2. Asking the students to read the text carefully and finding out the unfamiliar words and the clues are contained in the text.
3. Asking the students to find out kinds of words, and then asking them to think about possible meanings of the unfamiliar words.
4. Checking the students’ comprehension by giving the exercises in written form. The teacher gives and underlined the clues for each sentence and the
students are asked to answer by filling the blank spaces with the appropriate words.
c. Post- Teaching
1. Asking the students whether they have questions. 2. Giving the feedback and closing the lesson.
2.8. Theoretical Assumption
Referring to the theories above, the writer assumes that vocabulary learning should be integrated with other language skills. In order to make it easier, the
teacher should have a good technique for teaching vocabulary. Since a good technique will make the students understand more about vocabulary more than its
literal meaning but also its meaning in context. Undestanding the meaning of vocabularies in context will make the students easier to use it to practice language
skills. In teaching vocabulary, there are some techniques that can help the teacher to
reach the aim of teaching learning process. For this research, contextual clues technique is chosen as the technique in teaching vocabulary. Contextual clues
technique is a way to support vocabulary development and help struggling readers to build word identifications and the development of figuring out word meanings.
Allen 1998 says that context clues could help struggling readers build word identification and the development of word meanings. Starting with using context
clues for word identification may be more beneficial to students because once a child can decode easily more attention can be paid to build the meaning of word.
Furthermore, the reseacher believes that contextual clues technique is one of the techniques that can improve and also help the students in learning vocabulary
because when a reader has common knowledge and background information with the context, it is easier for a student to learn an unfamiliar word.
III. METHODS
This chapter deals with the design and procedures of the research. This refers to design, population and sample, variables, instruments, data collection procedure,
data analysis, data treatment, and hypothesis testing.
3.1. Design
The research was a quantitative research. The aim of this research was to find out whether there was a difference of students’ vocabulary mastery after being taught
with contextual clues. The design was a one group pretest-posttest design. The research design could be presented as follows:
T1 X T2
Notes: T1 : Pretest
T2 : Posttest X : Treatment teaching vocabulary using contextual clues
Hatch and Farhady as citied in Setiyadi 2006:132 From the explanation above, the researcher used a pretest posttest design for this
research. This sample of design in this research used a quasi experimental design.
