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
statements 1, 2 ,3 ,4 ,5 ,and 6
Gu and Johnson 1996, as cited in Nor, 2012, p.5 divided metacognitive strategy into selective attention and self-initiation strategies. In learning process, usually there are learners
who are aware and unaware about their improvement in learning English. By using metacognitive strategy, learners will know which words that important for their progress in
learning vocabulary. Moreover, they can use the vocabulary in different variations. The figure below is the result of metacognitive strategy used by the participants.
22 Figure 7. Frequency of Metacognitive VLS
Figure 7 shows that participants chose „find out all they can about new words that they learn‟ statement 2 as the most used metacognitive VLS 3.463. In other words, the
frequency 3.463 means that sometimes participants found out all they can about the words when they learn vocabulary. On the other hand, „focus to the vocabulary that related to the
examinations‟ statement 3 became the least used of metacognitive VLS 2.517. The frequency 2.517 shows that participants rarely focused to the vocabulary that related to the
examinations. The second position was „think about the progress in vocabulary learning‟ or statement 1 3.369, followed by statement 4, „know which words that important to learn‟
3.336, „make a note of words that seem important‟ or statement 6 2.745 on the fourth position. Then, statement 5 „look up the words that interesting‟ 2.523 was on the fifth
position and the last „focus to the vocabulary that related to the examinations‟ or statement 3 2.517. In short, in self-
initiation strategies participants used strategy „find out all they can about the words they learn‟ 3.463 in order to use variety means in understanding the
meaning. In selective attention strategy, participants also „know which words are important to le
arn‟ 3.336 in identifying essential words for their comprehension.
3,369 3,463
2,517 3,336
2,523 2,745
500 1,000
1,500 2,000
2,500 3,000
3,500 4,000
1
6. I make a note of words that seem important to me 5. I look up words that I’ i terested i
4. I know which words are important for me to learn
3. I only focus on thing that are related to examinations 2. I try to find out all I can about the new words I learn
1. I think about my progress in vocabulary learning
23 Participants sometimes used metacognitive VLS when they learnt English which was
proved by 3.463 of the frequency. Metacognitive strategy sometimes used by participants, because as Schmitt 1997 mentioned that metacognitive strategy was used to measure
learners‟ vocabulary development by testing oneself in order to evaluate the progress of learning process. On the other hand, Zhao 2009 discovered from her study that the use of
metacognitive strategy was considered very low in EFL context. In short, metacognitive strategy is needed in language learning to measure the progress in learning process.
4. Memory Strategy statements 24, 25, 26, and 27
