The Effect of Integrated Language Teaching on Students' Vocabulary Retention as Compared to Non-Integrated One: The Case of Grade Ten Students of Jimma University Community School.

Abstract

The main objective of this study was to assess whether or not the vocabulary lessons in the Grade Ten English text are effective in enhancing students' vocabulary retention. In order to conduct the study, two grade ten sections of Jimma University Community School (JUCS) were involved as experimental and control group. Section A was taken as an experimental group and the students were offered vocabulary lessons designed by the researcher in an integrated manner taking the core vocabulary items that are included in units three and four of the grade 10 English textbook. On the other hand, Section B was used as a comparison group and students in this section were made to attend the usual vocabulary lessons and activities that appear in the student textbook. The main instruments used to collect data for the study were classroom observation, interview and vocabulary retention tests. Two tests were administered for all the students of the two sections after each unit was covered. The results of the observation were analyzed together with the results of the interview descriptively. Besides, the mean and standard deviation of the test scores were computed and analyzed. In addition an independent samples t-test was administered to see if there was a significant difference in vocabulary retention between the two groups. The study revealed that the students in the experimental group scored a significantly better result than the students in the control group in the vocabulary retention tests administered to both groups.