CHAPTER I

INTRODUCTION

This chapter discusses background of the research, scope of the research,

statement of the research, objective of the research, and significance of the research.

A. Background of the Research

Language is system of communication use by human to communicate and

interact each other (Qian & Schedl 2004). Vocabulary is very important component in

a language. It is important to le arn vocabulary because it is first step to use a

language. Without vocabulary, people cannot say anything. People need vocabulary

to speak or write the language to express or inform something to other people who

have that language in order to understand what we say. English learners should

memorize a lot of vocabularies to communicate with other people.

In learning vocabulary, sometimes learners get problem in memorizing

vocabulary. They can memorize it but it is easy to forget it. To learn vocabulary, the

learners also need to know word classes or parts of speech used in each language such

as noun, verb, pronoun, adjective, adverb, preposition, conjunction, and interjection.

Through mastering vocabulary students can convey their ideas easily. I will be

easy for them to learn four skills (listening, reading, speaking and writing) by

acquiring sufficient vocabulary. They can also have confidence and bravery to share

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their knowledge with others. It is impossible for students to use a language without

mastering vocabulary.

Proficiency in other aspects is not enough to guarantee that someone can master

English with limited vocabulary. For example, grammar can make sentences

grammatically correct. Even people can say that sentences are grammatically correct

and others wrong grammatically. However, when limited vocabulary are mastered,

students just make simple and limited sentences. In using language people use

thousands of words to communicate every day. Besides that limited sentences, less

vocabulary hamper comprehension in communication.

Learning vocabulary in foreign language seems easy, but some students feel

afraid of. Teachers of English should find out the solution by creating effective and

efficient strategies in teaching English vocabulary. Therefore, the teachers should

establish condition which makes teaching vocabulary possible.

Based on the discussion it is impossible for students to be able to master

vocabulary without any strategy which is suitable with this condition. So, the students

should find out what strategies are interesting and suitable for them to learn

vocabulary.

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 Based on the background above the researcher will conduct research with the

title “Students’ strategies in learning vocabulary at English Language Education

Study Program of Khairun University”.

B. Scope of the Problem

Based on the background of the research above, this research focuses on

students’ strategies in learning vocabulary at English Language Education Study

Program of Khairun University.

C. Statement of the Problem

Referring to the background of the research above, the researcher formulates

the statement of the problem as” What strategies the students use in learning

vocabulary at English Language Education Study Program at Khairun University?

D. Objective of the Research

Based on the statement of the problem above, the objective of the research is to

know the strategies the students use in learning vocabulary.

E. Significance of the Research

Basically, there are two kinds of research significance as follows: (1) the

theoretical significance and (2) the practical significance. The significance is as

follows:

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1. Theoretical Significance

The results of this research are expected to enrich the theories and can give

contribution especially the effectiveness of students’ strategies in learning vocabulary

to improve their vocabulary mastery.

2. Practical Significance

a. Teachers

The results of this research are hoped to be useful for teachers in teaching

English especially in teaching vocabulary appropriately.

b. Students

By knowing students’ strategies in learning vocabulary, they are expected to be

able to use the strategies in the process of learning to master vocabulary.

c. Researchers

Prospective researchers may use this research as a reference for their further

research.

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 CHAPTER II

LITERATUR REVIEW

A. Theoretical Concepts

1. Definition of Vocabulary

Cameron (2001:73) defines vocabulary is about learning words, children are not

only expected to know the word but also they have to know what the meaning of that

word. Meanwhile, Hornby (1987:959) stated that vocabulary is a total number of

words which (with roles for combining them) make up a language. This means that

vocabulary is very important component in learning language. People will not be able

to communicate without vocabulary. From the statement above, we know that

vocabulary is very important in teaching English. “Vocabulary can be defined,

roughly, as the words we teach in the foreign language. However, a new item of

vocabulary may be more than just a single word: for example, post office, and mother

in law, which are made up of two or three words but express a single idea. A useful

convention is to cover all such cases by talking about vocabulary items rather than

words” (Ur, 2003:60). In addition, Burns (1972:297) defines vocabulary as the stock

of word which used by a person, class or profession. According to Zimmerman in

Coady and Huckin (1998:5) vocabulary is central to language and of critical

importance to the typical language learning.

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 From the definitions above, it can be concluded that vocabulary is central to

language and very important in learning English. We need to communicate and

express the speaker’s mean. That is the reason why vocabulary is important in

learning English. Vocabulary can support the learner to learn the language skill. The

large vocabulary helps the learner to express their idea because vocabulary really

supports the learners to learn the skill of the target language.

Vocabulary is one of the most important aspects that should be mastered in

learning languages cause of to express our thoughts and feeling, either in spoken or

written. On the other hand Vocabulary is needed for expressing meaning and in using

the receptive (listening and reading) and the productive (speaking and writing) skills.

It should be considered as an internal part of learning a foreign language since it leads

the way to communication Without mastering it, it is difficult to understand the

language itself because language without vocabulary is nothing. In communicating

and speaking cannot be separated from vocabulary because it is essential component

of language. Vocabulary is one of the component is a language beside grammar.

According to Stahl and Nagy (2006), vocabulary learning is a difficult

process, because students need to be motivated in vocabulary learning, engage in

vocabulary instruction, meet vocabulary learning standards to pursue the required

accomplishment. According to Sarani and Kafipour (2008), although vocabulary

learning is important in foreign language learning, they found that EFL students have

insufficient skills and learning strategy in vocabulary.

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 Based on the explanation above it can be concluded that vocabulary is

important to know very well in order to communicate to other, in other aspect for the

students need to be motivated by the teachers to get more vocabulary, and also as

foreign language this is very big job to know a lot of vocabularies in communication

therefore we can get vocabulary in many ways without memorize only.

2. Types of Vocabulary

Generally, there are two kinds of vocabulary; they are active and passive

vocabulary. The active vocabulary usually the word used in conversation and writing,

because they are recognized and understood when read. The passive vocabulary is

usually rarely or never used in someone speaking or writing but recognized when met

them reading and listening.

As Good (2009) says that active vocabulary is the function words of a language

which are learned, and be able to understand in speaking, reading and writing. While

passive vocabulary refers to words which pupils will recognize when they meet them

in reading and listening, but the will probably not be able to produce them.

Similar with Good in Hermer (1991: 159) classifies vocabulary into two types

also, namely active and passive vocabulary. To Hermer, active vocabulary refers to

words that students have learned and are expected to able to use in communication,

while passive vocabulary refers to words that students will recognize when they meet

them, although they will probably not able to use them. According to Neufelds and

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Guralnik (1995:1494), there are two types of vocabulary, namely active and passive

vocabulary. Where, active vocabulary is all the words recognized and understood by

a particular person, although not necessarily used. While passive vocabulary is an

interrelated group of nonverbal symbols, signs gestures and so on. It is used for

communication or expression in a particular art, skill, etc.

According to Gains and Rendom (1986:64), there are two kinds of

vocabularies; they are receptive vocabulary and productive vocabulary. Receptive

vocabulary refers to language items which we merely known and recognized in the

context of reading and listening material. The productive vocabulary is the language

items which learner can recall and use in speech and writing appropriately. Then,

either receptive or productive vocabulary is often called „passive‟ and „active‟

vocabulary.

Page and Thomes (1973) divided vocabulary into two kinds, they are as

follows:

1) Oral vocabulary, consist of words actively used in speech

2) Writing vocabulary is the words.

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 Harmer (1991: 159) distinguishes two types of vocabulary, namely active and

passive vocabulary:

a) Active vocabulary refers to vocabulary that the students have been taught or learnt

and which they are expected to be able to use.

b) Passive vocabulary refers to the words which the students will recognize when they

meet them but which they will probably not able to produce.

In addition, Sudarmi (2008: 6) divide vocabulary into four types, they are:

a) Active speaking vocabulary, which is words that speaker is able to use in speaking.

b) Passive listening vocabulary, which is words that a listener recognize but can not

necessarily produce in speaking.

c) Passive reading vocabulary, which refers to words that a reader recognize but would

necessarily, be able to produce.

d) Active writing vocabulary, which is words that a writer is able to use in writing.

In addition, Schall (1967) classifies vocabulary into three types, they are:

a) Active vocabulary, the word are customarily used in speaking.

b) Reserve vocabulary, the words but we know rarely use in ordinary speech, we use

them in writing letters and searching for synonym.

c) Passive vocabulary, the words we recognize vaguely, but we are not sure of the

meaning. Never use them in either in speech or writing, we know them because we

have them

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 Based on the explanation above it can be concluded that listening, speaking,

reading and writing the learners must know vocabulary to help them understand about

language and how to write or build sentences in English especially, Therfore there are

two kinds of vocabularies which are active vocabulary which is common common

vocabulary that seldom or never we find in the daily communication but we sometime

find in reading or writen passage or text.

Based on the people capability in implementing the vocabulary, Paul Nation

mentions two types of vocabulary, those are:

a. “Receptive Vocabulary

Knowing a word involves being able to recognize it when it is heard (What is

the sound like?) or when it seen (What does it look like?) and having an expectation

of what grammatical pattern the word will occurrence. This includes being able to

distinguish it from word with a similar form and being able to judge if the word form

sounds right or look right.

b. Productive Vocabulary

Knowing a word involves being able to pronounce the word, how to write and

to spell it, how to use it in grammatical pattern along with the word in usually

collocates with it, it also involves not using the word too often if it is typically a low

frequency word and using it in a suitable situation using the word to stand for the

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 meaning it represents and being able to think of suitable substitutes for the word if

there any”.

Jo Ann Aeborsold and Mary Lee Field give another term for types of

vocabulary:

a. “Active Vocabulary

Refer to items the learner can use appropriately in speaking or writing and it is

also called as productive vocabulary, although, in fact, it is more difficult to put into

practice. It means that to use the productive vocabulary, the students are supposed to

know how to pronounce it well, they must know and be able to use grammar of the

language target, they are also hoped to familiar with collocation and understand the

connotation meaning of the words. This type is often used in speaking and writing

skill.

b. Passive Vocabulary

Refer to a language items that can be recognized and understood in the context

of reading or listening and also called as receptive”

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 Nation uses the term of receptive and productive in explaining the types of

vocabulary, meanwhile, Jo Ann Aeborsold and Mary Lee Field use the term of active

and passive. The writer can say that receptive or passive vocabulary is the word that

someone knows when it is heard or seen, she/he can mention the meaning of the

word, and recognizes it when it appears in reading. In contrast, productive or active

vocabulary is the word that someone knows and she/he can apply it into sentence

correctly, it is more difficult to put into practice than receptive or passive one. It

means, using productive vocabulary, she/he must know to pronounce the word well,

be able to use grammar, and be familiar with the collocation.

From the explanation above, it is received that person with productive or active

vocabulary have better language capability than person with receptive or passive

vocabulary, because knowing vocabulary is not only knowing the meaning,

vocabulary does not stand alone, there are some aspects that make vocabulary more

useful.

3. The Importance of Vocabulary Learning

One of the most important factors that affect language learning is vocabulary

knowledge and it is agreed that vocabulary knowledge helps language learning

improvement (Martin-Chang & Gould, 2008). Therefore, if learners read more, they

will enhance their vocabulary knowledge. Vocabulary learning not only develops

learners‟ spelling but also their writing proficiency. According to Harmer (2007), in

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vocabulary learning, learners will be constantly tested to find out their level of

improvement in vocabulary knowledge. If learners do not have sufficient vocabulary

knowledge, they will have difficulties in recognizing the content thereby failing the

vocabulary learning test and lose interest in reading.

In foreign language learning, there is a correlation between foreign language

learning and vocabulary knowledge which also applies to English (Stahl, 1983).

According to Nagy (1988), in foreign language learning, it is impossible to recognize

a passage without being familiar with any vocabulary. Daneman (1988) indicates that

vocabulary learning and words information are the main factor in reading a context.

Hague (1987) stated that readers should know vocabularies for better understanding

and be motivated to follow his/her learning. Stahl and Nagy (2006) said that

vocabulary knowledge facilitates learning in different conditions.

From the theories above, vocabulary is studied by children and adults. They

will enthusiastic if they are taught using fun activities or being involved in activities.

Teaching young learners differs from adults. Children have special characteristics in

learning the language. They respond the language well through concrete things

(visual things) rather than abstract things. Physical movements and real activities

needed by them to stimulate their thinking. Consequently, teaching them requires

different methods. The teacher should know and be aware of some characteristics in

order to choose the best

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4. Vocabulary Learning Strategy

Hornby (1995: 79) defines strategy as the process of planning something or

carrying a plan in skillful way. Furthermore, it explains that strategy is a plan

designed for a particular purpose. From the definition, strategy involves plans and

skillful ways to get a particular thing. Wenden (1992: 8) states that strategies are

referred to as techniques, tactics, potentially conscious plans, consciously employed

operation, problem solving procedure, and language learning behavior.

Oxford (1997) explained that the strategy has significant effects on motivating

and fostering students‟ vocabulary learning. When students concentrate solely on the

meaning of a single word and do not focus on the contextual meaning of the word,

they would not be able understand and recognize the whole text even if they might

know the meaning of every single word. In general, the lack of ability to use strategy

in vocabulary learning has affected students‟ success in foreign language learning

(Laufer, 2003).

It is important to know about learner’s strategies. Brown and Payne ( in Hatch

and Brow 1995:373) mention five essential steps in vocabulary learning that represent

what learners must do. The five steps are:

1) Having sources for encountering new words

2) Getting a clear image, either visual or auditory or both, for the forms of the new

words.

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3) Learning the meaning of the words.

4) Making a strong memory connection between the form and meaning of the words.

5) Using the words.

Schmit and McCharty (1997:54) divede that taxonomy of vocabulary learning

strategies into four groups, namely:

a) Discovery Strategies

In this stage, when learners do not know the words, they must discovery their

meaning by guessing from structure knowledge of the language.

b) Social Strategies

The second way to discover new meaning employees the social strategy of

asking someone who knows. Teachers are often in this position. They can be asked to

help in variety of ways giving the L1 translation, giving a synonym, definition and

paraphrase.

c) Memory Strategy

Most memory strategy involve relating the word to be retained with some

previously learners knowledge, using some of imagery of grouping. The strategy used

in this stage are picture/imagery related word, unrelated word, grouping etc.

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d) Cognitive Strategy

Language strategies in this taxonomy are similar in memory strategies but the

strategies are not focused specially on manipulative mental processing, they include

sorting, classifying, comparing, predicating, repeating, and using mechanical means

to study vocabulary.

Ellis (1985) defines learning strategies as how learners accumulate new L2

rules and how they automate existing ones. This process can be conscious or

subconscious. He further explains it as the mental processes of acquiring and using

the L2 (Ellis 1985: 299-300). They are the techniques, approaches, methods, or

intentional actions learners take to fully acquire the target language.

Rubin (1987: 20) divides the strategies into three kinds, based on their

contributions to language learning: learning strategies, communication strategies and

social strategies. Learning strategies can directly contribute to language learning,

while communication strategies and social strategies only contribute to language

learning in an indirect way.

Two major kinds of learning strategies have been discussed recently: cognitive

learning strategies and metacognitive learning strategies. The cognitive learning

strategies refer to the steps or operations used in language learning or problem-

solving that requires direct analysis, translation, or synthesis of learning materials,

while metacognitive learning strategies refer to the knowledge of cognitive process

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 and regulation of cognition or executive control or self-management through such

process as planning, monitoring and evaluating. (Wenden& Rubin 1987: 23)

Rubin (Wenden& Rubin 1987: 23-4) further classifies cognitive strategies into

six main categories:

1. Clarification/verification. This refers to those strategies which learners use to verify

or clarify their understanding of new language

2. Guessing/inductive inferencing. Those are the strategies used to obtain new language

knowledge using the concept and knowledge that learners already have.

3. Deductive reasoning. This is a problem-solving strategy. Learners use the general

rules to approach the L2.

4. Practice. This refers to strategies which contribute to the storage and retrieval of

language while focusing on accuracy of usage.

5. Memorization. This is strategies used for storing the target language knowledge.

6. Monitoring. This refers to the strategies in which learners notice errors and correct

them.

It can be inferred from the explanation above that perception on vocabulary

teaching and vocabulary learning and strategies in teaching and learning vocabulary

play crucial role for the improvement of vocabulary instruction and students’

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 vocabulary mastery. However, very few extensive researches have tackled both of

vocabulary teaching and vocabulary learning in Indonesian context, particularly on

perceptions towards vocabulary teaching and vocabulary learning, as well as the

strategies.

The Role of Vocabulary

a. Vocabulary and Life

The language skill quality of the students is very dependent on the quantity and

quality ofvocabulary mastery. A student who has mastered a plenty of words is very

skill ful to speak a language through the words mastered. It is also necessaryto know

that the students mastery of subjects learned in the teaching-learning process depends

mainly on the language mastered (Tarigan, 1984: 2).

Language is very important in our life. There are many varieties of the

function,it will be better if the writer mentions the principles of language. They are:

1. Language is a system

2. Language is vowel

3. .Language is arbitrary symbols

4. Language is something unique

5. language is a habit

6. language is a tool of communication

7. language is something related to the culture

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8. Language is something changes. (Anderson in Trarigan, 1984: 4–7)

After paying attention to the principles of language above, the writer would like

to have a conclusion that mastering many words is very important to build up a

language, and language is very important in our life.

Vocabulary and Mental Ability

Talking about the relationship between vocabulary and mental ability, means

that we are taking about the relationship between language and thought (Tarigan,

1984: 16). Language and thought are very closely related. They cannot be seperated

one another. There is a language because there are many thoughts and ideas owned by

human being. The thought sand ideas should be transfer to the others. They cannot be

transfer without a vehicle, and the vehicle itself is the language.

Language is a reflection of thinking. One’s ability of thinking cannot be

measured by the others. But if he is speaking to someone, his ability can be

understood because of the language used, and the language itself is built up by many

words memorized and mastered.

The explanation above tells us that there is a relationship between languagen

and thought. There is a cause and effect between vocabulary and mental ability. The

quantity and quality of one’s vocabulary can determine the quality of one’s mental

ability. The mastery on vocabulary can reflect one’s high mental ability.

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 Classification of Vocabulary

Talking about the classification of vocabulary means tha we cannot forget the

names of some experts, because they classify word differently. They classify it from

the different point of view. The first expert, Aristoteles, classifies the word into the

Eight Parts of Speech., namely: Noun, Pronoun, Verb, Adjective, Adverb,

Preposition, Conjunction, and Interjection.

Another expert, Fries, classifies word into four groups. They are:

1) Function words; those words which primarily or larger operate as means of

expression relation of grammatical structure.

2) Substitute words; that represent not individually things or specific action, but function

as substitutes for whole form-classes of words.

3) Words of affirmative and negative distribution; the words are distributed in use

according to such grammatical matters as the presence matters or absence of a

negative.

4) Content words; that contribute the large majority of vocabulary items. These are the

words that function as symbols for the fenomena which we react upon as the word of

reality about us, thus symbols for things, for action, and for quality (Fries, 1967: 44-

48).

Function words consist of auxiliary verbs, preposition, conjunction,

interrogative particles, and misculaneous groups. The misculaneous groups include

20
the words for degree, for generalization, and articles. Substitute words include the

pronouns. Words for negative and affirmative distribution can consist of the words

which can change from positive into negative sentence and vice versa, such as: some

and any. While content words consist of the words for things, action, qualities and

quantities. From the explanation above, the writer can conclude that there are many

experts with their own classification of words. The words classified can be different,

but in certain context they are similar. In the eight parts of speech, a word can have

more than one word class.

Academic Vocabulary and Technology

Given the presence of computers and electronic devices in most classrooms

now, students can download content and view it on their devices. Instructors can plan

a whole session using PowerPoint slides and students can swap information in-

session with their fellow students or their teachers, etc. Of course because of the wide

variety of information that can be viewed online, the sources and links must be

carefully selected and introduced, and the teachers must monitor students so that they

will not drift off and lose focus. Computer Assisted Language Learning (CALL)

methods of learning may be tricky to apply, but teachers of all disciplines can use

electronic devices to enhance students’ learning(Selvester,2012).

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 Some ways in which CALL can be applied in learning academic vocabulary are

using online dictionaries, hypertexts, and online tools for vocabulary.An explanation

of each follows.

1) Online Dictionaries

Online dictionaries (e.g., Dictionary.com, Merriam-Webster Online,

AskOxford.com, Alpha Dictionary) can provide a wide range of definitions,

examples, pictures, synonyms and antonyms, etc. while doing class assignments to

boost class productivity. If students use a traditional dictionary, they will deliberately

remove their attention from the assignment, a move that may slow the cognitive

process of learning. With online dictionaries; however, students are given definitions

inside their texts and can move on with the classroom activities faster and with more

focus. It is a good idea for the teacher to introduce one or two online dictionaries for

all the class to work with, so the definitions are similar. That way a considerable

amount of time is saved and can be used for more practice and activities.

What teachers should bear in mind is that look-it-up strategies are most reliable

when and if a word has already been acquired by the students. This way, they are

mostly revising the words they have already been taught in class and may have

forgotten, in a manner that is less time-consuming and more engaging for the

students, rather than a rehearsal of all the words that have been already covered.

2) Hypertexts

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 Another way of fostering the productive value of CALL in classes is selecting

hypertexts as class reading assignments. In this manner, students are presented with

many layers of meanings and references which can help engage them in the implicit

acquisition of vocabulary, while a reading passage and its content vocabulary is being

explicitly taught in class. Via this method, students will not need to divide their

attentions between a text and an online search for needed information, for all the

information they will need is programmed into the file. They can focus on the text

more freely. It is essential that the instructor select specific hypertexts for the whole

class to view, so the information they are exposed to is similar.

3) Online Tools for Vocabulary

With the increase inattention and value assigned to the world wide web of

information, many organizations have started providing students with applications

and tools to enhance their knowledge. Some of these tools can especially be applied

for vocabulary acquisition purposes. Fortunately in this day and age, second language

learners have some sort of access to these resources. Some websites that provide

students with well-sorted information are: Vocabulary.com, Wordnik.com,

andWordhippo.com. These websites not only can aid the teachers in the classroom,

but are so easy-to-use, they are marked as favorites by students who struggle with

studying at home. Some applications for android devices include Memorize, Words

with Friends, Power Vocab, Vocab Builder, andDictionary.com Flashcards. These

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 apps have fun quizzes and games for students to get amuse themselves with and are

great sources to learn new words form.

Academic Vocabulary Lists

When teaching academic vocabulary, it may be helpful to consult lists of the

most common academic words in the English language. Four important general

academic lists are introduced below:

1. Academic Word List (AWL)

Cox head (2000) examined over 3.5 million words in a written corpus of

academic English derived from 28 subject-areas from four faculty sections (arts,

commerce, law and science) at Victoria University of Wellington, New Zealand. She

identified 570 word families, about 3000 words altogether, that were commonly used

in academic texts from all the subjects and called them the Academic Word List

(AWL). The words cover10 percent of the academic texts she studied. The list

focuses on academic words and thus excludes the most frequent 2000 words of

English (i.e., the General Service List published by Michael West in 1953). The AWL

is not restricted to a specific field of study, meaning it is useful for learners studying

in disciplines as varied as history, literature, law, science, and business. The list does

not contain technical words likely to appear in a specific study such as antitussive,

capillary, ganglion and keratitis.

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2. The Academic Keyword List (AKL)

The Academic Keyword List, developed by Magali Paquot at the Centre for

English Corpus Linguistics, University Catholique de Louvain, Belgium, contains

930 potential academic words and phrases. Paquot, (2010) states that “the words on

the list” are reasonably frequent in a wide range of academic texts but relatively

uncommon in other kinds of texts and which, as such, might be used to refer to those

activities that characterize academic work, organize scientific discourse and build the

rhetoric of academic texts, and so be granted the status of academic vocabulary.

(p.29)The word list contains 355 nouns, 233 verbs, 180 adjectives, 87 adverbs, and 75

other words. The AKL differs widely from the AWL as it includes high frequency

words (e.g. aim, argue, because, compare, explain, namely, result) which have been

shown to play an essential structuring role in academic prose.

3. The Academic Vocabulary List (AVL)

The Academic Vocabulary List (Gardner & Davies, 2013) has been derived

from a 120-million-word academic sub corpus of the 425-million-word Corpus of

Contemporary American English (COCA; Davies 2012). The AVL covers 14 percent

of academic materials in both COCA (120 million+ words) and the British National

Corpus (33 million+ words). The list can be used in settings where academic English

is the focus of instruction.

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B Relevant Previous Research

Maria. 2013 entitle “Vocabulary Learning Strategies of the Advanced

Students”The purpose of this research is to present the results of the research

conducted on 102 students of English philology on the Pedagogical University of

Cracow, Poland. It focuses on the vocabulary learning strategies used by the

advanced students of English seen as the successful language learners. The author

tries to discover and systematize the strategies used especially by this group – the

group which successfully deals with countless number of new vocabulary items on

the daily basis. Precisely, the aim is to present and analyze the findings of the survey

conducted in order to specify which vocabulary learning strategies are used by the

advanced students and to discover whether the kind of strategies is related to

proficiency.

What is more, the author suggests how the data gathered during this research

may be helpful when choosing strategies which are presented to students of lower

levels. The first part of the paper presents the theoretical background to the topic of

vocabulary learning strategies, focusing on their kinds and usage. The following part

of the article presents the design of the study i.e. the subjects of the research are

described, the research questions are provided and the structure of the questionnaire is

26
outlined. Then the research findings are presented. The issues raised in the research

questions are addressed and some teaching implications are offered.

Amir. 2000 Entitle “Exploring the Vocabulary Learning Strategies of EFL

learners”.Research in vocabulary learning and its relationship to reading has gained

much interest within the field of investigation in second language acquisition. Since

reading requires accurate and automatic word recognition skills, learners would need

to be equipped with sufficient vocabulary knowledge to read fluently. Yet, for many

EFL (English as a Foreign Language) learners, reading is a ‘suffocating slow

process’.

One reason cited and most often experienced by these learners is their lack of

vocabulary knowledge. Due to this limitation, they often give up trying to understand

the meaning of the text or skip reading if sentences or an entire paragraph contain a

small number of unknown words. These encounters suggest that some learners

mightnot have the knowledge to handle words they do not understand. Although

vocabulary knowledge has been recognized as a critical determinant of one’s reading

ability (Grabe, 1991), yet not much research has been focused on investigating the

strategies learners employ to learn vocabulary. This study explores the strategy use of

vocabulary learning among a group of EFL learners. A sample of 35 respondents

participated in the study. Data collection was carried out through questionnaires. The

27
results revealed that there were distinctive strategy uses to vocabulary learning among

the learners. To conclude, the paper will discuss the implications of the findings and

some pedagogical considerations for the teaching and learning of vocabulary within

an EFL context

Based on previous reserach, this research also examies students’ strategies in

learnning vocabulary at the third semester of English Language Education Study

Program of Khairun University. Basically, this research ahs similarity with the

previous research which concern of vocabulary and startegies and also in qualitative

research. The different between those previous research and this research are from the

sample of participants. The research participants were teacher, and the objective of

the research also and the last is place for conducting research.

28
 CHAPTER III

RESEARCH METODOLOGY

This chapter discusses the research method, research field, sample and

population, technique of data collection, and technique of data analysis.

A. Research Method

This research applied qualitative method to know the strategies students use in

learning vocabulary at English Language Education Study Program at Khairun

University. Creswell (2012) states that the qualitative research can be taken to refer to

research that is based on descriptive data that does not make (regular) use of

statistical procedures to know the students’ strategy used in learning vocabulary.

B. Research Field

This research were conducted at English Language Education Study Program,

Language and Arts Education Department of Khairun University.

C. Subjects of the Research

The subjects of this research are students of English Language Education

Study Program Language and Arts Education Department of Khairun University.

Participants in this study are purposely selected from the researcher’s consisting of 20

students in B class of the 4th semester. The technique used in determining the number

of samples in this research is to use a random sampling technique, which includes

29
 people in the population, so that each member of the population has the same right to

be a respondent in this study.

D. Technique of Data Collection

This section discuss two main ideas concerning instrument and data.

1. The Instrument

The instrument of this research is questionnaire which consist of 48 items.

The questionnaire use an adapted version of the vocabulary strategy questionnaire

proposed by Gu & Johnson (1996). The researcher distributed the questionnaires to

the 20 students where the participants are going to choose based on five types of the

instrument are always, often, usually, seldom and never. Ttherefore, the questionnaire

was in Bahasa Indonesia to minimize students misconception in filling the

questionnnaire based on students learning vocabulary. The instrumentcinsist of four

categories which are discovery strategy consist of 19 items, social strategy consist of

6 items, memory strategy cocnsist of 5 items and cognitive strategy consist of 18

items the questionnaire related to students.

2. Data

The data obtained from students’ questionnaire respon developed from the

vocabulary strategy.

30
E. Technique of Data Analysis

The data obtained was analyzed by the researcher, the first the questionnaire

will be collected from the students, the second the researcher will be analyzed by

using five categories which are always, often, usually, seldon and never which

questions belonged to determination, social, memory, cognitive or metacognitive

strategies. The collecting data will be put into a table and then will be calculated to

find the average. The result of the data analysis will show what the student’s

strategies and what the dominant strategies use students of English Language

Education Study Program Language and Arts Education Department of Khairun

University.

Rate Scale of the Questionnaire

Scale Agreement Mean Range Level of

1 Always 4.50 – 5.00 Very High
2 Often 3.50 – 4.49 High
3 Usually 2.50 – 3. 49 Moderate
4 Seldom 1.50 – 2.49 Low
5 Never 1.00 – 1.49 Very Low
Creswell (2012)

31
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher would like to analyze the data gathered from the

research. The data was obtained from the questionnaires. The researcher described

What strategies the students used in learning vocabulary at English Language

Education Study Program of Khairun University?. Then, the description was going to

be analyzed by vocabulary rubric

A. Findings

Table 4.1

Cognitive Strategy

No. STATEMENT Always Often Usually Seldom Never

1. The best way to remember
words is to memorize word 5 28% 8 44% 3 22% 1 6% 1 6%
lists
2. Repetition is the best way to 1
10 56% 3 17% 3 17% 1 6% 6%
remember words
3. It is only necessary to
remember one dictionary - - 3 17% 8 44% 5 28% - -
definition
4. I can acquire a large
vocabulary by memory of 5 28% 7 39% 4 22% 2 11% - -
individual words
5. I can identify the meaning of
6 33% 7 39% 2 11% 2 11% 1 6%
most words through reading
6. I can expand my vocabulary
8 44% 6 33% 3 17% 2 11% - -
through reading a lot
7. Guessing words in context is
one of the best ways to learn 5 28% 4 22% 6 33% 1 6% 2 11%
vocabulary
8. I revise the new words I have 7 39% 7 39% 2 11% 2 11% - -

32
 learned
9. I use the words that I have
8 44% 6 33% 2 11% 2 11% -
learned
10. When I learned the word I -
pay close attention to its new
7 39% 6 33% 4 22% - - -
usage and new meaning

11. When I have learned the

word, I will recall the
10 56% 5 28% 2 11% - - - -
meaning to help me
understand the context
12. I think about my progress in
vocabulary learning 11 61% 3 17% 3 17% 1 6% - -

13. I try to find out all I can

about the new words I learn 6 33% 8 44% 4 22% - - - -

14. I only focus on thing that are

related to examinations 6 33% 8 44% 4 22% - - - -

15. I know which words are

important for me to learn 5 28% 4 22% 3 17% 6 33% - -

16. I look up words that I’m

interested in 8 44% 6 33% 3 17% 1 6% - -

17. I make a note of words that

seem important to me 7 39% 4 22% 6 33% 1 6% - -

18. I know what cues I should

use in guessing the meaning - - 7 39% 5 28% 1 6% - -
of a particular word

Total score 213 102 67 15

The result of cognitive strategy can be showed from table 4.1 that memorize

vocabulary students obtained 5 score (28% = always) and 8 score (44% =often),

Repetition students obtained 10 score ( 56%= always) and 3 (17% = often), remember

one dictionary definition students obtained 3 core (17%= often), memory of

individual word studnets obtained 5 score ( 28% = always) and 7 ( 39% = often),

identify the meaning obtained 6 (33% = always), 7 ( 39% = often), vocabulary

33
through reading obtained 8 (44% = always) and 6 (33%=offten), guessing words in

context 5 (28%= awlays) and 4 ( 22%= often), revise new word 7 (39%= always) and

7 ( 39%= often), used word 8 (44% = always), 6 (33%= offten), pay closed attention

of word 7 (39%=always), and 6 (33%= often) recal the meaning obtained 10 (56% =

always) and 5 (28% = often), progress in vocabulary learning 11 ( 61% = always) and

5 (28% = often), try to find out obtained score 6 (33% = always) and 8 ( 44% =

often), which words are important obtained score 5 (28% = always) and 4 ( 22% =

often), look up obtained score 8 ( 44% = always), 6 ( 33% = often), make a note

obtained score 7 ( 39% = always) and 4 ( 39% = often), guessing the meaning

obtained score 7 ( 39% = often).

Cognitive Strategy
Always Often Usually Seldom
0.4%

1.7%

5.3%
2.6%

It can be concluded from discovery strategy above that the category always

obtained 5.3 %, while often category obtained 2.6 % and category usally 1.7% and

oseldom category obtained 0.4%.

34
 Table 4.2

Discovery Strategy

NO STATEMENT Always Often Usually Seldom Never

.
19. I skip words I don’t 28
8 44% 5 5 28% - - - -
understand %
20. I use my experience and
2 11% 1 6% 8 44% 2 11% - -
common sense to guess
21. I guess the meaning and then
look at the dictionary (when I 5 28% 1 6% 5 28% 2 11% - -
meet new words in reading)
22. I use alternative clues and try
28
again if I fail to guess the 6 33% 5 4 22% 3 17% - -
%
meaning of a word
23. I make use of my knowledge
44
of the topic to guess the 2 11% 8 7 39% 1 6% - -
%
meaning of word
24. I look at the part of speech of
11
the new word (to guess the 4 22% 2 8 44% 3 17% - -
%
meaning of the new word)
25. I analyze the word structure
(prefix, root and suffix) when 17
2 11% 3 5 28% 7 39% 2 11%
guessing the meaning of the %
word)
26. I use an English dictionary 44
7 39% 8 3 17% - - - -
%
27. I use a bilingual dictionary 28
4 22% 5 4 22% 2 11% 3 17%
%
28. I use the dictionary to find
44
out the pronunciation of the 5 28% 8 3 17% 2 11% 1 6%
%
word
29. I use the dictionary to find 28
8 44% 5 2 11% 3 17% - -
only the meaning of the word %
30. I look in the dictionary for
33
the grammatical patterns of 2 11% 6 5 28% 5 28% - -
%
the word
31. I look in the dictionary for 22
2 11% 4 7 39% 4 22% 1 6%
collocation patterns %
32. I use the dictionary to find 3 17% 4 22 5 28% 5 28% 1 6%
the appropriate usage %

35
 (example sentence) of the
word
33. I have a vocabulary note 33
5 28% 6 2 11% 4 22% 1 6%
book to list down new word %
34. I write down the English
28
word and Arabic/Malay 1 6% 5 3 17% - - - -
%
translation of the word
35. I only take note the meaning 22
5 28% 4 2 11% 4 22% 3 17%
of the word %
36. I take note of the usages of
33
the word (example sentences, 1 6% 6 3 17% 4 22% 4 22%
%
part of speech, etc.)
37. I take note of the usages of
22
the word (example sentences, 1 6% 4 4 22% 6 33% 3 17%
%
part of speech, etc.)
38. I take note of the synonym or 28
8 44% 5 3 17% 1 6% 1 6%
antonym of the word %
Total Score 86 97 88 20 19
The result of discovery strategy can be showed from table 4.2 that studnets skip

the words obtained 8 score (44% = always) and 5 score (28% =often), use experience

students obtained 2 score (11%= always) and 1 (6% = often), gues the meaning and

look in dictionary students obtained 5 core (28%= always), and 1 ( 6% = often) use

alternative clue students obtain 6 score (33% = always) and 5 (28% = often), guesing

the meraning obtained 2 (11% = always), 8 (44% = often), look part of speec

obtained 4 (2% = always) and 2 (11%=offten), analyze word structure obtained 2

(11%= awlays) and 3 (17%= often), use English dictionary obtained 7 (39%= always)

and 8 (44%= often), used a bilingual dictionary obtained 4 (22% = always), 5 (23%=

offten), use dictionary to find pronounciation obtained 5 (28%=always), and 8 (44%=

often) find the meaning in dictionary obtained 8 (44 = always) and 5 (28% = often),

look gramatical in dictionary obtained 2 (11% = always) and 6 (33% = often), use

36
dictionary for collecting pattern obtained score 2 (11% = always) and 4 (22% =

often), use dictionary to find appropriate word obtained score 3 (17% = always) and 4

( 22% = often), having vocabulary note book obtained sccore 1 (6% = always), 5

(28% = often), only taking the note meaning obtained score 5 (28% = always) and 4

( 39% = often), take note of the usage obtained score 1 (6% = often) and 6 (33% =

often), take note of teh synonim 0btained score 8( 445 = always) and 5 ( 28% = often)

Discovery Strategy
Always Often usually Seldom Never

0.7% 0.6%
2.8%

2.8%

3.1%

From the pie chart above can be concluded that discovery learning strategy
obtained (3.1% category often usage) , while (2.8% category always and usually )
and the lowest is ( 0.6% category never).

37
 Table 4.3

Memory Strategy

NO STATEMENT Always Often Usually Seldom Never

.
39. To remember a word, I write 28
3 17% 7 39% 2 11% 5 - -
it repeatedly %
40. I create a mental image of the
17
new word to help me 4 22% 3 17% 5 28% 3 3 17%
%
remember the word
41. To remember a word, I
analyze the word by breaking 39
2 11% 1 6% 7 39% 7 1 6%
it into different parts (prefix, %
root, suffix)
42. I make use of the words I
learned in speaking and 6 33% 6 33% 5 28% 1 6% - -
writing
Total Score 15 17 19 16 4
The result of memory strategy can be showed from table 4.3 that studnets

remember word obtained 3 score (17% = always) and 7 score (17% =often),

createumental image obtained 4 score (22%= always) and 3 (17% = often), analyze

the word by breaking into different parts obtained 2 core (1%= always), and 1 ( 6% =

often) and use the words for speaking obtain 6 score (33% = always) and 6 (33% =

often),

38
 Memory Startegy
Always Often Usually Seldom Never
0.6%
2.2% 2.1%

2.4%
2.7%

In memory usage of startegies in learning vocabulary by the students it can be seen

from the pie chart above that category usually obtained score (2.7%) while category

often obtained score (2.4%) and category seldscore ( 2.2%) therefore category always

obtained score ( 2.1%) the lowest one is category never ( 0.6%).

Table 4.4

Social Strategy

NO STATEMENT Always Often Usually Seldom Never

43. I make use of the words I
3 17% 9 50% 2 11% 4 22% - -
learned in everyday situations
44. I learn new words only in my
3 17% 3 17% 6 33% 4 22% 2 11%
class from my teacher
45. I learn new words from
reading English materials (e.g. 4 22% 6 33% 6 33% 2 11% - -
newspaper, novels, etc.)
46. I feel anxious about reading in
4 22% 6 33% 8 44% - - - -
English
47. I skip words I don’t
understand when I read in - - 6 33% 2 11% 9 50% 1 6%
English
48. I do not know how to learn
1 6% - - 1 6% 3 17% 13 72%
vocabulary
Total Score 15 30 25 22 16

39
The result of social strategy can be showed from table 4.4 that studnets use the words

everyday obtained 3 score (17% = always) and 9score (50% =often), learn new words

in the class obtained 3 score (22%= always) and 3 (17% = often), learn new words

from reading obtained 4 core (22%= always), and 6 ( 33% = often), feel anxious

about reading obtained 4 score (22% = always) and 6 (33% = often), skip the words

obtained 6 (33% = often) and do not know how to learn obtained 1 (6% = always).

Social Strategy
Always Often Usually Seldom Never
1.5% 1.4%

2.0%
.28%

2.3%

The result from social strategy above it showed that students mostly often use

this steategy fo helping them in learning vocabulary strategies, while some students

also usually use it.

40
 Students Strategy in Learning English
Vocabulary
Social
Memory 1.3% Cognitive
0.9% 3.5%

Discovery
4.3%

In terms of four strategy categories, it can be concluded that students at English

Language Education Study program has high intention to use discovery startaegy for

helping them in learning English vocabulary, it showed form the pie chart above

which is (MR=4.3), the second range is cognitive strategy (MR=3.5) where students

learning English vocabulary to help them in developing their skill, while low

achievers used social strategy (MR=1.3) and very low achivers used memory

strategy (MR=0.9).

B. Discussion

Based on the analysis above students strategy on learning at English Education

can be concluded mostly students use discovery strategy which obtained (MR=4.3%),

cognitive strategy (MR=3.5%) and sosial strategy (MR=1.3%) while memory

strategy is seldom to use by students in learning vocabulary it showed that (MR=

0.9%) as stated bySchmit and McCharty (1997;54) that discovery strategy is when

learners do not know the words, they must discovery their meaning by guessing from

structure knowledge of the language. The second way to discover new meaning

41
 employees the social strategy of asking someone who knows. Teachers are often in

this position. They can be asked to help in variety of ways giving the L1 translation,

giving a synonym, definition and paraphrase.

Most memory strategy involve relating the word to be retained with some

previously learners knowledge, using some of imagery of grouping. The strategy used

in this stage are picture/imagery related word, unrelated word, grouping etc.

Language strategies in this taxonomy are similar in memory strategies but the

strategies are not focused specially on manipulative mental processing, they include

sorting, classifying, comparing, predicating, repeating, and using mechanical means

to study vocabulary.

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclussion

To conclude, the findings of the data show that the strategies mostly used by the

students in this study are discovery strategy (MR=4.3), (in terms of guessing), as

stated Schmit and McCharty (1997:54) that discovery is when learners do not know

the words, they must discovery their meaning by guessing from structure knowledge

of the language. the second is cognitive strategy which is (MR=3.5), the third is

social strategy which is (M= 1.3) and the last is memory strategy which is ( M= 0.3).

The implications of these findings suggest that in learning vocabulary need to engage

42
 more strategies to enhance their learning and memory of the vocabulary. Although

the subjects in this study were discovered to have knowledge of certain strategies, yet

they failed to practice what they have learned. It is important to make students aware

that learning does not only involve having knowledge of a particular strategy

(competence), but rather it will become enhanced when we make use of that

knowledge (performance).

B. Suggestion

1. For Teacher

The researcher hopes English teachers to pay more attention and give students

motivation to study vocabualry. In other hand vocabulary is very important to use for

their English skill.

For Students

In order to support student strategy in learning vocabualry, students firstly

should know some strategies in learning vocabualry as a word for communivating

with others. There fore students must have big motivation in knowing and searning

new words for their savety in speaking with others

43
Prspective Researcher

Hopefully this research could be useful as others researchers to conduct

further research related to Students Strategies in Learning Vocabulary at English

Language Education Study Program of Khairun University. The researcher also

suggest prespctive research to conduct the same research with the kinds of Students

Strategies in Learning Vocabulary. Beside that the research here also suggest to

conduct the same research in the campus and therefore to know the difference.

REFERENCES

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CambridgeUniversity Press

Ellis, N. (1985). Vocabulary acquisition.The implicit ins and outs of explicit

cognitive mediation.In N. Ellis (Ed.), Implicit and explicit learning of

languages (pp. 211-282), & Company, Publishers.

Hornby, A. S. (1987). Oxford Advanced Learners Dictionary of Current English.

Oxford: Oxford University Press.

Hatch, Evelyn & Cheryl Brown. (1995). Vocabulary, Semantics and Language

Education. New York: Cambridge University Press

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Harmer, J. (1991).The Practice of EnglishTeaching (3rd edition).London:Longman.

Kafipour, Reza and Mohammad H. Naveh.(2008). Vocabulary Learning Strategies

and their Contribution to Reading Comprehension of EFL Undergraduate

Students in Kerman Province.Shiraz : Islamic Azad University. European

Journal of Social Sciences – Volume 23, Number 4 (2011) 626.

Laufer, B. (2003). A factor of difficulty in vocabulary learning: Deceptive

transparency. AILA Review 6, 10-20.

McCarthy, M. (1980), VOCABULARY, Oxford University Press, Oxford.

Mahmud Nurdin. Improving the English vocabulary of SMAN Negeri 1 Duampanua

by using crossword puzzles.Thesis Makassar Muhammadiyah

University.2009.

Nation, I. S. P . (2001). Learning Vocabulary in Another Language. Cambridge:

Cambridge University Press.

Nagy, (1988). Words as tools: Learning academic vocabulary as language acquisition.

Reading Research Quarterly 47(1), 91–108

Oxford, (1997). Language Learning Strategies: What Every Teacher should Know

New York: Newbury House.

Oxford, R. and Scarcella, R. C.(1994). Second language vocabulary learning among

adults: state of the art in vocabulary instruction. System, 22(2), 231-243

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Sudarmi..Enriching the Vocabulary of the Second Year Students of SMA Negeri 1

Duampanua through Crossword Puzzles.Thesis FBS UNM. (2008).

Stahl, (1983). Possible sentences: Predicting word meanings to teach content area

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APENDIXES

1. Questionnaire

No. Cognitive Strategy Always Often Usually seldom rarely

1. The best way to remember words is
to memorize word lists
2. Repetition is the best way to
remember words
3. It is only necessary to remember one
dictionary definition
4. I can acquire a large vocabulary by
memory of individual words
5. I can identify the meaning of most
words through reading
6. I can expand my vocabulary through
reading a lot
7. Guessing words in context is one of
the best ways to learn vocabulary
8. I revise the new words I have
learned

46
9. I use the words that I have learned
10. When I learned the word I pay close
attention to its new usage and new
meaning
11. When I have learned the word, I will
recall the meaning to help me
understand the context
12. I think about my progress in
vocabulary learning
13. I try to find out all I can about the
new words I learn
14. I only focus on thing that are related
to examinations
15. I know which words are important
for me to learn
16. I look up words that I’m interested
in
17. I make a note of words that seem
important to me
18. I know what cues I should use in
guessing the meaning of a particular
word
Discovery Strategy
19. I skip words I don’t understand
20. I use my experience and common
sense to guess
21. I guess the meaning and then look at
the dictionary (when I meet new
words in reading)
22. I use alternative clues and try again
if I fail to guess the meaning of a
word
23. I make use of my knowledge of the
topic to guess the meaning of word
24. I look at the part of speech of the
new word (to guess the meaning of
the new word)
25. I analyze the word structure (prefix,
root and suffix) when guessing the
meaning of the word)
26. I use an English dictionary
27. I use a bilingual dictionary

47
29. I use the dictionary to find out the
pronunciation of the word
30. I use the dictionary to find only the
meaning of the word
31. I look in the dictionary for the
grammatical patterns of the word
32. I look in the dictionary for
collocation patterns
33. I use the dictionary to find the
appropriate usage (example
sentence) of the word
34. I have a vocabulary note book to list
down new word
35. I write down the English word and
Arabic/Malay translation of the
word
36. I only take note the meaning of the
word
37. I take note of the usages of the word
(example sentences, part of speech,
etc.)
38. I take note of the synonym or
antonym of the word
Memory Strategy
39. To remember a word, I repeat it
aloud to myself
40. To remember a word, I write it
repeatedly
41. I create a mental image of the new
word to help me remember the word
42. To remember a word, I analyze the
word by breaking it into different
parts (prefix, root, suffix)
43. I make use of the words I learned in
speaking and writing
Social Strategy
43. I make use of the words I learned in
everyday situations
44. I learn new words only in my class
from my teacher
45. I learn new words from reading
English materials (e.g. newspaper,

48
 novels, etc.)
46. I feel anxious about reading in
English
47. I skip words I don’t understand
when I read in English
48. I do not know how to learn
vocabulary

49