Strategies in vocabulary acquisition: a case study of male students.

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STRATEGIES IN VOCABULARY ACQUISITION:

A CASE STUDY OF MALE STUDENTS

THESIS

Submitted as partial fulfillment of the requirements for the Bachelor Degree

of English Department, Faculty of Letters and Humanities,

Sunan Ampel State Islamic University

By:

FAUZAN ATSARI

Reg. Number: A93213149

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND HUMANITIES

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2017

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This thesis has been approved and accepted by the Board of Examiners, English Depafiment, Faculty of Humanities, UIN Sunan Ampel Surabaya, on

2"d of Febru ary, 2Ol7

The Dea Letters and Humanities

The board of examiners are:

Secretary

Prof. Dr. Hj. Zullati mah, M.Pd NIP: 1973030320 32001

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Examiner 1

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NIurni Fidiyanti, MA

NIP: 19830530201

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Examiner 2

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NIP: 19781 00620050 12004

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42121990031002

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertandatangan di bawah ini, saya: Nama : Fauzan Atsari

NIM : A93213149

Fakultas/Jurusan : Adab dan Humaniora/Bahasa dan Sastra Inggris E-mail address : [email protected]

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Skripsi Tesis Disertasi Lain-lain (………) yang berjudul :

Strategies in Vocabulary Acquisition : A Case Study of Male Students

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext _{untuk kepentingan}

akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 15 Maret 2017 Penulis

( Fauzan Atsari )

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA

PERPUSTAKAAN

Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300 E-Mail: [email protected]

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ABSTRACT

Atsari, F. (2017). Strategies in Vocabulary Acquisition: A Case Study of Male Students. Thesis. English Department, Faculty of Letters and Humanities, Sunan Ampel State Islamic University, Surabaya.

Advisor : Prof. Dr. Hj. Zuliati Rohmah, M.Pd

There have been so many researchers conducted research in language acquisition. Generally, linguists group the process of acquiring language into first language acquisition and second language acquisition. In addition, there is also term vocabulary acquisition which refers to the process of acquiring vocabulary.

In fact, the term acquisition is interpreted differently by language researchers. Some researchers distinguish between acquiring and learning. On the other side, the other researchers assume those terms as the same. In this research, the researcher refers to the notion that those two are similar.

The process of acquiring vocabulary is influenced by many factors. Some of the factors found by the language researchers are first language background, motivation, and learning strategies. Language strategies itself can be divided to some types.

Researchers found various strategies in their research on language learning strategies. One of them is Shirahata et al. (1999, in Azumi, 2008) who devided learning strategies into direct and indirect strategies which each of them contains three sections. Azumi (2008), using language learning strategies initiated by Shirahata et al., found that strategies in learning vocabulary is more used by advanced students than intermediate and elementary students.

By this research, the writer tried to look for the strategies that mostly used by students, their reason for using the strategies, how the strategies influence them, and the strength and weakness of each strategy according to them, which was not done in Azumi’s research.

By the end of this research, the researcher found that the results were varied on each problem. Each of them was different based upon factors influencing each subject.

Finally, the researcher hopes that the finding of this research can be useful for the development of science in language acquisition, especially in vocabulary acquisition, and help the reader who want to explore the lore of it.

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INTISARI

Pembimbing : Prof. Dr. Hj. Zuliati Rohmah, M.Pd

Telah banyak penelitian mengenai proses akuisisi bahasa. Secara umum, ahli bahasa mengelompokkan proses akuisisi bahasa ke dalam akuisisi bahasa pertama dan kedua. Sebagai tambahan, ada juga yang disebut proses akuisisi kosa kata.

Faktanya, istilah akuisisi dapat ditafsirkan berbeda-beda oleh para ahli bahasa. Beberapa di antaranya membedakan antara mengakuisisi dan mempelajari. Yang lainnya menganggap kedua hal tersebut sama. Pada penelitian ini, peneliti mengacu pada pendapat bahwa keduanya setara.

Proses akuisisi kosa kata sendiri dipengaruhi oleh banyak faktor. Beberapa diantaranya yang ditemukan oleh para ahli bahasa adalah latar belakang bahasa pertama, motivasi, dan strategi belajar. Strategi belajar sendiri dapat dibagi menjadi beberapa jenis.

Para peneliti menemukan berbagai strategi pada penelitiannya dalam strategi pembelajaran bahasa. Salah satunya adalah Shirahata dkk. (1999, pada Azumi 2008) yang membagi strategi belajar bahasa ke ‘langsung’ dan ‘tidak langsung’ di mana setiap kelompok tersebut mengandung tiga tiga bagian. Azumi (2008), dengan strategi yang digagas oleh Shirahata dkk., menemukan bahwa strategi dalam pembelajaran bahasa lebih digunakan oleh pelajar tingkat lanjut daripada pelajar tingkat menengah dan dasar.

Dengan penelitian ini, peneliti mencoba untuk mengetahui strategi yang paling sering digunakan, alasan penggunaan, pengaruh penggunaan, serta kekuatan dan kelemahan setiap strategi berdasarkan penggunanya, di mana hal tersebut tidak dilakukan pada penelitian milih Azumi.

Pada akhir penelitian ini, peneliti menemukan bahwa hasilnya berbeda pada setiap kasus. Setiap dari hasilnya berbeda bergantung pada faktor yang mempengaruhi setiap subyek.

Akhirnya, peneliti berharap penemuan dari penelitian ini dapat bermanfaat untuk perkembangan ilmu pada bidang akuisisi bahasa, khususnya akuisisi kosa kata, dan membantu pembaca yang ingin menyelidiki pengetahuan mengenai ini. Key terms: language acquisition, vocabulary acquisition, learning strategies

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Inside the Cover Page ……… i

Declaration Page ……… ii

Dedication Page ………. iii

Motto ………. iv

Advisor’s Approval Page ………. v

Examiner’s Approval Page……… vi

Acknowledgement ………. vii

Table of Contents ……….. viii

Abstract ………. x

Intisari ……… xi

CHAPTER I: INTRODUCTION Background of the Study ………... 1

Research Problems ……… 5

Research Objectives ……….. 5

Significance of the Study ……….. 6

Scope and Limitation ……… 6

Definition of Key Terms ………... 7

CHAPTER II: REVIEW OF RELATED LITERATURE Vocabulary Acquisition ……… 8

Learning Strategies ……… 9

CHAPTER III: RESEARCH METHODOLOGY Research Design ……… 14

Data Collection ……….. 14

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CHAPTER IV: FINDINGS AND DISCUSSION

Findings ………. 26

Discussion ………. 69

CHAPTER V: CONCLUSION AND SUGGESTION Conclusion ………. 71

Suggestion ………. 72

REFERENCES….………... 75

APPENDIX 1………... 79

APPENDIX 2 ………... 83

APPENDIX 3 ………... 85

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CHAPTER I

INTRODUCTION

This chapter explains background of the study, research problem, research objectives, significance of the study, scope and limitation, and definition of key terms which become the basis of this research.

1.1Background of the Study

Language acquisition had become a common topic discussed by many language researchers. Since First Language Acquisition (FLA) and Second Language Acquisition (SLA) are different process, the factors influencing those process are also different (Ghazali, 2006; Ipek, 2009; Nemati and Taghizadeh, 2013). So did the factors that influence the process of vocabulary acquisition. However, they are interrelated each other. It means that the factors influencing FLA or SLA, such as age, motivation, first language (L1) background, and learning strategy, can also have impact on vocabulary acquisition, vice versa. This research was conducted to analyze the role of learning strategy in vocabulary acquisition, the strategy that most frequently used, and the reason for certain learning strategies to be chosen.

Basically, acquisition is the process of ‘acquiring’. Consequently, in term of language, acquisition can be meant as the process of acquiring language. However, researchers had different opinion in interpreting the term ‘acquisition’ and ‘learning’. Some researchers interpreted the term acquisition as the process of getting, obtaining, or achieving – in this case, language – that could be from either conscious or unconscious process (Collier, 1988; Pigada

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2 and Schmitt, 2006). On the other side, Abukhattala (2013) and Rafik (2005) made distinctions between acquisition and learning that acquisition was a subconscious process based on the use of language in informal situation for meaningful communication such as daily conversation when the users did not focus on form of the languages while learning was a conscious process which took place in contexts which there was conscious attention on the structure of language. In this research, the researcher referred to the interpretation which both were equal.

Language acquisition, furthermore, can be divided into two kinds; First Language Acquisition (FLA) and Second Language Acquisition (SLA). FLA is the acquisition process of first language (L1), that is, the languages which were acquired during the childhood from people in the vicinity and spoken in the home environment. Whereas SLA is the process of acquiring second language (L2). It refers to the additional language which is acquired after first language. Even though it may be actually the third, fourth, or tenth to be acquired. (Saville-Troike, 2006). Additionally, there is the process of acquiring vocabulary which is called as vocabulary acquisition.

Many language researchers agreed that L2 is the language that is acquired subsequent to the L1. The existence of the prefix ‘second’ makes it refers to any language that is learned after the mother tongue. Thus, it can refer to the third, fourth, even tenth language (Ortega, 2013; Saville-Troike, 2006). Also, ‘second’ was not intended to contrast with ‘foreign’ (Ellis, 1997). Nevertheless, some researchers argued that not all languages which were acquired after the L1 can be called as L2. There must be a clear distinction

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3 between L2 and foreign language (FL). Laraba (2007) argued that L2 must not only learned after the mother tongue but also has some specific functions within a multilingual society or minority groups whilst FL refers to the one which has no internal function in the learner’s country and was learnt in order to interact with native speakers or inter-language users of the foreign language.

In addition to first and second language acquisition, there was also vocabulary acquisition which was not less important. Vocabulary acquisition becomes an essential part of language acquisition since no one – even with perfect grammar skill – can convey message without any vocabulary. Vocabulary is needed to express ide and to understand other people’s utterance (Alqahtani, 2015). Knight (in Yoshii and Flaitz, 2002) stated that learning words can be considered to be the most important aspect of SLA.

There were many factors influencing the SLA and vocabulary acquisition. Age is one of the factors that is considered as a major variable affecting the process of SLA (Collier, 1988; Gӧmleksіz, 2001; Khasinah, 2014; Krashen, 2004; Lin, 2014; Rafik, 2005). There is also first language (L1) background that takes an important role in vocabulary acquisition (Krashen, 1981; Lin, 2014; Nazary, 2008). On the other side, motivation is regarded as one of the crucial factors affecting the process of vocabulary acquisition (Khasinah, 2014; Laraba, 2007; Gӧmleksіz, 2001; Li, 2009; Lin-Fang, 2013). Furthermore, Abhakorn (2008), Lin (2014), and Zare (2012) declared learning strategies as imperative and influential factor in the process of vocabulary acquisition.

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4 One of the researches in learning strategies has been done by Azumi (2008). His research uses a classification made by Shirahata et al. (in Azumi, 2008) which classify learning strategies into two major classes; direct and indirect strategies, and six groups; cognitive, memory, compensation, metacognitive, affective, and social strategies. (See figure 1)

Figure 1: Shirahata’s classification of learning strategies

He conducted his research on 148 students enrolled in liberal arts English classes in a university in Iwate, Japan. He divided language learners into three categories based on the score of ‘Test of English as a Foreign Language Instructional Testing Program level 2 test (TOEFL ITP)’ which were elementary, intermediate, and advanced.

In his research, he found that advanced students used more strategies than intermediate students. The intermediate students used more strategies than elementary students. Yet, the pattern of the six strategies used in three different classes were almost the same. He also mentioned that the strategy that the most widely used was the same; translating (cognitive). However, he did not analyze the reason they choose their strategies.

By this research, the researcher does not only analyze the role of learning strategy in vocabulary acquisition and look for the strategy that most

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5 frequently used but also find out the reason of each subject in choosing the strategies. The finding of this research is hoped to deepen the results of studies conducted on learning strategies factor in vocabulary acquisition. Thus, both bilingual and multilingual learners were expected to get direction from this study to get efficient way in acquiring L2 vocabulary.

1.2Research Problems

The research problems were as formulated in the following questions: 1. What strategies are mostly used by the students?

2. What are their reasons for choosing those strategies?

3. How does each of the learning strategies take role in learners’ vocabulary acquisition?

4. What are the strengths and weaknesses of each strategy?

1.3Research Objectives

This study is conducted to achieve following objectives: 1. To know strategies that are often preferred by the students.

2. To know the reasons for those strategies to be chosen by subjects.

3. To find the way each learning strategy used takes role in learners’ vocabulary acquisition.

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1.4Significance of the Study

The generalization of this present study would be a great contribution to the vast knowledge in relation to learning strategy, language acquisition, and vocabulary acquisition. Fundamental results of this research could be highly significant and advantageous specifically to the following:

- Bilingual and Multilingual Learner: this study is expected to help L2 learner to find more effective, efficient, and suitable strategies to acquire L2 vocabulary.

- Language Researcher: this study is hoped to supply more and new information for both language learner and researcher to improve their view about language acquisition and vocabulary acquisition, especially language learning strategies.

- Filling Gap of Previous Research: this study is intended to fill the gap of previous research discussed in the background so there will be an enlightenment regarding strategy in vocabulary acquisition.

1.5Scope and Limitation

This research is conducted to identify the way each vocabulary learning strategy takes role in vocabulary acquisition process and recognize the advantage and disadvantage of each learning strategies and the reason why learner choose their strategies. Furthermore, this research will only include strategies that were classified into six classes as stated by Shirahata et al. (in Azumi, 2008); cognitive, memory, compensation, metacognitive, affective, and social strategies.

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7 However, there were some limitations in this research. First, the subjects were only male students whereas male and female may have different way of learning language so that the result may be different for female students. Second, this research was conducted to inspect strategies used for acquiring vocabulary. On the other side, the strategy that usually used by subjects to learn grammar or other aspects of language might be different.

1.6Definition of Key Terms a. Language acquisition

Language acquisition is an ability to innate language that has hard-wired into human brain (Randall, 2007).

b. Vocabulary acquisition

Vocabulary acquisition is the ability of acquiring vocabulary. It can be by either listening or reading.

c. Learning strategies

Learning strategies are ability or skill used by learners to intake, store, and retrieve during the learning process (Lee, 2010).

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides an explanation of the theories that became the basis of this study.

2.1 Vocabulary Acquisition

One of the important parts in learning language is vocabulary acquisition. Considering learning language is not only about understanding grammar and structure, vocabulary becomes a crucial part of language to be learned. One of the reasons is because no human – even with great grammar skill – can convey any message without vocabulary (Siriwan, 2007). Basically, every language learner was well aware of the fact that learning second language would not be separated from learning huge numbers of words (Laufer and Hulstijn, 2001). There had been so many researches that had been done in vocabulary acquisition.

The first research was conducted by Moore, Penno, and Wilkinson (2002).

In their research, they mentioned three essential ways in which children’s school

experiences may contribute to growth in their vocabularies. The first way was by direct order or command in individual word meanings. The second was by incidental learning from verbal context. The third was by combination of direct instruction and verbal context. Furthermore, they also mentioned some variables that influenced the learning of word meanings from context: connection between the unfamiliar word and the context clue, the proximity of the unfamiliar word

and the context clue, the reader’s experience in using contextual clues, the type of

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9 The second research was done by Laufer and Hulstijn (2001) which discussed not only the acquisition of vocabulary but also grammar knowledge. On the discussion of vocabulary acquisition, they said that the way human process information may affected by motivation, emotion, and socio-cultural factors. They also added that learning thousands of words was normally required in the second language acquisition process.

2.2 Learning Strategies

Learning strategies are behavior and idea that can help learners to learn, understand, and remember new information better (Derakhshan, Tamaskani, and Faribi, 2015). The use of strategy in learning is one of the factors giving big influence for the success of learning process (Martínez, 1996).

Furthermore, language learning strategies can be interpreted as techniques or methods used by learners to improve and facilitate the language acquisition process (Hardan, 2013). There are many classifications of language learning strategies made by scholars. One of the classifications of language learning strategies is as proposed by Shirahata et al. (1999, in Azumi, 2008). The classification is as follows:

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10 The details for each strategy are as follow:

Table 1: Cognitive Strategies

Direct Strategies

Cognitive strategies

Practicing

Repeating

Formally practicing with sound system Formally practicing with

writing system Recognizing and using

formulas and patterns Recombining Receiving and sending

message

Getting the idea quickly Using resources for receiving and sending

messages Analyzing and reasoning

Analyzing expressions Analyzing contrastively

Translating Transferring Creating structure for

input and output

Taking notes Summarizing Highlighting

Table 2: Memory Strategies

Direct Strategies

Memory Strategies

Creating mental linkages

Grouping

Associating/elaborating Placing new words into a

context Applying images and

sounds

Using imagery Semantic mapping

Using keywords Representing sounds in

memory Reviewing well Structured reviewing

Employing actions

Using physical responses or sensation Using mechanical

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Table 3: Compensation Strategies

Direct Strategies

Compensation Strategies

Guessing intelligently

Reasoning deductively Using linguistic clues

Using other clues

Overcoming limitations in speaking and writing

Switching to the mother tongue

Using mime or gesture Avoiding communication

partially or totally Selecting the topic

Adjusting or approximating the

message Coining words Using a circumlocution

or synonym Getting help

Table 4: Metacognitive Strategies

Indirect Strategies

Metacognitive strategies

Centering your learning

Overviewing and linking with already material

Paying attention

Arranging and planning your learning

Finding out about language learning

Organizing Setting goals and

objectives Planning

Identifying the purpose of language task Planning for a language

task Seeking practice

opportunities Evaluating your learning Self-monitoring

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Table 5: Affective Strategies

Indirect Strategies

Affective strategies

Lowering your anxiety

Using progressive relaxation, deep breathing, or mediation

Using music Using laugher Encouraging yourself

Making positive statements Taking risks wisely Rewarding yourself

Taking your emotional temperature

Listening to your body Using a checklist Writing a language

learning diary Discussing feeling with

someone else

Table 6: Social Strategies

Indirect Strategies

Social strategies

Asking questions

Asking for clarification Asking for verification

Asking for correction

Organizing network

Making friends with peers

Making friends with proficient users of the

new language Cooperating with others

Cooperating with peers Cooperating with proficient users of the

new language

Empathizing with others

Developing cultural understanding Becoming aware of

others’ thoughts and

feelings

The table shows language learning strategies that are divided into two major classes and six groups. The first class is called direct strategies. It is the class of language learning strategies which related to direct learning process. Direct

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13 strategies are divided into three groups based on the process. They are cognitive, memory, and compensation strategy. Cognitive strategies allow learners to understand and produce new language by many different means. Memory strategies help learners to keep and recover new information. Compensation strategies help learners to overcome knowledge gaps to continue the communication.

The second class is called indirect strategies. It is the class of language learning strategies which supports and manages the process of language learning without entangling or involving to the target language directly. Indirect strategies are divided into metacognitive, affective, and social strategies. Metacognitive strategies deal with learners’ cognition or how they control their learning process. Affective strategies deal with emotion management of learners (Kozmonová, 2008). Social strategies let the learners face the opportunity to expose with other people to gain knowledge (Burešová, 2007).

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CHAPTER III

RESEARCH METHODOLOGY

This chapter explains how the researcher collected and analyzed the data. It is including research design, data collection, data analysis, and research timeframe.

3.1. Research Design

This study uses case study research design. The need to answer ‘how’

and ‘why’ questions makes this research likely to lead to the use of case study

(Yin, 2003: 6). Case study research allows the researcher to inspect the data within a specific content. In this case, the researcher selected a tiny number of individuals from small geographical area as the subjects of the study (Zainal, 2007).

There are three categories of case study noted by Yin (in Zainal, 2007); exploratory, descriptive, and explanatory case studies. Thereto, the researcher applied descriptive case study which aims to describe the phenomena that occur inside the data in question, for example, what are the strategies used by the subject and how the subject uses them. Furthermore, the data in descriptive case study are described in narrative form.

3.2. Data Collection

a. Data and Data Sources

The data of this research were students’ strategies, students’ reasons of using strategies, the role of strategies in learning, and the strengths and weaknesses of each strategy chosen by the subjects. The data were obtained by doing questionnaire test, interview, and observation.

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15 Hereafter, the data sources of this study were three chosen male English Department students of Sunan Ampel State Islamic University who are in fifth-semester. Since this research needs deep analysis which requires the researcher to observe the subjects as often as possible, it was impossible for the researcher to use female students as sample – knowing that religious laws prohibit non-married man and woman to be together and stay in the same place.

The three students were selected by conducting a vocabulary test to ten students who are considered to have good vocabulary knowledge by the researcher. The ten students were chosen according to the researcher’s objective perspective since the researcher was close to the fifth semester students and frequently have discussion with them. Meanwhile, the data – in the form of questionnaire sheets and note which are taken by the researcher – are the result of observation during the research.

b. Instruments

The main instrument for this research was human since the researcher fully collected and analyzed the data himself. Additionally, there were other instruments; Vocabulary test, Interview questions, questionnaire, and observation result.

The vocabulary test was used to select the subjects. In this research, the researcher used the vocabulary test as it has been used by Alkohfi (2015) to conduct test on his research. The vocabulary test is as in the Appendix 1. The

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16 been used in research for his master degree thesis. Alkohfi used this vocabulary test to examine vocabulary skills of 79 intermediate students as his research participants.

The questionnaire that was used for this research was adapted from a list of strategies that have been put forward by Shirahata et al. (1999, in Azumi, 2008), as in Appendix 2. This questionnaire has been tried out by the researcher to five English students before conducting research and the result shows that they can understand and do it well. Furthermore, the questionnaire was one of the instruments to collect the data on learning strategies.

The observation sheet was used to note details of events happening

during the observation period, especially about subjects’ learning strategies

when doing activities related to acquisition of vocabulary in English. In the observation sheet (see Appendix 3), there is a table consisting of four rows of columns that were used to note time, activities, strategies being used, and notation.

The interview questions were around their reasons to use their preferred strategy. The interview questions were used to get more detailed data from questionnaire and observation.

c. Techniques of Data Collection

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17 1. Conducting vocabulary test

Since the subject for this research was limited to three people, the first thing that researcher did was choosing them selectively. The way of the researcher to make the selection was by conducting vocabulary test to ten students who were considered as good in vocabulary. In this stage, the ten chosen students were asked to do the vocabulary test to ensure the level of their English vocabulary knowledge. The result of the test showed who has better vocabulary knowledge. From this step, the researcher chose Anzdi, Hilmi, and Muhayat, as the three subjects to be observed because their scores are at the three best position.

2. Asking to respond the questionnaire

After three subjects are selected, the researcher asked them to respond to the questionnaire. The questionnaire used was the one which has been adapted to the classification of language learning strategies that proposed by Shirahata et al. It was considered as feasible because it has been tested on the dissertation of the author. The questionnaire questions were as in the Appendix 2. The answer of questionnaire stage was used to describe the strategies chosen by the subjects.

If, in the questionnaire, the subject declares that he often uses a method, whereas the result in questionnaire shows different outcome,

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18 the subject would be asked about the reason in the interview session to clarify the strategy used.

3. Doing observation

After the questionnaire was completed in all subjects, the researcher observed each subject’s learning strategy directly one by one. The researcher monitored subjects’ activity for a full day alternately. This step was done once a week for five weeks. Hence, the data to be obtained by the researcher were a total of 15 observation results. The data, then, are recorded on the note as in Appendix 3. The purpose of this step was to look for the strategies which were used by the subjects.

4. Doing interview

In this step, the researcher did the interview to the subjects about why they decide to use particular strategies than others, how those learning strategies take role in their learning process, and their opinion towards strength and weakness of each strategy. Those questions were aimed to get detailed information about subjects’ way in acquiring new vocabulary and preferred learning strategies. Each point of the data obtained from the interviews was recorded then transcribed in a memorandum which has been prepared by the researcher.

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3.3. Data Analysis

After the data were collected, the researcher analyzed it using following steps:

1. Checking the result of vocabulary test

The first thing the researcher did was selecting three subjects to be observed and analyzed. In this step, the researcher scored the vocabulary test result of ten first chosen participants and established three students (Anzdi, Hilmi, and Muhayat) as the subjects of the research.

2. Developing coding to analyze transcription

Before analyzing transcription data from the interview, the researcher developed the coding to facilitate and make analysis easier. Meanwhile, the coding was as printed bold in the following table:

Table 1: Cognitive Strategies

Direct Strategies (DS)

Cognitive strategies

Cog

Practicing

Repeating

Formally practicing with sound system

Formally practicing with writing system

Recognizing and using formulas and patterns

Recombining

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20 Receiving and sending

message

Getting the idea quickly

Using resources for receiving and sending

messages

Analyzing and reasoning

3 Analyzing expressions A Analyzing contrastively B Translating C Transferring D

Creating structure for input and output

4 Taking notes A Summarizing B Highlighting C

Table 2: Memory Strategies

Direct Strategies (DS)

Memory Strategies

Mem

Creating mental linkages

Grouping

Associating/elaborating

Placing new words into a context

Applying images and sounds 2 Using imagery A Semantic mapping B Using keywords C

Representing sounds in memory D Reviewing well 3 Structured reviewing A Employing actions 4

Using physical responses or sensation

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21 Using mechanical

techniques

Table 3: Compensation Strategies

Direct Strategies (DS)

Compensation Strategies Com Guessing intelligently 1 Reasoning deductively A

Using linguistic clues

Using other clues

Overcoming limitations in speaking and writing

Switching to the mother tongue

Using mime or gesture

Avoiding communication partially or totally

Selecting the topic

D Adjusting or approximating the message E Coining words F

Using a circumlocution or synonym

Getting help

Table 4: Metacognitive Strategies

Indirect Strategies (IS)

Metacognitive strategies

Met

Centering your learning

Overviewing and linking with already material

Paying attention

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22 Arranging and planning

your learning

Finding out about language learning

Organizing

Setting goals and objectives

Planning

Identifying the purpose of language task

Planning for a language task

Seeking practice opportunities

Evaluating your learning

Self-monitoring

Self-evaluating

Table 5: Affective Strategies

Indirect Strategies (IS)

Affective strategies

Aff

Lowering your anxiety

Using progressive relaxation, deep breathing, or mediation

A Using music B Using laugher C Encouraging yourself 2 Making positive statements A

Taking risks wisely

Rewarding yourself

Taking your emotional temperature

Listening to your body

Using a checklist

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23 Writing a language

learning diary

Discussing feeling with someone else

Table 6: Social Strategies

Indirect Strategies (IS)

Social strategies

Soc

Asking questions

Asking for clarification

Asking for verification

Asking for correction

Organizing network

Making friends with peers

Making friends with proficient users of the

new language

Cooperating with others

Cooperating with peers

Cooperating with proficient users of the

new language

Empathizing with others

Developing cultural understanding

Becoming aware of

others’ thoughts and

feelings

3. Analyzing data from questionnaire

From the questionnaire result, the researcher listed strategies from the most widely used to the most rarely used by the subjects.

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24 4. Analyzing data from observation

After the observation session was done for five times three subjects, the researcher looked for any strategy that the subjects had used during the observation which were not mentioned in the questionnaire. Then, these data were combined with the data obtained from questionnaire.

5. Making transcription of interview recording

In this step, the researcher processed the audio recording of interview into transcription or written data.

6. Analyzing transcription of interview recording

After getting interview recording transcribed, the researcher analyzed it by reading and giving mark on each point that was in form of method and usage reason in the interview result.

Figure 1: Example of the coding analysis

The example explains that one of the ways preferred by ‘Subject A’

in learning language is (IS) Aff-1-B ((Indirect Strategy) Affective Strategy – Lowering anxiety – Using music). It is signed by the red

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25 line that encircle the text. Furthermore, the reason for the subject to use the strategy is because listening music can be relaxing and making better mood. The subject, in addition, said that the better mood would make easier understanding.

7. Concluding appropriate to research focus

To conclude the research outcome, the researcher read carefully the result of transcription and questionnaire data analysis then listed the methods that were usually used by the subjects. The researcher had also given the reason they chose their preferred vocabulary learning strategies.

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CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the findings and discussion of this research. The Findings section explains about learning strategies applied by the subjects, their reason for choosing particular strategies, the way each strategy takes role, and the strength and weakness of each strategy. Hereinafter, in Discussion, the results of the analysis were explained briefly.

4.1 Findings

4.1.1 Learning Strategies Applied by Students

From the questionnaire result, the researcher found that all subjects but Muhayat used to apply every strategy in acquiring vocabulary. Muhayat was the only subject who did not feel to use any social strategy when filling the questionnaire. The questionnaire data showed that taking notes (Cog.4.A), using keywords (Mem.2.C), and self-evaluating (Met.3.B) were the strategies that most widely used by the subjects.

Furthermore, observation data showed that taking notes (Cog.4.A) was used by all subjects more than half observation period. Otherwise, using keywords

(Mem.2.C) was not applied at all by any subject during the observation. Meanwhile, the subjects also used some strategies which they did not mention in the questionnaire. Discussing feeling with someone else (Aff.3.D) was a strategy that was only mentioned by Anzdi in the questionnaire but rather used by Hilmi and Muhayat.

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4.1.1.1 Hilmi

In general, based on both questionnaire and observation, there were seventeen strategies that were usually applied by Hilmi. Four of them (23.53%) were types of cognitive strategies. Those were formally practicing with sound system (Cog.1.B), analyzing expressions (Cog.3.A),

translating (Cog.3.C), and taking notes (Cog.4.A). The other four strategies were types of Affective strategies. Those were using progressive relaxation, deep breathing, or meditation (Aff.1.A), using music (Aff.1.B),

using laugher, and discussing feeling with someone else. Hereafter, both memory and compensation strategies were considered to be applied in the same amount, but the percentage was lower than cognitive and affective strategies, that was 17.65%. Types of memory strategies that were considered to be applied frequently were using imagery (Mem.2.A), using

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keywords (Mem.2.C), and repeating sounds in memory (Mem.2.D). While types of compensation strategies that were considered to be used many times were switching to the mother tongue (Com.2.A), using mime or gesture (Com.2.B), and using a circumlocution or synonym (Com.3.E). As for two of seventeen strategies (11.76%) were types of social strategies. Those were asking for correction (Soc.1.C) and developing cultural understanding (Soc.4.A). Then, self-evaluating (Met.3.B) was the only metacognitive strategy considered to be used by Hilmi (5.88%).

Actually, in the questionnaire, Hilmi mentioned only fifteen strategies that he considered to use frequently. The other two strategies,

using laugher (Aff.1.C) and discussing feeling with someone else

(Aff.3.D), were not mentioned by him but evidently used during the observation period. Furthermore, from Hilmi’s learning strategy list that obtained from five observations, the researcher found that translating

(Cog.3.C) was the most often used strategy which was used by Hilmi in each time observed. It was followed by asking for correction (Soc.1.C) which was used on four observations, taking notes (Cog.4.A) which was used on three observations, formally practicing with sound system

(Cog.1.B) which was used on two observations, and using laugher

(Aff.1.C) and discussing feeling with someone else (Aff.3.D) which were only used once in the observation period.

On the first observation, Hilmi did not do any learning activity until

done praying isya’ at around 07.40 p.m. That evening, he searched and read some online linguistics journals and used online translator to get the

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29 meaning of words he felt strange. Other than that, he made some sentences using English. In doing this, he sometimes asked for correction from his friend whether his writing was correct or not. From those activities, the researcher found two learning strategies applied by Hilmi in the first day of observation; translating (Cog.3.C) and asking for correction (Soc.1.C).

On the second observation, Hilmi started his learning activity around 9 a.m. when he arrived at campus. He directly went to the second floor lobby and read a short story for doing his assignment. He also turned on his PC to open a browser for online translator. Sometimes he translated words that he did not recognize the meaning then noted them.

After praying ashar, around 3.30 p.m., he did the Comparative Literature assignment. In doing the task, sometimes he asked his friend for corrections about his diction and sentence construction. At night, after having a meeting with his co-organization, he came to a Wi-Fi corner in the university to meet his friends who were doing assignments abuzz. However, they were just being there together without doing group learning. Hilmi himself continued his Comparative Literature assignment. However, sometimes he responded his friends’ joke and they laughed together. It continued until he fell asleep.

The result of second observation showed that Hilmi used cognitive, social, and affective strategies in learning vocabulary. Two of the cognitive strategies, videlicet translating (Cog.3.C) and taking notes

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30 Whilst asking for correction (Soc.1.C), a part of social strategies, was used to make sure after he made sentences containing new vocabulary. Meanwhile, using laugher (Aff.1.C) was used to lower his tension in learning vocabulary.

The third observation was conducted at campus and Hilmi’s house.

When the it began, the researcher had been with Hilmi since before

midnight to observe Anzdi’s activity and learning strategy use. On that

night, Hilmi and Anzdi was in the same place, doing assignment by utilizing Wi-Fi. Hilmi woke up at around 2.30 a.m. after being slept when doing assignment. When newly awakened, he did his phonology assignment by typing words to google translator then listening the pronunciation of the words. He repeated it several times.

He went home after praying shubuh then took a rest by sleeping again. He did not perform any learning activity at home that morning. He continued his learning activity when just arrived at the university. It was around 7.30 p.m. He did an assignment using online translator. He read some articles and translated the words that he did not know the meaning then noted them.

During the third observation period, the researcher found three strategies that were used by Hilmi. The first was formally practicing with sound system (Cog.1.B) that was applied by listening to and repeating the correct word pronunciation. The rest were translating (Cog.3.C) and

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31 On the fourth observation, Hilmi started his language acquisition activity after washing clothes. He rested while watching public speaking video on his smartphone. Sometimes he repeated parts of the video which he felt not clear in listening. At 9a.m., he went to the college for doing his proposal on Literature. He looked for the word he did not know by translating from Indonesia to English using online translator in his PC. Moreover, he asked his friend whether his wording was already in the right construction or not.

From his learning activity in the fourth day, the researcher found three learning strategies applied. The first was formally practicing with sound system (Cog.1.B) that was used in the morning by watching English public speaking video. The second and third were translating (Cog.3.C) and asking for correction (Soc.1.C) which were used for working on proposal on Literature.

On the last observation, Hilmi woke up at 4.50 a.m. and went to the university at 7.10 a.m. There he asked his friends in the student associations administrators office correction of his paraphrasing on Comparative Literature and Popular Literature assignment.

At the evening, he did not go home but took maghrib prayer then bought dinner with his friend. When he was eating dinner, he told his friend a bit secret story about his feeling to a girl. After having dinner, he went to a Wi-Fi corner in the campus to do the Research on Literature assignment. He read some journals he downloaded from online source. He

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32 used online translator to get the meaning of words he did not know. He also noted new words he got on a sheet of paper he brought.

From the observation on the fifth day, the researcher found four strategies applied by Hilmi to acquire vocabulary. Those were asking for correction (Soc.1.C), discussing feeling with someone else (Aff.3.D),

translating (Cog.3.C), and taking notes (Cog.4.A).

In conclusion, translating (Cog.3.C) became the most used strategy which was used by Hilmi in every observation period, followed by asking for correction (Soc.1.C) and taking notes (Cog.4.A). Events in which he used translating were when reading English texts or writing in English.

Taking notes was usually used to record his new vocabulary. Whereas

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4.1.1.2 Anzdi

Based on both questionnaire and observation, there were thirteen number of strategies that considered by Anzdi as usually applied strategies. Three of them (23.08%) were cognitive strategies, namely

formally practicing with writing system (Cog.1.C), translating (Cog.3.C), and taking notes (Cog.4.A). Furthermore, he thought to apply two (15.38%) of each vocabulary learning strategy category. There were using imagery (Mem.2.A) and using keywords (Mem.2.D) which were parts of memory strategies. Hereafter, there were using linguistic clues (Com.1.B) and getting help (Com.2.F) that were parts of compensation strategies. There were also planning (Met.2.D) and self-evaluating (Met.3.B) which were parts of metacognitive strategies. Whereas affective strategies that were considered to be applied by Anzdi were making positive statements

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34 (Aff.2.A) and discussing feeling with someone else (Aff.3.D). Meanwhile,

asking for correction (Soc.1.C) and cooperating with peers (Soc.3.A) were parts of social strategies he considered to apply in acquiring vocabulary.

In the questionnaire, there were twelve strategies admitted by Anzdi as the usually used strategies in acquiring vocabulary. Otherwise,

cooperating with peers (Soc.3.A) was not mentioned in the questionnaire but used in an observation period. Hereafter, from lists of strategies used by Anzdi that achieved from five observations, the researcher found that

translating (Cog.3.C) was the most often used strategy which was used by Anzdi during the observation period. It was followed by taking notes

(Cog.4.A) which was used on four observations, asking for correction

(Soc.1.C) which was used on three observations, and getting help

(Com.3.F) and cooperating with peers (Soc.3.A) which were used only once in the observation period.

On the first observation, Anzdi began his learning at the campus, doing Research on Linguistics assignment using online translator. He used online translator – as the application of translating (Cog.3.C), to translate Indonesian words to English. At 1 p.m., he went praying dhuhur then had an organization activity until 4.35 p.m. After that, he returned to the boarding house for a shower and maghrib prayer. In the evening, he went to the campus again after praying maghrib, aroung 5.55 p.m., for continuing his assignment. In doing assignment, he sometimes asked the help of his friend to retrieve any vocabulary that he felt he ever knew before. He also asked for some correction from his friends. In this case, he

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35 applied two strategies in his learning. Those were getting help (Com.2.F) and asking for correction (Soc.1.C).

On the second observation, Anzdi started his learning activity at 10.30 a.m., after having a class. He made some changes to his Research on Linguistics assignment using online translator. He built sentences and sometimes used the translator to search for the words he did not know the translation in English. Here, he was considered as using translating

strategy (Cog.3.C).

At the afternoon, Anzdi conducted an English discussion activity in a class in Adab C2 building. He, as a speaker, explained about pronoun as one of eight parts of speech. In this activity, the lesson was not delivered only by him but all the members were involved to discuss together. During the discussion, he was considered to use cooperating with peers (Soc.3.A) which was a part of social strategies. This activity was finished at 3.30 p.m. and Anzdi returned to his boarding house directly.

At the evening, after having dinner and doing isya’ prayer, he went

to a Wi-Fi corner in the campus to get internet connection. He searched and read some journals related to Linguistics. He also used online translator to get the meaning of words he did not know. Sometimes, he noted some words he got from translating. In other words, he used

translating (Cog.3.C) and taking notes (Cog.4.A.

On third observation, Anzdi woke up at 11 a.m. after staying up until subuh, playing video game. He started learning after lunch by doing his

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36 Research on Linguistics task using his PC. He read some PDF articles, translated some unknown words, and noted them on his mobile phone note. This activity continued until 3 p.m. After that, he did his organization obligation to make and print bulletin until isya’, then he spent his night by watching television with his boarding house mates. On those learning activities, he was considered to use two strategies; translating (Cog.3.C) and taking notes (Cog.4.A).

On fourth observation, Anzdi started his learning activity using strategy at 12 noon. Hi did his Research on Literature assignment in the library of Adab faculty after having lunch. He used online translator to build sentences containing words that he did not know in English. He also noted the new words he obtained from online translator. Sometimes he asked for correction to his friend who was also in the library. Those strategies were considered as translating (Cog.3.C), taking notes

(Cog.4.A), and asking for correction (Soc.1.C). This activity was lasted until 4 p.m. then he returned to his boarding house. He continued this activity using the same method at a Wi-Fi corner in the university at 7.15 p.m.

On the last observation, Anzdi was still awake past midnight. He was doing his Discourse Analysis assignment at a Wi-Fi corner in the campus. He built his sentences using online translator to translate words that he did not know the meaning in English. This learning strategy was considered as

translating (Cog.3.C), which was a part of cognitive strategies. Then, he fell asleep at 1 a.m. After sleeping for approximately two and half hours,

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37 he woke up at 3.40 a.m. and directly returned to the boarding house to do the subuh prayer and go to sleep again.

It was a holiday so he did not have any responsibility to go to college. However, he went to a Wi-Fi corner in the campus at 8 a.m. to meet his friend and continue doing Discourse Analysis assignment. They did their assignment at the same place but not cooperating one another. Each of them did their own assignments. As usual, Anzdi used online translator for translating words he did not know the meaning in English and a note for noting them. Nevertheless, he occasionally asked for correction to his friend whether he used the right diction or not. This learning activity was continued until 1.30 p.m. In this learning activity, he was considered as using translating (Cog.3.C), taking notes (Cog.4.A), and asking for correction (Soc.1.C).

Furthermore, it can be concluded that the most strategies applied by Anzdi during the observation period was translating (Cog.3.C). It was followed by taking notes (Cog.4.A) and asking for correction (Soc.1.C).

The way he applied this strategy was the same as Hilmi’s. However, unlike Hilmi, he used taking notes more often than asking for correction.

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4.1.1.3 Muhayat

Generally, based on the data gained, the researcher found seventeen strategies which were considered to be applied frequently by Muhayat. Furthermore, the most varied strategies applied by him were cognitive strategies which reached five strategies (29.41%). Those were formally practicing with sound system (Cog.1.B), recognizing and using formulas and patterns (Cog.1.D), getting the idea quickly (Cog.2.A), taking notes

(Cog.4.A), and highlighting (Cog.4.C). They were followed by metacognitive strategies which reached four strategies (23.53%). Those were paying attention (Met.1.B), setting goals and objectives (Met.2.C),

seeking practice opportunities (Met.2.G), and self-evaluating (Met.3.B). Then, there were affective strategies which reached three strategies (17.65%). Those were using music (Aff.1.B), using laugher (Aff.1.C), and

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discussing feeling with someone else (Aff.3.D). In the fourth position, there were compensation and memory strategies which reached two types of each (11.76%). The compensation strategies he considered to apply frequently were using linguistics clues (Com.1.B) and selecting the topic

(Com.2.D) whereas the two of memory strategies were semantic mapping

(Mem.2.B) and using keywords (Mem.2.C). Further, the researcher found only a strategy used from group of social strategies. That was asking for clarification (Soc.1.A).

In the questionnaire, Muhayat admitted that he did not usually apply social strategies in acquiring new vocabulary. He also admitted that the only affective strategy he used to help him acquiring new vocabulary was

using music (Aff.1.B). However, during the observation period, the researcher found him applying using laugher (Aff.1.C), discussing feeling with someone else (Aff.3.D), and asking for clarification (Soc.1.A), which he did not feel to use in helping him learning vocabulary. Furthermore, from the observation data, the researcher found that using music (Aff.1.B) was the most applied strategy in his learning activity. It was followed by

highlighting (Cog.4.C) and paying attention (Met.1.B) which were used in three observations. Whilst setting goals and objectives (Met.2.C),

discussing feeling with someone else (Aff.3.D), and asking for clarification

(Soc.1.A) were used only once during the observation period.

On the first observation, Muhayat woke up at 4.50 a.m. and did some routines such as praying, cleaning his room, and buying breakfast. At 8 a.m., he did his Research on Linguistics assignment. Before he started

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40 doing it, he listened to music and sang aloud. This action was considered as his effort to improve his mood. When he was working, because he did not get internet connection over there, he asked his friend about the definition of cohesion. That day, he sometimes went out for buying food and bringing clothes to laundry. However, he always returned to the boarding house quickly to finish his assignment while occasionally listening to music. From this observation, the researcher found two strategies applied by Muhayat. Those were using music (Aff.1.B) and

asking for clarification (Soc.1.A).

On the second observation, Muhayat started his learning activity in the library of Adab faculty after praying dhuhur and having lunch. There he set his goals and objectives of each of his assignment according to collecting schedule. After that, he just listened to music until going to teach at 2.40 p.m.

In the afternoon, he arrived at boarding house from teaching at 18.20 p.m. and started to read journals for his Research on Linguistics assignment. He covered his ears with earphone without playing music and paid attention fully to PDF journals he read. He highlighted words that he did not know the meaning. He also listed them on his note book.

In the learning activities done by Muhayat on the second observation, researcher found two cognitive, two metacognitive, and an affective strategies applied by Muhayat. Those were taking notes

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41 (Cog.4.A), highlighting (Cog.4.C), paying attention (Met.1.B), setting goals and objectives (Met.2.C), and using music (Aff.1.B).

On the third observation, Muhayat started to learn using learning strategies in the library of Adab faculty at 10.40 a.m. by reading PDF journals. While reading, he highlighted and noted some words that were considered as strange or hard. Sometimes he played music with his earphone, closed his eyes, and nodded his head. At 2 p.m., he participated an English discussion activity but as an instructor. Before delivering discussion material, he made a note about the material he wanted to deliver. Therefore, this activity was not regarded as the use of social strategy.

During the third observation, the researcher found three learning strategies applied by Muhayat. Those were taking notes (Cog.4.A),

highlighting (Cog.4.C), and using music (Aff.1.B).

On the fourth observation, as usual, Muhayat went to library of Adab faculty and read PDF journals. However, this time he paid full attention to his reading and also highlighted and noted words that may look important to him. At 1.40 p.m., he went to do dhuhur prayer outside. When he returned, the situation in the library was so crowded. So, he wore his earphone to listen to music. He returned to the boarding house at 4.00 p.m.

At night, around 7.15 p.m., he went to a Wi-Fi corner in the university to do Research on Linguistics assignment. He read some PDF journals. During reading journals, he highlighted and noted some words

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42 that he did not know the meaning. Sometimes he joked with his friends to make enjoyable situation.

From his activity during the fourth observation, researcher found five strategies applied. Those were taking notes (Cog.4.A), highlighting

(Cog.4.C), paying attention (Met.1.B), using music (Aff.1.B), and using laugher (Aff.1.C).

On the last observation, Muhayat woke up at 4.50 a.m., did the subuh prayer, and directly listened to music that were played using loudspeaker in his room. Feeling sultry, he went shower at 5.30 a.m. After shower, he turned on his PC to do the Modern Literature assignment. He paid attention to his task seriously. He took a little rest at 9 a.m. for breakfast. At 11 a.m., he seems tired then lay down and told the researcher about his experience when he met a girl. Muhayat and the researcher had conversation until 12.40 p.m. After that, he prayed dhuhur then rest while listening to music.

At 4.30 p.m., Muhayat went to a Wi-Fi corner in the campus to revise his Modern Literature assignment. He made a list of words in a note. At 6.10 p.m., he prayed maghrib at the mosque, continued by buying

food, praying isya’, then back to Wi-Fi corner, watching online video. He returned to the boarding house and slept at 9.30 p.m.

Strategies used by Muhayat during the fifth observation was taking notes (Cog.4.A), paying attention (Met.1.B), using music (Aff.1.B), and

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43 Overall, it can be concluded that Muhayat also used taking notes

(Cog.4.A) frequently in acquiring vocabulary. However, it was not the strategy that most widely used. Otherwise, his most applied strategy was

using music (Aff.1.B). Meanwhile, he applied highlighting (Cog.4.C) rather than translating (Cog.3.C) which was applied by other subjects. According to the data obtained from questionnaire and observation, the researcher concluded that strategies used by each subject were different. Although

taking notes tend to be more frequently used, it did not become the most applied strategy by any subject. Both Anzdi and Hilmi used translating whenever observed. Otherwise, using music became the strategy that applied in every observation period by Muhayat. In addition, there must be reason for them to choose their strategies.

4.1.2 Reasons for Choosing Strategies

After done the observation phase, the researcher did some interviews to get other data. One of the data gained by the researcher was each subject’s reason for choosing strategies they use. This session was conducted to find out the reason of each subject for choosing their strategies in acquiring vocabulary.

4.1.2.1 Hilmi

There were seventeen learning strategies considered as used frequently by Hilmi. It consisted of four cognitive strategies, three memory strategies, three compensation strategies, a metacognitive strategy, four affective strategies, and two social strategies.

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44 From the group of cognitive strategies, Hilmi chose to use formally practicing with sound system (Cog.1.B) because it made words memorizing easier when he imagined the sound. In other words, he recalled his memory by remembering the way it pronounced. Next, he considered to use analyzing expression (Cog.3.A) although it did not applied during the observation period. His reason for using it was because sometimes he could get the meaning of the word by knowing the expression of people who state it. For example, although he did not know

the meaning of the interjection ‘Really?!’, he could get the meaning – or at least hint – by analyzing the expression of people who utter or express it. Further, he considered to use translating (Cog.3.C) just because it was easy. He claimed that, by using this strategy, he can directly know the meaning of words in his mother tongue. Then, taking notes (Cog.4.A) was chosen by him because it makes him easy to relearn what had been learned.

From the group of memory strategies, Hilmi selected to apply using imagery (Mem.2.A) because it makes him directly imagine the form of a thing that was related to the word he wanted to remember. Whereas using keywords (Mem.2.C) was used to recall the forgotten vocabulary items. The next was repeating sound in memory (Mem.2.D) that was chosen by him just because of simple.

From the group of compensation strategies, Hilmi considered to like

switching to the mother tongue (Com.2.A) because it was easy to understand when using the mother tongue. Likewise, using mime and

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gesture (Com.2.B) was also chosen because it makes the communication easier. Not much different, using a circumlocution or synonym (Com.2.G) was chosen just because he considered it as easier than others to be applied.

From the group of metacognitive strategies, the only strategy that considered by him as frequently used was self-evaluating (Met.3.B). His reason to use this strategy was because he did not like scheduling in the beginning. He preferred to evaluate his activity in the end. It was because, if he planned his activity in the beginning, usually it would not be as planned.

From the group of affective strategies, Hilmi considered to use four strategies. The first was using progressive relaxation, deep breathing, or meditation (Met.1.A) which makes his motivation and spirit uplifted. The second was using music (Met.1.B) which was used only for accompanying him, not to be listened. He added, if he learned together with his friends, he usually could not learn because the situation would be crowded. So he preferred to learn alone, accompanied by music. The third was using laugher (Aff.1.C) which was chosen just because he was a kind of person who like to joke. The last was discussing feeling with someone else

(Aff.3.D) which was chosen because it could lower his anxiety.

From the group of social strategies, Hilmi chose to use two strategies. The first was asking for correction (Soc.1.C) which was applied in four observations. His reason to like this strategy was there were some

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46 cases in which he became uncertain to his thought. So, he would ask whether it was correct or not. The second was developing cultural understanding (Soc.4.A). He chose to use this strategy because it could make him know the background of his interlocutors.

Overall, Hilmi chose direct strategies that could help him getting and memorizing vocabulary directly, such as translating, taking notes, and

using imagery. Otherwise, indirect strategies that applied by him was chosen because they could support him obtaining vocabulary indirectly. For example, by raising his mood or making his learning more structured.

4.1.2.2 Anzdi

There were thirteen learning strategies considered as used frequently by Anzdi. It consisted of three cognitive strategies and two of each other strategy.

From the group of cognitive strategies, Anzdi liked to use formally practicing with writing system (Cog.1.C) because he considered himself as a kind of forgetful person. So, he usually wrote what had been explained by his lecturer or other people so he could see his note when he forgot. The second cognitive strategy he liked to use was translating (Cog.3.C). It was applied by him in every observation period. His reason to like this strategy was because he did not like to use the same words for many times. By translating, he would see many translations of first language to second language. For example, when we translate the word ‘besar’ from Indonesia

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‘huge’, ‘great’, etc. The third was taking notes (Cog.4.A). He liked to use this strategy because he felt that he was a kind of person who was easy to forget.

From the group of memory strategies, Anzdi liked to use imagery and keywords. His reason to like using imagery (Mem.2.A) was because imagery would help him catching the point or meaning of the text. Meanwile, using keyowrds (Mem.2.C) was chosen for the same reason as

taking notes (Cog.4.A), that is, because he felt that he often forget necessary vocabulary.

From the group of compensation strategies, Anzdi chosen using linguistic clues (Com.1.B) to ease him by getting explanation or elucidation of any vocabulary from linguistic clues. The next was getting help (Com.2.F) that helped him getting support, help, or assistance from other people.

From the group of metacognitive strategies, Anzdi preferred

Planning (Met.2.D) and Self-evaluating (Met.3.B). Planning was preferred because he felt hard to focus on more than one thing. It made him need to plan to make his activity – including learning – structured. Furthermore,

self-evaluating (Met.3.B) was preferred because he felt having many shortcomings.

From the group of affective strategies, Anzdi considered to like

making positive statements (Aff.2.A) because it could improve his spirit, especially in learning. Furthermore, he also claimed to like using

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discussing feeling with someone else (Aff.3.D). He said that, by telling his feeling to another person, he would feel relieved and more comfortable in learning.

From the group of affective strategies, he liked to use asking for correction (Soc.1.C) which was applied in three observations. His reason was because he thought that he usually made mistake. Therefore, he needed correction from other people. In addition, cooperating with peers

(Soc.3.A) was the only strategy that he did not feel to apply frequently when he filled the questionnaires but once used when observed. His reason to use this strategy was to make him easy to complete huge number of task that might be hard to do by himself.

From the reason declared by Anzdi, it could be concluded that he used strategy based on his current situation and condition. For example,

taking note was used because he felt that he was a forgetful person. Meanwhile, planning and self-evaluating were used because he realized that he was a forgetful person.

4.1.2.3 Muhayat

There were seventeen learning strategies considered as used frequently by Hilmi. It consisted of five cognitive strategies, two memory strategies, two compensation strategies, four metacognitive strategies, three affective strategies, and a social strategy. Hence, he also used

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49 From the group of cognitive strategies, Muhayat considered to like applying formally practicing with sound system (Cog.1.B) because he thought that sound system was made to help various kind of activities such as listening to music and watching movie in which he could get new vocabularies from them. Another cognitive strategy he liked to apply was

recognizing and using formulas and patterns (Cog.1.D). He admitted that this strategy helped him in adjusting sentence. The next was getting the idea quickly (Cog.2.A) which he used to improve his work that need various vocabulary like making short story. After that, he also liked to use

taking notes (Cog.4.A). He applied this strategy in four observation period. He argued that he liked to use taking notes because it can be applied anywhere and made him easy to remember things he noted. The last cognitive strategy he liked to apply was highlighting (Cog.4.C) which was applied in three observation period. The reason he liked this strategy was not much different from highlighting. Additionally, he said that, by highlighting, he could feel interested. When he felt interested to a word or phrase he highlighted, he would think further about it.

From the group of memory strategies, Muhayat recognized liking

semantic mapping (Mem.2.B) and using keywords (Mem.2.C). He stated that he liked to apply semantic mapping to interpret the meaning of words in poem. It was because semantics deal with meaning. Hereafter, he said that he chose this strategy to do a search on online search engines.

From the group of compensation strategies, Muhayat liked using linguistic clues (Com.1.B) and selecting the topic (Com.2.D). He liked to

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73 The next researcher could also conduct research to find other factors that influence language learning strategy choice. There were so many factors that can generate different result such as motivation (Khamkien, 2010), additional experience, belief, attitude, language proficiency, and situation (Boonkongsaen, 2012). Moreover, a research conducted by Zarei (2013) led to the conclusion that there was a correlation between sex differences and the choice of strategies. She found that there was a significant difference between male and female in using strategies to learn language. In contrast, a research conducted by Khamkien (2010) leaded to the conclusion that gender was not included in the group of variables that affected learning strategy choice.

Meanwhile, the findings about the most often used strategies were similar to the result of the research conducted by Easterbrook (2013). He conducted a research to Chinese English Majors students and found that the most frequently used strategies were guessing meaning, looking up dictionary, learning its spelling, writing it down, learning its pronunciation, saying it aloud, and connecting it with the Chinese meaning.

Writing it down was considered to be the same as taking notes (Cog.4.A) which was a strategy that used by every subject not less than three times during this research. Moreover, looking up dictionary was considered as similar to translating (Cog.3.C) which was used by two subjects in every observation period in this research. From these investigation, it might be reasons behind the selection of these strategies as the commonly used strategies in other researches.

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74 Further researcher can also investigate whether the strategies in this research are also used in learning other language skills such as grammar, writing, speaking, etc. Moreover, since this is a descriptive qualitative research, further researchers can do the experimental research to understand the casual processes of acquiring processes or determine their effect on a dependent variable.

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