¾ Asking the students whether they have questions
¾ Checking the students’ comprehension by giving the exercises in the
written form. The teacher gives and underlines the clues for each sentence and the students are asked to answer by filling them in the
blank spaces with the appropriate words 4.
Post – Teaching ¾
Checking the students’ answers. ¾
Giving the feedback
1. Teaching-learning process
The following is the teaching-learning process in the class. In teaching vocabulary through contextual clues, first, the teacher gave the
students the Pre-test. The test materials were the numbers of items that they had to do based on their own knowledge. He had not given them any idea about what the
contextual clues were. They did not completely have knowledge about contextual clues yet. In a few minutes they had to finish the test. After taking the test, she
checked the results. The next step, he tried to explain what the contextual clues was,
accompanied with some examples that led them to understanding of the concept. He also gave the different types of clues. He explained the types and gave the
examples of each type. He wrote five sentences on the whiteboard and underlined the clues for
each sentence. The clues given consisted of words they had known before or the
words that are familiar for them. He asked the students to think carefully about the entire sentences in which the unfamiliar words appeared. Then they looked
carefully at the unknown word of each sentence to decide what kind of word it was. After they knew its kind, they were asked to think about possible meanings
for that kind of word in that sentence. After the teaching, he gave the exercise related to each type of context. To
make the concept deeply understood, he explained repeatedly and automatically with its examples. It was sometime inserted by the question - answer process
during the teaching – learning activity to make the class alive. The further step was giving them the post-test. Through this test he
wanted to know whether the teaching – learning process was successfully and effectively conducted or not. After giving the explanation of what contextual clues
was, how about their result then? Was it better? Was it worse? Or was it the same? That was all he wanted to know.
Comparing between the pre-test and the post-test result was the final step of the research process. Through this step he wanted to measure and ensures if the
method he used was effective and applicable in teaching vocabulary.
2. Testing Vocabulary
