Having examined what independent variables are, the writer goes on explaining dependent variables. The concept of dependent variables is much
easier to comprehend than that of independent variables. A number of experts have attempted to define the term dependent variable. Johnson 1992 defines the
term as a variable “that will be affected by the independent variable; that is, it is the goal of instruction that will be studied” p. 172. Another definition of the
terms has been suggested by Gay 1992, who states that dependent variables are “the outcome of the study, the change of difference in groups that occurs as a
result of manipulation of the independent variable” p. 298. Similar to independent variables, dependent variables can take any possible forms as long as
they “represent an outcome that is measurable” Gay, 1992, p. 298. As claimed by Johnson 1992, dependent variables can be “various aspects of comprehension
and production, the use of processes and strategies, and affective outcomes as well” p. 172. Therefore, dependent variables should not always be in the form of
tests Gay, 1992, p. 298. Gay 1992 continues his argument by suggesting that dependent variables can also be “attendance, number of suspensions, attention
span, or even number of books checked out of the lib rary” p. 298.
B. Research Setting
The research was conducted at the English Extension Course at the first campus of Sanata Dharma University, Yogyakarta. The room in which the
research took place was room K.10. The research lasted for three meetings at the same place from 14.00 to 15.50.
C. Research Subjects
As pointed out by Johnson 1992, the persons involved in an experimental study are called subjects rather than participants p. 173. The use of the word
“subjects” may sound dehumanizing, but “this is merely conventional terminology from psychology and other disciplines and not intended to be dehumanizing.
” The study involved only one class of Vocabulary I of the 20112012
academic year at the English Extension Course, which belongs to Sanata Dharma University Yogyakarta. The reason for choosing the research subjects was because
they were the only viable option as far as the researcher was concerned as the students learned only the English vocabulary and no other subject matters and
language skills, such as speaking, writing, listening, or reading were involved in the classroom.
D. Instruments and Data Gathering Technique
There were two types of instruments that the researcher used in order to gather the data required for the importance of the study. One instrument was in the
form of tests, which consisted of the pretest and posttest, and the other was in the form of questionnaire, filled out by the research subjects on December 20, 2011,
after they completed their Vocabulary I final test.
1. Tests
The tests which were used in this study were carried out twice. The first one was conducted before the researcher implemented the guessing from context
procedure in the classroom. Hence, it was called the pretest. This pretest would
