T1__Full text Institutional Repository | Satya Wacana Christian University: Vocabulary Learning Strategies by The Freshmen in An English Language Education Program T1 Full text
VOCABULARY LEARNING STRATEGIES BY THE FRESHMEN
IN AN ENGLISH LANGUAGE EDUCATION PROGRAM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Claudia Alma Putri Mamesah
NIM: 112013081
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
Pernyataan Tidak Plagiat
ii
Pernyataan Persetujuan
Akses
iii
Approval Page
iv
Copyright Statement
v
Publication Agreement
Declaration
vi
Table of Contents
Cover Page .......................................................................................................................... i
Pernyataan Tidak Plagiat.................................................................................................... ii
Pernyataan Persetujuan Akses ........................................................................................... iii
Approval Page ................................................................................................................... iv
Copyright Statement .......................................................................................................... v
Publication Agreement Declaration .................................................................................. vi
ABSTRACT.......................................................................................................................1
INTRODUCTION .............................................................................................................2
REVIEW OF LITERATURE............................................................................................. 3
THE STUDY .....................................................................................................................7
Type of the Study ...........................................................................................................7
Context of the Study ...................................................................................................... 8
Participants of the Study ................................................................................................ 8
Data Collection Instrument ............................................................................................ 8
Data Collection Procedure ........................................................................................... 10
Data Analysis Procedure .............................................................................................. 10
FINDINGS AND DISCUSSIONS ................................................................................... 11
CONCLUSION ................................................................................................................18
ACKNOWLEDGEMENTS ............................................................................................. 20
REFERENCES ................................................................................................................21
APPENDIX ...................................................................................................................... 23
vii
VOCABULARY LEARNING STRATEGIES BY THE FRESHMEN
IN AN ENGLISH LANGUAGE EDUCATION PROGRAM
Claudia Alma Putri Mamesah
112013081
ABSTRACT
Vocabulary learning is one of the most important challenges that learners
will face throughout the language learning process. Vocabulary has been
considered as important to language use in which insufficient vocabulary
knowledge of the learners led to difficulties in language learning. Coady and
Huckin (1999) said that the critical importance of vocabulary in all languages is
undeniable because it does not only establish cognitive systems of knowledge, but
also facilitates the communicative and comprehensive interaction. Further, the use
of vocabulary learning strategies also affects learners’ performance. This study
aims to describe strategies used by students of Batch 2016 of the English
Language Education Program of the Faculty and Language and Arts of
Universitas Kristen Satya Wacana, Salatiga in learning vocabulary. Based on the
purpose of this study, the best method for this study is descriptive qualitative. A
total of 73 students responded to 22 closed-ended questions with options Yes or
No which was designed based on theory proposed by Stoffer (1995) and Schmitt
(2000). The result of this study revealed the most frequently used strategies is
self-motivation.
Keywords: vocabulary learning strategies, self-motivation strategies, memory
strategies, metacognitive strategies, social strategies
1
INTRODUCTION
Learners who learn a second language will learn several skills such as
writing, reading, speaking, and listening. In order to support their performance in
those skills, they need to enlarge their vocabulary because it is one of the
important things in all languages. Coady and Huckin (1999) said that the critical
importance of vocabulary in all languages is undeniable because it does not only
establish cognitive systems of knowledge, but also facilitates the communicative
and comprehensive interaction. Actually, I feel that as a student in the Faculty of
Language and Arts, I need to enlarge my vocabulary list and I really want to know
what kind of strategies that I can use to enlarge my vocabulary list so that I can
choose the best strategies of learning vocabulary for myself.
When learners want to enlarge their vocabulary, they need to find a
strategy to learn it. There are several strategies to learn vocabulary, comprising
memory strategies, metacognitive strategies, social strategies, determination
strategies, and cognitive strategies (Oxford (1990) as cited in Schmitt (2000)).
Those strategies can help students to learn vocabulary in order to make them
survive in learning a second language. In this study I want to know what strategies
that freshmen in the English Language Education Program of the Faculty of
Language and Arts of Universitas Kristen Satya Wacana used to learn vocabulary
in order to enlarge their vocabulary list.
I hope that this study can provide necessary information for English
teachers especially in the Faculty of Language and Arts of Universitas Kristen
Satya Wacana on how their students apply strategies in learning vocabulary. By
knowing a wide range of strategies in vocabulary learning, teachers would be able
2
to help their students to learn vocabulary more efficiently. Moreover, I expect that
the current study would give useful information for the faculty’s students to be
more aware of the strategies they have applied in learning vocabulary and use the
strategies that suit them.
REVIEW OF LITERATURE
In the old days of language teaching, vocabulary learning and teaching
were given little importance in education. As Moir and Nation (2008) wrote that
lexical instruction was not important, the teaching of vocabulary was therefore not
popular (Nation, 1990). However, nowadays the significance of vocabulary in
learning a language has become more accepted. As said by Coady and Huckin
(1999), we cannot deny the critical importance of vocabulary in all languages
because it does not only establish cognitive systems of knowledge, but also
facilitate the communicative and comprehensive interaction.
Moreover, Paribakht and Wesche (1999) noted that vocabulary acquisition
is a continuous process that involves the integration of various kinds of
knowledge along with gaining different levels of ability to make use of that
knowledge in communication. According to Schmitt (1997), vocabulary learning
strategies are even more important in learning a second language with the
increasing nature of vocabulary acquisition and its emphasis on large exposure to
the language.
Furthermore, Kulikova (2015) mentioned that “words are often called the
building blocks to success on the way to language proficiency. Taken together,
these building blocks constitute people’s vocabularies.” (p.1). It can be interpreted
3
that vocabulary is an important thing in order to succeed on language learning.
Moreover, Cogan (2002) mentioned that the limited number of vocabulary that
someone has may cause him/her to get into trouble in learning a foreign language
since he/she cannot get information well when he/she reads or listens, and he/she
cannot freely express his/her concepts and ideas when he or she writes or speaks.
Learning strategies can help the second language learners become better,
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).
Further, there is a wide range classification of different second language
vocabulary learning strategies suggested by some researchers. One of them is
Schmitt (2000), who classified vocabulary learning strategies, based on Oxford
(1990)’s language learning strategies taxonomy into determination, social,
memory, cognitive and metacognitive. First, determination strategies aid learners
to determine the meaning of words by using dictionary, guessing meaning, and
identifying the parts of speech and constituent elements. Second, social strategies
aid learners to interact with other people and learn from each other. These
strategies can also be applied to stabilize information by speaking to native
speakers or even language teachers outside the class. Third, memory strategies are
strategies that learners employ to recall the word. Memory strategies aid learners
to acquire new vocabularies by mental processing and connecting their
background knowledge to the new words. Next, cognitive strategies are those that
involve learners manipulating the target language. Some common strategies in
cognitive strategies include repetition, taking notes, using flashcard to record new
4
words, and highlighting new words. The last, metacognitive strategies give
learners opportunities to learn, record, and review those experiences. In other
words, metacognitive strategies are monitoring, decision making, and assessment
of learners’ advance. They also help learners to specify suitable strategies in
learning vocabulary.
Then, another researcher, Stoffer (1995), design the classification of
strategies in vocabulary learning containing nine individual strategies: strategies
involving authentic language, strategies involving creative activities, strategies
used for self motivation, strategies used to create mental linkages, memory
strategies, visual strategies, strategies to overcome anxiety, strategies used to
organize words, and strategies involving physical actions.
Richard and Renandya (2002) in their introduction mentioned,
“Vocabulary is a core component of language proficiency and provides much as
the basis for how well learners speak, listen, read, and write” (p.255). If L2
learners cannot make a breakthrough in vocabulary learning, the lack of
vocabulary will prevent learners from developing language skills like listening,
reading, speaking and writing. What can be done is to employ certain strategies to
speed up the acquisition of new vocabularies. In other words, the study of the
vocabulary learning strategies is demanded naturally as an important step in
second language acquisition. In addition, Schmitt (1997) mentioned that strategies
used in language learning are important and bring influences on 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.
5
BeiZang (2011) conducted a research about strategies that students used in
learning vocabulary. The research was conducted at Kristianstad University,
China. The aim of the study was to get the efficient strategies used by Chinese
English major students in vocabulary learning, and to find what strategies had a
positive effect on the students’ vocabulary learning. In addition, the study was
also trying to investigate what methods the students with good learning efficiency
have in common. The study was based on qualitative research, in which 35
college students were investigated. The participants were asked to take a
vocabulary test and complete a questionnaire. The data of the research indicated
that there were significant differences between effective and less effective
learners, and common points between effective learners. Effective learners use
several learning methods and have a positive attitude. There are six methods they
use in common; having interest in English, listening and reading, learning words
in sentence, using bilingual dictionary, reading English books in spare time and
studying the spelling.
Purnamasari (2012) also conducted a research about the vocabulary
learning strategies used by English Language Education program students. The
research was conducted at Universitas Kristen SatyaWacana. The method of the
research was descriptive. The aim of the study was to identify the use of strategies
in learning vocabulary by describing the nature or conditions of the present
situation (Landman, 1988). The participants of this study were English Language
Education program students. The participants were 50 students selected randomly
from different academic year; 10 students from batch 2007, 10 students from
batch 2008, 10 students from batch 2009, 10 students from batch 2010, and 10
6
students from batch 2011. Although the study involved participants from different
batches, it regarded the participants as one whole group. The participants were
asked to complete a questionnaire. The finding of the research indicated several
things. First, the participants were aware of vocabulary. Second, the participants
tended to have high motivation in learning new vocabulary. Third, the participants
were able to control and monitor their own learning. Next, the participants used
memory strategies for specific and useful purposes. It was proven by the most
frequently used strategies by the participants was memorizing meaning of new
words. Last, the participants tended to learn new vocabulary with their classmates
or friends rather than with their teacher.
THE STUDY
Type of the Study
This section describes the method used in doing this research study, the
participants, and how the data were collected and analyzed.This study is a
replication study from Purnamasari (2012) that used a descriptive qualitative
method. Following Landman’s (1988, as cited in Purnamasari, 2012) explanation
of a descriptive study, this study aims to identify the use of strategies in learning
vocabulary by describing the nature or conditions of the participants’ current
situation.
However, unlike Purnamasari’ study (2012) that involved students of five
different batches, this study specifically investigated the strategies used by the
freshmen in the English Language Education Program of the Faculty of Language
7
and Arts of Universitas Kristen SatyaWacana to learn vocabulary. My goal in
doing this study is to give information to lecturers on how their students apply
strategies in learning vocabulary so that they would be able to help their students
to learn vocabulary better. In addition, this study would hopefully give
information to students to be more aware of strategies they have applied in
learning vocabulary and of strategies that may suit them better.
Context of the Study
This study was conducted in the Faculty of Language and Arts (FLA) of
Universitas Kristen Satya Wacana. The university is located in Salatiga, a small
city in Central Java, Indonesia. The Faculty of Language and Arts has three
programs, including English Language Education Program, English Language
Literature Program, and Music Program.
Participants of the Study
The participants in this study were all students of Batch 2016 (73 students)
of the English Language Education Program of the FLAof Universitas Kristen
Satya Wacana, Salatiga, Indonesia. The reason why I chose students of Batch
2016 or the freshmen as my participants is because as the freshmen, they need to
struggle in the FLA longer than the other batches, and it would be helpful if they
could recognize the strategies that may be suitable for them to learn vocabulary.
Data Collection Instrument
Basically, the method of this study is descriptive. In order to get the data
for my research, I used a questionnaire. I adapted the questionnaire from
8
Purnamasari’s study (2007) with some changes in number of questions, personal
information part, question or statement part and word choice. She was an English
Language Education program graduate from Batch 2007 whose study I replicated.
The questionnaire was originally written in English and it consisted of 33 closedended questions with options Yes or No. For this study, the total number of
questions were reduce to 22 because this study excluded the raising awareness
strategies in the investigation. The questionnaire in this study had statements that
represent the four categories of students’ strategies in learning vocabulary: selfmotivation strategies (Stoffer, 1995), metacognitive strategies, memory strategies,
and social strategies (Schmitt, 2000). The classification of the questionnaire
statements is as follows:
Table 1
Questionnaire
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Statements
I have personal goals for learning vocabulary.
I often learn new words when there is a test.
I learn words in order to pass the test.
I have the need to learn words.
I think it is important to know new words.
I want to know how to learn new words effectively.
I continue actively to learn vocabulary outside
class.
I often learn new vocabularies every day.
I often learn new vocabularies every week.
I also learn new words from other sources such as
English newspaper, English books, English
magazines, or films.
I try to find ways to use new words in speaking and
writing.
I learn new words by memorizing the translation.
I try to memorize meaning of new words when
there is a test.
I memorize meaning of new words so that I can use
9
Strategy
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Memory
Memory
Memory
15
16
17
18
19
20
21
22
it actively.
I always review new words that I learn.
I use different ways to remember meaning of new
words.
I learn vocabulary the way the teacher tells me to
do.
The teachers help me individually to understand
new words.
The teacher gives time to me to ask meaning of new
words.
The students in my class have enough courage to
ask the teacher for new words.
When I find new words, I discuss it with my friends
The teacher gives suggestion for learning new
words.
Memory
Memory
Social
Social
Social
Social
Social
Social
Data Collection Procedure
The questionnaire was administered at the end of the class hours so
students could concentrate in filling out the questionnaire. The respondents were
asked to provide personal information (student number) and answer 22 questions.
It took about 5 to 7 minutes and they were asked to answer honestly and submit
the questionnaire after they finished filling it out.
Data Analysis Procedure
In analyzing the data, I used Microsoft Office Excel for Windows to
calculate the frequencies of the strategies applied (in percentages). The average of
each group of the questionnaire applied were obtained from calculating “YES”
answer; then, dividing the sum by the total number of the questions and
multiplying it by 100%.
10
FINDINGS AND DISCUSSIONS
The aim of this chapter is to analyze the data gathered. The discussion of
the analysis result was based on the four main strategies that were mentioned
previously. According to the data analysis, the researcher found that selfmotivation strategies were the strategies most frequently used by the participants
(92%), followed by memory strategies (80%), metacognitive strategies (78%), and
finally social strategies (76%), as shown in Figure 1. This finding is a bit different
from Purnamasari’s finding (2012), where the strategies used by her participants
followed this order: self-motivation, metacognitive, memory, and social strategies.
100%
92%
80%
78%
80%
76%
metacognitive
memory
social
60%
40%
20%
0%
self-motivation
Strategies
Figure 1. Strategies used in this study
In this part, the researcher will explain more details about the findings
from each of the four strategies starting from the most frequently used to the least
(self-motivation, memory, metacognitive and social strategies).
11
120.00%
100.00%
94.52%
93.15%
80.82%
100%
95.89%
84.93%
80.00%
60.00%
40.00%
20.00%
0.00%
Q1
Q2
Q3
Q4
Q5
Q6
Self-Motivation
Figure 2. Self-motivation strategies
Figure 2 presents statements within the category of self-motivation
strategies. From the data above, there were three strategies considered as the most
frequently used strategies. First, all of the participants (100%) in this study
thought that comprehending new words was essential in the second language
learning (Question 5). Second, 95.89% of the participants stated that they were
desirous to acquire vocabularies in effective ways in order to make their learning
easier and enjoyable (Question 6). Third, 94.52% of the participants stated that
they had the need to acquire new vocabularies in order to master second language
(Question 4).
The three strategies in self-motivation that were considered as the least
used strategies employed by the respondents include Question1 (I have personal
goals for learning vocabulary, 93.15%), Question 3 (I am motivated because I
12
want to pass the test, 84.93%), and Question 2 (I only learn new words when there
is a test, 80.82%).
From the data above, it could be summed up that it was important to
enlarge the vocabulary size. It was proven by the finding that all of the
participants believed the importance of mastering new words in second language
learning process. The finding is consistent with Kulikova’s statement (2015) that
“words are often called the building blocks to success on the way to language
proficiency. Taken together, these building blocks constitute
people’s
vocabularies.” (p.1). It can be interpreted that vocabulary is an important thing in
order to succeed on language learning. On the other hand, a few participants
showed low motivation in learning vocabulary. They stated that learning new
words was needed only if there was a test or in order to pass the test. Actually, all
the statements receive above 80% YES answer. It means that all the participants
had high motivation in order to enlarge their vocabulary list.
100.00%
90.00%
93.15%
83.56%
75.34%
80.00%
79.45%
69.86%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Q12
Q13
Q14
Memory
13
Q15
Q16
Figure 3. Memory strategies
Figure 3 presents the memory strategies employed by the participants in
their vocabulary acquisition. According to the result above, there were three
strategies considered as the most frequently used strategies. First, 93.15% of the
participants stated that they learn new words by memorizing the meaning of new
words so that they could use them actively (Question 14). Then, 83.56% of the
participants agreed that they tried to memorize by memorizing the translation
(Question 12). Next, 79.45% of the participants stated that they used different
ways to remember meaning of new words (Question 16). However, 75.34% of the
participants stated that they reviewed the new words that they learned (Question
15). Then, 69.86% of the participants said that they tried to memorize meaning of
new words when there was a test (Question 13).
In summary, most participants have tried to learn vocabulary by
memorizing the meaning of the new words, memorizing their Indonesian
translation, and exploring some other ways to learn vocabulary. This finding was
consistent with Oxford’s statement (1990) that memory strategies are strategies
that learners employ to recall the word. Memory strategies aid learners to acquire
new vocabularies by mental processing and connecting their background
knowledge to the new words.
14
120.00%
95.89%
100.00%
89.04%
86.30%
73.97%
80.00%
60.00%
43.84%
40.00%
20.00%
0.00%
Q7
Q8
Q9
Q10
Q11
Metacognitive
Figure 4. Metacognitive strategies
Figure 4 shows the utilization of metacognitive strategies in learning
vocabulary. From the total of 5 strategies used by the participants, the data
showed the three most frequently used strategies are Question 10 (95.89% of
participants mentioned that they learned new words from other sources or English
media, such as English newspaper, English book, magazine, Internet, and also
films or songs, to increase their knowledge of new English vocabulary), Question
11 (89.04% of the participants stated that they tried to find chance in order to be
able to practice and use the new words they had learned in speaking such as
communicating with native speakers, colleagues or teacher and also found chance
to apply the words in their writing in order to improve their writing skills and
Question 7 (86.30% stated that they learned words not only from the class but also
through their environment in order to enlarge their vocabulary size. However,
15
73.97% of the participants stated that they often learned new words every week
(Question 9) and only 43.84% of the participants sorted that they learned new
words everyday (Question 8).
From the results, it could be concluded that most of the participants had
high effort to enlarge their vocabulary list. They thought that learning in class was
not enough, so they had the initiative to learn outside of class. There was some
proof of their efforts to enlarge new vocabulary. First, they tried to find other
sources in order to enlarge their vocabulary list. They were not only learning new
words through sources given by their teacher but they learned actively from
various sources. Second, they had the capability to find opportunities to use and
apply new vocabulary they had learned through writing or speaking.In other
words, most participants could manage their learning process to meet their needs.
This finding was consistent with Gu and Johnson’s statement (1996) that the most
successful learners were those who actively employed a wide range of vocabulary
learning strategies.
16
90.00%
80.00%
78.08%
78.08%
73.97%
82.19%
78.08%
65.75%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Q17
Q18
Q19
Q20
Q21
Q22
Social
Figure 5. Social strategies
Figure 5 shows the use of social strategies of learning vocabulary. There
were three strategies that were considered as the most frequently used in the social
strategies. First, 82.19% of the participants discussed a new word that they found
with their friends (Question 21). Second, 78.08% of the participants had the same
opinion about three statements (Question 17, 20, and 22) i.e. they learned
vocabulary the way their teacher told them to do, their classmates had enough
courage to ask their teacher for new words, and their teacher gave suggestions for
learning new words. On the other hand, there were two strategies considered as
the least frequently used strategies: Question 18 and Question 19. Only 73.97% of
the participants stated that teachers helped them individually to understand new
words, and 65.75% of participants said that teachers gave time to ask meaning of
new words.
17
From the data, it could be concluded that most of the participants liked to
share their ideas and arguments with their classmates better than directly
involving their teacher in learning vocabulary. Most of them stated that they
discussed new words they found with other friends in class. This finding was
consistent with Schmitt’s statement (2000) that social strategies aid learners to
interact with other people and learn from each other.
CONCLUSION
This paper reports on a study intended to describe the vocabulary
learning strategies used by English Language Education students in their
vocabulary learning process. Among the four categories investigated in this study,
such as strategies used for self-motivation, metacognitive strategies, memory
strategies, and social strategies, this study summed up that self-motivation
strategies were the strategies most frequently used by the participants. Memory
strategies, metacognitive strategies, and social strategies followed afterwards.
The participants in this current study had high motivation to enlarge their
vocabulary list. They believed that learning vocabulary is important when
learning a language, and they had the desire to learn it in various effective ways.
These students had also tried different ways in memorizing words, including
among others memorizing their meaning and their Indonesian translation. They
also looked for ways to practice their English actively to meet their needs, both
inside and outside of class, through speaking and writing. However, in using
social strategies, these students seemed to find more comfort to work with their
friends rather than with their teachers.
18
Regarding the findings, the researcher suggests the learners to have high
motivation in order to enlarge their vocabulary list. Moreover, the the researcher
also suggest the teacher to motivate their learners to enlarge their vocabulary list.
This study was not without a weakness. It was hard for the researcher to
get more information from the participants about their answer since most of them
did not want to give his/her personal information to the researcher. Perhaps for
future research the researcher could give explanation or reason to the respondents
more clearly why the researcher asked their personal information. Moreover, the
researcher could conduct the research not only in quantitative approach but also in
qualitative approach to know the individual’s differences in order to find some
reasons that influenced their strategies choice.
19
ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to my Almighty God,
Jesus Christ. I would never be able to finish this thesis without His blessings and
grace. Then, I would like to thank my supervisor, Ma’am Gita Hastuti, M.A. for
her guidance and inputs during the process of finishing this thesis. I would also
like to thank my examiner, Bapak Prof. Dr. Gusti Astika for his willingness to
examine my thesis in the midst of his busy schedule. Many thanks for all students
of Batch 2016 of the English Language Education Program as my participants for
being so cooperative. My deepest thanks are dedicated to my family, my beloved
father and mother, Abraham Alexander Mamesah and Sri Budayati Santoso, my
brothers, Yefta Pratama Putra Mamesah and Jireh Benyamin Putra Mamesah and
my sister-in-law, Debra Cindy Lioenita for always support me and pray for me.
Last but not least, big thanks to my friends from my connect group and all of my
brothers and sisters in Christ in Campus Meeting community who also pray for
me and support me. I may not be able to mention everyone who has been a great
influence for me, but I would like to once again thank all those who have helped
me and even prayed for my success in finishing this thesis. God always bless you
all.
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APPENDIX
Vocabulary Learning Strategies by the Freshmen in an English
Language Education Program
Dear participants,
I am a student of English Language Education Program who is doing research for
my thesis. This questionnaire aims to gather information about your experiences
in learning vocabulary. The result of this research will be only used for research
purpose. Please kindly fill in the questionnaire honestly. Your answer would not
affect your grade.
Please put a tick (V) on the column that represents your response to each
statement below.
No
Statements
1
I have personal goals for learning vocabulary.
2
I often learn new words when there is a test.
3
I learn words in order to pass the test.
4
I have the need to learn words.
5
I think it is important to know new words.
6
I want to know how to learn new words effectively.
7
I continue actively to learn vocabulary outside class.
8
I often learn new vocabularies every day.
9
I often learn new vocabularies every week.
10
I also learn new words from other sources such as English
newspaper, English books, English magazines, or films.
11
I try to find ways to use new words in speaking and writing.
12
I learn new words by memorizing the translation.
13
I try to memorize the meanings of new words when there is a
test.
23
Yes
No
14
I memorize the meanings of new words so that I can use
them actively.
15
I always review the new words that I learn.
16
I use different ways to remember the meanings of new
words.
17
The teacher gives suggestions for learning new words.
18
I learn vocabulary the way the teacher tells me to do.
19
The teachers help me individually to understand new words.
20
The teacher gives time for me to ask the meanings of new
words.
21
The students in my class have enough courage to ask the
teacher for new words and their meanings.
22
When I find new words, I discuss them with my friends.
Student Number: ____________________
If you would like to be further interviewed, pleased kindly give your contact:
Name
: _____________________________________________
Phone number
: __________________________
Thank you
24
IN AN ENGLISH LANGUAGE EDUCATION PROGRAM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Claudia Alma Putri Mamesah
NIM: 112013081
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
Pernyataan Tidak Plagiat
ii
Pernyataan Persetujuan
Akses
iii
Approval Page
iv
Copyright Statement
v
Publication Agreement
Declaration
vi
Table of Contents
Cover Page .......................................................................................................................... i
Pernyataan Tidak Plagiat.................................................................................................... ii
Pernyataan Persetujuan Akses ........................................................................................... iii
Approval Page ................................................................................................................... iv
Copyright Statement .......................................................................................................... v
Publication Agreement Declaration .................................................................................. vi
ABSTRACT.......................................................................................................................1
INTRODUCTION .............................................................................................................2
REVIEW OF LITERATURE............................................................................................. 3
THE STUDY .....................................................................................................................7
Type of the Study ...........................................................................................................7
Context of the Study ...................................................................................................... 8
Participants of the Study ................................................................................................ 8
Data Collection Instrument ............................................................................................ 8
Data Collection Procedure ........................................................................................... 10
Data Analysis Procedure .............................................................................................. 10
FINDINGS AND DISCUSSIONS ................................................................................... 11
CONCLUSION ................................................................................................................18
ACKNOWLEDGEMENTS ............................................................................................. 20
REFERENCES ................................................................................................................21
APPENDIX ...................................................................................................................... 23
vii
VOCABULARY LEARNING STRATEGIES BY THE FRESHMEN
IN AN ENGLISH LANGUAGE EDUCATION PROGRAM
Claudia Alma Putri Mamesah
112013081
ABSTRACT
Vocabulary learning is one of the most important challenges that learners
will face throughout the language learning process. Vocabulary has been
considered as important to language use in which insufficient vocabulary
knowledge of the learners led to difficulties in language learning. Coady and
Huckin (1999) said that the critical importance of vocabulary in all languages is
undeniable because it does not only establish cognitive systems of knowledge, but
also facilitates the communicative and comprehensive interaction. Further, the use
of vocabulary learning strategies also affects learners’ performance. This study
aims to describe strategies used by students of Batch 2016 of the English
Language Education Program of the Faculty and Language and Arts of
Universitas Kristen Satya Wacana, Salatiga in learning vocabulary. Based on the
purpose of this study, the best method for this study is descriptive qualitative. A
total of 73 students responded to 22 closed-ended questions with options Yes or
No which was designed based on theory proposed by Stoffer (1995) and Schmitt
(2000). The result of this study revealed the most frequently used strategies is
self-motivation.
Keywords: vocabulary learning strategies, self-motivation strategies, memory
strategies, metacognitive strategies, social strategies
1
INTRODUCTION
Learners who learn a second language will learn several skills such as
writing, reading, speaking, and listening. In order to support their performance in
those skills, they need to enlarge their vocabulary because it is one of the
important things in all languages. Coady and Huckin (1999) said that the critical
importance of vocabulary in all languages is undeniable because it does not only
establish cognitive systems of knowledge, but also facilitates the communicative
and comprehensive interaction. Actually, I feel that as a student in the Faculty of
Language and Arts, I need to enlarge my vocabulary list and I really want to know
what kind of strategies that I can use to enlarge my vocabulary list so that I can
choose the best strategies of learning vocabulary for myself.
When learners want to enlarge their vocabulary, they need to find a
strategy to learn it. There are several strategies to learn vocabulary, comprising
memory strategies, metacognitive strategies, social strategies, determination
strategies, and cognitive strategies (Oxford (1990) as cited in Schmitt (2000)).
Those strategies can help students to learn vocabulary in order to make them
survive in learning a second language. In this study I want to know what strategies
that freshmen in the English Language Education Program of the Faculty of
Language and Arts of Universitas Kristen Satya Wacana used to learn vocabulary
in order to enlarge their vocabulary list.
I hope that this study can provide necessary information for English
teachers especially in the Faculty of Language and Arts of Universitas Kristen
Satya Wacana on how their students apply strategies in learning vocabulary. By
knowing a wide range of strategies in vocabulary learning, teachers would be able
2
to help their students to learn vocabulary more efficiently. Moreover, I expect that
the current study would give useful information for the faculty’s students to be
more aware of the strategies they have applied in learning vocabulary and use the
strategies that suit them.
REVIEW OF LITERATURE
In the old days of language teaching, vocabulary learning and teaching
were given little importance in education. As Moir and Nation (2008) wrote that
lexical instruction was not important, the teaching of vocabulary was therefore not
popular (Nation, 1990). However, nowadays the significance of vocabulary in
learning a language has become more accepted. As said by Coady and Huckin
(1999), we cannot deny the critical importance of vocabulary in all languages
because it does not only establish cognitive systems of knowledge, but also
facilitate the communicative and comprehensive interaction.
Moreover, Paribakht and Wesche (1999) noted that vocabulary acquisition
is a continuous process that involves the integration of various kinds of
knowledge along with gaining different levels of ability to make use of that
knowledge in communication. According to Schmitt (1997), vocabulary learning
strategies are even more important in learning a second language with the
increasing nature of vocabulary acquisition and its emphasis on large exposure to
the language.
Furthermore, Kulikova (2015) mentioned that “words are often called the
building blocks to success on the way to language proficiency. Taken together,
these building blocks constitute people’s vocabularies.” (p.1). It can be interpreted
3
that vocabulary is an important thing in order to succeed on language learning.
Moreover, Cogan (2002) mentioned that the limited number of vocabulary that
someone has may cause him/her to get into trouble in learning a foreign language
since he/she cannot get information well when he/she reads or listens, and he/she
cannot freely express his/her concepts and ideas when he or she writes or speaks.
Learning strategies can help the second language learners become better,
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).
Further, there is a wide range classification of different second language
vocabulary learning strategies suggested by some researchers. One of them is
Schmitt (2000), who classified vocabulary learning strategies, based on Oxford
(1990)’s language learning strategies taxonomy into determination, social,
memory, cognitive and metacognitive. First, determination strategies aid learners
to determine the meaning of words by using dictionary, guessing meaning, and
identifying the parts of speech and constituent elements. Second, social strategies
aid learners to interact with other people and learn from each other. These
strategies can also be applied to stabilize information by speaking to native
speakers or even language teachers outside the class. Third, memory strategies are
strategies that learners employ to recall the word. Memory strategies aid learners
to acquire new vocabularies by mental processing and connecting their
background knowledge to the new words. Next, cognitive strategies are those that
involve learners manipulating the target language. Some common strategies in
cognitive strategies include repetition, taking notes, using flashcard to record new
4
words, and highlighting new words. The last, metacognitive strategies give
learners opportunities to learn, record, and review those experiences. In other
words, metacognitive strategies are monitoring, decision making, and assessment
of learners’ advance. They also help learners to specify suitable strategies in
learning vocabulary.
Then, another researcher, Stoffer (1995), design the classification of
strategies in vocabulary learning containing nine individual strategies: strategies
involving authentic language, strategies involving creative activities, strategies
used for self motivation, strategies used to create mental linkages, memory
strategies, visual strategies, strategies to overcome anxiety, strategies used to
organize words, and strategies involving physical actions.
Richard and Renandya (2002) in their introduction mentioned,
“Vocabulary is a core component of language proficiency and provides much as
the basis for how well learners speak, listen, read, and write” (p.255). If L2
learners cannot make a breakthrough in vocabulary learning, the lack of
vocabulary will prevent learners from developing language skills like listening,
reading, speaking and writing. What can be done is to employ certain strategies to
speed up the acquisition of new vocabularies. In other words, the study of the
vocabulary learning strategies is demanded naturally as an important step in
second language acquisition. In addition, Schmitt (1997) mentioned that strategies
used in language learning are important and bring influences on 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.
5
BeiZang (2011) conducted a research about strategies that students used in
learning vocabulary. The research was conducted at Kristianstad University,
China. The aim of the study was to get the efficient strategies used by Chinese
English major students in vocabulary learning, and to find what strategies had a
positive effect on the students’ vocabulary learning. In addition, the study was
also trying to investigate what methods the students with good learning efficiency
have in common. The study was based on qualitative research, in which 35
college students were investigated. The participants were asked to take a
vocabulary test and complete a questionnaire. The data of the research indicated
that there were significant differences between effective and less effective
learners, and common points between effective learners. Effective learners use
several learning methods and have a positive attitude. There are six methods they
use in common; having interest in English, listening and reading, learning words
in sentence, using bilingual dictionary, reading English books in spare time and
studying the spelling.
Purnamasari (2012) also conducted a research about the vocabulary
learning strategies used by English Language Education program students. The
research was conducted at Universitas Kristen SatyaWacana. The method of the
research was descriptive. The aim of the study was to identify the use of strategies
in learning vocabulary by describing the nature or conditions of the present
situation (Landman, 1988). The participants of this study were English Language
Education program students. The participants were 50 students selected randomly
from different academic year; 10 students from batch 2007, 10 students from
batch 2008, 10 students from batch 2009, 10 students from batch 2010, and 10
6
students from batch 2011. Although the study involved participants from different
batches, it regarded the participants as one whole group. The participants were
asked to complete a questionnaire. The finding of the research indicated several
things. First, the participants were aware of vocabulary. Second, the participants
tended to have high motivation in learning new vocabulary. Third, the participants
were able to control and monitor their own learning. Next, the participants used
memory strategies for specific and useful purposes. It was proven by the most
frequently used strategies by the participants was memorizing meaning of new
words. Last, the participants tended to learn new vocabulary with their classmates
or friends rather than with their teacher.
THE STUDY
Type of the Study
This section describes the method used in doing this research study, the
participants, and how the data were collected and analyzed.This study is a
replication study from Purnamasari (2012) that used a descriptive qualitative
method. Following Landman’s (1988, as cited in Purnamasari, 2012) explanation
of a descriptive study, this study aims to identify the use of strategies in learning
vocabulary by describing the nature or conditions of the participants’ current
situation.
However, unlike Purnamasari’ study (2012) that involved students of five
different batches, this study specifically investigated the strategies used by the
freshmen in the English Language Education Program of the Faculty of Language
7
and Arts of Universitas Kristen SatyaWacana to learn vocabulary. My goal in
doing this study is to give information to lecturers on how their students apply
strategies in learning vocabulary so that they would be able to help their students
to learn vocabulary better. In addition, this study would hopefully give
information to students to be more aware of strategies they have applied in
learning vocabulary and of strategies that may suit them better.
Context of the Study
This study was conducted in the Faculty of Language and Arts (FLA) of
Universitas Kristen Satya Wacana. The university is located in Salatiga, a small
city in Central Java, Indonesia. The Faculty of Language and Arts has three
programs, including English Language Education Program, English Language
Literature Program, and Music Program.
Participants of the Study
The participants in this study were all students of Batch 2016 (73 students)
of the English Language Education Program of the FLAof Universitas Kristen
Satya Wacana, Salatiga, Indonesia. The reason why I chose students of Batch
2016 or the freshmen as my participants is because as the freshmen, they need to
struggle in the FLA longer than the other batches, and it would be helpful if they
could recognize the strategies that may be suitable for them to learn vocabulary.
Data Collection Instrument
Basically, the method of this study is descriptive. In order to get the data
for my research, I used a questionnaire. I adapted the questionnaire from
8
Purnamasari’s study (2007) with some changes in number of questions, personal
information part, question or statement part and word choice. She was an English
Language Education program graduate from Batch 2007 whose study I replicated.
The questionnaire was originally written in English and it consisted of 33 closedended questions with options Yes or No. For this study, the total number of
questions were reduce to 22 because this study excluded the raising awareness
strategies in the investigation. The questionnaire in this study had statements that
represent the four categories of students’ strategies in learning vocabulary: selfmotivation strategies (Stoffer, 1995), metacognitive strategies, memory strategies,
and social strategies (Schmitt, 2000). The classification of the questionnaire
statements is as follows:
Table 1
Questionnaire
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Statements
I have personal goals for learning vocabulary.
I often learn new words when there is a test.
I learn words in order to pass the test.
I have the need to learn words.
I think it is important to know new words.
I want to know how to learn new words effectively.
I continue actively to learn vocabulary outside
class.
I often learn new vocabularies every day.
I often learn new vocabularies every week.
I also learn new words from other sources such as
English newspaper, English books, English
magazines, or films.
I try to find ways to use new words in speaking and
writing.
I learn new words by memorizing the translation.
I try to memorize meaning of new words when
there is a test.
I memorize meaning of new words so that I can use
9
Strategy
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Self-motivation
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Memory
Memory
Memory
15
16
17
18
19
20
21
22
it actively.
I always review new words that I learn.
I use different ways to remember meaning of new
words.
I learn vocabulary the way the teacher tells me to
do.
The teachers help me individually to understand
new words.
The teacher gives time to me to ask meaning of new
words.
The students in my class have enough courage to
ask the teacher for new words.
When I find new words, I discuss it with my friends
The teacher gives suggestion for learning new
words.
Memory
Memory
Social
Social
Social
Social
Social
Social
Data Collection Procedure
The questionnaire was administered at the end of the class hours so
students could concentrate in filling out the questionnaire. The respondents were
asked to provide personal information (student number) and answer 22 questions.
It took about 5 to 7 minutes and they were asked to answer honestly and submit
the questionnaire after they finished filling it out.
Data Analysis Procedure
In analyzing the data, I used Microsoft Office Excel for Windows to
calculate the frequencies of the strategies applied (in percentages). The average of
each group of the questionnaire applied were obtained from calculating “YES”
answer; then, dividing the sum by the total number of the questions and
multiplying it by 100%.
10
FINDINGS AND DISCUSSIONS
The aim of this chapter is to analyze the data gathered. The discussion of
the analysis result was based on the four main strategies that were mentioned
previously. According to the data analysis, the researcher found that selfmotivation strategies were the strategies most frequently used by the participants
(92%), followed by memory strategies (80%), metacognitive strategies (78%), and
finally social strategies (76%), as shown in Figure 1. This finding is a bit different
from Purnamasari’s finding (2012), where the strategies used by her participants
followed this order: self-motivation, metacognitive, memory, and social strategies.
100%
92%
80%
78%
80%
76%
metacognitive
memory
social
60%
40%
20%
0%
self-motivation
Strategies
Figure 1. Strategies used in this study
In this part, the researcher will explain more details about the findings
from each of the four strategies starting from the most frequently used to the least
(self-motivation, memory, metacognitive and social strategies).
11
120.00%
100.00%
94.52%
93.15%
80.82%
100%
95.89%
84.93%
80.00%
60.00%
40.00%
20.00%
0.00%
Q1
Q2
Q3
Q4
Q5
Q6
Self-Motivation
Figure 2. Self-motivation strategies
Figure 2 presents statements within the category of self-motivation
strategies. From the data above, there were three strategies considered as the most
frequently used strategies. First, all of the participants (100%) in this study
thought that comprehending new words was essential in the second language
learning (Question 5). Second, 95.89% of the participants stated that they were
desirous to acquire vocabularies in effective ways in order to make their learning
easier and enjoyable (Question 6). Third, 94.52% of the participants stated that
they had the need to acquire new vocabularies in order to master second language
(Question 4).
The three strategies in self-motivation that were considered as the least
used strategies employed by the respondents include Question1 (I have personal
goals for learning vocabulary, 93.15%), Question 3 (I am motivated because I
12
want to pass the test, 84.93%), and Question 2 (I only learn new words when there
is a test, 80.82%).
From the data above, it could be summed up that it was important to
enlarge the vocabulary size. It was proven by the finding that all of the
participants believed the importance of mastering new words in second language
learning process. The finding is consistent with Kulikova’s statement (2015) that
“words are often called the building blocks to success on the way to language
proficiency. Taken together, these building blocks constitute
people’s
vocabularies.” (p.1). It can be interpreted that vocabulary is an important thing in
order to succeed on language learning. On the other hand, a few participants
showed low motivation in learning vocabulary. They stated that learning new
words was needed only if there was a test or in order to pass the test. Actually, all
the statements receive above 80% YES answer. It means that all the participants
had high motivation in order to enlarge their vocabulary list.
100.00%
90.00%
93.15%
83.56%
75.34%
80.00%
79.45%
69.86%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Q12
Q13
Q14
Memory
13
Q15
Q16
Figure 3. Memory strategies
Figure 3 presents the memory strategies employed by the participants in
their vocabulary acquisition. According to the result above, there were three
strategies considered as the most frequently used strategies. First, 93.15% of the
participants stated that they learn new words by memorizing the meaning of new
words so that they could use them actively (Question 14). Then, 83.56% of the
participants agreed that they tried to memorize by memorizing the translation
(Question 12). Next, 79.45% of the participants stated that they used different
ways to remember meaning of new words (Question 16). However, 75.34% of the
participants stated that they reviewed the new words that they learned (Question
15). Then, 69.86% of the participants said that they tried to memorize meaning of
new words when there was a test (Question 13).
In summary, most participants have tried to learn vocabulary by
memorizing the meaning of the new words, memorizing their Indonesian
translation, and exploring some other ways to learn vocabulary. This finding was
consistent with Oxford’s statement (1990) that memory strategies are strategies
that learners employ to recall the word. Memory strategies aid learners to acquire
new vocabularies by mental processing and connecting their background
knowledge to the new words.
14
120.00%
95.89%
100.00%
89.04%
86.30%
73.97%
80.00%
60.00%
43.84%
40.00%
20.00%
0.00%
Q7
Q8
Q9
Q10
Q11
Metacognitive
Figure 4. Metacognitive strategies
Figure 4 shows the utilization of metacognitive strategies in learning
vocabulary. From the total of 5 strategies used by the participants, the data
showed the three most frequently used strategies are Question 10 (95.89% of
participants mentioned that they learned new words from other sources or English
media, such as English newspaper, English book, magazine, Internet, and also
films or songs, to increase their knowledge of new English vocabulary), Question
11 (89.04% of the participants stated that they tried to find chance in order to be
able to practice and use the new words they had learned in speaking such as
communicating with native speakers, colleagues or teacher and also found chance
to apply the words in their writing in order to improve their writing skills and
Question 7 (86.30% stated that they learned words not only from the class but also
through their environment in order to enlarge their vocabulary size. However,
15
73.97% of the participants stated that they often learned new words every week
(Question 9) and only 43.84% of the participants sorted that they learned new
words everyday (Question 8).
From the results, it could be concluded that most of the participants had
high effort to enlarge their vocabulary list. They thought that learning in class was
not enough, so they had the initiative to learn outside of class. There was some
proof of their efforts to enlarge new vocabulary. First, they tried to find other
sources in order to enlarge their vocabulary list. They were not only learning new
words through sources given by their teacher but they learned actively from
various sources. Second, they had the capability to find opportunities to use and
apply new vocabulary they had learned through writing or speaking.In other
words, most participants could manage their learning process to meet their needs.
This finding was consistent with Gu and Johnson’s statement (1996) that the most
successful learners were those who actively employed a wide range of vocabulary
learning strategies.
16
90.00%
80.00%
78.08%
78.08%
73.97%
82.19%
78.08%
65.75%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Q17
Q18
Q19
Q20
Q21
Q22
Social
Figure 5. Social strategies
Figure 5 shows the use of social strategies of learning vocabulary. There
were three strategies that were considered as the most frequently used in the social
strategies. First, 82.19% of the participants discussed a new word that they found
with their friends (Question 21). Second, 78.08% of the participants had the same
opinion about three statements (Question 17, 20, and 22) i.e. they learned
vocabulary the way their teacher told them to do, their classmates had enough
courage to ask their teacher for new words, and their teacher gave suggestions for
learning new words. On the other hand, there were two strategies considered as
the least frequently used strategies: Question 18 and Question 19. Only 73.97% of
the participants stated that teachers helped them individually to understand new
words, and 65.75% of participants said that teachers gave time to ask meaning of
new words.
17
From the data, it could be concluded that most of the participants liked to
share their ideas and arguments with their classmates better than directly
involving their teacher in learning vocabulary. Most of them stated that they
discussed new words they found with other friends in class. This finding was
consistent with Schmitt’s statement (2000) that social strategies aid learners to
interact with other people and learn from each other.
CONCLUSION
This paper reports on a study intended to describe the vocabulary
learning strategies used by English Language Education students in their
vocabulary learning process. Among the four categories investigated in this study,
such as strategies used for self-motivation, metacognitive strategies, memory
strategies, and social strategies, this study summed up that self-motivation
strategies were the strategies most frequently used by the participants. Memory
strategies, metacognitive strategies, and social strategies followed afterwards.
The participants in this current study had high motivation to enlarge their
vocabulary list. They believed that learning vocabulary is important when
learning a language, and they had the desire to learn it in various effective ways.
These students had also tried different ways in memorizing words, including
among others memorizing their meaning and their Indonesian translation. They
also looked for ways to practice their English actively to meet their needs, both
inside and outside of class, through speaking and writing. However, in using
social strategies, these students seemed to find more comfort to work with their
friends rather than with their teachers.
18
Regarding the findings, the researcher suggests the learners to have high
motivation in order to enlarge their vocabulary list. Moreover, the the researcher
also suggest the teacher to motivate their learners to enlarge their vocabulary list.
This study was not without a weakness. It was hard for the researcher to
get more information from the participants about their answer since most of them
did not want to give his/her personal information to the researcher. Perhaps for
future research the researcher could give explanation or reason to the respondents
more clearly why the researcher asked their personal information. Moreover, the
researcher could conduct the research not only in quantitative approach but also in
qualitative approach to know the individual’s differences in order to find some
reasons that influenced their strategies choice.
19
ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to my Almighty God,
Jesus Christ. I would never be able to finish this thesis without His blessings and
grace. Then, I would like to thank my supervisor, Ma’am Gita Hastuti, M.A. for
her guidance and inputs during the process of finishing this thesis. I would also
like to thank my examiner, Bapak Prof. Dr. Gusti Astika for his willingness to
examine my thesis in the midst of his busy schedule. Many thanks for all students
of Batch 2016 of the English Language Education Program as my participants for
being so cooperative. My deepest thanks are dedicated to my family, my beloved
father and mother, Abraham Alexander Mamesah and Sri Budayati Santoso, my
brothers, Yefta Pratama Putra Mamesah and Jireh Benyamin Putra Mamesah and
my sister-in-law, Debra Cindy Lioenita for always support me and pray for me.
Last but not least, big thanks to my friends from my connect group and all of my
brothers and sisters in Christ in Campus Meeting community who also pray for
me and support me. I may not be able to mention everyone who has been a great
influence for me, but I would like to once again thank all those who have helped
me and even prayed for my success in finishing this thesis. God always bless you
all.
20
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Wacana Christian University. Retrieved from repository.uksw.edu
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Cambridge University Press.
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(Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227).
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APPENDIX
Vocabulary Learning Strategies by the Freshmen in an English
Language Education Program
Dear participants,
I am a student of English Language Education Program who is doing research for
my thesis. This questionnaire aims to gather information about your experiences
in learning vocabulary. The result of this research will be only used for research
purpose. Please kindly fill in the questionnaire honestly. Your answer would not
affect your grade.
Please put a tick (V) on the column that represents your response to each
statement below.
No
Statements
1
I have personal goals for learning vocabulary.
2
I often learn new words when there is a test.
3
I learn words in order to pass the test.
4
I have the need to learn words.
5
I think it is important to know new words.
6
I want to know how to learn new words effectively.
7
I continue actively to learn vocabulary outside class.
8
I often learn new vocabularies every day.
9
I often learn new vocabularies every week.
10
I also learn new words from other sources such as English
newspaper, English books, English magazines, or films.
11
I try to find ways to use new words in speaking and writing.
12
I learn new words by memorizing the translation.
13
I try to memorize the meanings of new words when there is a
test.
23
Yes
No
14
I memorize the meanings of new words so that I can use
them actively.
15
I always review the new words that I learn.
16
I use different ways to remember the meanings of new
words.
17
The teacher gives suggestions for learning new words.
18
I learn vocabulary the way the teacher tells me to do.
19
The teachers help me individually to understand new words.
20
The teacher gives time for me to ask the meanings of new
words.
21
The students in my class have enough courage to ask the
teacher for new words and their meanings.
22
When I find new words, I discuss them with my friends.
Student Number: ____________________
If you would like to be further interviewed, pleased kindly give your contact:
Name
: _____________________________________________
Phone number
: __________________________
Thank you
24