51 strategy, must be carefully defined because it was employed as a solution to
overcome the lack of students’ vocabulary mastery.
4. Planning
The researcher planned a series of learning activity in which contextual guessing strategy was implemented in learning vocabulary through reading
activities. At this stage, the researcher also prepared the materials to be used in the teaching and learning process which were adapted from both textbooks and
authentic sources. Besides, the researcher arranged the teaching and learning activities in a form of lesson plans which should be acted out by the teacher.
5. Acting and Observing
During the teaching and learning process, the researcher observed what was going on during the implementation. Moreover, the researcher also recorded
every single event during the teaching and learning process in the class by writing field notes. Besides, in order to see how well the students in applying the
contextual guessing strategy into practice, the researcher provided worksheets as the teaching and learning materials which were used as the vehicle in
implementing the strategy as well as the assessment in order to see the students’ vocabulary improvement in every cycle. In addition, before the end of the
meeting, the teacher distributed journal to the students and asked them to write about their feelings and opinions during the class. Later, the journal would be one
of the tools in gathering the data.
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6. Testing
Assuming that the implementation processes were successfully done, the researcher conducted a test on vocabulary. It was conducted on August 31
st
, 2010. The test was aimed at seeing how well the students in guessing words from the
context as well as knowing the improvement of the students’ vocabulary mastery after having introduced with contextual guessing strategy. The test consisted of
twenty four words in context. Those covered the words which had been learnt from the previous test, worksheet, or any examples given. Furthermore, so as to
measure the students’ guessing ability, the researcher included some new words adapted from textbooks, such as Creative English Workbook for SMA Year XII 3A
and American Vocabulary Builder. Moreover, the researcher also adapted some words from authentic materials, such as from The Jakarta Post and some online
news.
7. Collecting the Data
After conducting the test, the researcher distributed a questionnaire to 30 students of XII IPS 1 Class. The aim of the questionnaire was to reveal whether or
not contextual guessing strategy was able to improve students’ vocabulary mastery. Moreover, the researcher also conducted follow-up interviews for four
students which chosen randomly, as the representatives of the whole class.
8. Reflecting
