98 In contrast, eight students 28.75 showed their disagreement towards
the statement. When being interviewed, one of them stated that in fact she did not know that some words might have multiple meanings since she was accustomed
to memorizing vocabulary list which had no context. Consequently, she found difficulty to infer the meaning of the word concerned, even though the context
was provided.
“kebanyakan ga tahu, soalnya dari awal ya belajar vocabulary yang keluar di pelajaran aja. Biasanya kata-kata yang sering keluar diapalain,
tapi cuman ada satu arti. Jadi sekarang baru tahu.” R4 Mostly, I did not know [the words which have multiple meanings]. It was
because I just memorized the vocabulary which occurred in the lesson, but there was only a single meaning for each vocabulary. So, I have just
known right now.
Overall, 82.14 students agreed that there was improvement on the aspect of the context of vocabulary use. Most of the students agreed that the strategy
given helped them a lot in inferring the meaning of a new word. However, many students felt difficult in recognizing a word which has multiple meanings, even
though the context was provided.
2. Vocabulary Knowledge
The third and fourth statements were about vocabulary knowledge. The third statement asked whether the students’ vocabulary size was increasing or not.
Surprisingly, all of the students or twenty eight students 100 agreed with that statement. From the interview, it could be concluded that the students of XII IPS
1 class felt that their vocabulary size was increasing after applying contextual guessing strategy when they met unknown words. Two of them confirmed that
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99 when they analyzed the surrounding context, indirectly they also learnt some other
words in addition to the unknown words.
“Jumlah vocab saya bertambah, walaupun cuma satu atau dua kata. Saya pikir sejak diperkenalkan dengan strategi ini, saya jadi terbiasa buat
coba-coba dirumah, misalnya saat baca novel Harpot yang English version. Waktu saya nebak kata yang saya ga tau, saya cek di kamus,
ternyata tebakan saya benar. Sampai sekarang saya masih inget kok, ‘escape’ artinya ‘ melarikan diri’, dan ‘throw’ artinya ‘
melempar’.”R2 It was true that my vocabulary size was increasing, although it was just
one or two words. After being introduced to contextual guessing strategy, I was accustomed to practicing the guessing at home, for example while
reading “Harry Potter” novel. At that time, I attempted to guess some unknown words. Afterwards, I checked my guesses in the dictionary and
they were correct. Then, until now, I still remembered them. They were ‘escape’ meant ‘melarikan diri’ and ‘throw’ meant ‘melempar’.
“Ya pastinya bertambah, soalnya kan kalo nebak kata asing itu, kita juga harus nglihat kata-kata yang lain. Jadi secara otomatis, dari sebuah
pertanyaan, kita belajar lebih dari satu kata.” R3 My vocabulary size was increasing surely. When we guessed the meaning
of the unknown words, automatically we also analyzed other surrounding words. Therefore, from a vocabulary exercise, we could learn more than a
word.
Referring to the fourth statement which was about the similar features of words, nineteen students 67.85 confirmed their agreement that the context
clues helped them a lot in distinguishing the words which shared certain common features. The agreement to the statement was clarified by a student. She said that
actually she was confused in inferring the meaning of the word “quite.” Firstly, she thought that its meaning was diam, since her teacher usually said that word.
However, when she replaced the unknown word with her guess, the sentence did
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100 not make good sense. After finding as many clues as possible, she could draw the
meaning of “quite.” It meant agak, while “quiet” meant diam.
“Iya waktu itu kita disuruh ngerjain soal semacam soal ujian nasional, ada soal panjang banget. Kita disuruh cari arti kata ‘quite’, saya kan
sering denger, Pak guru kan sering bilang ‘quiet please.’ Nah, saya tahunya itu ‘diam.’ Setelah di liat konteksnya ternyata bukan itu artinya,
tapi itu menyatakan agak, contonya ‘quite beautiful’, ‘quite long’, ya gitu- gitu deh.” R1
At that time, we were asked to do an exercise, which was like a National Examination questions. Then, there was a question with a very long
context. We were asked to draw the meaning of the word ‘quite.’ Assuming that I often heard my teacher said that word in ‘quite please’, I
thought that its meaning was ‘diam.’ However, after seeing the context; I found that my guess was incorrect. Actually, that word described a fair
condition, for example ‘quite beautiful’, ‘quite long’, etc.
Opposing to the fourth statement, nine students 32.15 stated negative. From the interview, a student gave her reason that sometimes a context did not
provide enough related information about the meaning of the new words. “kalo bedain kata-kata yang tulisanya mirip, kaya ‘affect’ sama ‘effect’
gitu sebenarnya bisa. Namun terkadang konteksnya ga bantu. Saya sering ga nemuin keterangan yang langsung berhubungan. Itu kendalanya sih,
paling susah.” R4 Actually, it was not really difficult to decide the meanings of words
which shared the common features, such as ‘affect’ and ‘effect.’ However, sometimes the context given did not support. It was difficult to find the
related information about the words concerned, so I was not able to infer those meanings. I thought that it was the most difficult part.
In general, 83.92 of the students were in agreement that there was improvement on the aspect of vocabulary knowledge. All of the students
absolutely agreed that contextual guessing strategy could facilitate them in
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101 increasing the number of their vocabulary size. On the other hand, some of the
students still found obstacles in distinguishing some words which shared the common features, such as quite vs quiet, effect vs affect, and stimulate vs
simulate.
3. Fundamental Processes
