This study aims to determine the improvement of students' English
comprehension in terms of reading. This study was conducted using quantitative
research methods with the type of research Quasi Experiment. Data were collected
from 60 students from class VII (VII A and VII B). A total of 30 students were
taken as the experimental class and 30 students as the control class. Data
collection was carried out using tests; pre-test and post-test as instruments. The
test was conducted to see whether the use of contextual vocabulary has an
influence on students' reading comprehension. The results of data analysis showed
that in the pre-test the average score of the experimental class was only 31.57 and
became 86.16 in the post-test. While in the control class, the pre-test average
value was 37.20 and the post-test average value was 77.60. This shows that the
class that used contextual vocabulary as treatment shows a significant increase.
A. Conclusion
The use of contextual vocabulary exercises in reading activities has been
proven to significantly improve students’ reading comprehension at MTsN 1
Bone. This conclusion is based on a study conducted with two groups of seventh￾grade students: the experimental class (VII A), which received treatment using
contextual vocabulary exercises, and the control class (VII B), which used
traditional reading comprehension methods without vocabulary focus.
The study involved 30 students in each class and was conducted over the
course of 8 meetings. To evaluate the effectiveness of the treatment, both classes
were given a pre-test and a post-test. The results showed that students in the
experimental class experienced a substantial improvement in their reading
comprehension scores, increasing from an average pre-test score of 31.57 to a
post-test score of 86.13. In contrast, the control class improved from 37.20 to
77.60. Although the control class also showed progress, the experimental class’s
improvement was significantly greater.
To support the validity of these findings, the researcher conducted several
statistical analyses. The normality tests using SPSS version 22 indicated that both
the pre-test and post-test data from both classes were normally distributed. The
homogeneity tests further confirmed that the sample population was
homogeneous, as the significance values were above 0.05. Most importantly, the
independent sample t-test showed a significance value (sig. 2-tailed) of 0.001,
which is below the standard threshold of 0.05. This result clearly indicates a
statistically significant difference between the performance of the two classes,
confirming the effectiveness of contextual vocabulary exercises.
In conclusion, the use of contextual vocabulary exercises in reading activities
significantly enhances students’ reading comprehension. Therefore, this method
is highly recommended for English language instruction, particularly for junior
high school students.
B. Suggestion
Based on the above conclusions, the researcher suggests the following parties:
1. It is recommended for teachers to use contextual vocabulary for students'
reading comprehension.
2. Rather than relying on rote memorization, integrating lexical items within
authentic textual frameworks enables students to internalize word
meanings in a way that mirrors real-world language use.
3. Hopefully this thesis can be useful for researchers and readers. It is
expected that readers can find out about the use of contextual vocabulary
in learning and teaching English. It is expected that future researchers
conduct research to find other significance of the use of contextual
vocabulary and other learning methods that can improve students' reading
comprehension in English.

STAR20250124

124/2025

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