THE USE OF CONTEXTUAL GUESSING STRATEGY TO ENHANCE STUDENTS’ AUTONOMY IN LEARNING VOCABULARY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Kristina Widaninggar Student Number: 041214041
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
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To every thing there is a season, and a time to every purpose under the heaven:
a time to be born, and a time to die;
a time to plant, and a time to pluck up that which is planted;
a time to kill, and a time to heal; a time to break down, and a time to build up;
a time to weep, and a time to laugh; a time to mourn, and a time to dance;
a time to cast away stones, and a time to gather stones together;
a time to embrace, and a time to refrain from embracing; a time to get, and a time to lose;
a time to keep, and a time to cast away; a time to rend, and a time to sew; a time to keep silence, and a time to speak;
a time to love, and a time to hate; a time of war, and a time of peace………
HE has made everything beautiful in its time. (Ecclesiastes 3:1-11)
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ABSTRACT
Widaninggar, Kristina. 2008. The Use of Contextual Guessing Strategy to Enhance Students’ Autonomy in Learning Vocabulary. Yogyakarta: Sanata Dharma University
Vocabulary mastery is undoubtedly an important part in the process of learning languages, including English. In the common practices, the lack of vocabulary mastery which commonly occurs among students is caused by the limited time of exposure to vocabulary learning in class due to the demands to the materials that should be mastered. Therefore, teachers’ tasks to motivate and facilitate their students to develop autonomous learning, especially in increasing the students’ vocabulary mastery, are absolutely needed.
This research investigated the implementation of contextual guessing strategy to enhance students’ autonomy in learning vocabulary. An action research was carried out in XI-Social 1 class of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta, along with two research problems. They were (1) how contextual guessing strategy is implemented to enhance students’ autonomy in learning vocabulary and (2) how contextual guessing strategy enhances students’ autonomy in learning vocabulary.
A classroom action research method and two data gathering instruments, which included observation and interview, were employed. There were two findings obtained from the research. First, contextual guessing strategy was implemented through several teaching and learning activities in two cycles of classroom action research, in which the phases in each classroom action research cycle were planning, acting, observing, and reflecting. Second, contextual guessing strategy enhanced students’ autonomy in learning vocabulary by promoting the use of metacognitive strategies, which included a planning of task accomplishment, problem-solving, monitoring, and evaluating.
The researcher concludes that contextual guessing strategy is implemented through the activities of group presentation, individualized learning, and student-student interaction in the two cycles of classroom action research. It is also concluded that the students’ conscious use of metacognitive strategies could lead them to autonomy in learning English vocabulary. Meanwhile, the type of learning autonomy employed by the students in this research is categorized as reactive autonomy. It is a type of autonomy where the directions are set up by the teacher (Littlewood, 1999 cited in Benson, 2001).
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ABSTRAK
Widaninggar, Kristina. 2008. The Use of Contextual Guessing Strategy to Enhance Students’ Autonomy in Learning Vocabulary. Yogyakarta: Universitas Sanata Dharma.
Penguasaan kosakata adalah bagian penting dalam proses pembelajaran bahasa asing, termasuk Bahasa Inggris. Dalam praktek sehari-hari, kurangnya penguasaan kosakata yang biasa terjadi pada siswa-siswa disebabkan oleh keterbatasan waktu untuk pemeblajaran kosakata di dalam kelas karena tuntutan materi yang harus dikuasai. Dalam hal ini, diperlukan peran para guru untuk memotivasi dan memfasilitasi siswa-siswanya agar mengembangkan kemandirian dalam belajar (autonomous learning) terutama untuk peningkatan penguasaan kosakata.
Penelitian ini mengkaji tentang penerapan strategi menebak arti kata berdasarkan untuk meningkatkan kemandirian siswa dalam belajar kosakata Bahasa Inggris. Penelitian tindakan telah dilaksanakan di kelas XI IPS 1 di SMA Pangudi Luhur Sedayu Bantul Yogyakarta dengan dua permasalahan utama yaitu: (1) bagaimana strategi menebak arti kata berdasarkan konteks diterapkan untuk meningkatkan kemandirian siswa dalam belajar kosakata dan (2) bagaimana strategi menebak arti kata berdasarkan konteks meningkatkan kemandirian siswa dalam belajar kosakata.
Dalam penelitian ini, metode penelitian tindakan kelas dan dua alat pengumpulan data, yaitu observasi dan wawancara, telah digunakan. Ada dua hasil yang diperoleh dalam penelitian ini. Satu, strategi menebak arti kata berdasarkan konteks yang digunakan dalam penelitian ini diterapkan melalui kegiatan-kegiatan belajar dan mengajar dalam 2 tahap penelitian tindakan kelas yang setiap tahapnya meliputi perencanaan, pelaksanaan, pengamatan, dan refleksi. Dua, strategi menebak arti kata berdasarkan konteks meningkatkan kemandirian siswa dengan cara meningkatkan penerapan strategi metakognitif oleh siswa. Penerapan strategi metakognitif ini mencakup perencanaan pengerjaan tugas, pencarian dan penyelesaian masalah, pemantauan, dan penilaian.
Peneliti menyimpulkan bahwa strategi menebak arti kata berdasarkan konteks diterapkan melalui kegiatan group presentation, individualized learning, dan student-student interaction. Disimpulkan pula bahwa penerapan strategi metakognitif oleh siswa secara sadar dapat membawa mereka menuju kemandirian dalam belajar kosakata Bahasa Inggris. Sementara itu, kemandirian belajar yang dimaksud disini adalah reactive autonomy. Ini adalah jenis kemandirian belajar dimana arahnya telah ditentukan oleh guru (Littlewood, 1999 cited in Benson, 2001).
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ACKNOWLEDGEMENTS
First and foremost, I would like to bestow my deepest gratitude to Jesus Christ and Mother Mary for the blessing and spirit that finally I could finish my thesis entitled “The Use of Contextual Guessing Strategy to Enhance Students’ Autonomy in Learning Vocabulary”.
I would thank my thesis sponsor, Gregorius Punto Aji, S.Pd., M.Hum., for his great guidance, motivation, and precious suggestions during the process of writing this thesis. My thankfulness also goes to all PBI lecturers and secretariat staffs. Their guidance during my years in PBI has built me to be a better and more mature person.
In this occasion, let me give my appreciation to Drs. Markoes Padmonegoro, the headmaster of SMA Pangudi Luhur Sedayu Bantul, and Y. Bambang Suharyo, S.Pd., the English teacher of SMA Pangudi Luhur Sedayu Bantul, who have helped me so that I could conduct a research there. Let me also give my appreciation to the students of XI Social-1 class for their help and cooperation during my research.
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Eliz, Mas Win & Mbak Murti, and the others for helping and supporting me in passing my hardest times. My special thank also goes to Gagat for caring, loving, and supporting me much to finish this thesis soon.
I owe a debt to all great friends: Shinta, Anas, Dias, Joni, Dito, Titis, Aan, Riri, Eli, Rini, Risa, Indri, Retry, Indah, Yoyo, Astika, Dita, members of
Mudika Bhakti Dharma Kaliduren, members of EEPro for the support,
kindness, care, warmth, and valuable experiences we have ever shared together. Lastly, I would like to thank to the headmaster, all teachers, staffs, and students of SD N Langensari Yogyakarta for the four-year time which is full of momentous and worthy teaching experiences and everybody who has helped me finishing my thesis whose name can not be mentioned one by one.
I realize that there are many mistakes in this thesis, but hopefully everybody reading my thesis can still take advantages from it.
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TABLE OF CONTENTS
Page
TITLE PAGE………...…… i
APPROVAL PAGES………..… ii
PAGE OF DEDICATION……….………... iv
STATEMENT OF WORK’S ORIGINALITY………. v
ABSTRACT………. vi
ABSTRAK………. vii
ACKNOWLEDGEMENTS……… viii
TABLE OF CONTENTS……… x
LIST OF FIGURES………. xiii
LIST OF TABLES……….. xiv
LIST OF APPENDICES……… xv
CHAPTER I: INTRODUCTION A. Background……….. 1
B. Problem Formulation……… 6
C. Problem Limitation………... 6
D. Research Objectives………. 7
E. Research Benefits……….. 7
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CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description………. 10
1. Vocabulary Teaching and Learning……….. 10
a. Reasons for Vocabulary Teaching and Learning………. 11
b. Contextual Guessing Strategy……….. 13
c. Teaching Materials……… 19
d. Teaching and Learning Activities……… 22
2. Learning Autonomy……….. 26
a. Background of Learning Autonomy……… 26
b. Concept of Learning Autonomy……….. 28
3. Classroom Action Research (CAR)……….. 32
a. History of Classroom Action Research……… 32
b. Definitions, Characteristics, and Functions of Classroom Action Research……….. 33
c. Theory of Classroom Action Research………... 35
B. Theoretical Framework……… 37
CHAPTER III: METHODOLOGY A. Research Method……….. 40
B. Research Participants……… 41
C. Research Instruments and Data Gathering Techniques……… 43
D. Data Analysis Techniques……… 45
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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Implementation of Contextual Guessing Strategy……… 50
1. Classroom Action Research Cycle 1………... 52
2. Classroom Action Research Cycle 2………... 68
B. Enhancing Students’ Autonomy in Learning Vocabulary……….… 77
1. Planning……….. 78
2. Problem Solving………. 81
3. Monitoring……….. 84
4. Evaluating………... 85
CHAPTER V: RESEARCH LIMITATIONS, CONCLUSIONS AND SUGGESTIONS A. Research Limitations.……….. 88
B. Conclusions………. 89
C. Suggestions………. 91
BIBLIOGRAPHY………. 93
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LIST OF FIGURES
Page
2.1 Bruton and Samuda’s Guessing Procedure………. 15
2.2 Psychology of Autonomous Learning………. 30
2.3. Classroom Action Research Cycle……….. 36
3.1 Classroom Action Research Phases………. 41
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LIST OF TABLES
Page
2.1 Components of Learning Words from Context Theory……….. 18
3.1 Coding of the Interviewees’ Name………. 43
3.2 Items of Observation………..………. 44
3.3 Items of Interview………..……. 45
4.1 Teaching Practice Timetable………... 51
4.2 Teaching and Learning Activities of Classroom Action Research Cycle 1……….. 53
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LIST OF APPENDICES
Page Appendix 1: Research Permission Letter……… 95 Appendix 2: Standard Competence and Basic Competence of English
Lesson for Senior High School Grade XI Semester I………… 97 Appendix 3: Vocabulary Learning Materials……….. 99 Appendix 4: Lesson Plan of Classroom Action Research Cycle 1………… 118 Appendix 5: Lesson Plan of Classroom Action Research Cycle 2………… 121
Appendix 6: Observation Sheets……… 124
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CHAPTER I INTRODUCTION
This chapter elaborates six general descriptions namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Background
Vocabulary plays an important role in learning English as a foreign language. As it is quoted from Richards, vocabulary is “the basic material in conducting the sentence” (Richards, 1976: 86). It means that before students are able to create or understand sentences of English, they have to master the vocabulary first. Mastering the vocabulary of English includes understanding the meaning and knowing the use of the vocabulary. Dale and O’Rourke (1971: 9) call this “an explosive effect” which happens in learning new vocabulary.
The lack of vocabulary mastery results on the students’ inability to produce and receive information in the target language. From the researcher’s experience when conducting the teaching practice in Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta, she found that numerous students have very limited vocabulary mastery. It was also found that those who have limited vocabulary mastery face difficulties in performing both productive and receptive ability of language. It was shown by their inability to e.g. write sentences or paragraphs of English, give opinion about a particular topic, find the main idea or particular information in a text, etc. However, it was recognized that it is impossible for the teacher to teach vocabulary to his students in class to increase their vocabulary mastery. The demands to the materials that should be mastered, which were set by the curriculum, are considered to be the reason of the teacher’s inability to give much exposure to vocabulary learning in class. Therefore, it is thought that students need to increase their vocabulary mastery by themselves.
“the ability to take charge of one’s own learning” (Holec, 1979: 3). In line with Holec, Benson (2001: 13) describes autonomy as “a situation where learners worked under their own direction outside the conventional-teaching classroom”.
Students’ autonomy in learning vocabulary, then, is understood as students’ ability to manage their own vocabulary learning. Autonomy in learning vocabulary can be an advantageous solution in increasing students’ vocabulary mastery. Since every learner is the only one knows his own ability, hence, autonomy in learning enables a learner determines the goal he is expected to reach as well as the place, the time, and the sources of the learning. The sources for students learn vocabulary autonomously can be vary from short story, novel, newspaper, news report, songs, etc. in the target language. By possessing autonomy in learning students can manage their learning as well as monitor and evaluate it to reach the goal expected.
However, there are several weaknesses arise from the use of mechanistic approach in learning vocabulary. First, mechanistic approach contradicts with the actual learning practice. In the actual learning practice, the main goal of learning English is to be able to use it. Wei (2007) finds that when they learn vocabulary by employing mechanistic approach, “learners still concentrate too much on isolated short-term retention of form and in spite of their increasing awareness that passive knowledge of them alone does not help much in achieving communicative competence”. He concludes that the lack of contextualized practice to activate what they have learned obstructs their progress towards the goal of learning English. Therefore, learning new vocabulary by employing mechanistic approach hinders students’ progress to master English because they do not learn how to use those words in sentences or longer structures.
Because of those problems, it is felt that there is a need to employ other strategy. The vocabulary learning strategy proposed is contextual guessing. Context refers to the sentence or utterance in which the target word occurs (Read, 2000: 29). In this respect, the meaning of a word can be different when it is used in different context. It is in line with Dale and O’Rourke’s opinion that the meaning of a word generally depends on its relationship to other words in a phrase or sentence, that is its context (Dale & O’Rourke, 1971: 37).
B. Problem Formulation
The problems of this research have been formulated into these two questions:
1. How is contextual guessing strategy implemented to enhance students’ autonomy in learning vocabulary?
2. How does contextual guessing strategy enhance students’ autonomy in learning vocabulary?
C. Problem Limitation
This research is dealing with English language teaching and it is examining a strategy used in vocabulary teaching and learning. It is about the implementation of contextual guessing strategy in learning vocabulary to find out how the strategy discussed enhances students’ autonomy in learning vocabulary.
This research, then, will explore how contextual guessing strategy is implemented to enhance students’ autonomy in learning vocabulary and how contextual guessing strategy enhances students’ autonomy in learning vocabulary.
D. Research Objectives This research is directed:
1. To implement contextual guessing strategy in learning vocabulary to grade XI students of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta. In this research, it is proposed other strategy which can be used in learning vocabulary that is contextual guessing strategy. This strategy will be implemented in one class in Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta.
2. To find out how contextual guessing strategy enhances students’ autonomy in learning vocabulary. After implementing contextual guessing strategy in learning vocabulary, it will be examined how the new strategy implemented enhances students’ autonomy in learning vocabulary by interviewing several participants of the research.
E. Research Benefits
This research is expected to be beneficial to: 1. English teachers in general
vocabulary especially to which contextual guessing strategy is employed. They might also use this thesis as a reference in conducting other action researches in their own classroom.
2. The students
It is expected that by being introduced and trained to implement contextual guessing strategy in learning vocabulary, students will be willing to implement this strategy to learn vocabulary by being autonomous learners. Thus, it can help students increase their vocabulary mastery.
3. Any people who are interested in the same field
It is hoped that the result of this research can be a foundation for those who are interested in the same field to do further researches.
4. The writer
It is also expected that by conducting this research, the more developed skills, understanding, and knowledge on teaching and learning vocabulary which employs contextual guessing as the strategy can be obtained.
F. Definition of Terms
1. Contextual guessing strategy
Contextual guessing strategy is a strategy in vocabulary teaching and learning. The focus of this strategy is on finding the meaning of unknown words by examining the context where the words occur (Bruton & Samuda, 1981; and Clarke & Nation, 1980 cited in Nation 1990: 161). Contextual guessing strategy in this research refers to the learning strategy employed to find out the meaning of unknown words by guessing from the context. Students who apply contextual guessing strategy in learning vocabulary will examine the surroundings where those words occur and then guess its meaning.
2. Context
Based on Dale & O’Rourke (1971: 37), context is the relationship of a word to other words in a phrase or sentence. In this research, context refers to the sentence or utterance in which the target word occurs. As the result, the meaning of the word will also be different when the target word is used in different context. 3. Autonomy in learning vocabulary
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will discuss the theories that underlie the research. It consists of two parts namely theoretical description and theoretical framework. The theoretical description discusses the underlying theories that are related to the implementation of contextual guessing strategy in vocabulary learning. Theoretical framework discusses a framework based on the theoretical description that has been discussed previously.
A. Theoretical Description
Theoretical description provides the theoretical review related to the issue of the research. There are three main issues raised in this research, namely vocabulary teaching and learning, learning autonomy, and classroom action research (CAR). The discussion of those three issues is based on the previous literatures and researches.
1. Vocabulary Teaching and Learning
a. Reasons for Vocabulary Teaching and Learning
Before getting into the discussion on the reasons for vocabulary teaching and learning it is wise to be knowledgeable about what vocabulary is first. Vocabulary is understood as all words in a language (Read, 2000:16). However, people may have different interpretations on distinguishing what a word is from another (Nation, 1990:2 9). As it is elaborated by Carroll (Carroll et al., 1971 cited in Nation, 1990), words are differentiated based on their form. In addition, the presence of capital letter is considered as different word. Nonetheless, Carroll’s definition is slightly different from those defined by Read (2000). Read elaborates that in the case of, for example, wait, waits, waited, waiting, and society, societies, society’s, societies’, those words are normally be regarded as the same word but
with different forms. Meanwhile, different from those two definitions, words in the dictionary are distinguished based on the meanings (Nation, 1990: 30).
In the present research, it will not be debated whose definition is the most correct. Rather, the discussion given on it is simply directed to provide better conception of what a word is.
…, knowing a word in a second or foreign language might be said to have the following characteristics:
1. It means knowing how to use it productively and having the ability to recall it
for active use, although for some purpose only passive knowledge is necessary and some words for some users are only ever known passively.
2. It means knowing the likelihood of encountering the word in either spoken or
written contexts or in both.
3. It means knowing the syntactic frames into which the word can be slotted and
the underlying forms and derivations which can be made from it.
4. It means knowing the relations it contracts with other words in the language
and with related words in an L1 as well.
5. It means perceiving the relative coreness of the word as well as its more
marked pragmatic and discoursal functions and its style-levels.
6. It means knowing the different meanings associated with it and, often in a
connected way, the range of its collocational patterns.
7. It means knowing words as part of or wholly as fixed expressions conveniently
memorized to repeat – and adapt – as the occasion arises.
(Carter, 1998: 239)
b. Contextual Guessing Strategy
When dealing with foreign language text either in the form of written or spoken, students often find many unknown words which then become boundaries for them in comprehending the information in the target language. There are numerous strategies available to deal with unknown words; one of the strategies developed is contextual guessing strategy. Contextual guessing strategy is a strategy in learning vocabulary in which the focus is on finding the meaning of unknown words by examining the context where the words occur (Bruton & Samuda, 1981; and Clarke & Nation, 1980 cited in Nation, 1990).
According to O’Malley and Chamot (1990 cited in Thanasoulas, 2002), learning strategy is “the special thoughts or behaviours that individuals use to help them comprehend, learn, or retain new information”. This definition is in line with that of defined by Wenden (1998: 18 cited in Thanasoulas, 2002) in which “learning strategy is the mental step or operation that learners use to learn a new language and to regulate their efforts to do so”.
An example of a word meaning that has different meaning according to its context is the word “book”. When the word “book” is found in the sentence “This book belongs to her.”, then the word “book” is categorized as a noun which means a number of printed sheets of paper fastened together in a cover (Hornby, 1989). Meanwhile, when the word “book” comes in the sentence “We booked the tickets by telephone call.” then it is categorized as a verb which means reserve
(Hornby, 1989).
Nation argues that in vocabulary learning, contextual guessing strategy serves as the “major means’’ (Nation, 2002: 28). This strategy is also said to be the most important strategy in vocabulary learning (Read, 2000: 53). Meanwhile, Sternberg (1987) articulates that the most effective way to enhance one’s vocabulary development is by teaching her/him learning from context. As it is elaborated by Sternberg, there are three basic facts about vocabulary that can explain his opinion of most vocabulary is learned from context. Those are:
1) No disagreement that the typical adult has in his/her vocabulary tens of thousands of words
2) One’s level of vocabulary is highly predictive, if not determinative, of one’s level of reading comprehension
3) Vocabulary is probably the best single indicator of a person’s overall level of intelligence
(1981 cited in Nation, 1990: 161) proposes a set of stages as presented in figure 2.1 (Bruton and Samuda’s Guessing Procedure).
Figure 2.1 Bruton and Samuda’s Guessing Procedure (From: Bruton & Samuda, 1981 in Nation, 1990) Stage 1
Stage 2
No
Stage 3 Yes
Stage 4
Stage 5
Stage 6
Backup
Focus on the Unknown Word
Teacher Asks for Guesses Students Hazard Guesses
Are Any Students Close?
Context Clues Leading to Approximate Meaning
Justify Choices
Clarke & Nation (1980 cited in Nation, 1990) also proposes a set of stages in contextual guessing strategy which is considered to be simpler than those proposed by Bruton & Samuda (1981 cited in Nation, 1990). Clarke & Nation’s stages of guessing words meaning are in the following.
Step 1 Look at the unknown word and decide its part of speech. Is it a noun, a verb, an adjective, or an adverb?
Step 2 Look at the clause or sentence containing the unknown word. If the unknown word is a noun, what adjectives describe it? What verb is it near? That is, what does this noun do, and what is done to it?
If the unknown word is a verb, what noun does it go with? Is it modified by an adverb?
If it is an adjective, what noun does it go with? If it is an adverb, what verb is it modifying?
Step 3 Look at the relationship between the clause or sentence containing the unknown word and other sentences or paragraphs. Sometimes this relationship will be signaled by a conjunction like but, because, if, when, or by an adverb like however, as a result. Often there will be no signal. The possible types of relationship include cause and effect, contrast, inclusion, time, exemplification, and summary. Punctuation may also serve as a clue. Semicolons often signal a list of inclusion relationship; dashes may signal
restatement. Reference words like this, that, and such also provide useful
information.
Step 4 Use the knowledge you have gained from Step 1-3 to guess the meaning of the word.
Step 5 Check that your guess is correct
a. See the part of speech of your guess is the same as the part of speech of the
unknown word. If it is not the same, then something is wrong with your guess.
b. Replace the unknown word with your guess. If the sentence makes sense,
your guess is probably correct.
c. Break the unknown word into its prefix, root, and suffix, if possible. If the
meanings of the prefix and root correspond to your guess, good. If not, look at your guess again, but do not change anything if you feel reasonably certain about your guess using the context.
(Clarke & Nation, 1980 cited in Nation, 1990)
Learning Words from Context which consists of two components. Those components are external and internal context. Sternberg and Powell’s components of Learning Words from Context Theory are presented in table 2.1 in the following page.
Table 2.1 Components of Learning Words from Context Theory (Sternberg and Powell, 1983 cited in Read, 2000)
External Context
Contextual cues
Temporal cues (When/how often does X [the unknown word] occur?)
Spatial cues (Where can X be found?)
Value cues (How valuable or desirable is X? What do people feel
about it?)
Stative descriptive cues (What are the physical features of X [size, shape, color,
etc]?)
Functional descriptive cues (What are the purposes of X? What is it used for?)
Causal/enablement cues (What causes X or enables it to occur?)
Class membership cues (What class of things does X belongs to?)
Equivalence cues (What does X mean? What does it compare or contrast to?)
Mediating variables
The number of occurrence of the unknown word
The variability of contexts in which multiple occurrences of the unknown words appear The density of unknown words
The importance of unknown words to understanding the context in which it is embedded The perceived helpfulness of the surrounding context in understanding the meaning of the
unknown word
The concreteness of the unknown words and the surrounding context The usefulness of prior knowledge in cue utilization
Internal Context
Contextual cues Prefix cues Stem cues Suffix cues
Interactive cues (where two or three word parts convey information in combination)
Mediating Variables
The number of occurrences of the unknown words The density of unknown words
The importance of the unknown words to understanding of the context in which it is embedded
The theories presented previously imply that learning from context is central to most everyday vocabulary learning. Thus, below are three principles in teaching learning from context proposed by Sternberg (1987) that must be kept in mind in order to make the teaching effective. Those principles are:
1. Presentation of words in context is not enough.
2. Presentation of words in context, plus decontextualization knowledge and skills is not enough either.
3. It is critical in teaching vocabulary to teach students to teach themselves. Therefore, since most vocabulary is learned from context, what the teacher needs most is not to teach vocabulary from context but to teach students to use context to teach themselves. In other words, teacher should teach his students to be autonomous learners.
c. Teaching Materials
possible criteria on evaluating teaching materials. Wallace’s criteria of course-books evaluation are:
1) Cost
This refers to the content of the book that should match the cost. 2) Rationale
Rationale refers to the relation between the stated reasoning of the book and the actual text.
3) Context
It refers to the intended readers/users of the book. 4) Level
Level refers to the target level of the readers/users of the book. 5) Relevance to needs
This refers to the question whether the content of the book matches the learners’ need.
6) Facility and practicality
This refers to whether it is practical and easy to use or not. 7) Layout and organization
The good layout and organization support the practicality of the book. 8) Coverage
This refers to the content of the book. It is whether the book covers the learners’ need or the syllabus or not.
9) Range of tasks/activities
10) Learners support materials
Learners support materials refer to the extra back-up materials in the form of cassette, workbooks, authentic materials, posters, etc. to support and motivate learners and answer key to support autonomous learning.
11) Interest/motivation
This refers to the question whether the learners’ interest/motivation can be enhanced by the materials.
12) Teacher support materials
This last criterion refers to the good course-book that can give help to the teacher.
Since the learning materials will be taught to students of Senior High School, the selection of the materials are also based on the curriculum of English lesson for Senior High School students. The standard competence and basic competence of English lesson for grade XI students of Senior High School semester I can be examined in appendix 2.
Furthermore, adapting the materials can be conducted in some ways. As it is proposed by Wallace (1998: 190), it can be done in two ways. They are:
2) Changing some parts of the materials. Adapting teaching materials in this way includes implementing the materials which have been changed in some ways so that it will be closer to the needs.
d. Teaching and Learning Activities
Kemp (1977: 57) identifies that basically there are three methods of teaching and learning activities. Those are group presentation, individualized learning, and teacher-student interaction.
1) Group Presentation
In this first method, the teacher or student who adopts group presentation as the choice of activity merely “tells, shows, demonstrates, dramatizes, or otherwise presents subject content to a student group of any size” (Kemp, 1977: 60). The teaching and learning activity can be carried out either inside or outside the classroom, as well as the media employed can be vary from transparencies, recordings, slides, motion pictures, etc.
Kemp (1977) describes that including student participation in the teaching and learning activities is required for learning takes best place when students are active. He defines three categories of student participation in group presentation method as presented in the following.
In a lecture or other such presentation, student participation can fall into three categories:
1. ACTIVE INTERACTION WITH THE INSTRUCTOR: asking and answering
2. WORKING AT THE STUDENT’S SEAT: Taking notes, completing worksheets on topics as the presentation proceeds (filling in an outline of content, completing diagrams that accompany visual materials, writing replies to questions, solving problems, and making application of content), and completing self-check exercises or quizzes
3. OTHER MENTAL PARTICIPATION: Thinking along with the instructor,
mentally verbalizing answers to rhetorical or direct questions and problems posed by the instructor and other students, and formulating questions to ask
(Kemp, 1977: 61)
2) Individualized Learning
The theory that “learning must be accomplished by individuals for themselves and that it takes place best when students work at their own rates, actively involved in performing specified tasks, and experience success” (Kemp, 1977: 62) becomes the key of the emergence of individualized learning. Upon the individualized learning, it is recognized the significant characteristics of it. They are self-responsibility, self-pacing, and successful learning. These three characteristics have one main underlying variable that is time (Kemp, 1977: 64). Self-responsibility, self-pacing, and successful learning are reachable if the students are given enough amount of time to perform individualized learning.
Kemp (1977) suggests 11 methods and resources for individualized learning. Those are:
a) Student contracts
The students commit to the teacher to achieve the objective in exchange for rewards e.g. points.
b) Textbook/worksheets
c) Audiotape/workbook
The audiotape available refers to the workbook including verbal, diagrammatic, and pictorial materials.
d) Visual materials/guide sheets
Kemp (1977) defines that the combination of visual materials and guide sheets is “useful for learning operational procedures, manipulative skills, and other visually demonstrable sequential activities.”
e) Programmed instruction booklet
Programmed instruction booklet refers to a book that presents the objectives and a set of subject contents. The students’ understanding of the content is tested by providing questions to be responded.
f) Commercial instructional packages
It is a set of commercial learning sources that can be in the form of slide series or filmstrips, recording, or films.
g) Project PLAN (Program for Learning in Accordance with Needs)
The project PLAN is a type of school program in various subject areas that is created for commercial purpose.
h) Individually Prescribed Instruction (IPI)
i) Personalized System of Instruction (PSI) or Keller Plan
PSI, which is developed by Fred Keller, is a learning source that each unit of it includes an introduction, objectives, reading assignments, study questions and readiness tests. Kemp (1977) describes that “after studying independently, a student takes a readiness test administered by a student proctor who immediately grades the test and discusses the result with the student”.
j) Audio-Tutorial System (AT)
The program of Audio-Tutorial System, developed by S. N. Postlethwait, provides the students an audiotape of study guide containing objectives, activities, exercises, and self-check test.
k) Self-Learning Module (SLM) or Minicourse
It refers to self-contained instructional packages that require time from hours, a week, or a semester.
3) Teacher-Student Interaction
Several advantages are noted from the application of this method. First, it can raise students’ attitude formation, development of appreciations, cooperation and interpersonal relations. Second, it can also train students’ problem-solving and decision-making ability. And third, it can aid students to practice their organization and presentation of ideas as well as to practice leadership.
2. Learning Autonomy
The discussion of learning autonomy covers two major parts, namely background of learning autonomy and the concept of learning autonomy, with which the basic principle of autonomy is “the active involvement of learners in learning” (Niemi, 2002 cited in Ardi, 2007). Simply saying, learning autonomy is understood as learners’ ability to manage, monitor, and evaluate their learning although there is no control from other people, the teachers (Ardi, 2007: 26).
a. Background of Learning Autonomy
The concept of autonomy has been influenced by various theories beyond the field of language learning. Benson (2001: 22) proposes several theories influence the theory of learning autonomy which includes educational reform, adult education, psychology of learning, and political philosophy.
1) Educational reform
good things which exist in learners, it is thought that education should lead learners to become fully autonomous.
2) Adult education
Adult education which is characterized by self-directed learning has stimulated the idea of learning autonomy. Adult self-directed learning conducted in non-institutional learning emphasizes on learners’ responsibility on carrying it
out. 3) Psychology of learning
From the perspective of psychology of learning, it is seen that learning is a psychological process. The psychological process of learning includes learners’ active involvement in the process of learning, which implies autonomy in
learning. 4) Political philosophy
According to political philosophy approach, personal autonomy is the key to people existence as social beings. Quoting from Raz (1986: 83 cited in Benson, 2001: 44), “personal autonomy perceives that the good life is one which individuals are the authors of their own lives”.
education with which it forces person to be responsible to “running the affairs of the society in which he lives” (Holec, 1979).
Several theories on approaches within the field of language learning, including educational reform, adult education, psychology of learning, political philosophy, and social progress which are occurred in Western countries have emerged the idea of autonomy. The idea of autonomy becomes popular in language teaching through the Council of Europe’s Modern Languages Project which results on the establishment of Centre de Recherches et d’Applications en Langues (CRAPEL) at the University of Nancy, France. The founding father of CRAPEL, Yves Chalon, brought about the leadership of CRAPEL went to Henri Holec. Holec’s project report to Council of Europe becomes a key early document in the development of autonomy in language learning.
b. Concept of Learning Autonomy
In his project report to the Council of Europe, Holec points out that “autonomy is the ability to take charge of one’s own learning” (Holec, 1979: 3). Holec (1979) proposes there are five prerequisites for learners to be fully autonomous.
To take charge of one’s own learning is to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning, i.e.:
- determining the objectives;
- defining the contents and progressions;
- selecting methods and techniques to be used;
- monitoring the procedure of acquisition properly speaking (rhythm, time,
place, etc);
The autonomous learner is himself capable of making all these decisions concerning with which he is or wishes to be involved.
(Holec, 1979: 3)
In the meantime, the definition of autonomy proposed by Benson is slightly different from that of proposed by Holec. Instead of saying “taking charge” or “taking responsibility”, Benson (2001: 47) describes autonomy as “the capacity to take control of one’s own learning”. He prefers to use it because “the construct of ‘control’ appears to be more open to investigation than the construct of ‘charge’ or ‘responsibility’” (Benson, 2001: 47).
As Benson’s description that control over learning can be vary based on the level of the learning process, he elaborates them into three aspects namely control over learning management, control over cognitive process, and control over learning content. Each levels of control will be exemplified below:
1) Control over learning management
2) Control over cognitive process
Control over cognitive process is related to the psychology of learning and related to mental process of controlling idea (Benson, 2001: 87). Similar to Benson’s definition, O’Malley & Chamot (1990: 44 cited in Thanasoulas, 2002) elaborate cognitive process as a process that works “directly on the incoming information”.
Benson proposes there are three factors involved in cognitive processes which are interrelated each other. Those are shown in figure 2.2 (The Psychology of Autonomous Learning) below.
Figure 2.2 The Psychology of Autonomous Learning (Taken from: Benson, 2001: 86)
As it is elaborated by Bialystok (1994 cited in Benson, 2001) that directing attention includes the process of noticing linguistic input, terms that are taken from language learning, and constructing mental meaning of the input. The attentional process itself establishes consciousness and awareness to the learning input.
Building metacognitive knowledge Cognitive Process
Reflection is the process which includes learners’ attaining of input. It also increases learners’ awareness which then build metacognitive knowledge involving planning, problem-solving, monitoring, and evaluating the learning. Wenden (1998: 34, cited Thanasoulas, 2002) defines that metacognitive knowledge “includes all facts learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied situations”, or in other words, metacognitive strategies are not the learning strategies itself but the strategies about learning.
3) Control over learning content
Control over learning content implies learners’ ability to select the appropriate learning materials in order to gain the goal expected. In relation to control over learning content, Littlewood (1999 cited in Benson, 2001: 99) characterizes two types of autonomy namely proactive and reactive autonomy.
In his research report, Ardi (2007: 33) elaborates that the concept of autonomy was firstly developed in the western culture, thus the principle concept of autonomy is different from that of in the eastern culture, including Asia. The concept of learning autonomy which develops in western culture gives emphasize on individual independence (Holec, 1979), while eastern culture is characterized by its collectivism and interdependence (Ardi, 2007). Therefore, Holec’s concept of autonomy is comprehendible but difficult to be achieved.
3. Classroom Action Research (CAR)
The discussion of classroom action research (CAR) is elaborated in three sub-parts. The first sub-part is history of classroom action research. The second sub-part is definitions, characteristics, and functions of classroom action research. And the third sub-part is theory of classroom action research.
a. History of Classroom Action Research
As it is retold by McNiff & Whitehead (2002: 40) that action research was firstly done by John Collier, a Commissioner of Indian Affairs from 1933-1945. The work of Collier was to develop the community of Native Americans; it was in the field of education and social context.
could lead to enhanced productivity. Lewin’s theory of action research involved planning, fact-finding (reconnaissance), and execution (Lewin, 1946 cited in McNiff & Whitehead, 2002: 41).
Cohen & Manion (1980 cited in Madya, 2006: 11) elaborates some general characteristics of classroom action research. First, it is situational, contextual, in small scale, practicable, and relevant to the real situation. It is related to the investigation of a problem in order to solve it, and the subjects can be varying. Second, it gives clear and regular research framework. Third, it is flexible and adaptable. It enables the researcher makes some changes to improvement. Fourth, it is a participatory research. The researcher can determine whether he will take part in the research or not. Fifth, it includes the researcher’s self-evaluation. And sixth, the changes to improvement were based on the data gathered.
Meanwhile, McNiff & Whitehead (2003 cited in Madya, 2006: 12) also identifies some specific characteristics of classroom action research. First, there is a commitment to improvement in education in a classroom action research. Second, classroom action research includes clear purposes in evaluating and improving one’s understanding to his own teaching. Third, the subject and the object of the research are the researcher(s). Fourth, it includes actions that are based on knowledge, commitment, and purposes. Fifth, it involves authentic description of the actions. Sixth, classroom action research requires clear explanation to the actions done. Seventh, there is a new way in reporting the result of the research i.e. written report of self-reflection, written conversation, narration, etc. And eight, it requires validity to the statements made.
problem-solving or teaching practices improvement. Second, it functions as a practical means leads to professional development (Wallace, 1998: 4). Third, it functions as a means to include new strategy or technique of teaching. Fourth, it functions as a means to improve communication between the researcher and the teacher, as well as the researcher and the students and the teacher and the students. And fifth, it functions as a means which provides alternative approach in classroom problem-solving.
c. Theory of Classroom Action Research
Figure 2.3 Classroom Action Research Cycle (From Kemmis & Mc Taggart (1988) cited in Hopkins (1993:48))
Further description to the phases in a classroom action research cycle is elaborated by Madya (2006) and is presented in the following:
1) Planning
Planning in classroom action research is structured actions which lead to real actions. It realizes that social actions are unpredictable and risky so it must be flexible enough. Therefore, planning in action research should, first, be able to help the researchers solve problems and act properly, and second, be able to help the researchers be aware of their potential to gain their professional development.
Planning is compiled based on reflective observation on how teacher helps students to take part in the lesson, how teacher helps students in learning, etc. 2) Acting
The action must be done consciously and in control, and it contains innovation in the teaching practice and it must be based on the plan.
3) Observing
Observation functions to document the process of implementing the action and its result. Things that are observed include the process of implementing the action, the effects of the action, situation, obstacles, etc.
4) Reflecting
Reflection is the process of remembering and thinking deeply what have been written in the observation sheets. The researchers try to understand the process in implementing the action, the problems, obstacles, etc. and try to find out the solution to improve the future teaching. The reflection is used by the researcher to evaluate and re-plan the future teaching and learning practice (fig. 2.3; 3.1).
B. Theoretical Framework
among students of Pangudi Luhur Sedayu Senior High School Bantu, Yogyakarta is recognized to be the reason for their inability to perform the productive and receptive use of language well. What the teachers can do related to this issue is to facilitate learners to have good vocabulary mastery by promoting them to be autonomous learners.
Autonomy in learning, which can be described as “the ability to take charge of one’s own learning” (Holec, 1979) or “the capacity to take control of one’s own learning” (Benson, 2001), involves the students’ ability to manage as well as monitor and evaluate their own learning in order to reach the goal expected. By being autonomous learners, it is expected that the learners can improve their vocabulary mastery by themselves to meet the need of it in language learning. Thus, they will be able to involve themselves in the communicative activities in the target language well.
Contextual guessing strategy, a strategy which emphasizes the ability to find the meaning of unknown words by examining its context (Nation, 2002; Read, 2000; Bruton & Samuda, 1981 cited in Nation, 1990: 161) is proposed as a means to facilitate learners to be autonomous learners in learning vocabulary. Two problems arise are about the implementation of contextual guessing strategy in enhancing students’ autonomy in learning vocabulary and the ways contextual guessing strategy enhances students’ autonomy in learning vocabulary.
40 CHAPTER III METHODOLOGY
This chapter provides five general descriptions on the research method, research participants, research instruments and data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
A classroom action research (CAR) was employed in carrying out this research. According to Reason & Bradbury (2001: 1), classroom action research can be defined as “a practice for the systematic development of knowing and knowledge but based in a rather different form from traditional academic research”. The goal of classroom action research is to develop the researcher’s skills, understanding and knowledge of teaching, as well as to enhance the students’ learning.
Figure 3.1 Classroom Action Research Phases (From: McNiff & Whitehead, 2002)
The main problem of this research was the implementation of contextual guessing strategy in learning vocabulary which was used to enhance students’ autonomy in learning vocabulary. Thus, a classroom action research (CAR) was conducted in order to describe how contextual guessing strategy in vocabulary learning was implemented and how it enhanced students’ autonomy in vocabulary learning.
B. Research Participants
The participants of the research were grade XI students of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta. The numbers of the participants were thirty-six.
Planning
Observing
Acting Reflecting
Re‐Planning
Reflecting Acting
There were several things considered in choosing grade XI students as the participants of the research. First, contextual guessing strategy requires some previous knowledge on vocabulary which was needed to make the guessing. It was considered that grade XI students of Senior High School had higher level of vocabulary mastery rather than grade X. Therefore, it would be easier for grade XI students of Senior High School to guess the meaning of unknown words in vocabulary learning than grade X students. Second, grade XI students were chosen rather than those in grade XII for grade XII students had to spare much of their time to prepare for Ujian Akhir Nasional (UAN).
At the end of the classroom action research, it was conducted an interview to several students. Random sampling method was employed in selecting the interviewees. Random sampling method involves “probability sampling” (Wiersma, 1995: 283). It was where every participant of the research has the same chance to be selected as the sample. Five out of thirty-six students were chosen randomly by taking lotteries.
Table 3.1 Coding of the Interviewees’ Name
Coding Meaning Mr./Ms. Brown The name for the participant of the interview number 1
Mr./Ms. White The name for the participant of the interview number 2 Mr./Ms. Blue The name for the participant of the interview number 3 Mr./Ms. Red The name for the participant of the interview number 4 Mr./Ms. Black The name for the participant of the interview number 5
C. Research Instruments and Data Gathering Technique
There were two instruments employed in this research; those were observation and interview. The first instrument, the observation, was employed to find out how contextual guessing strategy was implemented. The second instrument, the interview, was employed to find out how contextual guessing strategy enhanced students’ autonomy in learning vocabulary.
1. Observation
The observation employed in this research was divided into two types namely students’ observation and self-observation. Students’ observation referred to the observation which was performed by the students. Meanwhile, self-observation referred to the self-observation which was performed by the researcher.
The major items included in the observation sheets are presented in table 3.2 (Items of Observation) below.
Table 3.2 Items of Observation
No.
Points
1. 2. 3. 4. 5.
Observation on the students’ activities
Observation on the teacher’s (the researcher’s) activities Observation on the strategy employed in the research Observation on the learning materials adopted
Strengths, weaknesses, difficulties of the strategy employed and suggestion
2. Interview
The interview was directed to find out how contextual guessing strategy enhanced students’ autonomy in learning vocabulary. In the interview session, the researcher explored the students’ experience in employing contextual guessing strategy in learning vocabulary, what they have got, and how contextual guessing strategy enhanced their autonomy in learning vocabulary.
interview was the changing order of the questions and more extensive follow-up of responses.
The method of recording the data in this interview was audio recording by using an MP3 player. Recording interviews, based on Best (1970: 187), is easy and cheap. While according to McDonough & McDonough (1997:186), it is intrusive, require permission from the interviewees, and very time-consuming to transcribe it into written data, but this method of recording ensures an accurate and detailed record of language data which may not just be the vehicle for the interview, but its object as well.
The major items included in the interview are presented in table 3.3 (Items of Interview) below.
Table 3.3 Items of Interview
No. Points
1.2. 3.
Comments on the strategy employed Strengths and weaknesses
Ways the strategy employed (contextual guessing strategy) enhances students’ autonomy in learning vocabulary
D. Data Analysis Techniques
The first problem of this research was how contextual guessing strategy is implemented to enhance students’ autonomy in learning vocabulary. The instrument employed to answer this question was observation sheets, which was divided into students’ observation and self-observation. The data gathered from the observation sheets were read repeatedly. After finished being read, the data were categorized into thematic pattern. The categorization of the data was conducted one by one.
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’
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.
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.
50 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of two major sections namely the implementation of contextual guessing strategy and enhancing students’ autonomy in learning vocabulary. The first section discusses the implementation of contextual guessing strategy in the vocabulary teaching and learning practice. The second section presents the discussion on how the strategy employed in this research enhances students’ autonomy in learning vocabulary.
A. The Implementation of Contextual Guessing Strategy
The strategy employed in this research, contextual guessing strategy, was implemented in the vocabulary teaching and learning practices through a classroom action research. Thus, the classroom action research employed in this research functioned as a mean to implement a new vocabulary learning strategy to students of XI-Social 1 class of Pangudi Luhur Sedayu Senior High School Bantul, Yogyakarta.
materials were taught to students of Senior High School, the selection of the course-book was also based on the curriculum of English lesson for Senior High School students grade XI (table 2.2). The curriculum of English lesson for Senior High School mentions that the text types which should be learnt by grade XI students in semester I are report, narrative, and analytical exposition. Therefore, narrative and report texts were chosen as the topics.
The teaching and learning practices comprised of four meetings and lasted from July 21, 2008 until August 11, 2008. The timetable of the teaching practice can be examined in the table 4.1 (Teaching Practice Timetable).
Table 4.1 Teaching Practice Timetable
No. Meeting Day/Date Time Topic
1. I Monday, July 21, 2008
10.15-11.45 Narrative: Introduction to Contextual Guessing 2. II Monday,
July 28, 2008
10.15-11.45 Narrative
3. III Monday, August 4, 2008
10.15-11.45 Report
4. IV Monday, August 11, 2008
10.15-11.45 Report Evaluation
sections, namely classroom action research cycle 1 and classroom action research cycle 2.
1. Classroom Action Research Cycle 1
The classroom action research cycle 1 covered the first and second meeting of the teaching and learning practice in XI Social-1 class of Pangudi Luhur Sedayu Senior High School. The discussion of classroom action research cycle 1 was divided into four parts. Those are planning, acting, observing, and reflecting.
a. Planning
Based on the learning materials of narrative taken from the selected course-books, the teaching and learning activities plan of the classroom action research cycle 1 was designed. The summary of the teaching and learning activities were presented in table 4.2.
student-student interaction would be carried out through a small-group work and teacher-student discussion. The third category, the closing activities, would consist of asking and answering questions and giving homework.
Table 4.2 Teaching and Learning Activities of Classroom Action Research Cycle 1
The opening activity would be carried out by brainstorming. Brainstorming is the activity of thinking quickly and creatively to generate ideas spontaneously. In this activity, the students would be asked to think about contextual guessing strategy in learning vocabulary without being explained first by the teacher. The students would be asked to think anything about the strategy of contextual guessing including the definition, steps to perform it, etc. After several minutes,
Teaching-Learning Activities : A. Opening activity
Brainstorming
B. Main activities 1. Group Presentation:
a. Lecturing
b. Asking and answering questions
c. Trying out
2. Individualized learning
a. Applying the learned concepts: worksheets completion
b. Teacher-students discussion
3. Student-student interaction:
a. Small-group work
b. Teacher-student discussion
C. Closing activities
1. Asking and answering questions
the students would be asked to come in front of the class and write down anything they thought about contextual guessing strategy in the blackboard one by one. The activity of brainstorming would be beneficial to force the students to participate actively in the teaching and learning activities for learning takes place best when students are active (Kemp, 1977: 61). It would also be beneficial to gain information about the students’ prior knowledge about contextual guessing strategy. The information about the students’ prior knowledge gained could help the teacher determined what would be explained in the lecturing activities.
The main activity of the teaching and learning practices cycle 1 would be divided into three types of activity. Those would be group presentation, individualized learning, and student-student interaction. Group presentation method refers to the method which is used to tell, show, demonstrate, dramatize, or present learning materials to a group of students (Kemp, 1977). The teaching and learning activity of group presentation would be carried out in the teaching and learning practices through lecturing, asking and answering questions, and trying out.
1) Lecturing
also cover the clarification and discussion to the result of the students’ brainstorming written in the blackboard.
2) Asking and answering questions
Asking and answering questions activity would be useful to clarify whether the students understood the teacher’s explanation or not. At first, the teacher would deliver handouts containing the summary of the materials discussed and give the students times to think about the topic they would have just learned. Then, they would be given chances to ask anything they would have not understood yet about contextual guessing strategy in learning vocabulary. The teacher, first, would give chance to other students who can answer the questions. If there would be no one, the teacher would explain it to the students.
3) Trying out
After being explained and having much discussion on the theories of contextual guessing strategy, the next thing should be executed would be applying the learned theories to solve problems in learning. By employing transparencies, the teacher would present a paragraph containing an unknown word. The teacher would demonstrate the students how to find the word’s meaning by guessing. Then the teacher would present other paragraphs containing unknown words that should be guessed and would invite the whole students to discuss them together. This type of activity would be beneficial to show the students how to solve problems based on the theories learned.
