PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · a time to love, and a time to hate; ......

THE USE OF CONTEXTUAL GUESSING STRATEGY TO ENHANCE STUDENTS’ AUTONOMY IN LEARNING VOCABULARY

A THESIS Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By Kristina Widaninggar

Student Number: 041214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iv

To every thing there is a season, and a time to every

purpose under the heaven:

a time to be born, and a time to die; a time to plant, and a time to pluck up that which is

planted; a time to kill, and a time to heal;

a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance;

a time to cast away stones, and a time to gather stones together;

a time to embrace, and a time to refrain from embracing; a time to get, and a time to lose;

a time to keep, and a time to cast away; a time to rend, and a time to sew;

a time to keep silence, and a time to speak; a time to love, and a time to hate; a time of war, and a time of peace………

HE has made everything beautiful in its time.

(Ecclesiastes 3:1-11)

Dedicated to my beloved Father and Mother...... (In Memoriam: 10 July 2004 & 11 April 2005)

......& to my future


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ABSTRACT

Widaninggar, Kristina. 2008. The Use of Contextual Guessing Strategy to Enhance Students’ Autonomy in Learning Vocabulary. Yogyakarta: Sanata Dharma University

Vocabulary mastery is undoubtedly an important part in the process of learning languages, including English. In the common practices, the lack of vocabulary mastery which commonly occurs among students is caused by the limited time of exposure to vocabulary learning in class due to the demands to the materials that should be mastered. Therefore, teachers’ tasks to motivate and facilitate their students to develop autonomous learning, especially in increasing the students’ vocabulary mastery, are absolutely needed.

This research investigated the implementation of contextual guessing strategy to enhance students’ autonomy in learning vocabulary. An action research was carried out in XI-Social 1 class of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta, along with two research problems. They were (1) how contextual guessing strategy is implemented to enhance students’ autonomy in learning vocabulary and (2) how contextual guessing strategy enhances students’ autonomy in learning vocabulary.

A classroom action research method and two data gathering instruments, which included observation and interview, were employed. There were two findings obtained from the research. First, contextual guessing strategy was implemented through several teaching and learning activities in two cycles of classroom action research, in which the phases in each classroom action research cycle were planning, acting, observing, and reflecting. Second, contextual guessing strategy enhanced students’ autonomy in learning vocabulary by promoting the use of metacognitive strategies, which included a planning of task accomplishment, problem-solving, monitoring, and evaluating.

The researcher concludes that contextual guessing strategy is implemented through the activities of group presentation, individualized learning, and student-student interaction in the two cycles of classroom action research. It is also concluded that the students’ conscious use of metacognitive strategies could lead them to autonomy in learning English vocabulary. Meanwhile, the type of learning autonomy employed by the students in this research is categorized as reactive autonomy. It is a type of autonomy where the directions are set up by the teacher (Littlewood, 1999 cited in Benson, 2001). Key words: vocabulary, contextual guessing strategy, learning autonomy


vii

ABSTRAK

Widaninggar, Kristina. 2008. The Use of Contextual Guessing Strategy to Enhance Students’ Autonomy in Learning Vocabulary. Yogyakarta: Universitas Sanata Dharma.

Penguasaan kosakata adalah bagian penting dalam proses pembelajaran bahasa asing, termasuk Bahasa Inggris. Dalam praktek sehari-hari, kurangnya penguasaan kosakata yang biasa terjadi pada siswa-siswa disebabkan oleh keterbatasan waktu untuk pemeblajaran kosakata di dalam kelas karena tuntutan materi yang harus dikuasai. Dalam hal ini, diperlukan peran para guru untuk memotivasi dan memfasilitasi siswa-siswanya agar mengembangkan kemandirian dalam belajar (autonomous learning) terutama untuk peningkatan penguasaan kosakata.

Penelitian ini mengkaji tentang penerapan strategi menebak arti kata berdasarkan untuk meningkatkan kemandirian siswa dalam belajar kosakata Bahasa Inggris. Penelitian tindakan telah dilaksanakan di kelas XI IPS 1 di SMA Pangudi Luhur Sedayu Bantul Yogyakarta dengan dua permasalahan utama yaitu: (1) bagaimana strategi menebak arti kata berdasarkan konteks diterapkan untuk meningkatkan kemandirian siswa dalam belajar kosakata dan (2) bagaimana strategi menebak arti kata berdasarkan konteks meningkatkan kemandirian siswa dalam belajar kosakata.

Dalam penelitian ini, metode penelitian tindakan kelas dan dua alat pengumpulan data, yaitu observasi dan wawancara, telah digunakan. Ada dua hasil yang diperoleh dalam penelitian ini. Satu, strategi menebak arti kata berdasarkan konteks yang digunakan dalam penelitian ini diterapkan melalui kegiatan-kegiatan belajar dan mengajar dalam 2 tahap penelitian tindakan kelas yang setiap tahapnya meliputi perencanaan, pelaksanaan, pengamatan, dan refleksi. Dua, strategi menebak arti kata berdasarkan konteks meningkatkan kemandirian siswa dengan cara meningkatkan penerapan strategi metakognitif oleh siswa. Penerapan strategi metakognitif ini mencakup perencanaan pengerjaan tugas, pencarian dan penyelesaian masalah, pemantauan, dan penilaian.

Peneliti menyimpulkan bahwa strategi menebak arti kata berdasarkan konteks diterapkan melalui kegiatan group presentation, individualized learning, dan student-student interaction. Disimpulkan pula bahwa penerapan strategi metakognitif oleh siswa secara sadar dapat membawa mereka menuju kemandirian dalam belajar kosakata Bahasa Inggris. Sementara itu, kemandirian belajar yang dimaksud disini adalah reactive autonomy. Ini adalah jenis kemandirian belajar dimana arahnya telah ditentukan oleh guru (Littlewood, 1999 cited in Benson, 2001). Kata kunci: vocabulary, contextual guessing strategy, learning autonomy


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ACKNOWLEDGEMENTS

First and foremost, I would like to bestow my deepest gratitude to Jesus

Christ and Mother Mary for the blessing and spirit that finally I could finish my

thesis entitled “The Use of Contextual Guessing Strategy to Enhance Students’

Autonomy in Learning Vocabulary”.

I would thank my thesis sponsor, Gregorius Punto Aji, S.Pd., M.Hum., for

his great guidance, motivation, and precious suggestions during the process of

writing this thesis. My thankfulness also goes to all PBI lecturers and

secretariat staffs. Their guidance during my years in PBI has built me to be a

better and more mature person.

In this occasion, let me give my appreciation to Drs. Markoes

Padmonegoro, the headmaster of SMA Pangudi Luhur Sedayu Bantul, and Y.

Bambang Suharyo, S.Pd., the English teacher of SMA Pangudi Luhur Sedayu

Bantul, who have helped me so that I could conduct a research there. Let me also

give my appreciation to the students of XI Social-1 class for their help and

cooperation during my research.

However, my achievement will be worthless without being grateful to the

guidance, support, love, care, kindheartedness and warmth that I have ever got

from my beloved parents, (Alm.) Ignatius Dalino and (Alm.) Ristituta Suminah.

Hence, it brings me to give my deepest thank to my only brother, Didik Darmadi.

My deep gratitude also goes to Mbak Dwi, all relatives: Pakdhe & Budhe

Sumija, Mbak Helen, Dewi, Pakdhe & Budhe Wakidi, Mbak Woro, Mbak


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Eliz, Mas Win & Mbak Murti, and the others for helping and supporting me in

passing my hardest times. My special thank also goes to Gagat for caring, loving,

and supporting me much to finish this thesis soon.

I owe a debt to all great friends: Shinta, Anas, Dias, Joni, Dito, Titis, Aan,

Riri, Eli, Rini, Risa, Indri, Retry, Indah, Yoyo, Astika, Dita, members of

Mudika Bhakti Dharma Kaliduren, members of EEPro for the support,

kindness, care, warmth, and valuable experiences we have ever shared together.

Lastly, I would like to thank to the headmaster, all teachers, staffs, and

students of SD N Langensari Yogyakarta for the four-year time which is full of

momentous and worthy teaching experiences and everybody who has helped me

finishing my thesis whose name can not be mentioned one by one.

I realize that there are many mistakes in this thesis, but hopefully everybody

reading my thesis can still take advantages from it.

Kristina Widaninggar


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TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………...…… i

APPROVAL PAGES…………………………………………………..… ii

PAGE OF DEDICATION…………………………………….………..... iv

STATEMENT OF WORK’S ORIGINALITY…………………………. v

ABSTRACT………………………………………………………………. vi

ABSTRAK…………………………………………………………………. vii

ACKNOWLEDGEMENTS……………………………………………… viii

TABLE OF CONTENTS………………………………………………… x

LIST OF FIGURES………………………………………………………. xiii

LIST OF TABLES……………………………………………………….. xiv

LIST OF APPENDICES………………………………………………… xv

CHAPTER I: INTRODUCTION

A. Background…………………………………………………………….. 1

B. Problem Formulation…………………………………………………… 6

C. Problem Limitation……………………………………………………... 6

D. Research Objectives……………………………………………………. 7

E. Research Benefits……………………………………………………….. 7

F. Definition of Terms……………………………………………………… 8


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CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description…………………………………………………. 10

1. Vocabulary Teaching and Learning………………………………….. 10

a. Reasons for Vocabulary Teaching and Learning…………………. 11

b. Contextual Guessing Strategy…………………………………….. 13

c. Teaching Materials………………………………………………… 19

d. Teaching and Learning Activities………………………………… 22

2. Learning Autonomy………………………………………………….. 26

a. Background of Learning Autonomy……………………………… 26

b. Concept of Learning Autonomy………………………………….. 28

3. Classroom Action Research (CAR)………………………………….. 32

a. History of Classroom Action Research…………………………… 32

b. Definitions, Characteristics, and Functions of Classroom Action

Research………………………………………………………….. 33

c. Theory of Classroom Action Research…………………………... 35

B. Theoretical Framework……………………………………………… 37

CHAPTER III: METHODOLOGY

A. Research Method……………………………………………………….. 40

B. Research Participants…………………………………………………… 41

C. Research Instruments and Data Gathering Techniques………………… 43

D. Data Analysis Techniques……………………………………………… 45

E. Research Procedure.……………………………………………………. 47


xii

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Implementation of Contextual Guessing Strategy……………………… 50

1. Classroom Action Research Cycle 1…………………………………... 52

2. Classroom Action Research Cycle 2…………………………………... 68

B. Enhancing Students’ Autonomy in Learning Vocabulary…………….… 77

1. Planning……………………………………………………………….. 78

2. Problem Solving………………………………………………………. 81

3. Monitoring…………………………………………………………….. 84

4. Evaluating……………………………………………………………... 85

CHAPTER V: RESEARCH LIMITATIONS, CONCLUSIONS AND

SUGGESTIONS

A. Research Limitations.…………………………………………………….. 88

B. Conclusions………………………………………………………………. 89

C. Suggestions………………………………………………………………. 91

BIBLIOGRAPHY…………………………………………………………. 93

APPENDICES…………………………………………………………….. 95


xiii

LIST OF FIGURES

Page

2.1 Bruton and Samuda’s Guessing Procedure……………………………. 15

2.2 Psychology of Autonomous Learning…………………………………. 30

2.3. Classroom Action Research Cycle…………………………………….. 36

3.1 Classroom Action Research Phases……………………………………. 41

3.2 Data Triangulation of the First Research Question……………………. 47


xiv

LIST OF TABLES

Page

2.1 Components of Learning Words from Context Theory……………….. 18

3.1 Coding of the Interviewees’ Name……………………………………. 43

3.2 Items of Observation…………………..………………………………. 44

3.3 Items of Interview………………………………………………..……. 45

4.1 Teaching Practice Timetable…………………………………………... 51

4.2 Teaching and Learning Activities of Classroom Action Research

Cycle 1……………………………………………………………….. 53

4.3 Teaching and Learning Activities of Classroom Action Research

Cycle 2………………………………………………………………. 68


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LIST OF APPENDICES

Page

Appendix 1: Research Permission Letter…………………………………… 95

Appendix 2: Standard Competence and Basic Competence of English

Lesson for Senior High School Grade XI Semester I………… 97

Appendix 3: Vocabulary Learning Materials……………………………….. 99

Appendix 4: Lesson Plan of Classroom Action Research Cycle 1………… 118

Appendix 5: Lesson Plan of Classroom Action Research Cycle 2………… 121

Appendix 6: Observation Sheets…………………………………………… 124

Appendix 7: Guiding Questions for the Interview Session………..……….. 127

Appendix 8: Raw Data of the Results of the Observation…………………. 128

Appendix 9: Transcript of the Interview……………………….……..……. 131

Appendix 10: Raw Data of the Results of the Interview…………………… 141


1

CHAPTER I

INTRODUCTION

This chapter elaborates six general descriptions namely research

background, problem formulation, problem limitation, research objectives,

research benefits, and definition of terms.

A. Background

Vocabulary plays an important role in learning English as a foreign

language. As it is quoted from Richards, vocabulary is “the basic material in

conducting the sentence” (Richards, 1976: 86). It means that before students are

able to create or understand sentences of English, they have to master the

vocabulary first. Mastering the vocabulary of English includes understanding the

meaning and knowing the use of the vocabulary. Dale and O’Rourke (1971: 9)

call this “an explosive effect” which happens in learning new vocabulary.

Vocabulary also plays a role as the link of the four skills in a language:

listening, speaking, reading, and writing. It is called an element of language. As it

is quoted from Nation (1990: 1) that “words are the basic building blocks of

language, the units of meaning from which larger structures such as sentences,

paragraphs and a whole text are formed”, therefore, in order to be able to master

the productive and receptive ability of language, students have to master the

vocabulary first.


2

The lack of vocabulary mastery results on the students’ inability to

produce and receive information in the target language. From the researcher’s

experience when conducting the teaching practice in Pangudi Luhur Sedayu

Senior High School Bantul, Yogyakarta, she found that numerous students have

very limited vocabulary mastery. It was also found that those who have limited

vocabulary mastery face difficulties in performing both productive and receptive

ability of language. It was shown by their inability to e.g. write sentences or

paragraphs of English, give opinion about a particular topic, find the main idea or

particular information in a text, etc. However, it was recognized that it is

impossible for the teacher to teach vocabulary to his students in class to increase

their vocabulary mastery. The demands to the materials that should be mastered,

which were set by the curriculum, are considered to be the reason of the teacher’s

inability to give much exposure to vocabulary learning in class. Therefore, it is

thought that students need to increase their vocabulary mastery by themselves.

A saying quoted from Scharle & Szabo (2000: 4) that “you can bring the

horse to water, but you can not make him drink” implies that although teacher can

provide the necessary input, learning can only be performed if the learners are

willing to do so. Their willingness is important because learning is a lifelong

process that one should perform it along his/her life. For that reason, teachers have

to facilitate students to be willing to perform learning by being autonomous

learners. Students who are autonomous are those who have the responsibility to

manage and control their own learning based on a particular purpose they expect

to reach in their learning. In this respect, Holec describes autonomy in learning as


3

“the ability to take charge of one’s own learning” (Holec, 1979: 3). In line with

Holec, Benson (2001: 13) describes autonomy as “a situation where learners

worked under their own direction outside the conventional-teaching classroom”.

Students’ autonomy in learning vocabulary, then, is understood as

students’ ability to manage their own vocabulary learning. Autonomy in learning

vocabulary can be an advantageous solution in increasing students’ vocabulary

mastery. Since every learner is the only one knows his own ability, hence,

autonomy in learning enables a learner determines the goal he is expected to reach

as well as the place, the time, and the sources of the learning. The sources for

students learn vocabulary autonomously can be vary from short story, novel,

newspaper, news report, songs, etc. in the target language. By possessing

autonomy in learning students can manage their learning as well as monitor and

evaluate it to reach the goal expected.

Learning autonomy in vocabulary learning includes choosing and applying

a particular vocabulary learning strategy to accomplish the task. Based on some

informal observations that have ever been conducted, it was found that the

strategy which Senior High School English teachers are mostly employed when

dealing with vocabulary learning is mechanistic approach. It is included as one

strategy in direct vocabulary learning where the focus of the students is on the

vocabulary itself (Nation, 1990: 2). Learning vocabulary by employing

mechanistic approach is the simplest and easiest because it is only a matter of

remembering. It works effectively when it is applied in learning high-frequency

words by students at the early stages of language learning.


4

However, there are several weaknesses arise from the use of mechanistic

approach in learning vocabulary. First, mechanistic approach contradicts with the

actual learning practice. In the actual learning practice, the main goal of learning

English is to be able to use it. Wei (2007) finds that when they learn vocabulary

by employing mechanistic approach, “learners still concentrate too much on

isolated short-term retention of form and in spite of their increasing awareness

that passive knowledge of them alone does not help much in achieving

communicative competence”. He concludes that the lack of contextualized

practice to activate what they have learned obstructs their progress towards the

goal of learning English. Therefore, learning new vocabulary by employing

mechanistic approach hinders students’ progress to master English because they

do not learn how to use those words in sentences or longer structures.

The weakness of mechanistic approach arises from the fact that the

number of low-frequency words, technical words, and academic words are higher

than the number of high-frequency words. Citing in Nation, there are about 2,000

high-frequency words, 800 academic words, about 1,000 to 2,000 technical words,

but 123,000 low-frequency words (Nation, 1990: 19). From the data above, it can

be drawn that it is infeasible for students to remember all those vocabulary,

especially the low-frequency words. Students will find learning vocabulary by

mechanistic approach more difficult because low-frequency words only cover

about 2% of the words in any text and they will only meet those words once or

twice.


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Because of those problems, it is felt that there is a need to employ other

strategy. The vocabulary learning strategy proposed is contextual guessing.

Context refers to the sentence or utterance in which the target word occurs (Read,

2000: 29). In this respect, the meaning of a word can be different when it is used

in different context. It is in line with Dale and O’Rourke’s opinion that the

meaning of a word generally depends on its relationship to other words in a phrase

or sentence, that is its context (Dale & O’Rourke, 1971: 37).

Nation (2002: 28) argues that contextual guessing strategy serves as a

major mean in vocabulary learning. Since it serves as the major mean, it is

expected that contextual guessing strategy can be an important and useful strategy

to help students learning new vocabulary. Dale and O’Rourke (1971: 36) also

disputes that learning vocabulary by employing contextual guessing is important

because it can help students sharpen their understanding of word inflection. While

according to Read, contextual guessing strategy is a useful strategy because “it

involves deeper processing to contribute to better comprehension of the text as a

whole and it may result in some learning of the lexical item that would not

otherwise occur” (Read, 2000: 53). Therefore, contextual guessing strategy does

not only help students in learning new vocabulary but also make students

understand about word inflection and able to comprehend texts better.


6

B. Problem Formulation

The problems of this research have been formulated into these two

questions:

1. How is contextual guessing strategy implemented to enhance students’

autonomy in learning vocabulary?

2. How does contextual guessing strategy enhance students’ autonomy in

learning vocabulary?

C. Problem Limitation

This research is dealing with English language teaching and it is examining

a strategy used in vocabulary teaching and learning. It is about the implementation

of contextual guessing strategy in learning vocabulary to find out how the strategy

discussed enhances students’ autonomy in learning vocabulary.

The lack of vocabulary mastery hinders students’ ability to produce and

receive information in the target language. The lack of vocabulary mastery which

occurs among students of Pangudi Luhur Sedayu Senior High School Bantul,

Yogyakarta supports the need to implement other learning strategy that can assist

students to be autonomous and responsible learners. The weaknesses found upon

the traditional strategy that teachers are mostly employed in vocabulary learning

also support the need to implement other learning strategy. Contextual guessing

strategy is proposed for it is considered as a better strategy than the traditional

one.


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This research, then, will explore how contextual guessing strategy is

implemented to enhance students’ autonomy in learning vocabulary and how

contextual guessing strategy enhances students’ autonomy in learning vocabulary.

D. Research Objectives

This research is directed:

1. To implement contextual guessing strategy in learning vocabulary to

grade XI students of Pangudi Luhur Sedayu Senior High School Bantul,

Yogyakarta. In this research, it is proposed other strategy which can be

used in learning vocabulary that is contextual guessing strategy. This

strategy will be implemented in one class in Pangudi Luhur Sedayu

Senior High School Bantul, Yogyakarta.

2. To find out how contextual guessing strategy enhances students’

autonomy in learning vocabulary. After implementing contextual

guessing strategy in learning vocabulary, it will be examined how the

new strategy implemented enhances students’ autonomy in learning

vocabulary by interviewing several participants of the research.

E. Research Benefits

This research is expected to be beneficial to:

1. English teachers in general

It is expected that any English teachers reading this thesis can obtain

more skills, understanding, and knowledge on teaching and learning


8

vocabulary especially to which contextual guessing strategy is

employed. They might also use this thesis as a reference in conducting

other action researches in their own classroom.

2. The students

It is expected that by being introduced and trained to implement

contextual guessing strategy in learning vocabulary, students will be

willing to implement this strategy to learn vocabulary by being

autonomous learners. Thus, it can help students increase their

vocabulary mastery.

3. Any people who are interested in the same field

It is hoped that the result of this research can be a foundation for those

who are interested in the same field to do further researches.

4. The writer

It is also expected that by conducting this research, the more developed

skills, understanding, and knowledge on teaching and learning

vocabulary which employs contextual guessing as the strategy can be

obtained.

F. Definition of Terms

There are some terms presented below and those are directed to help the

readers come to the better understanding of the research.


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1. Contextual guessing strategy

Contextual guessing strategy is a strategy in vocabulary teaching and

learning. The focus of this strategy is on finding the meaning of unknown words

by examining the context where the words occur (Bruton & Samuda, 1981; and

Clarke & Nation, 1980 cited in Nation 1990: 161). Contextual guessing strategy in

this research refers to the learning strategy employed to find out the meaning of

unknown words by guessing from the context. Students who apply contextual

guessing strategy in learning vocabulary will examine the surroundings where

those words occur and then guess its meaning.

2. Context

Based on Dale & O’Rourke (1971: 37), context is the relationship of a word

to other words in a phrase or sentence. In this research, context refers to the

sentence or utterance in which the target word occurs. As the result, the meaning

of the word will also be different when the target word is used in different context.

3. Autonomy in learning vocabulary

Quoting from Holec, autonomy in learning of languages is “the ability to

take charge of one’s own learning” (Holec, 1979: 3). In this study, learning

autonomy is discussed in the field of vocabulary learning. Autonomy in

vocabulary learning, then, is used to describe the students’ ability to manage their

own vocabulary learning in which the main goal of it is to increase students’

vocabulary mastery.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will discuss the theories that underlie the research. It consists

of two parts namely theoretical description and theoretical framework. The

theoretical description discusses the underlying theories that are related to the

implementation of contextual guessing strategy in vocabulary learning.

Theoretical framework discusses a framework based on the theoretical description

that has been discussed previously.

A. Theoretical Description

Theoretical description provides the theoretical review related to the issue of

the research. There are three main issues raised in this research, namely

vocabulary teaching and learning, learning autonomy, and classroom action

research (CAR). The discussion of those three issues is based on the previous

literatures and researches.

1. Vocabulary Teaching and Learning

In this part, the researcher provides four theories that underlie the discussion

of vocabulary teaching and learning. Those are reasons for vocabulary teaching

and learning, contextual guessing strategy, teaching materials, and teaching and

learning activities.


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a. Reasons for Vocabulary Teaching and Learning

Before getting into the discussion on the reasons for vocabulary teaching

and learning it is wise to be knowledgeable about what vocabulary is first.

Vocabulary is understood as all words in a language (Read, 2000:16). However,

people may have different interpretations on distinguishing what a word is from

another (Nation, 1990:2 9). As it is elaborated by Carroll (Carroll et al., 1971 cited

in Nation, 1990), words are differentiated based on their form. In addition, the

presence of capital letter is considered as different word. Nonetheless, Carroll’s

definition is slightly different from those defined by Read (2000). Read elaborates

that in the case of, for example, wait, waits, waited, waiting, and society, societies,

society’s, societies’, those words are normally be regarded as the same word but

with different forms. Meanwhile, different from those two definitions, words in

the dictionary are distinguished based on the meanings (Nation, 1990: 30).

In the present research, it will not be debated whose definition is the most

correct. Rather, the discussion given on it is simply directed to provide better

conception of what a word is.

Furthermore, as it is stated by Dale and O’Rourke (1971: 9), mastering

vocabulary implies not only knowing and understanding the meaning of the

vocabulary but also the use of it. Carter (1998: 239) proposes seven characteristics

of knowing a word of second or foreign language.


12

…, knowing a word in a second or foreign language might be said to have the following characteristics: 1. It means knowing how to use it productively and having the ability to recall it

for active use, although for some purpose only passive knowledge is necessary and some words for some users are only ever known passively.

2. It means knowing the likelihood of encountering the word in either spoken or written contexts or in both.

3. It means knowing the syntactic frames into which the word can be slotted and the underlying forms and derivations which can be made from it.

4. It means knowing the relations it contracts with other words in the language and with related words in an L1 as well.

5. It means perceiving the relative coreness of the word as well as its more marked pragmatic and discoursal functions and its style-levels.

6. It means knowing the different meanings associated with it and, often in a connected way, the range of its collocational patterns.

7. It means knowing words as part of or wholly as fixed expressions conveniently memorized to repeat – and adapt – as the occasion arises.

(Carter, 1998: 239)

As the result of the demands in mastering vocabulary, it is thought that

teaching and learning vocabulary plays very important role in second or foreign

language learning. Nation (1990) asserts that there are at least two reasons for

why teaching and learning vocabulary is important. First, everybody is aware of

the importance of vocabulary in language learning. Language learners feel that the

biggest difficulty arises in both receptive and productive of language use is caused

by the lack of vocabulary mastery. In other words, the lack of vocabulary mastery

causes language learners are unable to both produce and understand the language.

Second, “giving attention to vocabulary is unavoidable” (Nation, 1990: 2). It

means that in all approaches of language teaching and learning, either the most

formal or informal, the need to vocabulary will always arise. Thus, teaching and

learning vocabulary becomes very important as well as the fact that vocabulary is

absolutely an important element in languages.


13

b. Contextual Guessing Strategy

When dealing with foreign language text either in the form of written or

spoken, students often find many unknown words which then become boundaries

for them in comprehending the information in the target language. There are

numerous strategies available to deal with unknown words; one of the strategies

developed is contextual guessing strategy. Contextual guessing strategy is a

strategy in learning vocabulary in which the focus is on finding the meaning of

unknown words by examining the context where the words occur (Bruton &

Samuda, 1981; and Clarke & Nation, 1980 cited in Nation, 1990).

According to O’Malley and Chamot (1990 cited in Thanasoulas, 2002),

learning strategy is “the special thoughts or behaviours that individuals use to help

them comprehend, learn, or retain new information”. This definition is in line with

that of defined by Wenden (1998: 18 cited in Thanasoulas, 2002) in which

“learning strategy is the mental step or operation that learners use to learn a new

language and to regulate their efforts to do so”.

The vocabulary learning strategy of contextual guessing emerges from the

basic condition that the meaning of a word generally depends on the relationship

of it to other words, phrases, or sentences within which it is embedded (Dale &

O’Rourke, 1971; Drum & Konopak, 1987). In other words, the meaning of a word

is tightly related to the context where the word occurs. In this respect, context

refers to sentences or utterances where the words occur (Read, 2000; Dale &

O’Rourke, 1971). Hence, the meaning of a word can be different if it is used in

different context.


14

An example of a word meaning that has different meaning according to its

context is the word “book”. When the word “book” is found in the sentence “This

book belongs to her.”, then the word “book” is categorized as a noun which

means a number of printed sheets of paper fastened together in a cover (Hornby,

1989). Meanwhile, when the word “book” comes in the sentence “We booked the

tickets by telephone call.” then it is categorized as a verb which means reserve

(Hornby, 1989).

Nation argues that in vocabulary learning, contextual guessing strategy

serves as the “major means’’ (Nation, 2002: 28). This strategy is also said to be

the most important strategy in vocabulary learning (Read, 2000: 53). Meanwhile,

Sternberg (1987) articulates that the most effective way to enhance one’s

vocabulary development is by teaching her/him learning from context. As it is

elaborated by Sternberg, there are three basic facts about vocabulary that can

explain his opinion of most vocabulary is learned from context. Those are:

1) No disagreement that the typical adult has in his/her vocabulary tens of

thousands of words

2) One’s level of vocabulary is highly predictive, if not determinative, of

one’s level of reading comprehension

3) Vocabulary is probably the best single indicator of a person’s overall level

of intelligence

When dealing with contextual guessing strategy, it is also important to look

at the stages needed to be able to guess a word’s meaning. Bruton & Samuda


15

(1981 cited in Nation, 1990: 161) proposes a set of stages as presented in figure

2.1 (Bruton and Samuda’s Guessing Procedure).

Figure 2.1 Bruton and Samuda’s Guessing Procedure

(From: Bruton & Samuda, 1981 in Nation, 1990)

Stage 1 Stage 2 No Stage 3 Yes Stage 4 Stage 5

Stage 6 Backup

Focus on the Unknown Word

Teacher Asks for Guesses Students Hazard Guesses

Are Any Students Close?

Context Clues Leading to Approximate Meaning

Justify Choices

Teacher Elaboration


16

Clarke & Nation (1980 cited in Nation, 1990) also proposes a set of stages

in contextual guessing strategy which is considered to be simpler than those

proposed by Bruton & Samuda (1981 cited in Nation, 1990). Clarke & Nation’s

stages of guessing words meaning are in the following.

Step 1 Look at the unknown word and decide its part of speech. Is it a noun, a verb, an adjective, or an adverb?

Step 2 Look at the clause or sentence containing the unknown word. If the unknown word is a noun, what adjectives describe it? What verb is it near? That is, what does this noun do, and what is done to it?

If the unknown word is a verb, what noun does it go with? Is it modified by an adverb? If it is an adjective, what noun does it go with? If it is an adverb, what verb is it modifying? Step 3 Look at the relationship between the clause or sentence containing the

unknown word and other sentences or paragraphs. Sometimes this relationship will be signaled by a conjunction like but, because, if, when, or by an adverb like however, as a result. Often there will be no signal. The possible types of relationship include cause and effect, contrast, inclusion, time, exemplification, and summary. Punctuation may also serve as a clue. Semicolons often signal a list of inclusion relationship; dashes may signal restatement. Reference words like this, that, and such also provide useful information.

Step 4 Use the knowledge you have gained from Step 1-3 to guess the meaning of the word.

Step 5 Check that your guess is correct a. See the part of speech of your guess is the same as the part of speech of the

unknown word. If it is not the same, then something is wrong with your guess.

b. Replace the unknown word with your guess. If the sentence makes sense, your guess is probably correct.

c. Break the unknown word into its prefix, root, and suffix, if possible. If the meanings of the prefix and root correspond to your guess, good. If not, look at your guess again, but do not change anything if you feel reasonably certain about your guess using the context.

(Clarke & Nation, 1980 cited in Nation, 1990)

In adopting contextual guessing strategy to find the meaning of unknown

words, students need some contextual information to support the process of

guessing. Sternberg and Powell (1983 cited in Read, 2000) proposes a Theory of


17

Learning Words from Context which consists of two components. Those

components are external and internal context. Sternberg and Powell’s components

of Learning Words from Context Theory are presented in table 2.1 in the

following page.

From the table, it can be seen that the external context is categorized based

on the kinds of semantics information which is available in the text around the

target words (Read, 2000:54), while the internal context is categorized based on

the morphological structure of the words such as prefix and suffix. Citing again

from Read that one of the components of Sternberg and Powell’s theory is that for

each kind of context, there is a set of mediating variables which determines how

effective the reader is to take the advantage of the clues that are available

(Sternberg and Powell, 1983 cited in Read, 2000:54). The example of the first

mediating variable in external context is “the number of occurrence of the

unknown word”. It means that the students will find the inference easier if the

words are frequently occurring in the text.


18

Table 2.1 Components of Learning Words from Context Theory (Sternberg and Powell, 1983 cited in Read, 2000)

External Context Contextual cues Temporal cues (When/how often does X [the unknown word] occur?) Spatial cues (Where can X be found?) Value cues (How valuable or desirable is X? What do people feel

about it?) Stative descriptive cues (What are the physical features of X [size, shape, color,

etc]?) Functional descriptive cues (What are the purposes of X? What is it used for?) Causal/enablement cues (What causes X or enables it to occur?) Class membership cues (What class of things does X belongs to?) Equivalence cues (What does X mean? What does it compare or contrast to?) Mediating variables The number of occurrence of the unknown word The variability of contexts in which multiple occurrences of the unknown words appear The density of unknown words The importance of unknown words to understanding the context in which it is embedded The perceived helpfulness of the surrounding context in understanding the meaning of the

unknown word The concreteness of the unknown words and the surrounding context The usefulness of prior knowledge in cue utilization Internal Context Contextual cues Prefix cues Stem cues Suffix cues Interactive cues (where two or three word parts convey information in combination) Mediating Variables The number of occurrences of the unknown words The density of unknown words The importance of the unknown words to understanding of the context in which it is

embedded The usefulness of previously known information in cue utilization


19

The theories presented previously imply that learning from context is central

to most everyday vocabulary learning. Thus, below are three principles in

teaching learning from context proposed by Sternberg (1987) that must be kept in

mind in order to make the teaching effective. Those principles are:

1. Presentation of words in context is not enough.

2. Presentation of words in context, plus decontextualization knowledge and

skills is not enough either.

3. It is critical in teaching vocabulary to teach students to teach themselves.

Therefore, since most vocabulary is learned from context, what the teacher

needs most is not to teach vocabulary from context but to teach students to use

context to teach themselves. In other words, teacher should teach his students to

be autonomous learners.

c. Teaching Materials

Teaching materials are the important things in teaching and learning

process. The teaching materials used in this research are not those designed by the

researcher herself, rather the teaching materials are taken from course-books

which have been in use or published by official publishers. Selecting the

appropriate course-books includes something called evaluation. Conducting a

course-books evaluation (Wallace, 1998: 184) requires some previous ideas about

the qualities, whether it is good or bad; appropriate or inappropriate, namely

criteria for course-books evaluation. Wallace (1998: 185) proposes several


20

possible criteria on evaluating teaching materials. Wallace’s criteria of course-

books evaluation are:

1) Cost

This refers to the content of the book that should match the cost.

2) Rationale

Rationale refers to the relation between the stated reasoning of the book and

the actual text.

3) Context

It refers to the intended readers/users of the book.

4) Level

Level refers to the target level of the readers/users of the book.

5) Relevance to needs

This refers to the question whether the content of the book matches the

learners’ need.

6) Facility and practicality

This refers to whether it is practical and easy to use or not.

7) Layout and organization

The good layout and organization support the practicality of the book.

8) Coverage

This refers to the content of the book. It is whether the book covers the

learners’ need or the syllabus or not.

9) Range of tasks/activities

It refers to the types of activities that can support the learning.


21

10) Learners support materials

Learners support materials refer to the extra back-up materials in the form of

cassette, workbooks, authentic materials, posters, etc. to support and motivate

learners and answer key to support autonomous learning.

11) Interest/motivation

This refers to the question whether the learners’ interest/motivation can be

enhanced by the materials.

12) Teacher support materials

This last criterion refers to the good course-book that can give help to the

teacher.

Since the learning materials will be taught to students of Senior High

School, the selection of the materials are also based on the curriculum of English

lesson for Senior High School students. The standard competence and basic

competence of English lesson for grade XI students of Senior High School

semester I can be examined in appendix 2.

Furthermore, adapting the materials can be conducted in some ways. As it is

proposed by Wallace (1998: 190), it can be done in two ways. They are:

1) Implementing the materials without giving any changes but in different ways

of teaching. In this way, there is no change in the content of the materials; the

materials are being taught as what they are. However, the way the materials are

taught to the students can be differ from those presented in the books.


22

2) Changing some parts of the materials. Adapting teaching materials in this way

includes implementing the materials which have been changed in some ways

so that it will be closer to the needs.

d. Teaching and Learning Activities

Kemp (1977: 57) identifies that basically there are three methods of

teaching and learning activities. Those are group presentation, individualized

learning, and teacher-student interaction.

1) Group Presentation

In this first method, the teacher or student who adopts group presentation as

the choice of activity merely “tells, shows, demonstrates, dramatizes, or otherwise

presents subject content to a student group of any size” (Kemp, 1977: 60). The

teaching and learning activity can be carried out either inside or outside the

classroom, as well as the media employed can be vary from transparencies,

recordings, slides, motion pictures, etc.

Kemp (1977) describes that including student participation in the teaching

and learning activities is required for learning takes best place when students are

active. He defines three categories of student participation in group presentation

method as presented in the following.

In a lecture or other such presentation, student participation can fall into three categories: 1. ACTIVE INTERACTION WITH THE INSTRUCTOR: asking and answering

questions; entering into discussion with the instructor and other students; and consulting with the instructor after the presentation


23

2. WORKING AT THE STUDENT’S SEAT: Taking notes, completing worksheets on topics as the presentation proceeds (filling in an outline of content, completing diagrams that accompany visual materials, writing replies to questions, solving problems, and making application of content), and completing self-check exercises or quizzes

3. OTHER MENTAL PARTICIPATION: Thinking along with the instructor, mentally verbalizing answers to rhetorical or direct questions and problems posed by the instructor and other students, and formulating questions to ask

(Kemp, 1977: 61)

2) Individualized Learning

The theory that “learning must be accomplished by individuals for

themselves and that it takes place best when students work at their own rates,

actively involved in performing specified tasks, and experience success” (Kemp,

1977: 62) becomes the key of the emergence of individualized learning. Upon the

individualized learning, it is recognized the significant characteristics of it. They

are self-responsibility, self-pacing, and successful learning. These three

characteristics have one main underlying variable that is time (Kemp, 1977: 64).

Self-responsibility, self-pacing, and successful learning are reachable if the

students are given enough amount of time to perform individualized learning.

Kemp (1977) suggests 11 methods and resources for individualized

learning. Those are:

a) Student contracts

The students commit to the teacher to achieve the objective in exchange for

rewards e.g. points.

b) Textbook/worksheets

The objectives are built up from worksheets of textbook content directing the

study of text chapters and providing review questions.


24

c) Audiotape/workbook

The audiotape available refers to the workbook including verbal,

diagrammatic, and pictorial materials.

d) Visual materials/guide sheets

Kemp (1977) defines that the combination of visual materials and guide

sheets is “useful for learning operational procedures, manipulative skills, and

other visually demonstrable sequential activities.”

e) Programmed instruction booklet

Programmed instruction booklet refers to a book that presents the objectives

and a set of subject contents. The students’ understanding of the content is

tested by providing questions to be responded.

f) Commercial instructional packages

It is a set of commercial learning sources that can be in the form of slide

series or filmstrips, recording, or films.

g) Project PLAN (Program for Learning in Accordance with Needs)

The project PLAN is a type of school program in various subject areas that is

created for commercial purpose.

h) Individually Prescribed Instruction (IPI)

IPI is also a commercial learning source that contains comprehensive

elementary-grade program designed according to a detailed diagnosis to

students’ skills and abilities.


25

i) Personalized System of Instruction (PSI) or Keller Plan

PSI, which is developed by Fred Keller, is a learning source that each unit of

it includes an introduction, objectives, reading assignments, study questions

and readiness tests. Kemp (1977) describes that “after studying

independently, a student takes a readiness test administered by a student

proctor who immediately grades the test and discusses the result with the

student”.

j) Audio-Tutorial System (AT)

The program of Audio-Tutorial System, developed by S. N. Postlethwait,

provides the students an audiotape of study guide containing objectives,

activities, exercises, and self-check test.

k) Self-Learning Module (SLM) or Minicourse

It refers to self-contained instructional packages that require time from hours,

a week, or a semester.

3) Teacher-Student Interaction

In this method of teaching and learning activities, the teacher and the

students or the students themselves “work together in small groups to discuss,

question, pursue problems cooperatively, and report” (Kemp, 1977). The students,

in performing this activity, could testify e.g. the result of their task

accomplishment or other learning experiences so that they can learn from other

students as well as from the teacher.


26

Several advantages are noted from the application of this method. First, it

can raise students’ attitude formation, development of appreciations, cooperation

and interpersonal relations. Second, it can also train students’ problem-solving

and decision-making ability. And third, it can aid students to practice their

organization and presentation of ideas as well as to practice leadership.

2. Learning Autonomy

The discussion of learning autonomy covers two major parts, namely

background of learning autonomy and the concept of learning autonomy, with

which the basic principle of autonomy is “the active involvement of learners in

learning” (Niemi, 2002 cited in Ardi, 2007). Simply saying, learning autonomy is

understood as learners’ ability to manage, monitor, and evaluate their learning

although there is no control from other people, the teachers (Ardi, 2007: 26).

a. Background of Learning Autonomy

The concept of autonomy has been influenced by various theories beyond

the field of language learning. Benson (2001: 22) proposes several theories

influence the theory of learning autonomy which includes educational reform,

adult education, psychology of learning, and political philosophy.

1) Educational reform

Theory of educational reform perceives that learners are responsible for

their engagements and learn from their experiences, problem solvers, decisive,

reflective, innately good, and self-actualizer (Benson, 2001). Considering those


27

good things which exist in learners, it is thought that education should lead

learners to become fully autonomous.

2) Adult education

Adult education which is characterized by self-directed learning has

stimulated the idea of learning autonomy. Adult self-directed learning conducted

in non-institutional learning emphasizes on learners’ responsibility on carrying it

out.

3) Psychology of learning

From the perspective of psychology of learning, it is seen that learning is a

psychological process. The psychological process of learning includes learners’

active involvement in the process of learning, which implies autonomy in

learning.

4) Political philosophy

According to political philosophy approach, personal autonomy is the key to

people existence as social beings. Quoting from Raz (1986: 83 cited in Benson,

2001: 44), “personal autonomy perceives that the good life is one which

individuals are the authors of their own lives”.

Another factor that emerges the development of autonomy is something

called “social progress” (Holec, 1979). The development of industrially advanced

Western countries in the late of 1960 brings about changes not only in the

increasing of material, which is characterized by the increasing of consumer

goods and service, but also in the increasing of other thing called “quality of life”

(Holec, 1979). The improvement in the quality of life can only be reached through


28

education with which it forces person to be responsible to “running the affairs of

the society in which he lives” (Holec, 1979).

Several theories on approaches within the field of language learning,

including educational reform, adult education, psychology of learning, political

philosophy, and social progress which are occurred in Western countries have

emerged the idea of autonomy. The idea of autonomy becomes popular in

language teaching through the Council of Europe’s Modern Languages Project

which results on the establishment of Centre de Recherches et d’Applications en

Langues (CRAPEL) at the University of Nancy, France. The founding father of

CRAPEL, Yves Chalon, brought about the leadership of CRAPEL went to Henri

Holec. Holec’s project report to Council of Europe becomes a key early document

in the development of autonomy in language learning.

b. Concept of Learning Autonomy

In his project report to the Council of Europe, Holec points out that

“autonomy is the ability to take charge of one’s own learning” (Holec, 1979: 3).

Holec (1979) proposes there are five prerequisites for learners to be fully

autonomous.

To take charge of one’s own learning is to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning, i.e.:

- determining the objectives; - defining the contents and progressions; - selecting methods and techniques to be used; - monitoring the procedure of acquisition properly speaking (rhythm, time,

place, etc); - evaluating what has been required


29

The autonomous learner is himself capable of making all these decisions concerning with which he is or wishes to be involved.

(Holec, 1979: 3)

In the meantime, the definition of autonomy proposed by Benson is slightly

different from that of proposed by Holec. Instead of saying “taking charge” or

“taking responsibility”, Benson (2001: 47) describes autonomy as “the capacity to

take control of one’s own learning”. He prefers to use it because “the construct of

‘control’ appears to be more open to investigation than the construct of ‘charge’ or

‘responsibility’” (Benson, 2001: 47).

As Benson’s description that control over learning can be vary based on the

level of the learning process, he elaborates them into three aspects namely control

over learning management, control over cognitive process, and control over

learning content. Each levels of control will be exemplified below:

1) Control over learning management

Control over learning management is described as the ability to plan,

organize and evaluate the learning possessed by the learners (Benson, 2001: 76).

The ability meant is tightly related to cognitive, metacognitive, and

social/affective strategies as supported by Benson (2001: 80) that “the conscious

use of learning strategies implies control over learning management”. Cognitive

strategies are the strategies which deal with the materials learned; metacognitive

strategies are the strategies used to manage the learning process; while

social/affective strategies are strategies which include learners’ interaction with

others and learners’ control over themselves in enhancing the learning.


30

2) Control over cognitive process

Control over cognitive process is related to the psychology of learning and

related to mental process of controlling idea (Benson, 2001: 87). Similar to

Benson’s definition, O’Malley & Chamot (1990: 44 cited in Thanasoulas, 2002)

elaborate cognitive process as a process that works “directly on the incoming

information”.

Benson proposes there are three factors involved in cognitive processes

which are interrelated each other. Those are shown in figure 2.2 (The Psychology

of Autonomous Learning) below.

Figure 2.2 The Psychology of Autonomous Learning (Taken from: Benson, 2001: 86)

As it is elaborated by Bialystok (1994 cited in Benson, 2001) that directing

attention includes the process of noticing linguistic input, terms that are taken

from language learning, and constructing mental meaning of the input. The

attentional process itself establishes consciousness and awareness to the learning

input.

Building metacognitive knowledge

Cognitive Process

Directing attention Reflection


31

Reflection is the process which includes learners’ attaining of input. It also

increases learners’ awareness which then build metacognitive knowledge

involving planning, problem-solving, monitoring, and evaluating the learning.

Wenden (1998: 34, cited Thanasoulas, 2002) defines that metacognitive

knowledge “includes all facts learners acquire about their own cognitive processes

as they are applied and used to gain knowledge and acquire skills in varied

situations”, or in other words, metacognitive strategies are not the learning

strategies itself but the strategies about learning.

3) Control over learning content

Control over learning content implies learners’ ability to select the

appropriate learning materials in order to gain the goal expected. In relation to

control over learning content, Littlewood (1999 cited in Benson, 2001: 99)

characterizes two types of autonomy namely proactive and reactive autonomy.

According to Littlewood (1999 cited in Benson, 2001), proactive autonomy

is described as type of autonomy “which affirms their individuality and sets up

directions in a world which they themselves have partially created”. Benson

(2001) explains that it is where the objectives, methods, and techniques are

determined and the learning is evaluated by the learners themselves. While

reactive autonomy is “the kind of autonomy which does not create its own

directions but, once a direction has been initiated, enables learners to organize

their resources autonomously in order to reach their goal” (Littlewood, 1999: 75

cited in Benson, 2001: 99).


32

In his research report, Ardi (2007: 33) elaborates that the concept of

autonomy was firstly developed in the western culture, thus the principle concept

of autonomy is different from that of in the eastern culture, including Asia. The

concept of learning autonomy which develops in western culture gives emphasize

on individual independence (Holec, 1979), while eastern culture is characterized

by its collectivism and interdependence (Ardi, 2007). Therefore, Holec’s concept

of autonomy is comprehendible but difficult to be achieved.

3. Classroom Action Research (CAR)

The discussion of classroom action research (CAR) is elaborated in three

sub-parts. The first sub-part is history of classroom action research. The second

sub-part is definitions, characteristics, and functions of classroom action research.

And the third sub-part is theory of classroom action research.

a. History of Classroom Action Research

As it is retold by McNiff & Whitehead (2002: 40) that action research was

firstly done by John Collier, a Commissioner of Indian Affairs from 1933-1945.

The work of Collier was to develop the community of Native Americans; it was in

the field of education and social context.

Other person believed to be involved in the birth of classroom action

research is Kurt Lewin (McNiff & Whitehead, 2002: 40; Reason & Bradburry,

2001: 2). Lewin was a Jewish refugee from Nazi Germany. Lewin’s work was in

the industrial contexts and it was about how participation in decision-making


33

could lead to enhanced productivity. Lewin’s theory of action research involved

planning, fact-finding (reconnaissance), and execution (Lewin, 1946 cited in

McNiff & Whitehead, 2002: 41).

b. Definitions, Characteristics, and Functions of Classroom Action Research

It is indisputable that there are several definitions which try to explain what

a classroom action research is. A classroom action research is a form of reflective

research done to enhance the researcher’s own teaching, test the assumptions of

educational theory in practice, implement and evaluate a particular teaching

strategy (Hopkins, 1949; and Carr & Kemmis, 1986 cited in Madya, 2006). A

classroom action research is a sub-area of inquiry; it is the act or process of

seeking the answer to questions (Cohen & Manion, 1994 cited in Wallace, 1998:

10). Other proponent, Elliot (1991 cited in Hopkins, 1993: 45), defines a

classroom action research as “the study of social situation with a view to

improving the quality of action within it”. Meanwhile, in defining what a

classroom action research is, Wallace (1998) emphasizes the value of experience,

where based on the experience in teaching after a period of practice the

expectation of improvement to the teaching practice arises. Based on several

definitions above, it can be drawn that classroom action research is a reflective

research which is conducted by implementing a new teaching strategy, collecting

information on the teaching practice, and analyzing it to find out how to improve

the teaching in the future.


34

Cohen & Manion (1980 cited in Madya, 2006: 11) elaborates some general

characteristics of classroom action research. First, it is situational, contextual, in

small scale, practicable, and relevant to the real situation. It is related to the

investigation of a problem in order to solve it, and the subjects can be varying.

Second, it gives clear and regular research framework. Third, it is flexible and

adaptable. It enables the researcher makes some changes to improvement. Fourth,

it is a participatory research. The researcher can determine whether he will take

part in the research or not. Fifth, it includes the researcher’s self-evaluation. And

sixth, the changes to improvement were based on the data gathered.

Meanwhile, McNiff & Whitehead (2003 cited in Madya, 2006: 12) also

identifies some specific characteristics of classroom action research. First, there is

a commitment to improvement in education in a classroom action research.

Second, classroom action research includes clear purposes in evaluating and

improving one’s understanding to his own teaching. Third, the subject and the

object of the research are the researcher(s). Fourth, it includes actions that are

based on knowledge, commitment, and purposes. Fifth, it involves authentic

description of the actions. Sixth, classroom action research requires clear

explanation to the actions done. Seventh, there is a new way in reporting the result

of the research i.e. written report of self-reflection, written conversation, narration,

etc. And eight, it requires validity to the statements made.

Besides elaborating the general characteristics of classroom action research,

Cohen & Manion (1980 cited in Madya, 2006: 26) identifies five functions of

classroom action research in education. First, it functions as a means to problem-


35

solving or teaching practices improvement. Second, it functions as a practical

means leads to professional development (Wallace, 1998: 4). Third, it functions as

a means to include new strategy or technique of teaching. Fourth, it functions as a

means to improve communication between the researcher and the teacher, as well

as the researcher and the students and the teacher and the students. And fifth, it

functions as a means which provides alternative approach in classroom problem-

solving.

c. Theory of Classroom Action Research

The theory of classroom action research was developed firstly by Lewin

(1946 cited in McNiff & Whitehead, 2002: 41) as a spiral which involved

planning, fact-finding (reconnaissance), and execution. Later, it was refined,

formalized, and applied in education by Stephen Kemmis (Kemmis & Mc

Taggart, 1988 cited in Hopkins, 1993: 48). Kemmis’ classroom action research

theory is also known as an action-reflection cycle, which consists of planning,

acting, observing, and reflecting. Citing in Hopkins (1993: 48), Kemmis has

summarized his approach to classroom action research in education as presented

in figure 2.3 (Classroom Action Research Cycle).


36

Figure 2.3 Classroom Action Research Cycle (From Kemmis & Mc Taggart (1988) cited in Hopkins (1993:48))

Further description to the phases in a classroom action research cycle is

elaborated by Madya (2006) and is presented in the following:

1) Planning

Planning in classroom action research is structured actions which lead to

real actions. It realizes that social actions are unpredictable and risky so it must be

flexible enough. Therefore, planning in action research should, first, be able to

help the researchers solve problems and act properly, and second, be able to help

the researchers be aware of their potential to gain their professional development.


37

Planning is compiled based on reflective observation on how teacher helps

students to take part in the lesson, how teacher helps students in learning, etc.

2) Acting

The action must be done consciously and in control, and it contains

innovation in the teaching practice and it must be based on the plan.

3) Observing

Observation functions to document the process of implementing the action

and its result. Things that are observed include the process of implementing the

action, the effects of the action, situation, obstacles, etc.

4) Reflecting

Reflection is the process of remembering and thinking deeply what have

been written in the observation sheets. The researchers try to understand the

process in implementing the action, the problems, obstacles, etc. and try to find

out the solution to improve the future teaching. The reflection is used by the

researcher to evaluate and re-plan the future teaching and learning practice (fig.

2.3; 3.1).

B. Theoretical Framework

The importance of vocabulary in language teaching and learning implies

that the students’ vocabulary mastery is tightly related to their ability to

communicate by using the target language. Students’ lack of vocabulary mastery

even becomes the major cause of difficulty in both receptive and productive

ability of language use (Nation, 1990). The lack of vocabulary which occurs


38

among students of Pangudi Luhur Sedayu Senior High School Bantu, Yogyakarta

is recognized to be the reason for their inability to perform the productive and

receptive use of language well. What the teachers can do related to this issue is to

facilitate learners to have good vocabulary mastery by promoting them to be

autonomous learners.

Autonomy in learning, which can be described as “the ability to take charge

of one’s own learning” (Holec, 1979) or “the capacity to take control of one’s own

learning” (Benson, 2001), involves the students’ ability to manage as well as

monitor and evaluate their own learning in order to reach the goal expected. By

being autonomous learners, it is expected that the learners can improve their

vocabulary mastery by themselves to meet the need of it in language learning.

Thus, they will be able to involve themselves in the communicative activities in

the target language well.

Contextual guessing strategy, a strategy which emphasizes the ability to find

the meaning of unknown words by examining its context (Nation, 2002; Read,

2000; Bruton & Samuda, 1981 cited in Nation, 1990: 161) is proposed as a means

to facilitate learners to be autonomous learners in learning vocabulary. Two

problems arise are about the implementation of contextual guessing strategy in

enhancing students’ autonomy in learning vocabulary and the ways contextual

guessing strategy enhances students’ autonomy in learning vocabulary.

Thus, a classroom action research is conducted in one class in Pangudi

Luhur Sedayu Senior High School Bantul, Yogyakarta in order to find out the

answer of the research questions. Classroom action research is a type of research


39

which includes planning, acting, observing, and reflecting within it. In carrying

out the classroom action research, several learning materials which employ

contextual guessing as the strategy are implemented to grade XI students of

Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta.


40

CHAPTER III

METHODOLOGY

This chapter provides five general descriptions on the research method,

research participants, research instruments and data gathering techniques, data

analysis techniques, and research procedure.

A. Research Method

A classroom action research (CAR) was employed in carrying out this

research. According to Reason & Bradbury (2001: 1), classroom action research

can be defined as “a practice for the systematic development of knowing and

knowledge but based in a rather different form from traditional academic

research”. The goal of classroom action research is to develop the researcher’s

skills, understanding and knowledge of teaching, as well as to enhance the

students’ learning.

In order to obtain the goal mentioned above, classroom action research

carries out a cyclical process which consists of four phases as presented in figure

3.1 (Classroom Action Research Phases). Figure 3.1 shows that a classroom

action research cycle has four phases; those are planning, acting, observing, and

reflecting. The results of the reflection are used to re-plan the next teaching

practice. It occurs continually and forms a spiral namely classroom action

research spiral (Kemmis & McTaggart, 1988 cited in Hopkins, 1993).


41

Figure 3.1 Classroom Action Research Phases (From: McNiff & Whitehead, 2002)

The main problem of this research was the implementation of contextual

guessing strategy in learning vocabulary which was used to enhance students’

autonomy in learning vocabulary. Thus, a classroom action research (CAR) was

conducted in order to describe how contextual guessing strategy in vocabulary

learning was implemented and how it enhanced students’ autonomy in vocabulary

learning.

B. Research Participants

The participants of the research were grade XI students of Pangudi Luhur

Sedayu Senior High School Bantul, Yogyakarta. The numbers of the participants

were thirty-six.

Planning

Observing

Acting Reflecting

Re‐Planning

Reflecting Acting

Observing


42

There were several things considered in choosing grade XI students as the

participants of the research. First, contextual guessing strategy requires some

previous knowledge on vocabulary which was needed to make the guessing. It

was considered that grade XI students of Senior High School had higher level of

vocabulary mastery rather than grade X. Therefore, it would be easier for grade XI

students of Senior High School to guess the meaning of unknown words in

vocabulary learning than grade X students. Second, grade XI students were

chosen rather than those in grade XII for grade XII students had to spare much of

their time to prepare for Ujian Akhir Nasional (UAN).

At the end of the classroom action research, it was conducted an interview

to several students. Random sampling method was employed in selecting the

interviewees. Random sampling method involves “probability sampling”

(Wiersma, 1995: 283). It was where every participant of the research has the same

chance to be selected as the sample. Five out of thirty-six students were chosen

randomly by taking lotteries.

A coding of the interviewees’ name was conducted in order to make the

information gathered from the interview confidential. The interviewees’ name was

coded by using the name of color. There were five colors used; those were brown,

white, blue, red, and black. The coding of the interviewees’ name was shown in

table 3.1 (Coding of the Interviewees’ Name) in the following page.


43

Table 3.1 Coding of the Interviewees’ Name

Coding Meaning

Mr./Ms. Brown The name for the participant of the interview number 1

Mr./Ms. White The name for the participant of the interview number 2

Mr./Ms. Blue The name for the participant of the interview number 3

Mr./Ms. Red The name for the participant of the interview number 4

Mr./Ms. Black The name for the participant of the interview number 5

C. Research Instruments and Data Gathering Technique

There were two instruments employed in this research; those were

observation and interview. The first instrument, the observation, was employed to

find out how contextual guessing strategy was implemented. The second

instrument, the interview, was employed to find out how contextual guessing

strategy enhanced students’ autonomy in learning vocabulary.

1. Observation

The observation was employed to gather data related to the implementation

of contextual guessing strategy in learning vocabulary. The observation involved

the use of checklist or “observation schedule” (Wallace, 1998: 46) and some

spaces for taking notes. The spaces were given to allow the observer wrote

anything happened during the teaching and learning process which was not

mentioned in the checklist. The observers could also add, in the observation

sheets, their feelings and thoughts toward the implementation of contextual

guessing strategy in learning vocabulary. The data gathered from the observation

were beneficial to find out the answer of the first problem of this research.


44

The observation employed in this research was divided into two types

namely students’ observation and self-observation. Students’ observation referred

to the observation which was performed by the students. Meanwhile, self-

observation referred to the observation which was performed by the researcher.

The major items included in the observation sheets are presented in table 3.2

(Items of Observation) below.

Table 3.2 Items of Observation

No. Points 1. 2. 3. 4. 5.

Observation on the students’ activities Observation on the teacher’s (the researcher’s) activities Observation on the strategy employed in the research Observation on the learning materials adopted Strengths, weaknesses, difficulties of the strategy employed and suggestion

2. Interview

The interview was directed to find out how contextual guessing strategy

enhanced students’ autonomy in learning vocabulary. In the interview session, the

researcher explored the students’ experience in employing contextual guessing

strategy in learning vocabulary, what they have got, and how contextual guessing

strategy enhanced their autonomy in learning vocabulary.

The type of interview occupied was semi-structured interview. Semi-

structured interview was a type of interview where it had structured questions but

there was flexibility within the interview (McDonough & McDonough, 1997:

183; Wallace, 1998: 146). The example of the flexibility in semi-structured


45

interview was the changing order of the questions and more extensive follow-up

of responses.

The method of recording the data in this interview was audio recording by

using an MP3 player. Recording interviews, based on Best (1970: 187), is easy

and cheap. While according to McDonough & McDonough (1997:186), it is

intrusive, require permission from the interviewees, and very time-consuming to

transcribe it into written data, but this method of recording ensures an accurate

and detailed record of language data which may not just be the vehicle for the

interview, but its object as well.

The major items included in the interview are presented in table 3.3 (Items

of Interview) below.

Table 3.3 Items of Interview

No. Points 1. 2. 3.

Comments on the strategy employed Strengths and weaknesses Ways the strategy employed (contextual guessing strategy) enhances students’ autonomy in learning vocabulary

D. Data Analysis Techniques

There were two techniques of data analysis employed in this research. The

first data analysis technique was directed to answer the first problem of this

research, while the second technique was employed to answer the second research

problem.


46

The first problem of this research was how contextual guessing strategy is

implemented to enhance students’ autonomy in learning vocabulary. The

instrument employed to answer this question was observation sheets, which was

divided into students’ observation and self-observation. The data gathered from

the observation sheets were read repeatedly. After finished being read, the data

were categorized into thematic pattern. The categorization of the data was

conducted one by one.

Data triangulation method was employed to answer the first research

problem. Based on Denzin (1978: 308 cited in Wiersma, 1995: 264),

“triangulation can take many forms, but its basic feature will be the combination

of two or more different research strategies in the study of the same empirical

units.” Basically, it was a comparison of information from several techniques to

find out whether there was “corroboration” (Wiersma, 1995: 264) or not. Wallace

proposes that the use of triangulation in analyzing data was useful to gain the

reliability of the analysis (1998: 36). The triangulation was conducted to the data

gathered from the students’ observation and the researcher’s observation to find

out how contextual guessing strategy was implemented. Figure 3.2 (Data

Triangulation of the First Research Question) shows how data triangulation was

employed to answer the first research problem.


47

Figure 3.2 Data Triangulation of the First Research Question

The interview was the instrument employed to answer the second research

problem, that is how contextual guessing strategy enhanced students’ autonomy in

learning vocabulary. The recording of the interview, first, was listened, and then it

was transcribed into written data. Next, the data gathered were categorized into a

particular pattern. The data that had been categorized into thematic pattern were

analyzed to answer the second research problem.

E. Research Procedure

In conducting this research, there were several steps the researcher followed.

Those steps are elaborated one by one below:

1. The first thing conducted was choosing the topic of the research and

formulating the research problems.

2. The next step was conducting a library study in the university library to find

several possible course-books to be adopted and implemented in the research.

Several books found were compared to decide the most suitable course-

books. The comparison was also administered to the possible course-books

RQ 1

Students’ observation

Self‐observation


48

found in the university library with those found in the market to choose the

most suitable one.

A vocabulary learning book written by Bernard Seal titled American

Vocabulary Builder I was chosen as the source for it met most criteria of

course-book evaluation proposed by Wallace (1998: 185). Two other books,

Focus on Vocabulary: Mastering the Academic Word List by Dianne Schmitt

& Norbert Schmitt and Look Ahead: an English Course for Senior High

School Students Year X by Th. M. Sudarwati & Eudia Grace, were also

employed as the additional sources.

3. After getting the suitable course-books, the topics which would be taught

were chosen among the other topics available in the course-book. Based on

the topics chosen, the teaching and learning activities were decided and the

lesson plan based on the topics and the activities chosen were compiled. In

classroom action research cycle, this step is called planning.

4. Then the first vocabulary learning topic which employed contextual guessing

strategy was implemented to grade XI students of Pangudi Luhur Sedayu

Senior High School, Bantul, Yogyakarta. The implementation process in

classroom action research cycle is called acting phase.

5. During the implementation of the first topic, the students were asked to

observe the teaching and learning process and were asked to fill out the

observation sheets at the end of the lesson. During the lesson, the researcher

also conducted a self-observation. In classroom action research cycle, this

process is named observing.


49

6. The next step in CAR cycle was reflection. Based on the result of the

students’ observation and the researcher’s observation, a reflection to the

implementation of contextual guessing strategy in vocabulary teaching and

learning was conducted.

7. Based on the result of the observation and the reflection, the next topic which

would be implemented was re-planned. This cycle - planning, action,

observation, reflection, re-planning - occurred once again.

8. At the end of the implementation, an interview to five students who had been

assigned was administered. Several questions related to the vocabulary

learning which adopted contextual guessing strategy, what the students have

got, and how contextual guessing strategy could enhance their autonomy in

learning vocabulary were asked in the interview session.

9. The next step was conducting a data analysis. The data analysis was directed

to answer the problems of this research – how contextual guessing strategy is

implemented and how contextual guessing strategy enhances students’

autonomy in learning vocabulary.

10. The last step was reporting the result of the research.


50

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two major sections namely the implementation of

contextual guessing strategy and enhancing students’ autonomy in learning

vocabulary. The first section discusses the implementation of contextual guessing

strategy in the vocabulary teaching and learning practice. The second section

presents the discussion on how the strategy employed in this research enhances

students’ autonomy in learning vocabulary.

A. The Implementation of Contextual Guessing Strategy

The strategy employed in this research, contextual guessing strategy, was

implemented in the vocabulary teaching and learning practices through a

classroom action research. Thus, the classroom action research employed in this

research functioned as a mean to implement a new vocabulary learning strategy to

students of XI-Social 1 class of Pangudi Luhur Sedayu Senior High School

Bantul, Yogyakarta.

The new learning strategy of contextual guessing was introduced and

implemented through the presentation of vocabulary learning materials. The

materials utilized were not those designed by the researcher herself, rather it was

taken from a course-book, published by an official publisher, through a process of

course-book evaluation (Wallace, 1998: 184). In addition, since the learning


51

materials were taught to students of Senior High School, the selection of the

course-book was also based on the curriculum of English lesson for Senior High

School students grade XI (table 2.2). The curriculum of English lesson for Senior

High School mentions that the text types which should be learnt by grade XI

students in semester I are report, narrative, and analytical exposition. Therefore,

narrative and report texts were chosen as the topics.

The teaching and learning practices comprised of four meetings and lasted

from July 21, 2008 until August 11, 2008. The timetable of the teaching practice

can be examined in the table 4.1 (Teaching Practice Timetable).

Table 4.1 Teaching Practice Timetable

No. Meeting Day/Date Time Topic 1. I Monday,

July 21, 2008 10.15-11.45 Narrative: Introduction to

Contextual Guessing 2. II Monday,

July 28, 2008 10.15-11.45 Narrative

3. III Monday, August 4, 2008

10.15-11.45 Report

4. IV Monday, August 11, 2008

10.15-11.45 Report Evaluation

As it can be seen in table 4.1, the topic of the first and second meeting was

narrative while the topic of the third and fourth meeting was report. In this

respect, the classroom action research was divided into two cycles. Each

classroom action research cycle covered two meetings. Therefore, the discussion

on the implementation of contextual guessing strategy was also divided into two


52

sections, namely classroom action research cycle 1 and classroom action research

cycle 2.

1. Classroom Action Research Cycle 1

The classroom action research cycle 1 covered the first and second meeting

of the teaching and learning practice in XI Social-1 class of Pangudi Luhur

Sedayu Senior High School. The discussion of classroom action research cycle 1

was divided into four parts. Those are planning, acting, observing, and reflecting.

a. Planning

Based on the learning materials of narrative taken from the selected course-

books, the teaching and learning activities plan of the classroom action research

cycle 1 was designed. The summary of the teaching and learning activities were

presented in table 4.2.

The overall teaching and learning activities would be divided into three

main categories, namely opening activities, main activities, and closing activities.

As it can be examined in table 4.2, the teaching and learning activity of the first

category would be brainstorming. The second category, that was the main

activities, would consist of group presentation, individualized learning, and

student-student interaction. The group presentation would be divided into

lecturing, asking and answering questions, and trying out. The individualized

learning would be divided into applying the learned concepts, which would be

carried out by completing worksheets, and teacher-student discussion. The


53

student-student interaction would be carried out through a small-group work and

teacher-student discussion. The third category, the closing activities, would

consist of asking and answering questions and giving homework.

Table 4.2 Teaching and Learning Activities of Classroom Action Research Cycle 1

The opening activity would be carried out by brainstorming. Brainstorming

is the activity of thinking quickly and creatively to generate ideas spontaneously.

In this activity, the students would be asked to think about contextual guessing

strategy in learning vocabulary without being explained first by the teacher. The

students would be asked to think anything about the strategy of contextual

guessing including the definition, steps to perform it, etc. After several minutes,

Teaching-Learning Activities : A. Opening activity Brainstorming B. Main activities 1. Group Presentation: a. Lecturing b. Asking and answering questions c. Trying out 2. Individualized learning a. Applying the learned concepts: worksheets completion b. Teacher-students discussion 3. Student-student interaction: a. Small-group work b. Teacher-student discussion C. Closing activities 1. Asking and answering questions 2. Giving homework (applying the learned concepts)


54

the students would be asked to come in front of the class and write down anything

they thought about contextual guessing strategy in the blackboard one by one. The

activity of brainstorming would be beneficial to force the students to participate

actively in the teaching and learning activities for learning takes place best when

students are active (Kemp, 1977: 61). It would also be beneficial to gain

information about the students’ prior knowledge about contextual guessing

strategy. The information about the students’ prior knowledge gained could help

the teacher determined what would be explained in the lecturing activities.

The main activity of the teaching and learning practices cycle 1 would be

divided into three types of activity. Those would be group presentation,

individualized learning, and student-student interaction. Group presentation

method refers to the method which is used to tell, show, demonstrate, dramatize,

or present learning materials to a group of students (Kemp, 1977). The teaching

and learning activity of group presentation would be carried out in the teaching

and learning practices through lecturing, asking and answering questions, and

trying out.

1) Lecturing

In this activity, the teacher would talk and explain about contextual guessing

strategy in front of the students. In the activity of lecturing, the teacher would

employ transparencies as the teaching media. The teacher would explain about

principles of contextual guessing strategy and the steps the students could follow

to be able to guess the unknown words’ meaning. The lecturing activity would


55

also cover the clarification and discussion to the result of the students’

brainstorming written in the blackboard.

2) Asking and answering questions

Asking and answering questions activity would be useful to clarify whether

the students understood the teacher’s explanation or not. At first, the teacher

would deliver handouts containing the summary of the materials discussed and

give the students times to think about the topic they would have just learned.

Then, they would be given chances to ask anything they would have not

understood yet about contextual guessing strategy in learning vocabulary. The

teacher, first, would give chance to other students who can answer the questions.

If there would be no one, the teacher would explain it to the students.

3) Trying out

After being explained and having much discussion on the theories of

contextual guessing strategy, the next thing should be executed would be applying

the learned theories to solve problems in learning. By employing transparencies,

the teacher would present a paragraph containing an unknown word. The teacher

would demonstrate the students how to find the word’s meaning by guessing.

Then the teacher would present other paragraphs containing unknown words that

should be guessed and would invite the whole students to discuss them together.

This type of activity would be beneficial to show the students how to solve

problems based on the theories learned.

In the individualized learning method, the students by themselves would

learn how to apply the information, concepts, and principles of contextual


56

guessing strategy in learning vocabulary that would have been learned before.

They would complete worksheets containing a number of tasks on finding the

meaning of unknown words through guessing from the context. The whole-class

discussion led by the teacher would be very necessary after the accomplishment of

the tasks since clarification would be obviously needed by the students. In

discussing the tasks, the teacher would point several students to show and read

their work to the class. The other students were expected to pay attention and

comment it. They could give their opinion whether the answer was correct or

incorrect, etc.

Student-student interaction method would be carried out in the teaching and

learning practices through small-group work activity. In the student-student

interaction method, the students would work in groups of four to solve problems

together. By conducting a student-student interaction, it was expected that every

student would gain deeper and better understanding on the theories of contextual

guessing strategy and on how to apply it to find unknown words’ meaning. Thus,

all members of the group should work together to solve the faced problems.

The students would be divided into groups which would consist of four

students. Since there were thirty-six students in the class, then there would be nine

groups. The teacher would provide eighteen cards where a paragraph and an

unknown word to be guessed were written in each card. The teacher would deliver

two cards to each group. When they would have finished finding the meaning of

the unknown words in those two cards, they would have to exchange the cards


57

with those possessed by other groups. Therefore, they would have eighteen

answers in total.

The closing activity would be carried out through the activity of asking and

answering questions and giving homework. The teacher would provide several

times for the students to ask anything related to the strategy of contextual

guessing. In order to make sure whether the students still had problems with

guessing unknown words’ meaning from context or not, the teacher would also

deliver questions to be answered by the students.

The last activity planned would be giving homework. The teacher would

give a copy of a short story titled “Pinocchio”. At home, they should read the

story; decide what words they had not known in the story; and try to infer the

words meaning by applying contextual guessing strategy. The teacher would not

provide the students the target words to be learnt. They would select the target

words to be learnt from the reading passage based on their own. The homework

would be collected in the next meeting. At last, the class would be closed by

asking the students to fill out observation sheets. The observation sheets would

contain several statements and questions on the teaching practice meeting 1 and 2

(table 3.2).

Since every cycle of the classroom action research employed in this research

consisted of two meetings, this teaching and learning activities plan would be

accomplished in two meetings. The detailed elaboration of the teaching and

learning activities of the classroom action research cycle 1 was presented in the

lesson plan of classroom action research cycle 1 provided in the appendix 4.


58

b. Acting

The second phase of the classroom action research cycle was acting. In the

teaching and learning practices, the action had been performed based on the

planning that had been formulated and discussed previously. The action

performed will be elaborated in the following.

At first, the students were asked to think about contextual guessing strategy

in learning vocabulary without being explained first by the teacher. The students

had to think anything about the discussed strategy including the definition, steps

to perform it, etc. After several minutes, the students were asked to come in front

of the class and write down in the blackboard about what they had thought about

contextual guessing strategy one by one. The result of the students’ brainstorming

that had been written in the blackboard was utilized by the teacher to determine

what should be explained in the lecturing activity.

The main activity of the teaching and learning practices cycle 1 was divided

into three types of activities. Those were group presentation, individualized

learning, and student-student interaction. Elaboration to each type of activity

executed was presented in the following.

The teaching and learning activity of group presentation was carried out in

the teaching and learning practices through lecturing, asking and answering

questions, and trying out.

1) Lecturing

In this activity, the teacher explained about contextual guessing strategy in

front of the students. In the activity of lecturing, the teacher employed


59

transparencies as the teaching media. The teacher explained about principles of

contextual guessing strategy and the steps the students could follow to be able to

guess unknown words’ meaning. The lecturing activity also covered the

clarification and discussion to the result of the students’ brainstorming written in

the blackboard.

2) Asking and answering questions

At first, the teacher delivered handouts containing the summary of the

materials discussed and gave times to think about the topic they had just learned.

Then, they were given chances to ask anything they had not understood yet about

contextual guessing strategy in learning vocabulary. Next, the teacher asked

whether any of them could answer the questions. Because there was no one who

was willing to try to explain, the teacher answered it by herself.

3) Trying out

In the activity of trying out, the teacher demonstrated the students how to

find the word’s meaning by guessing. Then the teacher presented other paragraphs

containing unknown words that should be guessed. The teacher also invited the

whole students to discuss them together.

In the individualized learning method, the students by themselves learned

how to apply the information, concepts, and principles of contextual guessing

strategy in learning vocabulary that had been learned before. They completed

worksheets containing a number of tasks on finding the meaning of unknown

words through guessing from the context. The whole-class discussion led by the

teacher was conducted after the accomplishment of the tasks. In discussing the


60

tasks, the teacher pointed several students to show and read their works to the

class. The other students should pay attention and comment it. They could give

their opinion whether the answer was correct or incorrect, etc.

Student-student interaction method was carried out in the teaching and

learning practices through small-group work. The students were divided into

groups which consisted of four students. Since there were thirty-six students in the

class, then there were nine groups. The teacher delivered two cards to each group.

When they have finished finding the meaning of the unknown words in those two

cards, they had to exchange the cards with those possessed by other groups.

Therefore, they had eighteen answers in maximum.

The closing activity would be carried out through the activity of asking and

answering questions and giving homework. The teacher provided several times for

the students to ask anything related to the strategy of contextual guessing. The last

activity of the classroom action research cycle 1 was giving homework. The

teacher delivered a copy of a short story titled “Pinocchio”. At home, they should

read the story; decide what words they had not known in the story; and try to infer

the words meaning by applying contextual guessing strategy. The teacher did not

provide the students the target words to be learnt. They should select the target

words to be learnt from the reading passage based on their own. The homework

was to be collected in the next meeting. The class was closed by asking the

students to fill out observation sheets. The observation sheets contained several

statements and questions on the teaching and learning practices meeting 1 and 2

(table 3.2).


61

c. Observing

The observation was carried out at the end of the teaching practice meeting

2. There were two types of observation administered; those were students’

observation and self-observation. Students’ observation referred to the observation

performed by the students, while self-observation referred to the observation

performed by the teacher, in this context was the researcher.

The elaboration on the result of the observation was divided according to

the points included in the observation sheets. Those points were observation on

the students’ activities, the teacher’s (or the researcher’s) activities, the strategy

employed in the research and the learning materials adopted, and the observer’s

opinion upon the strategy employed which covered the strengths, weaknesses,

difficulties, and suggestion (table 3.2).

First, the result of the observation to the students’ activities in the classroom

showed that their activities basically were good. As it can be seen in the

observation sheets, most of them expressed that they were ready to study when the

teacher came in the classroom. A big amount of students also said that they paid

much attention to the lesson, listened to the teacher’s explanation carefully; wrote

important things about the lesson, and accomplished the assignments given. It was

also supported by the result of the teacher’s observation that she found many

students tried hard to understand the materials by paying attention to the lesson,

asking questions to the teacher, making notes, and trying to accomplish the

assignments as well as they could. As not all students showed their good

performance, there were a number of students who were considered to have bad


62

performance. Several students were busy with their own business when the

teacher either explained something or asked the students to do the exercises on

guessing words meaning. Because they did not pay attention to the lesson, when

the teacher asked questions they could not answer it.

Second, from the observation performed by the students, it was found that

the teacher’s activities such as in opening the lesson; explaining the materials;

using the learning media; involving students in the teaching and learning process;

asking questions to the students; answering questions from the students; giving

attention to all students; giving assignments, summary, or homework to the

students were also good. Generally, most students commented that several things

above were performed well by the teacher, in this case was the researcher.

Meanwhile, as it was documented in the self-observation sheets, the researcher

recognized that some of the actions mentioned had not been carried out well.

There were several things that were not performed well such as the teacher’s

explaining ability, the loudness and the clearness of the voice, the using of the

learning media, and the answering-question ability.

Third, the result of the observation on the strategy employed and the

materials adopted showed that nearly all participants had neither known nor used

this strategy previously. However, their response towards this strategy was good

although they had never known and used it. They argued that, after two meetings

learning vocabulary by employing contextual guessing, they found that employing

contextual guessing strategy in learning new vocabulary was quite interesting.

Another good thing found was that they felt happy and satisfied because they


63

could find and understand the meaning of words they did not know without

depending much on dictionary. Moreover, many students argued the words

meaning that were guessed could be remembered better when contextual guessing

strategy was employed.

Meanwhile, a big number of students expressed that the materials adopted in

the teaching and learning practice could help them understand about learning new

vocabulary through guessing from context better.

In addition to the observation on the students’ activities, the teacher’s

activities, the strategy employed and the materials adopted; there were several

things that should be noted after implementing contextual guessing strategy in

learning vocabulary for XI-Social 1 class of Pangudi Luhur Sedayu Senior High

School. First, since contextual guessing strategy was relatively new for them, it

seemed that they found difficulties in acquiring the concept of it. Rather than

trying to examine the context --the part of speech, the clause or sentence

containing the word, or the paragraph (Bruton & Samuda, 1981 cited in Nation,

1990)--, they tried to translate the sentence and paragraph containing the word.

Second, it was recognized that a number of students had very limited vocabulary

mastery even the high-frequency words. As the result, they were unable to

perform the assignments as what had been expected. Third, it was found that the

time allotment planned was not sufficient for the students to accomplish the task

given. As elaborated by Kemp (1977), sufficient allotment of time provided to the

students determines their successful of task accomplishment. Because of it, the


64

teacher should give additional time for them to finish the assignments that made

the planning was finished incompletely.

The results of the observation elaborated above was summarized and

presented in the following:

1) Observation on the students’ activities

a) From the students’ observation, it was found that basically the students’

activities were good. It could be seen from these activities:

- They were ready to study when the teacher came.

- Most students paid much attention to the lesson.

- They always listened to the teacher’s explanation.

- They wrote the important things.

- They could accomplish the task given.

b) From the teacher’s observation (self-observation), it was recognized that:

- Many students had tried hard to understand the materials by paying

attention to the lesson and trying to do the task as best as they could.

- Several students had bad performance in class. They talked with their

friends when the teacher was explaining something; did not do the

assignments given; and were not able to perform it when the teacher

asked them to do so.

2) Observation on the teacher’s activities

a) From the students’ observation, it was discovered that the teacher’s

activities in opening the lesson; explaining the materials; using the learning

media; involving the students in the teaching-learning process; asking


65

questions to students; answering students’ questions; giving attention to all

students, giving assignments, summary, and homework were also good.

b) From the teacher’s observation (self-observation), it was found that there

were several things that should be improved such as the teacher’s

explaining ability, the loudness and the clearness of the voice, the using of

the learning media, and the answering-question ability.

3) Observation on the strategy employed and the materials adopted

The three things found were:

a) All students had neither known nor used contextual guessing strategy

previously.

b) The students’ responses toward the implementation of contextual guessing

strategy and the adoption of the materials in the first cycle were good. They

argued that:

- learning vocabulary by using contextual guessing was interesting

- they did not need to depend much to dictionary

- the vocabulary learned could be remembered better

c) The learning materials adopted could help them understand the application

of contextual guessing strategy in learning vocabulary well.

4) There were two other findings recognized from the result of the observation;

those were:

a) Most students still had difficulties in acquiring the concepts of contextual

guessing strategy for this strategy was relatively new for them.


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b) A number of students had very limited vocabulary mastery, even the high-

frequency words, that caused them unable to perform the assignments as

what had been expected.

d. Reflecting

Examining the result of the observation, it was concluded that introducing

students to contextual guessing strategy and training them to implement

contextual guessing strategy in learning new vocabulary was good and

advantageous for them. It was thought so for this strategy could be very beneficial

for them once they had been able to implement it.

Meanwhile, accompanying the good things found upon the implementation

of contextual guessing strategy in learning new vocabulary, several problems and

obstacles in the teaching and learning process were recognized. Each problem or

obstacle had been thought deeply in order to find out the solutions for it. Giving

students more and more exercises on finding words meaning by guessing while

trying to re-explain the concept and ways to perform the task was thought to be a

better solution in helping students understand and master the strategy of guessing.

As an old saying that “practices make perfect” it was expected that performing as

many as exercises would lead students to the mastery of guessing words meaning

from context.

For the next teaching, it was planned that the teacher would provide longer

time for students to accomplish any assignments. It was considered that by

providing them longer time to accomplish the assignments they could accomplish


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the assignments better. Forcing students to work in limited time could cause the

assignments performed badly and the objectives were unreachable.

From the observation, it was also found that the teacher’s explaining ability,

the loudness and the clearness of the voice, the using of the learning media, and

the answering questions ability needed some improvement. To solve this problem,

the teacher would train and increase her explaining ability, the loudness and the

clearness of the voice, the using of the learning media, and the answering

questions ability before carrying out the third teaching practice. By doing so, it

was expected that the next teaching practice could be performed better.

The results of the reflection presented were summarized into two major

points. Those were:

1) Introducing and training students to implement contextual guessing strategy in

learning vocabulary was good and advantageous.

2) The obstacles discovered and solutions considered to be able solve it were:

a) In order to help the students understand and master the strategy of

contextual guessing, the teacher would give more and more exercises and

re-explain the principle concepts of contextual guessing for those who still

had not understand it. In other words, in the next teaching and learning

activities it would be emphasized on much practice of guessing words

meaning from context.

b) Since most students felt that they unable to finish the assignments because

of the limited time provided, the teacher would give longer time for

students to accomplish the assignments.


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2. Classroom Action Research Cycle 2

The classroom action research cycle 2 comprised the third and a half of the

fourth meeting of the teaching and learning practices. Another half of the fourth

meeting was utilized to evaluate the students’ learning during the implementation

of contextual guessing strategy in learning vocabulary to students of XI-Social 1

class of Pangudi Luhur Sedayu Senior High School. In the following, it will be

elaborated the phases in the classroom action research cycle 2.

a. Planning

The teaching and learning activities plan of the classroom action research

cycle 2 had been compiled and the summary of it is presented in table 4.3.

Table 4.3 Teaching and Learning Activities of Classroom Action Research Cycle 2

Teaching-Learning Activities : A. Opening activities Reviewing (Asking and giving questions) B. Main activities 1. Individualized learning a. Applying the learned concepts: worksheets completion b. Teacher-student discussion c. Applying the learned concepts: self-selected resources task completion 2. Student-student interaction a. Pair-work (worksheets completion) b. Teacher-student discussion C. Closing activities 1. Reviewing 2. Evaluating (performing vocabulary test)


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As it was in the first classroom action research cycle, the teaching and

learning activities would be categorized into three main parts. Those would be

opening activities, main activities, and closing activities. The opening activities

would consist of only one activity. It would be the activity of reviewing the

learned materials. It would be carried out by asking and answering questions. The

main activities would consist of two types of activities; those would be

individualized learning and student-student interaction. The individualized

learning would involve the activities of applying the learned concepts in the form

of worksheets completion, self-selected resources task completion, and teacher-

student discussion while the student-student interaction would include pair-work

and teacher-student discussion. The closing activities would involve reviewing the

learned materials and evaluating it by performing vocabulary test.

The opening activity of the classroom action research cycle 2 would consist

of only one activity. It would be reviewing the materials discussed in the first

classroom action research cycle. The materials learned would be reviewed by

asking and answering questions. The teacher would deliver a number of questions

either on the theories of contextual guessing strategy or the implementation of the

theories to define the meaning of unknown words. This activity would be

advantageous to check how far the students had understood the lesson and to

determine which part of the learning that needed more elaboration.

The main activities consisted of individualized learning and student-student

interaction. The teaching and learning activities that would be included in


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individualized learning were worksheets completion, self-selected resources task

completion, and teacher-student discussion.

1) Worksheets completion

The first activity of applying the learned concepts would be executed through

worksheets completion. In this activity, the teacher would provide worksheets

containing twenty-five sentences with an underlined word in each sentence. The

students’ task would be determining the correct meaning of the underlined words

by crossing one option provided below the sentences. A reading passage of report

“Water Politics in the Middle East and North Africa” would be delivered to each

student. Most, but not all, of the target words asked could be found in the reading

passage. Thus, it was expected that the students could make use the text as a

reference to accomplish the task given.

2) Teacher-student discussion

Right after the students completed the worksheets, the teacher would ask the

students to write down their answer in the blackboard. Later, the students and the

teacher would discuss it together. During the discussion, the students would also

be given chances to ask questions related to it.

3) Self-selected resources task completion

In this activity, the students would try to find a text of report which could be

taken from magazine, newspaper, articles in the internet, etc. Then they should

read it, select any unknown words, and try to find the meaning of those words by

applying contextual guessing strategy. The teacher would not provide anything to

the students. Thus, they would have to plan and prepare it by themselves. It was


71

expected that the activity of self-selected resources task would not only help them

understand the learned learning strategy but also it would help them learn to have

autonomy in learning.

Meanwhile, the teaching and learning activities that would be involved in

the student-student interaction were pair-work, which would be executed through

worksheets completion, and teacher-students discussion. Each of them will be

elaborated below:

1) Pair-work

In this activity the students would still perform the same activity. That was

completing a set of tasks on finding the meaning of unknown words by guessing.

In the meantime, the assignment would not be performed individually but in

groups of two. The students would be suggested to work with another student

sitting next to them.


Teacher-student discussion was the activity in clarifying and discussing the

exercises performed previously by the students. The teacher would point one

group to come in front of the class to present the result of their work. A member

of the group would read the sentences followed by the target word and the

guessing. Then, they would ask their friends’ opinion about their guessing. The

presenters should be able to explain how they could come to such kinds of

guessing.

At last, the classroom action research cycle 2 would be closed by reviewing

the materials learned and evaluating their learning since the first up to the last


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meeting. In reviewing the learned materials, the students and the teacher would

summarize together what had been discussed thus far. Meanwhile, the results of

students’ vocabulary learning through the implementation of contextual guessing

strategy would be evaluated by performing a vocabulary test. The teacher would

provide forty target words to be guessed in the test-paper. The students should

complete it in thirty minutes. In carrying out the vocabulary test, the class would

be divided into two groups of students; each group consisted of eighteen students.

While the first group was performing the test, the other group would be asked to

wait outside. The detailed teaching and learning activities of the classroom action

research cycle 2 was presented in appendix 5.

b. Acting

The second phase of the classroom action research was implementing the

plan that had been formulated in the real teaching and learning processes. The

opening activity of the classroom action research cycle 2 was reviewing the

materials discussed in the first classroom action research cycle. The materials

learned were reviewed by asking and answering questions. The teacher delivered

a number of questions either on the theories of contextual guessing strategy or the

implementation of the theories to define the meaning of unknown words. This

activity was advantageous to check how far the students had understood the lesson

and to determine which part of the learning that needed more elaboration.

The main activities consisted of individualized learning and student-student

interaction. The teaching and learning activities that were included in


73

individualized learning were worksheets completion, self-selected resources task

completion, and teacher-student discussion.

1) Worksheets completion

The activity of applying the learned concepts was executed through worksheets

completion. In this activity, the teacher provided worksheets containing twenty-

five sentences with an underlined word in each sentence. The students’ task was

to determine the correct meaning of the underlined words by crossing one option

provided below the sentences. A reading passage of report “Water Politics in the

Middle East and North Africa” was delivered to each student. Most of the target

words asked could be found in the reading passage. Thus, it was expected that the

students could make use the text as a reference to accomplish the task given.


Right after the students had completed the worksheets, the teacher asked the

students to write down their answer in the blackboard. Then, the students and the

teacher discussed it together. During the discussion, the students were given

chances to ask questions related to it.

3) Self-selected resources task completion

In this activity, the students had to find a text of report which could be taken

from magazine, newspaper, articles in the internet, etc. Then they should read it,

select any unknown words, and try to find the meaning of those words by

applying contextual guessing strategy. The teacher did not provide anything to the

students. Thus, they had to plan and prepare the accomplishment of it by

themselves.


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Meanwhile, the teaching and learning activities involved in the student-

student interaction were pair-work, which was executed through worksheets

completion, and teacher-student discussion. Each of them will be elaborated

below:

1) Pair-work

In this activity the students completed a set of tasks on finding the meaning of

unknown words by guessing. In the meantime, the assignment did not be

performed individually but in groups of two. The students should work with

another student sitting next to them.


In the activity of teacher-student discussion, the teacher pointed a group to

come in front of the class to present the result of their work. A member of the

group read the sentences followed by the target word and the guessing. Then, they

asked their friends’ opinion about their guessing and they tried to explain it.

At last, the classroom action research cycle 2 was finished by reviewing the

materials learned and evaluating their learning from the first meeting up to the

last. In reviewing the learned materials, the students and the teacher summarized

together what had been discussed. Meanwhile, the results of the students’

vocabulary learning were evaluated by performing a vocabulary test. The teacher

provided forty words to be guessed in the test-papers. The students should

complete it in thirty minutes. The class was divided into two groups of students;

each group consisted of eighteen students. While the first group was performing

the test, the other group should wait outside the class.


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c. Observing

The second observation was carried out at the end of meeting IV and it was

directed to evaluate the teaching practice cycle 2. Based on the overall result of

the second observation, it was concluded that the teaching practice cycle 2 was

better than that of cycle 1. The classroom situation was controlled and managed

better than previously. Although there were still students who did not pay

attention to the lesson, e.g. talking with other students sitting next to her/him,

more students were actively took part in the teaching and learning process. Nearly

all students raised their hands enthusiastically when the teacher asked them to

write down the answer of the exercises in the blackboard. Meanwhile, the

teacher’s effort to improve herself was quite successful. The teacher’s explaining

ability; the loudness and the clearness of the voice, and the answering-question

ability were increased in the second cycle. All teaching and learning activities that

had been planned could be carried out. Every single activity listed was completely

achieved.

However, after examining the result of the second observation, it was

recognized that there were still several things that should be noted in the

implementation of contextual guessing strategy in learning new vocabulary to

students of XI-Social 1 class of Pangudi Luhur Sedayu Senior High School

Bantul. They were:

a) There were students who still tended to translate the text to find the

meaning of some unknown words rather than to examine the context. In


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other words, some of them still had difficulties in applying contextual

guessing in learning vocabulary.

b) There were still students who could not accomplish the assignments

because they did not have sufficient vocabulary mastery, even the high-

frequency words.

c) Implementing contextual guessing strategy to find unknown words from

a complete reading passage was thought to be a quite difficult job for a

number of students. They were able to perform contextual guessing

strategy from context well when the target words were presented in

sentences or paragraphs specialized for practicing the strategy but not in

wider context e.g. one-page long short story. Either too many amount of

unknown words in the reading passage or very limited clues to help the

guessing were recognized as the reasons.

d. Reflecting

Examining all the processes above, it was concluded that introducing and

training students to employ contextual guessing strategy in learning new

vocabulary is useful and advantageous. By introducing and training students to

employ contextual guessing strategy in learning vocabulary, it was expected that

they could learn vocabulary by themselves and they could be fostered to become

autonomous learners. However, it was recognized that mastering contextual

guessing strategy in learning vocabulary needs long process with much practices.

It is good that the students have started to use it from now.


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Two types of homework employed in the second and third meetings were

one of the ways in fostering the students to perform autonomous learning. In the

first homework, the students were delivered a copy of a reading passage titled

“Pinocchio”. The instructions were reading the text, finding the target words or

the words they had not known, listing it in a piece of paper, and trying to guess

the meanings from context. Meanwhile, the instructions of the second homework

were the same as the previous one, but in this time the texts were not provided by

the teacher. They had to find a text by themselves and work on it.

B. Enhancing Students’ Autonomy in Learning Vocabulary

The students have experienced and have worked on finding unknown

words’ meaning through the implementation of contextual guessing strategy in

learning vocabulary. Contextual guessing strategy was employed and

implemented in order to enhance their learning autonomy. Thus, this section was

intended to investigate how the vocabulary learning strategy of contextual

guessing enhanced their autonomy in learning vocabulary.

The strategy of contextual guessing enhanced the students’ autonomy in

learning vocabulary by promoting the students’ use of metacognitive strategy.

Metacognitive strategy is one of the three categories of learning strategies

proposed by O’Malley and Chamot (1990, cited in Benson, 2001). Metacognitive

strategy is simply described as the strategy about learning which includes

planning, problem-solving, monitoring, and evaluating.


78

Citing Cotterall and Reinders (2004, cited in Ardi, 2007: 60) that

metacognitive strategies promote learning autonomy, thus, promoting the

students’ use of metacognitive strategies in accomplishing the task will directly

promote the students to be autonomous learners. The following discussion then

will elaborate how the students of grade XI-Social 1 class of Pangudi Luhur

Sedayu Senior High School made use the metacognitive strategies to accomplish

the task given through the implementation of contextual guessing strategy.

Therefore, this section was divided into four parts. Those were planning, problem-

solving, monitoring, and evaluating.

1. Planning

As it is proposed by O’Malley and Chamot (1990: 138, cited in Benson,

2001: 23), one of the functions of planning is to foster the students to draw

general but comprehensive image about “the concept or principle in an anticipated

learning activity”. In this respect, it was recognized that by creating such planning

the students could have a clear image of what they would do to accomplish the

task of learning.

In order to make the students be able to accomplish the task of learning new

vocabulary through guessing from context and foster students to become

autonomous learners, two particular types of homework was given. In the first

homework, the teacher delivered a copy of a short story titled “Pinocchio” to the

students. There were no questions to answer or list of unknown words provided in

the handout. Rather, the teacher asked the students to read the text, select what


79

words they wanted to learn, and list them in a piece of paper. The target words

were not selected by the teacher but the students selected what words they would

learn according to their own judgments. Soon after they have listed the words they

wanted to explore, they were asked to implement contextual guessing strategy to

accomplish the task, finding the meaning of words they have selected. It was

expected that every students had different list of words for every students had

different mastery of vocabulary. The second homework was slightly different with

the first one. While the reading passage of the first homework was provided by the

teacher, in the second homework the students had to find by themselves the source

of their learning as well as the words they would explore.

The students planned their task accomplishment soon after the instruction

was given. According to the data gathered from the interview session, there were

two types of planning found. Those were time and source of learning.

First, it was found that the students’ purpose of planning the time for

accomplishing the task was to make them be able to perform the task given well.

A participant of the interview, Ms. White, articulated her awareness of the

importance of good time management to gain her best result by explaining her

planning that she would accomplish the assignment on Thursday night because

usually there was no homework on that day. So, she would be able to concentrate

on the accomplishment of assignment on contextual guessing better. Furthermore,

she added that if she did the assignment on Thursday, she would still have much

time to check it, for the assignment was to be collected on Monday. From her

explanation, it was evident that Ms. White recognized well the relationship


80

between the time management and the output of the task. In other words, by

possessing good time management, the task might be managed and performed

well that brought into the better output.

On the other hand, a principle of priority also worked here. Ms. Red

admitted that she planned to do it in the evening after the assignment was given.

But she failed to perform it because in fact there was another homework that

should be collected in the following day. So, based on her explanation, she

delayed doing the assignment on guessing from context because she thought that

she had to prioritize the homework that should be collected first. Examining her

answer, it was found that students made use of the principle of priority in

managing their time. They managed their time to accomplish a task based on the

deadline of the task.

Meanwhile, other participants of the interview declared that they would do

the assignment on Sunday for they would have longer time. Since this type of

homework was relatively new for them, they thought that they would need more

time to accomplish it. Three interviewees, Mr. Brown, Mr. Blue, and Mr. Black,

argued that they would do the assignment on Sunday. Based on their elaboration,

Sunday is a holiday, so they had long time to finish the assignment. Mr. Black

added that learning vocabulary by guessing from context was new for him, so he

thought that he would need much time for it.

Second, it was also discovered that in accomplishing the task, especially the

second task, they carried out a kind of planning related to the source of learning.

According to the data gathered from the interview, there were two kinds of source


81

of learning employed by the students. Those were internet and English course-

books. They planned to make use internet and English course-books in finding the

suitable reading passages. The reading passages were to be administered as the

sources for them in learning new vocabulary.

Four out of five participants made use internet as their source of learning.

Their reason was basically the same. They thought that it was easier to find a

suitable reading passage in the internet because there were many choices of it. It

was as what Mr. Brown, Ms. White, Ms. Red, and Mr. Black pronounced in the

interview session that they would make use internet as their source of learning.

The only participant who did not make use internet as the source of learning

was Mr. Blue. Rather than occupied internet, he administered English course-

books he owned as his sources of learning. In the interview session, he uttered that

he would better search a text of report from the English course-books he had.

There was no clear elaboration why Mr. Blue preferred to occupy English course-

books as the source of his learning. However, from what he has uttered in the

interview session, it could be concluded that he would like to take advantage from

what he has owned, the English course-books he possessed.

2. Problem-solving

Problem solving strategy is the strategy in which the students identify any

aspect of the task that hinders their completion of task and find out how to

overcome it (O’Malley and Chamot, 1990 cited in Benson, 2001: 82).


82

The students’ effort in carrying out problem-solving strategy could also be

examined in their effort of planning the task accomplishment. First, it was shown

in their planning of time. As common students, they had many duties that should

be performed. They had much other homework to do and many other

extracurricular activities to follow that made them should be able to manage their

time wisely. It was as what Mr. Brown and Mr. Blue affirmed in the interview

session that they had many other assignments from other teachers and also many

school activities. Because of that reason, they should think about a solution so that

every of their assignment could be performed well without any disturbance to

each other.

Second, their effort in carrying out problem-solving strategy was also

reflected in their planning of selecting a source of learning to attain a suitable

reading passage. The second homework given forced the students to find a reading

passage that would be used as the source for them learning new vocabulary. If

they did not have one, then they could not accomplish the task at all. Therefore,

they should think about a way to find one. Several participants planned to make

use internet to look for a suitable reading passage, while another participant

planned to occupy English course-books he has possessed.

Out of the discussion on problem-solving strategy in relation to the students’

planning of time and source of learning, other efforts on problem-solving strategy

were also recognized. Mr. Brown admitted that in accomplishing the task of

finding the unknown words meaning by guessing from its context, he found many


83

unknown words that could not be guessed. He reasoned that it was caused by the

limited clues needed to guess.

The problem faced by Mr. Brown was also confronted by Ms. Red. She

argued that there were words that could not be guessed its meaning although she

has tried hard. She considered that there were only little clues to guess available in

the text.

Other participants also admitted that they encountered the same problem.

Four of them, Ms. White, Mr. Blue, Mr. Black and Ms. Red tried to solve their

problem in accomplishing the task by trying to find the answer again and again.

They reread the text many times. However, when finally it did not work anymore,

they decided to consult it with their friends or the teacher. Only one participant,

Mr. Brown, did not have any effort to solve the problem he encountered. He

confessed that he did not do anything to solve his problem. He elaborated that he

did not try to finish it, so his worksheet remained incomplete when it was

collected.

Regarding to the elaboration presented above, it was concluded that

problem-solving strategy was important to overcome the obstacles found upon the

process of accomplishing the task. Being able to solve the problem faced was an

inevitably aspect of learning autonomy. It was so because assisting learning

autonomy in educational context was directed to foster students to be problem

solvers (Benson, 2001).


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3. Monitoring

Monitoring strategy involves the strategy to check, verify, or correct the

students’ performance in accomplishing the task (O’Malley and Chamot, 1990

cited in Benson, 2001: 82). In other words, monitoring their learning implies

monitoring how they are doing. Based on the result of the interview session, it

was found that nearly all participants had same ways of monitoring their task

accomplishment: re-checking and comparing.

First, the students re-checked their project. In this respect, they checked

again whether they have guessed the meaning of the unknown words correctly.

Four participants agreed that re-checking the meaning that had been guessed was

directed to make judgment whether their guessing was correct or incorrect. As it

was uttered by Ms. Black and also Mr. Blue, they verified it by re-reading the text,

checking its part of speech and replacing the unknown words with the meanings

they have guessed.

Second, they monitored their task accomplishment by comparing the last

task with the previous one. Being able to compare the result of the two

assignments implied that the students still kept in their mind what they have ever

performed. It was a good thing for they recorded their own learning in their mind.

Interestingly, all participants who expressed that they compared their first and

second task accomplishments admitted that they performed better in the second

one. It was as three of them uttered in the interview session. First, Mr. Brown

expressed that he felt the result of the second assignment was better because he

had understood the concept and the implementation of contextual guessing


85

strategy better. Second, Mr. Blue said that he realized the result of the second task

was better and he actually could accomplish it faster. And third, Ms. Black said

that she has understood the steps better so the result was also better.

4. Evaluating

Evaluating strategy refers to checking the process and the result of the

students’ performance after completing the task (O’Malley and Chamot, 1990

cited in Benson, 2001: 82). The discussion on the evaluating strategy employed by

the participants was categorized into two: the process and the product.

First, the students evaluated the process of accomplishing the task. They

performed it by comparing how they were performing the task. According to the

result of the interview session, it was recognized that nearly all participants

admitted that in evaluating the process of accomplishing the task they compared

how they performed it.

A participant, Ms. White, confessed that she was not satisfied with the

previous task. She also admitted that she could perform the next task quicker and

better for she had understood better how she would carry out the task. The same

condition also occurred in Ms. Black’s confession. She admitted that at last she

had better understanding on how to accomplish the task, so the process of task

accomplishment itself was quicker. In this case, both of them realized that there

was a correlation between their current conditions with the process of performing

the task. Their understanding of the related strategy supported how well they

could perform the learning tasks.


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Second, they evaluated the product of their learning tasks. They carried out

the evaluation by comparing the result of their last task and that of the previous

one. Since their task was to find the meaning of unknown words by guessing from

context, they compared the word meanings they had found by guessing. A

participant named Ms. White admitted that the amount of unknown words that she

could not guess in the last task was lesser in amount than that of in the previous

task. In this respect, the students who were able to evaluate their own learning

suggested that they were able to control their learning by planning how they

would carry out the task of learning and judging the outcome of their learning.

This suggested that they have developed learning autonomy in their learning

(Benson, 2001).

The summary on the discussion of enhancing students’ autonomy in

learning vocabulary presented in the previous part was presented in the following:

1. The strategy of contextual guessing enhanced students’ autonomy in learning

vocabulary by promoting the use of metacognitive strategies. These

metacognitive strategies involved planning, problem-solving, monitoring, and

evaluating.

2. The types of planning employed by the students were the planning of time and

sources of learning.

3. Two major problems were faced by the students in accomplishing the task of

guessing words’ meaning from context. First, it was related to the time to do

the assignment. However, they had also realized that good time management

was needed here. Second, most of them were unable to guess all words’


87

meaning. It was caused by the limited amount of clues available in the text.

Thus, the best solution considered was having more practice on guessing

words’ meaning.

4. There were two ways of monitoring employed. First, they re-checked their

work after finishing performed it. Second, they compared the result of the

previous assignment with the last.

5. The evaluation was also performed by the students in two ways. Those were

evaluating the process of accomplishing the task and evaluating the result of

product of the learning task.


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CHAPTER V

RESEARCH LIMITATIONS, CONCLUSIONS AND SUGGESTIONS

This chapter is intended to present the limitations, conclusions and

suggestions of the research. The research limitations are the summary of things

that have limited the perfectness of the research. The conclusions were derived

from the discussion on the findings of the research. The suggestions were

presented to English teachers and future researchers.

A. Research Limitations

It was recognized that there were several unexpected things found during

the process of writing this thesis. As a result, it was considered that several of

them have become the limitations of this thesis and have made this thesis

imperfect in some parts.

1. During the teaching and learning practice of the action research, it was

discovered that many students have very limited vocabulary mastery. They

even did not know many words that are high in the frequency of usage. It

became a big problem in that the teacher should worked very hard in

helping them be able to guess words meaning from context with very

limited vocabulary mastery. They faced difficulties in guessing the words’

meaning because they could not understand the context. It was because


89

they did not have enough amount of vocabulary mastery that made them

unable to understand the context.

2. In filling out the observation sheets, it was found that there was tendency

for several students choosing the good option provided in the observation

sheets rather than the reality occurred in the classroom. In this respect,

they did not carry out the observation objectively and it had made the data

gathered from the observation were unreliable in some parts. In order to

solve this problem, the researcher had conducted data triangulation method

in analyzing the data.

3. The same thing also occurred in the interview session. It was recognized

that there was an interviewee who tended to explain the good things

instead of something that actually occurred. According to Wiersma (1995),

it may occur in many interviewees. She calls it “response effect”

(Wiersma, 1995).

4. Since the interview was conducted after school, there was noisy sound

came from other students recorded unintentionally during the interview

session. It had made the expected sound was not completely clear and it

had caused the researcher found difficulty in transcribing the audio data

into written data.

B. Conclusions

There are two conclusions derived from the research findings and the

discussion presented in the previous chapter. The first conclusion is derived from


90

the discussion on how the implementation of contextual guessing strategy is. The

second conclusion is derived from the discussion on how contextual guessing

strategy enhances students’ autonomy in learning vocabulary.

First, the vocabulary learning strategy of contextual guessing was

implemented through a set of teaching and learning activities in a classroom

action research. There were three main methods of teaching and learning activities

employed; those were group presentation, individualized learning, and student-

student interaction. Group presentation method included activities like lecturing,

asking and answering questions, taking notes, and trying out; individualized

learning method included activities like applying the learned concept through

worksheets completion and teacher-students discussion; while student-student

interaction method involved small group work which was carried out through

playing a game. Those activities were carried out in two cycles of classroom

action research which each classroom action research cycle comprised of

planning, acting, observing, and reflecting phase.

Second, contextual guessing strategy enhanced students’ autonomy in

learning vocabulary by promoting the use of metacognitive strategy.

Metacognitive strategy, a category of learning strategies, is the strategy about

learning which includes planning, problem-solving, monitoring, and evaluating.

The students were given several learning tasks that the accomplishment of the

tasks fostered them to carry out metacognitive strategies. According to the

discussion on how contextual guessing strategy enhances students’ autonomy in

learning vocabulary, it is concluded that the students’ conscious use of


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metacognitive strategies to accomplish the task given can lead them to be

autonomous learners. In this respect, the type of learning autonomy employed by

the students is categorized as reactive autonomy (Littlewood, 1999 cited in Ardi,

2007). It is a type of learning autonomy in which the goals, the procedures, and

the materials were set up by the teacher, in this case is the researcher.

B. Suggestions

Based on the research findings, the discussion of the research findings, and

the conclusions presented previously, there are some suggestions which are

intended to English teachers and future researchers.

1. English teachers

It is proved in the research findings that contextual guessing strategy, which

was implemented in XI-Social 1 class of Pangudi Luhur Sedayu Bantul,

Yogyakarta, could aid students in dealing with unknown words. It is also evident

that contextual guessing strategy enhanced students’ autonomy in learning

vocabulary by promoting the use of metacognitive strategies. However, it is found

that the strategy of contextual guessing is rarely used in dealing with vocabulary

learning. For that reason it is suggested that any English teachers, especially

English teachers of Senior High School, give more exposure to contextual

guessing strategy in order to facilitate students to develop learning autonomy in

learning vocabulary.


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2. Future researchers

This research examined how contextual guessing strategy is implemented to

enhance students’ autonomy in learning vocabulary and how contextual guessing

strategy enhances students’ autonomy in learning vocabulary. The implementation

of contextual guessing strategy in enhancing students’ autonomy in Pangudi

Luhur Sedayu Senior High School Bantul, Yogyakarta is directed to help them

develop their vocabulary mastery. It is suggested that any future researchers

examine the overall result of the students’ vocabulary mastery after several

periods of time implementing this strategy in learning vocabulary. In other words,

it is suggested that any researcher explores the level of vocabulary mastery

development in order to know how effective autonomy in learning vocabulary that

employs contextual guessing strategy helps students increase their vocabulary

mastery.


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Bibliography

Ardi, P. 2007. Enhancing Students’ Learning Autonomy through Collaborative Audio-Journal Project in Listening Comprehension III. Yogyakarta: English Language Education Study program, Department of Language and Arts Education, Faculty of Teacher Training and Education, Sanata Dharma University

Best, J. W. 1970. Research in Education. New Jersey: Prentice-Hall Inc. Benson, P. 2001. Teaching and Researching Autonomy in Language Learning.

London: Pearson Education Limited Carter, R. 1998. Vocabulary: Applied Linguistics Perpective. London: Routledges Dale, E. & O’Rourke, J. 1971. Techniques of Teaching Vocabulary. Chicago:

Field Enterprise Departemen Pendidikan Nasional. 2006. Peraturan Pemerintah Tentang Standar

Kompetensi dan Kompetensi Dasar. Jakarta: Depdiknas Drum, P. A. & Konopak, B. C. ‘Learning Word Meanings From Written Context’,

in Margaret G. McKeown & Mary E Curtis. (Eds.). 1987. The Nature of Vocabulary Acquisition. London: Lawrence Erbaum Associates

Holec, H. 1979. Autonomy and Foreign Language Learning. Oxford: Pergamon

Press Hopkins, D. 1993. A Teacher’s Guide to Classroom Research. Buckingham: Open

University Press Hornby, A. S. 1989. Oxford Advanced Learner’s Dictionary. Oxford: Oxford

University Press Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course

Development. Belmont: Fearon Pitman Publisher Inc. Madya, S. 2006. Teori dan Praktik: Penelitian Tindakan. Bandung: Alfabeta McDonough, J. & McDonough, S. 1997. Research Methods for English Language

Teachers. London: Arnold McNiff, J. & Whitehead, J. 2002. Action Research: Principles and Practices, 2nd

Ed. London: Routledge Falmer


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Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle &

Heinle Publishers Nation, I. S. P. 2002. RELC Portfolio #2: Managing Vocabulary Learning.

SEAMEO Regional Language Centre Read, J. 2000. Assessing Vocabulary. Cambridge: Cambridge University Press Reason, P. & Bradbury, H. 2001. A Handbook of Action Research: Participative

Inquiry and Practice. London: Sage Richards, J. C. 1976. The Role of Vocabulary Teaching. TESOL Quarterly, 10

(1), 77-89 Scharle, A. & Szabo, A. 2000. Learner Autonomy: A Guide to Developing

Learner Responsibility. Cambridge: Cambridge University Press Schmitt, D. & Schmitt, N. 2005. Focus on Vocabulary: Mastering the Academic

Word List. New York: Pearson Education Seal, B. 1990. American Vocabulary Builder 1. NY: Pearson Education Sternberg, R. J. ‘Most Vocabulary is Learned from Context’, in Margaret G.

McKeown & Mary E. Curtis (Eds.). 1987. The Nature of Vocabulary Acquisition. London: Lawrence Erbaum Associates

Sudarwati, Th. M. & Grace, E. 2005. Look Ahead: An English Course for Senior

High School Students Year X. Jakarta: Erlangga Thanasoulas, D. 2002. What is Learner Autonomy and How can it be Fostered?

Karen’s Linguistics Issues, December 2002 (http://www3.telus.net/linguisticsissues/learnerautonomy.html), accessed on 15 August 2008

Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge:

Cambridge University Press Wei, M. 2007. An Examination of Vocabulary Learning of College-level Learners

of English in Chine, (http://www.asian-efl-journal.com/June_07_mw.php), accessed on 18 August 2008

Wiersma, W. 1995. Research Method in Education: Introduction. 6th Ed.

Massachusetts: Allyn and Bacon


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APPENDICES

Appendix 1: Research Permission Letter


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Appendix 2: Standard Competence and Basic Competence of English Lesson for Senior High School Grade XI Semester I

Standar Kompetensi Kompetensi Dasar Mendengarkan 1. Memahami makna

dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Merespon makna dalam percakapan transaksional

(to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutu: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Berbicara 3. Mengungkapkan makna

dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan


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Standar Kompetensi Kompetensi Dasar relief, pain, dan pleasure 4. Mengungkapkan makna

dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Membaca 5. Memahami makna teks

fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Merespon makna dalam teks fungsional pendek

(misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition

Menulis 6. Mengungkapkan makna

dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

Mengungkapkan makna dalam bentuk teks

fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition


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Appendix 3: Vocabulary Learning Materials

Strategi Menebak berdasarkan Konteks (Contextual Guessing Strategy): Introduction

I. Strategi menebak berdasarkan konteks (Contextual Guessing Strategy)

Strategi menebak berdasarkan konteks (contextual guessing strategy) adalah salah satu strategi yang dapat digunakan ketika mempelajari kosakata baru. Konteks dapat membantu kita memahami kata-kata baru. Dalam strategi menebak berdasarkan konteks, kita melihat konteks dimana kata-kata baru tersebut berada untuk menemukan arti dari kata-kata baru tersebut.

II. Cara menebak berdasarkan konteks..?

Berikut ini cara-cara yang digunakan untuk dapat menebak arti kata berdasarkan konteks.

1. Perhatikan kata baru yang belum diketahui artinya dan tentukan kategori katanya---

apakah itu kata benda (noun), kata kerja (verb), kata sifat (adjective), atau kata keterangan (adverb)?

2. Perhatikan kalimat dimana kata baru tersebut dipakai---bagaimana hubungan antara kata tersebut dengan kata-kata yang lain dalam kalimat tersebut?

3. Perhatikan konteks yang lebih luas dimana kata baru dipakai---bagaimana hubungan antara kalimat dimana kata baru tersebut dipakai dengan kalimat-kalimat yang lain yang berada di sekitarnya?

4. Tebak arti dari kata baru tersebut berdasarkan hal-hal yang telah dicermati sebelumnya.

5. Periksa apakah arti kata yang ditebak sudah benar: - Perhatikan apakah kategori kata (kata benda, kata kerja, kata sifat, kata

keterangan) antara kata yang belum diketahui dengan arti kata yang ditebak sama. Jika tidak sama, arti kata yang ditebak belum tepat.

- Tempatkan arti kata yang ditebak pada kata yang belum diketahui artinya. Jika kalimat dirasa tepat, maka kemungkinan arti kata yang ditebak tersebut sudah tepat.

Dari Nation (1990): Teaching and Learning Vocabulary

Contoh: We have a little cat. She is always hungry. We give her milk in a bowl on the kitchen floor. She drinks all the milk in a very short time. Then, she wants more! What is a bowl? It’s a large cup (mangkuk)


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Worksheet I (Topic: Narrative) I. Write down the meaning of the words in italic in Indonesian. Do it individually!

1. We’re going to England for a month. We can go to many cities and towns by train.

Then we want to drive to some villages. So, we want to rent a car. It doesn’t cost a lot in England.

What does rent mean? ______________________________ 2. There’s a terrible mess in the kitchen. The sink is full of dirty plates. There’s food

on the table and pepper on the floor. Please clean it all up! What does mess mean? _____________________________ 3. I will not going to that restaurant again! The food was awful! The pizza was black,

the vegetables were cold, and the coffee was terrible! What does awful mean? _____________________________

4. Do you want to go up the mountain? There’s only one way. It’s up that path. It’s a small path and you can’t drive the car on it. You have to park the car here and walk up.

What does path mean? ______________________________ 5. I’m playing tennis tomorrow with my friend Ombretta. We’re playing against two

women from another town. I don’t know these women, but I know they’re very good. Sometimes we win our tennis games. I don’t think we will win this game.

What does against mean? ___________________________

Taken from Seal (1990): American Vocabulary Builder I


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II. Read the text below and do the exercises! Traveling by Air

I knew it was going to be a bad day when, on the way to the airport, the taxi driver told me he was lost.

I had booked my flight over the telephone, so when we finally arrived, I had to rush to the reservations desk to pay for my ticket. The woman at the desk told me that my name was not on the passenger list. It took fifteen minutes for her to realize that she had spelled my name incorrectly. She gave me my ticket and told me I would better check in my luggage quickly or I would miss my flight.

I was the last person to get on the plane. I found my seat and discovered that I was sitting next to a four year-old boy who had a cold. I sat down and wondered if anything else could go wrong.

I hate flying, especially take-off, but the plane took-off and everything seemed to be all right. Then, a few minutes later, there was a funny noise and everything started to shake. I looked out the window and --oh my goodness—there was smoke coming out of the wing. All I could think of was “The engine is on fire. We’re going to crash. I’m too young to die.”

Almost immediately, the captain spoke to us in a very calm voice, “Ladies and gentlemen. This is your captain speaking. We are having a slight technical problem with one of our engines. There is absolutely no need to panic. We will have to return to the airport. Please remain seated and keep your seat belts fastened.”

Well, you can imagine how frightened I was, but the crew was fantastic. The flight attendants were really calm and told us not to worry. One of them told me to relax and said that everything would be all right.

A few minutes later, we were coming in to land. The pilot made a perfect landing on the runway. It was over. We were safe.

That day, I decided not to fly again. I caught another taxi and went home. But as I closed the front door, I looked down. Somehow I had picked up the wrong suitcase.

Taken from Seal (1990): American Vocabulary Builder 1


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Bacalah kalimat-kalimat di bawah ini dan gunakan strategi menebak berdasarkan konteks untuk menggambarkan/menentukan arti dari kata-kata yang dicetak tebal dan miring. Tulislah kategori katanya (part of speech)---kata benda, kata kerja, kata sifat, kata keterangan, kata hubung, atau kata depan (Noun, Verb, Adjective, Adverb, Conjunction, or Preposition). Kemudian tulislah arti dari kata-kata tersebut dalam Bahasa Indonesia.

1. a. The woman at the desk told me that my name was not on the passenger list. b. The driver of the car was killed in the accident, but both passengers were not;

they escaped unhurt. Passenger Part of speech (¶): _____________________________ Meaning: ____________________________________ 2. a. We are going to crash. b. A truck went out of control and crashed into the back o a bus.

Crash Part of speech (¶): _____________________________

Meaning: ____________________________________

3. a. You can imagine how frightened I was, but the crew was fantastic. b. I am frightened of walking home alone in the dark. Frightened Part of speech (¶): _____________________________

Meaning: ____________________________________

4. I caught another taxi and went home. b. We caught a bus number 15 to go to Malioboro. Caught (V1: catch) Part of speech (¶): _____________________________ Meaning: ____________________________________


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More Exercises on Contextual Guessing Strategy! (These exercises are written in cards)

Can you see the nest in that tree? There are four baby birds in it. They are calling for her mother. Look! Now the mother is coming. She has some food for her babies. What is a nest? __________________________

The new store was often empty. This morning there was only one customer. She was a young woman. She wanted to buy some Levi’s jeans. She didn’t like the jeans in that store, so she went away. What is a customer? __________________________

There is a terrible traffic jam on the road to the city. All the cars are stopped. You can’t go left or right. You have to wait for a long time! What is a jam? __________________________

These bananas are beautiful, but they are not ripe. They are still very green. We can’t eat them today. Please put them away. We can eat them next week. What does ripe mean? __________________________

After all the rain, the river is very full. It’s full of water and it’s full of trash. There are old newspapers, boxes, and some chairs. Usually the river is very beautiful, but now it’s not beautiful at all. What is trash? __________________________

There is a beggar in front of the store. Poor woman, she doesn’t have a coat. It’s very cold today. She is asking people for some money. Some people give her money. Other people don’t want to look at her. What is a beggar? __________________________


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Joe is reading a poem by Chairil Anwar. It’s a very short poem‐‐‐25 words. He says it’s not easy to read and understand it, but it’s very beautiful and sad. What is a poem? __________________________

My wife and I want to buy a new car, but we don’t have much money. We can’t ask my father for help. He doesn’t have much money too. We have to go to the bank. They can give us a loan. What is a loan? __________________________

Please do not shout! I’m here next to you, and I can hear you very well. What does shout mean? __________________________

Yoga’s house was huge. It had 25 large rooms. There was also a large and beautiful garden. Some people wanted to buy the house and make a hotel. But Yoga said no. He liked her house and he didn’t want to move. What does huge mean? __________________________

My friends are getting ready for a party. They have plenty of drinks and food, so they don’t have to go to the supermarket. They have fruit juice, spring water, coffee, and tea to drink. They have sandwich meat, good bread, chips, beans, and pudding. What does plenty of mean? __________________________

The cat has to go to the animal doctor. First, we’ll put it in a cage. Then, we’ll put the cage in the car. That way it can’t run around the car. An angry cat is dangerous. What is a cage? __________________________


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Taken from Seal (1990): American Vocabulary Builder 1

Karina had a bad accident last week. Another car hit her car. The other car was going very fast. It didn’t stop at a red light. Karina’s car went off the road and hit a wall. Karina had to go to the hospital, but he’s okay now. What is an accident? __________________________

I need some help. My car isn’t working. This morning the engine started and I drove down the street. Then the car stopped. Now I can’t start the engine again. I think there’s something wrong with it. What is engine? __________________________

Lily wants to get a pet. Her mother says she can’t have a dog. Lily asks, “What about a cat?” But Lily’s father doesn’t want a cat. “What about a bird?” Lily asks. “Okay,” says her mother and her father. So, Lily is going to get a bird. What is a pet? __________________________

Zora often argues with his father. He’s 17 years old and he thinks he is always right. His father thinks he is always wrong. So they argue day and night. Zora’s mother doesn’t know what to do. She hopes this will stop soon. What does argue mean? __________________________

Your house has a bad roof. You need to do something about it. A new roof is expensive. But if you don’t get a new roof, the rain will come in. Then, all your things will get wet. And that will be expensive too. What is a roof? __________________________

Next week I’m going to Singapore. I have to go to a business meeting there. Could you take me to the airport? My flight leaves at 10:00 but I need to be there an hour early. I’m flying with Garuda Indonesia Airlines. What is flight? __________________________


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Worksheet II (Homework)

Pinocchio

Once upon a time, there lived a poor man named Geppetto, a carpenter. He made puppets from pieces of wood. He called his favorite puppet “Pinocchio”. “I would love to be a father of a real boy”, he wished. One night, a fairy who knew that Geppetto was a good man, cast a magic spell over Pinocchio. The very next day, Geppetto awoke and was very happy to find that Pinocchio could walk, sit, sing, talk, and run.

Poor Geppetto wanted to send Pinocchio to school. He sold his only coat for a spelling book. “Now you can go to school like a real boy!” said Geppetto as he waved goodbye to Pinocchio. On the way to school, Pinocchio stopped to watch a puppet show in the town. “Would you like to join my puppet show?” asked the evil puppet master. Pinocchio happily agreed. He was locked inside the master’s caravan. He was shocked why he as tied. He raised his protest to the master but he didn’t hear him.

The good fairy suddenly appeared. He set him free and Pinocchio was very happy. “I am going straight to school,” he said. On the way he met an evil fox who told him all about school and gave Fun Island. Pinocchio forgot all about school and gave the fox his spelling book in return for a ticket to Fun Island. “Where are you going Pinocchio?” asked the good fairy. “I am on my way to school,” lied Pinocchio. Pinocchio’s nose suddenly grew very, very long! He wished he hadn’t told lie! The fairy called a bird to peck at his long nose because Pinocchio was very sorry. Pinocchio promised never to be naughty ever again and went straight to school. At school, Pinocchio told his friends all about Fun Island.

After school, together with his friends, he hurriedly went aboard a ship that was going to Fun Island. They didn’t know that on the island little boys were turned into donkeys and they had to do very hard work.

Pinocchio cried and wished he hadn’t come to the island. He also wished he hadn’t look like a silly donkey. The fairy heard his wish and with a wave of his magic wand he became Pinocchio again.

Pinocchio sat on the shore, sadly looking out the sea. He wondered if he would ever see Geppetto again. Suddenly he saw that Geppetto was in danger. A huge whale was following him. Then, the whale swallowed Geppetto and his boat. Pinocchio knew he had to save Geppetto. He jumped into the water and swam with all his might. As he got closer, the whale opened its mouth and Pinocchio swam right in! Deep inside the whale’s belly, Pinocchio and Geppetto hugged each other, happy to be together again. “We must make a fire from the wood of my boat”, said Geppetto. The smoke from the fire made the whale sneeze. They were thrown out of the whale’s mouth, back to the sea. Pinocchio and Geppetto swam safely to the shore.


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They were both tired. They laid on the sand and fell asleep. When Geppetto awoke, Pinocchio had become a real boy. “At last my wish has come true!” cried Geppetto. After that, they lived happily ever after.

Taken from Sudarwati & Grace (2005):

Look Ahead

Tugas: 1. Baca cerita tentang Pinocchio. 2. Cari dan beri tanda kata‐kata yang belum kamu mengerti artinya. 3. Gunakan strategi menebak arti kata berdasarkan konteks untuk menentukan arti dari

kata‐kata tersebut, dengan cara: Tulis kalimat dimana kata yang belum diketahui artinya berada Tulis kata yang belum diketahui artinya dan arti dari kata tersebut dalam Bahasa Indonesia.

Contoh: 1. He made puppets from pieces of wood.

Puppet (noun) = boneka kayu. 2. ……………………………………………………….

4. Kerjakan di kertas yang sudah disediakan. 5. Usahakan tidak membuka kamus, tetapi cermati konteksnya. 6. Dikumpulkan pada pertemuan berikutnya (Senin, 4 Agustus 2008)


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Worksheet III (Topic: Report)

Target Words:

1. Maintain 14. Ensure 2. Minority 15. Clarify 3. Negative 16. Transporting 4. Promote 17. Insert 5. Resources 18. Export 6. Structure 19. Compound 7. Transition 20. Mediate 8. Achieve 21. Brief 9. Deny 22. Component 10. Intensity 23. Incidence 11. Establish 24. Inhibit 12. Military 25. Prospect 13. Commodity

Read these sentences and circle or cross the letter of the word a, b, or c that best matches the meaning of the target words. Use contextual guessing to determine the correct meaning. Do it individually! 1. Exercise and sensible eating are necessary to maintain a healthy body. a. membuat b. merusak c. menjaga 2. Italians are a small ethnic minority in Canada. a. bagian besar dalam sebuah kelompok b. bagian kecil dalam sebuah kelompok c. setengah bagian dalam sebuah kelompok 3. Anger and hate are negative emotions. a. buruk b. baik c. sesuatu yang baik 4. Gold and diamonds are two of South Africa’s natural resources. a. kekayaan yang sedikit berharga b. kekayaan yang tidak berharga c. kekayaan yang bermanfaat 5. The structure of an English sentence includes a subject, verb, and object or

complement. a. bagian b. susunan c. proses


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7. The transition between high school and college can be difficult, which is why many students drop out.

a. kemampuan atau ketrampilan b. kebingungan c. perubahan 8. In order to achieve good grades, students must manage their study time and social

life carefully. a. memimpin b. mencapai c. gagal 9. People who regularly deny that they are good looking or talented may have a problem

with their self‐image. a. menolak b. menharapkan c. menyetujui 10. Thunderstorms of high density can sometimes produce tornados. a. kekuatan b. perlindungan c. kerusakan 11. Researchers have established a clear link between smoking and cancer. a. membuat b. menemukan c. mengalami 12. Everyone hoped that the problems between two countries could be solved by talks

between their leaders rather then by military means. a. sesuatu yang berhubungan dengan organisasi politik b. berhubungan dengan demonstran c. behubungan dengan angkatan darat, angkatan laut, dll. 13. Gold, sugar, and petroleum are some of the commodities commonly traded on the

open market. a. sesuatu yang diperoleh dari hasil kerja keras b. barang yang diperjual‐belikan c. sesuatu yang baik 14. The priority of the hotel staff was to ensure that the guests had an enjoyable stay. a. menunda b. meyakinkan c. menyuruh 15. The speaker could see that the audience did not understand her statement, so she

was forced to go back and clarify the point. a. menyebutkan b. melupakan


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c. menjelaskan 16. The cost of transporting produce to make market must be added to the final cost

that consumers pay. a. memindahkan sesuatu dari satu tempat ke tempat yang lain b. memperlakukan sesuatu dengan buruk c. membuat sesuatu bersinar 17. The manual included directions on how to insert additional memory cards onto the

computer motherboard. a. mengeluarkan b. menjauhkan c. memasukkan 18. Diamonds, copper, nickel, and beef are the major commodities that Botswana

exports to other countries. a. menjual barang‐barang ke negara lain b. membeli barang‐barang dari negara lain c. menukarkan barang‐barang dengan negara lain 19. Salt is a compound made up of sodium and chloride (NaCl). a. bumbu makanan b. campuran yang terdiri dari dua bahan atau lebih c. sejumlah besar sesuatu 20. Exercise can mediate the effects of high calorie diet. a. mengubah sesuatu menjadi tidak berbahaya b. membuat sesuatu seperti yang kita inginkan c. mengungkapkan apa yang kita pikirkan 21. Looking directly at the sun, even for very brief periods, can cause serious eye

damage. a. hampir sempurna b. kuat c. singkat 22. The cable‐based Internet network was having problems with two key components,

the server computers that send the data and the cable modems that translate it. a. bagian dari mesin atau system b. kualitas c. tugas atau hasil karya 23. The incidence of malaria has been rising in recent years. a. lama sesuatu terjadi b. penyebaran c. jumlah sesuatu terjadi 24. It is important to keep food in the refrigerator at 5°C (41°F) or colder to inhibit

bacterial growth. a. meningkatkan


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b. mencegah pertumbuhan c. berpindah dengan cepat 25. Having a college education increases a person’s prospect of finding a good job. a. sebuah pilihan yang sulit b. beberapa hal yang bekerja bersama c. kesempatan

Taken from Schmitt & Schmitt (2005): Focus on Vocabulary


112

Worksheet IV (Topic: Report)

Target Words: 1. consist of 6. participant 2. consume 7. injury 3. cooperate 8. transmit 4. function 9. anticipate 5. derive 10. detect Read these sentences and circle or cross the letter of the word a, b, or c that best matches the meaning of the target words. Use contextual guessing to determine the correct meaning. Do it in pairs! 1. a. A month consists of 28‐31 days. b. A square is a shape consisting of four equals sides and four 90‐degree angles. Consists of ______________________________________________________ 2. a. Doctors recommend that people consume two liters of water (about eight glasses)

a day. b. Car manufacturers are now able to lower fuel consumption because technological

advances have made engines more effective. Consume ________________________________________________________ 3. a. Cooperation between teachers and parents can improve a child’s education. b. Researchers found that women are more cooperative than men. Cooperative _____________________________________________________ 4. a. The function of the telephone is to provide easy communication. b. Although the factory is old, all of the equipment is still functional. Function ________________________________________________________ 5. a. Medicines are often derived from plants. b. The Indonesian word “sekretaris” is derived from the English word “secretary”. Derive from ______________________________________________________ 6. a. Each participant of the debate represents a different political party. b. The Participants in the research are students of Senior High School. Participant ______________________________________________________ 7. a. The marathon runner was not able to continue because of her injured ankle. b. In the tropical area, any injury must be treated quickly to avoid infection. Injury ___________________________________________________________ 8. a. The telegraph is the first instrument which can transmit messages by electric

current. b. Although we can communicate through words, we also transmit our feelings

through facial expressions.


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Transmit ________________________________________________________ 9. a. One key to good management is anticipating any problems occur. Anticipate _______________________________________________________ 10. a. Many forms of cancer can be cured if it is detected early. b. Dogs can detect smells that human cannot. Detect __________________________________________________________

Taken from Schmitt & Schmitt (2005): Focus on Vocabulary


114

Vocabulary Test I. Write the answers in Indonesian! 1. I don’t have much money to buy a house, so I rent a small house. What does rent mean? ____________________________________________ 2. In the next competition, Taufik Hidayat will play against a Chinese badminton player. What does against mean? _________________________________________ 3. Her father’s car crashed a truck yesterday that made him died. What does crash mean? ___________________________________________ 4. Nina and her family go to Singapore to have a holiday for two weeks. They visit many

beautiful places there. Today they will return home from their holiday. What does return mean? __________________________________________ 5. There are 53 people in the bus; a driver, 2 co‐drivers, and 50 passengers. What is a passenger? _____________________________________________ 6. I need some money to buy those books, but my father hasn’t given me the money.

Can you give me a loan? I’ll give your money back soon after my father gives money to me.

What is a loan? __________________________________________________ 7. We have many pets in the house. There are three dogs, a cat, and five birds. What is a pet? ___________________________________________________ 8. I have a big problem but I can’t solve it by myself. Can you help me solving my

problem? What does solve mean? ___________________________________________ 9. You don’t need to shout because I can hear your voice clearly. What does shout mean? __________________________________________ 10. My little sister likes watching television. She always watches Crayon Shincan,

Doraemon, Dora the Explorer, etc. What does watch mean? __________________________________________

11. Elephants are huge but ants are small animals. What does huge mean? ___________________________________________ 12. We caught a bus number 15 to go to Malioboro. What does caught (catch) mean? ___________________________________ 13. Because the students still didn’t understand about English tenses, the teacher

explains it again. What does explain mean? _________________________________________ 14. The function of the heart is to pump blood through the body. What does function mean? ________________________________________ 15. Cake is made of a compound of water, sugar, eggs, baking‐powder, and wheat‐

powder. What does compound mean? ______________________________________


115

16. Ari’s teacher punishes him because he doesn’t do the homework. HIs teacher asks him to run around the basketball field.

What does punish mean? _________________________________________ 17. He made puppets from pieces of wood; one of the puppets was named Pinocchio. What is a puppet? _______________________________________________ 18. We can’t eat these mangoes now because they are not ripe. What does ripe mean? ____________________________________________ 19. Trash like old newspaper, plastics, boxes and any unused things can cause a river

floods. What is trash? __________________________________________________ 20. Telephone cellular is an instrument that can transmit messages to people who are in

very far area. What does transmit mean? ________________________________________ 21. Gold and petroleum are two commodities that can be found on the open market. What is a commodity? ____________________________________________ 22. It seems that there is a problem with the engine of my motorcycle; it can’t be

started. What is engine? _________________________________________________ 23. Javanese are the majority ethnics live in Java Island. What does majority mean? ________________________________________ 24. Smoking can cause lung cancer. So if you are smoking just stop it now. What does cause mean? __________________________________________ 25. There is a nest in the mango tree. Inside the nest, there are six baby birds waiting for

their mother. What is a nest? __________________________________________________

II. Read the sentences and circle or cross the best answer! 1. A year consists of 12 months. Consists of = …………. a. berasal dari b. terdiri dari c. diambil dari 2. There was smoke coming out of the wing that means the engine was on fire. Smoke = …………… a. rokok b. api c. asap 3. We can’t go to the travel agency to buy the tickets today, so we book the tickets over

telephone call. Book = …………….


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a. buku b. memesan c. mengambil 4. I am frightened of walking alone in the dark, so I never go out at night. Frightened = …………. a. takut b. berani c. ragu‐ragu 5. I have locked the room door, so if you want to enter the room please unlock it by

inserting the key into the lock. Insert = …………. a. memasukkan b. mengambil c. menarik 6. Doctors recommend people to consume two liters or about eight glasses of water

everyday. Consume = …………. a. memasak b. meminum c. membuat 7. Taking medicine is easy for some people; just put the medicine in the mouth and

swallow them. But for some other people, taking medicine is very difficult. They need a glass of water to help them swallow the medicine.

Swallow = …………… a. mengunyah b. merasakan c. menelan 8. Pinocchio’s nose grows very long when he tells lie. Lie = …………… a. kebohongan b. pengalaman c. kebaikan 9. You must study hard and do all homework if you want to achieve good marks.

Achieve = …………….. a. mencapai b. mencari c. mengharapkan 10. India exports tea and cotton to many countries because there are many products of

tea and cotton there. Export = ……………. a. membeli barang dari negara lain


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b. menjual barang ke negara lain c. menukarkan barang dengan negara lain 11. You can live in my house before you get new house. I will provide food, drink, and

everything you need. Provide = …………… a. menyediakan b. mengubah c. menjual 12. The structure of an English sentence consists of a Subject, Verb, Object or

Complement. Structure = ………….. a. proses b. hasil c. susunan 13. Can you manage children well? If you can do it, I can go to work now and leave my

son and my daughter with you. Manage = …………….. a. memimpin b. menjaga c. merusak 14. There was a terrible accident at Pemuda Street. A bus with 60 passengers crashed a

train. More than twenty people were killed. Accident = …………….. a. kecelakaan b. pertunjukan c. pertemuan 15. He is a very naughty boy. He always catches and hits dogs, cats, chickens, or other

animals he sees. He never listens to his mother’s saying and he doesn’t want to go to school.

Naughty = ……………….. a. pendiam b. nakal c. ceroboh


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Appendix 4: Lesson Plan of Classroom Action Research Cycle 1

Lesson Plan Name of School : Pangudi Luhur Sedayu Senior High School Subject : English Class/Semester : XI IPS 1/I Time allotment : 4 x 45’ Topic : Narrative (Vocabulary) Standard Competence:

1. Memahami makna teks fungsional pendek dan monolog berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.

2. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

3. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

4. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

Basic Competence: 1. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

3. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition


Indicator: 1. The students are able to understand and memorize the principles of contextual

guessing strategy and the steps to do the guessing. 2. The students are able to tell the principles of contextual guessing strategy and the

steps to do the guessing. 3. The students are able to implement contextual guessing strategy to find unknown

words’ meaning in texts of narrative.


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Learning Materials: Introduction to contextual guessing strategy: - The principles and the steps of finding unknown words’ meaning by employing

contextual guessing strategy - Exercises on finding unknown words’ meaning by employing contextual guessing

strategy in texts of narrative Teaching and Learning Activities: Meeting 1: No. Activities Time Notes 1.

2.

3.

Opening Activities: 1. The teacher tells the topic that will be learnt

(learning vocabulary by employing contextual guessing strategy in narrative texts).

2. The students brainstorm about contextual guessing strategy in learning vocabulary.

3. The students come in front of the class and write down anything they find about contextual guessing strategy.

Main Activities: 1. The teacher explains the students about

contextual guessing strategy in learning vocabulary and continued by discussing what the students have written in the blackboard.

2. The teacher gives the students time to ask questions about the learned topic. The teacher will also ask questions to the students; it is to check whether they have understood or not.

3. The students may take additional notes if necessary.

4. The teacher demonstrate the students how to implement the theories learned.

5. The students perform task on finding unknown words’ meaning by guessing individually.

6. The students and the teacher discuss the task together.

Closing Activities: The teacher summarizes the lesson.

5’

5’

10’

10’

10’

5’

10’

20’

10’

5’

Media: transparencies


120

Meeting 2: No. Activities Time Notes 1.

2.

3.

Opening Activities: The teacher asks several questions about the lesson of the previous meeting. Main Activities: 1. The students implement the theories on finding

unknown words’ meaning by guessing from context through working in small-groups.

2. The students make a presentation of the result of their work in groups.


Closing Activities: 1. The teacher gives homework to the students and

explains how to perform it. 2. The students are asked to fill out questionnaire

sheets.

10’

35’’

15’

10’

5’

15’

Media: cards Media: transparencies

Sources: - Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle & Heinle

Publishers - Seal, Bernard. 1990. American Vocabulary Builder I. NY: Pearson Education


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Appendix 5: Lesson Plan of Classroom Action Research Cycle 2

Lesson Plan Name of School : Pangudi Luhur Sedayu Senior High School Subject : English Class/Semester : XI IPS 1/I Time allotment : 4 x 45’ Topic : Report (Vocabulary) Standard Competence:

1. Memahami makna teks fungsional pendek dan monolog berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.

2. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

3. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan


Basic Competence: 1. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

3. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition


Indicator: 1. The students are able to implement contextual guessing strategy to find unknown

words’ meaning in texts of report. 2. The students are able to plan a series of tasks accomplishment on finding the

meaning of unknown words by guessing from its context. 3. The students are able to evaluate their own learning on finding the meaning of

unknown words’ meaning by guessing from its context.


122

Learning Materials: Exercises on finding unknown words’ meaning by employing contextual guessing strategy in texts of report Teaching and Learning Activities: Meeting 1: No. Activities Time Notes 1.

2.

3.

Opening Activities: 1. The students collect the homework. 2. The teacher and the students review the materials

of the previous lessons by asking and answering questions.

Main Activities: 1. The students implement the theories on finding

unknown words’ meaning by guessing from context. They complete the exercises from the handouts given by the teacher.

2. The students and the teacher discuss the task together. First, several students come in front and write down their answers in the blackboard. Then it is discussed together.

3. The students work in pairs completing exercises on guessing unknown words’ meaning from handouts given. Through pair-work, it is expected that they can help each other.


Closing Activities: 1. The teacher gives homework to the students and

explains how to perform it. 2. The teacher summarizes the lesson.

5’

25’

15’

25’

10’

5’

5’

Media: worksheets Media: worksheets

Meeting 2: No. Activities Time Notes 1.

2.

Opening Activities: 1. The students collect the homework. 2. The teacher asks several questions about the

lesson of the previous meeting. Main Activities: The students have a test on vocabulary. The class

5’ 5’

60’


123

3.

is divided into two groups. Closing Activities: 1. The teacher summarizes the whole discussion on

contextual guessing strategy in learning vocabulary.

2. The students are asked to fill out questionnaire sheets.

10’

10’

Sources: - Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle & Heinle

Publishers - Seal, Bernard. 1990. American Vocabulary Builder I. NY: Pearson Education


124

Appendix 6: Observation Sheets Nama observer : ………………………………………. Waktu observasi : ………………………………………. Berilah tanda silang (X) pada pernyataan yang sesuai dengan situasi yang anda amati! I. Observasi terhadap aktivitas siswa dalam kegiatan belajar dan mengajar No. Pernyataan Ya Tidak1. Siswa siap mengikuti pelajaran ketika guru datang. 2. Siswa dapat menciptakan situasi kelas yang kondusif (mendukung

kegiatan belajar-mengajar) ketika pelajaran berlangsung.

3. Siswa memperhatikan pelajaran/penjelasan dari guru dengan baik. 4. Siswa aktif bertanya kepada guru. 5. Siswa aktif menjawab pertanyaan guru. 6. Siswa mencatat hal-hal penting yang berkaitan dengan pelajaran. 7. Siswa mengerjakan tugas yang diberikan dengan baik. 8. Siswa dapat memahami materi/pelajaran yang diberikan.

II. Observasi terhadap aktivitas guru dalam kegiatan belajar dan mengajar No. Pernyataan Ya Tidak1. Guru terlihat siap menyampaikan pelajaran ketika masuk ke dalam

kelas.

2. Guru membuka pelajaran dan memberi salam. 3. Guru menjelaskan kegiatan belajar yang akan dilakukan dan tujuan

yang akan dicapai.

4. Guru memberikan motivasi/dorongan kepada siswa untuk belajar. 5. Guru menjelaskan dengan suara yang keras dan jelas. 6. Guru menjelaskan dengan cara yang menarik (komunikatif, tidak

membosankan).

7. Penjelasan yang diberikan oleh guru dapat dipahami dengan baik oleh siswa.

8. Guru menggunakan media pembelajaran (contoh: handout, power point file, dll.).

9. Guru melibatkan siswa dalam kegiatan belajar dan mengajar. 10. Guru memberikan pertanyaan kepada siswa.


125

11. Guru memberikan pertanyaan kepada perorangan. 12. Guru memberikan pertanyaan kepada kelas. 13. Guru memberi kesempatan kepada siswa untuk bertanya. 14. Guru memberikan banyak latihan. 15. Guru memberi kesempatan siswa untuk berdiskusi. 16. Guru memberi kesempatan siswa mengerjakan latihan di papan

tulis.

17. Sikap guru serius. 18. Sikap guru santai. 19. Perhatian guru tertuju pada seluruh kelas secara merata. 20. Guru memberikan rangkuman materi pembelajaran. 21. Guru memberikan tugas rumah.

III. Observasi terhadap strategi menebak arti kata berdasarkan konteks (contextual guessing

strategy) dan materi yang digunakan. No. Pernyataan Ya Tidak1. Sudah pernah mengetahui strategi menebak arti kata berdasarkan

konteks (contextual guessing strategy) sebelumnya.

2. Sudah pernah menerapkan strategi ini sebelumnya. 3. Strategi ini mudah untuk diterapkan 4. Strategi ini menarik untuk digunakan. 5. Strategi ini banyak membantu dalam belajar kosakata baru. 6. Strategi ini dapat diterapkan pada materi pelajaran (bacaan, soal-

soal latihan) yang digunakan dengan baik.

7. Materi pelajaran yang digunakan menarik. 8. Materi pelajaran yang digunakan disampaikan dengan media

pembelajaran (contoh: handout, power point file, dll.) yang menarik.

9. Media pembelajaran yang dipakai dapat membantu siswa memahami pelajaran (menerapkan strategi menebak arti kata berdasarkan konteks dalam belajar kosakata baru).

10. Latihan-latihan yang diberikan dapat dikerjakan dengan mudah. 11. Latihan-latihan yang diberikan membantu siswa lebih memahami

pelajaran (menerapkan strategi menebak arti kata berdasarkan konteks dalam belajar kosakata baru).


126

Ungkapkan pendapat anda berdasarkan pengalaman yang anda alami!

1. Apa saja kelebihan dari/keuntungan menggunakan strategi menebak arti kata berdasarkan

konteks untuk mempelajari kosakata baru?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………….……

2. Apa saja kesulitan dalam menerapkan strategi menebak arti kata berdasarkan konteks

untuk mempelajari kosakata baru?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

3. Saran atau kritik berkaitan dengan kegiatan belajar-mengajar dengan mengunakan strategi

menebak arti kata berdasarkan konteks untuk mempalajari kosakata baru:

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………….………………


127

Appendix 7: Guiding Questions for the Interview Session Topik: Strategi menebak berdasarkan konteks untuk meningkatkan kemandirian siswa dalam belajar kosakata 1. Bagaimana pendapat awal anda diperkenalkan dengan strategi menebak arti

kata berdasarkan konteks (contextual guessing strategy)? 2. Setelah mempelajari kosakata baru dengan strategi ini selama 4 pertemuan,

apakah pendapat anda berubah? 3. Apakah strategi ini menarik, mudah? 4. Apakah menurut anda dengan strategi ini kata yang sudah pernah dipelajari

dapat diingat kembali dengan lebih mudah? 5. Apa anda sudah mencoba menerapkan strategi ini untuk belajar kosakata

selain pada waktu pelajaran? Berapa kali dalam satu minggu? Kapan? Di mana? Sumber belajar? Pelaksanaannya? Hasilnya?

6. Kalau belum, apa anda punya rencana untuk belajar kosakata sendiri dengan menerapkan strategi ini?

7. Kesulitan belajar kosakata dengan strategi ini? 8. Kelebihan atau kekurangannya? 9. Kesimpulan umum mengenai strategi menebak arti kata berdasarkan konteks?


128

Appendix 8: Raw Data of the Results of the Observation I. Observasi terhadap aktivitas siswa dalam kegiatan belajar dan mengajar No. Pernyataan I II

Y T Y T 1. Siswa siap mengikuti pelajaran ketika guru datang. 19 11 24 10 2. Siswa dapat menciptakan situasi kelas yang kondusif

(mendukung kegiatan belajar-mengajar) ketika pelajaran berlangsung.

21 9 31 3

3. Siswa memperhatikan pelajaran/penjelasan dari guru dengan baik.

19 11 25 9

4. Siswa aktif bertanya kepada guru. 9 31 11 23 5. Siswa aktif menjawab pertanyaan guru. 13 17 14 20 6. Siswa mencatat hal-hal penting yang berkaitan dengan

pelajaran. 25 5 28 6

7. Siswa mengerjakan tugas yang diberikan dengan baik. 18 11 29 5 8. Siswa dapat memahami materi/pelajaran yang diberikan. 18 11 29 5

II. Observasi terhadap aktivitas guru dalam kegiatan belajar dan mengajar No. Pernyataan I II

Y T Y T 1. Guru terlihat siap menyampaikan pelajaran ketika

masuk ke dalam kelas. 29 1 28 6

2. Guru membuka pelajaran dan memberi salam. 27 3 31 3 3. Guru menjelaskan kegiatan belajar yang akan dilakukan

dan tujuan yang akan dicapai. 30 - 32 2

4. Guru memberikan motivasi/dorongan kepada siswa untuk belajar.

28 2 20 14

5. Guru menjelaskan dengan suara yang keras dan jelas. 23 7 31 3 6. Guru menjelaskan dengan cara yang menarik

(komunikatif, tidak membosankan). 19 11 26 8

7. Penjelasan yang diberikan oleh guru dapat dipahami dengan baik oleh siswa.

21 9 31 3

8. Guru menggunakan media pembelajaran (contoh: handout, power point file, dll.).

17 13 27 7

9. Guru melibatkan siswa dalam kegiatan belajar dan mengajar.

26 4 33 1

10. Guru memberikan pertanyaan kepada siswa. 29 - 29 5 11. Guru memberikan pertanyaan kepada perorangan. 24 6 29 5 12. Guru memberikan pertanyaan kepada kelas. 21 9 29 5


129

13. Guru memberi kesempatan kepada siswa untuk bertanya.

30 - 34 -

14. Guru memberikan banyak latihan. 24 6 28 6 15. Guru memberi kesempatan siswa untuk berdiskusi. 28 2 34 - 16. Guru memberi kesempatan siswa mengerjakan latihan di

papan tulis. 30 - 34 -

17. Sikap guru serius. 20 10 21 13 18. Sikap guru santai. 23 7 26 8 19. Perhatian guru tertuju pada seluruh kelas secara merata. 22 8 24 10 20. Guru memberikan rangkuman materi pembelajaran. 22 8 29 5 21. Guru memberikan tugas rumah. 27 3 34 -

III. Observasi terhadap strategi menebak arti kata berdasarkan konteks (contextual

guessing strategy) dan materi yang digunakan. No. Pernyataan I II

Y T Y T 1. Sudah pernah mengetahui strategi menebak arti kata

berdasarkan konteks (contextual guessing strategy) sebelumnya.

10 20 34 -

2. Sudah pernah menerapkan strategi ini sebelumnya. 8 22 34 - 3. Strategi ini mudah untuk diterapkan 19 11 27 7 4. Strategi ini menarik untuk digunakan. 27 3 29 5 5. Strategi ini banyak membantu dalam belajar kosakata

baru. 28 2 24 10

6. Strategi ini dapat diterapkan pada materi pelajaran (bacaan, soal-soal latihan) yang digunakan dengan baik.

26 4 27 7

7. Materi pelajaran yang digunakan menarik. 27 3 19 15 8. Materi pelajaran yang digunakan disampaikan dengan

media pembelajaran (contoh: handout, power point file, dll.) yang menarik.

9 21 17 17

9. Media pembelajaran yang dipakai dapat membantu siswa memahami pelajaran (menerapkan strategi menebak arti kata berdasarkan konteks dalam belajar kosakata baru).

27 3 22 12

10. Latihan-latihan yang diberikan dapat dikerjakan dengan mudah.

16 14 21 13

11. Latihan-latihan yang diberikan membantu siswa lebih memahami pelajaran (menerapkan strategi menebak arti kata berdasarkan konteks dalam belajar kosakata baru).

27 3 29 5


130

1. Apa saja kelebihan dari/keuntungan menggunakan strategi menebak arti kata

berdasarkan konteks untuk mempelajari kosakata baru?

- tidak perlu membuka kamus setiap kali menemukan kata yang sulit

- bisa diterapkan pada waktu belajar di luar kelas (di rumah)

- menarik, sangat membantu

- kosakata dan arti yang dipelajari lebih mudah diingat

2. Apa saja kesulitan dalam menerapkan strategi menebak arti kata berdasarkan

konteks untuk mempelajari kosakata baru?

- sulit menentukan arti yang tepat

- tidak tahu konteksnya

- banyak kosakata dasar yang belum diketahui

- lama

3. Saran atau kritik berkaitan dengan kegiatan belajar-mengajar dengan

mengunakan strategi menebak arti kata berdasarkan konteks untuk mempalajari

kosakata baru:

- lebih banyak latihan

- variasi soal-soal latihan

- variasi penggunaan media belajar


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Appendix 9: Transcript of the Interview Q: Interviewer A: Interviewee Date : August 19, 2008 Interviewee : Mr. Brown Q: Bagaimana pendapat anda ketika pertama kali kita belajar kosakata dengan strategi

menebak kata berdasarkan konteks? A: Pertamanya susah, tapi kalau seterusnya rasanya lebih gampang Q: Gampang bagaimana? A: Karena sudah lebih tahu maksud sama langkah-langkahnya jadi ya lebih gampang gitu Q: Setelah beberapa kali pertemuan, anda merasa tambah susah atau mudah? A: Tambah mudah, lebih menarik lagi Q: Kalau belajar dengan strategi ini, kata-kata yang dipelajari lebih mudah atau lebih

susah diingat? A: Lebih mudah diingat dan kosakata jadi tambah banyak Q: Sudah pernah coba menerapkan strategi ini selain pada waktu pelajaran di kelas? A: Sudah Q: Kira-kira berapa kali dan kapan saja? A: 2 kali, waktu ada PR Q: Sebelum mulai mengerjakan tugas rumahnya, apa anda membuat perencanaan dalam

pengerjaannya? A: Ada Q: Perencanaan apa saja yang anda buat? A: Merencanakan kapan mau dikerjakan Q: Ada yang lain? A: Ga ada kayaknya Q: Apa anda menemui kendala dalam menentukan rencana pengerjaannya? A: Ga ada sih, cuma karena banyak tugas dan kegiatan sekolah jadi harus bisa membagi

waktu Q: Pelaksanaannya bagaimana? A: PR-nya saya kerjakan hari Minggu. Kalau cara pengerjaannya, saya kerjakan sesuai

perintah. Saya baca trus saya garis-bawahi kata-kata yang saya belum tahu. Setelah itu saya buat daftar kata di kertas setelah itu dicari artinya.

Q: Ada kesulitan dalam pelaksanaannya? A: Banyak kata-kata yang saya tidak bisa temukan artinya Q: Yang anda lakukan? A: Tidak saya cari lagi. Waktu dikumpulkan ya seperti itu, masih ada yang bolong-

bolong. Q: Menurut anda apa yang membuat anda tidak bisa menemukan semua arti kata di daftar

yang anda buat? A: Petunjuknya ga ada, kalau ada juga dikit jadi saya ga bisa ngerjainnya Q: Kalau PR yang kedua, apa ada perencanaan yang anda buat? A: Oo, ada. Q: Apa saja itu? A: Yang pertama mau cari bacaannya di mana sama mau ngerjakannya kapan. Q: Anda cari bacaannya di mana?


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A: Internet. Banyak pilihan, karena saya cari yang ga terlalu sulit Q: Kapan anda mencarinya di internet? A: Setelah pulang sekolah atau sore mungkin, ke warnet. Q: Kalau pengerjaannya kapan? A: Saya mau kerjakan malam harinya Q: Pelaksanaannya bagaimana? A: Saya ke warnet sore hari, mengerjakannya malam seteah pulang dari warnet Q: Ada kesulitan waktu mencari bacaan yang cocok atau waktu mengerjakan tugasnya? A: Ternyata cari bacaan yang pas sulit juga. Saya cari yang bagus dan menarik, tapi yang

ga terlalu sulit. Kalau kesulitan waktu pengerjaan sama kayak waktu ngerjakan PR sebelumnya.

Q: Hasilnya gimana? A: Cukup memuaskan, meskipun tadi tu, banyak yang bolong-bolong. Q: Menurut anda, bagaimana perbandingan hasil tugas anda yang pertama dengan yang

kedua? A: Lebih memuaskan yang kedua Q: Kenapa bisa begitu? A: Kan di PR yang kedua ini saya sedikit lebh paham tentang menebak arti kata dari

konteks, jadi hasilnya ya lebih memuaskan gitu Q: Kalau dari proses pengerjaannya bagaimana? A: Sedikit lebih lancar juga, meskipun masih ada kesulitan Q: Ada rencana untuk belajar sendiri dengan cara ini? A: Direncanain aja Q: Kenapa gitu? A: Ya karena sebenarnya tertarik tapi banyak tugas dan kegiatan sekolah, jadi kalau

bukan tugas dari sekolah tapi cuma untuk belajar sendiri gitu masih pikir-pikir lagi Q: Kesulitannya apa belajar kosakata dengan menebak dari konteks? A: Ga boleh buka kamus sih..bingung menentukan artinya meskipun udah tahu dan

paham konteksnya Q: Kalau kelebihannya? A: Gampang diingat Q: Kesimpulan anda tentang cara belajar seperti ini? A: Kesimpulannya…kita bisa nambah kosakata, dan kosakata yang dipelajari lebih

mudah diingat. Date : August 19, 2008 Interviewee : Ms. White Q: Apa pendapat anda waktu pertama kali dijelaskan tentang strategi menebak

berdasarkan konteks untuk belajar kosakata? A: Pertamanya kaget, soalnya di SMP kan belum pernah diajari. Q: Setelah beberapa kali pertemuan, bagaimana pendapat anda? A: Enak ternyata belajar kosakata dengan cara ini Q: Apakah strategi ini menarik menurut anda? A: Menarik banget Q: Mudah atau susah?


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A: Kalau baru belajar pertama kali, mungkin itu agak susah. Tapi kalau makin lama dipahami konteksnya, makin mudah

Q: Kemudian kalau belajar dengan strategi ini, kata-kata yang dipelajari lebih mudah atau lebih susah diingat?

A: Lebih cepat ingat Q: Menurut anda kenapa bisa seperti itu? A: Mungkin karena kita benar-benar cari sendiri jadi lebih nyanthol Q: Sudah pernah mencoba menerapkan strategi ini selain pada waktu pelajaran di kelas? A: Sudah. Q: Kapan? A: Waktu diberi tugas rumah itu. Q: Untuk mengerjakan tugas yang pertama, apakah anda membuat perencanaan? A: Ada sih. Yang direncanain ya kapan waktunya dan sambil membayangkan nanti

mengerjakannya bagaimana. Q: Kapan anda merencanakan mengerjakannya, dan bagaimana? A: Waktunya malam yang pasti, kalau tidak salah hari Kamis malam. Soalnya pelajaran

hari berikutnya tidak terlalu berat dan biasanya kalau hari Kamis jarang ada PR. Jadi saya punya waktu lebih banyak karena tidak ada tugas lain yang harus dikerjakan. Selain itu saya masih punya waktu sampai hari Senin untuk menyelesaikan atau memeriksa lagi.

Q: Apa menurut anda ada kendala untuk melaksanakan rencana tersebut? A: Mungkin kalau tiba-tiba ada tugas lain. Kendala lain, saya belum 100% paham dengan

cara belajar kosakata seperti ini. Q: Apa solusi anda untuk itu? A: Kalau kendala yang pertama, menurut saya cuma harus bisa mengatur waktu saja.

Kalau yang kedua, saya mau mengerjakannya bersama teman. Untuk saya itu mudah karena saya tinggal di asrama.

Q: Kemudian bagaimana pelaksanaannya? A: Akhirnya saya mengerjakan tugas tersebut bersama beberapa teman yang sama-sama

tinggal di asrama. Kami bersama-sama membaca ceritanya, mencari dan membuat daftar kata-kata yang belum tahu artinya. Kemudian ya dicari artinya bersama-sama juga.

Q: Apakah dalam pelaksanaannya sendiri ada kendala? A: Ya. Sama seperti saya, beberapa teman saya juga belum sepenuhnya paham dengan

strategi ini. Tapi kami mencoba meyelesaikannya bersama. Kendala lain yang kami alami beberapa kata, cukup banyak juga, yang tidak bisa kami cari artinya.

Q: Bagaimana mengatasinya? A: Kami mau bertanya dengan guru. Q: Apakah anda selalu memeriksa pekerjaan anda? A: Ya. Saya selalu memeriksa setiap kali saya bisa menemukan arti katanya dari konteks. Q: Bagaimana caranya? A: Saya cocokkan dengan yang ada di bacaan gitu. Kata yang ada di bacaan saya ganti

dengan yang tadi saya tebak. Kalau rasanya sesuai saya anggap sudah benar. Q: Setelah selesai mengerjakan semuanya, apa anda juga memeriksanya lagi? A: Tidak Q: Kalau tugas yang kedua, apa anda juga membuat rencana untuk mengerjakannya? A: Iya, pasti. Tugas yang kedua agak lebih sulit sih… Q: Perencanaan apa saja yang anda buat? A: Karena di PR kedua teksnya harus cari sendiri, saya punya rencana mau nyari di

internet aja. Saya mau ke warnet sore hari trus malam harinya mengerjakan tugasnya.


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Q: Anda menemui kesulitan tidak? A: Iya. Nyari teksnya ternyata tidak segampang yang saya bayangkan. Tapi akhirnya

setelah lama ketemu juga. Q: Lalu bagaimana anda mengerjakan PR yang kedua ini? A: Sama seperti PR pertama. Q: Apa anda juga mengerjakannya bersama teman lagi? A: Tidak. Q: Apa anda juga memeriksa PR anda seperti pada PR yang pertama? A: Ya. Seperti yang sebelumnya. Tapi yang sekarang saya periksa juga semuanya setelah

selesai semua. Q: Caranya bagaimana? A: Saya baca bacaannya sekali setelah itu saya baca lagi dengan mengganti kata-kata di

bacaan dengan kata-kata yang saya tebak. Q: Hasilnya bagaimana? A: Lumayan… Q: Kalau dibandingkan dengan yang sebelumnya? A: Lebih memuaskan yang sekarang. Q: Bisa dijelaskan? A: Kalau yang pertama masih belum terlalu paham, sekarang udah lebih paham. Yang

sekarang juga kata-kata yang tidak bisa saya cari masih ada tapi lebih sedikit Q: Ada rencana untuk belajar sendiri dengan cara ini selain kalau diberi PR? A: Ada sih, tapi belum tahu kapan. Banyak PR jadi untuk belajar sendiri yang bukan PR

tu masih belum bisa, belum sempat. Q:Kesulitan apa yang anda rasakan? A: Kesulitan..pertama harus memahami konteksnya. Kalau tidak paham konteksnya kan

sama aja, tidak bisa cari artinya. Q: Kalau kelebihannya? A: Lebih cepat, tanpa harus buka-buka kamus. Lebih mudah diingat juga kata-katanya. Q: Apa kesimpulan anda tentang belajar kosakata dengan menebak berdasarkan konteks? A: Pengen coba terus belajar dengan strategi ini, mungkin kalau sedang tidak banyak PR

itu. Date : August 19, 2008 Interviewee : Mr. Blue Q: Pendapat anda terhadap strategi ini pada waktu pertama kali mempelajari dan

menggunakannya? A: Sulit Q: Setelah beberapa kali pertemuan, apa yang anda rasakan? A: Lebih enak, lebih mudah, lebih enjoy gitu… Q: Strategi ini menarik atau tidak? A: Menarik. Daripada harus ngapalin ini-itu, capek Q: Lebih mudah atau susah? A: Lebih mudah sebenarnya, apalagi kalau sudah paham. Kalau belum ya pusing juga. Q: Kalau belajar dengan strategi ini, kata-kata yang dipelajari lebih mudah atau lebih

susah diingat? A: Lebih mudah banget. Kita juga jadi ngerasa asyik dengan pelajaran Bahasa Inggris Q: Sudah pernah mencoba menerapkan strategi ini selain pada waktu pelajaran di kelas?


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A: Sudah. Dua kali waktu diberi PR dan sekali waktu ada pelajaran Bahasa Inggris reading dengan guru yang lain.

Q: Waktu diberi PR mengerjakan tugas dengan strategi menebak berdasarkan konteks yang pertama, apa anda membuat perencanaan untuk mengerjakannya?

A: Ada sih. Q: Apa yang anda rencanakan? A: Ya, cuma merencanakan waktunya. Sama yang jelas strategi yang mau dipakai ya

strategi ini, menebak dari konteks. Q: Apa ada kendala dalam merencanakannya? A: Ada juga. Waktunya kapan gitu, soalnya banyak tugas lain, dan karena ini baru

pertama jadi bayangannya pasti sulit dan lama. Kendala lainnya, belum terlalu paham dengan strategi ini.

Q: Solusi anda? A: Paling gampang sih dikerjain hari Minggu, karena jelas waktunya lebih banyak. Kalau

kendala karena belum terlalu paham penerapan strategi ini, saya rasa dengan banyak latihan saya bisa jadi lebih paham.

Q: Bagaimana pelaksanaannya? A: Tugas dikerjakan hari Minggu. Kalau pengerjaannya ya seperti perintah dari guru aja. Q: Apakah anda mengevaluasi pekerjaan anda? A: Ya setelah selesai diperiksa lagi aja. Q: Kalau tugas yang kedua, apa anda juga membuat perencanaan untuk mengerjakannya? A: Iya pasti. Q: Perencanaan apa saja yang anda buat? A: Waktunya dan sumber teksnya Q: Bisa dijelaskan? A: Saya merencanakan mau menyelesaikan tugasnya hari Minggu. Jadi sebelum hari

Minggu sudah harus punya teksnya. Saya mau cari teks tentang report dari buku-buku pelajaran Bahasa Inggris, saya punya beberapa

Q: Pelaksanaannya bagaimana? A: Saya baru dapat teksnya hari Minggu trus langsung saya kerjakan. Q: Ada kesulitan dalam pelaksanaannya? A: Sepertinya tidak ada. Q: Oya, apakah anda juga mengevaluasinya? A: Maksudnya memeriksa lagi sebelum dikumpulkan gitu? Q: Iya, ada? A: Ya setelah selesai saya periksa lagi, dicocokkan dengan teksnya aja. Q: Menurut pendapat anda, bagaimana hasilnya? A: Ya…lumayanlah… Q: Kalau dibandingkan dengan yang pertama? A: Menurut saya lebih bagus yang kedua. Saya mengerjakannya juga lebih lancar, lebih

cepat gitu Q: Lalu, anda tadi mengatakan pernah juga menerapkan strategi ini untuk belajar mandiri

selain ketika mengerjakan tugas. Bisa dijelaskan? A: Waktu itu pelajaran Bahasa Inggris reading dikasih bacaan gitu. Perintahnya

menjawab pertanyaan-pertanyaan bacaan tadi saya ada banyak kosakata yang ga tahu. Q: Apakah memang sejak awal anda merencanakan untuk menerapkan strategi ini? A: Awalnya tidak, tapi waktu saya menemukan banyak kosakata yang belum tahu jadi

tiba-tiba aja ada rencana itu. Biar tidak usah buka-buka kamus. Q: Bagaimana anda melakukannya?


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A: Pertama dibaca-baca dulu bacaannya, pertanyaan-pertanyaannya juga. Setelah itu pilih kata-kata yang akan dicari artinya. Kalau pertama sih tidak semua tapi hanya kata-kata yang kira-kira perlu untuk bisa menjawab pertanyaan bacaan. Setelah itu cari artinya dengan menebak.

Q: Apakah ada lagi yang anda lakukan? A: karena masih ada kata-kata yang belum tahu artinya jadi saya lanjutkan. Q: Apa anda menemui kendala? A: Ya. Q: Apa itu? A: Banyak kata-kata yang masih tetap tidak bisa ditebak karena petunjuknya kurang. Q: Yang anda lakukan? A: Tidak ada. Yang penting saya tahu inti ceritanya. Q: Apa sudah ada rencana untuk belajar sendiri dengan cara ini lagi? A: Pengen, karena lebih enak pakai strategi ini, tapi sekarang banyak tugas jadi mungkin

belum bisa sering-sering Q: Apa kesulitan dari strategi menebak berdasarkan konteks? A: Pertama kita harus memahami kata-kata sebelum dan sesudahnya, keterangan apa,

kalimat apa, ga boleh buka kamus lagi. Q: Kalau kelebihannya? A: Lebih bermanfaat. Seperti saya tadi, bisa diterapkan waktu belajar yang lain. Q: Apa kesimpulan anda? A: Strategi ini sangat menarik dan menyenangkan, bisa membantu saya belajar Bahasa

Inggris terutama belajar kosakata sendiri Date : August 19, 2008 Interviewee : Ms. Red Q: Bagaimana pendapat anda waktu pertama kali kita belajar kosakata dengan strategi

menebak kata berdasarkan konteks? A: Susah sih, soalnya belum pernah pakai dan baru tahu tentang strategi ini ya sekarang

ini Q: Bagaimana pendapat anda setelah beberapa kali pertemuan belajar kosakata dengan

strategi ini? A: Masih merasa agak susah, tapi lebih mendingan daripada waktu awal-awal dulu Q: Jadi secara umum anda sudah lebih paham penerapan strategi ini dalam mempelajari

kosakata? A: Ya…kira-kira seperti itu Q: Kalau belajar dengan strategi ini, kata-kata yang dipelajari lebih mudah atau lebih

susah diingat? A: Lebih mudah diingat, karena kita kan cari sendiri artinya dengan menebak dari

konteksnya. Kita tahu prosesnya jadi akhirnya ingat dengan artinya Q: Sudah pernah mencoba menerapkan strategi ini selain pada waktu pelajaran di kelas? A: Sudah. Q: Berapa kali? A: Dua kali Q: Kapan itu? A: Waktu ada tugas rumah. Tugas rumah yang pertama kita dikasih teks bacaan judulnya

Pinocchio, terus tugasnya disuruh baca di rumah. Kalau ada kata-kata dari bacaan yang ga tahu artinya diberi tanda terus disuruh coba cari sendiri artinya dengan


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melihat konteksnya di bacaan. Oya, waktu kita cari arti kata-kata yang belum tahu itu ga boleh pakai kamus.

Q: Perencanaan waktu untuk mengerjakannya bagaimana? A: Sudah kebiasaan kalau ada PR langsung dikerjakan malam harinya biar tidak lupa dan

numpuk-numpuk, jadi waktu dikasih tugas itu ya mau dikerjain malamnya. Q: Pelaksanaannya bagaimana? A: Malam setelah dikasih tugas langsung mau dikerjain, tapi ternyata ada PR lain dan

harus dikumpulkan besoknya. Kalau tugas yang itu kan dikumpulkan minggu depan jadi masih punya waktu lebih longgar.

Q: Jadi memakai prinsip prioritas ya? A: Kurang lebih gitu. Q: Kemudian pelaksanaannya bagaimana? A: Akhirnya malam setelah mengerjakan PR yang lain sudah selesai. Cuma baca-baca

dulu bacaan yang dikasih sama cari kata-kata yang belum tahu. Tapi yang penting baca bacaannya dulu dan tahu isi bacaan secara umum. Karena sudah malam ya rencananya mau dikerjakan malam besoknya.

Q: Setelah itu? A: Malam berikutnya baru dilanjutin lagi. Saya baca lagi bacaannya sambil cari-cari

kalau masih ada kosakata yang belum tahu artinya. Setelah itu ya dikerjain, cari artinya dari konteksnya di bacaan.

Q: Bagaimana anda mengecek hasil belajar anda? A: Setelah selesai mengerjakan, saya baca lagi bacaannya terus saya baca juga hasil

pekerjaan saya. Di situ saya mencocokkan apakah hasil pekerjaan saya sesuai dengan yang ada di bacaan. Maksudnya, apa kata-kata yang saya cari artinya sudah sesuai dengan yang dimaksud atau belum. Caranya ya kata-kata yang ditebak dimasuk-masukkan ke bacaan, kalau cocok berarti kemungkinannya benar. Saya juga minta tolong saudara saya memeriksa pekerjaan saya.

Q: Apakah menurut anda pekerjaan anda itu sudah cukup memuaskan? A: Belum Q: Kenapa bisa begitu? A: Karena saya merasa belum yakin dengan jawaban-jawabannya Q: Apa yang akan anda lakukan? A: Banyak-banyak latihan mungkin ya Q: Tadi anda baru menjelaskan tentang tugas rumah yang pertama, yang kedua

bagaimana? Apa anda membuat perencanaan untuk mengerjakannya? A: Iya Q: Bisa dijelaskan? A: Saya merencanakan nanti sore mau cari teksnya. Lalu malam harinya saya mau

mengerjakan tugasnya. Q: Anda mau cari teksnya di mana? A: Dari internet Q: Kenapa dari internet? A: Bisa milih-milih kalau di internet Q: Lalu, pelaksanaannya bagaimana? A: Seperti yang saya sudah direncanakan Q: Kalau pelaksanaan pengerjaan tugasnya? A: Yang ini sama seperti yang pertama tadi Q: Apa anda menemui kendala? A: Ada, waktu ngerjakan tugasnya. Q: Kendalanya apa?


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A: Ada kata-kata yang saya tidak tahu lalu saya cari artinya dengan menebak dari konteks, tapi tidak bisa.

Q: Menurut anda itu karena apa? A: Petunjuk di teksnya Cuma dikit Q: Jadi sulit gitu ya menentukan artinya? A: Iya Q: Lalu apa yang anda lakukan? A: Tetap coba dicari lagi, dibaca-baca terus sampai berkali-kali Q: Hasilnya? A: Ada beberapa kata yang tadinya tidak ketemu artinya tapi sekarang jadi bisa ketemu Q: Bagaimana hasilnya bila dibandingkan dengan yang sebelumnya? A: Lebih bagus sih…sedikit.. Q: Kesulitan belajar kosakata dengan strategi ini apa? A: Ga boleh buka kamus sih…jadi lumayan repot dan susah juga kalau cari-cari sendiri

artinya. Apalagi kalau di bacaan itu banyak kata-kata yang ga tahu dan petunjuk untuk bias nebak dikit…jadi tambah susah.

Q: Kalau kelebihannya? A: Gampang diingat kata-katanya soalnya cari sendiri. Selain itu jadi ga perlu selalu buka

kamus kalau ketemu kata-kata yang belum tahu dan kita bisa belajar sendiri misalnya di rumah.

Q: Kesimpulannya? A: Kesimpulannya…meskipun sulit tapi belajar dengan cara seperti ini bermanfaat. Kita

bisa nambah kosakata, kosakata yang dipelajari lebih mudah diingat, ga perlu terlalu banyak mengandalkan kamus, dan bisa untuk belajar sendiri misalnya di rumah. Termasuk juga untuk belajar yang lain-lain.

Date : August 19, 2008 Interviewee : Ms. Black Q: Bagaimana pendapat anda waktu pertama kali kita belajar kosakata dengan strategi

menebak kata berdasarkan konteks? A: Susah banget, dan repot juga Q: Bagaimana pendapat anda setelah beberapa kali pertemuan belajar kosakata dengan

strategi ini? A: Masih agak susah, tapi sekarang jadi senang belajar pakai cara ini Q: Secara umum anda sudah paham penerapan strategi ini dalam mempelajari kosakata? A: Kalau paham banget sih belum tapi lebih paham dari sebelum-sebelumnya dan saya

sudah bisa menerapkan strategi ini dengan cukup baik. Q: Kalau belajar dengan strategi ini, kata-kata yang dipelajari lebih mudah atau lebih

susah diingat? A: Lebih mudah diingat, karena kita kan cari sendiri artinya. Caranya ya dengan menebak

artinya dari konteksnya Q: Sudah pernah mencoba menerapkan strategi ini selain pada waktu pelajaran di kelas? A: Sudah. Q: Kira-kira berapa kali anda menggunakannya? A: Sudah beberapa kali, sekitar enam atau tujuh kali mungkin. Yang pertama kali waktu

ada tugas rumah dari bacaan Pinocchio itu. Q: Bagaimana perencanaan pengerjaan tugas anda itu?


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A: Karena tugasnya dikumpulkan hari Senin saya rencanakan mau mengerjakan hari Minggu.

Q: Kenapa mau dikerjakan hari Minggu? A: Karena kalau hari Minggu libur jadi mau mengerjakan tugas enak, waktunya lebih

banyak. Tugasnya sepertinya susah banget dan repot, jadi saya merasa perlu ada waktu khusus. Ya hari Minggu itu. Selain itu kan tugasnya dikumpul hari Senin jadi dikerjainnya hari Minggu deh.

Q: Suka mepet-mepet ya kalau mengerjakan tugas? A: Iya… Oya, selain itu kan ngerjainnya mau bareng teman, jadi lebih enak kalau hari Minggu. Q: Pelaksanannya bagaimana? A: Pertama saya baca ceritanya sampai beberapa kali, kira-kira tiga kali sampai saya tahu

gambaran tentang cerita itu. Setelah itu ya cari kata-kata yang sulit, diberi tanda kemudian dibuat daftar di kertas folio. Kata-kata yang sulit itu kemudian dicari artinya dengan menebak dari bacaan, gitu aja.

Q: Apakah ada di antara kata-kata dalam daftar anda yang tidak bisa anda temukan artinya?

A: Ada…lumayan banyak juga. Q: Apa yang anda lakukan? A: Diskusi sama teman, kan saya mengerjakannya bareng dengan teman. Q: Setelah selesai bagaimana anda mengevaluasi hasil pekerjaan anda? A: PR saya dan PR teman saya ditukar, terus saling mengoreksi gitu. Mengoreksinya

dicocokkan sama bacaan, kata-kata di bacaan diganti-ganti gitu pas atau tidak. Kalau pekerjaan saya dan teman saya ada yang beda dibahas bareng-bareng.

Q: Kemudian tadi anda bilang sudah beberapa kali menerapkan strategi ini. Kapan saja? A: Yang kedua ya waktu ada PR yang kedua itu. Q: Apakah anda membuat perencanaan juga sebelum mengerjakannya? A: Ya, apalagi di tugas yang kedua ini teksnya harus kita cari sendiri. Sepertinya bakal

lebih sulit. Q: Lalu perencanaan seperti apa yang anda buat? A: Rencanain waktu, sumbernya (teksnya dari mana), dan pengerjaannya juga. Q: Bisa dijelaskan tentang itu? A: Kalau perencanaan waktu, saya mau cari bacaannya hari Minggu siang atau sore gitu

dari internet. Trus kalo waktu pengerjaannya malam setelah dapat bacaan yang mau dipakai. Kalau cara pengerjaannya ya seperti yang sudah-sudah aja.

Q: Apa ada masalah dalam perencanaan dan pelaksanaannya? A: Sepertinya tidak ada. Q: Lalu bagaimana menurut anda hasil pekerjaan anda tersebut? A: Lumayan.. Q: Bagaimana jika dibandingkan dengan hasil PR anda yang pertama? A: Yang pasti lebih bagus yang kedua, sepertinya. Sekarang kan saya sudah lebih

mengerti cara-caranya Q: Kalau proses pengerjaannya bagaimana? A: Lebih bagus juga Q: Bisa dijelaskan apanya yang lebih bagus? A: Lebih lancar, kesulitannya lebih sedikit Q: Apa anda juga memeriksa pekerjaan anda tersebut? A: Iya. Q: Caranya?


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A: Dibaca lagi teksnya beberapa kali sambil dicocokkan apa arti kata-kata yang sudah saya cari sudah tepat dengan yang dimaksudkan atau belum.

Q: Kapan anda melakukannya? A: Setelah selesai ngerjainnya Q: Lalu tadi anda bilang sudah cukup sering menerapkan strategi iniuntuk belajar sendiri.

Bisa dijelaskan? A: Saya kan suka baca-baca berita atau cerita Bahasa Inggris, untuk belajar gitu. Biasanya

ambil dari internet. Suka dengerin lagu-lagu Bahasa Inggris juga untuk latihan listening. Sering waktu baca cerita atau dengerin lagu-lagu banyak kata-kata yang ga tahu. Kalau dulu sih terus buka kamus, tapi setelah tahu ada strategi ini jadi ga perlu sering-sering pakai kamus lagi. Dilihat konteksnya gitu.

Q: Perencanaan waktu dan tempatnya bagaimana? A: Kalau waktunya ga pasti, asal ada waktu luang gitu. Terus biasanya download dari

internet tapi belajarnya di rumah. Q: Pelaksanaannya? A: Pelaksanaannya kurang lebih sama kaya tadi yang ngerjain PR, tapi kalau yang ini ga

bareng teman. Q: Jadi bagaimana anda mengevaluasinya? A: Sama, dicocokkan dengan teks bacaan atau lagu aslinya. Tapi diperiksa sendiri karena

ga ada teman. Q: Apakah hasilnya memuaskan? A: Lumayan sih, meskipun masih banyak kata-kata yang tidak bisa saya cari artinya dari

konteks. Yang pasti saya bisa belajar kosakata sendiri. Q: Menurut anda apa yang membuat ada kata-kata tidak bisa dicari artinya dari konteks? A: Petunjuknya dikit, kadang ga ada, seperti di lagu-lagu itu. Q: Kesulitan belajar kosakata dengan strategi ini apa? A: Repot dan lama Q: Kalau kelebihannya? A: Kita bisa mandiri, bisa belajar sendiri di rumah atau di tempat lain selain di sekolah

karena strategi ini bisa diterapkan di mana saja dan kapan saja. Q: Apa kesimpulan anda? A: Yang jelas kalau saya sedang membaca-baca berita di koran atau cerita yang

berbahasa Inggris tidak perlu repot-repot buka kamus lagi.


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Appendix 10: Raw Data of the Results of the Interview Interviewee #1: Mr. Brown 1. At first, he thinks that learning vocabulary by guessing from context is difficult and

complicated. At last, he thinks that it is not as difficult as what he has imagined, especially when he has understood the steps.

2. He says that the words learned are easier to be remembered. 3. He has ever implemented this strategy twice (homework completion).

a. First implementation: ∞ Planning: time ∞ Obstacle: there were many other tasks, so he found difficult to plan the time ∞ Execution:

- Time: on Sunday - He read the text, underlined the words he didn’t know, listed in a piece of

paper, guessed them. - Obstacle: he wasn’t able to guess many words in his list - Cause: limited clues to guess - Solution: nothing

∞ Result: not really good b. Second implementation:

∞ Planning: time and source ∞ Execution:

- Time: went to internet café after school to get a text and did the task at the night.

- Source: internet - Obstacle: he found difficulties in finding the good text (the one interesting

and not too difficult); he still wasn’t able to guess many words in his list ∞ Result: better

4. He admitted that the result of his learning is increasing from time to time (from the first to the second).

5. He actually wanted to use this strategy to learn vocabulary by himself again and again but he had many other school tasks to finish.

6. Difficulty: it’s difficult to determine the correct meaning although he had understood the context

7. Advantage: The words learned can be remembered better. Interviewee #2: Ms. White 1. At first, she also thinks that learning vocabulary by guessing from context is difficult

and complicated. She had never known it in her former schools. At last, she thinks it is not as difficult as before, especially when she had understood the steps and also the context.


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2. It’s interesting and the new words’ meaning can be remembered faster because she found it by herself.

3. He has ever implemented this strategy out of the class twice (homework completion). a. First implementation:

∞ Planning: time and procedures ∞ Obstacle: there were many other tasks, so she found difficult to plan the time;

she hadn’t understood well how to do it ∞ Solution: tried to manage time well; did it with some friends in the dormitory ∞ Execution:

- Time: Thursday night (usually there was no homework on that day; she would still have longer time to check before it was collected)

- She did the task with some friends in the dormitory. They read the text, listed the unknown words, and then guessed it.

- Obstacle: She and her friends hadn’t completely understood the concept of this strategy; they weren’t able to guess the meaning of some words

- Solution: asked the teacher - Evaluation: no result evaluation

∞ Result: not really good b. Second implementation:

∞ Planning: time (search the text in the afternoon and did the homework in the evening) and source (internet)

∞ Execution: - Time: search the text in the afternoon and did the homework in the

evening - Source: internet - She did the second task in the same way as the first task. - Evaluation: she checked her work by reread the text and replaced the

unknown words with her guessing. ∞ Obstacle: it was difficult to find the text I wanted ∞ Result: better than before

c. She admitted that the result of his learning in the second execution was better d. She wanted to use this strategy to learn vocabulary by himself again and again but she

hadn’t known when it was. She still had many homework to do. e. Difficulty: it’s quite difficult to understand the context. She thinks that she wouldn’t

able to guess if she didn’t able to understand the context first. f. Advantage: Faster; once she possesses this strategy she won’t need much help from

dictionary; the words can be remembered better Interviewee #3: Mr. Blue 1. At first: difficult 2. At last: easier, interesting, the unknown words can be learned easier; he enjoyed

learning English 3. He has ever implemented this strategy three times (twice: homework completion).


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a. First implementation: ∞ Planning: time and procedure ∞ Obstacle: there were many other assignments; hadn’t really understood this

strategy ∞ Solution: did it on Sunday; have as many as practice ∞ Execution:

- Time: on Sunday - Evaluation: evaluate the work

b. Second implementation: ∞ Planning: time and source

He explained that he had to get the text before Sunday. He would search the text from the internet.

∞ Execution: - Time: got the text on Sunday and did the assignment on the same day - Source: several English course-books he had - Obstacle: no - Evaluation: he checked the result of it by reading again the text and the

meanings he guessed, then compared them ∞ Result: quite good

c. Third implementation: ∞ He once implemented this strategy when his English teacher gave homework

on reading a text and answering questions about it. At first, he didn’t plan to use this strategy. When he found many difficult words in the text, he used contextual guessing strategy.

∞ First, he read the text and the questions. Then, he marked the unknown words, especially the words he needed to be able to answer the questions.

∞ Obstacle: many words couldn’t be guessed ∞ Solution: nothing. The most important thing for him was being able to do the

task (answered the questions) and understood the content of the text. 4. He actually wanted to use this strategy to learn vocabulary by himself again and again

but he had many other school tasks to finish. 5. Difficulty: understanding the context (the words preceding and following), the part of

speech, etc. 6. Advantage: more useful because it can be implemented also in other subjects; help

him much especially in learning vocabulary by himself Interviewee #4: Ms. Red 1. At first: contextual guessing strategy was difficult

At last: still found it quite difficult, but she had understood it better than before 2. She admitted that learning the new vocabulary learned by employing contextual

guessing was better remembered. She said that because she knew the process of finding the meaning, so could remember it easier.

3. He has ever implemented this strategy twice (homework completion).


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c. First implementation: ∞ Planning: time (in the evening after the homework was given) ∞ Execution:

- She planned to do it in the evening after the homework was given but in fact there was another homework that should be collected in the next day. So, after she had finished doing the homework for the next day, she only read the text (Pinocchio). She admitted that the most important thing was that she was able to get the content of the text. She decided to continue it in the next evening. In the next evening, she read again the text and marked the unknown words, then tried to guess their meaning.

- Evaluation: Re-read the text and also the answers and compared, if it felt alright then the answers might be correct

∞ Result: not really good, not sure with the answer ∞ Solution: had more and more practice

d. Second implementation: ∞ Planning: time and source ∞ Execution:

- Time: went to an internet café after school to get a text and did the task at the night.

- Source: internet (there were many choices) - Obstacle: there were words that couldn’t be guessed - Solution: tried to guess its meaning but there were some words that still

couldn’t be guessed ∞ Result: a little bit better

4. Difficulty: if there were many unknown words in a text but the clues were limited, it was very difficult to guess and get the meaning

5. Advantage: although difficult, contextual guessing strategy is advantageous for we don’t need to rely much on dictionary and we can learn vocabulary by ourselves at home

Interviewee #5: Ms. Black 1. At first: very difficult

At last: still felt difficult but she enjoyed learning by using this strategy 2. She admitted that basically she hadn’t understood contextual guessing strategy at all

but she has been able to use it quite good. she said that the words learned were easier to be remembered

3. She has ever implemented this strategy several timers (six or seven times), where the first and second were in the homework accomplishment. a. First implementation:

∞ Planning: time ∞ Execution:


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- Time: on Sunday (because the homework was to be collected on Monday, there was enough spare time)

- First, he read the text three up to four times until he got the image of what the story was about. Then, she marked the unknown words and listed it in a piece of paper. Next, she tried to guess its meaning

- Obstacle: he wasn’t able to guess some words in her list - Solution: discussed it with her friends

∞ Result: quite good b. Second implementation:

∞ Planning: time, source, and procedure ∞ Execution:

- Time: went to internet café on Sunday afternoon and did the assignments after getting the text

- Source: internet - Obstacle: no - Evaluation: Read again the text and check the guessing.

∞ Result: better than before c. Other implementation:

∞ She likes reading English stories or news and also listening to English songs downloaded from the internet. When reading the articles or listening to the songs, she often found many unknown words. After knowing this strategy, she wanted to practice it by herself.

∞ She admitted that she could perform contextual guessing in learning new vocabulary better after she had more practices.

d. Difficulty: limited context used to guess the meaning, tiring, and time-consuming e. Advantage: can help us learn something esp. vocabulary autonomously anywhere and

anytime


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