Azza Azkiya, 2201413044 (2017) IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH CONTEXTUAL VOCABULARY TEACHING A Case of Year VIII Students of Junior High School in Ambal, Kabupaten Kebumen. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is written based on a study which attempts to investigate the effectiveness of contextual vocabulary teaching in improving year VIII students in one of the junior high schools in Ambal, Kabupaten Kebumen and to find out the significant difference of students’ reading comprehension achievement between the students who were taught by using contextual vocabulary teaching and those who were not. A quasi-experimental research design was applied in this study. The population of this study was year VIII students of junior high school. The samples consisted of 64 students. By using purposive random sampling, one class was taken and was labeled as the experimental group, and another class was labeled as control group. The experimental group was taught by using contextual vocabulary teaching and the control group was taught using grammar translation method. The data were gained by administering pre-test and post-test of reading comprehension test. The results analyses of the quantitative data showed that the mean scores of the experimental group increased significantly. T-test results of experimental group after utilizing the treatment showed that Sig.2 tailed (0.000) were lower than p value (0.05). It proved that the experimental group’s reading achievement improved more significant than the control group did. Consequently, the null hypothesis (H0) was rejected and the alternative hypothesis was accepted which states that there was a significant difference in students’ reading comprehension achievement which were taught using contextual vocabulary teaching. Therefore, contextual vocabulary teaching was effective to improve students’ reading comprehension achievement.

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