T1 112009131 Full text

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VOCABULARY LEARNING STRATEGIES USED BY 8th GRADERS IN SMPN 1

BANYUBIRU

Yulia Kusuma Dhewi

Abstract

Learners need to master vocabulary as the basic in language learning. However, in Indonesia, where English is taught as a foreign language, vocabulary is often taught incidentally and only given little priority. Due to the importance of vocabulary, strategy is needed in language learning. As the part of learning strategy, vocabulary learning strategies (VLS) will facilitate learners to develop their vocabulary. This research aimed to investigate learners‟ beliefs toward VLS and to explore the VLS that were used by 8th graders in SMPN 1 Banyubiru. The sub-questions were: (1) What are 8th graders in SMP N 1 Banyubiru beliefs about vocabulary learning? (2) What are the VLS used by the 8th graders in SMPN 1 Banyubiru? The data gathered from questionnaire that distributed to 149 students. The result of this research revealed that 8th graders in SMPN 1 Banyubiru believed that repetition is the best way to remember words and the VLS they used were: (1) source strategy, (2) cognitive strategy, (3) metacognitive strategy, (4) memory strategy, (5) activation strategy, and (6) anxiety strategy.

Keywords: Vocabulary Learning Strategies (VLS)

INTRODUCTION

Nowadays English becomes one of the important subjects that is compulsory taught at schools. Moreover, students have to learn English well since it becomes one of subjects tested in the national examination. In order to fulfill this need, students have to use the language correctly. Students have to able, understand, and know to use English appropriately in listening, speaking, writing, and reading.

Students learn writing, reading, speaking, and listening skills at school. However, vocabulary is also important for students because as Stahl (2005) stated, “The knowledge of a word not only implies a definition, but also implies how that word fits into the world". However, as the base in language learning, vocabulary forms obstacles (Zhi-liang, 2010). It means that vocabulary, as the centre of language is important for language learners because vocabulary

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is basic in learning languages. If learners do not have sufficient vocabulary when they learn English, it will be difficult for them when they learn listening, speaking, reading, and writing skills. That is why learners have to understand the definition of the words and they have to be able of how to use vocabulary appropriately in larger structures, such as phrases, sentences, paragraphs, etc.

However, the implementation and the importance of vocabulary is not equal in teaching – learning processes when I did my Teaching Practicum in SMPN 1 Banyubiru. I found that the lack of vocabulary became obstacles for students in learning English. Students tend to be passive during the English class because they did not have much vocabulary then they afraid to speak and make mistake. Fan (2003) also found that in Asian countries, vocabulary is neglected in language learning because vocabulary is only given little priority and learned incidentally. Usually, learners will get new vocabulary from the activities that teacher taught, for example, from reading texts, listening recordings, grammar exercises. Furthermore, Goulden (1990) stated, “Measures of vocabulary size, particularly the size of academic vocabulary are important indicators of the ability of second language learners to achieve academic success” (as cited in Olmos, 2009), which means that the amount of vocabulary that learners have will affect their achievement. Hence, learners need learning strategy that will help them in learning English, especially vocabulary learning, so they can develop their vocabulary knowledge.

Learning strategies are also needed in vocabulary learning processes. As Nation (2001) stated, vocabulary learning strategies (VLS) is one part of general language learning strategies. Oxford (1990) defined learning strategies as “Steps that are taken by students to enhance their own learning”. Moreover, Oxford (1990) explained:

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Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence.

Oxford (2003) also added that learning strategies are also important because these will lead learners in learning a foreign language.

Other experts also stated their opinion about VLS. Schmitt (2000) explained that VLS can facilitate learners and attract learners‟ attention in learning language that will affect on learners‟ vocabulary development. Previously, Schmitt (1997) also mentioned that in vocabulary acquisition, emphasizing large exposure to the language is important. Furthermore, VLS is important in second language learning to increase the nature of language acquisition.

According to Takač (2008), VLS are “specific strategies utilized in the isolated task of learning vocabulary in the target language.” Moreover, VLS are the ways for learners in learning vocabulary that makes them easier gaining knowledge (Amiryousefi & Keetabi, 2011). That is why VLS facilitate learners in figuring out the meaning of target language in order to expand their vocabulary knowledge (Hulstjin, 1993, as cited in Morin & Goebel, 2001).

From the explanation above, it can be concluded that VLS is a part of language learning strategies that is important is to be equipped to learners in order to develop their vocabulary knowledge in learning English. As the part of learning strategies, VLS plays an important role for the learners in gaining more knowledge because vocabulary will affect to learners‟ L2 proficiency.

Many researchers studied about VLS. There have been a number of attempts to develop the taxonomy of VLS based on the strategies used by learners to understand the target language. Some of the experts who developed taxonomy of VLS are Gu and Johnson

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(1996), Schmitt (1997), and Nation (2001). Below taxonomy of VLS proposed by Gu and Johnson (1996). The taxonomy of VLS was divided into four strategies, they are:

a. Metacognitive Strategy

Metacognitive strategy consists of selective attention and self-initiation strategy (Gu & Johnson, 1996, as cited in Nor, 2012, p.5). In self-initiation strategy, learners will use a variety of means in understanding the meaning of the words. Here, if learners think about their progress in vocabulary learning, they will do some effort to reach the aim of the learning process. On the other hand, in selective attention, learners prefer to focus to the words that are important for their proficiency. For example, learners only learn new words that seem important for them; they will leave other words that unimportant for them. In this case, learners can look up words that they are interested in and then they can make a note from those important words.

b. Cognitive Strategy

Gu and Johnson (1996) mentioned that cognitive strategy can be divided into guessing, using dictionaries, and also note taking in order to discover the words‟ meaning (as cited in Nor, 2012, p.5). Guessing strategy can be done in some ways, for example: relating the words that have known before to guess, guessing then check at the dictionary, guessing by the clues, etc. Meanwhile, dictionary also really helps for learners since it has many functions. Learners can find the meaning, pronunciation, the collocation patterns of the word, and the appropriate usage such as the example of how to use the word (Gu, 2003b). Moreover, in note taking strategy, learners can write the word in L1 then the translation in English or they only write the word in their L1. Learners can also add additional information about the words.

5 c. Memory Strategy

Gu (2003b) mentioned that memory strategy consist of rehearsal and encoding. Rehearsal strategy is learners make list of words and understand the meaning by repetition of the words. For example, learners will repeat aloud or write repeatedly in order to memorize the words. Furthermore, they can also associate the meaning by imagery, visualize, and auditory to make meaning of the words by encoding strategy. Here, the learners can imagine the mental image of the word to help them in remembering the word.

d. Activation Strategy

The last strategy of Gu and Johnson‟s taxonomy is activation strategy. Gu (2003a) added that learners should be able to use new words in different context because knowing the meaning is not enough for them. For example, learners can use the new words in speaking and writing. Even, they use the words in everyday situation. The purpose of learning foreign language is learners demanded to be able to use the language. Hence, the use of the language in everyday situation will improve learners‟ skill (Gu, 2005).

Moreover, in their study, Noor and Amir (2012) added source strategy and anxiety strategy to Gu and Johnson‟s (1996) taxonomy of VLS.

e. Source Strategy

When language learners find new words, they intended to find the information about the words, like the meaning of the words, how to use the words, etc (Nation, 2001). Source strategy can be an important factor for learners in learning language because it determines of how much vocabulary knowledge that learners got. Besides learning from teacher, reading newspaper, magazine, listening to the songs, or watching movies can also become sources in language learning.

6 f. Anxiety Strategy

The purpose of vocabulary learning is using the words in context because knowing the meaning is not enough (Gu, 2003a). Moreover, Gu (2005) added that the awareness of using the words is really important for learners because by using vocabulary will make learners‟ proficiency better than before. However, EFL learners often faced anxiety because they demanded to communicate using foreign language. So, support from teacher are really needed to make learners comfortable in learning the foreign language (Huang, Eslami, & Hu, 2010).

Furthermore, Schmitt (1997) firstly developed taxonomy of VLS into two classes and then he divided those two classes into some strategies. Below are the taxonomy of VLS proposed by Schmitt (1997).

a. Strategies for the Discovery of a New Words

This class includes determination and social strategy. In determination strategy, to figure out the meaning, learners will not need others‟ to help. Instead, they use a dictionary, either bilingual or monolingual dictionary. Learners can also analyze affixes, roots, part of speech, guessing the meaning from context, etc. While in social strategy, to guess the words‟ meaning, learners need others to ask, for example, ask friends for words‟ meaning or ask the teacher for synonym, antonym, even the meaning.

b. Strategies for Consolidating of a Word

The second class includes social strategy, memory strategy, cognitive strategy, and metacognitive strategy. In social strategy, learners will interact with others to discover the words‟ meaning. Memory strategy is relating the words with the learners‟ background knowledge in order to figure out the meaning. It is done in many ways like using physical action when learning words, grouping words together to study, connecting to previous experience, learn how to spell words, etc. The next strategy is cognitive strategy. It is similar

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to memory strategy; however, cognitive strategy is not related to mental process. It uses repetition or mechanical ways to learn vocabulary instead. The last strategy in the second classification is metacognitive strategy that will control and evaluate the learning process (Schmitt, 1997).

Other experts also had different point of views about the taxonomy of VLS. Nation (2001) divided the taxonomy of VLS into three groups. They are:

a. Planning vocabulary learning

In planning vocabulary learning, learners will determine where, how, and how often they should focus to the vocabulary. This strategy includes choosing words, choosing aspects to focus on, and planning repetition. Learners should have an aim to be reached in learning vocabulary and they need to use a strategy to decide where they should focus on. The successful of the learning can be measured by the strategy in controlling the strategies used by learners because learners can use variety of vocabulary learning strategies in learning English. However, learning in one time is not enough, hence repetition is also important for learners in order to strengthen their knowledge since learners are demanded to know about the words.

b. Finding information about words (sources)

In finding information about words (sources), learners have to find information about the words. The information can come from the word form, context, or reference. Sources in finding information about words can divided into analyzing word parts, using context, consulting a reference source, and using parallels with other languages. In analyzing word parts, learners can divide the words to its parts: affixes and stems. When learners are familiar with common word parts, learners may be able to see the connections between the related words, guess from context, etc. Context also helps learners in understanding the meaning of the words. By the context, learners may figure out the meaning of the word. The last in

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consulting a reference source where learners can understand the meaning of words from many ways like looking at dictionaries, lists, glossaries, or even they can ask to teacher or friend.

c. Process (establishing vocabulary knowledge)

The last strategy is establishing vocabulary knowledge or process. To remember the words, learners can do some methods. This strategy or process in establishing vocabulary knowledge consists of noticing, retrieving, and generalizing the vocabulary. It can be a kind of noticing when learners learn vocabulary by repeating the word from the list orally and visually. Retrieving means activating learners‟ background knowledge. Learners learn the words or related words across the four skills, that is why they need to activate their background knowledge in learning English. In generating, learners can visualize the words and analyze the words. These may help learners in remembering the new words they have learnt.

Nation (2001) also mentioned that Gu and Johnson (1996) also distinguished learners into several groups based on their vocabulary learning strategies preferences. The different types of learners listed below:

1) Readers

They are the best learners and the number is small. They learn vocabulary through natural exposure, like reading but not memorizing. They are looking for words that are considered useful and deal with the words the context.

2) Active strategy users

The next best students, they are hardworking and highly motivated. They use a variety of strategies to learn the words that they consider important. These include natural exposure, memorization, dictionary use, guessing, etc. They generally use strategies more than other learners do.

9 3) Non- encoders

They do not associate, imagery, visualize the form of a word and breaking the word into parts.

4) Encoders They use more deliberate memorization strategies such as association, imagery,

visualizing the form of a word, and breaking the words into parts. 5) Passive strategy users.

This group is the least successful. They believe in memorization but are well below other learners in their use of strategies. They are the reverse image of the active strategy users.

Many researchers conducted research about VLS. One study was conducted by Noor and Amir (2012) at the Faculty of Social Sciences and Humanities, University Kebangsaan Malaysia (UKM). The aim of the study was to explore the most and the least used VLS among 35 postgraduate students in Faculty of Social Sciences and Humanities. The findings of the data showed that the strategies most often used by the EFL learners in this study were memorization (in terms of mental images), dictionary strategies, and linguistic clues and the least used strategy discovered was note-taking strategies.

Another study was conducted at the University of Korca Albania by Cicko, Pojani, and Stavre (2013). Their study was aimed to investigate the most and the least commonly VLS that used by the second and third year university students at Faculty of Education and Philology, English Language Department in the University of Korca. From the study, dictionary strategies, repetition, memorization, and guessing were found as the strategies most often used by participants. Moreover, note-taking strategies was found as the least strategy employed by EFL Albanian university students.

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The aim of this study is to investigate 8thgraders students‟ in SMPN 1 Banyubiru beliefs about vocabulary learning and explore the VLS they used when they learn English. This study will give information about how students use VLS when learning English. The research conducted to answer the research questions:

1. What are 8th graders in SMP N 1 Banyubiru beliefs about vocabulary learning? 2. What are the VLS used by the 8th graders in SMPN 1 Banyubiru?

This study will hopefully be beneficial for teacher to teach about vocabulary for students and considering the importance of vocabulary in learning English.

THE STUDY Context of the Study

The research was conducted in SMPN 1 Banyubiru, Kabupaten Semarang, Central Java, Indonesia. The students in SMPN 1 Banyubiru came from Elementary Schools around Banyubiru. However, English is not one of major lessons here. In 2013 curriculum English will not be taught to Elementary School students. However, English is one of the important subjects in Junior High School because it will tested in the national examination. As a result, English became an obstacle for students since many of them find many difficulties in English. The lack of vocabulary also made it difficult for the students in learning the four skills taught in English. Therefore, it is important to investigate learners‟ beliefs about vocabulary learning and explores what strategies that learners used when they figure out the meaning of the target language as vocabulary plays an important role in the process of learning English.

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Participants

This research used purposive sampling or “criterion based” sampling (Blackledge, 2001, as cited in Zacharias, 2011). The criteria of the participants were the second year students of Junior High School, in this case eighth graders is the second year students of SMPN 1 Banyubiru. The researcher selected all 8th grade classes that consist of 32 students in each class. Actually, the participants of this study were 160 students of 8th graders in SMPN 1 Banyubiru. However, from 160 students, only 149 students filled the questionnaire because some of them were absent at that time. The reason of choosing those participants was they had already had experiences of learning English since most of them have learnt English about 5 years. So, they may have used VLS in order to help them understanding the new words in learning English.

Instruments of Data Collection

To gather the data, the researcher used questionnaire adapted from Gu and Johnson (1996) and also Noor and Amir (2012) taxonomy of VLS. In this research, the questionnaire was translated to Indonesian because it was much easier to understand for the participants. The researcher also did piloting and revising in order to check whether participants could understand the questionnaire or not. The close-ended questionnaire was divided into two sections. The first section consists of eight statements to investigate learners‟ beliefs about vocabulary learning. In the second section, there were thirty-three statements to measure the frequency of VLS used by the students (see Appendix 1).

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Data Collection Procedure

Before distributing the questionnaire, the researcher asked permission from the headmaster to conduct the research in SMPN 1 Banyubiru. The next was distributing the questionnaire to 8th grade class. In distributing the questionnaire, the researcher cooperated with the English teacher to distribute the questionnaire at the end of the class. As the questionnaire could be finished in 15 minutes, the questionnaire was distributed to each class 20 minutes before the English lesson finished. From 160 questionnaires distributed, 149 were returned.

Data Analysis Procedure

The data collected from the questionnaire was analyzed using Microsoft Excel. I categorized the result by manually typing the responses to the same. Then it was converted into percentages using Microsoft Excel to show 8thgraders‟ beliefs about vocabulary learning and the frequency of VLS used by 8th graders in SMPN 1 Banyubiru.

FINDINGS AND DISCUSSION

This section will discuss the findings of the learners‟ beliefs in vocabulary learning and VLS that they used in learning English at SMPN 1 Banyubiru. The result will be explained based on the category of VLS proposed by Gu and Johnson (1996) and added from Noor and Amir (2012). The use of diagrams will show the frequency and percentage to make the explanation about VLS clearer.

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A. Overall Result of VLS Used by 8th Graders

This overall result will summarize the result of the research especially VLS used by participants. This section will show the mean frequency of each strategy. The diagrams will show the frequency and percentage to show the use of VLS from participants.

Figure 1. Overall Result

It can be seen from Figure 1 that source strategy was the most frequently used VLS by the participants (3.228). The second position was cognitive strategy (3.084). Here, cognitive strategy consists of three categories, they were guessing strategy, dictionary strategy, and note-taking strategy. Metacognitive strategy was on the third position (2.992). Then, it was followed by memory strategy on the fourth position (2.919) and activation strategy on the fifth position (2.916). The last position was anxiety strategy (2.790). As Horwitz (2001) stated that anxiety strategy may influence to learners‟ performance and achievement.

B. Beliefs about vocabulary learning(statements 1, 2, 3, 4, 5, 6, 7, and 8 - Part 1)

Beliefs about vocabulary learning focused on learners‟ opinion about the best way to accomplish the aim in vocabulary learning. Beliefs about vocabulary learning divided into

3,228 3,084

2,992 2,919 2,916 2,790

2,500 2,600 2,700 2,800 2,900 3,000 3,100 3,200 3,300

Source Strategy Cognitive Strategy Metacognitive Strategy Memory Strategy Activation Strategy Anxiety Strategy

Source Strategy Cognitive

Strategy

Metacognitive Strategy

Memory Strategy

Activation Strategy

Anxiety Strategy

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three groups, which are memorization category, using the words to strengthen the vocabulary knowledge, and learning from context category (Gu & Johnson, 1996, as cited in Li, 2010, p.21). Below are the results of learners‟ beliefs about vocabulary learning.

Figure 2. Frequency Learners‟ Belief about Vocabulary Learning

Figure 2 shows that most of the participants believed that the best strategy to remember words was repetition (repetition as the best way to remember words) which was included in memorization category. The result for this statement was 3.456 which shows that learners agreed that repetition is the best way to reach the aim of vocabulary learning. So, according to the participants, to memorize the English vocabulary, repetition in vocabulary learning can enrich their vocabulary knowledge. Then, it was followed by statement 5 (revise the new words have learned) and the frequency was 3.396, statement 7 or „pay close attention to the word‟s usage and new meaning‟ (3.315) was on the third position. The fourth position was statement 8 (recall the meaning to help understanding the context) and the frequency was 3.302, statement 6 or „use the words that have learned‟ (3.181). Then statement 1 „memorize the words lists as the best way to remember words‟ and the frequency was 3.000, statement 4

3,000

3,456 2,121

2,993

3,396 3,181

3,315 3,302

0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000

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8. When I have learned the word, I will recall the meaning to help me understand the context 7. When I learned the word I pay close attention to its new usage and new meaning

6. I use the words that I have learned 5. I revise the new words I have learned

4. I can acquire a large vocabulary by memory of individual words 3. It is only necessary to remember one dictionary definition 2. Repetition is the best way to remember words

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or „acquire a large vocabulary by memory of individual words‟ (2.993) was on the seventh position, and the last was statement 3 or „remember one dictionary definition‟ and the frequency was 2.121.

So, participants believed that by using repetition, they can easily learn vocabulary. A research that conducted by Noor and Amir (2012) in Malaysia also found that learners mostly believed that repetition is the best way to learn vocabulary. Participants possibly believed in repetition because as Gu (2003b) mentioned, the number of repetition is needed to remember words list. Gu (2003b) also stated that:

One of the first problems a foreign language learner encounters is how to commit a massive amount of foreign words to memory and the first and easiest strategy people pick up and use naturally is, simply, repeating new words until they can be recognized.

Moreover, Gu (2003b) added that the cultural background of the learners influence the ability to memorize words and the way of memorizing words. Hence, repetition was mostly found in Asia since it is the easiest way in recognizing foreign words.

C. Vocabulary Learning Strategies Used by Learners (Part 2)

Gu and Johnson (1996, as cited in Nation, 2001) classified vocabulary learning strategies into metacognitive strategy, cognitive strategy which divided into guessing, dictionary strategy, and note taking strategy, the third classification was memory strategy, then activation strategies. Moreover, Noor and Amir (2012) added source and anxiety of learners in learning English. In analyzing the data, I grouped them to the category based on Gu and Johnson‟s (1996) and also Noor and Amir‟s (2012) classification. The presentation of each category is based on the most used to the least used VLS.

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1. Source Strategy (statement 30)

Nation (2001) explained that language learners have to be able to get information about the words when they find new vocabularies. In vocabulary learning, learners can get knowledge not only from teachers at school. Beside, other things also can help learners improve their vocabulary development. For example, newspaper, magazine, songs, films, etc.

Below is the result of source strategy used by participants. Figure 3. Frequency of Source VLS

Figure 3 shows that besides learning vocabulary from the teacher at school, the participants also learnt new words from reading English materials e.g. newspaper, novels, etc. or statement 30. The frequency of the result was 3.228, which means that sometimes learners learnt new words from reading English material. Participants possibly felt that source strategy was useful because as Cai and Lee (2012) explained that inferring new words‟ meaning from reading also influence to learners‟ ability to the more vocabulary knowledge. Reading materials can be helpful for participants because when they find unknown words, they can do either avoid or guess the meaning (Nourzadeh & Khatib, 2012). So, when participants find new words, they can do either avoid or inference and when they try to guess, they will get new knowledge. To sum up, besides at school, sometimes learners get new words from English material. By guessing or inference, learners can develop their vocabulary through reading various kinds of English reading materials.

3,228

0 500 1,000 1,500 2,000 2,500 3,000 3,500

1

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2. Cognitive Strategy

Cognitive strategy can be classified into guessing, dictionary strategies and note taking strategies (Gu & Johnson, 1996, as cited in Riankamol, 2008). Moreover, guessing divided into activating background knowledge and using linguistic clues.

a. Guessing Strategy (statements 7, 8 ,9 ,10 ,11 , 12 ,and 13)

Learners may use guessing strategy to figure out the meaning of the word. However, Gu (2003b) stated that most L2 learners were less effective in guessing since it is inappropriate for beginner L2 learners and they will find difficulties in guessing because they do not have the basic language skills in target language in order to understand the context.

Below are the result of cognitive strategy used by participants on guessing category. Figure 4. Frequency of Guessing strategy under Cognitive VLS

Figure 4 reveals that in guessing category participants mostly used statement 9 (guess the meaning and then look at the dictionary when meet new words in reading). While statement 7 (skip words that don‟t understand) revealed as the least used of VLS in guessing strategy. The frequency of statement 9 was 3.758, which means that participants often guessed the meaning and then looked at the dictionary when meet new words in reading. On

2,557

3,503 3,758 3,463 3,409 3,148 2,584

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13. I analyze the word structure (prefix, root and suffix) when guessing the meaning of the word) 12. I look at the part of speech of the new word (to guess the meaning of the new word)

11. I make use of my knowledge of the topic to guess the meaning of word 10. I use alternative clues and try again if I fail to guess the meaning of a word

9. I guess the meaning and then look at the dictionary (when I meet new words in reading) 8. I use my experience and common sense to guess

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the other hand, the result of statement 7 was 2.557, which means that participants rarely skipped the words that they did not understand. Moreover, statement 8 or „use experience and common sense to guess‟ (3.503) was on the second position, then statement 10 (use alternative clues and try again when fail to guess the meaning of a word) and the frequency was 3.463.Statement 11 or „make use of my knowledge of the topic to guess the meaning of word (3.409) on the fourth position, the fifth position was statement 12, „look at the part of speech of the new word to guess the meaning of a word‟ (3.148). Then statement 13 or „analyze the word structure when guessing the meaning‟ (2.584) was on the sixth position. Here, both of the most and the least strategy are included in „activating background knowledge‟.

Gu (2003b) found that the rate of guessing in EFL setting is considered low. From their study, Huang and Eslami (2013) found that advanced English learners used background information and main idea to guess the meaning of unfamiliar words. However, the result of the study revealed that the participants or beginner L2 learners often guess the meaning and then look at the dictionary when meet new words in reading. Participants possibly felt that guessing was important because as Mizumoto (2010) explained that guessing strategy is effective in vocabulary learning since it is closely related to incidental learning from reading passage that learners mostly deal with in learning English from teacher. Thus, trying to guess the meaning then look at the dictionary to make sure (when meet new words in reading) was a good strategy according to the participants. By guessing the new words from passage, participants intend to have more vocabulary knowledge.

b. Dictionary Strategy (statements 14, 15, 16, 17, 18, and 19)

According to Gu (2003a), a successful learners have to know the words‟ meaning and use the words properly in different context. The use of dictionary can make learners more successfully develop their vocabulary in language learning (Gu, 20003b).

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Below are the result of cognitive strategy used by participants on dictionary category. Figure 5. Frequency of Dictionary strategy under Cognitive VLS

Figure 5 shows that most of participants chose statement 15 (use a bilingual dictionary) as the most frequently used VLS in dictionary strategy and the frequency was 4.604. It showed that learners always used bilingual dictionary in language learning. Statement 19, „use the dictionary to find the appropriate usage‟ (3.268) was on the second position. Then the third position was statement 16 or „use dictionary to find out the pronunciation of the word‟ (2.996). After that, statement 18 or „look in the dictionary for collocation patterns of the word‟ was on the fourth position and the frequency was 2.671. Next was statement 14 or „use an English dictionary‟, the frequency was 1.812. The last position in dictionary strategy was statement 17 or „use the dictionary to find only the meaning of the word‟, and the frequency was 1.738. So, in dictionary strategy, participants preferred to use bilingual dictionary vocabulary learning. It showed by the result of 4.604 and revealed that learners often used bilingual dictionary. In this context, bilingual dictionary is using Indonesian – English.

From another research, Cicko, Pojani, and Stavre (2013) also found that bilingual dictionary was mostly used by participants. While this research reveals the same finding,

1,812

4,604 2,996

1,738

2,671

3,268

0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000

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19. I use the dictionary to find the appropriate usage (example sentence) of the word 18. I look in the dictionary for collocation patterns of the word

17. I use the dictionary to find only the meaning of the word 16. I use the dictionary to find out the pronunciation of the word 15. I use a bilingual dictionary

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bilingual dictionary was found as the most frequently used by the participants. Participants possibly thought that dictionary strategy was useful because as Nyikos and Fan (2007) stated that using dictionary is important in learning any language, however learners cannot elaborate in using the words in any context since they merely focus on meaning and spell the words. In fact, dictionary really helps especially for beginner learners in EFL setting when learning English. Dictionary not only provides the meaning but also the information of the words, such as how to pronounce the words, the part of speech, example sentences, etc (Gu, 2003b). These can be the reason why the participants prefer to use bilingual dictionary.

c. Note-Taking Strategy (statements 20, 21, 22, and 23)

Gu (2003b) stated that note taking strategy is a strategy that done by learners after they grasp information then they may take notes. The notes can be in the form of vocabulary notebooks, vocabulary cards, or important thing related to the words such as example of sentences, part of speech, synonym, etc.

Below are the result of cognitive strategy used by participants on note-taking strategy.

Figure 6. Frequency of Note-Taking strategy under Cognitive VLS

Figure 6 shows that statement 22 or „only take note the meaning of the word‟ revealed as the most note-taking strategy used by the participants. The frequency was 3.483, means

2,996

3,416 3,483 3,081

2,700 2,800 2,900 3,000 3,100 3,200 3,300 3,400 3,500 3,600

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23. I take note of the usages of the word (example sentences, part of speech, etc.) 22. I only take note the meaning of the word

21. I write down the English word and Indonesian translation of the word 20. I have a vocabulary note book to list down new word

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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.

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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 learn‟ (3.336) in identifying essential words for their comprehension.

3,369 3,463 2,517

3,336 2,523

2,745

0 500 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)

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

0 500 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)

In vocabulary learning, knowing the meaning is not enough for learners since learners also demanded to be able to use the words in context (Gu, 2003a). It is called activation strategy when learners use the newly learned words in different context (Bastanfar & Hashemi, 2010). Furthermore, Gu (2005) added that it is important for learners having the awareness of use the words have learned in vocabulary learning since it would lead them to be better.

25

Figure 9. Frequency of Activation VLS

Figure 9 shows that participants mostly chose statement 28 (make use of the words have learned in speaking and writing) with 3.021 as the frequency. The frequency showed that learners sometimes used the words that learned in speaking and writing of class‟ activity. Furthermore, statement 29 or „make use of the words have learned in everyday situation‟ revealed as the second activation strategy chosen by learners. It showed with 2.812 as the frequency, meant that learners sometimes used the words that they have learned in everyday situations. However, when we looked at the frequency, learners used the words have learned more on speaking and writing rather than in everyday situations.

A study that conducted by Bailey, Onwuegbuzie, and Daley (1999, as cited in Lee, 2011) found that learners‟ perception and expectations of foreign language affected on learners‟ achievement. Thus, learners need to raise their awareness on using words have learned in everyday situations to enhance their vocabulary learning. While this study revealed that participants sometimes use the words they have learned in speaking and writing. Participants possibly felt that using the words they have learnt in speaking and writing was useful since Mizumoto (2010) explained that the main purpose of learning vocabulary is using the word to communicate with others through word production, either oral or written. Indeed, the purpose of language learning is to communicate with others where people will product the words orally or written. So, using the words have learnt to communicate will be helpful for learners in developing their vocabulary knowledge.

3,021 2,812

2,700 2,750 2,800 2,850 2,900 2,950 3,000 3,050

1

29. I make use of the words I learned in everyday situations 28. I make use of the words I learned in speaking and writing

26

6. Anxiety (statements 31, 32, and 33)

Hurd (2008) claimed that anxiety and motivation are considered as influential to facilitate or inhibit in language learning as they contributes to learning process and learners‟ achievement. However, they have to overcome and reduce the anxiety during learning process to understand easily as it has both positive and negative relationship with learners‟ performance and achievement (Horwitz, 2001).

Below is the result of anxiety strategy used by participants. Figure 10. Frequency the used of Anxiety VLS

Figure 10 reveals that the participants chose statement 33 or „do not know how to learn vocabulary‟ with the frequency 3.013 as the most frequently used in anxiety strategy VLS. The frequency 3.013 means that sometimes learners did not know of how to learn vocabulary.Statement 32 (skip the words that do not understand) was on the second position and the frequency was 2.711. Then, the last position is statement 31, „feels anxious about reading in English‟ and the frequency was 2.664. The number 2.664 also means that sometimes learners felt anxious about reading in English. It also can be meant that most of participants did not know the right ways to learn vocabulary.

In a study, Tsiplakides and Keramida (2009) found that most of the participants avoid in speaking activities because they were afraid to get negative evaluation. While this study reveals that learners do not know of how to learn vocabulary. Sometimes learners did not know of how to learn vocabulary since they are demanded to communicate using language

2,664 2,711

3,013

2,400 2,500 2,600 2,700 2,800 2,900 3,000 3,100

1

33. I do not know how to learn vocabulary

. I skip words I do ’t u dersta d whe I read i E glish 31. I feel anxious about reading in English

27

that they do not mastered. That is why foreign language learning process is called as a unique process (Tsiplakides & Keramida, 2009). Participants possibly felt that anxiety strategy was helpful because as Hurd (2008) put that learning process and learners‟ achievement influenced by anxiety and motivation. Thus, learners have to be able to reduce and overcome the anxiety since it is influential to learners‟ achievement and performance during the learning process (Horwitz, 2001).

CONCLUSION

The purpose of this research was to explore participants‟ beliefs about vocabulary learning and what strategies that they used in vocabulary learning especially in SMPN 1 Banyubiru, Kabupaten Semarang.

From the research, I found that participants believed that in vocabulary learning, repetition was the best way to remember words. This finding was in line with Mizumoto (2010) who also found that as in EFL setting, English learners in Asia are prefer to memorize words using repetition because of their cultural background. Previously, Gu, (2003b) also stated that learners‟ ability and preference in memorizing depended on the cultural background of the learners.

This research also investigated the strategies that were used by 8th graders in SMPN 1 Banyubiru in language learning, especially in vocabulary learning. The result shows that the VLS that were used by participants were: (1) source strategy, (2) cognitive strategy, (3) metacognitive strategy, (4) memory strategy, (5) activation strategy, and (6) anxiety strategy. The frequency of source strategy was 3.228, cognitive strategy was 3.084, and metacognitive strategy was 2.992. While on the fourth position there was memory strategy with 2.919 and followed by activation strategy (2.916). Then anxiety strategy (2.790) was on the last

28

position. In short, source strategy (3.228) revealed as the most used VLS by participants. While the least VLS used by participants was anxiety strategy (2.790).

However, if this research was to be replicated, for example advanced English learners, this research could find different findings. Advanced English learners will possibly use more complicated ways in learning vocabulary since they master English more than beginner learners. On the other hand, English learners whose age are under 13 or beginner learners, may also have different views about VLS. They will also possibly use simpler ways to learn vocabulary.

It is hoped that the students will be aware of the use VLS in language learning, especially when they find new words. Indeed, VLS can facilitate and can be helpful for students in vocabulary learning because VLS make students easier in enriching their vocabulary knowledge. According to the result above, it is necessary for the teacher to consider about introducing various kinds of VLS to the students. Teachers need to suggest the students to use the various strategies in vocabulary learning as Amiryousefi and Keetabi (2011) stated that VLS would make learners easier in developing their vocabulary knowledge. Thus, by using VLS the students will easily enrich their vocabulary knowledge. It is also hoped that by applying various kinds of VLS, the students will easily overcome the difficulties that may appear during the learning process.

Furthermore, this research only focuses to 8th grade students. I hope that similar study will be conducted for future research that focusing to participants‟ gender. Discovering the VLS employed by male and female English beginner learners and investigating male‟s and female‟s student view toward VLS also necessary to arranged because of male and female students have different characteristics.

29

ACKNOWLEDGEMENT

Firstly, I would like to say thanks to Allah SWT for the blessing and always giving me strength. Finally, I can accomplish my study in the University. Then, I would like to express my sincere gratitude to my supervisor Anne Indrayanti Timotius, M.Ed. who kindly guide, support, and help me in writing my thesis. I also present my thankfulness to the examiner, Prof. Dr. Gusti Astika, M.A. who spared the time to read and examine this thesis. I would like to thank to Ibu Wahyu Ambarwati and students of SMP N 1 Banyubiru. Without the permission to distribute the questionnaire and students‟ participation in filling the questionnaire, I would not be able to finish this study. I am also grateful to my lovely family (my parents, my husband, my sister, my daughter, and the Soedigdo‟s) for the support and prayer during my study. I would also like to thank to all lectures and staff of English Department for giving me valuable experiences and knowledge. Special thanks to colleagues Niners (2009) family and friends. Thank you so much.

30

References

Amiryousefi, M., & Ketabi, S. (2011). Mnemonic instruction: A way to boost vocabulary learning and recall. Journal of Language Teaching and Research, 2, 178-182. Bastanfar, A., & Hashemi, T. (2010). Vocabulary learning strategies and ELT materials: A

study of the extent to which VLS research informs local coursebooks in Iran. International Education Studies, 3(3), 158-166.

Cai, W., & Lee, B. P. H. (2012). Processing unfamiliar words: strategies, knowledge sources, and the relationship to text and word comprehension. The Canadian Journal of Applied Linguistics, 15(1), 122-145.

Cicko, P., Pojani, V., & Stavre, B. (2013). Vocabulary Learning Strategies – A Survey of Efl Albanian University Students. Research Paper, 3(10), 1-7.

Fan, Y. M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: a study of hong kong learners. The Modern Language Journal, 87(2), 222-241.

Gu, P. Y. (2003a). Fine brush and freehand: the vocabulary – learning art of two successful Chinese EFL learners. TESOL Quarterly, 37(1), 73-104.

Gu, P. Y. (2003b). Vocabulary learning in a second language: Person, task, context and strategies. Teaching English as a Second Language Electronic Journal, 7. Retrieved January 4, 2014, from http://www-writing.berkeley.edu/TESL-EJ/ej26/a4.html.

Gu, P. Y. (2005). Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshal Cavendish Academic.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.

31

Huang, S., Eslami, Z., & Hu, R. S. (2010). The relationship between teacher and peer support and English language learners‟ anxiety. English Language teaching, 3(1), 32-40. Huang, S., & Eslami, Z., (2013). The use of dictionary and contextual guessing strategies for

vocabulary learning by advanced English-language learners. English Language and Literature Studies, 3(3), 1-7.

Hurd, S. (2008). Affect and strategy use in independent language learning. In: Hurd, Stella and Lewis, Tim eds. Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters, 218–236.

Nourzadeh, S., & Khatib, M. (2012). Incidental L2 vocabulary acquisition through reading comprehension: Issues, agreements and controversies. Journal of Academic and Applied Studies, 2(2), 1-11.

Lee, M. (2011). Differences in the learning anxieties affecting college freshman students of EFL. Global Perspectives, Local Initiatives, 1,169-182.

Li, S. (2010). Vocabulary learning beliefs, strategies, and language learning outcomes: a study of Chinese learners of English in higher vocational education. Unpublished master‟s thesis, University of Auckland, New Zealand.

Mizumoto, A. (2010). Exploring the art of vocabulary learning strategies: A closer look at Japanese EFL university student. Tokyo: Kinseido

Morin, R. & Goebel, J. (2001). Basic vocabulary instruction teaching strategies or word? Foreign Language Annals, 34(1), 8-17.

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

Noor, N. M., & Amir, Z. (2012). Exploring the vocabulary learning strategies of EFL learners.

32

Nor, S. F., (2012). Enhancing vocabulary knowledge through vocabulary learning strategies: A case study of TESL undergraduates of Universiti Teknologi Mara. Retrieved January 7, 2014, from

https://www.academia.edu/3615512/Enhancing_Vocabulary_Knowledge_through_ Vocabulary_Learning_Strategies_A_Case_Study_of_TESL_Undegraduates_of_U

niversiti_Teknologi_MARA.

Nyikos, M., & Fan , M. (2007). A review of vocabulary learning strategies: Focus on language proficiency and learner voice. In A. Cohen & E. Macaro (Eds.), Language learning strategies: Thirty years of research and practice (pp. 251-274). Oxford: Oxford University Preess

Olmos, C. (2009). An assessment of the vocabulary knowledge of students in the final year of secondary education. Is Their Vocabulary Extensive Enough?. International Journal of English Studies, 9(3), 73-90.

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

Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles & Strategies/Oxford, GALA, 1-25

Riankamol, N. (2008). A study of vocabulary learning strategies of gifted English students at triam udomsuksa school in the first semester of academic year 2008. Unpublished master‟s thesis, University of Thammasat, Bangkok, Thailand.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy (pp.199-228). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.

33

Stahl, S.A. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.

Takač, V. P. (2008). Vocabulary learning strategies and second language acquisition. Clevedon. UK: Multilingual Matters.

Tsiplakides, I., & Keramida A. (2009). Helping students overcome foreign language speaking anxiety in the english classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.

Yang, W., & Dai, W. (2011). Rote memorization of vocabulary and vocabulary development. English Language Teaching, 4(4), 61-64.

Zacharias, N. T. (2011). Qualitative research methods for second language education: A Coursebook. Faculty of Language and Literature. Universitas Kristen Satya Wacana Salatiga

Zhao, N. (2009). Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students. English Language Teaching, 2(4), 123-129.

Zhi-liang, L. (2010). A Study on English Vocabulary Learning Strategies for Non-English Majors in Independent College. Cross-Cultural Communication, 6(4), 152-164.

34

Appendix 1

Kuesioner

Saya ingin mengadakan penelitian mengenai vocabulary learning strategies (strategi belajar kosakata) yang digunakan oleh siswa kelas 7 di SMP Negeri 1 Banyubiru. Mohon dijawab dengan jujur. Terima kasih.

Sebelum mengisi, mohon lengkapi informasi dibawah ini:

Nama :

Jenis Kelamin :

Kelas :

Informasi ini hanya digunakan untuk penelitian ini dan tidak akan mempengaruhi nilai anda. Jawab pertanyaan dengan jujur!

 Berikan tanda centang (√) pada kolom yang tersedia berdasarkan pengalaman anda. Ada 4 jawaban untuk setiap pertanyaan. (Sangat Tidak Setuju/ STS, Tidak Setuju/ TS, Setuju / S, dan Sangat Setuju/ SS. Bagian ini digunakan untuk mengetahui pendapat anda mengenai belajar kosakata.

No Pernyataan ST

S

T

S _{S SS}

1 Cara terbaik untuk mengingat kata – kata adalah menghafalkan daftar kata.

2 Pengulangan adalah cara terbaik untuk mengingat kata – kata.

3 Satu definisi dari kamus perlu diingat.

4 Kosakata bahasa Inggris bisa diperbanyak dengan cara mengingat kata dasarnya.

5 Kata – kata baru yang telah dipelajari perlu dibetulkan.

6 Kata – kata baru yang telah dipelajari perlu digunakan.

7 Penggunaan kata dan artinya perlu diperhatikan ketika mempelajari kata.

8 Mengingat arti kata dapat membantu memahami konteks.

 Berikan tanda centang (√) pada kolom yang tersedia berdasarkan pengalaman anda. Ada 5 jawaban untuk setiap

pertanyaan, Selalu, Sering, Kadang – kadang, hampir tidak pernah, dan Tidak Pernah. Bagian ini digunakan untuk

mengetahui strategi apa yang anda gunakan dalam belajar kosakata.

No Pernyataan

Selalu Sering Kadang - kadang Hampir Tidak Pernah Tidak pernah

1 Saya memikirkan tentang kemajuan saya dalam belajar kosakata.

2 Saya mencoba mengetahui semua kata baru yang saya pelajari.

3 Saya hanya fokus pada hal - hal yang berkaitan dengan tes.

4 Saya tahu kata – kata yang penting untuk saya pelajari.

5 Saya mencari kata – kata yang menarik bagi saya.

6 Saya membuat catatan dari kata – kata yang sepertinya penting bagi saya.

7 Saya melewati kata – kata yang tidak saya mengerti.

8 Saya menggunakan pengalaman saya dan pikiran untuk menebak.

9 Saya menebak arti, kemudian melihat di kamus (ketika saya bertemu kata –

kata baru saat membaca).

10 Saya menggunakan petunjuk dari konteks bacaan dan mencoba lagi jika

35

11 Saya memanfaatkan apa yang saya ketahui mengenai topik untuk menebak

arti kata.

12 Saya menebak arti kata baru dengan melihat pada kelas katanya. (contoh:

television = noun/ kata benda; walk = verb/ kata kerja)

13 Saya menganalisa struktur kata (awalan, kata dasar, dan akhiran) ketika

menebak arti kata (contoh: unanswered  un + answer + ed = tidak dijawab;

unhappy  un + happy = tidak senang)

14 Saya menggunakan kamus bahasa Inggris (Bahasa Inggris - Bahasa Inggris).

15 Saya menggunakan kamus dua bahasa (Bahasa Inggris – Bahasa

Indonesia).

16 Saya menggunakan kamus untuk mengetahui pengucapan kata (contoh:

write = / raɪt /, happy = / hæpi /).

17 Saya menggunakan kamus hanya untuk menemukan arti kata.

18 Saya melihat di kamus untuk pola gabungan dari kata (contoh: make money

= verb + noun).

19 Saya menggunakan kamus untuk menemukan penggunaan kata dalam

kalimat.

20 Saya menggunakan buku catatan untuk mendata kata – kata baru.

21 Saya menulis kata dalam bahasa Inggris dan artinya dalam bahasa

Indonesia.

22 Saya hanya mencatat arti dari kata.

23 Saya mencatat penggunaan – penggunaan dari kata (contoh: kalimat, kelas

kata: noun book, pen ; verb eat, sleep )

24 Untuk mengingat kata, saya mengucapkannya berkali – kali.

25 Untuk mengingat kata, saya menuliskannya secara berulang – ulang.

26 Saya membayangkan kata baru untuk membantu saya mengingat - ingatnya.

27 Untuk mengingat kata, saya menganalisa kata dengan memecahnya ke

bagian – bagian yang berbeda (awalan, kata dasar, akhiran). (contoh:

unreadable = un + read + able  tidak bisa dibaca)

28 Saya menggunakan kata – kata yang saya pelajari dalam speaking dan

writing.

29 Saya menggunakan kata – kata yang telah saya pelajari di dalam kehidupan

sehari - hari.

30 Saya belajar kata – kata baru dari luar kelas (contoh: koran, novel, buku

bahasa inggris, film, lagu, dll).

31 Saya merasa cemas ketika membaca materi berbahasa Inggris.

32 Saya melewati kata – kata yang tidak saya mengerti ketika saya membaca

materi berbahasa Inggris.

33 Saya tidak tahu bagaimana cara yang tepat untuk mempelajari kosakata

dalam bahasa Inggris.

30

References

Amiryousefi, M., & Ketabi, S. (2011). Mnemonic instruction: A way to boost vocabulary

learning and recall.

Journal of Language Teaching and Research, 2,

178-182.

Bastanfar, A., & Hashemi, T. (2010). Vocabulary learning strategies and ELT materials: A

study of the extent to which VLS research informs local coursebooks in Iran.

International Education Studies, 3

(3), 158-166.

Cai, W., & Lee, B. P. H. (2012). Processing unfamiliar words: strategies, knowledge sources,

and the relationship to text and word comprehension.

The Canadian Journal of

Applied Linguistics, 15

(1), 122-145.

Cicko, P., Pojani, V., & Stavre, B. (2013). Vocabulary Learning Strategies

–

A Survey of Efl

Albanian University Students.

Research Paper, 3

(10)

,

1-7.

Fan, Y. M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second

language vocabulary strategies: a study of hong kong learners.

The Modern

Language Journal

,

87

(2), 222-241.

Gu, P. Y. (2003a). Fine brush and freehand: the vocabulary

–

learning art of two successful

Chinese EFL learners.

TESOL Quarterly, 37

(1)

,

73-104.

Gu, P. Y. (2003b). Vocabulary learning in a second language: Person, task, context and

strategies.

Teaching English as a Second Language Electronic Journal

, 7.

Retrieved January 4, 2014, from

http://www-writing.berkeley.edu/TESL-EJ/ej26/a4.html

.

Gu, P. Y. (2005).

Vocabulary learning strategies in the Chinese EFL context

. Singapore:

Marshal Cavendish Academic.

Horwitz, E. K. (2001). Language anxiety and achievement.

Annual Review of Applied

Linguistics, 21,

112-126.

31

Huang, S., Eslami, Z., & Hu, R. S. (2010). The relationship between teacher and peer support

and English language learners‟ anxiety.

English Language teaching, 3

(1)

,

32-40.

Huang, S., & Eslami, Z., (2013). The use of dictionary and contextual guessing strategies for

vocabulary learning by advanced English-language learners.

English Language and

Literature Studies, 3

(3)

,

1-7.

Hurd, S. (2008).

Affect and strategy use in independent language learning

. In: Hurd, Stella

and Lewis, Tim eds. Language Learning Strategies in Independent Settings.

Second Language Acquisition. Bristol, UK: Multilingual Matters, 218

–

236.

Nourzadeh, S., & Khatib, M. (2012). Incidental L2 vocabulary acquisition through reading

comprehension: Issues, agreements and controversies.

Journal of Academic and

Applied Studies, 2

(2)

,

1-11.

Lee, M. (2011). Differences in the learning anxieties affecting college freshman students of

EFL.

Global Perspectives, Local

Initiatives, 1,

169-182.

Li, S. (2010).

Vocabulary learning beliefs, strategies, and language learning outcomes: a

study of Chinese learners of English in higher vocational education

. Unpublished

master‟s thesis,

University of Auckland, New Zealand.

Mizumoto, A. (2010).

Exploring the art of vocabulary learning strategies: A closer look at

Japanese EFL university student.

Tokyo: Kinseido

Morin,

R. &

Goebel, J. (2001

).

Basic vocabulary instruction teaching strategies or word?

Foreign Language Annals, 34

(1), 8-17.

Nation, P. (2001).

Learning vocabulary in another language

. Cambridge: Cambridge

University Press.

Noor, N. M., & Amir, Z. (2012). Exploring the vocabulary learning strategies of EFL

learners.

32

Nor, S. F., (2012). Enhancing vocabulary knowledge through vocabulary learning strategies:

A case study of TESL undergraduates of Universiti Teknologi Mara. Retrieved

January 7, 2014, from

https://www.academia.edu/3615512/Enhancing_Vocabulary_Knowledge_through_

Vocabulary_Learning_Strategies_A_Case_Study_of_TESL_Undegraduates_of_U

niversiti_Teknologi_MARA

.

Nyikos, M., & Fan , M. (2007). A review of vocabulary learning strategies: Focus on

language proficiency and learner voice. In A. Cohen & E. Macaro (Eds.),

Language learning strategies: Thirty years of research and practice

(pp. 251-274).

Oxford: Oxford University Preess

Olmos, C. (2009). An assessment of the vocabulary knowledge of students in the final year of

secondary education. Is Their Vocabulary Extensive Enough?

. International

Journal of English Studies, 9

(3)

,

73-90.

Oxford, R. (1990).

Language learning strategies:

What every teacher should know

. New

York: Newbury House.

Oxford, R. L. (2003).

Language learning styles and strategies: An overview

. Learning Styles

& Strategies/Oxford, GALA, 1-25

Riankamol, N. (2008).

A study of vocabulary learning strategies of gifted English students at

triam udomsuksa school in the first semester of academic year 2008

. Unpublished

master‟s

thesis, University of Thammasat, Bangkok, Thailand.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.),

Vocabulary: description, acquisition and pedagogy

(pp.199-228). Cambridge:

Cambridge University Press.

Schmitt, N. (2000).

Vocabulary in language teaching.

Cambridge University Press,

Cambridge.

33

Stahl, S.A. (2005). Four problems with teaching word meanings (and what to do to make

vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil

(eds.),

Teaching and learning vocabulary: Bringing research to practice.

Mahwah,

NJ: Erlbaum.

Takač, V. P. (2008).

Vocabulary learning strategies and second language acquisition

.

Clevedon. UK: Multilingual Matters.

Tsiplakides, I., & Keramida A. (2009). Helping students overcome foreign language speaking

anxiety in the english classroom: theoretical issues and practical recommendations.

International Education Studies, 2

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Appendix 1

Kuesioner

Saya ingin mengadakan penelitian mengenai vocabulary learning strategies (strategi belajar kosakata) yang digunakan oleh siswa kelas 7 di SMP Negeri 1 Banyubiru. Mohon dijawab dengan jujur. Terima kasih.

Sebelum mengisi, mohon lengkapi informasi dibawah ini:

Nama :

Jenis Kelamin :

Kelas :

Informasi ini hanya digunakan untuk penelitian ini dan tidak akan mempengaruhi nilai anda. Jawab pertanyaan dengan jujur!

 Berikan tanda centang (√) pada kolom yang tersedia berdasarkan pengalaman anda. Ada 4 jawaban untuk setiap

pertanyaan. (Sangat Tidak Setuju/ STS, Tidak Setuju/ TS, Setuju / S, dan Sangat Setuju/ SS. Bagian ini digunakan untuk mengetahui pendapat anda mengenai belajar kosakata.

No Pernyataan ST

S

T

S _{S SS} 1 Cara terbaik untuk mengingat kata – kata adalah menghafalkan daftar kata.

2 Pengulangan adalah cara terbaik untuk mengingat kata – kata. 3 Satu definisi dari kamus perlu diingat.

4 Kosakata bahasa Inggris bisa diperbanyak dengan cara mengingat kata dasarnya. 5 Kata – kata baru yang telah dipelajari perlu dibetulkan.

6 Kata – kata baru yang telah dipelajari perlu digunakan.

7 Penggunaan kata dan artinya perlu diperhatikan ketika mempelajari kata. 8 Mengingat arti kata dapat membantu memahami konteks.

 Berikan tanda centang (√) pada kolom yang tersedia berdasarkan pengalaman anda. Ada 5 jawaban untuk setiap

pertanyaan, Selalu, Sering, Kadang – kadang, hampir tidak pernah, dan Tidak Pernah. Bagian ini digunakan untuk mengetahui strategi apa yang anda gunakan dalam belajar kosakata.

No Pernyataan

Selalu Sering Kadang

- kadang Hampir Tidak Pernah Tidak pernah

1 Saya memikirkan tentang kemajuan saya dalam belajar kosakata. 2 Saya mencoba mengetahui semua kata baru yang saya pelajari. 3 Saya hanya fokus pada hal - hal yang berkaitan dengan tes. 4 Saya tahu kata – kata yang penting untuk saya pelajari. 5 Saya mencari kata – kata yang menarik bagi saya.

6 Saya membuat catatan dari kata – kata yang sepertinya penting bagi saya. 7 Saya melewati kata – kata yang tidak saya mengerti.

8 Saya menggunakan pengalaman saya dan pikiran untuk menebak.

9 Saya menebak arti, kemudian melihat di kamus (ketika saya bertemu kata – kata baru saat membaca).

10 Saya menggunakan petunjuk dari konteks bacaan dan mencoba lagi jika saya gagal menebak arti dari kata.

35

11 Saya memanfaatkan apa yang saya ketahui mengenai topik untuk menebak arti kata.

12 Saya menebak arti kata baru dengan melihat pada kelas katanya. (contoh: television = noun/ kata benda; walk = verb/ kata kerja)

13 Saya menganalisa struktur kata (awalan, kata dasar, dan akhiran) ketika menebak arti kata (contoh: unanswered  un + answer + ed = tidak dijawab; unhappy  un + happy = tidak senang)

14 Saya menggunakan kamus bahasa Inggris (Bahasa Inggris - Bahasa Inggris). 15 Saya menggunakan kamus dua bahasa (Bahasa Inggris – Bahasa

Indonesia).

16 Saya menggunakan kamus untuk mengetahui pengucapan kata (contoh: write = / raɪt /, happy = / hæpi /).

17 Saya menggunakan kamus hanya untuk menemukan arti kata.

18 Saya melihat di kamus untuk pola gabungan dari kata (contoh: make money = verb + noun).

19 Saya menggunakan kamus untuk menemukan penggunaan kata dalam kalimat.

20 Saya menggunakan buku catatan untuk mendata kata – kata baru.

21 Saya menulis kata dalam bahasa Inggris dan artinya dalam bahasa Indonesia.

22 Saya hanya mencatat arti dari kata.

23 Saya mencatat penggunaan – penggunaan dari kata (contoh: kalimat, kelas kata: noun book, pen ; verb eat, sleep )

24 Untuk mengingat kata, saya mengucapkannya berkali – kali. 25 Untuk mengingat kata, saya menuliskannya secara berulang – ulang.

26 Saya membayangkan kata baru untuk membantu saya mengingat - ingatnya. 27 Untuk mengingat kata, saya menganalisa kata dengan memecahnya ke

bagian – bagian yang berbeda (awalan, kata dasar, akhiran). (contoh: unreadable = un + read + able  tidak bisa dibaca)

28 Saya menggunakan kata – kata yang saya pelajari dalam speaking dan writing.

29 Saya menggunakan kata – kata yang telah saya pelajari di dalam kehidupan sehari - hari.

30 Saya belajar kata – kata baru dari luar kelas (contoh: koran, novel, buku bahasa inggris, film, lagu, dll).

31 Saya merasa cemas ketika membaca materi berbahasa Inggris.

32 Saya melewati kata – kata yang tidak saya mengerti ketika saya membaca materi berbahasa Inggris.

33 Saya tidak tahu bagaimana cara yang tepat untuk mempelajari kosakata dalam bahasa Inggris.