T1 112007197 Full text

VOCABULARY LEARNING BY ENGLISH DEPARTMENT STUDENTS AT SATYA
WACANA CHRISTIAN UNIVERSITY

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Yesy Purnamasari
112007197

ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012

VOCABULARY LEARNING BY ENGLISH DEPARTMENT STUDENTS AT
SATYA WACANA CHRISTIAN UNIVERSITY

THESIS

Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Yesy Purnamasari
112007197

ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012

VOCABULARY LEARNING
G BY
B ENGLISH DEPARTMENT STUDENTS
S AT SATYA
WACA
CANA CHRISTIAN UNIVERSITY

THESIS
Su
Submitted
in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Yesy Purnamasari
112007197

Approved by:

____
_____________________

_________________
_______

Prof.DR. Gusti Astika, M
M.A.

Hendro Setiawan Hus
usada, MA.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Vocabulary Learning by English Department Students at Satya Wacana
Christian University
Yesy Purnamasari
Satya Wacana Christian University
Abstract
Vocabulary learning is one of the most important challenges that learners will face
throughout language learning process. Vocabulary has been considered as important to
language use in which lack of vocabulary knowledge of learners can lead to difficulties in
learning. Furthermore, utilization of vocabulary learning strategies also affects students’
performance. So it was important to investigate the utilization of vocabulary learning
strategies by learners. The general purpose of this study was to describe strategies used by

students in learning vocabulary. Based on the purpose of this study, the method for this
research was descriptive. A total of 50 English department students from different academic
years responded to a 33-item vocabulary learning strategies questionnaire which was
designed based on theory proposed by Stoffer (1995), Schmitt (2000), Grabe (2009). Finally
the results showed the most frequently used strategies, such as learning for meaning, having
the need to acquire new vocabulary, finding opportunities to use and practice the new words,
memorizing the meaning of the words when there was a test, and uttering that the teacher
helped them individually to comprehend new vocabulary.
Keywords: Vocabulary, learning, strategies, vocabulary research
Introduction
In the old days of language teaching, vocabulary learning and teaching were given
little importance in education. As Moir and Nation (2008) wrote, at one time it was widely
assumed that lexical instruction was not important, therefore, the teaching of vocabulary was
not popular (Nation, 1990). However, nowadays the significance of vocabulary and its
significance in learning a language have become more accepted.
As said by Coady & Huckin (1999) that the critical importance of vocabulary in all
languages is undeniable because it does not only establishes cognitive systems of knowledge,
but also facilitates the communicative and comprehensive interaction. Moreover, vocabulary
is also a basic component of language proficiency which provides the basis for learner
performance in other skills, such as speaking, reading, listening and writing. Paribakht and

Wesche (1999) noted that vocabulary acquisition is a continuous process that involves the

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

integration of various kinds of knowledge along with gaining different levels of ability to
make use of that knowledge in communication.
One cannot read, write, or even speak the language without having enough knowledge
of vocabulary (Searfoss, 1985). To be a successful English learner, it needs some efforts in
increasing vocabularies. Cogan (2002) also adds that the limited number of vocabulary that
someone has may cause him/her get into trouble in learning foreign language. Since he or she
cannot get information well when he/she read or listen, and cannot express freely his/her
concepts and ideas when he or she write and speak. However, acquiring a second language
involves different areas such as motivation, learner’s need, learning environment, learning
strategies and language awareness. It is becoming increasingly difficult to ignore learning
strategies especially in learning vocabulary. Learning strategies can help the second language
learners become better learners also become independent and confident learners (Chamot,
1999). The particular strategies used by second language learners for the acquisition of new
words in the second language are called “vocabulary learning strategies” (Gu, 1994).

A research conducted by Cohen and Aphek (1981) citied in Chamot (1999) taught
students of Hebrew to remember vocabulary items by mnemonic strategies and found that
those who used strategy remembered vocabulary more effectively than those who did not.
Their study demonstrated that there was a relationship between strategy use and success in
second language learning. Oxford (1997) added that the use of strategy has been found to
affect students’ performance in language learning. According to Schmitt (1997) vocabulary
learning strategies are even more important in learning second language with the increasing
nature of vocabulary acquisition and its emphasis on large exposure to the language. In order
to learn and use English efficiently learners need to expand suitable learning strategies for
long- term learning. The strategies employed by learners make them enable to take more
responsibility in their own learning. Nation (2001) believes that a large number of vocabulary

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

can be acquired by using vocabulary learning strategies. Fan (2003) in his study adds that all
vocabulary learning strategies are more or less connected to the following five steps of
learning vocabulary in a foreign language which have been identified by Brown and Payne
(1994): (1) having sources for encountering new words, (2) getting an obvious image, either

visual or auditory, of the forms of the new words, (3) learning the meaning of the words, (4)
making a strong memory connection between the forms and the meanings of the words, and
(e) using the words.
Gu (2003) categorized second language vocabulary learning strategies as cognitive,
meacognitive, memory and activation strategies. Fan (2003) who refined Gu (2003)’s
classification, categorized vocabulary learning strategies into ‘primary category’ which
contains dictionary strategies and guessing strategies as well as, ‘remembering category’
which integrates repetition, association, grouping, analysis and known words strategies.
Schmitt (2000) classified vocabulary learning strategies based on Oxford (1990)’s
language learning strategies taxonomy. According to this categorization, strategies are
divided into determination, social, memory, cognitive, and metacognitive. Determination
strategies aid learners to determine the meaning of words by using dictionary, guessing
meaning, and identifying the parts of speech and constituent elements. Determination
strategies can be called as individual learning strategies that help students to identify the
meaning of new words without other’s help. In contrast, social strategy is used to determine
the words definitions by asking native speaker, teachers/ tutors, classmates. Social strategy
aid the learners to interact with other people and learn from each other. It can also be applied
to stabilize information by speaking to native speakers or even language teachers outside the
class.
Memory strategies are strategies that learners employ to recall the word. Memory
strategies aid learners to acquire the new vocabularies by mental processing and connecting

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

their background knowledge to the new words. In these strategies, there are three groups:
first, using images to create a strong connection with the vocabulary and its meaning. These
images can be shaped in individual’s mind or drawn in notebooks. Second is using strategies
to link vocabularies together to help retrieval of word. Using vocabulary knowledge aspects
is the third group of memory strategies; it has function to stabilize the meaning of the word.
Some examples of knowledge aspects are giving attention to the word’s phonological or
orthographical form, memorizing affixes and roots, matching some words to their
corresponding physical action, and learning the word class.
Repetition is one of the most common strategies in cognitive strategy by Schmitt
(2000), Cognitive strategies deal with mechanical aspects of learning vocabulary and not deal
with mental processing of the learners. For examples, highlighting new words, taking notes,
making list of new words, using flashcards to record new words, putting English label on
physical objects, keeping a vocabulary notebooks, and also writing the English words many
times. Metacognitive strategies give learners opportunities to learn and record and review
those experiences. In other words, metacognitive strategies are monitoring, decision making,
and assessment of learner’s advance. They also help learners to specify suitable strategies in
learning vocabulary. Some examples using English language media, studying new words
many times, paying attention to other’s when speaking English, and skipping or passing the
words.
Stoffer (1995) suggested a number classification of strategies in vocabulary learning.
One of the most in-depth studies of vocabulary learning belongs to Stoffer (1995) who
designed 9 individual strategies included strategies involving authentic language use such as
reading English newspaper, watching English movie, etc. Strategies involving creative
activities, strategies used for self motivation such as motivated one’s self to learn new words,
internal motivation to learn new words, strategies used to create mental linkages, memories

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

strategies, visual, and strategies involving physical action, overcome anxiety and strategies
used to organize words.
Grabe (2009) provided vocabulary learning techniques or ways for learners to learn
vocabulary through direct instruction which promotes vocabulary learning. Some researchers
in their studies Blachowicz & Miller (2000), de Groot & van Hell (2005) recommended these
direct instruction has been shown to improve vocabulary learning such as; semantic mapping,
attending glosses, experiencing multiple exposures to words, independent strategies, and
raising awareness of words and motivation for learning include examine the learner’s
awareness of words they encounter, their selection of words, their interest in learning words,
and external motivation from teachers which support and motivate the learners in vocabulary
learning (adopted from Grabe, 2009).
There is a wide range classification of different second language vocabulary learning
strategies suggested by different researchers (Fan, 2003; Gu, 2003; Schmitt, 2000; Stoffer,
1995; Grabe, 2009). While a variety of vocabulary learning strategies explained above, in this
present study employed some strategies that proposed by Schmitt, (2000), Stoffer, (1995),
Grabe (2009). Strategies suggested by those different researchers were the basis for the
current study.
Richard and Renandya (2002) in their introduction advocated, “Vocabulary is a core
component of language proficiency and provides much as the basis for how well learners
speak, listen, read and life” (p. 255). If L2 learners cannot make breakthrough in vocabulary
learning, the lack of vocabulary will prevent learners from developing language skills like
listening, reading and writing. What can be done is to employ certain strategies to speed up
the acquisition of new vocabularies. So the study of vocabulary learning strategies is
demanded naturally as an important step in second language acquisition. Schmitt (1997)
mentioned that strategies used in language learning is important and bring influences on

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

learners’ interest in learning process. Gu and Johnson (1996) added the most successful
learners were those who actively employed a wide range of vocabulary learning strategies.
One of the studies done by Laksmi (2007) investigated the strategies in learning
vocabulary used by first year students of the English department SWCU. The results showed
that most participants used the strategies mentioned in the study. Cognitive, metacognitive
and social strategies were the most frequently used strategies and the least frequently used
strategies were determination, affective strategies, etc. Another research on vocabulary
strategies was done by Asgari (2010). His study explored vocabulary learning strategies used
by a number of students in Putra Malaysia University. He found that most of the participants
preferred to use various English language media, apply new English words in their daily
speaking which related to memory strategies and metacognitive strategies. Those strategies
were considered as popular strategies and the respondents were keen on using them. The
interesting part from Asgari’s (2010) study was nobody in his study who mentioned that they
learned words with the help of other students. In the study, He also emphasized on the
importance of vocabulary learning strategies research to get better understanding on what
strategies were employed by learners in acquiring vocabulary.
Considering the importance of vocabulary learning strategies in second language
acquisition mentioned above, it is important to investigate the strategies applied by students
of English Department. In addition, the utilization of learning strategies is very essential in
vocabulary learning and depends on learner’s efforts to a large extent. So, it is necessary to
explore the strategies of vocabulary learning used by English learners. This study aimed to
describe vocabulary learning strategies used by English department students. In brief,
vocabulary learning strategies mentioned by Stoffer (1995), Schmitt (2000), Grabe (2009)
discussed earlier were used as the basic to investigate the following research question: What
are the vocabulary learning strategies used by English department students?

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

It was hoped that this study would provide necessary information for English teachers
especially in English department SWCU on how their students apply strategies in learning
vocabulary. In other words, by knowing a wide range of strategies in vocabulary learning,
teachers would be able to help their students to learn vocabulary. It was hoped that the
teacher could help the students in their vocabulary learning process by providing and
expanding effective strategies. Moreover, it was expected that the current study would give
useful information for English department students to be more aware of strategies they
applied in learning vocabulary.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

The Study
The method of this research was descriptive. It was aimed to identify the use of
strategies in learning vocabulary by describing the nature or conditions of the present
situation (Landman, 1988). The participants in this study were students majoring in English
education at Satya Wacana Christian University, Salatiga. The participants of this study were
50 students selected randomly from different academic year; 10 students from year 2007, 10
students from year 2008, 10 students from year 2009, 10 students from year 2010, and 10
students from year 2011.
Addressing the preceding research questions, a vocabulary learning strategies
questionnaire was created based on theory proposed by Grabe (2009); Stoffer (1995); Schmitt
(2000) as a tool to figure out the vocabulary learning strategies used by English department
learners. The questionnaire (see Appendix B) was a 33-item with 2 choices to answer that is
‘yes’ or ‘no’. The 33- items questionnaire was administered in some English department
classes, at the beginning of the class so the students could concentrate in filling out the
questionnaire. In addition, the respondents were asked to provide personal information (age,
years of studying the foreign language, and GPA). It took about 5 to 7 minutes and they were
asked to answer honestly and were asked to collect the questionnaire after they finished
filling it out.
The vocabulary learning strategies questionnaire measured five specific categories of
vocabulary learning strategies (see Appendix A).
1. Raising awareness and motivation strategies (Grabe, 2009), aimed to examine
individual awareness of words, individual selection of individual words to be learnt,
and individual external motivation (e.g., listing interesting words to be learnt,
selecting words, aware of new words, etc.).

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

2. Self- motivation strategies (Stoffer, 1995), which focus on examining self motivation
or individual motivation to learn or encounter vocabularies. These strategies are more
on internal motivation and individual purposes or reasons to learn new words (e.g.,
having personal goals in learning new words, learning words for certain purposes,
having necessities to learn new words, etc.)
3. Metacognitive strategies (Schmitt, 2000), include monitoring, decision making, and
assessment of one’s advance. They can also help learners to specify suitable
vocabulary learning strategies for learning new words. Specific examples include
using English language media, studying new words many times, trying to use new
words in speaking, etc.
4. Memory strategies (ibid), help learners to acquire the new words via mental
processing by connecting their background knowledge to the new vocabularies. In
other words, memory strategies are a number of techniques that learners apply to
recall the word (e.g., memorizing affixes and roots, matching some words to their
corresponding physical action, reviewing new words, etc.)
5. Social strategies (ibid), are strategies that can be used to determine the word
definitions by asking teacher, classmates and native speakers. In other words, social
strategies can encourage learners to interact with each other and learn from each
other. They also can be used to stabilize information by speaking to native speakers or
even language teachers outside the class.

In analyzing the data, Microsoft office excel for Windows was employed to calculate
the frequencies and percentages of the strategies applied.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Discussion
The aim of this chapter was to analyze the data gathered to answer the research
question. The discussion of this chapter would be based on the five main strategies which
were mentioned previously. Below were the percentages from each strategies of raising
awareness, self motivation, metacognitive, memory strategies, and social strategies. The
percentage of each strategy was obtained from calculating “YES” answer, divided by 50 and
the results were multiplied by 100%. It was decided that strategies which would be
considered as the most frequently used strategies were those which had the three highest
percentage among other strategies. And strategies considered the least frequently used
strategies were those which had the three lowest percentage between other strategies.

Figure 1: Raising awareness of words and motivation for learning

Precentage
Precentage

96
86

80

86

82

62

56

40

Q1

Q2

22

20

18

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q10

Q11

Figure 1 provides description statistics toward raising awareness and motivation
strategies. From the total 11 strategies in raising awareness, there were the three most
frequently used strategies. First, the majority of the participants (96%) sorted statement
number 6 showing that they learned words in order to know the meaning. Second, another
86% of the participants stated that they learned words they were interested to know whether
from teachers or other sources (statement 3). This result was congruent with the findings in
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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Blanco’s (2010) study in his investigation of raising awareness strategies used by 24 of
participants majoring English language. In his study, most of participants stated that they
learned words which interesting for them. Meanwhile, 86% of the students asserted that the
teacher taught new vocabulary that the students needed to know (statement 8).
According to the data, there were 3 strategies that found as the least frequently used
by the respondents. As much as 22% of the students stated statement number 9, in which they
knew new words because their teacher taught them vocabulary from book as the main source.
There were also 20% of the participants who mentioned that they learned words only from
the exercise books given by their teacher (statement 4), Around 18% of the participants, who
answered the questionnaire statement number 2, mentioned that they learned new vocabulary
only from exercises books and they did not try to find other sources to learn new words
It could be concluded that most of the participants in this current research were aware
of the words they had learned. According to Grabe (2009) second language learners need to
be aware of the words they learned because it represents the important part in second
language learning. According to data mostly students tended to learn words they wanted to
know, they really paid attention to the new words taught by the teacher during their learning
process. They aware of the words because they wanted to know the meaning and they could
use the new words in their skills. The rest of the participants were not really aware of the
words they learned. If the teacher taught them new words, they received new words without
considering how important the words for them. They also learned new words only from the
exercise books and did not choose or select new vocabularies in their learning

Figure 2: Strategy used for self - motivation

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Figure 2 presents the utilization of self motivation strategies in learning vocabulary.
From the data above, there were the three strategies considered as the most frequently used
strategies for self motivation. First, almost all of the participants in the current strategies,
(98%) stated that they had the need to acquire new vocabularies in mastering second
language (statement 15), they also thought that comprehending new words was essential in
the second language learning (statement 16). This result was consistent with findings in Liang
Zhi’s (2010) study in which she investigated English vocabulary learning strategies for non
English majors in independent college in China. In her study, she mentioned that strategy
used for self motivation in which the participants think it was important to learn new words
was considered as their primary choice. Meanwhile others 96% students voiced out that they
were eager to acquire vocabularies in effective ways in order to make their learning easier
and enjoyable (statement 17).
The three strategies in self motivation were considered as the least used strategies that
employed by the small number of respondent. 72% of the participants said that they had
personal goals for learning vocabulary (statement 12). The 58% participants assorted that
they only learned new words for certain reasons such as learning words if there was any test

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

(statement 13). Meanwhile the rest of them (56%) were motivated because they wanted to get
through or pass the test (statement 14). Some of participants showed that they tended to have
low motivation to learn new vocabularies.
From the data above, it could be summed up that most of the participants tended to
have strong motivation in learning vocabulary. There were some reasons showing that they
were high motivated learners. Almost all of them mentioned that it was necessary for them to
learn new words in acquiring English language. They also believed the importance of
mastering new words in second language learning process. Moreover it showed that the
students also felt that they needed some guides or instruction on how they were able to learn
or master new vocabularies effectively, so it could be easier for them to master new
vocabularies. On the other hand, a few participants showed low motivation in learning
vocabulary. They stated that learning new words was needed if there was any test or in order
to pass the test. It can be concluded that the low motivated students tended to learn
vocabulary if there was a test or to pass the test. If there was no test, they might not have
motivation to learn new words. There were no desires from themselves to learn words.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Figure 3 : Metacognitive strategy

Figure 3 presents statements within the category of metacognitive strategies. From the
total of 5 strategies used by English department students, the data showed the three most
frequently used strategies. First, it showed that there were around 90% of participants sorted
that they tried to find opportunities in order to be able to use and practice the new words they
had learned in speaking such as communicated with native speaker, colleagues or teacher and
also found opportunities to apply the words in their writing in order to improve their writing
skills (statement 22). This result was similar to the research done by Asgari (2010). He
investigated vocabulary learning strategies used by ESL students in University Putra
Malaysia. Almost the entire respondents in his study stated that they tied to find opportunities
to apply new English words in their speaking. However this result was different with the
findings in Laksmi’s (2007) study which investigated vocabulary learning strategies by first
year students of English department. It was found that finding opportunities to use English in
speaking and writing was one of strategies that considered as the least frequently used
strategy.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

The second strategies was 86% of the participants mentioned that instead of finding
the opportunities to apply the words; they preferred to learn new words from other sources or
English media to increase their knowledge of new English vocabularies. The media used such
as English newspaper, English books, magazine, internet and also films or songs. The result
of the current study was congruent with the results of Asgari (2010). He mentioned that using
English language media was one of the most frequently strategies used by the participants.
This result might be influenced by the development of technology which was becoming a
major part of vocabulary learning and second language learning process. Then 70% of the
participants mentioned that they learned new vocabularies every week (statement 20).
However, statements number 20, 18 &19 were the least preferable strategies
employed by the participants. 70% of the respondents said that they often learned new words
every week (statement 20). 40% of the students stated that they learned word not only from
the class but continue actively to learn vocabulary through various media that could be used
to add their knowledge of English words (statement 18), Moreover other students, 36%
uttered that they learned new words everyday (statement 19).
From the results, it could be summed up that most of the participants monitored their
learning process and they could take their own control in learning vocabulary. There were
some reasons of how they controlled their own learning. Capability to find opportunities to
use and apply new vocabularies they had learned through writing or speaking was the first
reason that the respondents monitored their own learning. Besides that, they were also
categorized as active learners in controlling their learning; most of them find other sources in
order to gain their vocabulary knowledge. They were not only learning new words through
sources given by their teacher but they learned actively from various sources. It was different
with the few participants in which they did not take their own control and monitored their
learning. They did not find other media or sources to add their knowledge of new words.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

They just received a limited vocabulary in their learning process. Hence these results found
that there were two kinds of learners first was learners who able took control in their learning
and learners who needed to be controlled by other people such as teachers.

Figure 4 : Memory strategy

Figure 4 indicates the use of memory strategies in mastering vocabulary. According to
the result above, from the total of 5 strategies, the data showed 3 strategies that were used
most frequently by the respondents. 94% of the participants mentioned that during learning
new words, they memorized the meaning of the words or definition of the words when there
was a test (statement 25). Meanwhile, the second strategies used mostly was statement
number 27 mentioned that some students (82%) used their own technique to memorize or
remember words they got, so they would not forget the words easier. In short, they were more
comfortable to use their own ways to be able to remember new vocabularies. 74% of the
respondents mentioned that they learned new words by memorizing the translation (statement
23).
Meanwhile there were 3 strategies that were least frequently used by the participants.
74% of the participants learned new words by memorizing the translation (statement 23).
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Vocabulary Learning by English Department Students at Satya Wacana Christian University

62% of the respondents tried to memorize new vocabularies if there was a test in order to get
good mark in their test (statement 24). 62% of the participants uttered that some of them
reviewed the new words they got in class and tried to comprehend and memorize them
(statement 26). This result was not consistent with findings in Laksmi’s (2007) study in
which reviewing vocabulary strategy was considered as the primary choice with highest
percentage. This present finding was also unlike the results of recent study conducted by Lo
(2007) who studied the perceptions of low achieving Chinese EFL students about use of
vocabulary learning strategies and its usefulness. In his study, the vocabulary learning
strategies questionnaire (adopted from Kafipour, 2011) involved a list of 19 VLS which
indicated the frequency. The results of Lo’s study showed that reviewing new vocabulary
strategies as the most useful and the most frequently used strategies by respondents.
The results above showed that all of the participants acquire new words through
memorizing new words. Memorizing in here means that they learned words via mental
process by connecting their background knowledge to the new words. They used images to
create a strong connection with the word and its meaning. Besides that they also linked words
together to help retrieval of words and they used their vocabulary knowledge aspects to
stabilize the meaning. However, it was found that most of respondents used memory
strategies for specific and useful purposes which influenced their language learning process.
They memorized the meaning of words they encountered because they wanted to apply the
words actively as well as in their speaking, writing or listening. Most of them also tried to use
different technique in order to remember the meaning of words. However, the small number
of participant used memory strategies when there was any test so they needed to memorize all
things and also tried to review new words that they learned so they would not forget the
words easily.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Figure 5 : Social strategy

.Figure 5 shows the social strategies employed by the participants in their vocabulary
acquisition. There were six statements representing social strategies employed by the
participants. From the total 6 strategies, there were three strategies considered as the most
frequently used in this social strategies. First, 84% assumed that the teacher gave them time
whether to ask the meaning of new words or to discuss the difficult vocabularies they
encountered in class with the teacher (statement 30). Second, 80% of the participants who
had different idea mentioned that they preferred to discuss the new words with their friends
or colleagues because in discussing difficult words with friends sometimes can be more
enjoyable and relaxing instead of asking the words to the teacher (statement 32). This result
was not consistent with the findings in Asgari’s (2010) study, in which no participants
mentioned that they studied or discussed new vocabulary with the help of others when they
couldn’t find any sources to learn those unknown words. Meanwhile, in this present study
almost all the participants discussed new unknown words with other friends. The third most
frequently used strategies were 78% of the participants assorted statement number 31,
mentioned that the students in their class were brave enough to ask the teacher about the new
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Vocabulary Learning by English Department Students at Satya Wacana Christian University

words that they didn’t understand. In other words, they felt free to ask and discussed the
complicated words with the teacher in order to get new input to increase their vocabulary
comprehension. The study from Asgari (2010) was congruent with the current result in which
Asking questions in class about unknown vocabulary was one of the most frequently used by
the participants. However, this result was different from Kafipour’s (2011) study in which
respondents preferred to learn new words individually and did not need social interaction.
Meanwhile there were three strategies were considered as the least preferable
strategies used by the participants, such as statement number 33, 28 and 29. 66% of the
respondents mentioned that the teacher gave suggestions to learn new words (statement 33).
Several participants (54%) asserted statement number 28 in which they mastered
vocabularies with the ways or technique that the teachers suggested to them and the rest 52%
of the participants clarified that the teacher helped them individually to master and
comprehend new vocabularies (statement 29).
From the data it could be concluded that most of the participants needed other’s help
in order to learn new words. Most of them uttered that they discussed new words they found
with other friends in class, mentioned that the teacher gave them time to ask about difficult
words and also said that the students in class had enough courage to ask the teacher about
unknown words they found. Most of the students in this current study could bring advantages
from the receptive and productive knowledge of vocabulary learning. Thus, when students
faced with new words, they preferred to seek other’s help and tried to figure out the meaning
of unknown words. On the other hand, the least frequently used strategies by the participants
were learning vocabulary according to their teacher’s suggestions; they also uttered their
teacher help them individually to comprehend vocabulary. The conclusion that can be drawn
from these results was that most participants tended to learn vocabulary with their friends’
help rather than learn vocabulary with the teacher’s help.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Conclusion
This paper reports on a study intended to describe the vocabulary learning strategies
used by English department students in their language learning process. As said by Grabe
(2009) the awareness of new words that students learned represents an important learning
goal. The success learners need to be aware of the words they encounter in text. The
awareness of vocabulary showing by the participants in this study such as learning words in
order to know the meaning, learning words that they wanted to know and learning words in
order to know the meaning. The least frequently used strategies were learning words from
their teacher, learning words from the exercise books and learning new words in the exercise
books.
The participants in this study tended to have high motivation in learning new
vocabulary. It was proven by the most frequently used strategies for self motivation such as
having the need to learn new words, mentioning that it was important to know words, and
wanting to know how to master new vocabulary effectively. This result was consistent with
findings in Zhi Liang (2010) in which strategy used for self motivation about the importance
to learn new words was considered as their primary choice. The least frequently used
strategies for self motivation were learning new words when there was a test and also
learning words in order to pass the test.
The respondents in this current research were able to control and monitor their own
learning. It was showed from the most preferable used strategies such as learning new words
from other various sources such as English newspaper, English books, English magazines or
films, trying to find many opportunities to apply the new words they learned in other skills
like speaking or writing. This result was similar to the research done by Asgari (2010), the
entire respondents in his study asserted that they tried to find opportunities to apply new

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

English words in their speaking. The least frequently used strategies were learning new
vocabularies everyday and continuing to learn vocabulary outside the class.
The participants used memory strategies for specific and useful purposes. The
participants also could be categorized as active learner. It was proven by the most frequently
used strategies such as memorizing meaning of new words so they could use the words
actively and using their own ways to remember meaning of the new words. The least
frequently used strategies applied by the participants were trying to memorize meaning of
new words when there was a test and reviewing new words they had learned. This result was
not consistent with findings in Laksmi’s (2007) study in which reviewing vocabulary strategy
was considered as their primary choice. This present finding was also unlike the results of
recent qualitative study conducted by Lo (2007) in which the results showed that reviewing
new vocabulary strategies as the most useful and the most frequently used strategies by
respondents.
The participants tended to learn new vocabulary with their classmates or friends rather
than with their teacher. It could be showed through the most frequently used strategies for
social strategies were mentioning that the teacher gave them time to ask the meaning of new
vocabulary, discussing new words they found with their friends.

This result was not

consistent with the findings in Asgari’s (2010) study, where none of the participants
mentioning that they studied or discussed new vocabulary with the help of others when they
couldn’t find any sources to learn unknown words. They also uttering that the students in
class had enough courage to ask about new words to their teacher or asking questions in
class. The study from Asgari (2010) was congruent with the current result in which Asking
questions in class about unknown vocabulary was one of the most frequently used by the
participants. The least frequently used strategies were learning vocabulary like what their

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

teacher suggested to them and also mentioning that the teachers help them individually to
understand new vocabulary.
More research related to vocabulary learning strategies is needed in the future in order
to get more understanding in vocabulary area. Perhaps future research could investigate the
individual’s differences of language learner in English department that can be conducted both
in qualitative and quantitative approaches. By knowing the individual differences, it would
find some reasons which influenced their strategies choice. Additionally, studying the home
environment, effect of culture, peer groups, effective teaching methods and classroom
atmosphere on vocabulary learning strategies could be very helpful to get better
understanding of the relevant strategies. Vocabulary learning strategies may also influence
the four skills. For further study, it also can investigate the effect of vocabulary learning
strategies on other relevant variables such as listening, speaking and writing.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

Acknowledgement
This thesis would not have been accomplished without supports from many people.
Firstly, I thank to Jesus Christ for His blessing in every single moment of my life and also
gave the best things for me. I thank to my family, thank you Monyi & Ponyi, you are the best
thing that I have ever had in my life. My brother Tyngty, thank you so much for your
suggestions. I acknowledge with profound gratitude to many people who have had constant
supports to me to finish my study in Faculty of Language and Literature of SWCU. First, I
thank to Prof.DR. Gusti Astika, M.A, my supervisor for his patience, guidance and
assistance. Without his guidance, I would never have been able to finish my thesis. My best
wishes in all of your endeavors. Next to Hendro Setiawan Husada, MA., my examiner thanks
for her favor and patience in examining my thesis. Finally, thank you so much for being my
best friends, Siput, Smoll and jejenk.

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Vocabulary Learning by English Department Students at Satya Wacana Christian University

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