USING LIST GROUP LABEL (LGL) STRATEGY TO IMPROVE VOCABULARY ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 20 PALU
Keywords:
Vocabulary; Achievement; List Group Label (LGL); StrategyAbstract
The objective of this research is to figure out whether or not the using of List Group Label (LGL) strategy can improve vocabulary achievement of the seventh grade students of SMP Negeri 20 Palu. The population of this research are the seventh grade students of SMP Negeri 20 Palu, the sample was VII D as experimental class and VII A as control class. The research applied quantitative method. The instrument of the data collection were pre-test and post-test. Those data were analyzed statistically. The pre-test was in low level and the post-test was in high level. The pre-test was in low level because the students have difficulties in vocabulary related to hobbies. However, the post-test that in high level because of the List Group Label (LGL) strategy can improve vocabulary achievement. The result of the data analysis shows that the t-counted was greater than the t-table. In conclusion, the use of List Group Label (LGL) strategy can improve vocabulary achievement of the seventh-grade students of SMP Negeri 20 Palu.
References
Ali, B. J. & Anwar, G. (2021). Vocabulary Learning Strategies and Foreign Language Acquisition at Private Schools. International Journal of English Literature and Social Sciences, 6(3), 163-173.
Allen, J. (2007). Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12. Portland, Maine: Stenhouse Publishers.
Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktis (Edisi Revisi VI). Jakarta: Rineka Cipta.
Asgari, M., & Salehi, H. (2018). Impact of using web-quests on learning vocabulary by Iranian pre-university students. International journal of foreign language teaching and research, 6(22), 33-46.
Brunner, T. J. (2011). I Don’t Get It (Helping Students Understand What They Read). New York: Rowman & Littlefield Education.
Cameron, L. (2001). Teaching Languages to Young Learners. UK: Cambridge University Press.
Damayanti, Ika Lestari. et al. (2022). English for Nusantara untuk SMP/MTs Kelas VII: Buku Panduan Guru. Jakarta: Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Decarrico, J. S. (2001). Vocabulary learning and teaching (Teaching English as a second or foreign language third edition). United States: Heinle & Heinle.
Dodge, J. (2009). 25 Quick Formative Assessments for a Differentiated Classroom. U.S.A: Scholastic Inc.
Firmansyah, M. (2020). Increasing Students’vocabulary By Using List-Group- Label Strategy At The Seventh Grade Of Mts Ddi Darul Ulum Kalangkangan. Jurnal Madako Education, 5(2).
Gorgoz, S. & Tican, C. (2020). Investigation of middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. International Journal of Educational Methodology, 6(1), 25-42. https://doi.org/10.12973/ijem.6.1.25
Hatch. E. & Brown, C. (2001). Vocabulary, Semantics and Language Education. England: Cambridge University Press.
Hatch. E. & Farhady, H. (1982). Research Design and Statistic for Applied Linguistic. Los Angeles: New Houry Publisher Inc: University of California.
Himmele, P. & Himmele, W. (2009). The Language-Rich Classroom (A Research Based Framework for Teaching English Language Learners). Alexandria: ASCD.
Hornby, A. S. (1995). Oxford Advanced Learners Dictionary of Current English. UK: Oxford University Press.
McCarthy, M., O’Keeffe, A. & Walsh, S. (2010). Vocabulary Matrix: Understanding, Learning, Teaching. United Kingdom: Cengage Learning EMEA.
Rahmi, D. T. (2021). The Effectiveness of Using List Group Label Strategy Students’ on Vocabulary Achievement. Journal of English Language and Education, 6(2), 155-159. DOI: https://doi.org/10.31004/jele.v6i2.147
Richards, J. C. (1990). The Language Teaching Matrix. UK: Cambridge University Press.
Suci, D., Pratiwi, A., & Novrieta, D. (2023). Using Visual Dictionary in Improving Students’ Vocabulary Achievement. EEdJ: English Education Journal, 3(1), 1-10. https://doi.org/10.32923/eedj.v3i1.3451
Sulaiman, S. (2019). The Use of List-Group-Label (LGL) Strategy in Teaching Vocabulary (A Pre-Experimental Research to the second semester Students of Islamic Education Department of Teacher Training and Education Faculty of IAIN Pontianak in the Academic Year of 2017/2018). PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya, 2(1), 1- 7. DOI: http://dx.doi.org/10.35473/po.v2i1.235
Webb, S. & Nation, P. (2017). How Vocabulary Is Learned. UK: Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Andira Risfiani Risfiani, Sudarkam R Mertosono, Syahrul Munir, Maf’ulah Maf’ulah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
