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Name : Chea Dalin

ID : A048922
Subject : Writing Research Paper
Lecturer : Hour Vannak
Room : 706
Shif : Afernoon

RESEARCH PROPOSAL
Research Title: The Impact of Novel on Improving Students’ English Vocabulary: A Quasi-

Experimental Study on Cambodian Kindergarten/ Teenager Students

1. INTRODUCTION
1.1 PROBLEM STATEMENT

There are many common problems in learning or studying English, it such as poor grammar,
incorrect pronunciation, hesitation in speaking, especially knowledge of vocabulary. It always
happened in the class during learning or studying, it can affect to the results of student’s studying
too. Exactly, one among all of common problems above, Vocabulary ofen challenges, particularly
in International Languages School (ILS), When they come to verb variation and understanding
which tenses or words should be used in various situation. English has one of the biggest
vocabularies of all languages, and they can be very confusing for non-English speakers to mater.
Using vocabulary inaccurately is incredibly noticeable to anyone who’s first language is English,
though they don’t ofen change the meaning of their text.

International Languages School (ILS) could strongly encourage and motivate students to make
their reading habit in their daily life by using Novel Books. Almost students are always study hard
and they will get the improvement while they practice it again and again as the habits. To
improve their vocabularies, students should spend their time to read as much as they could, and
they also can do research more new words.
1.2 RESEARCH QUESTION

 Does in reading novel books improve students’ vocabulary?


 How could we encourage students love reading novel books ?

Null Hypothesis (HO): In class reading novel books don’t help students to improve their
vocabulary.
Alternative Hypothesis (HA): In class reading novel books help students to improve their
vocabulary.

1.3 RESEARCH OBJECTIVE

To determine students to improve their vocabulary in learning English by reading novel books.

1.4 SIGNIFICANCE OF STUDY

This study is a good way to help students who have been facing the problem with improvement
of vocabulary. It will help students to study or upgrade their ability to understand or know about
vocabulary. Students will have a specific way to improve their vocabulary by taking class reading
novel. During class reading novel books, students can read very well. More than that, especially
they can get more benefits.

Students will improve their reading because reading novel books.

During in class, reading novel books, students can see or face some problems when they read
because they cannot make right pronunciation, it like the first time that they meet something
new. So they are misunderstanding some vocabulary but when they can find out solution for
these problems, they can improve their vocabulary by reading novel books.

Students can improve their vocabulary when they meet it in class. When students study English,
they always stuck in any words like they do not know about it. Then when they taking in class
reading novel, they can start to note some hard vocabulary. So, they can easier to remember
that words and improve themselves very much on vocabulary.
Students can faster to understand and get the information during they scan the key words in
class reading novel. Almost of the students who are studying English languages, they are lack of
vocabulary and hard to get the meaning of the vocabulary which they have been facing. In
contrast, when students use class reading novel as their solution, they can see that they improve
their vocabulary. More than that, during class reading students can get more detail information
and understand clearly too.

To sum up, reading novel books can help students to improve their vocabulary and provide them
many benefits in their study English.

1.5 LIMITATION AND SCOPE OF STUDY

For this research, the researcher will implement in reading novel books to improve the
vocabulary of the students in order to make sure this intervention is better enough to use for
improving students. So, that’s why in this study, the researcher will just focus on only
kindergarten / teenager students’ International Languages School in both part time class, within
30 students. In addition, the time for intervention was limited to only 3 months which will be
taken on the quasi-experimental group for doing it. This study will be chosen the pre-test and
post-test observation because the time cannot too long, so it should be fine for using the
observation as the main instrument for study this problem.

2. RESEARCH METHODOLOGY
2.1 RESEARCH DESIGN

For this solution that use as an intervention, the researcher will use the before and afer quasi-
experimental research design for study this lack of vocabulary problem. It will be use quasi-
experimental group method because in experiment, observer may also define a sample to
whole population. Afer this study, it will be list down the problems that researcher mentioned.
To added, this research has the willing to solve and make the effective solution to improve the
vocabulary of the students in part time class of International Languages School 2019, within 30
students. So, to achieve the aim of sample the researcher has chosen from those to make sure
that the intervention is effective or not. The researcher will inform in class reading novel books
in the intervention for study this intervention will spend 3 months. This research, the researcher
will be able to control the time for intervention period.
2.2 DATA COLLECTION INSTRUMENT

In study the researcher wants to investigate about the pre-reading on students’ performance.
So, researcher will employ the pre-test to get the data from the sample. The group of students
will need to take the pre-test by researcher. The test that they’re going to get might be the
lesson that they are going to learn or study. It probably converted to the questionnaire for them.
Afer getting the results of pre-reading test. Researcher will put the new intervention (class
reading novel books) for them, explain on how to adopt this pre-reading for their time within 3
months. Afer practice the treatment, they’re requiring to take another test which is the post-
test. Last the researcher will be able to know how the difference or similarity of the study
sample.

2.3 SELECTING SAMPLES

The researcher will select the sample from INTERNATIONAL LANGUAGES SCHOOL by using the
random selection and select an existing group of the sample about 30 respondents from
teenager students’ part time class 2019. The sampling technique is under the quasi-
experimental design. So, there is no simple random sampling (SRS) involved in the process. One
more thing the researcher select them because they have enough sample size so that the results
afer introduced the treatment will be validity and reliability.
Literature Review

Nation (2001, as cited in Alqahtani, 2015) says vocabulary knowledge is ofen viewed as a critical
tool for second language learners because a limited vocabulary in second language impedes
successful communication. Underscoring the importance of vocabulary acquisition, Schmitt
(2000) emphasize that “lexical knowledge is central to communicative competence and to the
acquisition of a second language” p. 55.

Nation (2001, as cited in Alqahtani, 2015) further describes the relationship between vocabulary
knowledge and language use as complementary: knowledge of vocabulary enables language use
and conversely, language use leads to an increase in vocabulary knowledge. The importance of
vocabulary is demonstrated daily in and out the school. In classroom, the achieving students
possess the most sufficient vocabulary.

The National Reading Panel (2000, as cited National Reading Technical Assistance Center)
identified vocabulary as one of five major components of reading. Its importance to overall
school success and more specifically to reading comprehension is widely documented (Baker,
Simmons, & Kame’enui, 1998; Anderson & Nagy, 1991). NRP stated that vocabulary plays an
important role both in learning to read and in comprehending text: readers cannot understand
text without knowing what most of the words mean. “Teaching vocabulary will not guarantee
success in reading, just as learning to read words will not guarantee success in reading.

Biemiller (2005, as cited National Reading Technical Assistance Center) says that however, lacking
either adequate word identification skills or adequate vocabulary will ensure failure”.

Kamil & Hiebert (2005, as cited National Reading Technical Assistance Center) says Vocabulary is
generically defined as the knowledge of words and word meanings. More specifically, we use
vocabulary to refer to the kind of words that students must know to read increasingly demanding
text with comprehension. It is something that expands and deepens over time.
References
1. Alqahtani, M. (2015). The importance of vocabulary in language learning and how
to be taught. International Journal of Teaching and Education, Vol. III (3), PP.
21-34., 10.20472/TE.2015.3.3.002

2. [NRTAC], 2010. A Review of the Current Research on Vocabulary Instruction.


National Reading Technical Assistance Center.

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