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2. For the Students of XII IPS 1 of SMA Stella Duce II Yogyakarta
There are two suggestions recommended for those students. First, since this strategy requires a lot practice, it is hoped that the students attempt to
practice the steps of guessing procedure not only when accomplishing the tasks, but also when encountering a new word in their daily life, such as when reading
the novel, when listening to English songs, or when watching English movies. Second, in this globalization era, the students are expected to be able to
communicate English well. Accordingly, the students should accustom themselves to applying the mastered words in their daily communication.
3. For Future Researchers
This research has limitation on seeing how contextual guessing strategy improves students’ vocabulary mastery. To answer the question of this research,
the researcher tried to describe the process of strategy implementation in the first and second cycle as well as to elaborate why the strategy given is able to improve
students’ vocabulary mastery. From the research’ results, it should be further investigated to what extent contextual guessing strategy improves students’
achievement in four English skills. Those are listening, speaking, reading, and writing. Therefore, the future researchers who are interested in contextual
guessing strategy can carry out further research about the implication of contextual guessing strategy in enhancing students’ achievement in one of the
four English skills. As a result, there will be more thorough investigation about the implementation of contextual guessing strategy in every English skill.
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REFERENCES
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117 Xiang, M.Z. 2010. The necessity of Intensifying English Vocabulary Teaching in
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APPENDICES
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APPENDIX A
Covering Letter for the Mayor of Yogyakarta
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APPENDIX B
Permission Letter from the Mayor of Yogyakarta
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APPENDIX C
Syllabus of English Lesson for Grade XII IPAIPS Senior High School of SMA Stella Duce II
Yogyakarta
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SILABUS
Nama Sekolah : SMA Stella Duce 2 Yogyakarta
Mata Pelajaran : Bahasa Inggris
Kelas : XII
Semester : 1
Standar Kompetensi
Kompetensi Dasar Materi
Pembelajaran Kegiatan
Pembelajaran Indikator Penilaian
Alokasi Waktu
Menit Membaca
5.
Memahami makna teks
fungsional pendek dan
esei sederhana berbentuk
narrative, explanation,
dan discussion dalam konteks
kehidupan sehari-hari dan
untuk mengakses
ilmu pengetahuan
5.1 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:
narrative, explanation, dan
discussion
• Teks tulis
berbentuk narrative
• Membaca nyaring
bermakna teks narrative secara
individu
• Mendiskusikan isi
teks narrative. •
Mengidentifikasi makna kata dalam
teks yang dibaca
• Mengidentifikasi
makna kalimat dalam teks yang dibaca
Tugas Tes
tertulis 4 x 40’
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APPENDIX D
Blueprints: 1.
Observation Form 2.
Questionnaire 3.
Interview Guide
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Observation Form Blueprint No
Aspects Things to be Observed
Items Number
A. Pre-activities