Luklu Ul Maknuun, 2201416166 (2021) A CAUSAL-COMPARATIVE STUDY ON STUDENTS’ RECEPTIVE VOCABULARY: A CASE OF REGULAR AND INTERNATIONAL STUDENTS OF ECONOMIC DEVELOPMENT STUDY PROGRAM UNIVERSITAS NEGERI SEMARANG. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The type of teaching instruction as CLIL instruction that is used in classroom has a big role in students’ receptive vocabulary size. This study aimed to measure university students’ receptive vocabulary size in two classes that has different instructions (CLIL and Non-CLIL) and to compare the results whether the difference is significant or not. The participants of the study were 28 from international class (CLIL) and 39 from reguler class (Non-CLIL) whom both of them are 5th semester students of Economic Development Study Program, Universitas Negeri Semarang. The data of this study was obtained by conducting Vocabulary Levels Test (VLT) which consist of 2,000 words, 3,000 words, 5,000 words, and academic words level by Schmitt, et al. (2001). Based on the results of VLT, the average receptive vocabulary size of CLIL students was 3,966 words. The highest receptive vocabulary size was 5000 words, and the lowest size was less than 1,000 words. Whereas, the average of VLT results of Non-CLIL students was 2,762 words. The highest size was about 4,500 words and the lowest size is 1,000 words. To find out the significant difference of the VLT results between two classes, Mann Whitney U Test was applied by using IBM SPSS Statistic 22. The result showed that the Asymp. Sig. value or P value was .000 < 0.05, so difference between two groups was significant. It can be concluded that students with CLIL instruction have better receptive vocabulary knowledge than students in Non-CLIL class.

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