CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS : A Quasi-Experimental Study in One State Vocational School in Tasikmalaya.
Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
(A Quasi-Experimental Study in One State Vocational School in Tasikmalaya)
A THESIS
Submitted in Partial of Fulfillment of the Requirements for Master Degree in English Education
By
Wiena Novianti
1200883
ENGLISH LANGUAGE EDUCATION SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Oleh Wiena Novianti
S.Pd Universitas Siliwangi, 2011
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Wiena Novianti 2015 Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DECLARATION
I barely certify that this thesis entitled ‘Context and Students’ Understanding on Phrasal Verbs’ is my original work. I am very aware that I have quoted and paraphrased some statements and ideas from various sources and they are all properly acknowledged in the text.
Bandung, 13 January 2015
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ACKNOWLEDGEMENT
Foremost, I would like to thank Allah the Almighty, since He always blesses me and gives me what I need in my life. I am greatly indebted to a number of people for their support and tireless guidance throughout this work.
I would like to express my sincere gratitude to my supervisor, Dr. Dadang Sudana, M.A., for the support of my master degree study and research, for his patience, motivation, and immense knowledge. His guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better supervisor for my master degree study.
My sincere thanks also goes to Prof. Dr. Didi Sukyadi, M.A., Prof. Emi Emilia, M.Ed. Ph. D., and Dr. Wachyu Sundayana , M.A., as my examiners who have given insightful comments, ideas, and contribution for the improvement of this thesis.
Besides, I would like to thank people who always be the light in my life, especially my parents, my sisters, my brothers, and my nephew. I would never thank you enough for all the things you have done and given for me. I would never complete my degree without your love, prayers and big support as well.
Last but not least, I thank my fellow in Indonesia University of Education, including Pratiwi Rahayu, Kak Tuhfa Harun, Bong Cham Vichet, Fauziah, Bu Memie, Ratna for the discussions and for all the fun we have had in the last two years. To those I have not mentioned here, I thank you very much as well.
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This study aims to measure the effect of context on students’ understanding on phrasal verbs. This study also aims to investigate the students’ attitudes toward
the implementation of the teaching phrasal verbs through context. This quantitative study involved two classes of second-grade-mining geology students at one vocational high school in Tasikmalaya. The data for this study were obtained from two resources that were tests and questionnaires. The data from pre- and post-tests were analyzed by using Mann Whitney U test as a non- parametric statistics, since the data were not distributed normally (Larson-Hall, 2010:376). On the other hand, the data from questionnaires were analyzed by using descriptive statistics (Gaur & Sanjaya, 2009: 38). The results of the study show that context had positive effect on students’ understanding on phrasal verbs. The effectiveness could be seen from the comparison of the mean rank scores of the post-test scores of the two classes. It was 25.67 for the control class and 34.18 for the experimental class. The Mann Whitney U test determined the effectiveness in which the P value (0.049) was less than the critical alpha (0.050). This means the alternative hypothesis was accepted and the null hypothesis was rejected. The results also show that students had positive attitudes (affective, cognitive, behavior) toward the implementation of the teaching method. In conclusion, the students’ attitudes toward the implementation of teaching phrasal verbs through context were consistent with the results of the experiment. Perhaps, it was the combination of the nature of the method and the students’ positive attitudes that determined the progress in the experimental class. To conclude, pedagogically, the results may encourage the teacher to make use the context in helping the students understand phrasal verbs. Theoretically, the result of the study may contribute to the enrichment of the theories about teaching phrasal verbs through context. Moreover, it might give an insight for further or similar research in the future.
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini bertujuan untuk melihat seberapa besar pengaruh konteks terhadap
pemahaman siswa mengenai ‘phrasal verbs’. Penelitian ini juga bertujuan untuk menyelidiki sikap siswa terhadap pelaksanaan mengajar ‘phrasal verbs’ melalui konteks. Penelitian kuantitatif ini melibatkan dua kelas siswa geologi pertambangan di salah satu SMK di Tasikmalaya. Data untuk penelitian diperoleh dari dua sumber yaitu tes dan kuesioner. Data dari ‘pre-test’ dan ‘post- test’ dianalisis dengan menggunakan uji Mann Whitney yang merupakan statistik non-parametrik, karena data tidak terdistribusi normal (Larson-Hall, 2010: 376). Sedangkan data dari kuesioner dianalisis dengan menggunakan statistik deskriptif (Gaur & Sanjaya, 2009:38). Hasil penelitian menunjukkan bahwa konteks memiliki efek positif pada pemahaman siswa pada ‘phrasal verbs’. Efektivitas tersebut dapat dilihat dari perbandingan nilai peringkat rata-rata dari skor post-test dari dua kelas, kelas eksperimen dan kelas kontrol. Nilai peringkat rata-rata 25,67 untuk kelas kontrol dan 34,18 untuk kelas eksperimen. Uji Mann Whitney menentukan keefektivitasan metode ini, dimana nilai P (0.049) lebih kecil dari nilai kritikal alpha (0.050). Ini berarti hipotesis alternatif diterima dan hipotesis nol ditolak. Hasil penelitian juga menunjukkan bahwa siswa memiliki sikap positif (afektif,kognitif, perilaku) terhadap pelaksanaan metode pengajaran. Kesimpulannya, sikap siswa terhadap pelaksanaan pengajaran ‘phrasal verbs’
melalui konteks konsisten dengan hasil percobaan. Mungkin, hal ini merupakan kombinasi dari metode itu sendiri dan sikap positif rata-rata para siswa yang menentukan kemajuan di kelas eksperimen. Sebagai kesimpulan, secara pedagogis, hasil penelitian ini dapat mendorong guru untuk menggunakan konteks dalam membantu siswa memahami ‘phrasal verbs’. Secara teoritis, hasil penelitian ini dapat memberikan kontribusi pada teori tentang mengajar ‘phrasal verbs’ melalui konteks. Selain itu, hasil dari penelitian ini juga memberikan wawasan untuk penelitian serupa atau lebih lanjut di masa mendatang.
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
APPROVAL SHEET...i
DECLARATION...ii
ACKNOWLEGDEMENT...iii
ABSTRACT...iv
TABLE OF CONTENTS...v
LIST OF TABLES...x
LIST OF APPENDICES...xii
CHAPTER I...1
INTRODUCTION...1
1.1 Introduction...1
1.2 Backgound of the Study...3
1.3 Purposes of the Study...3
1.4 Research Questions...3
1.5 Scope of the Study...3
1.6 Significance of the Study...4
1.7 Clarification of Key terms...4
1.8 Organization of the Study...5
CHAPTER II...6
LITERATURE REVIEW...6
2.1 Introduction...6
2.2 Phrasal Verbs...6
2.2.1 The Descriptions of Phrasal Verbs...6
2.2.2 The Characteristics of Phrasal Verbs...8
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.2.4 The Importance of Teaching Phrasal Verbs...13
2.3 Context...16
2.4 Reading Comprehension...26
2.5 Context and Comprehension...30
2.4 Incidental Learning Theory...31
2.5 Attitudes...36
2.6 Relevant Studies...37
2,7 Concluding Remark...41
CHAPTER III...42
RESEARCH METHODOLOGY...42
3.1 Introduction...42
3.2 Research Design...42
3.3 Research Variables...43
3.4 Hypothesis...43
3.5 Data Collection...44
3.5.1 Participants and Research Setting...44
3.5.2 Instruments...44
3.5.2.1 Test...44
3.5.2.1.1 Validity and Reliability Test...46
3.5.2.1.2 Item Discriminating Power Analysis...47
3.5.2.2 Questionnaire...49
3.6 Data Collection Procedure...50
3.7 Data Analysis...50
3.7.1 Normality Test...51
3.7.2 Homogeneity Test...51
3.7.3 Mann Whitney U Test...51
3.7.4 Descriptive Statistics...52
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER IV...53
TEACHING PROGRAMS...53
4.1 Introduction...53
4.2 Phases of the Study...53
4.2.1 Preliminary Phase of Teaching Program...54
4.2.1.1 Searching for Material Phase...54
4.2.1.2 Trying Out the Pre-and Post-test...57
4.2.1.3 Administering the Pre-test...62
4.2.2 Teaching Programs Phase...62
4.2.3 Post Teaching Phase...67
4.3 Concluding Remark...68
CHAPTER V...69
FINDINGS AND DISCUSSIONS...69
5.1 Introduction...69
5.2. The Effect of Context on Students’ Understanding on Phrasal Verbs...69
5.2.1 The Result of the Analysis of Pre-test of the Groups...69
5.2.1.1 Normality Test...70
5.2.1.2 Homogeneity of Pre-test...70
5.2.1.3 Mann Whitney U Test of Pre-test...71
5.2.2 The Result of the Analysis of Post-test of the Groups...73
5.2.2.1 Normality Test of Post-test...74
5.2.2.2 Homogeneity Test of Post-test...74
5.2.2.3 Mann Whitney U Test of Post-test...75
5.3. The Students’ Attitudes on the Teaching Phrasal Verbs through Context...77
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
5.3.1.1 Cognitive Aspect of Students’ Attitudes toward the Teaching Phrasal
Verbs through Context...78
5.3.1.2 Affective Aspect of Students’ Attitudes toward the Teaching Phrasal Verbs through Context...82
5.3.1.3 Behavioral Aspect of Students’ Attitudes toward the Teaching Phrasal Verbs through Context...85
5.4 Discussions...88
5.5 Concluding Remark...90
CHAPTER VI...91
CONCLUSION AND RECOMMENDATIONS...91
6.1 Introduction...91
6.2 Conclusions...91
6.3 Recommendations...92
References...94
Appendices...103
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 2.1 Vocabulary Learning Strategies...24
Table 3.1 Pre and Post test Quasi Experimental Design...42
Table 3.2 Indicators of Pre- and Post- test Items...45
Table 3.3 Qualifications of Item Discriminating Power...48
Table 3.4 Indicators of Questionnaire Items...49
Table 4.1 The Phases of Teaching Programs in Two Groups...53
Table 4.2 Transactional Texts in the Teaching Programs...55
Table 4.3 The Result of Validity Test of Pre-test...57
Table 4.4 The Result of Reliability of Pre-test...58
Table 4.5 The Result of Validity Test of Post-test...58
Table 4.6 The Result of Reliability of Post-test...59
Table 4.7 The Result of Item Discriminating Power Analysis of Pre-test...60
Table 4.8 The Result of Item Discriminating Power Analysis of Post-test...61
Table 4.9 Teaching Program Phase in The Two Classes...65
Table 4.10 The Dissimilarities of the Treatment in the Two Classes...67
Table 5.1 The Result of Normality Test of Pre-test...70
Table 5.2 The Result of Homogeneity Test of Pre-test...71
Table 5.3 The Result of Mean Rank Scores of Pre-test...72
Table 5.4 The Result of Mann Whitney U Test of Pre-test...73
Table 5.5 The Result of Normality Test of Post-test...74
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 5.7 The Result of Mean Rank Scores of Post-test...75
Table 5.8 The Result of Mann Whitney U Test of Post-test...76
Table 5.9 Cognitive Aspect of Students’ Attitudes towards the Instruction...78
Table 5.10 Affective Aspect of Students’ Attitudes towards the Instruction...83
Table 5.11 Behavioral Aspect of Students’ Attitudes towards the Instruction...85
LIST OF APPENDICES The Result of Pre-test and Post-test of Control Group...104
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Pre-test before Try Out...106
Pre-test after Try Out...107
Post-test before Try Out...108
Post-test after Try Out...110
Syllabus...111
Lesson Plans...112
Questionnaire...123
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER VI
CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
This chapter provides the conclusion which elaborates the findings and analysis of the study and the recommendations for the next study. It consists of two sections. The first section presents the conclusion drawn from the findings and discussions. The second section deals with several recommendations addressed to teacher and students in particular and other researchers in general.
6.2 Conclusions
The present study aims to firstly, measure the effect of context on students’ understanding on phrasal verbs, and secondly, investigate the students’ attitudes toward the teaching phrasal verbs through context.
The first conclusion is that context could also be used to teach phrasal verbs as a type of multi-word verbs that focused on meaning. Besides, through a series of statistical test, it was found that context had a positive effect in helping students understand phrasal verbs. The positive effect could be seen from the comparation of the mean rank of both experimental class and the control class. The mean rank score of the experimental class was 34.18, while the mean rank score of the control class was 25. 67. The difference of the mean rank score of the two classes was 8. 51. It was the mean rank that was compared because based on the normality test, the data was not distributed normally. In order to see the significant of the study, the Mann Whitney U test was examined. Based on the calculation of Mann Whitney U test, the p value was 0.049 and the critical alpha was 0.050 which means the p value was less than the critical alpha. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. Thus, the study shows that learning meaning of phrasal verbs through context tended to
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
have more effect in a positive way than learning the meaning of phrasal verbs through definition method.
The second conclusion is that in general, the students had positive attitudes toward the teaching phrasal verbs through context. Overall analyzed data from questionnaire given to experimental class revealed that on average, students showed positive attitudes (cognitive, affective, and behavioral aspects) toward the teaching phrasal verbs through context in helping them understand some common phrasal verbs. Positive attitudes are important in teaching and learning process.
Based on the conclusions above, it can be seen that the findings of the analyzed data obtained from tests appeared to be consistent with the findings of the analyzed data from the questionnaire. Perhaps, it was the combination of the nature of the method and the students’ positive attitudes that determined the significant progress in the experimental class.
6.3 Recommendations
Based on the findings and conclusion above, some methodological and practical suggestions are proposed. The methodological suggestion concerns with the limitation of the present study and its possible enhancement for further research, while the practical suggestion concerns with the recommendation for the classroom practice.
Related to the limitation of the study, the treatments that were given to both experimental class and control class took 40 only minutes for every session. This was because it was the time permitted by the teacher of the class for the treatments to be implemented. The results of the study might be more effective if the treatments were implemented longer in every session.
Another limitation was the absence of the observation as the data instrument that would be able to crosscheck the data obtained from the questionnaire. Because, one of the aspects of the attitude is the behavioral aspect in which it consists the individual’s reaction in a certain way towards the object of the affect and cognition. It would be better that the student’s reaction towards the teaching be observed as well in order to avoid the inconsistency of the data
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
obtained from the questionnaire given by the students with the real practice in the classroom. The researcher who intends to conduct the similar or further study may take those limitations into account.
For practical purpose, teachers should realize the importance of phrasal verbs and the fact that there are a large number of phrasal verbs that keep increasing time by time. Realizing the importance of phrasal verbs especially in everyday conversation, learners should at least know and have a receptive mastery of some common phrasal verbs. It is important that teacher could help or facilitate students to gain the knowledge in the classroom. The teaching phrasal verbs through context could be effectively used as an alternative teaching method. However, there must be any other different methods in this field that must be explored by interested teachers and educators.
(1)
Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 2.1 Vocabulary Learning Strategies...24
Table 3.1 Pre and Post test Quasi Experimental Design...42
Table 3.2 Indicators of Pre- and Post- test Items...45
Table 3.3 Qualifications of Item Discriminating Power...48
Table 3.4 Indicators of Questionnaire Items...49
Table 4.1 The Phases of Teaching Programs in Two Groups...53
Table 4.2 Transactional Texts in the Teaching Programs...55
Table 4.3 The Result of Validity Test of Pre-test...57
Table 4.4 The Result of Reliability of Pre-test...58
Table 4.5 The Result of Validity Test of Post-test...58
Table 4.6 The Result of Reliability of Post-test...59
Table 4.7 The Result of Item Discriminating Power Analysis of Pre-test...60
Table 4.8 The Result of Item Discriminating Power Analysis of Post-test...61
Table 4.9 Teaching Program Phase in The Two Classes...65
Table 4.10 The Dissimilarities of the Treatment in the Two Classes...67
Table 5.1 The Result of Normality Test of Pre-test...70
Table 5.2 The Result of Homogeneity Test of Pre-test...71
Table 5.3 The Result of Mean Rank Scores of Pre-test...72
Table 5.4 The Result of Mann Whitney U Test of Pre-test...73
Table 5.5 The Result of Normality Test of Post-test...74
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 5.7 The Result of Mean Rank Scores of Post-test...75
Table 5.8 The Result of Mann Whitney U Test of Post-test...76
Table 5.9 Cognitive Aspect of Students’ Attitudes towards the Instruction...78
Table 5.10 Affective Aspect of Students’ Attitudes towards the Instruction...83
Table 5.11 Behavioral Aspect of Students’ Attitudes towards the Instruction...85
LIST OF APPENDICES The Result of Pre-test and Post-test of Control Group...104
(3)
Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Pre-test before Try Out...106
Pre-test after Try Out...107
Post-test before Try Out...108
Post-test after Try Out...110
Syllabus...111
Lesson Plans...112
Questionnaire...123
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Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER VI
CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
This chapter provides the conclusion which elaborates the findings and analysis of the study and the recommendations for the next study. It consists of two sections. The first section presents the conclusion drawn from the findings and discussions. The second section deals with several recommendations addressed to teacher and students in particular and other researchers in general.
6.2 Conclusions
The present study aims to firstly, measure the effect of context on students’ understanding on phrasal verbs, and secondly, investigate the students’ attitudes toward the teaching phrasal verbs through context.
The first conclusion is that context could also be used to teach phrasal verbs as a type of multi-word verbs that focused on meaning. Besides, through a series of statistical test, it was found that context had a positive effect in helping students understand phrasal verbs. The positive effect could be seen from the comparation of the mean rank of both experimental class and the control class. The mean rank score of the experimental class was 34.18, while the mean rank score of the control class was 25. 67. The difference of the mean rank score of the two classes was 8. 51. It was the mean rank that was compared because based on the normality test, the data was not distributed normally. In order to see the significant of the study, the Mann Whitney U test was examined. Based on the calculation of Mann Whitney U test, the p value was 0.049 and the critical alpha was 0.050 which means the p value was less than the critical alpha. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. Thus, the study shows that learning meaning of phrasal verbs through context tended to
(5)
Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
have more effect in a positive way than learning the meaning of phrasal verbs through definition method.
The second conclusion is that in general, the students had positive attitudes toward the teaching phrasal verbs through context. Overall analyzed data from questionnaire given to experimental class revealed that on average, students showed positive attitudes (cognitive, affective, and behavioral aspects) toward the teaching phrasal verbs through context in helping them understand some common phrasal verbs. Positive attitudes are important in teaching and learning process.
Based on the conclusions above, it can be seen that the findings of the analyzed data obtained from tests appeared to be consistent with the findings of the analyzed data from the questionnaire. Perhaps, it was the combination of the nature of the method and the students’ positive attitudes that determined the significant progress in the experimental class.
6.3 Recommendations
Based on the findings and conclusion above, some methodological and practical suggestions are proposed. The methodological suggestion concerns with the limitation of the present study and its possible enhancement for further research, while the practical suggestion concerns with the recommendation for the classroom practice.
Related to the limitation of the study, the treatments that were given to both experimental class and control class took 40 only minutes for every session. This was because it was the time permitted by the teacher of the class for the treatments to be implemented. The results of the study might be more effective if the treatments were implemented longer in every session.
Another limitation was the absence of the observation as the data instrument that would be able to crosscheck the data obtained from the questionnaire. Because, one of the aspects of the attitude is the behavioral aspect in which it consists the individual’s reaction in a certain way towards the object of the affect and cognition. It would be better that the student’s reaction towards the teaching be observed as well in order to avoid the inconsistency of the data
(6)
Wiena Novianti, 2015
CONTEXT AND STUDENTS’ UNDERSTANDING ON PHRASAL VERBS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
obtained from the questionnaire given by the students with the real practice in the classroom. The researcher who intends to conduct the similar or further study may take those limitations into account.
For practical purpose, teachers should realize the importance of phrasal verbs and the fact that there are a large number of phrasal verbs that keep increasing time by time. Realizing the importance of phrasal verbs especially in everyday conversation, learners should at least know and have a receptive mastery of some common phrasal verbs. It is important that teacher could help or facilitate students to gain the knowledge in the classroom. The teaching phrasal verbs through context could be effectively used as an alternative teaching method. However, there must be any other different methods in this field that must be explored by interested teachers and educators.