Abstract:
This study investigated the effects of four-dimensional vocabulary teaching strategies on grade Nine English classes students’ vocabulary performance. The four-dimensional vocabulary teaching strategies comprises teaching textual meaning (strategies from grade 9 textbook), denotative meaning (using dictionary), connotative meaning (using students’ background knowledge) and word representation (sketching symbol or picture). In other words, these dimensions include synonym, antonym, dictionary, definition, translation and mind map techniques. The study focused on the vocabulary items designed in the students’ textbook and teachers guide. A quasi-experimental research design was used, with two intact sections of Grade 9 students selected through simple random sampling. The data were collected using questionnaire, vocabulary test and classroom observation. The questionnaire and the classroom observation served to collect the data on the changes in students’ reaction towards and challenges faced them to participate in the four-dimensional teaching strategies. Similarly, two sets of a test were designed based on the vocabulary items and assigned to pre- and post-tests using lottery system. The pre-test had been administered to subjects before they were stratified into groups in their actual classrooms. The pre-test helped the researcher to determine the homogeneity of students. As a result, the students were stratified into experimental and control groups based on their pre-test results. The students in the experimental group were taught the vocabulary items using the four-dimensional teaching methods for four months while the control group was taught the same words using the conventional techniques implied in the textbook. At the end, all students in both groups completed a post-test following the intervention. The data set were analyzed using both quantitative (descriptive and inferential statistical methods) and qualitative (thematic) approach. The findings revealed that the experimental group outperformed the control group. The questionnaire and observations substantiated the assertions made by the results of the test that implies the validity of the study. The study also concluded that the four-dimensional vocabulary teaching strategies significantly benefited students’ vocabulary performance in the experimental group
