Nature of Data RESEARCH DATA

Table 3.2. The Blueprint of the Questionnaire NO CONCEPT SUB CONCEPT INDICATOR ITEMS

1 CALL

Egbert, Chao, Hanson- Smith, 1999 - enough time and feedback sufficient time and feedback to revise their learning. 1,2 - mindful attention to the learning process guided to attend fully to the learning process. 3 - atmosphere with an ideal stressanxiety level work in an atmosphere with an ideal stressanxiety level. 4 - learner autonomy work independently. 5 2. Schmitt‟s Taxonomy of Vocabulary Learning Strategies VLS DETERMINATION - guess from textual context guess the words from the textual context when students do not understand the meaning 6 - bilingual dictionary check English-Indonesian dictionary when students do not understand the meaning of the words 7 - monolingual dictionary check English-English dictionary to understand the meaning of the words better 8 - word lists make students‟ own word list containing the words which are quite difficult for them to understand 9 SOCIAL - ask teacher for L1 translation ask the teacher for the Indonesian translation when students do not understand the meaning in English 11 - ask teacher for a sentence including the new word ask the teacher to give more examples using the new words which are quite difficult for them to understand 11 - ask classmates for meaning ask students‟ classmates to translate the words for me when they do not understand them 12 - discover new meaning through group work activity invite students‟ friends to have group work whenever they have difficulty in understanding the new words 13 MEMORY - connect the word to a personal experience relate the word with students‟ personal experience to help them memorizing it 14 - connect the words to its synonyms and antonyms connect the words to their synonyms and antonyms to understand them better 15 - use new words in sentences make sentences using the new words to understand them better 16 - study the spelling of a word spell the new words carefully to avoid mistakes 17 - say new word aloud when studying read the words loudly when they are studying to help them memorize the words better 18 - use key word method make students‟ own key words to ease them in memorizing the vocabulary 19 COGNITIVE - written repetition write the words several times to help them to memorize the words better 21 -verbal repetition repeat the words orally to help them memorize the words better 20 - word list read the word lists available in the 22 NO CONCEPT SUB CONCEPT INDICATOR ITEMS books to improve their vocabulary - use the vocabulary section in your textbook print and make their own textbook based on the vocabulary section to help them studying 23 - put English labels on physical objects name the vocabulary to the real objects to help them in memorizing the vocabulary 24 - keep a vocabulary note book take note on the words which need special effort in memorizing them 25 METACOGNITIVE - use English language media use English songs, movies and even games to help me to improve their vocabulary 30 - testing oneself with word tests prepare themselves well for vocabulary quiz 26 - study over time allocate their extra time to study when they think there are too many words that they do not understand 27 - use spaced word practice skip or pass new word skip or pass the new words to study further later 28,29 3. Gu Johnson‟s Category of Vocabulary Learning Strategies VLS METACOGNITIVE Selective attention Identifying essential words for comprehension 29 Self-initiation Using variety of means to make the meaning of words clear 6,16 COGNATIVE Guessing - Activating background knowledge - Using linguistic items 6,14,24 Use dictionaries - Use monolingual dictionary - Use bilingual dictionary 7,8 Note taking Note Taking 9,19,21,2 3 MEMORY Rehearsal - Word List - Repetition 9,21,25, 29 Encoding association - Imagery - Visual - Auditory 24 ACTIVATION Using new words - Using new words in different context 16 4. Nation‟s Taxonomy of Vocabulary Learning Strategies PLANNING choosing what to focus on and when to focus on it. - Choosing words - Choosing the aspects of word knowledge - Choosing strategies - Planning repetition 28,29 SOURCES finding information about words - Analyzing the word - Using context - Consulting a reference source in L1 or L2 - Using parallels in L1 and L2 7,8,9 PROCESSES establishing knowledge - Noticing - Retrieving - Generating 24