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
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
DayDate 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
