The Effect of “How To Say...” Classroom Routine Tasks on Students’ Vocabulary Mastery of Beginner English Class (BEC) at Islamic Boarding School Pamekasan

Laily, Ulul (2022) The Effect of “How To Say...” Classroom Routine Tasks on Students’ Vocabulary Mastery of Beginner English Class (BEC) at Islamic Boarding School Pamekasan. Diploma thesis, Institut Agama Islam Negeri Madura.

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Abstract

Key words: Classroom Routine, Vocabulary, Mastery Language is communication tool to express idea, opinion, thought, and feeling to others either orally or writing. English is an international language which has essential role in all of fields. There are four skills to master English i.e speaking, reading, writing, and listening. They are supported by three English components. One of them is vocabulary as the most important part to master. This fact is as ilustrated by Wilkins, without grammar little can be conveyed, but without vocabulary nothing can be conveyed. In this case, vocabulary means the set of all words that are understood by the person or all the words which are likely to be used by the person to construct sentence (to communicate), so how people will interact or communicate if they have no enough vocabulary. That is why we need new strategy to master vocabulary which is able to entertain students to make them more interested to get more vocabulary especially for beginner learners who feel difficult in mastering vocabulary. It is called “How to say...” classroom routine. This phrase is drill method manifestation which is implemented in the beginning of learning to be warm up and it becomes routine which is used by students outside the classroom and by teacher inside the classroom for being a phrase instruction. There are two problems of this study. The first is whether there is any effect on BEC students’ vocabulary mastery who learn vocabulary using “How to say...” classroom routine tasks at Islamic Boarding School Pamekasan. The second one is how significant the effect of “how to say...” classroom routine tasks on Students’ vocabulary mastery of Beginner English Class (BEC) at Islamic Boarding School Pamekasan. Referring to those problems of study, this study is to find out whether BEC students learning vocabulary using “how to say...” classroom routine tasks have effect on their vocabulary mastery and to measure how significant the effect of “how to say...” classroom routine tasks on students’ vocabulary mastery of Beginner English Class (BEC) at Islamic Boarding School Pamekasan. There are two variables in this study; they are “how to say...” classroom routine, as independent variable and students’ vocabulary mastery, as dependent variable. In this study, the researcher used experimental research method which is quantitative research. It used one group pre-test post-test design which is preexperimental design. The sample of this study is BEC students which consist of 20. The research instruments used written test guidelines and documentation guidelines. While in checking its validity, it is used Point Biserial Correlation formula. For its reliability, it is used KR-20. The theory which becomes the basic in forming a hypothesis is Sagala who stated that the drill method is an activity in the form of repeat to response will be reliable and not easy to be forgetten. Sribagus and Arifuddin’s stated in his journal that naturally and theoritically, listening and verbalizing new words help in acquiring language. The involvement between ear and mouth improve vocabulary memory. Then repetition improve retention. In addition to how it is implemented, this routine is supported by the time when it is implemented by stating from Rosalba, Warming up strategies can make teaching learning process more stimulating, interesting, enjoyable and increasing the involvement for students. It will help students in mastering vocabulary easier by breaking monotony in the learning process The result of this study indicated that there is efffect of the students’ vocabulary mastery who learn vocabulary using “how to say...” calssroom routine. The effect is the improvement of students’ vocabulary mastery. It is indicated by the students’ mean score of post-test 85.2 is greater than pre-test 56.8. The df =19 with The significant level of 5%. The value of t-table 2.093 and the value of t-count is 7.859. It means that, the t-test value is greater than t-table (to > tt). Thus, it can be concluded that the students’ vocabulary mastery have effect of improvement after getting treatment. So the null Hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.

Item Type:	Thesis (Diploma)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Tarbiyah > Tadris Bahasa Inggris
Depositing User:	Mr. Qori` wahyudi
Date Deposited:	27 Apr 2022 03:47
Last Modified:	30 Jan 2023 06:51
URI:	http://etheses.iainmadura.ac.id/id/eprint/2835

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