The Use of Context-Clue and Read Aloud Instruction to Enhance Junior High School Students’ Vocabulary Ability Through Literature - (Comparative Study at SMPN 1 Cisarua, Bandung Barat)

Oct 15, 2026

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This research investigates whether context-clue instruction or read aloud instruction more effectively enhances junior high school students’ vocabulary ability. Using a quantitative comparative design, the study was conducted at SMPN 1 Cisarua, Bandung Barat, involving eighth graders split into 8A (30 students) and 8B (32 students). 8A received context-clue treatment and 8B received read aloud treatment. Mann-Whitney Test results indicate no significant difference between the two instructional methods.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Method and Participants

Results and Conclusion

The Use of Context-Clue and Read Aloud Instruction to Enhance Junior High School Students’ Vocabulary Ability Through Literature (Comparative Study at SMPN 1 Cisarua, Bandung Barat) Rindu Bintang Damayanti P, Nelson Balisar Panjaitan, & Caroline V. Katemba, [rindubintang@rocketmail.com](rindubintang@rocketmail.com) Universitas Advent Indonesia Abstract The aim of this research is to find out the better method between context-clue and read aloud instruction to enhance students’ vocabulary. This research is quantitative research with comparative design. The research was conducted in SMPN 1 Cisarua, Bandung Barat. Population on this research was 8 grader of Junior High School and the sample was 8A grader that contain 30 students and 8B grader contain 32 students. 8A was given Context-Clue Instruction treatment and 8B was given Read Aloud Instruction Treatment. Statistic test that researcher used was Mann-Whitney Test. The result of this research showed there is no significant difference in enhancing vocabulary ability between students who are taught through context-clue instruction and students who are taught through read aloud instruction. Keywords: Vocabulary ability, Context-Clue Instruction, Read Aloud Instruction Introduction “English, as a world language, is taught among others in schools. Schools in abroad use English to become their language to communicate in school. And in Indonesia, English is a foreign language. That is, it is taught in schools, often widely, but it does not play an essential role in national or social life”(Broughton, 1980, p. 6) . “Nowadays, English is an official language around the world. Many people have problem for communicating because they do not know English. To exceed the problem, it is important to study English more”(Katemba et al 2011) . English has become a compulsory subject in school. Every level from elementary through university has English subject and becomes a requirement. So according to Ramelan (1992:3) the Indonesian government has made English as the first foreign language to be taught in schools. Permendiknas No. 22 of 2006 about Content Standards and Permendiknas No. 23 of 2006 about Graduates Competency Standards stated that English become a local content subject that can start to be taught from first grade until six grade. Government regulation No. 19 of 2005 about National Education Standards in chapter III of article 7, paragraph 3, 4, 5, 6, 7 discussed about language activities in elementary school, junior high school and senior high school. And also in chapter III of article 9, paragraph 2 stated that higher education must include English language courses. Darwanto (2007:1) stated that communication is a social event that can occur anywhere without knowing the place and time. Most people feel stress and difficult to speak English because they do not know or lack of the vocabulary. And because of that, the confidence of the person will be decrease and they do not want to speak out. According to Joklova (2009), vocabulary is generally a matter of remembering, unlike learning grammar, which is a system based mainly on rules. Vocabulary in English is many and it always develops to a new vocabulary. That is a big reason for people to memorize the vocabulary. But memorizing also becomes a big problem to some people because most of the words they memorize will be forgotten soon and it will happen if people do not use the words in their daily life. Indonesian people have same problem with that, especially English is a foreign language. It means that we have a lot of problem in learning English and the problem of vocabulary is oneof them. Students have a difficult time to learn vocabulary because they lack of motivation and less variety of teaching English. Those happened because they had limited span of attention to study and it was found in all students especially young learners (Broughton, p. 168-169).“In communication, students need vocabulary whic

FAQs

What is the purpose of this research?

To determine which teaching method is better for enhancing junior high school students’ vocabulary ability: context-clue instruction or read aloud instruction.

How were the participants selected and grouped?

The population consisted of eighth graders. The sample used two classes: 8A (30 students) and 8B (32 students).

What were the research findings?

The Mann-Whitney Test showed there is no significant difference in improving vocabulary ability between students taught with context-clue instruction and those taught with read aloud instruction.

Oct 15, 2026

Uploaded by Đào