CONTEXTUALIZED AND DECONTEXTUALIZED VOCABULARY LEARNING TO ENHANCE VOCABULARY UNDERSTANDING (AN EXPERIMENTAL STUDY IN VOCABULARY LEARNING WITH MIXED-METHODS)

Abstract

This research aims to elaborate the effectiveness of both contextualized and decontextualized vocabulary learning strategy in improving students’ vocabulary understanding. This is a mixed-method study, applying QUAN-qual model. The quantitative research is conducted through quasi-experimental research and qualitative research is conducted through interview with the students after the quantitative data were collected. The subjects of this research are students in class XII A IPA as the control class and XII B IPA as the experimental class.The results show that both learning strategies are able to enhance students’ vocabulary understanding, but contextualized vocabulary learning strategy is better to be used than decontextualized vocabulary learning strategy. Based on all findings of the statistical analysis and also supported by the interview results, it can be concluded that the enhancement of the students taught by using contextualized vocabulary learning strategy is more significant than the one taught by decontextualized vocabulary learning strategy. It helps the students to enhance their understand on the meaning, possible meaning of the words, word classes, word use, and word form.