15 Tomlinson Masuhara 2004 conveyed that no published textbooks are able to
supply every teacher’s and student’s needs. Because of that reason, a materials adaptation is demanded to attain the match between the materials being taught and
the particular learning context. In this CAR, since the learning materials will be taught to students of
senior high school, the selection of materials are based on the curriculum of English lesson for senior high school. The topics of the materials are also based
on the English lesson syllabus of SMA Stella Duce 2 Yogyakarta. Then, in preparing the learning materials, the researcher adapted several materials from
textbooks, for instance, American Vocabulary Builder 1, Stories We Brought with Us: Beginning Reading for ESL, and Creative English Workbook for SMA Year
XII 3A and XII 3B. Moreover, the researcher adapted some sentences and texts from authentic materials, such as from The Jakarta Post and some online news.
e. Vocabulary Learning Activities
The learning activities arranged in this research are based on Bauer Sapona’s theory 1991. They stated that the general structure of a classroom’s
activity comprises three learning phase. First, a pre-activity or a preparation phase deals with preceding activity. It is usually in a form of giving relevant information
to materials being studied or asking probing questions to recall students’ background knowledge about the materials being studied. Second, a whilst-
activity or action a phase refers to the focussed time. It is typically a discussion time for the subject matter in form of whole class discussion, small group
discussion, or individual tasks. Third, a post-activity or a closure phase focuses on
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16 checking students’ understanding of the lesson as well as summarizing the
materials which had been learnt.
f. Vocabulary Learning Methods
In this CAR, the researcher planned some learning methods to be conducted during the implementation of contextual guessing strategy in
vocabulary learning. The learning methods here are based on three basic methods of teaching and learning proposed by Kemp 1977. Those are group presentation,
individualized learning, and teacher student interaction.
1 Group Presentation
Kemp 1977 said that group presentation enables the teacher or the students “to tell, show, demonstrate, dramatize, or present subject content” to the
whole class. Furthermore, group presentation can be carried out inside or outside the classroom. By employing group presentation, the teacher cannot only lecture
in front of the class, but also the teacher can maximize the use of audiovisual materials, such as transparencies, recordings, slides, or motion pictures.
Kemp 1977 conveyed that group presentation challenges the students to participate actively in the teaching and learning process. Kemp 1977 also
proposed three categories of student participation in group presentation. They are: 1 Active interaction with the teacher can be shown in the form of asking and
answering questions, participating in a whole class discussion, and consulting the difficulties with the teacher, 2 Working at the student’s seat is focused on taking
notes, answering worksheets, and accomplishing individual exercises or quizzes, and 3 Other Mental Participation involves thinking along with the teacher,
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17 grasping answer or questions mentioned by the teacher and other students, and
developing questions to ask.
2 Individualized Learning
Kemp 1977 conveyed that individualized learning trains the students to be more independent and creative in developing their own ideas. Moreover, he
said that in individual learning, many approaches can be employed. It can be conducted by providing the learning materials, for instances presentation devices
to enhance students’ participation. It can be also carried out by developing worksheet or other learning media that require the students to give responses
based on their knowledge. Kemp 1977 proposed that by having worksheet, the students will be able to study on their own pace. As a result, the students who
have low, average, or high ability will obtain equal level of competencies.
3 Interaction between Teacher and Students
The interaction between teacher and students can be seen in form of working together in groups to “discuss, question, pursue problems cooperatively,
and report” Kemp, 1977: 70. Those activities are expected to maximize the opportunity between the teacher and the students to know each other directly. The
activities within group interaction are hoped to enable the students learning from their peers as well as from the teacher. By having group interaction, the students
are required to test their own understanding of the concepts and material being studied during the teaching and learning process. It is because, later, the students
will share the knowledge that they have acquired with their peers.
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18 Kemp 1977 also noted several strengths of teacher and students
interaction. First, viewed from attitude side, teacher and students interaction leads to “attitude formation, development of appreciations, cooperation, and
interpersonal relations.” Second, viewed from cognitive side, teacher and students interaction promotes the students to be more skilful in problem-solving and
decision-making ability. Third, teacher and students interaction trains the students to practice their leadership skill. Fourth, teacher and students interaction also
helps the teacher in recognizing his or her students one by one. As a result, it will facilitate the teacher to identify the students who perform good or poor progress
during the teaching and learning process directly.
2. Vocabulary Mastery
