LEARNING STRATEGIES AND SEX DIFFERENCES IN MASTERING VOCABULARY.

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LEARNING STRATEGIES AND SEX DIFFERENCES IN

MASTERING VOCABULARY

A Thesis

Submitted to English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

CONNY

Registration Number: 809125004

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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LEARNING STRATEGIES AND SEX DIFFERENCES IN

MASTERING VOCABULARY

A Thesis

Submitted to English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

CONNY

Registration Number: 809125004

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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A Thesis

LEARNING STRATEGIES AND SEX DIFFERENCES IN M ASTERING VOCABULARY

Dy:

C ONNY

R egistra tion Number: H09125004

Rnglish Applied L inguistics Study Program Postgr aclu tc School State University of Medan

This Thesis was examined on 28s1 March 2013 by the Board of E xaminers

Adviser I

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_{Prof. Dr. Lince Sihombing, M. Pd.}

NIP. 19610425 19R601 2 001

T he Head of Rnglish Applied

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Approved by Adviser Commission

Dr. Sri Minda Murni, M .S. NIP. 19630525 198803 2 016

The Director of

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The Thesis was examined on 2N81 March 2013 by t.he Board of E xaminers

Prof. Dr. Lince Sihombing, M.Pd. NIP. 19610425 198601 2 001

Dr. Sri Minda Murui, M .S.

NIP. 19630525198803 2 016

Prof. Amrio Saragih, M.A., Ph .D. NIP. 19550113 1982113 1 002

Prof. Dr. Bus mio Gurnin g, M.Pd . NIP. 19590713 19860 I I 00 I

Prof. Dr. Sumarsih, M .Pd . NIP. 195N1021 198303 2 002

Doard of E xaminers

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ABSTRACT

Conny, Registration Number: 809125004. Learning Strategies and Sex Differences in Mastering Vocabulary. A Thesis. English applied linguistics Study Program, Postgraduate School. State University of Medan. 2013.

The purpose of this study is to investigate strategies of students of different sex in mastering vocabularies and to derive the dominant strategies of students of different sex used. It also aims to elaborate the students’ reasons for those strategies in mastering vocabulary. The subjects were the first semester Grade XI students of Panca Budi Senior High School Medan. The instruments were observation, questionnaire, and interview. The objectives of the study are: (1) to investigate strategies of students of different sex in mastering the vocabularies. (2) to derive the dominant strategies of students of different sex used. (3) to elaborate the reasons for those strategies. The findings of the study show that: (1) From the data analyzed it is found that Eight of Ten the strategies proposed by Jimenez Catalan (2003) are used by the subject in learning vocabulary strategies namely, bilingual dictionary, taking note in class, guess from context, ask classmates for meaning, analyzed part of speech, use English language – media, connect words to cognates, and say word aloud. Those strategies used by male and female students in mastering their vocabulary. (2) It is also found that bilingual dictionary is the dominant strategy used by students of different sex. The subject used that strategies because their limitation in vocabulary. (3) The reason of male and female students in having vocabulary learning strategies refers to their limitation in vocabulary. It means that the subjects are learning English as a foreign language. So, they applied those strategies to master their vocabulary.

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ii ABSTRAK

Conny, NIM: 809125004. Learning Strategies and Sex Differences in Mastering Vocabulary. Tesis. Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana. Universitas Negeri Medan. 2013.

Tujuan dari penelitian ini adalah untuk mengetahui strategi siswa yang berbeda jenis kelamin dalam menguasai kosakata dan untuk mendapatkan strategi yang dominan yang digunakan siswa yang berbeda jenis kelamin. Hal ini juga bertujuan untuk menjelaskan alasan bagi siswa dalam strategi menguasai kosakata. Subyeknya adalah Siswa semester pertama kelas XI di SMA Panca Budi Medan. Instrumennya adalah observasi, kuesioner, dan wawancara. Tujuan dari penelitian ini adalah: (1) untuk menyelidiki strategi siswa dalam menguasai kosa kata berdasarkan jenis kelamin. (2) untuk memperoleh strategi dominan digunakan siswa yang berbeda jenis kelamin. (3) untuk menjelaskan alasan siswa dalam menggunakan strategi tersebut. Hasil penelitian menunjukkan bahwa: (1) Dari data yang dianalisis ditemukan bahwa Delapan dari Sepuluh strategi yang diusulkan oleh Jimenez Catalan (2003) yang digunakan oleh subjek dalam strategi pembelajaran kosakata yaitu, kamus dwibahasa, mengambil catatan di kelas, menebak dari konteks, meminta teman sekelas untuk makna, menganalisis bagian dari pidato, menggunakan media bahasa Inggris, menghubungkan kata-kata untuk bahasa-bahasa yang asalnya sama, dan mengucapkan kata dengan keras. Strategi-strategi ini yang digunakan oleh siswa laki-laki dan perempuan dalam menguasai kosa kata mereka. (2) Hal ini juga menemukan bahwa kamus dwibahasa adalah strategi dominan yang digunakan oleh siswa yang berbeda jenis kelamin. Subjek menggunakan strategi ini karena keterbatasan mereka dalam kosa kata. (3) Alasan dari siswa laki-laki dan perempuan dalam menggunakan strategi belajar kosakata mengacu pada keterbatasan mereka dalam kosa kata. Ini berarti bahwa subjek yang belajar bahasa Inggris sebagai bahasa asing. Jadi, mereka menerapkan strategi-strategi untuk menguasai kosa kata mereka.

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iii

ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim

First of all the writer would like to express her greatest gratitude to Allah SWT the loving and the merciful for all the blessings she has gotten during the completion of this thesis as one of the requirements to obtain the degree of Magister Humaniora.

Countless individuals have contributed directly and indirectly to the research and the completion of this thesis. Therefore the writer would like to take this opportunity to thank all of them. The writer would like to express her great gratitude to Prof. Dr. Lince Sihombing, M.Pd, her first adviser, for the valuable time spent in giving the guidance, comments and criticism to qualify the content of this thesis. She also would like to thank Dr. Sri Minda Murni, M.S her second adviser who have patiently spent countless time for advising, guiding and giving great help in the clarification of important ideas to complete this thesis.

At this opportunity she also ought to thank the board of examiners Prof. Amrin Saragih, M.A., Ph.D, Prof. Dr. Busmin Gurning, M.Pd, and Prof. Dr. Sumarsih, M.Pd for their constructive comments, suggestions and valuable time for the improvement of this thesis. And she also thanks Ir. Tumiran, M.Pd, as Headmaster of Panca Budi Senior High School Medan for his assistance in conducting the research.

The writer’s great gratitude is also dedicated to her beloved parents: H. Sudarmadi, Hj. Nurbaity, her sisters; Nadya Diti Sari, S.Pd, Monica Selvia, S.Pd

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and her brother Sujarwo,S.Pd for supporting her. Their endless love, patience and moral support have been the constant source of the completion of work. Her appreciation is also dedicated to her mother in law and her brother in law Irfan Sofyan, A. Md and Rusli, SH.

Depth and sincere thanks goes to her very beloved husband, Muhammad Iqbal, S. Kom for his endless love, attention, support, patience, understanding, and prayers. She also would like to thank Prof. Ir. Moehammed Nawawiy Loebis, M. Phil., Ph. D and Fiqa Darmawanty, A. Md for their advice, attention, support and prayer.

At this precious occasion the writer would also like to thank her best friends Kak Meiny, Nyak Lisa, Una, Upi, Destia, Meye, Kak Sari, Kak Rina, Bunda, Kak Donna, Riza, Kiki, Bang Razi, Bang Jul, Bang Azhari, Bang Charles and all her classmates of intake XVI LTBI. Their advice, encouragement and friendship have supported her in reaching the target by completing this thesis.

Finally, the writer realizes that this thesis is far from being perfect. Therefore, she highly appreciates all constructive critics for its improvement.

Medan, April 2013

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TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLE ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Problems of the Study ... 6

1.3 Objectives of the Study ... 7

1.4 Scope of the Study ... 7

1.5 Significances of the Study ... 8

CHAPTER II: REVIEW OF LITERATURE ... 10

2.1 Learning strategies ... 10

2.1.1 Defining learning strategies ... 10

2.1.2 Classification of learning strategies ... 14

2.1.3 Learning strategies and good language learners ... 16

2.1.4 Learning strategies and individual differences ... 18

2.1.5 Studying learning strategies ... 20

2.2 Language and Gender ... 21

2.2.1 Language and Brain ... 24

2.3 Vocabulary learning strategies ... 26

2.3.1 Defining vocabulary learning strategy ... 26

2.3.2 Classification of vocabulary learning strategies ... 28

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2.3.4 Schmitt’s study on vocabulary learning strategies ... 34

2.4 Sex differences and vocabulary learning strategies ... 36

CHAPTER III: RESEARCH METHODOLOGY ... 39

3.1 Research Design ... 39

3.2 Subject of Research ... 39

3.3 Instrument for Collecting the Data... 40

3.4 The Procedure of Data Collection ... 41

3.5 Technique of Data Analysis ... 42

3.6 The Trustworthiness of the study ... 44

CHAPTER IV: DATA ANALYSIS AND FINDINGS ... 47

4.1 Learning Strategies of Different Sex in Mastering Vocabulary ... 47

4.2 The Dominant Strategy Used by Students of Different Sex ... 49

4.3 The Reason of Student in Applying Learning Strategies in Mastering Vocabulary ... 50

4.4 Findings ... 51

4.5 Discussions ... 52

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 53

5.1 Conclusions ... 53

5.2 Suggestions ... 53 REFERENCES

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vii

LIST OF TABLES

Pages

Table 2.1 Features of Language Learning Strategies (Oxford, 1990:9) ... 12

Table 2.2 Ten Most Frequently Used Vocabulary Learning Strategies (Jiménez Catalán 2003) ... 38 Table 4.1 The Frequency of Vocabulary Learning Strategies Used in the

Classroom ... 48 Table 4.2 The Percentage of Vocabulary Learning Strategy Used in the

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viii

LIST OF APPENDICES

Pages

Appendix A Narrative Text ... 58

Appendix B Observation Sheet ... 61

Appendix C Questionnaire of Vocabulary ... 62

Appendix D Interview ... 63

Appendix E The Difficult Words of Students ... 64

Appendix F Tests ... 69

Appendix G Recapitulation of Observation Sheet of Text I ... 71

Appendix H Recapitulation of Observation Sheet of Text II ... 78

Appendix I Data of Questionnaire ... 85

Appendix J Transcripts Interview of Male Student ... 89

Appendix K Transcripts Interview of Female Student ... 103

Appendix L The Reason of Student in Applying Learning Strategies in Mastering Vocabulary ... 119

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1 CHAPTER I INTRODUCTION

1.1Background of the Study

Nowadays, English is used by a total estimation of 1.8 billion speakers (about 400 million of them being native speakers). In addition, the population of users of English has been multiplied by the factor 250. Today, English is spoken is every continent of the world, in both the northern and southern hemispheres.

English is one of the most popular international languages and everybody

should master it; and so do the Indonesians. In Indonesia, English is regarded as a foreign language in some situations which has to be learned and mastered by the students. In fact, English is considered as one of the prerequisites to accomplish their study. In order to compete in the job market, job promotion and to continue study to higher level, English is also demanded. It proves that English is very important to be mastered. If someone has good ability in English in addition to his specialization or expertise, the chances to compete become greater compared to one who is not able to communicate well in English.

By having those facts, government has tried to increase the ability of

Indonesian in English especially students. One effect has been done by the government concerning English as major subject is being compulsory subject taught at all levels of formal education. Moreover, English is one of the subjects included as the graduation standard in the National Examination.

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Vocabulary is extremely needed as one of the important aspect in

mastering English proficiency. It is the total number of sets of words that make up a language (Hornby: 1989). Those total stocks of English words enables students to learn English well in order to master English proficiency in four skills as in reading, listening, speaking and writing skills. English students will be helped accurately in using English as the tool of communication in their life if they have an adequate stock of words as the elements to form sentences. Realizing the importance of vocabulary as the stock of words in a given language, the writer is extremely interested in discussing this study related to some strategies of increasing students’ vocabulary mastery by gender differences.

Vocabulary is one of the important elements needed to master a language

because it is the stock of words in a given language. It is used to comprehend the meaning of words so that students may understand a text and construct the organized sentences well. Moreover, Nation (1990) also states that vocabulary is an essential element in studying English as well as grammar, pronunciation, spelling, structures, etc. Simply, increasing vocabulary is really needed to get students do their language tasks effectively.

In English teaching and learning processes, vocabulary is considered as a

systematic and principled approach to enable students in mastering English (Nation: 1990). He adds that there are very strong reasons to judge vocabulary as it is. First, because of the considerable source we have good information about what to do about vocabulary and about what vocabulary to focus on. This means that our vocabulary work can be directed toward useful words and can give

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students practice in useful skills. Second, there must be a good understanding of the way it deals with vocabulary, the principle behind it, and its theoretical and experimental justification. It is an effective approach of getting students to study lists of words out of context to face the implicit or explicit meaning of a word precisely; third, vocabulary has a systematic and principled approach in which both learners and teachers see vocabulary as being important, if not the most important, element in language learning.

In relation to the goal of English teaching and learning processes in Indonesia based on the latest Curriculum, Educational Unit-Oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP), students’ English proficiency in mastering the four language skills, particularly in reading skill(besides listening, speaking, and writing skills). As Wassman (1993) states that the broadest vocabulary needed is in the reading and listening skills. It means that vocabulary is used as the basic element to grasp those skills because it influences learners’ ability to translate and construct a sentence to get a meaning of each word in English correctly.

Nagy and Anderson (1984) in Folse (1993), et al in press suggests that estimates of around 20.000 words for undergraduates are most likely to be corrected for the first language learners. They add between 1.000 and 2.000 words per year to their vocabulary, or 3 to 7 words per day. A study of a young second language learner by Yoshida (1978) in Bruton (1981) finds that the learner had about 460 to 700 words in his receptive and productive vocabulary of about 1.000 words in a year. This means that a second language learner needs to acquire 1.000

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words per year in which English conducts two to three hours a day and his parents do not speak English at home.

Unluckily, this phenomenon does not happen in English foreign language

learners in Indonesia. Learners almost face some difficulties to obtain their vocabulary successfully because vocabulary learning processes in both receptive and productive learning are not effectively taught by English teachers in Indonesia. Yoshida (1978) in Bruton (1981) finds that a second language learner should have 460 to 700 English words in his receptive and productive vocabulary after seven months of exposure to English. The research shows that the learner got his receptive and productive vocabulary of about 1.000 words in year. This means a second language learner needs to master 1.000 words per year.

As the matter of fact, English foreign learners in Indonesia are lacking of their own English vocabulary. Learners usually have many problems in mastering English words. They get limited vocabulary to comprehend the meaning of a text, they do not know the context of word use in a text, they cannot recognize the meaning of each word, they are not able to hear the English words from speakers, students cannot compose their writing task successfully and they get difficulty to state some sentences in English. Those problems cause them to be hard to communicate receptively or productively in English.

Those students’ problems occurred because of some reasons. First, many English teachers tend to stress teaching mostly in grammatical rules, English structures and answering questions of a text. They are not realizing that

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vocabulary is needed to teach first as the basic to understand English. Teachers tend to focus on reading comprehension without teaching the techniques or strategies on how to recognize an English word. They reject to teach the principles of vocabulary and its theoretical justification. Second, the learners must be interested in understanding the message (Krishen: 1981) in Folse (1993). From the point of view of vocabulary learning, this interest creates a need to understand the unknown words in the message. This is teachers’ duty also to create the text that interest students. Third, English teachers almost ignore the difficult words cause a problem. In this case, they need to give some attention to the unknown word appears in a reading passage and give clearer explanation about it to help students in recognizing the unfamiliar word well.

Moreover, the 2006 English Curriculum for Senior High School does not cover the idea of teaching vocabulary effectively because it contains all the four language skills in reading, speaking, listening and writing. The problem occurs when reading becomes the main goal of teaching and learning process, the students are forced to know the meaning of whole words in the text, but they lack of vocabulary mastery.

Realizing the phenomena, Krishen (1981) in Folse (1993) believes that

certain techniques must be applied for effective vocabulary learning to occur. Students need to find the meaning of an unfamiliar word easily so they can understand the whole text comprehensively. Students are usually aware of the important of words in a language and they also usually realize the fact that learning strategies can help them in their vocabulary mastery. Student’s autonomy

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can be enhanced by introducing the learner to different vocabulary learning strategies which can be used in developing the learning process. In addition, learning strategies help students to be more active and take more responsibility on their own learning.

Realizing the fact happened in the field that students who learnt English in Indonesia face some difficulties in establishing and increasing their own English vocabulary, there were some previous researchers have already done the discussion of vocabulary mastery, such as “the effect of context clues and mnemonics techniques on students’ vocabulary mastery”, “the effect of semantic feature analysis, Fryer model and contextual redefinition strategies on students’ vocabulary mastery”.

Hardly and research has examined sex or gender as a predictor of variation in the knowledge and use of language learning strategies. Nevertheless, Jimenez Catalan (2003) points out that some differences in the use of language learning strategies between male and female learners have been identified. However, research has also provided evidence that language learning strategies may be associated with other individual factors such as type’s of memory, learning style, motivation or even culture. More research is needed in order to accurately describe the sex differences in vocabulary learning strategy use.

According to a study by Jimenez Catalan (2003), male and female students normally use the same strategies and are more alike than different. Yet, studies have shown that females often use a wider range of language learning strategies than males. Moreover, females usually employ social strategies which promote

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communicative competence whereas males do not use social strategies as actively. A summary of studies on sex differences also shows that male students use translation strategies more often than female students. (Jimenez Catalan, 2003).

However, this study is primarily concerned with learning strategies in mastering vocabulary by different sex. Especially interesting is find out what kind of different strategies senior high school students’ use in their study of English vocabulary and what the dominant strategy of students used, and why do they apply those strategies. In addition, I wanted to study the possible sex differences which may have an impact on strategy use.

1.2Problems of the study

The problems in this study are formulated as in the following:

1. What strategies do students of different sex apply in mastering the

vocabularies?

2. What is the dominant strategy used by students of different sex?

3. Why do they apply those strategies?

1.3Objectives of the Study

In relation to the problems, the objectives of the study are:

1. to investigate strategies of students of different sex in mastering the

vocabularies;

2. to derive the dominant strategies of students of different sex used;

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1.4Scope of the study

In line with the background of the study in the previous discussion, there are many factors related to some efforts in increasing students’ vocabulary mastery. Guessing words in context, using mnemonics techniques, using prefixes, roots and suffixes, using word parts, a personal word bank, using dictionary and thesaurus are considered as the potential sources to overcome students’ difficulties in mastering English vocabulary (Nation: 1990). There are many strategies used in mastering vocabulary for students. But of course, it is not easy to be done. Therefore, students need to have their own strategies to reach the mastering of vocabulary.

Considering the fact that vocabulary mastery is affected by many factors, there are some strategies can be used to increase students’ vocabulary mastery. However, the researcher limits the scope of this study on discussion of learning strategies in senior high school by different sex in mastering vocabulary.

1.5Significance of the study

Findings of the study are expected to be useful for English learners to apply the strategies in mastering vocabulary and also for other researchers in language use and strategies researcher. It is hoped to provide information, which may have practical as well as theoretical values for English language learner. Theoretically, the result of the study will hopefully add up what has been found in the area of English learning as foreign language. Meanwhile, the result of this

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study will practically provide valuable information to English language learners in their attempts to decide which of the best method and strategies in increasing the students’ vocabulary mastery and for teachers and students in solving one of many problems in mastering vocabulary.

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53 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1Conclusions

After analyzing the data, the conclusions are stated as the following:

1. The eight vocabulary learning strategies namely (1) Bilingual dictionary, (2)

Taking note in class, (3) Guess from context, (4) Ask classmates for meaning (5) Analyze part of speech, (6) Use English language - media, (7) Connect the word to cognates, (8) Say word aloud as stated by Jimenez Catalan (2003) are found in learning of English to second year students of senior high school. Two strategies which are not used are ask teacher for L1 translation and form image of word’s meaning.

2. The dominant strategy used by students of different sex is bilingual dictionary.

3. The reason of male and female students in having vocabulary learning

strategies refers to their limitation in vocabulary. It means that the subjects are learning English as a foreign language. So, they applied those strategies to master their vocabulary.

5.2Suggestions

Based on the conclusions previously, this study has some suggestions to the following:

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1. As it was found in this study, it is suggested to the English students to

apply different strategies to vocabulary learning which appropriate with their needs.

2. Since vocabulary is one of important elements needed to master a

language, so it is suggested to the teachers teach some socialize different learning strategies to their students in order to empower them to learn English so that their effort in learning vocabulary can be gained.

3. And the last it is suggested for other researchers who want to conduct a

further in-depth study in vocabulary mastery and in vocabulary learning strategies of other phenomenon with different respondents and object of study.

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REFERENCES

Aziez, F. (2001). Examining the Vocabulary levels of Indonesian’s English national Examination Texts. Asian EFL Journal Professional Teaching Articles. Vol. 51

Bailey, K, 1982. Methods of Social Research. London: MacMillan.

Baurel, L., & Nation, I. S. P. (1993). Word Families. International Journal of Lexicography, 6, 253-279.

Bogdan, R. C. & Biklen, S. K. 1992. Qualitative Reseach for Education. Boston: Allyn and Bacon.

Brenda, at.al. 1994. Vocabulary Retention : Effects of using Spatial Imaging in Hemispheric- preference thinkers. Journal Research and Development in Education. Page 4-5.

Brutton, and Samuda. 1981. Guessing Words. Modern English Teacher 8, 3: 18 – 21. Chandrasegaran, Antonia. 1980. Teaching the context clue approach to meaning. Guideliness: 61 – 68.

Cohen, Andrew D., 1998. Strategies in Learning and Using a Second Language. Harlow: Addison Wesley Longman Limit.

Cook, Vivian, 2001. Second Language Learning and Language Teaching. Third edition. Oxford: Oxford University Press.

Depdiknas 2006. UU dan Peraturan Mentri tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.

Dörnyei, Zoltan, 2005. Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates.

Ehrman, Madeline E., Leaver, Betty Lou & Oxford, Rebecca L., 2003. A brief overview of individual differences in second language learning. System 31, 313–330.

Ellis, Rod, 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.

Fan, May Y., 2003. Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: a study of Hong Kong learners. Modern Language Journal 87, 222–241.

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Folse, Keith S. 1993. Intermediate Reading Practices. Building Reading and Vocabulary Skills. University of Michigan Press.

Gay, L. 1987. Educational Research: Competences for Analyses and Application. Ohio: Merril.

Jiménez Catalán, Rosa María, 2003. Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics 13, 54–77.

Kristiansen, Irene, 1998. Tehokkaita oppimisstrategioita esimerkkinä kielet. Vantaa: WSOY.

Laufer, Batia, 1990. What’s in a word that makes it hard or easy: some Intralexical Factors that Affect the Learning of Words in N. Schmitt and M. McCarthy (eds.) Vocabulary: description, acquisition and pedagogy, Cambridge: Cambridge U.P., 140–155.

Macaro, Ernesto, 2001. Learning strategies in Foreign and Second Language Classrooms. London: Continuum.

Nation, I.S.P., 1990. Teaching and learning vocabulary. New York: Newbury House

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, Paul, 2006. Language Education – Vocabulary in The encyclopedia of language and linguistics, 2nd edition. Elsevier Ltd., Oxford, 494–499. Nagy, William & Anderson, Richard. 1984. How Many Words are there in

Printed School English? Reading Research Quarterly 20: 233 – 253.

Oxford, Rebecca, 1990. Language learning strategies: What every teacher should know. New York: Newbury House.

O’Malley, J. Michael & Chamot, Anna Uhl, 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Pusat Kurikulum. 2006. Kurikulum Tingkat Satuan Pendidikan. Jakarta

Schmitt, Norbert, 1997. Vocabulary learning strategies in N. Schmitt and M. McCarthy (eds.) Vocabulary: description, acquisition and pedagogy, Cambridge: Cambridge U.P., 199–227.

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Sökmen, Anita J., 1997. Current trends in teaching second language vocabulary in N. Schmitt and M. McCarthy (eds.), Vocabulary: description, acquisition and pedagogy, Cambridge:Cambridge U.P., 237–257.

Wassman, R & Rinsky L. A. 1993. Effective Reading in a Changing World. New Jersey: Prentice Hall.

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53 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1Conclusions

After analyzing the data, the conclusions are stated as the following:

1. The eight vocabulary learning strategies namely (1) Bilingual dictionary, (2) Taking note in class, (3) Guess from context, (4) Ask classmates for meaning (5) Analyze part of speech, (6) Use English language - media, (7) Connect the word to cognates, (8) Say word aloud as stated by Jimenez Catalan (2003) are found in learning of English to second year students of senior high school. Two strategies which are not used are ask teacher for L1 translation and form image of word’s meaning.

2. The dominant strategy used by students of different sex is bilingual dictionary. 3. The reason of male and female students in having vocabulary learning

strategies refers to their limitation in vocabulary. It means that the subjects are learning English as a foreign language. So, they applied those strategies to master their vocabulary.

5.2Suggestions

Based on the conclusions previously, this study has some suggestions to the following:

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1. As it was found in this study, it is suggested to the English students to apply different strategies to vocabulary learning which appropriate with their needs.

2. Since vocabulary is one of important elements needed to master a language, so it is suggested to the teachers teach some socialize different learning strategies to their students in order to empower them to learn English so that their effort in learning vocabulary can be gained.

3. And the last it is suggested for other researchers who want to conduct a further in-depth study in vocabulary mastery and in vocabulary learning strategies of other phenomenon with different respondents and object of study.