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FINDINGS AND DISCUSSIONS Findings of the study
This section presents the findings of the research following the classification in the questionnaire. The first section compiles the reports obtained from the number result of the
queries that counted in percentages. The second section looks at the descriptive statistic results of the percentages, followed by short summary of the responses from each part.
1. Beliefs about vocabulary learning
a Words should be memorized Table 1.a
No. Statement
1 Strongly
Agree 2
Agree 3
Disagree 4
Strongly Disagree
1 The best way to remember
words is to memorize word lists 12 21 37
64 9
15 2
Repetition is the best way to remember words
21 36 36 62
1 2
The data revealed that Law Faculty students 98 believe that repetition to be one of the ways to learn vocabulary Table 1a, number 2. In line with Michael J. Lawson and Donald
Hogben 1996 their findings of the study was the great majority of the procedures students used involved some form of repetition of the new words and their meanings in learning
vocabulary. Beside, they also believe that memorization 85 is another one way to learn vocabulary Table 1a, number 1. This also supported by Thompson 1987: 54 concludes
that “what is needed today ... is a line of research which involves naturalistic observations in real environments where learners use spontaneously g
enerated memorization strategy.” As we can see, the students showed that they can learn vocabulary by using memorize and
repetition.
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b Words should be acquired in context: bottom up Table 1.b
No. Statement
1 Strongly
Agree 2
Agree 3
Disagree 4
Strongly Disagree
3 I can identify the meaning of
most words through reading 16
28 38 65 4
7 4
I can expand my vocabulary through reading a lot
16 28 36
62 6
10 5
Guessing words in context is one of the best ways to learn
vocabulary 8
14 31 53
18 31
1 2
The students could identify the use of contextual clues as a strategy in understanding the meaning of words that is when they approach any reading material. The students can identify
the meaning of words through reading is shown on table 1b number 3 is 93. Besides, students 90 can expand their vocabulary through reading a lot which is shown on the
table 1b number 4. At the same time, they would also employ the strategy of guessing based on the context of the word if located; it also shown on the table 1b number 5 with the
percentage is 67.
This also proved by Snow, Griffin, Burns, 2005 that s tudents’ vocabulary
knowledge is a building process that occurs over time as they make connections to other words, learn examples and non-examples of the word and related words, and use the word accurately within the
context of the sentence.
This finding might indicate that the students could identify with the strategy of using contextual clues to guess the meaning of the word, but were unsure as to
how to employ the strategy.
c Words should be studied and put to use: top down Table 1.c
No. Statement
1 Strongly
Agree 2
Agree 3
Disagree 4
Strongly Disagree
6 I revise the new words I have
Learned 14 24
40 69 3
5 1
2
11
7 I use the words that I have
Learned 18
31 39
67 1
2 8
When I learned the word I pay close attention to its new usage
and new meaning 16
28 39
67 3
5
9 When I have learned the word, I
will recall the meaning to help me understand the context
24 41
34 59
Almost all of the students 98 mentioned that they use the words that they have learned, it shown on table 1c number 7. One reason for doing so could be because they did
not only look at the meaning of the word but also at how the word was used 95 from table 1c number 8. It proves that the learners well-practiced in learning vocabulary by recalling the
meaning that they have learned for understanding the meaning 100 from table 1c number 9. Besides, they also revise the new words that they have learned 93 on table 1c number
6. Even though, there are four different factors in this strategy, but again the number of results is not quite different. Overall, these findings have high percentages and positively
responded by those each factor has 90 up.
2. Metacognition Regulation
