A COMPARISON OF USING DIGLOT WEAVE TECHNIQUE AND

A COMPARISON OF USING DIGLOT WEAVE TECHNIQUE AND STUDENT TEAM ACHIEVEMENT DIVISION ON STUDENT’S VOCABULARY ACHIEVEMENT Nur Ayu Sitompul

Diglot Weave Technique The Diglot Weave, from the Greek ‘di’, meaning ‘two’, and ‘glot’, meaning ‘language’, is a breakthrough in language learning. Diglot weave is related to codemixing and code-switching. According to Leon the term 'diglot weave' was coined by Dr. Robert Blair. O Student Teams Achievement Divisions (STAD) STAD, one of the most straightforward approaches to cooperative learning, was devised by Robert Slavin and his partner at Johns Hopkins University (Slavin, 1978) and four or five students from different performance, gender and ethnicity combined in a small group and they work together to accomplish the work.

Conceptual Framework Pilot Test at SMPN 3 Parongpong Grade 9 POPULATION = Grade 8 SAMPLE = Grade 8 SMPN 1 Parongpong Pre-Test Grade 8 B Using Diglot Weave Technique Post-test RESULT Grade 8 C Using Student Team Achievement Division

Research Methodology This research used the quantitative method. It is comparative design.

DATA GATHERING AND PROCEDURES 1. Organizing Teaching Procedures 2. Pilot Test 3. Pre-test 4. Giving Treatments 5. Post-Test

Diglot Weave Technique Steps: 1. 2. 3. 4. 5. 6. 7. Teacher presented the lesson. The text was read to the students to present the L 2 equivalents. A text in which new words from L 1 had been inserted was read to the students. Then, material sheet was distributed to the students. Students read a native language text with second language vocabulary and grammatical structures were increasingly embedded within text. As the class moves ahead during the lesson in question, the teacher weaved more and more English words into Indonesia sentences, until almost all the sentences were uttered in English. The teacher might even ask comprehension questions to check the students’ grasp of the new words; for example the teacher would address the students with questions. The teacher could also encourage students to use the technique in answering such questions to promote student’s ability in producing the words in question. Afterwards, students were asked to underline the word which is in open words classes; noun, adjectives, verbs, or adverbs. Test has been given to the students according to the new vocabularies that they have found on the reading passage.

STAD’ steps: The teacher presented the lesson. The lesson is was by specifying the goals. Teachers should explain how cooperative learning works and the specific rules to be followed. 2. Students were divided into four or five a group. Then they were given materials what they needed to learn and teacher explained what the outcome that they would achieve. 3. Students were given an outline of what they would be learning and why. 4. Team work: Students were given the worksheet. These worksheets should guide them through the materials and show them how they can help one another. Teacher gave the learners sufficient time or work together to understand the ideas. 1.

5. Students had worksheet and answered sheet in their teams to practice the skill being taught and to assess themselves and their team mates 6. Teacher gave an individual test, or called ‘quizzes’ to the students to see whether they have learned what the teacher wanted them to learn. 7. The quizzes’ score was shown and students were given a chance for an improvement score. This improvement score is based on the degree to which the quiz score exceeds the learner’s past average on similar quizzes. Teacher would add the individual improvement score to give a team score. 8. The last step was the rewards are given to group achievement.

Result of Pre-Test and Post-Test GROUP Diglot Weave Technique (DWT) Mean Standard Deviation Pre-Test 64. 7568 9. 89221 Post-Test 93. 8108 5. 73894 Gain Score 0. 8105 0. 17101 of Normalized Gain Student Team Achievement Division (STAD) Mean 62. 6757 89. 2162 0. 7214 Gain Levene Statistic df 1. 225 Kolmogorov. Smirnova Gro Statist ic Df Sig. up DW T . 134 STA. 092 D Sig. df 2 1 Standard Deviation 11. 10819 7. 60166 0. 18634 72 . 637 . 092 Ho is accept 37. 200* ed 37

Levene's Test for Equality of Variances F Value Equal variances assumed Equal variances not assumed . 225 Sig. . 637 t Sig. (2 tailed) df 2. 145 72 . 035 2. 145 71. 476 . 035

Second question: Which group will gain the higher score between female and male? Result of Female and Male’ Gain Score Group Diglot Weave Technique Student Team Achievement Division Mean St. Deviation Female’ Gain Score 0. 8223 0. 17142 0. 7161 0. 20661 0. 7827 0. 17493 0. 7171 0. 14531 Male’ Gain Score

Conclusion Ha is accepted. 1. It is therefore concluded that DWT is higher than STAD in improving student’ vocabulary achievement in learning English. 2. According to the descriptive explanantion, male’ score in DWT is higher than female, yet female’ score in STAD is higher than male.