RANI RAHAGIA

201710560211001

ANALYSIS JOURNAL OF STATISTIC

The Effect of Reading Short Drama on the Development of Vocabulary Skill of Iranian
Advanced EFL Learner of English

Authors:

Mostafa Dayyani Kheirabadi M.A.

Vahid Fallah Golchin M.A.

I. INTRODUCTION

The Purpose of the Study

This study was carried out to find the effectiveness of reading short drama on the
development of advanced EFL learners vocabulary skill.
Research Question(s)/ Problem(s)
Does reading short drama contributed significantly to the development of vocabulary skill
of Iranian advanced EFL learners of English?

II. RESEARCH METHODOLOGY

Participants
The participants of the study were 40 and all females advanced EFL learners at Zabansara
Institute in Tehran. The criterion is based on TOEFL test that passed at least 70% of the
total score. The participants were between the ages of 22 and 29 years old. The participants
were randomly assigned into 2 different groups; experimental group and control group,
each of group consists of 20 female students. In experimental group, the students given
treatment by reading short drama and for control group are by traditional reading method.
 Instruments
There are three measuring research instruments were used in this study:
1. Homogeneity Test (TOEFL Test)
This test was comprised of structure, error recognition/ analysis, and reading
comprehension. The reliability index was 0.76 done with group of 30 students.
2. A vocabulary test was administered as a pre-test
3. The same vocabulary test was administered as a post-test to determine their lexical ability
changes.
Procedure
The 40 participants were randomly divided into 2 groups, consists of 20 students. First, the
homogeneity test (TOEFL test) was administered to check the participants proficiency
level. Then, the pre-test (vocabulary test) was given in both of groups. After that, the
treatment began. The experimental group was given reading a short drama and for the
control group was given traditional reading method. Finally, the participants of both groups
received the vocabulary test as a post-test. Each group had 10 sessions of instruction over a
ten week period. The participants attended test in 90 minutes session.

III. RESULT & DISCUSSION

Data Analysis
The study is using SPSS software for analyzing and computing the data. They did not
contradict the assumptions of normal distribution. Paired Sample t-test was used to know
the assumption of normality of data for each variable. One Sample Kolmogorov- Sminov
test at the .05 level of significance was used for the data of the 2 groups. Convention
suggest this level be set at .05 where there are 5 chances in 100 of being wrong and 95
chances in 100 of being right. In other words, if there are fewer than 5 chances in 100 (.05
probability level or level of significance or p level/ value), tend to reject the null hypothesis
(i.e. p .05). In this study, if the level of significance is not lower than .05, then we can
conclude that the data are normal.
Table 1. One Sample Kolmogorov- Sminov test for reading drama group

In this table, vp30 means 30 items of vocabulary test (in pre-test) and v30 means 30 items
of vocabulary test (in post-test). This table indicates that p-values for both variables are
above .05 and it is indicate that the data in this group are normally distributed. The variable
v30 (post-test vocabulary) is .98 (p .05) in One Sample Komogorov Smirnov test and it
is higher than .05. Therefore, the value of this variable set at .05 is normal.

Table 2. One Sample Kolmogorov- Sminov test for traditional reading group

This table indicates that p-values for pre-test and post-test for traditional reading group (the
control group) are above .05. So, the data in this group are normally distributed. Paired
Sample is used to estimate the degree of difference (level of significance) between pre-test
and post-test in each group. The significance of Paired Sample t-test for any of the
variables is that the treatment has made a positive or negative impact on that variable. The
test is set at .05 level of significance.

Table 3. Paired Sample t-test for vocabulary (Group 1 Reading Drama)

This table indicates that the difference between the mean of the pre-test (12.30) and the
post-test (14.75) for vocabulary in this group is significant (p .05). The treatment has the
positive impact toward students performance in vocabulary test, so the null hypothesis of
the study is rejected.

Table 4. Paired Sample t-test for vocabulary (Group 2 Traditional Reading)

This table indicates that the difference between pre-test and post-test for vocabulary is not
significant. There is no significant difference between the mean of pre-test (10.70) and the
post-test (12.20) in vocabulary test. It can be concluded that group 1 (Reading Drama) did
better on the test than group 2 (Traditional Reading).
 Discussion
The results of this study revealed significant differences in the performance of the
participants in the first group (Reading Drama) compared to that of the participants in the
second group (Traditional Reading / Control Group). The participants in the first group
gained better scores.
H0: Reading drama does not contribute significantly to the development of vocabulary
skill of Iranian advanced EFL learners of English.
Result: There was a significant difference between reading drama and development of
vocabulary.
As the analyses showed, participants in the first group (Reading Drama) made significant
progress in their posttest with respect to vocabulary. Therefore, the treatment had a positive
impact on the performance of this group.