D
N
A
G
N
I
H
C
A
E
T
L
A
U
T
X
E
T
N
O
C
G
N
I
S
U
L
E
A
R
N
I
N
G
O
T
I
M
P
R
O
V
E
T
H
E
V
O
C
A
B
U
L
A
R
Y
M
A
S
T
E
R
Y
T
N
E
D
U
T
S
A
I
I
V
F
O
S
I
N
S
M
P
P
A
N
G
U
D
I
L
U
H
U
R
1
A
T
R
A
K
A
Y
G
O
Y
N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n
i EngilshLanguageEducaiton
y B
i n n a l a m s ir a h C a d n il e B a r a l C
3 1 0 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
G N I N I A R T S R E H C A E T F O Y T L U C A
F ANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
D
N
A
G
N
I
H
C
A
E
T
L
A
U
T
X
E
T
N
O
C
G
N
I
S
U
L
E
A
R
N
I
N
G
O
T
I
M
P
R
O
V
E
T
H
E
V
O
C
A
B
U
L
A
R
Y
M
A
S
T
E
R
Y
T
N
E
D
U
T
S
A
I
I
V
F
O
S
I
N
S
M
P
P
A
N
G
U
D
I
L
U
H
U
R
1
A
T
R
A
K
A
Y
G
O
Y
N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n
i EngilshLanguageEducaiton
y B
i n n a l a m s ir a h C a d n il e B a r a l C
3 1 0 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
G N I N I A R T S R E H C A E T F O Y T L U C A
F ANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i e u r t e b o t w o n k I g n i h t e m o s s ’ e r e h T e u l b s i n a e c o e h t d n a e t i h w s i w o n S y k s e h t m o r f s l l a f t i d n a t e w s i n i a R t h g i n y r e v e t u o e m o c s r a t s e h t d n A t s u j d n
A as sure as the sun will rise s e y e y m n i e e s u o y , l a e r s i e v o l s i h T w o r g l l i w t i d n a d e e s a t n a l P w o n k I s g n i h t e m o S g n i h t e m o s s ’ e r e h
T in live I need
e h t a e r b o t r i a , k n i r d o t r e t a W p e e l s d e e n I n e h w t s e r o t e c a l p A t a e o t d o o f , y r g n u h m ’ I n e h W e v o b a d r o L e h t d e e n I e r u s s A e v o l r e h d e e n I h c u m w o h s ’ t a h T d l o c e h t m o r f r e t l e h s d e e n I d n A I s g n i h t e m o
S know
g n i h t e m o s s ’ e r e h
T in life I want
t o g e v ’ I l l a r o f l u f k n a h t e b o T d l o h o t d n a h a , h t i w k l a t o t d n e i r f A d l o w o r g I n e h w g n u o y e b l l i t s o T e u r t e m o c o t s m a e r d y m l l a t n a w I d n A u o y h t i w l l a m e h t e r a h s o t t n a w I d n A o s u o y l l e t o t d a h t s u j I d n A w o n k I s g n i h t e m o S
(Some things I know – Billy Gilman)
p d e v o l e b y m o t d e t a c i d e
D arents ,isster friends … &myf uture
v i e u r t e b o t w o n k I g n i h t e m o s s ’ e r e h T e u l b s i n a e c o e h t d n a e t i h w s i w o n S y k s e h t m o r f s l l a f t i d n a t e w s i n i a R t h g i n y r e v e t u o e m o c s r a t s e h t d n A t s u j d n
A as sure as the sun will rise s e y e y m n i e e s u o y , l a e r s i e v o l s i h T w o r g l l i w t i d n a d e e s a t n a l P w o n k I s g n i h t e m o S g n i h t e m o s s ’ e r e h
T in live I need
e h t a e r b o t r i a , k n i r d o t r e t a W p e e l s d e e n I n e h w t s e r o t e c a l p A t a e o t d o o f , y r g n u h m ’ I n e h W e v o b a d r o L e h t d e e n I e r u s s A e v o l r e h d e e n I h c u m w o h s ’ t a h T d l o c e h t m o r f r e t l e h s d e e n I d n A I s g n i h t e m o
S know
g n i h t e m o s s ’ e r e h
T in life I want
t o g e v ’ I l l a r o f l u f k n a h t e b o T d l o h o t d n a h a , h t i w k l a t o t d n e i r f A d l o w o r g I n e h w g n u o y e b l l i t s o T e u r t e m o c o t s m a e r d y m l l a t n a w I d n A u o y h t i w l l a m e h t e r a h s o t t n a w I d n A o s u o y l l e t o t d a h t s u j I d n A w o n k I s g n i h t e m o S
(Some things I know – Billy Gilman)
p d e v o l e b y m o t d e t a c i d e
D arents ,isster friends … &myf uture
v i e u r t e b o t w o n k I g n i h t e m o s s ’ e r e h T e u l b s i n a e c o e h t d n a e t i h w s i w o n S y k s e h t m o r f s l l a f t i d n a t e w s i n i a R t h g i n y r e v e t u o e m o c s r a t s e h t d n A t s u j d n
A as sure as the sun will rise s e y e y m n i e e s u o y , l a e r s i e v o l s i h T w o r g l l i w t i d n a d e e s a t n a l P w o n k I s g n i h t e m o S g n i h t e m o s s ’ e r e h
T in live I need
e h t a e r b o t r i a , k n i r d o t r e t a W p e e l s d e e n I n e h w t s e r o t e c a l p A t a e o t d o o f , y r g n u h m ’ I n e h W e v o b a d r o L e h t d e e n I e r u s s A e v o l r e h d e e n I h c u m w o h s ’ t a h T d l o c e h t m o r f r e t l e h s d e e n I d n A I s g n i h t e m o
S know
g n i h t e m o s s ’ e r e h
T in life I want
t o g e v ’ I l l a r o f l u f k n a h t e b o T d l o h o t d n a h a , h t i w k l a t o t d n e i r f A d l o w o r g I n e h w g n u o y e b l l i t s o T e u r t e m o c o t s m a e r d y m l l a t n a w I d n A u o y h t i w l l a m e h t e r a h s o t t n a w I d n A o s u o y l l e t o t d a h t s u j I d n A w o n k I s g n i h t e m o S
(Some things I know – Billy Gilman)
p d e v o l e b y m o t d e t a c i d e
v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y June5 ,2013 r
e ti r w e h T
i n n a l a m s ir a h C a d n il e B a r a l C
4 1 2 1 8
i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P : a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y
Nama :ClaraBeilndaCha irsmalanni
Nomo rMahasiswa :0812140 13 , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e
D saya membeirkan kepada Perpustakaan k a m r a h D a t a n a S s a ti s r e v i n
U arya limiahs ayayangbejrudul : H C A E T L A U T X E T N O C G N I S
U INGLEARNINGTOI MPROVE
E H
T VOCABULARYMASTERYOFVI IAI NSMPPANGUD ILUHUR1 A T R A K A Y G O Y a tr e s e
b perangka tyangdipelrukan( bliaada) .Dengandemikians ayamembe irkan a
d a p e
k Perpustakaan Universtia s Sanata Dharma hak untuk menyimpan , a k h il a g n e
m ndalam bentuk media l ain ,mengelolanya dalam bentuk pangkalan t e n r e t n I i d a y n n a k i s a k il b u p m e m n a d ,s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d ir a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m u a t a n u p u a m a y a
s membeirkan r oyatl ikepadasaya selamat etap mencantumkannama . s il u n e p i a g a b e s a y a s . a y n r a n e b e s n a g n e d t a u b a y a s g n a y i n i n a a t a y n r e p n a i k i m e D a tr a k a y g o Y i d t a u b i D l a g g n a t a d a
P :5J u il2013 n a k a t a y n e m g n a Y
ii v T C A R T S B A . ) 3 1 0 2 ( . a d n il e B a r a l C , i n a l a m s ir a h
C U nsi g Contextua lTeaching Learning to t e v o r p m
I he Vocabulary Masteryo fVI IA Studentsi n SMP Pangud iLuhu r1 a t r a k a y g o
Y Yogyakatra :Engilsh Language Educaiton Study Program ,Sanata . y ti s r e v i n U a m r a h D s i y r a l u b a c o
V one o fthe impo tran telement sin learning Engilsh a sa e g a u g n a l d n o c e
s . The student scan improve thei rEngilsh by memo irzing many s e ir a l u b a c o
v .Thestudent salso need to recognize and memo irzet he meaning o f t t a h t o s y r a l u b a c o v e h
t heycanspeak lfuenlty .Howeve,rbasedont her esul toft he , n o it a v r e s b
o thestudentsf ounddfiifcutlyi n l earningEngilsh vocabulary.I nsome ,s
e s a
c thestudentsfoundt hatt hevocabulaire shaved fiferen tmeanings whent hey n i r u c c
o d fiferen tcontex.t a e s e r s i h
T rchwasintendedt oovercomet heproblemf aced byt hestudent s f
o VI I A in SMP Pangud i Luhu r 1 Yogyakatra . Based on the observaiton f o s t n e d u t s e h t , r e h c r a e s e r e h t y b d e t c u d n o
c VI IA in SMP Pangud iLuhu r1
a tr a k a y g o
Y expeirenced dfi ifculite sin learning vocabulary especially when i t t x e t n o c t n e r e f fi d n i s r u c c
o . In orde r to help the student s to improve thei r a m y r a l u b a c o
v stery , the researche r implemented Contextua l Teaching and y b y r a l u b a c o v r a l u c it r a p e z i n g o c e r o t w o h s t n e d u t s e h t w o h s o t y a w a s a g n i n r a e L . s r u c c o d r o w e h t e r e h w t x e t n o c e h t g n i z y l a n
a The researche rformulated one
i n o it s e u
q n thi sresearch .The quesiton was: How doe sContextua lTeaching Learning help the student sto improve vocabulary mastery of VI IA student sin
1 r u h u L i d u g n a P P M S ?
T shi researchwasClassroomAcitonResearch( CAR )whichaimedt ohelp f o s t n e d u t s e h
t VI I A in SMP Pangud i Luhu r 1 Yogyaka tra improve the . g n i n r a e L d n a g n i h c a e T l a u t x e t n o C g n i s u y r e t s a m y r a l u b a c o
v Theparitcipant so f
f o s t n e d u t s 2 4 e r e w h c r a e s e r s i h
t VI IA student sin SMP Pangud iLuhu r1 . r a e y c i m e d a c a 3 1 0 2 / 2 1 0
2 Thereweret wocycle soft hisr esearch .Eachcyclewa s .s g n it e e m o w t n i d e t c u d n o
c The insrtument sused to conduc tthe research were , t e e h s k r o w y r a l u b a c o v , s t s e t y r a l u b a c o
v observaiton sheet , ifeld note ,s and . e ri a n n o it s e u q f o e s u e h t t a h t d e w o h s d e r e h t a g a t a d f o s tl u s e r e h
T Contextua lTeaching
g n i n r a e L d n
a helpedt hes tudent so fVI IAi nSMPPangud iLuhu r IYogyakatra to d l u o c t I . y r e t s a m y r a l u b a c o v e h t e v o r p m
i beseenf romt henumbe roft hes tudent s o
h
w obtained scoreabove the passing gradei n t he fris tand second cycles .The o h w s t n e d u t s e h t f o r e b m u
n obtainedthescoreabovethepassinggradeint hef ris t d e h c a e r e l c y
c 26.82%whereasi nt hes econdcyclethes corereached88.09% .
m o o r s s a l c : s d r o w y e
ii i v K A R T S B A . ) 3 1 0 2 ( . a d n il e B a r a l C , i n a l a m s ir a h
C Using Contextua lTeaching Learning To e h T e v o r p m
I VocabularyMasteryo fVI IAStudentsi n SMP Pangud iLuhu r1 a t r a k a y g o
Y Yogyakatra :Program Stud iPendidikan Bahasa Ingg irs ,Universtia s . a m r a h D a t a n a S a t a k a s o
K adalah salah satu elemen yang penitng dalam pembelajaran . s ir g g n I a s a h a
b Para siswa dapa tmeningkatkan penguasaan Bahasa Ingg irsnya k a y n a b i u h a t e g n e m n a g n e
d kosakata . Para siswa juga pelru mengena l dan i r a d i tr a t a g n i g n e
m kosakata tersebu t sehngga para siswa mampu berbicara i p a t e t n a k A . r a c n a l n a g n e
d berdasarkan pengamatan para siswa menemukan r a j a l e b t a a s n a ti l u s e
k kosakata .Pada beberapa kasu spara siswa menemukan k a y n a b a w h a
b kosakata yang memiilk ia tr iyang berbeda saa tberada pada . a d e b r e b g n a y s k e t n o k a w s i s i p a d a h i d g n a y h a l a s a m i s a t a g n e m k u t n u n a k d u s k a m i d n i n a it il e n e P . a tr a k a y g o Y 1 r u h u L i d u g n a P P M S i d A I I V s a l e k a w s i
s Berdasarkan observas i
1 r u h u L i d u g n a P P M S i d A I I V s a l e k a w s i s a r a p , it il e n e p h e l o n a k u k a li d g n a y k a y g o
Y atramengalam ikesultiandalambelaja rkosakatakhususnyakosakatayang . a d e b r e b g n a y s k e t n o k a d a p a d a r e b i p a t e t a m a
s Gunamembantu parasiswauntuk
n a a s a u g n e p n a t a k g n i n e
p kosakata ,penelti imengimplementasikan pembelajaran c u t a s h a l a s i a g a b e s l a u t s k e t n o
k ara untuk menunjukkan kepada para siswa a t a k s k e t n o k s i s il a n a g n e m n a g n e d u t n e tr e t a t a k i r a d i tr a i u h a t e g n e m a a n a m i a g a b n a s u m u R . h a l a s a m h a u b e s n a k s u m u r e m i ti l e n e p , i n i n a it il e n e p a d a P . t u b e s r e t h a l a d a t u b e s r e t h a l a s a
m :Sejauhmanapembelajarankontekstualdapa tmembantu n a a s a u g n e p n a t a k g n i n e
p kosakataparasiswakela sVI IA d iSMP Pangud iLuhu r ? 1 n a u j u tr e b g n a y ) K T P ( s a l e K n a k a d n i T n a it il e n e P n a k a p u r e m i n i n a it il e n e P a tr a k a y g o Y 1 r u h u L i d u g n a P P M S i d A I I V s a l e k a w s i s a r a p u t n a b m e m k u t n u k t a k g n i n e m k u t n
u an penguasaan kosakata dengan mengimplementasikan s a l e k a w s i s 2 4 h a l a d a i n i n a it il e n e p a d a p n e d n o p s e R . l a u t s k e t n o k n a r a j a l e b m e p a u d t a p a d r e t i n i n a it il e n e p m a l a D . a tr a k a y g o Y 1 r u h u L i d u g n a P P M S i d A I I V r e p i l a k a u d m a l a d n a k a n a s k a li d s u l k i s p a it e S . s u l k i
s temuan .Ala tpeneilitanyang
s e t , a w s i s a jr e k r a b m e l h a l a d a i n i n a it il e n e p m a l a d n a k a n u g i
d kosakata ,lemba r
. r e n o i s e u k n a d , n a g n a p a l n a t a t a c , i s a v r e s b o n a a n u g g n e p a w h a b n a k k u j n u n e m l u p m u k r e t g n a y t a p a d l i s a H k a w s i s a r a p u t n a b m e m l a u t s k e t n o k n a r a j a l e b m e
p ela sVI IA d iSMP Pangud i
n a a s a u g n e p n a k t a k g n i n e m k u t n u a tr a k a y g o Y 1 r u h u
L kosakata .Ha lin idapa t
l a m i n i m n a s a t n u t e k a ir e ti r k i t a w e l e m s u l u l g n a y g n a y a w s i s h a l m u j i r a d t a h il i d a ir e ti r c i t a w e l e m s u l u l g n a y a w s i s h a l m u J . a u d e k n a d a m a tr e p s u l k i s a d a p n u t e
k tasan minima lpadasiklu spetramamencapa i26,82%sementarapadasiklu s e
k duameningka tmencapa i88,09%.
, s a l e k n a k a d n it n a it il e n e p : i c n u k a t a
x i
S T N E M E G D E L W O N K C A
s s e r p x e o t e k il d l u o w
I my grattiude to Jesu sChrist fo rHi slove and o
h w e n O e h t s i e H . e fi l e l o h w y m g n ir u d e c n a d i u
g gave me srtength along the
g n it ir w f o s s e c o r
p thist hesis.
, r o s n o p s y m o t e d u ti t a r g p e e d y m s s e r p x e o t e k il d l u o w
I Made Frida
. d P . M , . d P . S , a il u
Y fo rthe itme in reading da n checking my thesis, he r g n i o d f o s s e c o r p e h t g n ir u d e c i v d a d n a , n o it a v it o m , n o it s e g g u s , e c n e it a p , e c n a d i u g
l l a r o f o s l a e r a s k n a h t y M . s i s e h t s i h t g n it ir w d n a h c r a e s e r e h
t PBIl ecturers rfo
r p e h
t eciou sknowledge and expe irencedu irng my study ,PB Isecretaria tstaff , o
s l a d n
a al l ilbrarians in Sanata Dharma Universtiy who have given t hei rvery s
e c i v r e s t s e
b .
Iwould ilke to thank P .Linawat iCahya ,M.Pd. fo ran oppo truntiy to t
c u d n o
c research in he rclassroom. Ialso thank Br .Valen itnu sNaryo ,FIC , .
d P .
M , thep irncipa lo fSMPPangud iLuhu r1Yogyakatra ,whoha spermittedme r
a t c u d n o c o
t esearchi nSMPPangud iLuhu r1Yogyakatra .Thenextt hankfulnes s o
t s e o
g thestudent sofVI IAi nSMPPangud iLuhur1 Yogyakarta2012/2013 r
a e y c i m e d a c
a fo rbeingverycooperaitve.
d a D y m o t e d u ti t a r g y m e v i g
I ,Pak iPr and my Mom ,Bu Dwifort hei r ,
e v o l e r e c n i
s suppo trandencouragement . Ialsot hankmyolders ister ,MbakDika ,
e v o l r e h r o
f care ,suppo tr ,joke sand money. Iam very gratefu lto have my .
x
, s d n e ir f t s e b y m k n a h t o t e k il o s l a d l u o w
I Desya ,Deils ,Ptia ,and Bella k
n a h t o s l a I . e fi l y m n i s t n e m o m e l b a tt e g r o f n u e h t r o
f Yuantia fo rhe rcare and
k n a h t I . n o it a v it o
m R eifo rhe rhelpt obecomet heobserve rdu irngmy r esearch . I k
n a h t o s l
a Okta fo rhe rhelp in ifnding the paritcipants fo rmy research . Ialso .
A s s a l c 8 0 0 2 y ll a i c e p s e , I B P n i s d n e ir f y m l l a k n a h t
g n i d r a o b y m k n a h t
I house firends ,especially Dini ,Linda and S lies rfo ,
I B P n i s r o i n e s y m k n a h t o s l a I . s e k o j d n a , e r a c , p l e h r i e h
t Mbak Tria ,Mbak
, a s i
N Mbak Mtia ,Ma sWendy fort heunpredictablecha tand j oke severy day . I k
n a h t o s l
a everybodywhoha scoloredmyl fie.
i n n a l a m s ir a h C a d n il e B a r a l C
i x
S T N E T N O C F O E L B A T
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. … … … … … … … … … … … … … … … … … … E G A P E L T I
T . .... i
E G A P L A V O R P P
A S………... ii …
… … … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ...
N A U J U T E S R E P N A A T A Y N R E
P PUBLIKASI……… v
i v ..
. … … … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A . .... v i i
K A R T S B
A ……… . v i ii …
… … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C
A … .
… … … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T … .
. … … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L . ....
S E R U G I F F O T S I
L ……….
… … … … … … … … … … … … … … … … … … … … … … … … C I H P A R G F O T S I L
S E C I D N E P P A F O T S I
L ……… ..
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……….. .
B ResearchProblem s………... .
C ProblemLimtiaiton……….. .
D ResearchObjecitve s………. .
E ResearchBenefti s……… .
F De ifniitono fTerm s………
ix i x xiv
v x
i v x
i v x i
ii x
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton………... .
1 Vocabulary……….. .
a De ifniitono fVocabulary……… .
b VocabularyMastery……… .
2 TeachingVocabulary .
a Impo tranceo fTeachingVocabulary……….. .
b Assessmenti nTeachingVocabulary……….. .
c VocabularyLearningAspec t……… . .
3 Contextua lTeachingLearningVocabulary……… .
B Theoreitca lFramework……… 9 9 9 9 0 1
0 1
0 1
1 1 21 21 21
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H
C 16
.
A ResearchMethod………. .
B ResearchSetitng………... .
C ResearchParitcipants………... .
D Insrtument sandDataGathe irngTechnique……… .
1 Insrtuments………... .
2 DataGatheirngTechnique……….. .
E DataAnalysi sTechnique………... .
F ResearchProcedure………... 6 1
8 1
9 1
9 1
9 1
3 2
ii i x
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H
C 2 9
.
A ResearchFindings t in heFris tCycle……….. .
B ResearchFindings t in heSecondCycle………. .. .
C TheI mprovemen to fResearchFindingsi nt heFris tandSecond s
e l c y
C ……….. 9 2
4 3
74
. V R E T P A H
C CONCLUSIONSANDRECOMMENDATIONS .
A Conclusions……….. .
B Recommendaiton s………
… … … … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E R
S E C I D N E P P
A ……….
1 5
1 5
2 5
v i x
S E L B A T F O T S I L
e l b a
T Page
’ s t n e d u t S 1 .
4 Scoreo fVocabularyTestI ……… 3 4 ’
s t n e d u t S 2 .
4 Scoreo fAssessments IandI Ii ntheSecondCycle……… ’
s t n e d u t S 3 .
4 Scoreo fVocabularyTestI I……… tl
u s e R 4 .
4 t of heQuesitonnarie……….…………... n
e p O 5 .
4 -endedQuesitonoft heQuesitonnarie ………. .. ’
s t n e d u t S 6 .
4 Improvemen tScores int heFris tandSecondCycle s………... 7 3
9 3
1 4
5 4
v x
E R U G I F F O T S I L
e r u g i
F Page
. 2 e r u g i
F 1 Creaitngpossibiilite s—AnAcitonResearchHandbook ,Edmonton s
l o o h c S c il b u
i v x
C I H P A R G F O T S I L
c i h p a r
G Page
3 c i h p a r
ii v x
S E C I D N E P P A F O T S I L
A x i d n e p p
A :
.. . … … … … … … … … … … … … … … … … … … … … … … … n o i s s i m r e P f o r e tt e
L 5 7
B x i d n e p p
A :
… … … … … … s n a l P n o s s e
L ….………... 5 9
x i d n e p p
A C :
… … … s t s e T d n a s t e e h s k r o
W ………...
D x i d n e p p
A :
s t n e m s s e s s A e h t f o s e l p m a
S ………
E x i d n e p p
A :
e ri a n n o it s e u Q e h t f o s e l p m a
S … …… ………...……… ...
: F x i d n e p p A
s e t o N d l e i
F ………...………...
: G x i d n e p p A
… … … … … … … … … … … … … … … … … … … … … … … … … t e e h S n o it a v r e s b O
9 6
3 7
6 8
4 9
1 I R E T P A H C N O I T C U D O R T N I r e t p a h c s i h
T presents the background o fthe study ,the ilmtiaiton o fthe
e h t f o s ti f e n e b e h t , y d u t s e h t f o e v it c e j b o e h t , n o it a l u m r o f m e l b o r p e h t , y d u t s . s m r e t f o n o it i n if e d d n a , y d u t s .
A ResearchBackground
d n o c e s a g n i n r a e
L languagei sno tsimple ,especiallylearning Eng ilsha sa
. e g a u g n a l d n o c e
s In learning Engilsh there are ufo rskill sand some impo tran t
e n O . s t n e m e l
e o fthe impo tran telement si svocabulary .Learning vocabulary
n i s t n e d u t s p l e h o t y a w e v it c e f f e n a s e m o c e
b ordert omaste ranothers killssucha s
r w d n a g n i k a e p
s iitng .Underilning t hei mpo tranceofl earning vocabulary ,Mora s
t a h t s y a s ) 1 0 0 2
( “advanced learner scan generally communicate well ,having
y e h t ,r e v e w o H . e g a u g n a l e h t f o s e r u t c u rt s c i s a b e h t ll a t n r a e
l needt obroadent hei r
l e t a ir p o r p p a d n a y lr a e l c e r o m s e v l e s m e h t s s e r p x e o t y r a l u b a c o
v y i nawider ange
s n o it a u ti s f
o .” By knowing thousand vocabulaire si tmay faclitiate them to be
g n it ir w r o g n i k a e p s e r a y e h t e li h w e v it a e r c d n a t n e u lf e r o
m .Besides ,student swli l
s s a l c a n i n o i n i p o r o t n e m m o c r i e h t e v i g o t e v a h y e h t n e h w d e s u f n o c e b t o n r i e h t h c ir n e o t s t n e d u t s e h t r o f t n a tr o p m i s i t i , e r o f e r e h T . y ll a r o n o i s s u c s i d . y r a l u b a c o v t s o
M high schoo l student s if nd dfi ifculite s to ifnd the approp irate
y r a l u b a c o
s t n e d u t
s havelack o fvocabulary .Thi sproblemalsohappens inSMPN1Pangud i
r u h u
L Yogyakatra grade V II clas sA .Many itme sthey ask the teache ro rthei r
e h w s e t a m s s a l
c n they want to wrtie o ranswe rthe quesiton orally abou tcetrain
s e d i v o r p r e h c a e t e h t n e h W . c i p o
t a t ext, they g et confused and statr t o ask thei r
s e c n e u lf n i t i d n a s d n e ir
f the effecitvenes so fthe teaching learning process .I ti s
y l n o e m it r e g n o l e k a t y a m t i e s u a c e
b todiscus sabou tnewvocabulary .
The rea lexample o fthe classroom acitvtiy i s in the fris tmeeitng the
r e h c r a e s e
r gavet hem apassagecontainso fsomeparagraph .s I n every paragraph
e r a e r e h
t somewords t hatt he student shaveto ifnd t he meanings in Indonesian .
d r o w e h
T i sw irtten in the same way ;howeve rthe word has dfiferen tmeaning
g n i d r o c c
a tot hecontex twherei toccursint hes entence.
. 1 e l p m a x E
d n a e t a l p u e k o w I g n i n r o m s i h
T missed(1)mybreakfast . Ialsomissed(2)mybu s d
n
a missed(3)myf ris tclass .Then ,suddenly I r ememberedmy grandmother .She I
. o g a s r a e y o w t y a w a d e s s a
p missed( )4 he rverymuch .Then Idecidedt oprayf o r r
e
h (Harry ,Herbetr ,andJ eirs ,1988 .)
T eh teache rasksthestudents t o ifnd t he meaning o feach word t ha twa s
n i d e p y
t bold .In genera,l t he student sknow t hat t he word ‘miss’ in Indonesian
t o b
( h i n presen to rpas tform )means me irndukan .Howeve,r i fthe student salso
analyzed the context , those four word s hav e d fiferen t meanings . The word
s n a e m t a h t ’ d e s s i m
‘ merindukan si o nly theanswerfort hequesiton numberf our .
d e s s i m ‘ d r o w e h
T ’in numbe rone means melewatkan .In the second sentence
s n a e m ) o w t r e b m u n ( ’ d e s s i m
e c n e t n e s e l o h
w the meaning becom s e pag i in i aku te lramba t bangun dan
u k n a p a r a s n a k t a w e l e
m .Then,theword‘missed’( numbert hree )meansabsen.
e h t , e r e h n o it a rt s u ll i e h t o t g n i d r o c c
A researchercould concludet hatt here
a s
i problem .The student sare no tanalyzing the contex to fthe sentence before
y rt y e h
t to ifndt hemeaningoft heparitcula rwordi nIndonesian. Ass tatedbefore ,
.t x e t n o c e h t n o d e s a b g n i n a e m e n o n a h t e r o m e v a h y a m d r o w a h s il g n E n i t r e d r o n
I o help the student sto overcome thi sproblem ,the researcher
s e d i v o r
p a srtategy called C no textua l Teaching and Learning . Learning
g n i s u y r a l u b a c o
v Contextua lTeaching andLearningi sasrtategytohelpstudent s
h c ir n e d n a e v o r p m i o
t thei rvocabulary .Ch irs tsay stha tin learning through
i m a x e y b g n i n a e m s ' d r o w a e n i m r e t e d o t y rt e w t x e t n o
c ning the word stha t
ti d n u o r r u
s (Ch irst ,2007) .The impo trance o flearning through contex tfo rthe
s t n e d u t
s i s no tonly to help t hem t o memo irze the new vocabulary and if dn the
u b , g n i n a e
m talso know how to use ti .In general ,the meaning o fthe Engilsh
. t x e t n o c e h t n o s d n e p e d y r a l u b a c o v n i k s a y b s t n e d u t s e h t o t d e r e v il e d e b n a c y g e t a rt s s i h
T g themt o r ead al ot .
s w o ll a t a h t y ti v it c a n a s i g n i d a e
R studentst o discove ra l o to fvocabulaire ,s t he
ll a H . e n o n o m m o c n u e h t r o n o m m o
c sayst ha tanduponr eading ,you can beable
l a n o it i d d a n a e b d l u o c s i h t d n a u o y o t r a il i m a f o s t o n e r a t a h t s d r o w r e t n u o c n e o t n
k owledget oi ncreasevocabulary(2010) .Thi sprovidesan effecitveway f ort he
c a y r a l u b a c o v n i a tr e c d n a t s r e d n u o t s t n e d u t
s cording t o t hespeciifccontext .The
n a c s s e c o r
p bedonewhliet he t eache rdeilveirng i mpo tranti nformaiton from t he
. d e d i v o r p t x e t r a l u c it r a
h t o n a r o r e t u p m o c s a h c u s y g o l o n h c e
t ert opic .Then,t het eache rasks thestudent s
to ifnd the new vocabulary and fi nd the meaning by consulitng i twtih thei r
. y r a n o it c i
d A tfert hat t he t eache rprovide sanother t ex tbu tstli luse some of t he
t n e d u t s e h t o t n e v i g t x e t s u o i v e r p e h t m o r f s d r o w w e
n s .The teache rasks the
r e f fi d o w t e s o h t g n ir a p m o c y B . d r o w w e n t a h t f o e s u e h t e r a p m o c o t s t n e d u t
s en t
m t i , t x e t e h t f o s t x e t n o
c a y help the student sto be bette rin understanding the
w e n e h t f o g n i n a e
m vocabulary.
w o n k o t e k il d l u o w r e h c r a e s e r e h t h c r a e s e r s i h t g n it c u d n o c y
B the
y r a l u b a c o v g n i n r a e l n i y r e t s a m ’ s t n e d u t
s usingcontextualt eachingandl earning.I t
f o y a w r e i s a e n a e m o c e b y a m t x e t n o c e h t h g u o r h t y r a l u b a c o v g n i n r a e l e s u a c e b s i . s t n e d u t s e h t r o f y r a l u b a c o v g n i n r a e
l The researcher also want sto help the
n i m e l b o r p r i e h t e m o c r e v o o t s t n e d u t
s the proces sof l earning Engilsh .Besides ,
a r e h c r a e s e r e h
t lso want sto know the students ’opinion before and atfe rthe
n o it a t n e m e l p m
i .
.
B ResearchProblem
d e s a
B on the research background ,this research wo uld be based on the . n o it s e u q d w o
H oe sContextua lTeachinga Lnd earninghelp t hestudentst o i mprove
f o y r e t s a m y r a l u b a c o
v IV A I studentsi nSMPPangud iLuhu r1?
.
C ProblemLimtia iton
s u c o f h c r a e s e r s i h
T es onthewayt oi mprovestudents ’vocabularymastery .
tr a p e h
1 r u h u
L academicyea r2012/2013 .Thepurposeoft hisr esearch w astoovercome
s a l c s i h t f o m e l b o r p e h
t si n l earning vocabulary using Contextua lTeaching and
g n i n r a e
L .Then, t he ilmtiaiton of t hi sresearch i s a study of l earning vocabulary
a f o s t n e d u t s e h t r o
f clas smen itoned before .Thi sresearch w lli be conducted by
. h c r a e s e R n o it c A m o o r s s a l C g n i s u
.
D ResearchObjec itves
m i a h c r a e s e r s i h
T e d to assis tstudent so fV A II studentsi n SMP Pangud i
1 r u h u
L Yogyakatratoi mprovet hei rvocabularymastery .Thes oluitoni stakenby
g n i s
u Contextua lTeaching da Ln earning .
.
E ResearchBenefti s
e r e h
T a re some benefti so fthi sresearch .Thi sresearch i s expected to
:r o f n o it u b ir t n o c s u o i c e r p e d i v o r p
.
1 V IIAStudentsi nSMPPangud iLuhur1
s t n e d u t s e h t , h c r a e s e r s i h t g n it c u d n o c y
B a re expected to improve thei r
g n i s u y r a l u b a c o
v Contextua l Teaching da Ln earning . In addiiton , i ti s also
w y e h t t a h t d e t c e p x
e i ll be easie rto ifnd the approp irate word swhlie they a re
ri e h t d e s o p m o
c speaking and wriitng.Therefore,t hey ca nmastert hei rEngilsh a s
.
2 TheEng ilshTeacheri nSMPPangud iLuhur1
The Engilsh teache ro fV A II student sin SMP Pangud iLuhu r1 a lso
d e n i a t b
o beneftis .Sheca n implement thetechniqueintheclas swhoseproblem si
i
smliart ot heproblemi nV A II studentsi nSMPPangud iLuhu r1.
.
F De ifniitono fTerms
e r e h
T a re some term sused in thi sresearch tha tshould be deifned to
. g n i d n a t s r e d n u r e tt e b e d i v o r
p Theya : re
.
1 Contextua lTeachingandLearning T
l a u t x e t n o
C eaching andLearning( CTL )helps thestudentsrelatesubjec t
s n o it c e n n o c e k a m o t s t n e d u t s e t a v it o m d n a s n o it a u ti s d lr o w l a e r o t t n e t n o c r e tt a m
, s n e z it i c , s r e b m e m y li m a f s a s e v il r i e h t o t s n o it a c il p p a s ti d n a e g d e l w o n k n e e w t e b
o w d r a h e h t n i e g a g n e d n a s r e k r o w d n
a rkt hatl earningr equ rie .s
t “ t a h t e b ir c s e d a d u m a S d n a n o t u r
B hef ocu soft hi stechniquei son ifnding
r u c c o s d r o w e h t e r e h w t x e t n o c e h t g n i n i m a x e y b s d r o w n w o n k n u f o g n i n a e m e h
t ”
c s a
( tied in Naiton ,1990 ,p.161) .In thi sresearch ,Contextua lTeaching and
Learning i s a technique used to help the student so fV II A student sin SMP
1 r u h u L i d u g n a
P in masteirng vocabulary based on the context . Therefore,
l p p a o h w s t n e d u t
s y thi s technique in learning vocabulary wi ll examine the
h t e r e h w s g n i d n u o r r u
s eword soccurr edandt hen ifndt hemeaning .
.
2 Vocabulary
y r a l u b a c o
V i s an impo tran taspec tin learning language .People star tto
e g a u g n a l e h t f o y r a l u b a c o v e h t g n i w o n k y b e g a u g n a l n r a e
t a h
t vocabularyi svtialt ocommunicaitngwtihother sandunderstandingwha tone
g n i d a e r s
i (1999 .)
n r a e l o s l a s e ir a l u b a c o v g n i n r a e l ,s e d i s e
B s how t he word sare used ,study
r i e h t h ti w s e c n e t n e s g n it ir w y b n r a e l y e h t t a h w y l p p a d n a , t x e t n o c n i s d r o w e h t
.s d r o
w In thi sresearch ,learning vocabulary i s impo tran tfo rV II A Student sin
1 r u h u L i d u g n a P P M
S Yogyakatra because vocabulary i s one o fthe aspect sto
y e h t e fi l y li a d r i e h t n i ,r e h tr u F . e g a u g n a l d n o c e s r i e h t s a h s il g n E r e t s a
m have t o
h s il g n E y n a m d a e
r texts and apply what t hey have l earned by w iritng sentence s
s
u ingt heriwords .
.
3 Context
o t g n i d r o c c
A Daleand O’Rourke( 1971) ,contexti s“the r elaitonship o fa
e c n e t n e s r o e s a r h p a n i s d r o w r e h t o o t d r o
w ” (para .37 .)In t hisr esearch ,contex t
r e f e
r s to the sentence o rutterance in which the targe tword occurs .Then, the
w d r o w e h t f o g n i n a e
m o uld also be dfiferen twhen the targe tword i s used in
. t x e t n o c t n e r e f fi
d In t hisr esearch, ti w lli help t heV A II studentsi nSMPPangud i
1 r u h u
L to maste rEngilsh vocabulary easie rby knowing the context where the
d r o
w occurred.
.
4 V IIA Studentsi nSMPPangud iLuhur1Yogyakarta
I I
V A student si soneoft heclassesi nSMPPangud iLuhu r1 Yogyakatra .
s i h t n
I junio rhighs chool, therea rethreegrades .Thi sclass si thef ristgradeoft he
h g i h r o i n u
j schooll evel .Theywereabou tthitreenyear sold.
Thestudent so fV IIAi nSMPPangud iLuhu r1Yogyakatra h ea v dfiifcutly
y e h T . y r a l u b a c o v g n i n r a e l n
. y ll a r o k a e p
s Thestudents needmuch itmet ot hinkabou t ti .However,i n t her ea l
stiuaiton t hey do no thaveal onge r itmet ot hinkand ifndt hebes tword .Besides ,
y e h
t a re confuse when t hey hav e to understand a passage contain o fmany new
d y e h t e s u a c e b s d r o
w o no tknow tha t the word shave dfiferen tmeaning in
r e h tr u F . t x e t n o c t n e r e f fi
d , theya redfi ifcutlt ouset heEngilshwordi napprop irate
e s u d n a s s e u g y l n o s t n e d u t s e h T . t x e t n o
c theEngilsh word asl ong ast hey kno w
e r o f e r e h T . g n i n a e m e h
t Contextua lTeaching and Learningm ay helpt hestudent s
n o c e h t h g u o r h t y r a l u b a c o v g n ir e t s a m n
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
r e h c r a e s e r e h t ,r e t p a h c s i h t n
I wli lpresentt her eviewofr elated l tierature .
t r a p s i h
T i sdivided into two .The fris tis theoreitca ldescirpiton .The second i s
. h c r a e s e r s i h t f o k r o w e m a r f l a c it e r o e h t
.
A Theoreitca lDescrip iton
e n o t s ri f e h T . e r e h d e s s u c s i d e r a h c i h w s c i p o t n i a m e e r h t e r a e r e h T
s
i about vocabulary ,t he s econd one i st eachingvocabulary, and t he t hrid one
T l a u t x e t n o C s
i eachingandLearning.
.
1 Vocabulary s i h
T research focuse ns o the srtategy t o help students i n i mproving t hei r
. y r e t s a m y r a l u b a c o
v Inordert ounderstandmoreabou tvocabularyandvocabulary
d n a f l e s ti y r a l u b a c o v f o n o it i n if e d e h t s t n e s e r p r e h c r a e s e r e h t tr a p s i h t n i , y r e t s a m
u b a c o v f o n o it i n if e d e h t o s l
a larymastery .
.
a Deifniitono fVocabulary g
n i n r a e
L vocabulary fo rstudent sbecomes one o fthe basic step sin the
. e g a u g n a l d n o c e s ri e h t s a h s il g n E g n i n r a e l f o s s e c o r
p Inordert oknowmoreabou t
y r a l u b a c o
v ,t hereares omedeifniitons o fvocabulary .Readstatest ha t“vocabulary
t s r e d n u s
i ood a sal lwordsi n al anguage” (Read ,2000 ,p .16 .) However ,people
f s i d r o w a t a h w g n i h s i u g n it s i d n o s n o it a t e r p r e t n i t n e r e f fi d e v a h y a
0 9 9 1 , n o it a N
( .) Othe rexpe trs ,Dale and O’Rourke state “word sare a patr o fa
t n i , m e t s y s e g a u g n a
l egrated in syntacitca lpattern” (1971 ,p .9 .) I tmean stha t
d r o w t u o h ti
w s language wli l no t exist . People mus t deifne word fris t then
r e h t o n a d n a e n o t i e t a r g e t n
i tocreate a language.
.
b VocabularyMastery s t n e d u t
S no tonlyneedt oknow manywords .Theyalso need t obeablet o
e s u d n a , r e b m e m e r , d n a t s r e d n
u them in order t o i mprove t heri l anguage ablitiy .
e h
T n,l earningvocabularybecome sanimpo trantthingfort hestudentst odevelop
ri e h t r e t s a m d n
a vocabulary . I talso suppo tr sby the statemen tof Dale and
. e k r u o R ’
O DaleandO’Rourke( 1971)s tatemaste irngvocabularyi mp ile sno tonly
.t i f o e s u e h t o s l a t u b y r a l u b a c o v e h t f o g n i n a e m e h t g n i d n a t s r e d n u d n a g n i w o n k .
2 TeachingVocabulary h
t n
I i spar tthe researche rpresent steaching vocabulary .The teaching
f o s t s i s n o c y r a l u b a c o
v thei mpo tranceoft eachingvocabulary and t heassessmen t
. y r a l u b a c o v g n i h c a e t n i .
a Importanceo fTeachingVocabulary s tr e s s a ) 0 9 9 1 ( n o it a
N that t hereareatl eastt wo reasonsf o rwhyt eaching
y r a l u b a c o v g n i n r a e l d n
a i simpo trant .Frist ,“everybodyi sawareoft hei mpo trance
g n i n r a e l e g a u g n a l n i y r a l u b a c o v f
o .” Second ,“giving atteniton to vocabulary i s
. p , 0 9 9 1 , n o it a N ( ” e l b a d i o v a n
u .)2 Read( 2000 )state s“vocabularycan beseena s
c r i e h t t e e m o t s i e g d e l w o n
k ommunicaitonneeds”( p .1 .)
.
b Assessmenti nTeachingVocabulary
. n o i s n e h e r p m o c ’ s t n e d u t s s e r u s a e m h c i h w g n i h t y n a e b n a c t n e m s s e s s A d e e n r e h c a e
T s to check the students ’ comprehension to know the students ’
. t n e m e v o r p m i d n a y r e t s a
m Deale( 1975 )explainsthatt heaim o fassessmen twa s
y r e t s a m e h t r e v o c s i d o
t oft het opicf romt hestudents ,sot hatt heycouldconitnue
.l e v e l t x e n e h t o
t According to Dale and O’Rourke (1971) ,there are fou rmain
n o it a c if it n e d I ) 1 ( : y r a l u b a c o v t s e t o t s y a
w – the studen trespond sorally o rin
c c a d r o w a g n i y fi t n e d i y b g n it ir
w ordingt o ti sde ifniitono ruse(2 )Mulitple-choice
– the studen tselect sthe correc tmeaning o fthe tested word from three o rfou r
s n o it i n if e
d (3 )Matching – thet ested word sarepresented i n onecolumn and t he
d e t n e s e r p e r a s n o it i n if e d g n i h c t a
m ou to forderi nanothe rcolumn (4 )Checking–
e h t s k c e h c t n e d u t s e h
t i rwork .The student may also be requried to wrtie the
e h s d r o w e h t f o n o it i n if e
d ors hechecked(p .20).
.
c VocabularyLearningAspect
e h t f o e n O . y r a l u b a c o v g n i n r a e l f o s t c e p s a t n a tr o p m i y n a m e r a e r e h T t a h t s n i a l p x e ) 6 8 9 1 ( s n ri a G . n o it a z ir o m e m s i s t c e p s a t n a tr o p m
i learningnew tiem s
e v l o v n
i the memo irzaiton process .The f srist i in ou rsho tr-term memory ,and
g n o l n i s d r a w r e tf
a -termmemory .
, g n i n r a e l d i a o t s e i g e t a rt s y r o m e m s t s e g g u s ) 0 9 9 1 ( d r o f x
O and t hese can
o t n i d e d i v i d e
b )(1 creaitng menta l ilnkages :grouping ,associaitng ,placing new
;t x e t n o c a o t n i s d r o
w )(2 applying image sand sounds :using imagery ,semanitc
; y r o m e m n i s d n u o s g n it n e s e r p e r d n a s d r o w y e k g n i s u , g n i p p a
; y a w d e r u t c u rt s a n
i )(4 employing aciton :physica lresponse o rsensaiton ,using
. s e u q i n h c e t l a c i n a h c e m .
3 Contextua lTeachingandLearningVocabulary h c r a e s e r e h t , h c r a e s e r s i h t n
I e ruse sContextua lTeaching da n Learning a s
o t r e d r o n I . y r e t s a m y r a l u b a c o v r i e h t e v o r p m i o t s t n e d u t s e h t p l e h o t y g e t a rt s a t u o b a e r o m d n a t s r e d n
u Contextua lTeaching andLearning ,herearesomeexpetr s
t u o b a e n if e d t a h
t Contextua lTeaching and Learning .Johnson (2002 )descirbe s
t a h
t Contextua lTeaching and Learning si “an educaitona lproces stha taim sto
i g n i n a e m e e s s t n e d u t s p l e
h n the academic mateira l they are studying by
e n n o
c citng academic subject swtih the contex to fthei rdaliy ilves ,tha tis ,wtih
s e c n a t s m u c ri c l a r u tl u c d n a l a i c o s ,l a n o s r e p r i e h t f o t x e t n o
c ” p( . 52 .)
According to Johnson (2010) ,there are some srtategie sin Contextua l
g n i n r a e L d n a g n i h c a e
T such a s problem based insrtuciton , using mulitple
g n i n r a e l ’ s t n e d u t s d n a n o it a it n e r e f fi d ’ s t n e d u t s e h t g n ir e d i s n o c , s t x e t n o c y m o n o t u
a . In hi sbook Johnson also provide s the componen to f Contextua l
g n i n r a e L d n a g n i h c a e
T .They are making the meaningfu lrelevance ,doing a
, k s a t l u f g n i n a e
m independentl earning ,groupwork ,ciritcalt hinkingandcreaitvtiy
n o o s d n
a .I tmean stha tthe student sare allowed to learn vocabulary by doing
t a e r c d n a g n i k n i h t l a c it ir c r i e h t d li u b o t p u o r g n i r o y ll a u d i v i d n i t n e m n g i s s
a ivtiy.
Othe rresearcher salso state et h theory abou tthe relaitonship between
t x e t n o c d n a y r a l u b a c o
v . According to Read (2000) ,“word sdo no toccu rby
n e m e l e d e t a r g e t n i s a t u b s e c n e t n e s d e t a l o s i n i r o s e v l e s m e h
e s r u o c s i
d ” (p.4) .Then, he also states tha t“the way tha twe interpre ta word i s
o c e h t y b d e c n e u lf n i y lt n a c if i n g i
s ntext i n which i toccurs”(Read ,2000 ,p .4 t.) I
t x e t n o c d n a y r a l u b a c o v t a h t s n a e
m are two aspect stha tcanno tbe separated .In
e h t e r e h w t x e t n o c e h t o t d e t a l e r y lt h g it s i d r o w a f o g n i n a e m e h t , s d r o w r e h t o e h t e r e h w s e c n a r e tt u r o s e c n e t n e s o t s r e f e r t x e t n o c , t c e p s e r s i h t n I . s r u c c o d r o w 0 0 0 2 , d a e R ( r u c c o s d r o w .) .
B Theoreitca lFramework
p i h s n o it a l e r e h t s w e i v e r n o it c e s s i h
T between t heresearch conducted and
.s e ir o e h t d e t a l e r e h
t Here the researche r present s the way the theo ire s are
. h c r a e s e r s i h t n i d e t n e m e l p m i ” m e t s y s e g a u g n a l f o t r a p a e r a s d r o w “ t a h t e t a t s e k r u o R ’ O d n a e l a
D (1971 ,
) 9 .
p .I tmeanst ha tpeopleneed t o haveword f ris tbeforet heystatrt oi ntegrate ti
v , n e h T . e g a u g n a l a o t n
i ocabulary become sone o fthe impo tran taspect so f
g n i n r a e
l Engilsh a sa second language .In tha tcase ,i tbecome simpo tran tfo r
a e l o t s t n e d u t
s rn vocabulary a sthef ris tstep tol earn ht e language .Naiton ( 1990 )
.s t n e d u t s e h t r o f t n a tr o p m i s i y r a l u b a c o v g n i n r a e l t a h t s e t a t s o s l
a Byknowingand
s d r o w y n a m g n ir e b m e m e
r may help the student s to improve thei r ablitiy .
h s il g n E y n a m r e b m e m e r d n a w o n k o t d e e n y l n o t o n o d s t n e d u t s e h t , r e v e w o H r o
w ds bu talsoneedt oknowandunderstandthemeaningo fwordaccordingt ot he
. y lt c e r r o c t i e s u o t r e d r o n i t x e t n o
c Whent hes tudent sareablet ouset heparitcula r
e h t n i e r a y e h t , y lt c e r r o c d r o
w proces so fmasteirng vocabulary ,a smenitoned by
’ O d n a e l a
i , n e h
T n schoo lstudent sneed to be able to speak and wrtie thei rown
y e h t e s u a c e b s e it l u c if fi d d n if y e h t s e m it e m o S . t n e m n g i s s
a arelack o fvocabulary .
r a l u c it r a p n i d r o w r a l u c it r a p f o g n i n a e m e h t d n a t s r e d n u o t t l u c if fi d o s l a s i t I .t x e t n o
c According t o Johnson’ s(2010), Contextua lTeaching and Learning may
r i e h t h ti w t i g n it c e n n o c y b d r o w r a l u c it r a p e h t f o g n i n a e m w o n k o t s t n e d u t s p l e h g n i s u y B . e fi l y li a
d Contextua l Teaching and Learning, the student s may
it r a p e h t f o g n i n a e m e h t d n a t s r e d n
u cula rword i n aneasie rway .In thi sresearch ,
I I V f o s t n e d u t s e h
t A arei nvolved t o understand the meaning o fparitcula rword
a y li a d r i e h t n i t x e t n o c r a l u c it r a p h ti w t i g n it a l e r y
b citvtiy . The researche r
s e d i v o r
p examplest ha tmak ethes tudent seasiert orelatet hevocabularywtiht hei r
e fi l , s e d i s e
B Contextua lTeachingandLearningalsoallowst hestudentst o use
tr a p d n a t s r e d n u d n
a icula rword in mulitple contexts ,a smenitoned by Johnson
0 1 0 2
( ). In thi sresearch ,the researche ralso provides a ils to fword stha thave
n e h w g n i n a e m t n e r e f fi
d theword occursi n dfiferen tcontex tsinceEngilsh words
t x e t n o c t n e r e f fi d n i g n i n a e m t n e r e f fi d e v a h y a
m a salso menitoned by Read
) 0 0 0 2
( .The student so fVI IA need to analyze t hecontex toft he word from t he
e l o h
w sentence( os) t dif n the meaning. Then ,they are supposed to be able to
r e b m e m e
r theparitcula rwordwhent heyknowt hemeaningf romt hecontex.t
e h t d n a t s r e d n u s t n e d u t s e h t r e h t e h w k c e h c o t s d e e n r e h c a e t e h t , d n e e h t t A o n r o r e h c a e t e h t y b n e v i g l a ir e t a
m t . In orde r to check the students ’
n o i s n e h e r p m o
c o fthe previou slesson given the teache rneed sto asses sthe
. s t n e d u t
. s t n e d u t s e h t r o f t n e m s s e s s
a Oneof t heways t o assess t he students i sby giving
m e h
t a tes.t In t hi sresearch t he focu sof t he t est i sabou tvocabulary .Thereare
a m r u o
f in wayst o t es tvocabulary according t oDaleandO’Rourke(1971) .They
e l p it l u m , n o it a c if it n e d i e r
a -choice ,matching ,and checking .In thi sresearch ,the
e d i v o r p o s l a r e h c r a e s e
r s vocabularyt estf ort hes tudents .Thet es tcontain so fa ils t
s t n e d u t s e h t y b d e r e w s n a e b t s u m t a h t n o it s e u q f
o by i dentfiying t hemeaning o f
e s u r o n o it i n if e d e h t n o d e s a b d r o w e h
t .
s e t e h
T twould beheld i n t wo itme sbygivingt hestudent sa ils to fwords .
s e t h c a e n i n o it s e u q e m a s e h t o s l a d n a e p y t e m a s e h t d e d i v o r p r e h c r a e s e r e h
T t .
e v o r p o t n e k a t s i n o it c a s i h
T tha tby memo irzing many Engilsh words may help
v r i e h t e v o r p m i o t s t n e d u t s e h
t ocabularymastery.
6 1 R E T P A H
C II I
Y G O L O D O H T E M H C R A E S E R h c r a e s e r , d o h t e m h c r a e s e r e h t s t n e s e r p r e h c r a e s e r e h t , r e t p a h c s i h t n I tr a
p icipants , research insrtuments , data gatheirng technique , data analysi s e u q i n h c e
t andr esearchprocedure.
d o h t e M h c r a e s e R . A n o it c A m o o r s s a l
C Research (CAR )i sthe method used in thi sresearch . R
A
C i sa method to improve the teaching learning proces sin the classroom . : s p e t s e e r h t n i s s e c o r p e h t o t s r e f e r h c r a e s e r n o it c a t a h t s e n if e d ) 8 0 0 2 ( r e g n ir t S “ . t c a , k n i h t , k o o
l Look phase involve ssystemaitcally gatheirng informaiton and , e s a h p t c A . n o p u d e t c e lf e r d n a d e z y l a n a s i n o it a m r o f n i , e s a h p k n i h T . a t a d n o it u l o
s s are devised and implemented” (a sctied in Ary ,Jacob ,sand Sorensen , 0
1 0
2 ,p .518). , r e h tr u
F St irnger’ stheory i sdeveloped by Ary ,Jacobs ,and Sorensen )
0 1 0 2
( into f ou rprocesses . tIi nvolve s“relfecitng ,planning ,acitng andobserving s s e c o r
p ”( 2010 ,p .518). Thoseprocesse sareconductedi ncycle. t c e lf e R 1 p e t
S : According to Ary , Jacobs , and Sorensen , “expeirence and
r a s n o it p e c r e
s n o it a v r e s b o e m o s g n i o
d and searching the related ltierature to suppor t the .
h c r a e s e r
e r u g i
F 2 1 . Creaitngpossibiilite s—AnAcitonResearchHandbook ,EdmontonPubilc )
1 8 9 1 , tr a g g a T c M & s i m m e K m o r f d e t p a d A ( .s l o o h c S
n a l P 2 p e t
S : Ary ,Jacobs ,andSorensenstatet ha t“aplan i sdevelopedf ort aking /
d n a n o it c
a o rgathe irng informaiton and data in orde rto observe o rcapture the e
c it c a r p e h t r o ti n o m r o e c n e ir e p x
e ”( 2010 ,p .519).I nt hi sstep, r esearch quesiton o
t s e d i c e d r e h c r a e s e r e h t , s e d i s e B . d e t a c il p x e e r a d o h t e m d n
a formulate the
. h c r a e s e r e h t n i d e s u e b l li w t a h t d o h t e m d n a n o it s e u q h c r a e s e r
t c A 3 p e t
S : Int hi sstep ,according t o Ary ,Jacobs ,and Sorensen ,“ther esearche r e b y a m a t a D . a t a d s t c e ll o c d n a e c it c a r p a s e g n a h c r o n a l p e h t s t n e m e l p m i
e ir a v a m o r f d e t c e ll o
c ty o fsources” (2010 ,p .519) .In thi sstep ,the researche r t
s tr a t
s ocollectt hedatabyconducitngthei nterview. e
v r e s b O 4 p e t
S :Ary ,Jacobs ,and Sorensen statet ha t“in t hi sstept her esearche r d
e t c e ll o c a t a d e h t s e z y l a n a d n a s e z i s e h t n y
s ” (2010 ,p .519) .In thi sstep the d
e t c e ll o c a t a d e h t s e z y l a n a d n a s e z i s e h t n y s r e h c r a e s e
t c e lf e R 5 p e t
S : In thi s step , according to Ary ,Jacobs , and Sorensen , t “he s tr o p e r r o s e t a c i n u m m o c d n a n o it a m r o f n i e h t s t e r p r e t n i d n a n o s t c e lf e r r e h c r a e s e r
ti” (2010 ,p .519) .In thi sresearch the researche rconcludes the mos tcrucia l . p e t s s u o i v e r p e h t m o r f a t a d d n a n o it a m r o f n i e h t n o d e s a b s t n e d u t s e h t f o m e l b o r p n a l P 6 p e t
S : Ary ,Jacobs ,and Sorensen state tha t“a new plan o faciton i s
m e l b o r p e h t e t a g it s e v n i r o e v l o s e r o t d e p o l e v e
d ”(2010 ,p .519) .In t hi sstep, t he . n o it a t n e m e l p m i e h t n i d e s u e b l li w t a h t l a ir e t a m e h t s p o l e v e d d n a s e k a m h c r a e s e r t c A 7 p e t
S :In t hei rbook Ary ,Jacobs ,and Sorensen utter t ha t“a new aciton si g n i h t e m o s s p a h r e p r o e p y t e m a s e h t s p a h r e p ( d e t c e ll o c e r a a t a d d n a n e k a t )t n e r e f fi
d ”( 2010 ,p .519 .)Int hisr esearcht her esearcheri mplementst heplanning. e v r e s b O 8 p e t
S :According t o Ary ,Jacobs ,and Sorensen (2010 )“thenew data t n y s , d e z y l a n a e r
a hesized and interpreted” (p .519). In thi sstep ,the researche r d e r e h t a g a t a d e h t ll a d e z y l a n a g n it t e S h c r a e s e R . B n o d e t c u d n o c s a w h c r a e s e r s i h
T October 81 thunit lOctobe r30th2012 .The h c r a e s e r s i h t f o g n it t e
s w asVI IAclass .Thi sclas swasoneo ftheclassesi nSMP 1 r u h u L i d u g n a
P Yogyakatra 2012/2013 academic year. Thi s research wa s r o f d e t c u d n o
h c r a e s e R .
C Paritcipants
n i s t n a p i c it r a p e h
T thi sresearch were student so fgrade VI Iclas sA in a tr a k a y g o Y 1 r u h u L i d u g n a P P M
S 2012/2013 academic year .They were in the . e d a r g t s ri
f Thenumbe roft hes tudent swa sfo try-twostudent .s l e h tr e v e N . e v it c a y ll a u t c a e r e w s s a l c s i h t n i s t n e d u t s e h
T ess ,they stli l
s e it l u c if fi d d n u o
f when they found new vocabulary .A sa resutl ,the researche r e
s o h
c thi sclasst ohelpt hemt oi mprovet hei rvocabularymastery.
e u q i n h c e T g n i r e h t a G a t a D d n a s t n e m u r t s n I . D n o it c e s t s ri f e h T . s n o it c e s o w t o t n i t n e m u rt s n i e h t d e d i v i d r e h c r a e s e r e h T d n o c e s e h t d n a n o it a t n e m e l p m i e h t e r o f e b s t n e m u rt s n i h c r a e s e r e h t s a
w seciton
. n o it a t n e m e l p m i e h t g n ir u d s t n e m u rt s n i h c r a e s e r e h t s a w r t s n I h c r a e s e R e h T .
1 ument sUsedbeforet heI mplementa iton
h
T ei nsrtumen tusedi nt hiss tepi sinformali nterview . w e i v r e t n I l a m r o f n I w e i v r e t n
I i “ s conversaitonbetween t het eacher-researche randparitcipant s , k c u m h c S ( ” s t n a p i c it r a p e h t o t n o it s e u q s e s o p r e h c a e t e h t h c i h w n i y d u t s e h t n i s i h t n I . l a m r o f n i d n a l a m r o f , w e i v r e t n i f o s d n i k o w t e r a e r e h T . ) 8 0 1 . p , 7 0 0 2 r a e s e
r ch,t her esearche rconducted an informali nterview. I n ordert o conductt he t w e i v r e t n i l a m r o f n
i her esearche rpreparedsomequesito nsrelatedt ot hestudents ’ . h s il g n E g n i n r a e l n i s e it l u c if fi
d e p l e h t I . n o i n i p o n w o r i e h t m o r f s m e l b o r p ’ s t n e d u t s r e v o c s i
d the researche rto
. s m e l b o r p ’ s t n e d u t s e h t y fi t n e d i
tI aw sconducted to al lstudent so fVI IA in SMP Pangud iLuhu r1 a tr a k a y g o
Y .Ther esearche rasked t hestudent saboutt hei rown problemt hatt hey d
n u o
f du irngtheproces sofl earningEngilsh especiallyvocabulary .Thei nforma l w e i v r e t n
i held in an open classroom discussion . The resul to f the informa l g n i n r a e l f o s s e c o r p r i e h t n i s e it l u c if fi d d n u o f s t n e d u t s e h t t a h t d e w o h s w e i v r e t n i . y r a l u b a c o v d e ti m il e h t f o e s u a c e b e g a u g n a l d n o c e s a s a h s il g n E s e R e h T .
2 earchI nstrument sduringt heI mplementa iton
s u s t n e m u rt s n i h c r a e s e r e h
T eddu irngt hei mplementaitonwerevocabulary t
s e
t I ,vocabularyworksheet ,observaiton sheet ,quesitonnarie ,vocabulary tes tII , s e t o n d l e if d n a . .
a VocabularyTestI
P M S f o A I I V f o s t n e d u t s l l a o t d e d i v o r p s a w I t s e t y r a l u b a c o v e h T e h t f o g n i n n i g e b e h t n i d l e h s a w I t s e t y r a l u b a c o V . a tr a k a y g o Y 1 r u h u L i d u g n a P e s e
r arch in the cycle one .The aim o fthi stes twa sto measure the students ’ t r o f y r a l u b a c o v n i g n i d n a t s r e d n
u he fris t itme before the researche rgave the y tr i h t f o d e n i a t n o c s d r o w f o t s il a d e d i v o r p r e h c r a e s e r e h t t s e t s i h t n I .s t e e h s k r o w n i d r o w h c a e f o g n i n a e m e h t d n if o t d e d e e n e r e w s t n e d u t s e h T . s d r o w f o s r e b m u n g a s s a p e h t m o r f n e k a t e r e w s d r o w e h T . e l b a t e h
b . Vocabularyworksheets y r a l u b a c o v d e s u r e h c r a e s e r e h
T worksheets du irng the proces s o f . h c r a e s e
r Ineverymeeitngo fal lcycles ther esearche rprovidedworksheets fort he . s t n e d u t
s The quesitons were in the form o fguessing and ifnding vocabulary g n i n a e
m from the passages .The student swould ifnd the simlia rword sa sthe g e t a rt s e h t f o e n o s a w t I .s e g a s s a p e h t n i t s e t y r a l u b a c o v e h t f o t s il d lr o
w i estaken
e t a t s t a h t ) 0 9 9 1 ( d r o f x O m o r
f s
