Istikomah Fitk

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Saya yang bertanda tangan di bawah ini ,

Nama : Istikomah
Tempat/Tgl.Lahi : Kebumen, 11 Mei 1984
NIM : 104014000324
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : Teaching Vocabulary through Contextual
Teaching and Learning
Dosen Pembimbing : Drs. Sunardi Kartowisastro Dip.Ed

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademisi atas apa yang saya tulis.
Pernyataan dibuat sebagai salah satu syarat menempuh Ujian Munaqosah

Jakarta, November 2009
Mahasiswa Ybs.

Istikomah
NIM. 104014000324

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ABSTRACT
ISTIKOMAH. 2009, Teaching Vocabulary through Contextual Teaching and
Learning (An experimental Study of the students of SMU PGRI 56
Ciputat), Skripsi, English Department, The faculty of Tarbiya University
and Teachers Training, Syarif Hidayatullah State Islamic
Adviser : Drs. Sunardi Kartowisastro Dip.ED

Key words: Contextual Teaching and Learning, and vocabulary

The purpose of this study is to describe the objective condition of the
Teaching Vocabulary through Contextual Teaching and learning at first grade
students of SMU PGRI 56 Ciputat. It includes the students vocabulary mastery
through Contextual Teaching Learning, the students motivation that can be affect
the students vocabulary mastery in teaching learning process, and the students
achievement through contextual teaching and learning in teaching vocabulary
The aim of the research is to gain the information about teaching
vocabulary through Contextual teaching and learning, moreover it is conducted to
get the effective technique in teaching vocabulary at first grade students of SMU
PGRI 56 Ciputat. Sample of the research is as much 30 students of first grade and
an English teacher. This research is using experiment method in quantitative form
by collecting data from observation, and test.
The data collected in this research analyzed by using t-test. According to
the result of statistical calculation, it is obtained the value of to (t observation) is
2,82 and the value of tt (t table) from df (28) on degree of significance of 5% is
2.05. It means that null hypothesis (Ho) which says there is no significance
influence of using contextual teaching and learning in teaching vocabulary is
rejected. It means that the alternative hypothesis (Ha) which says that there is
significance influence of teaching vocabulary through contextual teaching and
learning is accepted
Based on the finding of this study, it can be concluded that using
contextual is quite success. By using contextual, students feel more interesting
and enjoy doing activities in the class. It also can give the students the
opportunities to be active in learning English vocabulary.

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ABSTRACT

ISTIKOMAH. 2009, Teaching Vocabulary through Contextual
Teaching and Learning (An Experiment Study of The Students of
SMU PGRI 56 Ciputat), Skripsi, Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta).
Adviser: Sunardi Kartowisastro, Dip.Ed. Drs

Kata Kunci: Kosakata, dan Contextual Teaching and Learning

Tujuan dari penelitian ini adalah untuk menggambarkan suatu
kondisi yaitu pengajaran kosakata melalui pendekatan contextual
pada tingkat 1 siswa Sekolah Menengah Umum (SMU) PGRI 56
Ciputat. Tujuan tersebut antara lain, penguasaan kosakata siswa
dengan melalui pendekatan contekstual, motivasi siswa yang dapat
mempengaruhi penguasaan kosakata siswa dalam kegiatan belajar
mengajar, dan prestasi siswa yang menggunakan pndekatan
contekstual dalam pembelajaran kosakata.
Selain itu tujuan dari penelitian ini adalah untuk mendapatkan
informasi tentang pengajaran melalui pendekatan contekstual dalam
mengajar kosakata, selebihnya hal ini dilakukan untuk mendapatkan
keefektifan teknik dalam mengajar kosakata di kelas 1 siswa Sekolah
Menengah Umum (SMU) PGRI 56 Ciputat. Siswa yang termasuk
dalam penelitian ini berjumlah 30 orang dan seorang guru Bahasa
Inggris. Penelitian ini termasuk penelititan eksperimen dalam bentuk
quantitatif dengan mengumpulkan data-data dari dokumentasi,
observasi, dan test.
Data-data yang dikupulkan dalam penelitian ini dianalisa
menggunakan test-t. berdasarkan hasi statistik, telah didapatkan nilai
to (t observasi) yaitu sebesar 2.82 dan nilai dari tt (t table) dari df
(28) pada taraf signifikan 5% yaitu sebesar 2.05. dari hasil tersebut,
jelas bahwa nilai to lebih tinggi daripada tt. Selanjutnya dapat ditarik
kesimpulan bahwa hipothesis nihil (Ho), yaitu tidak ada pengaruh
yang signifikan dari penggunaan belajar aktif dalam mengajar
kosakata ditolak. Sedangkan hipothesis alternatif (Ha), yaitu ada
pengaruh yang signifikan dari penggunaan belajar contextual dalam
mengajarkan kosakata diterima.
Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa
penggunaan belajar contextual dalam mengajar kosakata adalah
cukup berhasil. Para siswa juga merasa senang dan tertarik untuk
melakukan kegiatan-kegiatan di kelas. Belajar contekstual juga dapat
memberikan siswa kesempatan untuk lebih aktif belajar kosakata
dalam Bahasa Inggris.

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SCENARIO PENGAJARAN of (Experimental Class)

Satuan Pendidikan : SMA PGRI 56 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X 3
Aspek/Skill/subskill : Vocabulary
Alokasi Waktu : 2 x 45 menit
Theme : Describing people
Tahun Pelajaran : 2008/2009

1. Standar Kompetensi
Berbicara
11 Merespon makna dalam teks fungsional pendek dan esai sederhana
berbentuk narrative, descriptive, news item, dan procedure dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
II. Kompetensi Dasar
Berbicara
11.1 merespon makna dalam bentuk teks fungsional pendek (misalnya
banner, poster, pamphlet,dll)dalam konteks kehidupan sehai-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive,
dan news item, and procedure
III. Indicator
Setelah guru memberikan instruksi latihan, siswa bisa mempraktikan
secara otomstis dalam kehidupan sehari-hari
Setelah melakukan pelatihan melalui diskusi, siswa bisa menyatakan
pendapat
Setelah melakukan pelaiahan melalui diskusi, siswa bisa menerangkan
hasil diskusi kelompok di kelas.
setelah melakuakn pelatihan melalui diskusi, siswa bisa melaporkan
hasil diskusis kelompok

IV. Tujuan pembelajaran
Pada akhir pembelajaran siswa mampu :
Mampu menerapkan pengetahuan yang telah di peroleh secara alami
Bisa merespond tindak tutur kata dalam kehidupan sehari-hari.
V. Materi pembelajaran / Uraian Matei Pokok
Describing people

VI. Teknik Sumber dan Alat Pembelajaran
Metode Pembelajaran
o contextual learning
o and role play
Sumber dan alat pembelajaran
o Kurikulum Bahasa Inggris SMA (grade X)
o Standar isi
o Buku bahasa inggris X Window on the world.

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o LKS SMA kelas X, TUNTAS
o hand out, marker, gambar yang berkaitan dengan tema.

1.Langkah-langkah Pemberlajaran
Pertemuan I
a. Kegiatan pendahuluan
o Greeting (meberi salam dan tegur sapa)
o Brainstorming activity(guru mengarahkan siswa pada topic yang
akan dibahas dengan mengajukan beberapa pertanyaan
o Guru menjelaskan tujuan pembelajaran.
b. Kegiatan Inti
o Guru memberikan contoh mendiskripsikan seseorang di lihat dari
ciri mata and hidung
o Siswa di minta mendeskripsikan teman satu bangku.
c. Kegiatan Penutup
o Guru menanayakan kesulitan yang di hadapi siswa
o Guru menyimpulkan matreri pembelajaran
o Guru memberikan hand out
o Guru menutup kegiatan belajar

Pertemuan II

Greeting (meberi salam dan tegur sapa)
Brainstorming activity(guru mengarahkan siswa pada
Guru menjelaskan tujuan pembelajarantopic yang akan dibahas dengan
mengajukan beberapa pertanyaan
b. Kegiatan Inti
a. Guru memberikan contoh mendiskripsikan seseorang di lihat dari ciri
mata and hidung
b. Siswa mendeskripsikan orang tua masing-masing.

c. Kegiatan Penutup
a. Guru menanayakan kesulitan yang di hadapi siswa
b. Guru menyimpulkan matreri pembelajaran
c. Guru memberikan hand out
d. Guru menutup kegiatan belajar

Pertemuan III
Brainstorming activity(guru mengarahkan siswa pada topic yang
Guru menjelaskan tujuan pembelajaran
b. Kegiatan Inti

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Guru memberikan contoh mendiskripsikan seseorang di lihat dari
ciri postur tubuh and roman wajah
Siswa di minta mendeskripsikan the special friend (teman khusus)
c. Kegiatan Penutup
Guru menanayakan kesulitan yang di hadapi siswa
Guru menyimpulkan matreri pembelajaran
Guru memberikan hand out
Guru menutup kegiatan belajar

Pertemuan IV
Brainstorming activity
Guru menjelaskan tujuan pembelajaran topic yang akan dibahas
dengan mengajukan beberapa pertanyaan
b. Kegiatan Inti

ciri khusus, seperti jambang, lesung pipit, tai lalat
Siswa di minta mendeskripsikan their neighbour

c. Kegiatan Penutup

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PROFIL SEKOLAH

1. Sejarah berdirinya SMA PGRI 56 Ciputat
SMA PGRI 56 Ciputat merupakan salah satu lembaga pendidikan
perjuangan bangsa yang dinaungi oleh Organisasi Persatuan Guru
Republik Indonesia (PGRI). SMA PGRI Ciputat sangat kondisten dengan
tujuannya, yaitu: menyelenggarakan pendidikan yang berkualitas dan
terjangkau oleh semua lapisan masyrakat.
Sekolah Menengah Akhir (SMA) PGRI 56 Ciputat terletak di jalan
Pendidikan no.30 Ciputat kota Tangerang Selatan 15411, Tlp.
0217409808, E-mail. Smapgri56.ciputat@yahoo.co.id. Sekolah ini
didirikan pada tahun 1982 yang berdasarkan surat keputusan akreditasi
lama /SK No. 086/102.Kep/E.84/16 Maret 1984, dan akreditasi baru yaitu
/SK No. Ma. 002937/28.00.Ma.0003.06/ 27 Juni 2006, yang berdiri diatas
lahan tanah seluas 1777 m
2
, yang dipergunakan untuk bangunan seluas
877 m
2
, halaman seluas 300 m
2
, dan untuk lapangan olahraga seluas 600
m
2
. Lahan tanah yang dipergunakan oleh SMA PGRI 56 Ciputat ini milik
tentara ABRI 203 yang di wakafkan untuk pendidikan. SMA PGRI 56
Ciputat dikepalai oleh Drs. Asep Setiadi, M.Pd sebagai kepala sekolah dan
Novia Roza, M.Pd sebagai wakil kepala sekolah.

2. Visi dan Misi serta Tujuan SMA PGRI 56 Ciputat
Visi
Menjadikan SMA PGRI 56 Ciputat sebagai Pusat Pengembangan
Pendidikan, kebanggaan masyarakat yang menghasilkan kader-
kader Bangsa yang Berkualitas yang unggul dalam IPTEK dan
IMTAQ.

Misi
a. Menyelenggarkan pendidikan umum yang bersifat nasional
b. Menghasilkan tamatan yang kompeten, terampil, dan bermutu

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c. Menghasilkan tamatan yang berguna bagi dirinya, bangsa, dan
negara
d. Menjadikan lembaga pendidikan kebanggaan masyarakat
Ciputat dan sekitarnya
e. Menyelenggarakan pendidikan yang berorientasi kepada
pengembanagn potensi siswa dalam membentuk manusia
seutuhnya.
Tujuan Sekolah
1. Tujuan jangka panjang: berisi tujuan jangka panjang sekolah (5
tahun kedepan)
2. Tujuan jangka pendek:
Berisis serangkaian tujuan jangka pendek yang mewujudkan dalam
tahunan seperti:
a. Membentuk pokja/Tim kecil sebagai pionir dalam
mengimplementasikan budaya profesional
b. Menjaring calon siswa yang berkualitas
c. Menganalisa dan mensinkronkan kurikulum dengan tuntutan
Standar Kompetensi Nasional dan Internasional
d. Meningkatkan kompetensi guru melalui sertifikasi kompetensi
e. Menjalin kerjasama dengan lembaga/PP instansi terkait, dan
masyarakat dalam rangka perkembanngan IPTEK
f. Meningkatkan pelaksanaan kegiatan ekstrakurikuler unggulan
yang sesuai dengan minat siswa
g. Meningkatkan upaya pemenuhan kebutuhan prasarana dan
sarana serta program pendidikan untuk mendukung KBM dan
hasil Belajar siswa
h. Mempersiapkan peserta didika yang bertakwa kepada Allah
Tuhan Yang Maha Esa dan berakhlak mulia.
i. Mempersiapkan peserta didik agar menjadi manusia yang
berprikepribadian, cerdas, berkualitas dan berprestasi dalam
bidang olah raga dan seni.

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j. Membekali peserta didik agar memiliki keterampilan teknologi
informasi dan komunikasi serta mampu mengembangkan diri
secara mandiri.
k. Menanamkan peserta didik sikap ulet dan gigih dalam
berkompetensi, beradaptasi dengan lingkungan dan
mengembangkan sikap sportifitas
l. Membekali peserta didik dengan Ilmu pengetahuan dan
teknologi agar mamapu bersaing dan melanjutkan ke jenjang
pendidikan yang lebih tinggi.

3. Keadaan Guru, Siswa dan Sarana Prasarana
Dalam proses belajar mengajar, sangat dibutuhkan tenaga yang
profesional agar tercipta generasi yang berkompeten dan mempunyai
skill yang memadai. Adapun tenaga pengajar yang ada di SMA PGRI
56 Ciputat tahun ajaran 2008/2009, dapat dilihat pada tabel dibawah
ini:
Tabel 4.1
Keadaan Guru SMA PGRI 56 Ciputat
Tahun Ajaran 2008/2009
No Nama Keterangan
1 Drs. Asep Setiadi, M.Pd Kepala sekolah
2 Novia Roza, M.Pd Wakasek
3 Siti Aisyah, M.Pd guru
4 Dra. Ulfiti Rahmah guru
5 Drs. Tatang Gunawan guru
6 Drs. Junaedi guru
7 Dra, Ecin Kuraesin guru
8 Dra. Tini Gustini guru
9 H. Hasan HB, M.Pd guru
10 Drs. Sidup Usman guru
11 Tatang Setiawan guru
12 M. Zaenudin ZM guru

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13 Dra. Tinelfia guru
14 Tatan. ZM, S.Ag, M.pd guru
15 Komariah S.Pd guru
16 Buyung Tarmizi guru
17 Abdul Rochim, S.Pd guru
18 Yunita Nurhidayati S.hum guru
19 Cucu Purnama Alam guru
20 Drs.Suryadi guru
21 Heru Sutanto, S.Pd guru
22 Budiyanto S.Pd guru
23 Yusep K Sukma, SE guru
24 Drs. Hartono guru
25 Eko Sulistiyo guru
26 Even Apriansyah guru
27 Eka Rostikasari S.Pd guru
28 Agus Suhandi, S.Pd.I guru
29 Rindu Harahap guru

Siswa merupakan salah satu komponen sekolah yang sangat penting.
Siswa di SMA PGRI 56 Ciputat Berjumlah 268 orang, hal ini membuktikan
antusias masyarakat untuk menyekolahkan anaknya ke SMA PGRI 56 Ciputat
ini cukup tinggi.
Adapun jumlah siswa di SMA PGRI 56 Ciputat, yaitu sebagai
berikut:
Tabel 4.2
Keadaan Siswa SMA PGRI 56 Ciputat
Kelas Jumlah
Laki-Laki
Jumlah Perempuan Jumlah Keseluruhan
X 52 orang 48 orang 100 orang

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XI 43 orang 42 orang 85 orang
XII 41 orang 42 orang 83 orang
Total 368 orang
Untuk mendukung kegiatan belajar mengajar di SMA PGRI 56 Ciputat
tersedianya fasilitas-fasilitas. Adapun saran prasarana yang ada di SMA PGRI
56 Ciputat dapat dilihat pada tabel berikut ini;

Tabel 4.3
Sarana Prasarana SMA PGRI 56 Ciputat

No. Keterangan Jumlah
1 Romel 7
2 Ruang Lab. Komputer 1
3 Ruang Lab. Bahasa 1
4 Ruang Lab. Multimedia 1
5 Ruang Kepala Sekolah 1
6 Ruang Guru 1
7 Ruang BP/ BK 1
8 Ruang TU 1
9 Ruang Perpustakaan 1
10 Kamar Mandi/ WC guru 2
11 Kamar Mandi / WC siswa 2
12 Gudang 1
13 Rumah Ibadah 1

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CHAPTER I
INTRODUCTION
This chapter presents and discusses Background of the study, Formulation
of the Problem, The objective of study, Limitation of the study, significance of the
study, Hypothesis, Definition of Key term.

A. Background of the Study
Every day all people need to communicate with each other. When they
communicate with each other, surely they use a language. It can be spoken or
written form. Language is intimately tied to mans feeling and activity. It is bound
up with nationality, religion, and the feeling of self. It is used for work, worship,
and play by everyone, be beggar or banker, savage or civilized.
1

In global era, English has reached almost every country in the world.
Global era brings great impacts on all aspects of life. People should be competent
and skillful to be able to get better lives in fully competitive world. Everyone ca
not count on his/her knowledge but he/she must be able to own life skills. Today
life skills are spoken more often in education. Students do not only have to learn
knowledge but also gain some life skills.
Communication ability, especially in English, is one of the most important
life skills, that should be mastered in facing competitive world. Communication
ability is the ability to state and express idea, thought and opinion, to analyze, to
discuss, describe, and take appropriate decision. This ability is really needed, as
the development of science, technology and information, which increase rapidly
day by day
English as an international language is spoken all over the world. In the
global era, English takes an important role as communication language used in
many sector of life, such as trading, bilateral relationship, politic, science,
technology and many others. People should understand and master English in
order to gain broader knowledge, information and technology.
In Indonesia English has taught from the elementary school up to the
University. The teaching learning process of a language, can not be separated
from the curriculum or syllabus. Based on our curriculum, the purposes of

1
Robert Lado, Language Teaching A Scientific Approach (New Delhi : McGraw Hill Publishing
Co.Ltd, 1964),p.11

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teaching English in Indonesia is students can master the four skills (reading,
writing, listening, speaking). But, in many work fields most people/students can
not state their ideas and opinion well since they are not accustomed to speaking,
feeling shy, hesitation and fear to make mistakes. Commonly, it is caused by the
limited vocabulary.
A good vocabulary is a vital part of effective communication. A command
of many words will make us a better speaker, listener, reader and writer. The
primary method of communication between people is words. Words may be used
to communicate meanings in either a written or spoken way. Without use of right
words, communication will break down.
But, vocabulary has been neglected in programs for teachers during much
of the twentieth century. Meanwhile, in recent years, the teaching of vocabulary
has assumed its rightful place as a fundamentally important aspect of language
development. Vocabulary is to be the main attention in teaching English.
Moreover, there are some researchers regarding, that vocabulary more
important than grammar. Among them is McCarthy in his book stated no matter
how well the student learns grammar, no matter how successfully the sounds of
L2 just cannot happen in any meaningful way.
2
So the first that to be master in
learning english is vocabulary.

Nevertheless, to communicate in foreign language, especially in English
written or spoken fluently, we should master grammar too. Grammar and
vocabulary are like the coin side. They can not be separated from each other.
Because both of them are basic elements of language. The opinion and the feeling
are not able to be applied well without grammar and vocabulary. Related to that
matter, Jeremy Harmer quoted from David Wilkins Without grammar, very little
can be conveyed, without vocabulary nothing can be conveyed
3

Second language learning is not a set of easy steps. It is a complex
process, involving a seemingly infinite numbers of variables. Having good
vocabulary does not come about by chance. Words and meanings have to be
learned. Learning involves some form of practice, perhaps reinforced practices.

2
Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and
Pedagogy (New York : Cambridge University Press), p.140.
3
David Wilkins, Jeremy Harmer, How to Teach Vocabulary (London : Longman. Co.
Ltd, 2002), p.13

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However it is not easy to teach vocabulary. Teaching can not be defined
apart from learning. Teaching is guiding and facilitating learning, enabling the
learner to learn, setting the condition learning. The goals of vocabulary teaching
must be more than simply covering a certain number of words on a word list.
To reach the purposes of our curriculum, in teaching English, grammar
and vocabulary must be taught in balance. The teaching learning process must be
meaningful. Rich in knowledge, whether grammar or vocabulary will not be
useful, unless it is used in live reality. Peoples linguistic ability depends not on
the amount or complexity of the language they possess, but on what they can do
with what they possess.
Teaching English as foreign language should be directed to be lively
communicative process. The teachers must be creative when they teach their
students. So the students do not feel bored. Teachers should think and do some
innovative learning by use some approaches and strategy to empower students
competence. To make vocabulary easier to learn, and make students gain their
motivation in learning English, the writer tries to apply Contextual Teaching and
learning approach. Contextual Teaching and Learning is conception that helps
teachers relate subject matter content to real world situation and motivate students
to make connection members, citizens, and others.
4
It means that when teaching
learning process the material should be related to the real life.
Through Contextual teaching and Learning the students can consolidate,
develop, and apply the knowledge and language skills in various levels, both in or
outside school. In addition, students learn to solve problems, that they encounter
by using language actively, like forming a discussion or doing simulation. That is
the reason why the writer chooses this title for her skripsi.
But, it is noticed, there is no right or best way to teach vocabulary. The
best practice in any situation will depend on the type of student, the words that are
targeted, the school system and curriculum, and many others factors.

B. Formulation of The Problem

4
Elaine B. Johnson, Contextual Teaching and Learning (California : Corwin Press,
2002), p.57

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Based on the background above, it is necessary to do an evaluation of
students on teaching learning process of English at firs grade of SMU
PGRI 56 Ciputat. The general question pf this study is Is there any
difference of students achievement between using Contextual
Teaching and Learning in teaching vocabulary and without using
Contextual Teaching and Learning in teaching vocabulary?
To specify this problem, the specific research questions are formulated as
follows:
1. How is the process of teaching vocabulary through Contextual
Teaching and Learning at first year students of SMU PGRI 56 Ciputat?
2. Does CTL affect the students vocabulary mastery?
3. Does the students motivation affect their vocabulary mastery?

C. The Objective of the Study
According to statement of formulation of the problem stated above, the
general objective of this study is to evaluate the teaching learning process
of the English subject, especially in teaching vocabulary at SMU PGRY
56 Ciputat. More specifically, the writer aims at evaluating:
1. to describe the teaching learning process of vocabulary through CTL
2. to describe the students vocabulary mastery through CTL
3. to describe the students motivation that can be affect the students
vocabulary mastery.

D. Limitation of the Study
To limit of the problems will be discuss in this skripsi the comprise of (a)
the teaching learning process of vocabulary through CTL, (b) the effect of
CTL of CTL towards the students vocabulary, (c) the effect of the
students motivation towards the students vocabulary mastery

E. Significance of the Study
The results of this study are expected for 3 (three) groups of people are :
(a) English teacher, (b) Students, (c) other researchers. To English teacher,

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the findings of this study are expected to be able to enrich the teachers
knowledge in terms of teaching English through CTL in teaching
vocabulary at first grade year of students SMU PGRI 56 Ciputat.
To students, the result of this study is expected to make the process of
learning more communicative and enjoyable so that it will increase not
only their motivation and interest but also their vocabulary in learning
English. To other researchers, the results of this study are hoped as a basic
consideration and basic information to do further investigation.

F. Hypothesis
The statistic hypothesis states
1. Alternative Hypothesis (Ha). There is significance difference between
the students vocabulary scores taught through CTL and without
through CTL for students at SMU PGRI 56 Ciputat
2. Null Hypothesis (Ho). There is no significance difference between the
students vocabulary scores taught through CTL and without through
CTL for students at SMU PGRI 56 Ciputat.
G. Definition of Key Term
For clarification, some terms in this study need to be defined as follows:
1. Contextual Teaching and Learning is An approach which studying by
connecting academic subjects with the context of their personal, social,
and cultural circumstances
2. Vocabulary is English words that are related to the meaning of the
words and the way to use them in communication
3. SMU PGRI 56 Ciputat is the acronym of Senior High School PGRI 56
Ciputat. It is under the supervision of the Department of Education
Affair.
.

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CHAPTER II
THEORITICAL FRAMEWORK

Second chapter presents theoretical framework. This chapter concerns
vocabulary; a definition of vocabulary, the kinds of vocabulary, and the problems
in teaching vocabulary. This chapter also concerned with the meaning of
Contextual Teaching and Learning

A. Vocabulary
Language consist of skills (listening, speaking. reading and writing), and
sub skills (pronunciation, grammar, and vocabulary). Words are an important
part of our life. We think with words. We also speak, listen, read, and write
with words. Words help us communicate our ideas. They also help us
understand other peoples ideas. Developing the vocabulary is one of the most
useful projects you can undertake.
Words are the basic unit of language form. Without a sufficient
vocabulary, one cannot communicate effectively or express ideas. Having a
limited vocabulary is also a barrier that prevents students from learning a
foreign language. If learners do not know how to expand their vocabulary,
they gradually lose interest in learning.
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Words regarded as most important part in learning language. Related to
that matter, Michael McCarthy, quoted from Vermeer stated
Knowing words is the key to understanding and being understood. The
bulk of learning a new language consists of learning new words. Grammatical
knowledge does not make of great proficiency in a language. (Vermeer, 1992:
147)
6

From information above, the writer conclude that when someone
learning English, the first that should be mastered is vocabularies.

5
Yang Zhihong, learning Words, www. Exchages.state.gov/forum/vol 38/no3/p.18.htm
6
McCarthy, Vermeer, Vocabulary: Description, Acquisition and Pedagogy (United
Kingdom: Cambridge University Press, 1997), p. 140.

iv

1. Definition of Vocabulary
There are definitions of vocabulary given by expert. Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list
or set of words that individual speakers of language might use.
7

While Harimuti kridalaksana says,
Kosakata adalah komponen bahasa yang memuat informasi tentang
makna dan penggunaan kata dalam suatu bahasa.
8
He says that vocabulary
is a component of a language that maintains all information about meaning
and using words in a language.

According to Merriam Websters Collegiate Dictionary,
vocabulary is :
a) A list of words and phrases, abbreviation inflectional form etc.
Usually arranged in alphabetical order defined or otherwise
identified as in a dictionary of glossary
b) An interested group of non-verbal symbols, signs, gestures, etc. Used
for communication or expression in a particular art, skill, etc.
9

Penny Ur defined that vocabulary is one of the important aspects in
teaching a language, besides grammar and pronunciation. As a stock of
words used by a person, vocabulary can be defined , roughly, as the word
we teach in foreign language.
10

And Robert Lado, defined vocabulary as means the memory of the
situation in which they have been observed and understood.
11
It means that
to know a words is to use it or to understand in situation in which the
person has not experienced it before.

7
Evelyn Hatch and Cheryl Brown, Vocabulary, semantic and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 1.
8
Harimurti Kridalaksana, Kamus linguistic, (Jakarta: PT Gramedia Pustaka Utama,
1993), p. 27.
9
Meriem Websters Ninth, New Collegiate Dictionary, (America: Meriem Webster, Inc,
1983),p. 1494
10
Penny Ur, A Course in Language Teaching: Practice and Theory, (New York:
Cambridge University Press, 1996), p.60.
11
Robert Lado, Language Teaching: A Scientific Approach, (Bombay-New Delhi :
McGraw Hill Publishing Co.Ltd, 1974), p.118

iv

Based on the definition above, the writer says that vocabulary is a list
or a stock of words, phrases, signs, codes or rules of the world, which can
be defined and identified. Surely it cannot be separated from people in all
social levels.

2. Kinds of Vocabulary
People have attempted to learn second languages from time of the
Romans, and perhaps before. In this period of more than two thousand
years, there have been numerous different approach to language
learning, each with a different perspective on vocabulary. Vocabulary
has the large area to discuss, especially in the kinds of vocabulary.
Many writer will discuss different kinds of vocabulary, but whatever
their notion the point still have same definition.
According to Djalinus Syah and Azimar Enang say,
Kosakata dibagi menjadi dua bagian , kosa kata umum dan khusus.
Kosakata umum adala kata yang digunakan secara umum, tidak ada
batasan baik tema maupun pemakaiannya. Sedangkan kosakata khusus
adalah kata yang digunakan dalam tems tertentu, profesi atau satu bidang
ilmu pengetahuan.
(Vocabulary is divided into two kinds, namely: general vocabulary and
special vocabulary. The general vocabulary of the words, that are used in
general; there is no limited or field or user. Whereas, special vocabulary is
that the words are used in certain field or job, profession or special
science).
12

Dealing with the characteristics of the words, vocabulary divided into two
kinds. They are active vocabulary and passive vocabulary.
13

a) Active Vocabulary
Active vocabulary refers to items which learner can use
appropriately in speaking or writing. And it is also called as
productive vocabulary, although in fact, it is more difficult to put
into practice.

12
Djalinus Syah and Azmir Enang, Tata Bahasa Inggris Modern dalam Tanya Jawab,
(Jakarta: CV Miswar, 1980), h.1
13
Ruth Gairns and Stuart Redman, Working with Words A Guide to Teaching and
Learning Vocabulary (Cambridge: Cambridge University Press, 1986) p. 65

iv

It means that to use the productive vocabulary, students must know
with collocation and understand the communication meaning of the word.
This type is often used in speaking and writing skills.
b) Passive Vocabulary
Passive vocabulary refers to language items that can be recognized
and understood in context of reading or listening, and it is also
called as receptive vocabulary.
According to Jack C, Gray, vocabulary divided into three (concrete
words, relative words, and abstract words).
14

a. Concrete words
Concrete words have meanings established by more or less regular
reference to actual object. For example is Chair
b. Relative words
Words for qualities have not so much a definite meaning as a direction
of meaning, and their reference in a given instance depends on the
experience and intention of the user. For instance is red.
c. Abstract words.
Words that do not have specific observable referents against which their
meaning can be checked.
There are so many statement about kinds of vocabulary. Based on Fries
statements, the writer says that vocabulary is divided two kinds, function and
contents words. The function words are closed class, we cannot add the
prepositions or auxiliaries or modals or any structure words of the language. The
content words, can be added to at any times as new scientific advances make new
words and communication about new invention necessary.

3. Problem in Teaching Vocabulary
We often believe that we need a large number of the words besides
grammar, to master English language well. This belief is not wrong

14
Jack C,Gray, Words, Words and Words about Dictionaries, (USA : Northen Illionis
University Co.Ltd 1963). P.12-13.

iv

because we must know that without a large vocabulary, it is impossible to
use the language precisely and vividly.
15

But, sometimes we have difficulties in vocabulary, in understanding
the meaning of words, in differentiating the words forms, and in applying
the words in sentences. When we find out a word, we do not know its form
grammatically, such as noun, verb, adjective, or adverb (part of speech).
When we look up the meaning of words we always find several meanings
given.
That why vocabulary is difficult. Bellow are the factors that make
some words difficult for mastering. They are:
a) Pronunciation
Research sows that words are difficult to pronounce are more difficult
to learn. Many learners find that words with cluster of consonant, such
as strength or crisps or breakfast, are problematic.
b) Spelling
Sound and spelling mismatches will be the cause of errors in
pronunciation or in spelling, and can be contribute to a word difficulty.
For example : muscle, headache
c) Length and complexity
Long words are more difficult to learn than short ones. And the
variable stresses or polysyllabic words are difficult too. For example :
necessary, necessity
d) Meaning
Words with multiple meaning such as since and still, can also be
difficulties for learners.

e) Range-connotation and Idiomatic
Words that always used in wider range will be easier than those
narrower range. For example: Thin is more used than skinny, slim,
slender.
16

15
S.H Burton and J.A. Humphries, Mastering English Language (London: The
Macmillan Press, 1992), p.65

iv

B. Contextual Teaching and Learning
1. Contextual Teaching and Learning

Philosophy of CTL is rooted from John Dewey progressivism, the students
will better learning if what they have learnt related to what they have already
know. And teaching learning process will be productive if the students are
active in the process of teaching learning. According to contextual learning
theory, learning occurs only when students (learners) process new information
or knowledge in such a way that it makes sense to them in their own frames or
reference (their own inner worlds of memory, experience, and response).
This approach to learning and teaching assumes that the mind naturally
seeks meaning in context, that is in relation to the persons current
environment, and that it does so by searching for relationships that make sense
and appear useful. Building upon this understanding, contextual learning
theory focuses on the multiple aspects of any learning environments that
incorporate as many different forms of experience as possible, social, cultural,
physical, and psychological, in working toward the desired learning
outcomes.
17

Contextual teaching and learning an instructional system, is based on the
premise hat meaning emerges from the relationship between content and its
context. Context gives meaning to content. The broader the context within
which students are able to make connection, the more meaning content will
hold for them.
18

2. Definition of Contextual Teaching and Learning
The writer found some definition about Contextual Teaching and Learning.
Based on Johnson in Contextual Teaching and Learning: What It Is and Why It
Is Here to Say, he stated that

16
Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education Limited,
2003), p.27-28
17
John Saunders. Contextually Based Learning, Fad or Proven practice in A Forum Brief:
http:/ www. Contextual Teaching Information.html. 6 May 2007.
18
Johnson, E.B. Contextual Teaching and Learning; What It Is and Why it Is Here to
Stay.(United States of America: Corwin Press, Inc. 2002), p.3

iv

The CTL system is an educational process that aims to help students see
meaning in the academic material. They are studying by connecting
academic subjects with the context of their daily lives, that is with the
context of their personal, social, and cultural circumstances.
19

Based on Nurhadi in Pembelajaran Kontekstual (CTL) dan penerapanya
dalam KBK, there is a definition about CTL from the Washington State
Consortium for Contextual Teaching and Learning; Contextual teaching
is teaching that enables students to reinforce, expand and apply their
academic knowledge and skills in a variety of in school and out-of-school
settings in order to solve simulated or real-world problems.
20

Based on the preceding definition of CTL, the writer concludes that CTL is a
conception of teaching and learning that helps the students to get a better
understanding about the knowledge as they relate to the context of real life.
Therefore Contextual learning occurs only when teachers relate subject matter
to real world situation. Students are motivated to make connections, between
knowledge and its application to their lives as family members, citizent, and
workers.
21

3. Components of Contextual Teaching and Learning
a. Constructivism
Constructivism is the philosophy of CTL approach mentioning that
knowledge is constructed gradually and the result will be expanded
through limited context and is eventually developed. It is out of the
question that a teacher can transfer all knowledge to the students.
Therefore, students should construct what they have in mind by
finding out complicated information to other situation of their own.
During classroom activities, students can refer to their experience in
lives. One thing the teacher should keep in mind that he/she can take
students to learning atmosphere which relates the lesson in class to
what is available in their real lives.

19
Johnson. p. vii
20
The Washington State Consortium for Contextual Teaching and Learning in
Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang:
Universitas Negeri Malang), p. 12
21
Robert G. Berns and Patricia M. Erickson.
http:/ www.usc. Edu/ programs/cet/resources/learn/ context. Html, January 9
th
, 2009

iv

Constructivist use the metaphor of construction because it aptly
summarizes the epistemological view that knowledge is built by
individuals.
22

b. Inquiry
On the basis of teaching, inquiry is the core of CTL process. While
designing the tasks activities in class, teachers should refer to an inquiry
activities both in reading and in speaking. Knowledge and skill that
achieved by the students expected not only from remembering the facts,
but also from self inquiry. The cycles of inquiry are observation,
questioning, hypothesis date gathering and conclusion.
c. Questioning

Questioning is not a new strategy. In teaching and learning process,
teachers have already applied this strategy. The questioning is not only
monopolized by the teacher but also is asked by the students. It is natural
to say that curiosity means questioning. If someone in curious about
something, she/he will ask questions concerning the thing she/he is
observing. Good questions can raise students interest, motivate them and
lead to attract their attention to the phenomena observed.
d. Learning community
Learning community suggest that the result of teaching and learning is
resulted from doing tasks with other students group. In other words
sharing is needed among friends, groups, and among those who have
known to those who havent. and this concept suggested that the result of
learning be achieved from cooperative with another people.
e. Modeling
Another main component that is applicable is modeling. Teaching and
learning English has quite many chances of applying modeling, begun
with phonology to passages or texts. In assigning students to write the
paragraph in form of narrative, the teacher does not only define what
narrative is, she/he also gives examples. By doing like that, the students

22
KennethTobin, The Practice of Construction in Science Education, (USA : AAAS
PRESS, 1993) p. 51

iv

know and can identify the narrative then , at the end, they apply it in their
piece of writing.

f. Reflection
Reflection plays an important role in contextual teaching and learning. In
reflection, the teacher thinks of what she/he pays more attentions to her/his
teaching. And it is open to ideas or suggestions from other people. The
teacher needs to consider several aspects such as ;earning constrains,
students motivation, interesting and challenging tasks, and ways to help
students learn. Reflection directs a teacher to act on purpose: what and
when she/he does something. Teachers can also motivate the students to
reflect about their lesson.
g. Authentic Assessment
Assessment is the on going process of gathering and analyzing
evidence of what a student can do. The term Authentic Assessment
is used to describe the multiple forms of assessment that reflect
students learning achievement, motivation, and attitudes on
instructionally-relevant classroom activities.
23

Authentic assessment challenges students to apply new academic
information and skills to a real situation for a significant purpose. It is
the tool of a mindful school clear about what it expects of the
students and about how he or she can exhibit these qualities. The
antithesis of standardized testing, authentic assessment gives young
people the chance to exhibit the full range of their abilities while
showing what they have learned.
24

4. Design of Contextual Teaching and Learning
a. Objectives
The main objectives of Contextual Teaching and Learning is to help
teachers relate subject matter content to real world situations and
motivate students to make connection between knowledge and its

23
O Malley and Pierce. Authentic Assessment for English Language Learners: Practical
Approaches for Teachers, (United States of America: Addison-Wesley Publishing Company,
2003.
24
Johnson, E.B. Contextual Teaching and Learning: what It Is Here to Stay,(United
States of America: Corwin Press,Inc.2002),p. 165

iv

application to their lives as family members, citizens, and workers
and engage in the hard work that learning requires
25

In other word, teachers objective in teaching by using CTL is to
give students opportunity to express and acquire knowledge and
information by themselves. It can be done through some strategies in
the following explanation.
b. The syllabus
The syllabus of CTL should be related to the students life. It means
that in making syllabus, the teachers should consider about
everything that is related to the students life such as their
environment, culture, social life, and so on. It is because the goal of
contextual syllabus is to increase the students motivation, to help
students in comprehending a concept, to increase communication
skill, to improve students mastery of material, and to increase
individual and social contribution

c. Types of Learning and Teaching Activities
The range of experience types and activities compatible with CTL is
unlimited. Yet, the activities should be concern with the five general
strategies of CTL. It is usually called REACT, which students for
relating, experiencing, applying, cooperating, and transferring.
26

1. Relating
Learning related with the real world experience context.
2. Experiencing
Learning focused on the exploration, discovery, and invention.
3. Applying
Learning should be presented into the context of useful.
4. Cooperating
Learning through interpersonal communication context, together, etc

25
The office of Vocational and Adult Education, U.S Departement of Education at The
Ohio State University in Partnership with Bowling Green University
http: / www.usc. Edu/ programs/ cet/ resources/ learn/ context. Htm, 9
th
January 2009
26
Jack Richards, The Context of Language Teaching,
http : // www. Texascollaborative.org/ What is CTL. Htm, December 26
thd
, 2008.

iv

5. Transferring
Learning by using the knowledge in the context or in the new situation.

d. Learners Roles
In CTL, the learner role is central and active. It is a learner-dominated
method. Learners make a lesson plan by themselves, do the activities,
experience knowledge and information, apply a concept, cooperate
with other learner and finally reflect their learning activities.

e. Teacher Roles
For the CTL approaches to be most effective in students learning,
teacher must plan, implement, reflect upon, and receive lessons. Such
plans are based on CTL principle and approaches that require teacher
to serve in the following roles : facilitator, organizer of the teaching/
learning/ assessment process, role model, learning mentor, content
specialist, and knowledge dispenser.
27

Therefore, there are some activities that should be done by a teacher :
1. Discuss a concept and basic competency that will be learnt
by students
2. Understand the background and experience of the students
3. Make a lesson plan which is related to concept,
competency, and context of application
4. Apply the lesson plan
5. Assess the students comprehension
6. Reflect and revise lesson plan.
28

7.
f. The Role of Instructional Materials

27
th
, 2009

28
The Washington State Consortium for Contextual Teaching and Learning in
Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang:
Universitas Negeri Malang),

iv

The primary role of materials in CTL is to make classroom activities as
meaningful as possible by providing the context of real life that helps students to
understand and experience the information and knowledge successfully.
Furthermore, the material that is chosen based on the students lives, will increase
their motivation and interest in studying and doing the classroom activities.
There are a number of different context types, but for our purposes, we will
concentrate on three : the students world, the outside world and formulated
information.
29

5. Principles in Contextual Teaching and learning
As explained above, that CTL helps us relate subject matter content to real
world situations and motivates students to make connections between
knowledge and its application to their personal, social, and cultural
circumstances in their lives. Therefore, the strategies in using CTL techniques
are:
30

a. Problem-based
Contextual Teaching Learning (CTL) can begin with a simulation or real
problem. Students use critical-thinking and systematic approach to inquiry
to address the problem or issue. Students may also draw upon multiple
content areas to solve theirs problem. Worthwhile problems that are
relevant to students families, school experience, workplaces, and
communities hold greater personal meaning for students.
b. Using multiple context
Theories of situated cognition suggest that knowledge cannot be separated
from the physical and social context in which it develops. How and where
a person acquires and creates knowledge is very important. CTL
experiences are enriched when students learn skills in multiple context (i.e.
school, community, workplace, family).
c. Drawing upon student diversity

29
Jeremy Harmer, The Practical of English Language Teaching, (Cambridge : Longman,
1991) p. 57
30
Contextual Teaching Learning. Htm. Presented by Carr, M., 1999

iv

On the whole, our student population is becoming more diverse, and with
increased diversity comes differences in values, social mores, and
perspective. These differences can be the impetus for learning and can add
complexity to the CTL experience. Team collaboration and group learning
activities respect students diverse histories, broaden perspectives, and
build inter-personal skills.
Students are required to work with different partners, to form different
groupings for different tasks, to engage in mingling activities, and so on.
31

d. Supported self-regulated learning.
Ultimately, students must become lifelong learners. Lifelong learners are
able to seek out, analyze, and use information with little to no supervision.
To do so, students must become more aware how they process
information, employ problem-solving strategies, and use background
knowledge. CTL experiences should allow for trial and error, provide and
build for reflection; and provide adequate support to assist to move from
dependent to independent learning.
e. Using interdependent learning groups
Students will be influenced by and will contribute to knowledge and
beliefs of others. Learning groups, or learning communities are established
in workplaces and schools in an effort to share knowledge, focus on goals,
and allow all to teach and learn from each other. When learning
communities are established in school, educator act as coaches,
facilitators, and mentors.

f. Employing authentic assessment.
Contextual Teaching Learning is intended to build knowledge and
skills in meaningful ways by engaging students in real life, or authentic
context. Assessment of learning should align with the methods and
purposes of instruction. Authentic assessment shows (among other things)
that learning has occurred; are blended into the teaching learning process;
and provide students with opportunities and direction for improvement.

31
Rose M. Senior, The Experience of Language Teaching, (Cambridge : Cambridge
University Press, 2006) p.213.

iv

Authentic assessment is used to monitor student progress and inform
teaching practices.
32

During the process of teaching and learning, teachers are indeed observing
students performance and making various evaluations of each learners, it
is what we call observation.
33
.

Many of these strategies should be used by teacher, when they teach
their students through contextual teaching learning approach. Activities
such as team teaching, cooperative learning, integrated learning can
supported the CTL approach. They are should be used in classroom
properly.

Related with the students individually needed, to apply the
ContextualTeaching and Learning (CTL), a teacher must have these
following principle:
a) Planning a suitable learning for the students developmentally
appropriate
Relationship between curriculum content and methodology that is
used to teach must be based on social condition, emotion, and
students intellectual development. For example, what have learnt
and done by Junior High School must be different with the Senior
High School have learnt and done.
b) Making independent learning groups
Student can learn from each others in a little group, and learn in a
bigger team (class). This ability is a cooperation that needed by an
adult in a work place and in any other context. However, the
students are hoped to act actively.
c) Preparing an environment that support self-regulated learning

32
th
, 2009

33
H. Douglas Brown. Language Assesment : Principles and Classroom Practices, (New
York : longaman, 2004), p.5

iv

Environment that supports self-regulated learning has three general
characteristics. They are awareness in thinking, the use of strategy,
and continuing motivation. A teacher must create an environment
where the students can reflect how they learn, finish the
assignment, face a problem, and corporate with other teacher. It is
clear that regulated learning not only related with simply minded
about the students thinking, but also helped them to use their
thinking to guide their plans, select their performance, so they can
solve a problem in a good way.

d) Considering the diversity of the students
In the class, a teacher used to teach variety students, for instance
background ethnic, social-economy status, mother language that
they use in their home, and another weakness they have. However,
a teacher is expecting to help the students to achieve their learning
purpose.
e) Pay attention to the students multiple intelligence
In using Contextual Teaching and Learning (CTL) approach, the
way of students participation in a class must be pay attention on
the need and the eight orientations learning (special-verbal,
linguistic-verbal, interpersonal, musical rhythm, naturalistic,
physic-kinesthetic, intrapersonal and logic mathematic). However,
in serving the students in a class, a teacher must be integrated any
learning strategies in Contextual Teaching and Learning (CTL)
approach, so the learning will be more effective for the students
with their intelligence.
f) Using questioning techniques to explore the students learning,
problem solving development, and high-thinking order.
In order to achieve the purpose of Contextual Teaching and
Learning, the kinds and the question levels must be spoken. The
question must be selected carefully in order to produce the high-

iv

thinking order, responses, and the action that need by the students
and all of audiences in contextual learning.
g) Applying the authentic assessment
Authentic assessment evaluates the applying of knowledge and the
students complex thinking. It is better than the students just
memorizing the actual information. Contextual teaching and
learning nature condition needs the interdisciplinary assessment
that can measure knowledge and skills deeply and in a variety way
than one disciplinary measured.

6. Vocabulary Learning Process Through Contextual Teaching and
Learning.
Contextual teaching and learning is a system of instruction based on the
philosophy that students learn when they see meaning in academic material,
and they can see meaning in schoolwork when they can connect new
information with prior knowledge and their own experience.
Therefore, when teaching vocabulary through CTL, the writer tries to give
the vocabulary material has connection with their real life. So, the students can
connect new information that they already have with their own experience.
The writer will give the procedures of teaching vocabulary through
Contextual teaching and Learning. The procedure as follows
Teacher divide the students into some groups, and then discuss together.
The teacher ask the students to describe their parents, their friends, their
neighbor, and so on.

7. The Weakness and Strength of Teaching Vocabulary Through
Contextual Teaching and Learning.
In applying CTL, on the one hand, there are always obstacles or problems that
should be faced by a teacher. In their case, it is usually called as weakness. On
the other hand, there are some things that make teacher goal of teaching and
learning process. Then, it is called the strengths of CTL.
The weakness :
a) multiple context outside classroom may be limited by the time, money,
and resource.

iv

b) It is not easy to find a problem relate to teachers subject area and
students life.
c) An authentic assessment take more time for teacher to develop and
apply
d) Most students have been spoon-fed and told what to learnt. It is
teachers task to turn them to be self regulated
e) Time consuming preparation ; in preparing a lesson plan, teacher
should recognize students diversity and then utilize those differences
to create a rich learning environment.

The strengths :
a) Dynamic, there is a number of difference people to react it, to share
ideas with. Etc : exchange of information is sometimes more natural
in smaller scale interaction.
b) Positive atmosphere : CTL can promote positive atmosphere or
affective climate need to learn a material, near by their real life (It
has relation with their environment), less inhibited, and more able to
explore possibility self expression.
c) Improving social development and encouraging students to engage in
society
d) Developing students comprehension about current issues which are
related to their lives.

iv

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the description of the research method used in the
study. It consist the research design, place and time of the research, population
and sample, instrumentation, technique of collecting the data and technique of
data analysis

A. Research Design
Research method in education (and the other social science) are often
divided into two main types : quantitative and qualitative methods. In this study,
the writer used the quantitative methods which can be defined as: Explaining
phenomena by collecting numerical data that are analyzed using mathematically
based methods (in particular statistics)
34
. In quantitative research, there are two
main types of design, experimental design and non-experimental design.

The research design of this study is that it has three characteristics
1. An independent variable is manipulated (manipulation)
2. All other variables that might affect the dependent variable are held
constant control,
3. And the effect of manipulation of the independent variable on the
dependent variable is observed

Prior to the teaching instruction, the experimental and control groups were
administered pre-test. During the session, both groups were given equal
vocabulary materials and received a slightly different teaching instruction.
In the experimental group, the students were taught vocabulary by
contextual method while those in the controlled group were taught vocabulary by
non contextual.
At the end of the session, the two groups were administered a post test as a
final evaluation of their vocabulary achievement.

34
Daniel Muijs, Doing Quantitative Research in Education, (Great Britain: Athenaeum Press Ltd,
2004) p.1

iv

B. Place and time of research
This research was carried out at Senior High School of PGRI 56 Ciputat,
which located on Jl Pendidikan, Ciputat. It began by observation to the school on
April 2009. And the research took place on May 2009.

C. Population and Sample
The population of the research is 90 students, from the level of first grade
students of SMU PGRI 56 Ciputat. There were 30 students in total which were all
included in the research and split up equal at random sampling into the
experimental and controlled group; there are 15 students in each group.

D. Instrumentation
The writer gave pre-test before the teaching process and gave post-test
after The teaching process was done in five meetings for both classes. The writer
compared the achievement of pre-test to identify the effectiveness of using
Contextual Teaching and Learning in teaching vocabulary.
To know the effect of the two methods applied, the test was used. It was
made up of : ten multiple choice, ten matching, and ten fill the blank.

E. Technique of Data Collecting
In this research, the writer used the quantitative research approach , so the
technique used to get the data which related to the teaching vocabulary by the
writer is doing some;
a. Observation
Observation technique is the main technique in collecting the data
about teaching-learning process is going on in the real English classroom
activities at first grade students of SMU PGRI 56 Ciputat on March 2009.
in this case, the researcher acted as an observer who observed the
teaching-learning process without being involved in the process.
Therefore, this technique can be categorized as non-participant
observation.
b. Documentation

iv

Documentation technique was also used to obtainthe written data
of the teaching preparation made by the English teacher. It was
carried out by copyng the English teachers documentation about
teaching preparation or English teachers lesson plan. The data
needed were recorded from all documents and analyzed them
carefully.
c. Test
The data were collected from pre-test and post-test. Before the
teaching instruction, the two groups were instructed to answer the
comprehension question about vocabulary and in the final session they
were given the other test with the same question.
The pre-test was administered in order to know the homogeneity of
the two groups in vocabulary achievement while the post-test was
undertaken in order to know the influence of the two methods previously
mentioned on students vocabulary achievement.

F. Technique of Data Analysis
Data analysis is the last step in the procedure of experiment. In this case, is
processing the data. Data processing is the step to know the result of both
experiment class and controlled class, and also their differences.
The writer used the comparative technique. The comparative technique is
an analysis technique to evaluate hypothesis concerning the differences between
two variables examined statistically.
To find the differences of students score in using CTL compared to the
students score that used the GTM in teaching vocabulary, the writer used Anas
Sudionos formula to analyze the data namely T-test
The average difference between the pre test and posttest (2 1) is
found from each group. Later on the average difference scores were compared in
order to a certain whether the experimental treatment produced a greater change
than control situation.
The statistical significance of the difference in average changes was
determined by t tt t test and the design of the research itself goes as follow :

iv

Posttest Independent
Variable
Pretest Group
2
X
1
Experimental
2
Y
1
Control

As seen from the table, X represent the experimental variable, Y represents
the controlled variable, 1 represent a pretest administered before the
experimental treatment and 2 represents a posttest after the experimental
treatment. After each group was being exposed to the treatment, the two groups
were the dependent compared to variable to asses the treatment.

Due to the fact that the subjects were drawn from population without
pairing or other relationship between the groups, the statistic computation of t test
for independent sample was used to analyzed the data. The formula is expressed
as follow:
t0
=
y x SE
Y X

Where :
t = the t ratio
X - Y = the observed difference between two means
X = mean scores in the experimental group derived from the total score of
average difference between pretest and posttest (X2 X1) ; [
X ]
which has been divided by a number of cases in experimental group, [N].

The formula form is as follow:
N
X
X
=

Y = means scores in the control group derived from the total score of average
difference between pretest and post test (Y2 Y1); [
Y ] which has been derived

by a number of cases in control group [N]. The formula form goes as follow :

iv

Y =
N
Y

SEX - Y = the standard error of the small difference between two means
(expected difference between two means when the null hypothesis is true)

Whose value is derived from the following formula:

SEx - y = Y x
SE SE
2 2
+

Prior to the computation of the
ratio
t , there are several steps to be
taken. They are as follow:

b. The differences score from each of the group was gained by subtracting each
of the students pretest score with the student posttest score. The differences
score from experimental group were variable symbolized by X while those in
control groups were variable II symbolized with Y.
c. The gained scores in each of the group were summed
d. The mean score of X variable was determined by dividing the sum of the
Difference scores in experimental group with its number of cases (
N1
)
N
X
X
1
=
e. The mean scores of the Y variable was determined by dividing the sum of the
difference scores in control group with its number of cases (
N2
)
Y =
N
Y
2

f. The deviation score of X variable was obtained by subtracting each of
students difference score in experimental group with the mean score of X
variable

=
X1
X X

g. Each of the students deviation score in X variable was squared
h. The squared deviation score in variable X were summed

iv

i. The sum of the deviation score in X variable was divided with its number of
cases and its squared was found SDx =
N
X
1
2

j. Each students deviation score in Y variable was squared
k. were summed The squared deviation scores in variable Y
l. The sum of the squared deviation score in X variable was divided with its
number of cases and its squared root was found
SDy =
N
Y
2
2

m. The standard error mean of X variable was determined by dividing the squared
root of the deviation score which had been divided by its number of cases
which had been subtracted by one.
x SE =
1
1
N
SDx

n. The standard error mean Y variable was determined by dividing the squared
root of the deviation score which had been divided by its number of cases
which had been subtracted by one
1
2
_
=
N
SD
SE
y
Y

o. The standard error of the difference between two means was determined by
adding the standard error mean of X variable with Y variable and its squared
root was found, SEx - y = Y x
SE SE
2 2
+
p. The
to
value was determined with the formula ,
t0
=
y x SE
Y X

iv

BAB IV
RESEARCH FINDING AND DISCUSSION
This chapter is used to answer 3 (three) of the research question for this
study. It presents the research findings, research discussion, and hypothesis

A. Research Finding
The data were collected from students pretest and posttest scores both in
experiment and control groups.
The result for the experimental group being taught by Contextual Learning
method were presented in table 2. Column three presents the difference between
the first and the second scores of each student. The sum of these differences
amount to + 73, The mean of the differences + 4,8 is found by dividing + 73
[
X ] by
N1
, the number of observed students or 15.

Table 2. Before and after achievement scores of 15 students in the
experimental group under Contextual Learning Method
Pretest Posttest Difference score
74 81 +7
74 74 0
74 73 -1
69 74 +5
70 81 +11
74 88 +14
62 66 +4
74 89 +15
54 72 +18
84 84 +0
81 86 +5
58 66 +8
74 73 -1
50 47 -3
88 79 -9
Total + 73

Meanwhile the result for the control group being taught by Grammar
translation Method are presented in table 3. Each column shows in table 3 exactly
presents the same thing as in table 2. Only the sum of the differences amount -

iv

71,and the mean of the differences -4,7, is found by the same way as in the
experimental group.

Table 3. before and after achievement scores of 15 students in the
controlled group under Grammar Translation Method

Pretest Posttest Difference score
77 41 -28
74 74 0
96 94 -2
84 92 +8
64 64 0
80 80 0
33 30 -3
84 86 +2
69 58 -11
51 47 -4
88 67 -21
62 66 +4
55 43 -12
72 57 -15
36 47 +11
- 71

A. Research Discussion
In order to know whether there is significant difference between students
achievements in vocabulary taught by Contextual Teaching and those taught by
Grammar Translation Method, the data are analyzed.
The results as follow :
Table 4 below shows the comparison of the pretest and posttest scores
between the experimental and control groups. As seen in table 2 and 3, the two
groups scores in general , after receiving different treatment of instruction shows
the difference. This is indicated by the mean score gained by each of the groups.

iv

Table 4. Raw score calculation in experimental and control group

X
X1

( X - X )
X
2
1
Y
Y1

( Y - Y )
Y
2
1

7 2.2 4.84 -28 -23.3 542.89
0 -4.8 23.04 0 4.7 22.09
-1 -5.8 33.64 -2 2.7 7.29
5 0.2 0.04 8 12.7 161.29
11 6.2 38.44 0 4.7 22.09
14 9.2 84.64 0 4.7 22.09
4 -0.8 0.64 -3 1.7 2.89
15 10.2 104.04 2 6.7 44.89
18 13.2 174.24 -11 -6.3 39.69
0 -4.8 23.04 -4 0.7 0.49
5 0.2 0.04 -21 -16.3 265.69
8 3.2 10.24 4 8.7 75.69
-1 -5.8 33.64 -12 -7.3 53.29
-3 -7.8 60.84 -15 -10.3 106.09
-9 -13.8 190.44 11 15.7 246.49
+ = 73 X
X1

= 1
X
2
1

=781.8
= 71 Y

Y1
=0,
5
Y
2
1

=1612.95

From the table 5, the writer got the following score

X = +73;
X1
= 1;
X
2
1
= 781.8;
= 71 Y ;
= 71 Y ;
Y1
=0.5;
Y
2
1
=1612.95 with N = 15.
Next, the writer determine the deviation score of X and Y variable as follow;

SDx
=
N
X
2
1

SDx
=
15
8 . 781

SDx
= 12 . 52

iv

SDx
= 7.21

SDy
=
N
Y
2
1

SDy
=
15
1612

SDy
= 46 . 107
SDy
= 10.36

As the
SDx
and
SDy
is gained , the standard error of X and Y variable is
determined. They are calculated as follow :

SEx
_
=
1
1
N
SDx

SEx
_
=
1 15
21 . 7

SEx
_
=
14
21 . 7

SEx
_
=
74 . 3
21 . 7

SEx
_
= 1.92

iv

1
2
N
SD
SE
y
y

1 15
36 . 10
SEy

14
36 . 10
=
SEy

74 . 3
36 . 10
=
SEy

SEy
= 77 . 2

Next the standard error of the difference between the two means was calculated.
The value was

SE
y x
SE
y x
+
=

2

2 2
) 77 . 2 ( ) 92 . 1 ( + =

y x
SE

67 . 7 68 . 3 + =

y x
SE

35 . 11 =

y x
SE

368 . 3 =

y x
SE

iv

Then the writer found the value of
tratio
by using following formula :

y x SE
Y X
t
+
=
0

368 . 3
) 7 . 4 ( 8 . 4
0

=
t

368 . 3
5 . 9
0
=
t

82 . 2
0
=
t

and to know whether the value is large enough to reject the null hypothesis, the
degree of freedom need to be calculated and the
ttable
need to be calculated. The
degree of freedom for an independent
ttest
is the number of cases in the
experimental and control groups minus 2 or

df = 2
2 1
+
N N

df = 2 15 15 +
df = 28
18 degrees of freedom was gained. Referring to the
ttable
in the appendix, the
writer found that 28 degrees of freedom
ttable
value of 2,05 was needed for
significance at the 5% level. Because the obtained
t0
value of 2,82 was greater
than this
ttable
value and was therefore significant.

C. Test of Hypothesis
In order to know whether there is significance different in the students
vocabulary achievement between those taught by Contextual and Grammar
Translation Method, further statistical analysis is needed; Hypothesis are tested.
The hypothesis proposed by the writer are as follow:

iv

d. there is significance difference between students vocabulary achievement
taught with Contextual and Grammar Translation Method (
Ha
)
e. There is no significance difference students vocabulary achievement taught
with Contextual and Grammar Translation Method (
HO
)
Statistically said that if the value of
tratio
is greater than
ttable
and is therefore
HO
is rejected and
Ha
is retained ; meanwhile if the value of
tratio
is
smaller than
ttable
, and is therefore the
HO
is retained and the
Ha
is
rejected. In formula form the statement becomes ;

t0
> =
tt

Ha

t0
<
H t o t
=
referring to the previous statistic calculation, since the value of
t0
(2,82) is greater
than that value of
tt
(2,05) at the 5 % level, consequently the null Hypothesis
(
HO
) that there is no significant difference in students vocabulary achievement
between those taught by Contextual and Grammar translation Method- is rejected.
In other words, there is significant degree in students vocabulary achievement
between those taught by Contextual and Grammar Translation Method; the
alternative Hypothesis (
Ha
) is retained.

iv

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the data analysis on chapter IV and the discussion in the
previous chapter, the writer would like to make a conclusion. After
analyzing the result of the research, the writer got the data about the score
of vocabulary through Contextual Teaching and Learning that has been
compared to the score of teaching vocabulary through Grammar
Translation Method (without Contextual Teaching and Learning).
The writer would conclude that teaching vocabulary through
Contextual Teaching and Learning are more effective than that Grammar
Translation Method. The conclusion can be seen that the result of statistic
calculation above where the value of
to
is higher than
tt
.
From the explanation above, it means that there is significant
difference between the results of teaching vocabulary through Contextual
Teaching and Learning and the teaching of vocabulary through Grammar
Translation Method (without Contextual Teaching and Learning)

B. Suggestion
After the writer made a conclusion, she tried to make some
suggestions, especially to the teacher as a person whose concern is focused
on the teaching learning process in the classroom. There are some
suggestions that can be given in relation to the writers conclusion. The
suggestions are follows :
1. The teachers of English have to be able to determine what kind of
methods that suitable to do in the classroom before the teaching
learning activity is starts
2. The teachers of English have to be able to motivate the students to
learn, so they are interested in learning English.
3. Contextual Teaching and Learning can be alternative methods in
teaching English Language to improve students ski

iv

BIBLIOGRAPHY

Berns, Robert G and Patricia M. Erickson. http:/ www.usc. Edu/
programs/cet/resources/learn/ context. Html, January 9
th
, 2009

Burton, S.H and J.A. Humphries, Mastering English Language (London: The
Macmillan Press, 1992)

C Gray, Jack, Words, Words and Words about Dictionaries, (USA : Northern
Illinois University Co.Ltd 1963).

Contextual Teaching Learning. Htm. Presented by Carr, M., 1999

Douglas Brown, H. Language Assessment : Principles and Classroom Practices,
(New York : Longman, 2004)

Gairns, Ruth and Stuart Redman, Working with Words A Guide to Teaching and
Learning Vocabulary (Cambridge: Cambridge University Press,
1986)

Harmer, Jeremy The Practical of English Language Teaching, (Cambridge :
Longman, 1991)

Hatch, Evelyn and Cheryl Brown, Vocabulary, semantic and Language
Education, (Cambridge: Cambridge University Press, 1995)

Johnson, EB, Contextual Teaching and Learning: What It Is Here to Stay,(United
States of America: Corwin Press,Inc.2002)

Lado Robert, Language Teaching A Scientific Approach (New Delhi : McGraw
Hill Publishing Co.Ltd, 1964)

Malley, O and Pierce. Authentic Assessment for English Language Learners:
Practical Approaches for Teachers, (United States of America:
Addison-Wesley Publishing Company, 2003.

Nurhadi, The Washington State Consortium for Contextual Teaching and
Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya
dalam KBK 2004. (Malang: Universitas Negeri Malang)

iv

Richards, Jack The Context of Language Teaching, http : // www.
Texascollaborative.org/ What is CTL. Htm, December 26
thd
, 2008.

Saunders, John, Contextually Based Learning, Fad or Proven practice in A Forum
Brief: http:/ www. Contextual Teaching Information.html. 6 May 2007.

Schmitt, Norbert and Michael McCarthy, Vocabulary: Description, Acquisition
and Pedagogy (New York : Cambridge University Press)

Senior, Rose M The Experience of Language Teaching, (Cambridge : Cambridge
University Press, 2006)

Sujono, Anas, Pengantar Statistik Pendidikan,( Jaskarta : PT Raja Grafindo
Persada, 2006).

Syah, Djalinus and Azmir Enang, Tata Bahasa Inggris Modern dalam Tanya
Jawab, (Jakarta: CV Miswar, 1980)

The office of Vocational and Adult Education, U.S Departement of Education at
The Ohio State University in Partnership with Bowling Green
Universityhttp: / www.usc. Edu/ programs/ cet/ resources/ learn/
context. Htm, 9
th
January 2009

Thornbury, Scott, How to Teach Vocabulary, (Harlow: Pearson Education
Limited, 2003)

Tobin, Keneth The Practice of Construction in Science Education, (USA : AAAS
PRESS, 1993)

Ur, Penny, A Course in Language Teaching: Practice and Theory, (New York:
Cambridge University Press, 1996)

Vermeer, Mc Carthy, Vocabulary: Description, Acquisition and Pedagogy
(United Kingdom: Cambridge University Press, 1997)

Wilkins, David, Jeremy Harmer, How to Teach Vocabulary (London : Longman.
Co. Ltd, 2002),

Zhihong, Yang learning Words, www. Exchages.state.gov/forum/vol 38/no3/
Syah, Djalinus and Azmir Enang, Tata Bahasa Inggris Modern
dalam Tanya Jawab, (Jakarta: CV Miswar, 1980)

iv

ACKNOWLEDGEMENT
In the name of Alloh, the Beneficent the Merciful In the name of Alloh, the Beneficent the Merciful In the name of Alloh, the Beneficent the Merciful In the name of Alloh, the Beneficent the Merciful

All praise be to Allah, Lord of the world who has bestowed upon the
writer in completing this paper. Peace and Blessing be upon to our Prophet
Muhammad SAW, his household, his companions, and his faithful followers.
The writer would like to say her great honor and deepest gratitude to her
beloved parents Abdullah Mumin (Alm) and Muljani, her brothers and sister
(Ari, Imron, Annas, Roni and Muttamimah), who always give their love, support,
motivation, and advice to finish her study.
The writer also like to address her thank and great attitude to Mr. Sunardi
Kartowisastro, who has given the writer much valuable help, the guidance, and the
advice during the completion of this paper.
The writer also realizes that she would never finish writing this paper
without the help of some people around her. Therefore she would like to give
special gratitude to : Drs. Syauki M.Pd, the Head in Department of English
Education, Miss Neneng, the Secretary in Department of English, all lecturers in
Department of English Education.
Some respect alsoshuld be addressed to Prof. Dr. Dede Rosyada, the Dean
of Faculty of Tarbiyah and Teachers Training. The writer would express her
gratitude to the Drs. Asep Setiadi, the headmaster and of SMA PGRI 56 Ciputat
who permitted the writer to do the research.
And finally, the writer realizes this skripsi is not perfect yet. Therefore, the
writer would like to later accept any constructive suggestion to make this skripsi
better.


The writer

iv

Teaching Vocabulary Through Contextual Teaching and
Learning ( An Experimental Study at the First Year
Students of SMU PGRI 56 Ciputat)

ASkripsi
Presented to the Faculty of Tarbiya and Teachers Training in
Partial Fulfillment of the Requirement for the Degree of Strata 1
(S1)

By
Istikomah
104014000324

Approved by the Advisor

Drs. Sunardi Kartowisastro, Dip.Ed
NIP. 150 022 779

EDUCATIONAL ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING
ISLAMIC STATE UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1430 H/ 2009 M

iv

TABLE OF CONTENT

CKNOWLEDGEMENT .................................................................... i
TABLE OF CONTENT .................................................................. ii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................... 1
B. Limitation of the Problem .............................................................. 4
C. Formulation of the Problem ........................................................... 4
D. The Method of the Study ............................................................... 4
E. The Use of The Study .................................................................... 5
F. Organization of Writing ................................................................. 5
CHAPTER II THORETICAL FRAMEWORK
A. Vocabulary
a. Definition of Vocabulary ............................................................... 7
b. Kinds of Vocabulary ...................................................................... 8
c. The Problem in Teaching Vocabulary ............................................ 10
B. Contextual Teaching and Learning
a. The Definition of Contextual Teaching and Learning ..................... 12
b. The Components of Contextual Teaching and Learning ................ 12
c. The Design of Contextual Teaching and Learning .......................... 15
d. The Principles of Contextual Teaching and Learning ..................... 17
e. Vocabulary Learning Process Through CTL .................................. 21
f. The Weakness and Strengths of CTL ............................................. 22
CHAPTER III RESEACH METHODOLOGY AND FINDINGS
Research Methodology ........................................................................ 23
CHAPTER IV
Research Findings ............................................................................... 27
CHAPTER V CONCLUSION AND SUGGESTION
a. Conclusion .................................................................................... 35
b. Suggestion ..................................................................................... 35

iv

List of tables

Table 1. The Description of the test.

Table 2. The score in the experiment group
Table 3. The before and after in the controlled group
Table 4. The before and after in the experimental group
Table 5. The raw calculation of controlled and experimental group

iv

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMU PGRI 56 Ciputat
Kelas/Semester : 3/genap
Aspek/Skill : Vocabulary/Writing

Standar Kompetensi
Menulis
11 Menulis kalimat sederhana dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
II. Kompetensi Dasar
Menulis
11.1 Menulis kalimat sederhana secara akurat, lancar dan berterima dalam
konteks kehidupan sehai-hari dan untuk mengakses ilmu pengetahuan
III.Indicator
Setelah di terangkan siswa mampu menangkap materi yang di
sampaikan
Setelah guru memberikan contoh, siswa bisa melaksanakan latihan
tersebut
Setelah melakukan melaksanakan latihan, siswa bisa membuat contoh
kalimat sendiri

IV. Tujuan pembelajaran
Menangkap vocabulary yang baru di terima
Bisa membuat kalimat secara benar dan akurat
Siswa bisa mepraktekan vocabulary tersebut dalam konteks kehidupan
sehari-hari

V. Materi pembelajaran / Uraian Matei Pokok

Mrs. Henny is not a tailor but she is a good housewife. She can do
almost all houseework. Mrs. Henny can also make dres for her
children. When she is going to make a dress for her daughter, at first,
she-------------------------------------------------------------------------------
-----------------------------------------------------------------------------------
-----------------------------------------------------------------------------------
-----------------------------------------------------------------------------------

VI. Metode, sumber dan alat Pembelajaran

Metode Pembelajaran: ialah Contextual Teaching and Learning

iv

Sumber pembelajaran : Buku SD 3 Students Book Smile
Media pembelajaran : jumble-letters, hand out, marker, gambar yang berkaitan
dengan tema

VII. Langkah-langkah Pemberlajaran
1. Kegiatan pendahuluan
2. Kegiatan Inti
Siswa mendengarkan materi yang dijelaskan oleh guru
Siswa menjawab pertanyaan sesuai dengan apa yang di gambarkan
oleh guru di hand out .
Siswa berdiskusi untuk menjawab pertanyaan yan berkaitan
dengan tema yang sedang di pelajari.

VIII. Kegiatan Penutup
Guru menyimpulkan materi pembelajaran
Menugaskan siswa untuk mengerjakan latihan soal dari buku
masing-masing

IX. Penilaian Proses dan Penilaian Hasil
a. Penilaian Proses
Skor yang diambil dari selama proses kegiatan belajar mengajar
berlangsung.
b. Penilaian Hasil
Skor yang diambil dari hasil yang tertera pada hand out.
c. Teknik Penilaian
Teknik :Tes tulis dan lisan
Instrumen : soal dan teks

X. Rubrik Penilaian

N
o
Uraian Skor
1
2
3
4
5

Setiap jawaban benar, tata bahasa benar dan pilihan kata tepat
Setiap jawaban benar, tata bahasa kurang benar dan pilihan kata tepat
Setiap jawaban benar, tata bahasa salah dan pilihan kata kurang tepat
Setiap jawaban benar, tata bahasa kurang benar dan pilihan kata salah
Setiap jawaban salah, tata bahasa salah dan pilihan kata salah

5
4
3
2
1

iv

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMU PGRI 56 Ciputat
Kelas/Semester : 1/genap
Tema : Family
Linguistic Aspects : Vocabulary and reading
Pertemun : 1
I.Standar Kompetensi :
Memahami makna teks fungsional pendek dan esai sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
II. Kompetensi Dasar :
Merespon makna dan langkah-langkah retorika dalam eseai sederhana secara
akurat, lancer dan berterima dalam konteks kehidupan sehai-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan
news item, and procedure
III.Indicator
Setelah guru memberikan instruksi latiahn, siswa bisa melaksanakan
latihan tersebut
pendapat
Setelah melakukan pelatihan melalui diskusi, siswa bisa menerangkan
XI. Tujuan pembelajaran
Menganalisa ide utama dan ide pendukung pada descrptive teks
Mengidentifikasi social function, text organization dan language features
pada descriptive text
XII. Materi pembelajaran / Uraian Matei Pokok
a.Descriptive text

Family
A family is a small group of people to one another by birth,
adoption or marriage, sharing a household, and caring for one
another. A group made up only of father, mother, and chidren is
called a nuclear family. The term comes from the word nucleus,
meaning a central part. It refers to the unit parents and children,
among whom ties are usually strong and long lasting. The nuclear
family lives in a single household, but it is usually part of a kinship
web. This web includes clse relativesparents and grandparents,
aunts and uncles, cousins, nieces, and nephews. In some families,

iv

visits, letters, and occasional large family reuions keep the kinship
web alive eventhough members may live apart. The kinship web
may give the nuclear family a sense of special closeness in larger
group and provide help in time of need. Close relatives share the joys
or sorrow, renew and strengthen the sense of being a part of the
kinship web.
In an extended family, a father, mother, their married sons, married
daughters, their wives and husbands and their children, all live
together. There cousins, as well as brothers and sisters for children t
play with. There are teen-aged cousins with whom the elder boys and
girls may share confidences. In the absence of father or mother, an
aunt or uncle fills the roles of parents. In tie of trouble, the member
of extended family are less affected than those of the nuclear family
by such events as deaths or separation of parents.
The simple form of family is the husband and wife without
children. Since there are no reliable method of birth control, a man,
and a women may decide before marriage that they will not have
children. They may wish to devote all their time and energy to their
carriers. Other couple who wish to have children but enable to do so,
may devote themselves to reach other become volunteers in children
organizations, or adopt one or more children or become foster
parents.
1. Define the terms!
2. How to maintain a kinship web?
3. How to prove that a kinship web is maintained?
b. The Generic Structure of Descriptive Text
Social Function Purpose
To describe a particular person, place or thing.
Text Organization
Identification, description
Language feature
Focus on specific participants
Use of attributive and identifying processes
Frequent use of epithets and classifier in nominal
Use of simple present
XIII. Metode, sumber dan alat Pembelajaran
Metode Pembelajaran ialah contextual learning
Sumber pembelajaran : Kurikulum Bahasa Inggris SMA (grade X)
Standar isi
Buku SMU X Window on the World
LKS SMA kelas X, TUNTAS
Media pembelajaran : word strips, hand out, marker, gambar yang berkaitan
dnegan tema

XIV. Langkah-langkah Pemberlajaran
1. Kegiatan pendahuluan

iv

2. Kegiatan Inti
Siswa mendengarkan teks yang diucapkanoleh guru
Siswa menjawab pertanyaan sesuai dengan apa yang di gambarkan
oleh guru dalam bentuk blank space di hand out
Siswa membentuk kelompok heterogen yang terdiri dari 4-5 orang
setiap kelompoknya.
Guru menjelaskan social function, text organization dan language
features dari text itu.
Guru meminta siswa untuk menuliskan kata-kata sulit yang
terdapat pada teks
Guru mengintruksikan para siswa agar bediskusi dengan kelompok
masing-masing untuk mengidentifikasi dan menuliskan social
function, text organization dan language features dari text itu.
Siswa berdiskusi untuk menjawab pertanyaan yan berkaitan
dengan text itu.

XV. Kegiatan Penutup
Guru menyimpulkan materi pembelajaran
Menugaskan siswa untuk mengerjakan latihan soal dari news item
text yang terdapat di LKS, untuk dikumpulakan pada pertemuan
selanjutnya

XVI. Penilaian Proses dan Penilaian Hasil
a. Penilaian Proses
Skor yang diambildari listening comprehension dan practice the dialogue.
b. Penilaian Hasil
Skor yang diambil dari hasil yang tertera pada hand out.
c. Teknik Penilaian
Teknik :Tes tulis dan lisan
Bentuk :Dialog (percakapan)
Instrumen : soal dan teks

XVII. Rubrik Penilaian

No Uraian Skor
1
2
3
4
5

Setiap jawaban benar, tata bahasa benar dan pilihan kata tepat
Setiap jawaban benar, tat bahasa kuarng benar dan pilihan kata tepat
Setiap jawaban benar, tata bahasa salah dan pilihan kata kurang tepat
Setiap jawabnan benar, tata bahasa kurang benar dan pilihan kata
salah
Seriap jawaban salah, tata bahasa salah dan pilihan kata salah

5
4
3
2
1

iv



Berbicara
III. Kompetensi Dasar
Berbicara
III. Indicator
pendapat

VII. Tujuan pembelajaran
VIII. Materi pembelajaran / Uraian Matei Pokok
Describing people

IX. Teknik Sumber dan Alat Pembelajaran
Metode Pembelajaran
o and role play
o Standar isi

iv


Pertemuan I
b. Kegiatan Inti
c. Kegiatan Penutup

Pertemuan II

b. Kegiatan Inti
mata and hidung

c. Kegiatan Penutup

Pertemuan III
b. Kegiatan Inti

iv

c. Kegiatan Penutup

Pertemuan IV
c. Kegiatan pendahuluan
d. Kegiatan Inti


c. Kegiatan Penutup

iv

Saya yang bertanda tangan di bawah ini ,

Nama : Istikomah
Tempat/Tgl.Lahi : Kebumen, 11 Mei 1984
NIM : 104014000324
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : Teaching Vocabulary through Contextual
Teaching and Learning
Dosen Pembimbing : Drs. Sunardi Kartowisastro Dip.Ed

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademisi atas apa yang saya tulis.
Pernyataan dibuat sebagai salah satu syarat menempuh Ujian Munaqosah

Mahasiswa Ybs.

Istikomah
NIM. 104014000324

SURAT PERNYATAAN SENDIRI

iv

ABSTRACT
ISTIKOMAH. 2009, Teaching Vocabulary through Contextual Teaching and
Learning (An experimental Study of the students of SMU PGRI 56
Ciputat), Skripsi, English Department, The faculty of Tarbiya University
and Teachers Training, Syarif Hidayatullah State Islamic
Adviser : Drs. Sunardi Kartowisastro Dip.ED

Key words: Contextual Teaching and Learning, and vocabulary

The purpose of this study is to describe the objective condition of the
Teaching Vocabulary through Contextual Teaching and learning at first grade
students of SMU PGRI 56 Ciputat. It includes the students vocabulary mastery
through Contextual Teaching Learning, the students motivation that can be affect
the students vocabulary mastery in teaching learning process, and the students
achievement through contextual teaching and learning in teaching vocabulary
The aim of the research is to gain the information about teaching
vocabulary through Contextual teaching and learning, moreover it is conducted to
get the effective technique in teaching vocabulary at first grade students of SMU
PGRI 56 Ciputat. Sample of the research is as much 30 students of first grade and
an English teacher. This research is using experiment method in quantitative form
by collecting data from observation, and test.
The data collected in this research analyzed by using t-test. According to
the result of statistical calculation, it is obtained the value of to (t observation) is
2,82 and the value of tt (t table) from df (28) on degree of significance of 5% is
2.05. It means that null hypothesis (Ho) which says there is no significance
influence of using contextual teaching and learning in teaching vocabulary is
rejected. It means that the alternative hypothesis (Ha) which says that there is
significance influence of teaching vocabulary through contextual teaching and
learning is accepted
Based on the finding of this study, it can be concluded that using
contextual is quite success. By using contextual, students feel more interesting
and enjoy doing activities in the class. It also can give the students the
opportunities to be active in learning English vocabulary.

iv

ABSTRACT

ISTIKOMAH. 2009, Teaching Vocabulary through Contextual
Teaching and Learning (An Experiment Study of The Students of
SMU PGRI 56 Ciputat), Skripsi, Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta).
Adviser: Sunardi Kartowisastro, Dip.Ed. Drs

Kata Kunci: Kosakata, dan Contextual Teaching and Learning

Tujuan dari penelitian ini adalah untuk menggambarkan suatu
kondisi yaitu pengajaran kosakata melalui pendekatan contextual
pada tingkat 1 siswa Sekolah Menengah Umum (SMU) PGRI 56
Ciputat. Tujuan tersebut antara lain, penguasaan kosakata siswa
dengan melalui pendekatan contekstual, motivasi siswa yang dapat
mempengaruhi penguasaan kosakata siswa dalam kegiatan belajar
mengajar, dan prestasi siswa yang menggunakan pndekatan
contekstual dalam pembelajaran kosakata.
Selain itu tujuan dari penelitian ini adalah untuk mendapatkan
informasi tentang pengajaran melalui pendekatan contekstual dalam
mengajar kosakata, selebihnya hal ini dilakukan untuk mendapatkan
keefektifan teknik dalam mengajar kosakata di kelas 1 siswa Sekolah
Menengah Umum (SMU) PGRI 56 Ciputat. Siswa yang termasuk
dalam penelitian ini berjumlah 30 orang dan seorang guru Bahasa
Inggris. Penelitian ini termasuk penelititan eksperimen dalam bentuk
quantitatif dengan mengumpulkan data-data dari dokumentasi,
observasi, dan test.
Data-data yang dikupulkan dalam penelitian ini dianalisa
menggunakan test-t. berdasarkan hasi statistik, telah didapatkan nilai
to (t observasi) yaitu sebesar 2.82 dan nilai dari tt (t table) dari df
(28) pada taraf signifikan 5% yaitu sebesar 2.05. dari hasil tersebut,
jelas bahwa nilai to lebih tinggi daripada tt. Selanjutnya dapat ditarik
kesimpulan bahwa hipothesis nihil (Ho), yaitu tidak ada pengaruh
yang signifikan dari penggunaan belajar aktif dalam mengajar
kosakata ditolak. Sedangkan hipothesis alternatif (Ha), yaitu ada
pengaruh yang signifikan dari penggunaan belajar contextual dalam
mengajarkan kosakata diterima.
Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa
penggunaan belajar contextual dalam mengajar kosakata adalah
cukup berhasil. Para siswa juga merasa senang dan tertarik untuk
melakukan kegiatan-kegiatan di kelas. Belajar contekstual juga dapat
memberikan siswa kesempatan untuk lebih aktif belajar kosakata
dalam Bahasa Inggris.

iv



Berbicara
IV. Kompetensi Dasar
Berbicara
III. Indicator
pendapat

X. Tujuan pembelajaran
XI. Materi pembelajaran / Uraian Matei Pokok
Describing people

XII. Teknik Sumber dan Alat Pembelajaran
Metode Pembelajaran
o and role play
o Standar isi

iv


Pertemuan I
b. Kegiatan Inti
c. Kegiatan Penutup

Pertemuan II

b. Kegiatan Inti
mata and hidung

c. Kegiatan Penutup

Pertemuan III
b. Kegiatan Inti

iv

c. Kegiatan Penutup

Pertemuan IV
e. Kegiatan pendahuluan
f. Kegiatan Inti


c. Kegiatan Penutup

iv

PROFIL SEKOLAH

4. Sejarah berdirinya SMA PGRI 56 Ciputat
SMA PGRI 56 Ciputat merupakan salah satu lembaga pendidikan
perjuangan bangsa yang dinaungi oleh Organisasi Persatuan Guru
Republik Indonesia (PGRI). SMA PGRI Ciputat sangat kondisten dengan
tujuannya, yaitu: menyelenggarakan pendidikan yang berkualitas dan
terjangkau oleh semua lapisan masyrakat.
Sekolah Menengah Akhir (SMA) PGRI 56 Ciputat terletak di jalan
Pendidikan no.30 Ciputat kota Tangerang Selatan 15411, Tlp.
0217409808, E-mail. Smapgri56.ciputat@yahoo.co.id. Sekolah ini
didirikan pada tahun 1982 yang berdasarkan surat keputusan akreditasi
lama /SK No. 086/102.Kep/E.84/16 Maret 1984, dan akreditasi baru yaitu
/SK No. Ma. 002937/28.00.Ma.0003.06/ 27 Juni 2006, yang berdiri diatas
lahan tanah seluas 1777 m
2
, yang dipergunakan untuk bangunan seluas
877 m
2
, halaman seluas 300 m
2
, dan untuk lapangan olahraga seluas 600
m
2
. Lahan tanah yang dipergunakan oleh SMA PGRI 56 Ciputat ini milik
tentara ABRI 203 yang di wakafkan untuk pendidikan. SMA PGRI 56
Ciputat dikepalai oleh Drs. Asep Setiadi, M.Pd sebagai kepala sekolah dan
Novia Roza, M.Pd sebagai wakil kepala sekolah.

5. Visi dan Misi serta Tujuan SMA PGRI 56 Ciputat
Visi
Menjadikan SMA PGRI 56 Ciputat sebagai Pusat Pengembangan
Pendidikan, kebanggaan masyarakat yang menghasilkan kader-
kader Bangsa yang Berkualitas yang unggul dalam IPTEK dan
IMTAQ.

Misi
f. Menyelenggarkan pendidikan umum yang bersifat nasional
g. Menghasilkan tamatan yang kompeten, terampil, dan bermutu

iv

h. Menghasilkan tamatan yang berguna bagi dirinya, bangsa, dan
negara
i. Menjadikan lembaga pendidikan kebanggaan masyarakat
Ciputat dan sekitarnya
j. Menyelenggarakan pendidikan yang berorientasi kepada
pengembanagn potensi siswa dalam membentuk manusia
seutuhnya.
Tujuan Sekolah
3. Tujuan jangka panjang: berisi tujuan jangka panjang sekolah (5
tahun kedepan)
4. Tujuan jangka pendek:
Berisis serangkaian tujuan jangka pendek yang mewujudkan dalam
tahunan seperti:
a. Membentuk pokja/Tim kecil sebagai pionir dalam
mengimplementasikan budaya profesional
b. Menjaring calon siswa yang berkualitas
c. Menganalisa dan mensinkronkan kurikulum dengan tuntutan
Standar Kompetensi Nasional dan Internasional
d. Meningkatkan kompetensi guru melalui sertifikasi kompetensi
e. Menjalin kerjasama dengan lembaga/PP instansi terkait, dan
masyarakat dalam rangka perkembanngan IPTEK
f. Meningkatkan pelaksanaan kegiatan ekstrakurikuler unggulan
yang sesuai dengan minat siswa
g. Meningkatkan upaya pemenuhan kebutuhan prasarana dan
sarana serta program pendidikan untuk mendukung KBM dan
hasil Belajar siswa
h. Mempersiapkan peserta didika yang bertakwa kepada Allah
Tuhan Yang Maha Esa dan berakhlak mulia.
i. Mempersiapkan peserta didik agar menjadi manusia yang
berprikepribadian, cerdas, berkualitas dan berprestasi dalam
bidang olah raga dan seni.

iv

j. Membekali peserta didik agar memiliki keterampilan teknologi
informasi dan komunikasi serta mampu mengembangkan diri
secara mandiri.
k. Menanamkan peserta didik sikap ulet dan gigih dalam
berkompetensi, beradaptasi dengan lingkungan dan
mengembangkan sikap sportifitas
l. Membekali peserta didik dengan Ilmu pengetahuan dan
teknologi agar mamapu bersaing dan melanjutkan ke jenjang
pendidikan yang lebih tinggi.

6. Keadaan Guru, Siswa dan Sarana Prasarana
Dalam proses belajar mengajar, sangat dibutuhkan tenaga yang
profesional agar tercipta generasi yang berkompeten dan mempunyai
skill yang memadai. Adapun tenaga pengajar yang ada di SMA PGRI
56 Ciputat tahun ajaran 2008/2009, dapat dilihat pada tabel dibawah
ini:
Tabel 4.1
Keadaan Guru SMA PGRI 56 Ciputat
No Nama Keterangan
1 Drs. Asep Setiadi, M.Pd Kepala sekolah
2 Novia Roza, M.Pd Wakasek
3 Siti Aisyah, M.Pd guru
4 Dra. Ulfiti Rahmah guru
5 Drs. Tatang Gunawan guru
6 Drs. Junaedi guru
7 Dra, Ecin Kuraesin guru
8 Dra. Tini Gustini guru
9 H. Hasan HB, M.Pd guru
10 Drs. Sidup Usman guru
11 Tatang Setiawan guru
12 M. Zaenudin ZM guru

iv

13 Dra. Tinelfia guru
14 Tatan. ZM, S.Ag, M.pd guru
15 Komariah S.Pd guru
16 Buyung Tarmizi guru
17 Abdul Rochim, S.Pd guru
18 Yunita Nurhidayati S.hum guru
19 Cucu Purnama Alam guru
20 Drs.Suryadi guru
21 Heru Sutanto, S.Pd guru
22 Budiyanto S.Pd guru
23 Yusep K Sukma, SE guru
24 Drs. Hartono guru
25 Eko Sulistiyo guru
26 Even Apriansyah guru
27 Eka Rostikasari S.Pd guru
28 Agus Suhandi, S.Pd.I guru
29 Rindu Harahap guru

Siswa merupakan salah satu komponen sekolah yang sangat penting.
Siswa di SMA PGRI 56 Ciputat Berjumlah 268 orang, hal ini membuktikan
antusias masyarakat untuk menyekolahkan anaknya ke SMA PGRI 56 Ciputat
ini cukup tinggi.
Adapun jumlah siswa di SMA PGRI 56 Ciputat, yaitu sebagai
berikut:
Tabel 4.2
Keadaan Siswa SMA PGRI 56 Ciputat
Kelas Jumlah
Laki-Laki
Jumlah Perempuan Jumlah Keseluruhan
X 52 orang 48 orang 100 orang

iv

XI 43 orang 42 orang 85 orang
XII 41 orang 42 orang 83 orang
Total 368 orang
Untuk mendukung kegiatan belajar mengajar di SMA PGRI 56 Ciputat
tersedianya fasilitas-fasilitas. Adapun saran prasarana yang ada di SMA PGRI
56 Ciputat dapat dilihat pada tabel berikut ini;

Tabel 4.3
Sarana Prasarana SMA PGRI 56 Ciputat

No. Keterangan Jumlah
1 Romel 7
2 Ruang Lab. Komputer 1
3 Ruang Lab. Bahasa 1
4 Ruang Lab. Multimedia 1
5 Ruang Kepala Sekolah 1
6 Ruang Guru 1
7 Ruang BP/ BK 1
8 Ruang TU 1
9 Ruang Perpustakaan 1
10 Kamar Mandi/ WC guru 2
11 Kamar Mandi / WC siswa 2
12 Gudang 1
13 Rumah Ibadah 1

iv

TEACHING VOCABULARY THROUGH
CONTEXTUAL TEACHING LEARNING

(An Experimental Study at the First Year
at SMA PGRI 56 Ciputat)

Advisor : Drs. Sunardi Kartowisastro Dip.Ed
NIP. 150 022 779

By:
Istikomah
104014000324

EDUCATIONAL ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
ISLAMIC STATE UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1930 H/ 2009 M

iv

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