Weekly Quiz Boosting the Students' Glossary

Ryan Rayhana Sofyan(1*), Puteri Balqis Sulaeman(2),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(*) Corresponding Author



Abstract


The objective of this research was to determine whether the implementation of weekly quizzes is effective to improve students’ vocabulary achievement. This research used cluster random sampling with 40 students of the eleventh year of Science Major in academic year 2020/2021. This research used a pre-experimental design consisting of two cycles, namely pre-test and post-test. The data was obtained through a vocabulary test which consisted of 40 questions that aimed to know the students’ vocabulary mastery. In analyzing the data, the researcher used a t-test to find out whether there was significant difference before and after students were given treatment using weekly quizzes. The result of statistic calculation showed a significant difference between pre-test and post-test. This is indicated by the t-test value which was greater than the t-table (25.271 > 2.022). Based on this result, it can be concluded that the implementation of weekly quizzes is effective to improve students’ vocabulary achievement.

Keywords


Effective; Implementation; Weekly Quizzes; Achievement

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References


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Faez, F., (1999). The washback effect of frequent quizzes on the reading ability of EFL learners. Unpublished master’s thesis, University of Tehran, Tehran, Iran.

Gay, et. al. (2006). Educational Research: Competences for Analysis and Applications. Pearson Merrill. Prentice Hall: upper sadle River, New Jersey Columbus. Ohio.


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