Figure 3.2 Data Triangulation of the First Research Question
The interview was the instrument employed to answer the second research problem, that is how contextual guessing strategy enhanced students’ autonomy in
learning vocabulary. The recording of the interview, first, was listened, and then it was transcribed into written data. Next, the data gathered were categorized into a
particular pattern. The data that had been categorized into thematic pattern were analyzed to answer the second research problem.
E. Research Procedure
In conducting this research, there were several steps the researcher followed. Those steps are elaborated one by one below:
1. The first thing conducted was choosing the topic of the research and
formulating the research problems. 2.
The next step was conducting a library study in the university library to find several possible course-books to be adopted and implemented in the research.
Several books found were compared to decide the most suitable course- books. The comparison was also administered to the possible course-books
RQ 1
Students’ observation
Self‐observation
found in the university library with those found in the market to choose the most suitable one.
A vocabulary learning book written by Bernard Seal titled American Vocabulary Builder I was chosen as the source for it met most criteria of
course-book evaluation proposed by Wallace 1998: 185. Two other books, Focus on Vocabulary: Mastering the Academic Word List by Dianne Schmitt
Norbert Schmitt and Look Ahead: an English Course for Senior High School Students Year X by Th. M. Sudarwati Eudia Grace, were also
employed as the additional sources. 3.
After getting the suitable course-books, the topics which would be taught were chosen among the other topics available in the course-book. Based on
the topics chosen, the teaching and learning activities were decided and the lesson plan based on the topics and the activities chosen were compiled. In
classroom action research cycle, this step is called planning. 4.
Then the first vocabulary learning topic which employed contextual guessing strategy was implemented to grade XI students of Pangudi Luhur Sedayu
Senior High School, Bantul, Yogyakarta. The implementation process in classroom action research cycle is called acting phase.
5. During the implementation of the first topic, the students were asked to
observe the teaching and learning process and were asked to fill out the observation sheets at the end of the lesson. During the lesson, the researcher
also conducted a self-observation. In classroom action research cycle, this process is named observing.
6. The next step in CAR cycle was reflection. Based on the result of the
students’ observation and the researcher’s observation, a reflection to the implementation of contextual guessing strategy in vocabulary teaching and
learning was conducted. 7.
Based on the result of the observation and the reflection, the next topic which would be implemented was re-planned. This cycle - planning, action,
observation, reflection, re-planning - occurred once again. 8.
At the end of the implementation, an interview to five students who had been assigned was administered. Several questions related to the vocabulary
learning which adopted contextual guessing strategy, what the students have got, and how contextual guessing strategy could enhance their autonomy in
learning vocabulary were asked in the interview session. 9.
The next step was conducting a data analysis. The data analysis was directed to answer the problems of this research – how contextual guessing strategy is
implemented and how contextual guessing strategy enhances students’ autonomy in learning vocabulary.
10. The last step was reporting the result of the research.
