ABSTRACT

Aziza, Nadilla. 2026. The Effect of List Group Label (LGL) Strategy on the

Students’ Vocabulary Achievement of the Eighth Grade Students at SMP Negeri 15

Banjarmasin. Sarjana’s Thesis. English Language Education Department, Faculty

of Teachers’ Training and Education, Lambung Mangkurat University,

Banjarmasin. The first advisor: Dr. Rina Listia, M.Pd., the second advisor: Eka

Puteri Elyani, M.Pd.

Keywords: list group label, vocabulary, vocabulary achievement.

Vocabulary is a core component of language proficiency and a rich

vocabulary is essential for effective communication and comprehension. However,

many students at SMP Negeri 15 Banjarmasin have a low levels of English

vocabulary. This problem would have an impact on their English language skills

and prevent them from achieving classroom learning objectives. In addition,

learning strategies such as list group label strategy has been widely acknowledged

as a successful approach for improving students’ learning achievement. Therefore,

this study aims to investigate whether there is any difference in vocabulary

achievement between students who are taught vocabulary by using list group label

strategy and those who are taught using semantic mapping strategy of the eighth-

grade at SMP Negeri 15 Banjarmasin.

This study applied a quantitative approach with a quasi-experimental

research design. The sample of this research were 58 of eighth-grade students at

SMP Negeri 15 Banjarmasin who were divided into experimental and control

groups through cluster random sampling technique. The primary data collection

instrument was a vocabulary achievement test, which comprised a pre-test and a

post-test. The data were analysed using an independent t-test through SPSS 31.

The results of this research showed that there is a significant difference in

vocabulary achievement between the experimental group and the control group. It

is proven by a significance value of 0.020, which is below the significance level of

0.05, indicating that the null hypothesis is rejected and the alternative hypothesis is

accepted. It can be concluded that list group label strategy has a positive effect on

the students’ vocabulary achievement. Therefore, it is suggested for the teacher to

apply and explore list group label strategy in teaching and learning process in the

classroom setting.