Vocabulary learning strategies applied by the second semester students of English Language Education Study Program to achieve vocabulary mastery

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a 24 vocabulary learning srtategie swhich were catego irzed into ifve y r o m e m r u o f , s e i g e t a rt s l a i c o s x i s , s e i g e t a rt s n o it a n i m r e t e d e e r h t y l e m a n , s p u o r g e s e h T . s e i g e t a rt s e v it i n g o c a t e m n e v e s d n a , s e i g e t a rt s e v it i n g o c r u o f , s e i g e t a rt s r o g e t a

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c Memo irzingEngilshwords... 35 .

d UsingMedia... 36 .

e Expectaitons... 3 6 .

B Discusions... 37 .

1 Discussiono fStudents ’VocabularyLearning a

B d e il p p a s e i g e t a rt

ii i x

.

2 Discussiono fHowt heStudent sApply e h t n o d e s a B s e i g e t a rt S g n i n r a e L y r a l u b a c o V

.. w e i v r e t n

I ... 3 9 N

O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H

C S

.

A Conclusions... 41 .

B Recommendaitons... .. 43

S E C N E R E F E

R ... 44 ..

… … … … … … … … … … … … … … … S E C I D N E P P

v i x

S E L B A T F O T S I L

e l b a

T Page

1 .

4 DeterminaitonSrtategies………... .. 27 2

.

4 Socia lSrtategies………... .. 2 9 3

.

4 MemorySrtategies………... 30 4

.

4 CogniitveSrtategies………. .. 31 .

4 5 MetacogniitveSrtategies………... 32 6

.

v x

S E C I D N E P P A F O T S I L

e g a P :

1 x i d n e p p

A Quesitonnarie... .... 46 :

2 x i d n e p p

A TheQuesitonnarieBluep irnt... 4 8 e

h T : 3 x i d n e p p

A InterviewBluep irn.t... 50 :

4 x i d n e p p

A Resutl so fQuesitonnarie... e

h T : 5 x i d n e p p

A SummaryofI nterview... 52 60

1 I R E T P A H C

N O I T C U D O R T N I

s i h

T chapte rpresent sthe inrtoductory informaiton which consist so fsix y

l e m a n , s tr a

p the research background , the research problem , the problem ,

n o it a ti m

il the research objecitves ,the research beneftis ,and the deifniiton o f m

r e

t s .This i nrtoductory i nformaiton i s i ntended t o bu lid t hemain foundaiton to .s

m e l b o r p h c r a e s e r e h t r e w s n a

.

A ResearchBackground n

a i s e n o d n

I college student sneed to have more expeirence fo rmasteirng y

r a l u b a c o v h s il g n

E .They wli lbe dfi ifcutl to know the meaning o funknown d

n a s d r o

w tomemo irzethewords ,fit heyhavemets omenewvocabulairesfort he e

m it t s ri

f .Ed ir s(2009: ) 14 suggests tha tthe average o fvocabulary size fo rthe n

i s t n e d u t

s western countires i shighe rthan Indonesian students because the n

i g e b y r e t s a m y r a l u b a c o v r i e h t g n i v e i h c a n i s s e c o r

p swhent heyarestli lababy. In a

e r e h t , y r a l u b a c o v g n i n r a e

l re many srtategiest o be appiled .Cetrainly ,seleciton f

o compaitble srtategie sappiled by the students had d fiferen tcharacteirsitcs. f

e r e h

T ore , they need to have preparaiton to use thei r vocabulary learning e

v e i h c a o t s e i g e t a rt

s vocabularymastery. x

O ford( 1990 :15 )classi ife sdriec tandi ndriectl earningsrtategies .Driec t y

b y lt c e ri d d e s u e r a s e i g e t a rt

a rt s e s e h t f o s d n i

k tegies ,namelymemory ,cogniitve ,andcompensaitonsrtategies . y

b y lt c e ri d n i d e s u e r a s e i g e t a rt s t c e ri d n i ,t s a rt n o c n

I thestudents .Thesesrtategie s t

u o b

a opr cesse s o flearning vocabulary are to organize the Engilsh learning ,to e

g a n a

m theemo iton ofl earningEngilsh ,and t o l earn word swtih others .In othe r s

t n e d u t s e h t ,s d r o

w areablet o apply t hesesrtategie sast hei rvocabularyl earning .s

e i g e t a rt s

e h

T vocabulary mastery i sstudents’l anguage l earning proces sto become e

r a w

a fo knowi ng vocabulary , rememberi ng ti , and rtanslati ti .ng Learning y

r a l u b a c o v h s il g n

E si themain i mpo tran tprocessf o rstudentst o comprehend the y

n a m f o e s

u Eng ilsh word sand theri meaning .s Moreover ,i fthe student sjus t t

y r a l u b a c o v s s e l e v a

h heywill eb unablet ounderstandmoreabou tEngilsh. ,

e r o f e r e h

T the research intend s to identfiy the vocabulary learning a

rt

s tegie sappiledbyt she econdsemeste rstudent so fEngilshLanguageEducaiton m

a r g o r P y d u t

S , who havetaken a vocabulary course .Beside ,s t he purpose i s to e

h t w o h t u o d n

if yapplythei rvocabularyl earningsrtategiestoachievevocabulary ,

n o it i d d a n I . y r e t s a

m thei rvocabularyl earningsrtategie swhichcont irbute et m h to r

e t s a

m othe rsubject soft hesecond semester ,namelysrtucture ,basicw iritng ,and .

g n i d a e r c i s a b

Thevocabulary course i san elecitve course designed forl earning word s d

r o w , g n i n a e

m s formaitons ,and using words in contex . t Lecturer so fEngilsh m

a r g o r P y d u t S n o it a c u d E e g a u g n a

L (2006:84 ) rtanslate the goa lo fvocabulary e

s r u o

c i s“enabilngt hestudentst oknowt hemeaningo fEngilshvocabulary tiem s ”

. e g a u g n a l n a i s e n o d n I n i y ll a i c e p s

Fo trunately ,there were othe rreseacher swho had conducted th e simliar .

h c r a e s e

r Schmmi t (1997 ) and Riankamo l (2008) had conducted the survey .s

t n e d u t s e h t y b d e il p p a s e i g e t a rt s g n i n r a e l y r a l u b a c o v t u o b a h c r a e s e

r hSc m t ti

) 7 9 9 1

( d a id surveyr esearcht oJ apanesel earners .Basedont her esutls ofr esearch , t

s o m e h

t helpfuls rtategie sweret owrtie repeititon,t ousebiilngua ldicitonair s e ,t o d

r o w w e n y a

s s aloud, t o associatethesynonym sand antonyms ,and t o study the .

d r o w f o g n il l e p

s Inconrtast ,Riankamol( 2008)f oundt ha tgi tfedEngilshstudent s e

c n i s s e i g e t a rt s e v it i n g o c a t e m e h t d e s u y lt n e u q e r

f those srtategies faclitiated s

t n e d u t

s to learn more sources, such a swatching Engilsh movies ,memo irzing h

s il g n

E wordsf romEnglishmagazines ,and ilsteningt oEngilshs ong .s e

r o f e r e h

T ,the research used the second semeste r student s o fEngilsh m

a r g o r P y d u t S n o it a c u d E e g a u g n a

L ast heparitcipan . Ots xford( 1990:8 )declared e

m o c e b g n i n r a e l ri e h t s e k a m f l e s ti r o i v a h e b ’ s t n e d u t s t a h

t successful ,enjoyable ,

fl e s d n

a -driected .Doing t asksand testsf rom t hel ecture rprovide theoppo trun tiy r

i e h t y l p p a o t s t n e d u t s r o

f vocabularyl earningsrtategiest oachievet hevocabulary .

y r e t s a m

.

B ResearchProblem n o it s e u q h c r a e s e r e h

T saref ormulatedasf ollows: .

1 Wha t are vocabulary learning srtategie s appiled by et sh econd semester students o f Engilsh Language Educaiton Study Program to achieve

a m y r a l u b a c o

.

2 How do the second semeste rstudent so fEngilsh Language Educaiton Study m

a r g o r

P apply thei r vocabulary learning srtategie s to achieve vocabulary ?

y r e t s a m

.

C ProblemLimtia iton

There are many subject sappiled by et h student so fEngilsh Language c

u d

E aitonStudyProgram,s uchast heintensiver eading ,thebasicwiritng ,andthe g

n i n e t s il c i s a

b . Int her esearch ,tii silmtiedt oones ubjec twhichi st heVocabulary .

e s r u o

c The r esearch took thevocabularycoursebecausethestudentsfocused on v

g n i n r a e

l ocabulary .In t hi scourse, t here are fou rclasse swhich are l ectured by s

r e r u t c e l e e r h

t .Theyareclasse sA ,B ,C ,andD ,bu tclasse sC andDarelectured r

a li m i s y

b lecturer .Both classe sare selected to be in thi sreasearch since they a

d e s

u simliars yllabusandwerelecturedbyasimlia rlecturer . n

o s e s u c o f h c r a e s e r e h

T identfiying the use o f vocabulary learning y

b d e il p p a s e i g e t a rt

s t she econdsemeste rstudents fo EngilshLanguageEducaiton m

a r g o r P y d u t

S in academicyea r2012/2013 whot ook t hevocabulary courseand ri

e h t f o n o it a c il p p a e h

t vocabulary learning srtategies to achieve the vocabulary .

y r e t s a m

.

D ResearchObjecitves

t , d e t a l u m r o f e r a h c i h w s m e l b o r p h c r a e s e r e h t h ti w n o it c e n n o c n

I he

r a e s e

r c hpresentst wo r esearch objecitves. Thef ris tobjecitvei stoi dentfiytheuse y

b d e il p p a s e i g e t a rt s g n i n r a e l y r a l u b a c o v f

Engilsh Language Educaiton Study Program. Thesecond objecitvei sto ifnd ou t f

o n o it a c il p p a e h

t theri vocabulary learning srtategies in achieving vocabulary y

r e t s a

m based on thei r expeirence and expectaitons . The descirpitons fo y

r a l u b a c o

v learning srtategie sare those srtategie swhich encourage student sto d

n a s d r o w w e n n r a e

l retainthenewwordst ha thavebeenencountered.

.

E ResearchBeneftis n

I ordert o i dentfiy vocabulary l earning srtategie sappiled by t hestudent s t

,t i y l p p a y e h t w o h t u o d n if o t d n

a h eresearchcontirbute sbeneftis rfo thestudent s ;

e s r u o c y r a l u b a c o v n r a e l o h

w fo rthe lecturer swho implemen tthei rvocabulary s

e i g e t a rt s g n i n r a e

l int eachingclass; rf o otherr esearcher sandgeneralr eaderswho y r e t s a m y r a l u b a c o v e v e i h c a o t h c r a e s e r r a li m i s e h t t c u d n o c o t d e t s e r e t n i e r

a . Thi s

d n a s r e h c r a e s e r r e h t o e h t r o f s e g a t n a v d a s e v i g o s l a h c r a e s e

r genera lreaders .I t

s m i

a toatrtac ttheothe rresearcherstogof u trhe rtol earnaboutl earningsrtategie s .

y r e t s a m y r a l u b a c o v e v e i h c a o

t eT h genera lreader shave an oppo truntiy to l earn t

e g d n

a theresearch ifndings . .

1 Fort heStudentso fEngilshLanguageEduca itonStudyProgram t

n e d u t s e h

T sareablet ocomprehendand uset heEngilshwordsi n context . s

e t u b ir t n o c t

I them t o know t hemeaning o ftheEngilsh word ,s t o memo irze t he h

s il g n

E word sandt ouset heEngilshwordsi ncontext .Inaddiiton, iti sbene ifcia l r

o

.

2 Fort heLecturerso fEngilshLanguageEduca itonStudyProgram e

h

T researchassistst helecturerst ohaveknowledgeo fstudents ’srtategie.s y

e h

T gett hebenefti so fmakingt hei rstudentst obemorei ndependenti nl earning e

h t s a y r a l u b a c o

v basic fo learningEngilsh. Therefore,i tcontirbutes thel ecturers o

t encouragestudent sonprepairngthei rvocabularylearningsrtategiesinordert o s

s e c c u s m e h t e k a

m f ulinachievingt hevocabularymastery. .

3 Fort heOtherResearchers h

c r a e s e r e h

T e rexpect sotherr esearcherstomoitvatet o ifndou tmoreabou t g

n i n r a e l h s il g n E f o c i s a b e h t s i ti e c n i s y r a l u b a c o

v . I twa sexpected t o beablet o t

c u d n o

c thesimliarr esearch ont hef utureandf u trhert o discusst heappilcaiton of .s

e i g e t a rt s g n i n r a e l y r a l u b a c o v r i e h

t

.

4 Fort heGenera lReaders h

c r a e s e r e h

T e rhopes the genera lreaders have moitvaiton fo rlearning y

r a l u b a c o v t u o b a e r o

m a tferr eadingt her esearch.I tm aycont irbutethemtoen irch f

o e g d e l w o n k r i e h

t masteri ngtheEngilshl earning.

.

F TheDeifniitono fTerms s

i h

T seciton discusses severa lkey term sand thei rdeifniitons which are h

c r a e s e r s i h t o t d e t a l e r y ll a c if i c e p

s .Thepurpose i s t o clarfiy whati sfocused by r

e h c r a e s e r e h

.

1 VocabularyLearningStrategies if e d ) 6 5 : 3 0 0 2 ( n a l a t a

C ne s vocabulary learning srtategies a re ‘a s s

m s i n a h c e m f o e g d e l w o n

k . The objecitve so fthese srtategie sare to ifnd the g

n o l n i m e h t r e b m e m e r o t ,s d r o w n w o n k n u f o g n i n a e

m -termmemory,t o r ecal l ti , t

x e t n o c n i t i e s u o t d n

a in ora land w irtten form .s’ Schmti t(1997:203 )de ifne s s

e i g e t a rt s g n i n r a e l y r a l u b a c o

v sa ‘theprocessesi n which i nformaiton i sobtained , .

d e s u d n a , d e v e ir t e r , d e r o t

s ’ In t her esearch ,vocabulary l earning srtategiesast he s

s e c o r

p e s fo rstudent sto ifnd the meaning o fEngilsh words ,to memo irze the .t

x e t n o c n i s d r o w h s il g n E e h t e s u o t d n a , s d r o w h s il g n E

.

2 VocabularyMastery

.s s e c o r p g n i n r a e l e g a u g n a l ’ s t n e d u t s r o f t n a tr o p m i s i y r a l u b a c o V r u s a e

M emen to fvocabularyknowledgehadapproximatelyd fiifcutl . Accordingt o asyllabu so fthevocabulary courset ha ttocompletethi scourse ,studentsareable y r a l u b a c o v h c ir n e o t , h c e e p s f o t r a p e h t d n a t s r e d n u o t , s d r o w 0 0 5 4 w o n k o t

y lt n e d n e p e d n i s e u q i n h c e

t , and to use dicitonary to en irch Engilsh words. r

e h t , e r o f e r e h

T esearchwa sconductedt o ifnd outt heuseo fvocabulary l earning e

h t y b d e il p p a s e i g e t a rt

s secondsemeste rstudent so fEngilshLanguageEducaiton e v e i h c a o t s e i g e t a rt s g n i n r a e l y r a l u b a c o v r i e h t y l p p a y e h t w o h d n a m a r g o r P y d u t S

. y r e t s a m y r a l u b a c o v e h t

8 I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

y l e m a n , s p u o r g r o j a m o w t f o s t s i s n o c r e t p a h c s i h

T review o ftheoreitca l

n o it p ir c s e

d and theoreitca l framework.The fris t majo r group i s theoreitca l n

o it p ir c s e

d whichdescirbe svocabularyl earningsrtategyandvocabularymastery . T eh second majo rgroup istheoreitca lframework which i sa set o fsummary o f

d n a s e ir o e h t d e t a l e

r researche .s

.

A Theoreitca lDescrip iton s e s s u c s i d t r a p s i h

T relevan ttheo ire sand studiesdeailng wtih vocabulary e

v l o s o t s e i g e t a rt s g n i n r a e

l the research problem .sThos e theo ire s consis t f

o vocabularyl earnings rtategiesandvocabularymastery . .

1 VocabularyLearningStrategi es t

r a p s i h

T descirbesdeifniitons o f vocabulary learning srtategies from s

tr e p x e s u o ir a

v and catego ires o f vocabulary learning srtategies , such a s ,

n o it a n i m r e t e

d social ,memory ,cogniitve ,andmetacogniitvesrtategie s. .

a Deifni itons o fVocabularyLearningStrategies

Vocabulary learning srtategiesaresrtategies appiled by the students no .

y r a l u b a c o v r e t s a m o t s s e c c o r p g n i o g n o s e u q i n h c e t g n i s

u O’Malley and

a h

g e t a rt

s ies .Thegoals aretoassiststudentst omanaget herivocabularylearningand d

n a t s r e d n u o

t vocabularydu irngt heril earningprocesse .s 0

9 9 1 ( t o m m a h C d n a y e ll a M ’

O : ) 1 deifne vocabulary learning s

e i g e t a rt

s astechniques .Thes te echniquesregard tot hespeci ifctechniques ,such a s y e ll a M ’ O , e r o f e r e h T . r a m m a r g d n a , y r a l u b a c o v , s d n u o s r o f s e u q i n h c e

t and

) 0 9 9 1 ( t o m m a h

C classfiy the vocabulary learning srtategiesi nto ifve srtategies ; ; t x e t n o c n i s d r o w g n i n r a e l ; m e h t g n i z ir o m e m d n a s tr a h c p u g n i k a m y l e m a n

n i e t o n a g n i k a t d n a ; y r a s s e c e n n e h w y r a n o it c i d a g n i s u ; s d r o w d e t a i c o s s a g n i n r a e l

. k o o b e t o n

f x

O ord (1990:6 ) deifne s vocabulary learning srtategies ascatego irca l t

c

a ion sto ifnd Engilsh words ,to comprehend Engilsh words ,and t o useEngilsh s

d r o

w .She groupsthe vocabulary learning srtategie s into two majo rgroups , t

c e ri d y l e m a

n and indrieclty srtategies .A swell sa Oxford’ sclassi ifcaiton o f r

s e i g e t a rt s g n i n r a e

l elated to sefl-driecitng students rts ategie swhich encourage .

y lt n e d n e p e d n i h s il g n E n r a e l o t m e h t

, n o i s u l c n o c n

I thevocabulary l earningsrtategie saresrtategiesappiled by f

o r e t s a m o t s t n e d u t s e h

t knowingword ,s f uncitono fword sand using theword s .

t x e t n o c n i

.

b Categori oes fVocabularyLearningStrategi es e

r a e r e h

T twovairou sexpetrswho havesimliargoals in catego irzing t he s

e i g e t a rt s g n i n r a e l y r a l u b a c o

v . TheyareNaiton and Schmti twho adop tOxford’ s g

e t a rt s g n i n r a e

l i .esNaiton (2001:218 ) groups three catego ire s o f vocabulary s

e i g e t a rt s g n i n r a e

n a l

p rf o how o tfen the student sfocu son selecti ng words ,aspect s o fword d

n a , e g d e l w o n

k srtategie sa splanningr epeititon .Thesecondcategory i sasource d

e n o it c n u

f to knowt hewordsf romt hericontext ,referencesources( dicitonaryo r )

s e ir a s s o l

g , and ora l sources . The th rid category belonged to a proces s to e

z ir o m e

m words , towrtienewwords o runknownwords on vocabularynotebook , o

t repeat t hewords orally and visually ,and to generatewords through mapping d

r o w e h

t s andt ri he meanings. tt

i m h c

S (1997:204 )groups et h vocabulary learning srtategi es i nto two s

p u o r g r o j a

m , namely discovery and consoildaiton srtategi .es The discovery g

e t a rt

s i ees a r appiled by the students to ifnd the unknown words ,whlie the g

e t a rt s n o it a d il o s n o

c i eesa r appiledtomemo irzet hewords. d

e h

T iscovery srtategie sare rfo ifnding unknown words whethe rthey are r

a il i m a

f o runfamiilar .These srtategie swere catego irzed into two catego ires, f o t s i s n o c s e i g e t a rt s n o it a d il o s n o c e h T . s e i g e t a rt s l a i c o s d n a n o it a n i m r e t e d y l e m a n

.s e i g e t a rt s e v it i n g o c a t e m d n a , e v it i n g o c , y r o m e m

)

1 DeterminaitonSrtategi es e

D terminaiton srtategiesaresrtategiesfo r ifndingmeaning so fwords .Fo r g

n i s s e u g , e c n a t s n

i meaning so fword sfromcontex,tl ookingupunknownwords in r

a n o it c i

d ies ,andanalyzingunknownwords frompicture .s .

a Guessingthemeaningofwords fromcontext

To gues sunknown Engilsh words and theri meanings appiled yb the g

n i d a e r n e h w s t n e d u t

s Engilsh sentences o rtexts are determinaiton srtategies . ,

y ll a c it a m m a r

n i s n o it a v ir e d d n a , m y n o t n

a thesentencef orms .Fo rexample,t o i dentfiyt heword ‘aloof’ in asentence‘ Shei svery aloo .f ’Looking f romt hi ssentence,t hewordi s

e v it c e j d a n

a . tI mean sa gri lwant sto ge taway from anybody around her .A l

o t r e n r a e l e h t t e g o t s i p e t s g n i n n i g e

b ook closely att heunknown word.Ne , xt to e h t w o h f o w e i v r e d a o r b h c u m a e k a t o t n e h t d n a , t x e t n o c e t a i d e m m i s ti t a k o o l

t a l e r d r o w e h t g n i n i a t n o c e s u a l

c e to othe r clauses , sentence ,so r .s

h p a r g a r a

p Schmitt(1997:208)suggest sthatunknown words can be discovered by h c e e p s f o t r a p g n i z y l a n a s e d u l c n i s i h T . e g d e l w o n k l a c it a m m a r g m o r f g n i s s e u g

.s n o it a v ir e d r o s tr a p d r o w d n a

.

b DicitonaryUse

e h t s a s e ir a n o it c i d g n i s

U main sourcei smorereilablesoucetol ookupt he c

it e n o h p , h c e e p s f o t r a

p rtansc irpitonsandmeaningso fwords incontext ,such a s , s n u o n e l b a t n u o c / e l b a t n u o c n u , n o it p ir c s n a rt c it e n o h p , h c e e p s f o t r a p g n i y fi t n e d i

t a h t s e v e il e b ) 0 9 9 1 ( r e f u a L . c t

e ‘a word in a sentence could look famiila rto d

n if y a m y e h t ; r e v e w o h ; s r e n r a e l e g a u g n a

l the meaning in the given sentence .

e s n e s o n s e k a

m ’ In addiiton ,guessing meanings o funknown words i srarely w

t e r a e r e h t , y ll a r e n e G . e t a r u c c

a o type so fdicitonaires ,namelymonoilngualand r

a n o it c i d l a u g n il i

b i . es

Monoilngua ldicionairesare fo r ifnding word deifniiton sin contextwh lie s

e ir a n o it c i d l a u g n il i

b tend to focu son asingle lexica l tiem formi ng a meaning . e

r a y e h

T focusingon ifnding meaning srathert han analyzingpatr so fspeechand r

i e h

.

c Wordpar tanalysis( root ,afifx,par tofs peech) 1

0 0 2 ( n o it a

N :220) suggestst ha ttoanalyzet hewordpatrs sucha spreifxe ,s x

if f u

s es,r oots ,andpa trs o fspeech, thestudent shavet obreakawordi ntopa trs in o

t r e d r

o identfiy meanings o fpreifx and root .Fo rexample ,the word ‘unable ’ a

d a h h c i h

w preifx ‘- nu ’ referst onotandaroo t‘able’whichr eferst o ti sownskill . s

i e l p m a x e r e h t o n

A aform ofa sentence ‘ Ibuy a car t oday’ . tIi sused t o y

fi t n e d

i p s atr o fspeech dan knowt herimeaning sincontext .Theword‘I ’referst o ,

n u o n o r

p ‘buya a s verb ,‘ a’a sanadjecitvebecausei texplainsh reo hebuy sone ,

r a

c ‘car ’a sanoun ,and t‘oday’ sa anadverbo fitme.

I b uy A C ra Today.

Pronoun v erb Adjecitve N no u adverbo fitme s

e n if e d ) 7 9 9 1 ( y d a r G ’

O afifxe sguide et h student sto identfiyword sform e

h t d n

a ri meanings in context .Another morphologica lprocess i scompounds .A j

d a , s n u o n e n i b m o c o t s s e c o r p l a c i g o l o h p r o m a s i d n u o p m o

c ecitve ,verb ,o r

n o it i s o p e r

p tocreat asentence .Theexample so fcombinaitonbetweenanounand e

r a n u o n

a cupboard ,moonilght ,and bookcase ;the example so fcombinaiton n

a n e e w t e

b adjecitveand a noun are bluebrid ,handsome man ,and happy hour ; a

n e e w t e b n o it a n i b m o c f o s e l p m a x e e h t d n

a v erb and anoun are breakfast , i

h s a w , l o o p g n i m m i w

s ngmachine. )

2 Socia lSrtate sgi e

r o f e r a s e i g e t a rt s l a i c o s f o e s u e h

T askingteachers ,f irend ,s l ecturers ,and s

r e k a e p s e v it a

s n o it s e u

q to al ecturert o ifndsynonym sfrom unknown word ,s t hen paraphrases a s

’ r e ti r

w sentence and rtanslatesIndonesian word s ni to Engilsh.I tincludesasking ,

r e h t o h ti w g n it a r e p o o c , s n o it s e u

q and empathizing wtih others . Socia l e

r a s e i g e t a rt

s used t oask unknown wordst ot heteachers ,to rtanslatet hemeaning f

o words,s ynonyms,t oaskclassmate saboutt hemeaningo fwords andto ifndthe d

r o w f o g n i n a e

m s ingroupdiscussion . )

3 MemoryS rtategi es

Memory srtategie shave fou rsrtategie sto remembe rthe Engilsh words , g

n i c it c a r p , y l d e t a e p e r h c e e p s f o s tr a p g n i z y l a n a s a h c u

s the word srepeatedly ,

, s d r o w e h t g n il l a c e

r usingphysica lacitons ,ands pelilngwords. e

r a s e i g e t a rt s e s e h

T simlia r to mnemonic techniques . Generally , the s

t n e d u t

s ifndmanyunknownwordst or emembe rsot hatt heyaresuggested t ouse e

u q i n h c e t c i n o m e n

m s .Naiton (2008: 312 )deifne stha tmnemonic techniques ro e

u q i n h c e t d r o w y e

k are techniques to ifnd unknown words through simlia r d

n u o f g n i d n u o

s s o rkeywords then remembe rthem and theri meanings .In those s

e i g e t a rt

s ,hecreate sunusua lassociaitons between et h words andtherimeanings . m

h c

S tit (1997:201 ) argue s tha t the way to remembe r the words and theri g

n i n a e

m sare to know how to use pictures ,synonyms ,antonyms ,and group the tr

a p n o d e s a b s d r o

w s ofs peechandthei rmeanings inas entenceo rat ext . e

h

T vocabulary learning srtategie sappiled yb eth students are complied tr

o p e r r i e h t m o r

f s in learning vocabulary ,thei rreviews from the teachers ro r

e r u t c e

l s , vocabulary learning reference s books , and teachers o r lecturer s .

e c n e ir e p x e

)

4 CogniitveSrtategi es

s p e t s e r a s e i g e t a rt s e v it i n g o

C to repeat the words ,to wrtie the word sin ,s

e c n e t n e

s and to analyze the words til s ,s to asscociate the words wtih anothe r d

r o

w s ,andt owrtietheexample so fwords. )

5 MetacogniitveSrtategi es

Metacogniitvesrtategie sare to conrto land to evaluate students ’learning g n i d a e r , s g n o s h s il g n E o t g n i n e t s il , s e i v o m h s il g n E g n i h c t a w s a h c u s , s e s s e c o r p

g n i w e i v e r d n a , s d r o w r a il i m a f n u g n i p p i k s , s r e p a p s w e n r o s e n i z a g a m h s il g n E

. k o o b e t o n a n o s t s il y r a l u b a c o v

.

2 VocabularyMastery

s i y r e t s a m y r a l u b a c o v a s e n if e d ) 5 7 : 1 0 0 2 ( n o r e m a

C to “know”

d r o

w sintends to maste r vocabulary . Schmtit (2000 ) summairze s tha t g

n i n r a e l

“ words entali s more than knowing ti s meaning , spelilng , and ”

. n o it a i c n u n o r p

n

I the research, the vocabulary mastery i s the someones ’ process to e

h t ” w o n k

“ wordsf romt herimeaning ,thei rspelilngs ,andtheripronunciaiton .s In s

a m y r a l u b a c o v e h t g n i v e i h c

a tery , there are three aspect s namely , knowing g

n i n a e

m s ,usingwords ,ages. 1

0 0 2 ( n o it a

N :238 ) ogr up s concepts and associaitons wtih ifnding the e

h T . s d r o w f o g n i n a e

m s e concepts o f ifnding thei rmeanings ear to identfiy the m

r o f d r o

e h t e t a i c o s s

a word meaningsindicates to i dentfiy t hesimlia rEngilsh words which n

a

c bede ifnedi nt hef ristl anguage. 1

0 0 2 ( n o it a

N :281 )de ifne sconcepts o fword usage sareto use word sin a g

n i z y l a n a y b e c n e t n e

s theri sentence s according to the grammaitca lpatterns t

n e m e l p m o c d n a , b r e v d a , t c e j b o , b r e v , n u o n , t c e j b u s

( ) ;andt oconsrtaint hewords .s

d r o w l a m r o f n i d n a s d r o w l a m r o f g n i z y l a n a y b

, y l g n i d r o c c

A knowing forms fo Engilsh words and t ri he meanings , , h c e e p s f o s tr a p g n i z y l a n a , s t n e d u t s e g e ll o c r o f e z i s y r a l u b a c o v e h t g n i w o n k

g n i s u d n a , s d r o w r e h t o o t s d r o w g n it a l e

r wordsi ncontex tarevocabularyl earning v

e i h c a o t s t n e d u t s e h t y b d e il p p a s e i g e t a rt

s evocabularymastery basedonvairous .s

tr e p x e

.

B Theoreitca lFramework n

o it c e s s i h

T summairze sand ilnk sal lrelatedt heo iresandstudiestoanswe r m

e l b o r p h c r a e s e r e h

t sa sstated on the Chapte rI.O’Malley and Chamo t(1990) , d

n a , ) 1 0 0 2 ( s n o it a

N Oxford (1990) have simlia r goalson deifning vocabulary a

e

l rning srtategies . Theri goal s are to faclitiate students , to manage thei r y

r a l u b a c o

v learning srtategies and to understand o f vocabulary du irng thei r s

s e c o r p g n i n r a e

l e . s Schmti t(1997 )and Naiton s(2001 )adopt Oxford’ slearning it

a N . s e i g e t a rt

s on s(2001: 823 )catego irzest he vocabulary l earning srtategies i nto a

l p y l e m a n , s e ir o g e t a c e e r h

t nning , source , and process . Schmti t (1997:207 ) s

e z ir o g e t a

, e v it i n g o c , l a i c o s , s e i g e t a rt s n o it a n i m r e t e

d memory ,and metacogniitvesrtategies . Ther esearchusedt heSchmti’t scatego irzaitons toanswert her esearchproblem .s

d e s u h c r a e s e r e h

T theo ire s abou t vocabulary learning srtategie s and e

t s a m y r a l u b a c o

v r sy a related theo ire sto the research.Naiton (2001:23 )group s y

l e m a n , s d r o w f o g n i n a e m e h t g n i d n if f o s t p e c n o c e e r h

t knowing meaning o f

, s d r o

w wordf orms, andwordusages.Thevocabularymasteryi st heknowledgeo f t u o d n if o t s i t s e t y r a l u b a c o v f o e s o p r u p e h t d n a s d r o w f o s g n i n a e m e h t g n i w o n k

n a c s r e n r a e l e h t r e h t e h

w analyze the po ilsemies , homonyms , homophones , ’.

h c e e p s f o s tr a p d n a , s h p a r g o m o

h tI indicates that t o ifnd t hemeaning o fword s g

n i s s e u g h g u o r h t d e s u e b d l u o

c the meaning o fwords in context ,the patr so f h

c e e p

s analysis ,askingothers ,andusingdicitonaires . n

o i s u l c n o c n

I ,thi schapte rha spresentedt hemain ifndingso fvairou sarea s s

e i g e t a rt s g n i n r a e l y r a l u b a c o v f

o researche . Ts he vocabulary learning srtategie s o

t e r a s t n e d u t s e h t y b d e il p p

a identfiythemeaningo funknownEngilshword ,s t o n e tt ir w d n a l a r o n i s d r o w h s il g n E e h t e s u o t d n a , s d r o w h s il g n E e h t e z ir o m e m

m r o

f s .To answe rthe research problems ,the vocabulary learning srtategies are e

ir o g e t a c e v if o t n i d e z ir o g e t a

c s ,namely determinaiton ,social ,memory ,cogniitve e

v it i n g o c a t e m d n a , s e i g e t a rt

s .The second research problem drieclty focuse son r

i e h t y l p p a s t n e d u t s e h t w o

h vocabulary learning srtategie s to achieve the .

y r e t s a m y r a l u b a c o v

17 I I I R E T P A H C

Y G O L O D O H T E M H C R A E S E R

g n ir e w s n a r o f y g o l o d o h t e m h c r a e s e r e h t s e b ir c s e d r e t p a h c s i h

T t he

a e s e

r rch problems .I tdiscusse stheresearch method ,the research setitng ,thet he ,

s t n a p i c it r a p h c r a e s e

r the research i nsrtuments and data gatheirng t echnique ,the t

s i s y l a n a a t a

d echnique ,andtheresearchprocedure .

.

A ResearchMethod h c r a e s e r e h

T belonged t o survey research to co llec tthe data through ’

s t n a p i c it r a

p response so rquesiton .sThi smethodprovided ther esearcht o ifndou t ’

s t n a p i c it r a p e h

t thought sand opinion .s There were two i nsrtument sused i n t he e

s e

r arch ,namelyquesitonnaries andinterviews. t i , h c r a e s e r e h t e t a d o m o c c a o

T conducted the quesitonnaries and w

e i v r e t n

i s .The f tris w as to administe rthe quesitonnarie to second semeste r u

t

s dent so fEngilsh LanguageEducaiton StudyProgram in t heclass .Thesecond s

a

w to conduct the i nterviews to some studentsbased on t hei r ifna lscores . eT h e

h t f o e v it c e j b o t s ri

f research w as to identfiy vocabulary learning srtategie s e

h t y b d e il p p

a secondsemesters tudent so fEngilshEducaitonStudyProgram .The d

n o c e

s research problem w sa appiled to if nd ou tthe appilcaiton o fstudents ’ s

e i g e t a rt

.

B ResearchSetitng h

T e researchwa sse tup inSanataDharmaUniverstiyMrican ,Yogyakatra. s

t n a p i c it r a p e h

T w ere the second semeste r student s o f Engilsh Language 2

1 0 2 f o r a e y c i m e d a c a n i m a r g o r P y d u t S n o it a c u d

E /2013 .Thedatawe reobtained e

ri a n n o it s e u q e h t g n it u b ir t s i d y

b s anddoingi nterviews tos omes tudent .s ri

a n n o it s e u q e h t , y lt s ri

F e sweredistirbutedt o57student sonJune4th _,2013 t

u b , s s a l c e h t n i s t n e d u t s 4 6 e r e w e r e h T . s s a l c e h t n

i 7student swhowereabsent. A sar esul,tt her esearchert ook 57 studentst o bet heparitcipant soft her esearch .

, y l d n o c e

S theresearchert ook an i nterview acitvtiy to six student sbased on t heri e

r o c s l a n

if s in vocabulary course .The interview acitvtiy wa sto ifnd ou thow y

l p p a s t n e d u t

s thei rvocabulary learning srtategies . tI wa simplemented on June 0

1 th _{,2014 and June 11}th _{,2014 .I twa sconducted i n a ilbrary o fSanataDharma} s t n e d u t s e h t , e r o f e r e h T . m l a c s a w e c a l p e h t f o e r e h p s o m t a e h t e s u a c e b y ti s r e v i n U

.s n o it s e u q w e i v r e t n i g n ir e w s n a n o s u c o f e b o t d e m e e s

.

C ResearchPar itcipants e

h

T research paritcipants w ee r the second semeste rstudent so fEngilsh m

a r g o r P y d u t S n o it a c u d E e g a u g n a

L o f academic yea r o f 2012/2013. The vocabulary clas sse consisted o ffou rclasses .The classe swa scoded asA ,B ,C ,

s s a l c h c a E . D d n

a wasl ecturedbyonel ecturer ,bu tclasse sCandDhad asimliar .

r e r u t c e

l Thet ota lstudentsi n classe s C and D were64 students .They were t he s

r e b m u n g i b a d l e h r e r u t c e l e h t e c n i s s t n a p i c it r a p h c r a e s e

O

N STUDENT R E B M U

N 14 STATE1 M5 ENTNU1 M6 BER 1 7 SUM

7 Studen tG 3 3 3 4 1 3

8 Studen tH 4 2 2 2 1 0

9 StudentI 2 4 2 3 1 1

0

1 StudentJ 3 2 2 3 1 0

1

1 Studen tK 3 1 2 2 8

2

1 Studen tL 1 2 2 1 6

3

1 Studen tM 3 2 1 1 7

4

1 Studen tN 0 2 1 4 7

5

1 Studen tO 1 2 0 3 6

6

1 Studen tP 2 1 0 2 5

7

1 Studen tQ 2 1 0 2 5

8

1 Studen tR 2 4 1 3 1 0

9

1 Studen tS 2 2 1 3 8

0

2 Studen tT 1 3 0 1 5

1

2 Studen tU 4 3 2 4 1 3

2

2 Studen tV 3 1 2 2 8

3

2 Studen tW 2 2 2 2 8

4

2 Studen tX 4 3 2 4 1 3

5

2 Studen tY 4 2 1 2 9

6

2 Studen tAA 3 3 1 3 1 0

7

2 Studen tAB 2 2 1 2 7

8

2 Studen tAC 2 3 2 2 9

9

2 Studen tAD 4 2 2 2 1 0

0

3 Studen tAE 2 2 2 3 9

1

3 Studen tAF 3 2 0 1 6

2

3 Studen tAG 3 3 3 3 1 2

3

3 Studen tAH 4 4 2 4 1 4

4

3 Studen tAI 1 3 0 2 6

5

3 Studen tAJ 2 1 2 4 9

6

3 Studen tAK 3 3 2 3 1 1

7

3 Studen tAL 2 1 0 1 4

8

3 Studen tAM 3 2 2 1 8

9

3 Studen tAN 1 4 1 3 9

0

4 Studen tAO 1 2 1 3 7

1

4 Studen tAP 1 2 0 3 6

2

4 Studen tAQ 4 3 2 2 1 1

3

4 Studen tAR 4 4 3 4 1 5

4

4 Studen tAS 3 2 1 2 8

5

4 Studen tAT 3 2 2 2 9

6

O

N STUDENT R E B M U

N 14 STATE1 M5 ENTNU1 M6 BER 1 7 SUM 7

4 Studen tAV 3 3 4 4 1 4

8

4 Studen tAW 1 2 1 4 8

9

4 Studen tAX 2 2 0 4 8

0

5 Studen tAY 4 2 3 2 1 1

1

5 Studen tAZ 2 3 2 3 1 0

2

5 Studen tBA 3 3 2 3 1 1

3

5 Studen tBB 1 1 1 1 4

4

5 Studen tBC 4 4 4 4 1 6

5

5 Studen tBD 4 3 3 3 1 3

6

5 Studen tBE 1 2 1 3 7

7

5 Studen tBF 2 3 1 3 9

t o

T a l 5 13

.

E Score so fMetacogniitveStrategies

. O

N S_NT_UU_MD_BE_EN_RT STATEMENTNUMBER SUM 8

1 1 9 2 0 2 1 2 2 2 3 2 4

1 Studen tA 4 4 3 1 4 2 1 1 9 2 Studen tB 4 4 4 3 4 3 1 2 3 3 Studen tC 3 3 3 2 3 3 3 2 0 4 Studen tD 3 3 2 1 4 1 2 1 6 5 Studen tE 1 4 3 3 3 1 3 1 8 6 Studen tF 4 4 4 3 3 2 2 2 2 7 Studen tG 1 4 4 1 3 2 0 1 5 8 Studen tH 3 4 3 2 4 2 2 2 0 9 StudentI 1 4 2 4 4 2 1 1 8

0

1 StudentJ 3 3 4 3 3 2 3 2 1 1

1 Studen tK 2 2 2 2 3 2 1 1 4 2

1 Studen tL 2 3 1 0 2 1 0 9 3

1 Studen tM 2 3 3 2 3 2 2 1 7 4

1 Studen tN 0 4 1 3 4 0 1 1 3 5

1 Studen tO 1 4 3 4 4 1 1 1 8 6

1 Studen tP 1 2 3 2 3 0 1 1 2 7

1 Studen tQ 3 0 1 1 1 2 0 8 8

1 Studen tR 3 4 4 1 2 2 1 1 7 9

1 Studen tS 2 3 2 2 4 2 2 1 7 0

2 Studen tT 2 4 1 1 4 1 1 1 4 1

. O

N S_NT_UU_MD_BE_EN_RT STATEMENTNUMBER SUM 8

1 1 9 2 0 2 1 2 2 2 3 2 4

2

2 Studen tV 2 2 2 2 2 2 2 1 4 3

2 Studen tW 3 3 3 2 3 0 2 1 6 4

2 Studen tX 2 4 4 3 4 1 1 1 9 5

2 Studen tY 2 4 2 2 4 2 2 1 8 6

2 Studen tAA 3 4 3 3 4 2 3 2 2 7

2 Studen tAB 3 4 1 3 3 3 1 1 8 8

2 Studen tAC 3 2 3 1 3 3 3 1 8 9

2 Studen tAD 4 4 3 2 3 2 1 1 9 0

3 Studen tAE 3 4 4 2 3 2 3 2 1 1

3 Studen tAF 3 4 2 2 4 0 2 1 7 2

3 Studen tAG 4 4 4 2 4 2 1 2 1 3

3 Studen tAH 4 4 4 4 4 3 1 2 4 4

3 Studen tAI 2 4 3 2 4 0 0 1 5 5

3 Studen tAJ 1 3 2 1 3 2 2 1 4 6

3 Studen tAK 3 3 3 3 3 2 2 1 9 7

3 Studen tAL 2 3 4 0 2 2 0 1 3 8

3 Studen tAM 1 2 4 2 2 1 1 1 3 9

3 Studen tAN 4 4 2 2 3 2 2 1 9 0

4 Studen tAO 0 4 3 2 3 1 1 1 4 1

4 Studen tAP 0 3 3 3 3 0 0 1 2 2

4 Studen tAQ 4 4 4 3 4 2 2 2 3 3

4 Studen tAR 4 4 4 3 4 3 2 2 4 4

4 Studen tAS 3 4 3 2 4 2 2 2 0 5

4 Studen tAT 3 4 4 2 4 1 1 1 9 6

4 Studen tAU 2 2 4 4 4 2 2 2 0 7

4 Studen tAV 3 3 4 3 4 2 2 2 1 8

4 Studen tAW 2 2 4 1 2 3 1 1 5 9

4 Studen tAX 1 4 4 1 3 1 2 1 6 0

5 Studen tAY 3 3 2 1 4 2 2 1 7 1

5 Studen tAZ 3 3 3 2 3 2 3 1 9 2

5 Studen tBA 3 4 4 2 3 2 2 2 0 3

5 Studen tBB 1 4 4 3 3 1 2 1 8 4

5 Studen tBC 4 4 4 4 4 4 4 2 8 5

5 Studen tBD 4 4 3 3 3 3 3 2 3 6

5 Studen tBE 3 3 4 2 3 2 2 1 9 7

5 Studen tBF 3 3 3 2 3 3 2 1 9

l a t o

5 x i d n e p p A f o y r a m m u S e h

T Interviews .

A Experienceo fLearningEngilsh x Thef ris titmet ol earnEng ilsh

h s il g n E n r a e l o t d e tr a t s A t n e d u t

S when shewasi n fou ryear sold .Studen tB t n e d u t S . e m it t s ri f e h t r o f h s il g n E n r a e l o t n e tr a g r e d n i k n i s a

w s C ,E ,andFs tatred

n r a e l o t d e tr a t s D t n e d u t S . l o o h c S y r a t n e m e l e n i e r e w y e h t n e h w h s il g n E n r a e l o t l o o h c s h g i h r o i n u J n i s a w e h n e h w h s il g n E

x Thestudents ’vocabularyl earnings rtategie sbefores tudyingi nacollege A t n e d u t

S sta tred to watch Barney movie ,to read the Engilsh texts ,and to .t s il y r a l u b a c o v e h t e z ir o m e

m Studen tBsta tredt omemo irzet he ils to fvocabulary s y r a t n e m e l e n i s a w e h s n e h

w choo landj unio rhighs choo.lStuden tCr epeatedt he ll a t i e z ir o m e m o t r e h d e t u b ir t n o c t a h t g n it e e m y r e v e s d r o w h s il g n

E before she

e g e ll o c n i s a

w . Studen tD statred to learn Engilsh since he wa sin junio rhigh .l

o o h c

s Int ha titme,heusedt obel azyt ol earnEngilsh. x Thes tudents ’vocabularyl earnings rtategiesi nacollege

A t n e d u t

S ilked t o read Engilsh novels , ilsten Engilsh songs i n audio player , s e i v o m y s a t n a f h c t a w d n

a , ilstened to the lecture rin the clas ,s learned wtih . s d n e ir

f Studen tB alway sused dicitonary. Thevocabularyl earningsrtategie sshe , s t x e t h s il g n E d a e r e h s e r e w e g e ll o c n i d e il p p

a ilstenedtot hel ectureri nt heclass , d e h c t a

w movie ,and learned wtih firends .Studen tC ilstened Engilsh pop song s n o r e y a l p o i d u a h g u o r h

t h er phone. The srtategie sshe used in college were to h s il g n E o t n e t s

il pop song sand ifnd the meaning o fword sthrough the ly irc .s n i y r a l u b a c o v e h t d e n r a e l D t n e d u t

S handout stha tare given by the lecture.r He . y r a n o it c i d d e s u s y a w l

a Studen tEwasi ncollege ,shesangtheEngilsh song sand . e g e ll o c n i s a w e h s e r o f e b s d r o w f o g n i n a e m e h t w o n k o t s e r u t c i p e h t t a g n i k o o l m o r f d e n r a e l F t n e d u t s , e li h

W Kangaroo game and read Engilsh text .s B oth s t n e d u t

s in co llege learned t he Engilsh word sonly from handout so rhandbook s .r e r u t c e l e h t y b n e v i

g Studen t E alway s watched movie and seldom to use d e s w o r b d n a y r a n o it c i d d e s u s y a w l a F t n e d u t S . y r a n o it c i

d ont hewebstie .

.

B Findingt heMeaningO fWords

x Themos teffecitveo fvocabularyl earnings rtategie sappiledbyt hestudents v it c e f f e t s o m e h

T e way studen tA used wa sto read Engilsh classic novel s r e h d e t a v it o m t i e s u a c e

b to expres sand to learn abou tthe text sin contex t . y lt n e d n e p e d n

i Studen tBandstuden tC ilstenedt ot heEngilshsongst ha thelped g n i n a e m e h t d n if o t r e

h o funknown word so rnew word sfrom t he l y irc sof t he e h t s a s g n o

s ri mos teffecitvesrtategy. Studen tD ,E ,and F wast o watch Engilsh s

e i v o

x The fris tthing to know when listening unfamiila rEngilsh audio o rreading s t x e t h s il g n E r a il i m a f n u x e A t n e d u t

S pected to know content so fthe audio o rtext sand unfamiila r r i e h t w o n k o t d e t c e p x e B t n e d u t S . y r a l u b a c o v g n i n r a e l r o f s ti f e n e b e h t s a s d r o w d n a C t n e d u t S . r e r u t c e l a m o r f s n o it s e u q e h t r e w s n a o t s t n e t n o

c student D

d u a r o s t x e t f o s g n i n a e m w o n k o t d e t c e p x

e io .Studen tE and Fexpected t o know .s d r o w r a il i m a f n u

x Findingmeaning so funknownwords d n a A t n e d u t

S studen tBuseddicitonaire sandaskedt ot herif irends .Studen tC d

n

a studentDusedmonoilngua ldicitonairest o ifndmeaning so funknownwords . t n e d u t

S Euseddicitonaire sandguessed t hemeaning o funknownwords .Studen t .s d r o w n w o n k n u f o g n i n a e m e h t d e s s e u g d n a e l g o o g n i d e s w o r b F

x Listeningt ounknownAudioorr eadingunknownEngilsht exts s t n e d u t s l l a n e h

W ilstened to the unknown Engilsh audio read the unknown e h t t u o d n if o t d e t n a w s t n e d u t s ll a , s t x e t h s il g n

E word sandt hemeaningo fwords . x Usingdicitonaires

.s e ir a n o it c i d l a u g n il o n o m d e s u s t n e d u t s ll A

x Usingdicitonaire sbeside s ifndingt hemeaningo fwords t n e d u t

S s A ,B ,C ,E ,and F expected to ifnd patr so fspeech and studen tD .s n o it p ir c s n a rt s c it e n o h p d n if o t d e t c e p x e .

C Memorizingt heMeaningo fWords e z ir o m e m s r e v e i h c a h g i h e h

T d the Eng ilsh word s wtih the example o f d e t a e p e r d n a , e c n e t n e

s the Engilsh words .The medium achiever s made the r a l u b a c o

v y ils ton the handphone and repeated the Engilsh word sto remember . d e n e t s il s r e v e i h c a w o l e h

T ot the Engilsh song swhlie reading the handout so r .t u o d n a h m o r f s d r o w h s il g n E e h t d a e r d n a e l u d o m .

D UsingMedia

x WatchingEngilshmovies

g n i h c t a w d e k il A t n e d u t

S anime and fantasy movie sbecause the movie sare d n a B t n e d u t S . e lt it b u s h s il g n E g n i s u y b s d r o w h s il g n E n r a e l o t y s a e d n a n u f t n e d u t

s F ilked watching aciton movie swtih Engilsh sub itltebecauset hemovie s v e w o H . y r a l u b a c o v h s il g n E r e t s a m o t m e h t d e t a v it o

m er ,studen tC andstudent D

.s e i v o m g n i h c t a w e k il t o n d i d

x Listeningt oEngilshs ongs d n a A t n e d u t

S student F did no t ilke t o ilsten t o Eng ilsh song sbecause t hey t n e d u t S . s d r o w h s il g n E n w o n k n u f o g n i n a e m e h t d n if o t tl u c if fi d e r e

w s B ,C ,D ,

t d e k il E d n

x ReadingEngilsht exts

g n i d a e r e k il B t n e d u t S . s l e v o n h s il g n E c i s s a l c g n i d a e r d e k il A t n e d u t S

d e k il D t n e d u t S . d o o t s r e d n u e b o t s d r o w e l p m i s d a h s e ir o t s e h t e s u a c e b s e l a t y ri a f

a tr a k a J n i e k il r e p a p s w e n e v it a t n e m u g r a g n i d a e

r Post .However ,students C ,E ,

r e t s a m o t m e h t d e p l e h s e i v o m g n i h c t a w e s u a c e b s t x e t g n i d a e r e k il t o n d i d F d n a

. y r a l u b a c o v h s il g n E

x Playinggames

, s e m a g y a l p o t d e t s e r e t n i t o n e r e w s t n e d u t s l l

A excep tstuden tD ilked

g n i y a l

p game sa silkePoin tBlankt omaste rEngilshvocabulary. .

E Expecta itons

x Expectaitono flearningEngilsh A

t n e d u t

S expected tha tlearning vocabulary could help he rto read many r e h s a w t i e s u a c e b y lt n e u lf h s il g n E k a e p s , ll e w h s il g n E e ti r w , s k o o b h s il g n E

.t s e r e t n

i Studen tB expected to use the irgh tEngilsh word sin the sentence and C

t n e d u t S . y lt n e u lf h s il g n E k a e p

s expected t ha tshe could speak Engilsh lfuen lty . y lt n e u lf h s il g n E k a e p s o t t o n r e h d e c n e u lf n i y r a l u b a c o v f o n o it a ti m il e h t e s u a c e b

. e d i u g r u o t a e m o c e b o t d e t c e p x e D t n e d u t

S Studen tEand student F expected t o .

y lt n e u lf h s il g n E k a e p s

x Contirbuiton o fmasteirng vocabulary in the vocabulary course based on s

e i g e t a rt s g n i n r a e l y r a l u b a c o v ’ s t n e d u t s

t s o

M studentss aidt hatt hei rvocabularyl earnings rtategie scouldno thelpt hem n