1. COMPARISON OF MEAN SCORESON AVERAGE, PARTICIPANTS IN THE CONTRO...

3. - THE EFFECT OF EXPLICIT VOCABULARY TEACHING ON ESP STUDENTS VOCABULARY ACQUISITION A QUASI EXPERIMENTAL RESEARCH IN VUNG TAU VOCATIONAL TOURISM COLLEGE U) 3. - THE EFFECT OF EXPLICIT VOCABULARY TEACHING ON ESP STUDENTS VOCABULARY ACQUISITION A QUASI EXPERIMENTAL RESEARCH IN VUNG TAU VOCATIONAL TOURISM COLLEGE U)
THE EFFECT OF EXPLICIT VOCABULARY TEACHING ON ESP STUDENTS VOCABULARY ACQUISITION A QUASI EXPERIMENTAL RESEARCH IN VUNG TAU VOCATIONAL TOURISM COLLEGE U)

3.1.3. Comparison of mean scores

On average, participants in the control group achieved higher scores in the post-test (x̄= 6.71, S.D = 1.102) than in the pre-test (x̄= 6.62, S.D = 1.161). However, the

variance was

9

not significantly different ( p>.05). Inferentially, learning with Implicit method was not

effective in improving the students’ vocabulary acquisition.

Controversy, the participants in the experimental group achieved higher scores after the

treatment (x̄= 7.62, S.D. =1.161) than before the treatment (x̄= 6.67, S.D. =1.197). The

variance was significantly different (p<.05). This result strongly supported the fact that the

participants instructed through Explicit approach developed their vocabulary use after the

treatment.

However, the mean score on vocabulary post-test for the experimental group was 7.62 also higher

than that of 6.71 for the control group. To know whether this difference was statistically significant,

an independent sample t-test was run and its result reveals that the participants in the experimental

group obtained a higher mean score (x̄= 7.62, S.D. =1.161) than those in the control group (x̄=6.71,

S.D = 1.102) in the post-test. The variance was significantly different ( p< .05).

With this result, it could be concluded that Explicit vocabulary teaching better assisted the

students in vocabulary acquisition than Implicit one did.

CHAPTER 4: FINDINGS AND DISCUSSION

Findings on students’ achievement

Before the treatment, the students in both groups who shared the same the same range of age

(from 18 to 21), similar ratio of males and females (F: 52.4%, M: 47.6% in control group, and

F: 47.6%, M: 52.4% in experimental group) had similar competence in vocabulary knowledge.

Especially, the differences in means of the scores in the pre-test for the two groups were proved

to be insignificant via the t-test (

x̄

= 6.62 for control group

and

x̄

= 6.67, for experimental Group).

After the treatment of Explicit approach in teaching vocabulary, the students in the experimental group achieved better results (

x̄

= 6.67 in the pretest and

x̄

=