THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS : REACT: Relating, Experiencing, Applying, Cooperating, and Transferring: A Quasi-Experimental Study of the Fifth Grade Students in one of Elemntary Schools in Bandung.

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THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS (REACT: Relating, Experiencing, Applying, Cooperating, and Transferring) (A Quasi-Experimental Study of The Fifth Grade in One of Elementary Schools in Bandung)

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THE IMPLEMENTATION OF CONTEXTUALIZATION IN

TEACHING VOCABULARY TO ELEMENTARY STUDENTS

(REACT: Relating, Experiencing, Applying, Cooperating, and Transferring) (A Quasi-Experimental Study of The Fifth Grade in One of Elementary Schools in Bandung)

A Research Paper

Submitted to Department of English Education of FPBS UPI in Partial fulfillment of Requirements for Sarjana Pendidikan Degree

By:

TUTI ROHAYATI 0601954

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2013

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Tuti Rohayati, 2013

THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS

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THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS

(REACT: Relating, Experiencing, Applying, Cooperating, and Transferring)

(A Quasi-Experimental Study to the Fifth Grade in One of Elementary Schools in Bandung)

ABSTRACT

The aim of this study was to investigate the effectiveness of contextualization using REACT (Relating, Experiencing, Applying, Cooperating, and Transferring). This study adopted a quasi experimental design with pre-test and post-test non equivalent groups design, both experimental and control group. Homogeneity test was calculated in attempt to ensure that the variance of both groups is equal. Pre-test and post-Pre-test were administered to both experimental group and control group. The data analysis was calculated statistically by using SPSS 16.0. The result of this study revealed that REACT was significantly effective in improving students’ vocabulary achievement. It can be seen from the statistical computation result of post-test score of experimental group (M=78.66) that was higher than control group (M=67.33).

Key words: Contextualization, REACT, Vocabulary.

First Supervisor: Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Second Supervisor: Lulu Laela Amalia, M.Pd.

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THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS (REACT: Relating, Experiencing, Applying, Cooperating, and Transferring) (A Quasi-Experimental Study of The Fifth Grade in One of Elementary Schools in Bandung)

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CONTENTS STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

CONTENTS ... vi

LIST OF TABLES ... xii

LIST OF CHARTS ... xiii

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Statement of Problems ... 4

1.3 Aims of the Study ... 4

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 4

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1.7 Research Methodology... 5

1.8 Clarification of the Main Terms ... 6

1.9 Organization of the Paper... 7

CHAPTER II THEORETICAL FOUNDATION 2.1 Effective Teaching Vocabulary... 9

2.2 Teaching Vocabulary to Young Learners ... 12

2.3 Teaching Vocabulary Through Contextualization ... 13

2.3.1 The Definition of Contextualization ... 13

2.3.2 The Use of Contextualization in Teaching Vocabulary ... 14

2.4 Teaching Vocabulary through Grammar Translation method ... 22

2.5 Related Research Findings ... 23

CHAPTER III METHODOLOGY 3.1 Research Design ... 25

3.1.1 Variables ... 26

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3.2 Data Collection... 27

3.2.1 Population ... 27

3.2.2 Sample ... 28

3.2.3 Research Instrument ... 28

3.2.3.1 Try-out Test ... 28

3.2.3.2 Pre-test and Post-test ... 28

3.2.3.3 Interview ... 29

3.3 Research Procedure ... 30

3.3.1 Organizing Teaching Procedure ... 30

3.3.2 Organizing Research Instrument ... 30

3.3.3 Administering Try-out Test... 31

3.3.4 Administering Pre-Test ... 31

3.3.5 Conducting Treatment ... 31

3.3.6 Conducting Post-Test ... 34

3.3.7 Conducting Interview ... 34

3.4 Data Analysis ... 35

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3.4.2 Data Analysis on Try Out Test ... 36

3.4.2.1 Validity ... 36

3.4.2.2 Reliability ... 37

3.4.2.3 Difficulty Level ... 38

3.4.2.4 Discriminating Power... 39

3.4.3 Data Analysis on Pre-test and Post-test ... 40

3.4.3.1 Normality Test ... 40

3.4.3.2 Variance Homogeneity Test . ... 40

3.4.3.3 The Calculation of t-test ... 41

3.4.3.4 The Calculation of Effect Size ... 41

3.4.4 Data Analysis on Interview ... 42

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Research Findings ... 43

4.1.1 The Try Out Test Result ... 43

4.1.1.1 The Validity Test ... 44

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4.1.1.3 The Difficulty Index ... 45

4.1.1.4 Discriminating Power... 46

4.1.2 The Pre-Test Result ... 47

4.1.2.1 Normality Distribution Test. ... 48

4.1.2.2 Homogeneity of Variance Test ... 50

4.1.2.3 Independent t-test Computation on Pre-test ... 48

4.1.3 The Post-test Result... 53

4.1.3.1 Normality Distribution Test ... 53

4.1.3.2 Homogeneity of Variance Test ... 55

4.1.3.3 Independent t-test Computation on Post- test ... 56

4.1.4 The Effect Size Result ... 57

4.1.5 Interview Result ... 58

4.2 Discussion ... 61

4.2.1 The Effectiveness of Contextualization ... 58

4.2.2 Students Responses Toward the Implementation of Contextualization ... 65

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BAB V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 69

5.2 Limitation of the Study ... 70

5.2 Suggestion ... 70

REFERENCES ... 72

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LIST OF TABLES 3.1 Time Schedule of Research ... 30

3.2 Category of Coefficient Correlation of Validity ... 34

3.3 Category of Coefficient Correlation of Reliability ... 34

3.4 Criteria of Difficulty Index ... 35

3.5 Criteria of Discrimination Index ... 36

3.6 The Scale of Effect Size ... 38

4.1 The Result of Validity Test ... 41

4.2 The Result of Reliability Test ... 42

4.3 The Result of Difficulty Index ... 43

4.4 The Result of Discriminating Power ... 44

4.5 The Result of Normality Test ... 46

4.6 The Result of Homogeneity test of Variances ... 47

4.7 The Result of Independent t-test ... 48

4.8 The Result of Normality Test ... 51

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LIST OF CHARTS

4.1 Students’ Interest towards Contextualization... 54

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides research design, data collection, research procedure, and the data analysis.

3.1 Research Design

This study applied a quasi-experimental method involving experimental group and control group. Both groups got pre-test and post-test and both got different treatment. In this study, the experimental group was the group that got REACT method meanwhile, the control group was the group that got a traditional (non-REACT) method. As stated by Gay et al. (2006) in Lucya (2009), quasi-experimental design involves several essential characteristics; the control group, experimental group, pre-test, post-test, and treatment.

A quasi-experimental design was selected in this research because it was impossible to arrange a numerous elementary schools in one area to be served as the sample of this research because of the school regulation. It is in line with Hatch and Farhady (1982:23) who acknowledge that in undertaking research especially in language field, researchers face some problems to conduct a true-experimental research; they can find the way to clear up a problem but sometimes they are not be able to change. In short, Hatch and Farhady (1982:24) convince that a quasi-experimental design can yield a powerful generalization since

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researchers can break the point of interpretation about cause-effect relationship and control many variables. The research design can be formulated as follows:

(Hatch and Farhady, 1983:22)

Where:

G1 = Experimental group G2 = Control group T1 = Pre-test X = Treatment T2 = Post-test

Then, the result of the research was elaborated by putting the description of the result data.

3.1.1 Variable

Hatch and Farhady (1982:12) define variable as an attribute of a person or an object that distinguishes each other. There were two variables involved in this study. There were independent and dependent variable. The independent variable was the contextualization using REACT in teaching vocabulary to the experimental group. It is a variable that the researcher presumes affected by the independent variable (Brown, 1998:10). Meanwhile, the improvement of the fifth grade of elementary students’ vocabulary achievement was the dependent variable because it was what the researcher chooses to investigate in attempt to assess the possible effect on a particular variable (Fraenkel and Wallen, 1990:43).

G1 T1 x T2

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3.1.2 Hypothesis

Fraenkel and Wallen (1990:46) state that a research hypothesis is a possible result predicted by a researcher in a study. The hypothesis used in this study is a null hypothesis that serves as a fundamental guide of this study. Null hypothesis (H0) states that there is no relationship between the independent

variable and the dependent variable or response variable (Coolidge, 2000:95). In conclusion, there is no difference in mean adjustment between two goups; experimental group and control group. In others words, the mean of both groups are equal. Schematically, null hypotheses can be described as follow:

Where:

H0 = Null hypothesis

� 1 = Mean of experimental group

� 2 = Mean of control group

3.2 Data Collection

3.2.1 Population

Fraenkel and Wallen (1990:93) define population as a group chosen by a researcher that would be used to generalize the research result. The population of this study was the students of one of elementary schools in Bandung.

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3.2.2 Sample

The selected population above was narrowed into sample. The samples of this study were chosen purposively, it means that a researcher has a personal consideration in determining samples in attempt to get a certain goal (Fraenkel and Wallen (1990:100). In this study, two classes of 5th grade students of elementary school have been involved as samples; Class V A as an experimental group and class V B as a control group.

3.2.3 Research Instrument

3.2.3.1 Try Out Test

The instrument in this study was vocabulary achievement test (See Appendix C). The test was tried out to 34 students in one of different elementary schools in Bandung. The purpose of trying out the test is to investigate the validity and reliability of the test by analyzing the individual items of the test.

3.2.3.2 Pre-test and Post-test

The pre-test and post-test used in this study were in the form of multiple choice (See Appendix C). According to Simkin and Kuechler (2005), Multiple-Choice (MC) can evaluate a wide range of students understanding. Thus, it is

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advisable to be used as the instrument since researchers are able to arrange questions in accordance with students’ ability.

Both control and experimental group got pre-test to gain the students’ prior knowledge in multiple –choice format (See Appendix C). There were consisting of twenty-one questions. The question covers several topics that would be delivered in the process of teaching learning, these included: My Favorite Sport, Animals in the Zoo, My pet, and Traffic Signs. Meanwhile, post-test was given to experimental group and control group to find out whether there is a change on students’ vocabulary achievement after receives the treatment. Thus, the test items were equal to the pre-test items.

3.2.3.3 Interview

In attempt to answer the students’ responses toward contextualization as stated in the second research question, this study entailed a semi-structured interview only to the experimental group since experimental group received REACT treatment as the primary focus of this study. Interview can be a helpful way to obtain the data that has not been answered which that influencing the research result (Philips and Stawarski, 2008:23). Besides, Seidman (2006:10) asserts that interviewing provides an access to get knowledge of people behavior that can be utilized by researchers to conclude the meaning of that behavior. The interview was administered after carrying out post-test which consist of several

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questions. There were three basic questions formulated to investigate the students’ responses toward contextualization using REACT strategy (See Appendix A).

3.3 Research Procedure

This study involved several procedures. The followings are further elaboration for each procedure:

3.3.1 Organizing Teaching Procedure

The first step in organizing teaching procedure was creating a lesson plan consisting appropriate materials for teaching learning process as treatment for both experimental group and control group. In detail, lesson plan covers the standard competence and basic competence as a guideline for determining the clear objectives of the lesson, indicator of the teaching learning process, teaching materials, activities, method, and media used as a bridge to deliver the materials.

3.3.2 Organizing Research Instrument

_{The next step was organizing the research instrument. Multiple-choice was} the instrument used in obtaining students’ vocabulary achievement since Simkin and Kuechler (2005) assert that Multiple-Choice (MC) can evaluate a wide range of students understanding. Meanwhile, to obtain students’ responses toward the

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treatment, this study employed an interview. Several questions were determined to obtain the information mentioned (See Appendix A).

3.3.3 Administering Try Out Test

The try out test was held to investigate the test validity and reliability prior to conduct pre-test involved multiple-choice test (See Appendix C). It was administered to 34 fifth grade students of a different elementary school in Bandung on September 24th, 2011. The test consists of 50 items in form of multiple choices.

3.3.4 Administering Pre-test

Pre-test was administered to both experimental group and control group. It was aimed at finding out the initial ability of the two groups before giving the treatment. Besides, pre-test was carried out to ensure that the experimental and control group have equal ability.

3.3.5 Conducting Treatment

In this study, contextualization using REACT was given to experimental group; whereas the control group got a traditional (non-REACT) method; grammar translation method. They were merely taught vocabulary based on their daily activities that usually given by the English teacher without recognizing the

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context of words; translation and repetition were frequently applied in their class in teaching vocabulary.

During the treatment, both experimental and control group were taught by the same teacher. In experimental group, contextualization using REACT was established. Teacher arranged the activity based on REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) stages. First, in relating stage, teacher asked a particular question that bridged between the students’ prior knowledge and the topic that would be discussed. Some students were appointed to answer that question orally such in teaching My Favourite Sport, a question can be formulated such as: what is your favorite sport? or what kind of sport do you like?. Second, in experiencing, teacher gave a hand-on activity by using a media such as puppets or creating a situation that was related to the topic; for instance in teaching Animals in the zoo, teacher conjured up the class as if they were in the zoo with a variety of animals and their characteristics. Third, in applying stage, students received an exercise individually. In this stage, teacher intended to check students’ understanding after receive the explanation in experiencing stage. Fourth, in cooperating stage, students were assigned to work in a group; teacher gave them task to be discussed in their group. After that, they told the result with the class. The most commonly used way in cooperating stage in this study was a game. Fifth, in transferring stage, students received new task in a different situation then, teacher asked them to conclude the material.

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Meanwhile, control group got a traditional (non-REACT) method; translation method. Teacher worked out a list of particular vocabulary based on the topic given prior to giving the whole materials (See Appendix A).

The following table is the stages of teaching in experimental group and control group.

Table 3.1

Teaching Stages In Experimental and Control Group

Teaching in Experimental Group Teaching in Control Group

The stages that were applied as follows:

1. Relating

 The teacher (T) opens the lesson.  T checks students’ (Ss) attendance.  T formulates questions that relate the

material (topic) to Ss prior knowledge.

 Ss respond to the questions from T orally.

2. Experiencing

 Ss receive the pictures of relevant topic they encounter.

 T gives explanation of a particular vocabulary as a hand-on activity.

3. Applying

 Ss individually read a text relating to the topic.

 Ss answer the question based on the text.

4. Cooperating

 Ss are given a time to play a game in accordance with the topic given.  T asks Ss to discuss the result of the

game.

5. Transferring

 T provides a new context to apply the material that has been learnt.

 S review the lesson  T closes the lesson.

The stages that were applied as follows:

1. Pre-Activity

 T opens the lesson.  T checks Ss’ attendance.  T tells the topic that Ss will

encounter.

2. Whilst-Activity

 T shows the pictures of relevant topic.

 T lists vocabulary that are relates to the topic in Ss’ native

language.

 T asks Ss to translate the listed vocabulary.

 Ss read a text.

 T asks Ss to translate the text individually.

 Ss and T have a small discussion about the text given.

3. Post-Activity

 T concludes the lesson.  T closes the lesson.

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Meanwhile, the treatment was held from October 8th, 2011 until November 29th, 2011. The following table was the schedule of teaching learning process during the treatment delivery.

Table 3.2

Time Schedule of Research

No Date Experimental Group

Control Group

1. Saturday,

October 8th, 2011 - Pre-test

2. Thursday,

October 20 th, 2011 Pre-test -

3. Saturday,

October 22th, 2011 -

My Favorite Sport: ● Grammar Translation Method (GTM). ●Media: Pictures.

4. Thursday,

October 27th, 2011

My Favorite Sport: ●Contextualization using

REACT. ● Media: Pictures

5. Saturday,

October 29th, 2011 -

Going to the Zoo

● GTM

● Media: Pictures

6. Thursday,

November 3rd, 2011

Going to the Zoo ● Contextualization using

REACT.

● Media:Pictures, simple video. -

7. Saturday,

November 5th , 2011 -

My Pet

● GTM

● Media: pictures 8. Thursday,

November 16th , `

2011

My Pet

●Contextualization using REACT.

● Media: Pictures and puppets/dolls.

9. Saturday,

November 19th , 2011 -

Traffic Signs

● GTM

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10. Thursday, November 22nd , 2011

Traffic Signs

● Contextualization using REACT.

● Media: Pictures. -

11. Saturday,

November 26th , 2011

- Post-test

12. Thursday,

November 29th , 2011

Post-test & Interview -

3.3.6 Conducting post-test

Post-test was administered to investigate significant differences between the score of the two groups having different treatment, more importantly, in this study, post-test was aimed at finding out the effectiveness of contextualization using REACT strategy.

3.3.7 Conducting Interview

Interview was given to the experimental group to know the students’ responses toward the implementation of REACT in the end of meeting. Semi-structured interview was adopted to investigate how students feel about REACT deeply since it is suitable to be carried out in the end of study that helps researchers to get shape responses on how the respondents perceive about something (Fraenkel and Wallen, 1990). Fifteen interviewees were given questions among other are:

1. Apakah kamu menyukai metode pembelajaran contextualization using

REACT)? (Do you like the implementation of contextualization using REACT in

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2. Menurut kamu apakah keuntungan menggunakan metode pembelajaran ini?(In

your opinion, what are the advantages of contextualization using REACT ?);

3. Apakah kerugian menggunakan metode pembelajaran ini?. (In your opinion,

what are the disadvantages of contextualization using REACT strategy?)

In this study, recording was used to capture the information from interviewees in detail. Then, it was transcribed prior to making the interpretation of what is actually on their responses toward REACT.

3.4 Data Analysis

3.4.1 Scoring Technique

As has been mentioned above, multiple-choice test was chosen to obtain students’ vocabulary achievement. Based on Arikunto (2007:168), there are two types of formula that can be used to score the multiple choice data: the formula with punishment and without punishment. To forestall a negative score, this study employed the formula without punishment. The formula is as follows:

Where:

S= Obtained score (Raw Score) R= the right answer

3.4.2 Data Analysis on Try Out Test

The result of try out test was analyzed by considering several points. According to Arikunto (2007:170), there are some considerations to find out the

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quality of the used instrument need to be observed. They are difficulty level, discriminating power, validity, and reliability.

3.4.2.1 Validity

Validity refers to the appropriateness, meaningfulness, and usefulness of the inferences a researcher makes (Fraenkel & Wallen, 1990:151). The test of validity is used to determine how well test score represents course objective. The test is said to have validity if it measures something that is supposed to be measured. It will decide whether the certain item is appropriate to measure what is supposed to measure. The validity of test is calculated by using Product Moment formula. The criteria of the interpretation data are as follow:

Table 3.3

Category of Coefficient Correlation of Validity

(Arikunto, 2007)

3.4.2.2 Reliability

r value Interpretation 0.80 – 1.00 Very high

0.60 – 0.80 High

0.40 – 0.60 Satisfactory

0.20 – 0.40 Low

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According to Fraenkel and Wallen (1990), reliability refers to the consistency of scores or answers from one administration of an instrument to another, and from one set of items to another. In this study, the instrument was a set of question in multiple-choice format. This study used Cronbach’s alpha formula in SPSS 16 for windows to obtain the reliability of the test items. The category of reliability can be seen below:

Table 3.4

Category of Coefficient Correlation of Reliability

(Arikunto, 2007)

3.4.2.3 Difficulty Level

The difficulty level test is conducted to find the level of difficulty for every item of the instrument (Arikunto, 1993: 209). In this study, the test items were processed by using Anates for multiple-choice in attempt to classify the level of the test items based on the criteria of difficulty index before conducting pre-test and post-test.

Coefficient Correlation Interpretation

0.00 – 0.20 Low

0.21 – 0.40 Moderate

0.41 – 0.70 High

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The criteria of difficulty of items can be described below:

Table 3.5

Criteria of Difficulty Index Facility Value Interpretation 0.000 – 0.300

0.300 – 0.700 0.700 – 1.000

Difficult Moderate

Easy

(Arikunto, 1993:210)

3.4.2.4 Discriminating Power

Discriminating power test is calculated to determine the test items that can differentiate between the lower achiever students and the high achiever students (Arikunto, 2007:177). In this study, a set of question in multiple-choice format was analyzed to find out the appropriate test to be used as research instrument. This matter deals with discriminating power represented by discrimination index with symbol D.

The formula and criteria of Discrimination Index can be seen as follow.

D = Discrimination Index

BA = Number of right answer from upper group BB = Number of right answer from lower group JS = Number of all subjects

Table 3.6 D =

JS BB BA

2 1

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Criteria of Discrimination Index

(Arikunto, 2007)

3.4.3 Data Analysis on Pre-test and Post-test 3.4.3.1 Normality Test

Normality test was calculated to examine the hypothesis of this study. It was an effort to see whether the score were normally distributed or not. Arikunto (2009:301) states that normality test is aimed at finding out the distribution of the research data. In this study, the scores of pre-test of both groups were estimated by using Kolmogorov-Smirnov. The hypothesis used is as follow:

H0: the score of the experimental and the control group are normally distributed.

By using 5% level of significance (α), H0 is rejected if the significance value (Sig.) < 0.05. Meanwhile, if significance value (Sig.) > 0.05, H0 is not rejected.

Discrimination Index Interpretation 0.00 – 0.20

0.20 – 0.40 0.40 – 0.70 0.70 – 1.00

Poor Satisfactory

Good Excellent

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3.4.3.2 Variance Homogeneity Test

After the result of normality test was found, the researcher executed variance homogeneity test. It is aimed at ensuring that the experimental and control group have approximately equal variance (Coolidge, 2000:153). In this study, the score of pre-test and post-test of both groups were estimated to investigate the equality of the score variances. The hypothesis used is as follow:

H0: the variance of experimental and control group are homogenous.

The variance of homogeneity test used is Levene Test at 5% level of significance (α). H0 is rejected if the significance value (Sig.) < 0.05, meanwhile, if significance value (Sig.) > 0.05, H0 is accepted.

3.4.3.3 The Calculation of t-test

Independent t-test was used when the variance is homogenous and the data population is normally distributed. According to Sugiyono (2008), the selection of

t model depends on whether the variance is homogenous and whether the

variances of two groups are equal. The computation of independent t-test was executed by using SPSS version 16.0.

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3.4.3.4 The Calculation of Effect Size

To find out whether or not the independent variables give significant influence to the dependent variable, the effect size was also used in the present study. The effect size in the independent t-test refers to how strongly the independent variable affected the dependent variable (Coolidge, 2000:151). The formula of the effect size:

r = �

�2₊_��

Where: r = effect size

t = tobt or t value from the calculation of the independent t-test

df = degree of freedom

To interpret the magnitude of the effect size, this study used the scale below:

Table 3.7

The scale of effect size

Coolidge (2000:151)

3.4.4 Data Analysis on Interview

Effect size r value

Small .100

Medium .234

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In analyzing the data output of the interview, the answers of students on the interview were transcribed (See Appendix A). The answers were then categorized into several findings which relate to the students’ feeling towards the instructional activity by using contextualization and the students’ opinion towards contextualization in terms of the advantages and the disadvantages. Then, the findings were also elaborated based on students’ answers of the interview. It would be described deeply in chapter 4.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions, limitation of the study, and suggestions. The conclusions are derived from the research result meanwhile, the suggestions are addressed to the readers especially teachers of young learners and further researchers.

5.1 Conclusions

This study investigated the effectiveness of the implementation of contextualization in teaching vocabulary to the elementary students. Based on the result of this study through several statistical computations, contextualization is effective in improving students’ vocabulary mastery. Besides, from the interview result, students gave positive responses toward contextualization.

Contextualization is effective since it brings the students fun during the lesson so, students can enjoy the teaching-learning activity. Besides, it can assist the students to comprehend and memorize vocabulary in a long-term. This happened because contextualization serves the activity that is related to the students’ experiences that makes them easy in grasping the materials given. Contextualization also motivates students to learn English. It is the result of the advantages contextualization in keeping students fun during the lesson. The last,

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TuttiRohayati, 2013

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

contextualization creates a lively atmosphere in the process of teaching learning. Lively classroom is embodied by arranging the classroom into real-life like as well as possible as a result, the students feel like at one situation.

5.2 Limitation of the Study

Although contextualization is effective in teaching vocabulary to elementary students, there is a disadvantage of contextualization found in this research. In line with the interview result, contextualization sometimes creates a noisy classroom. Nine of 15 students (60%) said that they were disturbed when other students make a noisy when they do the activities.

5.3 Suggestions

According to the research findings, contextualization is recommended to be implemented in teaching English especially teaching vocabulary to young learners.

For English teachers, firstly, contextualization may be a recommended method to improve the students’ vocabulary mastery. It can be applied to the whole aspects of language proficiencies; listening, reading, speaking, and writing. Teachers are not merely demanded to select appropriate context based on students’ daily lives but also required to create a lively atmosphere in the classroom.

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TuttiRohayati, 2013

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Secondly, for further researchers who want to investigate the effectiveness of contextualization deeply, it is better if it is conducted in other levels of schooling and other language skills such as listening, reading, speaking, and writing.

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3.4.3.2 Variance Homogeneity Test

H0: the variance of experimental and control group are homogenous.

The variance of homogeneity test used is Levene Test at 5% level of significance (α). H0 is rejected if the significance value (Sig.) < 0.05, meanwhile,

if significance value (Sig.) > 0.05, H0 is accepted.

3.4.3.3 The Calculation of t-test

Independent t-test was used when the variance is homogenous and the data population is normally distributed. According to Sugiyono (2008), the selection of t model depends on whether the variance is homogenous and whether the variances of two groups are equal. The computation of independent t-test was executed by using SPSS version 16.0.

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3.4.3.4 The Calculation of Effect Size

r = �

2 �2₊_��

Where: r = effect size

t = tobt or t value from the calculation of the independent t-test

df = degree of freedom

To interpret the magnitude of the effect size, this study used the scale below:

Table 3.7

The scale of effect size

Coolidge (2000:151)

3.4.4 Data Analysis on Interview

Effect size r value

Small .100

Medium .234

(3)

(4)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

effective in improving students’ vocabulary mastery. Besides, from the interview

result, students gave positive responses toward contextualization.

students’ experiences that makes them easy in grasping the materials given. Contextualization also motivates students to learn English. It is the result of the advantages contextualization in keeping students fun during the lesson. The last,

(5)

5.2 Limitation of the Study

5.3 Suggestions

According to the research findings, contextualization is recommended to be implemented in teaching English especially teaching vocabulary to young learners.

For English teachers, firstly, contextualization may be a recommended

method to improve the students’ vocabulary mastery. It can be applied to the

whole aspects of language proficiencies; listening, reading, speaking, and writing. Teachers are not merely demanded to select appropriate context based on

students’ daily lives but also required to create a lively atmosphere in the

(6)

THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS : REACT: Relating, Experiencing, Applying, Cooperating, and Transferring: A Quasi-Experimental Study of the Fifth Grade Students in one of Elemntary Schools in Bandung.

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Dukungan

Links

THE IMPLEMENTATION OF CONTEXTUALIZATION IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS : REACT: Relating, Experiencing, Applying, Cooperating, and Transferring: A Quasi-Experimental Study of the Fifth Grade Students in one of Elemntary Schools in Bandung.

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TEACHING VOCABULARY TO ELEMENTARY STUDENTS

Parts

Dokumen yang terkait

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THE EFFECTIVENESS OF PICTURE BOOKS IN IMPROVING STUDENTS’ SKILL IN WRITING NARRATIVE TEXT (A Quasi-Experimental Study at the Eighth Grade Students of SMP PGRI Ciputat)

Developing the Model of National Qualification Framework : A Case Study for Fifth Level in Tours and Travel Diploma

THESIS THE IMPLEMENTATION OF ENGLISH TEACHING AND LEARNING PROCESS TO STUDENTS WITH VISUAL IMPAIRMENT (A Case Study on the Ninth Grade of Junior High School at SMP YKAB Surakarta in the Academic Year of 20122013)

THE USE OF ANIMATED FILM IN TEACHING STUDENTS WRITING NARRATIVE TEXT (A Pre-Experimental Study to the Eighth Grade Students of SMPN 4 Singkawang in Academic Year 20172018) AN ARTICLE By:

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