Theoretical Framework REVIEW OF RELATED LITERATURE

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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 22 conducted before having research after finish the class. The second instrument was in the form of an observation. The observation was conducted during the lesson process in the class. The third instrument was in the form of a test. There were two tests, which consisted of the pretest and posttest. The pretest was conducted at the first meeting, and the students had the posttest in the last meeting in order to know the ability and knowledge after the learning process. The fourth instrument was questionnaire which was conducted on May 13, 2016. 1. Interview This research used interview as the instrument of the research. Ary et all 2201, p. 434 state “Interviews are used to gather data on subjects‟ opinions, beliefs, and feelings about the situation in their own words”. On the other words, it is used to obtain data which cannot be obtained through questionnaire. The interview was used to find out about the students need and the condition of the students when learning English from the teacher‟s point of view. 2. Observation The researcher used the observation as the first instrument in this research see Appendix 9. The observation which was employed by the researcher was simple naturalistic observation. According to Ary, Jacobs, Sorensen, 2010:433 simple naturalistic observation can take a great deal of time because one must wait for the behavior to occur naturally. For this reason, the researcher sets up contrived naturalistic situations to elicit the behavior to be observed. Although the 23 setup is contrived, the researcher tries to maintain the naturalness of the situation and makes the observations in a way not noticeable to the subjects. 3. Tests In the test process, the researcher gave the pretest before the researcher implemented the guessing meaning from context procedure in the classroom. This test was held in order to provide useful information related with the theory of the guessing and meaning from context procedure. In administering the score then the researcher will later give the posttest. The posttest conducted in the last meeting after having six meetings of exposure. The pretest score will be compared to the posttest score. Its purpose was to see whether the guessing meaning from context procedure helped them improve their vocabulary learning process. Moreover, the researcher used media, which was interesting to the students as the researcher expected. 4. Questionnaire A part of the observation, pretest and posttest, the researcher also employed the questionnaire as the research instrument. The questionnaire was distributed to the whole group of the research subjects subsequent to the implementation of guessing meaning from context procedure as vocabulary learning technique in the classroom. The questionnaire come from the theories that is used by the researcher which would provide beneficial information on how the students view guessing meaning from context procedure for vocabulary learning after being exposed to the procedure for five meetings. The questionnaire consisted of open-