The effects of using the explicit method of vocabulary instructions on ESL students vocabulary learning
In the KBSM English syllabus, vocabulary learning is only incorporated implicitlybased on the four main skills: reading, writing, listening and speaking. Often, ESL learners maymiss out on the different meanings that can be accounted for a word and its spelling due to lesseffective method. This stud...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=4881 |
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| Summary: | In the KBSM English syllabus, vocabulary learning is only incorporated implicitlybased on the four main skills: reading, writing, listening and speaking. Often, ESL learners maymiss out on the different meanings that can be accounted for a word and its spelling due to lesseffective method. This study aimed to investigate the effects of using the explicit method ofvocabulary instructions on vocabulary learning of two groups of Form Two students (60 students)from sub-urban schools in Ipoh and Teluk Intan, Perak. The quasi-experimental research design wasimplemented. A new word test was administered to select 45 target words and explicit vocabularylessons were used to help students learn these words. The scores of the pre and post-tests wereanalysed by using the independent sample t-test, paired sample t-test and descriptive statistics.The score comparison and total improvement score in percentage were also presented. Thequestionnaires in the student’s feedback and evaluation forms were analysed descriptively in termsof frequency counts, percentages, mean scores and standard deviation. The qualitative data from thesemi-structured students’ interview was transcribed, categorised and coded by using contentanalysis whereas the teacher’s logs were kept as a record of the classroom observation. The pairedsample t-test results are (t=-17.85, df=29, p<.05) for the experimental group and (t=-4.85, df=29,p<.05) for the control group. Based on the results, both experimental and control groups improvedsignificantly (p=.000*) in the post-test with a mean difference of 15.62. Spelling lesson recordedthe highest mean percentage while the lowest was the Vocabulary Anchors lesson. Learners in theexperimental group also reported positive perceptions towards the teacher’s instructions (M=4.48,SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). The implication of this study suggested that theuse of the explicit method which included different techniques is effective inlearning the target words. |
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