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1. The Students of XII IPS 1 of SMA Stella Duce II Yogyakarta
It is expected that those students will be familiar with learning vocabulary by guessing word from context, instead of memorizing word lists. In addition, the
students are hoped to be accustomed to applying the strategy once encountering a new vocabulary as well as using the learnt vocabulary in their daily
communication.
2. The English Teacher of XII IPS 1 of SMA Stella Duce II Yogyakarta
It is hoped that the English teacher of XII IPS 1 of SMA Stella Duce II Yogyakarta will obtain information about contextual guessing strategy as one of
the strategies in learning vocabulary. Hence, the teacher can employ the strategy as an alternative in English teaching and learning process.
3. Future Researchers
It is expected that the findings of this research can be a reference for those who are interested in the same field and want to conduct classroom action
research in their own classes.
F. Definition of Terms
In order to avoid misinterpretation and misunderstanding, there are terms mostly used in this research that need to be defined.
1. Contextual Guessing Strategy
Contextual guessing strategy is one of the strategies in learning vocabulary. This strategy is focused on finding the meaning of unknown words by
examining the context where the words occur Bruton Samuda, 1981; Clark
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6 Nation, 1980 cited in Nation 1990: 161. Contextual guessing strategy in this
research refers to the learning strategy used to figure out the meaning of unknown words by guessing from the context. Moreover, in this research, the students are
asked to guess the meaning of unknown words by examining the surrounding words in which the unknown words occur. During preliminary observation, the
researcher investigated that the problem of XII IPS 1 students in learning English was that the students met difficulty when they had to guess the meaning of a
particular word from the context. In accordance with that situation, contextual guessing strategy will be given to the students of XII IPS 1 to help them in
figuring out a new word’s meaning.
2. Vocabulary Mastery
In this research, vocabulary mastery refers to vocabulary ability which involves “both knowledge of language and the ability to put the language use in
context” Chapelle, 1994 cited in Read, 2000. In other words, it can be conveyed that vocabulary mastery is defined as the ability in knowing the meaning of a
word and applying it in the real context. Corresponding to the theory above, the researcher formulates the definition of vocabulary mastery as the students’ ability
in inferring the meaning of an unknown word by analyzing its surrounding context. Afterwards, the students are also expected to apply the mastered words in
the real context in either understanding or expressing their ideas.
3. XII IPS 1 Students in SMA Stella Duce 2 Yogyakarta
XII IPS 1 is one of the departments in SMA Stella Duce 2 Yogyakarta majoring at social studies. Based on the preliminary observation data, the students
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7 of XII IPS 1 class meet difficulty in guessing the meaning of a particular word in
a context. From the observation, it is obviously seen that most of the students in XII IPS 1 class are accustomed to learning vocabulary using word lists or in form
of isolated words. As a result, the students fail to remember all the meanings of English words in a long-period. Moreover, because the students usually learn the
vocabulary from isolated words, the students find obscurity when they have to guess the meaning of a particular word from a context.
In accordance with that condition, the researcher tries to implement one of the strategies in learning vocabulary, namely contextual guessing strategy. This
strategy is chosen because it facilitates the students to guess the meaning of a particular word by examining the surrounding words which can be used as clues.
As a result, the use of contextual guessing strategy is hoped to be able to improve the vocabulary mastery of XII IPS 1 students.
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8
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the theories that underlie the research. It consists of two parts namely theoretical description and theoretical framework. The
theoretical description discusses the underlying theories which are related to the implementation of contextual guessing strategy in vocabulary learning.
Meanwhile, the theoretical framework synthesizes all major relevant theories which can help the researcher to answer the research question.
A. Theoretical Description
This section reviews the theories related to the study, namely Vocabulary Learning, Vocabulary Mastery, and Contextual Guessing Strategy.
1. Vocabulary Learning
Chen 2009 conveyed that vocabulary learning should be given enough attention and great importance in the classroom. Therefore, the students’
achievement in mastering vocabulary relies on how vocabulary is taught in the classroom. In accordance with that situation, the researcher elaborates the
definition of vocabulary, the reasons of vocabulary learning, and the principles of vocabulary learning. Afterwards, the researcher is going to explain the learning
materials, the learning activities, and the learning methods which are employed in the vocabulary learning.
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