Rina Ardiyanti , 2201411014 (2015) THE USE OF LIST-GROUP-LABEL (LGL) STRATEGY IN DEVELOPING STUDENTS’ ACADEMIC VOCABULARY MASTERY. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is about the use of List-Group-Label (LGL) strategy in developing students‟ academic vocabulary mastery. The main purpose of the study was to find out whether there was any significant difference in the students‟ achievement between experimental and control groups or not. In addition, itwas aimed to find out the effectiveness of List-Group-Label (LGL) strategy which contributed to the students‟ academic vocabulary mastery. The writer conducted this study by using quasi experimental research. The sample of the study was two groups of 32 students who enrolled English subject in the cross interest program in XI MIPA 4 and XI MIPA 8 of SMAN 1 Pati in the academic year of 2015/2016. Both groups had to take a pre-test, before the treatment was given. One of the groups received the treatment by using ListGroup-Label (LGL) strategy and the other group was taught by using regular method. After getting the treatment, both groups had to do a post-test. In order to find out whether there was a significant difference in the students‟ achievement between the experimental and the control groups, t-test statistical analysis was applied by using Statistical Package for the Social Science (SPSS) 16.0 application. Meanwhile, normalized learning gain formula based on Meltzer (2002: 1260) was used to find out how effective List-Group-Label (LGL) strategy contributed to the students‟ academic vocabulary mastery. The resultsshowed that there was a significant difference in the students‟ achievement between the experimental and the control groups. The significant (2tailed) coefficient was 4% and it was lower than the significant coefficient 5%, so the working hypothesis was accepted. Besides, the percentage of students‟ learning improvement after they got the treatment was 42%. These results indicates that the use of List-Group-Label (LGL) strategy in developing students‟ academic vocabulary masteryis effective and it can be used as an alternative strategy which facilitates students‟ academic vocabulary development. It is suggested that List-Group-Label (LGL) strategy can be used in teaching and learning academic vocabulary by integrating it into reading activities. The pedagogical implication was proposed to the teachers and the students. The teachers should be good facilitator in the learning activities and the students need to be active learners in the effort of developing their academic vocabulary mastery.

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