The Effect of Teaching Strategies and Students’ Learning Interest on English Vocabulary Mastery

The objectives of this study are 1). To find out a significant difference on students’ achievement in English vocabulary mastery between students who were taught by using Word Wall strategy and those who were taught by using List-Group-Label (LGL) strategy. 2). To find out a significant difference on students’ achievement in English vocabulary mastery between students who having high interest and those who having low learning interest?, and 3). To find out whether there is a significant effect between teaching strategies and students’ learning interest on students’ achievement in English vocabulary mastery. The population of this research was the students in seventh grade students of SMP IT Ummi A’yuni Perbaungan consist of 175 students. The research design was experimental research by using factorial design 2x2. The experimental group I is VII C consist of 35 students using Word Wall Strategy and experimental group II is VII B consist of 36 students using List-Group-Label (LGL) strategy. The data were analyzed by applying Two-Way ANOVA, comparing the level of significance 0.05 in which thehypothesis was approved if Sign < α. The result reveals that 1) There was a significant difference of students’ vocabulary mastery between students who were taught by using Word Wall strategy and those who were taught by using List-Group-Label (LGL) strategy. The students’achievement in English vocabulary mastery taught by word wall strategy is higher thantaught by LGL strategy. 2) There was a significant difference of students’ vocabulary mastery between students who having high learning interest and those who having low learning interest. The students’ vocabulary masteryof students have high learning interest is higher than the students who have low interest. 3) There was an interaction between using teaching strategies and students’ learning interest on students’ achievement in English vocabulary mastery. Word wall strategy gave better effect to the situational interest. From the result can be conclude that the students with low learning interest better learn taught word wall strategy, and the students with high learning interest recommended to learn taught LGL strategy.