Fitria Ayu Meiningsih, 2201411048 (2015) THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION AND INTERACTIVE CLOZE STRATEGY TO IMPROVE STUDENTS` VOCABULARY MASTERY A Quasi Experimental Study of the Eighth Grade Students of SMP Negeri 3 Ungaran in the Academic Year of 2014/2015. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

his present study was aimed to find out the effectiveness of vocabulary self-collection strategy to improve students` vocabulary mastery. A further concern of this study was to investigate the significant difference of vocabulary achievement between two groups who were taught by using vocabulary self- collection strategy and those who were taught by interactive cloze strategy. The research design of this study was a quasi experimental research. The population was the eighth grade students of SMP Negeri 3 Ungaran in the academic year of 2014/2015. The samples consisted of 60 students. The data were obtained by giving vocabulary test to the VIII A as experimental group and VIII C as control group. The study was started by giving pre-test, treatments and post-test to both groups. Vocabulary self-collection strategy was used as treatment in the experimental group, while interactive cloze strategy was applied in the control group. The results of the test were analyzed by using t-test formula to know the difference of the students‟ achievement in vocabulary mastery between two groups. In the pre-test result, the mean score of experimental group was 65 and the control group was 65,16. However, the result of post-test was increased. The analysis of the test result showed that the students` improvement of experimental group was higher than control group. In the post-test, the mean score of the experimental group was 77,50 while the control group got 70,78. The result of the t-test of mean difference was 3,549 and t-table was 1,997. It means that t-value was higher than t-table (3,549 >1,997). The computation showed that the alternative hypothesis (Ha) stating that “there is a significant difference in vocabulary achievement between the students who are taught by using vocabulary self-collection strategy and those who are taught by using interactive cloze strategy” was accepted. While, the null hypothesis (H 0 ) stating that “there is no a significant difference in vocabulary achievement between the students who are taught by using vocabulary self- collection strategy and those who are taught by using interactive strategy” was rejected. Based on the proven hypotheses, I concluded that vocabulary self-collection strategy is more effective to be implemented in teaching vocabulary to improve students` vocabulary mastery than interactive cloze strategy.

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