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
Gu 2003b also suggested that by using memory strategy, learners can easily memorize the new learned words by repetition, visual, imagery, etc. VLS that are under this
category are rehearsal and encoding Gu, 2003b. Below are the result of memory strategy used by participants.
Figure 8. Frequency of Memory VLS
Figure 8 shows that in memory strategy, there were two strategies that mostly used by
the participants and they had the same percentage. The first was statement 24 repeat the
word aloud to myself to remember a word which included to rehearsal and then statement 27 analyze the word by breaking it into different parts to remember a word which included to
encoding. The result from both statements was 3.221, showed that learners sometimes
3,221 2,208
3,027 3,221
500 1,000
1,500 2,000
2,500 3,000
3,500 1
27. To remember a word, I analyze the word by breaking it into different parts prefix, root, suffix 26. I create a mental image of the new word to help me remember the word
25. To remember a word, I write it repeatedly 24. To remember a word, I repeat it aloud to myself
24 remembering words by repeating aloud and analyzing the word by breaking into different
parts.
On the other hand, the least strategy used by participants was statement 25 or „write the word repeatedly to remember a word
‟ 2.208. Whereas the frequency 3.027 shows that statement 26 or „create a mental image of the new word in order to remember the word‟ was
in the second position. A study which conducted by Riankamol 2008 found that repeating the word aloud in
order to remember a word become the least used strategy by the participants. While this study revealed that participants preferred to repeat the word aloud and analyzed the word by
breaking it into different parts to remember the word. Repeating word aloud and analyze the word in order to remember words possibly useful for participants because as Yang and Dai
2011 suggested that knowledge of affixes and roots is valuable for learners to develop their vocabulary development. The knowledge can be used to figure out the meaning of unfamiliar
words by relating to background knowledge Nation, 2001. When learners break the word into different parts, learners can relate the unknown word with the known words then learners
can do repetition to remember the words.
5. Activation Strategy statements 28 and 29
