The Effect of Genius Learning Strategy in Promoting the Students’ Vocabulary Mastery

Hidayah, Taufik The Effect of Genius Learning Strategy in Promoting the Students’ Vocabulary Mastery. [Laporan Penelitian] (Unpublished)

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Abstract

Learning vocabularies is identically with memory activity that not only related how to memorize but also to keep mind in memorizing certain vocabularies. Most of schools still apply the conventional technique to memorize some material or vocabularies in this case. Students are demanded to keep their memory at all. Teacher writes several words on the blackboard then students are asked to repeat them as much as possible. This is considered as popular technique but there is no significant result of students’ vocabulary mastery.
The researcher was interested to make a research on this matter because it is very challenging for the teacher to apply Genius Learning Strategy when teaching English at school, in order to facilitate the students’ limited vocabulary in English. Besides that, the researcher also want to know more about the real application of the genius learning strategy in the field and the researcher hopes to reveal the effectivity of genius learning strategy on the students’ vocabulary mastery
This study is an attempt to address the general issue on the effect of Genius Learning Strategy to the students’ vocabulary mastery. Specifically, this research sought to answer the following question:
To what extend implementing Genius Learning Strategy impact the promotion of students’ vocabulary mastery?
In this study, the pre-test and post-test were given to both experimental group and control group. Then, the result of both tests was used as the data to be analyzed in this research. The research data was taken from the test and it was counted by using t-test formula.
The test from experimental group shows that the sum of the differences of score was 971 and the mean was 24.3, then sum of difference was 27041. From the data analysis, the deviation of experimental group was 3470.
Based on the test from control group, the sum of the differences of score was 336 and the mean score was 8, then sum of the square of differences was 5179. The deviation of the control group was 2356.6.
From the description above, this study used t-test formula to check whether or not there was any significant effect of teaching vocabulary mastery by using Genius Learning Strategy on vocabulary mastery of the tenth grade students at MA Miftahul Ulum Suren in the academic year 2021/2022. Based on the analysis of t-test formula, the result was 8.58 for the value of vocabulary mastery. After it was correlated to the degree of freedom of 78 which was 1.99 from t-table, it is found that t-test is bigger than t-table (8.58 >1.99).
From the description above, the students’ vocabulary mastery after the teacher taught vocabulary mastery by using Genius Learning Strategy to the tenth grade students at MA Miftahul Ulum Suren in the academic year 2021/2022 was 8.58 and the degree of freedom was 78. In this case the result was higher than of t-table which was 1.99 (8.58>1.99)

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