16 actually does. By using this technique, one‟s dependence on the use of dictionary
may be reduced. Nation 1990 argues that “unless the learners already have a reasonable idea of what a word means, they will be unable to choose the most
suitable meaning from those given in the dictionary” p. 165. The learners may use a dictionary as another means of checking whether or not their guessing is
correct p. 165. Another noteworthy part that teacher should bear in mind when teaching
this technique of vocabulary learning to the students, despite which procedure being employed, is that they must not tell the students the meaning of the
unknown words. The main idea of teaching this technique is that the students may someday become independent learners or users of the technique who know how to
deal with unknown words. McGregor 1970 strongly argues that every time a teacher tells their student what a word means they take away the opportunity to
practice the skill from the student as cited in Nation, 1990, p. 164. Before having this research, the researcher gathered the information related
with this research. There is one research from Laurensius Bretya Anindito, 2014 who had same research but in different subject in university level. The result of
the research was the procedure can be taught to the first semester students of university level. Even though, there were difficulties during the process of
implementation. From this information then the researcher conducted the research in different subject level.
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B. Theoretical Framework
In this research, there are two research problems. They are how is guessing meaning from context procedure for vocabulary learning implemented in class
8A of SMP Negeri 15 Yogyakarta and what are the results of the implementation. The first research problem is how guessing meaning from context procedure for
vocabulary learning is implemented in class 8A of SMP Negeri 15 Yogyakarta. To answer the research problem, O‟Malley and Chamot 1990, Oxford 1990
and Nation 2001 have similar purpose on defining the vocabulary learning strategies. Their purposes are to facilitate students to manage their vocabulary
learning and to understand vocabulary during their learning process. Moreover, there are five steps of guessing meaning from context by Nation 1990. The
researcher use theory of O‟Malley and Chamot 1990, Oxford 1990 and Nation 2001 to see the effect of having implementation of guessing meaning from
context. The researcher combines those four theories to see whether the guessing meaning from context for vocabulary learning can be implemented.
Next, to answer the second research problem, namely the result of the guessing meaning from context procedure for vocabulary learning in class 8A of
SMP Negeri 15 Yogyakarta, the researcher used guessing meaning from context procedure. According to Nation 1990:161 there are five steps of guessing
meaning from context. The students learnt part of speech in the second meeting to understood deeper about this material. By deciding the part of speech of the
unknown word is the first step Nation, 1990. The students needed more times to get brief explanation about part of speech. The following meetings the researcher
18 gave explanation about the next steps. Seeing the modifying of word and
observing the relationship of the sentence then guess the meaning of the unknown word are the steps of guessing meaning from context Nation, 1990. In short, the
theory of Nation 1990 was used to answer the second research problem. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III METHODOLOGY
This chapter presents the methodology the researcher used for answering the questions of the study; How is guessing meaning from context procedure for
vocabulary learning implemented in class 8A of SMP Negeri 15 Yogyakarta? And, what are the results of the implementation of guessing meaning from context
procedure? Technically, this chapter is divided into six parts, namely research method, research participants, research instruments, data gathering, data analysis,
and research procedures. Each of this chapter‟s parts is discussed below.
A. Research Method
This study was an experimental research. Many experts have managed to define experimental research. According to Ary, Jacobs Sorensen 2010, p.
301 “an experimental research design is the general plan for carrying out a study with an active independent variable. It determines the study‟s internal validity,
which is the ability to reach valid conclusions about the effect of the experimental treatment on the dependent variable”. Considering that there would be two
different variables, the researcher used a one group Pretest-posttest experimental design. There are three steps which are involved: 1 administering a pretest
measuring the dependent variables; 2 applying the experimental treatment X to the subjects; and 3 administering a posttest, after that treatment measuring the
dependent variables. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 As explained in the first part of this chapter, experimental research
comprises several designs. One of these designs, the one group pretest-posttest design, was the design that the researcher employed in the study. There was one
group of subjects, one pretest, one variable, and one posttest involved in the research. The subject of this research is the students in class 8A of SMP Negeri 15
Yogyakarta. In addition, the researcher gave pretest to the student. From the pretest
result, the researcher could know the students‟ ability that appears to be a good measure of the achievement of the objectives of the students in class 8A. Then the
researcher taught the new technique, namely guessing meaning from context procedure for vocabulary learning. At the end of the meetings, the researcher
administered the posttest to compare students‟ scores from the pretest and posttest in order to determine if exposure to the new technique made any difference. These
data were then used to answer the first research question: to how is guessing meaning from context procedure for vocabulary learning implemented in class
8A? The researcher‟s last task was to compare the mean of the pretest score to the mean of the posttest scores using the dependent t-test.
The researcher could also find the explanation of what the advantages that the students experienced, felt, and found when learning vocabulary using guessing
meaning from context procedure. In short, all of the data method attempted to support each other findings answering the second research question.
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B. Research Setting
The researcher conducted the study in SMP Negeri 15 Yogyakarta. The duration in every meeting was eighty minutes. The researcher had a chance to
come to the class every Wednesday from 11.45 to 13.05 and Thursday from 07.15 to 08.35.
C. Research Subjects
There is only one class 8A for Junior High School grade in SMP Negeri 15 Yogyakarta that is available to have research. there were 33 students and 1
teacher in class 8A. But only 30 students who participated in this research. The reason why the researcher chose the research subjects was because they were the
only students who are appropriate to this research as far as the researcher is concerned. The students in class 8A had different ability in learning English.
According to the teacher the students in class 8A were more clever than the others class and they got the vocabulary lesson once in a week. Whereas another class
with different ability would get this material differently from the researcher.
D. Instruments and Data Gathering Technique
The researcher had three types of instruments for this study. The researcher used three types in order to gather the data required for the importance of the
study. The first instrument was interview. The interview with the teacher was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
