31 are noticeable to guess because they frequently appear in some texts, so that the
students have been familiar with them.
B. Theoretical Framework
Vocabulary is a set of words which are studied when students want to learn a new language. Vocabulary becomes the most important aspect to support
students’ ability in understanding the language. Consequently, mastering vocabulary is very crucial for students. The lack of vocabulary mastery sometimes
becomes the barrier in learning and mastering English. In this research, the lack of vocabulary mastery among students of XII IPS
1 of SMA Stella Duce II Yogyakarta is resulted from their strategy in learning vocabulary. The students are accustomed to memorizing many isolated word lists
which have no context in which the word occurs. The researcher observes that this strategy does not bring good result for the students. The students will not be able
to recall all the words that they have learnt because naturally every person has a limited capacity in memorizing words. Furthermore, the students fail to perform
good results when they are asked to use the words in different context in both spoken and written forms. The students just recognize the single meaning of
words because they just memorize the meaning of isolated words. Knowing the vocabulary learning situation in this class, the researcher
conducted classroom action research CAR in order to improve the students’ vocabulary mastery by applying a strategy in learning vocabulary. In this CAR,
there were four stages conducted, which are called as planning, acting, observing,
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32 and reflecting. Because the researcher refers to Kemmis and McTaggart’s model
of CAR, the researcher put the stages of acting and observing into one stage. The
reason is that action and observation are one activity that cannot be separated
from one another. By employing CAR, it was aimed that the researcher can find the
vocabulary learning strategy which can be used to overcome the lack of students’ vocabulary mastery. Based on the preliminary observations’ data, the researcher
chooses contextual guessing strategy as the vocabulary strategy to improve vocabulary mastery of the students of XII IPS 1 of SMA Stella Duce II
Yogyakarta. This strategy deals with figuring out the meaning of unknown word by examining its context. By doing so, it is expected that the students will not
only recognize the meaning of a word, but also they will know how to use it in different context. If the students implement this strategy every time when they are
dealing with unknown words, they will master L2 vocabulary unconsciously. In addition, the students do not need to memorize many isolated words because they
can guess the meaning of unknown word by looking from its context. After contextual guessing strategy is implemented through English
teaching and learning process, the researcher will see whether the students’ vocabulary mastery improves or not. In this research, the vocabulary mastery
being concerned is based on three components of vocabulary mastery offered by Chapelle 1994. Those are 1 the context of vocabulary use, 2 vocabulary
knowledge and fundamental processes, and 3 metacognitive strategy for vocabulary use. However, since the second component, after being investigated
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33 deeper, involves many categories of vocabulary mastery, the researcher decides to
divide the second component of vocabulary mastery into two aspects. They are vocabulary knowledge and fundamental processes. In accordance with the
expansion above, there will be four components of vocabulary mastery being investigated in this research. They are 1 the context of vocabulary use, 2
vocabulary knowledge, 3 fundamental processes, and 4 metacognitive strategy for vocabulary use.
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34
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology used to conduct the research. This chapter is divided into six sections. They are research method, research
participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research employed classroom action research CAR, which is usually conducted to provide practical action strategy, to overcome problematic
factors related to teaching and learning process. In addition, Carr Kemmis 1986 as cited by Burns 1999: 30 stated that:
Action research is simply a form of self-reflective enquiry undertaken by participant in social situations in order to improve the rationality and
justice of their own practices, their understanding of these practices and the situations in which the practices are carried out.
From the definition above, it can be concluded that action research will
investigate problems within a particular situation. Then, the problems will be reflected so as to bring about solution for improvement. Later, the chosen solution
is based on the collection of information or data which provides supporting facts for change.
The reason why the researcher conducted CAR was based on the theory stated by Sprinthall Schemutte 1991. They said that action research is
designed to solve problems that have “direct application” in the research setting. It
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