Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School

This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students. The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory. There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.

PENINGKATAN KEMAMPUAN PEMAHAMAN SISWA SMA HARAPAN 3 DELITUA DENGAN METODE CONTEXT CLUES

Kemampuan memahami teks bacaan dapat memudahkan siswa menguasai materi teks yang diajarkan. Namun, kenyataanya, siswa belum merespon dengan baik kegiatan membaca dengan pemahaman ini. Hal ini disebabkan kurangnya peranan guru dalam memberikan media yang efektif dan metode yang efisien dalam membantu siswa memahami teks bacaan. Padahal membaca dengan pemahaman merupakan faktor penting menentukan penguasaan siswa terhadap materi teks yang diajarkan. Sebagai solusi untuk meningkatkan kemampuan pemahaman siswa adalah dengan menggunakan metode membaca petunjuk konteks (context clues). Metode ini dapat digunakan untuk memudahkan siswa memahami teks bacaan menerapkan beberapa tahapan metode berupa sinonim, antonim, example and explanation. Oleh karena itu, tujuan dari kegiatan pengadian ini adalah meningkatkan kemampuan pemahaman siswa SMA Harapan 3 Delitua menggunakan metode context clues. Metode pelaksanaan kegiatan adalah ceramah, diskusi, dan pelatihan pemahaman teks bacaan bahasa Inggris menerapkan context clues. Hasil kegiatan menunjukkan bahwa adanya peningkatan pemahaman siswa terhadap teks bacaan berbahasa Inggris menerapkan context clues.

Using Context Clues in Determining Contextual Meaning of Arabic Words

Language context plays an important role in determining the meaning of a word. To understand its meaning, it is imperative that context be considered. Today, many students have difficulty understanding the meaning of Arabic words as they are unable to understand the context. However, words, phrases or sentences in a text can serve as a guide or clue to understand the meaning of unknown words. This is termed as context clues. This study aims to identify how context clues help students determine the contextual meaning of an Arabic word. Their understanding process is analysed from the critical discourse analysis perspective using a three-dimensional model introduced by Fairclough (1989). This study was conducted using a questionnaire and interviews with twenty undergraduates studying Arabic language from five Malaysian universities. Five Arabic words were selected from five news texts quoted from the Arab news portal al-Ra’i (http://alrai.com/); covering sports, economics, politics, social and technology. The words selected have many meanings, depending on the context of the sentence. Students must determine the meaning contextually by stating the context clues in the text that guided them. The findings show that context clues can help students understand the meaning of Arabic words and enhance their understanding based on its sentence context. References

The Implemetation of Contextual Redefinition Strategy for the Improvement of Reading Skill of STMIK STIKOM Indonesia’s Students

One way of improving understanding of English for Specific Purposes is through Contextual Redefinition Strategy (CRS). The implementation of CRS is meant to enhance the understanding of students of STMIK STIKOM Indonesia mostly in computers and business terms. The implementation of CRS is done through Classroom Action Research (CAR) in 3 stages of activities; those are pre-implementation, Middle Test (Cycle I) and Final Test (Cycle II). Besides, questionnaire is used with the purpose to know students’ attitude towards CRS’ implementation. The results of reading test on pre–implementation show that out of 40 students, there were 26 students did not get the lowest score 55 as the passing score of the college. After the explanation of CRS stages, middle and Final Tests tested the topics of reading texts on computers and business through search for clues in nearby words or sentences, and paragraphs of a text. Specific context clues that should be explicitly considered to understand the meaning of the sentences are definition/explanation, synonym/restatement, antonym/contrast, inference/general, and punctuation context. The results of Middle Test show that 22 students could get the score above 55, however most of students made mistakes in making redefinition based on inference/general and punctuation context. The results of Cycle II show that all students can score above 55. Besides, the results show that the students could improve their understanding for inference/general and punctuation context. The questionnaire shows that the students are motivated to acquire more and more vocabularies based on the needs for computer and business terms. The implementation of CRS does not only improve students’ ability to understand English based on its context but also enrich the vocabularies.

Using Context Clues in Sentences by Cambridge IGCSE Students to Understand the Nonliteral Meanings of Words

Purpose: The main objective of the study is to help Cambridge IGCSE students to develop their acquisition abilities as well as linguistic knowledge of figurative language to figure out the context-dependent meaning. Approach/Methodology/Design: This is a type of qualitative study on how Cambridge IGCSE students can develop their analytical thinking skills to understand figurative language through using context clues theory in order to figure out the meanings of idioms and expressions used by authors. Findings: A lot of progress in the use of figurative language was noticed. At the end of the course, students’ megacognitive skills highly improved and turned the students optimistic, after being frustrated at the beginning, to achieve the IGCSE Exams confidently. The study points out the necessity of teaching this type of language since students may encounter it in the Cambridge IGCSE Exams. It also focuses remarkably on the difference between literal and nonliteral language, and since these two are related to semantics and pragmatics, the scope of the study extended to cover the difference between the two. Practical Implications: Through TBD, periodicals help college students develop their listening and writing skills, raise awareness on problematic language areas, and avoid biases in analyzing texts. Originality/value: Through designing some sample lessons, the study tries to assist teachers to get immensely engaged in teaching different aspects of figurative language and how to approach teaching it.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH CONTEXT CLUES IN UNDERSTANDING READING TEXTS BY USING GOOGLE CLASSROOM APPLICATION AT THE GRADE XII MS 2 OF SMA NEGERI PLUS OF RIAU PROVINCE

This article reports on the purpose of the research was to explain whether context clues gives improvement toward students’ vocabulary mastery in understanding reading texts by using google classroom application at grade XII MS 2 of SMAN Plus of Riau Province, with collecting the data, checklists, field notes, and tests were used. This classroom action research consisted of two cycles constituting 3 meetings for each cycle. The result of this research shows that the students’ vocabulary mastery in understanding reading texts by using google classroom application increased in each cycles. In the first cycle, the percentage of students’ vocabulary mastery by using google classroom application was 80.60%. But, the result was not satisfactory yet. In the second cycle, the increase of students’ vocabulary mastery by using google classroom application was 90.08%. It means that there is the increase of students’ vocabulary mastery in understanding reading texts by using google classroom application in second cycles. In conclusion, the use of context clues could increase the students’ vocabulary mastery in understanding reading texts by using google classroom application.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH CONTEXT CLUES IN UNDERSTANDING READING TEXTS BY USING GOOGLE CLASSROOM APPLICATION AT THE GRADE XII MS 2 OF SMA NEGERI PLUS OF RIAU PROVINCE

This article reports on the purpose of the research was to explain whether context clues gives improvement toward students’ vocabulary mastery in understanding reading texts by using google classroom application at grade XII MS 2 of SMAN Plus of Riau Province, with collecting the data, checklists, field notes, and tests were used. This classroom action research consisted of two cycles constituting 3 meetings for each cycle. The result of this research shows that the students’ vocabulary mastery in understanding reading texts by using google classroom application increased in each cycles. In the first cycle, the percentage of students’ vocabulary mastery by using google classroom application was 80.60%. But, the result was not satisfactory yet. In the second cycle, the increase of students’ vocabulary mastery by using google classroom application was 90.08%. It means that there is the increase of students’ vocabulary mastery in understanding reading texts by using google classroom application in second cycles. In conclusion, the use of context clues could increase the students’ vocabulary mastery in understanding reading texts by using google classroom application.