The Effect of Task-based Reading Activity on Vocabulary Achievement of the Second Grade Learners at SMPN 24 Samarinda

Syamdianita, Ventje Jany Kalukar, Rohmad Kurniawan

2019

Abstract

The title underlying this study was the effect of Task-Based Reading Activity (TBRA) on vocabulary achievement of the second grade learners at SMPN 24 Samarinda. The purposes of this study were to investigate the learners’ vocabulary achievement taught with Task-Based Reading Activity. The researcher wanted to find out whether there were any significant effects on learners’ vocabulary achievement with and without Task-Based Reading Activity. The design of this study was quasi experimental. The population was all the eighth grade learners in SMPN 24 Samarinda that consisted of 7 (seven) classes with the total number of learners was 222. Two classes were used as the sample of eighth grade learners namely class 8F as the experimental class and class 8E as the control class. 30 learners in experimental class used TBRA while teaching and learning process in the classroom and 30 learners in control class used conventional method while teaching and learning process in the classroom. Pre-test and post-test were conducted to collect the data by giving test that consists of 40 multiple choice items. The data analyzed used T-test by using SPSS version 25. The researcher used T-test in order to find out the significant difference on vocabulary achievement before and after being taught by Task-Based Reading Activity. The findings of this study showed that, in experimental class the mean score in pre-test was 66.77 and it increased to 77.25 in post-test. It also showed that the result of Sig. 2-tailed was lower than significant level (0.000 < 0.05). Another T-test computation was used in order to see the significant effect between control class and experimental class. The post-test mean score of experimental class was 77.25 and in control class was 69.03. It also showed that the result of Sig. 2-tailed was lower than significant level (0.001 < 0.05). Based on the result of the two T-test above it can be concluded that the Ho was rejected and Ha was accepted. By looking at the analysis of the research findings, it can be concluded that the effect on vocabulary achievement taught with Task-Based Reading Activity seemed to be significant.

Paper Citation

in Harvard Style

Kalukar V., Syamdianita. and Kurniawan R. (2019). The Effect of Task-based Reading Activity on Vocabulary Achievement of the Second Grade Learners at SMPN 24 Samarinda.In Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS, ISBN 978-989-758-405-3, pages 490-493. DOI: 10.5220/0009002104900493

in Bibtex Style

@conference{icels19,
author={Ventje Jany Kalukar and Syamdianita and Rohmad Kurniawan},
title={The Effect of Task-based Reading Activity on Vocabulary Achievement of the Second Grade Learners at SMPN 24 Samarinda},
booktitle={Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS,},
year={2019},
pages={490-493},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0009002104900493},
isbn={978-989-758-405-3},
}

in EndNote Style

TY - CONF

JO - Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS,
TI - The Effect of Task-based Reading Activity on Vocabulary Achievement of the Second Grade Learners at SMPN 24 Samarinda
SN - 978-989-758-405-3
AU - Kalukar V.
AU - Syamdianita.
AU - Kurniawan R.
PY - 2019
SP - 490
EP - 493
DO - 10.5220/0009002104900493