T1 112011067 Full text

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VOCABULARY LEARNING STRATEGIES USED BY

STUDENTS GRADE TEN IN SMA N 1 SALATIGA

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

Darwanto 112011067

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

2015

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.

All rights reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.

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TABLE OF CONTENT

Cover ... i

Approval Page ... ii

Pernyataan Persetujuan Akses ... iv

Pernyataan Tidak Plagiat ...v

Table of Content ...vi

Thesis Body Abstract ... 1

Key Words ... 1

Introduction ... 1

Review of Literature ... 4

A. Language Learning Strategies ... 4

B. Vocabulary Learning Strategies ... 5

C. English for Specific Purpose ...6

The Study ... 7

A. Context of the Study ... 7

B. Participants ... 7

C. Instrument of Data Collection ... 8

D. Data Collection Procedure... 8

E. Data Analysis Procedure ... 8

Findings and Discussion ... 9

Conclusion and Pedagogical Implications ... 20

Acknowledgement ... 21

References ... 22

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The Law

Faculty Students’ Strategies in Learning English

Vocabulary

Abstract

One of the challenges that learners will face during the process of second language learning is learning vocabulary. Thus, in the case of learning the vocabulary in second language, students need to be educated with vocabulary learning strategies. Since in reading we need to have a lot of vocabularies, learners would need to be enrich vocabulary knowledge to read fluently. They often give up trying to understand the meaning of the text or skip reading if sentences or an entire paragraph contain a small number of unknown words. These encounters suggest that some learners might not have the knowledge to handle words they do not understand. This study explores the most and the least strategy use of vocabulary learning among Law Faculty students. A sample of 58 respondents participated in the study. Data collection was carried out using questionnaires. The findings of the data showed that the most strategy frequently used was recalling the meaning to help understanding the context. However, the least strategy frequently used was skipping the words do not understand. To conclude, those strategies help students perceive reasons for achieving good vocabulary knowledge. In addition, help teacher in designing useful tasks and giving relevant assignments.

Keywords: Language Learning Strategy (LLS), Vocabulary Learning Strategy (VLS), and English for Specific Purpose (ESP)

INTRODUCTION

English is the language most widely learned, read, and spoken the world has ever known (Jenkin, 2006; Kachru & Nelson, 1996; Pakir, 2000). Besides, English plays a vital role in economic progress, modern technology, internationalization (Spolsky, 1998), as well as the Internet and The World Wide Web (Pakir, 2000). Mastering a new word certainly involves such abilities as form recognition (pronunciation, spelling, derivations) and knowing its dictionary meaning. McCarthy (2001, cited in Fan, 2003) explained that “vocabulary forms the biggest part of the meaning of any language, and vocabulary is the biggest problem for most learners.”

Vocabulary learning is a continual process of encountering new words in meaningful and comprehensible contexts (Harmon et al., 2009). The knowledge of vocabulary in language

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learning has continued to grow in recent years. One approach to facilitate vocabulary learning that has increasing attention is vocabulary learning strategies (VLS). VLS are actually a component of language learning strategies which are also considered a part of general learning strategies. Learning vocabulary is fundamentally about learning definition of words.

As university students in non-English-speaking countries, they may have read field-specific texts for several academic and professional purposes. For this reason, English for Specific Purpose (ESP) courses have role in the college teaching and learning process, for helping the learners to develop reading comprehension skills in the target language. With such aim in mind, teachers of ESP courses have drawn on research findings about the usefulness of strategy instruction to organize their teaching processes.

Within reading in the second language context, various issues have been raised concerning the second language learners’ behaviors, attitudes and perceptions in reading at university level. From those raised various issues, findings from those studies (Ehram & Oxford, 1990; Anderson, 1991; Pressley & Afflerbach, 1995) have revealed that many students demonstrate considerable informal knowledge and ineffective reading skills and strategies to accommodate the reading demands of the new academic environment. It shows that many students have less VLS knowledge in case of increasing their reading skill. Reading fluently requires accurate and automatic word recognition skills, which will enhance comprehension (Grabe, 1991).

However, Anderson (1991) asserts that for many second language readers, reading is a ‘suffocatingly slow process.’ For example, when I experience have difficulties in understanding the meaning of a text when the sentences or even an entire paragraph contain lots of unfamiliar words for me. Then, I would skip reading those sentences or paragraph. Indeed, this action will

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cause the problem further that I cannot learn the words that I skipped and thus, I cannot understand the text that I read. This in line with Huckin et al (1993) students might give up trying to understand the meaning of a text if sentences or an entire paragraph contain a small number of unknown words. These indicate that some learners might not have the knowledge to handle words that they do not understand.

In addition, previous studies as cited in Noorizah and Zaini Amir, 2012, (Nation, 1990; Levine et al, 1992; Anderson, 1999) have reported students thoroughly prefer to use a bilingual dictionary for every word that they don’t understand to check the meaning. However, the ESP course offered for students majoring in Agricultural Sciences at Facultad de Ciencias Agrarias, has systematically included students’ training on the use of strategies. Using meta-linguistic elements would help for students with a poor second language command develop their ability for their lack of knowledge.

Taking up to this point, this study will explore the strategy which is used in learning English vocabulary among some students of Law Faculty. Hence, this study will answer these following questions:

1. What is the most strategy frequently used in learning English vocabulary by the students of Law Faculty?

2. What is the least strategy frequently used in learning English vocabulary by the students of Law Faculty?

The important roles of vocabulary learning strategy (VLS) have encouraged many researchers in educational field to explore and investigate the use of VLS in teaching and learning English as a second and foreign language. The implications of this study suggest that Law Faculty students would need to engage with more strategies to enhance their learning and

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memory of the vocabulary. It is also important for make teachers aware that learning does not only involve having knowledge of a particular strategy (competence), but rather it will become enhanced when we use or practice that knowledge (performance). The development of vocabulary knowledge emphasizes that students seek purpose in learning. Thus by this study, the type of strategy employed by some learners may help the problems that the students encounter in their reading processes.

REVIEW OF LITERATURE Language Learning Strategies

There has been an increasing interest toward language learning and language learners since 1970s. One of the most applicable definitions which have been cited most frequently in the literature was provided by (Oxford, 1990). She defines language learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (p. 8). Indeed, it is a reflection of what the learner intends to do and the specific actions he can take. She also, prominently, includes how context plays a crucial role in the language learning process.

The strategy have been classified by a professional expert in the area of language learning; Oxford in 1990. In this following taxonomy language learning strategies will be demonstrated.

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Oxford divided language learning strategies into two main categories; direct and indirect strategies which are also subdivided into six classes.

Direct Indirect

A. Memory Strategy a. Creating mental linkages b. Applying images and sounds c. Reviewing well

d. Employing action

A. Metacognitive Strategy

a. Over viewing and linking with material already known

b. Delaying speech production,

c. Organizing, setting goals and objectives, planning for a language task

d. Self-monitoring and self evaluating B. Cognitive Strategy

a. Practicing

b. Receiving and sending messages c. Analyzing and reasoning

d. Creating structure for input and output

B. Affective Strategy a. Lowering anxiety b. Encouraging oneself

c. Taking emotional temperature

C. Compensation Strategy a. Guessing intelligently

b. Overcoming limitation in speaking and writing

C. Social Strategy a. Asking questions b. Cooperating with others c. Empathizing with others

Vocabulary Learning Strategies

Vocabulary is central to language and is of great significance to language learners. Vocabulary learning strategies are one part of language learning strategies which in turn are part of general

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learning strategies (Nation, 2001). There have been attempts to develop taxonomies of vocabulary learning strategies. The one of study that always cited in the literature of vocabulary learning strategies is Gu and Johnson (1996), they identified six types of strategy - guessing, dictionary, note-taking, rehearsal, encoding, and activation - together with two other factors: beliefs about vocabulary learning and metacognitive regulation. Metacognitive regulation consists of strategies for selective attention and self-initiation, it is almost same with language learning strategies from Oxford (1990). In her taxonomies, she also mention that metacognitive strategy consist of self-monitoring and self evaluating. The former allow learners to know which words are important for them to learn and are essential for adequate comprehension of a passage. Guessing strategies, skillful use of dictionaries and note-taking strategies are labeled as cognitive strategies. Unlike Gu & Johnson (1996) taxonomies, based on Oxford (1990) guessing strategies is included in compensation strategies. Then, rehearsal and encoding categories are classified under memory strategies. Word lists and repetition are instances of rehearsal strategies. Encoding strategies include strategies such as association, imagery, visual, auditory, semantic, and contextual encoding as well as word-structure. Memory strategy of Gu & Johnson (1996) is also almost same with the memory strategy of Oxford (1990). In Oxford’s (1990) taxonomies, she mentioned that memory strategy consist of creating mental linkages, applying images and sounds, reviewing well, and also employing action. Activation strategies include those strategies through which learners actually use new words in different contexts.

English for Specific Purpose (ESP)

The role of English is nowadays not only for academic purposes but also for specific purposes. Unlike English courses for general purposes, English for specific purposes (ESP) for

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example English for Law Faculty is different in the way the course is design. Crocker (1981) recognizes that ESP courses are similar to language instruction in general which puts more emphasis on language use. The obvious difference is in the focus of interest. While English for general purposes emphasizes language proficiency, ESP courses emphasize “something outside of the language through the medium of language” (p.8). From those statements mastering English is like a skill that the learners need to have in order to function for their well future workplace. Crocker (1981) also have opinion that ESP should be regarded as an approach to language teaching (p.8).

THE STUDY

This section consists of the context of the study, the participants, instrument of data collection, data collection procedure, and data analysis procedure.

Context of the Study

This study conducted within the Law Faculty students of Satya Wacana Christian University. The researcher chooses those students because those students were enrolled in English class that is “Bahasa Inggris 2” which is a requirement course offered by the Law Faculty. I choose this class, because in this class there are lots of reading activities that appropriate with my research object; vocabulary learning strategies in reading comprehension.

Participants

The respondents for this preliminary study were 58 students doing the English course at Law Faculty, Satya Wacana Christian University. I choose 58 students because there are two Bahasa Inggris 2 classes which each class consist of 30 students, but there were 2 students who were absent at that time.

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8 Instrument of Data Collection

This study used an adapted version of the vocabulary learning strategy questionnaire proposed by Gu & Johnson (1996). The questionnaire translated into Indonesian to elicit students’ self-reported vocabulary learning strategies. Besides, it use for collecting background information such as English proficiency and habits of reading consisted of 36 statements grouped under 9 categories: 1) Beliefs about vocabulary learning, 2) Metacognitive regulation, 3)Guessing Strategies, 4) Dictionary Strategies, 5) Note-taking Strategies, 6) Memory Strategies, 7) Activation strategies 8) Sources, and 9) Anxiety and Motivation. The subjects responded using a 4-point Likert scale, ranging from strongly agree (1) to strongly disagree (4).

Data Collection Procedure

For the first I did pilot questionnaires for some students maybe only 10 students. This step is to make sure that the queries are clear enough and the students understand about the queries. It can help them answer the questions; they can answer optimally, if they understand the questions. Then I distributed the questionnaire to the students in class. I stayed in the classroom while the students answering the questionnaire to respond to any questions that the students may have in regards to the questionnaire. Upon completion, I collected all of answered questionnaires.

Data Analysis Procedure

Data of the study was analyzed using descriptive statistics where frequency counts were tabulated and converted to percentages. I am using a descriptive statistic because it can help the readers in reading the result as a qualitative data. Besides, the result of the questionnaires is frequency that countable then I convert it into percentages to show the clearer result.

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9 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% 0 0

2 Repetition is the best way to

remember words 21 36% 36 62% 1 2% 0 0

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 generated 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% 0 0

4 I can expand my vocabulary

through reading a lot 16 28% 36 62% 6 10% 0 0

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 students’ 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

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11 7 I use the words that I have

Learned 18 31% 39 67% 1 2% 0 0

When I learned the word I pay close attention to its new usage and new meaning

16 28% 39 67% 3 5% 0 0

When I have learned the word, I will recall the meaning to help me understand the context

24 41% 34 59% 0 0 0 0

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 a) Self initiation strategies Table 2.a

No. Statement

1 Strongly

Agree

2 Agree

3 Disagree

4 Strongly Disagree 10 I think about my progress in

vocabulary learning 15 26% 37 64% 6 10% 0 0

11 I try to find out all I can about

the new words I learn 12 21% 38 65% 8 14% 0 0

12 I only focus on thing that are

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In terms of self initiation strategies, these students (90%) responded positively to think about their progress in vocabulary learning (Table 2a, number 10) as well as demonstrating initiation to find out about the new words that they have learned (86%) on table 2a number 11. But seems to be there some (14%) who are not concerned about finding more than they should on a particular word. It was also discovered that when it came to examinations, 59% (Table 2a, number 12) responded that they would not just focus on things that were related to exams. On the other hand, there was still a number (41%) who responded otherwise. This finding could indicate that students are still to be influenced by examinations.

b) Selective attention Table 2.b

No. Statement

1 Strongly

Agree

2 Agree

3 Disagree

4 Strongly Disagree 13 I know which words are

important for me to learn 3 5% 41 70% 12 21% 2 4%

14 I look up words that I’m

interested in 20 34% 26 45% 12 21% 0 0

15 I make a note of words that

seem important to me 10 17% 39 67% 8 14% 1 2%

The data above revealed that the students can identify which words are relevant for them to know. In most cases, these words would refer to terms in relation to their course context (extrinsic motive). In addition, they (79%) also focused on other words which were of interest to them (Table 2b, number 14), maybe not so much related to their course context, but for them (75%) to know more about the vocabulary (intrinsic motive) from table 2b number 13. Furthermore, there was also some initiative to note down these words for further reference (84%) from table 2b number 15. This showed tremendous effort to improve their vocabulary knowledge.

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13 3. Guessing Strategies

a) Use background knowledge Table 3.a

No. Statement

1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree 16 I skip words I don’t understand 7 12% 10 17% 38 66% 3 5% 17 I use my experience and

common sense to guess 11 19% 32 55% 14 24% 1 2%

I guess the meaning and then look at the dictionary (when I meet new words in reading)

14 24% 31 53% 12 21% 1 2%

The data above showed that a majority of the students (74%) used their background knowledge such as experiences and common sense in guessing the meaning of the words; from table 3a number 17. About 71% of the students mentioned that they would not skip unknown words unnecessarily while reading (Table 3a, number 16) but rather would attempt to guess the meaning of these words (77%) from table 3a number 18.

4. Dictionary strategies Table 4

No. Statement

1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree

19 I use an English dictionary 14 24% 42 72% 2 4% 0 0

20 I use a bilingual dictionary 17 29% 39 67% 2 4% 0 0

21 I use the dictionary to find only

the meaning of the word 16 28% 35 60% 7 12% 0 0

I use the dictionary to find the appropriate usage (example sentence) of the word

6 10% 49 85% 3 5% 0 0

One of the ways that students do to identify the meaning of the word is through dictionaries. The data revealed that almost all students (96%) claimed to use an English

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dictionary (Table 4, number 19). At the same time also almost all students (96%) mentioned that they also referred to the Indonesian-English dictionary (Table 4, number 20). There were several purposes of using the dictionary. The highest score came from using the dictionary to find usages of the word in context (55 students) on the table 4 number 22, and another is finding meaning of the word (51 students) from table 4 number 21. Most studies on the effectiveness of dictionaries in vocabulary learning have been conducted in L1 settings, and most have compared dictionary definitions with contextual guessing. In general, results in these studies favored the contextual guessing approach (Crist, 1981; Crist & Petrone, 1977; Gipe, 1978). Knight (1994), also discovered that while incidental vocabulary learning through contextual guessing did take place, those who used a dictionary as well as guessed through context not only learned more words immediately after reading but also remembered more after two weeks.

5. Note Taking Strategies Table 5

No. Statement

1 Strongly

Agree

2 Agree

3 Disagree

4 Strongly Disagree 23 I have a vocabulary note book to

list down new word 7 12% 28 48% 20 35% 3 5%

I write down the English word and Arabic/Malay translation of the word

13 22% 38 66% 5 8% 2 4%

25 I only take note the meaning of

the word 2 4% 21 37% 33 57% 2 4%

26 I take note of the synonym or

antonym of the word 4 7% 22 38% 31 53% 1 2%

There were various note taking strategies employed by the students. Approximately 60% students reported that they had a vocabulary notebook (Table 5, number 23). The most

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common way was write down of the unknown English word and its Indonesian translation (88% of students) from the table 5 number 24. Otherwise, they only listed the meaning of the words (41% of students) from the table 5 number 25. It was interesting to note that only 45% of students reported to note the synonym or antonym of the word (Table 5, number 26). Teachers instinctively know how important note-taking is, and a lot has been said on how note-taking should take place (Allen, 1983; Gairns & Redman, 1986; Schmitt & Schmitt, 1995), very few studies have touched upon vocabulary note-taking and how it affects vocabulary learning. This data could imply that the students were unaware of the impact of note taking or keeping a vocabulary note book for vocabulary enhancement purposes. Moreover, the strategies that they employed such as writing the English words and translations as well as note taking the meaning of words are insufficient for enhancement and memory of words. These students would need to engage in other note taking strategies to help them develop their vocabulary knowledge.

6. Memory / Repetition Strategies Table 6

No. Statement

1 Strongly

Agree

2 Agree

3 Disagree

4 Strongly Disagree 27 To remember a word, I repeat it

aloud to myself 10 17% 26 45% 21 36% 1 2%

28 To remember a word, I write it

repeatedly 6 10% 28 49% 24 41% 0 0

I create a mental image of the new word to help me remember the word

3 5% 20 35% 31 53% 4 7%

In terms of memory strategies, the students were discovered to employ the strategy of oral repetition and creating mental images (mnemonic) is only 40% (Table 6, number 29). It was interesting to note that about 59% of the students also employed the strategy of written

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repetition of a word (Table 6, number 28) whereas 62% students repeated the word aloud to aid in memory of the word (Table 6, number 27).

7. Activation strategies Table 7

No. Statement

1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagree 30 I make use of the words I

learned in speaking and writing 13 22% 34 59% 10 17% 1 2% 31 I make use of the words I

learned in everyday situations 15 26% 26 44% 15 26% 2 4%

In terms of activation strategies, most of students (81%) responded that they would employ the new words that they have learned in their speech and writing (Table 7, number 30). While 70% of the students responded that they would employ the new words that they have learned in their daily life (Table 7, number 31). This finding showed that these learners have confidence and put in effort in using the new words.

8. Sources Table 8

No. Statement

1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Disagre e 32 I learn new words only in my

class from my teacher 6 10% 14 24% 36 62% 2 4%

I learn new words from reading English materials (e.g.

newspaper, novels, etc.)

10 17% 44 76% 4 7% 0 0

The data above revealed that the main source of reference for new vocabulary comes from reading English materials (93%) from the table 8 number 33 as compared to only 34% of students who acquire new words from their teachers in class from the table 8 number 32. This

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data indicate that students prefer to learn vocabulary usually by reading English materials; they did not want to depend on their teacher.

9. Anxiety Table 9

No. Statement

1 Strongly

Agree

2 Agree

3 Disagree

4 Strongly Disagree 34 I feel anxious about reading in

English 3 5% 15 26% 30 52% 10 17%

35 I skip words I don’t understand

when I read in English 4 7% 11 29% 33 57% 4 7%

36 I do not know how to learn

Vocabulary 5 8% 14 24% 28 48% 11 20%

In terms of anxiety toward learning English vocabulary learning strategy, the findings showed that only 31% of the subjects felt anxious (Table 9, number 34). This indicated that the English language is now widely used in their studies. However, only 32% of students responded that they still do not know how to learn vocabulary (Table 9, number 36). So that, the rest (68%) students know how to learn vocabulary (Table 9, number 36). Even though only small number of students who feel anxious reading in English, beside it was also only some students who skip the words that they do not understand, but unfortunately still there are some students who do not know how to learn vocabulary.

Discussion of the Study

In this section discusses the research findings in order to answer the research questions about “What is the most strategy used in learning English vocabulary by the students of Law Faculty?” and “What is the least strategy used in learning English vocabulary by the students of Law Faculty??”

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According to Michael McCarthy, “Vocabulary forms the biggest part of the meaning of any language, and vocabulary is the biggest problem for most learners. So the researcher has interested in ways of helping learners in building up a big vocabulary as fast as and efficiently as possible” [6 p222]. As it is clearly seen, vocabulary is central to language and crucially important for second/foreign language learners since “the greater vocabulary students master, the better they perform their language” [7 p2264].

The most strategy frequently used by the Law Faculty students

In order to answer the research question, the data showed that the most strategy frequently used by the Law Faculty students as the EFL learners in this study was recalling the meaning that they have learned for understanding the context. In this strategy, all students (100%) believed that word is should be studied and put to use: top down (Table 1c, number 9).

Recalling the meaning for understanding the context

Whereas most of students even all of students believe that words should be studied and put to use: top down in learning English vocabulary. It shows on the Table 1.c (number 9) above that all students (100%) when they have learned the word, they would recall the meaning to help them in understanding the context. It is proven by Cameron (2001) who defines vocabulary learning strategy as actions that learners take to help themselves understand and remember vocabulary from the context (p. 92). However, context may have been the reason for the contrasting results in Rott (1999) and Hulstijnet al. (1996). In the Rott (1999) study almost same with my result, the texts were created with enough contextual clues for the learners to be able to infer the meaning of the target words. Whereas, in the study by Hulstijn et al., the text was authentic, and the researchers had determined that it was “extremely difficult to infer the exact meaning” of the target words from the context (p. 330). Differences between the context used in

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research may cause for conflicting results. Back to my finding on the most strategy frequently used was recalling the meaning for understanding the context, it was indicated that they predominantly believed that vocabulary should be acquired in context and they also tended to agree that vocabulary can be studied and put to use.

The least strategy frequently used by the Law Faculty students

Whereas in order to answer the question of what the least strategy frequently used by the Law Faculty students as the EFL learners was skipping the words do not understand. In this strategy, only (29%) 17 students out of 58 students skip the words that they do not understand (Table 3a, number 16).

Skipping the words do not understand

Word skipping during reading has been a crucial; it may cause we cannot understand what we have read.For example, as my experience when I have difficulties in understanding the meaning of a text when the sentences or even an entire paragraph contain lots of unfamiliar words for me. Then, I would skip reading those sentences or paragraph. Indeed, this action will cause the problem further that I cannot learn the words that I skipped and thus, I cannot understand the text that I read. This in line with Huckin et al (1993) students might give up trying to understand the meaning of a text if sentences or an entire paragraph contain a small number of unknown words. In my findings shows on the table 3a number 16 that only 21% of students who skipped the words that they did not understand. This indicate that only some students who skipped the unknown words. However, the result of my findings about skipping the words have different with Brysbaert et al. (2005) have shown that words are skipped by students more frequently emerge rather than they pay attention to the unknown words. Given that word

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skipping is affected, it is important to understand how exactly the word meaning because it can help for comprehending during reading process.

CONCLUSION AND PEDAGOGICAL IMPLICATIONS

Based on the analysis before, the findings in order to answer the research questions about “What is the most strategy frequently used in learning English vocabulary by the students of Law Faculty?” and “What is the least strategy frequently used in learning English vocabulary by the students of Law Faculty??” of the data showed that the most strategy frequently used by the EFL learners of Law Faculty students in this study was recalling the meaning for understanding the context. In this strategy, all students (100%) believe that word is should be studied and put to use: top down (Table 1c, number 9). It was indicated when they have learned the word, they will recall the meaning to help them in understanding the context. Similarly, Cameron (2001) defines vocabulary learning strategy as “actions that learners take to help themselves understand and remember vocabulary” (p. 92). They predominantly believed that vocabulary should be acquired in context and they also tended to agree that vocabulary can be studied and put to use.

However, the findings of the data showed that the least strategy frequently used by EFL learners of Law Faculty students in this study was skipping the words do not understand. In this strategy, only 17 students out of 58 students (29%) skipped the unknown words when reading in English (Table 3a, number 16). This indicated that some other students confident enough for reading in English.

Based on the results, some implications can be observed. First of all, an advantage of this study is that it will increase the teachers’ awareness on the importance of vocabulary learning strategies in second language learning and teaching. Teachers can design tasks and giving

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relevant assignments based on the students’ strategies that they frequently used. May it can help students to get better results in learning. As Oxford (2003) mentioned “Vocabulary is not explicitly taught in most language classes” (p. 9). Ediger (1999) holds to the idea that developing students’ vocabulary knowledge should be a major goal in each academic discipline. Vocabulary development emphasizes that students seek purpose in learning. Thus purposeful learning in vocabulary development means that students perceive reasons for achieving good vocabulary knowledge. As educators and teachers, we need to understand that learners develop their vocabulary learning over a period of time. It also can assist language teachers to improve their teaching methods. Second, teachers who are interested in their students’ performance in learning the English vocabulary can introduce the vocabulary learning strategies and techniques to their students by designing useful tasks and giving relevant assignments. Through this exposure, learners will be able to improve and develop their knowledge of words as well as how they work. However, this study is only explore the vocabulary learning strategies used by 58 students of Law Faculty in Satya Wacana Christian University. Besides, the vocabulary learning strategies that I used is only conducted from Gu & Johnson theory. I also collected the data of this research was only by questionnaire. Due to these limitations, for further studies on vocabulary learning strategies can be carried out in other major fields and also more participants. Next, beside questionnaire we can also do the interview or even observation to collect the data. It can help to enrich the data beside give deeper and more detail of the result. In addition, for developing the research, it is better to conduct more theory as the references to enrich the knowledge.

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Acknowledgement

 First and above all, I would like to express my gratitude to Allah SWT, for being my strength during the writing of my thesis. Thank you for Your blessed and power that are given to me.

 I am using this opportunity too to express my sincere gratitude to my supervisor Mrs. Rindang Widiningrum, M.Hum., for the continuous support of my research. Thank you for your patience, motivation, enthusiasm, and the guidance helped me in all the time of research and writing this thesis.

 Besides my supervisor, I would like to thank to my thesis examiner Mrs. Victoria Usadya Palupi, MA-ELT for the encouragement and the necessary criticism. This thesis cannot be completed without her advice.

 I also sincerely thank to the Law Faculty teacher of “Bahasa Inggris Hukum 2” class, Mr. Theofransus Litaay, S.H, LLM. and his students as the participants of my research subject. It would not have been possible without the cooperation and kind support from them for completing my thesis.

 Next, I would like to thank my family: my parents and my brother for supporting me spiritually throughout my life. You are the best thing I have in my life.

 I express my warm thanks to Hafidz Arga Rahardian. Thanks for your support, love, and your guidance in completing my thesis. I am so thankful that I have you in giving me such attention, help and time.

 For the last but not the least, I thank my best friends: Ulya, Nugrahani, Yenni, Fitria, Lesty, Darwanto, Adi, Barrio, and Robi. Thank you for becoming part of my college life. Love you always guys. See you on top!

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23 References:

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.

Alsheikh, N. (2011) United Arab Emirates University. Three Readers, Three Languages, Three Texts: The Strategic Reading of Multilingual and Multiliterate Readers. The Reading Matrix, 11 (1), 34-53.

Anderson, Neil (1991). Individual Differences in Strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50, 528-536.

Brown, H.D. (2000). Principles of language learning and teaching. New York: Addison Wesley Longman

Brysbaert, M., Drieghe, D., & Vitu, F. (2005). Word skipping: Implications for theories of eye movement control in reading. In G. Underwood (Ed.), Cognitive processes in eye guidance

(pp. 53-77). Oxford: Oxford University Press

Crist, R. L., & Petrone, J. M. (1977). Learning concepts from contexts and definitions. Journal of Reading Behaviour, 9, 301-303

Crocker, T. (1981). Scenes of endless science: ESP and education. The ESP teacher: role, development and prospect. ELT Documents 112, 7-15. London: The British Council.

Ediger, M (1999). Reading and Vocabulary Development. Journal of Instructional psychology.

26 (1), 7-15

Ehrman, M. & Oxford, R., 1990: Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74, 311-326.

Fan, May, F. (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, pp. 222-241.

Gairns, R., & Redman, S. (1986). Working with words. Cambridge: Cambridge University Press Grabe, W. (1991). Current Developments in Second Language Reading Research TESOL

Quarterly, 25 (3), 375 – 406. Autumn 1991.

Gu, Y. & Johnson, R.K. (1996). Vocabulary learning strategies and Language learning outcomes. Language learning, 46, 643-697.

Harmon, J. M., Wood, K. D., Hedrick. W. B., Vintinner, J., & Willeford, T. (2009). Interactive word walls: More than just reading the writing on the walls. Journal of Adolescent & Adult Literacy, 52(5), 398–408.

Harmon, J. (2002). Teaching independent word learning strategies to struggling readers. Journal of Adolescent & Adult Literacy, 45(7), 606-615.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.

Huckin, T.; Haynes, M. & Coady, J. (Eds.) (1993). Second Language Reading and Vocabulary Learning. Norwood, NJ: Ablex.

Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.

Kachru, B.B., & Nelson, C.L. (1996). World Englishes. In S.L. MaKay & N.H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 71-102). Cambridge University Press.

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Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-299

Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady & T. Huckin (Eds.), Second Language vocabulary acquisition (pp. 20-34). New York: Cambridge University Press. Lawson, Michael J., & Hogben, Donald. (1996). The Vocabulary-Learning Strategies of

Foreign-Language Students. Language Learning 46:1, pp. 101-135.

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MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 32, 251-275.

MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.

McCarthy, M. (1992). Vocabulary (2ed.). Oxford University Press (OUP). 222, 2264.

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Noor, Noorizah Mohd. & Amir, Zaini. (2009). Exploring the Vocabulary Learning Strategies of EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 13(1). 39-52. O'Malley, J,M. and Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition.

Cambridge: Cambridge University Press.

O'Malley, J.M., Chamot, A.U., Stewner-Manzares, G., Kupper, L., and Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning 35, 1: 21-46.

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Thompson, 1.1987. Memory in language learning. In A. Wenden & J. Rubin (Eds.), Learner Strategies in Language Learning. New York: Prentice Hall.

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26 Appendix

Teman-teman yang saya hormati,

Saya adalah mahasiswi angkatan 2011 dari Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana, Salatiga. Saat ini saya sedang melakukan pra-penelitian tentang “The Law

Faculty Students’ Strategy in Learning English Vocabulary.” Tujuan dari penelitian saya adalah untuk mengetahui strategi-strategi yang digunakan dalam belajar kosa kata bahasa inggris oleh mahasiwa/i fakultas hukum. Oleh karena itu, saya memohon kesediaan Anda untuk mengisi kuesioner ini dengan sejujur-jujurnya. Hasil dari kuisioner ini hanya akan digunakan untuk kepentingan penelitian semata dan tidak akan mempengaruhi nilai akademik Anda.

Terima kasih 

No. Pernyataan

1 Sangat Setuju 2 Setuju 3 Tidak Setuju 4 Sangat Tidak Setuju 1 Cara terbaik untuk mengingat kosa kata

adalah dengan menghafal daftar kata 2 Pengulangan adalah cara terbaik untuk

mengingat kosa kata

3 Saya dapat mengidentifikasi makna kata kebanyakan melalui membaca

4 Saya dapat memperluas kosa kata saya melalui banyak membaca

Menebak kosa kata dalam konteks adalah salah satu cara terbaik untuk belajar kosa kata

6 Saya memperbaiki kosa kata baru yang sudah saya pelajari

7 Saya menggunakan kosa kata yang sudah saya pelajari

8 Ketika saya belajar kosa kata baru, saya memperhatikan kegunaan dan artinya

Ketika saya sudah belajar kosa katanya, saya mengingat kembali artinya untuk membantu saya dalam memahami konteksnya

10 Saya memikirkan tentang kemajuan saya dalam belajar kosa kata

11 Saya mencoba mencari tahu kosa kata baru yang saya pelajari

12 Saya hanya fokus pada kosa kata yang berhubungan dengan yang diujikan

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27 13 Saya tahu kosa kata mana yang penting

bagi saya untuk dipelajari

14 Saya mencari tahu kosa kata yang saya tertarik

15 Saya membuat catatan kosa kata yang menurut saya penting

16 Saya melewatkan kosa kata yang saya tidak mengerti

17 Saya menggunakan pengalaman dan pengetahuan saya untuk menebak

Saya menebak artinya kemudian mencari di kamus (ketika saya menemukan kosa kata baru dalam membaca)

19 Saya menggunakan kamus Bahasa Inggris 20 Saya menggunakan kamus dua bahasa

(Inggris-Indonesia)

21 Saya menggunakan kamus hanya untuk mencari arti dari sebuah kata

Saya menggunakan kamus untuk mencari penggunaan kata yang tepat (contoh dalam kalimat)

23 Saya mempunyai buku catatan daftar kosa kata baru

Saya menulis kosa kata dalam bahasa Inggris dan terjemahan kosa kata bahasa Indonesia-nya

25 Saya hanya menuliskan arti dari kosa katanya dalam bahasa Indonesia

26 Saya menulis sinonim atau antonim dari kosa katanya

27 Untuk mengingat kosa katanya, saya mengulanginya dengan berbicara keras

Untuk mengingat kosa katanya, saya mengulanginya dengan menulis berulang-ulang

29 Saya membuat gambar dari kosa kata baru untuk membantu saya dalam mengingat 30 Saya menggunakan kosa kata yang saya

pelajari dalam berbicara dan menulis 31 Saya menggunakan kosa kata yang saya

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28 pelajari dalam kehidupan sehari-hari 32 Saya belajar kosa kata baru hanya di kelas

dari dosen saya

33 Saya belajar kosa kata baru dari membaca materi-materi dalam bahasa Inggris 34 Saya takut untuk membaca dalam bahasa

Inggris

35 Saya melewati kosa kata yang saya tidak tahu ketika membaca dalam bahasa Inggris 36 Saya tidak tahu bagaimana cara belajar

kosa kata Data diri

Umur:

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23 References:

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.

Alsheikh, N. (2011) United Arab Emirates University. Three Readers, Three Languages, Three Texts: The Strategic Reading of Multilingual and Multiliterate Readers. The Reading Matrix, 11 (1), 34-53.

Anderson, Neil (1991). Individual Differences in Strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50, 528-536.

Brown, H.D. (2000). Principles of language learning and teaching. New York: Addison Wesley Longman

Brysbaert, M., Drieghe, D., & Vitu, F. (2005). Word skipping: Implications for theories of eye movement control in reading. In G. Underwood (Ed.), Cognitive processes in eye guidance (pp. 53-77). Oxford: Oxford University Press

Crist, R. L., & Petrone, J. M. (1977). Learning concepts from contexts and definitions. Journal of Reading Behaviour, 9, 301-303

Crocker, T. (1981). Scenes of endless science: ESP and education. The ESP teacher: role, development and prospect. ELT Documents 112, 7-15. London: The British Council.

Ediger, M (1999). Reading and Vocabulary Development. Journal of Instructional psychology. 26 (1), 7-15