Abstrak
The purpose of this study was to find out whether there were significant differences in improving the vocabulary of students who are taught using the Extensive Reading strategy and those taught using the Intensive Reading strategy in the tenth grade of SMK Kesehatan Kaltara Tarakan. This research method is Quasi-experimental. Samples were selected using the purposive sampling technique. There are two classes sampled in this study. The treatment for the experimental class was taught using the Extensive Reading Strategy and the control class using the Intensive Reading Strategy. The research instrument was a multiple-choice written test. The data analyzed were the pre-test and post-test from the experimental and control classes. In analyzing the data, researchers used an independent sample T-test at SPSS 23.0. The results showed that there were differences in the scores of students from the experimental class and the control class. This is evidenced by the results of the student's average score. The test results before being given the treatment (pre-test) of the experimental class obtained an average score of 40.00 and the control class obtained 51.11. Whereas for the posttest results, the experimental class with a mean score of 69.81, and the posttest results for the control class with a mean score of 64.26. This can be seen from the two classes getting a higher increase after giving a treatment by using extensive reading and intensive reading strategies. The results of the independent sample T-test between the posttest in the experimental class and the control class were (t-score = 2.559)> (t-table = 2.007) with a value of 0.13. Based on the explanation above, the results of the data analysis prove that there is a significant difference between students who are taught using the Extensive Reading strategy and students who are taught using the Intensive Reading strategy in increasing student vocabulary. Ha is accepted when the t-score is higher than the t-table, while Ho is rejected.