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dictionary Table 4, number 19. At the same time also almost all students 96 mentioned that they also referred to the Indonesian-English dictionary Table 4, number 20. There were
several purposes of using the dictionary. The highest score came from using the dictionary to find usages of the word in context 55 students on the table 4 number 22, and another is
finding meaning of the word 51 students from table 4 number 21. Most studies on the effectiveness of dictionaries in vocabulary learning have been conducted in L1 settings, and
most have compared dictionary definitions with contextual guessing. In general, results in these studies favored the contextual guessing approach Crist, 1981; Crist Petrone, 1977;
Gipe, 1978. Knight 1994, also discovered that while incidental vocabulary learning through contextual guessing did take place, those who used a dictionary as well as guessed through
context not only learned more words immediately after reading but also remembered more after two weeks.
5. Note Taking Strategies
Table 5 No.
Statement 1
Strongly Agree
2 Agree
3 Disagree
4 Strongly
Disagree 23
I have a vocabulary note book to list down new word
7 12 28 48
20 35
3 5
24 I write down the English word
and ArabicMalay translation of the word
13 22 38 66 5
8 2
4 25
I only take note the meaning of the word
2 4
21 37 33
57 2
4 26
I take note of the synonym or antonym of the word
4 7
22 38 31
53 1
2 There were various note taking strategies employed by the students. Approximately 60
students reported that they had a vocabulary notebook Table 5, number 23. The most
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common way was write down of the unknown English word and its Indonesian translation 88 of students from the table 5 number 24. Otherwise, they only listed the meaning of the
words 41 of students from the table 5 number 25. It was interesting to note that only 45 of students reported to note the synonym or antonym of the word Table 5, number 26.
Teachers instinctively know how important note-taking is, and a lot has been said on how note-taking should take place Allen, 1983; Gairns Redman, 1986; Schmitt Schmitt,
1995, very few studies have touched upon vocabulary note-taking and how it affects vocabulary learning. This data could imply that the students were unaware of the impact of
note taking or keeping a vocabulary note book for vocabulary enhancement purposes. Moreover, the strategies that they employed such as writing the English words and
translations as well as note taking the meaning of words are insufficient for enhancement and memory of words. These students would need to engage in other note taking strategies to help
them develop their vocabulary knowledge.
6. Memory Repetition Strategies
Table 6 No.
Statement 1
Strongly Agree
2 Agree
3 Disagree
4 Strongly
Disagree 27
To remember a word, I repeat it aloud to myself
10 17 26 45
21 36
1 2
28 To remember a word, I write it
repeatedly 6
10 28 49 24
41 29
I create a mental image of the new word to help me remember
the word 3
5 20 35
31 53
4 7
In terms of memory strategies, the students were discovered to employ the strategy of
oral repetition and creating mental images mnemonic is only 40 Table 6, number 29. It was interesting to note that about 59 of the students also employed the strategy of written
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repetition of a word Table 6, number 28 whereas 62 students repeated the word aloud to aid in memory of the word Table 6, number 27.
7. Activation strategies
