Analyzing the data Drawing conclusion

35 The students were able to mention verb, noun and adjective, but they did not know what an adverb is. Based on the questionnaire result, the learning process showed that basically the students understand all of the part of speech. But they had some difficulty to differentiate between adverb and adjective. That is why the researcher gave some explanation about the use of parts of speech. The experiment continued with a slide show presentation on how guessing meaning from context procedure should be done. Following the presentation, the students were given a group assignment in which they were required to guess the meaning of the words found in the reading of recount text. The students did this by having discussion while the researcher went around the class and helped them do the assignment. The first steps of the guessing meaning from context procedure were difficult steps for some students. According to Nation 1990,p.162 this procedure starts with the learner focusing on the unknown word and determining the part of speech of the word. Afterwards, they have to look at the clause or sentence containing the unknown word and decide the words that modify or go with the word. Moreover, there are 11 of the students said that they had difficulties in these steps. There were three reasons: first it was because they did not understand the meaning of the unknown word. Second, the students did not memorize the parts of speech itself. Therefore, those cases made the students confused determining the parts of speech noun, verb, adverb, and adjective. In the second and third steps of the procedure, the students were required to observe the relations of the unknown word to the others word in the context which 36 modified it and look at any conjunction or punctuation which could serve as a clue. These two steps proved to be the most challenging and confusing for the students. They seemed to fight to understand the relations between the words and sentences and find the conjunctions and punctuation, which could have helped them to guess the meaning of the word. But they were confused dividing the relations between the sentences. That was reflected later in the posttest in which the mistakes they committed were found in these two steps of guessing meaning from context procedure. Unluckily the time was over; the exercises could not be finished on time. Before the discussed, the researcher distributed the handout of the materials and recount text that the exercise of the guessing meaning from context procedure was implemented on. The students had to finish in their home and bring for the next meeting. The next meeting the students came with the paper of their homework. According to O‟Malley and Chamot 1990, Oxford 1990 and Nation 2001 the purpose of learning strategies is to facilitate students to manage their vocabulary learning and to understand vocabulary during their learning process. The researcher gave exercise for implementing guessing meaning from context procedure. The second meeting the researcher distributed the exercise. Some of them did not finish yet. The students tried to finish the homework, and some of them seemed enthusiastic. They asked the researcher while walking around. Some of the students also felt hesitant to ask then talked to others and once in a while were sleeping or drawing in the paper.