or EFL learners which attract many researchers to discuss about MWEs
including in this research. The focus of this research is to find out whether the
implementation of MWEs enriched the students’ vocabulary knowledge and to
know how the students’ ability to implement MWEs in sentences at SMAN 03
Bone. In this research, the researcher used qualitative approach and conducted
virtual classroom research. There are two data collection methods, observation
and interview. Meanwhile, for data analysis, the researcher conducted two
following analyses which called textual analysis and content analysis.
Based on the textual analysis, it shows that the students’ vocabulary
knowledge has been enriched from MWEs implementation. The main factor is
that MWEs provide two or more words and the participants got new English
words from the expression. In obtaining words, the researcher taught MWEs using
single word teaching technique which successfully expanded the students’
vocabulary knowledge. Meanwhile, in content analyses, the result revealed that
the students’ could only implement few expressions correctly in sentences. It
means that the students’ ability to implement MWEs in sentences is quite low and
limited.
A. Conclusion
From the result obtained from analysis and discussion in the previous
chapter, the researcher could draw conclusion in the following explanation
below:
1. The implementation of MWEs could enrich students’ vocabulary knowledge
in process of getting word to words meanings from the expressions using
single word teaching technique. From the MWEs test given, most
participants looked the expressions from its word to words meaning as they
could only remember the vocabularies from the expressions of MWEs than
idiomatic or metaphor meaning of MWEs. Sometimes, they produced
sentences by connecting the words meaning of the expression with the
words that exist in sentences that they completed. This proves that the
implementation of MWEs successfully enriches the students’ vocabulary
knowledge at SMAN 03 Bone.
2. The students’ MWEs implementation abilities in sentences were still lack
and limited. The main factor was that the word to word meanings of MWEs
make students difficulty understand the idiomatic meanings which impeded
them to implement MWEs correctly in sentences. The second was that the
students could not produce sentences from the very new expressions of
MWEs. They could only use easily the familiar expressions. Also, the
implementation of MWEs revealed some new insights for their use. First,
the use of MWEs was not only influenced by the students’ cognitive but it
was influenced by the student’ mental or psychology’s students as well.
Second, the use of MWEs could be easier if the students know the idiomatic
meanings rather than the word to words meanings. Third, the more
frequently MWEs practiced in sentences, the more MWEs would be familiar
for students. Then, the more MWEs become familiar for students, the more
able they could produce correct sentence using MWEs.
B. Suggestion
Learning MWEs for EFL learners are commonly difficult because EFL
learners are different with language one learners. In implementing MWEs, it is
needed for students to understand the idiomatic meaning rather than word to
word meanings of MWEs. In this research, it had more focus on using a single
word teaching way causing students get more vocabulary knowledge but made
students difficultly understand the idiomatic meaning. So, the students got
limited ability to implement MWE in sentences. For the next research,
innovation teaching method or technique is important to aid students remember
the expressions of MWEs including their hidden or idiomatic meaning. The
next researcher should have more focus on helping students to increase
students’ MWEs implementation ability through idiomatic translation rather
than a single word teaching technique. This would help the EFL learners to get
the meaning of the expression based into the target language so that their
abilities in implementing MWEs in sentences could enhance.

STAR20200136

136/2020

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