Contextual Teaching and Learning on Vocabulary Mastery Improvement

Abstract

This study aims to determine whether or not the seventh-grade students at Madrasah Tsanawiyah Negeri Palu Barat can increase their vocabulary through contextual teaching and learning strategies. To conduct the study, the researchers employed a simple random sampling technique with a sample size of 30 pupils. The researchers used one group of pre-test and post-test procedures. Two instruments—a test and a questionnaire—were used to gather the data. The test results were statistically examined, while the researchers also analyzed the questionnaire results descriptively. The outcome of the data analysis demonstrates that the pre-test and post-test findings differ significantly. It is shown through a 0.05 level of significance and 29 (30-1) degrees of freedom in a hypothesis test (df). The researchers discovered that the t-counted value (12.79) exceeds the value of the t-table (1.699). The hypothesis is accepted. In conclusion, using Contextual Teaching and Learning Strategy significantly improve vocabulary mastery of the seventh-grade students of Madrasah Tsanawiyah Palu Barat.