The main objective of this study is to examine the implementation of lexical set as a vocabulary teaching technique for higher secondary school students focused on teaching materials, test materials, and students’ achievement. The method used in this study is analysis of the content coverage of the documents relevant to the research. The participants of this study are 36 students in the eleventh grade of one of the higher secondary schools in Boyolali. The data collection techniques of this study are observation, interview, and document analysis. The data was analyzed using the cognitive dimension of the revised Bloom’s taxonomy by Anderson and Krathwohl (2001). The findings of this research are: (1) The teaching material does not cover the variability of word classes since only nouns are included. Additionally, the teaching material only includes several indicators of successful vocabulary learning which are the words’ meaning, pronunciation, and spelling. (2) The test covered the same group of words presented in the teaching material and function as a reinforcement of the vocabulary they have learned using lexical set. The test items consist of two parts, a matching (C1) and sentence building (C3) which belong to the first and the third level of Bloom's taxonomy, respectively. (3) The result of the test is very good since all thirty-six students got the maximum score (100) on the first test. However, there are a few students who have difficulty in using the words to form new sentences that are grammatically correct especially in certain vocabulary. As the result, in the second part of the test, only 14 students managed to receive the maximum score (100) and the rest of the students receive various scores like 85, 90, and 95. To sum up, the students performed remarkably well in comprehension as shown in their overall scores within the range of 92.5 to 100.
Keywords: lexical set, vocabulary teaching technique, teaching materials, test materials, students’ achievement
