THE EFFECTIVENESS OF CONTEXTUAL TEACHING TECHNIQUE IN TEACHING VOCABULARY (An Experimental Study at the Seventh Grade of SMP Gunung Jati Kembaran in Academic Year 20142015)
THE EFFECTIVENESS OF CONTEXTUAL TEACHING TECHNIQUE IN
TEACHING VOCABULARY
(An Experimental Study at the Seventh Grade of SMP Gunung JatiKembaran in Academic Year 2014/2015)
A Thesis
Submitted to the English Department as a Partial Fulfillment of the Requirement for S.Pd Degree
By:
SEPTIANA
1001050076ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMADIYAH PURWOKERTO
2015
SKRIPSI BERJUDUL
THE EFFECTIVENESS OF CONTEXTUAL TEACHING TECHNIQUE INTEACHING VOCABULARY
Yang dipersiapkan dan disusun oleh :
SEPTIANA
1001050076
Telah dipertahankan didepan Dewan Penguji
Pada tanggal 30 Januari 2015
Dan dinyatakan telah memenuhi syarat untuk diterima
Sebagai kelengkapan mendapat gelar Sarjana Pendidikan
Program Studi Pendidikan Bahasa InggrisFakultas Keguruan dan Ilmu Pendidikan
Susunan Dewan Penguji
Ketua : Drs. Pudiyono, M.Hum(……………….) NIP. 19560508198603 1 003 Anggota I : Drs. Bambang Suroso, M.Hum. (……………….) NIK. 2160102 Anggota II : Lutfi Istikharoh, M.Pd
(……………….) NIK. 2160428 Anggota III : Listiani, M.Pd
(………….……) NIK. 2160448
Purwokerto, 30 Januari 2015
Universitas Muhammadiyah Purwokerto
Fakultas Keguruan dan Ilmu Pendidikan
Dekan,
Drs. Ahmad, M.Pd
NIP. 19650804199403 1 002
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini: Nama : SEPTIANA NIM : 1001050076 Program studi : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Menyusun skripsi dengan judul: THE EFFECTIVENESS OF CONTEXTUAL TEACHING TECHNIQUE IN TEACHING VOCABULARY Menyatakan dengan sesungguhnya bahwa skripsi ini adalah hasil karya tulis saya sendiri dan bukan dibuatkan orang lain atau jiplakan atau modifikasi karya orang lain. Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi, termasuk pencabutan gelar kesarjanaan yang sudah saya peroleh.
Purwokerto, Februari 2015 Yang menyatakan, SEPTIANA NIM. 1001050076
DEDICATION My praise is given to Allah SWT.
Shalawat and salam always be given to our prophet Muhammad SAW This thesis is dedicated to: “Rasinah” and Dad “Jimin Rasmiarto” who always
My beloved Mom
pray for me. Thank you very much for t he goodness, support, pray and
love in everytime and every condition.“Antoo n Ara” My
My the late older brother , my younger brother n sister niece “Nisa” you are my spirits...
Thank for your support and innovation for me. I love you all.
My closefriend “Sigit Umbara”
Thank you very much for everything that has been given to me in good and
bad time (loves, advice, attention, pray and support). All of the lecturers in University of Muhammadiyah Purwokerto. My friends in B Class (Loetphee, Dwi, Eli, Ayu, Bening, Hani , findy, Wenda hosse and Egi). Thanks for togetherness. It is nice to know you.
All of My friends in my house. Thanks for being my friends. All of my friends in University of Muhammadiyah Purwokerto who can
not be mentioned one by one. Thanks for your help and goodness. I love you
all so much.MOTTO Success is a journey, not a destination.
Dari Abu Muhammad Al Hasan bin Ali bin Abi Thalib, cucu
Raulullah SAW dan kesayanganya dia berkata: Saya
menghafal dari Rasulullah SAW (sabdanya): “Tinggalkanlah
apa yang meragukanmu kepada apa yang tidak
meragukanmu.” ( H.R Turmuzi)
ACKNOWLEDGMENT
Assalamu‟alaikum Wr. Wb.Alhamdulillahirobbil‟alamin. Praise is to Allah SWT, the most graceful and merciful, the giver of divine direction and guidance, who gives inspiration and guidance, so that the writer could accomplish the thesis as a partial fulfillment of the requirements of S.Pd degree: The writer is greatly grateful to:
1. Drs. Ahmad, M.Pd, as the Dean of Teaching Training and Education Faculty at University of Muhammadiyah Purwokerto.
2. Drs. Pudiyono, M.Hum, the Head of English Department of Teacher Training and Education Faculty at University of Muhammadiyah Purwokerto and as my supervisor who had guided wisely and patiently during making process of the thesis.
3. All of the lecturers of English Department of Teacher Training and Education Faculty who have given support, suggestion and help.
4. Musrifah, S.Pd the Headmaster of SMP Gunung Jati Kembaran, who has given permission to the writer to conduct the experiment.
5. Anggit Fitriani, S.Pd, the English teacher of seventh grade students of SMP Gunung Jati Kembaran who has helped the writer in conducting this experiment.
6. The writer‟s parents who have supported and given their love and some facilities to do this thesis.
7. The students of VIIA and VIIB Grade of SMP Gunung Jati Kembaran who participated in experiment.
Finally, the writer thanks for all people who have given support and suggestion in completing this thesis. The writer hopes that this work can give valuable contributions to all readers particularly those who are interested in teaching and learning English.
Purwokerto, February 2015 The writer
TABLE OF CONTENTS TITLE.......................................................................................................... i APPROVAL ............................................................................................... ii LEGALIZATION ...................................................................................... iii SURAT PERNYATAAN ........................................................................... iv DEDICATION ............................................................................................ v MOTTO ...................................................................................................... vi
ACKNOWLEDGEMENT ......................................................................... vii
TABLE OF CONTENTS ........................................................................... ix LIST OF APPENDIX ................................................................................ xiABSRTACT ............................................................................................... xii
6 2. The Importance of Vocabulary .................................................
15 2. Why use Contextual Teaching Technique .................................
13 B. Contextual Teaching Technique 1. The Definition of Contextual Teaching Technique ..................
11 6. Steps in Vocabulary Learning ....................................................
9 5. Problem of Learning Vocabulary ...............................................
8 4. Aspect of Vocabulary .................................................................
7 3. The Type of Vocabulary ............................................................
A. Vocabulary 1. The Definition of Vocabulary ...................................................
CHAPTER 1: INTRODUCTION A. Background of the Research ............................................................
4 CHAPTER II THEORETICAL REVIEW
4 F. Contributions ...................................................................................
3 E. Clarification of Terms .....................................................................
3 D. Aim of the Research .........................................................................
3 C. Problem of Research ........................................................................
1 B. Reason for Choosing the Topic .......................................................
16
3. The Advantages of Contextual Teaching Technique ................
17 4. The Procedures of Teaching using CTT . .................................
17 5. The Implementation of CTT ......................................................
19 C. Teaching Vocabulary using Contextual Teaching Technique ........
19 D. Basic Assumption.............................................................................
20 E. Hypothesis ........................................................................................
20 CHAPTER III RESEARCH METHODOLOGY A. Method of the Research ..................................................................
21 B. Place and Time of the Research ......................................................
22 C. Subject of the Research ...................................................................
22 D. Technique of Collecting Data .........................................................
23 E. Technique of Analyzing the Data ...................................................
27 CHAPTER IV RESULT AND DISCUSSION A. Result ...............................................................................................
31 B. Discussion .......................................................................................
35 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .......................................................................................
38 B. Implication ......................................................................................
38 C. Suggestion .......................................................................................
39 BIBLIOGRAPHY ......................................................................................
41 APPENDICES........................................................................................ ....
43
List of Appendix
Appendices A1. Validity, Reliability, and item Difficulty Analysis2. Individual Students‟ Result in Pre-Test and Post-Test
3. The Students‟ Result in Pre-Test and Post-Test 4. t-test computation 5. t-table 6. r-table
Appendices B 1. Pre-test
2. Lesson Plan
Appendix C
1. Evidence Letter
ABSTRACT
THE EFFECTIVENESS OF CONTEXTUAL TEACHING TECHNIQUE IN
TEACHING VOCABULARY
(An Experimental Study at the Seventh Grade of SMP Gunung Jati
Kembaran in Academic Year 2014/2015)
By
SEPTIANA
1001050076
The aim of the research was to know the effectiveness of contextual teaching technique in teaching English vocabulary at the seventh grade of SMP Gunung Jati Kembaran in academic year 2014/2015. The method of the research was experiment. The samples of this research were 30 students from class VIIA as the control class and 30 students from VIIB as the experimental class. The experimental class was taught using contextual teaching technique while the control class was taught using conventional technique. To collect the data, the writer used a test in the form of multiple choice and gap filling. The writer used t- test as technique of analyzing the data. Based on the data analysis, it was found that t-test score was 3.830 while t-table score at level of significance 0.05 for df 58 is 1.672, so t-test was higher than t-table (3.830> 1.672). It means that contextual teaching technique was effective for teaching vocabulary at the seventh grade of SMP Gunung Jati Kembaran.