Comparison of incidental and intentional learning instruction for second language vocabulary learning through reading activity: a study of primary 3 students of Sekolah Cikal

Chotimah, Chusnul (2016) Comparison of incidental and intentional learning instruction for second language vocabulary learning through reading activity: a study of primary 3 students of Sekolah Cikal. Masters thesis, Universitas Pelita Harapan.

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Abstract

Penelitian ini menyelidiki pengaruh instruksi pembelajaran incidental dan intensional pada pemerolehan kosakata pada siswa kelas tiga Sekolah Cikal lewat kegiatan membaca. Desain penelitian ini adalah kuantitatif, eksperimental, staticgroup pretest-posttest. Sebagai subyek penelitian, 48 siswa dibagi ke dalam kelompok eksperimen dan kelompok control. Kelompok eksperimen menerima perlakuan instruksi pembelajaran incidental melalui kegiatan membaca dengan menggunakan strategi literature circle. Kelompok control menerima perlakuan instruksi intensional melalui kegiatan membaca dengan menggunakan strategi vocabulary self-collection. Instrumen yang digunakan pada penelitian ini adalah vocabulary levels test dan vocabulary test. Validitas instrumen penelitian diperiksa oleh dua ahli, dicoba kepada 12 siswa kelas 3 dan reliabilitasnya diperiksa dengan menggunakan Cronbach Alpha. Peneliti menganalisa data dengan menggunakan statistic deskriptif, Paired Samples T-test, dan N-gain. Siswa penerima perlakuan instruksi insidental menunjukkan capaian sedikit lebih tinggi daripada siswa penerima perlakuan instruksi intensional dari 0.43 untuk kelompuk eksperimen dan 0.16 untuk kelompok kontrol dari 20 pertanyaan yang diajukan. Perbandingan rata-rata yang ditunjukkan pada studi ini tidak menunjukkan perbedaan yang signifikan antara instruksi incidental dan intensional yang ditunjukkan oleh pemerolehan skor N-gain sejumlah 0.26. / This study investigated the impact of incidental and intentional vocabulary instruction on Grade Three student’s vocabulary learning. The study employed quantitative, experimental of static-group pretest and posttest. The research subjects were 48 students. The experimental group received incidental learning instruction by reading through literature circle activity. The control group received intentional learning instruction by reading and vocabulary self-collection strategy. The instruments used in this study were vocabulary levels test and vocabulary test. The validity of the instruments checked by two experts, tried out to 12 grade 3 students and the reliability was checked using Cronbach Alpha. The researcher analyzed the data through descriptive statistics, Paired Samples T-test, and N-gain. The students with incidental learning instruction performed slightly higher than students who received intentional vocabulary instruction from 0.43 and 0.16 out of 20 questions respectively. The mean comparison exhibited that there was not significant difference between incidental learning instruction and intentional vocabulary learning instruction as the N-gain score showed 0.26.

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