The Impact of Experiential Learning Method and Vocabolary Mastery Toward Indonesiaon Students` Reading Comprehension Though Animation Video

Authors : Syafrizal SYAFRİZAL, Masrupi MASRUPİ, İstiqomatul MAULUDAH

Pages : 449-458

Doi:10.17478/jegys.531412

View : 14 | Download : 6

Publication Date : 2019-09-15

Article Type : Research Paper

Abstract :The aim of the research is to know the influenced of using experiential learning and animation video as a method toward students’ reading comprehension and vocabulary mastery. The researcher used quantitative experiment used survey Technic . The instrument using test validity and realibility. The respondents of the research is all of students grade 7 th in Al Inayah Islamic Junior High School at Cilegon city they are 86 students in Stratefied Random Sampling. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Therefore vocabulary mastery is not only knowing the words and its meanings, but also knowing about how the words sound and how the words are used in the context. It is that knowing a word by sight and sound and knowing its dictionary definition are not the same as knowing how to use the word correctly and understanding it when it is heard or seen in various contexts. This research combaining the method and media toward reading comprehension and vocabulary mastery. There are experiential learning method and animation video as media . Based on the results of data processing using SPSS 17.0, obtained the value of t count for experiential learning method insert ignore into journalissuearticles values(X1); of 1.416 and the value of sig. 0.001. And t table is T insert ignore into journalissuearticles values(α / 2; n-k-1); = T insert ignore into journalissuearticles values(0.05 / 2; 21-2-1); = T insert ignore into journalissuearticles values(0.025; 19); = 0.475. Because the value of t count insert ignore into journalissuearticles values(0.475); is larger t table insert ignore into journalissuearticles values(1.416);, then H0 is rejected and H1 is accepted.  Therefore  the value of t count for animation video insert ignore into journalissuearticles values(X3); of 1.078 and the value of sig. 0.000. And t table is T insert ignore into journalissuearticles values(α / 2; n-k-1); = T insert ignore into journalissuearticles values(0.05 / 2; 21-2-1); = T insert ignore into journalissuearticles values(0.025; 19); = 0.475. Because the value of t count insert ignore into journalissuearticles values(0.475); is larger t table insert ignore into journalissuearticles values(1.078); Therefore  the value of t count for vocabulary mastery insert ignore into journalissuearticles values(X2); of 1.161 and the value of sig. 0.000. And t table is T insert ignore into journalissuearticles values(α / 2; n-k-1); = T insert ignore into journalissuearticles values(0.05 / 2; 21-2-1); = T insert ignore into journalissuearticles values(0.025; 19); = 0.475. Because the value of t count insert ignore into journalissuearticles values(0.475); is larger t table insert ignore into journalissuearticles values(1.161);, so it can be conclude  that there is significant influence of experiential learning method and animation video toward  students’  reading comprehension and students’ vocabulary mastery.
Keywords : Students Reading Comprehension, Vocabulary Mastery, Experiential Learning Method