Case-Based Learning implementation in

Vocabulary class

Written by:
Fuguh Arnori
E1D022192

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MATARAM
2023
 Preface
Assalamu`alaikum warahmatullahi wabarakatuh We give thanks to the presence of
Allah SWT who has bestowed His grace and guidance. I was able to complete the CBL (Case
based Learning) paper on this vocabulary material smoothly. This article was written to find
out the importance of vocabulary learning in case-based learning

I would like to express my thanks to the ELT Method lecturer Mrs. Hartati
Suryaningsih, M.A. who always guided and explained throughout the semester and also
directed me in completing and working on this paper. I also do not forget to thank many
reliable sources for completing this paper as references.

I realize that there are still many shortcomings in writing this paper because of my
limited abilities. Therefore, input and suggestions to make this paper better can improve and
help me to write better papers in the future.
 Table of Content
Introduction……………………………………………………………………………………1

Literature riview……………………………………………………………………………….2

Discussion
……………………………………………………………………………………..3

Conclusion……………………………………………………………………………………..4
 Introduction

Vocabulary has a very important role in learning English because it is the main basis for
understanding and conveying messages. By focusing on vocabulary, we as students can
expand our word knowledge, improve our communication skills, and can face
communication challenges with more confidence. Therefore, I think that applying case-based
learning to vocabulary skills not only improves conceptual understanding, but also expands
our overall language skills.

My reason for teaching vocabulary skills is because it presents situations that are
relevant to everyday life. This allows students to practically hone their skills and understand
the use of words in specific terms. The importance of vocabulary skills in English learning
lies in students' ability to communicate more strongly, helping students to convey ideas more
clearly and expanding their capacity for expression in English.

There are several important reasons and implications in learning English.

 Relevant Conditions
Case-based learning provides me with real and relevant context, allowing us to see
how vocabulary is used in everyday life situations and conditions. This helps improve
our understanding of the use of words in specific conditions.
 Applying Practically
We as Students can apply their vocabulary skills directly. This not only helps us
understand the meaning of words, but also develops the ability to use that vocabulary
in conversation or writing.
 Ability To Think Critically:
Case-based learning stimulates our critical thinking abilities, because they have to
analyze, interpret and respond to situations that are interconnected with each other. So
in my opinion, this not only strengthens language skills, but also builds students'
ability to respond intelligently in various contexts.
 High Motivation
We as students tend to be more motivated when we see the relevance of learning to
real life. By presenting vocabulary skills in real situations, learning becomes more
interesting and we feel that we are learning something that we can apply in everyday
life.
 Communication Skills Development
Vocabulary acquired through case-based learning helps in developing communication
skills of Students. So we can more easily express ideas, feelings and views by using
more precise and varied words.

Therefore, it is important for us as students to integrate or improve vocabulary skills into

case-based learning so that we not only understand the meaning of words, but can also apply
them effectively in everyday life and improve our overall English communication skills.
 Literatur Riview

In this section, there are several theories from some experts related to case-based learning in
Vocabulary. Here are 10 theories related to Vocabulary.

1. Contextual Theory
Contextual Theory in the context of vocabulary learning This theory emphasises the
importance of presenting words in a situational or real life context. The basic principle
is that we as students are more likely to understand, remember, and apply new
vocabulary when we can relate it to relevant context or concrete experience.
2. Project Based Learning Theory
This theory emphasizes the importance of utilizing meaningful projects or
assignments in the learning process. In the context of vocabulary learning, this
approach gives students the opportunity to apply, consolidate, and expand our
vocabulary through projects or assignments that are relevant and have clear
objectives.
3. Comprehension Theory
In this theory case-based learning highlights the importance of case situations or real
scenarios to deepen our understanding of the meaning and use of words.
4. Theory of Vocabulary Comprehension Through Experience.
This theory emphasizes to us the importance of direct experience as the main means
of strengthening vocabulary skills. as we know through direct experience, we are
actively involved in situations that involve the use of vocabulary. This can take the
form of conversation, reading, or writing that requires direct application of the words
we learn.
5. Problem Based Learning Theory
It emphasizes that understanding and solving practical problems can be an effective
method for improving vocabulary mastery. This theory focuses on conditions where
we as students are faced with real situations or problems that require understanding
and use of certain vocabulary.
6. Association Theory and Memory.
This theory emphasizes that associating words with the context of a particular case or
situation can increase our memory of that vocabulary. Association refers to the
relationship between words and a specific context, creating a mental connection.
When words are associated with a particular situation or case, we are more likely to
remember those words due to the formation of cognitive associations.
7. Role Modeling Theory
It emphasizes the importance of providing models or examples in real cases to help us
understand the appropriate use of vocabulary. By involving students in situations
where words are used correctly, they can observe and internalize the patterns and
conditions of use of these words.
8. Cognitive Activation Theory
This theory emphasizes that we as students who are actively involved in the learning
process, including vocabulary learning, tend to have better understanding and
retention. Activities such as discussion, repetition, and direct application help activate
students' cognitive processes, increasing our understanding of vocabulary.
9. Social Cognitive Theory
 This theory highlights the role of social interactions in shaping collective
understanding of vocabulary. In case-based learning, interaction between students, as
well as observation and participation in case situations, can increase shared
understanding regarding the use of vocabulary in specific situations.
10. Learning Transfer Theory:
This suggests that learning vocabulary in case contexts can facilitate the transfer of
knowledge to real situations. Engaging students in practical situations allows them to
identify and apply learned vocabulary in different situations, increasing the
practicality of their understanding.

Discussion

First of all, we must improve students' vocabulary mastery through a Collaborative-

Based Learning (CBL) approach. At the first meeting, students will be introduced to the basic
concepts of vocabulary, followed by a distribution of cases or modules that illustrate the use
of vocabulary in real contexts. The second meeting will be dedicated to collaborative
activities, where students will engage in group discussions to analyze and identify key
vocabulary. Individual assignments will then challenge them to apply the vocabulary in
sentences or texts. Then, each student will present the results of their assignment, allowing
for constructive feedback from the group and teacher. So the evaluation involves formative
assessment through active participation and individual assignments, as well as summative
assessment through presentations. We hope that this approach will not only improve
vocabulary mastery, but also develop students' communication skills and their ability to work
collaboratively.

At the third meeting, learning materials are carefully designed to create a

comprehensive learning experience. Cases or modules present a short story that not only
introduces rich vocabulary to students, but also summarizes various contexts such as history,
science, or everyday life. The objectives of this module include attracting students' interest,
providing context for vocabulary use, and motivating the learning process. Each keyword is
equipped with real sentence examples, helping students understand the meaning of the word
and how to use it. Additional resources, such as images, audio, or video, are included to
enhance students' understanding of vocabulary and create variety in learning. With this
approach, learning materials not only teach words, but also guide students to apply them
better in everyday conditions. At this fourth meeting, the learning process began by giving
cases to students as a first step in introducing the material. After that, a class discussion was
held which aimed to achieve a collective understanding of the case that had been given.
Through these discussions, students can share their understanding and discuss various aspects
of the case.

In the monitoring phase, we as teachers must always actively supervise the discussion
process and the application of vocabulary is key. The teacher or facilitator carefully observes
students' interactions during class discussions and when they apply vocabulary in context.
This active monitoring allows teachers to identify potential student difficulties or confusion
in real-time. we as Teachers provide direct feedback to students, providing praise or
correction depending on their application of vocabulary. Guidance is provided when needed,
helping students to overcome obstacles or understand concepts that may be difficult to
understand. We as teachers give assignments to students, designed to measure understanding
and application of the vocabulary that has been learned. The task given to students is to create
a narrative using the vocabulary that has been taught during the lesson. By creating
narratives, students are expected to be able to describe their understanding of the meaning
and use of these words in a meaningful context. After completing the assignment, we as
teachers ask students to present their work in front of the class. These presentations not only
give students the opportunity to share their work, but also hone their public speaking skills.

This learning objective includes two main aspects, namely students' ability to use
vocabulary appropriately and increasing their ability to express themselves. First, this goal
focuses on students' mastery of vocabulary use in appropriate contexts. Second, this learning
objective targets increasing students' ability to express themselves. By mastering vocabulary,
students are expected to be more fluent and creative in conveying their ideas, opinions or
stories. We as teachers can evaluate learning involving presentation assessments, where
students are asked to present their work in front of the class. In addition, understanding the
context of vocabulary use is also the focus of assessment, ensuring that students not only
master words in isolation, but can also use them in everyday situations.

Conclusion
so the conclusion is that the integration of vocabulary into case-based learning has a
positive impact on concept understanding, communication skills, and student engagement.
This reinforces the importance of understanding and applying vocabulary in real contexts to
develop overall English language skills. In the literature review, ten theories relevant to case-
based vocabulary learning gave me diverse views.

Some theories include contextual aspects, project-based learning, comprehension,

experience, problems, associations and memory, role modeling, cognitive activation, social
cognitive, and transfer of learning. Each theory gave me unique insight into how vocabulary
learning can be applied in the context of case-based learning.
 References
Task-based interaction and incidental vocabulary learning: a case study
Jonathan Newton. Second language research 11 (2),
https://journals.sagepub.com/doi/abs/10.1177/026765839501100207.
https://doi.org/10.1177/026765839501100207

Vocabulary Learning Through Extensive Reading: A Case Study

Senoo, Y., & Yonemoto, K. (2014). Vocabulary Learning Through Extensive Reading: A
Case Study. Canadian Journal of Applied Linguistics, 17(2), 1–22. Retrieved from
https://journals.lib.unb.ca/index.php/CJAL/article/view/22405

Intensive vocabulary learning: A case study

Tess Fitzpatrick, Ibrahim Al-Qarni, Paul Meara
Language learning journal 36 (2), 239-248, 2008
https://www.tandfonline.com/doi/abs/10.1080/09571730802390759

Language games: Solving the vocabulary problem in multi-case-base reasoning

Paolo Avesani, Conor Hayes, Marco Cova
International Conference on Case-Based Reasoning, 35-49, 2005
https://link.springer.com/chapter/10.1007/11536406_6

An indexing vocabulary for case-based explanation

David B Leake
Proceedings of the ninth National conference on Artificial intelligence-Volume 1, 10-15,
1991
https://dl.acm.org/doi/abs/10.5555/1865675.1865677