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All Journal English Language Teaching Methodology (ELTM) International Journal of Language, Education, and Literature (IJLEL)
Insyirah, Lilih
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Education Languange, Linguistic, Communication & Media Social Sciences

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THE EFFECT OF CONTEXTUAL REDEFINITION STRATEGY (CRS) ON STUDENTS’ VOCABULARY IN READING COMPREHENSION AT THE 10th GRADE OF SMK NEGERI 2 SELAYAR Insyirah, Lilih; Firman; Ariana
English Language Teaching Methodology Vol. 3 No. 3 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i3.311

Abstract

This study aims to find out whether Contextual Redefinition Strategy (CRS) was effective to enhance vocabulary at the 10th grade of SMK Negeri 2 Selayar. This research used quasi experimental design. The population of this research was the tenth-grade students of SMK Negeri 2 Selayar which consisted of 60 students. The sample of this research was 40 students taken by purposive sampling technique. The researcher used vocabulary test as the instrument of this research. Based on the research findings, the result showed that using Contextual Redefinition Strategy (CRS) was effective to enhance students’ vocabulary. It is proved by the means score of post–test between experimental group and control group. The means score in experimental group before and after treatment (47.15 became 89.50) and in control group before and after treatment (44.05 became 59.40) Moreover, the findings revealed that  p-value of post-test score was 0.000 with the level significance 5% (0.05). It can be concluded that p-value (0.000) < sig ɑ = (0.05, 5%). Then, the effect size gained was 2.8. Thus, it proved that Contextual Redefinition Strategy (CRS) was effective at a strong level on students’ vocabulary in reading comprehension.  
A Comparison of Students’ Perceptions Toward Listen-Read-Discuss and Contextual Redefinition Strategies in Learning Reading Comprehension (Aqualitative Study) Insyirah, Lilih; Munir; Mahmud, Murni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study focuses on exploring students’ perceptions of the Listen-Read-Discuss (LRD) Strategy and Contextual Redefinition Strategy (CRS) in enhancing reading comprehension in an EFL setting. Conducted using a qualitative approach, the research involved high school students selected through simple random sampling. Interviews were used to collect data, and thematic analysis was employed to interpret students’ experiences with the two strategies. The findings revealed that students generally responded positively to both LRD and CRS. Students appreciated the structured flow of the LRD strategy — listening to information, reading the text, and participating in discussions — although some noted challenges in maintaining concentration during the listening stage, which occasionally disrupted their comprehension. Meanwhile, students perceived CRS as beneficial in enabling them to predict and understand word meanings through contextual clues, leading to a deeper grasp of the text. Overall, while both strategies were seen as helpful, students slightly favored the CRS approach for improving their reading comprehension. Keywords: Listen-Read-Discuss, Contextual Redefinition, Reading Strategies, EFL, Student Perceptions, Reading Comprehension, Comparison.
Co-Authors Ariana Firman Munir Murni Mahmud