Improving Students' Ability in Understanding the Unfamiliar Vocabulary Through Contextualization in Kejar Paket C PKBM Dharma Santhi Tabanan
DOI:
https://doi.org/10.53863/e-jou.v6i02.1738Keywords:
Unfamiliar Vocabulary, Contextualization Technique, Vocabulary UnderstandingAbstract
This study aimed to improve the ability of second-year students of Kejar Paket C at PKBM Dharma Santhi in understanding unfamiliar vocabulary through contextualization. The study was conducted using a Classroom Action Research (CAR) design in two cycles. The instruments included pre-tests and post-tests, and the data were analyzed using descriptive statistics. The contextualization strategy was implemented through several activities, including guiding students to identify contextual clues such as definitions, surrounding sentence patterns, and other textual information; connecting unfamiliar words with students’ daily experiences; and engaging students in collaborative vocabulary tasks in which they discussed and inferred word meanings together. The findings indicated a significant improvement in students' vocabulary comprehension, with mean scores increasing from 20.62 (pre-test) to 65.62 (post-test I), and finally to 88.75 (post-test II). These findings suggest that contextualization combined with collaborative learning can provide a practical approach to helping learners construct the meaning of unfamiliar vocabulary in a non-formal education setting. The contextualization strategy, which emphasized collaborative learning and the use of contextual clues, proved effective in enhancing students' vocabulary mastery
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