The Influence of a Contextualized KUKIS Handbook on Elementary Students’ English Vocabulary Achievement

Abstract

This study investigated the influence of a contextualized handbook developed through the KUKIS Program on elementary students’ English vocabulary achievement. Vocabulary mastery is a fundamental component of language learning, particularly for young learners who require meaningful and contextualized instructional support. The study employed a quantitative approach using a pre-experimental One-Shot Case Study design. The participants were 35 fifth- and sixth-grade students of SD Negeri 110 Lura, selected through purposive sampling. Data were collected using a vocabulary achievement test consisting of ten items, which were subjected to validity and reliability analyses before administration. The data were analyzed using descriptive statistics, normality testing, linearity testing, and simple linear regression analysis with the assistance of SPSS 17.0. The findings revealed that the instrument was valid and reliable, with a Cronbach’s Alpha coefficient of 0.623. The regression analysis showed a strong positive relationship between the use of the KUKIS handbook and students’ English vocabulary achievement (R = 0.89), with a coefficient of determination of 0.78. The regression equation, Y = 7.06 + 0.89X, indicated that increased utilization of the handbook was associated with higher vocabulary achievement. Furthermore, the significance value (p < .05) confirmed that the handbook had a statistically significant influence on students’ English vocabulary learning. The findings suggest that contextualized instructional materials incorporating familiar visual representations can effectively support vocabulary acquisition among elementary school learners. Therefore, the KUKIS handbook can be considered a valuable learning resource for improving English vocabulary achievement in primary education settings.