THE EFFECTIVENESS OF APPLYING ESA METHOD TOWARDS STUDENTS’ ENGLISH VOCABULARY MASTERY

Rully May Vikasari

Abstract


Inspired by difficulties of grade 8 students of SMPN 4 Praya, Central Lombok in increasing their vocabulary mastery, the current study applied ESA (Engage Study Active) method to overcome the situation. The fundamental contribution of vocabulary in learning a foreign language encouraged the researcher to find a way to improve students’ vocabulary mastery. In an attempt to find the solution, the study was designed as a quasi-experimental study at SMPN (public junior high school) 4 Praya. To conduct the study, the researcher had conducted a preliminary study to collect information from the class to identify problems occurred in the school during vocabulary learning. By applying mixed method, this study was aimed to find the effectiveness of ESA method using the quantitative method and to see the improvement on the students’ mastery qualitatively by conducting classroom observation to see the quality of interaction in the class using English as the target language. Throughout the study, quantitative data showed increase in students’ vocabulary mastery after being treated using ESA method, in which the mean score of the pre-test of 53 increased in the post-test of 75. The result was found using descriptive statistic analysis towards students’ pretest and posttest results. Qualitatively, the observers’ notes also indicated increase in terms of students’ vocabulary mastery by viewing students’ engagements during classroom interactions. It can be concluded that ESA method may increase students’ English vocabulary mastery in writing class.


Keywords


Engage Study Active Method, Vocabulary

Full Text:

PDF

References


Alviana, V. (2019). The effect of recipe demonstration technique on students’ writing competence in procedural text. JOLLT Journal of Languages and Language Teaching, 7(2), 128-131. https://doi.org/10.33394/jollt.v7i2.1960.

Bohari, L. (2019). Improving speaking skills through small group discussion at eleventh grade students of SMA Plus Munirul Arifin NW Praya. JOLLT Journal of Languages and Language Teaching, 7(1), 68-81. https://doi.org/10.33394/jollt.v7i1.1441.

Brown, H. D. (2003). Language Assessment Principle and Classroom Practices. New York: Longman.

Buhari, B. (2019). Practicing discussion in the form of pyramid to improve students’ speaking performance and classroom interaction. JOLLT Journal of Languages and Language Teaching, 7(2), 108-116. https://doi.org/10.33394/jollt.v7i2.1958.

Cameron, L. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Frankel R. Jack.,Wallen E. Norman., & Hyun H.Helen,. (2012). How to Design and Evaluate Research in Education New York: Mc Graw-Hill.

Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating Intercultural Competences in Developing English Materials for Writing Classes. Journal of Language Teaching and Research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903.13.

Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246.

Harmer, J. (1998). Applied Linguistic and Materials Development. London: Brian Tomlinson and contributors.

Harmer, J. (1991). The Practice English Language Teaching, Longman Group: UK. Cambridge University Press.

Harmer, J. (2001). The Practice of English Language Teaching (3rd Ed). London: Longman.

Harmer, J. (2003). How to Teach English. London: Edinburgh Gate, Harlow, Essex.

Hatch, E., and Brown, C. (1995). Vocabulary, Semantic, and Language Education. New York: Cambridge University Press.

Hidayati, Y. (2019). The effect of storytelling towards students' speaking skill at X grade students of MA Nurul Haramain Boarding School. JOLLT Journal of Languages and Language Teaching, 7(2),132-143. https://doi.org/10.33394/jollt.v7i2.1961.

J. Wallace. (1982). Action Research for Language Teaching. Cambridge University Press.

Kemmis & Mc Taggart. (1998). The Action Research Planner. Geelong: Deakin University Press.

Madsen, S. Harold. (1983). Techniques in Testing. New York: Oxford University Press.

Nunan, David. (1991). Language Teaching Methodology, New York: Prentice Hall International (UK) Ltd.

Pelton, R.P. (2010). Action Research for Teacher Candidates. United States: Rowman and Litlefield Education.

Richards, C. Jack & Willy A. Renandya. (2002). Methodology in Language Teaching. New York: Cambridge University Press.

Singh, K.Y. (2006). Fundamental of Research Methodology of Statistics. New Delhi: New Age International.

Thornbury, S. (2002). How to teach vocabulary. England: Pearson Education limited.

Tomlinson, B. (2013). Applied Linguistics a Materials Development. London: Brian Tomlinson and Contributor.




DOI: https://doi.org/10.33394/jo-elt.v6i2.2358

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP indexed on:

       

     


Published by Faculty of Language and Arts Education IKIP Mataram

p-ISSN: 2355-0309 | e-ISSN : 2548-5865

email: joelt@ikipmataram.ac.id

 Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.