A Study on Grammar Translation Method and Contextual Teaching and Learning in Improving English Vocabulary Mastery

Dzakirah, Desi Amanta (2026) A Study on Grammar Translation Method and Contextual Teaching and Learning in Improving English Vocabulary Mastery. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Desi Amanta Dzakirah, 2026. A Study on Grammar Translation Method and Contextual Teaching and Learning in Improving English Vocabulary Mastery.
Keywords: Vocabulary Mastery, Grammar Translation Method, Contextual Teaching and Learning, Mann Whitney U Test
Vocabulary mastery is an essential component in learning English, particularly for junior high school students. However, based on preliminary observations at MTsN 1 Jember, seventh-grade students experienced difficulties in understanding and interpreting basic English vocabulary, which resulted in low learning outcomes. Therefore, it is necessary to apply appropriate teaching methods to overcome this problem. In this study The Grammar Translation Method (GTM) and Contextual Teaching and Learning (CTL) methods were chosen because they are suitable as a foundation for seventh-grade students to expand their vocabulary and address the challenges in learning vocabulary.
Therefore, This study addresses the following research question: Is there any significant difference in students’ vocabulary mastery between those taught using the Grammar Translation Method (GTM) and those taught using Contextual Teaching and Learning (CTL)? Thus this study aimed to examine the effectiveness of the GTM and CTL in improving students’ English vocabulary mastery and to determine which method was more effective.
This research employed a quantitative approach using an experimental research design. The subjects of this study were seventh-grade students of MTsN 1 Jember, consisting of an experimental class taught using the GTM and a controlled class taught using CTL method. Data were collected through vocabulary tests administered as pretests and posttests. Due to the violation of the homogeneity assumption, the data were analyzed using the Mann Whitney U test as a nonparametric alternative to the independent t-test.
The results showed that both GTM and CTL significantly improved students’ vocabulary mastery. The Mann Whitney U test revealed a significance value (p-value) of 0.000 (< 0.05), indicating a statistically significant difference between the two groups. Furthermore, the experimental class taught using GTM achieved a higher mean score improvement compared to the controlled class taught using CTL. The mean score of the experimental class increased from 58.12 in the pretest to 86.87 in the posttest, while the controlled class improved from 55.31 to 81.09. These findings indicate that the Grammar Translation Method was more effective than Contextual Teaching and Learning in improving vocabulary mastery of seventh-grade students at MTsN 1 Jember.

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