IMPROVING STUDENTS’ VOCABULARY USE IN SPEAKING THROUGHT CONTEXT-BASED DRAWING ACTIVITIES
DOI:
https://doi.org/10.24252/jdi.v13i3.64299Keywords:
Vocabulary mastery, speaking skill, context-based drawing, english learning, junior high, schoolAbstract
This research aims to improve students' vocabulary use in speaking through context-based drawing activities. Many students at SMPN 3 Mare experience difficulties in understanding and using English vocabulary, especially nouns, verbs, and adjectives. This limitation hinders their ability to express ideas orally, understand teacher instructions, and participate confidently in classroom communication. Previous studies emphasize that speaking ability is strongly influenced by vocabulary mastery and that meaningful vocabulary learning must be contextualized to support real-life communication. Context-based drawing activities have been shown to increase students' engagement, creativity, and conceptual understanding by visualizing language in familiar contexts. Therefore, this study applies context-based drawing as a strategy to help students practice using vocabulary meaningfully while describing their drawings orally. Using a classroom action research design, data were collected through observations, speaking tests, and interviews. The results showed that the use of context-based drawing activities significantly improved students' recall, accuracy, and fluency in speaking. Students became more confident in constructing sentences and were better able to identify and use vocabulary according to its grammatical category. The results showed that context-based drawing activities were effective in creating a more engaging learning atmosphere and improving vocabulary use in speaking. This method can serve as an alternative learning strategy for English teachers to support active communication and meaningful vocabulary learning.
References
Abidin, D., Retnaningrum, E., Parinussa, J. D., & Manoppo, D. S. K. Y. (2023). Curriculum developments in Indonesia from a historical perspective. Journal of Education Research, 4(2), 443–451. https://doi.org/10.37985/jer.v4i2.175
afitri, H., Rafli, Z., & Dewanti, R. (2020). Improving students’ speaking skills through task-based learning: An action research at the English department. International Journal of Multicultural and Multireligious Understanding, 7(6), 88–99. http://dx.doi.org/10.18415/ijmmu.v7i6.164
Alqahtani M. 2015. The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34. (http://dx.doi.org/10.20472/TE.2015.3.3.002
Arikunto,Suharsimi.2002, Prosedur Penelitian, Cet. XII, Jakarta, PT. Rineka Cipta.
Berns, R.G. and Erickson, P.m., 2001. Contextual Teaching and Learning :
Blake, N. F. (2004). Howard Jackson: Grammar and Vocabulary. A Resource Book for Students (Routledge English Language Introductions Series). In Archiv für das Studium der neueren Sprachen und Literaturen (Issue 1).
Brown, H. D. (2002). Language Assessment: Principle and Classroom Practices.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson Education.
Diamond, B. L., & Gutlohn, L. (2009). Reading Rockets : Gutlohn Teaching Vocabulary Reading Rockets : Gutlohn. Readingrockets, 2006, 1–10.
Eka ria. (2021) improving vocabulary skill through storytelling in junior high school
Eka Safitri. (2011). Teaching Vocabulary Through Gesture (Case Study of Grade IV Students of PMND Putra Palopo Elementary School.
Erinawati. (2024). A systematic literature review of contextual teaching and learning in EFL speaking skills. Multicultural Education, 10(8), 4–10. https://doi.org/10.5281/zenodo.13187079
Gumarpi Z . (2024). Improving english speaking skills of youth in sei tualang labura through interactive learning methods. Epistemologi jurnal pengabdian Masyarakat dan penelitian, 2(2), 1-8. https //doi.org/10.34293/english.v7i2.325
Hadjar. (2010). Quantitative Research. July, 274.
How To Be Taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002
http://www.cord.org/uploadedfiles/NCCTE_Highlight05ContextualTeachi ngLearning.pdf. Accessed on Maret, 9th 2014.
https://doi.org/10.37307/j.1866-5381.2004.01.26
Isnaeni Astuti. (2012). the application of picture description activities in contextual teaching and learning method to improve the students activities on fifth grade of SDN Giling..
Junaid,Rusdiana. Rustan Santaria.,et.al. 2014. Fundamental English Dasar-dasar Penguasaan Bahasa Inggris. Malang : Intimedia.
Kariyani, R. 2023. An assessment of the Merdeka curriculum program’s effectiveness on history education at the penggerak school in pandeglang. Paedagogia, 12(2), 110-113. https//doi.org/10.24239/pdg.Vol12.Iss2.409
Ma, W. (2008). Participatory dialogue and participatory learning in a discussion-based graduate seminar. Journal of Adolescent & Adult Literacy, 40(2), 220–249. https://doi.org/10.1080/10862960802411943
Muthusamy (2019). Acquiring Vocabulary Through a Context - Based Approach.shanlax international journal of English. 7(2),4-10. https //doi.org/10.34293/english.v7i2.325
Nunan, David. 1991. Language Teaching Methodology. A Textbook for Teachers. London: Prentice Hall
Preparing students for the New Economy, from
Putri, S. A., Asbari, M., & Hapizi, M. Z. (2023). The development of Indonesian education: Evaluating the potential of implementing Merdeka Belajar. Journal of Information Systems and Management, 3(2), 39–46. https://doi.org/10.4444/jisma.v3i2.950
Rita saharaja. (2015). improving the vocabulary skills of eighth grade students at SMPN 8 Palopo.
Sirisrimangkorn L. (2021). Improving efl undergraduate learners’ speaking skills through project-based learning using presentation. Advances in social science, education and humanities research, 12(3), 65-72.
Wills, Jane. 1981. “Teaching English Through English, England: Longman.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Pinta Lestari; Andi Muhammad Yauri; Siti Nurul Ilmi HL.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
