The effect of in-class listening activities on the vocabulary mastery of the English Department students

Susanto, Valentina (2017) The effect of in-class listening activities on the vocabulary mastery of the English Department students. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

[thumbnail of ABSTRAK]
Preview
Text (ABSTRAK)
Abstrak.pdf

Download (2MB) | Preview
[thumbnail of BAB 1]
Preview
Text (BAB 1)
Chapter 1.pdf

Download (147kB) | Preview
[thumbnail of BAB 2] Text (BAB 2)
Chapter 2.pdf
Restricted to Registered users only

Download (189kB)
[thumbnail of BAB 3] Text (BAB 3)
Chapter 3.pdf
Restricted to Registered users only

Download (275kB)
[thumbnail of BAB 4] Text (BAB 4)
Chapter 4.pdf
Restricted to Registered users only

Download (157kB)
[thumbnail of BAB 5]
Preview
Text (BAB 5)
Chapter 5 fix.pdf

Download (153kB) | Preview
[thumbnail of LAMPIRAN] Text (LAMPIRAN)
Appendix.pdf
Restricted to Registered users only

Download (1MB)

Abstract

This study is conducted to know the effect of in-class listening activity towards students’ vocabulary mastery. In this research the writer used two kinds of in-class listening activities, there are listening to a story then filling in the blank words and listening to sentences and interpreting the meaning of the underline words. This study used pre-experimental design (one group pre-test post-test). The sample of this study is university students’ batch 2016 of English Department who took vocabulary 2 subject. The writer took the data 7 times, there are 1 time pre-test, 5 times treatment, and 1 time post-test. The writer did the treatment in the class which has the lowest mean pre-test. There are 20 students who followed the treatment. The data were analyzed by using T-test. The results of the data analysis are as follows. First, the mean score of the post-test (86,2) is higher than the pre-test (65,8). Second, there is a significant difference in the vocabulary achievement in that group by the T-test results. With the level of significance at 5%, the t observation (to) was 4,79 and the ttable was 2,024. The to (4,79) is greater than ttable (2,024). As the result, the hypothesis of this research “There is a significant difference between the students’ vocabulary mastery before and after being taught using in-class listening activity.” is accepted. Finally, it can be concluded that in-class listening activities applied in teaching vocabulary is effective for improving the students’ vocabulary mastery.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teaching Training and Education" not defined]
Uncontrolled Keywords: In-Class Listening Activities, Vocabulary
Subjects: English Education > PE English
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Valentina Susanto
Date Deposited: 01 Aug 2017 01:38
Last Modified: 01 Aug 2017 01:38
URI: http://repository.wima.ac.id/id/eprint/11867

Actions (login required)

View Item View Item