THE EFFECT OF DICTOGLOSS METHOD ON VOCABULARY MASTERY OF TENTH GRADE STUDENTS AT SMKN 2 KEDIRI

Asfara, Brilliana Raisa (2026) THE EFFECT OF DICTOGLOSS METHOD ON VOCABULARY MASTERY OF TENTH GRADE STUDENTS AT SMKN 2 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Vocabulary mastery is one of the fundamental components of English language learning because it supports students in developing listening, speaking, reading, and writing skills. However, many students still experience difficulties in understanding and using English vocabulary appropriately. Therefore, the implementation of an effective teaching method is necessary to improve students' vocabulary mastery. This study aimed to investigate whether the Dictogloss method had a significant effect on the vocabulary mastery of Grade 10 students at SMKN 2 Kediri. This study employed a quantitative approach using a pre-experimental research design with a one-group pre-test and post-test design. The participants were 36 students of Grade 10 MPLB 2 at SMKN 2 Kediri in the 2025/2026 academic year. The re search instrument was a vocabulary test designed to measure three aspects of vocabulary mastery: form (students' ability to recognize and produce the correct spelling and grammatical form of words), meaning (students' understanding of word meanings), and use (students' ability to use words appropriately in different contexts). The collected data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed that students' vocabulary mastery improved after the implementation of the Dictogloss method. The mean score increased from 81.94 in the pre-test to 90.00 in the post-test. The hypothesis testing showed that the significance value (Asymp. Sig. 2-tailed) was 0.018, which was lower than the significance level of 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted, indicating that the Dictogloss method had a significant effect on students' vocabulary mastery. Furthermore, the analysis of the three vocabulary aspects showed that the meaning aspect achieved the highest improvement, followed by the form aspect, while the use aspect showed a slight decrease. This result suggests that the Dictogloss method was more effective in enhancing students' understanding of vocabulary meaning and recognition of word forms than in improving their ability to use vocabulary appropriately in context. In conclusion, the Dictogloss method was effective in improving the vocabulary mastery of Grade 10 students at SMKN 2 Kediri, particularly in enhancing students' understanding of vocabulary meaning and recognition of word forms. However, additional instructional activities are recommended to improve students' ability to use vocabulary accurately in communicative contexts.

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