Improving students’ vocabulary mastery using contextual teaching and learning (a classroom action research at the third grade of SD Negeri Kalimacan in academic year 2009/2010)

Oleh :
Lusiana Dewi Kusumayati - K2206006 - Fak. KIP

ABSTRACT This study is based on the problems of the low vocabulary mastery of the third grade students of SD Negeri Kalimacan. This study is intended to know whether or not Contextual Teaching and Learning (CTL) will improve students’ vocabulary mastery. It also focuses on the responses of the students when Contextual Teaching and Learning (CTL) is used in the class. The study identifies the phenomenon that takes place when CTL is employed in teaching and learning vocabularies. In accordance with the study, the writer conducts an action research. The method employed in this research is Contextual Teaching and Learning. The procedure of the research consists of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and revising the plan for the following steps. The research is conducted in two cycles. Each cycle consists of two meetings. In collecting the data the writer uses observation, field notes, photographs, interviews and documents. In analyzing the data, the writer uses qualitative method and quantitative method. The result of qualitative data is analyzed by using Constant Comparative Method (CCM). In quantitative method, the writer uses tests. The test consists of pre-test and post-test. The technique to analyze the tests result is by comparing the score of pre-test and post-test. In this action research, the writer is the observer in teaching and learning process. Meanwhile, the teacher is the English teacher of SD Negeri Kalimacan. The results of this research show that Contextual Teaching and Learning can effectively improve students’ vocabulary mastery. The improvement can be seen in the form of students’ behaviour and students’ scores. The students become more active in teaching and learning process. The improvement of students’ scores can be seen from the differences between pre-test and post-test. The mean scores of pretest is 57.76 and it improves to 65.56 in the first post test and it also improves to 78.16 in the second post-test. The test results show that there is a significant improvement of students’ vocabulary mastery after the writer conducts the research. The results of the research imply that English teachers need to choose the appropriate method in teaching vocabulary. For the students, CTL promotes higher order thinking, problem solving, student engagement and involvement. It relates what student is learning to real world problems and their lives and promotes authentic methods of assessment. CTL also supports teachers who want to change. It provides professional development for teachers. The appropriate method to teach vocabulary is Contextual Teaching and Learning (CTL).