The Results of Interview

Table 4.3. Students’ Beliefs on Acquiring Words in Context No Statements SD D A SA Total Respondent Total Score Mean Implication on the design 1 2 3 4 5. I can expand my vocabulary through reading a lot 1 3 24 52 80 287 3.58 Using reading text as the input for presenting the target words 6. I can identify the meaning of most words through reading 1 11 30 38 80 265 3.31 Applying a guessing word meaning strategy 7. Guessing words in context is one of the best ways to learn vocabulary 1 14 53 12 80 236 2.95 Providing reading texts containing the high frequency words In the second issue related to learners’ beliefs about vocabulary learning that the nursing students could identify the use of textual clues as a strategy toward understanding the meaning of words that was when they approach any reading material. At the same time, they would also employ the strategy of guessing based on the context the word if located. These findings would be the consideration of using the reading texts to exposed the target words and to encourage the users to guess the meaning from the contexts. Table 4.4. Students’ Beliefs on Using Top-down Strategy to Acquire the words No Statements SD D A SA Total Respondent Total Score Mean Implication on the design 1 2 3 4 8. I revise the new words I have learned 5 30 45 80 200 2.50 None 9. I use the words that I have learned 7 18 54 1 80 209 2.61 None 10. When I learned the word, I pay close attention to its new usage and new meaning 8 16 55 1 80 209 2.61 Exposing the target words in more than one sentences 11. When I have learned the word, I will recall the meaning to help me understand the context 11 46 24 80 265 3.2 Providing the feedback on the quiz The respondents reported that they would use the words that they had learned 2.6 mean score and would recall the meaning to help them understand the context 3.2 mean score. One reason for doing so could be because they did not only look at the meaning of the word but also at how the word was used. This response given was opposite to what poor learners would often do whereby they would go to the extent of keeping vocabulary notebooks, but they hardly go beyond the extent of nothing the words in the notebook. In other words, the students lack practice of the new words that they have learned. To respond this situation, the vocabulary exercises should provide the feedback to help the users recalling on what they had learned.

b. Vocabulary Learning Strategies

The second information collected through distributing the questionnaire was about vocabulary learning strategies. The questionnaire consisted of 29 statements grouped under five categories: 1 Metacognitive regulation, 2 Using Guessing Strategies, 3 Dictionary Strategies, 4 Note-taking strategies, and 5 Memory Strategies. The following tables present the statement and also the result of the vocabulary learning strategy questionnaire. Table 4.5. Students’ Responses on Metacognitive Strategies No Statements SD D A SA Total Respondent Total Score Mean Total Mean 1 2 3 4 1. I think about my progress in vocabulary learning. 10 55 15 80 245 3.06 2.89 2. I try to find out all I can about the new words I learn. 12 55 13 80 241 3.01 3. I only focus on thing that are related to examinations 4 31 37 8 80 209 2.61 4. I know which words are important for me to learn. 28 44 8 80 220 2.75 2.91 5. I look up words that I’m interested in. 13 52 15 80 242 3.03 6. I make a note of words that seem important to me. 14 28 39 12 80 235 2.94 In terms of metacognitive strategies, there two sub-categories to find out: self-initiation and selective attention strategies. In self-initiation metacognitive strategies items 1 to 3, these subjects responded positively to thinking about their progress in vocabulary learning 3.06 as well as demonstrating initiation to find out about the new words that they have learned 3.01. However, it was also discovered that when it came to examinations, 45 students responded that they would just focus on things that were related to exams. This finding could imply that students are still very influenced by examinations. Whereas, related to selective attention in metacognitive strategies the data above revealed that the nursing students can identify which words are relevant for them to know. In most cases these words would refer to terms in relation to their course work extrinsic motive. In addition, they also focused on other words which were of interest to the – not so much related to their course work, but for them to know more about the vocabulary