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UNIMED » Master Theses » Linguistik Terapan Bahasa Inggis - S2
Posted by tsimahate@gmail.com at 25/05/2012 00:00:00  •  554 Views


THE EFFECT OF INSTRUCTIONAL APPROACHES AND VOCABULARY MASTERY ON SEMESTER III STUDENTS WRITING ACHIEVEMENT

Created by :
Putra, Surya Kelana ( 082188330047 )



SubjectVOCABULARY
Alt. Subject Perbendaharaan Kata
KeywordMenulis
Siswa
Kontekstual
Kosakata
Writing Achievement
Instruksi

Description:

The objectives of this research were to investigate: 1) the difference of students achievement in writing taught by using Contextual Teaching and Learning and Cooperative Learning, 2) the difference of students achievement in writing with high and low vocabulary mastery, and 3) the interaction between instructional approaches and vocabulary mastery on students writing achievement. This research was conducted at Tarbiyah faculty, State Institute of Islamic Studies North Sumatera (Institut Agama Islam Negeri Sumatera Utara: MIN SU) Medan on the Semester III, 2010-2011 Academic Year, it was an experimental research with 2 x 2 factorial design. The independent variable of this research was instructional approaches and vocabulary mastery, and the dependent variable is writing achievement. The population was Semester III students of Tarbiyah Faculty LAIN SU Medan. The sample were taken from two classes (80 students). The first class English Education 1 (Pendidikan Bahasa Inggris 1: PB11) was taught by using Contextual Teaching and Learning and the second class English Education 2 (Pendidikan Bahasa Inggris 2: PB12) was taught by using Cooperative Learning. The data collected were analyzed with a Two-Way Analysis of Variance (ANOVA). The results of this research show that (1) the students achievement in writing taught by Contextual Teaching and Learning is better than by using Cooperative Learning (fdd = 29.66 > fr = 3.78), (2) there was a significant difference between students achievement in writing of students with high and low vocabulary mastery (f.b.,ed = 11.61 > fr.= 3.78), and (3) there was interaction between instructional approaches and vocabulary mastery toward writing achievement (f.4..4= 8.92 > f = 3.96). Therefore the conclusion of this research are stated that CTL has higher effect to the students achievement in writing than CL, while the students achievement in writing who have high vocabulary mastery was higher than students who have low vocabulary mastery, and any interaction between instructional approaches and vocabulary mastery on the students writing achievement. Its hoped to the research result can be useful in knowledge development.

Contributor:
  1. Prof. Tina Mariany Arifin, Ph.D, M.A
  2. Dr. Eddy Setia, M.Ed, TESP
Date Create:13/01/2011
Type:Text
Format:PDF
Language:English
Identifier:UNIMED-Master-1332
Collection ID:1332
Call Number:411.071 Put e


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Copyright @2012 by UNIMED Library


Publication URL :
http://digilib.unimed.ac.id/the-effect-of-instructional-approaches-and-vocabulary-mastery-on-semester-iii-students-writing-achievement-1332.html

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  1.  UNIMED-Master-1332-082188330047 Abstrak.pdf - 504 KB
  2.  UNIMED-Master-1332-082188330047 Pengantar.pdf - 659 KB
  3.  UNIMED-Master-1332-082188330047 Bab I.pdf - 799 KB
  4.  UNIMED-Master-1332-082188330047 Bab II.pdf - 3178 KB
  5.  UNIMED-Master-1332-082188330047 Bab V.pdf - 539 KB
  6.  UNIMED-Master-1332-082188330047 Daftar Isi.pdf - 719 KB

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Achievement , Instruksi , Kontekstual , Kosakata , Menulis , Siswa , Writing , Writing Achievement



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