implementation of the vocabulary learning technique lasted for two meetings, in which each meeting lasted for 110 minutes. The procedure for implementing
guessing from context in the classroom is explained in the next part of this chapter.
E. Data Analysis Technique
The data that had been gathered from the research would be processed and analyzed according to the research instruments used for gathering the data. Table
4.1 shows the reader how the researcher would analyze the data and what instruments would be used to collect the data:
Table 3.3 The Data Analysis Table
No. Problem
Data Required Instruments
1. How is Clarke and
Nation’s guessing
from context
procedure implemented in vocabulary learning to the
first semester students of English Extension Course?
The students’ works 1.
Student worksheets
2. What are the results of the
implementation of Clarke and Nation’s
guessing from
context procedure
in vocabulary learning to the
first semester students of English Extension Course?
The students’ pretest and posttest results,
t he
students’ responses
toward the questionnaire.
1. Questionnaire
2. Pretest
and posttest
Upon the completion of the posttest, the researcher would go on
determining whether or not there had been a significant, positive difference between the mean of the pretest scores and that of the posttest scores. In order to
do this, the researcher used the dependent t-test. Figure 3.2 shows the formula for the dependent t-test.
̅ √
Figure 3.2 The Dependent t-Test Formula
where: t
: t ratio ̅
: average difference : different scores squared, then summed
: different scores summed then squared N
: number of pairs
F. Research Procedure
The researcher began the study by stating the null hypothesis and alternative hypothesis. Having decided the two hypotheses, the researcher went on
to choosing the subjects of the research, who were one class of first semester students of the English Extension Course of the 20112012 academic year. As the
reader has read in Theoretical Description in Chapter II, the researcher did not randomly assign the subjects into two groups as the research required only one
group of subjects, following the one group pretest-posttest design by Cohen, Manion and Morrison 2000.
Hereafter, the research subjects would learn how to guess the meanings of the unknown words using the context in which the words were found. The
researcher would introduce them to Clarke and Nati on’s procedure for guessing
from context. The subjects would then do some tasks, both in groups and individually, in which they had to apply
Clarke and Nation’s procedure for guessing from context. This step would last for two meetings.
After two meetings, they were posttested using the same material. Their scores on the pretest and posttest would then be compared and analyzed using the
t-test in order to see if they had improved their guessing from context skills. The result of the analysis would answer the first question of the thesis. The researcher
would distribute the questionnaire to the group to see how the subjects view Clarke and Nation’s procedure for guessing from context as a vocabulary learning
technique. To answer the last question of the study, the researcher would also analyze
and examine the research subjects’ posttest results to see in which stage of the
procedure the students’ mistakes occurred the most.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
Throughout this chapter, the researcher presents and elaborates the research findings in detail. The research data were gathered from the two tests,
which were the pretest and posttest, conducted at the beginning and the end of the experimentation consecutively, and the questionnaire, which was filled out by the
research subjects upon finishing their Vocabulary I final test at the end of the first semester of the 20112012 academic year. The researcher uses these data to
answer the two research questions stated in the first chapter of the thesis. This chapter is divided into three parts. The first part discusses whether or not the
participants ’ vocabulary test results are significantly increased after being exposed
to Clarke and Nation’s procedure for guessing from context. In the second part of
the chapter, the researcher discusses the students’ view toward the guessing from context procedure they were exposed to based on the questionnaire results.
Meanwhile, the third part discusses the participants’ errors in using Clarke and
Nation’s procedure for guessing from context which occurred the most.
A. The Implementation of Clarke and Nation’s Guessing from Context
Procedure
The researcher began the research by choosing the subjects of the study, who were the first semester students of Vocabulary I class of the English
Extension Course at Sanata Dharma University of the 20112012 academic year.
