78 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 02, June 2020, pp. 78-91 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The effectiveness of the drilling method on enriching students vocabulary 
(A Study at Seventh Grade of Islamic Junior High School An-Nuriyah Benjeng Gresik) 

Yuni Aliyatur Rofi’ah1, Khoirul Huda, M.Pd2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik 2 

yuniar@gmail.com1, Khoirulhuda.inkafa@gmail.com2  

 

Abstract 
This study is generally attempted to find the effectiveness of the drill method on student’s 
vocabulary skill for the first-grade student’s at MTs. An-Nuriyah Benjeng Gresik academic 
year 2016/2017. To know this technique is valid or not, the researcher used a pre-
experimental study applied in VII A class. The research has been done in six meetings that 
are designed, First meeting is for pre-test, four sessions are for treatments, and the last 
session is for post-test. As the quantitative method, the researcher analysed the data by using 
t-test. The result shows that Three is a significant difference in the student’s vocabulary 
achievement taught with drill method. The researcher uses the degree of significance of 5% 
and 1%. In the table of relevance, it can be seen the df 24, and the degree of importance of 5% 
and 1% the value of the degree of significance are 2,06 and 2,80. If compare with each value 
of the degrees of relevance, the result is 2,06< 10,506  > 2,80. The result of calculation t0 (t-
observation) is higher than tt (t-table), t0>tt, the null hypothesis (H0) is rejected. If the result 
of calculation t0 (t-observation) is lower than tt (t-table), t0<tt, the null hypothesis is 
accepted. Since the score obtained from the result of calculating, the alternative hypothesis 
(Ha) is accepted and the null hypothesis (H0) is rejected. In other words, the writer 
hypothesis is accepted. It means that there are significant differences between a student’s 
achievement in learning vocabulary skill using the drill method. 

Key Words: Enriching, Students’ Vocabulary Skill. 

 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:yuniar@gmail.com1
mailto:Khoirulhuda.inkafa@gmail.com


79 
 

I. INTRODUCTION 

The objective of learning English is to 

enable students to communicate in English 

orally and written form. Accuracy and 

fluency are aspects of language proficiency 

(Aziz & Dewi, 2019). Efficiency refers to 

mastering language skills: listening, 

speaking, reading and writing (Aziz & Dewi, 

2019). Moreover, learning language skills is 

the objective of English teaching based on 

the current School-Based Curriculum. The 

aim of learning vocabulary for the first grade 

of junior high school is to enable students to 

master vocabulary about functional text and 

monologue text or paragraph in the form of 

descriptive and procedure. Learners expect 

to be able to express meaningful ideas in 

term of technical writing and simple short 

essay in the way of graphic and process to 

interact with people in their nearest 

environment (Daif-Allah & Khan, 2016). The 

work of vocabulary is presented in the form 

of text types, usually know as genres (Lepola, 

Lynch, Laakkonen, Silvén, & Niemi, 2012). 

All language skills include vocabulary in 

their activities. And all the students are 

hoped to master a lot of dictionaries. 

Learners will be more comfortable to show 

their ideas, making compositions, and many 

other activities dealing with language. By 

knowing and understanding the dictionary, 

the student will successfully achieve the four 

English language skills. 

According to Richards and Rodgers, 

Vocabulary was one of the essential aspects 

of foreign language learning (Richards, 2013). 

Vocabulary is central to English language 

teaching.  Because without sufficient 

dictionary, students cannot understand 

others or express their ideas (Aziz, 2019). 

The teachers have a great deal of influence on 

Indonesian students in learning English. 

Developing a student’s interest in learning 

vocabulary has always been one of the 

principal challenges for the teachers. To 

make students in mastering English, many 

teachers have to use different methods for the 

same purpose, to understand, learn and 

remember vocabulary more easily. 

According to Asmani, Drill method is 

called by training method (Jamal, 2013). It is 

a manner of teaching to implant certain 

activities. For instance, this method can be 

used to get skill and competent. And 

according to (Sagala, 2010), the drill method 

is an activity in the form of repeat to response 

will be reliable and not easy to be forgotten. 

According to (Schunk, 2012), in applying 

this method, the learners will be able to use 

the energy of thoughts is well, because with 

the excellent teaching the learners are more 

careful in motivating their power of ideas. 

And according to (Johar & Hanum, 2016) 

drill method is a manner of teaching student 

does exercises, the student has the skill and 

competent are higher than what did they 

learn. And drill method is a method in 

education and determining with coaching 

the student to the material of the lesson that 

was given (Gudu, 2015).  



80 
 

II. LITERATURE REVIEW 

A. Understanding Drill Method 

The drill is a way of teaching by 

providing exercises to what has been learned 

so that students acquire a particular skill. 

According to Asmani, Drill method is called 

by training method (Jamal, 2013). It is a 

manner of teaching to implant certain 

activities. For instance, this method can be 

used to get skill and competent. And 

according to Sagala, drill method is an 

activity in the form of repeat to response will 

be reliable and not easy to be forgotten 

(Sagala, 2010). 

Educators apply this method the 

learners will be able to use the energy of 

thoughts is well, because with the excellent 

teaching the learners are more careful in 

motivating their power of ideas (Gudu, 

2015).  Drill method is a manner of teaching 

student does exercises; the student has the 

skill and competent are higher than what did 

they learn (Fathurrohman & Sutikno, 2007). 

The method in education and determining 

with coaching the student to the material of 

the lesson that is given. 

 The student has much skill, for 

example, in memorising and get computing 

so that in teaching need training (drill) to 

control that skill. So that one of it is used 

training technique or exercise. The drill is a 

technique that can enhance the ability to be 

permanent. Drill method is planning about 

representation material with systematics 

and based on the approach that is 

determined with exercises to knowledge and 

efficiency be able to gotten and controlled by 

the learner (Cut Fitriani & Usman, 2017). 

From the above definition can be 

concluded that the drill method is generally 

used to obtain an ability or skill of what has 

been learned. 

B. The Purpose of Drill Method 

1. Have motorik skills powers.  

2. Develop intellect speeds, as gets 

computing.  

3. Have the ability to link among 

situation some things with another 

thing, like causality, purpose device 

or symbol at deep map etc. 

(Megawati, 2014). 

Nana Sudjana argues that principle and 

road-map purposes drill method is (Sudiana, 

1989): 

1) Participants teach to have given by 

insights before arranged by given 

training. 

2) Training for the first time it ought to 

diagnosis, formerly insufficiently 

successful than arranged remedial for 

then can perfect.  



81 
 

3) Training not necessarily long times 

provided that frequently executed.  

4) Have to be adjusted by participant 

ability levels are taught.  

5) Training process ought to advance 

essential things and beneficent. 

C. Types of Pattern Drill Method 

There are thirteen types are:  

1. Drilling Repetition 

This drill is the most straightforward 

drill used in learning language patterns. It 

uses at the beginning of language class. 

Language learners repeat what the teacher 

teaches. It is used for presenting new 

vocabulary and will be useful for 

pronunciations class. 

2. Drilling Substitutions 

Language learners require to repeat one 

another word. They should replace 

expression of the model sentence with a 

pronoun, number, or gender and make some 

the necessary change. 

3. Drilling Transformation 

Language learners require to move 

sentences from negative to affirmative and 

interrogative, or from present simple to past 

tense, depending on the instructions from 

the teacher.  

4. Drilling Replacement 

The learners replace a noun to the 

pronoun. It is a substitution drill but it 

involves a replacement. 

5. Drilling Response 

Language learners are responding to the 

sentence. These answers have patterned the 

questions. It may involve “wh” questions or 

“yes/no” questions. 

6. Drilling Cued Response 

Here, language learners are provided 

with a cue before or after the questions. 

7. Drilling Rejoinder 

It is similar to the cued response drill. In 

this drill, language learners are instructed 

how to respond. 

8. Restatement 

Language learners rephrase an utterance 

and address it to somebody else, according to 

the content of the declaration. 

9. Drilling Completion 

Language learners are told to supply a 

missing word in a sentence or statement. 

10. Expansion Drill 

Language learners build up a statement 

by adding a word or phrase. 

11. Contraction Drill 

Language learners replace a phrase or 

clause with a single word or shorter 

expressions. 

12. Integration Drill 



82 
 

Language learners combine two separate 

statements. 

13. Translation Drill 

Language learners translate a sentence 

from their mother tongue to the target 

language 

D. Definition of Learning Achievement 

Before defined learning achievement, for 

the first, we want to determine the learning. 

According to Morgan, Learning is any 

relatively permanent change in behaviour 

which occurs as a result of experience or 

practice (Morgan, 1976). According to 

Elizabeth, learning is the development that 

comes from exercise and effort (Hurlock, 

1978). The conclusion of the definition above, 

education is the process of behaviour-

changing because there is the experience. 

According to Abdurrahman, Learning 

achievement processes from someone to get 

good changing (Abdurrahman, 2003). 

Learning achievement is the result that is 

reached.  

E. Vocabulary  

Vocabulary is essential in learning 

English because vocabulary has a vital role in 

determining the achievement of each skill. 

Daily communication needs a dictionary. The 

more vocabulary they have, the more quickly 

they will communicate and express what 

they want to say (Aziz, 2019). The four 

language skills are listening, speaking, 

reading, and writing always include 

vocabulary in their activities. By having many 

vocabularies learner will be easier to show 

their ideas, making compositions, and many 

other businesses addressing with language. 

In other words, by understanding the 

vocabulary, learners will successfully achieve 

the four English language skills. 

a. Understanding of Vocabulary  

Vocabulary is conceived to be the main 

focus of foreign language learning. It believes 

that learning a foreign language is similar to 

learning its vocabulary, to comprehend more 

about why dictionary has an essential role in 

determining the word, it is better to get the 

definition of the dictionary. Vocabulary is 

defined as follows (Gove, 1986): 

1. A list or accumulation of words and 

phrases usually alphabetically arranged 

and explained or defined. 

2. A sum of words is employed by a language 

group individual or work or about a 

subject: scope of language. 

3. A list of a foreign language textbook uses 

the words and phrases taught or used. 

Vocabulary is a core component of 

language and provides much of the basis for 

how well learners speak, listen, read and 

write (Richards & Renandya, 2002). 

So vocabulary is a set of words known to 

a person or other entity, or that are parts of a 

specific language. Vocabulary gives a big 



83 
 

even the most significant contribution in 

learning a language. However, 

understanding vocabulary is not an easy 

thing especially. The students often face 

difficulties in memorising sentence. That is 

why teachers should encourage themselves 

to be creative in selecting the approach and 

the method of teaching English to make it 

easier and fun in learning new vocabulary.  

b. Kind of Vocabulary 

In language learning, vocabulary is an 

essential component that links the four skills 

of listening, speaking, reading, and writing 

altogether. There are many illuminations 

made by the experts in language area about 

the kinds of vocabulary. According to 

Aebersold and Lee, vocabulary is divided into 

two receptive Vocabulary is a general sense 

of a word’s meaning but are not sure of its 

many meanings or nuances of meaning. 

Productive vocabulary is the vocabulary that 

people use to speak or write” (Aebersold & 

Field, 1998). 

Furthermore, Schmitt mention 

vocabulary into two parts. Being able to 

understand words are known as receptive 

knowledge and generally connected with 

listening and reading comprehension. If we 

can produce an expression of our own words 

when speaking or writing, then that are 

considered productive knowledge (passive 

and active are alternative term)” (Aebersold 

& Field, 1998). Vocabulary divided into two 

kinds (O’Dell, Read, & McCarthy, 2000), 

namely:  

Function words and content words, 

Dealing with the characteristics of the 

phrase, Nation divided vocabulary into two 

kinds:  

1. Receptive knowledge 

involves knowing how to recognise the 

name when it is heard or when it is seen, 

being able to distinguish it from word with a 

similar form, being able to judge if the word 

form sounds right or looks right, being able 

to recall its meaning when it is met, being 

able to see which shade of meaning which 

most suitable for the context that it occurs 

in, and being able to make a various 

associations with other related words.  

2. Productive knowledge 

Involving understand how to pronounce 

the word, how to write and spell it, how to 

use it in correct grammatical patterns, and 

using the expression (Nation, 2005). Many 

experts classifying vocabulary, words are a 

part of people’s way of living or words are 

tools to communicate in a language used by a 

person for showing and telling their opinions 

and ideas. 

3. How To Present New Vocabulary  

In student’s vocabulary achievement, 

the teachers are hoped to have some 

techniques to make students familiar with 

the vocabulary so that they understand new 

word easily. The techniques functions not 



84 
 

only to help the students grasp the meaning 

of new words quite quickly but also to vary 

the teaching activity to avoid the boredom on 

the part of students. Harmer mentions that 

the following aids can help to explain new 

vocabulary are (Harmer, 2001); 

a. Realia 

It is the word to rever the use of real 

objects in the classroom. Thus the words ‘ 

book’, ‘pencil’, or ‘chair’, can be easily 

explained by showing students a paper, a 

ruler, or chalk. This is satisfactory for certain 

single words, but the use of realia is limited 

to things that can be taken quickly from the 

classroom. 

b. Pictures 

Pictures are indispensable clearly for the 

language teacher since they can be used in so 

many ways. Pictures can be used to explain 

the meaning of vocabulary items: the teacher 

can draw pens, ruler, pencil and book in the 

blackboard or have magazines picture of 

trucks, bicycle, train, or bus into cardboard. 

The teacher might bring in a wall picture 

showing three people in a room that could be 

used for introducing the meaning of the 

sentence, for instance: there are three people 

in the classroom. 

c. Mime, gesture, and action 

It is impossible to explain the meaning 

of words and grammar, either with realia or 

in the picture. A step, in particular, is 

probably better explained by mime. The 

gesture is useful for explaining concepts like 

‘from’. ‘to’, etc.  

d. Contrast 

A visual element some time may not be 

sufficient to explain meaning and difference 

can be used. Thus, the purpose of “full” is 

better understood in the context of “empty”, 

“big” in the context of “small”, etc. 

e. Enumeration 

The word “vegetable” is difficult to be 

explained visually. If, however, the teacher 

rapidly lists (or enumerates) several 

vegetables, the meaning will become clear. 

The same is true of a word like “clothes”. 

f. Explanation 

The explanation of the meaning of 

vocabulary items can be complicated just as 

a grammatical interpretation. It will be 

valuable in giving such a reason to make sure 

that the explanation includes information 

about when the items can be used. For 

example, it would be unsatisfactory to say 

that “mate” is a word for “friend” unless you 

point out that it is informal conversational 

English and only be used in a specific 

context. 

g. Translation 

The translation went out of fashion and 

was considered as something of a sin. If the 

teacher is always translating, this will 

impede the students’ learning since they 

want to hear and use the target language, not 



85 
 

their own. Nevertheless, it seems silly not to 

translate if by doing; a lot of time can be 

saved. If the students do not understand a 

word and the teacher cannot think how to 

explain it, he can quickly translate it. 

Translation then seems a useful measure 

if it is used sparingly, but it is hoped to be 

used with caution. These aids and action may 

help explain the meaning of a word or a 

sentence. 

4. Techniques In Student’s vocabulary 

achievement 

Vocabulary teaching is how the teachers 

teach a list of a word with their meanings, 

especially in a book for teaching a foreign 

language to the students. Vocabulary 

teaching includes some of the most complex 

problems in the field of education. 

Vocabulary teaching is influenced by ideas 

on the nature of language in general, my 

thoughts on the particular style being 

taught, and my thoughts on how the word is 

learned.  

According to Keshta, three techniques 

can be used vocabulary (Keshta & Al-Faleet, 

2013): 

1. Alphabetical order: even for a list of new 

words, the alphabetising way is 

appropriate in helping students to find a 

name. 

2. Showing the meaning of words through 

pictures explains in the mother tongue 

and definitions in simple language. 

3. Drawing attention to meanings before 

drilling words. 

The characteristic of students is 

involved. So it makes the teacher challenging 

to engage with them. Before the teacher 

teaches the students new word, they are 

hoped to understand the character of their 

students. Student’s vocabulary achievement 

through objects and actions, the teacher has 

to do a great deal of talking and acting to 

establish some link in learners’ mind 

between what is said and what is done. 

III. METHOD 
Here, the researcher uses pre-

experimental research one-group pretest-

posttest design. The researcher used 

quantitative Pre-experimental research one 

group Pretest-Posttest design because this 

study is going to find out the effectiveness of 

the drill method on enriching students 

vocabulary. 

A. Population and sample 

1. population 

the population of this research was 

the whole students at the seventh grade 

of MTs. An-Anuriyah Benjeng Gresik 

academic year 2016/2017. 

2. Sample  

The sample is a small part of the 

population. In this research, the 

researcher took one group as a sample 

and it with pre-test and post-test. The 

pre-test conducted to know the 

students' basic knowledge while the 

post-test undertook to see the 



86 
 

improvement of their skill after the 

treatment. In this research, in selecting 

the sample, the researcher chose the 

example without any characterisation 

directly. The researcher was taken at 

seventh grade A of MTs An-Nuriyah 

Benjeng Gresik in academic year 

2016/2017 as the object of the study. 

They were 25 students consist all of 

them are gentle and women. 

B. The instrument 

There were two instruments of 

collecting, test and documentation. The 

tests were pre-test and post-test. The 

pre-test was given before the students 

get the treatment, and the post-test was 

given after the students get the 

treatment. The experiment was a 

multiple-choice test. There was the 

instrument for collecting data as 

follows: 

• Test  

In this matter, the researcher wants 

to give a test, and the researcher wants 

to know is there or not the effect of drill 

method student’s vocabulary 

achievement. The analysis was included 

pre-test and post-test. The pre-test was 

given before conducting treatment to 

the students. The researcher provides 

ten questions, in scoring the test result, 

each correct item was cored 10 points; 

each incorrect item was 0 point, so the 

total score was 100 points. The time 

allocated for doing the test was 45 

minutes. 

And the post-test was given after 

conducting the treatment. The aim of 

doing post-test was to prove that the 

treatment was valid or not by comparing 

the result of pre-test and post-test. 

Next, the writer made categories 

from scores with a rank value below: 

≤ 60: Weak 

61-70: Enough 

71-80: Good 

81-90: Very good 

C. The technique of data collection 

To get the data in this research, the 

researcher used three procedures that 

who taken namely, pre-test, treatment 

and post-test 

a. Pre-test 

The pre-test is a test which is given to 

students before getting the treatment. 

b. Treatment 

With this treatment, the researcher 

introduces the drill method and apply to 

students so that students can enrich the 

vocabulary from this drilling method. Post-

test is a test which is given to students 

after getting the treatment. 

D. The technique of  The Data Analysis 

To analyse the data, the writer used 

the comparative method. She examined 

and compared the score of the 

experimental class. This technique is 

useful to prove statistically, whether 

there are any significant differences 



87 
 

between the student’s rating of the 

experimental course and the student’s 

scores of the control class. 

IV. RESULT AND DISCUSSION 
A. Description of the Data 

In this chapter, the researcher presents 

the result of pre-experimental research 

conducted on enriching students’ vocabulary 

of the students of seventh grade of MTs. An-

Nuriyah academic year 2016/2017. 

1. The Result of Students’ Pretest 

a. Description of Students’ Pretest 

The kind of analysis is a multiple-choice 

that consists of 10 items. 

b. Scoring of Students’ Pre-test 

For scoring of students’ pretest, 

theresearchergave10point for each 

correct item, and 0 points for each 

incorrect item, so the total score was 100 

points. The time allocated for doing the 

test was 45 minutes. 

c. The Result of Students Pre-test 

In analysing the data, the 

researcher gives to a student’s the test 

that consists of 10 items. The kind of 

analysis is multiple choice. 

The result of the students’ score in 

enriching vocabulary using the drill 

method in the pre-test and post-test 

2. The result of the student’s post-test 

a. Description of Students’ Post-test 

The test had the same form as the 

test in pre-test which means the 

instruction was alike.  

b. Scoring of Students’ Post-test 

For scoring of students’ pretest, 

the researcher gives 10 points for each 

correct item, and 0 points for each 

incorrect item, so the total score was 

100 points. The time allocated for 

doing the test was 45 minutes. 

c. The Result of StudentsPost-test 

3. Searching for the Final Result of 

Research 

To search the final result of this 

research, the researcher used t-test as an 

instrument in this research to analyse 

and got the value 

The table shows that the result of ∑d = -

540 and ∑d2 = 14200 

B. The Analysis of Data 

In analysing the data, she tried to find 

out the standard of differences (SDD) with 

the formula : 

SDD = √
14200

25
 – (

−540

25
)2 

SDD = √568 −  (−21,6)2 

SDD = √568 −  466,56 

SDD = √101,44 

SDD = 10,072 

To find out te mean of differences (MD) 

between variable X and Y, the researcher 

used the formula : 

MD = 
−540

25
 

MD = -18,4 

After gaining the result of SDD= 10,072 

the research calculated the standard error 

from mean of differences (SEMD) between 

variable X and Y : 



88 
 

SEMD = 
10,072

√25−1
 

SEMD = 
10,072

√24
 

SEMD = 
10,072

4,899
 

SEMD = 2,056 

The last calculation is determining the 

result of t observation (to) of the test with the 

formula : 

to = 
−21,6

2,056
 

to = -10,506 

The result -10,506indicated that there 

was a difference of degree as much as -10,506 

regardless of the minus, it does not indicate 

the negative score. 

Then, to complete the result of the 

research, the researcher finds out the degree 

of freedom (DF) with the formula : 

Df = 25 – 1 

Df = 24 

Df = 24 (see the table of  “t” value at the degree 

of significance of 5% and 1%) 

At the degree of significance 5% = 2,06 

At the degree of significance 1% = 2,80 

The result is 2,06<10,506> 2,80 

The result of analysing the data by using 

the above formula shows that the coefficient 

is 10,506; it means that there is a significant 

increase after the drill method is used to 

enrich student’s vocabulary. 

C. The Interpretation of Data 

Having analysed the data of pre-test by 

using t-test formula, the result shows that 

the coefficient is 10,506 it means that there is 

a significance increase in teaching 

vocabulary by using the drill method. 

From the result of the calculation, it is 

obtained the value of the t observation (t0) is 

10,506 The degree of freedom (df) is 

(obtained from N-1) = (25–1=24). 

The researcher used the degree of 

significance of 5% and 1%. In the table of 

relevance, it can be seen the df 24 and the 

degree of significance of 5% and 1% the value 

of the degree of significance are 2,06 and 2,80. 

If compared with each value of the degrees of 

significance, the result is 2,06< 10,506  > 2,80. 

The result of calculation t0 (t-

observation) is higher than tt (t-table), t0>tt, 

the null hypothesis (H0) is rejected. If the 

result of calculation t0 (t-observation) is 

lower than tt (t-table), t0<tt, the null 

hypothesis is accepted. 

Since the score obtained from the result 

of calculating, the alternative hypothesis 

(Ha) is accepted and the null hypothesis (H0) 

is rejected. In other words, the writer 

hypothesis is accepted. It means that there 

are significant differences between the 

student’s achievement in learning vocabulary 

skill using the drill method. 

Based on the result of data analysis, it is 

proven that the student’s score of vocabulary 

taught by using the drill method is increase. 

It means that the use of the drill method in 

teaching vocabulary is effective. Another 

reason based on the student’s responses is 

because most student’s find that drill method 

is enjoyable. This reason leads to better 



89 
 

attention in learning and stimulates them to 

participate in drill method activities 

V. CONCLUSION 

Based on the research results, the 

researcher draws the following conclusion: 

Effect students vocabulary skill through drill 

method is very useful. It can be seen from the 

result of students post-test and also from the 

value of t-test. The result of the research can 

be seen where the mean score before 

treatment and after treatment was 10,506. 

While the t-test score showed that because 

tcount is higher than ttable (10,506 > 2,06) with 

a = 5% and df 25. Since t-test measurement 

was more elevated than t-table, it means that 

effect students vocabulary skill through drill 

method can be used as the method to effect 

students vocabulary skill. From the 

calculation enclosed, there was a significant 

difference in the achievement between 

before treatment and after treatment. 

VI. REFERENCES 

Abdurrahman, M. (2003). Pendidikan bagi 
anak berkesulitan belajar. Jakarta: 
Rineka Cipta. 

Aebersold, J. A., & Field, M. L. (1998). From 
reader to reading teacher: Issues and strategies 
for second language classrooms. Ernst Klett 
Sprachen. 

Aziz, I. N. (2019). Implementation of SQ3R 
Method in Improving the Students’ 
Basic Reading Skill. EDUCATIO: Journal 
of Education, 4(1), 102–110. 

Aziz, I. N., & Dewi, Y. A. S. (2019). The 
Concept of Language Environment: A 
Descriptive Study at Madrasah Aliah 
Keagamaan Gresik. EDUKASI: Jurnal 
Pendidikan Islam, 7(2), 1–23. 

Cut Fitriani, M. A. R., & Usman, N. (2017). 
Kompetensi Profesional Guru Dalam 

Pengelolaan Pembelajaran Di Mts 
Muhammadiyah Banda Aceh. Jurnal 
Administrasi Pendidikan: Program 
Pascasarjana Unsyiah, 5(2). 

Daif-Allah, A. S., & Khan, M. I. (2016). The 
Impact of Open Discussion Sessions on 
Enhancing the Oral Communicative 
Abilities of Saudi English Language 
Majors at Buraydah Community 
College. English Language Teaching, 9(6), 
108. 
https://doi.org/10.5539/elt.v9n6p108 

Fathurrohman, P., & Sutikno, M. S. (2007). 
Strategi Belajar Mengajar Melalui 
Penanaman Konsep Umum & Konsep 
Islami. 

Gove, P. B. (1986). New International 
Dictionary. Springfield, MA: Merriam-
Webster Inc. 

Gudu, B. (2015). Teaching Speaking Skills in 
English Language Using Classroom 
Activities in Secondary School Level in 
Eldoret Municipality, Kenya. Journal of 
Education and Practice, 6(35), 55–63. 
Retrieved from 
http://eric.ed.gov/?id=EJ1086371 

Harmer, J. (2001). 
[Jeremy_Harmer]_How_to_Teach_Engli
sh(BookFi).pdf. 

Hurlock, E. B. (1978). Child growth and 
development. Tata McGraw-Hill 
Education. 

Jamal, A. (2013). tips aplikasi PAKEM 
(pembelajaran aktif, kreatif, efektif, dan 
menyenangkan). Yogyakarta: DIVA 
Press. 

Johar, R., & Hanum, L. (2016). Strategi Belajar 
Mengajar. Deepublish. 

Keshta, A. S., & Al-Faleet, F. K. (2013). The 
effectiveness of using puzzles in 
developing Palestinian tenth graders’ 
vocabulary achievement and retention. 
Humanities and Social Sciences, 1(1), 46–57. 

Lepola, J., Lynch, J., Laakkonen, E., Silvén, 
M., & Niemi, P. (2012). The role of 
inference making and other language 
skills in the development of narrative 
listening comprehension in 4-6-year-
old children. Reading Research Quarterly, 
47(3), 259–282. 
https://doi.org/10.1002/RRQ.020 



90 
 

Megawati, D. (2014). Penggunaan Metode 
Drill untuk Meningkatkan 
Kemampuan Membaca Mata Pelajaran 
Bahasa Indonesia Siswa Kelas II di 
MIM Danurejo Magelang Tahun 
Pelajaran 2013/2014. Skripsi. Yogyakarta: 
UIN Sunan Kalijaga. 

Morgan, C. T. (1976). Brief introduction to 
psychology. Tata McGraw-Hill 
Education. 

Nation, I. S. P. (2005). Teaching and 
learning vocabulary. In Handbook of 
research in second language teaching and 
learning (pp. 605–620). Routledge. 

O’Dell, F., Read, J., & McCarthy, M. (2000). 
Assessing vocabulary. Cambridge 
university press. 

Richards, J. C. (2013). Curriculum 
approaches in language teaching: 
Forward, central, and backward 
design. RELC Journal, 44(1), 5–33. 
https://doi.org/10.1177/00336882124732
93 

Richards, J. C., & Renandya, W. A. (2002). 
Methodology in language teaching: An 
anthology of current practice. Cambridge 
university press. 

Sagala, S. (2010). Konsep dan makna 
pembelajaran. Bandung: Alfabeta. 

Schunk, D. H. (2012). Learning Theories an 
Educational Perspective. Space Science 
Reviews (Sixth, Vol. 71). New York: 
Pearson an AB. 
https://doi.org/10.1007/BF00751323 

Sudiana, N. (1989). Dasar-dasar proses belajar 
mengajar. PT Sinar Baru Algensindo. 

Abdurrahman, M. (2003). Pendidikan bagi 
anak berkesulitan belajar. Jakarta: 
Rineka Cipta. 

Aebersold, J. A., & Field, M. L. (1998). From 
reader to reading teacher: Issues and strategies 
for second language classrooms. Ernst Klett 
Sprachen. 

Aziz, I. N. (2019). Implementation of SQ3R 
Method in Improving the Students’ 
Basic Reading Skill. EDUCATIO: Journal 
of Education, 4(1), 102–110. 

Aziz, I. N., & Dewi, Y. A. S. (2019). The 
Concept of Language Environment: A 
Descriptive Study at Madrasah Aliah 
Keagamaan Gresik. EDUKASI: Jurnal 

Pendidikan Islam, 7(2), 1–23. 
Cut Fitriani, M. A. R., & Usman, N. (2017). 

Kompetensi Profesional Guru Dalam 
Pengelolaan Pembelajaran Di Mts 
Muhammadiyah Banda Aceh. Jurnal 
Administrasi Pendidikan: Program 
Pascasarjana Unsyiah, 5(2). 

Daif-Allah, A. S., & Khan, M. I. (2016). The 
Impact of Open Discussion Sessions on 
Enhancing the Oral Communicative 
Abilities of Saudi English Language 
Majors at Buraydah Community 
College. English Language Teaching, 9(6), 
108. 
https://doi.org/10.5539/elt.v9n6p108 

Fathurrohman, P., & Sutikno, M. S. (2007). 
Strategi Belajar Mengajar Melalui 
Penanaman Konsep Umum & Konsep 
Islami. 

Gove, P. B. (1986). New International 
Dictionary. Springfield, MA: Merriam-
Webster Inc. 

Gudu, B. (2015). Teaching Speaking Skills in 
English Language Using Classroom 
Activities in Secondary School Level in 
Eldoret Municipality, Kenya. Journal of 
Education and Practice, 6(35), 55–63. 
Retrieved from 
http://eric.ed.gov/?id=EJ1086371 

Harmer, J. (2001). 
[Jeremy_Harmer]_How_to_Teach_Engli
sh(BookFi).pdf. 

Hurlock, E. B. (1978). Child growth and 
development. Tata McGraw-Hill 
Education. 

Jamal, A. (2013). tips aplikasi PAKEM 
(pembelajaran aktif, kreatif, efektif, dan 
menyenangkan). Yogyakarta: DIVA 
Press. 

Johar, R., & Hanum, L. (2016). Strategi Belajar 
Mengajar. Deepublish. 

Keshta, A. S., & Al-Faleet, F. K. (2013). The 
effectiveness of using puzzles in 
developing Palestinian tenth graders’ 
vocabulary achievement and retention. 
Humanities and Social Sciences, 1(1), 46–57. 

Lepola, J., Lynch, J., Laakkonen, E., Silvén, 
M., & Niemi, P. (2012). The role of 
inference making and other language 
skills in the development of narrative 
listening comprehension in 4-6-year-



91 
 

old children. Reading Research Quarterly, 
47(3), 259–282. 
https://doi.org/10.1002/RRQ.020 

Megawati, D. (2014). Penggunaan Metode 
Drill untuk Meningkatkan 
Kemampuan Membaca Mata Pelajaran 
Bahasa Indonesia Siswa Kelas II di 
MIM Danurejo Magelang Tahun 
Pelajaran 2013/2014. Skripsi. Yogyakarta: 
UIN Sunan Kalijaga. 

Morgan, C. T. (1976). Brief introduction to 
psychology. Tata McGraw-Hill 
Education. 

Nation, I. S. P. (2005). Teaching and 
learning vocabulary. In Handbook of 
research in second language teaching and 
learning (pp. 605–620). Routledge. 

O’Dell, F., Read, J., & McCarthy, M. (2000). 
Assessing vocabulary. Cambridge 
university press. 

Richards, J. C. (2013). Curriculum 
approaches in language teaching: 
Forward, central, and backward 
design. RELC Journal, 44(1), 5–33. 
https://doi.org/10.1177/00336882124732
93 

Richards, J. C., & Renandya, W. A. (2002). 
Methodology in language teaching: An 
anthology of current practice. Cambridge 
university press. 

Sagala, S. (2010). Konsep dan makna 
pembelajaran. Bandung: Alfabeta. 

Schunk, D. H. (2012). Learning Theories an 
Educational Perspective. Space Science 
Reviews (Sixth, Vol. 71). New York: 
Pearson an AB. 
https://doi.org/10.1007/BF00751323 

Sudiana, N. (1989). Dasar-dasar proses belajar 
mengajar. PT Sinar Baru Algensindo.