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The Effectiveness of Using List Group Label in Teaching Vocabulary Viewed from Students’ Creativity

ABSTRACT
MUSTAFIAH NUR PRATIWI, S891102028, 2012. The Effectiveness of Using List Group Label in Teaching Vocabulary Viewed from Students’ Creativity (An Experimental Study for students at the Fifth Grade of SD N VII Wonogiri in the Academic Year of 2012/2013). Thesis. Surakarta. English Education Department of Graduate Program, Sebelas Maret University of Surakarta. 2012. Consultant 1, Dr. Abdul Asib, M.Pd Consultant 2 Drs. Martono, M.A
The objectives of the research are: (1) To identify whether List Group Label (LGL) is more effective than Translation to teach vocabulary to the fifth grade students of SDN VII Wonogiri in the academic year of 2012/2013; (2) To identify whether the students having high creativity have better vocabulary mastery than those having low creativity; and (3) To identify whether there is an interaction between teaching strategies and creativity in teaching vocabulary for the fifth grade students of SDN VII Wonogiri in the academic year of 2012/2013.
The research was carried out at SD N VII Wonogiri, from July 2012 to August 2012. The research method was experimental. The subject of the research was the fifth grade students of SD N VII Wonogiri. The total number of sample was 60 students coming from two classes. Each of them consisted of 30 students. The fifth grade students of VB were as experimental class who were taught using LGL strategy and the fifth grade students of VA were as control class who were taught using Translation strategy. The data were in the form of quantitative data and they were taken by tests. They were the scores of students’ vocabulary test and creativity test after having nine times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test.
Based on the result of data analysis, the research findings are: (1) The LGL strategy is more effective than Translation strategy to teach vocabulary for the fifth grade students of elementary school; (2) The vocabulary mastery of the students having high creativity is better than that of those having low creativity; and (3) There is an interaction between teaching strategies and students’ creativity. Based on these research findings, it can be concluded that LGL strategy is an effective strategy to improve the vocabulary mastery of the fifth grade students of SD N VII Wonogiri.
The result of the research implies that the use of LGL strategy can be effectively used to improve students’ vocabulary mastery. In LGL, students will develop their academic vocabulary by categorizing words into groups that relate to similar concepts. Therefore, it is recommended that: (1) ) it is better for teachers to apply LGL in the teaching and learning process; (2) the students could use LGL to improve their vocabulary mastery as it can help them to generate, elaborate, and organize their ideas; and (3) the future researchers are expected to conduct the research with different students’ condition like students’ intellegence or self confidence

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