Source Strategy statement 30 Cognitive Strategy

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1. Source Strategy statement 30

Nation 2001 explained that language learners have to be able to get information about the words when they find new vocabularies. In vocabulary learning, learners can get knowledge not only from teachers at school. Beside, other things also can help learners improve their vocabulary development. For example, newspaper, magazine, songs, films, etc. Below is the result of source strategy used by participants. Figure 3. Frequency of Source VLS Figure 3 shows that besides learning vocabulary from the teacher at school, the participants also learnt new words from reading English materials e.g. newspaper, novels, etc. or statement 30. The frequency of the result was 3.228, which means that sometimes learners learnt new words from reading English material. Participants possibly felt that source strategy was useful because as Cai and Lee 2012 explained that inferring new words‟ meaning from reading also influence to learners‟ ability to the more vocabulary knowledge. Reading materials can be helpful for participants because when they find unknown words, they can do either avoid or guess the meaning Nourzadeh Khatib, 2012. So, when participants find new words, they can do either avoid or inference and when they try to guess, they will get new knowledge. To sum up, besides at school, sometimes learners get new words from English material. By guessing or inference, learners can develop their vocabulary through reading various kinds of English reading materials. 3,228 500 1,000 1,500 2,000 2,500 3,000 3,500 1 30. I learn new words from reading English materials e.g. newspaper, novels, etc. 17

2. Cognitive Strategy

Cognitive strategy can be classified into guessing, dictionary strategies and note taking strategies Gu Johnson, 1996, as cited in Riankamol, 2008. Moreover, guessing divided into activating background knowledge and using linguistic clues.

a. Guessing Strategy statements 7, 8 ,9 ,10 ,11 , 12 ,and 13

Learners may use guessing strategy to figure out the meaning of the word. However, Gu 2003b stated that most L2 learners were less effective in guessing since it is inappropriate for beginner L2 learners and they will find difficulties in guessing because they do not have the basic language skills in target language in order to understand the context. Below are the result of cognitive strategy used by participants on guessing category. Figure 4. Frequency of Guessing strategy under Cognitive VLS Figure 4 reveals that in guessing category participants mostly used statement 9 guess the meaning and then look at the dictionary when meet new words in reading. While statement 7 skip wor ds that don‟t understand revealed as the least used of VLS in guessing strategy. The frequency of statement 9 was 3.758, which means that participants often guessed the meaning and then looked at the dictionary when meet new words in reading. On 2,557 3,503 3,758 3,463 3,409 3,148 2,584 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 1 13. I analyze the word structure prefix, root and suffix when guessing the meaning of the word 12. I look at the part of speech of the new word to guess the meaning of the new word 11. I make use of my knowledge of the topic to guess the meaning of word 10. I use alternative clues and try again if I fail to guess the meaning of a word 9. I guess the meaning and then look at the dictionary when I meet new words in reading 8. I use my experience and common sense to guess 7. I skip words I do ’t u dersta d 18 the other hand, the result of statement 7 was 2.557, which means that participants rarely skipped the words that they did not understand. Moreover, statement 8 or „use experience and common sense to gue ss‟ 3.503 was on the second position, then statement 10 use alternative clues and try again when fail to guess the meaning of a word and the frequency was 3.463. Statement 11 or „make use of my knowledge of the topic to guess the meaning of word 3.409 on the fourth position, the fifth position was statement 12, „look at the part of speech of the new word to guess the meaning of a word‟ 3.148. Then statement 13 or „analyze the word structure when guessing the meaning‟ 2.584 was on the sixth position. Here, both of the most and the least strategy are included in „activating background knowledge‟. Gu 2003b found that the rate of guessing in EFL setting is considered low. From their study, Huang and Eslami 2013 found that advanced English learners used background information and main idea to guess the meaning of unfamiliar words. However, the result of the study revealed that the participants or beginner L2 learners often guess the meaning and then look at the dictionary when meet new words in reading. Participants possibly felt that guessing was important because as Mizumoto 2010 explained that guessing strategy is effective in vocabulary learning since it is closely related to incidental learning from reading passage that learners mostly deal with in learning English from teacher. Thus, trying to guess the meaning then look at the dictionary to make sure when meet new words in reading was a good strategy according to the participants. By guessing the new words from passage, participants intend to have more vocabulary knowledge.

b. Dictionary Strategy statements 14, 15, 16, 17, 18, and 19

According to Gu 2003a, a successful learners have to know the words‟ meaning and use the words properly in different context. The use of dictionary can make learners more successfully develop their vocabulary in language learning Gu, 20003b. 19 Below are the result of cognitive strategy used by participants on dictionary category. Figure 5. Frequency of Dictionary strategy under Cognitive VLS Figure 5 shows that most of participants chose statement 15 use a bilingual dictionary as the most frequently used VLS in dictionary strategy and the frequency was 4.604. It showed that learners always used bilingual dictionary in language learning. Statement 19, „use the dictionary to find the appropriate usage‟ 3.268 was on the second position. Then the third position was statement 16 or „use dictionary to find out the pronunciation of the word ‟ 2.996. After that, statement 18 or „look in the dictionary for collocation patterns of the word ‟ was on the fourth position and the frequency was 2.671. Next was statement 14 or „use an English dictionary‟, the frequency was 1.812. The last position in dictionary strategy was statement 17 or „use the dictionary to find only the meaning of the word ‟, and the frequency was 1.738. So, in dictionary strategy, participants preferred to use bilingual dictionary vocabulary learning. It showed by the result of 4.604 and revealed that learners often used bilingual dictionary. In this context, bilingual dictionary is using Indonesian – English. From another research, Cicko, Pojani, and Stavre 2013 also found that bilingual dictionary was mostly used by participants. While this research reveals the same finding, 1,812 4,604 2,996 1,738 2,671 3,268 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000 1 19. I use the dictionary to find the appropriate usage example sentence of the word 18. I look in the dictionary for collocation patterns of the word 17. I use the dictionary to find only the meaning of the word 16. I use the dictionary to find out the pronunciation of the word 15. I use a bilingual dictionary 14. I use an English dictionary 20 bilingual dictionary was found as the most frequently used by the participants. Participants possibly thought that dictionary strategy was useful because as Nyikos and Fan 2007 stated that using dictionary is important in learning any language, however learners cannot elaborate in using the words in any context since they merely focus on meaning and spell the words. In fact, dictionary really helps especially for beginner learners in EFL setting when learning English. Dictionary not only provides the meaning but also the information of the words, such as how to pronounce the words, the part of speech, example sentences, etc Gu, 2003b. These can be the reason why the participants prefer to use bilingual dictionary.

c. Note-Taking Strategy statements 20, 21, 22, and 23

Gu 2003b stated that note taking strategy is a strategy that done by learners after they grasp information then they may take notes. The notes can be in the form of vocabulary notebooks, vocabulary cards, or important thing related to the words such as example of sentences, part of speech, synonym, etc. Below are the result of cognitive strategy used by participants on note-taking strategy. Figure 6. Frequency of Note-Taking strategy under Cognitive VLS Figure 6 shows that statement 22 or „only take note the meaning of the word‟ revealed as the most note-taking strategy used by the participants. The frequency was 3.483, means 2,996 3,416 3,483 3,081 2,700 2,800 2,900 3,000 3,100 3,200 3,300 3,400 3,500 3,600 1 23. I take note of the usages of the word example sentences, part of speech, etc. 22. I only take note the meaning of the word 21. I write down the English word and Indonesian translation of the word 20. I have a vocabulary note book to list down new word 21 that sometimes learners only taking note for the meaning of the words. On contrary, the least of note taking strategy chosen by the participants was statement 20 have a vocabulary notebook to list down the new word and the frequency was 2.966. While in the second position, there was statement 21 or „write down the English word and Indonesian translation of the word‟, the frequency was 3.416 and statement 23 or „take note of the usages of the word‟ 3.081 was on the fourth position. From the result, participants sometimes took notes the meaning of the words which shown by the frequency of 3.843. Note taking strategy possibly useful for participants because as Nation 2001 mentioned, note-taking strategies is an integration of some strategies at the same time. It means that learners learn to use and integrate some VLS in employing note-taking strategy. Thus, learners have to understand many VLS because they need to integrate some strategy in doing note taking. Finally, they have to learn more about the words in order to develop their vocabulary knowledge.

3. Metacognitive Strategy