2.2.4.3 Effectiveness of Vocabulary Self-Collection and Interactive Cloze
Strategy
There are some definitions related with effectiveness. The effectiveness of a strategy which used in teaching process
can help the teacher to achieve the goal of learning
. The effectiveness itself has some meanings as follows:
According to Schillinger 2010:2, effectiveness refers to the intervention‟s
ability to do more good than harm for the target population in a real world setting. Next, Seiler et al
2013:97 state that effectiveness is the ability to achieve stated goals.
From those definitions, it can be concluded that effectiveness is a successful way to measure of the match between stated goal and the achievement.
In the present study, I try to find out the effectiveness of Vocabulary Self- Collection and Interactive Cloze Strategy to improve students‟ vocabulary
mastery. It is conducted to know which one is more effective between Vocabulary Self-Collection and Interactive Cloze Strategy as conventional one in teaching
vocabulary.
2.3 Theoretical Framework
In conducting the present study entitled “The Effectiveness of Vocabulary Self- Collection and Interactive Cloze Strategy to Improve Students’ Mastery”, I
concern to s tudents‟ vocabulary achievement. In this study, I use a quasi-
experimental design. I divide the subject of the study into two groups,
experimental group and control group. In experimental group, I teach students by using Vocabulary Self-Collection, while in control group, I teach the students by
usinhInteractive Cloze. When conducting the study, I design vocabulary test as a main instrument to collect the data between both groups and to compare the
effectiveness of two strategies in improving students` vocabulary mastery. Before I give a treatment, the pre-test is given for both groups to measure
students‟ basic ability on vocabulary achievement. After giving the treatment, I give post-test in both groups to measure the significant differences of students`
vocabulary achievement between experimental group and control group. After finding the result of the test, I calculate the computation of the mean
score using the t-test formula. The mean scores are compared in order to know whether there is a significant difference between pre-test and post-test between the
two groups or not and to know which strategy is more effective to teach vocabulary. The theoretical framework of the present study visualized below:
Figure 2.1 Theoretical Framework
Experimental group Control group
PRE-TEST TREATMENT
Using Interactive Cloze Strategy
POST TEST
Using Vocabulary Self-Collection
Strategy
Control group‟s post- test mean score
Comparing the scores using t- test formula
Experimental group‟s post-test mean score
Define which one is more effective to improve students‟ vocabulary mastery
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CHAPTER III
RESEARCH METHOD
In this chapter, I will discuss the research method. This part consists of research design, objective of the study, variables of the sudy, instruments for collecting
data, method of collecting data and method of analyzing data.
3.1 Research Design
Kategori