Detail Article


ISSN 2301-5837

Vol. 5 / No. 2 / Published : 2016-08

Order : 7, and page :125 - 131

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Original Article :

The use of drilling technique in teaching english vocabulary to the seventh grade students of smp negeri 2 tanggulangin

Author :

  1. Ria Fransiska*1
  2. Jurianto*2
  1. Mahasiswa Fakultas Ilmu Budaya
  2. Dosen Fakultas Ilmu Budaya

Abstract :

This study aims to identify whether there is any difference between seventh grade students’ English vocabulary mastery taught using drilling technique and those taught without using drilling technique. Harmer (2007) stated that drilling is a technique that has been used in foreign language classrooms, which emphasises on repeating structural pattern through oral practice to demonstrate students’ ability in using specific language items in a controlled manner. In this study, the language items are lexis (lexical items). The respondents of this research are 72 students of the seventh grade of SMP Negeri 2 Tanggulangin. The writer assigned class VII-A to the Experimental group and class VII-B to the control group. The data of this research were collected by giving pre-test and post-test. The collected data were analyzed by using t-test formula. The results of the data analysis showed that: the mean score of post-test of experimental group was 70.22, the mean score of post-test of control group was 65.75, the t-value was 5.15 with degree of freedom (df) 1.960. Based on the data analysis above, the alternative hypothesis was accepted because the t-value was higher than t-table (5.15>1.96). This research indicates that the use of drilling technique can improve students’ vocabulary mastery to the seventh grade students of SMP Negeri 2 Tanggulangin.

Keyword :

drilling, technique, vocabulary mastery, adolescent,

References :

Babbie, Earl,(2007) The Practice of Social Research - : California: Thomson Wadsworth

Duranti, Alessandro,(1997) Linguistics Anthropology - : New York: Cambridge University

Miller, Jim,(2002) An Introduction to English Syntax - : Edinburgh: Edinburgh University Press.

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