The Effect of Contextual Learning Strategy on the Basis of Language Exposure Ecology and Learning Motivation on the Matery of English Vocabulary

Students’ English achievement in schools in general is still low. There are many factors affecting this. One of the factors lays on the strategies that English teachers use in class. Most teachers still apply conventional strategies, including direct learning strategy which is teacher-centered and product-oriented. English language exposure which is very important in foreign language learning is limited. Then, it is necessary to find a strategy which is potential to provide more English language exposure and motivation for students. This study aimed to examine: (1) the difference in the mastery of English vocabulary between students taught with contextual learning strategy on the basis of language exposure ecology and those taught with direct learning strategy; (2) the difference in the mastery of vocabulary between students having high motivation and those having low motivation; (3) interaction effect of the learning strategies and motivation to students’ mastery of English vocabulary. This study used a quasi-experimental research design. In particular, it employed factorial 2x2 version non-equivalent control group. The subjects were the seventh grade students of SMP Negeri 11 Kupang, Indonesia. Of eight classes, two classes were randomly chosen, one as experimental group and the other as control group. Contextual learning strategy on the basis of language exposure ecology was applied in experimental class whereas direct learning strategy was used in control class. Data taken from both classes were then descriptively and statistically analyzed (ANOVA) using SPSS version 16.0 for windows. Results showed that (1) there was a significant difference in the mastery of English vocabulary between students in experimental group and control group. Contextual learning strategy on the basis of language exposure ecology was more effective; (2) there was a significant difference in the mastery of vocabulary between students in high motivation group and those low motivation group. High motivation students were more successful; (3) there was no interaction effect of learning strategies and motivation to students’ mastery of English vocabulary. Based on these results, teachers of English in general and those teaching at SMP level in particular are recommended to use learning strategies that provide more language exposure and motivation for students