The Comparison Between Proprioceptive and Mimicry Memorization Methods On The Students' Vocabulary Mastery At Grade XI Of Modern Islamic Nurul Hakim Boarding School
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Institusion
Universitas Islam Negeri Sumatera Utara Medan
Author
Lauli, Rahmad Alimin
Subject
425 English grammar
Datestamp
2021-02-08 03:43:12
Abstract :
The objective of this study is to compare the vocabulary mastery in teaching in the classroom by two methods, Proprioceptive Method and Mimicry memorization Method. The population in this research was students at eleventh grade in Modern Islamic Nurul Hakim Boarding School, Class XI-A and Class XI-B. Also, the sample was 20 students in each classes. The instrument for collecting data in this research was written, multiple choice test. The test consists of 25 questions, but after validation, the researcher took 20 questions of it. The i test was conducted in both sample. The finding showed that (1) the students? vocabulary mastery in class A (taught by Proprioceptive Method) were improved, (2) the students? vocabulary mastery in class B (taught by Mimicry Memorization Method) were improved, (3) there was significant difference between these two strategies applied in the classroom, tcount was lower than ttable or -1,875 < -1,684. It means that hypothesis alternative was accepted.
The objective of this study is to compare the vocabulary mastery in teaching in the classroom by two methods, Proprioceptive Method and Mimicry memorization Method. The population in this research was students at eleventh grade in Modern Islamic Nurul Hakim Boarding School, Class XI-A and Class XI-B. Also, the sample was 20 students in each classes. The instrument for collecting data in this research was written, multiple choice test. The test consists of 25 questions, but after validation, the researcher took 20 questions of it. The i test was conducted in both sample. The finding showed that (1) the students? vocabulary mastery in class A (taught by Proprioceptive Method) were improved, (2) the students? vocabulary mastery in class B (taught by Mimicry Memorization Method) were improved, (3) there was significant difference between these two strategies applied in the classroom, tcount was lower than ttable or -1,875 < -1,684. It means that hypothesis alternative was accepted.
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