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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
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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.
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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.
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