implementation of the vocabulary learning technique lasted for two meetings, in which each meeting lasted for 110 minutes. The procedure for implementing
guessing from context in the classroom is explained in the next part of this chapter.
E. Data Analysis Technique
The data that had been gathered from the research would be processed and analyzed according to the research instruments used for gathering the data. Table
4.1 shows the reader how the researcher would analyze the data and what instruments would be used to collect the data:
Table 3.3 The Data Analysis Table
No. Problem
Data Required Instruments
1. How is Clarke and
Nation’s guessing
from context
procedure implemented in vocabulary learning to the
first semester students of English Extension Course?
The students’ works 1.
Student worksheets
2. What are the results of the
implementation of Clarke and Nation’s
guessing from
context procedure
in vocabulary learning to the
first semester students of English Extension Course?
The students’ pretest and posttest results,
t he
students’ responses
toward the questionnaire.
1. Questionnaire
2. Pretest
and posttest
Upon the completion of the posttest, the researcher would go on
determining whether or not there had been a significant, positive difference between the mean of the pretest scores and that of the posttest scores. In order to
do this, the researcher used the dependent t-test. Figure 3.2 shows the formula for the dependent t-test.
̅ √
Figure 3.2 The Dependent t-Test Formula
where: t
: t ratio ̅
: average difference : different scores squared, then summed
: different scores summed then squared N
: number of pairs
F. Research Procedure
The researcher began the study by stating the null hypothesis and alternative hypothesis. Having decided the two hypotheses, the researcher went on
to choosing the subjects of the research, who were one class of first semester students of the English Extension Course of the 20112012 academic year. As the
reader has read in Theoretical Description in Chapter II, the researcher did not randomly assign the subjects into two groups as the research required only one
group of subjects, following the one group pretest-posttest design by Cohen, Manion and Morrison 2000.
