and follow-up.This strategy leads the students to brainstorm words which are related to the topic, classify the words into appropriate labels, and justify the
labels for group of words. This strategy is designed to improve students‟
vocabulary by brainstorming all possible words that are related to the topic, so the students can activate their prior knowledge. In addition, List-Group-Label LGL
strategy also allows the students to work in groups and actively engage with vocabulary instruction in the classroom which can enhance vocabulary learning.
In the previous study, it is presented that this strategy also can be used in developing the tier 1 of vocabulary.
Based on the phenomena and reasons above, the writer is challenged to conduct a quasi-experimental research focusing on to what extent List-Group-
Label LGL strategy contributesto the development of students‟ academic
vocabulary mastery.
1.2 Reasons for Choosing the Topic
Some reasons why the writer chooses the topic “The Use of List-Group-Label Strategy to
Develop Students‟ Academic Vocabulary Mastery” are: 1.
Learning vocabulary is related to the development of students‟ language skills.
2. It is important for students of Senior High School grade twelfth to develop their academic vocabulary mastery to achieve informational level in their
language acquisiton. As a result, they can use their language acquisition to
access academic texts or other references contain academic words and also achieve one of the learning objectives in basic competence of factual report.
3. It is necessary to apply other strategies that different from regular method to enhance students‟ vocabulary learning. List-Group-Label LGL strategy may
help the students to improve their academic vocabulary by brainstorming words that are related to a topic, classifying the words into appropriate labels,
and justifying the labels for group of words.
1.3 Research Problems
1. Is there any significant difference in students‟ achievement between students
taught by using List-Group-Label LGL strategy and those taught by using regular method translation in developing their academic vocabulary
mastery? 2. To what extent does List-Group-Label LGL strategy contribute to the
development of students‟ academic vocabulary mastery?
1.4 Purposes of the Study
1. To find outwhether there is or not any significant difference in students‟
achievement between students taught by using List-Group-Label LGL strategy and those taught by using regular method in developing their
academic vocabulary mastery. 2. To find out the effectiveness of List-Group-Label LGL strategy which
contributes to the development of students‟ academic vocabulary mastery.
1.5 Significance of the Study
The significance of the study can be stated as follows: 1. For the students
Learning English academic vocabulary by using List-Group-Label LGL strategy can develop their academic vocabulary mastery.
2. For the teachers This research can be used as an alternative strategy which can enhance
students‟ academic vocabulary learning in the classroom. 3. For the readers
The result of this study can be used as an academic review about the studen ts‟
academic vocabulary achievement after being taught by using of List-Group- Label LGL strategy.
1.6 Limitation of the Study
