Contextual clues technique to improve the students’ achievement on vocabulary

Firdus, Mohammad (2016) Contextual clues technique to improve the students’ achievement on vocabulary. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Vocabulary is one of the language components of English. It is considered to be the most important component to be taught because by mastering vocabulary, the students can learn language more easily. In fact, however, when teaching English vocabulary to junior high school students, the writer found that most of the students got difficulty in mastering vocabulary. They did not know the meanings of the unknown words appearing in a text or sentences. Besides, the teacher explained the materials using uninteresting strategy or improper technique to support his/her teaching. This made the students feel bored and they did not have any motivation in learning language. So, the writer decided to apply Contextual Clues Technique (CCT) in teaching English vocabulary to improve the students’ achievement on vocabulary. The objectives of this study are to know (1) to what extend CCT can improve the students’ achievement on vocabulary and (2) how can the students’ achievement on vocabulary of the second grader s of SMPN I Labang Bangkalan of the academic year 2013/2014 be improved through CCT. In this study, there were two types of data, the quantitative and qualitative data. The quantitative data were collected through pretest, test 1, test 2, and posttest. The qualitative data were collected through observation checklist and field note, teacher’s diary, questionnaire, and interview with the four students. The quantitative data were analyzed using descriptive statistic to compare the mean scores of each test and also using T-test analysis to find the significance of the improvement. The qualitative data were analyzed using the descriptive analysis to know their improvement toward the use of CCT in learning vocabulary. Based on the result of the pretest which was carried out in the pre-cycle, the mean score of pretest was 61, 80, it was still below the minimum passing grade of the school of SMPN I LabangBangkalan, (70) which meant that only 12,5 % of the students obtained score the same as the minimum passing grade. It pointed out that the students’ achievement on vocabulary was low and it was categorized into sufficient level. The present classroom action research then was carried out by implementing Contextual Clues Technique (CCT) in three- planned cycles, cycle 1, cycle 2 and cycle 3. Each session consisted of planning, action, observation, and reflection where each cycle consisted of three sessions. The mean score of test 1 (69, 75) of the first cycle showed that there was a slight improvement on the students’ achievement on vocabulary through the CCT which meant that only 57, 5% of the students reached the minimum passing grade and it was categorized into sufficient level. The mean score of test 2 (77, 63) of the second cycle obviously showed that there was a good improvement on the students’ achievement on vocabulary using the technique which meant that 97, 5% of the students reached scores above the minimum passing grade and it was categorized into a good level. The mean score of posttest (89, 31) of the last cycle confirmatively showed that 100% of the students had reached scores above the minimum passing grade and it was categorized into a very good level which meant that the technique successfully and significantly improved the students’ achievement on vocabulary through the CCT. The findings of the study indicated that CCT was a good technique in two aspects: (1) in improving the students’ achievement on vocabulary, in guessing the meanings of the unknown words appearing in a text/ sentences, in answering the questions-text based, and in comprehending the content of the text; (2) in improving the class situation, the atmosphere of the class become alive; the students enjoyed learning vocabulary; students had high motivation to learn vocabulary, and learning unknown vocabulary was not hard to do anymore for them. The results of the study showed that CCT was a good technique to improve the students’ achievement on vocabulary and classroom situation.

Item Type:	Thesis (Masters)
Department:	["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords:	Contextual clues technique, achievement,vocabulary
Subjects:	English Education
Divisions:	Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User:	Thomas Aryanatan Lena
Date Deposited:	22 Mar 2016 05:14
Last Modified:	22 Mar 2016 05:14
URI:	http://repository.ukwms.ac.id/id/eprint/6524

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