Implementing guessing meaning from context procedure for vocabulary learning to the eight graders of SMP Negeri 15 Yogyakarta.

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ABSTRACT

Wardani, Dyah Ayu Kusuma (2016). Implementing Guessing Meaning from Context Procedure for Vocabulary Learning to The Eighth Graders of SMP NEGERI 15 YOGYAKARTA. Yogyakarta: Sanata Dharma University.

Vocabulary is considered as an important part of the English learning process. The vocabulary learning implies that there is no other way than to memorize the words to learn. However, considering the importance of knowing English vocabulary, it is essential to seek for an alternative in learning vocabulary. One alternative technique is guessing meaning from context.

There are two objectives of this study. The first is to see how the procedure of guessing meaning from context was implemented in class 8A SMP Negeri 15 Yogyakarta. The second is to know the result of the implementation of guessing the meaning from the context in class 8A SMP Negeri 15 Yogyakarta.

This study used a one group experimental pretest-posttest design. The subjects were 30 students in class 8A SMP Negeri 15 Yogyakarta. The first step was administering pretest on 13 April 2016 to class 8A students. After doing a pretest, the students learned guessing meaning from context procedure in six meetings. In the meetings, the researcher added a way to deliver on the topic about the use of the procedure. The final step was conducting a posttest that was held on May 13, 2016. To find out whether there is a significant increase of the posttest results, the researcher used a paired t test. The results of the t test showed that there is no significant increase in the posttest results. In addition, the researcher also used questionnaires, consisting of one close-ended part and one open-ended, to obtain the students’ general opinions on the procedure of guessing meaning from context that is already implemented.

Three findings in this study shows that based on the questionnaire, 60% participants agreed to use the guessing meaning from context procedure after learning for six meetings. The second result was 73.3% participants agreed that the guessing meaning from context procedure helped them to find the meanings that they had never learnt before. Nevertheless, the results from the tests have not significantly demonstrated their improvement. At the end of the study, the researcher discusses the mistakes when working with the subject using the guessing meaning from context procedure and finally makes some future recommendations.

Keywords: educational research, experimental, learning vocabulary, guessing meaning from context.

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ABSTRAK

Kosakata dianggap sebagai bagian penting dari proses pembelajaran bahasa Inggris. Pembelajaran kosakata menyiratkan bahwa tidak ada cara lain selain menghafal kata-kata untuk belajar. Namun, mengingat pentingnya mengetahui kosa kata bahasa Inggris, adalah untuk mencari alternatif dalam belajar kosa kata. Salah satu alternatif yaitu dengan teknik guessing meaning from context.

Ada dua tujuan dari penelitian ini. Yang pertama adalah untuk melihat bagaimana prosedur guessing meaning from context diimplementasikan di kelas 8A SMP Negeri 15 Yogyakarta. Yang kedua adalah untuk mengetahui hasil implementasi dari teknik guessing meaning from context di kelas 8A SMP Negeri 15 Yogyakarta.

Penelitian ini menggunakan satu kelompok desain pretest-posttest eksperimental. Dengan subyek adalah 30 siswa di kelas 8A SMP Negeri 15 Yogyakarta. Langkah pertama dengan melaksanakan pretest pada tanggal 13 April 2016 di kelas 8A. Setelah melakukan pretest, siswa belajar teknik guessing meaning from context procedure selama enam pertemuan. Dalam pertemuan, peneliti menambahkan cara untuk menyampaikan topik tentang penggunaan prosedur. Langkah terakhir adalah dengan melakukan posttest yang dilaksanakan pada tanggal 13 Mei 2016. Untuk mengetahui apakah ada peningkatan yang signifikan dari hasil posttest, peneliti menggunakan uji t berpasangan. Hasil uji t menunjukkan bahwa tidak ada peningkatan yang signifikan dalam hasil posttest. Selain itu, peneliti juga menggunakan kuesioner, yang terdiri dari satu close-ended dan satu open-close-ended, untuk mengetahui pendapat umum pada siswa setelah menggunkan teknik guessing meaning from context.

Ada tiga temuan dalam penelitian ini menunjukkan bahwa berdasarkan kuesioner, 60% peserta setuju untuk menggunakan teknik guessing meaning from context setelah pembelajaran selama enam pertemuan. Hasil kedua adalah 73,3% peserta setuju bahwateknik guessing meaning from context membantu mereka untuk menemukan makna yang belum pernah mereka pelajari sebelumnya. Namun demikian, hasil dari tes belum secara signifikan menunjukkan peningkatan. Pada akhir penelitian, peneliti membahas kesalahan ketika menegrjakan dengan menggunkan teknik guessing meaning from context dan diakhir penelitian, peneliti membuat beberapa rekomendasi untuk penelitian di masa depan.

Kata kunci: penelitian pendidikan, eksperimental, pembelajaran kosa kata, guessing meaning from context

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IMPLEMENTING GUESSING MEANING FROM CONTEXT

PROCEDURE FOR VOCABULARY LEARNING TO THE

EIGHT GRADERS OF SMP NEGERI 15 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Dyah Ayu Kusuma Wardani Student Number: 121214018

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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DEDICATION PAGE

I went through ups and downs to write and finish this thesis. It was among other commitments to do when I wrote this

Alhamdulillah, it is done.

Thanks to Allah.SWT, for the guidance, and enlightenment during the process. This short thesis is dedicated to

My parents and all of my family for always reminding and supporting me. Ibu Setijati D. Sastrapradja as my second mom,

for taking part of me and transferring her knowledge in these past four years My big passion science and knowledge

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vii ABSTRACT

This study used a one group experimental pretest-posttest design. The subjects were 30 students in class 8A SMP Negeri 15 Yogyakarta. The first step was administering pretest on 13 April 2016 to class 8A students. After doing a pretest, the students learned guessing meaning from context procedure in six meetings. In the meetings, the researcher added a way to deliver on the topic about the use of the procedure. The final step was conducting a posttest that was held on May 13, 2016. To find out whether there is a significant increase of the posttest results, the researcher used a paired t test. The results of the t test showed that there is no significant increase in the posttest results. In addition, the researcher also used questionnaires, consisting of one close-ended part and one open-ended, to obtain the students‟ general opinions on the procedure of guessing meaning from context that is already implemented.

Keywords: educational research, experimental, learning vocabulary, guessing meaning from context.

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viii ABSTRAK

Kata kunci: penelitian pendidikan, eksperimental, pembelajaran kosa kata, guessing meaning from context

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ACKNOWLEDGEMENTS

Firstly, I would like to devote my deepest gratitude to Allah SWT for every single blessing, strength, love in my life, especially during the process of finishing this thesis. He knows what is best for me and has a perfect plan in my life.

Secondly, I would like to offer my gratitude to my thesis advisor, Paulus Kuswandono, Ph.D. for his patience in guiding me through this process. I really thank him for his suggestions, motivation and spending his valuable time to correct my thesis in the middle of busy days. I learned many valuable things from him during the long process of making this thesis.

Next, I would like to express my gratitude to Ibu Renny and Ibu Setijati D. Sastrapradja for providing student loan to support my entire education in Sanata Dharma University. I will always remember them who always teach me that life is a space to be filled with self-giving for the benefit of others. They always ask me to work hard and remain humble.

I give thanks to all the teachers and staffs in SMP Negeri 15 Yoyakarta for their kindness to allow me to do the research. I am also thankful to Agata Nina Puspita, S.Pd. for helping me as the observer during the research in SMP Negeri 15 Yogyakarta. I am also thankful to Pramesthi Chandra Mukti for helping me to proofread my thesis.

Next I would like to express my gratitude to Erik Hookom who helped me to proofread my thesis, Veronica Triprihatmini, M.Hum., M.A. my academic

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advisor and the lecturers of ELESP, Sanata Dharma University for their lectures and guidance. I would also like to express my appreciation to the secretariat staff of ELESP, The A Team, and my best friends in PBI 2012 class A for giving me a lot of contributions throughout these four years.

I am mostly thankful to my beloved parents, Bapak Wardiyono and Ibu Sukarni, for always sending me prayers, love, and support to me. I thank them for their guidance, patience and trust that they gave to me. My thankfulness also goes to my beloved, Nova Setiawan for his love, help and motivating me to graduate soon.

Last but not least I thank everyone who took part in helping me to succeed in finishing this thesis. Big thanks to my closer family in Sanata Dharma University, Ouda Teda Ena, M.Pd., Ed.D., Yurisdixta Menavia, S.S., and Liliana, S.S. who always frequently asked me about my thesis. I thank them for

the sharing, “bullying”, giving me motivation to finish my thesis soon and helping

me proofread my thesis.

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TABLE OF CONTENTS

Page

TITLE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK‟S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENT ... xi

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problem ... 5

C. Research Limitation ... 5

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of Term ... 8

CHAPTER II REVIEW OF RELATED LITERATURE ... 10

A. Theoretical Description ... 10

1. Teaching Vocabulary ... 10

2. Vocabulary Learning ... 11

3. The Guessing Meaning from Context Procedure ... 12

B. Theoretical Framework ... 17

CHAPTER III METHODOLOGY ... 19

A. Research Method ... 19

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C. Research Subject ... 21

D. Instrument and Data Gathering Technique ... 21

1. Interview ... 22

2. Observation ... 22

3. Test ... 23

4. Questionnaire ... 23

E. Data Analysis Technique ... 24

F. Research Procedure ... 28

1. Asking Permission to conduct a research ... 28

2. Setting the research place and range of time ... 28

3. Observing the teaching and learning activities in SMP Negeri 15 Yogyakarta ... 29

4. Designing pretest, posttest and questionnaire ... 29

5. Doing pilot test ... 29

6. Conducting the implementation of guessing meaning from context procedure for vocabulary learning ... 29

7. Filling up the questionnaire ... 30

8. Analyzing the data ... 31

9. Drawing conclusion... 31

CHAPTER IV RESEARCH RESULTS AND DISCUSSION ... 32

A. The Implementation of Guessing Meaning from Context Procedure in Vocabulary Learning in Class 8A of SMP Negeri 15 Yogyakarta ... 33

B. The Result of the Implementation of Guessing Meaning from Context Procedure in Vocabulary Learning ... 38

1. Pretest and Posttest Result ... 38

2. The Result of Questionnaire ... 42

3. The Student‟s Mistakes in Using Guessing Meaning from Context Procedure ... 49

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 53

A. Conclusions ... 53

B. Recommendations ... 54

1. For the English Teacher of SMP Negeri 15 Yogyakarta 55

2. For the Students in SMP Negeri 15 Yogyakarta ... 55

3. The Future Researchers ... 55

REFERENCES ... 57

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xiv

LIST OF TABLES

Table Page

Table 2.1 Guessing Meaning from Context Procedure ... 15

Table 3.1 The Data Analysis Table ... 25

Table 4.1 The Students‟ Pretest and Posttest Score ... 39

Table 4.2 Paired Samples Statistics ... 40

Table 4.3 Paired Samples Correlations ... 40

Table 4.4 Paired Samples Test ... 40

Table 4.5 The Students Responses toward the First Part of the Questionnaire ... 43

Table 4.6 The Advantages of Using Guessing Meaning from Context Procedure to the Participants ... 47

Table 4.7 The Disadvantages According to the Participants ... 48

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LIST OF APPENDICES

Appendix Page

Appendix 1 Surat Keterangan Penelitian ... 59

Appendix 2 Pretest ... 60

Appendix 3 Posttest ... 61

Appendix 4 Pretest Result ... 63

Appendix 5 Posttest Result ... 65

Appendix 6 Questionnaire ... 68

Appendix 7 Blue Print of Questionnaire ... 71

Appendix 8 Questionnaire Result ... 72

Appendix 9 Observation ... 74

Appendix 10 Blue Print of Observation ... 78

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CHAPTER 1 INTRODUCTION

This chapter provides the background, focus, and benefits of the study. In a systematic order, the discussion in this chapter will be the background of the study, problem identification, problem limitation, problem formulations, objectives of the study, benefits of the study, and the definition of terms.

A. Research Background

Considering that English is really important, it is better if students are learning English from elementary schools and continuing to the next level. This year, there is a new rule where English should be taught starting from the Junior high school level. Traditionally, there are four skills in English language learning: Listening, Reading, Writing, and Speaking. Those skills have deeper connections to others such as comprehension, synthesis, and application as well as soft skills needed for character building. When students are able to read and comprehend, they will understand the meaning, and can speak, listen and even write well about a topic.

The students in class 8A of SMP Negeri 15 Yogyakarta are mostly provided with lessons on the four basic skills. By having time for learning English twice in

a week, it is supposed to be enough time for training the students‟ skills, starting

with reading from their handouts and their own textbook. However, the students in class 8A still have difficulty to learn vocabulary. When they are doing reading

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comprehension and find an unknown word, what they do is always opening the dictionary. But this way just helps the students to recognize but not memorize over time. For the next time if they find the word again, they often will forget the meaning.

Regarding those cases, most students have some problems in learning English. The distraction can be from internal and even more external factors. The

external factors influence the students‟ attitudes to learn. When they are learning

everyday in the same way of teaching from the teacher, they often become bored. From the research from previous studies which have similar topic, there are not many number of researcher who write the guessing meaning from context. As a result, the researcher wants to suggest a different way to learn English in vocabulary building and reading skills through guessing meaning from context. Through this approach, it helps the students to not be so dependent on dictionaries.

Essentially, in order for English learners to acquire the language, they need to previously acquire the language vocabulary. Vocabulary, according to

Zimmerman (1997) is “central to language and of critical importance to the typical language learner” (as cited in Coady and Huckin, 1997, p. 5). A foreign

language learner will obviously find no or much less difficulty understanding the language using in daily life once he or she has acquired a sufficient range of vocabulary.

However, according to Zimmerman (1997), vocabulary learning has been severely undervalued (as cited in Coady and Huckin, 1997). Examining the

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condition at SMP Negeri 15 Yogyakarta, as far as the researcher is aware, there has not been a single school which pays much attention to vocabulary, and nor does the Indonesian government. In general, the English education in junior high schools in Indonesia is divided into the four basic skills, which are listening, speaking, reading, and writing. Although it can be true that teachers may refuse and focus on vocabulary within the four language skills being taught, the amount of time dedicated to the subject matter might not sufficient. Moreover, as vocabulary is focused on while students are learning the language skills, they might consider vocabulary not important. It is a possibility that they learn or memorize a number of storybook vocabulary items in order to only get a good learning outcome, that is a good grade for a certain language subject matter, for instance reading.

The situation in schools in Indonesia is challenging. The teachers often only give the materials to the students without considering the students‟ difficulties.

The students‟ needs are sometimes neglected by the teacher‟s approach, and as a

result they cannot develop well. One example is when students must follow what the teacher gives as instructions, while they do not have much opportunity to explore through creative activities.

What the researcher has seen from SMP Negeri 15 Yogyakarta is different. In class 8A of SMP Negeri 15 Yogyakarta, the students are very active and smarter than the other class. The students like learning English by „correlating

with the surrounding situation‟. It means that the learning topic that is focused on that day will be related with the situation from the youngsters‟ life. That is why

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the teacher always makes different ways of learning in every meeting. Furthermore, the learning process helps the students to be more interested in class. In the vocabulary learning, the teacher asks the students to memorize the word by translating the reading passage from their book, book collection in school, or selected articles. This method is done once in a week. What the researcher saw was the students will have difficulty when they forget and there is no dictionary to be opened.

While it sometimes can seem impossible to help students at any level of education learn vocabulary in vocabulary class, the idea of integrating vocabulary learning with some of the four skills of language may sound like an almost perfect plan. Inserting vocabulary learning into a particular language skill subject allows teachers to cover the subjects of learning. Reading has been one language skill subject in which vocabulary is usually learned in the class in order to get the information from the selected reading passages. To understand these learning passages, undoubtedly, students must have acquired a certain range of vocabulary. Nation (1990) argues that to be able to understand a simplified book, one should be ready to understand 300-400 words. He adds that most simplified books are written to take the readers to a higher level of vocabulary mastery, for example a vocabulary of 2000 words. These books provide students with words that the students may have not encountered before with the aim that students will acquire the new words. In order to acquire a word, one must know the meaning of the word. Most students will refer to dictionaries (commonly known as resourcing) to figure out the meaning of the word while they can also learn to guess the meaning

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from the context. The problem, then, is how effective is this guessing from

context vocabulary learning strategy when used by teachers to improve students‟

vocabulary learning process?

B. Research Problem

The study was built around the following two questions:

1. How is the guessing meaning from context procedure for vocabulary learning implemented in class 8A of SMP Negeri 15 Yogyakarta?

2. What are the results of the implementation of the guessing meaning from context procedure for vocabulary learning in class 8A of SMP Negeri 15 Yogyakarta?

C. Problem Limitation

As the title of the thesis indicates, this thesis focuses only on the implementation of the guessing meaning from context procedure when used as a vocabulary learning technique, where the students must guess the meaning of a word based on the context in the reading passage. The researcher implemented this procedure in class 8A of SMP Negeri 15 Yogyakarta.

To be successful during the implementation process, the researcher added some techniques for the first meeting in order to help the students to be ready enough having the guessing meaning from context procedure. The technique that is added was drilling. It helps students in remembering the steps of guessing meaning from context procedure.

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D. Research Objectives

This study has two main objectives. The first objective of the study is to see how the guessing and meaning from context procedure is implemented in vocabulary learning in class 8A of SMP Negeri 15 Yogyakarta. Having figured out the answer to the first research question, the researcher would analyze the results of the implementation, including the t-test results, the students‟ responses to the questionnaire, and the mistakes made by the students when using the guessing and meaning procedure in the post-test.

E. Research Benefits

Having pondered the result of the study, the researcher is certain that the research will benefit all of the parties involved in the study. The parties are as follows:

1. The Researcher

By conducting this research, the researcher will be familiar with conducting research in the world of education, which will be tremendously useful in the

researcher‟s career as an English teacher in the near future. There is a multitude of

education problems in Indonesia, which remains to be solved by conducting educational research for the sake of the future generations. The study will also

enrich the researcher‟s knowledge of vocabulary learning techniques in general.

While doing this research, the researcher had to read a lot of books and Internet articles that discuss vocabulary learning teaching. All of the learning that the

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existing knowledge and, hopefully, to the researcher‟s bank of vocabulary

teaching techniques.

2. The Students

After being exposed to a completely different kinds of vocabulary learning technique, which is guessing meaning from context procedure, the students will be able to employ the learning technique to enrich their English vocabulary without relying too much on the use of bilingual dictionaries. As guessing from

context can be employed without a teacher‟s guidance, the students will be able to

use the technique whenever necessary. In the special occasion, when students are having English exam, they are likely to find reading sections in which there are several reading passages with many words to guess from context to determine the

words‟ meanings in order to completely comprehend the reading passages, and,

eventually pcorrectly the questions and answers. 3. The Teacher

Hopefully the result of the study will give birth to some new ideas for the English teachers of SMP Negeri 15 Yogyakarta on how vocabulary learning can be learned in a completely different, meaningful way. While different here means that there is a difference in the new way to learn, the meaningfulness here means that students can learn by having fun and interesting games, and guessing meaning without opening their dictionary.

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F. Definition of Term

As the reader who reads the paper, there will be several important terms, which the researcher may need to define so as not to bring confusion and misunderstanding to the reader. The terms include guessing meaning from context, vocabulary learning, and seventh graders of SMP Negeri 15 Yogyakarta.

1. Guessing from Context

Guessing meaning from context procedure is one of strategies of vocabulary learning dealing with unknown word which has five stepd. According to Clarke

and Nation‟s (1980) this strategy is basically very simple. It begins by looking at

the unknown word, next to look at its immediate context, and then to take a much broader view of how the clause containing the word relates to other clauses, sentences, or paragraphs. Guessing meaning from context also has long been identified and included as one of the strategies which language learners employ to

acquire a new language. The strategy was mentioned by J. Michael O‟Malley and

Anna Uhl Chamot in their book, Learning Strategies, published in 1990. Several experts have proposed their own procedures for guessing from context. According

to Nation‟s (1980) guessing meaning from context procedure was the one used by

the researcher in the experimental study. 2. Vocabulary Learning

Perhaps the best definition of vocabulary learning can be summed up from Schmitt (1997), who defined vocabulary learning strategy as “any strategy that

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concept, the researcher concludes that vocabulary learning is any process, which

“results in the learning of vocabulary”.

3. The Eight Graders of SMP Negeri 15 Yogyakarta

The experimental research involved one class of SMP Negeri 15 Yogyakarta, class 8A and the teacher. The teacher was the source of information

of the students‟ condition. The students experienced the pretest at the first meeting, and learned guessing meaning from context procedure, and filled out the questionnaire, which was designed by the researcher in order to figure out how they consider the guessing meaning from context procedure.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides the theories underlying the study. This chapter includes the theoretical description and theoretical framework. The theoretical description presents the discussion of any literature related to vocabulary learning and guessing meaning from context procedure for learning vocabulary. The theoretical framework summaries all relevant theories which help the researcher to solve the research problem.

A. Theoretical Description

In this theoretical description, the researcher would like to discuss the theories which are related to the research issue. The researcher limits the theories into two specific theoretical descriptions. They are the theories of vocabulary learning and the guessing meaning from context procedure for learning vocabulary.

1. Teaching Vocabulary

Vocabulary work can be directed toward useful words and can give learners practice in useful skills. There is a wide variety of ways for dealing with vocabulary in foreign or second language learning. Dissatisfaction with one approach to vocabulary should not result in ignoring all the other ways of helping learners enrich their vocabulary. It is important that when a teacher chooses or rejects a way to deal with vocabulary. The approach refers to the strategies for

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leaning vocabulary, namely guessing meaning from context. According to Nation (1990) for a teacher faced with learners with a small vocabulary, this approach is very effective.

2. Vocabulary Learning

Vocabulary learning strategies are strategies applied by the students on using techniques ongoing process to master vocabulary. O‟Malley and Chamot (1990) and Oxford (1990) have similar goals to define vocabulary learning strategies. The goals are to assist students to manage and to understand vocabularies during the learning process.

Nation (2001), there is one expert who have similar goals in categorizing the vocabulary. Nation (2001:218) groups three categories of vocabulary learning strategies, namely planning, source, and process. The first category is to plan for knowing how often the students focus on selecting words, aspects of word knowledge, and strategies as planning repetition. The second category is a source functioned to know the words from their context. Reference sources (mostly dictionary), and oral sources. The third category belongs to a process to memorize words, to write new words or unknown words.

Some of students are using dictionaries as the main source that is more reliable source to look up the part of speech, phonetic transcriptions and meanings of words in context, such as identifying part of speech, phonetic transcription,

uncountable/countable nouns, etc. Laufer (1990) believes that “a word in a

sentence could look familiar to language learners; however; they may find the

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unknown words is rarely accurate. Besides, the students will ask teachers, friends, and native speakers to find the meaning of the words. For example, a student who raises questions to a lecturer to find synonyms from unknown words, then

paraphrases a writer‟s sentence and translates Indonesian words into English. It

includes asking questions, cooperating with other, and empathizing with others. Nation (2001:238) groups concepts and associations with finding the meaning of words. These concepts of finding their meanings are to identify the words form, the word meanings, and the word usages to express something. To associate the word meaning means to identify the similar English words which can be defined in the first language.

Nation (2001:281) defines concepts of word usages are to use words in a sentence by analyzing their sentences according to some the grammatical patterns (subject, noun, verb, object, adverb, and complement); and to constrain the words by analyzing formal words and informal words.

3. The Guessing Meaning from Context Procedure

Nation (1990) claims guessing meaning from context as one of “the most important vocabulary learning strategies” (p. 130). In spite of this, not many

second language learners employ the technique as a means of acquiring new vocabulary items they encounter in daily life, especially in reading passages or newspaper articles. Instead of using guessing meaning from context procedure to obtain the meaning of novel words, they learn the new words they encounter by learning them in isolation. In other words, they take the words they wish to learn out of their context. As mentioned before, the researcher would like to reiterate

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that learning foreign language words by taking them out of context does help students acquire new words as one can learn a lot of new words in a short time by using this particular technique. Nation (1990) even argues that as many as 30 foreign words can be learned in a single hour by a student. He continues his argument by stating that some learners can even manage to acquire as many as one hundred novel words in just sixty minutes when the words being learned are

associated with their equivalences in the students‟ mother tongue (p.126).

Guessing meaning from context procedure is one of the most important

vocabulary learning techniques. It teaches the students “to be able to make a well

-informed guess at the meaning of an unknown word in context” (Nation, 1990,

p.130). This is what makes guessing meaning from context procedure an important vocabulary learning technique to acquire. However, this is not to claim

that this technique is “the most effective, or even a relatively effective, way of teaching that vocabulary” (Stemberg, as cited in McKeown & Curtis, 1987, p. 89).

Needless to say, the word “teaching” in the previous quote can be replaced by the

word “learning”, depending on how the reader views the sentence- as a learner or

a teacher. In fact, as Stemberg (1987) points out, “most vocabulary is learned from context” (as cited in McKeown and Curtis, 1987, p. 90). His emphasized that in life, one will be exposed to countless numbers of words seen in newspapers, books, magazines, internet articles, blogs, and even video games. This particular vocabulary learning technique becomes more important for an individual who plans on taking the national examination, and applying for the next level. It is sometimes seemingly impossible for someone to look up in a dictionary every

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time needed to find the exact meaning of an unknown word in a given text. Guessing meaning from context enables individuals to make an informed guess about the intended meaning of the new word. Therefore, the researcher believes it is important for any language teacher to teach guessing meaning from context to his students bearing in mind how important this technique will be for the students, not only during their formal study period, but also throughout their lifetime.

The vocabulary growth occurring in elementary students is substantial and significant and has received attention from a number of researchers. By analyzing the average of vocabulary size and yearly growth vary considerably. However, all studies show that children continue to acquire new words beyond the initial language acquisition years and those children‟s vocabularies grow by thousands of words each year during the elementary school years. Moreover, vocabulary size

is strongly correlated with children‟s overall school achievement (Wells, 1986).

Considering that vocabulary plays an important role in both communication effectiveness and academic success, it is important to understand how students achieve their vocabulary growth.

Stemberg (1987) and Stemberg and Powell (1983) delineated some factors that affect the learning of new words from incidental encounters in verbal contexts. Learning from context is influenced by the number of occurrences of the unknown word, the concreteness of the word, the helpfulness of the surrounding context, and the importance of the unknown word for understanding the surrounding context. It is also influenced by individual differences in the abilities to separate relevant information from irrelevant information; to combine selected

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information to form a cohesive, plausible whole; and to relate new information to previous knowledge. Thus, both the specific contexts of words and individual abilities are thought to contribute to the incidental learning of new words.

In order to help language teachers easily transfer this vocabulary learning technique to the students, some experts have formulated their own steps of how

one can guess a word‟s meaning from the context in which the word is embedded.

The guessing meaning from context procedure comprises only five steps. In guessing meaning from context procedure occurs at a later stage after students have gained sufficient information needed to guess the meaning of an unknown word. Table 2.1 displays the steps of guessing from context procedure.

Table 2.1. Guessing Meaning from Context Procedure Step 1 Determine the part of speech of the unknown word.

Step 2 Pay attention to the sentence in which the unknown word is embedded and see if there are other words modifying the word or going with it.

Step 3 Observe the relationship of the sentence with other sentences or paragraphs as it can help determine the meaning of the unknown. Punctuations and conjunctions may also serve as a clue.

Step 4 Guess the meaning of the unknown word using the information gained from steps 1-3.

Step 5 Check whether the guessing is correct by:

a. Seeing the parts of speech that is guess and the unknown word. If they are of the same part of speech, the meaning is probably correct.

b. Substituting the unknown word with your guess. The guessing is probably correct if the sentence makes sense c. Breaking the unknown word into its prefix, root, and

suffix.

Although one might conclude that guessing meaning from context is a vocabulary learning technique that does not require the use of dictionary, it

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actually does. By using this technique, one‟s dependence on the use of dictionary

may be reduced. Nation (1990) argues that “unless the learners already have a

reasonable idea of what a word means, they will be unable to choose the most

suitable meaning from those given in the dictionary” (p. 165). The learners may use a dictionary as another means of checking whether or not their guessing is correct (p. 165).

Another noteworthy part that teacher should bear in mind when teaching this technique of vocabulary learning to the students, despite which procedure being employed, is that they must not tell the students the meaning of the unknown words. The main idea of teaching this technique is that the students may someday become independent learners or users of the technique who know how to deal with unknown words. McGregor (1970) strongly argues that every time a teacher tells their student what a word means they take away the opportunity to practice the skill from the student (as cited in Nation, 1990, p. 164).

Before having this research, the researcher gathered the information related with this research. There is one research from Laurensius Bretya Anindito, 2014 who had same research but in different subject in university level. The result of the research was the procedure can be taught to the first semester students of university level. Even though, there were difficulties during the process of implementation. From this information then the researcher conducted the research in different subject level.

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B. Theoretical Framework

In this research, there are two research problems. They are how is guessing meaning from context procedure for vocabulary learning implemented in class 8A of SMP Negeri 15 Yogyakarta and what are the results of the implementation. The first research problem is how guessing meaning from context procedure for vocabulary learning is implemented in class 8A of SMP Negeri 15 Yogyakarta.

To answer the research problem, O‟Malley and Chamot (1990), Oxford (1990)

and Nation (2001) have similar purpose on defining the vocabulary learning strategies. Their purposes are to facilitate students to manage their vocabulary learning and to understand vocabulary during their learning process. Moreover, there are five steps of guessing meaning from context by Nation (1990). The

researcher use theory of O‟Malley and Chamot (1990), Oxford (1990) and Nation (2001) to see the effect of having implementation of guessing meaning from context. The researcher combines those four theories to see whether the guessing meaning from context for vocabulary learning can be implemented.

Next, to answer the second research problem, namely the result of the guessing meaning from context procedure for vocabulary learning in class 8A of SMP Negeri 15 Yogyakarta, the researcher used guessing meaning from context procedure. According to Nation (1990:161) there are five steps of guessing meaning from context. The students learnt part of speech in the second meeting to understood deeper about this material. By deciding the part of speech of the unknown word is the first step (Nation, 1990). The students needed more times to get brief explanation about part of speech. The following meetings the researcher

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gave explanation about the next steps. Seeing the modifying of word and observing the relationship of the sentence then guess the meaning of the unknown word are the steps of guessing meaning from context (Nation, 1990). In short, the theory of Nation (1990) was used to answer the second research problem.

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CHAPTER III

METHODOLOGY

This chapter presents the methodology the researcher used for answering the questions of the study; How is guessing meaning from context procedure for vocabulary learning implemented in class 8A of SMP Negeri 15 Yogyakarta? And, what are the results of the implementation of guessing meaning from context procedure? Technically, this chapter is divided into six parts, namely research method, research participants, research instruments, data gathering, data analysis, and research procedures. Each of this chapter‟s parts is discussed below.

A. Research Method

This study was an experimental research. Many experts have managed to define experimental research. According to Ary, Jacobs & Sorensen (2010, p.

301) “an experimental research design is the general plan for carrying out a study

with an active independent variable. It determines the study‟s internal validity,

which is the ability to reach valid conclusions about the effect of the experimental

treatment on the dependent variable”. Considering that there would be two different variables, the researcher used a one group Pretest-posttest experimental design. There are three steps which are involved: (1) administering a pretest measuring the dependent variables; (2) applying the experimental treatment X to the subjects; and (3) administering a posttest, after that treatment measuring the dependent variables.

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As explained in the first part of this chapter, experimental research comprises several designs. One of these designs, the one group pretest-posttest design, was the design that the researcher employed in the study. There was one group of subjects, one pretest, one variable, and one posttest involved in the research. The subject of this research is the students in class 8A of SMP Negeri 15 Yogyakarta.

In addition, the researcher gave pretest to the student. From the pretest

result, the researcher could know the students‟ ability that appears to be a good

measure of the achievement of the objectives of the students in class 8A. Then the researcher taught the new technique, namely guessing meaning from context procedure for vocabulary learning. At the end of the meetings, the researcher

administered the posttest to compare students‟ scores from the pretest and posttest

in order to determine if exposure to the new technique made any difference. These data were then used to answer the first research question: to how is guessing meaning from context procedure for vocabulary learning implemented in class

8A? The researcher‟s last task was to compare the mean of the pretest score to the mean of the posttest scores using the dependent t-test.

The researcher could also find the explanation of what the advantages that the students experienced, felt, and found when learning vocabulary using guessing meaning from context procedure. In short, all of the data method attempted to support each other findings answering the second research question.

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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

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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

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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

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open-ended and closed-open-ended questions in order for the researcher to elicit as much useful, specific information as possible from the students. Furthermore, the blueprint of the questionnaire is presented in Appendix 7.

E. Data Analysis Technique

In conducting this research, the researcher asked a friend to be an observer during the research in SMP Negeri 15 Yogyakarta. The observer was the person

who was interested on the researcher‟s topic. The observation was done during the

process every Wednesday and Thursday. During the process, the researcher asked the observer to fill the observation sheet (see Appendix 9). The observation sheet was used to observe how the teacher teaches and delivers the materials to the

students and how the students‟ response of guessing meaning from context

procedure.

In this research, all the data that had been gathered from the research would be processed and analyzed according to the research instruments used for gathering the data. Table 3.1 shows the reader how the researcher would analyze the data and what instruments would be used to collect the data:

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Table 3.1 The Data Analysis Table

No Problem Data Required Instrument

1. How guessing meaning from context procedure is

implemented in vocabulary learning in class 8A of SMP Negeri 15 Yogyakarta

The students‟

works and the result of observation 1. Student worksheet 2. Observation sheet

2. What are the results of the implementation of guessing meaning from context procedure in vocabulary learning in class 8A of SMP Negeri 15

Yogyakarta

The students‟

pretest and

posttest results, the

students‟

responses toward the questionnaire

1. Pretest and posttest 2. Questionnaire

In order to find the answer to whether or not the guessing meaning procedure could help the students in class 8A of SMP Negeri 15 Yogyakarta, the researcher had to compare the mean of the pretest result of the research subjects to the mean of the posttest using dependent t-test. For determining whether or not there had been a significant, positive difference between the mean of the pretest and posttest score, the researcher used dependent t-test. Figure 3.1 shows the formula for the dependent t-test.

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Where: t : t ratio

D : average difference

∑D2 : different scores squared, then summed

(∑D)2 : different scores summed then squared

N : number of pairs

The result of the t-test, known as t, would then determine the researcher‟s decision to either retain or reject the null hypothesis.

Ary, Jacobs, and Razavieh et al. (1990) explain “the null hypothesis is a

statement that there is no actual relationship between the variables and that any

observed relationship is only a function of chance” (p.162). A null hypothesis

must always be tested in a negative sentence and can either be retained or rejected by a researcher depending on the result of a statistical test done previously. In order for a researcher to retain or reject the null hypothesis, the t-test must either exceed or be less than t-values required for significance at a certain level. By retaining the null hypothesis, a researcher states that he did not find any or less than enough evidence to prove that his experimentation had led to a change he had expected, or that any change observed after the experimentation could not be attributed to the variables he had modified. By doing the opposite, researcher state that the change observed after the experimentation was likely to be the result of their experimentation; that the variables that had been modified caused the

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change. This statistical research theory would be used by the researcher to answer question number one.

The researcher formed an assumption of the null hypothesis in this research as mentioned below:

 Null Hypothesis (Ho)

There is no significant difference between the mean of the pretest scores and the mean of the posttest scores.

 Alternative Hypothesis (H1)

The mean of the posttest scores is significantly higher than the mean of the posttest scores.

The theory of level of significance is an important part of the null

hypothesis. Ary et al. (1990) define the level of significance as the “predetermined level at which a null hypothesis would be rejected” (p.165). The researcher must

determine the level of significance before she carries out her research. The level of significance one chooses may vary, but the most used level of significance is the .05 level, as was the level of significance set by the researcher before experiment. If a researcher decides that she uses the .05 level significance for her research and based on the test of significance she rejects the null hypothesis, she

implies that she does not believe that “the null hypothesis is true because the chance is only 5 out of 100 (.05)” (Gay, 1992, p.431).

Apart from the theory of level of significance, another inseparable part of any type of tests of significance is degrees of freedom. According to Gay (1992),

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subjects and the number of groups” (p. 434). Different formulas to determine degrees of freedom apply depending on the test of significance a researcher would like to carry out. This research for instance, used the t-test for dependent samples. The formula used to determine the degrees of freedom is df = N-1, with N being the number of research subjects. There are 33 students in the 8A class but only 30 students who are involved in this study, so the degrees of freedom of the study are 29.

F. Research Procedure

In order to conduct the research, the researcher did several steps in this research. The following is the explanation of how the research was conducted.

1. Asking permission to conduct a research

Before conducting the research, the researcher asked permission to the SMP Negeri 15 Yogyakarta. In the first step, the researcher asked an oral permission with the vice principal of SMP Negeri 15 Yogyakarta. And the next step was the researcher gave the letter of research permission (see Appendix 1). It was given on Monday, 22nd February 2016.

2. Setting the research place and range of time

In this procedure, the English teacher of SMP Negeri 15 Yogyakarta was kindly to give permit to the researcher. The place for conducting the research was class 8A. The class was conducted every Wednesday at 11:45-13:05 and Thursday at 07:15-08:35.

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3. Observing the teaching and learning activities in SMP Negeri 15 Yogyakarta

Before conducting the research, the researcher need to know the situation,

students‟ ability, students‟ need and the students‟ learning style. The observation

had purpose to find out the problem in vocabulary learning in class 8A that might help the researcher in the research. The observation was conducted on Wednesday, 6th April 2016 and Thursday, 7th April 2016.

4. Designing pretest, posttest and questionnaire

After knowing the students need in vocabulary learning, the researcher

designed the pretest, students‟ worksheet and posttest. The materials for the three -test designed based on the materials about recount text which taken from the

students‟ handbook entitled “When English Rings a Bell”, the collection of

kumpulan soal-soal from the library of SMP Negeri 15 Yogyakarta. 5. Doing pilot test

After finishing of making the instrument, the researcher administered pilot test before giving pretest and posttest to the students. The researcher realized that should do the try-out before giving the test to the students in class 8A. Moreover, the researcher did the try-out for pilot test to the 5 students in class 8B.

6. Conducting the implementation of guessing meaning from context procedure for vocabulary learning

After finishing all preparation for the research, the researcher conducted the research. the conducting means having research of the implementation of guessing meaning from context procedure. The research was conducted when the

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nine-grade prepared for the national examination. It was influence to the research process that changed the schedule. However, it could be handled well.

In the first meeting the researcher distributed the pretest for the students. The pretest was conducted on Wednesday, 13th April 2016 (see Appendix 4). Then at the same time after having pretest, the researcher taught recount text materials. In this material, vocabulary learning is included.

Knowing that part of speech is the essential thing to be understood by the students for implementing guessing meaning from context procedure, the researcher started by explaining about part of speech and introducing guessing meaning from context procedure in the second and third meeting. It was conducted on Wednesday, 20th and 27th 2016

Next, the researcher distributed the student exercises in order to know the progress of understanding the guessing meaning from context. It was conducted on Thursday, 28th April 2016 (see Appendix 11). For the following meeting, the researcher did review all the materials during five meetings. In the last meeting, the researcher distributed the posttest on Wednesday, 4th May 2016 (see Appendix 5).

7. Filling up the questionnaire

In order to know the result of the implementation of guessing meaning from context procedure, the researcher asked the students to fill up the questionnaires (see Appendix 6). It was conducted at the same time after the posttest was finished.

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8. Analyzing the data

The researcher could obtain the result after the researcher had done in gathering data. After the researcher gathered all the data, the researcher analyzed the data and discussed the data analysis.

9. Drawing conclusion

As the last procedure, after analyzing the data, the researcher drew conclusion based on the research result which was supported from related theories. The conclusion was used to find out whether the research had answered the problem formulation in this research or not.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter the researcher would like to present and elaborate the research findings in details. The researcher started by choosing the subjects of the research to be the eighth graders of SMP Negeri 15 Yogyakarta. The research data were collected using two tests, pretest and posttest which was conducted at the beginning of the meetings and at the end of the process of experimentation consecutively, and the questionnaire which was filled out by the students after the research subjects got the experimentation of learning the nature of the guessing meaning from context procedure. While the observation was filled out by the observer during the learning process. The researcher used these data to answer the research questions stated in the first chapter of this research. This chapter is divided into two parts. In the first part the researcher discusses how effective is guessing meaning from context procedure if implemented in vocabulary learning to the eighth graders of SMP Negeri 15 Yogyakarta after having experimentation during specific time periods. In the second part of the chapter, the researcher discusses the result findings of having the guessing meaning from context procedure in vocabulary learning, to which they were exposed.

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A. The Implementation of Guessing Meaning from Context Procedure for Vocabulary Learning in Class 8A of SMP Negeri 15 Yogyakarta

In this research the researcher began the study by choosing the subjects, who were

the students of class 8A of SMP Negeri 15 Yogyakarta. According to Johnson‟s

(1992) procedure for experimental research especially for a one group pretest-posttest design, there was no need to assign the subjects to groups because the research required only one group of subjects. The researcher took class 8A as the research study in six meetings. There were some reasons during the process for choosing the subjects. First, class 8A is one of classes that consists of students who have a higher degree of capability than the other class of eighth graders of SMP Negeri 15 Yogyakarta. The second reason was about the limitation of time, which was six meetings with a pretest, treatment and posttest. As the school schedule permitted, there were only those limited times which were available. As a result, the researcher used the time effectively.

Before having pretest and posttest, the researcher administered pilot test. This pilot test is for examining whether the pretest and posttest questions was not difficult and appropriate for them. The researcher took five students from different class, they are students from class 8 B. From the result of the pretest and posttest showed that three out of five students‟ score was above six for the pretest and six in the posttest. As well as the researcher also had observer during the process. The researcher used naturalistic observation so that the behavior can be observed in naturalistic situations (Ary, Jacobs, & Sorensen, 2010, p. 433)

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Referring to the Johnson‟s procedure for experimental research, with a one

group pretest-posttest design after selecting the subject, the researcher went to the next step that was the pretest. The pretest was carried out to measure the subjects‟

initial ability in guessing several words‟ meanings and the part of speech based on

the context namely guessing meaning from context without using any procedure

or technique. In order to know the students‟ ability before using the guessing meaning from context procedure, the researcher decided to make two questions in each number. They were not provided with possible answers, so the students were asked to guess the meaning based on the context and to know the part of speech. The questions were compiled by the researcher from a number of exercises from

the students‟ handbook entitled, “When English Rings a Bell”. In addition, there

were 15 questions for the pretest that took place on Wednesday, 13th April 2016 and lasted for 30 minutes.

Thereafter, the subjects were exposed to the technique of guessing meaning from context procedure for four meetings excluding the pretest and posttest, and were given some exercises. The researcher only got 30 minutes for the first meeting of the experiment. It happened because of miscommunication between the researcher and teacher. The teacher gave permission for the first meeting on Wednesday 13th April 2016 at the same time there was a tryout from one of the institution. Unfortunately, the researcher took 30 minutes first for having pretest. The next day the researcher began the research by asking the students how they learn vocabulary. One of the students answered by writing the unknown word and memorizing words. Then the researcher continued asking about parts of speech.

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The students were able to mention verb, noun and adjective, but they did not know what an adverb is. Based on the questionnaire result, the learning process showed that basically the students understand all of the part of speech. But they had some difficulty to differentiate between adverb and adjective. That is why the researcher gave some explanation about the use of parts of speech. The experiment continued with a slide show presentation on how guessing meaning from context procedure should be done. Following the presentation, the students were given a group assignment in which they were required to guess the meaning of the words found in the reading of recount text. The students did this by having discussion while the researcher went around the class and helped them do the assignment.

The first steps of the guessing meaning from context procedure were difficult steps for some students. According to Nation (1990,p.162) this procedure starts with the learner focusing on the unknown word and determining the part of speech of the word. Afterwards, they have to look at the clause or sentence containing the unknown word and decide the words that modify or go with the word. Moreover, there are 11 of the students said that they had difficulties in these steps. There were three reasons: first it was because they did not understand the meaning of the unknown word. Second, the students did not memorize the parts of speech itself. Therefore, those cases made the students confused determining the parts of speech (noun, verb, adverb, and adjective).

In the second and third steps of the procedure, the students were required to observe the relations of the unknown word to the others word in the context which

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modified it and look at any conjunction or punctuation which could serve as a clue. These two steps proved to be the most challenging and confusing for the students. They seemed to fight to understand the relations between the words and sentences and find the conjunctions and punctuation, which could have helped them to guess the meaning of the word. But they were confused dividing the relations between the sentences. That was reflected later in the posttest in which the mistakes they committed were found in these two steps of guessing meaning from context procedure.

Unluckily the time was over; the exercises could not be finished on time. Before the discussed, the researcher distributed the handout of the materials and recount text that the exercise of the guessing meaning from context procedure was implemented on. The students had to finish in their home and bring for the next meeting.

The next meeting the students came with the paper of their homework.

According to O‟Malley and Chamot (1990), Oxford (1990) and Nation (2001) the purpose of learning strategies is to facilitate students to manage their vocabulary learning and to understand vocabulary during their learning process. The researcher gave exercise for implementing guessing meaning from context procedure. The second meeting the researcher distributed the exercise. Some of them did not finish yet. The students tried to finish the homework, and some of them seemed enthusiastic. They asked the researcher while walking around. Some of the students also felt hesitant to ask then talked to others and once in a while were sleeping or drawing in the paper.

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After five meetings, they were post tested to see if the guessing meaning from context procedure helped them to improve their vocabulary learning. The posttest was carried out on May 13, 2016. The students had to answer the 10 items using guessing meaning from context procedure, which they had learned in 130

minutes. The questions were compiled from the book entitled, “When English Rings a Bell” and the reading text of first final exam exercises in the year of 2016. Actually, the steps were for learning the vocabulary in English, but after having consultation with the teacher in charge of junior high school grader students in this study the students were asked to find the meaning in Bahasa Indonesia. The result of the pretest and posttest played that there was no significant role in determining the effectiveness of the guessing meaning from context procedure as a vocabulary learning.

During the learning process, the observer wrote what was happening. According to Ary, Jacobs, & Sorensen (210:433) the observation can take a great deal of time because one must wait for behavior to occur naturally. In this research, the researcher included the observer naturally, it seemed that there was no observer in the class. The result of the observation sheet, there should be more meeting to implement this procedure in order to get a good result implementation of guessing meaning from context procedure.

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B. The Result of the Implementation of Guessing Meaning from Context Procedure for Vocabulary Learning

The second part discusses the result of the implementation after having the experimental study. This result included the pretest, posttest and dependent t-test, the questionnaire of the research object, and the analysis of the students‟ mistakes in using the technique of guessing meaning from context.

1. Pretest and posttest result

By conducting experimental research with a one group pretest posttest design, the researcher had the treatment of implementing the procedure of guessing meaning from context in eight graders of SMP Negeri 15 Yogyakarta for six days. The researcher took 8A as the field of the research. There were 33 students, but only 30 students who came for the pretest.

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Table 4.1 The Students’ Pretest and Posttest Scores Participant Number Pretest Score Posttest

Score Difference

Squared Difference

1. 2.6 6 3.4 11.56

2. 2 5 3 9

3. 4 3 -1 1

4. 3.3 6 2.7 7.29

5. 5.3 5 -0.3 0.09

6. 2.6 5 2.4 5.76

7. 3.3 4 0.7 0.49

8. 4.6 2 -2.6 6.76

9. 2 5 3 9

10. 2 5 3 9

11. 4 5 1 1

12. 5.3 2 -3.3 10.89

13. 4 6 2 4

14. 4 8 4 16

15. 4.6 4 -0.6 0.36

16. 2.6 5 2.4 5.76

17. 2 4 2 4

18. 2.6 4 1.4 1.96

19. 0 4 4 16

20. 4 1 -3 9

21. 1.3 4 2.7 7.29

22. 2 4 2 4

23. 4 0 -4 16

24. 2 0 -2 4

25. 2.6 5 2.4 5.76

26. 2 2 0 0

27. 6 7 1 1

28. 4.6 2 -2.6 6.76

29. 4 5 1 1

30. 4.6 4 -0.6 0.36

∑D= 24.1 ∑D2

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Appendix 9 : Observations

Questions Answer

1 The ability of students to use a dictionary to ascertain the meaning of the word is searched

 At the first meeting when the teacher asking about the media that they use for finding the unknown word. All of the students are still using an online and offline dictionary. Some of the students are using their smartphone for making sure the unknown word. By using the dictionary, the students directly find the word. There are some students are asking their friends and teacher for making sure of the word that is looking for.

 At this second meeting, the teacher asked us not to use the dictionary when learning begins. The teacher asks the students to collect smartphone in place already facilitated by the school. Students are not to use the smartphone is collected during the learning takes place, so that students can focus on the use of techniques guessing meaning from context when learning takes place.

2 The response of students while attending the learning techniques guessing meaning from context.

 At the beginning of the learning, the teacher asked us to use the technique of guessing meaning from context. When the teacher explains some of the techniques they will use, there are some students who can capture the steps that must be done. However, at the first meeting, most students still find it difficult to apply the technique of guessing meaning from context, but I think they can do well. In general, they still use a dictionary in the smartphone to ascertain the meaning of the word being searched. Most still rely on her to make sense of the word being searched.

 At this second meeting, they had begun to understand that they will use a technique guessing meaning from context. Teachers explain in more detail about the part of speech and the use of techniques guessing meaning from context. Most still difficult to distinguish between an adjective and an adverb, but there are some students who are trying to help their friends who still find it difficult to explain his understanding. In applying the technique of guessing meaning from context, most students still find it difficult

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to employ such techniques. Here, teachers try to help them through the use of techniques guessing meaning from context accompanied by examples. Students begin to understand when the teacher gives an example of the application of such techniques.

3 The difficulties encountered when learning takes place.

 Technically, the difficulties encountered when learning takes place is when they have to determine the steps to be taken when using the technique of guessing meaning from context. However, overall, when learning took place, they are still hard to find the meaning of words and especially, when asked to determine the part of speech of each word you want to search.

 Technically, the difficulty is still the same, namely to determine the steps to be taken when using the technique of guessing meaning from context. Each finished work on one problem, students often ask the teacher to make sure whether the pace is right or not. However, at the time of learning, most still difficult to distinguish between an adjective and an adverb, but there are some students who are trying to help their friends who still find it difficult to explain his understanding.

4 The use of the current media in the classroom

 When learning takes place in the classroom, teachers use a power point to convey the material to be studied. In my opinion, the use of the media when the classroom learning is good because it can make learning interesting. However, at this first meeting, there are some students who are lagging when it recorded the material in the power point. This may happen because this meeting is the last lesson hours and with a crowded classroom condition, there are some students who have difficulty concentrating when recorded material.

 At the second meeting, when the learning takes place in the classroom, teachers also use power point to convey the material to be studied. Material presented is about the recount text and in my opinion, the way the teacher is very good because it is accompanied by the story so that students are very interested participating in learning. In addition, teachers also explain the material on recount text to students by using power point. Then, the teacher also

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handout materials about text recount and techniques guessing meaning from context. In my opinion, this is helping students to understand the material presented well. 5 Application of the techniques guessing meaning from context in

the classroom.

 At this first meeting, the teacher gives an explanation of the parts of speech and techniques guessing meaning from context to students. Teachers provide an understanding of each part of speech and examples. When finished explaining each part on the part of speech, some students appointed by the teacher to give examples of each part of speech. Then, the teacher goes on to explain the technique of guessing meaning from context. In this section, the teacher explained the meaning of this technique and the steps that should be taken when using this technique. Teachers also explained the purpose of the use of techniques guessing meaning from context. However, at this first meeting, the teacher has not been an example to the students about how to apply the technique of guessing meaning from context when searching for the meaning of the word you want to search.

 At this meeting, students asked to do exercises on the material on the recount text that has been studied together. There are five questions and each question invites students to apply the technique of guessing meaning from context. Teachers try to help students on the first question. When students begin working on exercises that are given, there are students who asked the teacher whether the pace is right or not, there also were asked to his friend, da there are some who try to work on the problems themselves. However, most of the students, still confused in determining the steps to be taken when working on the problems.

6 Suggestions for teachers.

 Teachers should prepare a handout in the form of the material to be delivered so that students can follow the learning easier. For the next meeting, teachers need to explain about the part of speech to students and examples to the students again. In my opinion, they are still difficulties when it came to determining the part of speech that should be selected, especially on the adjective, adverb, noun and pronoun. Then, it would be better if the teacher explained the meaning technique guessing

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meaning from context accompanied by examples that can help students when applying the techniques of guessing meaning from context.

 For the next meeting, teachers will need to discuss the part of speech to students and examples to the students again to remind the students back on part of speech. In my opinion, they are still difficulties when having differences adverb and adjective with a noun with a pronoun. Teachers can also remind students back on text material recount to determine the students' understanding of the material. Then, it would be better if the teacher needs to provide examples and exercises in the use of techniques more guessing meaning from context then students can apply the techniques properly.

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Appendix 10 : Blue Print of Observation

Blue Print of Observation Sheet

Number of

Question Theory

The use of dictionary for finding the meaning of the unknown word is one of categories of vocabulary learning. (Nation, 2001:218)

2 and 5 Five steps of guessing meaning from context procedure (Nation, 1990)

3 The difficulties can be seen from the students who raises questions to a teacher. Laufer (1990)

4 The use of media for vocabulary learning can increase the students‟ motivation in learning process. Nation (1990)

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Appendix 11 : Student Exercise

Exercise Guessing Meaning from Context Name:

Dire tio : De ide the ea i g of the u derli e words elow y usi g Natio ’s procedure for guessing meaning from context. Write down the steps in the space provided.

1. The man was limping and had and handkerchief tied around his ankle. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. The surgery was closed, but I could now clearly see the a ’s i jury.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. Blood was flowing all over his foot and he was leaving a tail as he walked.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 4. I grabbed the first aid bandages I had in the glove box and then I went

over the group and offered my help.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 5. I am grateful to have been able to show some kindness, and to see how

that stopped me wallowing in self-pity and anger.

Implementing guessing meaning from context procedure for vocabulary learning to the eight graders of SMP Negeri 15 Yogyakarta.

IMPLEMENTING GUESSING MEANING FROM CONTEXT

PROCEDURE FOR VOCABULARY LEARNING TO THE

EIGHT GRADERS OF SMP NEGERI 15 YOGYAKARTA

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

DEDICATION PAGE

ACKNOWLEDGEMENTS

CHAPTER 1

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

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Dukungan

Links

Implementing guessing meaning from context procedure for vocabulary learning to the eight graders of SMP Negeri 15 Yogyakarta.

IMPLEMENTING GUESSING MEANING FROM CONTEXT

PROCEDURE FOR VOCABULARY LEARNING TO THE

EIGHT GRADERS OF SMP NEGERI 15 YOGYAKARTA

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

DEDICATION PAGE

ACKNOWLEDGEMENTS

CHAPTER 1

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

Parts

Dokumen yang terkait

The Effectiveness of Guessing Game Technique in Teaching Vocabulary at MTs Darussalam (An Experimental Study at the Second Grade of MTs Darussalam Academic Year 2013/2014)

Meaning of vocabulary learning to students using interactive powerpoint application for language learning.

Implementing clarke and nation`s procedure for guessing from context in vocabulary learning to the first semester students of the English Extension Course.

Task-based English listening materials for the Eighth Graders of SMP Negeri 2 Yogyakarta.

Designing a set of flashcards as media to support the teaching of vocabulary for seventh graders of SMP Kemasyarakatan Promasan.

The use contextual guessing strategy to enhance students` autonomy in learning vocabulary.

Implementing clarke and nation`s procedure for guessing from context in vocabulary learning to the first semester students of the English Extension Course

DEVELOPING INTERACTIVE VOCABULARY LEARNING MULTIMEDIA FOR THE SEVENTH GRADE STUDENTS OF SMP N 15 YOGYAKARTA.

Reading Guessing Meaning from Context

THE EFFECTIVENESS OF SCRABBLE GAME FOR STUDENTS’ SPELLING MASTERY IN VOCABULARY LEARNING FOR SEVENTH GRADERS OF SMP MUHAMMADIYAH 6 SURABAYA

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