METHODOLOGYParticipantsSixty BA stu

METHODOLOGY
Participants
Sixty BA students of accounting aging from 18-26 in Science and Applied University of Technology in Dehloran city in the country of Iran participated in this study. After experiencing participants by technical vocabulary pre-test, 40 (N=40) of them were chosen and were assigned randomly to two groups of 20, namely a control group and an experimental group. The two classes included 12 male and 8 female students. The participants came from various socioeconomic backgrounds and different cities of Iran.
Instruments
- Teacher-made Technical Vocabulary Pre-test
To achieve maximum of possible homogeneity among the subjects regarding their general vocabulary, a vocabulary test was administered at the beginning of the study. The reliability of this test was calculated by Cronbach Alpha Formula which was 0.95. In reality, the test included 50 multiple-choice items. The grades were calculated out of 100. The teacher-made technical vocabulary test with 50 multiple-choice items was administered to test the ESP learners’ ability regarding their technical vocabulary knowledge (see appendix 1).
- Teacher-made Technical Vocabulary Post-test
After the subjects were homogenized regarding their general vocabulary knowledge the task based instruction was started for experimental group within seven weeks (two sessions each week) whereas the control group was taught in traditional method. In order to see whether the task-based instruction of vocabulary had any significant impacts on ESP learners’ technical vocabulary knowledge, the same technical vocabulary test with 30 items was administered as the post-test after treatment (see appendix 1).

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METODOLOGI
Peserta
Enam puluh mahasiswa BA akuntansi penuaan 18-26 dalam Sains dan Terapan University of Technology di kota Dehloran di negara Iran berpartisipasi dalam penelitian ini. Setelah mengalami peserta dengan kosakata teknis pre-test, 40 (N = 40) dari mereka dipilih dan ditugaskan secara acak untuk dua kelompok 20, yaitu kelompok kontrol dan kelompok eksperimen. Dua kelas termasuk 12 laki-laki dan 8 siswa perempuan. Para peserta berasal dari berbagai latar belakang sosial ekonomi dan berbagai kota Iran.
Instrumen
- Guru buatan Teknis Kosakata Pre-test
Untuk mencapai maksimum yang mungkin homogenitas antara subyek mengenai kosa kata umum mereka, tes kosakata diberikan pada awal penelitian. Keandalan tes ini dihitung dengan Cronbach Alpha Formula yang 0,95. Pada kenyataannya, tes termasuk 50 item pilihan ganda. Nilai-nilai dihitung dari 100. Tes kosakata teknis guru-dibuat dengan 50 item pilihan ganda diberikan untuk menguji kemampuan peserta didik ESP 'mengenai adanya pengetahuan kosakata teknis (lihat lampiran 1).
- Guru buatan Teknis Kosakata Post-test
setelah subjek dihomogenisasi tentang pengetahuan kosakata umum mereka instruksi berdasarkan tugas dimulai untuk kelompok eksperimen dalam waktu tujuh minggu (dua sesi setiap minggu) sedangkan kelompok kontrol diajarkan dalam metode tradisional. Dalam rangka untuk melihat apakah instruksi berbasis tugas dari kosakata punya dampak signifikan terhadap pengetahuan kosakata teknis ESP peserta didik, tes kosakata sama teknis dengan 30 item diberikan sebagai post-test setelah pengobatan (lihat lampiran 1).