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Assessment of Senior High Students' English Vocabulary Acquisition Through Context Clues

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Assessment of Senior High Students’ English Vocabulary Acquisition

through Context Clues

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction

Vocabulary learning is dominant in language acquisition, whether the


language is a second or a foreign language, and crucial to the learners overall
language acquisition. According to the study conducted by Ghaderpour,
Moghadam and Zainal (2012), the fundamental reasons for this notion is that
a lot of unknown words, which learners encounter while reading could cause
difficulties in processing the text. Students and teachers alike know that many
of the reading comprehension breakdowns experienced by students involve
word recognition and lexical access.

Finding a context clue is one of the basic strategies of all the readers to
comprehend the meaning of words in a text. Dictionary.com (2019) explained
context clues as hints that an author gives to help define a difficult or unusual
word within a book. The clue may appear within the same sentence as the
word to which it refers or it may follow in the next sentence. Because most of
our vocabulary is gained through reading, it is important that we are able to
recognize and take advantage of context clues.

Using context clues to infer unknown words during reading is a commonly


used strategy for both first language and second language readers. They
added that secondary language learners find this a difficult task due to limited
reading comprehension capacity in the target language. Indeed, compared to
consulting a dictionary, guessing word meanings from context clues can be
less disruptive for extensive reading. Yet, whether this reading strategy can
lead to effective vocabulary learning and successful comprehension of the
text, research suggests various findings.
1. What is the profile of the students in terms of;
1.1 Sex
1.2 Socio-economic status
2. Vocabulary Learning Status
3. Is there a significant difference between the male and female students’
vocabulary knowledge?
4. Is there a significant relationship between the socio-economic status
and the vocabulary knowledge of the students?

The researcher conducted the study to the students of


https://www.readnaturally.com/research/5-components-of-reading/vocabulary

https://files.eric.ed.gov/fulltext/EJ1080725.pdf
https://www.sciencedirect.com/science/article/pii/S1877042812052858
https://www.dictionary.com/e/context-clues/

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