Jelajahi seluruh publikasi yang tersedia.
<p> <span style="font-size:12px;"><span style="font-family:times new roman,times,serif;">This study was to determine the efficacy of employing visual media in teaching vocabulary mastery in the seventh grade at UPT SMPN 3 Lunang.</span></span></p>
<p> This study investigated the effect of using the storytelling of Prophet Yusuf based on Quran verses towards students’ grammar mastery at the 8th grade in MTsS Diniyyah Pasia, Agam, West Sumatera</p>
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.
Aisya, 2321089, “An Analysis Of English Content Exposured Trough Digital Media Towards Students’ Vocabulary Mastery At Mtsn 12 Agam.”. Undergraduate Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. This study investigated the implementation of English digital content in English classroom instruction and explored the role of English digital content exposure toward students’ vocabulary mastery. The research was conducted because digital media has become increasingly integrated into English language learning activities, particularly in providing audiovisual and contextual vocabulary exposure for students. This study employed a qualitative case study design. The participants consisted of one English teacher and eighth-grade students at junior high school level. The data were collected through classroom observation, interviews, and documentation. Observation was conducted to identify the implementation of digital content during classroom instruction. Interviews with the teacher and students were conducted to explore classroom learning experiences. Documentation data consisted of students’ vocabulary scores. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that English digital content was implemented through audio, visual, and audiovisual materials such as videos, animations, pictures, slides, audio recordings, and dialogues during classroom instruction. The implementation process involved contextual vocabulary exposure, repeated vocabulary presentation, audiovisual learning activities, teacher guidance, and project-based activities. The findings also showed that digital content exposure provided students with vocabulary learning experiences through visual representation, gestures, pronunciation, repeated exposure, and contextual situations. However, students demonstrated different levels of vocabulary achievement during the learning process. Overall, the study concluded that English digital content provided audiovisual and contextual vocabulary exposure during English classroom instruction.
Vocabulary mastery plays a vital role in English learning, helping students to understand information, communicate effectively and develop their language skills. However, many seventh-grade students at MTsN 5 Lima Puluh Kota still struggle to master vocabulary. These difficulties are generally related to their limited vocabulary and lack of engaging learning materials. This study therefore aims to determine the effect of using the Anki app on vocabulary mastery, and to examine differences in learning outcomes between students taught using the app and those taught through conventional methods. The study employed a quantitative approach with a quasi-experimental design, specifically a non-equivalent control group design. The study participants consisted of two seventh-grade classes at MTsN 5 Lima Puluh Kota, selected using purposive sampling. Data were collected using a 20-item, multiple-choice vocabulary test, which was administered as both a pre- and post-test. Descriptive and inferential statistics were employed in the data analysis using SPSS software. The results showed that the experimental class demonstrated significantly greater improvement than the control class. The statistical analysis yielded a p-value of less than 0.05, indicating that the Anki app has a positive and significant impact on students' vocabulary acquisition. Therefore, it can be concluded that the Anki app is an effective learning tool for improving English vocabulary mastery.
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.
ABSTRACT Nurtasya, 2322062. The Effect of Using the Word Chain Game Toward Students’ Vocabulary Mastery at the 7th Grade of SMP Negeri 29 Sijunjung. Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M.Djamil Djambek Bukittinggi. Vocabulary is one of the most important parts of learning English. It helps students understand and express their ideas in communication. However, many seventh-grade students at SMP Negeri 29 Sijunjung had problems with vocabulary. They had limited vocabulary, low motivation to learn, and learned through conventional teaching methods that made the learning process less interesting. Based on these problems, the researcher offered the Word Chain Game as an alternative way to teach vocabulary. This game provides a fun, enjoyable, and interactive learning activity that encourages students to participate actively in the lesson. Through the game, students can practice, repeat, remember, and learn new words more easily while playing. Therefore, this research investigated the effect of using the Word Chain Game toward students' vocabulary mastery. This research employed a quantitative approach with a quasi-experimental design. The population of this research was all seventh-grade students of SMP Negeri 29 Sijunjung, consisting of three classes with 84 students. The sample consisted of 56 students selected through cluster sampling. The instrument of this research was a vocabulary test consisting of multiple-choice and fill-in-the-blank questions with 25 items. The data were collected through a pre-test and post-test and analyzed using descriptive statistics and non-parametric tests because the normality test showed that the data were not normally distributed. Therefore, the researcher used the Wilcoxon Signed Rank Test and the Mann-Whitney U Test, with the help of SPSS. The findings showed that the students' vocabulary mastery improved after learning through the Word Chain Game. The mean score of the experimental class increased from 41.86 in the pre-test to 71.36 in the post-test, while the control class increased from 46.43 to 59.86. The Wilcoxon Signed Rank Test showed a significant improvement in the experimental class with Z = -4.510 and Sig. = 0.000 (p 0.05). The Mann-Whitney U Test also showed a significant difference between the experimental class and the control class after the treatment with U = 238.500, Z = -2.530, and Sig. = 0.011 (p 0.05). These results showed that the students who learned by using the Word Chain Game achieved better vocabulary mastery than those who learned by using the conventional teaching method. Based on the findings, the Word Chain Game was an effective way to improve students' vocabulary mastery. Keywords: Word Chain Game, Vocabulary Mastery
Gusti Ranti (2319.020). "The Effectiveness of the Fly Swatter Game towards Students' Vocabulary Mastery at the Fifth Grade of SDN 02 Payakumbuh". A Thesis. English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University Sjech M. Djamil Djambek Bukittinggi. Advisor: Elsi Amiza, M.Pd. This research examined the effectiveness of the Fly Swatter Game on fifth-grade students' vocabulary mastery at SDN 02 Payakumbuh. This research was conducted to examine the effectiveness of the Fly Swatter Game in teaching vocabulary to the fifth-grade students of SDN 02 Payakumbuh. This study aimed to describe the effectiveness of the Fly Swatter Game towards students' vocabulary mastery compared with conventional teaching. A quantitative quasi-experimental approach was used, employing the Non-equivalent Control Group Pretest-Posttest Design. The sample consisted of 53 students selected through purposive sampling: 27 students of class V.B as the experimental group and 26 students of class V.C as the control group. Data were collected using a 20-item multiple-choice vocabulary test, which was valid (content validity by expert judgement) and highly reliable (Cronbach's Alpha = 0.950). Data were analyzed using the Independent Samples t-Test after normality (Shapiro-Wilk) and homogeneity (Levene's) assumptions were met. Results showed the experimental group's mean score rose from 36.94 to 78.89 (a gain of 41.95 points), while the control group's rose only from 55.96 to 58.46 (2.50 points). The Independent Samples t-Test revealed a significant difference, t(51) = 3.72, p = .001 ( 0.05), so Ha was accepted. The experimental group's posttest mean was categorised as "Effective," compared to "Adequately Effective" for the control group. It is concluded that Fly Swatter Game is more effective than conventional teaching in improving vocabulary mastery, especially for students with initially low achievement. Keywords: Fly Swatter Game, Vocabulary Mastery, Effectiveness, Elementary School Students
ABSTRACT Aditya Gusman, 23219143, The Correlation Between Students’ Listening to Song and Their Vocabulary Mastery of Fifth Grade Students at MIN 4 Agam, A Thesis, State Islamic University Of Sjech M. Djamil Djambek Bukittinggi, 2026. This research was conducted based on several problems related to the correlation between students' listening to English songs and their vocabulary mastery at MIN 4 Agam. First, many students still had difficulties in remembering and using English vocabulary, even after the words had been taught in class. Second, vocabulary instruction mostly relied on textbooks and teacher-centered explanation, with limited use of audio media such as songs. Third, although students showed more enthusiasm when songs were used in the classroom, this potential had not been integrated consistently into the learning process. Therefore, this research aimed to determine whether there is a significant correlation between students' listening to English songs and their vocabulary mastery among the fifth-grade students at MIN 4 Agam. This research used a quantitative correlational design to examine the relationship between the two variables. The population was all fifth-grade students at MIN 4 Agam, consisting of two classes — Class 5A with 28 students and Class 5B with 27 students — totaling 55 students. Using total sampling, all students were included as the sample. Data were collected through a questionnaire to measure students' listening to song habits and a 20-item multiple-choice test to measure vocabulary mastery. Since the questionnaire produced ordinal data, the scores were converted into interval data using the Method of Successive Intervals (MSI) before analysis. Data were then analyzed using SPSS 26 through normality testing, linearity testing, and Pearson Product Moment correlation. The findings of this research revealed that there is a significant positive correlation between students' listening to English songs and their vocabulary mastery, with a Pearson correlation coefficient of 0.472. Based on the interpretation scale, this value categorized as moderate. The significance value obtained was 0.000, which is lower than 0.05, meaning the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. This indicates that the more actively students listen to English songs, the better their vocabulary mastery tends to be, although other factors such as classroom instruction, reading habits, and daily English exposure may also contribute to vocabulary development.
ABSTRACT Erriani Harahap, 2321033, “The impact of task based learning in improving English vocabulary mastery at Smk Pembina Bangsa Bukittingi”, A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. Vocabulary mastery is a fundamental component in developing students’ English proficiency, particularly at the vocational high school level where communicative competence is required to meet workplace demands. In reality, many students encounter difficulties in learning and retaining vocabulary when it is taught through conventional instructional methods. Task-Based Learning (TBL) is considered an alternative approach that promotes active student involvement through meaningful and contextualized communicative tasks. Therefore, this study aimed to examine the impact of Task-Based Learning on students’ English vocabulary mastery at SMK Pembina Bangsa Bukittinngi. This study employed a quantitative experimental design involving two groups: an experimental group taught using Task-Based Learning and a control group taught through conventional instruction, with 20 students in each group. Vocabulary mastery was assessed through pre-tests and post-tests administered before and after the treatment to measure students’ initial and final performance. The collected data were analyzed using descriptive statistics and an independent samples t-test to determine whether there was a statistically significant difference between the two groups. The results indicated that the experimental group demonstrated greater improvement compared to the control group. The mean score of the experimental class increased from 80.00 to 91.25, whereas the control class improved from 77.50 to 86.50. The independent samples t-test produced a significance value of 0.008 (p < 0.05), indicating a statistically significant difference between the two groups. These findings suggest that Task-Based Learning had a positive and significant effect on students’ vocabulary mastery. Keywords: Task-Based Learning, Vocabulary Mastery, Experimental Study, English Teaching, Vocational Students. ABSTRACT Erriani Harahap, 2321033, “The impact of task based learning in improving English vocabulary mastery at Smk Pembina Bangsa Bukittingi”, A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. Penguasaan kosakata merupakan aspek fundamental dalam meningkatkan kemampuan berbahasa Inggris siswa, khususnya di tingkat Sekolah Menengah Kejuruan (SMK) yang menuntut kompetensi komunikatif untuk menghadapi dunia kerja. Kenyataannya, masih banyak siswa yang mengalami kesulitan dalam memahami dan mengingat kosakata ketika proses pembelajaran dilakukan dengan metode konvensional. Task-Based Learning (TBL) hadir sebagai pendekatan alternatif yang menekankan keterlibatan aktif siswa melalui penyelesaian tugas-tugas komunikatif yang bermakna dan kontekstual. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh penerapan Task-Based Learning terhadap penguasaan kosakata bahasa Inggris siswa di SMK Pembina Bangsa. Penelitian ini menggunakan metode eksperimen dengan pendekatan kuantitatif. Subjek penelitian terdiri atas dua kelompok, yaitu kelas eksperimen yang memperoleh perlakuan menggunakan Task-Based Learning dan kelas kontrol yang diajar dengan metode pembelajaran biasa, masing-masing berjumlah 20 siswa. Instrumen penelitian berupa tes kosakata yang diberikan dalam bentuk pre-test dan post-test untuk mengukur kemampuan awal dan kemampuan akhir siswa setelah perlakuan. Data yang diperoleh kemudian dianalisis menggunakan statistik deskriptif dan uji t independen untuk mengetahui ada tidaknya perbedaan yang signifikan antara kedua kelompok. Hasil penelitian menunjukkan bahwa terjadi peningkatan nilai rata-rata yang lebih tinggi pada kelas eksperimen dibandingkan kelas kontrol. Nilai rata-rata kelas eksperimen meningkat dari 80,00 menjadi 91,25, sedangkan kelas kontrol meningkat dari 77,50 menjadi 86,50. Berdasarkan hasil uji t independen diperoleh nilai signifikansi sebesar 0,008 (p < 0,05), yang berarti terdapat perbedaan yang signifikan antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa penerapan Task-Based Learning memberikan pengaruh yang positif dan signifikan terhadap peningkatan penguasaan kosakata bahasa Inggris siswa. Kata Kunci: Task-Based Learning, Penguasaan Kosakata, Penelitian Eksperimen, Pengajaran Bahasa Inggris, Siswa Sekolah Menengah Kejuruan.
The researcher was conducted to solve a problem, at SMA Negeri 1 Matur, many eleventh-grade students still experience difficulties in mastering English vocabulary, particularly vocabulary related to recount texts. These difficulties are influenced by limited vocabulary knowledge, low student participation, and the frequent use of conventional teaching approaches that do not actively involve students in the learning. As a result, the objective of this study was to investigate the effect on students’ vocabulary mastery of using the Quizlet application as a learning medium. A quantitative approach was adopted for this study, employing a quasiexperimental design that included pre-tests and post-tests for both the experimental and control groups. The sample consisted of eleventh graders from SMA Negeri 1 Matur. The sample was selected using a cluster random sampling approach, whit class XI F2 assigned as the experimental group receiving instruction through Quizlet as a learning media, while class XI F4 served as the control group and received conventional teaching methods. The data were collected from vocabulary tests administered in both pre-test and post-test. The results indicated that utilizing Quizlet as a learning media had a considerable impact on students’ mastery of vocabulary. This was indicated by the improvement in the average score of the experimental class from 58.71 in the pretest to 87.64 in the post-test. in addition, a significant difference was observed between the experimental and control groups, as demonstrated by indicated independent sample t-test result with a significance value of 0.000, which was below 0.05. These results suggest that learning vocabulary with Quizlet as a learning media is more effective than using conventional teaching methods.
The purpose of this study is to determine the effectiveness of using Quizizz on the vocabulary mastery of seventh-grade students at SMPN 4 Padang Panjang. Teacher face difficulties in selecting appropriate learning media due to technological limitations that affect students' vocabulary mastery. Students are more enthusiastic about learning that actively involves them and is supported by technology-based media. In addition, low motivation and high embarrassment sometimes become concurrent problems that often limit their participation in using vocabulary in class. This study uses a quantitative descriptive method with two classes (VII.1 and VII.2) as samples, consisting of 64 students. The instrument used in this study is a questionnaire, while students' vocabulary scores are used as evidence of an increase in vocabulary mastery after implementing Quizizz. The data are analysed using percentage, mean, median, and mode calculations. The results show that Quizizz is very effective in improving students' vocabulary mastery, with an overall effectiveness rate of 89%. Class VII.1 achieves an effectiveness rate of 86% (effective), while class VII.2 achieves 91% (very effective). The students' vocabulary scores before and after the implementation of Quizizz show a significant increase, proving an improvement in vocabulary mastery. It can be concluded that Quizizz is an effective educational game as a learning medium, which is able to increase students' activity, participation, and motivation in vocabulary mastery.
YOLA ANANDA WILMA. NIM: 2320038, The Implementation of the Bilingual (English-Indonesian) Program on the Vocabulary Mastery of Seventh-grade Students’ at MTsN 8 Agam. A thesis, State of Islamic University Bukitinggi 2025. The bilingual program is a strategic effort to enhance students’ linguistic competence in the era of globalization. By fostering the use of two languages, the program aims not only to improve communication skills but also to strengthen students’ vocabulary mastery and critical thinking abilities. However, in practice, several challenges remain, including limited learning media, students’ low confidence in using English, and the absence of a structured evaluation system. Therefore, this research aimed to describe the implementation of the bilingual (English) program in improving the vocabulary mastery of seventh-grade students at MTsN 8 Agam. This study employed a qualitative approach using a narrative method. The data were collected through observations, interviews with teachers and students, and documentation of bilingual program activities. The research informants consisted of two English teachers and students from classes VII.1 and VII.2 who actively participated in the bilingual program. To ensure the validity of the research instruments, triangulation, peer debriefing, and audit trail techniques were applied. Furthermore, the data were analyzed using the processes of data condensation, data display, and conclusion drawing and verification. The findings indicated that the implementation of the bilingual program at MTsN 8 Agam had a positive impact on students’ vocabulary development. Teachers acted as facilitators and language models by using repetition, translanguaging, and simple conversational practices conducted consistently. Students showed enthusiasm and improvement in using daily English vocabulary, although participation levels varied due to differences in motivation and confidence. Support from parents and the school environment also strengthened students’ language use outside the classroom. Nevertheless, the research found several limitations, including the lack of teacher training, insufficient digital learning media, and the absence of a formal assessment system. Overall, the bilingual program at MTsN 8 Agam has been implemented effectively in creating a supportive learning environment for vocabulary enhancement. However, further optimization in teacher training, provision of varied learning media, and the development of structured assessment systems are still needed to achieve better learning outcomes.
ABSTRACT Kasmarina Akmal, 2318027. THE EFFECT OF USING THE PICTIONARY GAME ON STUDENTS' VOCABULARY MASTERY AT THE TENTH GRADE OF SMAN 2 SUNGAI LIMAU, A Thesis, State Islamic University of Siech M Diamil Diambek Bukittinggi, 2025. This study aims to investigate the effect of using the Pictionary game on students' vocabulary mastery at the tenth grade of SMAN 2 Sungai Limau. The research was motivated by several key problems identified in the classroom: students' limited vocabulary, which hinders their understanding of English materials; low motivation to learn English as a foreign language; and the teachers' reliance on conventional, lecture-based teaching methods that do not actively engage students. These issues collectively contribute to ineffective vocabulary acquisition and poor learning outcomes, prompting the need for a more interactive and stimulating approach. To address these problems, a quasi-experimental research design was employed, involving two groups of students: an experimental class (n=30) taught using the Pictionary game and a control class (n=30) taught through conventional methods. The study utilized a pre-test and post-test design to measure changes in vocabulary mastery. Data were collected through multiple-choice vocabulary tests administered before and after the intervention. The normality and homogeneity of the data were tested, and due to violations of parametric assumptions, non-parametric tests—specifically the Wilcoxon Signed Ranks Test and the Mann-Whitney U test—were used for data analysis. The findings revealed a significant positive effect of the Pictionary game on vocabulary mastery. There was a statistically significant improvement in the experimental group’s scores from pre-test to post-test (p = 0.000), confirming the effectiveness of the game. Furthermore, a significant difference was found between the experimental and control groups (p = 0.000), with the experimental group achieving a higher mean post-test score (83.17) compared to the control group (66.00). This indicates that teaching vocabulary through the Pictionary game is more effective than traditional methods, leading to better vocabulary acquisition and student performance.
ABSTRACT Foni Trisia, 2318070. The Correlation Between Vocabulary Mastery and Their Translation Ability at the 4th Semester Students of English Education Study Program in UIN Bukittinggi, A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2025. This study aimed to investigate the correlation between vocabulary mastery and translation ability among fourth-semester students in the English Education Study Program at UIN Bukittinggi. The research was motivated by the critical role of vocabulary in language proficiency and the challenges students face in translation, often due to limited vocabulary. Specifically, it sought to determine if there was a significant relationship, the direction of that relationship (positive or negative), and the strength (magnitude) of the correlation. To achieve this aim, a quantitative correlational research design was employed. The population consisted of all 22 fourth-semester students enrolled in the translation subject, and the entire population was used as the sample (total sampling). Data were collected using two instruments: a vocabulary test (assessing form, meaning, and use) and an English-to-Indonesian translation test (using a news article). The data were analyzed using descriptive statistics and the Pearson Product Moment Correlation, preceded by tests for normality (Shapiro-Wilk) and homogeneity (Levene's Test) to ensure the appropriateness of the parametric test. The findings revealed a significant, positive, and moderate correlation between vocabulary mastery and translation ability (r = 0.490, p = 0.039). This indicates that students with higher vocabulary mastery tended to have better translation skills, and vice versa. The correlation was statistically significant, leading to the rejection of the null hypothesis, and fell within the 'moderate' range according to established criteria. The study concluded that vocabulary mastery is a crucial, albeit not sole, factor influencing translation performance among these university-level English education students.
ABSTRACT Nisa Khairani, 2318074. The Effect of Using Possible Sentences Strategy on Students’ Vocabulary Mastery at the 10th Grade Of MAS TI Tarusan Kamangi, A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2025. This study aimed to investigate the effect of the Possible Sentences strategy on the vocabulary mastery of tenth-grade students at MAS TI Tarusan Kamang. Preliminary observations and interviews revealed key problems: the teacher's reliance on conventional teaching methods leading to student boredom, and students' low vocabulary mastery levels, evidenced by test scores below the minimum passing criteria (KKM). This research employ a pre-experimental design using a One Group Pretest-Posttest design was utilized. The entire population of tenth-grade students (N=20) served as the sample using total sampling. Data were collected through pre-tests and post-tests, which were analyzed using descriptive statistics and the non-parametric Wilcoxon Signed-Ranks test, as the data did not meet the normality assumption, despite being homogenous. The findings indicated a statistically significant improvement in students' vocabulary mastery after implementing the Possible Sentences strategy. The mean post-test score (72.40, SD=9.96) was significantly higher than the mean pre-test score (59.75, SD=8.57), with a Wilcoxon test result of Z=-3.737 and p=0.000 (0.05). The calculated effect size showed a 21.17% increase, demonstrating that the strategy had a moderate to large positive impact on students' vocabulary mastery. Therefore, the Possible Sentences strategy is effective in enhancing vocabulary learning in this context. Key Terms: Possible Sentences Strategy, Vocabulary Mastery
This research the reseacher found that Some of the problems were: students find it difficult to memorize new vocabulary,the students preferred to use indonesian language during the teahing and leraning process than English in general the students had difficult to understand learning English. This research used a quasi-experiment using non-equivalent control group design. The samples used were class VII D as experimental class consisted of 33 students and VII E as control class consisted of 33 students. The results of this research for the first hypothesis using a paired sample t-Test, it was found that Sig (2-tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that there is a significant effect of using the four square strategy. Next, for the second hypothesis using a independent sample t-Test, it was found that Sig (2- tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that there is a significant difference between the class that used four square strategy and the class that do not used four square strategy. And for the third hypothesis using a independent sample t-Test, it was found that Sig (2-tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that the vocabulary mastery of students who use the four square strategy was better than that students who do not used four square strategy. So, it can be concluded that the four square strategy had a effect on students vocabulay mastery.
ABSTRACT Santika Husnun Afifah, 2318062. THE EFFECT OF MNEMONIC STRATEGY TOWARD VOCABULARY MASTERY ON SECOND GRADE STUDENTS AT MTsN 1 PASAMAN, A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2025. This study aimed to investigate the effect of the mnemonic strategy on vocabulary mastery among second-grade students at MTsN 1 Pasaman. The research was motivated by the significant challenges observed in students' limited vocabulary, the lack of effective teaching strategies employed by teachers (relying heavily on rote memorization), and the resulting low student interest in learning English vocabulary. These issues highlighted the need to explore more effective pedagogical approaches. This research employs a quasi-experimental design with quantitative methods, the research compared the vocabulary mastery of two groups of eighth-grade students: an experimental group taught using the keyword mnemonic strategy and a control group taught using conventional methods. Data were collected through pre-tests and post-tests designed to measure vocabulary knowledge. Statistical analyses, including non-parametric tests (Wilcoxon Signed Ranks Test and Mann-Whitney U Test) due to the non-normal distribution and heterogeneity of the data, were used to determine the significance of the results. The findings revealed a significant positive effect of the mnemonic strategy on students' vocabulary mastery. The experimental group, which used the mnemonic strategy, demonstrated a substantially higher mean post-test score (87.74) compared to the control group (75.12), with a mean difference of approximately 12.62 points. The results confirmed that students taught with the mnemonic strategy showed significantly better vocabulary mastery than those taught using conventional methods, supporting the research hypotheses and aligning with previous studies on the effectiveness of mnemonic techniques. Key Term: Mnemonic Strategy, Vocabulary Mastery
Hanum Salsabila A, 2321095 “The Effect of Using Vocabulary Self-Collection Strategy (VSS) through YouTube Short Clips towards Students’ Vocabulary Mastery at Seventh Grade Students at SMPN 8 Bukittinggi.” A Thesis, English Education Study Program, Islamic State University of Sjech M. Djamil Djambek Bukittinggi, 2025. Vocabulary Self-Collection Strategy (VSS) is an active learning strategy that allows students to collect and discuss vocabulary they find interesting or important. In SMPN 8 Bukittinggi, many students in seventh grade still struggle with vocabulary mastery due to limited learning strategies, less interactive teaching, and lack of student engagement. This study aimed to find out the effect of using VSS through YouTube short clips on students’ vocabulary mastery. This research was a quantitative study using a true experimental design, specifically a pre-test and post-test non-equivalent control group design. The population of this research was the seventh grade students of SMPN 8 Bukittinggi. The sample was selected using cluster random sampling technique: class VII.2 was the control class taught without VSS and class VII.4 was the experimental class taught using VSS through YouTube short clips. The data were collected using vocabulary tests in pre-test and post-test. Based on the results, first, there was a significant effect of using VSS through YouTube short clips on students’ vocabulary mastery. This was proven by the improvement of the mean score in the experimental class (58.27 > 42.80). Second, there was a significant difference between the experimental and control classes, as shown by the result of independent sample t-test where sig. (2-tailed) = 0.000 0.05. Third, teaching vocabulary through VSS and YouTube clips was more effective than traditional teaching methods.
Tia Gustiani, 20223010, “The Correlation Among Writing Self-Efficacy, and Grammar Mastery Toward Writing Ability of Sixth Semester English Students”, Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek, 2025 This study investigates the relationships between grammar mastery, writing self-efficacy, and writing ability among 76 sixth-semester English Education students at UIN Sjech M. Djamil Djambek Bukittinggi. A quantitative correlational design was used to determine whether students’ grammar skills and confidence in writing are linked to their actual writing performance. Data were collected through a writing self-efficacy questionnaire and documentation of students’ grammar test and writing scores from official academic records, ensuring reliable and objective measurement. The data were analyzed using Spearman’s Rho correlation coefficient. The results showed no statistically significant correlation between grammar mastery and writing ability (r = 0.017, p = 0.883), meaning that better grammar knowledge did not lead to better writing performance. Similarly, there was no significant correlation between writing self-efficacy and writing ability (r = 0.188, p = 0.105), indicating that students who felt more confident in their writing did not necessarily write better. These findings suggest that neither grammar mastery nor self-efficacy alone is a strong predictor of writing ability in this group of advanced EFL learners. Writing performance appears to be influenced by more complex factors beyond grammar and confidence. The study highlights the need for a broader approach to teaching writing, one that includes vocabulary, reading, organization, and feedback, rather than focusing only on linguistic accuracy or psychological factors in isolation.
