Teaching vocabulary should exactly get big portion of concern in teaching English at elementary level due to the importance of vocabulary mastery in providing strong basis of mastering the four skills; listening, speaking, reading, and writing. Modified word analogy is a vocabulary teaching strategy combining between word analogy and other vocabulary activities that is supposed to build memory strength and ability to see relationship between two word pairs. This study aims to investigate the effectiveness of modified word analogy and to identify the way of modified word analogy helps the seven graders in improving their English vocabulary mastery.
A mixed methods research design is applied in this study. For getting quantitative data, a within-group experimental research design with pretest and posttest is conducted to the 29 seven graders. Then, for getting qualitative data, teaching-learning procedure and classroom observation are described.The finding and analysis shows that the result of statistical analysis indicates that modified word analogy gives a significant effect on the students’ vocabulary mastery. The obtained eta squared value of paired sample t test for two kinds of test are 0.77 and 0.62. Each of the values indicates a large effect size which is greater than 0.13 according to Cohen’s guideline. While from qualitative side, the result comes from the observation notes of students’ involvement and some of their writing products. In writing product in terms of students’ lexical choices, except antonym, the three other types of word analogy i.e. classification, performer & action, and synonym are appeared on their works. Regarding to the observation notes of the four different types of word analogy (i.e. classification, performer & action, synonym, and antonym) after some preceding vocabulary activities, students’ participation and discussion generally shows the same upright level of excitement in all of the four types or word analogy. Meanwhile, the proportion of groups which is able to answer the exercises completely is fewer for the synonym and antonym than for classification and performer & action. The use of a full descriptive text and dealing with new cross-associated words (especially antonym) are two things that make students cannot finish the exercises on time. At last, the proportion of students who is able to find and explain some words having relationship by using word analogy is very few in all of the four word analogy types due to time limitation. Thus, text choice, cross-association, and time management are three points noted as some issues in this study. However, above all, the modified word analogy that combines both the initial step of introduction of new words and vocabulary reinforcement is ideal for vocabulary development in language teaching.
JELL introduces peer-review from its first Edition onwards. The researchers submitting their papers for publication should review atleast one technical paper from their domain. The manuscript also undergoes mandatory procedural review with JELL review and scholar panel.