Reflecting Planning for the Next Cycle

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6. Testing

Assuming that the implementation processes were successfully done, the researcher conducted a test on vocabulary. It was conducted on August 31 st , 2010. The test was aimed at seeing how well the students in guessing words from the context as well as knowing the improvement of the students’ vocabulary mastery after having introduced with contextual guessing strategy. The test consisted of twenty four words in context. Those covered the words which had been learnt from the previous test, worksheet, or any examples given. Furthermore, so as to measure the students’ guessing ability, the researcher included some new words adapted from textbooks, such as Creative English Workbook for SMA Year XII 3A and American Vocabulary Builder. Moreover, the researcher also adapted some words from authentic materials, such as from The Jakarta Post and some online news.

7. Collecting the Data

After conducting the test, the researcher distributed a questionnaire to 30 students of XII IPS 1 Class. The aim of the questionnaire was to reveal whether or not contextual guessing strategy was able to improve students’ vocabulary mastery. Moreover, the researcher also conducted follow-up interviews for four students which chosen randomly, as the representatives of the whole class.

8. Reflecting

After the teacher finished the actions and the researcher compiled all the data which were gathered from observation forms, field notes, questionnaire interview, and journal, the researcher together with the teacher shared about what PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 went well and what needed to be improved during the implementation. From this point, the researcher made a reflection about what was going on during the implementation, including the strength and the weaknesses of the given action. In addition, at this stage the researcher saw whether or not the students’ achievement met with the indicators. Then, the process of planning, acting and observing, and reflecting were considered as one cycle.

9. Planning for the Next Cycle

The next cycle was conducted based on the result of the previous cycle. If the previous cycle showed a good progress, in terms of the students’ vocabulary mastery improvement, the next cycle was carried out in order to ensure that the given action was able to solve the problems. On the other hand, if the previous cycle yielded unsatisfactory results or there was still no improvement in students’ vocabulary mastery, the next cycle was done so as to improve the weaknesses of the given action in the previous cycle. The improvement could be done by enriching learning materials which were taken from many sources or finding more interesting learning activities during the implementation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54

CHAPTER IV RESEARCH RESULTS DISCUSSION

This chapter presents two major sections of this research which are interrelated. First, the researcher focuses on the description of the implementation of contextual guessing strategy as well as the findings found during its process in the English class in XII IPS 1. The description and findings are reported based on the data gained from observation form, field notes, and journal. Second, after describing the implementation, the researcher discusses how contextual guessing strategy improves the vocabulary mastery of XII IPS 1 students. The discussion covers the research results that are gained from questionnaire and interview.

A. The Description of the Implementation of Contextual Guessing Strategy

In this research, contextual guessing strategy was employed to overcome the lack of vocabulary mastery of XII IPS 1 students. Then, this strategy was implemented during English teaching and learning process through classroom action research CAR. Since the researcher referred to the CAR model of Kemmis McTaggart 1988, there was four stages to do, namely planning, acting, observing, and reflecting. However, in this CAR model, acting and observing were combined into one stage because those are actually one activity which cannot be separated from one another. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI