THE USE OF EXTENSIVE GRADED READING (EGR) IN PROMOTING STUDENTS VOCABULARY MASTERY AT SMAN 1 TUREN

This study aims to contribute extensive reading activities in teaching and learning English, particularly in mastering vocabulary. This study could enhance knowledge about the application of extensive reading activities or teaching strategies that are appropriate to the level and student’s needs at SMAN 1 Turen. The design used in this study was a true experimental research design. In this study, researcher took two classes from eleventh grade. On purpose the researcher consequently, the sample used was two classes specifically XI MIA 1 as an experimental group and XI MIA 2 as a control group. The test procedures applied in this study was pre-test and post-test to measure and compare the transformations result. The research finding showed the students’ vocabulary post-test scores in the experimental group ranged between 70 and 95 with the mean of 76.83 and the standard deviation of 5.97. Meanwhile, the students’ post-test scores in the control group ranged between 65 and 90 with the mean of 71.45 and the standard deviation of 5.993. It concluded that the mean of the experimental group was significantly higher than that of the mean of the control group. From the results of students' shows vocabulary accomplishments after treatment using extensive graded reading were better than before the treatment. The hypothesis value of the degree also shows of significance result of t : tt = 2.675 > 1.67 in the degree of significance 5 %. Since the t score is higher than tt, it means that the alternative hypothesis (Ha) of research is accepted and the null hypothesis (Ho) is rejected. Thus, concluded that extensive graded reading has a significant influence on students’ vocabulary mastery