CONTEXT CLUES

This paper is submitted to fulfil the task of English Regular

Lecture :
Urwatus Silvia Rahmah, S.S., M.Pd

By :
Group 4 - Chemistry A
Arif Hadyan Fithrony 17630023
Dani Haikal 17630040
Farikha Nikmah 17630015
Raniqul Isfahani 17630026
Sisi Susilowati Rahmah 17630001

JURUSAN KIMIA
FAKULTAS SAINS DAN TEKNOLOGI
UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM
MALANG
2018
 II. LITERATURE REVIEW

Context Clues

A. Definition
Context clues are hints found within a sentence, paragraph, or passage that
a reader can use to understand the meanings of new new or unfamiliar word
(www.mcd.edu. Accessed 25th October 2018). A contextual clues is one of
techniques that can be used in presenting new words in teaching English
vocabulary. By using contextual clues, the teacher can present the language
and understand the meaning of word in an enjoyable and relaxed atmosphere
(Lindika, 2016: 17).
As what have been discussed before, Nation (1990) assumes that context
clue is a technique of inferring meaning of unfamiliar words based on the
context. It can be done by combining our knowledge of English or simply look
at the relationship between the unfamiliar words with the other words, clauses,
sentences, or paragraphs. This is what we call guessing meaning from context.
According to Mercer (2000) assumes that a context is a mental phenomenon
that consists of whatever information listeners or readers use to make sense of
what is said or written. Harris and Hodges (1995) defined context clues as a
reading strategy used to determine the meaning of an unknown word by getting
help from the words, phrases, sentences, or illustration surrounding it that
offers direct or indirect suggestions about its meaning (Lindika, 2016: 18).
However, the use of contextual clues to infer meaning of unfamiliar words
is often neglected by the students because they do not know that contextual
clues can help them to recognize the meaning of unfamiliar words. According
to Rhoder and Huerster (2002), students might learn word meanings
incidentally by using the surrounding context or by a word learning strategy
that they have been taught explicitly. Using contextual clues as a strategy could
assist students to identify unknown words in sentences or longer texts.
Whereas, according to Murcia (1991), context clues technique is one of the
most helpful ways of recognizing new words (Lindika, 2016: 18). She
expresses her opinion as follows:

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 “The students should be allowed to read the text and confront the difficult vocabulary in
context, searching for clues, using guessing strategies and thereb working out meaning for
themselves.”

B. Types of Context Clues

There are several kinds of contextual clues, such as :
1. Definition / Explanation Clues
Sometimes a word’s or phrase’s meaning is explained immediately afer its
use. Also there is a definition presented in the text either before
or after the new word.
example:
a. Quantum Chemistry is the application of quantum mechanics to
Chemistry, making it possible to understand and predict the structure,
properties and reaction mechanism of material.
b. The photoelectric effect is a phenomenom where an electron is released
from a material that is given a beam of light, which also means the
absorption of light by the material.
2. Punctuation
Readers can also use clues of punctuation and type style to infer meaning
such as quotation marks (showing the word has a special meaning),
parentheses or brackets (enclosing a definition) and italic ( showing the
word will be defined)
example:
a. Three dimensional models (either real plastic ones or images that
incorporate perspective and shading)
b. The length of a chemical bond the distance between the centers of the
two bonded atoms (The internuclear distance)
3. Example Clues
Something when a reader finds a new word, an example might be found
nearby that helps to explain its meaning words like including, such us, and
for example, point out example clues
example:
a. Small atom of high electronegativity such as O,F,N

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 b. Structural formulas such as the one for ascorbic acid (Vitamin C)
4. Antonim
Sometimes a word or phrase is clarified by the presentation of the opposite
meaning somewhere close to its use. Look for signal words when applying
context clues.
example:
a. The ideal gas molecules do not interact with each other, the real gas
molecules interact with each other.
"Ideal gas" means the opposite of "Real gas"
b. Reject rejects between molecules causes development. However,
attraction between molecules causes shrinkage.
"Attraction" means the opposite of "Repulsion"
c. A work process of releasing heat into the environment is called
exotherm, but if it absorbs heat into the system to do work it is called an
endotherm.
"Exotherm" means the opposite of "Endotherm"
5. Synonim
The reader may discover the meaning of an unknown word because it
repeats an idea expressed in familiar words nearby. Sjynonyms are words
with the same meaning.
example :
a. Aldehyde is also useful as a solvent and perfume ingredients and as an
intermediary in the production of dyes and pharmaceuticals.
"Pharmaceuticals" mean the opposite of "Drugs"
b. They are used as sweeteners and make perfumes, middling that are
valuable in the synthesis of other compounds, and are one of the most
widely produced organic chemicals in the industry.
"Middling" mean the opposite of "Intermediates"
c. They are used as sweeteners and making perfumes, are important
intermediates in the synthesis of other compounds, and are among the
most abundantly produced organic chemicals in the industry.
"Abundantly" mean the opposite of "Overflow”

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Another example in pharagraph:

Chemical Bonding

Hydrogen bonding differs from other uses of the word “bond” since it is a
force of attraction between a hydrogen atom in one molecule and a small atom of
high electronegativity in another molecule. That is, it is an intermolecular force,
not an intermolecular force as in the common use of the word bond. When
hydrogen atoms are joined in a polar covalent bond with a small atom of high
electronegativity such as O, F, or N, the partial positive charge on the hydrogen is
highly concentrated because of its small size. If the hydrogen is close another
oxygen, fluorine or nitrogen in another molecule, then there is a force of attraction
termed a dipole-dipole interaction. This attraction or “hydrogen bond” can have
about 5%to 10% of the strength of a covalent bond. Hydrogen bonding has a very
important effect on the properties of water and ice. Hydrogen bonding is also very
important in proteins and nucleic acid and therefore in life processes. The
“unzipping” of DNA is a breaking of hydrogen bonds, which help hold the two
strands of the double helix together.

Analysis about the types ofcontext clues:

1. If the hydrogen is close another oxygen, fluorine or nitrogen in another

molecule, the there is a force of attraction termed a dipole-dipole
interaction.
“Dipole-dipole interaction” means the force of attraction.”
2. When hydrogen atoms are joined in a polar covalent bond with a small
atom of high electronegativity such as O, F, or N, the partial positive
charge on the hydrogen is highly concentrated because of its small size.
“Polar covalent” means the hydrogen bonding with else.
3. The “unzipping” of DNA is a breaking of hydrogen bonds, which help
hold the two strands of the double helix together.
“Helix” means refers to hydrogen bonds.

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4. Hydrogen bonding differs from other uses of the word “bond” since it is a
force of attraction between a hydrogen atom in one molecule and a small
atom of high electronegativity in another molecule.
“Attraction” means the power of hydrogen bonds
5. Hydrogen bonding is also very important in proteins and nucleic acid and
therefore in life processes.
“Proteins and nucleic acid” means places hydrogen bond in life processes.

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 CONCLUSION

From the explanation above, contextual clues is one of techniques that can
be used in teaching vocabulary because when the reader has common knowledge
and background information with the context, it is easier for a student to learn an
unfamiliar word. It must be essential to consider the abilities and background
knowledge of the particular reader when considering the use of contextual clues.

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 REFERENCES

Lilik Rahmawati Malik. The Implementation of Contexttual Clues to Increase

Students’ Vocabulary Mastery. Script. 2016. Pages. 17-19.

www.mcd.edu. Accessed 25th October 2018