Incorporating Secret Door in Teaching Vocabulary for EFL Vocational Secondary School Students in Indonesia

Abstract

This study seeks to: (1) assess students’ vocabulary mastery levels before and after utilizing the Secret Door approach; and (2) ascertain whether employing the Secret Door method enhances students’ vocabulary. This supports the idea that using the Secret Door approach improves pupils’ vocabularies. Pre-experimental One Group Pretest-Posttest Design with a Sample of 16 Students from Class X IPS 2 and Cluster Random Sampling Technique is the design employed in this study. The test served as an instrument for the researcher to gather the data. Data research revealed that applying the Secret Door approach increased students’ vocabulary mastery. It can be proven by the t-test value of -27.547 which is less than the t-table value of 2.602, which means that H0 of this research was rejected and H1 was accepted. Therefore, it can be concluded that the use of the Secret Door method improves students’ vocabulary at the first-year students of Vocational Secondary School in South Sulawesi.