Teaching vocabulary through contextual teaching learning (an experimentaL study at the first year at SMA PGRI 56 Ciputat)

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iv Saya yang bertanda tangan di bawah ini ,

Nama : Istikomah

Tempat/Tgl.Lahi : Kebumen, 11 Mei 1984

NIM : 104014000324

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : Teaching Vocabulary through Contextual Teaching and Learning

Dosen Pembimbing : Drs. Sunardi Kartowisastro Dip.Ed

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademisi atas apa yang saya tulis. Pernyataan dibuat sebagai salah satu syarat menempuh Ujian Munaqosah

Jakarta, November 2009 Mahasiswa Ybs.

Istikomah

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ABSTRACT

ISTIKOMAH. 2009, Teaching Vocabulary through Contextual Teaching and Learning (An experimental Study of the students of SMU PGRI 56 Ciputat), Skripsi, English Department, The faculty of Tarbiya University and Teachers’ Training, Syarif Hidayatullah State Islamic

Adviser : Drs. Sunardi Kartowisastro Dip.ED

Key words: Contextual Teaching and Learning, and vocabulary

The purpose of this study is to describe the objective condition of the Teaching Vocabulary through Contextual Teaching and learning at first grade students of SMU PGRI 56 Ciputat. It includes the students’ vocabulary mastery through Contextual Teaching Learning, the students motivation that can be affect the students’ vocabulary mastery in teaching learning process, and the students’ achievement through contextual teaching and learning in teaching vocabulary

The aim of the research is to gain the information about teaching vocabulary through Contextual teaching and learning, moreover it is conducted to get the effective technique in teaching vocabulary at first grade students of SMU PGRI 56 Ciputat. Sample of the research is as much 30 students of first grade and an English teacher. This research is using experiment method in quantitative form by collecting data from observation, and test.

The data collected in this research analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of to (t observation) is 2,82 and the value of “tt” (t table) from df (28) on degree of significance of 5% is 2.05. It means that null hypothesis (Ho) which says there is no significance influence of using contextual teaching and learning in teaching vocabulary is rejected. It means that the alternative hypothesis (Ha) which says that there is significance influence of teaching vocabulary through contextual teaching and learning is accepted

Based on the finding of this study, it can be concluded that using contextual is quite success. By using contextual, students feel more interesting and enjoy doing activities in the class. It also can give the students the opportunities to be active in learning English vocabulary.

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ABSTRACT

ISTIKOMAH. 2009, Teaching Vocabulary through Contextual Teaching and Learning (An Experiment Study of The Students of SMU PGRI 56 Ciputat), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta).

Adviser: Sunardi Kartowisastro, Dip.Ed. Drs

Kata Kunci: Kosakata, dan Contextual Teaching and Learning Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu pengajaran kosakata melalui pendekatan contextual pada tingkat 1 siswa Sekolah Menengah Umum (SMU) PGRI 56 Ciputat. Tujuan tersebut antara lain, penguasaan kosakata siswa dengan melalui pendekatan contekstual, motivasi siswa yang dapat mempengaruhi penguasaan kosakata siswa dalam kegiatan belajar mengajar, dan prestasi siswa yang menggunakan pndekatan contekstual dalam pembelajaran kosakata.

Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang pengajaran melalui pendekatan contekstual dalam mengajar kosakata, selebihnya hal ini dilakukan untuk mendapatkan keefektifan teknik dalam mengajar kosakata di kelas 1 siswa Sekolah Menengah Umum (SMU) PGRI 56 Ciputat. Siswa yang termasuk dalam penelitian ini berjumlah 30 orang dan seorang guru Bahasa Inggris. Penelitian ini termasuk penelititan eksperimen dalam bentuk quantitatif dengan mengumpulkan data-data dari dokumentasi, observasi, dan test.

Data-data yang dikupulkan dalam penelitian ini dianalisa menggunakan test-t. berdasarkan hasi statistik, telah didapatkan nilai to (t observasi) yaitu sebesar 2.82 dan nilai dari tt (t table) dari df (28) pada taraf signifikan 5% yaitu sebesar 2.05. dari hasil tersebut, jelas bahwa nilai to lebih tinggi daripada tt. Selanjutnya dapat ditarik kesimpulan bahwa hipothesis nihil (Ho), yaitu tidak ada pengaruh yang signifikan dari penggunaan belajar aktif dalam mengajar kosakata ditolak. Sedangkan hipothesis alternatif (Ha), yaitu ada pengaruh yang signifikan dari penggunaan belajar contextual dalam mengajarkan kosakata diterima.

Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa penggunaan belajar contextual dalam mengajar kosakata adalah cukup berhasil. Para siswa juga merasa senang dan tertarik untuk melakukan kegiatan-kegiatan di kelas. Belajar contekstual juga dapat memberikan siswa kesempatan untuk lebih aktif belajar kosakata dalam Bahasa Inggris.

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SCENARIO PENGAJARAN of (Experimental Class)

Satuan Pendidikan : SMA PGRI 56 Ciputat

Mata Pelajaran : Bahasa Inggris Kelas/Semester : X 3

Aspek/Skill/subskill : Vocabulary Alokasi Waktu : 2 x 45 menit Theme : Describing people Tahun Pelajaran : 2008/2009

1. Standar Kompetensi Berbicara

11 Merespon makna dalam teks fungsional pendek dan esai sederhana berbentuk narrative, descriptive, news item, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

II. Kompetensi Dasar Berbicara

11.1 merespon makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet,dll)dalam konteks kehidupan sehai-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item, and procedure

III. Indicator

Setelah guru memberikan instruksi latihan, siswa bisa mempraktikan secara otomstis dalam kehidupan sehari-hari

Setelah melakukan pelatihan melalui diskusi, siswa bisa menyatakan pendapat

Setelah melakukan pelaiahan melalui diskusi, siswa bisa menerangkan hasil diskusi kelompok di kelas.

setelah melakuakn pelatihan melalui diskusi, siswa bisa melaporkan hasil diskusis kelompok

IV. Tujuan pembelajaran

Pada akhir pembelajaran siswa mampu :

Mampu menerapkan pengetahuan yang telah di peroleh secara alami Bisa merespond tindak tutur kata dalam kehidupan sehari-hari. V. Materi pembelajaran / Uraian Matei Pokok

Describing people

VI.Teknik Sumber dan Alat Pembelajaran Metode Pembelajaran

o contextual learning o and role play

Sumber dan alat pembelajaran

o Kurikulum Bahasa Inggris SMA (grade X) o Standar isi

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o LKS SMA kelas X, “TUNTAS”

o hand out, marker, gambar yang berkaitan dengan tema.

1.Langkah-langkah Pemberlajaran Pertemuan I

a. Kegiatan pendahuluan

o Greeting (meberi salam dan tegur sapa)

o Brainstorming activity(guru mengarahkan siswa pada topic yang

akan dibahas dengan mengajukan beberapa pertanyaan

o Guru menjelaskan tujuan pembelajaran.

b. Kegiatan Inti

o Guru memberikan contoh mendiskripsikan seseorang di lihat dari

ciri mata and hidung

o Siswa di minta mendeskripsikan teman satu bangku.

c. Kegiatan Penutup

o Guru menanayakan kesulitan yang di hadapi siswa o Guru menyimpulkan matreri pembelajaran

o Guru memberikan hand out o Guru menutup kegiatan belajar

Pertemuan II

a. Kegiatan pendahuluan

Greeting (meberi salam dan tegur sapa)

Brainstorming activity(guru mengarahkan siswa pada

Guru menjelaskan tujuan pembelajarantopic yang akan dibahas dengan mengajukan beberapa pertanyaan

b. Kegiatan Inti

a. Guru memberikan contoh mendiskripsikan seseorang di lihat dari ciri mata and hidung

b. Siswa mendeskripsikan orang tua masing-masing. c. Kegiatan Penutup

a. Guru menanayakan kesulitan yang di hadapi siswa b. Guru menyimpulkan matreri pembelajaran

c. Guru memberikan hand out d. Guru menutup kegiatan belajar Pertemuan III

a. Kegiatan pendahuluan

Greeting (meberi salam dan tegur sapa)

Brainstorming activity(guru mengarahkan siswa pada topic yang akan dibahas dengan mengajukan beberapa pertanyaan

Guru menjelaskan tujuan pembelajaran b. Kegiatan Inti

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• Guru memberikan contoh mendiskripsikan seseorang di lihat dari

ciri postur tubuh and roman wajah

• Siswa di minta mendeskripsikan the special friend (teman khusus)

c. Kegiatan Penutup

• Guru menanayakan kesulitan yang di hadapi siswa • Guru menyimpulkan matreri pembelajaran

• Guru memberikan hand out • Guru menutup kegiatan belajar Pertemuan IV

a. Kegiatan pendahuluan

Greeting (meberi salam dan tegur sapa) Brainstorming activity

Guru menjelaskan tujuan pembelajaran topic yang akan dibahas dengan mengajukan beberapa pertanyaan

b. Kegiatan Inti

• Guru memberikan contoh mendiskripsikan seseorang di lihat dari ciri khusus, seperti jambang, lesung pipit, tai lalat

• Siswa di minta mendeskripsikan their neighbour

c. Kegiatan Penutup

Guru menanayakan kesulitan yang di hadapi siswa Guru menyimpulkan matreri pembelajaran

Guru memberikan hand out Guru menutup kegiatan belajar

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PROFIL SEKOLAH

1. Sejarah berdirinya SMA PGRI 56 Ciputat

SMA PGRI 56 Ciputat merupakan salah satu lembaga pendidikan perjuangan bangsa yang dinaungi oleh Organisasi Persatuan Guru Republik Indonesia (PGRI). SMA PGRI Ciputat sangat kondisten dengan tujuannya, yaitu: menyelenggarakan pendidikan yang berkualitas dan terjangkau oleh semua lapisan masyrakat.

Sekolah Menengah Akhir (SMA) PGRI 56 Ciputat terletak di jalan Pendidikan no.30 Ciputat kota Tangerang Selatan 15411, Tlp. 0217409808, E-mail. Smapgri56.ciputat@yahoo.co.id. Sekolah ini didirikan pada tahun 1982 yang berdasarkan surat keputusan akreditasi lama /SK No. 086/102.Kep/E.84/16 Maret 1984, dan akreditasi baru yaitu /SK No. Ma. 002937/28.00.Ma.0003.06/ 27 Juni 2006, yang berdiri diatas lahan tanah seluas 1777 m2, yang dipergunakan untuk bangunan seluas 877 m2, halaman seluas 300 m2, dan untuk lapangan olahraga seluas 600 m2. Lahan tanah yang dipergunakan oleh SMA PGRI 56 Ciputat ini milik tentara ABRI 203 yang di wakafkan untuk pendidikan. SMA PGRI 56 Ciputat dikepalai oleh Drs. Asep Setiadi, M.Pd sebagai kepala sekolah dan Novia Roza, M.Pd sebagai wakil kepala sekolah.

2. Visi dan Misi serta Tujuan SMA PGRI 56 Ciputat Visi

Menjadikan SMA PGRI 56 Ciputat sebagai Pusat Pengembangan Pendidikan, kebanggaan masyarakat yang menghasilkan kader-kader Bangsa yang Berkualitas yang unggul dalam IPTEK dan IMTAQ”.

Misi

a. Menyelenggarkan pendidikan umum yang bersifat nasional b. Menghasilkan tamatan yang kompeten, terampil, dan bermutu

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c. Menghasilkan tamatan yang berguna bagi dirinya, bangsa, dan negara

d. Menjadikan lembaga pendidikan kebanggaan masyarakat Ciputat dan sekitarnya

e. Menyelenggarakan pendidikan yang berorientasi kepada pengembanagn potensi siswa dalam membentuk manusia seutuhnya.

Tujuan Sekolah

1. Tujuan jangka panjang: berisi tujuan jangka panjang sekolah (5 tahun kedepan)

2. Tujuan jangka pendek:

Berisis serangkaian tujuan jangka pendek yang mewujudkan dalam tahunan seperti:

a. Membentuk pokja/Tim kecil sebagai pionir dalam mengimplementasikan budaya profesional

b. Menjaring calon siswa yang berkualitas

c. Menganalisa dan mensinkronkan kurikulum dengan tuntutan Standar Kompetensi Nasional dan Internasional

d. Meningkatkan kompetensi guru melalui sertifikasi kompetensi e. Menjalin kerjasama dengan lembaga/PP instansi terkait, dan

masyarakat dalam rangka perkembanngan IPTEK

f. Meningkatkan pelaksanaan kegiatan ekstrakurikuler unggulan yang sesuai dengan minat siswa

g. Meningkatkan upaya pemenuhan kebutuhan prasarana dan sarana serta program pendidikan untuk mendukung KBM dan hasil Belajar siswa

h. Mempersiapkan peserta didika yang bertakwa kepada Allah Tuhan Yang Maha Esa dan berakhlak mulia.

i. Mempersiapkan peserta didik agar menjadi manusia yang berprikepribadian, cerdas, berkualitas dan berprestasi dalam bidang olah raga dan seni.

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j. Membekali peserta didik agar memiliki keterampilan teknologi informasi dan komunikasi serta mampu mengembangkan diri secara mandiri.

k. Menanamkan peserta didik sikap ulet dan gigih dalam berkompetensi, beradaptasi dengan lingkungan dan mengembangkan sikap sportifitas

l. Membekali peserta didik dengan Ilmu pengetahuan dan teknologi agar mamapu bersaing dan melanjutkan ke jenjang pendidikan yang lebih tinggi.

3. Keadaan Guru, Siswa dan Sarana Prasarana

Dalam proses belajar mengajar, sangat dibutuhkan tenaga yang profesional agar tercipta generasi yang berkompeten dan mempunyai skill yang memadai. Adapun tenaga pengajar yang ada di SMA PGRI 56 Ciputat tahun ajaran 2008/2009, dapat dilihat pada tabel dibawah ini:

Tabel 4.1

Keadaan Guru SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009

No Nama Keterangan

1 Drs. Asep Setiadi, M.Pd Kepala sekolah

2 Novia Roza, M.Pd Wakasek

3 Siti Aisyah, M.Pd guru

4 Dra. Ulfiti Rahmah guru

5 Drs. Tatang Gunawan guru

6 Drs. Junaedi guru

7 Dra, Ecin Kuraesin guru

8 Dra. Tini Gustini guru

9 H. Hasan HB, M.Pd guru

10 Drs. Sidup Usman guru

11 Tatang Setiawan guru

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13 Dra. Tinelfia guru

14 Tatan. ZM, S.Ag, M.pd guru

15 Komariah S.Pd guru

16 Buyung Tarmizi guru

17 Abdul Rochim, S.Pd guru

18 Yunita Nurhidayati S.hum guru

19 Cucu Purnama Alam guru

20 Drs.Suryadi guru

21 Heru Sutanto, S.Pd guru

22 Budiyanto S.Pd guru

23 Yusep K Sukma, SE guru

24 Drs. Hartono guru

25 Eko Sulistiyo guru

26 Even Apriansyah guru

27 Eka Rostikasari S.Pd guru

28 Agus Suhandi, S.Pd.I guru

29 Rindu Harahap guru

Siswa merupakan salah satu komponen sekolah yang sangat penting. Siswa di SMA PGRI 56 Ciputat Berjumlah 268 orang, hal ini membuktikan antusias masyarakat untuk menyekolahkan anaknya ke SMA PGRI 56 Ciputat ini cukup tinggi.

Adapun jumlah siswa di SMA PGRI 56 Ciputat, yaitu sebagai berikut:

Tabel 4.2

Keadaan Siswa SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009 Kelas Jumlah

Laki-Laki

Jumlah Perempuan Jumlah Keseluruhan

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XI 43 orang 42 orang 85 orang

XII 41 orang 42 orang 83 orang

Total 368 orang

Untuk mendukung kegiatan belajar mengajar di SMA PGRI 56 Ciputat tersedianya fasilitas-fasilitas. Adapun saran prasarana yang ada di SMA PGRI 56 Ciputat dapat dilihat pada tabel berikut ini;

Tabel 4.3

Sarana Prasarana SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009

No. Keterangan Jumlah

1 Romel 7

2 Ruang Lab. Komputer 1

3 Ruang Lab. Bahasa 1

4 Ruang Lab. Multimedia 1

5 Ruang Kepala Sekolah 1

6 Ruang Guru 1

7 Ruang BP/ BK 1

8 Ruang TU 1

9 Ruang Perpustakaan 1

10 Kamar Mandi/ WC guru 2

11 Kamar Mandi / WC siswa 2

12 Gudang 1

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CHAPTER I INTRODUCTION

This chapter presents and discusses Background of the study, Formulation of the Problem, The objective of study, Limitation of the study, significance of the study, Hypothesis, Definition of Key term.

A. Background of the Study

Every day all people need to communicate with each other. When they communicate with each other, surely they use a language. It can be spoken or written form. Language is intimately tied to man’s feeling and activity. It is bound up with nationality, religion, and the feeling of self. It is used for work, worship, and play by everyone, be beggar or banker, savage or civilized.1

In global era, English has reached almost every country in the world. Global era brings great impacts on all aspects of life. People should be competent and skillful to be able to get better lives in fully competitive world. Everyone ca not count on his/her knowledge but he/she must be able to own life skills. Today life skills are spoken more often in education. Students do not only have to learn knowledge but also gain some life skills.

Communication ability, especially in English, is one of the most important life skills, that should be mastered in facing competitive world. Communication ability is the ability to state and express idea, thought and opinion, to analyze, to discuss, describe, and take appropriate decision. This ability is really needed, as the development of science, technology and information, which increase rapidly day by day

English as an international language is spoken all over the world. In the global era, English takes an important role as communication language used in many sector of life, such as trading, bilateral relationship, politic, science, technology and many others. People should understand and master English in order to gain broader knowledge, information and technology.

In Indonesia English has taught from the elementary school up to the University. The teaching learning process of a language, can not be separated from the curriculum or syllabus. Based on our curriculum, the purposes of

Robert Lado, Language Teaching A Scientific Approach (New Delhi : McGraw Hill Publishing Co.Ltd, 1964),p.11

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teaching English in Indonesia is “students can master the four skills (reading, writing, listening, speaking)”. But, in many work fields most people/students can not state their ideas and opinion well since they are not accustomed to speaking, feeling shy, hesitation and fear to make mistakes. Commonly, it is caused by the limited vocabulary.

A good vocabulary is a vital part of effective communication. A command of many words will make us a better speaker, listener, reader and writer. The primary method of communication between people is words. Words may be used to communicate meanings in either a written or spoken way. Without use of right words, communication will break down.

But, vocabulary has been neglected in programs for teachers during much of the twentieth century. Meanwhile, in recent years, the teaching of vocabulary has assumed its rightful place as a fundamentally important aspect of language development. Vocabulary is to be the main attention in teaching English.

Moreover, there are some researchers regarding, that vocabulary more important than grammar. Among them is McCarthy in his book stated “no matter how well the student learns grammar, no matter how successfully the sounds of L2 just cannot happen in any meaningful way.2 So the first that to be master in learning english is vocabulary.

Nevertheless, to communicate in foreign language, especially in English written or spoken fluently, we should master grammar too. Grammar and vocabulary are like the coin side. They can not be separated from each other. Because both of them are basic elements of language. The opinion and the feeling are not able to be applied well without grammar and vocabulary. Related to that matter, Jeremy Harmer quoted from David Wilkins “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”3

Second language learning is not a set of easy steps. It is a complex process, involving a seemingly infinite numbers of variables. Having good vocabulary does not come about by chance. Words and meanings have to be learned. Learning involves some form of practice, perhaps reinforced practices.

Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy (New York : Cambridge University Press), p.140.

David Wilkins, Jeremy Harmer, How to Teach Vocabulary (London : Longman. Co. Ltd, 2002), p.13

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However it is not easy to teach vocabulary. Teaching can not be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition learning. The goals of vocabulary teaching must be more than simply covering a certain number of words on a word list.

To reach the purposes of our curriculum, in teaching English, grammar and vocabulary must be taught in balance. The teaching learning process must be meaningful. Rich in knowledge, whether grammar or vocabulary will not be useful, unless it is used in live reality. People’s linguistic ability depends not on the amount or complexity of the language they possess, but on what they can do with what they possess.

Teaching English as foreign language should be directed to be lively communicative process. The teachers must be creative when they teach their students. So the students do not feel bored. Teachers should think and do some innovative learning by use some approaches and strategy to empower students’ competence. To make vocabulary easier to learn, and make students gain their motivation in learning English, the writer tries to apply Contextual Teaching and learning approach. Contextual Teaching and Learning is conception that helps teachers relate subject matter content to real world situation and motivate students to make connection members, citizens, and others.4It means that when teaching learning process the material should be related to the real life.

Through Contextual teaching and Learning the students can consolidate, develop, and apply the knowledge and language skills in various levels, both in or outside school. In addition, students learn to solve problems, that they encounter by using language actively, like forming a discussion or doing simulation. That is the reason why the writer chooses this title for her skripsi.

But, it is noticed, there is no right or best way to teach vocabulary. The best practice in any situation will depend on the type of student, the words that are targeted, the school system and curriculum, and many others factors.

B. Formulation of The Problem

Elaine B. Johnson, Contextual Teaching and Learning (California : Corwin Press, 2002), p.57

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Based on the background above, it is necessary to do an evaluation of students on teaching learning process of English at firs grade of SMU PGRI 56 Ciputat. The general question pf this study is “Is there any difference of students’ achievement between using Contextual Teaching and Learning in teaching vocabulary and without using Contextual Teaching and Learning in teaching vocabulary?

To specify this problem, the specific research questions are formulated as follows:

1. How is the process of teaching vocabulary through Contextual Teaching and Learning at first year students of SMU PGRI 56 Ciputat? 2. Does CTL affect the students’ vocabulary mastery?

3. Does the students’ motivation affect their vocabulary mastery?

C. The Objective of the Study

According to statement of formulation of the problem stated above, the general objective of this study is to evaluate the teaching learning process of the English subject, especially in teaching vocabulary at SMU PGRY 56 Ciputat. More specifically, the writer aims at evaluating:

1. to describe the teaching learning process of vocabulary through CTL 2. to describe the students’ vocabulary mastery through CTL

3. to describe the students’ motivation that can be affect the students’ vocabulary mastery.

D. Limitation of the Study

To limit of the problems will be discuss in this skripsi the comprise of (a) the teaching learning process of vocabulary through CTL, (b) the effect of CTL of CTL towards the students’ vocabulary, (c) the effect of the students’ motivation towards the students’ vocabulary mastery

E. Significance of the Study

The results of this study are expected for 3 (three) groups of people are : (a) English teacher, (b) Students, (c) other researchers. To English teacher,

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the findings of this study are expected to be able to enrich the teachers’ knowledge in terms of teaching English through CTL in teaching vocabulary at first grade year of students SMU PGRI 56 Ciputat.

To students, the result of this study is expected to make the process of learning more communicative and enjoyable so that it will increase not only their motivation and interest but also their vocabulary in learning English. To other researchers, the results of this study are hoped as a basic consideration and basic information to do further investigation.

F. Hypothesis

The statistic hypothesis states

1. Alternative Hypothesis (Ha). There is significance difference between the students’ vocabulary scores taught through CTL and without through CTL for students at SMU PGRI 56 Ciputat

2. Null Hypothesis (Ho). There is no significance difference between the students’ vocabulary scores taught through CTL and without through CTL for students at SMU PGRI 56 Ciputat.

G. Definition of Key Term

For clarification, some terms in this study need to be defined as follows: 1. Contextual Teaching and Learning is An approach which studying by

connecting academic subjects with the context of their personal, social, and cultural circumstances

2. Vocabulary is English words that are related to the meaning of the words and the way to use them in communication

3. SMU PGRI 56 Ciputat is the acronym of Senior High School PGRI 56 Ciputat. It is under the supervision of the Department of Education Affair.

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CHAPTER II

THEORITICAL FRAMEWORK

Second chapter presents theoretical framework. This chapter concerns vocabulary; a definition of vocabulary, the kinds of vocabulary, and the problems in teaching vocabulary. This chapter also concerned with the meaning of Contextual Teaching and Learning

A. Vocabulary

Language consist of skills (listening, speaking. reading and writing), and sub skills (pronunciation, grammar, and vocabulary). Words are an important part of our life. We think with words. We also speak, listen, read, and write with words. Words help us communicate our ideas. They also help us understand other people’s ideas. Developing the vocabulary is one of the most useful projects you can undertake.

Words are the basic unit of language form. Without a sufficient vocabulary, one cannot communicate effectively or express ideas. Having a limited vocabulary is also a barrier that prevents students from learning a foreign language. If learners do not know how to expand their vocabulary, they gradually lose interest in learning.5

Words regarded as most important part in learning language. Related to that matter, Michael McCarthy, quoted from Vermeer stated

Knowing words is the key to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make of great proficiency in a language. (Vermeer, 1992: 147)6

From information above, the writer conclude that when someone learning English, the first that should be mastered is vocabularies.

Yang Zhihong, “learning Words”, www. Exchages.state.gov/forum/vol 38/no3/p.18.htm 6

McCarthy, Vermeer, “Vocabulary: Description, Acquisition and Pedagogy” (United Kingdom: Cambridge University Press, 1997), p. 140.

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iv 1. Definition of Vocabulary

There are definitions of vocabulary given by expert. Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of words that individual speakers of language might use.7

While Harimuti kridalaksana says,

“Kosakata adalah komponen bahasa yang memuat informasi tentang makna dan penggunaan kata dalam suatu bahasa.8 He says that vocabulary is a component of a language that maintains all information about meaning and using words in a language.

According to Merriam Webster’s Collegiate Dictionary, vocabulary is :

a) A list of words and phrases, abbreviation inflectional form etc. Usually arranged in alphabetical order defined or otherwise identified as in a dictionary of glossary

b) An interested group of non-verbal symbols, signs, gestures, etc. Used for communication or expression in a particular art, skill, etc.9 Penny Ur defined that vocabulary is one of the important aspects in teaching a language, besides grammar and pronunciation. As a stock of words used by a person, vocabulary can be defined , roughly, as the word we teach in foreign language.10

And Robert Lado, defined vocabulary as means the memory of the situation in which they have been observed and understood.11 It means that to know a words is to use it or to understand in situation in which the person has not experienced it before.

Evelyn Hatch and Cheryl Brown, Vocabulary, semantic and Language Education, (Cambridge: Cambridge University Press, 1995), p. 1.

Harimurti Kridalaksana, Kamus linguistic, (Jakarta: PT Gramedia Pustaka Utama, 1993), p. 27.

Meriem Webster’s Ninth, New Collegiate Dictionary, (America: Meriem Webster, Inc, 1983),p. 1494

Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: Cambridge University Press, 1996), p.60.

Robert Lado, Language Teaching: A Scientific Approach, (Bombay-New Delhi : McGraw Hill Publishing Co.Ltd, 1974), p.118

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Based on the definition above, the writer says that vocabulary is a list or a stock of words, phrases, signs, codes or rules of the world, which can be defined and identified. Surely it cannot be separated from people in all social levels.

2. Kinds of Vocabulary

People have attempted to learn second languages from time of the Romans, and perhaps before. In this period of more than two thousand years, there have been numerous different approach to language learning, each with a different perspective on vocabulary. Vocabulary has the large area to discuss, especially in the kinds of vocabulary. Many writer will discuss different kinds of vocabulary, but whatever their notion the point still have same definition.

According to Djalinus Syah and Azimar Enang say,

“Kosakata dibagi menjadi dua bagian , kosa kata umum dan khusus. Kosakata umum adala kata yang digunakan secara umum, tidak ada batasan baik tema maupun pemakaiannya. Sedangkan kosakata khusus adalah kata yang digunakan dalam tems tertentu, profesi atau satu bidang ilmu pengetahuan.”

(Vocabulary is divided into two kinds, namely: general vocabulary and special vocabulary. The general vocabulary of the words, that are used in general; there is no limited or field or user. Whereas, special vocabulary is that the words are used in certain field or job, profession or special science).”12

Dealing with the characteristics of the words, vocabulary divided into two kinds. They are active vocabulary and passive vocabulary.13

a) Active Vocabulary

Active vocabulary refers to items which learner can use appropriately in speaking or writing. And it is also called as productive vocabulary, although in fact, it is more difficult to put into practice.

Djalinus Syah and Azmir Enang, Tata Bahasa Inggris Modern dalam Tanya Jawab, (Jakarta: CV Miswar, 1980), h.1

Ruth Gairns and Stuart Redman, Working with Words A Guide to Teaching and Learning Vocabulary (Cambridge: Cambridge University Press, 1986) p. 65

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It means that to use the productive vocabulary, students must know with collocation and understand the communication meaning of the word. This type is often used in speaking and writing skills.

b) Passive Vocabulary

Passive vocabulary refers to language items that can be recognized and understood in context of reading or listening, and it is also called as receptive vocabulary.

According to Jack C, Gray, vocabulary divided into three (concrete words, relative words, and abstract words).14

a. Concrete words

Concrete words have meanings established by more or less regular reference to actual object. For example is Chair

b. Relative words

Words for qualities have not so much a definite meaning as a direction of meaning, and their reference in a given instance depends on the experience and intention of the user. For instance is red.

c. Abstract words.

Words that do not have specific observable referents against which their meaning can be checked.

There are so many statement about kinds of vocabulary. Based on Fries statement’s, the writer says that vocabulary is divided two kinds, function and contents words. The function words are closed class, we cannot add the prepositions or auxiliaries or modals or any structure words of the language. The content words, can be added to at any times as new scientific advances make new words and communication about new invention necessary.

3. Problem in Teaching Vocabulary

We often believe that we need a large number of the words besides grammar, to master English language well. This belief is not wrong

Jack C,Gray, Words, Words and Words about Dictionaries, (USA : Northen Illionis University Co.Ltd 1963). P.12-13.

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because we must know that without a large vocabulary, it is impossible to use the language precisely and vividly.15

But, sometimes we have difficulties in vocabulary, in understanding the meaning of words, in differentiating the words forms, and in applying the words in sentences. When we find out a word, we do not know its form grammatically, such as noun, verb, adjective, or adverb (part of speech). When we look up the meaning of words we always find several meanings given.

That why vocabulary is difficult. Bellow are the factors that make some words difficult for mastering. They are:

a) Pronunciation

Research sows that words are difficult to pronounce are more difficult to learn. Many learners find that words with cluster of consonant, such as strength or crisps or breakfast, are problematic.

b) Spelling

Sound and spelling mismatches will be the cause of errors in pronunciation or in spelling, and can be contribute to a word difficulty. For example : muscle, headache

c) Length and complexity

Long words are more difficult to learn than short ones. And the variable stresses or polysyllabic words are difficult too. For example : necessary, necessity

d) Meaning

Words with multiple meaning such as since and still, can also be difficulties for learners.

e) Range-connotation and Idiomatic

Words that always used in wider range will be easier than those narrower range. For example: Thin is more used than skinny, slim, slender. 16

S.H Burton and J.A. Humphries, Mastering English Language (London: The Macmillan Press, 1992), p.65

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iv B. Contextual Teaching and Learning 1. Contextual Teaching and Learning

Philosophy of CTL is rooted from John Dewey progressivism, the students will better learning if what they have learnt related to what they have already know. And teaching learning process will be productive if the students are active in the process of teaching learning. According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames or reference (their own inner worlds of memory, experience, and response).

This approach to learning and teaching assumes that the mind naturally seeks meaning in context, that is in relation to the person’s current environment, and that it does so by searching for relationships that make sense and appear useful. Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environments that incorporate as many different forms of experience as possible, social, cultural, physical, and psychological, in working toward the desired learning outcomes.17

Contextual teaching and learning an instructional system, is based on the premise hat meaning emerges from the relationship between content and its context. Context gives meaning to content. The broader the context within which students are able to make connection, the more meaning content will hold for them.18

2. Definition of Contextual Teaching and Learning

The writer found some definition about Contextual Teaching and Learning. Based on Johnson in “Contextual Teaching and Learning: What It Is and Why It Is Here to Say”, he stated that

Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education Limited, 2003), p.27-28

John Saunders. Contextually Based Learning, Fad or Proven practice in A Forum Brief: http:/ www. Contextual Teaching Information.html. 6 May 2007.

Johnson, E.B. Contextual Teaching and Learning; What It Is and Why it Is Here to Stay.(United States of America: Corwin Press, Inc. 2002), p.3

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“The CTL system is an educational process that aims to help students see meaning in the academic material. They are studying by connecting academic subjects with the context of their daily lives, that is with the context of their personal, social, and cultural circumstances”.19

Based on Nurhadi in Pembelajaran Kontekstual (CTL) dan penerapanya dalam KBK, there is a definition about CTL from the Washington State Consortium for Contextual Teaching and Learning; “Contextual teaching is teaching that enables students to reinforce, expand and apply their academic knowledge and skills in a variety of in school and out-of-school settings in order to solve simulated or real-world problems.20

Based on the preceding definition of CTL, the writer concludes that CTL is a conception of teaching and learning that helps the students to get a better understanding about the knowledge as they relate to the context of real life.

Therefore Contextual learning occurs only when teachers relate subject matter to real world situation. Students are motivated to make connections, between knowledge and its application to their lives as family members, citizent, and workers.21

3. Components of Contextual Teaching and Learning a. Constructivism

Constructivism is the philosophy of CTL approach mentioning that knowledge is constructed gradually and the result will be expanded through limited context and is eventually developed. It is out of the question that a teacher can transfer all knowledge to the students. Therefore, students should construct what they have in mind by finding out complicated information to other situation of their own. During classroom activities, students can refer to their experience in lives. One thing the teacher should keep in mind that he/she can take students to learning atmosphere which relates the lesson in class to what is available in their real lives.

Johnson. p. vii 20

The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang: Universitas Negeri Malang), p. 12

Robert G. Berns and Patricia M. Erickson.

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Constructivist use the metaphor of construction because it aptly summarizes the epistemological view that knowledge is built by individuals.22

b. Inquiry

On the basis of teaching, inquiry is the core of CTL process. While designing the tasks activities in class, teachers should refer to an inquiry activities both in reading and in speaking. Knowledge and skill that achieved by the students expected not only from remembering the facts, but also from self inquiry. The cycles of inquiry are observation, questioning, hypothesis date gathering and conclusion.

c. Questioning

Questioning is not a new strategy. In teaching and learning process, teachers have already applied this strategy. The questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means questioning. If someone in curious about something, she/he will ask questions concerning the thing she/he is observing. Good questions can raise students’ interest, motivate them and lead to attract their attention to the phenomena observed.

d. Learning community

Learning community suggest that the result of teaching and learning is resulted from doing tasks with other students group. In other words sharing is needed among friends, groups, and among those who have known to those who haven’t. and this concept suggested that the result of learning be achieved from cooperative with another people.

e. Modeling

Another main component that is applicable is modeling. Teaching and learning English has quite many chances of applying modeling, begun with phonology to passages or texts. In assigning students to write the paragraph in form of narrative, the teacher does not only define what narrative is, she/he also gives examples. By doing like that, the students

KennethTobin, The Practice of Construction in Science Education, (USA : AAAS PRESS, 1993) p. 51

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know and can identify the narrative then , at the end, they apply it in their piece of writing.

f. Reflection

Reflection plays an important role in contextual teaching and learning. In reflection, the teacher thinks of what she/he pays more attentions to her/his teaching. And it is open to ideas or suggestions from other people. The teacher needs to consider several aspects such as ;earning constrains, students’ motivation, interesting and challenging tasks, and ways to help students learn. Reflection directs a teacher to act on purpose: what and when she/he does something. Teachers can also motivate the students to reflect about their lesson.

g. Authentic Assessment

Assessment is the on going process of gathering and analyzing evidence of what a student can do. The term “Authentic Assessment” is used to describe the multiple forms of assessment that reflect students learning achievement, motivation, and attitudes on instructionally-relevant classroom activities.23

Authentic assessment challenges students to apply new academic information and skills to a real situation for a significant purpose. It is the tool of a mindful school… clear about what it expects of the students and about how he or she can exhibit these qualities. The antithesis of standardized testing, authentic assessment gives young people the chance to exhibit the full range of their abilities while showing what they have learned.24

4. Design of Contextual Teaching and Learning a. Objectives

The main objectives of Contextual Teaching and Learning is to help teachers relate subject matter content to real world situations and motivate students to make connection between knowledge and its

O Malley and Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers, (United States of America: Addison-Wesley Publishing Company, 2003.

Johnson, E.B. Contextual Teaching and Learning: what It Is Here to Stay,(United States of America: Corwin Press,Inc.2002),p. 165

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application to their lives as family members, citizens, and workers and engage in the hard work that learning requires25

In other word, teacher’s objective in teaching by using CTL is to give students opportunity to express and acquire knowledge and information by themselves. It can be done through some strategies in the following explanation.

b. The syllabus

The syllabus of CTL should be related to the students’ life. It means that in making syllabus, the teachers should consider about everything that is related to the students’ life such as their environment, culture, social life, and so on. It is because the goal of contextual syllabus is to increase the students’ motivation, to help students in comprehending a concept, to increase communication skill, to improve students’ mastery of material, and to increase individual and social contribution

c. Types of Learning and Teaching Activities

The range of experience types and activities compatible with CTL is unlimited. Yet, the activities should be concern with the five general strategies of CTL. It is usually called REACT, which students for relating, experiencing, applying, cooperating, and transferring.26 1. Relating

Learning related with the real world experience context. 2. Experiencing

Learning focused on the exploration, discovery, and invention. 3. Applying

Learning should be presented into the context of useful. 4. Cooperating

Learning through interpersonal communication context, together, etc

The office of Vocational and Adult Education, U.S Departement of Education at The Ohio State University in Partnership with Bowling Green University

http: / www.usc. Edu/ programs/ cet/ resources/ learn/ context. Htm, 9th January 2009 26

Jack Richards, “The Context of Language Teaching”,

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iv 5. Transferring

Learning by using the knowledge in the context or in the new situation.

d. Learners Roles

In CTL, the learner’ role is central and active. It is a learner-dominated method. Learners make a lesson plan by themselves, do the activities, experience knowledge and information, apply a concept, cooperate with other learner and finally reflect their learning activities.

e. Teacher Roles

For the CTL approaches to be most effective in students learning, teacher must plan, implement, reflect upon, and receive lessons. Such plans are based on CTL principle and approaches that require teacher to serve in the following roles : facilitator, organizer of the teaching/ learning/ assessment process, role model, learning mentor, content specialist, and knowledge dispenser. 27

Therefore, there are some activities that should be done by a teacher : 1. Discuss a concept and basic competency that will be learnt

by students

2. Understand the background and experience of the students 3. Make a lesson plan which is related to concept,

competency, and context of application 4. Apply the lesson plan

5. Assess the students comprehension 6. Reflect and revise lesson plan.28 7.

f. The Role of Instructional Materials

Robert G. Berns and Patricia M. Erickson.

http:/ www.usc. Edu/ programs/cet/resources/learn/ context. Html, January 9th, 2009 28

The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang: Universitas Negeri Malang),

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The primary role of materials in CTL is to make classroom activities as meaningful as possible by providing the context of real life that helps students to understand and experience the information and knowledge successfully. Furthermore, the material that is chosen based on the students’ lives, will increase their motivation and interest in studying and doing the classroom activities.

There are a number of different context types, but for our purposes, we will concentrate on three : the students’ world, the outside world and formulated information.29

5. Principles in Contextual Teaching and learning

As explained above, that CTL helps us relate subject matter content to real world situations and motivates students to make connections between

knowledge and its application to their personal, social, and cultural

circumstances in their lives. Therefore, the strategies in using CTL techniques are: 30

a. Problem-based

Contextual Teaching Learning (CTL) can begin with a simulation or real problem. Students use critical-thinking and systematic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve theirs problem. Worthwhile problems that are relevant to student’s families, school experience, workplaces, and communities hold greater personal meaning for students.

b. Using multiple context

Theories of situated cognition suggest that knowledge cannot be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is very important. CTL experiences are enriched when students learn skills in multiple context (i.e. school, community, workplace, family).

c. Drawing upon student diversity

Jeremy Harmer, The Practical of English Language Teaching, (Cambridge : Longman, 1991) p. 57

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On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspective. These differences can be the impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect students’ diverse histories, broaden perspectives, and build inter-personal skills.

Students are required to work with different partners, to form different groupings for different tasks, to engage in mingling activities, and so on.31 d. Supported self-regulated learning.

Ultimately, students must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences should allow for trial and error, provide and build for reflection; and provide adequate support to assist to move from dependent to independent learning.

e. Using interdependent learning groups

Students will be influenced by and will contribute to knowledge and beliefs of others. Learning groups, or learning communities are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in school, educator act as coaches, facilitators, and mentors.

f. Employing authentic assessment.

Contextual Teaching Learning is intended to build knowledge and skills in meaningful ways by engaging students in real life, or “authentic” context. Assessment of learning should align with the methods and purposes of instruction. Authentic assessment shows (among other things) that learning has occurred; are blended into the teaching learning process; and provide students with opportunities and direction for improvement.

Rose M. Senior, The Experience of Language Teaching, (Cambridge : Cambridge University Press, 2006) p.213.

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Authentic assessment is used to monitor student progress and inform teaching practices.32

During the process of teaching and learning, teachers are indeed observing students’ performance and making various evaluations of each learners, it is what we call observation.33.

Many of these strategies should be used by teacher, when they teach their students through contextual teaching learning approach. Activities such as team teaching, cooperative learning, integrated learning can supported the CTL approach. They are should be used in classroom properly.

Related with the students individually needed, to apply the ContextualTeaching and Learning (CTL), a teacher must have these following principle:

a) Planning a suitable learning for the students developmentally appropriate

Relationship between curriculum content and methodology that is used to teach must be based on social condition, emotion, and students’ intellectual development. For example, what have learnt and done by Junior High School must be different with the Senior High School have learnt and done.

b) Making independent learning groups

Student can learn from each others in a little group, and learn in a bigger team (class). This ability is a cooperation that needed by an adult in a work place and in any other context. However, the students are hoped to act actively.

c) Preparing an environment that support self-regulated learning

Robert G. Berns and Patricia M. Erickson.

http:/ www.usc. Edu/ programs/cet/resources/learn/ context. Html, January 9th, 2009 33

H. Douglas Brown. Language Assesment : Principles and Classroom Practices, (New York : longaman, 2004), p.5

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Environment that supports self-regulated learning has three general characteristics. They are awareness in thinking, the use of strategy, and continuing motivation. A teacher must create an environment where the students can reflect how they learn, finish the assignment, face a problem, and corporate with other teacher. It is clear that regulated learning not only related with simply minded about the students thinking, but also helped them to use their thinking to guide their plans, select their performance, so they can solve a problem in a good way.

d) Considering the diversity of the students

In the class, a teacher used to teach variety students, for instance background ethnic, social-economy status, mother language that they use in their home, and another weakness they have. However, a teacher is expecting to help the students to achieve their learning purpose.

e) Pay attention to the students multiple intelligence

In using Contextual Teaching and Learning (CTL) approach, the way of students’ participation in a class must be pay attention on the need and the eight orientations learning (special-verbal, linguistic-verbal, interpersonal, musical rhythm, naturalistic, physic-kinesthetic, intrapersonal and logic mathematic). However, in serving the students in a class, a teacher must be integrated any learning strategies in Contextual Teaching and Learning (CTL) approach, so the learning will be more effective for the students with their intelligence.

f) Using questioning techniques to explore the students learning, problem solving development, and high-thinking order.

In order to achieve the purpose of Contextual Teaching and Learning, the kinds and the question levels must be spoken. The question must be selected carefully in order to produce the

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high-iv

thinking order, responses, and the action that need by the students and all of audiences in contextual learning.

g) Applying the authentic assessment

Authentic assessment evaluates the applying of knowledge and the students’ complex thinking. It is better than the students just memorizing the actual information. Contextual teaching and learning nature condition needs the interdisciplinary assessment that can measure knowledge and skills deeply and in a variety way than one disciplinary measured.

6. Vocabulary Learning Process Through Contextual Teaching and Learning.

Contextual teaching and learning is a system of instruction based on the philosophy that students learn when they see meaning in academic material, and they can see meaning in schoolwork when they can connect new information with prior knowledge and their own experience.

Therefore, when teaching vocabulary through CTL, the writer tries to give the vocabulary material has connection with their real life. So, the students can connect new information that they already have with their own experience.

The writer will give the procedures of teaching vocabulary through Contextual teaching and Learning. The procedure as follows

Teacher divide the students into some groups, and then discuss together. The teacher ask the students to describe their parents, their friends, their neighbor, and so on.

7. The Weakness and Strength of Teaching Vocabulary Through Contextual Teaching and Learning.

In applying CTL, on the one hand, there are always obstacles or problems that should be faced by a teacher. In their case, it is usually called as weakness. On the other hand, there are some things that make teacher goal of teaching and learning process. Then, it is called the strengths of CTL.

The weakness :

a) multiple context outside classroom may be limited by the time, money, and resource.

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b) It is not easy to find a problem relate to teacher’s subject area and student’s life.

c) An authentic assessment take more time for teacher to develop and apply

d) Most students have been spoon-fed and told what to learnt. It is teacher’s task to turn them to be self regulated

e) Time consuming preparation ; in preparing a lesson plan, teacher should recognize students’ diversity and then utilize those differences to create a rich learning environment.

The strengths :

a) Dynamic, there is a number of difference people to react it, to share ideas with. Etc : exchange of information is sometimes more “natural” in smaller scale interaction.

b) Positive atmosphere : CTL can promote positive atmosphere or “affective climate” need to learn a material, near by their real life (It has relation with their environment), less inhibited, and more able to explore possibility self expression.

c) Improving social development and encouraging students to engage in society

d) Developing students’ comprehension about current issues which are related to their lives.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in the study. It consist the research design, place and time of the research, population and sample, instrumentation, technique of collecting the data and technique of data analysis

A. Research Design

Research method in education (and the other social science) are often divided into two main types : quantitative and qualitative methods. In this study, the writer used the quantitative methods which can be defined as: “Explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics)34. In quantitative research, there are two main types of design, experimental design and non-experimental design.

The research design of this study is that it has three characteristics 1. An independent variable is manipulated (manipulation)

2. All other variables that might affect the dependent variable are held constant control,

3. And the effect of manipulation of the independent variable on the dependent variable is observed

Prior to the teaching instruction, the experimental and control groups were administered pre-test. During the session, both groups were given equal vocabulary materials and received a slightly different teaching instruction.

In the experimental group, the students were taught vocabulary by contextual method while those in the controlled group were taught vocabulary by non contextual.

At the end of the session, the two groups were administered a post test as a final evaluation of their vocabulary achievement.

Daniel Muijs, Doing Quantitative Research in Education, (Great Britain: Athenaeum Press Ltd, 2004) p.1

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iv B. Place and time of research

This research was carried out at Senior High School of PGRI 56 Ciputat, which located on Jl Pendidikan, Ciputat. It began by observation to the school on April 2009. And the research took place on May 2009.

C. Population and Sample

The population of the research is 90 students, from the level of first grade students of SMU PGRI 56 Ciputat. There were 30 students in total which were all included in the research and split up equal at random sampling into the experimental and controlled group; there are 15 students in each group.

D. Instrumentation

The writer gave pre-test before the teaching process and gave post-test after The teaching process was done in five meetings for both classes. The writer compared the achievement of pre-test to identify the effectiveness of using Contextual Teaching and Learning in teaching vocabulary.

To know the effect of the two methods applied, the test was used. It was made up of : ten multiple choice, ten matching, and ten fill the blank.

E. Technique of Data Collecting

In this research, the writer used the quantitative research approach , so the technique used to get the data which related to the teaching vocabulary by the writer is doing some;

a. Observation

Observation technique is the main technique in collecting the data about teaching-learning process is going on in the real English classroom activities at first grade students of SMU PGRI 56 Ciputat on March 2009. in this case, the researcher acted as an observer who observed the

teaching-learning process without being involved in the process. Therefore, this technique can be categorized as non-participant observation.

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Documentation technique was also used to obtainthe written data of the teaching preparation made by the English teacher. It was carried out by copyng the English teacher’s documentation about teaching preparation or English teacher’s lesson plan. The data needed were recorded from all documents and analyzed them carefully.

c. Test

The data were collected from pre-test and post-test. Before the teaching instruction, the two groups were instructed to answer the comprehension question about vocabulary and in the final session they were given the other test with the same question.

The pre-test was administered in order to know the homogeneity of the two groups in vocabulary achievement while the post-test was

undertaken in order to know the influence of the two methods previously mentioned on students vocabulary achievement.

F. Technique of Data Analysis

Data analysis is the last step in the procedure of experiment. In this case, is processing the data. Data processing is the step to know the result of both experiment class and controlled class, and also their differences.

The writer used the comparative technique. The comparative technique is an analysis technique to evaluate hypothesis concerning the differences between two variables examined statistically.

To find the differences of students’ score in using CTL compared to the students’ score that used the GTM in teaching vocabulary, the writer used Anas Sudiono’s formula to analyze the data namely T-test

The average difference between the pre test and posttest

(

–

)

is found from each group. Later on the average difference scores were compared in order to a certain whether the experimental treatment produced a greater change than control situation.

The statistical significance of the difference in average changes was determined by and the design of the research itself goes as follow :

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Posttest Independent

Variable Pretest

Group

2 X

1 Experimental

2 Y

1 Control

As seen from the table, X represent the experimental variable, Y represents the controlled variable, 1 represent a pretest administered before the

experimental treatment and 2 represents a posttest after the experimental treatment. After each group was being exposed to the treatment, the two groups were the dependent compared to variable to asses the treatment.

Due to the fact that the subjects were drawn from population without pairing or other relationship between the groups, the statistic computation of t test for independent sample was used to analyzed the data. The formula is expressed as follow:

t

=

y x SE

Y X

−

Where :

t = the t ratio

X - Y= the observed difference between two means

X= mean scores in the experimental group derived from the total score of average difference between pretest and posttest

(

X2 – X1

) ; [

]

which has been divided by a number of cases in experimental group, [N]. The formula form is as follow:

N X X =

Y = means scores in the control group derived from the total score of average difference between pretest and post test (Y2 – Y1); [ Y

] which has been derived

by a number of cases in control group [N]. The formula form goes as follow :

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Y =

N Y

SE

X - Y= the standard error of the small difference between two means (expected difference between two means when the null hypothesis is true)

Whose value is derived from the following formula:

SE

x-y =

_SE

2x₊

_SE

Prior to the computation of thet_ratio, there are several steps to be taken. They are as follow:

b. The differences score from each of the group was gained by subtracting each of the students pretest score with the student posttest score. The differences score from experimental group were variable symbolized by X while those in control groups were variable II symbolized with Y.

c. The gained scores in each of the group were summed

d. The mean score of X variable was determined by dividing the sum of the Difference scores in experimental group with its number of cases (

_N

₁)

N

X X

e. The mean scores of the Y variable was determined by dividing the sum of the difference scores in control group with its number of cases (

_N

2 )

N

f. The deviation score of X variable was obtained by subtracting each of students difference score in experimental group with the mean score of X variable

X

1 X −X

g. Each of the students’ deviation score in X variable was squared h. The squared deviation score in variable X were summed

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i. The sum of the deviation score in X variable was divided with its number of cases and its squared was found

SD

x =

N

X

1 2

j. Each students’ deviation score in Y variable was squared k. were summed The squared deviation scores in variable Y

l. The sum of the squared deviation score in X variable was divided with its number of cases and its squared root was found

SD

y =

N

Y

2 2

m. The standard error mean of X variable was determined by dividing the squared root of the deviation score which had been divided by its number of cases which had been subtracted by one.

=

1−

N

SD

n. The standard error mean Y variable was determined by dividing the squared root of the deviation score which had been divided by its number of cases which had been subtracted by one

2 _

− =

N

SD

SE

Y y

o. The standard error of the difference between two means was determined by adding the standard error mean of X variable with Y variable and its squared root was found,

SE

x-y =

_SE

2x₊

_SE

p. The

_t

o value was determined with the formula ,

t

=

y x SE

Y X

− −

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BAB IV

RESEARCH FINDING AND DISCUSSION

This chapter is used to answer 3 (three) of the research question for this study. It presents the research findings, research discussion, and hypothesis

A. Research Finding

The data were collected from students pretest and posttest scores both in experiment and control groups.

The result for the experimental group being taught by Contextual Learning method were presented in table 2. Column three presents the difference between the first and the second scores of each student. The sum of these differences amount to + 73, The mean of the differences + 4,8 is found by dividing + 73 [ X] by

_N

₁, the number of observed students or 15.

Table 2. Before and after achievement scores of 15 students in the experimental group under Contextual Learning Method

Pretest

Posttest

Difference score

74 81 +7

74 74 0

74 73 -1

69 74 +5

70 81 +11

74 88 +14

62 66 +4

74 89 +15

54 72 +18

84 84 +0

81 86 +5

58 66 +8

74 73 -1

50 47 -3

88 79 -9

Total + 73

Meanwhile the result for the control group being taught by Grammar translation Method are presented in table 3. Each column shows in table 3 exactly presents the same thing as in table 2. Only the sum of the differences amount

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-iv

71,and the mean of the differences -4,7, is found by the same way as in the experimental group.

Table 3. before and after achievement scores of 15 students in the controlled group under Grammar Translation Method

Pretest

Posttest

Difference score

77 41 -28

74 74 0

96 94 -2

84 92 +8

64 64 0

80 80 0

33 30 -3

84 86 +2

69 58 -11

51 47 -4

88 67 -21

62 66 +4

55 43 -12

72 57 -15

36 47 +11

- 71

A. Research Discussion

In order to know whether there is significant difference between students achievements in vocabulary taught by Contextual Teaching and those taught by Grammar Translation Method, the data are analyzed.

The results as follow :

Table 4 below shows the comparison of the pretest and posttest scores between the experimental and control groups. As seen in table 2 and 3, the two groups scores in general , after receiving different treatment of instruction shows the difference. This is indicated by the mean score gained by each of the groups.

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Table 4. Raw score calculation in experimental and control group

X

( X - X )

X

1 Y

Y

( Y - Y )

Y

2 1

7 2.2 4.84 -28 -23.3 542.89

0 -4.8 23.04 0 4.7 22.09

-1 -5.8 33.64 -2 2.7 7.29

5 0.2 0.04 8 12.7 161.29

11 6.2 38.44 0 4.7 22.09

14 9.2 84.64 0 4.7 22.09

4 -0.8 0.64 -3 1.7 2.89

15 10.2 104.04 2 6.7 44.89

18 13.2 174.24 -11 -6.3 39.69

0 -4.8 23.04 -4 0.7 0.49

5 0.2 0.04 -21 -16.3 265.69

8 3.2 10.24 4 8.7 75.69

-1 -5.8 33.64 -12 -7.3 53.29

-3 -7.8 60.84 -15 -10.3 106.09

-9 -13.8 190.44 11 15.7 246.49

= 73

X

= 1

X

=781.8

−

= 71

_Y

₁=0,

Y

=1612.95 From the table 5, the writer got the following score

X= +73;

_X

₁= 1;

_X

₁2 = 781.8; Y ₌₋71; Y ₌₋71;

_Y

₁=0.5;

Y

12=1612.95 with N = 15.

Next, the writer determine the deviation score of X and Y variable as follow;

SD

x = _N

X

_SD

x = ₁₅

8 . 781

_SD

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_SD

x = 7.21

SD

y = _N

Y

SD

y = ₁₅ 1612

SD

y = 107.46

SD

y = 10.36

As the

_SD

x and

SD

y is gained , the standard error of X and Y variable is determined. They are calculated as follow :

SE

1−

N

SD

SE

1 15

21 . 7

−

SE

= 14

21 . 7

SE

= 74 . 3

21 . 7

SE

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iv 1 2− = −

N

SD

SE

y y

1 15 36 . 10 − = −

SE

y 14 36 . 10 = −

SE

y 74 . 3 36 . 10 = −

SE

y −

=

77 . 2

Next the standard error of the difference between the two means was calculated. The value was

SE

x y

SE_x− −−_y = 2 +

2 2 ) 77 . 2 ( ) 92 . 1 ( + = −− − y x SE 67 . 7 68 . 3 ₊ = −− − y x SE 35 . 11 = −− − y x SE 368 . 3 = −− − y x SE

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iv Then the writer found the value of

_t

ratio by using following formula :

y x SE Y X

t

− + = 0 368 . 3 ) 7 . 4 ( 8 . 4 0 − − =

t

368 . 3 5 . 9 0=

t

82 . 2 0=

t

and to know whether the value is large enough to reject the null hypothesis, the degree of freedom need to be calculated and the

_t

table need to be calculated. The

degree of freedom for an independent

_t

test is the number of cases in the experimental and control groups minus 2 or

df =

N

₁+

N

₂−2 df = 15+15−2 df = 28

18 degrees of freedom was gained. Referring to the

_t

table in the appendix, the writer found that 28 degrees of freedom

_t

table value of 2,05 was needed for significance at the 5% level. Because the obtained

_t

0 value of 2,82 was greater

than this

_t

table value and was therefore significant.

Test of Hypothesis

In order to know whether there is significance different in the students vocabulary achievement between those taught by Contextual and Grammar Translation Method, further statistical analysis is needed; Hypothesis are tested.

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d. there is significance difference between students’ vocabulary achievement taught with Contextual and Grammar Translation Method (

_H

_a)

e. There is no significance difference students’ vocabulary achievement taught with Contextual and Grammar Translation Method (

_H

_O)

Statistically said that if the value of

_t

ratio is greater than

t

table and is therefore

H

O is rejected and

H

a is retained ; meanwhile if the value of

t

ratio is smaller than

_t

_table, and is therefore the

_H

_O is retained and the

_H

_a is rejected. In formula form the statement becomes ;

t

t =

H

t

H

referring to the previous statistic calculation, since the value of

_t

0(2,82) is greater

than that value of

_t

t(2,05) at the 5 % level, consequently the null Hypothesis (

_H

_O ) that there is no significant difference in students’ vocabulary achievement between those taught by Contextual and Grammar translation Method- is rejected. In other words, there is significant degree in students’ vocabulary achievement between those taught by Contextual and Grammar Translation Method; the alternative Hypothesis (

_H

_a) is retained.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis on chapter IV and the discussion in the previous chapter, the writer would like to make a conclusion. After analyzing the result of the research, the writer got the data about the score of vocabulary through Contextual Teaching and Learning that has been compared to the score of teaching vocabulary through Grammar Translation Method (without Contextual Teaching and Learning).

The writer would conclude that teaching vocabulary through Contextual Teaching and Learning are more effective than that Grammar Translation Method. The conclusion can be seen that the result of statistic calculation above where the value of “

_t

_o” is higher than “

_t

_t”.

From the explanation above, it means that there is significant difference between the results of teaching vocabulary through Contextual Teaching and Learning and the teaching of vocabulary through Grammar Translation Method (without Contextual Teaching and Learning)

B. Suggestion

After the writer made a conclusion, she tried to make some suggestions, especially to the teacher as a person whose concern is focused on the teaching learning process in the classroom. There are some suggestions that can be given in relation to the writer’s conclusion. The suggestions are follows :

1. The teachers of English have to be able to determine what kind of methods that suitable to do in the classroom before the teaching learning activity is starts

2. The teachers of English have to be able to motivate the students to learn, so they are interested in learning English.

3. Contextual Teaching and Learning can be alternative methods in teaching English Language to improve students’ ski

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h. Menghasilkan tamatan yang berguna bagi dirinya, bangsa, dan negara

i. Menjadikan lembaga pendidikan kebanggaan masyarakat Ciputat dan sekitarnya

j. Menyelenggarakan pendidikan yang berorientasi kepada pengembanagn potensi siswa dalam membentuk manusia seutuhnya.

Tujuan Sekolah

3. Tujuan jangka panjang: berisi tujuan jangka panjang sekolah (5 tahun kedepan)

4. Tujuan jangka pendek:

Berisis serangkaian tujuan jangka pendek yang mewujudkan dalam tahunan seperti:

a. Membentuk pokja/Tim kecil sebagai pionir dalam mengimplementasikan budaya profesional

b. Menjaring calon siswa yang berkualitas

c. Menganalisa dan mensinkronkan kurikulum dengan tuntutan Standar Kompetensi Nasional dan Internasional

d. Meningkatkan kompetensi guru melalui sertifikasi kompetensi e. Menjalin kerjasama dengan lembaga/PP instansi terkait, dan

masyarakat dalam rangka perkembanngan IPTEK

f. Meningkatkan pelaksanaan kegiatan ekstrakurikuler unggulan yang sesuai dengan minat siswa

g. Meningkatkan upaya pemenuhan kebutuhan prasarana dan sarana serta program pendidikan untuk mendukung KBM dan hasil Belajar siswa

h. Mempersiapkan peserta didika yang bertakwa kepada Allah Tuhan Yang Maha Esa dan berakhlak mulia.

i. Mempersiapkan peserta didik agar menjadi manusia yang berprikepribadian, cerdas, berkualitas dan berprestasi dalam bidang olah raga dan seni.

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j. Membekali peserta didik agar memiliki keterampilan teknologi informasi dan komunikasi serta mampu mengembangkan diri secara mandiri.

k. Menanamkan peserta didik sikap ulet dan gigih dalam berkompetensi, beradaptasi dengan lingkungan dan mengembangkan sikap sportifitas

l. Membekali peserta didik dengan Ilmu pengetahuan dan teknologi agar mamapu bersaing dan melanjutkan ke jenjang pendidikan yang lebih tinggi.

6. Keadaan Guru, Siswa dan Sarana Prasarana

Tabel 4.1

Keadaan Guru SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009

No Nama Keterangan

1 Drs. Asep Setiadi, M.Pd Kepala sekolah

2 Novia Roza, M.Pd Wakasek

3 Siti Aisyah, M.Pd guru

4 Dra. Ulfiti Rahmah guru

5 Drs. Tatang Gunawan guru

6 Drs. Junaedi guru

7 Dra, Ecin Kuraesin guru

8 Dra. Tini Gustini guru

9 H. Hasan HB, M.Pd guru

10 Drs. Sidup Usman guru

11 Tatang Setiawan guru

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13 Dra. Tinelfia guru

14 Tatan. ZM, S.Ag, M.pd guru

15 Komariah S.Pd guru

16 Buyung Tarmizi guru

17 Abdul Rochim, S.Pd guru

18 Yunita Nurhidayati S.hum guru

19 Cucu Purnama Alam guru

20 Drs.Suryadi guru

21 Heru Sutanto, S.Pd guru

22 Budiyanto S.Pd guru

23 Yusep K Sukma, SE guru

24 Drs. Hartono guru

25 Eko Sulistiyo guru

26 Even Apriansyah guru

27 Eka Rostikasari S.Pd guru

28 Agus Suhandi, S.Pd.I guru

29 Rindu Harahap guru

Adapun jumlah siswa di SMA PGRI 56 Ciputat, yaitu sebagai berikut:

Tabel 4.2

Keadaan Siswa SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009 Kelas Jumlah

Laki-Laki

Jumlah Perempuan Jumlah Keseluruhan

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XI 43 orang 42 orang 85 orang

XII 41 orang 42 orang 83 orang

Total 368 orang

Untuk mendukung kegiatan belajar mengajar di SMA PGRI 56 Ciputat tersedianya fasilitas-fasilitas. Adapun saran prasarana yang ada di SMA PGRI 56 Ciputat dapat dilihat pada tabel berikut ini;

Tabel 4.3

Sarana Prasarana SMA PGRI 56 Ciputat Tahun Ajaran 2008/2009

No. Keterangan Jumlah

1 Romel 7

2 Ruang Lab. Komputer 1

3 Ruang Lab. Bahasa 1

4 Ruang Lab. Multimedia 1

5 Ruang Kepala Sekolah 1

6 Ruang Guru 1

7 Ruang BP/ BK 1

8 Ruang TU 1

9 Ruang Perpustakaan 1

10 Kamar Mandi/ WC guru 2

11 Kamar Mandi / WC siswa 2

12 Gudang 1

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TEACHING VOCABULARY THROUGH

CONTEXTUAL TEACHING LEARNING

(An Experimental Study at the First Year

at SMA PGRI 56 Ciputat)

Advisor : Drs. Sunardi Kartowisastro Dip.Ed

NIP. 150 022 779

By:

Istikomah

104014000324

EDUCATIONAL ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING ISLAMIC STATE UNIVERSITY

“SYARIF HIDAYATULLAH” JAKARTA

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