fostering student’s vocabulary through context …

FOSTERING STUDENT’S VOCABULARY THROUGH CONTEXT CLUE

(A Classroom Action Research at eleventh grade of M.A. Al-Khairiyah Jakarta

Academic Year 2019/2020)

A “Skripsi”

Presented to the faculty of Tarbiya and Teachers’ Training

in a Partial Fulfilment of Requirements

for the Degree of S.Pd (S-1) in English Language Education

By

Ahmad Baydhowi

11150140000109

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF

HIDAYATULLAH

JAKARTA

2020

iv

ABSTRACT

Ahmad Baydhowi ( 11150140000109). Fostering Student’s Vocabulary

through Context Clue (A Classroom Action Research at the eleventh grade of

M.A. Al-Khairiyah Jakarta in Academic Year 2019/2020). A “Skripsi” of

English Education Department at Faculty of Tarbiyah and Teacher’s Training,

Syarif Hidayatullah State Islamic University, Jakarta, 2020.

Advisor I :Drs. Syauki, M.Pd.

Advisor II : Yenny Rahmawati, M.Ed.

The aim of this research was to find out how the vocabulary of the

students fostered if using the Context Clue strategy. The subject of the research

was the students of the XI-Science class of M.A. Al-Khairiyah Jakarta which

consists of 40 students. In executing this research, the writer used Classroom

Action Research as the methodology of research. The Classroom Action Research

was adopted by Kurt Lewin and it was implemented in two cycles. According to

Kurt Lewin’s design of Classroom Action Research were planning,acting,

observing and reflecting. The data were gathered through quantitative and

qualitative methods. To collect the qualitative data, the instruments used were

interviews and observation sheets. The interview was addressed to the students

and the English teacher. The observation sheet was used to observe the researcher

and the student’s performance during treatments. Meanwhile, to collect the

quantitative data, the writer used tests as instruments. Students had been

examined by three tests. It was pretest, post-test 1 and post-test 2. The result of

the interview from the teacher and the students, they felt this strategy foster

student’s vocabulary. In observation, the result implied that learning activity

during treatments was working well and interesting. The students were expressing

their attention better after implementing context clues. Most of the student’s score

was improved and reached the Minimum Mastery Criterion-Kriteria Ketuntasan

Minimal (KKM) of English lesson was 75(seventy-five). Students' mean score

was improved from each test. From all descriptions above, as a result of the

research, it concluded that Context Clue Strategy able to foster student’s

vocabulary.

Keywords : Vocabulary, Context Clue Strategy, Classroom Action Research

v

ABSTRAK

Ahmad Baydhowi ( 11150140000109). Fostering Student’s Vocabulary

through Context Clue (Penelitian Tindakan Kelas pada Siswa Kelas 11

diM.A. Al-Khairiyah Jakarta). Skripsi, Jurusan Pendidikan Bahasa Inggris,

Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2019.

Dosen Pembimbing I : Drs. Syauki, M.Pd.

Dosen Pembimbing II : Yenny Rahmawati, M.Ed

Tujuan dari penelitian ini adalah untuk mengungkap bagaimana kosakata

murid meningkat jika menggunakan stategi Context Clue. Subjek dari penelitian

adalah murid dari kelas XI MIPA M.A. Al-Khairiyah Jakarta yang berjumlah 40

murid. Dalam melaksanakan penelitian ini, penulis mneggunakan Penelitian

Tindakan Kelas sebagai metodelogi penelitian. Penelitian Tindakan Kelas di

adopsi dari Kurt Lewin dan penelitian ini dilaksankan dalam dua siklus. Menurut

Kurt Lewin, desain penelitian tindakan kelas terdiri dari perencanaan,

pelaksanaan, observasi dan refleksi. Pengumpulan data dilakukan melalui metode

kualitatif dan kuantitatif. Untuk mengumpulan data kualitatif, instrumen yang

digunakan adalah wawancara dan lembar observasi. Wawancara diarahkan

untuk guru dan murid. Lembar observasi digunakan untuk memantau kegiatan

peneliti dan murid selama pengajaran. Sementara itu, untuk untuk

mengumpulakan data kuantitatif, penulis menggunakan test sebagai instrument.

Murid-murid telah di uji dengan tiga tes. Yaitu pre-test, post-test 1 dan post-test 2.

Hasil dari wawancara dari guru dan murid, mereka merasa bahwa strategi ini

meningkatkan kosakata mereka. Di observasi, disimpulkan hasilnya jika aktivitas

pembelajaran selama pengajaran berjalan dengan baik dan menarik. Murid-murid

mengungkapkan perhatian mereka lebih baik setelah menggunakan context clue.

Kebanaykan dari nilai murid-murid meningkat dan mencapai Kriteria Ketuntasan

Minimal (KKM) Bahasa inggris yaitu 75 (tujuh puluh lima). Nilai rata-rat siswa

meningkat disetiap tes-tes yang ada. Dari semua penjelasan di atas, sebagai hasil

dari penelitian ini, di simpulkan bahwa strategi Context Clue bisa meningkatkan

kosakata siswa.

Kata Kunci : Kosakata, Strategi Context Clue, Penelitian Tindakan Kelas

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All praise be to the Almighty Allah, the Lord of the Worlds, who always

given the graces and blessing for all His servants. The writer is blessed with the

abundant favors that Allah has bestowed during the process of finishing this

research study. Peace and regards are upon the prophet of Muhammad SAW

(peace be upon him), his family, his companions, and his adherence who has

strived and led humankind to the right path of Muslim.

In this opportunity, the writer wanted to express his gratitude to anyone

who supported the writer in creating this research until it was finished. Also to

accompany him on his journey to reach Bachelor Degree “S.Pd.”. The first thank

was given to his parents, Mr. Drs. H. M. Mukadjam and Mrs. Hj. Rohayah. With

all their prayer and encouragement to the writer, unstoppable support and trust

given until this research was finished. The writer also wanted to gave his great

thankful for big sister Yulia Ayuf, S.E. and big brother Riza Fahlapi, S.Kom who

always facilitated, helped, and gave advice to the writer for always being strong

and confident.

Morefurther, the writer also express deep gratitude to his research advisor

Drs. Syauki, M.Pd, and Yenny Rahmawati, M.Ed for always being ready to help,

gave advice, support, motivate, facilitate and encourage the writer in his process

in doing the research until it was done. Besides his family and his research

advisors, the writer also expresses many thanks to these people sincerely and

everything was given to:

1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

2. Didin N Hidayat, MA. TESOL., Ph.D., as the Head of the Department

of English Education and Zaharil Anasy, M.Hum., as the Secretary of

the Department of English Education.

vii

3. Zaharil Anasy, M.Ag., as the Advisor of the C class in the academic year

2015/2016.

4. All of the lecturers in the Department of English Education have

become the students’ source of inspiration and who have provided

extraordinary knowledge

5. Nurul Huda, the English teacher eleventh-grade science class at M.A. Al-

Khairiyah,for all help, guidance, support, and advice during the research in

the school

6. For his closest friend, Salsabila, Moza Hastin Pratiwi and Siti Utami. For

accepting every emotion, a good listener and always restored my spirit.

7. For all friends in the English Education Department, especially for C class

academic year 2015/2016. Thank you for accepting me as I am.

8. For LDK Syahid members, An-Namls, Az-Zukhrufs, Al-A’rafs, Al-Isra’s,

etc, People who committed to gave me a place, thoughts and personality to

become better. Also for delight moments made me happier.

9. The students of XI Science at M.A. Al-Khairiyah Jakarta who have

participated in this research.

10. Everyone who has provided his/her time to give moral support and

motivation in completing this research. May Allah SWT bless him/her

with His blessings.

In the end, the writer finds out if this skripsi was imperfect and

correctable, he accepts every constructive comment and suggestion from anyone

who reads this skripsi. Big hope expected by the writer for all comments and

suggestions in aim for better writing for the writer.

Jakarta, 19 January 2020

Ahmad Baydhowi

viii

TABLE OF CONTENT

APPROVAL........................................................................................................... i

ENDORSMENT SHEET ..................................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ................................................... iii

ABSTRACT .......................................................................................................... iv

ABSTRAK ... ......................................................................................................... v

ACKNOWLEDGMENT...................................................................................... vi

TABLE OF CONTENT ....................................................................................... vi

LIST OF TABLE................................................................................................. xi

LIST OF FIGURES ............................................................................................. vi

LIST OF APPENDICES .................................................................................... vii

CHAPTER I : INTRODUCTION .. ..................................................................... 1

A. The Background of the Study .................................................................. 1

B. Identification of the Problem ................................................................... 3

C. Limitation of the Problem ........................................................................ 4

D. Formulation of the Problem ..................................................................... 4

E. The Objective of The Study ..................................................................... 4

F. The Significance of The Study ................................................................ 4

CHAPTER II : THEORETICAL FRAMEWORK .. ......................................... 5

A. Theoretical Description ........................................................................... 5

1. Vocabulary ........................................................................................ 5

a. Definition of Vocabulary ........................................................... 5

b. Types and Classification of Vocabulary .................................... 6

c. Ways in Teaching Vocabulary .................................................. 8

2. Context Clue .................................................................................... 11

a. Definition of Context Clue ....................................................... 12

b. Types & Classification of Context Clue .................................. 13

ix

c. Advantages of Using Context Clue ....................................... 14

d. Disadvantages and Struggle of Using Context Clue ............... 15

B. Teaching Vocabulary through Context Clue ......................................... 16

C. Thinking Framework .............................................................................. 17

D. Previous Related Study ........................................................................... 17

E. Theoretical Hypothesis ........................................................................... 18

CHAPTER III : RESEARCH METHODOLOGY .......................................... 19

A. Place and Time of the Research.............................................................. 19

B. Research Method and Design ................................................................. 19

C. Classroom Action Research as Model in Teaching……………………21

D. Subject of The Study ............................................................................. 21

E. The Writer’s Role and Position on the Research ................................... 21

F. The Procedure of CAR .......................................................................... 21

G. Expected Result of CAR ........................................................................ 24

H. Data and Data Source ............................................................................ 24

I. Research Instrument and Data Collection Technique ........................... 24

J. The Technique of Trustworthiness of the Research .............................. 27

K. The Technique of Data Analysis and Data Interpretation ..................... 27

1. Analyze and Interpreting Qualitative Data………………………...27

2. Analyze and Interpreting Qualitative Data………………………...28

L. Criteria of the Action Success ................................................................ 30

CHAPTER IV : RESEARC H FINDINGS AND INTERPRETATION ........ 31

A. Data Description……………………………………………………….31

1. The Result of Observation ............................................................... 31

2. The Result of Interview ................................................................... 32

3. The Result of Test ............................................................................ 44

a. The Result of Pre Test ............................................................... 44

b. The Result of Post-Test 1 .......................................................... 46

c. The Result of Post-Test 2 .......................................................... 50

B. Interpretation of The Data ..................................................................... 55

x

1. The Data of Observation................................................................. 55

2. The Data of Interview ..................................................................... 56

3. The Data of Test ............................................................................. 52

C. Discussion .............................................................................................. 57

1. Finding the Cycle one ..................................................................... 57

a. Planning .................................................................................... 57

b. Acting ....................................................................................... 57

c. Observation ............................................................................... 59

d. Reflecting.................................................................................. 61

2. Finding of the Cycle Two ............................................................... 61

a. Planning ................................................................................... 61

b. Acting ...................................................................................... 62

c. Observation.............................................................................. 64

d. Reflecting ................................................................................ 65

3. Context Clues Strategy Was Able to Foster Student’s

Vocabulary and To Improve Teaching Strategy............................. 66

a. The Opinion of English Teacher and Students in

Implementing Context Clue Strategy to Improve Vocabulary ...... 66

b. Advantages in Implementing Context Clue Strategy

in the Classroom to Foster Vocabulary ......................................... 67

CHAPTER V : CONCLUSION AND SUGGESTION .................................... 73

A. Conclusion ............................................................................................. 73

B. Suggestion ............................................................................................. 74

BIBLIOGRAPHY ............................................................................................... 75

APPENDICES ...................................................................................................... 78

xi

LIST OF TABLE

3.1 The Scheduleof the Classroom Action Research…………………………….22

4.1 Student’s score in Pre-test in Interval Class Form………………….………..45

4.2 Student’s Vocabulary score in Pre-Test and Post-test 1……………………..47

4.3 Student’s score in Post-test 1 in Interval Class Form………………..………49

4.4 Student’s Vocabulary Score of Pre-Test, Post-Test 1 and Post-Test 2.….…..51

4.5 Student’s score in Post-test 2 in Interval Class Form.….……...…………….53

xii

LIST OF FIGURES

Figures 3.1 A Classroom Action Research Design From Kurt Lewin……….......19

Figures 3.2 A Classroom Action Research Design From Writer’sActvity………20

xiii

LIST OF APPENDICE

Appendix 1 The Guidelines and Transcript of the Interview after CAR………...78

Appendix 2 Pre-test, Post-test 1, Post-test 2……………………….……….……93

Appendix 3 The Comparison of the students’ score……………………………105

Appendix 4 Lesson Plan in Cycle 1…………………………………………….107

Appendix 5 Lesson Plan in Cycle 2…………………………………………….123

Appendix 6 Teacher’s Observation Checklist in Cycle 1 on Students…………139

Appendix 7 Teacher’s Observation Checklist in Cycle 2 on Students………...141

Appendix 8 Teacher’s Observation Sheet in Cycle 1 on Researcher…………...143

Appendix 9 Teacher’s Observation Sheet in Cycle 2 on Researcher…………...145

Appendix 10. Skripsi Guidance Letter…………………………………………147

Appendix 11.Research Permission Letter……………………………………...148

Appendix 12 Statement of Research from School……………………………...149

Appendix 13 Calculation of Class Interval Of Pre-Test………………………..150

Appendix 14 Calculation of Class Interval Of Post-Test 1……………………..152

Appendix 15 Calculation of Class Interval Of Post-Test 2……………………..154

Appendix 16 References Examination Paper…………………………………...156

Appendix17 The Documentation during Research Activities……………….…165

1

CHAPTER I

INTRODUCTION

A. The Background of The Study

A capability in using English as communication tools is important in this

globalization era. Those capabilities are language components, which are

Vocabulary, Grammar and Pronunciation. These three aspects have great factors

for all human beings need to communicate. Vocabulary becomes the base for

English learners to able to communicate. The grammar is used as the way and the

rules for someone to have good communication. The last, correct pronunciation

can create a good understanding of communication among people when they are

having a discussion.

Furthermore,English is stated as an International Language. Luke

describes that there has ever been the nearest language that turns into a global

language namedthe English language. The English language is greater than Latin

and France which historically achieved to reach worldwide, and become a

language that most often spoken(Mastin, 2011). For this reason , it is necessary

for people to master English by having the education to help them communicate if

they go to other countries. In Indonesia, English is a part of the subject that taught

starting from secondary until University.

Vocabulary is necessary for all aspects of the Englishlanguage . They will

get difficulty in listening, reading, speaking well and writing without vocabulary,

students will not be able to listen, speak, read, or write the language because

vocabulary promotes the mastery of that language mastery(Widiati, 2008). Some

studentsget difficulty in learning vocabulary because they only know the word

but incapableof using it because they do not know the meaning. So when they use

it , the meaning of the word will be wrong or maybe will be unclear.

We already know that vocabulary for students is important. But now we

are wondering how much is the standard for students' vocabulary to learn when

they study in their school to get them to have good capability in the English

Language. Generally, students need to master or learn a productive vocabulary.

The Ministry of Education created a syllabus known as Kurikulum 2013

as the source for the English teacher in Indonesia for teaching English. There are

some themes and criteria that students should be able to do during a learning

activity. For the first semester, the themes taught at XI grade are: Asking and

Giving Suggestion and Offer, Asking and Giving Opinion, Make an Invitation

Letter, Analytical Exposition, Writing a Personal Letter and Transactional

Text(Kemendikbud, 2016).They have to understand language features which

became parts of the themes they learned during XI grade. In implementing the

research, as material to taught the students the researcher used Personal Letter for

learning activity. The language features of writing a personal letter are the

personal expression to someone, singular and plural verbs with or without articles

in the form of past verbs or past participles(Kemendikbud, 2016).

As the writer had observed to XI science and XI social class in M.A. Al-

Khairiyah, almost all the students hada good understanding of the meaning of the

material given by the teacher, especially in reading. But in some cases they had

difficulty understanding the context of the sentence or the passage because they

found unfamiliar words, they doubted what is discussed or questioned by the

teacher or the text, and they could not answer the question about the text. It was

because they had not much vocabulary to understand. The way how the teacher

taught the lesson especially in reading, did not provide the student to help them in

vocabulary problems. The solution to getting them able to understand the text of

the passage is by fostering their vocabulary.

A modern solution that teachers could use to foster student’s knowledge in

vocabulary is through defining the word by knowing the meaning

ofcreatingmeaning from another word in the sentence. Thestudent could see the

context of the sentence to knowthe meaning of each word to make it.

Kusumarasdyati in Bambang and Utami found in her research about the use of

strategies in understanding difficult words in reading text that there were various

strategies used Indonesian learners, such as looking up either in a monolingual or

bilingual dictionary, examining context clue or skipping unfamiliar word(Widiati,

2008). To gain good vocabulary, the writer will use context clues as a method

which is a new way for students gaining vocabulary in their learning activity.

Through Context Clue, the students will be able to define a word while

they are reading the sentence. The studentswill focus on each sentence and try to

define each word of the sentence and create the conclusion of what the context in

the sentence , and if they already understand, it will help them to find the meaning

in which the word they do not know. And through Context Clue, the students will

have the ability to understand a word without opening the dictionary, because in

the test of English about reading, mostly prohibited to use the dictionary(Sam,

2017). It is also important to provide the student with strategies in using the

unknown vocabulary could be concluded by its context occurs rather than telling

the student to memorize a lot of words or trying to find the meaning of vocabulary

which make the reading process so tedious and not implement the actual

vocabulary learning(Üster, 2009).

After all the description above, the writer has the intention of using this

method to foster students in vocabulary as a strategy in teaching vocabulary in the

classroom. The writer assumed that using this method will make the student have

good concentration and create their memory much more effective. In this case, the

writer will do action research entitled :

“FOSTERING STUDENT’S VOCABULARY THROUGH

CONTEXT CLUE”

C. Identification of The Problem

Based on the background writer already stated above, the problems of the research

are:

1. The student has difficulties to use proper words in the sentence.

2. The studenthas many misunderstandings in defining a word.

3. The studenthas no interesting method to foster their vocabulary.

4. The English teacher way in teaching did not provide a good method for

learning vocabulary

D. Limitation Of the Problem

This research focuses on how can context clues foster eleventh-grade

student’s vocabulary of M.A. AL-Khairiyah and to improve teaching strategy

from the teacher.

E. Formulation OfThe Problem

According to the limitation of the study, the problem will be formulated as

follows, how can context clue foster 11 grade student’s vocabulary of M.A. AL-

Khairiyah and teaching strategy from the teacher?

F. The Objective of The Study

This research is to find out whether the context clue strategy could help the

student to foster their vocabulary and improve teaching strategy in the classroom.

G. The Significance of the Study

1. For the Writer

As a future English teacher, the writer needs so many experiences to give

him the knowledge to teach his students. Create a method and teaching activity

that effectively give a good result for the student.

2. For teachers

The teacherhas to be creative and innovative when doing learning activity,

new activity and something to play in the class will improve student’s

participation and become an active learner. It will give the teachers have more

advantages to giving an explanation.

3. For students

By this research students will got a new strategy to improve their

vocabulary, and also student will have new focus in learning vocabulary,

4. For other researcher

From what explanined in his research, it will be useful for other

researchers to be reference to find new strategy that uniquely foster vocabulary of

a person.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Theoretical Description

1. Vocabulary

a. Definition of Vocabulary

In learning a language, there is vocabulary the learner should have to

understand and acquire. The researcher believes if vocabulary is the earliest way

for someone in understanding a language. Vocabulary described in many forms,

and from a different perception. In the beginning, the writer gave experts'

explanation about vocabulary.

Many interpretations of vocabulary. Explanation about vocabulary comes

from Rodrigo (2017), he explains that “vocabulary is one of the linguistic

components influencing the development of communicative competence and

learners’ language skills as well”(p.9). From this description we might catch if

vocabulary improves competency in having a dialog, it really helps for someone

in daily activity. It also makes their language skills better. Ronald (2013) quoting

Trier explains vocabulary with “an integrated system of lexemes interrelated in

sense”(p.19). From this explanation, we could conclude if vocabulary was

integrated with each other. Another explanation about vocabulary also has

definition from Michael (2013,p.2) as words that belong to a language that single

items and phrases or chunks of several words included which particular meaning

is conveyed, as to how the simple words do. Then, Michael, Anne, and Steve

(2010,p.1) put vocabulary or words that are not just individual containers with

meaning. Words came up with complex matrix which connected with morphemes

like suffixes, another meaning such as synonyms or antonym, other words such as

words that came up ore more likely associated with, patterns of grammar, multi-

word units which are groups of words that fixed into phrases or idioms, and they

also explain if words have more matrix that extends well beyond the sentence to

spoken and written text, words also has both of cognitive and social dimension in

its usage.

As already explained above, vocabulary can be defined as group words of

the current language used by a person depending on current situation and

someone’s knowledge that had the current function for the purpose of giving

information through spoken or written.

b. Types and Classification of Vocabulary

McCarthy explains that vocabulary classified into receptive vocabulary

which is words that we able to understand if someone uses it and productive

vocabulary which are words we used by ourselves. The classification also

separated as oral and written vocabulary. Furthermore, according to Michael

(2006,p.11)there are four classifications of vocabulary, those are:

1) oral-receptive vocabulary (words that we understand when we listen to

them)

2) written-receptive vocabulary ( words that we are able to read)

3) oral-productive vocabulary ( words we use when to speak)

4) written-productive ( words we used when doing the writing)

Vocabulary is also divided into content words and function words. There

are many ideas that can be taken from Hutch and Brown about how we can have

an understanding of vocabulary that differs into content and function words that

are written in their book.

1) Content Words

Nurgun (2010,p.15) describe Content words aswords that writers can

use to associate with referents ( emotion, idea, or life-thing referred to by a

word). Referents always exist in content word, and so because of it, it still

has meaning even the referent difficult to find, for instance,the word

“bravery”. Content word includes nearly all verbs, almost all adverbs, all

nouns, and adjectives.Francis (2020,p.1-2) gave ideas about content

words, he said this help sculpturing a picture in our head, conten words

also gave content to the story tell the reader the part to be the attention.

Therefore, in content words, there is a classification of vocabulary. Those

classifications are:

a) Noun

Noun is words that describing about places, people, ideas and things.

The example of noun are seattle, Patty, happiness and cars.

b) Main Verbs

Main verbs is type of verbs without auxiliaries for instance ran, swim

and drinks.

c) Adjectives

Adjectives explained by Francis as words that describes noun, suc as

red, soft, and careful

d) Adverbs

Francis state adjectives in content words is all adjective beside of

frequency. Adverbs are words that describe noun, for instance calmly,

quickly and carefully

e) Question Words

In his description, Francis also input question words as part of

contenwords. They are who, what, where, when and why

f) Negatives

Words such as ‘not’ and ‘never’ also classified as content word by

Francis.

2) Function Words

Nurgun (2010,p.15) explain function words as auxiliary, conjunctions,

modal verbs, pronouns, prepositions, some adverbs (very), and articles.In other

perspectives, Susanto (2017) quoted Gruneberg and Skyes differ vocabulary into

two types, “The first type of vocabulary referred to the one that the students had

taught and that they were expected to be able to use. Meanwhile, the second one

referred to the words which the students would recognize when they met them,

but they would probably not be able to pronounce”(p.185). In another idea,

Francis (2020,p.2) explained function words as words which it usage was for

make the sentences correct in grammatically. He also said, if we incorrect and

missing in using function words, we maybe considered as poor speakers by

people, but our reader or our listener still get the idea of our explanation. Follows

are explanation about kinds of function words:

a) Auxiliary Verbs

This type of words are verbs that support the main verb, such as am,

are, is, have, could and should.

b) Prepositions

Francis describe this class as words that show relation to the other

words. For wxample at, on, to and near.

c) Conjunction

Conjunction described as words that connect cluses together. They

are and, so, but, however, etc.

d) Determiners

This words functioned as words that give information of noun. Such

as a, an, the, some, any.

e) Pronouns

This words replace noun. They are I, It, He, She and They.

c. Ways in Teaching Vocabulary

Robert (2000,p.148) described teaching word families will be better than

individual word forms either can be used to maximize vocabulary learning. When

introducing a new word that belongs to its word family, teachers can make it as a

habit. In this way, consideration of a word’s derivation of a course matter formed

by the learner as a habit. To encourage it as a habit, when introducing new words

teachers can ask the student to guess derivation of the word eventually. Put

derivating section as part of giving a score improve the idea that studying the

whole word family is important too.

In their book Michael, Anne, and Steven (2010,p.10-11) gave many

instructions when teaching vocabulary, it depends on the context of types of

vocabulary that wanted to be taught, those are:

1) Teaching Words and Their Forms

The first one, to teach words and their forms, they described we

could teach students about the inflection of words ( such as the plural and

the past tense of words), we also could teach them about suffixes, because

how suffixes create new meaning, usage or productivity of words

derivation are rapidly grown student’s vocabulary. For example writer,

actor,teacher, driver, repairer, adviser, worker, and reader are verbs with

suffix –er/-orwhich to show someone who does an activity. It is also

important to teach them about different registers whether the context was

formal/informal, or technical / non-technical, and so on. We may also train

the students with a dictionary, it did not just give them the knowledge

about words not just about the meaning or the way it spelled.

2) Teaching Words and Their Meaning

Michael, Anne, and Steven (2010,p.23-24) tell the second one is

when we wanted to teach the students about words and their meaning, we

can teach the students how to have the ability to figure out the meaning by

themselves in ongoing development activity. It could be done by

describing the context before listening or reading tasks were given, then

they could use their schematic knowledge to finish it. The teacher could

give clues to the headline and the students should be guessing the topic,

the next step the students should predict five words that would occur in the

text and the last step is students should find three words they had expected

in the text by using the dictionary. This strategy named pre-teaching and

post-teaching of meaning. The teacher also could teach vocabulary

directly. It could be done by using some media such as pictures, memes,

demonstrations, video clips, or maybe bingo card. This method was

quietly fun and gave advantage as a memorable way to teach vocabulary,

and it was also done in a very direct and unambiguous manner. The

examples of words that could be taught to the students were action verbs,

such as wave, jump, sweep, skip, walk, run, and so on.

In other cases, Michael, Anne, and Steven (2010,p.24-25) said if

we wanted to teach the students of abstract words whether it was more

challenging, there are unique strategies that could help. These strategies

mostly relating to what students already know. The first strategy was to

draw on the world of the learner. The teacher could ask the student to put

the specific words following a statement of what they had done like a

happy experience.The second strategies were broken words up. The

students would be guided to independently find the meaning of words by

putoff the suffixes, for example, prefix mis- in word misbehavior. The

third strategy was dram in the context. The meaning of the abstract word

would be best if taught by linked in context through the story. They will

provide a schematic environment for the new concept. For example, the

students would be more memorable to learn word loneliness, in a story of

someone who is living alone.

Then,Michael, Anne, and Steven (2010,p.25) added, another

method to teach words and their meaning was teaching sense relations,

where we could teach the students with linking the synonym, antonyms or

hyponym of the words with statement that students already know, for

example word drench with phrases very wet.

3) Teaching The Grammar of Words

Michael, Anne, and Steven (2010,p.47-48) explained, the way to

teach grammar of words, the Michael and others took ideas if grammar

already taught since Beginner level from Hoey which stresses advantage

of teaching grammar in Beginner level. He also stated if in Beginner’s

level they can identify patterns in certain degree. Then , the fact of learners

could know collagitinal patterns in theirfirst language support this. But in

another case, daunting amount of information still could not expected from

beginner. There were important things for Beginner to do. The first one is,

they have to focus strategically on ptterns as new word arise. The scond

things, the lecture have to improve sense of noticing on their students. The

third things to compares their first language’s patterns with the ones who

same and the ones who different. In the last, the lecture may to ask their

students ouse vocabulary notebooks and develop strategies from note

taking.

Michael, Anne, and Steven (2010,p.48) also write in their nook

about material to use when teaching vocabulary. They wrote if the teachers

and learners have challenge wether there were many coursebook still hold

the traditional divison between vocabulary and grammar. It means the

teacher should try to promote exploration systematically of new words

which paradigmatic and syntagmatic aspect attended. They told having

dictionaries could help a lot. Because, all of the main publishers produce

dictionaries with corpus-based and provide information from word entries

about collocation and colligation as well as meaning. Michael and others

describe gap filling and cloze test activities are the most basic way in aim

forfocusing grammar patterns of words. They said this strategy was able

to use in every level and became standard feture in testing or assessment.

Gap-fill and cloze test test learners’ syntagmatic knowledge such as

collocation and colligation ultimately, and they are quite worthwhile aids

to develop vocabulary.

2. Context Clue

Nurgun (2010,p.66) explained in his book “Teaching Vocabulary”, there

are four techniques in presenting and practicing vocabulary. Those techniques are

visual, aural, verbal, and kinesthetic techniques. Contextual guesswork included in

verbal techniques. So we can conclude that contextual is the way as a strategy to

teach vocabulary that was the part of verbal techniques.

Nurgun (2010) also said rather than put any meaning of verbal

explanation, it is often more worth put a word in context. In some cases, the

student can try to find out the word itself, and in other chances get the idea of its

definition. For example in “I overate at dinner” one part that more known (i.e. ate)

learner will get more help by the new word ‘overate’, and the word ‘over’ either

if the reader has met it elsewhere already, or learner will get help if he knew

familiar part of speech of a new word”(p.66).

a. Definition of Context Clue

The Researcher believes context clues as a strategy to help students

become the media for students to understand vocabulary in a creative way. To

have a good understanding of context clues, the writer state expert’s explanation

about context clues as follows.

Carter and McCarthy (2013) explained that “context can be viewed as

morphological, syntactic and discourse information in a given text which can be

classified and described in terms of general features”(p.102). This explanation

became our attention wether context clue was strategy that would help student to

be careful in having reading activity, because thay have to full consciousness

during reading to decide context in the text.

Using Nation idea, Jackson (2010,p.66) explains that contextual

guesswork includes the learner searching clues to meaning with following a

number of defined steps, which lead to the immediate context of the word as the

first step, next is to word’s operation in the whole context (which is reader use

efficient strategy unconsciously.Through this description, learner would find the

information systematically. In the beginning learners would read to get the context

of their reading, and then to have more detail context they would find it through

information of words’s operation.

Other explanation about context clue came from Hiebert and Kamil

(205,p.184), they described context clue include the linguistic such as sentence,

phrase, word, and information of linguistic such as typographic features and

illustrations and also available unfamiliar word that surrounded, which word’s

meaning is may be inferred by the reader.

Innaci and Sam (2017) described that “context clue is a clue given by the

author by the intended or incidental way that written in the text to help learners

easily understand the unfamiliar words”(p.40). They alsosaid through context clue

learners also can understand the meaning of a word and they can put a word

suitable with its context. As an example with this sentence, The fireman ascended

the tree and brought the little girl’s kitten back down to her. In the sentence above,

the reader may could difficulty in understanding the word ascended , but with the

understanding that the fireman gets the cat in the tree,it could be known the

synonym of ascended is climb.

b. Types & Classification of Context Clue

Sari (2007,p.19-21) described Context clue has some types and

classification. There are several types of context clues, such as definition,

experience, contrast, creativity, and guessing.

1) Definition

There are many new words before or after detail information in the text. The

definition is a formal statement of the meaning of a current word or current

explanation of nature, scope or things. With a clear definition, we can conclude

the meaning

2) Experience

Experience is a skill acquired by spending time. The student should be brave

to keep their experience from their whole life when they come to the classroom.

3) Contrast

Contrast is the state being strikingly different from something else in

juxtaposition or close association. The writer uses an antonym or opposite

expression to build the meaning of an unknown word. Generally includes words

such as but, however, in contrast, instead, even though, although, etc.

4) Creativity

Creativity is a technique thatcombines our imagination and original idea to

create something. We also could give the student an interesting picture to make

students able to define the meaning of the word.

5) Guessing

Guess is a condition where we estimate or suppose something in case we sure

of being correct of the meaning. Guessing the meaning of words is how we

implanting all the skills above. How to applicate it is through relating the

unknown word with another word in the phrase or sentence.

According to Innaci and Sam (2010,p.41) there are four classifications of

context clue :

a) Definition of Restatement. The meaning of the vocabulary stated in its

sentence or maybe follow the vocabulary word.

b) Synonym. The meaning of the word can be found at the same

translated word (Slender = Thin)

c) Antonym/opposite/contrast. The meaning of the word use the

opposite definition of the vocabulary word ( immaculate ≠ very

messy)

d) Example of Explanation. The type of context clue that uses an

example to help the reader decipher the meaning of the vocabulary

word.

c. Advantages of Using Context Clue

The writer found aspects that support this strategy to improve student’s

vocabulary. Uzer (2018,p.5) had explained about benefit as a reason to use context

clues. There are four reasons that he had described as follows:

1) The Intention of Vocabulary Acquisition

To understand a sentence, as the big point we have to master the

vocabulary. Information on difficult words' meaning in the sentence

was provided as the context clue used. Therefore, vocabulary mastery

was directed proportionally when we only have few vocabulary.

2) Stimulate Reader’s Critical Thinking

Context clue means to deal with the necessity of creativity.

Punctuation and keywords will affect accuracy in guessing words

better by reading the information carefully.

3) Take Time Fewer than Opening Dictionary for Critical Reader

Context clues are ways to understand the meaning of new or

unfamiliar words by hints that the writer found within a sentence,

paragraph or passage. Since unavailable of the dictionary to encounter

the unknown word, the most practical way to build vocabulary is

through learning the meaning of a word through its function in

sentence or paragraph. Several possible meanings should have to

reader aware. The appropriate definition that fits in the context decided

by the reader was through being sensitive to circumstances to its use of

words.

4) Able to Help Define Word Meaning for any Polysemous word Depend

on Context

Words or phrases that have differences but related in sense defined

as polysemy. Language change which is natural process from applying

pre-existing words to new situation, looking at word’s etymologies

was helpful in determining polysemy, but not the only solution was the

reason for polysemy is the vague concept of connection, judgments of

polysemy can be difficult; as words went in etymology, words that

were a useful distinction of meaning may not be same as before. Few

apparently not connected words share a lot of historical origins,

nevertheless, so etymology is not an infallible test for polysemy, and to

judge polysemy in cases where the words contradict with its etymology

did by the writers of dictionary often defer to speaker’s intention.

5) Motivate Student Learn Vocabulary with Context Clue

The writer believes if teaching students with a different style or

current strategy will create better learning especially for learning

vocabulary which in a traditional way, the teacher only teach their

student through dictionary definition strategy. Christ (2010) in his

research found out that students that taught vocabulary with context

clue and dictionary definition were better when they added context

clue strategy, he explained, “It is apparent that students benefit from

having another way to determine a word’s meaning”(p.10).

d. Disadvantages and Struggle of Using Context Clue

Same as it using which gave advantages, Rona and Thomas

(2018,p.103) said using context clues have some aspects that create a

problem when teaching vocabulary. Rona and Thomas explain about

disadvantages and Struggles of context clue described by Mcknewn in

his research if a student’s target of the word is insufficient when looking

around of sentence of context clue. The more elusive skill of selecting

constraints from context and using multiple contexts should be taught

first, especially for a student with low verbal ability. In other

perceptions, context clue seems so not cautioned and problematic.

Further, context clue is a long-term strategy that makes it is questionable

on how students acquire new vocabulary that can be implemented in

their reading activity. Next struggle, context clue known as a “natural”

method of vocabulary learning. Then the last, it was possible for

students to learn a few words but struggle found by them who have not

consistent basis in reading.

B. Teaching Vocabulary through Context Clue

Nurgun (2010,p.66-67) in his book writes how to teach vocabulary

through contextual guesswork as part of verbal techniques.The way how

contextual clue implemented as a strategy to teach vocabulary form Akar

explained as follows:

There are several ways of teaching vocabulary if we use context clues.

Nurgun takes Jackson idea the steps in understanding a word in context. He states

five steps :the first step is to take a look at the word and think about the part of

speech of the word; in the second step take a look at the unknown word in phrase

or sentence, If it is a noun, let guess what correct adjective describe it? what is the

closest verb? That is, what exactly did by the noun, or what noun already done? In

case it is a verb, what nouns does it go with? Does adverb modify it? In case it is

an adjective , what nouns does it go with? And in case it is an adverb, what is the

verb modify it?; next step is to take attention at the connection in both the clause

or sentence and the unknown word and sentence or phrases. This connection

might or might be not signaled with a conjunction word for instance but, when, if

because or an adverb word like as a result, however. Cause and effect, contrast

exemplification summary, etc, is the possible connection that included; Then the

next step is to create our own meaning of the word through guessing, and the last

step is to correct your guess with three possibilities. If part of speech of your own

guess suitable with part of speech of an unknown word. His sentence will make

sense if the unknown word replaced with your own guess, or you can break prefix,

root, and suffix of the unknown word then see the meaning between the unknown

word with your own guess.

Another Nurgun’s idea was taken from Pettigrew. He gives an advise how

to learn vocabulary with context clue to look clues such as to cause and effect, the

opposite or the contrast, General sense which is SVD, recipient, and actor of

action, and word-class too, synonym or paraphrases, the example in the text and

the definition in the text (Nurgun, 2010, p.67).

C. Thinking Framework

As formulated by the problem, in the beginning, the student has difficulty

in using their vocabulary knowledge, in other words, they are lack of vocabulary.

The students have no idea when they met an unfamiliar word when they

answering a question or when reading a text. The same problem will be found

when they have a writing assignment, they could not find a perfect word to use.

This is happening because they are seldom to acquire new words or unfamiliar

word.

New problems come to the student because the English language has a

different structure in their first language. Some words are difficult to teach and to

learn. The way how the teacher taught vocabulary in the classroom is through

exercise. The student will be given a task than at the same time student will learn

a new word as the teacher explained in front of the class.This method oftenmakes

students only memorize it without knowing the exact usage or exactmeaning of

the word. In the next task where the student finds a word that already taught it

probably makes the student have a wrong understanding or maybe the wrong

definition to use that word. A different method could make students have more

understandingof the vocabulary.Their knowledge about vocabulary could be

stronger and better if they use Context Clue. The Context Clue method gave the

students a concept to understand not by memorizing but by guessing the definition

of the word,and also able to put a word exactly to its context.

D. Previous Related Study

The previous research title is Teaching Vocabulary through Contextual

Clues ( A Pre-experimental study at the First Year of SMK Puspita Bangsa

Ciputat ) had been done by Komala Sari in 2007. The aim of the study is to know

the use of contextual clues to develop a student's vocabulary. It helped them

understand the sentence or passage they interested in. The writer takes the

research at SMK Puspita Bangsa Ciputat and thirty from forty-five students in a

class by random sampling as the participant of the research. For her research, the

writer uses quantitative data and pre-experimental research as the method of the

research. The writer has five steps during the research: give a pre-test, doing a

treatment, givea post-test, take a fieldnote, doing observation and take the

interview with the teacher. The writer usesa t-test and the result is t-test (3,23) is

bigger than t-table (2,76). It means the result of the research is there is a

significant difference between students in using context clues in their score

increase when learning vocabulary. The result shows that teaching using context

clues can increase the vocabulary of the student.

E. Theoretical Hypothesis

This research will be implemented to answer the problem ,whether using

context clues will fosterthe student’s vocabulary. To answer the problem, the

writer will propose an alternative hypothesis (Ha) and the null hypothesis (Ho) as

below:

1. The alternative hypothesis (Ha) : The student of XI MIA M.A. Al-Khairiyah

vocabulary will be fostered if using context clues.

2. Null hypothesis (Ha) : The student of XI MIA M.A. Al-Khairiyah vocabulary

will not be fostered if using context clues.

19

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research wasimplementedat MA Al-Khairiyah Jakarta for a month

which began from November 5thuntil November 28th 2019 and took Grade 11

Science Class that have 40 students.

B. Research Method and Design

For this research, the writer used the Classroom Action Research (CAR)

method to solve the issue. Because the writer purpose was to foster student’s

vocabulary, it needs a method which have intention to increase their ability.The

writer though that if CAR is suitable with this purpose because Classroom Action

Research (CAR) is intended to cope with detail problem in teaching and learning

activity in order to improve quality of educational practice. Classroom Action

Research as research method have structure and rules to implemented. For

implementing CAR, it needs rules of circle. In this research, the writer used two

circles. Mark and Michael (2007,p.24) described, there are two circle which each

circle have four phases that according toKurt Lewinabout Classroom Action

Research. These four phases are planning, acting, observing, and reflecting. The

schema of research used by the writer described as follows:

Figure 3.1 : A Classroom Action Research Design From Kurt Lewin

Identifying a general or initial idea

Reconnaisance or fact finding

Evaluating /Reflecting

Cycle One : Acting & Observing

Planning

Cycle Two : Acting and Observing

Amended Plan

Evaluating /Reflecting

From design belongs to suyadi above, the writer tried to create design of

CAR that came from reflection of writer activity during implemented the research

in M.A. Al-Khairiyah Jakarta. The schema from the writer was stated as follows:

(CYCLE 1)

(CYCLE 2)

Figure 3.2: A Modified Classroom Action Research Design From The Writer

Activity

Preliminary Before Implementing CAR

Deciding the class as the subject of research, giving pre-test to the students of XI MIA

class

Planning

1. Creating a lesson plan

2. Preparing the materials

3. Designing instruments

4. Setting the criteria of success

Acting

Implementing the lesson plan in

the decided classroom

Observing

Observing theconditionof

teaching and learning

Reflecting

1. Evaluating the processes of teaching

and learning

2. Analyzing the collected data after

giving pre-test and post-test 1

3.Continue to the next cycle

Planning

1.Designing lesson plan according to the

result of reflecting phase in the first cycle

2. Preparing the materials

3. Preparing post-test 2

Acting

Implementing the

lesson plan in the

decided class

Observing

Observing

thecondition of

teaching and

learning Reflecting

1. Evaluating teaching and learning processes

2. Analyzing the collected data after giving post-test 2 ,

interview with the teacher and students

3.Determine if the criteria of success is achieved or not

C. Classroom Action Research as Model in Teaching

Classroom Action Research affected the condition of teaching and learning

activity to be better. This methodology demand identified planning as the

beginning of the learning to suspect the problems of the students to improve their

ability in low capacity. As the plan decided, the action was implemented as the

treatment in the classroom in the form of teaching. It made learning more detailed

and demand the improvement of the suspected problem. For the purpose of

measure learning activity, there was observed during the treatments and

interviews after the treatments. For the end of the research activity, there was

evaluation as reflecting to find the conclusion of teaching. It became the

measurement of the teaching whether the problem was solved or the ability of

students was improved or not.

D. The Subject of The Study

The writer took the second year of MA Al-Khairiyah Jakarta. The writer

took only class XI Science 1 as the subject for the research with only 40 students.

They were taken as the subject because the writer thought if their English was

questionable because they still faced a lack of vocabulary problems.

E. The Writer’s Role and Position on the Research

The writer and the English teacher of the decided class worked together in

conducting this action research at MA Al-Khairiyah Jakarta. The writer

functioned as a teacherwho createda lesson plan and materials for teaching

vocabulary with a context clue. The writer also functioned as a collector and

analyzer of the data taken from the student’s pre-test, post-test1, post-test 2 and

interview.At the same time, the English teacher became an observer of teaching

and learning activity with the observation sheet.

F. The Procedure of CAR

In general, in implementing CAR, Suyadi (2012,p.49) explained according

to Arikunto there are four phases, they are planning, action, observation and

reflecting. These four phases included in one cycle whether, in this research, the

writer had implemented two cycles. The writer described four phases of

implementing the CAR as follows:

1. Planning Phase

Suyadi (2012,p.57-58) described that, creating a complete and detail plan

is the first phase of CAR. Identifying the problem, formulating the problem and

makingthe solution of the problem are three base activities the writer created in

planning. First, to identify the problem we could take four sub-points: problem

have to be real, able to solve, obviously significant and the problem must flexible.

The second step in planning was analyzing and formulating the problem, whether

in this research the way to find it could be from interviews and observation, etc.

The third step is the idea to solve the problem. In finding the solution to the

problem, the writer can use an alternative method that supported the theories and

considering SWOT& SMART.

The writer createda collaborative activity with the English teacher as a

planning step to solve the student’s vocabulary problem. The problem was

identified when implementing preliminary activity which interviewing the teacher,

deciding the class and giving the student pre-test.

Activities implemented by the writer in planning phase are creating a

lesson plan, preparing the materials, setting the criteria of success, designing

instrument for research activity such as interview guidelines for student and

teacher after implementing the research, observation sheet for teacher to observe

teaching and learning activity,pre-test, post-test 1 and post-test 2.

2. Acting Phase

Suyadi (2012,p.57-58) described that, the action phase is an activity in the

classroom which has been constructed in phase one. The activity must be related

to the plan but should be natural and intended to teach the student about material

already constructed from the school. It gave an effect on the reflection process in

phase four and also created synchronization of the result as planned in the

beginning.

This phase is the second step where the writer gave treatments as a teacher

to teach vocabulary through context clues to the student. At the same time, the

English teacher of the school becamean observer using an observation sheet to

find out how teaching and learning activity worked and helped the writer to know

the whole condition in the classroom in each meeting.During the treatment, the

writer tried to implement the lesson that already constructed in RPP based on

government standards.

In this research, the implementation of action research included one three

meetings of tests, and two meetings in each circle, therefore, the writer had 7

meetings with the students. The agenda of the action phase may be seen in the

table as follows:

Table 3.1

The Scheduleof the Classroom Action Research

Meeting Date

Preliminary November 5th, 2019

Cycle 1

1 November 7th, 2019



Cycle 2

1 November 21st, 2019



3. Observing Phase

To do the observation, the writer used the interview at the end of the

treatment, the writer did an interview to know the result of using a context clue.

The writer also usedthe observation sheet method to know student response and

their activity during teaching and learning when using context clues to gain

vocabulary. The writer also used tests to know student improvement in vocabulary

by looking at scores from pre-test, post-test1 and post-test 2. These three aspects

used by the writer to create the result of using context clues in teaching

vocabulary.

4. Reflection Phase

As the last phase in CAR, collected and analyzed data that were already

observed and creating a result by the writer and the English teacher, as the review

of implementing context clue. Determination of going to the next cycle or not by

appropriating the result of observing phase with the criteria of success comes from

the result made of the writer and the English teacher’s collected and analyzed

data.

G. Expected Result of CAR

From using CAR as the methodology in this research, the writer expects

context clue can improve student vocabulary that proofed with data as there isan

improvement in the student’s score from cycle one in post-test 1 to cycle two in

post-test 2 and from the teacher and student’s opinion in observation sheet and

interview.

H. Data and Data Source

The writer used data sources from the eleventh-grade student at the XI

Science class of MA Al-Khairiyah Jakarta. The writer collected student pre-test,

post-test 1, post-test 2, interview and observation sheet as the sources data of this

research. The research used quantitative and qualitative data. The qualitative data

include the interview with the teacher and some students and also observation

sheet in the classroom, and for quantitative data used pre-test and post-test for the

student.

I. Research Instrument and Data Collection Technique

There are three instruments to get the data in this Classroom Action

Research as the technique of the writer to collect the data. They are observation,

interview, and test. To obtain qualitative data, the writer used observation and

interviews. On the other side, the writer usedthe testto obtain quantitative data.

Those research instruments are explained more details as follow:

1. Observation

Observation is used to get the data along with the observation in the class.

It is used to observe and record the data of the teachers’ and students’

performance during the teaching and learning process. The information was taken

from the observation used as a basis to determine the planning for the action

research cycle. The observation was done by the English teacherof the classroom.

Observation used to see how context clue implemented in the classroom was

suitable on how teaching vocabulary using an explicit approach which belongs to

Norbert. Observation made by the writer took standard activity in teaching

English according to the Indonesian Education Ministry (2012,p.5-7) teaching

procedure to create structured and systematic teaching activity. This data was

taken to support aspects of opinion from the English teacher and students in an

interview about the implementation of context clues.

The observer had four responses in each aspect that need to be observed as

an answer. Those answers are Very Good, Good, Adequate, and Insufficient. In

observation sheet that differs into student observation and teacher observation

described as follows:

a) Student’s Activity

There are eight aspects that need to observe by the observer in the

observation sheet of students’ activity were students’ attention,responses,

activeness and participation, interests, abilities, enthusiasm, and their

involvementin the teaching and learning processes when Context Clue was

applied in the classroom.

b) Teacher’s Activity

There are ten aspects that need to be observed by the observer in the

observation sheet. In observe teacher’s activity, the aspects were conditioning the

learning situation and students’ readiness to follow the learning process, providing

an explanation of the competence to be achieved and the explanation of Context

Clue, management of activities and the provision of opportunities for students to

use the Context Clue, facilitating the interaction between students and students-

teachers, and students-subjects, providing students with opportunities to ask

questions or express opinions, teacher’s enthusiasm for students’ opinions and

answers, observing students’ difficulties or progresses, carrying out active and fun

learning, and last summing up learning materials and motivating students

2. Interview

The writer also usedthe interview to complete the data. The structured

interview wasusedby the writer in this research, using a closed question as to the

media of the interview.The interview intendedfor the English teacher of M.A. Al-

Khairiyah that taught XI Science Class. It became the source to analyze how

context clue works on students learning that gained from response after

implementing the research.

The researcher did the interview in specialized aspects as questions of

context clue in fostering student’s vocabulary. Those aspects are their opinion

about using context clues, advantages, disadvantages and struggle of using context

clue, the researcher asked about their opinion if they faced struggle and in the end,

the researcher also asked them how their ability in vocabulary in using context

clues.

The researcher asked about their opinion when using context clues in

learning English to help them gain vocabulary. It refers to proof of Innaci and

Sam's idea about using context clues to teach vocabulary. They said, “Context

clue is a clue given by the author by the intended or incidental way written in the

text to help learners easily understand the unfamiliar words”(2017,p.40). The

second aspect which about the advantages and disadvantages side of using context

clues. The researcher put these aspects as theories the researcher had put in the

previous chapter.

Getting data behind the English teacher’s experiencesafter the

implementation of classroom action research by using interview is very useful.

Structured interview implemented to know the experiences of the teacher’s

strategy when teaching vocabulary, which from this interview, the writer shall

know obstacle that student faced when learning vocabulary. After classroom

action research implemented, writer either structured interviewto know the

teacher’s response toward the idea when using context clue as toa strategy to learn

vocabulary

3. Test

Pre-test and post-test were used in this research. Pre-test and post-test

gavebefore and after the implementation of Context Clue in teaching vocabulary.

The purpose of giving the test is as assessment for the students’ vocabulary

knowledge before and after they learn vocabularyusingContext Clue. The form of

the tests wasmultiple-choice items and was divided into three steps; pre-test, post-

test 1, and post-test 2. Each test has 25 numbers of different types of questions

such asreading the text or sentence, jumble word question, fill in the blank

question which all of those questions have multiple-choice questions that have

four choices of answers about vocabulary. In this research, noun, verb, adjective,

and pronoun are the writer focuses on students’ vocabulary tests.

J. The Technique of Trustworthiness of the Research

The writer took triangulation as the validity of the data of the research.

With using triangulation, with different sources, methods, and theories as to the

way to compare to re-check his findings,the writer put observation, interviews,

and tests to discover how context clue strategy can foster student’s vocabulary. It

will be described as a result of the next chapter.

K. The Technique of Data Analysis and Data Interpretation

1. Analyze and Interpreting Qualitative Data

The analysis of the qualitative dataused in this research which to analyzes

the interview after implementing the CAR, and observation sheet of the teacher

and students’ activities during the teaching and learning processes.

Analyzing qualitative data started with organizing the data. Data organize

of interview was to transcript audio recording into the text, whether with the

observation sheet data was stay the same but gave condition in each treatments.

After organizing these data, the next step was coding. The writer used hand

analysis to code qualitative data. Hand analysis according to Cresswell

(2012,p.239) is the researcher read the whole data, mark it by hand and then

divide it into parts. When coding process was finish the description could be taken

and became the data description. After data was ready to describe, the way o

explain the data was through interpretation. Interpretation of qualitative data was

explaining the data in summarize concept, reflecting personal review, comparing

with the related literature and referring into the limit of the study. These

Interpretations discussed in the discussion after data description

2. Analyze and Interpreting Quantitative Data

On the other side, in analyzing the quantitative data, the writer had taken

the average of students’ vocabulary scores in one cycle. It will be used to know

how well students’ ability as a whole on vocabulary. It uses the formula as

followthat taken from Sudiono (2008,p.82-83):

MX = ∑𝑿

𝑵

Notes:

MX : mean of the score

∑𝑿 : individual score

N : number of students

Next, the writertried to find the class percentages which pass the Minimal

Mastery Criterion (KKM), according to (2008,p.43) the formula is:

P =𝑭

𝑵 X 100%

Notes:

P : the class percentage of student who passes Minimal Mastery Criterion (KKM)

f: the total student who pass Minimal Mastery Criterion (KKM)

N : number of students

After getting the mean of students’ scores per action, the writer will

analyze whether there is any improvement of students’ vocabulary scores from

pre-test up to students’ average score in cycle 1 and cycle 2 or not. In analyzing

that, the writer took from David (2002,p.1260), the formula is:

P1 =𝒚𝟏−𝒚

𝒚X 100%

Notes:

P1 : percentage of students’ improvement in post-test 1

y : mean of pre-test score

y1 : mean of post-test 1 score

P2 =𝒚𝟐−𝒚

𝒚 X 100%

Notes:

P2 : percentage of students’ improvement in post-test 2

y : mean of pre-test score

y2 : mean of post-test 2 score

After finding the mean score, the writer tried to find the median of the

score from the test. The way to find out the median of the score was used formula

as followsthat taken from Sudiono (2008,p.97-98):

Mdn = ℓ + (1

2 𝑁 −𝑓𝑘 𝑏

𝑓𝑖)

Mdn : Median

ℓ : lower limit ( Limit of the lower real from score contain Median)

fkb : Cumulative frequency below the score contain Median

fi : Original frequency ( frequency of score contain Median )

N : Number of Case

u : upper limit ( Limit of the upper real from score contain Median)

After finding the mean and median of the score, the writer classified the

score to know the classification of student’s scores in the form of interval class.

To created an interval class of the score, the writer took from that taken from

Sudiono (2008,p.50-56) used the formula as follows:

R = H – L + 1

R : Total range

H : Highest Score

L : Lowest Score

1 : Constant part

𝑅

𝑖 = 10 20

R : Total Range

i : interval class

L. Criteria of the Action Success

Action determined success if criteria of action success in the study were

successful or not. In this study, researcher put success criteria with student’s

vocabulary scores that reach the target of the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) of English (75.0) or more. It was considered

successful if 75% student’s individual vocabulary score in the class reach at least

score 75 or more.

31

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

The result of class action research derived in this chapter that was

implemented in Grade 11 Science of M.A. Al-Khairiyah Jakarta in the academic

year 2019. In this chapter, the writer discussed the quantitative data description

and data analysis that was gathered from pre-test, post-test 1 and post-test 2. The

writeralso discussed the qualitative data description and data analysis that was

gathered from the result of observation and interview.

A. Data Description

1. Result of Observation

As an explanation in the previous chapter, the activity of

observation was done in each treatment using an observation sheet. The

observation has aspects for the teacher and student’s performance and

done by the English teacher of the class. As the findings of observation

data, the writer presented as the description below:

Collected data from the student’s activity during four meetings

gave information about aspects of using context clues strategy in learning

vocabulary. The researcher creates classification from those aspects,

follows by are the description of those classifications.

The first classification was student interest in the material. From all

observation, the data showed that the students were giving excellent

attention during all teaching activities in the classroom in general. This

condition gave a positive response to their interest in learning the English

language that made them learn English more actively.

The second classification was the teacher and the student

interaction. Observation data showed if students interact with other

students nor the teacher was grow in every treatment. By having more

interaction the student active discussion with other the student, the asking

the teacher about the material or answering from the question of the

teacher, vocabulary they could use to learn English in the classroom was

used. This condition helped the student to foster their vocabulary directly

during teaching activity.

The third classification was content. Content of the material which

is the English language has shown improvement in student

comprehension, especially in vocabulary. Student’s ability to choosing

words in each assignment in the discussion method is fluent. Almost all

students showed an advance ability to uttering their idea about the personal

letter they had learned as material for four treatments.

From these classified aspects above, the researcher believes if the

data from observation shown, context clues strategy succeeded to foster

student’s vocabulary.

2. Result of Interview

After finishing all the treatments, the researcher did interviews

with the English teacher and some students. The interview asked all

aspects that related to their opinion and idea bout implementation of

context clue. The data below are the described aspects from all interviews

using computerize coding. Transcripted dialog between the researcher and

the respondents was already classified into each question. At the end of

each classified statements, the researcher tried to find the general idea

from all responses of the subject of the research.

List of All Cases

The list of all cases in this study is:

a. The English Teacher Miss Nurul Huda

b. The Fifth Student Faizah Fitriany

c. The First Student Siti Nurhaliza

d. The Fourth Student Atikah Salsabilla

e. The Second Student Risyad Haris Azhari

f. The Third Student Nizar Yafi

1) Opinion in Using Context Clue Strategy

Case Code Source Content

The English

Teacher

Miss Nurul

Huda

Opinion in

using Context

Clue strategy

interview

guru sesudah

dan

jawaban.docx

Miss Nurul : In my opinion, this

strategy was not totally good,

but maybe because of your

explanation that was not really

clear. Context clue is a way to

know the meaning of a word

without looking into the

dictionary which has to see the

context of the sentence. I think

you should describe more about

it better. Then, you can discuss it

through questions.

The Fifth

Student

Faizah

Fitriany

Opinion in

using Context

Clue strategy

5 Interview

Student

(siswa

5).docx

Faizah : I think it is not quite

good, because I cannot

understand well. It comes from

context clue itself was not really

clear. I still did not get the idea

of context clue. But at least I

have some comprehension, even

just few.

The First

Student Siti

Nurhaliza

Opinion in

using Context

Clue strategy

1 Interview

students.docx

S: Well, haha, I am not really

sure

The First

Student Siti

Nurhaliza

Opinion in

using Context

Clue strategy

1 Interview

students.docx

S: It helps me to learn the

English language, and helped me

how to understand it haha

The Fourth

Student

Atikah

Salsabilla

Opinion in

using Context

Clue strategy

4 Interview

Student

(siswa

4).docx

Atika : Well, the way you taught

us was good, but sometimes you

explain it too quickly and

unclear, but at least it gave us

good comprehension.

The Second

Student

Risyad

Haris

Azhari

Opinion in

using Context

Clue strategy

2 Interview

students.docx

: I think when you were

teaching with context clues, it

can add new knowledge

vocabulary for us and help us to

learn English better

The Second

Student

Risyad

Haris

Azhari

Opinion in

using Context

Clue strategy

3 Interview

student.docx

Nizar : In my opinion, with your

teaching which using context

clue, we can understand the

meaning of vocabulary we still

do not know before

The Third

Student

Nizar Yafi

Opinion in

using Context

Clue strategy

3 Interview

student.docx

Nizar : In my opinion, with your

teaching which using context

clue, we can understand the

meaning of vocabulary we still

do not know before

The writer concluded the idea from all states as the first questions.

In general opinion about implementing context clue, it was implied if

context clue is a good strategy to help the students gain new vocabulary.

Context clue also defined as a new and unique strategy was giving good

effect on their learning in English subject. But the way to explain the

strategy should be more clear and detail.

2) Advantage of Using Context Clues Strategy


The English

Teacher Miss

Nurul Huda

The advantage

in Using

Vocabulary

interview guru

sesudah dan

jawaban.docx

Miss Nurul : Well the advantage

of the strategy was it make the

students did not depend to look

at the dictionary. Although they

only knew some words, with

understanding the context of the

sentence, they can guess the

meaning of words that suitable

for the sentence.

The Fifth

Student

Faizah

Fitriany

The advantage

of Using

Vocabulary

5 Interview

Student (siswa

5).docx

Faizah : Yes, the advantage of

this strategy it was suitable with

someone like me who did not

have many vocabularies,

context clue able to give us a

new vocabulary, and understand

about vocabulary better.

The Fifth

Student

Faizah

Fitriany

The advantage

of Using

Vocabulary

5 Interview

Student (siswa

5).docx

Faizah : Yes it was because with

gaining new vocabulary that I

remember, it makes me

motivated to learn the English

language more and to add new

vocabulary

The First

Student Siti

Nurhaliza

The advantage

of Using

Vocabulary

1 Interview

students.docx

S: Maybe because I did not

really get so… it confuses a

little bit

The Fourth

Student

Atikah

Salsabilla

The advantage

in Using

Vocabulary

4 Interview

Student (siswa

4).docx

Atika : Yes there is the

advantage of using context clue,

I never knew about context clue

before, the explanation, etc

about context

The Second

Student

Risyad Haris

Azhari

The advantage

of Using

Vocabulary

2 Interview

students.docx

: I think that, well from context

clues is to add to our English

vocabulary so that our English

words become wider

The Second

Student

Risyad Haris

Azhari

The advantage

of Using

Vocabulary

3 Interview

student.docx

Nizar: There is an advantage, it

is like, we could discover, not

just discover, we could know the

meaning of vocabulary that you

have taught. For example the

synonym and antonym of

vocabulary, we could know

those meaning of vocabulary

The Third

Student Nizar

Yafi

The advantage

of Using

Vocabulary

3 Interview

student.docx

Nizar: There is an advantage, it

is like, we could discover, not

just discover, we could know the

meaning of vocabulary that you

have taught. For example the

synonym and antonym of

vocabulary, we could know

those meaning of vocabulary

From all descriptions above it can be implied that context clue

strategy had an advantage for English learning. There were various

advantages of context clue strategy, for instance, students can choose a

word without opening a dictionary, then through context clue student

able to do critical thinking of new vocabulary and also improve their

vocabulary knowledge. For the conclusion, context clue was effective

to foster student’s vocabulary

3) The Disadvantage in Using Context Clues Strategy


The English

Teacher Miss

Nurul Huda

The

disadvantage

in Using

Context

Clues

Strategy

interview guru

sesudah dan

jawaban.docx

Miss Nurul : Well, for its

disadvantage, isn’t it? Well actually I

think context clues was good to teach

vocabulary, but maybe because

student’s vocabulary was lack, so

they cannot understand directly about

the meaning of the word

The Fifth

Student

Faizah

Fitriany

The

disadvantage

in Using

Context

Clues

Strategy

5 Interview

Student (siswa

5).docx

Faizah : In my opinion, the

disadvantage was maybe because this

strategy concept was an independent

way to find the word, the

disadvantages are we cannot

understand the meaning of the word

The Fourth

Student

Atikah

Salsabilla

The

disadvantage

in Using

Context

Clues

Strategy

4 Interview

Student (siswa

4).docx

Atika : For the disadvantage, I was

doubtful because I did not totally

understand. When you taught me, I

discover that there is much

knowledge about English and the

other things

The Second

Student

Risyad Haris

Azhari

The

disadvantage

in Using

Context

Clues

Strategy

2 Interview

students.docx

: it might be, context clues about

having to be read while reading

interest in that student that's still low

The Second

Student

Risyad Haris

Azhari

The

disadvantage

in Using

Context

Clues

Strategy

3 Interview

student.docx

Nizar : Context clue is learning with

using the book, now the students of

the class have not good interest in

reading, so I think that was the

disadvantage

The Third

Student Nizar

Yafi

The

disadvantage

in Using

Context

Clues

Strategy

3 Interview

student.docx

Nizar : Context clue is learning with

using the book, now the students of

the class have not good interest in

reading, so I think that was the

disadvantage

Thenext question in the interview was about the disadvantage of

using a context clue strategy. From their description, the writer also

found if this strategy has some disadvantages to using. The

disadvantage is this strategy needs good vocabulary from the user and

need good ability in reading.

4) Comprehension in English


The English

Teacher Miss

Nurul Huda

Comprehension

in English

interview guru

sesudah dan

jawaban.docx

Miss Nurul : Well, I have told

you in the beginning if their

understanding was

questionable, because unclear

explanation of yours. I think

they did not have good

understanding yet

The Fifth

Student Faizah

Fitriany

Comprehension

in English

5 Interview

Student (siswa

5).docx

Faizah : Yes, it was improved,

because I think this strategy

help someone who have few

vocabulary, able to add and

improve their vocabulary

knowledge or in memorizing

vocabulary

The First

Student Siti

Nurhaliza

Comprehension

in English

1 Interview

students.docx

S: It helps me to learn the

English language, and helped

me how to understand it haha

The First

Student Siti

Nurhaliza

Comprehension

in English

1 Interview

students.docx

S: This strategy gave me a

positive effect on how I learn

English

The Fourth

Student Atikah

Salsabilla

Comprehension

in English

4 Interview

Student (siswa

4).docx

Atika : Well yes it was

because there are many

vocabularies that I do not

know before, and then it helps

me when I tried to learn

context clue and its type, and

also the knowledge of it

The Second

Student Risyad

Haris Azhari

Comprehension

in English

2 Interview

students.docx

: I think when you were

teaching with context clues, it

can add new knowledge

vocabulary for us and help us

to learn English better

The Second

Student Risyad

Haris Azhari

Comprehension

in English

2 Interview

students.docx

: Yes, of course, words I do

not know before like the

synonym and the opposite

word I understand the word

better through your lecture

using context clue.

The Second

Student Risyad

Haris Azhari

Comprehension

in English

3 Interview

student.docx

Nizar : It was improved,

maybe because I Took

attention more, I don’t think so

with other students, But

because took more attention so

my comprehension in

vocabulary was improved

The Third

Student Nizar

Yafi

Comprehension

in English

3 Interview

student.docx

Nizar : It was improved,

maybe because I Took

attention more, I don’t think so

with other students, But

because took more attention so

my comprehension in

vocabulary was improved

Student’s comprehension also asked by the writer. From the data

above, the writer found if the comprehension of students after using

context clues strategy have shown excellent result. They told with using

this strategy they able to understand English better than usual. But of

course, the student needs good attention to have this strategy in their

mind.

5) Motivating Student to Learn English


The Fifth

Student Faizah

Fitriany

Motivating

Student to Learn

English

5 Interview

Student (siswa

5).docx

Faizah : Yes it was, because

with gaining new vocabulary

that I remember, it make me

motivated to learn English

language more and to add

new vocabulary

The First

Student Siti

Nurhaliza

Motivating

Student to Learn

English

1 Interview

students.docx

S : Hmm I thought yes, it did

motivate me because the way

you teach was

The Fourth

Student Atikah

Salsabilla

Motivating

Student to Learn

English

4 Interview

Student (siswa

4).docx

Atika : Yea, As personal, I

became interested, and

inspired to go to the

university and took English

literature program, but I’m

still hesitated though haha

The Second

Student Risyad

Haris Azhari

Motivating

Student to Learn

English

2 Interview

students.docx

: Yes, because when you

taught me, It makes me

became motivated to study

English. and learn more

about context clue

B

The Second

Student Risyad

Haris Azhari

Motivating

Student to Learn

English

3 Interview

student.docx

Nizar : Yes I was becoming

more motivated. Because the

way you taught, make me

wanted to know more about

English not just context clue.

The Third

Student Nizar

Yafi

Motivating

Student to Learn

English

3 Interview

student.docx

Nizar : Yes I was becoming

more motivated. Because the

way you taught, make me

wanted to know more about

English not just context clue.

When the writer asked about their motivation after using this

strategy the result was satisfying. Students found this strategy was

interesting so they were able to learn vocabulary in a new way. Thus,

the student’s vocabulary could grom better and help them to understand

the context.

6) Problems in Implementing Context Clues


The English

Teacher Miss

Nurul Huda

Problems in

Implementing

Context Clues

interview guru

sesudah dan

jawaban.docx

Miss Nurul : Of course there

isa problem of using this

strategy, vocabulary is always

becominga problem in learning

English, I think my students

still very lack of knowledge

about vocabulary. It came

from their interest in learning

was still low, not just in the

English lesson but also in

another lesson. They really

enthusiast to read their social

media hahahaha, but they not

quite good for having read for

learning activity. This is why it

became the struggle of

learning with this strategy.

The Fifth

Student Faizah

Fitriany

Problems in

Implementing

Context Clues

5 Interview

Student (siswa

5).docx

Faizah : Ehh, maybe for

myself, because the students in

this class were not quite

familiar and have good

knowledge about context, so I

do not quite understand, but

with your lecture, we were

able to know new vocabulary

we never know before.

The Fourth

Student Atikah

Salsabilla

Problems in

Implementing

Context Clues

4 Interview

Student (siswa

4).docx

Atika : For the struggle, I think

there is part of it which I

cannot understand, then I have

to read it more, just that

The Second

Student Risyad

Haris Azhari

Problems in

Implementing

Context Clues

3 Interview

student.docx

Nizar : I think sometimes you

explain it so complicate and

your voice was di not loud

enough. Maybe that is all

The Third

Student Nizar

Yafi

Problems in

Implementing

Context Clues

3 Interview

student.docx

Nizar : I think sometimes you

explain it so complicate and

your voice was di not loud

enough. Maybe that is all

In implementing the strategy, the writer found if there was a

problem so do the English teacher and the students. From the data

above, the problems or the struggles concluded were from reading

habits and lack of vocabulary of the students.

The students' ability in reading was insufficient, they were not get

used to have English reading, moreover to understand the context. This

problem makes student unaware and gets struggles when discovering a

suitable vocabulary.

Lack of vocabulary also became a problem for the students. When

they faced a sentence or a paragraph they had difficulty because the text

or the question was unable to translate by them. Then they unable to fill

or choose the correct vocabulary according to the questions.

7) The solution of the Problems


The English

Teacher Miss

Nurul Huda

The solution of

the Problem

interview guru

sesudah dan

jawaban.docx

Miss Nurul : In my way, as what

I said before, we could tell the

students to read the text intheir

home, and ask them to find the

difficult word and make a list

form those word, then find the

meaning of the word in the

dictionary. Do not tell them to

put the meaning of the word

below the English word, because

they will not learn ifthey do it.

So would be good if theywrite

that job in a paper or the

workbook

The Fifth

Student Faizah

Fitriany

The solution to

the Problem

5 Interview

Student (siswa

5).docx

Faizah : Well, I think you can

tell us more detail about this

strategy, such as the suitable

context of some vocabulary

The Fourth

Student Atikah

Salsabilla

The solution to

the Problem

4 Interview

Student (siswa

4).docx

Atika, Ehh maybe…, It would

be better to put more

materials… for instance in the

concept of discussing the

questions or else maybe

The Second

Student Risyad

Haris Azhari

Solution of the

Problem

2 Interview

students.docx

: maybe when the use of

Infocus when teaching more

should be translated again and

explained more so that you

know how it might be about

what's in your slide it needs to

be explained more detail

The Second

Student Risyad

Haris Azhari

The solution of

the Problem

3 Interview

student.docx

Nizar : Well, If you could,

maybe you can be more

prepared before entering the

class, maybe it would be more

simple and try to use a louder

voice

The Third

Student Nizar

Yafi

The solution to

the Problem

3 Interview

student.docx

Nizar : Well, If you could,

maybe you can be more

prepared before entering the

class, maybe it would be more

simple and try to use a louder

voice

After asking the problems of the implementation of the strategy,

the writer asked about the solution according to the problem. In their

description, there are many opinions to solve the problems.

The problems with reading habits and lack, from the description

above, can be concluded if this problem was able to solve through

independent reading before learning activity held in the classroom. The

only way to make them have good reading ability was to give them the

assignment to read. After they read the text, they were told to make a

list of words that they did not understand, through this assignment they

would gain new vocabulary so they problem which lack of vocabulary

would be solved.

8) Context Clues Effective Foster Student's Vocabulary


The English

Teacher Miss

Nurul Huda

Context Clues

Effective Foster

Student's

Vocabulary

interview guru

sesudah dan

jawaban.docx

Miss Nurul : Well,in my opinion,

this strategy was effective, but

maybe because It just is given for

a few meetings so the students did

not really understand, but at least

it was effective to foster their

vocabulary.

The Fifth

Student

Faizah

Fitriany

Context Clues

Effective Foster

Student's

Vocabulary

5 Interview

Student (siswa

5).docx

Faizah : I think it really effective

to help to foster their vocabulary,

moreover to them who still have

few vocabulary knowledge

The First

Student Siti

Nurhaliza

Context Clues

Effective Foster

Student's

Vocabulary

1 Interview

students.docx

S: This strategy gave me a

positive effect on how I learn

English

The Fourth

Student

Atikah

Salsabilla

Context Clues

Effective Foster

Student's

Vocabulary

4 Interview

Student (siswa

4).docx

Atika : well, yes it was effective,

with context clues we can know

the new vocabulary, and add more

vocabulary knowledge about the

context

The Second

Student

Risyad Haris

Azhari

Context Clues

Effective Foster

Student's

Vocabulary

2 Interview

students.docx

: this context clue was effective

obviously very effective if in my

opinion, it was already I said I

have found a new vocabulary to

deepen my knowledge in the

context of English

The Second

Student

Risyad Haris

Azhari

Context Clues

Effective Foster

Student's

Vocabulary

3 Interview

student.docx

Nizar : In my opinion, this

strategy was effective, because

what you have taught was clear,

and the students were well-

educated and able to gain new

vocabulary, so that is all why it

was effective

The Third

Student Nizar

Yafi

Context Clues

Effective Foster

Student's

Vocabulary

3 Interview

student.docx

Nizar : In my opinion, this

strategy was effective, because

what you have taught was clear,

and the students were well-

educated and able to gain new

vocabulary, so that is all why it

was effective

In the last question in the interview, the writer tried to ask about

the effectivity when using context clue strategy. The data showed if

context clues were effective to foster students' vocabulary. They felt

there is an improvement in their way of learning, their comprehension

and their knowledge about vocabulary.

3. Result of Test

a. The Result of Pre-Test

Before CAR implemented, the pretest is given to the student. It

was implemented on Tuesday, November 5th, 2019 at Social Class

Grade Eleven. There were 40 students who had followed the multiple-

choice test. It takes an hour around 11.00 am until 12.30 pm. The

student is given a choice of four that all question is about vocabulary in

context.

The first step that taken by the researcher is the formula below that

calculated the mean score of pre-test:

�̅� = ∑𝑿

𝒏

= 2.204

39

= 56.51

Then, the next step is to find the median score. The formula below

used to know the median score of the pre-test :

Mdn = ℓ + (1


𝑓𝑖)

= 59.5 + (20 −17 5

)

= 60.1

To create a classification of the score, the writer used interval class,

the data of the score presented as follows :

Table 4.1

Student’s score in Pre-test in Interval Class Form

Value F

70 -72 3

67 – 69 9

64 – 66 6

61 – 63 0

58 – 60 5

55 – 57 4

52 – 54 1

49 – 51 0

46 – 48 4

43 – 45 0

Next step is finding the percentage of student that reach Minimum

Competency Criteria (KKM) the researcher used the following formula:

P =𝑭

𝑵 X 100%

= 0

39 X 100%

= 0 %

From the result of the pre-test, the data showed that the mean of the

pre-test is 56,51. There are no students or 0% who have passed the

minimum competency criteria (KKM). The highest achievement score was

72 and the lowest achievement gained score was 20.

After analyzing the result of a preliminary study in the pre-test, the

writer tookthe conclusion that there are many students of science class

grade eleven that have difficulty in English vocabulary. This conclusion

came from the result of the pre-test that there are 39 students did not pass

the KKM. Therefore, find out a solution to solve this problem is needed.

The necessary action was to improve student’s vocabulary. The action

research was implemented in two cycles. Every cycle had followed the

procedures in implementing action research such as planning, acting,

observing and reflecting.

b. The Result of Post-Test 1

The next step the researcher did was giving post-test 1 to the

student after finished evaluating cycle one. The researcher compared the

result of the calculation from pre-test and post-test1. The purpose was to

know the improvement of using strategies could give improvement to

40 – 42 1

37 -49 0

34 – 36 2

31 – 33 3

28 – 30 2

student’s ability in vocabulary or not. The result of the test is attached in

Table 4.2 below:

Table 4.2

Student’s score in Pretest and Post-test 1

Student’s

Name Pre-Test Score

Post-Test 1

Score

Student 1 64 68

Student 2 68 48

Student 3 60 56

Student 4 48 40

Student 5 72 40

Student 6 56 *92

Student 7 72 68

Student 8 64 *92

Student 9 68 *92

Student 10 68 56

Student 11 68 68

Student 12 68 60

Student 13 68 *88

Student 14 52 72

Student 15 68 32

Student 16 56 *92

Student 17 60 *100

Student 18 64 *92

Student 19 60 64

Student 20 64 *76

Student 21 64 40

Student 22 60 *88

Student 23 68 *84

Student 24 56 48

Student 25 72 *92

Student 26 48 *84

Student 27 68 56

Student 28 48 40

Student 29 64 *80

Student 30 32 68

Student 31 56 72

Student 32 60 68

Student 33 48 72

Student 34 36 *96

Student 35 40 56

Student 36 36 60

Student 37 32 36

Student 38 28 68

Student 39 28 *80

Student 40 32 60

*Students who have pass the Minimum Competence Criterion

To calculatethe student’s mean score in post-test 1, formula used

by researcher was:

�̅� = ∑𝑿

𝒏

= 2744

40

= 68.6

From the calculation above, it explained that the student’s mean

score of post-test 1 was 68.6 while the student’s mean score of post-test

was 56.51. It means that there was an improvement from pre-test and post-

test 1.

Next step, the writer tried to found the median of the score. To

found the median score of post-test 1, the formula used was as follows:

Mdn = ℓ + (1


𝑓𝑖)

= 67.5 + (20 −16 6

)

= 68.2

It discovered that the median score of post-test 1 was 68.2.

Then, to know the classification score of post-test, the writer used the

interval class that presented as follows:

Table 4.3

Student’s score in Post-test 1 in Interval Class Form

Score F

97 – 100 1

93 – 96 1

89 – 92 6

85 – 88 2

81 – 84 2

76 – 80 2

72 – 75 1

68 – 71 3

64 – 67 6

60 – 63 1

After discovering improvements in post-test 1. The researcher tried to find

out improvement percentages from pre-test to post-test. It used the formula below:

P1 =𝒚𝟏−𝒚

𝒚X 100%

= 𝟔𝟖,𝟔−𝟓𝟔,𝟓

𝟓𝟔,𝟓 𝑿 𝟏𝟎𝟎%

= 21.4 %

The calculation above describes clearly that the percentages of student’s

vocabulary scores from pre-test to post-test 1 were 21.4 %. Then, to know the

percentages of the student who passed the Minimum Mastery Criteria, the

researcher used the formula below:

P =𝑭

𝑵X 100%

=𝟏𝟓

𝟒𝟎X 100 %

= 37.5 %

From the calculation above, it can be known that the result of the

calculation that there were 37.5 % students in the class passed the Minimum

Mastery Criteria. There were 15 students who passed the KKM while half of the

class did not. Because the target 75% as the KKM criterion’s target not yet been

reached, it means the cycle was still needed to be implemented.

c. The Result of Post-Test 2

The comparison of student’s result of Pre-Test, Post-Test 1 and Post-Test

2 could be seen in the table below:

56 – 59 3

52 – 55 4

48 -51 2

44 – 47 0

40 – 43 4

36 – 39 1

32 – 35 1

Table 4.4

Student’s Vocabulary Score of Pre-Test, Post-Test 1 and Post-Test 2

Student’s

Name Pre-Test Score

Post-Test 1

Score

Post-Test 2

Score

Student 1 64 68 *88

Student 2 68 48 *92

Student 3 60 56 *92

Student 4 48 40 *92

Student 5 72 40 *88

Student 6 56 *92 *84

Student 7 72 68 *84

Student 8 64 *92 *92

Student 9 68 *92 *96

Student 10 68 56 *96

Student 11 68 68 *76

Student 12 68 60 *92

Student 13 68 *88 *88

Student 14 52 72 *84

Student 15 68 32 44

Student 16 56 *92 *100

Student 17 60 *100 *76

Student 18 64 *92 *92

Student 19 60 64 52

Student 20 64 *76 *92

Student 21 64 40 68

Student 22 60 88 *88

Student 23 68 84 56

Student 24 56 48 *92

Student 25 72 *92 *88

Student 26 48 *84 *88

Student 27 68 56 *96

Student 28 48 40 *92

Student 29 64 *80 *96

Student 30 32 68 48

Student 31 56 72 *92

Student 32 60 68 28

Student 33 48 72 *96

Student 34 36 *96 *88

Student 35 40 56 *92

Student 36 36 60 *84

Student 37 32 36 *92

Student 38 28 68 64

Student 39 28 *80 *88

Student 40 32 60 48

(*) Student who have passed the Minimum Competence Criterion

To calculatethe student’s mean score in post-test 1, the formula used by

the researcher was:

�̅� = ∑𝑿

𝒏

= 3284

40

= 82,1

From the calculation above, it explained that the student’s mean score of

post-test 2 was 82.1 while the student’s mean score of post-test 1 was 68.6. It

means that there was an improvement from the post-test 1 score (68.6) and the

post-test 2 scores (82.1).

The next step after found the mean score, the writer also tried to find the

median score of post-test 2. The formula used to find the median score was as

follows:

Mdn = ℓ + (1


𝑓𝑖)

= 87.5 + (20 −14 8

)

= 86.75

Therefore, the median score of post-test 2 was 86.75

Then, to classify the score of post-test 2, the writer presents the data in the

interval class as follows:

Table 4.5

Student’s score in Post-test 2 in Interval Class Form

Value F

94 - 100 6

88 – 93 20

82 – 87 4

76 – 81 2

70 – 75 0

64 – 69 2

58 – 63 0

52 – 57 2

46 – 51 2

40 – 45 1

34 – 39 0

28 – 33 1

After discovered the improvements in post-test 2, the researcher tried to

find out improvement percentages from pre-test to post-test. It used the formula

below:

P1 =𝒚𝟏−𝒚

𝒚X 100%

= 𝟖𝟐,𝟏−𝟔𝟖,𝟔

𝟔𝟖,𝟔 𝑿 𝟏𝟎𝟎%

= 19,6 %

The calculation above describes clearly that the percentages of student’s

vocabulary scores from post-test 1 to post-test 2 were 19,6 %. Then, to know the

percentages of the student who passed the Minimum Mastery Criteria, the

researcher used the formula below:

P =𝑭

𝑵X 100%

=𝟑𝟏

𝟒𝟎X 100 %

= 77,5 %

From the calculation above, it can be known that the result of the

calculation that there were 77,5 % of students in the class passed the Minimum

Mastery Criteria. 31 students passed the KKM while half of the class did not. Because

target 75% as the KKM criterion’s target has been reached, it means the cycle was

finished and not necessary for implement anymore cycle.

B. Interpretation of The Data

1. The Data of Observation

From the observation data, all reported data in the observation

sheet in the form of a table. The writer put the data to be described in

theme as the classifications that were the theme of all aspects such as

student’s interest in the material, the students and the teacher’s interaction

and also content of the learning.

The first theme was about student’s interest, the writer implied if a

student has good attention during teaching and learning activity when

using context clues. Their ability to having the discussion was improving

in each meeting. They also can focus on each meeting and able to do the

assignment without asking the teacher more often.

The second theme was about the student and the teacher

interaction. In the beginning, the writer got difficulty in having a good

relationship with the student, the student still confuses about the material

and to respond to it. In the second meeting, they were able to react in oral

questions and giving an opinion about the material and keep growing. In

the section of discussion between students, here the student was the lack

in the beginning, but in the next, they were then it was decreasing in three

and four. The writer had concluded if the interaction between the student

and teacher was good and giving better learning.

The third theme was about the content of the learning. The

material, writing the personal letter was succeeded in learned by the

student through context clues. The student was able to discover the

material, implement the strategy and make a good result at the end of the

treatments.

From observation data, the writer had concluded if the context clue

was succeeded in fostering student’s vocabulary. Context clues were able

to give information about vocabulary to help the students understand the

material, make the student find confidence in learning English and also

make students able to do the assignment, especially about vocabulary.

2. The Data of Interview

Based on the interview which has eight questions, the writer infers

if using context clues as to the strategy to learn vocabulary was already a

good choice. This could be deciphered from descriptions as follows:

In general opinion, the respondent said this strategy was good,

even in the way to explaining the strategy should be more detailed and

clear. In Opinion about the advantage, there are advantages when using

context clues, the advantages as it helps students able to choose a word

without opening a dictionary, then through context clue students able to

do critical thinking of new vocabulary and also improve their vocabulary

knowledge. Then for the opinion about the disadvantages, this strategy

needs good vocabulary from the user and needs good ability in reading. In

the student’s comprehension, this strategy succeeded in giving good

comprehension to the students. This strategy also giving motivation to the

students to learn English especially in vocabulary, it came from the way

of the learning that was unique and new to the students. The problems or

struggle in using vocabulary was about student’s habit in reading and their

low knowledge about vocabulary. As the solution to the problems found,

it would be better if told the students to have time for independent reading

and tried to collect difficult words. In the end, their opinion about

effectiveness in learning using this strategy, this strategy was effective to

help the student to learn English vocabulary.

3. The Data of Test

From all tests, include of pre-test, post-test 1 and post-test2, the

data shown improvement in each test. The writer took the mean score of

each test as the parameter to compare the data. The mean score of pretest

as 56.51, the mean score of post-test 1 was 68.2, and then the mean score

of post-test 2 was 82.1. From all these tests the score increased, it could

be implied if students' ability in vocabulary was growth.

C. Discussion

In the beginning, the problem of the research was to know if the

context clue strategy could foster a student's vocabulary and improve the

teaching strategy of the teacher. The Explanation follows will discuss those

problems. In this subchapter, the writer would discuss the findings in each

cycle and discuss how the answer to the research problems.

1. Finding the Cycle One

a. Planning

In this phase, the researcher prepared some activities in

implementing the study. The collaboration between the researcher and the

English teacher was done to create lesson plans for teaching activity in the

classroom. The first step was designing lesson plans for two meetings

made by the researcher and the English teacher. The second step was the

researcher preparing the media and material needed for teaching. The

material was taken from the textbook. The researcherand the English

teacher agreed material for teaching in the classroom was about the

personal letter. Thus, the media used by the researcher for teaching wasa

projector, laptop, whiteboard, textbook, paper, and workbook. The

researcher also has another preparation such as creating a checklist of

observation which includes guideline observation for teacher and student.

It helps to know the activities of the teacher and students during teaching

and learning activities in the classroom. Moreover, the researcheralso

prepared post-test 1 to know the student’s improvement from pre-test to

post-test 1.

b. Acting

The researcher implemented the first meeting on November 7th and

greet the students when he entered the classroom. Then, the researcher

implemented her teaching according to the lesson plan that was prepared

while the English teacher observing the teaching and learning activity

using an observation sheet. After pray leading to pray and giving motivate

on, he open PowerPoint as media to teach the material about “Personal

Letter”, the explanation given by the teacher was started with the standard

of achievement and planning of learning activity, then continued

information about personal letter, such as its definition, types of a personal

letter, social function of a personal letter and generic structure of the

personal letter. The teacher also explained about definition of context clue.

After giving the whole description ofthe personal letter, the teacher told

the students to make a group of four or five people. They were told to open

the book and the teacher gave them a personal letter text from the

textbook, each group have different text. The teacher told them to read

together with their group about the text and then told them to analyze the

structure of the text and students with their friends have to rewrite

thesentences that become characteristic of each structure. They also asked

to write vocabulary in the text that they thought it was difficult, then the

teacher asked them to write it down in their workbook and teacher told

them to find synonym and antonym of that word. All groups member had

to write assignments in their workbook. At the end of the teaching activity,

the teacher asked the student about what they know about personal letters

and context clues and the student asked to explain evaluation after they

were learning activity that day. Then the teacher gave feedback to the

student from all activities in the classroom. As homework, students were

told to find by himself more information about the definition and types of

context clue.

In the second meeting on November 14th, after starting the

classroom with the greeting and prayer. The teacher explained again the

definition, types that same as its social function and generic structure of

personal letter briefly by using PowerPoint as media to teach. Then, the

teacher explained about types of context clues with the example included

and ask the student to think critically about the vocabulary that suitable in

its context. After havinga good understanding between student and

teacher, the teacher told the student to create a group of four or five

students. The teacher gave the student a text of the personal letter from the

textbook that different from the last meeting and told to translate the text

into Bahasa in intending to make them have a good understanding of the

text. Then, the teacher told them to write a letter for themselves in Bahasa

and when they finish writing the text, the teacher told them to write it in

the English version. After the students ask the teacher is done, the teacher

asks some students to tell their personal letter assignments that written

together by their group. Each of the students that tell their letter was given

feedback from the teacher as evaluation from their group assignment.

Teaching activity closed by giving student homework to find out about

context clues, they were asked to find more examples of context clues as

what the teacher already explained. Class closed with an evaluation that is

done between student and teacher about what they learn that day and

teacher give information to the student that tomorrow will be implemented

a test about vocabulary.

c. Observation

In this phase, the English teacher helped the researcher in

observing teacher performances, class situation, and student’s activity

during each meeting. The English teacher held an observation sheet that

has criteria that will be taken as what happened in the classroom.

In the first meeting, the student has big enthusiasm for learning

English that they open it with pray together but still have lacked in

vocabulary. It proved on how the student has big attention in listening to

the competency that they were going to learn for two meetings which

explained by the researcher as a teacher. Curiosity also has shown up when

the teacher tried to explain part of the personal letter and strategy of

context clue at the beginning of learning activity. As the explanation

ended, many students are actively asked about the explanation of that

teacher. When every aspect of personal letter and context clue strategy

well-explained to students, the next step is a group activity. Move to a

group activity that the teacher made to create a learning activity that each

group was made of four or five students. As an assignment that he creates

to finish in the classroom by the student in a group about the personal

letter that every group has different text to analyze. The student was more

interactive between student and teacher, the student was able to create

group-learning activity so that they can act infinishing their assignment

quickly. For a couple of times, there wasa question shouted from students

as confirmation of knowledge they already learned as their references to

do their group-work. The difficulty faced by them was lack vocabulary so

that there was a gap from the text and their comprehension. At this

moment, the teacher as a facilitator has to help them to understand and

guide them to do their workgroup properly. As the assignment was done,

the teacher gives feedback to the student from their job by simple

explanation and asked the student to conclude the result of learning

activity on that day collaboratively with the teacher.

In the second meeting, the same as before, the teacher gave

greeting to students and asked them about their condition in preparing

them for learning English then continued to pray together. The class was

started in good condition to learn new vocabulary. The first activity

createda new mind concept of how the word can be found by the example

of sentences and then explain what already explained in the last meeting

briefly. The student still hadan interesting in personal letters moreover in

context clue strategy. It assumed by the majority of the student in the class

was able to answers statement about the material. It made teachers have

more time to asked studentsto do their job in understanding a text using

context clue strategy. The teacher still used group-activity learning to

make students do their assignments to assess their comprehension about

the personal letter. The assignment was a student have to explain the

statement that becomes a ‘sign’ of each structure in a personal letter. Each

group has good active learning that made them gave ideas about the text

even there was some student not paying attention to group-work because

they did not have good ability in English, the teacher facilitate this kind of

student to at least have a contribution in the group. As expected, the

assignment was done and collected to the teacher to corrected and become

their score in learning. Learning activity ended with concluding results in

the interactive dialog between teacher and student as the evaluation step.

d. Reflecting

In this phase, the researcher and the English teacher of science

class grade eleventh evaluate the teaching and learning process already

implemented for two meetings. Student’s progress was not quite improved

for this cycle based on the observation sheet and evaluation of teaching

activity. Therefore, in a student’s activity when they are in a group they

do not mush have interaction between their friends. In a group, there are

active students, average students who help but also keep listening and

passive students that only listening and not giving any participation in

their job. Student’s vocabulary also still had difficulty even just some

words they did not understand. Although they were able to follow teacher

instruction for understanding the new word, it helps them to understand

what is written in the text and help them to understand the text.

2. Finding of the Cycle Two

a. Planning

After analyzing the student’s vocabulary,the writer found that their

scores did not reach the target as the result of cycle one. Therefore,the

researcher and the English teacher made a new lesson plan for cycle two.

In this cycle, two meetings evaluated two meetings from cycle one. The

evaluationwas based on reflection and based on problems that the

researcher found in previous teaching and learning activity.

The first problem, the student did not understand the meaning of

some words. This problem already exists from the beginning, as the

solution, the English teacher gave a solution to tell the students to create a

list of difficult words from the text before learning activity in the next day.

The second problem was theystill had difficulty to choose suitablewords

according to the context. This problem came from the writer’s explanation

was unclear. The writer intended to create material which easier to

comprehend for students in the second cycle. The third problem, few

studentswere still unable to know the structure. It was part of a personal

letter lesson. The solution to solve this problem was to re-explain and gave

a test to their comprehension. The fourth problem, some students unable to

analyze the tenses of the sentences. The solution to this problem, the writer

was to explain the tenses used to write a personal letter.The fifth problem

the students were unable to write sentences according to their context. The

writer still found errors in the student’s writing. To solve this, the writer

has guided the students to be more careful in writing their assignments.

The sixth problem, some students were misunderstanding with the

teacher’s explanation. To solve this problem, the writer was trying to ask

students to express what aspects of learning they still did not understand.

The last problem, the writer found the students did not have good social

interaction when learning in a group. The writer made the situation more

interesting that made them active in group work to solve this problem.

Also after giving evaluation to the student about their test in post-test 1,

the researcher created post-test 2 to analyze student ability in vocabulary at

the end of cycle 2.

b. Acting

The same as the previous cycle, the students were given two

meetings by the teacher. Those treatments discussed personal letters and to

get their vocabulary improved. The teacher also gave them context clues

as a strategy to acquire difficult vocabulary to make them understand the

text better.

The first meeting in the cycle two was held at November 21st, after

praying and giving greetings to the students, then the teacher explained

what purpose of the teaching and learning that they wouldbe received for

this cycle. The teacher showed them the PowerPoint that includesthe

purpose of learning, the definition of personal letter and context clue, types

of the personal letter as the social function of this letter, types of context

clue, the general structure of the personal letter and language features in a

personal letter. The teacher explained it briefly because he assumed that

they had already learned about it before as the same as in cycle one. To

gain more knowledge about context clues, the teacher asked all students

together to fill in the blank about the word that was suitable forthe context

given in the PowerPoint.The teacher also taught the students about the

kinds of vocabulary to help their knowledge about vocabulary. When the

teacher was sure that the student hada good understanding ofthe material,

he asked all students to make a group of four or five. All groups were

given a text about personal letters individually. All groups have to analyze

the sentence or characteristic that suitable with generic structure and also

told the students to write the generic structure. The student also told to

analyze the tenses of sentences in the letter, whether it was present tense or

past tense. At the end of the activity, each group had been told to have one

volunteer to explain their analyses of the text. Every group was given

feedback from the teacher. After that, the teacher asked the student to

evaluate together what they learn today and asked the student to learn by

themselves about what they learn today as homework.

In the second meeting on November 28th, as usual, before teaching

and learning activity held, the teacher greeted the student and begun the

class with prayer. The first thing that the teacher did was asked the

students about their preparation to learn the English language and asked

them what previous material they already discussed with the teacher in the

last meeting. The next step the teacher did was re-explain to them to the

student about the material which isa personal letter, also all material

related to the personal letter. Then, the teacher re-explained again about

context clues and asked the student to help them re-define about context

clues, also asked some students to re-explain about types of context clues

by their argument and comprehension. The whole class agrees about the

understanding of the material derived from discussion in the classroom

between teacher and student with other students. Then, the teacher was

told them that they will do an assignment in a group. The teacher asked

them to make a group that contains four or five people. Each group was

given the assignment to translate the whole text and analyze the structure

given by the teacher. It is the moment where they were using a context

clue to help them understand the text. Each group has different text about

the personal letter. After the first task was finished, the teacher gave them

another assignment. The second assignment was to write a personal text

about anything. So the students were given the freedom to choose what

types ofpersonal letters that they wanted to write. It could be a love letter,

fan mail, or other types. Teachers guide them in writing the text so that

there were no mistake in their language or their structure of the text. It was

also a moment where teachers recall context clue strategy to use language

that suitable forthe context they wanted to write. Both translating and

writing assignments, all students should write the text in their workbook.

When the assignment was finished, the teacher asked each group to choose

one student to represent them to read aloud about their text. When the

reading-aloud activity was done by every group, the teacher asked them to

collect their workbook and gave it to the teacher. At the end of the

teaching and learning activity fulfilled with evaluation between teacher

and student about the whole material that has been learned. The class was

closed by pray and the teacher told the student that will be a test in the

next meeting.

c. Observation

The same as the previous observation activity, the activity of

observation in this cycle was done by the English teacher of the class. The

teacher became an observer that analyzes whether the teaching and

learning activity condition was very good, good, adequate or insufficient.

The English teacher analyzed the activity using an observation sheet

thatdivided into teacher activity and student activity. The result of an

English teacher’s observation elaborated as follow:

In the first meeting, when the teacher was explaining the material

and the purpose of the learning, the student was able to relate the material

and the strategy and also can implement the strategy into the material that

has been taught to them. Group activity worked to them, which make

learning activity went very active and many interactions between students

when the assignment of the personal letter was given. The teacher worked

as a facilitator that guide them and help them if they still find difficulty in

understanding the text. The student was not doubted with the teacher about

giving their thought to the teacher. At the end of the class, the teacher gave

positive feedback to all students through their assignmentsthat have good

results and class finished by evaluation through very active discussion

between teacher and student.

In the second meeting, the student got very familiar with the

material and did not hesitate when the teacher asked them to help the

teacher described the material by the question of the teacher. It makes the

explanation session shorter and also more interactive than the previous

meeting. After explainingthe material, the teacher gave an assignment. The

assignment was held in the group.The students were so enthusiast because

their ability in the understanding text was improved and became better.

Group activity went very well and create better social interaction. The

majority of the student was active in giving their participation during

finishing their assignment. The teacher still doing his job as a facilitator to

make sure that there were no mistakes during group-work. It made a very

good interaction between teachers and students in the classroom. Same as

usual, the last session is feedback from the teacher, positive feedback was

given to the student because their work is having good improvement.

Teaching and learning activity finished with the evaluation that created a

good result of their learning activity that increased than before.

d. Reflecting

In this phase, the writer was analyzing alldata from all instruments.

The researcher and the English teacher created a comparison of the result

between cycle one and cycle two that taken from the test result,

observation sheet and interview. The result found that the vocabulary of

the student was increased and became better. On the other side, the context

clue was working in the learning activity that made it more interested and

enthusiastic in learning English.

From the first meeting,it can be explained that student has

difficulty in understanding phrase, sentence and text because of lack of the

vocabulary. The researcher found that student’s ability in understanding

the assignment that was a personal text was able to finish by student step

by step became better and improved.

According to the result from the discussion between the researcher

and the English teacher, it concluded that implementing CAR using

context clue strategy for student understanding in English was

appropriated with the planning that had been created by the collaboration

between the researcher and the English teacher. It can be described that

each section was planned as good as possible for the writing activities

could be accomplished well.

After the result of the test was already analyzed that through

context clue strategy increase student vocabulary, the researcher

triangulated the data obtained which came from the observation sheet and

interview. Here are the research findings and discussion about an English

teacher and student’s perspectives of the context clue strategy at M.A. Al-

Khairiyah Jakarta.

3. Context Clue Strategy Was Able to Foster Student’s Vocabulary and

To Improve Teaching Strategy

The writer found in the result of the data if the context clue strategy

was able to foster the student’s vocabulary and improve teaching strategy. It

was implied by the theme of the data that the writer made of gained data

about context clues implementation. The themes became the reason why the

writer put a conclusion if the context clues strategy was able to foster the

student’s vocabulary and improve teaching strategy. The themes of data were

described as follows:

a. The Opinion of English Teacher and Students in Implementing

Context Clue Strategy to Improve Vocabulary.

English teacher described that using context clue was good for

giving the student a new method to learn vocabulary It helpedthe student

to have and memorized new vocabulary that suitable with context, but still

there were students who unable to understand because context clue is

reading activity whether students did not have habits in reading. Then

from student opinion, commonly they said this strategy gave them new

knowledge about English vocabulary.

In the observation sheet, the students have stable in the good state

which shows good activity during listening and implementing context

clues. The writer also took pre-test, post-test 1 and post-test 2 data as

references on how implementing context clue foster their vocabulary in

which student’s scores were improved from 56.11 to 68.6 and then 82.1.

The writer assumed that from these data that student’s vocabulary was

improved because they were able to discover new words through using

context clues. Result of the statement of the writer has the same perception

from Innaci and Sam (2017), they explain that “context clue is a clue given

by the author by the intended or incidental way that written in the text to

help learners easily understand the unfamiliar words”(p.40).

b. Advantages of implementing Context Clue strategy in the

classroom to foster vocabulary.

In implementing context clue strategy the writer found some

aspects that gave advantages by using this strategy in teaching vocabulary

to the students. These advantages were:

1) Able to Choose A Word Without Opening The Dictionary

English teacher said that this strategy has advantages that this

method help student to know more about vocabulary without has to open

the dictionary and understand the idea of sentence faster. Students also

stated if their vocabulary was fostering through this strategy, they felt if

this strategy gave them a special way to learn vocabulary.

From the observation, the writer found if their learning becomes

more individual at the end of the meeting. It became ‘sign’ if the student

can analyze, choose and use words independently that suitable for the

context. Moreover, from also the tests had given by the teacher as the

assessment of their vocabulary, the result was improved and gave good

achievement with the majority of them, around 77% or 31 students had

been reached the minimum mastery criterion (KKM).

The writer concluded from these data if student’s ability to

analyze, choose and use words independently that suitable with the

context was succeeded because of implementing context clues as to its

advantages.

This result same as Uzer’s idea, Uzer (2018,p.5) in his research if

context clues made recognizing word activity become faster. Context

clues are ways to understand the meaning of new or unfamiliar words by

hints that the writer found within a sentence, paragraph or passage too.

Since unavailable of the dictionary to encounter the unknown word, the

most practical way to build vocabulary is through learning the meaning

of a word through its function in sentence or paragraph. Several possible

meanings should have to reader aware. The appropriate definition that

fits in the context decided by the reader was through being sensitive to

circumstances in choosing and using words.

2) Creating Critical Thinking New Vocabulary

In the students’ perception, the result of the interview implied that

they were able to find out new vocabulary as advantages in using context

clues and they also said that it gave them new knowledge about English.

From the observation, it showed that the improvement of

student’s activity in a discussion session in the classroom. It was implied

if their ability to recognize vocabulary was improved. It made them able

to do discussions better. Improvement score from pre-test 56.51, into

post-test 1 68.6, and also improved in post-test 2 82.1. This improvement

became a sign of a student’s vocabulary was improve that they were able

to find the word that suitable for the context.

From all these data, the writer assumed if the implementation of

context clues had some advantages to stimulate critical thinking. This

result was linear with Uzer’s description, Uzer (2018,p.5) saidthe

advantages in using context clues. He described contextual clue means to

deal with the necessity of creativity. Punctuation and keywords will

affect accuracy in guessing words better by reading the information

carefully.

3) Motivating Students to Learn English

For the motivation aspect of students in her class, the English

teacher gave the opinion that the student was attracted to the way how the

teacher explained. It means that student motivation was improved in

learning English when context clue was giving them motivation in the

class especially in learning vocabulary in its context. From the student’s

perception, four students said this strategy made them became more

interesting to learn new vocabulary. It can be assumed that using context

clue strategy was a motivated student in learning vocabulary

In the observation, the writer found if the student was attracted

and wondered about context clue strategy. It makes them more active in a

learning activity. For instance, they took attention to the material and also

gave very good participation in a discussion activity. The writer also

gave speculation from student’s mean score which improved from pre-

test 56.11 to post-test 1 68.6 and then until post-test 2 82.1 and their

reaction in each test. The writer assumed that this strategy gave

motivation to the student in learning English vocabulary. This result line

with research from Christ (2010,p.1), in his statement he said that “It is

apparent that students benefit from having another way to determine a

word’s meaning”.

4) Improving Vocabulary

The last perception about context clues that asked by the

researcher to English teacher was about the implementation of context

clues on student’s vocabulary. The English teacher said that having an

activity such as context clues gave a new experience to the student. It

became new knowledge to the students. Because they have lacked in

English vocabulary and most of the students not really active especially

in reading, they still have difficulty. But as the activity that has been done

in the class for those meetings. It can be seen that student vocabulary was

improved and they were able to use it sometimes in the test or their

assignment. All the students gave positive answers. Five students said

that this strategy gave them a good effect in comprehension in English

especially in foster their vocabulary.

From the result of the test, the writer concluded if this strategy

was effective in improving their vocabulary because they were able to

increase their score in each test. They mean score for each test was from

pre-test 56.11 to post-test 1 68.6 and then until post-test 2 82.1 Also by

the observation,the writer found if their activeness in having the

discussion was also improved. The writer implied from this data if their

ability in English vocabulary was improved.

From those results, the writer concluded if context clue strategy

was effective in teaching vocabulary for the purpose of increasing

student’s vocabulary. This statement was supported by Cifti and Uster’s

idea. Cifti and Uster (2009) described that teaching vocabulary trough

context and definition was important to provide student with strategies in

using the unknown vocabulary could be concluded by its context occurs

rather than telling the student to memorize a lot of word or trying to find

the meaning of vocabulary which make reading process so tedious and not

implement the actual vocabulary learning(p.1568).

c. The Problems in Implementing Context Clues

For the problems of the strategy,the writer found two-point which

the writer described into two sub-points. The problems in implementing a

context clue were:

1) Lack of Vocabulary

During teaching and learning activity, the writer saw that student’s

participation improved in the classroom, but still, they face common

problems, vocabulary understanding. Some students seemed to be

confused in understanding the sentence or passage was given by the

teacher and still asked the teacher during learning and executing the tests.

Also from the interview, the writer found that the teacher thought that

students did not quite understand the strategy and also using it. In student

perception, the problem was they are lack vocabulary that made them

cannot found the correct words in implementing vocabulary. The

explanation was as follow:

From observation, the writer found that their activity of asking the

material when the teacher gave explanation was lack. It gave the

assumption that student's comprehension in English was not totally

achieved to utter their idea. It was because their English capability was not

really good. Also, the writer experience when they do the test, they still

asking some meaning of words. From all those data, the writer should

teach the context of the words first and this strategy was minim of oral

activity as the solution. It is linear with Mcknown’s idea of disadvantages

that or elusive skill of selecting constraints from context and using

multiple contexts should be taught first, especially for a student with low

verbal ability that quted from Rona and Thomass (2018,p.103).

After described the problem or weaknesses of implementing

context clues, the writer also asked them about the solution from their own

opinion. For the problem of lack in vocabulary, the teacher said if the

solution was teacher should give the text before the day of meeting in the

classroom and the teacher told them to found difficult words and then they

should find the meaning of the word. When at the same time, the teacher

also read the text and tried to define each phrase or word in the text. The

student was able to have the answer when they are questioning the text.or

teacher only just gave them a paper of words with its included meaning.

Same as of teacher’s opinion, the student’s opinion was the teacher may do

the discussion about context and vocabulary meaning at the beginning of

teaching and learning activity before implementing context clue strategy.

2) Habits in Reading a Text

The second problem was their reading activity that was not really

good, especially in reading a text in English. From the interview, the

English teacher of the class explained if it was so difficult if gave the

student text assignment or topic that related to a text. It was because they

were not really interested in the reading activity. Same as teacher opinion,

some student expressed their story about their lack of reading activity and

reading did not their habit

The problem or struggle found in implementing context clue in the

classroom have to be solved.The English teacher explained that this

strategy needs student’s activeness in using it when they learn vocabulary,

especially in reading as a solution to their struggle. Whether, in her class,

the student was not good at reading or maybe they did not have good

literacy. It couldbe said that they did not like to read. It became a problem

for the teacher to make students interested to do a reading activity.

From the observation, in the aspect of student participation in the

teaching process, they were commonly in a good state until the end, they

were able to follow instructions from the teacher but did not really

attractive to read more.

From all descriptions above, the writer concludes if their minim

reading ability became the problem when implementing context clue

strategy. This statement was linear with Rona and Thomas (2018)

statement with problems in using context clue strategy. They said if

context clue known as “natural” method of learning vocabulary, it was

possible for students to learn a few words but struggle found by them who

have not consistent basis in reading(p.103).

The solution to making them read as the English teacher idea was

giving the student an assignment.The assignment is to read the text before

the day they learn the material to discuss a text.Therefore with student’s

opinions about the solution. The teacher can make a discussion about

context and teach the students about vocabulary meaning in the beginning.

The aspect of how context clue strategy such as student's

perspective of it, the advantages, like motivatingand then evidence of

effectiveness, problemsalso solution of struggle found, in implementing

context clue proved this strategy was able to foster student’s vocabulary.

73

CHAPTER V

CONCLUSION AND SUGGESTION

Conclusion and suggestion as the conduction of the study by researcher of

using Context Clue strategy to foster student’s vocabulary of eleventh class M.A

Al-Khairiyah Jakarta, especially XI MIA class academic year 2019/2020

presented in this chapter.

A. Conclusion

The final result found by the researcher on implementation of using

Context Clue in purpose of foster their vocabulary was success. This strategy was

able to improve student’s vocabulary and improve teaching strategy in XI MIA

class of M.A. Al-Khairiyah Jakarta. Using Class Action Research, the writer used

some instruments which include of interview, observation as qualitative research

and tests such as pre-test, post-test 1 and post-test 2 as quantitative research.

Result from qualitative research was found by the writer, in interview from

students and teacher commonly described that context clue gave positive

experience and effect in fostering their vocabulary in context. Students were able

to put the correct word and get new knowledge in using vocabulary. The English

teacher also gave supportive explanation about how this strategy implemented in

her class, even there was still gap in teaching method when this strategy

implemented in the classroom, but at least it gave them advantages in vocabulary

learning. In observation the writer found commonly showed good category when

context clue strategy. It gave improvement in teaching and learning activity in

English class. Student seen to be attractive, gave participation and asking more

often in the classroom as same as their vocabulary understanding.

Moreover in quantitative data, the writer found from tests that writer gave

to student which in pre-test in mean score 56,51which there was no student or 0%

who passed the KKM. In post-test 1, mean score was 68,6 which there were 30%

or 12 student already passed the KKM. Then in the post-test 2, the mean score

was 82,1 which mean there were 77,5 % or 31 students who passed the KKM.

As result of post-test 2 which 77,5%, the writer put stakeholder if there were 75%

student in the classroom who passed the KKM, the research was stated as success.

Therefore this action research was stated as success. From those data, the writer

implied if context clue strategy was succeed in fostering student’s vocabulary and

teaching strategy in grade eleven of science class at M.A. Al-Khairiyah.

B. Suggestion

In this final chapter, the writer hopefully this research will be useful as

references to create innovative and effective vocabulary teaching or forward

research that refers to unique strategy about vocabulary. This research especially

could be useful for:

1. This research might be used by the English teacher or another language

teacher to create unique strategy to learn vocabulary. Context clues

implied students to get their own vocabulary so they able to now

vocabulary and increase their vocabulary.

2. Students also could use this research when they faced boring in their

learning. Vocabulary which the most important aspect in learning a

language. They can found another strategy that similar with this

strategy or newer that could help them in learning vocabulary.

3. The other researcher can implement Context Clue strategy to foster

student’s vocabulary especially in choosing words. The other

researcher also could use this research to find out more unique and

effective strategy for teaching vocabulary.

75

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APPENDICES

APPENDIX 1. The Guidelines and Transcript of the Interview after CAR

Interview Guidelines for XI Science English Teacher of M.A. Al-Khairiyah

Jakarta after Classroom Action Research (CAR)

1

Apa pendapat Ibu setelah melihat proses pengajaran kosakata / vocabulary

bahasa Inggris dengan menggunakan strategi Context Clue?

(What is your opinion after saw the process of teaching English vocabulary

using Context Clue strategy?)

2

Menurut pendapat Ibu, apa kekurangan yang ada pada penggunaan strategi

tersebut?

(According to you, what are the disadvantages of using the strategy?)

3

Menurut pendapat Ibu, apa kelebihan yang ada pada penggunaan strategi

tersebut?

(According to you, what is the advantages of using the strategy?)

4

Bagaimana kemampuan pemahaman siswa Ibu dalam pengajaran kosakata

/ vocabulary bahasa Inggris setelah menggunakan strategi Context Clue?

(How was your student’s ability in learning English vocabulary after using

Context Clue strategy?)

5

Menurut Ibu, apakah siswa termotivasi untuk belajar kosakata / vocabulary

bahasa Inggris setelah menggunakan strategi Context Clue?

(In your opinion, do the student motivated to learn English vocabulary

after using Context Clue strategy?)

6 Kendala apa yang terlihat selama proses pengajaran kosakata / vocabulary

bahasa Inggris dengan menggunakan strategi Context Clue?

(What was the struggle discovered during the learning process of English

vocabulary using Context Clue strategy?)

7

Menurut pendapat Ibu, bagaimana cara mengatasi kendala tersebut?

(In your opinion, what is the solution to handle the struggle?)

8

Setelah Ibu melakukan observasi pengajaran kosakata / vocabulary bahasa

Inggris dengan menggunakan strategi Context Clue, apakah strategi

tersebut efektif untuk meningkatkan kemampuan siswa/i dalam belajar dan

menguasai vocabulary?

(After you did the observation of learning Eglish vocabulary with using

Context Clue strategy, Did the strategy effective to foster student’s ability

in learning and acquire vocabulary?)

The Interview Transcript of the English teacher after Implementation of

Classroom Action Research

Researcher: Okay miss for the first question about teaching English activity in

this class, is focused on vocabulary with the personal matter as the

material. But, what is your opinion about this context clue

strategy?

Teacher: In my opinion, this strategy was not totally good, but maybe

because of your explanation that was not really clear. Context clue

is a way to know the meaning of a word without looking into the

dictionary which has to see the context of the sentence. I think you

should describe more about it better. Then, you can discuss it

through questions.

Researcher: Alright miss. Then, you have seen teaching English activity with

context clues. In your opinion, what is the disadvantage of context

clues strategy?

Teacher: Well, for its disadvantage, isn’t it? Well actually I think context

clues was good to teach vocabulary, but maybe because student’s

vocabulary was lack, so they cannot understand directly about the

meaning of the word

Researcher: Okay miss. We had discussed the disadvantage. Now, in your

opinion, is there an advantage of using a context clue strategy?

Teacher: Well the advantage of the strategy was it make the students did not

depend to look at the dictionary. Although they only knew some

words, with understanding the context of the sentence, they can

guess the meaning of words that suitable for the sentence.

Researcher: Okay. Now, for the fourth question, you have seen teaching

English activity with context clues. In your opinion, how was your

student’s comprehension of vocabulary for now?

Teacher: Well, I have told you in the beginning that their understanding was

questionable because of the unclear explanation of yours. I think

they did not have a good understanding yet

Researcher: Okay miss. Now for the fifth question, in using context clues

strategy to teach vocabulary, in your opinion, did this strategy

motivate the student to learn English?

Teacher: Personally, when I was teaching text, I gave them the text first, then

I told them to find the meaning of a difficult word. But, I thought the

way used this strategy gave them more spirit to learn

Researcher: Okay miss, then, do you think there is any problem or difficulty in

learning vocabulary with using this strategy?

Teacher: Of course there is a problem of using this strategy, vocabulary is

always becoming a problem in learning English, I think my students

still very lack of knowledge about vocabulary. It came from their

interest in learning was still low, not just in the English lesson but

also in another lesson. They are more enthusiastic to read their

social media hahahaha, but they not quite good for having read for

learning activity. This is why it became the struggle of learning with

this strategy.

Researcher: Alright then miss. Now as you said before if the student’s reading

activity was low. What is your idea to solve this problem?

Teacher: In my way, as what I said before, we could tell the students to read

the text in their home, and ask them to find the difficult word and

make a list form those word, then find the meaning of the word in

the dictionary. Do not tell them to put the meaning of the word

below the English word, because they will not learn if they do it. So

would be good if they write that job in a paper or the workbook

Researcher: Okay miss. Now, as you have seen in the classroom about the

implementation of context clues strategy in learning vocabulary, in

your opinion, did this strategy effective to foster student’s

vocabulary especially in English?

Teacher: Well, in my opinion, this strategy was effective, but maybe because

It just is given for few meetings so the students did not quite

understand, but at least it was effective to foster their vocabulary.

Researcher: Okay, thank you miss.

Interview Guidelines for XI Science Class Student of M.A. Al-Khairiyah

Jakarta after Classroom Action Research (CAR)

1.

Apa pendapat anda setelah proses pengajaran kosakata /

vocabulary bahasa Inggris dengan menggunakan strategi Context

Clue?

(What is your opinion after learning process of English

vocabulary with using Context Clue?

2.

Menurut pendapat anda, apa kelebihan yang ada pada penggunaan

strategi tersebut?

(In your opinion, what is the advantages in using that strategy?)

3.

Menurut pendapat anda, apa kekurangan yang ada pada

penggunaan strategi tersebut?

(In your opinion, what is the disadvantages in using that

strategy?)

4.

Bagaimana kemampuan pemahaman anda dalam pengajaran

kosakata / vocabulary bahasa Inggris setelah menggunakan

strategi Context Clue?

(How was your comprehension in learning English vocabulary

after using Context Clue strategy?)

5.

Menurut anda, apakah strategi ini memotivasi anda untuk belajar

kosakata / vocabulary bahasa Inggris?

(In your opinion, did this strategy motivate you to learn English

vocabulary?)

6. Kendala apa yang anda rasakan selama proses pengajaran

kosakata / vocabulary bahasa Inggris dengan menggunakan

strategi Context Clue?

(What problem you felt during learning English vocabulary

process with using Context Clue strategy?)

7.

Menurut pendapat anda, bagaimana cara mengatasi kendala

tersebut?

(In your opinion, how to solve that problem?)

8.

Setelah kegiatan pengajaran kosakata / vocabulary bahasa Inggris

dengan menggunakan strategi Context Clue, apakah strategi

tersebut efektif untuk meningkatkan kemampuan siswa/i dalam

belajar dan menguasai vocabulary?

( After learning English vocabulary activity with using Context

Clue strategy, did the strategy effective to foster student’s ability

in learning and acquiring vocabulary?)

Interview Transcript of Students after Implementation of Classroom Action

Research

1. Siti Nurhaliza (Student 1)

Researcher: Okey bismillahirrahmanirrahim Lets start shall we? I already

taught you using context clues, that I already present to you before,

remember? Then according to you, what do you think when I

taught you the English language using context clues?

Student: Well, haha, I am not quite sure

Researcher: Is it the same as usual or what?

Student: It helps me to learn the English language, and helped me how to

understand it haha

Researcher: Then in your opinion, When I taught using context clue, is there

any advantages from what I have taught to you, or you have any

other opinion?

Student: Maybe because I did not quite get so… it confuses a little bit

Researcher: `Hmm okay then, from siti’s opinion, did you got new

comprehension from my lecture?

Student: Yes

Researcher: Wow, can you tell what it likes?

Student: Yeaa, well context clue itself gave me new knowledge.

Researcher: Can you compare with the strategy of your own teacher taught?

Student: I think I can’t compare it

Researcher: Then, in my way teaching you, is it motivate you in learning

English language?

Student: Hmm I thought yes, it did motivate me, because the way you teach

was cheerful.

Researcher: For the next one, when I taught you about my lecture, is there any

problem or struggle you found?

Student: There was no struggle, I think

Researcher: There was no struggle? Okey. Then, I have taught you context clue

or not using context clue, is there any effect in your learning?

Student: This strategy gave me positive effect to how I learn English

Researcher: Is that all?

Student: Yes

Researcher: All right then, thank you siti

(Student 2 : Risyad Haris Azhari)

Researcher: Is it Risyad isn’t it? Okay, risyad bismillahirrahmanirrahiim. I

already taught you the English language with context clues.

What is your opinion about it?

Student: I think when you were teaching with context clues, it can add

new knowledge vocabulary for us and help us to learn English

better

Researcher: Okay, now in Riyad's opinion is there an advantage in learning

English if you use context clues?

Student: I think that, well from context clues is to add to our English

vocabulary so that our English words become wider

Researcher: Well okay, now are there any disadvantages in my lecture when

I teaching use context or not If it's lack or something?

Student: it might be, context clues about having to be read while reading

interest in that student that's still low

Researcher: Hmm okay, then In risyad’s opinion when I taught you English

with context clues, is that has better comprehension skills or

what?

Student: Yes, of course, words I do not know before like the synonym

and the opposite word I understand the word better through

your lecture using context clue.

Researcher: Then, risyad, for the recent activity, I already taught you

English, how many times was it? 2 times? Well, when I was

teaching using this contextual strategy, Do you become more

motivated about to learn English?

Student: Yes , because when you taught me, It makes me became

motivated to study English. and learn more about context clue

Researcher: Then , when I teach you for 2 times, Is there any problem or

struggle? like it's not comfortable here or so it's not really good

in here or there?

Student: No, it doesn't, It feel good and explained clearly

Researcher: Okay, there was no problem right? Now is there any suggestion

about my lecture?

Student: maybe when the use of Infocus when teaching more should be

translated again and explained more so that you know how it

might be about what's in your slide it needs to be explained

more detail

Researcher: Okay thank you risyad. Now, is it in your opinion, effective to

learn English by using context clues?

Student: this context clue was effective very effective if in my opinion, it

was already I said I have found a new vocabulary to deepen my

knowledge in the context of English

Researcher: Hmm good then, well that is all Thank you risyad

( Student 3: Nizar Yafi )

Researcher: Okay, with Nizar, am I right?

Student: Yes I am

Researcher: Okay bismillahirrahmanirrahiim, Nizar there are eight questions,

first I want to ask you this one, during my lecture, in Nizar’s

opinion when I was teaching using context clue?

Student: In my opinion, with your teaching which using context clue, we

can understand the meaning of vocabulary we still do not know

before

Researcher: Well, that is good, is there anything else

Student: No

Researcher: Okey, in Nizar’s opinion, when I Teach you using context clue, is

there any disadvantages of it?

Student: There is an advantage, it is like, we could discover, not just

discover, we could know the meaning of vocabulary that you have

taught. For example the synonym and antonym of vocabulary, we

could know those meaning of vocabulary

Researcher: Okay, now, I had taught you with context clue, right? You already

told me the advantage of context clue, now about the disadvantage.

Whatis the disadvantage of my teaching when using context clues?

Student: Context clue is learning with using a book, now the students of the

class have not good interest in reading, so I think that was the

disadvantage

Researcher: Well, okay, now, In Nizar’s opinion, Nizar had been taught English

with using Context Clue, Did Nizar’s comprehension in vocabulary

improved?

Student: It was improved, maybe because I Took attention more, I don’t

think so with other students, But because took more attention so

my comprehension in vocabulary was improved

Researcher: okay, now, In Nizar’s opinion, I had taught you with context clue,

did it make you more motivated to learn English?

Student: Yes I was becoming more motivated. Because the way you taught,

make me wanted to know more about English not just context clue.

Researcher: Okay good. Now, during my lecture. Please answer honestly. Is

there a problem in my teaching using context clues?

Student: I think sometimes you explain it so complicate and your voice did

not loud enough. Maybe that is all

Researcher: Okay, now, as the problem you have said, do you have any

suggestions for the problems that will make my teaching became

better?

Student: Well, If you could, maybe you can be more prepared before

entering the class, maybe it would be more simple and try to use a

louder voice

Researcher: I think you already said that but, let me ask you about it, did

learning English using context clues are effective to foster your and

your friend's vocabulary?

Student: In my opinion, this strategy was effective, because what you have

taught was clear, and the students were well-educated and able to

gain new vocabulary, so that is all why it was effective

Researcher: Okay, that is all enough Nizar, thank you

( Student 4: Atika Salsabila)

Researcher: Your name is Atika, right? Okay Here, I have eight questions. I

would try to ask you so gently so you can understand me better.

Please answer honestly. Okay Student, I already taught you for a

couple of meetings using context clues. Now, in Student’s opinion,

how about my lecture when I taught you using context clues?

Student: Well, the way you taught us was good, but sometimes you explain

it too quickly and unclear, but at least it gave us good

comprehension.

Researcher: okay good, then, I already taught you with context clues, in Atika’s

opinion, is there any advantage of learning with context clues?

Student: Yes there is an advantage of using context clue, I never knew about

context clue before, the explanation, etc about context

Researcher: Okey, in Atika's opinion, well you already told me the advantage.

Now, is there any disadvantage when I teach you with context

clues?

Student: For the disadvantage, I was doubtful because I did not quite

understand. When you taught me, I discover that there is much

knowledge about English and the other things

Researcher: Ohh okay, then, when I taught you using context clues, did it

improve your vocabulary skill?

Student: Well yes it was because there are many vocabularies that I do not

know before, and then it helps me when I tried to learn context

clue and its type, and also the knowledge of it

Researcher: Okay, during my treatments in the classroom, did it motivated you

to learn English more?

Student: Yes, As personal I became interested, and inspired to go to the

university and took English literature program, but I’m still

hesitated though haha

Researcher: Okay, in my lecture which used context clues strategy, is there any

problem or struggle in Atika’s opinion?

Student : For the struggle, I think there is part of it which I cannot

understand, then I have to read it more, just that

Researcher: Okay, Atika already said if Atika has that problem. In your

opinion, how to solve that problem?

Student: Ehh maybe…, It would be better to put more materials… for

instance in the concept of discussing the questions or else maybe

Researcher: Hmm alright then, for the last one. I have taught you and all of

your friends English with context clues strategy, Is it effective in

your opinion to foster your and your friend's English vocabulary?

Student: well , yes it was effective, with context clues we can know the new

vocabulary, and add more vocabulary knowledge about the context

Researcher: Okay, thank you tika

( Student 5: Faizah Fitriany)

Researcher: Okay Student can we start? Bismillahirrahmanirrahiim Faizah, I

want to ask you around eight questions. Please answer it as well as

you can, and absolutely form your own opinion. Okay for the first

question, I have taught you English vocabulary using context clues

strategy to make you understand better. InFaizah’s opinion, how

about my lecture in using context clues strategy?

Student: I think it is not quite good, because I cannot understand well. It

comes from the context clue itself was not really clear. I still did

not get the idea of context clues. But at least I have some

comprehension, even just a few.

Researcher: Okay, now in Faizah’s opinion, are there any advantages in

learning vocabulary with Context Clue?

Student: Yes, the advantage of this strategy was suitable for someone like

me who did not have many vocabularies, context clues able to

give us a new vocabulary, and understand vocabulary better.

Researcher: Okay, now in Faizah’s opinion about advantage. Now is there any

disadvantage to it?

Student: In my opinion, the disadvantage was maybe because this strategy

concept was an independent way to find the word, the

disadvantages are we cannot understand the meaning of the word

Researcher: Okay, then inFaizah’s opinion, is this strategy to improve your

understanding of English vocabulary?

Student: Yes, it was improved, because I think this strategy help someone

who has few vocabularies, able to add and improve their

vocabulary knowledge or in memorizing vocabulary

Researcher: Okay, with context clue that I have taught in teaching English, did

it motivate you?

Student: Yes it was because with gaining new vocabulary that I remember,

it makes me motivated to learn the English language more and to

add new vocabulary

Researcher: Okay, now Faizah, during my lecture with context clue, are there

any struggles or problems with it?

Student: Ehh, maybe for myself, because the students in this class were not

quite familiar and have good knowledge about context, so I do not

quite understand, but with your lecture, we were able to know new

vocabulary we never know before.

Researcher: Okay, now Faizah already told me the problems, now can you tell

me the solution to the problem you have said before?

Student: Well, I think you can tell us more detail about this strategy, such as

the suitable context of some vocabulary

Researcher: okay , Faizah, for the last question, I already taught you with

context clue, in your opinion, is this strategy effective in foster

student’s vocabulary?

Student: I think it was very effective to help to foster their vocabulary,

moreover to them who still have few vocabulary knowledge

Researcher: Okay, thank you Faizah, that is all enough.

APPENDIX 2. Pretest, Post-test1, Post-test 2

Pre test

1. “You may sent her a letter to express your love”. Synonym of word love

is……

a. Hate c. Like

b. Close d. Far

2. “Andre will leave this town tonight, you should write him letter as

farewell ”. Word farewell is used to say……

a. Hello c. Information

b. Goodluck d. Goodbye

3. “ With this letter I express my condolences of your mother’s loss”. The

writer use word condelences to express feeling …..

a. Happy c. Sad

b. Surprise d. Cold

4. “Eid Al-Fithr is islamic event as celebration after a month of fasting”.

Word celebration express writer’s …..

a. Ordinary day c. Ordinary event

b. Bad day d. Special day

5. Our letter will reach our friends house if we we write the ……..

a. The Signature c. The Place

b. The Address d. The Opening

6. We finish our letter with ……….. .It is part where we write the result of

our message.

a. The Conclusion c. The Opening

b. The Body d. The Signature

7. Writing personal letter seometimes because of personal ……. . It is

something between someone or a purpose.

a. Matters c. Conclusion

b. Book d. Concern

8. A personal letter have been popular since 18th centuries. Word popular

can be replaced with ….

a. Happy c. Famous

b. Far d. Ordinary

9. There are various ……. of personel letter over decades. They are new and

better than the old version

a. Innovations c. Different

b. Parts d. Direction

10. “When talking to our friends, we should be kind”. Word kind is similar

with …….

a. Bad c. Friendly

b. Cruel d. Arrogant

11. “Everything is going very well here”. Wordwell have a meaning …..

a. A source of water c. Bad

b. Good d. Rush

12. “ I was very pleased to read your letter” . Word pleased have antonym

such as …….

a. Hate c. Happy

b. Glad d. Curious

You should find the synonym word for number 13 – 16 and antonym word

for number 17-20 from the text below!

Dear Melodi,

As you (13)already know, I have (14)recently finished my postgraduate

degree and will be (15)leaving for Denpasar at the end of this week. Please

(16)consider this to be my sincere goodbye to you.

I want you to know that I am leaving here with truly mixed feelings; happy

about finishing my education, but sad to be leaving the school where I (17)have

had so many (18)unforgettable moments with you. Thelast two years as an

English teacher at our great school was the best period of my career so far. I

learned a great deal and worked with you, who, I am (19)sure, I will remain good

friend for a long time. I can only hope that our friendship will never end.

Thank you so much for making my time at the school a truly

(20)enjoyable one. Let’s keep in touch. Speak to me before I leave on Friday and

I will be happy to give you my new phone number and e-mail address.

My very best wishes for the future go out with you.

Yours sincerely, Dona

13. a. have done c. almost finished

b.unfinished d. Not yet

14. a. Fully c. lately

b. Almost d. clearly

15. a. More closer c. Being close

b. Going away d. Stay

16. a. Think about c. A thing

b. Thinking d. Pleasure

17. a. I am doing c. Almost

b. already d. was

18. a. Able to remember c. Delight moment

b. unable to remember d. special moment

19. a. Still same c. Clear

b. Hesitate d. Obvious

20. a. Fun c. Cool

b. Delightful d. Disturbing

Choose the correct word to fill in the blank from the passage below!

Dear Evan,

How are you? I (31)……. You and your family are fine. My family and I are fine

too

Thank you for the bag you sent me. I (32)…… it very much. However, my sister

says I shouldn’t wear it to school because it is very (33)……. .My sister is the

(34)…… but (35)……. I feel that she talks too much

Do you have any plans to visit me? I hope to hear from you soon.

Your loyal friend, Raka

21. a. Think c. Hope

b. Feel d. Want

22. a. Like c. Hate

b. Hope d. Curious

23. a. Funny c. Good

b. Big d. Cool

24. a. Worst c. The best

b. Bad one d. Questionable

25. a. For the first time c. Lately

b.sometimes d. Usually

Post-test 1

1. “You know? I have pen pal from Australia”. Antonym of word pal is……

A. Enemy C. Best friend

B. Friend D. Mate

2. “An artist like her must be has a lot of fan mail”. Antonym of word fan

is……

A. Closer C. Lover

B. Admirer D. Hater

3. “She will understand your feeling through this love letter”. Antonym of word

love is……

A. Like C. Adore

B. Fond of D. Dislike

4. “Farewell is always become the end of a story”. Antonym of word Farewell

is……

A. Goodbye C. Leave

B. Apart D. Greeting

5. “As soon as the coach gets well we will have training again”. Antonym of

word gets well is……

A. Get Better C. Being health

B. Stay Sick D. Recover

6. “………. is moment where we are sad because someone is dead”. The correct

answer to complete the sentence is…….

A. Happy C. Condolences

B. Congratulation D. Care

7. “We say ………. When someone get an achievement”. The correct answer to

complete the sentence is…….

A. Happy C. Condolences

B. Congratulation D. Care

8. “Expression to someone that showing we are grateful because someone help

us called …….”. The correct answer to complete the sentence is…….

A. Thank you C. Congratulations

B. Sorry D. Good Bye

9. “ Generally ……. Is about special event or holiday event of religion , etc”.

The correct answer to complete the sentence is…….

A. A Birthday C. Vacation

B. Breakfasting D.Celebration

10. “In the end of personal letter there is …… “. It is a sign from someone who

write the letter.

A. Introduction C. Address

B. Signature D. Salutation

11. “ A part when someone asking about the reader condition is ….. “. It is always

the beginning of message when someone write a letter



12. “ The ……. should be written in the upper part of the letter”. It is where the

writer put the information of location.



13. “Before tell the message, the writer greet the reader with ……. ”. It is when

the writer say special word and the reader’s name.



14. “Personal letter used as to express ……. experience”. For example a journey,

story of vacation or fun game you have played.

A. Sad C. Great

B. Bad D. Unaccepted

15. “ We can use personal letter to tell …… about our family or our friend”. It is

information where the writer wanted to know by the reader in this time.

A. News C. Past

B. Future D. Age

You should find the SYNONYM word for number 16 – 20 from the text

below!

Dear Rangga,

I’m (16) sorry I was not (17) able to visit you last Sunday. I (18 )had to take care

of my brother because Mum had to accompany Dad to the ball. I know my parents

are the best but they are busy. We (19)rarely have useful (20)communication, so

I feel that they don’t understand me. I wish they had more times for me. They also

want to know everything I do. They always want to know where I go after school,

and with whom I go.

I like listening to rock music very much but my parents don’t like the music I

listen to. They argue that it is too noisy and is not good for my ears. I feel that my

parents pay more attention to my baby brother. I hope my parents know how I feel

about things.Do you have any advice?

Your Friend, Cinta

16. A. Asking C. Apologize

B. Helping D. Wondering

17. A. Can C. Could

B. May D. Shall

18. A. Try C. Ask

B. Must D. Will

19. A. Always C. Many times

B. Often D. Sometimes

20. A. Dialog C. Quiet

B. Whisper D. Asking


Dear Siti,

The holidays have just ended. How was your (21)…… ? I spent my holiday in my

Grandpa’s (22) …… . Every morning, we (23) …… to the city park. When we

come (24) ……. , my dad cooked a (25) ….. lunch. After lunch, I sometimes sat

around together with my parents and grandpa, usually talking or singing. It rained

almost every day so I didn’t go out much.

Hope to hear from you soon

With love, Terry

21. A. Homework C. Family

B. Holiday D. Brother

22. A. House C. Motorcycle

B. Room D. Wife

23. A. Like C. Went

B. Stay D. Find

24. A. Home C. Across

B. Forward D. Up

25. A. Beautiful C. Fast

B. Delicious D. New

Post-test 2

1. “ …… is term that show he or she is close with us such as friendship” . The

correct answer to complete

the sentence is…….

A. Pal C. Fan

B. Love D. Farewell

2. “ The end of the meeting is called …….”. The correct answer to complete the

sentence is…….

A. Pal C. Fan

B. Love D. Farewell

3. “ ……. is an emotion that let us to have special relationship with someone”.

The correct answer to complete the sentence is…….

A. Pal C. Fan

B. Love D. Farewell

4. “ ……. is a group of people that likes us more special that other”. The correct

answer to complete the sentence is…….

A. Pal C. Fan

B. Love D. Celebration

5. “ …… is also have meaning recovery, is condition where someone get his /

her healthiness back”. The correct answer to complete the sentence is…….

A. Get Well C. Condolences

B. Love D. Farewell

6. Our letter will reach our friends house if we we write the ……..

c. The Signature C. The Place

d. The Address D. The Opening

7. The part where someone tell his message in the letter is …..

a. The Body C. The Conclusion

b. The Date D. The Opening

8. We finish our letter with ……….. .It is part where we write the result of our

message.

A. The Conclusion C. The Opening

B. The Body D. The Signature

9. “In the end of personal letter there is …… “. It is a sign from someone who

write the letter.



10. “ A part when someone asking about the reader condition is ….. “. It is always

the beginning of message when someone write a letter



11. “ They always ..... to know where I go after school.” The correct answer to

complete the sentence is…….

A. Expect C. Help

B. Feel D. Want

12. “ I …… listening to music rock everyday”. The correct answer to complete

the sentence is…….

A. Understand C. Hate

B. Listen D. Like

13. “ I ….. my parents know how I feel about things”. The correct answer to

complete the sentence is…

A. Hope C. Silent

B. Am D. Will

You should find the SYNONYM word for number 14-17 and ANTONYM

word for number 18 – 20 from the text below!

Dear Melodi,

As you know, I have recently finished my postgraduate degree and will be

leaving for Denpasar at the end of this week. Please consider this to be my sincere

goodbye to you.

I want you to know that I am leaving here with (14)truly mixed

(15)feelings; (16)happy about finishing my (17)education, but sad to be leaving

the school where I have had so many unforgettable moments with you. Thelast

two years as an English teacher at our great school was the (18)best period of my

career so far. I learned a great deal and worked with you, who, I am sure, I will

remain (19)good friend for a long time. I can only hope that our friendship will

never end.

Thank you so much for making my time at the school a truly enjoyable

one. Let’s keep in touch. Speak to me before I leave on Friday and I will be

(20)happy to give you my new phone number and e-mail address.

My very best wishes for the future go out with you.

Yours sincerely, Dona

14. A. Really C. Less

B.Ordinary D. Few

15. A. Thinking C. Impression

B. Emotions D. Planning

16. A. Sad C. Cheer

B. Bad Feeling D. Confuse

17. A. Study C. Knowledge

B. Campus D. Experience

18. A. Better C. Positive

B. Worst D. Great

19. A. Bad C. Like

B. Better D. Kind

20. A. Excited C. Fun

B. Sad D. Cheer


Dear Evan,

How are you? I hope you (21) …. your family are fine. My family and I are (22)

….. too.

Thank you for the bag you sent me. I like it (23) ….. much. However, my sister

says I shouldn’t wear it to school (24) …… it is very big. My sister is the best but

sometimes I feel that she talks too (25) …..

Do you have any plans to visit me? I hope to hear from you soon.

Your loyal friend, Raka

21. A. and C. will

B. be D. but

22. A. fine C. sad

B. bad D. happy

23. A. More C. Little

B. Bit D. Very

24. A. Although C. The reason

B. But D. Because

25. A. Big C. Much

B. Far D. Many

APPENDIX 3. The Comparison of student’s score

Student’s

Name Pre-Test Score

Post-Test 1

Score

Post-Test 2

Score

Student 1 64 68 *88

Student 2 68 48 *92

Student 3 60 56 *92

Student 4 48 40 *92

Student 5 72 40 *88

Student 6 56 *92 *84

Student 7 72 68 *84

Student 8 64 *92 *92

Student 9 68 *92 *96

Student 10 68 56 *96

Student 11 68 68 *76

Student 12 68 60 *92

Student 13 68 *88 *88

Student 14 52 72 *84

Student 15 68 32 44

Student 16 56 *92 *100

Student 17 60 *100 *76

Student 18 64 *92 *92

Student 19 60 64 52

Student 20 64 *76 *92

Student 21 64 40 68

Student 22 60 88 *88

Student 23 68 84 56

Student 24 56 48 *92

Student 25 72 *92 *88

Student 26 48 *84 *88

Student 27 68 56 *96

Student 28 48 40 *92

Student 29 64 *80 *96

Student 30 32 68 48

Student 31 56 72 *92

Student 32 60 68 28

Student 33 48 72 *96

Student 34 36 *96 *88

Student 35 40 56 *92

Student 36 36 60 *84

Student 37 32 36 *92

Student 38 28 68 64

Student 39 28 *80 *88

Student 40 32 60 48

*The students who passed the KKM

APPENDIX 4. Lesson Plan in Cycle 1

Rencana Pelaksanaan Pembelajaran

Sekolah : M.A. Al-Khairiyah

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI MIA / Genap

Materi Pelajaran : Surat Pribadi (Personal Letter) & Context Clue

Alokasi Waktu : 1 X 40 Menit (Pertemuan Ke-1)

A. Kompetensi Inti (KI)

1. Menghargai dan Menghayati ajaran agama yang dianutnya

2. Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta bertindak secara efektif dan kreatif, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.6 Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

khusus dalam bentuk surat

pribadi dengan memberi dan

menerima informasi terkait

kegiatan diri sendiri dan orang

sekitarnya, sesuai dengan

konteks penggunaannya

3.6.1 Menjelaskan fungsi sosial,

struktur teks dan unsur kebahasaan

dari surat pribadi sesuai dengan

penggunaanya

3.6.2 Meringkas bagian-bagian pada

surat pribadi seperti : Date, Adress,

Salutation, Introduction, Body,

Closure, Complimentary close, dan

Signature, beserta unsur kebahasaan

dari tiap bagian pada surat pribadi

4.6 Teks surat pribadi

4.6.1 Menangkap makna secara

kontekstual terkait fungsi sosial,


kebahasaan teks khusus dalam

bentuk surat pribadi terkait


sekitarnya

4.6.1.1Menghubungkan fungsi sosial,


teks pada surat pribadi terkait


sekitarnya

4.6.1.2 Menunjukan struktur teks dan

unsur kebahasaan khusus beserta

informasi penulis dari surat

pribadi terkait kegiatan diri sendiri

dan orang sekitarnya.

4.6.2 Menyusun teks khusus dalam

bentuk surat pribadi terkait kegiatan

diri sendiri dan orang sekitarnya,

lisan dan tulis, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks

4.6.2.1 Merangkaikan terjemahan dari

teks yang diberikan yang dilakukan

bersama-sama secara kelompok

C. Tujuan Pembelajaran

1. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan dari surat

pribadi sesuai dengan penggunaanya

2. Meringkas bagian-bagian pada surat pribadi seperti : Date, Adress,

Salutation, Introduction, Body, Closure, Complimentary close, dan

SIgnature, beserta unsur kebahasaan dari tiap bagian pada surat pribadi

3. Menghubungkan fungsi sosial, struktur teks dan unsur kebahasaan teks

pada surat pribadi dan mengetahui main idea dan supporting details terkait

kegiatan diri sendiri dan orang sekitarnya

4. Menunjukan struktur teks dan unsur kebahasaan khusus beserta informasi

penulis dari surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya

5. Merangkaikan terjemahan dari teks yang diberikan yang dilakukan


D. Materi Pembelajaran

1. Materi Fakta:

2. Materi Konsep:

Fungsi Sosial

Menjalin kedekatan hubungan antar pribadi

Struktur Teks

Dapat mencakup:

- Tempat dan tanggal

- Penerima

- Sapaan

- Isi surat

- Penutup surat / kesimpulan

- Salam Penutup

- Tanda Tangan

Unsur Kebahasaan

- Ungkapan keakraban yang lazim digunakan dalam surat pribadi

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their,

dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Pengalaman, informasi, hallain yang terkait dengan sekolah, rumah, dan

masyarakat yang dapat menumbuhkan perilaku yang termuat di KI

3. Materi Prinsip:

Menulis teks surat pribadi tentang kegiatan diri sendiri dan orang

sekitarnya.

4. Materi Prosedur:

- Fungsi Sosial

- Struktur Teks

- Unsur Kebahasaan

E. Metode Pembalajaran

1. Inquiry

2. Diskusi

3. Context Clue Strategy

F. Media, Alat dan Sumber Pembelajaran

1. Media

Gambar susunan struktur teks surat pribadi di buku LKS

2. Alat

Papan Tulis, spidol, buku cetak

3. Sumber Pmbelajaran

Buku Cetak Pathway to English For SMA / MA Grade XI

Internet

G. Langkah-langkah Pembelajaran

Kegiatan Pembelajaran Alokasi

waktu

Pendahuluan

Memberikan salam kepada siswa

Guru mengecek kesiapan siswa belajar baik

secara fisik maupun psikologis sekaligus

memberikan motivasi kepada anak.

Guru menanyakan pengalaman peserta didik

pada penulisan surat pribadi

Guru menjelaskan tujuan pembelajaran atau

kompetensi yang akan dicapai.

Guru mengaitkan materi yang akan

dipelajari peserta didik dengan pengetahuan

yang sudah dimiliki

Menuliskan absensi

10 menit

Kegiatan

Inti

Mengamati

Siswa memperhatikan pengertian surat

pribadi yang digunakan guru dari buku

cetak

Siswa memperhatikan dan membaca

penjelasan dari definisi , fungsi social dan

bagian-bagian struktur dari surat pribadi

Siswa memperhatikan penjelasan guru

tentang context clue

10 menit

Mempertanyakan

Dengan pertanyaan pengarahan dari guru

siswa terpancing untuk mempertanyakan

cara membuat surat pribadi sesuai fungsi

social dan struktur, yang digunakan dalam

membuat personal letter

Mengeksplorasi

Siswa di minta untuk membuat kelompok

oleh guru

Siswa berdiskusi menentukan informasi

rinci dan informasi tertentu

Siswa menentukan struktur surat serta

kalimat/ unsur kebahasaan dari surat pribadi

secara berkelompok

Mengasosiasi

Siswa menganalisis berbagai macam bagian

surat pribadi terkait dengan tujuan, dan

struktur teks, bersama kelompok.

Memilih kata sesuai dengan konteks dengan

melihat bentuk dan tipe kata

Mengkomunikasi

Siswa mengidentifikasi surat pribadi

sederhana dan menyampaikannya di depan

guru dan teman untuk mendapat feedback

bersama kelompok

Siswa memperoleh penguatan dari guru

15 menit

15 menit

10 menit

20 menit

Penutup Peserta didik diminta menyalin seluruh

bagian struktur dan unsur kebahasaan yang

ditemukan saat diskusi dengan kelompok.

Peserta didik dengan bimbingan guru

10 menit

menyimpulkan pembelajaran hari itu

Guru menyampaikan rencana pembelajaran

untuk pertemuan berikutnya.

Memberikan salam dan menutup kelas

H. Penilaian

Lingkup Penilaian Teknik Penilaian Bentuk Penilaian

Kompetensi Spiritual

dan Sosial

Jurnal Penilaian -

Kompetensi

Pengetahuan

Kerja Kelompok Mengidentifikasi bagian-

bagian struktur dari

sebuah contoh teks

Kompetensi

Ketrampilan

Kerja Kelompok Menuliskan bagian-

bagian struktur dari

sebuah contoh teks

\




Kelas / Semester : XI MIA / Genap

Materi Pelajaran : Menulis Surat Pribadi & Context Clue


























kebahasaan beberapa teks khusus

dalam bentuk surat pribadi

dengan memberi dan menerima

informasi terkait kegiatan diri

sendiri dan orang sekitarnya,

sesuai dengan konteks

penggunaannya


penggunaanya





SIgnature, beserta unsur kebahasaan









sekitarnya

4.6.1.1 Menghubungkan fungsi sosial,

struktur teks dan unsur

kebahasaan teks pada surat

pribadi terkait kegiatan diri

sendiri dan orang sekitarnya




pribadi terkait kegiatan diri

sendiri dan orang sekitarnya





memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan, secara

4.6.2.1 Mencoba menerjemahkan

surat pribadi sesuai dengan struktur

tes dan unsur kebahasaan khusus yang

tepat berupa lisan dan tulisan sesuai

konteks dan mengambil informasi

terkait surat tersebut

benar dan sesuai konteks












10. Mencoba menerjemahkan surat pribadi sesuai dengan struktur tes dan

unsur kebahasaan khusus yang tepat berupa lisan dan tulisan sesuai

konteks dan mengambil informasi terkait surat tersebut


5. Materi Fakta:

Menulis surat pribadi tentang kegiatan pribadi dan orang lain

6. Materi Konsep:

Fungsi Sosial


Struktur Teks

Dapat mencakup


- Penerima

- Sapaan

- Isi surat

- Penutup

Unsur Kebahasaan

- Ungkapan keakraban yang lazim digunakan dalam surat pribadi berupa

kalimat yang sering dipakai sepert Pernyataan (Ekspression)


dsb.


Topik



7. Materi Prinsip:


sekitarnya.

8. Materi Prosedur:

- Fungsi Sosial

- Struktur Teks

- Unsur Kebahasaan


1. Inquiry

2. Diskusi

3. Context Clue Strategy


4. Media


5. Alat

Papan Tulis, spidol, buku LKS


Buku LKS Modul Pembelajaran Bahasa Inggris SMA/MA dan SMK/MAK

kelas XI semester 2,

Internet



waktu

Pendahuluan Memberikan salam kepada siswa






yang sudah dipelajari sebelumnya

Menuliskan absensi

10 menit

Kegiatan

Inti

Mengamati

Siswa memperhatikan berbagai surat pribadi

yang digunakan guru dari lks

Siswa membaca dan mengerti penjelasan

dari bagian-bagian struktur dari surat

pribadi

Mempertanyakan



bagian-baian dari surat pribadi beserta arti

kalimat dan kata dari teks

10 menit

15 menit

Mengeksplorasi


oleh guru untuk menerjemahkan teks

dengan bantuan kamus


rinci dan informasi tertentu dari surat

pribadi

Siswa memnetukan kalimat/ kebahasaan

dari tiap struktur teks

Mengasosiasi

Siswa mampu membuat terjemahan teks

sesuai dengan konteks surat tersebut dan

memahami maksud danisi dari surat

pribadi tersebut



Mengkomunikasi




bersama kelompok

Bersama guru, siswa mengutarakan maksud

dan mendiskusikan jawaban dari soal yang

berkaitan dengan teks surat pribadi


15 menit

10 menit

20 menit

Penutup Peserta didik dengan bimbingan guru




10 menit


H. Penilaian



dan Sosial

Jurnal Penilaian -

Kompetensi

Pengetahuan

Tes Tertulis Mengidentifikasi bagian-

bagian struktur dari sebuah

contoh teks

Kompetensi

Ketrampilan

Kerja Kelompok Menerjemahkan sebuah

surat pribadi dan

mengambilminformasi dari

surat pribadi untuk

menjawab soal

APPENDIX 5. Lesson Plan in Cycle 2




Kelas / Semester : XI MIA & XI IIS / Genap



































penggunaanya














sekitarnya





sekitarnya






























9. Materi Fakta:

10. Materi Konsep:

Fungsi Sosial


Struktur Teks

Dapat mencakup:


- Penerima

- Sapaan

- Isi surat


- Salam Penutup

- Tanda Tangan

Unsur Kebahasaan



dsb.


Topik



1. Materi Prinsip:


sekitarnya.

2. Materi Prosedur:

- Fungsi Sosial

- Struktur Teks

- Unsur Kebahasaan


1. Inquiry

2. Diskusi


1. Media


2. Alat


3. Sumber Pembelajaran


Internet



waktu

Pendahuluan







yang sudah dimiliki

Menuliskan absensi

10 menit

Kegiatan

Inti

Mengamati


penjelasan dari , fungsi social ,bagian-

bagian struktur dan unsur kebahasaan dari

surat pribadi


tentang context clue yang disiapkan secara

paragraf

Mempertanyakan






Murid menanyakan jenis-jenis tentang

context clue dari penjelasan guru

Mengeksplorasi

10 menit

15 menit


oleh guru


rinci dan informasi tertentu dari teks



secara berkelompok

Mengetahui jenis-jenis context clue dari

penjelasan guru

Mengasosiasi



struktur teks, dilihat dari segi ketepatan,

efisienci, efektivitasnya bersama kelompok.

Siswa menemukan cara untuk mengerti arti

teks dari konsep context clue dengan cara

mencari kata-kata yang sulit dan

menerjemahkannya



Mengkomunikasi




bersama kelompok dan tentang jenis-jenis

context clue


15 menit

10 menit

20 menit

Penutup

Peserta didik diminta menyalin seluruh





Guru menyampaikan tugas untuk

menerjemahkan teks


10 menit

H. Penilaian



dan Sosial

Jurnal Penilaian -

Kompetensi

Pengetahuan


bagian struktur dan unsur

kebahasaan dari sebuah

contoh teks

Kompetensi

Ketrampilan




contoh teks




Kelas / Semester : XI MIA & XI IIS / Genap























3.6 Membedakan fungsi sosial, 3.6.1 Menjelaskan fungsi sosial,











penggunaanya














sekitarnya





sekitarnya






























1. Materi Fakta:

2. Materi Konsep:

Fungsi Sosial


Struktur Teks

Dapat mencakup:


- Penerima

- Sapaan

- Isi surat


- Salam Penutup

- Tanda Tangan

Unsur Kebahasaan



dsb.


Topik



1. Materi Prinsip:


sekitarnya.

2. Materi Prosedur:

- Fungsi Sosial

- Struktur Teks

- Unsur Kebahasaan


1. Inquiry

2. Diskusi


1. Media


2. Alat




Internet



waktu

Pendahuluan







yang sudah dimiliki

Menuliskan absensi

10 menit

Kegiatan

Inti

Mengamati


penjelasan dari , fungsi social ,bagian-

bagian struktur dan unsur kebahasaan dari

surat pribadi


tentang context clue

Mempertanyakan






Murid menanyakan jenis-jenis tentang

10 menit

15 menit

context clue dari penjelasan guru

Mengeksplorasi


oleh guru


rinci dan informasi tertentu



secara berkelompok

Mengetahui jenis-jenis context clue dari

penjelasan guru

Mengasosiasi



struktur teks, dilihat dari segi ketepatan,

efisienci, efektivitasnya bersama kelompok.

Siswa menemukan cara untuk mengerti arti

teks dari konsep context clue



Mengkomunikasi




bersama kelompok dan tentang jenis-jenis

context clue


15 menit

10 menit

20 menit

Penutup

Peserta didik diminta menyalin seluruh








10 menit

H. Penilaian



dan Sosial

Jurnal Penilaian -

Kompetensi

Pengetahuan




contoh teks

Kompetensi

Ketrampilan




contoh teks

APPENDIX 6. Teacher’s Observation Sheet in Cycle 1 on Students

APPENDIX 7. Teacher’s Observation Sheet in Cycle 2 on Students

APPENDIX 8 Teacher’s Observation Sheet in Cycle 1 on Researcher

APPENDISX 9. Teacher’s Observation Sheet in Cycle 2 on Researcher

APPENDIX 10. Skripsi Guidance Letter

APPENDIX 11. Research Permission Letter

APPENDIX 12. Statement of Research from School

APPENDIX 13 Calculation of Class Interval Of Pre-Test

64 68 60 48 72 56 72 64 68 68 68 68 68 52 68 56 60 64 60 64 64 60 68 56 72

48 68 48 64 32 56 60 48 36 40 36 32 28 28 32

The first step, the writer find the Highest Score ( H ) and Lowest Score

( L ); in this data the writer take 72 as the highest score and 28 as the lowest score.

Next, in the second step, find the Total Range or Range ( R )

R = H – L + 1

= 72 – 28 + 1

= 45

Then in the third step, the writer was deciding the amount or wide in

grouping the data in each datagroup. We have to decide how was the value of

each group (each interval). To find the value in each interval class we might use

formula:

𝑅

𝑖 = 10 20

45

3= 15

Now the writer got value between 10 -20 was 15. Therefore, there

will be 15 groups of interval class. Then the writer found the value of each score

in interval class ( i ) was 3.

Now in the fourth step, the writer decide the numbers in each interval to

put it in the table. The experts of statistic have an arrangement as follow:

The first, recommended number of interval was the multiple of (i). In this

case the number was 28, 31, 34, 37, 40, 43, 46, 49, 52, 55, 58, 61, 64, 67, 70,.

These number will be the beginning of number in each interval class.

The second, in deciding number of interval, the writer should did it

carefully. In the highest interval class, there should be the highest score. And in

the lowest interval class there should be the lowest score. In pre-test data, the

highest score was 72 whetehr the lowest score was 28. Because the value of (i)

was 3 and the value of highest number of interval class was 70, then the writer got

the the highest interval class in our table was 70 – 72. The same as the highest

interval class, the lowest interval class the writer can create from the lowest

number of interval which was 28. Because the value of (i) was 3 and the value of

lowest number of interval class was 28, then the writer got the lowest class

interval in the table was 28 – 30.

The next step was counting the score of pre-test and put it according to

the value of each interval class in the table as follows:

Number of

Interval Class Value

Amount

of Score F

1 70 – 72 /// 3

2 67 – 69 ///// //// 9

3 64 – 66 ///// / 6

4 61 – 63 - 0

5 58 – 60 ///// 5

6 55 – 57 //// 4

7 52 – 54 / 1

8 49 – 51 - 0

9 46 – 48 //// 4

10 43 – 45 - 0

11 40 – 42 / 1

12 37 -49 - 0

13 34 – 36 // 2

14 31 – 33 /// 3

15 28 – 30 // 2

APPENDIX 14 Calculation of Class Interval Of Post-Test 1

68 48 56 40 40 92 68 92 92 56 68 60 88 72 32 92 64 76 40 88 84 48 92 84 56

40 80 68 72 68 72 96 56 60 36 68 80 60


( L ); in this data the writer take 100 as the highest score and 32 as the lowest

score. Next, in the second step, find the Total Range or Range ( R )

R = H – L + 1

= 100 – 32 + 1

= 69




formula:

𝑅

𝑖 = 10 20

69

4,05= 17

Now the writer got value between 10 -20 was 17. Therefore, there


in interval class ( i ) was 4,05 or 4.




case the number was 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84, 88, 92,

96. These number will be the beginning of number in each interval class.



the lowest interval class there should be the lowest score. In pre-test data, the

highest score was 100 whether the lowest score was 32. Because the value of (i)

was 4 and the value of highest number of interval class was 100, then the writer

got the the highest interval class in our table was 97 – 100. The same as the

highest interval class, the lowest interval class the writer can create from the

lowest number of interval which was 32. Because the value of (i) was 4 and the

value of lowest number of interval class was 32, then the writer got the lowest

class interval in the table was 32 - 35.



Number of

Interval Class Value

Amount of

Score F

1 97-100 /

1

2 93 - 96 /

1

3 89 - 92 ///// /

6

4 85 - 88 //

2

5 81 - 84 //

2

6 76 - 80 //

2

7 72 - 75 /

1

8 68 - 71 ///

3

9 64 - 67 ///// /

6

10 60 - 63 /

1

11 56 - 59 ///

3

12 52 - 55 ////

4

13 48 -51 //

2

14 44 - 47 -

0

15 40 - 43 ////

4

16 36 - 39 /

1

17 32 - 35 /

1

APPENDIX 15 Calculation of Class Interval Of Post-Test 2

88 92 92 92 88 84 84 92 96 96 76 92 88 84 44 100 76 92 68 88 56 92 88 88 96

92 96 48 92 28 96 88 92 84 92 64 88 48


( L ); in this data the writer take 100 as the highest score and 28 as the lowest

score. Next, in the second step, find the Total Range or Range ( R )

R = H – L + 1

= 100 – 28 + 1

= 73




formula:

𝑅

𝑖 = 10 20

73

6,08= 12

Now the writer got value between 10 - 20 was 12. Therefore, there


in interval class ( i ) was 6,08 or 6.




case the number was 28, 34, 40, 46, 52, 58, 64, 70, 76, 82, 88, 94. These number

will be the beginning of number in each interval class.



the lowest interval class there should be the lowest score.

In pre-test data, the highest score was 100 whether the lowest score was

28. Because the value of (i) was 6 and the value of highest number of interval

class was 100, then the writer got the the highest interval class in our table was

94 – 100. The same as the highest interval class, the lowest interval class the

writer can create from the lowest number of interval which was 28. Because the

value of (i) was 6 and the value of lowest number of interval class was 28, then

the writer got the lowest class interval in the table was 28 - 34.



Number of Interval Class

Value Amount Of

Score F

1 94 - 100 ///// / 6

2 88 - 93 ///// ///// ///// /////

20

3 82 - 87 //// 4

4 76 - 81 // 2

5 70 - 75 - 0

6 64 - 69 // 2

7 58 - 63 - 0

8 52 - 57 // 2

9 46 - 51 // 2

10 40 - 45 / 1

11 34 - 39 - 0

12 28 - 33 / 1

APPENDIX 17. Documentation during Research Activity

fostering student’s vocabulary through context …

Documents