THE USE OF VOCABULARY LEARNING STRATEGIES AND VOCABULARY SIZE OF THE SECOND GRADE STUDENTS AT MAN 1 BANDAR LAMPUNG
ABSTRACT
THE USE OF VOCABULARY LEARNING STRATEGIES AND VOCABULARY SIZE OF THE SECOND GRADE STUDENTS AT MAN 1
BANDAR LAMPUNG
By
KHARIS MUNANDAR
Vocabulary plays crucial role in communication. It is a core component of language proficiency and provides much of the basis for how well students speak, listen, read, and write.
The objective of this research aimed at exploring the correlation between students’ vocabulary learning strategies and vocabulary size. The data were analyzed by using the Correlation in SPSS (Statistical Program for Social Science).
The results indicated that social strategy was the most frequently used strategy compared to the other strategies with the mean score was 3.213. Otherwise, the least frequently used strategy was metacognitive strategy with the mean score was 2.968. Based on the data of vocabulary size test result, it showed that the highest score was 90, the lowest score was 57, and the average was 75.52.
The results showed that the correlation value between the two variables was 0.67 and the value of vocabulary learning strategies toward vocabulary size was 0.45. It indicated that there was a significant correlation between students' vocabulary learning strategies and their vocabulary size.
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamiin. Praise to Allah, the lord of the world, who has
given the writer such a great opportunity to finish this script which the title is
“The Use of Vocabulary Learning Strategies and Vocabulary Size of the Second
Grade Students at MAN 1 Bandar Lampung”. The aim of this script is to fulfill
one of the requirements in accomplishing the S-1 Degree at English Department of Teacher Training and Education Faculty, Lampung University.
In this case, the writer would like to express his deep gratitude and respect for those who have well contribution in helping and supporting him to finish this script.
1. Dr. Ari Nurweni, M.A., as the first advisor who has a big heart and a burning desire to make the writer better and she always guides him well in composing this script.
2. Drs. Mahpul, M.A., Ph.D, as the second advisor who always helps him to gain knowledge and gives a lots of criticism in accomplishing this script. 3. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as the examiner who gives some
inputs, contributions, suggestions, and great advices to the writer in examining this script.
4. All the honorable lecturers of English Department, Lampung University who are never reluctant to motivate ordinary students dream to do extraordinary things.
5. Mukhlasin and Purwani, as the writer’s wonderful parents who always send their love, pray, and support. They are truly the most precious gift given by God to the writer.
6. My beloved brother and sister, Misbakhul Munir and Ana Nafisa. Also my nephew Zihni Adis Farariza. May Allah pay their love within their never ending blessing.
7. My beloved friends of English Department 2011. Realita Siwi J.N., Galant Jodhi P., Chairul Ichwan, Dara Helmasena, I Nyoman Satria, Anggun Kemala, Nidia P., Anggraini Khandari, Elisabeth Gracia, Dewi Firdanti, Revi Marsitha, Arthadina Julianda, Kinanti, Novaliana C.A., Aria Nugraha, Tri Widioko, Afif Haka, Ferdi, thank you for assistances, supports, and suggestions.
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8. KKN Team of SMPN 2 Pematang Sawa, Pekon Tampang Muda. Bunch of thanks for the memorable friendship.
Bandar Lampung, 17 Desember 2015 The Writer
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CURRICULUM VITAE
The writer’s name is Kharis Munandar who was born in Gisting, 13th
February, 1994. He is the third child of Mr. Mukhlasin and Mrs. Purwani.
He started a formal education at SDN 1 Simpang Kanan 1999 before continuing his study at MTs Al-Ma’ruf Margodadi which graduated in 2008. Then, he continued to senior high school level at SMAN 1 Sumberejo and successfully finished it in 2011. In the same year, he was registered as an S-1 college student of Lampung University, particularly at English Department of Teacher Training and Education Faculty.
On July 7th to September 19th 2014, he carried on Teaching Practice Program (PPL) at SMPN 2 Pematang Sawa, Tanggamus.
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DEDICATION
With a bunch of love and appreciation, this script is proudly dedicated to: My wonderful parents, Mukhlasin and Purwani. They are truly the most perfect
gift God has ever given to me and they are as the stars in my life who always guide me in their love.
My beloved brother and sister & my lovely niece. Having you all is the greatest blessing in my life.
My best friends and my best supporters.
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THE USE OF VOCABULARY LEARNING STRATEGIES AND VOCABULARY SIZE OF THE SECOND GRADE STUDENTS AT MAN 1
BANDAR LAMPUNG
By
KHARIS MUNANDAR
A Script in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY
BANDAR LAMPUNG 2015
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LIST OF APPENDICES
Page
Appendix 1. Research Schedule... 54
Appendix 2. Validity of Vocabulary Size Test ... 55
Appendix 3. Validity of VLS Questionnaire ... 57
Appendix 4. Level of Difficulty and Discrimination Power of the Test ... 58
Appendix 5. Reliability of Vocabulary Size Test ... 60
Appendix 6. Reliability of VLS Questionnaire ... 61
Appendix 7. Reliability Computation ... 62
Appendix 8. Vocabulary Size Test Result ... 63
Appendix 9. VLS Questionnaire Result ... 66
Appendix 10. Correlation Analysis ... 69
Appendix 11. Anova Analysis ... 70
Appendix 12. Pearson Product-Moment Correlation Coefficient Table of Critical Values ... 72
Appendix 13. Correlation VLSs and VS Test ... 73
Appendix 14. VLS Questionnaire ... 76
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LIST OF TABLES
Page
Table 1. Classification of Taxonomy of Vocabulary Learning Strategies ...10
Table 2. Vocabulary Size and Text Coverage...16
Table 3. Specification of VLS Questionnaire ...25
Table 4. The Reliability of Questionnaire ...26
Table 5. Difficulty Level of the Vocabulary Size Try-out Test ...29
Table 6. Discrimination Power of Vocabulary Size Try-out Test ...30
Table 7. Means of Vocabulary Learning Strategies ...34
Table 8. The Value of Mean and Standard Deviation (SPSS) ...34
Table 9. The Value of Correlation between Vocabulary Learning Strategies and Students’ Vocabulary Size ...35
Table 10. The Value of Correlation between Metacognitive Strategy and Students’ Vocabulary Size...36
Table 11. The Value of Correlation between Cognitive Strategy and Students’ Vocabulary Size...37
Table 12. The Value of Correlation between Determination Strategy and Students’ Vocabulary Size ...37
Table 13. The Value of Correlation between Memory Strategy and Students’ Vocabulary Size...38
Table 14. The Value of Correlation between Memory Strategy and Students’ Vocabulary Size...38
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MOTTO
If you do not believe you can do it then you have no chance at all. -Arsene Wenger-
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THE USE OF VOCABULARY LEARNING STRATEGIES AND VOCABULARY SIZE OF SECOND GRADE STUDENTS AT MAN 1
BANDAR LAMPUNG
(A Script)
KHARIS MUNANDAR 1113042046
Advisors
Advisor 1 :Dr. Ari Nurweni, M.A. Advisor 2 : Drs. Mahpul, M.A., Ph. D.
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
LAMPUNG UNIVERSITY 2015
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CONTENTS
ABSTRACT ...i
CURRICULUM VITAE ...ii
MOTTO ...iii
DEDICATION ...iv
ACKNOWLEDGEMENTS ...v
CONTENTS ...vii
LIST OF TABLES ...ix
LIST OF APPENDICES ...x
I. INTRODUCTION 1.1.Backgrounds ...1
1.2.Research Question ...4
1.3.Objectives ...4
1.4.Significances ...5
1.5.Scope ...5
1.6.Definition of Terms ...6
II. LITERATURE REVIEW 2.1.Vocabulary Learning Strategies...7
2.1.1 Discovery Strategies ...8
2.1.2 Consolidation Strategies ...8
2.2.The Role of Vocabulary Learning Strategy in Vocabulary Learning ...11
2.3.Types of Vocabulary ...13
2.4.Vocabulary Size ...15
2.4.1 Word Frequency and Text Coverage ...16
2.5.Vocabulary in the Language Learning...17
2.6.Theoretical Assumption ...18
2.7.Hypothesis ...18
III. METHODS 3.1.Design ...20
3.2.The Variables ...20
3.3.Population and Sample ...21
3.4.Data Collecting Techniques ...21
3.5.Instruments...22
3.5.1 Vocabulary Learning Strategies Questionnaire ...22
3.5.2 Vocabulary Size Tests ...23
3.6.The Validity of The Instrument ...24
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3.6.2 The Validity of Vocabulary Test ...25
3.7 The Reliability of the Instruments ...26
3.7.1 The Reliability of the Questionnaire ...26
3.7.2 The Reliability of the Vocabulary Test...27
3.8 The Difficulty Level of the Test Items ...27
3.9 Discrimination Power of the Test ...28
3.10 Scoring System ...30
3.11 Research Procedures ...30
3.12 Data Analysis ...31
3.13 Hypothesis Testing ...31
IV. RESULT AND DISCUSSION 4.1. Result of the Research...33
4.1.1. Result of Students’ Vocabulary Learning Strategies ...33
4.1.2. Result of Students’ Vocabulary Size Test ...34
4.1.3. Correlation between Students’ Vocabulary Learning Strategies and their vocabulary size ...34
4.1.4. Correlation between Each Students’ Vocabulary Learning Strategies and their vocabulary size ...36
4.1.5. Result of Students’ Learning Strategies Preferences Based on Vocabulary Size Level ...38
4.2. Discussion ...40
4.2.1. Vocabulary Learning Strategies ...40
4.2.2. Vocabulary Size ...42
4.2.3. The Correlation between Vocabulary Learning Strategies and Vocabulary Size ...43
4.2.4. The Correlation between Each Vocabulary Learning Strategies and Vocabulary Size ...44
4.2.5. Vocabulary Learning Strategies Use Based on Vocabulary Size Level ...45
V. CONCLUSIONS AND SUGGESTIONS 5.1.Conclusion ...47
5.2. Suggestions ...47
5.2.1. For the Teachers ...47
5.2.2. For Further Research ...48
REFERENCES ...50
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I. INTRODUCTION
This chapter is concerned with the backgrounds of the study. It also includes the research question, the objective of the research, the significances of the research, the scope of the research, and the definition of terms as elaborated in the following sections.
1.1. Backgrounds
To master English, students should pay attention to many aspects of language (grammatical structure, vocabulary, and so on) in order to achieve a high degree of competence in English. Vocabulary is one of the most important aspects. McCarthy (1990) emphasizes that communication just cannot happen in any meaningful way if students do not know enough words to express the meaning, yet their grammar and pronunciation are good. This indicates that vocabulary size is fundamental in communication in both spoken and written.
Students are likely to have problem in their communication unless their vocabulary size is adequate. Moreover, they cannot write when they want to convey their opinions or ideas. Nation (2001) states that language learners need to
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know very large number of words. Thus, it is important to find out ways that will be useful to help the students increasing their vocabulary size.
A common belief within foreign language pedagogy is the notion that some foreign language learners are more successful than others. One of the reasons may be the fact that successful learners tend to approach the task of language learning with different, sometimes more effective strategies (Anderson, 2005). Successful foreign language learners know that to learn the form and meaning of a large number of foreign language words, to be able to store them in their memory and recall them at will, and to learn how to use them appropriately in a variety of contexts and situations, they should be aware of wide ranges of learning strategies. Considering the fact above, this current study is about to find out the answer.
Catalán (2003) proposed the following working definition for vocabulary learning strategies (VLS) in her study of VLS among foreign language learners: Knowledge about the mechanisms (processes, strategies) used in order to learn vocabulary as well as steps or actions taken by students (a) to find out the meaning of unknown words, (b) to retain them in long-term memory, (c) to recall them at will, and (d) to use them in oral or written mode.
A number of studies (Barcroft, 2009; Borer, 2007; Catalán, 2003; Fan, 2003; Gu, 2002; Gu & Johnson, 1996; Schmitt, 1997; Tseng & Schmitt, 2008) showed that more proficient foreign language learners successfully used a variety of VLS
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significantly more often than less proficient students, and used learning strategies that require more cognitive effort. In fact, it has been suggested that foreign language learners can be categorized on the basis of their learning strategies (Ahmed, 1989; Lawson & Hogben, 1996). Successful foreign language learners, according to Ahmed (1989), are able to use wider variety of demanding strategies, while less successful learners generally use fewer strategies and tend to use them
inadequately. Ahmed’s conclusion is an important factor to consider since research in cognitive psychology has shown that the more cognitive effort is invested in learning a word, the easier it becomes to recall that word at a later time.
Based on the researcher’s pre-observation while having PPL in SMP N 2 Pematang Sawa, it was found that students had their own way to deal with a new word such as: taking a note, looking up in dictionary, using picture etc. In the context of learning English as foreign language the way they learn new vocabulary is called as vocabulary learning strategies. Those vocabulary learning strategies help them to learn vocabulary. For example, some students learn and memorize a new word once that has been indirectly taught. While, other learners may look up the meaning of new words in a bilingual dictionary. In reality, some students are not aware of their learning strategy. In addition, there are students who do not know about learning strategy even though they are using it unconsciously. Those students do not know whether their strategy is good or not, as the result their vocabulary size is still poor. Different students may employ different strategies to learn vocabulary. The difference of strategies might affect
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their vocabulary size itself. Concerning the problem above, this current study will classify the vocabulary learning strategy used by students of the second year academic in MAN 1 Bandar Lampung and analyse its correlation with their vocabulary size.
On the basis of the idea above, as teachers, it is crucial to be aware of the basic of vocabulary learning strategies. Moreover, teachers also should know how students adopt the strategies effectively. Thus the principal focus of this study was to examine which vocabulary learning strategies that the students use are effective and useful so that it will help teachers to design lesson plans and to construct practical instructions in order to effectively support students’
competence in English language.
1.2. Research Questions
Dealing with the issues presented in the background, the research question in this research was:
1. Is there any correlation between the use of vocabulary learning strategies and
students’vocabulary size?
1.3. Objectives of the Research
1. To find out whether there is correlation between the use of vocabulary learning strategies and students’ vocabulary size.
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1.4. Significances of the Research
The significances of this research were as follows: Theoretically:
1. Verify and contribute the previous studies. 2. Be used as a reference for further research. Practically:
1. The result of this research can be used as information for those who want to learn English as foreign language by considering their vocabulary learning strategies.
2. The result of this research can be used as reference for language teacher to assess the vocabulary learning strategy of their students and adapt their classroom method to best fit each student’slearning strategy.
1.5. Scope of the Research
This research investigated and elaborated about the correlation between vocabulary size and the use of vocabulary learning strategies used by the eleventh year students of MAN 1 Bandar Lampung in the academic year 2015/2016. This current study used 3 classes of the second year which approximately consist of 40 students in each class. So, the total number of the subjects was approximately 120 students. After conducting this research, it was expected that the result would be a valuable contribution to the readers.
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1.6. Definition of Terms
In order to specify the topic of the research, it provides some definition of terms related to the research. There were some terms used by the researcher and to make them clear and to avoid misunderstanding, they were clarified as follows: 1. Learning strategy: is any set of operations, steps, plans, routines used by the
learner to facilitate their learning.
2. Language learning strategies (LLS): Language learning strategies generally known as techniques or learning process that students use to support their language learning.
3. Vocabulary learning strategies (VLS): is a technique or steps that used by learner to help them in vocabulary learning.
4. Vocabulary: is a set of words within a language that are familiar to that person or the user of a language.
5. Vocabulary size: is degree of learner’s vocabulary. There are two types of
vocabulary that is receptive vocabulary size and productive vocabulary size. Receptive vocabulary size is words that recognized when the meaning of the target words are given. While, productive vocabulary size refers to the number of words that can be memorize by seeing the context.
These are the explanation about backgrounds, research questions, objectives, significances, scope, and definition of terms. The explanation would be used by the researcher as the main problem why this current study was conducted.
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II. LITERATURE REVIEW
This chapter elaborates the literature of vocabulary learning strategies and vocabulary size as follows:
2.1. Vocabulary Learning Strategies (VLS)
In term of vocabulary learning, Catalán (2003) says that vocabulary learning strategy is a knowledge about the mechanisms (processes, strategies) used in order to learn vocabulary as well as steps or actions taken by students to find out the meaning of unknown words. Based on the statements above vocabulary learning strategy is any set of techniques; including actions or mental processes that learners use in order to facilitate their English vocabulary learning with the purpose of enhancing their vocabulary size. Schmitt (1997) develops a comprehensive inventory of vocabulary learning strategies. He divides the strategy into two groups namelydiscovery strategy
and consolidation strategy. Then, he further classifies those strategies into sub aspects. Discover strategy consists of determination strategy and social strategy while in consolidation strategies involves social strategy, cognitive strategy, metacognitive strategy and memory strategy. Catalán (2003) believes that this taxonomy is popular because it offers a number of advantages that is not found in other taxonomies.
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2.1.1. Discovery Strategies
This type of vocabulary learning strategies according to Schmitt (1997) is a strategy used to infer the meaning of the unknown words. There are two strategies in discovery. These strategies will be explained as follows:
• Discovery-determination is a strategy used by the learner to discover new words meaning without another person assist (e.g. analyzing parts of speech, checking for L1 cognates, guessing from context, and use of bilingual or monolingual dictionary).
• Discovery-socialis a strategy used by the learner to discover new words by asking someone for help (e.g. asking the teacher for an L1 translation, asking classmates for meaning, and discovering meaning through a group work activity).
2.1.2. Consolidation Strategies
Schmitt (1997) says that consolidation strategies are strategies used to consolidate the meaning of the new word. There are four categories in consolidation strategies. These strategies will be discussed below.
• Consolidation-social, a strategy where the learners discover the new words by including in cooperative group learning through which learners study and practice the meaning of new words in a group (e.g. study and practice word meaning in a group and interaction with native speakers),
• Consolidation-memory, this strategy relates the word with some previously learned knowledge by using some form of imagery or grouping. (e.g. study word with a
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pictorial representation of its meaning, using semantic maps, imaging word form, using keyword mnemonics, and connecting words to a personal experience), • Consolidation-cognitive, this strategy is similar to memory strategies but it is not
focused on manipulative mental processing. They include repetition and use mechanical means (e.g. note-taking, verbal repetition, written repetition, word lists, flash cards, and keeping a vocabulary journal or notebook)
• Consolidation-metacognitive, it is known as a strategy used by learners to control and evaluate their own learning, by having an overview of the learning process in general (e.g. testing oneself with word tests, use of target language media, using spaced word practice and continuing to study a word over time).
To be more specific, here is Schmitt’s taxonomy classifies vocabulary learning
strategies as in the table below:
Table 1. Classification of Taxonomy of Vocabulary Learning Strategies by Schmitt (1997)
Discovery Strategies Consolidation Strategies
Determination Strategies Social Strategies Social Strategies Memory Strategies Cognitive Strategies Metacognitive Strategies Analyse part of
speech Ask teacher for an translation Study and practice meaning in group Associate the word with its coordinate Underline initial letter of the word
Use English-language media (songs, movies, newspaper, etc.) Analyse affixes and roots Ask teacher for paraphrase or synonym of new word Teacher checks students’ word list for accuracy Connect the word to its synonym and anonyms Use the vocabulary section in your textbook Testing oneself with words tests
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Discovery Strategies Consolidation Strategies
Determination Strategies Social Strategies Social Strategies Memory Strategies Cognitive Strategies Metacognitive Strategies Check for L1
cognate
Ask teacher for a sentence including the new word Interact with native speakers Use semantic maps Use keyword method Use spaced word phases Analyse any available pictures or gesture Ask teacher for meaning Study word with a pictorial representation of its meaning
Use “scales” for gradable adjectives Affixes and roots (remembering )
Skip or pass new word Guess from textual context Discover new meaning through group work activity Imagine word meaning Memorizing list of facts by linking them to familiar words or numbers by means of an image
Part of speech (remembering ) Continue to study word over time Bilingual dictionary Connect word to a personal experience
Rememberin g lists by picturing them in specific location Paraphrase the word meaning Monolingual dictionary Group words together to study them Use cognitive in study
Word lists Group
words together spatially on a page Use physical action when learning new word
Flash card Use new
word in sentence Keep a vocabulary notebook Group words together of a word
Verbal repetition
Study the spelling of a word
Put English labels on physical objects
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Discovery Strategies Consolidation Strategies
Determination Strategies Social Strategies Social Strategies Memory Strategies Cognitive Strategies Metacognitive Strategies Study the
sound of a word Written repetition Say new word aloud when studying
Take a note in class
Imagine word form
In conclusion, VLS, being specific actions, behaviours, tactics, or techniques, facilitate the learning of the target language by the language learner. All language learners, needless to say, use language learning strategies in the learning process. Since the factors like age, gender, personality, motivation, self-concept, life-experience, learning style, excitement, anxiety, etc. affect the way in which language learners learn the target language, it is not reasonable to support the idea that all language learners use the same good vocabulary learning strategies to learn a new word.
2.2. The Role of Vocabulary Learning Strategy in Vocabulary Learning
Nation (2001) states that vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies. Based on the principal above, it is clear that vocabulary learning strategy has important role in vocabulary learning because VLS is helpful in learning vocabulary. Wenden (1998) believes that foreign language learners with varying levels of learning experience and
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proficiency have acquired some degree of knowledge about language learning which influences their approach to language learning and the expectations they hold about learning strategies and the outcome of their efforts.
Moreover, Oxford (1990) observes that language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are able to assume responsibility for their own learning and gradually gaining confidence, involvement and proficiency. Thus, students need training in the vocabulary learning strategies they need most. Yet Schmitt (1997) claims that learners are mostly inclined to use basic vocabulary learning strategies. This in turn makes strategy instruction an essential part of any foreign or second language program. However, a greater knowledge of vocabulary learning strategies could be very useful in supporting teachers to plan their lessons more effectively and give guidance to students in adopting successful strategies. Over the decades, many researchers have made an effort not only to classify, but also gather, these strategies in order to support learners’ learning.
The previous researches so far suggest that VLS used by foreign language learners may vary depending on the learners’ language proficiency and experience with the target language. It is in line with Schmittt (1997), he finds that less experienced learners tend to use less learning strategy than the experienced learners. In Schmitt finding, the experienced learner had more awareness in using vocabulary learning strategy. It was found that successful foreign language learners, for the most part,
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show a pattern of selecting more complex, appropriate, and task-compatible strategies for learning new words and achieving results comparable to more proficient foreign language learners. Considering the principles above, vocabulary learning strategy helps learners to facilitate their learning so that the learner will achieve their aims in vocabulary learning. Language learners have to be aware of the benefits of conscious and continuous use of effective vocabulary learning strategies for making learning quicker and more effective in vocabulary learning.
2.3. Types of Vocabulary
According to Nation (2001), there are two kinds of vocabulary. The type of vocabulary is divided based on the vocabulary knowledge namely receptive and productive vocabulary. The types of vocabulary will be discussed below.
1. Receptive Vocabulary
Receptive vocabulary is learners’ words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. Receptive vocabulary is used passively in either listening or reading. There are two units of receptive vocabulary as follow:
a) Listening vocabulary
Listening vocabulary is every word that is used by people that can be recognized when listening to speech. People may still understand words they are not exposed to
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before using clues such as tone, gesture, the topic of the discussion, and the social context of the conversation.
b) Reading vocabulary
Reading vocabulary is every word that people can recognize when reading. This is generally the largest types of vocabulary simply because reader tends to be exposed to more words by reading than by listening.
2. Productive vocabulary
Productive vocabulary refers to words which can be produced within an appropriate context and match the intended meaning of the speaker or signer. Productive vocabulary is used actively either in speaking or writing. There are two units of productive vocabulary as follow.
a) Speaking vocabulary
Speaking vocabulary is every word that is used by people in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of speech, words are often misused. This misused may be compensated by facial expressions, tone of voice, or hand gesture.
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b) Writing vocabulary
Writing vocabulary is every word that is used in numerous forms of writing from formal essays to twitter feeds. Many written words do not commonly appear in speech.
In short, there are four units of vocabulary such as listening vocabulary, reading vocabulary, writing vocabulary, speaking vocabulary and focal vocabulary. Those kinds of vocabulary are distinctive from the use and the context of the vocabulary.
2.4. Vocabulary Size
Vocabulary size refers to the degree of learners’ vocabulary. Anderson and Freebody
(1981) define vocabulary size as the number of words for which the person knows at least some the significant aspects of meaning. Based on the statement above, vocabulary size of learners can be measured statistically. There are some ways to measure namely token, type, lemma, and word family. Token refers to any running words that occur in a written or spoken text, typetreats repeated tokens as one word,
lemma includes a headword and its inflected or reduced forms and word family
consists of a headword, its inflected forms, and its closely related derived forms. As FL (foreign language) learners, the best way to measure their vocabulary size is based on how many of words that appear in textbooks (Nation 2001). In short, vocabulary size is the breadth of vocabulary knowledge. It can simply be regarded as the number of words that a person knows.
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2.4.1 Word Frequency and Text Coverage
Word frequency refers to how often the word occurs in normal use and text of the language. Nation (1997) suggests that there are 3 types of word frequency, that is, high-frequency words, specialized vocabulary (academic words), and low-frequency words. According to several studies, the high-frequency words approximately have 76.1% to 82.5% text coverage, academic Word Lists (570 word families) represent 8.5% to 10% of the tokens in a wide range of academic texts, and low frequency words rarely occur in textbooks and have low text coverage. As a general principle, Nation (1997) indicates that 2,000 word level is enough for productive use in speaking and writing. Here are some figures showing what proportion of a text is covered by certain number of frequency words:
Table 2. Vocabulary Size and Text Coverage
Vocabulary size Text coverage
1000 72.0%
2000 79.7%
3000 84.0%
4000 86.8%
5000 88.7%
6000 89.9%
15.851 97.8%
Based on the table above high frequency words are known before lower frequency words. It shows that knowing about 2000 word families gives near to 80% coverage of written text. Schonnel, Meddelton, Shaw, (1956) show the same number of words
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gives greater coverage of informal spoken text. With a vocabulary size of 2000 words, a learner knows 80% of the words in the text.
Based on this opinion, when the students learn English, they must be taught vocabulary to strengthen their language acquisition from the early beginning step. By learning vocabulary, the students will not only learn single words of foreign language, but also set phrases, variable phrases, phrasal verbs, and idioms of foreign language.
2.5. Vocabulary in the Language Learning
Vocabulary seemed not touched in the teaching and learning English as a Second Language (ESL) and English as a Foreign Language (EFL) during the period 1940 until 1970 since it had been emphasized too much in language classroom during the years that time. It was believed that vocabulary was less important than the other language skills because it did not have ‘content’ or ‘expression’. And in the late 1970s, finally vocabulary has been convinced that it is important skill which should be learnt in learning English as a Second Langauge and English as a Foreign Language.
Vocabulary has an important role in developing the students’ competence in
speaking, listening, reading and writing skills. It also can be said that that vocabulary is a basic main skill which encourages the students to learn English by integrated
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skill. In other words, if the student’s vocabulary is good, they can be good in practice
English too.
In short, vocabulary is a vehicle to communicate orally and writtenly. It means that learners who intend to have a good speaking and writing, they must master vocabulary first in order that they can convey the meaning and message of the expression. Dealing with this opinion, it is deniable that learning English without vocabulary is nothing since it gives meaning to the English language using.
2.6. Theoretical Assumption
Referring to the frame of the theories, it is assumed that vocabulary learning strategies have a great contribution in helping learner learns vocabulary and there will be correlation between vocabulary learning strategy and vocabulary size. In vocabulary learning, learners who tend to use more vocabulary learning strategies will be successful in learning foreign language. Successful foreign language learners know that to learn the form and meaning of a large number of foreign language words, to be able to store them in their memory and recall them at will, and to learn how to use them appropriately in a variety of contexts and situations, they will have to rely on wide ranges of learning strategies.
2.7. Hypothesis
Based on the theoretical assumption above, the researcher formulation of hypothesis as follows:
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- There is a correlation between vocabulary learning strategies and vocabulary size among English foreign language learners.
This chapter already discussed the literature review of this research which deals with several points of theories. The next chapter discusses about the method of this research.
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III. METHOD
This chapter discusses some aspects. They are classified like the following: research design, population and sample, data collecting technique, validity and reliability, scoring criteria, procedure of data collecting technique, data analysis and hypothesis test.
3.1. Design
In this research, the researcher would find out the correlation between vocabulary learning strategy and vocabulary size. This research would take the vocabulary size as the dependent variable and vocabulary learning strategy used by learners as the independent variable. According to Setiyadi (2006), the design of the research was as follows:
T1
→
T2
Where:
T1 = Vocabulary learning strategy T2 = Vocabulary size
3.2. The Variables
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1. The students’ vocabularysize (Y), and
2. Students’vocabulary learning strategy (X)
3.3. Population and Sample
In this research, the students of the second grade at MAN 1 Bandar Lampung would be taken by the researcher as the population. There are eleven classes of the second grade. The number of the students of each class is approximately 40 students. Three classes namely XI IIS 2, XI MIA 2, and XI MIA 4 of second grade at the MAN 1 Bandar Lampung would be used by the researcher as the subject to collect the data.
3.4. Data Collecting Techniques
In collecting the data, the researcher used:
1. Questionnaire
After deciding the subject, the researcher would give the questioner to the subject. To find out what type of vocabulary learning strategies they use. There were several questions and the students had to checklist the optional honestly.
2. Vocabulary Size Test
This step was done after the researcher had given the questioner to the subject. The researcher would give vocabulary test to find out their vocabulary size.
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3.5. Instruments
This current study would use two instruments, that was, vocabulary learning strategy questionnaire and vocabulary size test.
3.5.1. Vocabulary Learning Strategy Questionnaire
This questionnaire required 30 minutes to be answered.The questionnaire items
were intended to measure the VLS preferences under five categories of strategies, i.e, determination, social, memory, cognitive, and metacognitive strategies. The questionnaire instruments consisted of 30 items, there would be 6 questions for each strategy. It was designed specifically based onSchmitt‘s (1997) taxonomy of
L2 vocabulary learning and used by the previous research by Kallayanasute (2011). The questionnaire test given to the students had been translated into Indonesian in order to facilitate the students in understanding the questionnaire.
After deciding the subject, the researcher gave the questionnaire to the sample. In addition, the result of the questionnaire was scored based on Likert Scale. The scores ranged from 1-5. There are five options to answer the question in one item of questionnaire. They are 1 (never use it), 2 (seldom use it), 3 (sometimes use it), 4 (often use it), and 5 ( always use it ). The following scales were used to indicate the frequency of the usage of each strategy:
Directions:
• This of vocabulary learning strategies is designed for students who learn English as a foreign language. You will find about vocabulary learning strategies. Please read each statement.
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• Put (√) in the box (4, 3, 2, 1, or 0) that tells the degree of opinion on the strategies you use to learn English vocabulary. Please mark the statement that most describe you.
0 = never use it 1 = seldom use it 2 = sometimes use it 3 = often use it 4 = always use it
3.5.2. Vocabulary Size Tests
Receptive Vocabulary Level Test (RVLT) which was originally created by Nation
(1983; 1990), revised and expanded by Schmitt, and Clapham (2001) would be used by the researcher. It is considered that RVLT is as a ‘nearly’ standard test since there is no truly standard test for vocabulary. This test categorizes the knowledge of vocabulary based on the word frequency: 2,000 word level, 3,000 word level, 5,000 word level, and 10,000 word level.
Normally, in curriculum, there is a core, basic competence and goal that define that in second grade of senior high school students, the students must achieve 3000 words of vocabulary. It is in line with Senior High School English Curriculum Guidelines (1996) that senior high school students are expected to learn 2,800 words.
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The test would be given to the subject of in order to measure their vocabulary size. The receptive version of VLT named RVLT was created to measure a controlled receptive vocabulary. The test is a mixed version of the original new version of Vocabulary Size Test designed by Schmitt and Clapham (2000). The format of the test is like the following example (with the expected answers):
The test aimed to measure receptive vocabulary size through word recognition. Basically, to measure word knowledge, it includes spelling, word associations, grammatical information and multiple meanings of the target words. This test does not measure deep lexical knowledge because according to Nation (1990), word recognition measures only taps into a small part of the complexity of the vocabulary knowledge of any given language learners, a word recognition count can be a useful indication of the outer limits of the learner’s vocabulary knowledge.
3.6. Validity of the Instrument
Generally, the validity of a test shows how far the test measures what is supposed to be measured (Setiyadi, 2006). Validity can be defined as the degree to which a test actually test what it is intended to test.
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3.6.1 The Validity of Questionnaire
The composition of the questionnaire items was presented in the table of specification below.
Table 3. Specification of VLS Questionnaire
Strategy Measured Number of Questionnaire
Determination 1-6
Social 7-12
Memory 13-18
Cognitive 19-24
Metacognitive 25-30
Table 3. showed that all of aspects of vocabulary learning strategies had been included in the questionnaire. Thus, it was considered that the construct validity of the questionnaire had been standardized.
3.6.2 The Validity of Vocabulary Test
Validity is a matter of relevance. It can be said that validity is the test measures what is claimed to measure. To measure whether or not, the test is good. It can be analyzed from its content validity and construct validity. The construct validity of VLT was analyzed by Schmitt, and Clapham’s (RVLT) Laufer and Nation’s (PVLT).
The analysis of validity by using Pearson Product Moment formula showed that all items in the questionnaire of vocabulary learning strategies were valid (Appendix 2). The r values of the 30 statements were above the r table (2,048).
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Therefore, the questionnaire was used completely as what had originally been conducted from the previous research (Kallayanasute, 2011).
3.7. The Reliability of the Instruments
Reliability is the overall consistency of a measure. A measure is said to have a high reliability if it produces similar results under consistent conditions.
3.7.1 The Reliability of the Questionnaire
The questionnaire was scored according to Likert scale and the reliability of the questionnaire was measured by using Cronbach Alpha Coefficient, since it is the most common scoring to assess the consistency of the indicators in the questionnaire. Having analyzed the items, the computation showed the reliability coefficient of the questionnaire was 0,809.
Table 4. The Reliability of Questionnaire
Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on Standardized
Items N of Items
.809 .800 30
The Cronbach’s Alpha score was 0.809 meaning that all items were reliable and that the questionnaire could be used to investigate the students’ vocabulary learning strategies see (Appendix 6). As Nunally (1978) offered a rule of thumb for Cronbach’s Alpha Score minimum for reliable items was 0.7.
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3.7.2 The Reliability of Vocabulary Test
The split-half method was used to estimate the reliability. The test was classified into two similar parts (the odd-numbered items and the even-numbered items). By splitting the test into two similar parts, it was supposed as if the whole tests had been taken twice. The calculation showed that the reliability coefficient of the test was = 0,847 (Appendix 7). This instrument was regarded as a very high reliable test to be used in the research since the range of very high criteria in the criteria of reliability was 0.80–1.00 (Arikunto, 1998: 260).
3.8. The Difficulty level of the Test Items
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the research used the formula as follow:
R LD =
N
in which:
LD : Level of Difficulty
R : the number of students who answer correctly
N : the total of students following the test The criteria are:
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• Less than 0.30 = difficult
• 0.30-0.70 = middle (good item)
• More than 0.70-1.00 = easy
(Shohamy, 1985) Based on the statements above, it is clear that all the test item should base on the criteria above and the items which do not fulfill the requirements should be omitted or revised.
The result of difficulty level of the vocabulary size try-out test showed that there were 9 easy items, 48 average items, and 3 difficult items in this instrument. Below is the table displaying the difficulty level of the vocabulary size try-out test.
Table 5. Difficulty Level of the Vocabulary Size Try-out Test
Classification Items %
Easy 5,8,13,25,28,49,50,53,60 15%
Average 1,2,3, 6, 7, 9,10, 11, 12, 13, 14,15, 16, 17, 18, 19, 20, 21, 22, 23,24, 26, 29, 30, 31,32,33,34,36,37,39,40,41,42,43, 44,45,46,47,48,51,52,54,55,56,57,58,59
81.67%
Difficult 4,27,38 3.33%
Total 60 items 100%
3.9. Discrimination Power of the Test
Discrimination power refers to the extent to which the item differentiates between high and low level students on the test. A good item according to this criterion is one in which good students did well, and bad students failed (Shohamy, 1985). To
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calculate the discrimination power (DP) of the test items, the following formula was used by the researcher:
In which,
DP: Discrimination Power
U: the total of correct answer of the higher group L: the total of correct answer of the lower group N: total number of students
(Shohamy, 1985) The criteria are:
0.00- 0.20 = Poor
0.21- 0.40 = Satisfactory 0.41- 0.70 = Good
0.70- 1.00 = Excellent (should be omitted)
The Discrimination Power of the vocabulary size try-out test showed that there were 33 good items, 14 satisfactory items, and 13 excellent items. The following table presents the distribution of discrimination power of this instrument.
Table 6. Discrimination Power of Vocabulary Size Try-out Test
Classification Items %
Good 1,2,6,7,8,12,13,14,16,17,18,19,20,22,23,24,25,26,28,27, 30,36,37,39,40,41,45,46,49,52,57,58,60
55%
Satisfactory 4, 5, 9, 15,38,42,43,44,50,51,53, 54,55,59 23,33
%
Excellent 3,10,11,21,27,31,32,33,34,35,36,47,48 21,67
%
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Due to the analysis result on the difficulty level and the discrimination power described above, the test would be administered by the researcher to measure the students’ vocabulary size.
3.10. Scoring System
In scoring students’ result of the test, Percentage Score was used. The ideal highest score was 100. The score of vocabulary size calculated by using as follow:
S= ×100
Where:
S = the score of the test
r = the total of the right answer n = the total of test items
3.11. Research Procedures
To conduct the research, some procedures would be used by the researcher. It started from determining the research problem to making a report and discussion of findings. The procedures of the research were as follows:
1. Constructing the instruments for getting appropriate test items.
2. Selecting the population and sample for getting appropriate test items.
3. Trying of two kinds of the instruments (test of vocabulary size and vocabulary learning strategies questionnaire) in order to check its validity, reliability, difficulty level and discrimination power.
4. Identifying which test items that appropriate for getting the data (see from the difficulty level and discrimination power).
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5. Giving those tests to the students in order to identify the vocabulary size and the use of vocabulary learning strategies.
6. Scoring the students’ test in order to find how far the students can answer all the test items.
7. After getting all the data, the researcher will analyze the data by using SPSS to know the result.
8. The last, making the conclusion of the research.
3.12. Data Analysis
Some steps had been made before the research was conducted by using tests, the Correlation in SPSS (Statistical Program for Social Science) would be used as the tool to analyze the data. The data would be taken by looking at the result of test of vocabulary size and questionnaire of vocabulary learning strategies. The result of the test would be in form of score or interval data. The correlation between students’ vocabulary learning strategies and their vocabulary size would be analyzed at last.
3.13. Hypothesis Testing
After finding the coefficient correlation between vocabulary learning strategy and vocabulary size, the researcher used the criterion of hypothesis acceptance. The hypotheses would be proposed by the researcher as follows:
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H0=rvalue< rtable
• There is no correlation between the use of vocabulary learning strategy and vocabulary size among English foreign language learners. We can accept this hypothesis if rvalueis lower than rtable.
H1=rvalue>rtable
• There is correlation between the use of vocabulary learning strategy and vocabulary size among English foreign language learners. We can accept this hypothesis if rvalueis higher than rtable.
This chapter has explained the overview of research design, population and sample, instrument, criteria of good vocabulary learning strategies questionnaire and vocabulary size test, research procedure, data analysis, hypothesis testing that would be applied in this research. The next chapter discusses about result and discussion of this research.
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V. CONCLUSIONS AND SUGGESTIONS
This chapter offers the conclusions of the research findings and suggestions for futher research.
5.1. Conclusions
This study provides evidence that vocabulary learning strategies can play a role in learning vocabulary. This is in line with Schmitt’s (1997) claim that learners in the context of vocabulary learning are mostly inclined to use basic vocabulary learning strategies which in turn make strategy instruction an essential part of any foreign or second language program.
However, vocabulary learning strategies were not sufficient to account for students’ performance in learning vocabulary. Instead, students’ level of proficiency also played an important role in performance.
5.2. Suggestions
Referring to the conclusion above, some suggestions could be listed as follows:
5.2.1. For the Teachers
Explicit vocabulary strategy instruction should be embedded into regular activities especially in English classes. The students could understand what specific
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vocabulary learning strategies they might use in order to improve their own vocabulary size. Cohen (2002) suggest that strategy training should be integrated into the language curriculum under the guidance of the teacher and should be implemented into the language lessons in forms of various activities and tasks where a wide range of strategies are practiced.
Furthermore, social strategies are recommended to be highlighted in teaching and learning vocabulary as it has a possitive correlation with students’ vocabulary size. This training also helps shift the role from teachers to the students, in which, as stated in Nation’s (2008) Four-Strands Approach, the teacher’s main job involves planning lessons and training students’ vocabulary learning strategies, while the students’ main jobs are to take active responsibility for their own vocabulary learning.
Finally, training program should contain few steps such as: identifying student population and their needs, introducing strategies, practicing using different strategies and designing appropriate classroom activities.
5.2.2. For Further Researchers
This research was limited by the sample size. So the result should not be generalized into all contexts of situation since this result was probably compatible in certain field but not in the others. Therefore, further research on vocabulary learning strategies should try to investigate with random subjects, bigger sample size in order to get more reliable on the result of the research.
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Further research will be better to conduct deep investigation on the process of vocabulary learning strategies by adding variables such as learning style, motivation, attitude towards English.
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REFERENCES
Ahmed, M. 1989. Vocabulary learning strategies. In P. Meara (Ed.), British studies in applied linguistics: Vol. 4. Beyond words (pp. 3-14). London: British Association of Applied Linguistics/Center for Language Teaching. Alhaysony, M. 2012. Vocabulary Discovery Strategy Used by Saudi EFL Students
in an Intensive English Language Learning. context. International Journal of Linguistics, 4(2), (pp. 518-535).
Anderson, Richard C. and Peter Freebody. 1981. "Vocabulary Knowledge."
Comprehension and Teaching: Research Reviews. Ed. John T. Guthrie. Newark, DE: International Reading Association, (pp. 77-117).
Anderson, N. 2005. L2 strategy research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah, NJ: Lawrence Erlbaum Associates.
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Barcroft, J. 2009. Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), (pp. 74-89).
Baumann, J., Kame‘enui, E., & Ash, G. 2003. Handbook of research on teaching the English language arts. In J. Flood, D. Lapp, J. Squire & J. Jensen (Eds.),
Research on vocabulary instruction: Voltaire redux (2nd ed., pp. 1128): Lawrence Erlbaum.
Borer, L. 2007. Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP learners. Canadian Modern Language Review, 64(2), (pp. 269-295).
Catalán, R. 2003. Sex differences in L2 vocabulary learning strategies.
International Journal of Applied Linguistics, 13(1), (pp. 54-77).
Cook, V. 1986. Experimental Approaches to Second Language Teaching. Pergamon Press.
Ellis, N. 1995. The psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning, 8(2-3), (pp. 103-128).
(52)
Fan, M. 2003. Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners.
Modern Language Journal, 87(2), (pp. 222-241).
Folse, K. 2010. Is explicit vocabulary focus the reading teacher’s job? Reading in
a Foreign Language, 22, (pp. 139-160). Retrieved from
http://nflrc.hawaii.edu/rfl/April2010/articles/folse.pdf
Gu, Y. 2002. Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. Regional English Language Centre Journal, 33(1), (pp. 35).
Gu, Y., & Johnson, R. 1996. Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), (pp. 643-679).
Hatch, E and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry House, Inc.
Kallayanasute, C. 2011. A Study of VLS Used by Graduated Students at
Thammasat University. Bangkok, Thailand. Thammasat University Press.
Lado, R. 1997. Language Testing: The Construction and Use of Foreign
Language Test. London: Longman Group.
Lawson, M., & Hogben, D. 1996. The vocabulary-learning strategies of foreign-language students. Language Learning, 46(1), (pp. 101-135).
McCarthy, M. 1990. Vocabulary. Oxford: Oxford University Press.
Milton, J. 2009. Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters.
Mongkol, N 2008. A Study of Vocabulary Learning Strategies of The First and Second Year Students from English Department at Phetchaburi Rahabhat University.Unpublished Master’s thesis, Kasetsart University, Thailand
Nation, P. 1997. Vocabulary Size, Text Coverage, and Word Lists. Cambridge: Cambridge University Press, (pp. 6-19).
Nation, P. 2001. Learning vocabulary in another language. New York: Cambridge University Press.
Nation, I. S. P. 2009. Teaching ESL/EFL Reading and Writing. New York: Routledge.
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Nation, P. 2001. Learning Vocabulary in Another Language. Ed. Michael H. Long and Jack C. Richards. Cambridge: Cambridge University Press.
Nur, C. 2004. English Language Teaching in Indonesia: Changing Policies and Political Constrains. In H. W. Kam & R. Y. L. Wong. (Eds.), English language teaching in East Asia today: changing policies and practices (pp. 178-194). Singapore: Eastern Universities Press.
Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R. 2003. Toward A More Systematic Model Pf L2 Learner Autonomy. In Palfreyman, P., and Smith, R. (Eds.), Learner Autonomy Across Cultures: Language Education Perspectives (pp. 75-91). Great Britain: Palgrave Macmillan.
Oxford, R. 2004. Language learning styles and strategies: An overview. GALA. Retrieved August, 2010 from http://web.ntpu.edu.tw/~language/workshop/ read2.pdf
O’Malley, J. M., & Chamot, A. 1990. Learning strategies in second language acquisition (The Cambridge Applied Linguistics Series). Cambridge: Cambridge University Press.
Rubin, J. 1987. Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies and language learning. Englewood Cliffs: Prentice Hall.
Sahbazian, S. 2004. Perceived vocabulary learning strategies of Turkish University students. Unpublished doctoral thesis.
Senior High School English Curriculum Guidelines. 1996. London: Oxford University Press.
Setiyadi, B. 2006. Metode Penelitian Pengajaran Bahasa Asing. Yogyakarta. Graha Ilmu.
Schmitt, N., & McCarthy, M. (Eds). 1997. Vocabulary, description, acquisition, and pedagogy: Vocabulary learning strategies. Cambridge: Cambridge University Press.
Schmitt, N. 2000. Vocabulary in language teaching. New York, NY: Cambridge University Press.
Schonell, F.J., Meddleton, I.G. & Shaw, B.A. 1956. A study of the oral vocabulary of adults. Brisbane: University of Queensland Press.
(54)
Retrieved March 30, 2015, from http://tesl-ej.org/ej26/a3.html
Shohamy, E. 1985. A Practical Handbook in Language Teaching for Second Language. Tel Aviv: Raanana.
Tseng, W.-T., & Schmitt, N. 2008. Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), (pp. 357-400).
Waldvogel, D. 2013. The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners.
Journal of Language Teaching and Research, Vol. 4, No. 2, (pp. 209-219). Wenden, A. 1991. Learning strategies for learner autonomy: Planning and
implementing learner training for language learners. London: Prentice. Zimmerman, K. 2005. Newly placed versus continuing students: comparing
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vocabulary learning strategies they might use in order to improve their own vocabulary size. Cohen (2002) suggest that strategy training should be integrated into the language curriculum under the guidance of the teacher and should be implemented into the language lessons in forms of various activities and tasks where a wide range of strategies are practiced.
Furthermore, social strategies are recommended to be highlighted in teaching and learning vocabulary as it has a possitive correlation with students’ vocabulary size. This training also helps shift the role from teachers to the students, in which, as stated in Nation’s (2008) Four-Strands Approach, the teacher’s main job involves planning lessons and training students’ vocabulary learning strategies, while the students’ main jobs are to take active responsibility for their own vocabulary learning.
Finally, training program should contain few steps such as: identifying student population and their needs, introducing strategies, practicing using different strategies and designing appropriate classroom activities.
5.2.2. For Further Researchers
This research was limited by the sample size. So the result should not be generalized into all contexts of situation since this result was probably compatible in certain field but not in the others. Therefore, further research on vocabulary learning strategies should try to investigate with random subjects, bigger sample size in order to get more reliable on the result of the research.
(2)
49
Further research will be better to conduct deep investigation on the process of vocabulary learning strategies by adding variables such as learning style, motivation, attitude towards English.
(3)
REFERENCES
Ahmed, M. 1989. Vocabulary learning strategies. In P. Meara (Ed.), British studies in applied linguistics: Vol. 4. Beyond words (pp. 3-14). London: British Association of Applied Linguistics/Center for Language Teaching. Alhaysony, M. 2012. Vocabulary Discovery Strategy Used by Saudi EFL Students
in an Intensive English Language Learning. context. International Journal of Linguistics, 4(2), (pp. 518-535).
Anderson, Richard C. and Peter Freebody. 1981. "Vocabulary Knowledge." Comprehension and Teaching: Research Reviews. Ed. John T. Guthrie. Newark, DE: International Reading Association, (pp. 77-117).
Anderson, N. 2005. L2 strategy research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah, NJ: Lawrence Erlbaum Associates.
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Barcroft, J. 2009. Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), (pp. 74-89).
Baumann, J., Kame‘enui, E., & Ash, G. 2003. Handbook of research on teaching the English language arts. In J. Flood, D. Lapp, J. Squire & J. Jensen (Eds.), Research on vocabulary instruction: Voltaire redux (2nd ed., pp. 1128): Lawrence Erlbaum.
Borer, L. 2007. Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP learners. Canadian Modern Language Review, 64(2), (pp. 269-295).
Catalán, R. 2003. Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), (pp. 54-77).
Cook, V. 1986. Experimental Approaches to Second Language Teaching. Pergamon Press.
Ellis, N. 1995. The psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning, 8(2-3), (pp. 103-128).
(4)
Fan, M. 2003. Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87(2), (pp. 222-241).
Folse, K. 2010. Is explicit vocabulary focus the reading teacher’s job? Reading in a Foreign Language, 22, (pp. 139-160). Retrieved from http://nflrc.hawaii.edu/rfl/April2010/articles/folse.pdf
Gu, Y. 2002. Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. Regional English Language Centre Journal, 33(1), (pp. 35).
Gu, Y., & Johnson, R. 1996. Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), (pp. 643-679).
Hatch, E and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry House, Inc.
Kallayanasute, C. 2011. A Study of VLS Used by Graduated Students at Thammasat University. Bangkok, Thailand. Thammasat University Press. Lado, R. 1997. Language Testing: The Construction and Use of Foreign
Language Test. London: Longman Group.
Lawson, M., & Hogben, D. 1996. The vocabulary-learning strategies of foreign-language students. Language Learning, 46(1), (pp. 101-135).
McCarthy, M. 1990. Vocabulary. Oxford: Oxford University Press.
Milton, J. 2009. Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters.
Mongkol, N 2008. A Study of Vocabulary Learning Strategies of The First and Second Year Students from English Department at Phetchaburi Rahabhat University. Unpublished Master’s thesis, Kasetsart University, Thailand Nation, P. 1997. Vocabulary Size, Text Coverage, and Word Lists. Cambridge:
Cambridge University Press, (pp. 6-19).
Nation, P. 2001. Learning vocabulary in another language. New York: Cambridge University Press.
Nation, I. S. P. 2009. Teaching ESL/EFL Reading and Writing. New York: Routledge.
(5)
Nation, P. 2001. Learning Vocabulary in Another Language. Ed. Michael H. Long and Jack C. Richards. Cambridge: Cambridge University Press.
Nur, C. 2004. English Language Teaching in Indonesia: Changing Policies and Political Constrains. In H. W. Kam & R. Y. L. Wong. (Eds.), English language teaching in East Asia today: changing policies and practices (pp. 178-194). Singapore: Eastern Universities Press.
Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R. 2003. Toward A More Systematic Model Pf L2 Learner Autonomy. In Palfreyman, P., and Smith, R. (Eds.), Learner Autonomy Across Cultures: Language Education Perspectives (pp. 75-91). Great Britain: Palgrave Macmillan.
Oxford, R. 2004. Language learning styles and strategies: An overview. GALA. Retrieved August, 2010 from http://web.ntpu.edu.tw/~language/workshop/ read2.pdf
O’Malley, J. M., & Chamot, A. 1990. Learning strategies in second language acquisition (The Cambridge Applied Linguistics Series). Cambridge: Cambridge University Press.
Rubin, J. 1987. Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies and language learning. Englewood Cliffs: Prentice Hall.
Sahbazian, S. 2004. Perceived vocabulary learning strategies of Turkish University students. Unpublished doctoral thesis.
Senior High School English Curriculum Guidelines. 1996. London: Oxford University Press.
Setiyadi, B. 2006. Metode Penelitian Pengajaran Bahasa Asing. Yogyakarta. Graha Ilmu.
Schmitt, N., & McCarthy, M. (Eds). 1997. Vocabulary, description, acquisition, and pedagogy: Vocabulary learning strategies. Cambridge: Cambridge University Press.
Schmitt, N. 2000. Vocabulary in language teaching. New York, NY: Cambridge University Press.
Schonell, F.J., Meddleton, I.G. & Shaw, B.A. 1956. A study of the oral vocabulary of adults. Brisbane: University of Queensland Press.
(6)
Retrieved March 30, 2015, from http://tesl-ej.org/ej26/a3.html
Shohamy, E. 1985. A Practical Handbook in Language Teaching for Second Language. Tel Aviv: Raanana.
Tseng, W.-T., & Schmitt, N. 2008. Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), (pp. 357-400).
Waldvogel, D. 2013. The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners. Journal of Language Teaching and Research, Vol. 4, No. 2, (pp. 209-219). Wenden, A. 1991. Learning strategies for learner autonomy: Planning and
implementing learner training for language learners. London: Prentice. Zimmerman, K. 2005. Newly placed versus continuing students: comparing