Figure 3.1 Classroom Action Research Phases From: McNiff Whitehead, 2002
The main problem of this research was the implementation of contextual guessing strategy in learning vocabulary which was used to enhance students’
autonomy in learning vocabulary. Thus, a classroom action research CAR was conducted in order to describe how contextual guessing strategy in vocabulary
learning was implemented and how it enhanced students’ autonomy in vocabulary learning.
B. Research Participants
The participants of the research were grade XI students of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta. The numbers of the participants
were thirty-six. Planning
Observing Acting
Reflecting Re
‐Planning
Reflecting Acting
Observing
There were several things considered in choosing grade XI students as the participants of the research. First, contextual guessing strategy requires some
previous knowledge on vocabulary which was needed to make the guessing. It was considered that grade XI students of Senior High School had higher level of
vocabulary mastery rather than grade X. Therefore, it would be easier for grade XI students of Senior High School to guess the meaning of unknown words in
vocabulary learning than grade X students. Second, grade XI students were chosen rather than those in grade XII for grade XII students had to spare much of
their time to prepare for Ujian Akhir Nasional UAN. At the end of the classroom action research, it was conducted an interview
to several students. Random sampling method was employed in selecting the interviewees. Random sampling method involves “probability sampling”
Wiersma, 1995: 283. It was where every participant of the research has the same chance to be selected as the sample. Five out of thirty-six students were chosen
randomly by taking lotteries. A coding of the interviewees’ name was conducted in order to make the
information gathered from the interview confidential. The interviewees’ name was coded by using the name of color. There were five colors used; those were brown,
white, blue, red, and black. The coding of the interviewees’ name was shown in table 3.1 Coding of the Interviewees’ Name in the following page.
Table 3.1 Coding of the Interviewees’ Name
Coding Meaning
Mr.Ms. Brown The name for the participant of the interview number 1
Mr.Ms. White The name for the participant of the interview number 2
Mr.Ms. Blue The name for the participant of the interview number 3
Mr.Ms. Red The name for the participant of the interview number 4
Mr.Ms. Black The name for the participant of the interview number 5
C. Research Instruments and Data Gathering Technique
There were two instruments employed in this research; those were observation and interview. The first instrument, the observation, was employed to
find out how contextual guessing strategy was implemented. The second instrument, the interview, was employed to find out how contextual guessing
strategy enhanced students’ autonomy in learning vocabulary. 1.
Observation The observation was employed to gather data related to the implementation
of contextual guessing strategy in learning vocabulary. The observation involved the use of checklist or “observation schedule” Wallace, 1998: 46 and some
spaces for taking notes. The spaces were given to allow the observer wrote anything happened during the teaching and learning process which was not
mentioned in the checklist. The observers could also add, in the observation sheets, their feelings and thoughts toward the implementation of contextual
guessing strategy in learning vocabulary. The data gathered from the observation were beneficial to find out the answer of the first problem of this research.
The observation employed in this research was divided into two types namely students’ observation and self-observation. Students’ observation referred
to the observation which was performed by the students. Meanwhile, self- observation referred to the observation which was performed by the researcher.
The major items included in the observation sheets are presented in table 3.2 Items of Observation below.
Table 3.2 Items of Observation
No. Points
1. 2.
3. 4.
5. Observation on the students’ activities
Observation on the teacher’s the researcher’s activities Observation on the strategy employed in the research
Observation on the learning materials adopted Strengths, weaknesses, difficulties of the strategy employed and
suggestion
2. Interview
The interview was directed to find out how contextual guessing strategy enhanced students’ autonomy in learning vocabulary. In the interview session, the
researcher explored the students’ experience in employing contextual guessing strategy in learning vocabulary, what they have got, and how contextual guessing
strategy enhanced their autonomy in learning vocabulary. The type of interview occupied was semi-structured interview. Semi-
structured interview was a type of interview where it had structured questions but there was flexibility within the interview McDonough McDonough, 1997:
183; Wallace, 1998: 146. The example of the flexibility in semi-structured
