International Conference on English Language Teaching
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Students’
Number Result of Post-Test Experimental Group Control Group 1 10 9 2 10 6 3 9 9 4 9 10 5 8 9 6 11 8 7 9 9 8 5 9 9 10 7 10 10 4 11 13 10 12 14 7 13 6 7 14 7 7 15 8 8 16 10 7 17 7 9 18 9 8 19 12 4 20 7 5 21 7 5 22 4 7 23 7 3 24 - 5 25 7 5 26 8 5 27 7 28 11 29 9 30 10 Figure 1.2 the result of post-test Discussion Looking from the previous study that has done by Zhiva Shen (2013) The effects of vocabulary knowledge and dictionary use on EFL reading performance shows that the dictionary can improve the students' achievement on their score by vocabulary size, specific vocabulary, and reading comprehension [6]. The electronic dictionary is the most effective dictionary that has possibilities to help to improve the students' score because it's flexible and easy to bring everywhere and every time that the students' want. According to Nesi (2000) electronic dictionary is very easy to carry and a lot of people have already used it [5]. While this research wants to apply the experimental research into the junior high school of Al Musthofa. The experiment was applied into two groups that have different treatment. This research investigates the impact of using an offline dictionary to improve the students' vocabulary related to the topic in the class. The group one as an experimental group is Class E. Students in this class got intensive memorizing treatment with an offline dictionary. The second group as a control group is Class A. Students got discovery learning treatment with an offline dictionary. Advances in Social Science, Education and Humanities Research, volume 434 182 The results from post-test and pre-test score were counted. The average from the experimental group and the control group would show whether there are significant differences or not between the group that got a treatment or the group that was not got a treatment. Here is the equation to got the average of this data : MingLi U Шi ࢚ ࢛iࢊ࢚ ࢉ ni ࢊ ni ࢚ gࢊᝑ ࢚ ࢛iࢊ࢚ ࢛ ni ࢚ ࢚i ࢚ After calculating the data, it shows that total scores from the experimental group are 268 from pre-test and 254 from post-test, the averages are 8,93 and 8,75. iM g࢚ ࢊ U ࢚Шi Ш LШi ࢚ gMingLi ࢚Шi i ࢚ gMingLi The gap score from the pre-test and post-test is 0,18. The scores from pre-test until post-test in the experimental group class were counted and its decreased, but the score was not significant. While the total scores from the control group are 167 from pre-test and 182 from post-test, the averages are 6,42 and 7,00. The gaps' score from the pre-test and post-test is 0,58. The scores from pre-test until post-test in the control group class were increased. The results from pre-test and post- test found that the use of offline vocabulary did not give much impact on the experimental group, but the control group got an impact. IV. CONCLUSION The research was classroom action research that took 2 classes from MTs Al-Musthofa as the control group and experimental group. The research used an offline dictionary as a tool to improve students' vocabulary in the class. The results found that the offline dictionary does not give much impact on experimental group class that has intensive memorizing treatment, but its impact on control group class that has no memorizing treatment. It can be concluded that the offline dictionary does not give an impact on students' vocabulary. Download 461.36 Kb. Do'stlaringiz bilan baham: |
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