fostering student’s vocabulary through context …
TRANSCRIPT
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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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.
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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
2 November 14th, 2019
3 November 15th, 2019
Cycle 2
1 November 21st, 2019
2 November 28th, 2019
3 November 29th, 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
Case Code Source Content
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
Case Code Source Content
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
Case Code Source Content
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
Case Code Source Content
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
Case Code Source Content
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
Case Code Source Content
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
Case Code Source Content
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
2 𝑁 −𝑓𝑘 𝑏
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
2 𝑁 −𝑓𝑘 𝑏
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
2 𝑁 −𝑓𝑘 𝑏
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
A. Introduction C. Address
B. Signature D. Salutation
12. “ The ……. should be written in the upper part of the letter”. It is where the
writer put the information of location.
A. Introduction C. Address
B. Signature D. Salutation
13. “Before tell the message, the writer greet the reader with ……. ”. It is when
the writer say special word and the reader’s name.
A. Introduction C. Address
B. Signature D. Salutation
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
Choose the correct word to fill in the blank from the passage below!
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.
A. Introduction C. Address
B. Signature D. Salutation
10. “ A part when someone asking about the reader condition is ….. “. It is always
the beginning of message when someone write a letter
A. Introduction C. Address
B. Signature D. Salutation
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
Choose the correct word to fill in the blank from the passage below!
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,
struktur teks, dan unsur
kebahasaan teks khusus dalam
bentuk surat pribadi terkait
kegiatan diri sendiri dan orang
sekitarnya
4.6.1.1Menghubungkan fungsi sosial,
struktur teks dan unsur kebahasaan
teks pada surat pribadi terkait
kegiatan diri sendiri dan orang
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
bersama-sama secara kelompok
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
\
Rencana Pelaksanaan Pembelajaran
Sekolah : M.A. Al-Khairiyah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI MIA / Genap
Materi Pelajaran : Menulis Surat Pribadi & Context Clue
Alokasi Waktu : 2 X 40 Menit (Pertemuan Ke-2)
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
3.6.1 Menjelaskan fungsi sosial,
struktur teks dan unsur kebahasaan
kebahasaan beberapa teks khusus
dalam bentuk surat pribadi
dengan memberi dan menerima
informasi terkait kegiatan diri
sendiri dan orang sekitarnya,
sesuai dengan konteks
penggunaannya
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,
struktur teks, dan unsur
kebahasaan teks khusus dalam
bentuk surat pribadi terkait
kegiatan diri sendiri dan orang
sekitarnya
4.6.1.1 Menghubungkan fungsi sosial,
struktur teks dan unsur
kebahasaan teks pada surat
pribadi terkait kegiatan diri
sendiri dan orang 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
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
C. Tujuan Pembelajaran
6. Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan dari surat
pribadi sesuai dengan penggunaanya
7. 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
8. 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
9. Menunjukan struktur teks dan unsur kebahasaan khusus beserta informasi
penulis dari surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya
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
D. Materi Pembelajaran
5. Materi Fakta:
Menulis surat pribadi tentang kegiatan pribadi dan orang lain
6. Materi Konsep:
Fungsi Sosial
Menjalin kedekatan hubungan antar pribadi
Struktur Teks
Dapat mencakup
- Tempat dan tanggal
- Penerima
- Sapaan
- Isi surat
- Penutup
Unsur Kebahasaan
- Ungkapan keakraban yang lazim digunakan dalam surat pribadi berupa
kalimat yang sering dipakai sepert Pernyataan (Ekspression)
- 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
7. Materi Prinsip:
Menulis teks surat pribadi tentang kegiatan diri sendiri dan orang
sekitarnya.
8. 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
4. Media
Gambar susunan struktur teks surat pribadi di buku LKS
5. Alat
Papan Tulis, spidol, buku LKS
6. Sumber Pmbelajaran
Buku LKS Modul Pembelajaran Bahasa Inggris SMA/MA dan SMK/MAK
kelas XI semester 2,
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 mengaitkan materi yang akan
dipelajari peserta didik dengan pengetahuan
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
Dengan pertanyaan pengarahan dari guru
siswa terpancing untuk mempertanyakan
bagian-baian dari surat pribadi beserta arti
kalimat dan kata dari teks
10 menit
15 menit
Mengeksplorasi
Siswa di minta untuk membuat kelompok
oleh guru untuk menerjemahkan teks
dengan bantuan kamus
Siswa berdiskusi menentukan informasi
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
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
Bersama guru, siswa mengutarakan maksud
dan mendiskusikan jawaban dari soal yang
berkaitan dengan teks surat pribadi
Siswa memperoleh penguatan dari guru
15 menit
10 menit
20 menit
Penutup Peserta didik dengan bimbingan guru
menyimpulkan pembelajaran hari itu
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya.
10 menit
Memberikan salam dan menutup kelas
H. Penilaian
Lingkup Penilaian Teknik Penilaian Bentuk Penilaian
Kompetensi Spiritual
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
Rencana Pelaksanaan Pembelajaran
Sekolah : M.A. Al-Khairiyah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI MIA & XI IIS / Genap
Materi Pelajaran : Surat Pribadi (Personal Letter) & Context Clue
Alokasi Waktu : 2 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
3.6.1 Menjelaskan fungsi sosial,
struktur teks dan unsur kebahasaan
dari surat pribadi sesuai dengan
khusus dalam bentuk surat
pribadi dengan memberi dan
menerima informasi terkait
kegiatan diri sendiri dan orang
sekitarnya, sesuai dengan
konteks penggunaannya
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,
struktur teks, dan unsur
kebahasaan teks khusus dalam
bentuk surat pribadi terkait
kegiatan diri sendiri dan orang
sekitarnya
4.6.1.1Menghubungkan fungsi sosial,
struktur teks dan unsur kebahasaan
teks pada surat pribadi terkait
kegiatan diri sendiri dan orang
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
bersama-sama secara kelompok
D. Materi Pembelajaran
9. Materi Fakta:
10. 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
1. Materi Prinsip:
Menulis teks surat pribadi tentang kegiatan diri sendiri dan orang
sekitarnya.
2. Materi Prosedur:
- Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
E. Metode Pembalajaran
1. Inquiry
2. Diskusi
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 Pembelajaran
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 mengaitkan materi yang akan
dipelajari peserta didik dengan pengetahuan
yang sudah dimiliki
Menuliskan absensi
10 menit
Kegiatan
Inti
Mengamati
Siswa memperhatikan dan membaca
penjelasan dari , fungsi social ,bagian-
bagian struktur dan unsur kebahasaan dari
surat pribadi
Siswa memperhatikan penjelasan guru
tentang context clue yang disiapkan secara
paragraf
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
Murid menanyakan jenis-jenis tentang
context clue dari penjelasan guru
Mengeksplorasi
10 menit
15 menit
Siswa di minta untuk membuat kelompok
oleh guru
Siswa berdiskusi menentukan informasi
rinci dan informasi tertentu dari teks
Siswa menentukan struktur surat serta
kalimat/ unsur kebahasaan dari surat pribadi
secara berkelompok
Mengetahui jenis-jenis context clue dari
penjelasan guru
Mengasosiasi
Siswa menganalisis berbagai macam bagian
surat pribadi terkait dengan tujuan, dan
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
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 dan tentang jenis-jenis
context clue
Siswa memperoleh penguatan dari guru
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
menyimpulkan pembelajaran hari itu
Guru menyampaikan tugas untuk
menerjemahkan teks
Memberikan salam dan menutup kelas
10 menit
H. Penilaian
Lingkup Penilaian Teknik Penilaian Bentuk Penilaian
Kompetensi Spiritual
dan Sosial
Jurnal Penilaian -
Kompetensi
Pengetahuan
Kerja Kelompok Mengidentifikasi bagian-
bagian struktur dan unsur
kebahasaan dari sebuah
contoh teks
Kompetensi
Ketrampilan
Kerja Kelompok Menuliskan bagian-
bagian struktur dan unsur
kebahasaan dari sebuah
contoh teks
Rencana Pelaksanaan Pembelajaran
Sekolah : M.A. Al-Khairiyah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI MIA & XI IIS / Genap
Materi Pelajaran : Surat Pribadi (Personal Letter) & Context Clue
Alokasi Waktu : 2 X 40 Menit (Pertemuan Ke-2)
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, 3.6.1 Menjelaskan 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
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,
struktur teks, dan unsur
kebahasaan teks khusus dalam
bentuk surat pribadi terkait
kegiatan diri sendiri dan orang
sekitarnya
4.6.1.1Menghubungkan fungsi sosial,
struktur teks dan unsur kebahasaan
teks pada surat pribadi terkait
kegiatan diri sendiri dan orang
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,
4.6.2.1 Merangkaikan terjemahan dari
teks yang diberikan yang dilakukan
bersama-sama secara kelompok
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
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
bersama-sama secara kelompok
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
1. Materi Prinsip:
Menulis teks surat pribadi tentang kegiatan diri sendiri dan orang
sekitarnya.
2. Materi Prosedur:
- Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
E. Metode Pembalajaran
1. Inquiry
2. Diskusi
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 mengaitkan materi yang akan
dipelajari peserta didik dengan pengetahuan
yang sudah dimiliki
Menuliskan absensi
10 menit
Kegiatan
Inti
Mengamati
Siswa memperhatikan dan membaca
penjelasan dari , fungsi social ,bagian-
bagian struktur dan unsur kebahasaan dari
surat pribadi
Siswa memperhatikan penjelasan guru
tentang context clue
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
Murid menanyakan jenis-jenis tentang
10 menit
15 menit
context clue dari penjelasan guru
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
Mengetahui jenis-jenis context clue dari
penjelasan guru
Mengasosiasi
Siswa menganalisis berbagai macam bagian
surat pribadi terkait dengan tujuan, dan
struktur teks, dilihat dari segi ketepatan,
efisienci, efektivitasnya bersama kelompok.
Siswa menemukan cara untuk mengerti arti
teks dari konsep context clue
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 dan tentang jenis-jenis
context clue
Siswa memperoleh penguatan dari guru
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
menyimpulkan pembelajaran hari itu
Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya.
Memberikan salam dan menutup kelas
10 menit
H. Penilaian
Lingkup Penilaian Teknik Penilaian Bentuk Penilaian
Kompetensi Spiritual
dan Sosial
Jurnal Penilaian -
Kompetensi
Pengetahuan
Kerja Kelompok Mengidentifikasi bagian-
bagian struktur dan unsur
kebahasaan dari sebuah
contoh teks
Kompetensi
Ketrampilan
Kerja Kelompok Menuliskan bagian-
bagian struktur dan unsur
kebahasaan dari sebuah
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
The first step, the writer find the Highest Score ( H ) and Lowest Score
( 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
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
69
4,05= 17
Now the writer got value between 10 -20 was 17. Therefore, there
will be 17 groups of interval class. Then the writer found the value of each score
in interval class ( i ) was 4,05 or 4.
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 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 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 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.
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 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
The first step, the writer find the Highest Score ( H ) and Lowest Score
( 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
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
73
6,08= 12
Now the writer got value between 10 - 20 was 12. Therefore, there
will be 12 groups of interval class. Then the writer found the value of each score
in interval class ( i ) was 6,08 or 6.
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, 34, 40, 46, 52, 58, 64, 70, 76, 82, 88, 94. 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 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.
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 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