage students more actively and facilitate deeper vocabulary processing. This study aimed to determine the effectiveness of using CLIL-based guided practice to improve students' vocabulary mastery in learning English. A quantitative quasi-experimental design was employed, involving an experimental class (VII.1, n=29) that received structured CLIL-based guided practice through procedural texts about Indonesian snacks, and a control class (VII.2, n=28) taught using traditional, teacher-centered methods without explicit content-language integration. Data were collected via pre-tests and post-tests consisting of multiple-choice and matching items, which were validated and tested for reliability. Statistical analyses included normality and homogeneity tests, paired sample t-tests, and independent sample t-tests using SPSS. The findings reveal significant differences in vocabulary mastery both within and between the two groups. The experimental group's mean score increased substantially from 57.07 on the pre-test to 77.24 on the post-test, a gain of 20.17 points (p = 0.000), confirming a significant positive effect of CLIL-based guided practice. The control group also showed improvement, with a mean score rising from 55.89 to 61.25, a gain of only 5.36 points (p = 0.000). Although both groups demonstrated statistically significant gains, the experimental group's improvement was nearly four times larger. More importantly, the independent t-test revealed a significant post-test difference between the groups, with a mean difference of 15.991 (p = 0.000), indicating that the experimental group outperformed the control group by approximately 16 points on average. These results demonstrate that CLIL-based guided practice is substantially more effective than conventional instruction in enhancing vocabulary across the dimensions of form, meaning, and usage.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nalisa Ananda Putri, 2320082. “The Effect of Role-Play Technique Towards Students’ Vocabulary Mastery in SMPN 1 Padang Panjang”. A thesis, State Islamic University of Sjech M.Djamil Djambek Bukittinggi. This study aims to examine the effect of role-play technique toward students’ vocabulary mastery in SMPN 1 Padang Panjang. This research was conducted due to several issues related to vocabulary mastery. They were: students’ vocabulary score were still under the standard score. Apart from that, the English teachers still use conventional strategies in teaching English. Furthermore, students did not able to pronounce the vocabulary and difficulty comprehending the meaning of the vocabulary. This study uses a quasi-experimental design with a pre-test at the beginning before being given treatment and a post-test at the end of the meeting after being given treatment. The total population of this study was 224 students. The type of sample selection applied was purposive sampling. The number of samples in the experimental class was 32 students and the number of samples in the control class was 32 students. The technique applied was an English teaching is a role-play, where students connected the vocabulary to past their experiences, practice to using vocabulary and perform the scenes in the front of class. Thus, there was a pre-test, treatment and post-test in this study. This study used the SPSS 20 application to analyze the data. The results identified in this study showed an increase in the scores of students who used the role-play technique compared to the scores of students in classes that did not used the role-play technique. The results of the data analysis showed that the average score in the experimental class was 70,63 and the average score in the control class was 45,38. The data analysis results show that the Mann-Whitney test the value of sig. (2-tailed) was 0.00 0.05. It can be concluded that the role-play technique has proven effective to improve students’ vocabulary mastery.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the effect of using the guided conversation method toward students’ speaking ability of eleventh-grade students at MAN 2 Bukittinggi. This research was conducted due to several issues related to speaking. They were: students’ speaking scores were still under the standard score. Apart from that, the method used by English teacher relied more on memorization. Furthermore, students’ did not get enough feedback or correction on their performances. This study uses a quasi-experimental design with a pre-test at the beginning before being given treatment and a post-test at the end of the meeting after being given treatment. The total population of this study was 347 students. The type of sample selection applied was purposive sampling. The number of samples in the experimental class was 29 students and the number of samples in the control class was 29 students. The technique applied was an English test where students in pairs chose a topic, created a dialogue, and presented it in front of the class in pairs. Thus, there was a pre-test, treatment, and post-test in this study. This study used the SPSS 23 application to analyze the data. The results identified in this study showed an increase in the scores of students who used the guided conversation method compared to the scores of students in classes that did not use the guided conversation method. The results of the data analysis showed that the average score in the experimental class was 72.38, and the average score in the control class was 62.76. The data analysis results show that the t-test score is higher than the t-table (4.120 > 2.003). It can be concluded that the guided conversation method has proven effective in improving students' speaking skills.
