IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH THE VAK (VISUAL, AUDITORY, KINESTHETIC) LEARNING METHOD IN EFL CLASSROOM
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Abstract
This study investigated the effect of the Visual, Auditory, and Kinesthetic (VAK) method on the
vocabulary mastery of eleventh-grade students at SMAN 3 Brebes and analyzed students'
responses towards the method. A quasi-experimental design with pre-test–post-test
instrument was utilized with two intact groups (N = 70): an experimental group (n = 35) received
VAK-based instruction and a control group (n = 35) received regular instruction. The
experimental group exhibited an improvement from M = 77.00 (SD = 5.906) to M = 84.03 (SD =
6.304), whereas the control group progressed from M = 69.23 (SD = 4.929) to M = 74.46 (SD =
5.606). The paired-sample t-test for the experimental group revealed a significant increase (t =
13.327, df = 34, p = .000). The independent-sample t-test of post-test results revealed a significant
difference between groups (p = .000), with the experimental group outperforming the control
group by an average of 9.571 points. The questionnaire findings revealed predominantly positive
student responses, especially with motivation, significant multisensory learning, and enhanced
classroom engagement. The data indicate that VAK is statistically effective and well-received for
facilitating vocabulary development in an EFL context.
Article Details
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