Using Contextualized Vocabulary Exercises In Pre-reading Activities to Improve Students’ Reading Comprehension at SMK Negeri 10 Malang

ABSTRAK As a complex language skill which requires the use of different abilities, reading inevitably causes difficulties to language learners. In the context of English a Foreign Language (EFL), one of the problems frequently encountered is the lack of vocabulary.This problem was also observed at SMK Negeri 10 Malang. The researcher decided to use contextualized vocabulary exercise in pre-reading stage to address the students’ problem considering its benefits as indicated by various literature. The research was a collaborative Classroom Action Research compartmented in four stages: planning, implementing, observing, and reflecting. The subjects of the study were 35 students of X-2 multimedia class at SMK Negeri 10 Malang. To collect the data, questionnaire, interview guide, observation checklist, field notes, and reading tests were used to answer the research question on how the contextualized vocabulary exercises can be used to improve the students’ reading comprehension.A success criterion was also defined as an indicator of expected improvement in the students’ reading comprehension skill by using the strategy. The strategy was found to be successful in preteaching targeted vocabulary of the texts, and improving their reading comprehension. Compared to the average scores in the preliminary study: 65; the final scores showed an increase of 14.71 points with the final average score of 79.71. In addition, 85.71% of the students successfully passed the standard criterion of 76. The procedure of using the strategy involves the activity to work on contextualized vocabulary exercises prior to whilst reading activities. While working on the exercises, the students use dictionary to assist them. After working on the exercises, there is a discussion for the answers of the exercises. The answers-discussing sessions cover the discussion of vocabulary meaning and pronunciation. After the students are ready and have understanding on the important vocabulary for the passage, the students read the texts. Eventually, in post-reading activity, they work on the comprehension questions which become the indicator for the students’ reading performance. It is highly suggested that English teachers implement the strategy in teaching reading to assist the students in comprehending the reading passages. It can be applied to all levels by considering the students’ ability. Further researchers are expected to be able to construct the exercises for students from different levels and to make good exercises that can make students associate the context with the targeted words.As a complex language skill which requires the use of different abilities, reading inevitably causes difficulties to language learners. In the context of English a Foreign Language (EFL), one of the problems frequently encountered is the lack of vocabulary.This problem was also observed at SMK Negeri 10 Malang. The researcher decided to use contextualized vocabulary exercise in pre-reading stage to address the students’ problem considering its benefits as indicated by various literature. The research was a collaborative Classroom Action Research compartmented in four stages: planning, implementing, observing, and reflecting. The subjects of the study were 35 students of X-2 multimedia class at SMK Negeri 10 Malang. To collect the data, questionnaire, interview guide, observation checklist, field notes, and reading tests were used to answer the research question on how the contextualized vocabulary exercises can be used to improve the students’ reading comprehension.A success criterion was also defined as an indicator of expected improvement in the students’ reading comprehension skill by using the strategy. The strategy was found to be successful in preteaching targeted vocabulary of the texts, and improving their reading comprehension. Compared to the average scores in the preliminary study: 65; the final scores showed an increase of 14.71 points with the final average score of 79.71. In addition, 85.71% of the students successfully passed the standard criterion of 76. The procedure of using the strategy involves the activity to work on contextualized vocabulary exercises prior to whilst reading activities. While working on the exercises, the students use dictionary to assist them. After working on the exercises, there is a discussion for the answers of the exercises. The answers-discussing sessions cover the discussion of vocabulary meaning and pronunciation. After the students are ready and have understanding on the important vocabulary for the passage, the students read the texts. Eventually, in post-reading activity, they work on the comprehension questions which become the indicator for the students’ reading performance. It is highly suggested that English teachers implement the strategy in teaching reading to assist the students in comprehending the reading passages. It can be applied to all levels by considering the students’ ability. Further researchers are expected to be able to construct the exercises for students from different levels and to make good exercises that can make students associate the context with the targeted words.