THE EFFECT OF EXTENSIVE READING STRATEGY IN IMPROVING VOCABULARY MASTERY AT THE TENTH GRADES NURSING STUDENTS OF SMK KESEHATAN KALTARA TARAKAN

Abstract

The purpose of this study was to determine whether there is a significant difference in
improving the vocabulary of students who are taught using the Extensive Reading
strategy and those taught using the Intensive Reading strategy in the tenth grade of
SMK Kesehatan Kaltara Tarakan. This research method is Quasi-experimental.
Samples were selected using the purposive sampling technique. There are two classes
sampled in this study. The treatment for the experimental class was taught using the
Extensive Reading Strategy and the control class using the Intensive Reading Strategy.
The research instrument was a multiple-choice written test. The data analyzed were
the pre-test and post-test from the experimental and control classes. In analyzing the
data, researchers used an independent sample T-test at SPSS 23.0. The results showed
that there were differences in the scores of students from the experimental class and
the control class. This is evidenced by the results of the student's average score. The
test results before being given the treatment (pre-test) of the experimental class
obtained an average score of 40.00 and the control class obtained 51.11. Whereas for
the posttest results, the experimental class with a mean score of 69.81, and the posttest
results for the control class with a mean score of 64.26. This can be seen from the two
classes getting a higher increase after giving a treatment by using extensive reading
and intensive reading strategies. The results of the independent sample T-test between
the posttest in the experimental class and the control class were (t-score = 2.559)> (ttable
=
2.007)
with
a
value
of
0.13.
Based
on
the
explanation
above,
the
results
of
the

data

analysis prove that there is a significant difference between students who are
taught using the Extensive Reading strategy and students who are taught using the
Intensive Reading strategy in increasing student vocabulary. Ha is accepted when the
t-score is higher than the t-table, while Ho is rejected.