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.
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’
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
