The Effect of Multimodal Learning Strategies on Students' Vocabulary Mastery at the Eighth Grade of SMPN 1 Cikedal (Quasi-Experimental Research at 8th of SMPN 1 Cikedal)
Keywords:
multimodal learning strategies, vocabulary masteryAbstract
This research aimed to investigate the effectiveness of multimodal learning strategies in improving students’ English vocabulary mastery in reading recount text. The study applied a quasi-experimental design involving an experimental class and a control class. The sample consisted of 52 eighth-grade students at SMPN 1 Cikedal, selected through purposive sampling. The students were given a vocabulary test related to recount text as pre-test and post-test to measure their reading based vocabulary improvement. The experimental group was taught using multimodal learning strategies, while the control group received conventional teaching. The results showed that the experimental class achieved a higher mean score (M = 75.08) compared to the control class (M = 67.81). The independent sample t-test indicated a significant difference (sig. = 0.000 < 0.05). Statistical hypothesis testing using a t-test at a significance level of α = 0.05, the calculated tvalue was 3.786 and the ttable value was 2.009. since tvalue > ttable ( 3.786 > 2.009), the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The effect size of the multimodal learning strategies on students’ vocabulary mastery d = 1.05, with an estimated percentage of 85%, which falls into the high category. This indeduquateicates that the impact of the multimodal approach was not only statistically significant but also practically strong in improving students’ vocabulary mastery.
