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their learner and what strategies that student teachers use those strategies in classroom.
H. Checking Validity of Findings
After analyzing the data and interpreting the findings, research checked the accuracy of the findings. Researcher checked the accuracy of findings in the
form of member checking. Member checking is the way of checking the accuracy of the findings through asking the participants of the study.
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Therefore, researcher asked some participants of this study whether the findings of this study is fair and representative.
I. Research Stages
This study is conducted into two stages, those are: 1.
Preliminary Research In order to clarify the research problems of this study, researcher conducted
preliminary research on October 19
th
2015 with student teachers of English Teacher Education Department. This preliminary research gave information to
the researcher related with student teachers who may not really understand about vocabulary learning strategies.
2. Designing Investigation
In this stage, researcher designed the questionnaire in order to identify kind of vocabulary learning strategies that student teachers consider as useful and
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.W. Creswell, Education Research: Planning, Conduction … 259
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used it in classroom. In the term of getting validity, researcher asked one of lecturer to validate the questionnaire. After validate the questionnaire,
researcher conducted pilot study in order to test reliability of the instrument. The questionnaire consists of 30 vocabulary learning strategies that is adapted
from Lai Yung- Li’s questionnaire.
3. Implementing Investigation
In order to answer research problems about vocabulary learning strategies, researcher began the investigation with distributing two kind of questionnaires
to 63 student teachers of English Teacher Education Department. 4.
Analyzing Data After collecting the data, researcher analyzed the data in order to answer the
research questions. The steps of analyzing data was described on data analysis technique before.
5. Concluding Data
The last step is concluding data. This is the final report of this study where researcher concluded the findings of the study.
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CHAPTER IV FINDINGS AND DISCUSSION
This chapter is divided into two parts: research findings and discussion. In research findings, the researcher reports the result of the data gathered. Then, the
discussion part describes the data analysis of this study. The discussion of the analysis includes the explanation about kinds of vocabulary learning strategies that student
teachers consider to their learner and what vocabulary learning strategies that student teachers frequently used in classroom.
A. Research Findings
This study had been conducted on 23
th
February – 5
th
April 2016. This study was conducted to answer research problems of this study. There were 63 student
teachers of English Teacher Education Department students that became participants of this study. They have taken internship program academy years 2015-2016. The
participants of this study were chosen randomly based on their availability. The result of the findings are categorized based on research questions of this study. The findings
of this study are presented below:
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1. Vocabulary Learning Strategies that Student Teachers Consider to Their
Students
The first research question of this study is to know vocabulary learning strategies that student teachers consider to their students in internship program. In
order to know kind of vocabulary learning strategies, this study used questionnaire see app. 1 as the instrument to gain the data. The questionnaire consists of 30
strategies that is classified based on Schmitt’s taxonomy. There are four categories of vocabulary learning strategies on Schmitt’s taxonomy, which are: determination
strategies, memory strategies, cognitive strategies, and metacognitive strategies. Social strategies are omitted because this study focuses on strategies that have more
teacher inference whereas social strategies are less instructor inference. Further explanation about categorizing 30 strategies into Schmitt’s taxonomy is presented on
the table below:
Table 4.1
The categorization of Vocabulary Learning Strategies
Strategy Number of Questionnaire Items
Percentage
[D] Determination Strategies 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
33,3 [Me] Memory Strategies
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16 46,7
[C] Cognitive Strategies 11, 12, 17, 18
13,3 [Met] Metacognitive Strategies 19, 20
6,7 Table 4.1 shows that the questionnaire items consist of 10 determination
strategies 33,3, 14 examples of memory strategies 46,7, 4 strategies of cognitive strategies 13,3, and 2 kinds of metacognitive strategies 6,7. Each
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kind of strategies on Schmitt’s taxonomy will be given a code in order to make the data analysis easier to understand, for instance: strategy number one on questionnaire
which is categorized as memory strategies is given code Me01. Therefore, the following explanation on research findings would be used that code to represent each
strategies. The next step after categorizing each items of questionnaire into Schmitt’s
taxonomy, researcher calculated the data in order to find the percentage of respondents who consider each strategies as useful strategies see chapter III for the
formula. In addition, researcher also calculated mean of each strategies. The mean represents average of total scores from each strategies. The formula of mean is below:
= ∑
ℎ � � �
Then, mean of each strategies are categorized into four scales, which are: very good, good, poor, and very poor see app. 1 for specific description of each scales.
In order to categorize the mean into those four scale, researcher calculated the interval scores for each scales. The formula to find the interval is:
� =
� = ℎ� ℎ
� − �
4 =
4 − 4 = ,7
Therefore, the interval of each scale is 0,75. Specifically,
the interval scores for categorizing the mean are presented below:
