THE USE OF LGL (LIST-GROUP-LABEL) STRATEGY IN IMPROVING ENGLISH VOCABILITY IN SMKN 1 METRO TENTH GRADES. This study aims to know whether LGL (List-Group-Label) Strategy can improve English Vocabulary Mastery or not and discuss how LGL (List-Group-Label) Strategy can improve English Vocabulary Mastery in the tenth class of SMK Negeri 1 Metro. This research is based on the latest observation result that students' learning process and vocabulary score have been active through the LGL (List-Group-Label) strategy.
Based on the result and discussion of this research, it can be said that the implementation of the LGL (List-Group-Label) Strategy for improving the English language is a success. because the success criterion was met. This research will be considered successful if 80% or more students have passed the minimum standard criteria of 70 and there is an increase in learning activity. Based on the previously mentioned result, the researcher suggests that the English teacher should implement the LGL (List-Group-Label) Strategy to improve students' English vocabulary mastery.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
First, students who have good habits would be able to improve their vocabulary more easily and there was no obstacle to gain motivation. Second, students who have bad habits find it difficult because there were many difficulties they faced in processing vocabulary mastery. Based on the above result, it could be concluded that students' vocabulary mastery is still low.
From the identification above, the limitation of the study is focused on the fact that students easily forget the vocabulary previously learned. Regarding the background of the study and problem identifications above, the author formulates the problem in this research: "Can the use of LGL (List-Group-Label) Strategy improve the student's English vocabulary mastery and their learning activities at the tenth grade of SMK Negeri 1 Metro?”. The purpose of the study is to improve the student's English vocabulary mastery and their learning activities at the tenth grade of SMK Negeri 1 Metro.
REVIEW OF THE RELATED THEORIES
The Concept of Vocabulary
The Concept of Vocabulary Mastery
The Concept of LGL (List-Group-Label)
- Definition of LGL (List-Group-Label)
- The function of LGL (List-Group-Label)
- Procedure for LGL (List-Group-Label)
- The Advantages and Disadvantages of Using LGL
- Action Hypotesis
Based on the results of the students' pretest, only 4 students passed the minimum standard criteria, which was 70. In the posttest 1, only 12 students got a good score, but the result of the students' test was better than. In general, there was an increase in students' vocabulary mastery using List-Group-Label strategy in this cycle.
The result of the students' activity in the teaching and learning process in cycle II. The students' results Activity in the teaching and learning process in cycle II. Based on the results of the students' pretest, only 4 students passed the minimum standard criteria, which was 70.
The Operational Definition of Variable
The Research Setting
This research was conducted in the tenth grade of SMK Negeri 1 Metro in the academic school consisting of 30 students. The research would be held in the tenth grade because most of the students are still low in their mastery of English vocabulary.
The Subject of The Study
The writer chooses this class for several reasons, and one of them in this class has the lowest score in English subject than the other class, especially in the mastery of English vocabulary.
Research Procedure
In this case, the writer uses the List-Group-Label (LGL) strategy to improve students' English vocabulary. In addition, the writer collected the data from the post test and the student's activity score. In the fourth phase, the writer and the collaborator discussed the data that was collected from all the activities from the acting phase to the observation phase.
In this phase, the writer and the collaborator analyzed the performance of the teachers during the teaching-learning process and the performance of the students to determine whether the implementation of the List-Group-Label (LGL) strategy is successful or .. unsuccessful by identifying strengths and weaknesses. In addition, the writer also collected data from the experiment and the result of the student's activity. In this phase, the writer and the colleague also analyzed the performance of the teacher in the teaching and learning process and.
Data Collection Technique
If problems were still found, the writer and collaborator performed the next cycle and used the data collected in the first cycle as a reference, fixing any problems or weaknesses in the previous cycle. In addition, documentation is used to visualize classroom activities in the form of photography. The test that would be used in this research is a written test of English vocabulary knowledge.
The test consists of two types of tests, i.e. pre-test and post-test. After observing the subject's activity, the writer gave a pre-test to find out the level of vocabulary mastery of the students before giving the treatment. The pre-test is conducted to find out how students master English vocabulary in class.
Second, the post-test is examined to the students after they have learned vocabulary through the List-Group-Label strategy as a treatment. To find out the improvement before and after giving the treatment, it can be seen by comparing the result between pre-test and post-test.
Research Instrument
The test is a written test which has several indicators as follows: the indicator of the List-Group-Label (LGL) strategy is that students are able to acquire new vocabulary and can use it in daily activity. Last, the indicator of the student's English vocabulary mastery is that the students can answer the vocabulary questions and have more. In that case validity has three distinct aspects; they are content validity, criterion validity and construct validity.
Content validity refers to the content of the manifest variable is fair to measure the concept of talent that the writer is trying to measure.28. The writer will use content validity so that the instrument has a good quality and the instrument is appropriate for the focus of the research. Therefore, the writer uses content validity based on the syllabus and materials in the tenth grade of SMK Negeri 1 Metro in the academic year.
Data Analysis Technique
Moreover, to know the result, the writer compared the mean score between pre-test and post-test for each cycle.
Indicator of Success
RESULT OF THE RESEARCH AND INTERPRETATION
Brief History of MTs SMK Negeri 1 Metro
Vision and Mission of SMK Negeri 1 Metro
List of Teachers in SMK Negeri 1 Metro
Total of The Students at SMK Negeri 1 Metro
Location Sketch of SMK Negeri 1 Metro
The School Organization of SMK Negeri 1 Metro
Description of Result Finding
In pre-test, the researcher found that the students' problem like they still have difficulty in memorizing vocabulary and are confused about the meaning of words. This is the reason why the researcher uses the List-Group-Label strategy to increase English vocabulary mastery at SMK Negeri 1 Metro.
Description of the Research
- Cycle I
- Cycle II
Interpretation
- The Result of Pre Test
- The Result of Post-Test Cycle 1
- The Result of Post-Test Cycle II
- The Comparison of Pre-test, Post-test 1, Post-test 2
Discussion
Therefore, the writer is interested in conducting the research titled “Using List-Group-Label (LGL) Strategy in Improving English Vocabulary in Grade Ten of SMK Negeri 1 Metro”. Brewster, Ellis and Girard in Mofareh Alqahtani state that there are nine techniques of teaching vocabulary.9 The techniques are the use of objects, drawing, the use of illustrations and pictures, contrast, counting, mimicry, expressions and gestures, guessing from context, inference and elicitation of information and translation. 10 Mofareh Alqahtani, "The Importance of Vocabulary in Language Learning and How to Learn" in The Importance of Vocabulary in Language Learning and How to Learn (Saudi Arabia: King Khaled Academy), vol.
Next, the researcher discussed the problem students face in vocabulary mastery when using the LGL strategy. The researcher gave an explanation to all students who are facing the problem of vocabulary mastery, the use of LGL strategy based on their discussion in the last meeting. Based on the table and the chart above, it can be seen that 96% of the students are active in the teaching and learning process.
To see the students' vocabulary mastery before implementing the treatment, the researcher conducted the pre-test.
CONCLUSION AND SUGGESTION
Suggestion
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal Fungsi sosial. Siswa mencatat/menonton berbagai contoh teks/film tentang penggambaran orang, tempat wisata dan bangunan bersejarah. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
Penyuntingan teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Dalam kerja kelompok terbimbing, siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunan. deskripsi orang, tempat wisata, bangunan bersejarah terkenal di depan kelas/berpasangan.
Mahasiswa memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengidentifikasi dan menyusun teks deskriptif. Siswa dapat memahami makna dalam teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal. Siswa dapat mengidentifikasi dan menyunting teks deskriptif sederhana lisan dan tulis tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Siswa terampil menyusun dan menulis teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan, dengan memperhatikan tujuan, struktur teks dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Sebutkan nama orang, tempat wisata dan bangunan bersejarah terkenal serta nama bagian yang dipilih untuk dideskripsikan b. Sebutkan sifat orang, tempat wisata dan bangunan bersejarah. diketahui dan nama bagian-bagiannya, dan. Menyebutkan perbuatan atau yang berkaitan dengan orang, tempat wisata dan bangunan bersejarah terkenal serta nama-nama bagiannya, yang kesemuanya itu sesuai dengan fungsi sosial yang ingin dicapai.
Secara berpasangan, siswa menemukan ide pokok, informasi detail dan informasi spesifik dan fungsi sosial dari teks deskriptif yang dibaca/didengarkan. Siswa mampu mengidentifikasi dan menyunting teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks 4. Menyebutkan nama orang. , tempat wisata dan bangunan bersejarah terkenal serta nama-nama bagian yang dipilih untuk dideskripsikan, e.
