Jurnal Suluh Pendidikan (JSP), Vol 9, No 1.

Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

THE APPLICATION OF GUESSING STRATEGY TO IMPROVE

STUDENTS’ VOCABULARY MASTERY ON ENGLISH PHRASAL
VERBS
Anna Stasya Prima Sari, Siska Ria Pandiangan
Faculty of Teachers Training and Education, Catholic University of Saint Thomas
e-mail: [email protected], [email protected]

Abstract:This Classroom Action Research (henceforth, CAR) is mainly aimed at

proving that the application of Guessing strategy is able to improve the students’
vocabulary mastery on English phrasal verbs. This CAR was performed in two
cycles in which each cycle consisted of three meetings excluded the pre-test,
formative test, and post-test. The subjects of this CAR are the fourth semester
students of English Language Education Study Program, Faculty of Teachers
Training and Education, Catholic University of Saint Thomas in the Academic
Year of 2019/2020. There are 20 students as the research subjects. The quantitative
data analysis shows that the mean of the students’ score in the pre-test, formative
test, and post-test increases significantly after Guessing strategy was applied in the
learning teaching processes of English phrasal verbs.The students’ total score of the
pre-test is 1.316 and the pre-test mean is 65,8. The students’ total score of the
formative test is 1.384 and the formative test mean is 69,2. The students’ total score
of the post-test is 1.600 and the post-test mean is 80. There are 8 (eight) students
(40%) who attained score >75 in the pre-test, 8 (eight) students (40%) who attained
score >75 in the formative test, and 15 (fifteen) students (75%) who attained score
>75 in the post-test. The qualitative data analysis shows that the students are more
active and enthusiastic in learning and mastering English phrasal verbs after
Guessing strategy was applied. Their responses towards the application of
Guessing strategy in the learning teaching processes of English phrasal verbs are
very positive. All of them agree that learning English phrasal verbs throughthe
application of Guessing strategy can trigger their curiosity and improve their
knowledge and vocabulary mastery on English phrasal verbs. The researchers
recommend that English learners implement Guessing strategy to improve their
vocabulary mastery on English phrasal verbs.
Keywords: Englishphrasal verbs, Guessing strategy, Classroom Action Research
I. INTRODUCTION not master vocabulary well, he/she
Vocabulary as one of keeps being unable to say or write
knowledge areas plays a crucial role anything and the grammar knowledge
for learners in acquiring a language. will be futile. Vocabulary mastery is
One’s ability in using a language either the most fundamental aspect in
in spoken or written form is greatly learning a language. We can
affected by his/her vocabulary mastery. comprehend an English text, say or
Even though someone surpasses in write something in the English
sentence structure but if he/she does language if we master English
24
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

vocabularies well. Since English 4. I will participate in the English

language is a foreign language in speech competition next week.
Indonesia, it is understandable why 5. Jane visited me at my office
most Indonesian students find it hard yesterday afternoon.
to understand the word meaning, Based on the first researcher’s
particularly concerning with phrasal experience when teaching English-
verbs. Indonesian Translation subject, she
A phrasal verb is defined as a found out that many of her students
verb in combination with an adverb or faced difficulties in understanding and
a preposition in which the meaning using phrasal verbs. When she asked
cannot always be understood as the her students the meaning of get in
sum of its parts (Beyer, 2007, p. 18). It Indonesian language, all of them
is imperative to master lots of phrasal answered mendapatkan. But when she
verbs if we would like to reach an asked them the meanings of get on, get
excellent English language level. off, get along, get lost, get ahead, get
Phrasal verbs have been frustrating for around, and get over, they just kept
learners of English language because silent. When she asked her students the
they are considered difficult to predict meaning of call in Indonesian
and memorize in terms of meaning. language, all of them answered
For instances: memanggil. But when she asked them
1. Mark turned down my offer. the meanings of call up, call down,
2. Fernando was called down by his call on, call off, and call for, they did
teacher for coming late to school. not give any answer. When she asked
3. Professor Ryan’s explanation was her students the meaning of take in
so obscure that I could not make Indonesian language, all of them
sense ofit at all. answered mengambil. But when she
4. I will take partin the English asked them the meanings of take part,
speech competition next week. take off, take place, take after,take
5. Jane called on me at my office at one’s word, take care, take charge
yesterday afternoon. of, and take into account, they
Someone is able to use remained silent and looked confused.
ordinary verbs instead of phrasal verbs, They eventually admitted that they
but in reality the degree of one’s seldom get acquainted with phrasal
English level is told by his/her ability verbs. Considering the facts, it is
in using phrasal verbs. When the above needed to encourage and motivate the
sentences are changed with ordinary students to learn phrasal verbs since
verbs, they will be read like these. phrasal verbs are frequently used in
1. Mark refused my offer. both oral and written materials and
2. Fernando was reprimanded by his play an indispensable role in the
teacher for coming late to school. English language learning.
3. Professor Ryan’s explanation was In the context of English as a
so obscure that I could not foreign language (EFL), teaching
understandit at all. phrasal verbs might be quite
25
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

challenging for teachers. Phrasal verbs of Contextual Guessing Strategy

often confuse the learners since the Instruction (henceforth, CGSI) on the
meaning may not be related with their students’ mastery on phrasal verbs, and
individual words, and there are a great 2) to investigate the students’ attitudes
number of phrasal verbs in the English towards the implementation of CGSI.
language with high frequency in use The first finding of her research
(Lumbanraja, 2016). Determining showed that there is a positive effect
effective ways of learning a new on the students’ mastery on phrasal
language can be regarded as one verbs after CGSI was applied in the
important objective of studies into learning teaching processes of phrasal
language learning strategies (O’Malley verbs. The effectiveness was proven by
& Chamot, 1990, p. 45). Now, a the comparison of the mean rank
relevant question to ask is: What can scores of the experimental group
an English teacher/English lecturer do (34.18) which is higher than of the
for his/her students so that they master control group (25.67). The difference
English phrasal verbs? The application is 8.51 points. The Mann Whitney U
of Guessing strategy might be an test supported the significance of the
alternative. effectiveness in which the P value is
Guessing strategy is an less than the critical alpha. To sum up,
alternative which enables students to the Ha is accepted and the Ho is
guess the unknown/difficult words rejected. The second finding of her
based on the contextual clues given in research elaborated that the students
sentences. The researchers decided to have positive attitudes (affective,
apply Guessing strategy to improve the cognitive, and behavior) on the
students’ vocabulary mastery on implementation of CGSI in improving
English phrasal verbs because some their mastery on some common phrasal
previous research findings have shown verbs. She stated that positive attitudes
the good results of teaching English are necessary in learning teaching
phrasal verbs through the application process. She concluded that it is the
of Guessing strategy. combination of the nature of CGSI and
The first research was carried the students’ positive attitudes that
on by Novianti (2014) entitled brought about the significant progress
Contextual Guessing Strategy in the experimental group.
Instruction and Students’ Mastery on The second one was
Phrasal Verbs (A Quasi-Experimental conducted by Br Ginting, Lumban
Study of A State Vocational School in Raja, and Tarigan (2019) entitled
Tasikmalaya). This is a quasi- Teaching Vocabulary on Phrasal Verbs
experimental study in which 59 through Guessing Strategy to the
participants (the second grade students Eleventh MIA Grade Students of SMA
of geology mining classes of a state Santo Petrus Medan in the Academic
vocational high school in Tasikmalaya) Year of 2016/2017. The objectives of
were involved. The objectives of this the research are: 1) to find out whether
research are: 1) to measure the effect the application of Guessing strategy
26
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

could improve the students’ (2016) says that the ability of using
vocabulary mastery on phrasal verbs, phrasal verbs in communication is one
and 2) to find out the response of the of indicators for those who have
students towards the application of excellent English proficiency. Thus, it
Guessing strategy in the learning is imperative to assist the students
processes of vocabulary on phrasal acquire and master English phrasal
verbs. This research is Classroom verbs.
Action Research (henceforth, CAR). In line with the research
The subject of this CAR are the background, the research problems are
eleventh grade students (science class) formulated as follows:
of Santo Petrus Senior High School in 1) Can the application of Guessing
the Academic Year of 2016/2017, strategy improve the students’
consisting of 38 students (12 males and vocabulary mastery on English
26 females). Based on the data phrasal verbs?
analysis, Br Ginting (2017, pp. 51-52) 2) What are the students’ responses
drew two conclusions as follows: 1) after learning English phrasal verbs
Teaching vocabulary on phrasal verbs through the application of Guessing
to the research subject through strategy?
Guessing strategy was effective. The Finding the answers to the
analysis of quantitative data showed research problems is the most
that the students’ mean score increased important research objectives. Thus,
continually from 70.71 in the pre test, the objectives of this research are:
78.10 in the formative test, to 91.28 in 1) to prove that the application of
the post test. To sum up, the Guessing strategy can improve the
application of Guessing strategy could students’ vocabulary mastery on
improve the students’ mastery on English phrasal verbs,
phrasal verbs. 2) The students’ 2) to describe the students’ responses
responses towards the learning after learning English phrasal verbs
processes of vocabulary on phrasal through the application of Guessing
verbs through Guessing strategy were strategy.
categorized good. Based on the Through the application of
analysis of qualitative data, it was Guessing strategy, the researchers
found that the use of Guessing strategy expect the fourth semester students of
is acceptive in the processes of English Language Education Study
learning phrasal verbs (separable and Program, Faculty of Teachers Training
inseparable). She suggested the and Education, Catholic University of
English teachers apply Guessing Saint Thomas in the Academic Year of
strategy to teach their students 2019/2020 as the research subjects
vocabulary, particularly phrasal verbs. experience a new learning atmosphere,
Although learning to acquire acquire and master phrasal verbs so
phrasal verbs may be problematic for that they are able to communicate in
the students, it is challenging for the the English language both spoken and
teachers to teach them. Lumbanraja written naturally. Considering the
27
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

research background, the researchers composed of single words or double

are engrossed in carrying on a research ones. It is not hard to understand the
entitled The Application of Guessing meaning of the verb takealone, but it
Strategy to Improve Students’ needs understanding when it is
Vocabulary Mastery on English mingled with other prepositions,
Phrasal Verbs. particles, or adverbs such as take part,
REVIEW OF LITERATURE take off, take place, take after, take
Vocabulary at one’s word, take one’s time, take
Vocabulary can be defined as care, take charge of, take into
(1) the total number of words in a account, etc. The meaning of these
language, (2) all the words known to a combined verbs cannot always be
person or used in a particular book, traced from the individual words
subject, etc, and (3) a list of words because sometimes they produce new
with their own meanings, especially meanings.
one that accompanies a textbook in a Vocabulary Mastery
foreign language. Nauth (1995, p. 414) Knowledge or skill which makes
depicts that vocabulary is a collection one master of a subject is called
of words by a speaker, a listener, a mastery (Allen, 2000, p. 856). Subject
writer or a reader in the language in this case is vocabulary in a foreign
competence which has a meaning or language which is learnt by students.
meanings. It means that a speaker Referring to the concept of mastery,
constructs some words to make vocabulary mastery is one’s
sentences for their communication proficiency in using words and their
with other people. meanings correctly in language.
Vocabulary is not a syllabus Excellent vocabulary mastery helps the
but a list of words that teachers prepare learners express their ideas precisely.
for their learners to memorize and By having many stocks of words,
learn by heart. Memorizing may be learners will be able to comprehend the
good and useful as a temporary reading materials, to catch up
technique for tests, but not for learning someone’s talk, to give a response, to
a foreign language. What students need speak glibly, and to write some kinds
to know regarding vocabulary is the of topics.
word meaning and the word use. Vocabulary has to be
Therefore, vocabulary has an important mastered by students in order to
role to help the students understand the develop the four language skills,
meaning of words, and how they are particularly in speaking and writing
used in sentences. since without vocabulary nothing can
Vocabulary is collected be conveyed. Therefore, success in
through language, conversation and a learning English requires vocabulary
dictionary used by people. This acquisition. A large vocabulary cannot
vocabulary may consist of content guarantee the learner’s competence in
words or function words. One of the learning English but inadequacy of
content words is verb which can be
28
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

vocabulary will intrude their chances meanings, communication in a second

to make success in learning English. language just cannot happen in any
Resnick (1989, p. 67) argues meaningful way. In brief, nothing can
that the students should be involved be conveyed without vocabulary.
intensively in acquiring vocabularies. Vocabulary must not be neglected by
Thus, vocabularies will be realized and anyone who learns a language.
internalized in their own cognitive Types of Vocabulary
systems that may be utilized in their There are two types of
social language interaction and vocabulary distinguished by Harmer
academic activities. To sum up, (1991, p. 56). They are receptive
vocabulary mastery is very essential in vocabulary and productive vocabulary.
language learning because no language The two types of vocabulary are
exists without vocabulary. explained as follows:
The Importance of Vocabulary Receptive Vocabulary
Mastery Receptive vocabulary is
One language element which words that learners recognize and
ought to be taught before teaching understand when they are used in
other aspects of the language is context, but which cannot produced by
vocabulary. It will be hard to master a the learners. Stuart (2005-2008:78)
language without mastering a certain states that receptive vocabulary is
number of vocabularies. It should be vocabulary that learners recognize
realized that the students’ competence when they see or meet in a reading text
to listen, speak, read and write is but do not use it in speaking and
determined by their vocabulary writing.
mastery. It makes vocabulary becomes Productive Vocabulary
the basic element to master the four Productive vocabulary is
language skills, that is listening, words that learners understand and can
speaking, reading, and writing. pronounce correctly and use
In listening, learners are able to appropriately in speaking and writing.
comprehend what people talk about if Stuart (2005-2008:81) says that
they have excellent vocabulary productive vocabulary can be
mastery. In speaking, vocabulary helps addressed as an active process because
learners deliver their ideas orally. In the learners are capable of producing
reading, vocabulary mastery helps the words to express their thoughts to
learners to comprehend texts and get others.
knowledge and information from them. Phrasal Verbs
In writing, vocabulary mastery really Mc Charty and O’dell (2004, p.
helps learners expand their fresh ideas 6) state that phrasal verbs are verbs
based on the topics given. consisting of a verb and a particle that
McCharty (1990:8) states, “No together have a special meaning.
matter how successfully sounds of a Phrasal verbs quite often baffle the
second language are mastered, without learners since the meaning may not be
words to express a wider range of related with its individual words.
29
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

Phrasal verbs look simple enough. Come Would you She was
They are usually combinations of like to come unconscious
simple, monosyllabic verbs and round this for two hours
members of a set of particles. Particles evening? but came
are small words which are already (come to my round in
home) hospital.
known as prepositions or adverbs.
(became
Here are some of the most common conscious
phrasal verb particles: about, around, again)
at, away, back, down, for, in, into,
off, on, out, over, through, to, up. Some phrasal verbs are very
And here are the most common verbs easy to understand. For example, it is
that form part of phrasal verbs: break, not hard to understand sit downand
put, take, bring, cut, get, give, knock, come inbecause their meanings are
look, make, pass, pick, pull, run, set, obvious. But many phrasal verbs are
turn, break, call, come, go, keep (Br idiomatic. Idiomatic means that there
Ginting, 2017:14). is no way to know what the verb and
McCharty and O’dell (2004, particle mean together by knowing
p.15) say that the basic meanings of what the verb and particle separately.
the common verbs refer to concrete For examples, every beginning level
actions but when they are part of student learns what the words call,
phrasal verbs, they often have abstract run, off, and outmean, but that does
meanings too. For instances: not help the students to know that call
Concrete Abstract offmeans cancelor that run out means
Verbs
Meaning Meaning use all of something. Students try to
understand the meaning from the
Give Lucia gave Her parents context or clue of the sentences. For
her thesis in finally gave in instance: “Please, put out your
yesterday. and let her go cigarette!. From the context of
(handed it to to the party.
sentence, the students can know that
the lecturer) (agreed to the
something the meaning is “extinguish” of the
they had cigarette.
refused Gillett (2011, p. 66) mentions
before) that there are four types of phrasal
verbs, namely: separable, inseparable,
Get He got on the Bryan and transitive, and intransitive phrasal
bus. (entered) Jessica don’t verbs. McArthur (1974:5) states that
get on. (don’t phrasal verbs are either separable or
like each other
inseparable. Unfortunately, there is no
and not
friendly to rule that will help students to look at a
each other) phrasal verb and always know whether
it is separable or inseparable. Some
phrasal verbs are separable and others
are inseparable (Azar,1941, p.432).
30
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

Philips (1952, p.512) also says that 1. Tom originates Alaska, so he is

phrasal verbs (two or three part verbs) used to cold weather.
are divided into four phrasal verbs. The 2. He could not determine where he
four types of phrasal verbs are put his keys.
elaborated as follows: 3. She noted my address.
Separable Phrasal Verbs Transitive Phrasal Verbs
Separable phrasal verbs can be Transitive phrasal verbs are
separated by their objects. When the verbs that need an object, some of
object is a noun, it is usually entirely those verbs are followed by
optional whether the object is placed prepositions. For instances:
between the verb and the particle or 1. I have to look after my sick
placed after the particle. According to grandfather. (take care)
Azar (2003, p. 432), separable phrasal 2. An amazing storyteller is a person
verbs with a noun object can either who is able to make up a story on
follow the particle or come between the spot. (make or compose)
(separate) the verb and the particle. If a Intransitive Phrasal Verbs
phrasal verb is separable, a pronoun Intransitive phrasal verbs are
object comes between the verb and the verbs that do not need an object. For
particle. For instances: instances:
1. When you have finished playing the 1. The car broke down because of the
radio, turn it off. incident. (stopped functioning)
2. Someone left the papers on the 2. My mother suddenly showed up
table. I putthem away. when I was on stage. (appeared)
3. The thunder woke me up. Guessing Strategy
Those sentences above mean: Guessing strategy is the most
1. When you have finished playing the essential strategy for readers or
radio, stop it. learners to find out the new vocabulary
2. Someone left the papers on the in a situation where they are not
table. I discardedthem. allowed to open a dictionary (Qian,
3. The thunder awoke me. 2005, p. 87. Letting foreign language
Inseparable Phrasal Verbs learners infer the meaning of an
Azar (2003, p. 67) states, unknown word which occurs in a
“Inseparable phrasal verbs are verbs target text, and using the information
that cannot be inserted by an object or contained in the context seem likely to
separated by their object. For be effective and efficient strategies for
instances: target language acquisition. With
1. Tom comes from Alaska, so he is respect to English phrasal verbs,
used to cold weather. English foreign language learners find
2. He could not figure out where he them complicated and hard to
put his keys. memorize. From a semantic
3. She wrote down my address. perspective, some of the meanings are
Those sentences above mean: completely idiomatic in which the
phrasal verbs cannot be deduced by
31
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

analyzing the verb and particle (s), and It is essential to rely on

when put together they yield a someone’s own experience and
completely different meaning. background knowledge to figure out
Nation and Coady (1988:90) the meaning of a word. Robinson
states, “Guessing strategy involves (2010) states, “Sometimes, the
general skills of interpreting meaning of the word can be guessed
surrounding text, predicting, and just by using the knowledge of the
testing predictions which enhance world and how things work”. In
vocabulary mastery as a whole”. addition, Brown (1972) states that
Guessing strategy can help the students guessing has been advocated instead of
to infer or guess the meaning of the dictionary use because stopping to use
target word based on the interpretation a dictionary interrupts the flow of
of its immediate context with or reading. It is stated that one of
without reference to the world necessary objective of studies into
knowledge.Presenting phrasal verbs in language learning strategies is often to
the context and asking the students to determine effective ways of learning a
guess the meanings from the context new language (O’Malley & Chamot,
not only enables them to deduce the 1990, p. 45). Some of the vocabulary
meanings and realize the usage of learning strategy commonly used are
them, but also it could lead to a better guessing, memorizing, and repeating
retention of phrasal verbs as long as new English words.
the students give more cognitive effort The Procedures of Implementing
in the guessing process. For instance, Guessing Strategy
students find sentences below: There are some procedures
1. Don’t come in, Fernando. They are that can be followed by a learner in
heaving a meeting. order to apply Guessing strategy. The
2. Let’s hang out. I really miss all of procedures of Guessing strategy is
you, friends. intended to help the learner find out the
3. Hold on, I cannot hear you! The meaning of the unfamiliar word. It is
signal is bad. very essential to follow the procedures
From the examples above, the of Guessing so that the learner is able
researchers expect that students are to decrease the wrong guessing.
able to guess the meaning from its According to Schmitt (2000, p.42),
context in each sentence. there are five steps of implementing
1. Someone says that Fernando may Guessing strategy. They are:
not enter the meeting room because Step 1
a meeting is being held. Learners have to look at the
2. Someone invites his friends to unknown word and decide its part of
gather in a place because he does speech whether it is a noun, a verb, an
miss his friends. adjective, or an adverb. Knowing the
3. Someone asks for the other to wait a part of speech will lead the learners to
minute because he cannot hear what the meaning of the unfamiliar
one’s voice on the telephone. word or context means.
32
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

Step 2 2) Guessing strategy are able to help

Learners have to look at the and guide students to develop
clue or sentence containing the vocabularies by correlating
unfamiliar word. listening, speaking, reading, and
Step 3 writing. Students need the oral
Learners have to look for the component, need to be taught
relationship between the clause or vocabularies, and must hear a great
sentence containing the unknown word deal of meaningful language.
and the other sentences or paragraphs. 3) Guessing strategy helps students to
Step 4 find out the inferential skill that is
Learners have to use the needed to decide which meaning is
knowledge that they have attained accurate based on the understanding
from steps 1 to 3. In this step, they of the clue in sentences, and for
must try to guess the meaning of the second language learners this often
word. It cannot be denied that the depends on the extent of global
learners’ vocabulary mastery knowledge.
significantly affects their ability in 4) No matter what level students are,
guessing the meaning of the word from they will often come across difficult
the context. The more the learners’ words in texts they are exposed to.
master the vocabulary, the better they Inferring and guessing meaning of
do the guessing strategy. unfamiliar words are strategies
Step 5 which are worth developing.
Check that your guess is accurate. Basically, each strategy has
The Benefits of Implementing strengths and weaknesses. Guessing
Guessing Strategy strategy also has some weaknesses.
Cetinavci (2014:14) states, However, it has more strengths than
“We can justify the use of Guessing weaknesses. This makes this strategy is
strategy due to the numbers of words worth implementing to improve
in the English language that actually students’ vocabulary mastery,
need to be learned. Barnett and Laufer particularly mastering English phrasal
(in Br Ginting, 2017) say that Guessing verbs.
is a very sophisticated strategy. RESEARCH METHOD
Guessing strategy gives students many This is Classroom Action
advantages. They are: Research (henceforth, CAR). Burns
1) In a test, students are faced with the (2010, p. 2) says, “Classroom Action
difficulty in comprehending the Research is a part of a broad
meaning of the words, and they are movement that has been going on in
not permitted to open a dictionary. education generally for some time. It is
Thus, the effective strategy that related to the ideas of reflective
students can use is guessing the practice and the teacher as researcher”.
meaning based on the sentence and It means that CARis a process of
context. research conducted by the teacher for

33
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

repairing and improving the learning in

the classroom.
Action research is different
from other more conventional or
traditional types research in that it is
much focused on individual or small-
group professional practice and is not
so concerned with making general
statement (Wallace, 1998, p. 18).
Furthermore, McKay (2006, p. 29)
says that action research has three Figure 3.1The Classroom Action
major characteristics: it is carried out Research (CAR) Model Developed
by practitioners (i.e., classroom by Kemmis and McTaggart (1998)
teachers), it is collaborative, and it is The four steps in cycles one
aimed at changing things. To sum up, and two are explained as follows:
CAR can be conducted by a teacher in 1) Planning
a classroom with the help of other Planning is the first step of the
teachers to discuss what and how to CAR. This activity covers the
improve the classroom activities so problem identification. This is the
that the students’ learning achievement most important step in conducting
will be better. This CAR is much the CAR as by knowing the
focused on improving students’ students’ learing problems, the
mastery on phrasal verbs through the researchers could find out an
application of Guessing strategy. excellent solution to overcome the
The researchers used CAR problems.
model which was developed by 2) Action
Kemmis and McTaggart (1998). This In this step, the scenario of learning
CAR was performed into two cycles, teaching processes of English
namely cycle one and cycle two. CAR phrasal verbs through the use of
typically involves four broad phases in Guessing strategy was implemented
a cycle of research, namely: (1) in the classroom activities.
planning, (2) action, (3) observation, 3) Observation
and (4) reflection. It can be seen in the Observation was done when the
figure 3.1. action was being done, in this step,
the students’ participation and
behaviour, and the first researcher’s
action during the learning teaching
processes ofEnglish phrasal verbs
was observed by the second
researcher who acted as a
collaborator in this CAR.
Observation was done in order to
get the actual qualitative data and to
34
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

be used as a reflection to improve increases significantly after Guessing

the quality of learning teaching strategy was applied in teaching
processes of English phrasal verbs English phrasal verbs. The students’
by using Guessing strategy. total score of the pre-test is 1.316 and
4) Reflection the pre-test mean is 65,8. The students’
The quantitative data, such as the total score of the formative test is
students’ vocabulary score, and the 1.384 and the formative test mean is
qualitative data, such as the extent 69,2. The students’ total score of the
of the students’ participation and post-test is 1.600 and the post-test
behaviour, and the first researcher’s mean is 80. There are 8 (eight)
action during the learning teaching students (40%) who attained score >75
processes of English phrasal verbs in the pre-test, 8 (eight) students
through the use of Guessing strategy (40%) who attained score >75 in the
were collected and analyzed in formative test, and 15 (fifteen) students
order to assess the students’ (75%) who attained score >75 in the
progress. In this step, the post-test. From the results of pre-test,
researchers reflected whether the formative test, and post-test, it is
treatment given to the students concluded that the application of
could improve their vocabulary Guessing strategy has successfully
mastery on English phrasal verbs or improved the students’ vocabulary
not. mastery on English phrasal verbs.
1.1 The Subjects of the Research The analysis of qualitative
The subjects of the research are data shows that the students are more
the fourth semester students of the active and enthusiastic in learning and
English Language Education Study mastering English phrasal verbs after
Program, Faculty of Teachers Training Guessing strategy was applied. Their
and Education, Catholic University of responses towards the application of
Saint Thomas in the Academic Year of Guessing strategy in the learning
2019/2020. There is only one class teaching processes of English phrasal
consisting of 20 students. All of the verbs are very positive. All of them
students were taken as the subjects of agree that learning English phrasal
the research. The reason for taking the verbs through the application of
class was because they had learnt Guessing strategy can trigger their
English-Indonesian Translation and curiosity and improve their knowledge
Vocabulary subjects and the first and vocabulary mastery on English
researcher herself taught the class. phrasal verbs.
FINDINGS CONCLUSIONS AND
Guessing strategy was applied to SUGGESTIONS
improve the students’ vocabulary Based on the research findings,
mastery on English phrasal verbs. The the researchers drew two conclusions
analysis of quantitative data shows that as follows:
the mean of the students’ score in the 1) The application of Guessing
pre-test, formative test, and post-test strategy could improve the students’
35
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

vocabulary mastery on English motivated to activate their

phrasal verbs. It could be seen from knowledge and trigger their interest
the analysis of quantitative data. to master vocabulary as much as
The students’ total score of the pre- possible.
test is 1.316 and the pre-test mean is 2) English students, particularly the
65,8. The students’ total score of the fourth semester students of English
formative test is 1.384 and the Language Education Study
formative test mean is 69,2. The Program, Faculty of Teachers
students’ total score of the post-test Training and Education, Catholic
is 1.600 and the post-test mean is University of Saint Thomas in the
80. There are 8 (eight) students Academic Year of 2019/2020 learn
(40%) who attained score >75 in the and memorize a lot of English
pre-test, 8 (eight) students (40%) phrasal verbs as much as possible,
who attained score >75 in the try to create their own sentences by
formative test, and 15 (fifteen) using the English phrasal verbs they
students (75%) who attained score have learned and memorized, and
>75 in the post-test. use the English phrasal verbs in
2) The analysis of qualitative data communicating with other people.
shows that the students gave 3) Other researchers carry out much
positive responses towards the deeper researches about Guessing
learning teaching processes of strategy and English phrasal verbs.
English phrasal verbs through the The findings of this CAR are
application of Guessing strategy. expected to be able to provide them
They are more active and valuable knowledge and
enthusiastic in learning and information about Guessing strategy
mastering English phrasal verbs and English phrasal verbs.
after Guessing strategy was applied. BIBLIOGRAPHY
They all agree that learning English Al-Baekani, A.K. (2015). The effects
phrasal verbs through the of teaching technique and
application of Guessing strategy can vocabulary mastery towards
trigger their curiosity and improve students’ speaking skill.
their knowledge and vocabulary Jurnal Pendidikan Unsika,
mastery on English phrasal verbs. 3(1), 32-46.
In connection with the Allen, D. (2000). Microteaching.
conclusions, the researchers suggest Massachussetts: Addison-
that: Wesley Publishing Company.
1) English teachers or English Arikunto, S. (2010). Prosedur
lecturers teach English phrasal penelitian: Suatu pendekatan
verbs by applying Guessing praktik (Edisi revisi V).
strategy. The application of Jakarta: Rineka Cipta.
Guessing strategy is able to create a Azar, B.C. (1941-2003). Fundamentals
pleasant and challenging learning of English grammar with
atmosphere so that students feel
36
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

Answer Key (3rd edition). Coady, J. (1997). L2 vocabulary

New York: Pearson acquisition: A synthesis of
Education. research. In J. Coady & T.
Beyer, T.R. (2007). 501 English verbs. Huckin (eds.), Second
Jakarta: Binarupa Aksara. language vocabulary
Br Ginting, A.S. (2017). Teaching acquisition (pp. 223-257).
vocabulary on phrasal verbs New York: Cambridge
through Guessing Strategy to University Press.
the eleventh MIA grade Gillet, A. (2011). English fast and
students of SMA Santo Petrus easy: Useful phrases for work
Medan in the Academy Year and everyday life. Boston:
of 2016/2017. An Delapratasa Publishing.
Undergraduate’s Thesis, Harmer, J. (1991). The practice of
Faculty of Teachers Training English language teaching.
and Education: Catholic New York: Longman.
University of Saint Thomas. Hatch, E., & Brown, C. (1995).
Br Ginting, A.S., Lumban Raja, V. & Vocabulary, semantics, and
Tarigan, K. (2019). Teaching language education.
vocabulary on phrasal verbs Cambridge: Cambridge
through Guessing Strategy to University Press.
the eleventh MIA grade Kemmis, S., & McTaggart, R. (1998).
students of SMA Santo Petrus The action research planner
Medan in the Academy Year (3rd edition). Geelong: Deakin
of 2016/2017. Kairos English University Press.
Language Teaching (ELT) Lumbanraja, V. (2016). Practice:
Journal, 3(3), 191-207. Idiomatic expression and
Brown, D.H. (2004). Language phrasal verbs. Medan:
assessment: Principles and Catholic University of Saint
classroom practices. New Thomas.
York: Pearson Education. McArthur, T. (1974). Dictionary of
Burns, A. (2010). Doing action English phrasal verbs and
research in English language their idioms. Singapore: Pan
teaching: A guide for Pacific Book Distributors.
practitioners. New York: McCharty, M. & O’dell, F. (2004).
Routledge. English phrasal verbs in use.
Cambridge: Cambridge
Cetinavci, B.M. (2014). Contextual University Press.
factors in guessing word McKay, S.L. (2006). Researching
meaning from context in a second language classrooms.
foreign language. Social and London: Lawrence Erlbaum
Behavioral Sciences, 1(16), Associates.
2670-2674.

37
Jurnal Suluh Pendidikan (JSP), Vol 9, No 1. Maret 2021 P ISSN: 23562596 E- ISSN: 27147037

Nauth, W.H. (1995). The world book ACKNOWLEDGEMENTS

encyclopedia. Chicago: World On this wonderful occasion, the
Book. researchers would like to thank:
Novianti, W. (2014). Contextual 1) Lembaga Penelitian dan
Guessing Strategy Instruction Pengabdian pada Masyarakat
and students’ mastery on (LPPM) Universitas Katolik Santo
phrasal verbs (A quasi- Thomas for funding and facilitating
experimental study of a State this Classroom Action Reasearch
Vocational School in (CAR) and motivating the
Tasikmalaya). Rangsit researchers to complete this CAR.
Journal of Educational 2) The fourth semester students of the
Studies, 1(2), 54-70. English Language Education Study
O’Malley, M. & Chamot, A. (1990). Program, Faculty of Teachers
Learning strategies in second Training and Education, Catholic
language acquisition. University of Saint Thomas in the
Cambridge: Cambridge Academic Year of 2019/2020 as the
University Press. research subjects for being so
Philips, D. (1952). Longman cooperative.
preparation course for the
TOEFL test. New York:
Pearson Education.
Resnick, L.B. (1989). Knowing
learning and instruction. New
Jersey: Lawrence Erlbaum.
Setiawan, J. (2010). Lexical items in
vocabulary mastery. Jakarta:
Binarupa Aksara.
Stuart, W. (2005-2008). Receptive and
productive vocabulary.
Studies in second language
acquisition, 3(1), 7-95.
Wallace, M.J. (1998). Action research
for language teachers.
Cambridge: Cambridge
University Press.
Walton, S.M. (2009). Multi word
verbs. Arkansas: College of
Business.

38