The Use of Guessing Meaning from Context in Improving Students’ Vocabulary Mastery
Abstract
Vocabulary mastery is a fundamental aspect of language learning as it supports students’ ability to understand and use language effectively. However, many students still experience difficulties due to limited vocabulary knowledge and the use of less effective teaching strategies in the classroom. This study aims to investigate the effectiveness of guessing meaning from context in improving students’ vocabulary mastery. This research employed a quasi-experimental design involving an experimental group and a control group consisting the eighth-grade students of SMPN 1 Mepanga. The data were collected through test (pre-test and post-test) used to measure students’ vocabulary achievement before and after the treatment. The findings revealed that the experimental group showed a significant improvement compared to the control group after the treatment. The use of contextual clues enabled students to infer meanings of unfamiliar words, thereby enhancing comprehension and promoting learning autonomy. Therefore, guessing meaning from context is an effective strategy for improving students’ vocabulary mastery.
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DOI: https://doi.org/10.31004/jele.v%25vi%25i.2761
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