Applying Deconstruction Analysis to Develop Vocabulary of the Second Semester Students of English Department at the University of Cokroaminoto Palopo
Journal Title: Journal of English Education - Year 2017, Vol 2, Issue 1
Abstract
This research aims: (1) to find out whether or not the use of deconstruction analysis effective to develop the students’ vocabulary in word formation, word meaning and word usage and (2) to find out the aspect which is mostly affected by using deconstruction analysis. This research employed quasi experimental with a Non-equivalent design. Pre-test was held before treatment and post-test after treatment. The population of this research was the second semester students of English department at the University of Cokroaminoto Palopo, which consist of seven classes. The total number of population was 300 students. This research used purposive sampling; the researcher took two classes as the samples of the research from the entire group. One class was an experimental class and the other was a control class. The sample of each class was 30 students. The data was collected by using vocabulary test to get the students’ vocabulary mastery in covering word formation, word meaning, and word usage, which were analyzed by inferential statistic through SPSS version 17 for windows program. The students’ result of posttest of experimental group was significantly developed than posttest of control group by the mean score of 76.22 > 37.55. The difference of both score is statistically significant based on the t-test value at significant level of α 0.05 in which the probability value was lower than the significant level of alpha (0.00 < 0.05). So, H1 was accepted and H0 was rejected. Further, the three aspects (word formation, word meaning, and word usage) had the same average score; the score of Fcount (1.64) was smaller than Ftable (2; 87; 0.05) was 3.10 or 1.64 < 3.10. So, in this case, H1 was rejected and H0 was accepted. It can be concluded that the use of deconstruction analysis effective to develop the students’ vocabulary mastery in word formation, word meaning, and word usage though the three aspects had the same average score
Authors and Affiliations
F. Felogau
Keywords
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