Using Guessing as A Word-Solving Strategy in Handling The Unknown Words to Improve Students’ Vocabulary Interpretation of A Text
Abstract: This Classroom
Action Research is conducted to implement the strategy of guessing to solve the
students’ vocabulary interpretation problem of inferring and handling unknown
words which, in turn, improves their overall performance in vocabulary course.
It is conducted in a cycle consisting of four meetings. The cycle is ended with
one final meeting for vocabulary teacher-made test. Field notes,
questionnaires, and a vocabulary test are used to collect the data. The result
of the study revealed that the clear and applicable procedures of guessing
strategy in handling the unknown words that consist of three major steps are:
(1) drawing students’ attention to cue words and phrases, (2) using leading
questions to direct student in step-by-step search for and use of context
clues, and(3) preparing vocabulary exercise allowing students to make inference
and explain the process ofguessing, could improve students’ skills in
vocabulary interpretation. The finding also shows that the guessing as a
word-solving strategy is successful in drawing students’ personal judgments or views
toward its implementation. Students agreed that guessing as a word-solving
strategy is a beneficial and easily-implemented strategy. They admitted that
the strategy is comfortable to be used, and consider using it in the next
vocabulary activities.
Author: Sofia Maurisa
Journal Code: jppendidikangg130050
