Conclusions CONCLUSIONS AND SUGGESTIONS

110

CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter, conclusions and suggestions are presented. From analyzing data and discussing research results, the researcher concluded two points and proposed suggestions for English teachers, students, and future researchers who are interested in the similar research.

A. Conclusions

This research was conducted to investigate how contextual guessing strategy improves vocabulary mastery of XII IPS 1 students of SMA Stella Duce II Yogyakarta. In this research, the strategy was implemented through CAR based on Kemmis and McTaggart’s model, which consisted of planning, acting and observing, and reflecting. Meanwhile, the vocabulary mastery in this research refers to the aspects of vocabulary mastery stated by Chapelle 1994. Hence, the conclusions cover the description of the strategy implementation process and the students’ vocabulary mastery improvement. Contextual guessing strategy was implemented during the English teaching and learning process in XII IPS 1 class. The implementation process was conducted into two cycles. Each cycle of this CAR covered three stages. 1 Planning, the researcher prepared for the lesson plan, developed the learning materials, and arranged the learning activities. In this stage, the researcher also discussed the planned action to be implemented in the class with the English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 111 teacher. 2 Acting and observing, the teacher implemented the strategy through several learning materials and activities. At the same time, the researcher observed what was happening during the process of implementation, including the teacher’s actions and the students’ general responses. 3 Reflecting, the researcher reflected upon the conducted actions as well as analyzed the students’ general responses. Besides, the researcher saw what went well and what needed to be improved during the process of planning and implementation. The results of reflection were used as a foundation for deciding the actions done in the next cycle. From the whole data gathered through observation forms and field notes, it was seen that the students of XII IPS 1 showed good responses on the implementation of contextual guessing strategy. Besides, they often apply the learnt vocabulary in their communication and became more confident in conveying their ideas in English. From the journals, it could be summarized that according to the students, contextual guessing strategy was best applied in their English class to prepare National Examination, since there will be many new words found in the National Examination. The students’ vocabulary mastery improvement was also indicated by the increasing class average score on the two vocabulary tests. In the first test, the class average score reached 48.69. Meanwhile, in the second test or final test, it increased to 64.86. Questionnaire and interview guide were used to see the students’ opinions on their vocabulary mastery improvement. The vocabulary mastery examined in this research was based on several aspects stated by Chapelle 1994. 1 The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 112 context of vocabulary use, by applying contextual guessing strategy, the students were enabled to draw the meaning of a new word, although only came to the closest one. 2 Vocabulary knowledge, by analyzing context clues, the students’ vocabulary size was expanding. It is because from a context, the students experience several words indirectly. 3 Fundamental process, having adequate ability in guessing the meaning of unknown words helped the students in gaining knowledge from both listening and reading and conveying their ideas in both speaking and writing. 4 Metacognitive strategy for vocabulary use, the students were able to apply the mastered words in the daily communication. From those four aspects, it was found that 82.14 of the students claimed the improvement on the context of vocabulary use aspect. Also, 83.92 of the students thought that there was improvement on the vocabulary knowledge aspect. Then, 78.57 of the students conveyed that the improvement also happened in the fundamental processes aspect. In addition to this aspect, the students claimed that contextual guessing strategy helps more in acquiring the receptive skills than in the productive ones. Besides, 66.07 of the students declared that there was also improvement on the metacognitive strategies for vocabulary use aspect.

B. Suggestions