The Result of Vocabulary Teaching By Using Multiple Vocabulary Enhancement Technique (MVET)

Abstract

     Vocabulary is the main source of all the four skills in English. The inability to communicate and comprehend everyday messages, texts, and literature lies in the inadequate amount of vocabulary bank of each learner. This research aimed to expand and enlarge students’ vocabulary bank by using a designed vocabulary enhancement technique called MVET or Multiple vocabulary Enhancement Technique. The purposes of this classroom room research were: to analyze the basic vocabulary 3000 of the students, to analyze the vocabulary learning techniques of students, and to analyze the satisfaction level in terms of perceived self-efficacy and motivation level after the administration of MVET. The population were 52 second year students who enrolled in Lexicology Course. The MVET technique had been developed by the researcher to help solve vocabulary problems of students. The course was designed to incorporate the MVET ideas into each lessons. Data were collected using three types of questionnaires: the Longman 3000 Basic Vocabulary list, open-ended questionnaire on students’ vocabulary learning techniques, and open-ended questionnaire on satisfaction and self-perceived efficacy after using MVET technique. Data were analyzed using percentage and content analysis. Data were descriptively reported.

     The results revealed that with regards to students’ basic vocabulary bank based on Longman Communication 3000 wordlist were very low. Regarding students’ vocabulary learning techniques, it was found that most of the students used unproductive vocabulary learning technique which relied mainly on memorization of easy word and difficult words. They have traditional way of learning vocabulary which is to note down the unknown words in a list with their meanings, their pronunciation, pronunciation practice and spelling practice. With regards to the satisfaction level and perceived self-efficacy, it was found that students were highly motivated in learning vocabulary in association with other words. They have slowly changed their way of learning vocabulary in their daily life. Using the MVET taught in class, saved time and energy in learning new vocabulary and it was a lot of fun to the students. Vocabulary learning was not seen as a burden for the students anymore. In terms of self-efficacy, students were satisfied with the positive impact that occurred to them.