The Effects of Contextualizing and Decontextualizing Techniques on Students' Vocabulary Mastery at The Eighth Grade of Al-Ihsan School , North Meruya, Kembangan, West Jakarta

prof. h. nurachman hanafi, m.a., ph.d., dr. h. gunawan suryoputro, m.hum;

The present study was conducted to respond to the students‟ low ability to
master vocabulary. This was likely due to lack of teachers‟ practice, particularly the
vocabulary teaching techniques. Therefore, the study was aimed at improving
vocabulary by comparison two techniques on mastering it. The research question was formulated as: Does contextualizing technique work more effectively than
decontextualizing on vocabulary mastery?, and do the students taught by
decontextulizing have a better vocabulary mastery than those taught by contextualizing technique in teaching it? The research design used was quasi-experimental research. The subjects were two classes of the eighth grade of Junior High School. Each class consisted of 28 students. Both of them were taught to learn targeted English words by memorizing word lists associated with their Indonesia meanings (a decontextualizing technique) and having a lot of inside and outside of the class practice. In the other group, the students were taught to learn the targeted English words by guessing meaning of the word in sentence (a contextualizing technique)