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B nes .(2014) .Vocabulary Learning Strategie sAppiled by the it a c u d E e g a u g n a L h s il g n E f o s t n e d u t S r e t s e m e S d n o c e
S on Study Program to e v e i h c
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I abulary , there were many srtategie s to be appiled . a p m o c f o n o it c e l e s , y l n i a tr e
C itblesrtategie sappiledbyeachstudenthad dfiferen t s c it s ir e t c a r a h
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I penguasaan kosakata?2)Bagaimana mahasiswa ? a t a k a s o k n a a s a u g n e p i a p a c n e m k u t n u a k e r e m r a j a l e b i g e t a r ts n a k is a k il p a g n e m n a it il e n e p e d o t e m h a u b e s i a g a b e s i e v r u s n a k i s a k il p a g n e m i n i n a it il e n e P a t a d n a l u p m u g n e p m a l a
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d egori ,yatiu itga strategi determina iton ,enam , s
t a p m
e trateg isosial ,empa tstrateg imemori ,empa tstrateg ikogntifi ,dan t ujuh fi ti n g o k a t e m i g e t a r t
s . Kategor i ini diapilka iskan menuru t teor i Schmitt . , fi ti t n a u k a t a d n a k r a s a d r e
B mahasiswa pada umumnya menggunakan strateg i u m a k n a a n u g g n e
p s Bahasa Inggris-Bahasa Indonesia dan menganailsa jeni s a t a d n a k r a s a d r e b n a k u m e ti d a u d e k h a l a s a m n a s u m u r b a w a j n e m k u t n U . a t a k n a k a n u g g n e m k a y n a b g n il a p a y n m u m u a w s i s a h a M . a r a c n a w a
w dua tsrateg i
n a k a n u g g n e m u ti a y , n o it a n i m r e t e
d kamus Bahasa Inggri s- Bahasa Inggris dan . a t a k i t r a n a k u m e n e m k u t n u a t a k s i n e j a s il a n a g n e
m Strateg iyang pailng sediki t i g e t a r t s ( a t a k n a s il u n e p n a t a p e t e k t a h il e m k u t n u n e s o d a t n i m e m h a l a d a i a k a p i d .) fi ti n g o k a t e m i g e t a r t s ( a t a k a s o k n a n i a m r e p n i a m r e b n a d ) l a i s o
s Berdasarkan
, a r a c n a w a
w strateg iyang pailng efekit fdipaka iadalah menonton flim bahasa , a t a k a j e g n e m , t a m il a k i d u r a b a t a k h o t n o c s il u n e m a w s i s a h a M . s i r g g n I .s i r g g n I a s a h a b a t a k t a g n i g n e m k u t n u i l a k g n a l u r e b a t a k n a k p a c u g n e m j a l e b m e p i g e t a r ts a w h a b n a k l u p m i y n e m i n i n a it il e n e
P aran kosakata yang
i s a t e p s k e n a d n a m a l a g n e p a d a p g n u t n a g r e b a w s i s a h a m h e l o n a k is a k il p a i d a w s i s a h a
m untukmencapa ipenguasaan kosakata .Oleh karena tiu ,mereka i ngin e
m miilk ipengajaran yang menarik .Ha l tiu dapat membua tmaha isswa memiilh a y t a p e t i g e t a r t
s ngberhubungandenganpersonalti imereka .
i c n u K a t a
(12)
x i S T N E M E G D E L W O N K C A , g n i k r o w d r a h f o e s u a c e b s i s i s e h t s i h t g n it e l p m o c t a h t t i m d a o t e v a h I d l u o w I , e r o f e r e h T . s r e y a r p d n a t r o p p u s ’ s r e h t
o ilke t o expres smy grattiude rf o g n i h s i n if r o f n o it a v it o m d n a , r e y a r p , tr o p p u s e m n e v i g e v a h o h w s r e h t o d n a d o G .s i s e h t s i h t k n a h t o t e k il d l u o w I , ll a f o t s ri
F G ,od who give sme wonderfu llove , v i g e H . s m e l b o r p e c a f o t e m s n e h t g n e rt s e H . e fi l y m n i s y a w d n a g n i s s e l
b e sme
. y d u t s s i h t h s i n if o t h ti a f a r p r i e h t n e v i g s a h o h w y li m a f g n i z a m a e v a h o t l u f e t a r g m a
I yer sandl ove .
t n e r a p y m k n a h t
I ,BennyBokiandmymother ,SellyMandosirwhohavealway s s i s e h t y m h s i n if o t g n i k r o w d r a h f o g n i n a e m e h t e m t h g u a
t . Ithank my sisters ,
i k o B a d n i L i h d u
Y andErikaBoki,whoalway ssaymynamei nt hei rpraye rand s t n u a y m o s l a d n a , s i s e h t d n a h tl a e h y m f o e r a c e k a t o t e m d n i m e
r Eilsabethand
y m m
E ,whoalwayss uppor tmei nt hei rprayers na dl oves tome .Specia lgrattiude a o t o g o s l
a l lmyf amliywhoalwaysr emindmet opraytoGodands uppor tme. e d u ti t a r g y m e v i g y l p e e d
I f or my advisor ,Gregoriu sPunto Aj iS.Pd. , m
u H .
M ,who givesmepar toft heri it meand dozen so fsuggesiton sto guideme . s i s e h t s i h t g n it e l p m o c r o f h g u o r h t o g o
t It hank hi swliilngnessto check,t or ead , o
t d n
a pinpointfeedback t o me . Ialso t hank al llecturerso fEngilsh Language m a r g o r P y d u t S n o it a c u d
E who have given me a lo to fexpe irence and have ll a o t n o it a i c e r p p a r e p o r p y m w o h s o t e k il d l u o w I . e m d e t a c u d
(13)
x t
a ir a t e r c e
s s ,lectu irng staffs , ilbrary staffs ,and al lemployee sin Sanata Dharma .
y d u t s y m g n ir u d e m g n it r o p p u s r o f y ti s r e v i n U
o t n o it a i c e r p p a r e p o r p y m w o h s o t e k il d l u o w o s l a
I an Engilsh t eacheri n
, U T A S I R K P O B A M
S Ruminto ,who giv s e mehi spreciousi deaf o rw iritngt hi s a
i c e p S . s i s e h
t l t hank sare also given t o t he second semeste rstudent so fEngilsh u
g n a
L age Educaiton Study Program in academic yea r o f 2012/2013 a s the a
p i c it r a
p n tsto ifnisht hist hesi .s
n i s d n e ir f y m f o l l a k n a h t d l u o w
I Sanata Dharma Universtiy who hav e f o y li m a f g i b e h t o t s k n a h t s s e r p x e o s l a I . e m o t s e c n e ir e p x e s u o i c e r p y n a m n e v i g
a t a n a S t e k s a B M K U d n a , b u l C l l a b t e k s a B I R E R O K , b u l C l l a b t e k s a B P I K F
a m r a h
D .It hank t hem f o rgiving theri warm firendship and rtustt o keepup my .s
i s e h t y m h s i n if o t ti ri p s d n a t n e l a t
o t s k n a h t y n a m s s e r p x e o s l a
I Helen , Edoardo , Ttia , Jojo ,Chika , m
e
M ey ,Wibi ,Miyuki ,Happy ,Sinchu and Romeo ,fo rthei rlove ,prayers , s
e r a c d n a , s h g u a
l . Ialso thank al lmy student sin Pusa tPengembangan Anak e
P rta . Iams ogratefult oknowt hemto ifnishthist hesis.
d e p l e h e v a h o h w e l p o e p e h t f o l l a k n a h t o t e k il d l u o w I , y lt s a
L meovert he
.s r a e y t s a p
i k o B s e n g A a s e r e h T
(14)
i x
S T N E T N O C F O E L B A T
e g a P ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P E L T I
T ... i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E G A P L A V O R P P
A ii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P N O I T A C I D E
D i ii
O T N E M E T A T
S FWORK’SORIGINALITY... i v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B
A v ii
S B
A TRAK... v iii …
… … … … … … … … … S T N E M E G D E L W O N K C
A ... i x
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E T N O C F O E L B A
T ... x i
F O T S I
L TABLES... .... x iv E
C I D N E P P A F O T S I
L S... x v
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... 1 .
B ResearchProblem... 3 .
C ProblemLimtiaiton... 4 .
D ResearchObjecitves... . .. 4 .
E ResearchBenefti .s... .. 5 .
F Deifniitono fTerm .s... 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton... 8 .
1 VocabularyLearningSrtategies... 8 .
a Deifniiton so fVocabularyLearning s
e i g e t a rt
S ... 8 .
b Catego ireso fVocabularyLearning s
e i g e t a rt
S ... .... 9 .
(15)
ii x .
B Theoreitca lFramework... 1 5
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod... 1 7 .
B ResearchSetitng... .... 1 8 .
C ResearchParitcipant .s... 18 .
D Insrtument sandDataGatheirngTechnique... 1 9 .
1 Insrtuments... ... 1 9 .
2 DataGatheirngTechnique... 2 2 .
E DataAnalysi sTechnique... 22 .
F ResearchProcedure... 24
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A VocabularyLearningSrtategies... 2 6 .
1 Students ’VocabularyLearningSrtategiesBased e
ri a n n o it s e u Q e h t n
o ... 2 6 .
a DeterminaitonSrtategie .s... .. 2 7 .
b Socia lSrtategie .s... 28 .
c MemorySrtategies... . .. 2 9 .
d CogniitveSrtategie .s... . .. 30 .
e MetacogniitveSrtategies... . .. 31 .2 Howt heStudent sApplyThei rVocabulary
.. .. s e i g e t a rt S g n i n r a e
L ... .. 33 .
a Expeirenceo fLearningEngilsh... 33 .
b FindingunknownEngilshwords... 34 .
c Memo irzingEngilshwords... 35 .
d UsingMedia... 36 .
e Expectaitons... 3 6 .
B Discusions... 37 .
1 Discussiono fStudents ’VocabularyLearning a
B d e il p p a s e i g e t a rt
(16)
ii i x
.
2 Discussiono fHowt heStudent sApply e h t n o d e s a B s e i g e t a rt S g n i n r a e L y r a l u b a c o V
.. w e i v r e t n
I ... 3 9 N
O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C S
.
A Conclusions... 41 .
B Recommendaitons... .. 43
S E C N E R E F E
R ... 44 ..
… … … … … … … … … … … … … … … S E C I D N E P P
(17)
v i x
S E L B A T F O T S I L
e l b a
T Page
1 .
4 DeterminaitonSrtategies………... .. 27 2
.
4 Socia lSrtategies………... .. 2 9 3
.
4 MemorySrtategies………... 30 4
.
4 CogniitveSrtategies………. .. 31 .
4 5 MetacogniitveSrtategies………... 32 6
.
(18)
v x
S E C I D N E P P A F O T S I L
e g a P :
1 x i d n e p p
A Quesitonnarie... .... 46 :
2 x i d n e p p
A TheQuesitonnarieBluep irnt... 4 8 e
h T : 3 x i d n e p p
A InterviewBluep irn.t... 50 :
4 x i d n e p p
A Resutl so fQuesitonnarie... e
h T : 5 x i d n e p p
A SummaryofI nterview... 52 60
(19)
1 I R E T P A H C
N O I T C U D O R T N I s
i h
T chapte rpresent sthe inrtoductory informaiton which consist so fsix y
l e m a n , s tr a
p the research background , the research problem , the problem ,
n o it a ti m
il the research objecitves ,the research beneftis ,and the deifniiton o f m
r e
t s .This i nrtoductory i nformaiton i s i ntended t o bu lid t hemain foundaiton to .s
m e l b o r p h c r a e s e r e h t r e w s n a
.
A ResearchBackground n
a i s e n o d n
I college student sneed to have more expeirence fo rmasteirng y
r a l u b a c o v h s il g n
E .They wli lbe dfi ifcutl to know the meaning o funknown d
n a s d r o
w tomemo irzethewords ,fit heyhavemets omenewvocabulairesfort he e
m it t s ri
f .Ed ir s(2009: ) 14 suggests tha tthe average o fvocabulary size fo rthe n
i s t n e d u t
s western countires i shighe rthan Indonesian students because the n
i g e b y r e t s a m y r a l u b a c o v r i e h t g n i v e i h c a n i s s e c o r
p swhent heyarestli lababy. In a
e r e h t , y r a l u b a c o v g n i n r a e
l re many srtategiest o be appiled .Cetrainly ,seleciton f
o compaitble srtategie sappiled by the students had d fiferen tcharacteirsitcs. f
e r e h
T ore , they need to have preparaiton to use thei r vocabulary learning e
v e i h c a o t s e i g e t a rt
s vocabularymastery. x
O ford( 1990 :15 )classi ife sdriec tandi ndriectl earningsrtategies .Driec t y
b y lt c e ri d d e s u e r a s e i g e t a rt
(20)
a rt s e s e h t f o s d n i
k tegies ,namelymemory ,cogniitve ,andcompensaitonsrtategies . y
b y lt c e ri d n i d e s u e r a s e i g e t a rt s t c e ri d n i ,t s a rt n o c n
I thestudents .Thesesrtategie s t
u o b
a opr cesse s o flearning vocabulary are to organize the Engilsh learning ,to e
g a n a
m theemo iton ofl earning Engilsh ,and t o l earn word swtih others .In othe r s
t n e d u t s e h t ,s d r o
w areablet o apply t hesesrtategie sast hei rvocabularyl earning .s
e i g e t a rt s
e h
T vocabulary mastery i sstudents’l anguage l earning proces sto become e
r a w
a fo knowi ng vocabulary , rememberi ng ti , and rtanslati ti .ng Learning y
r a l u b a c o v h s il g n
E si themain i mpo tran tprocessf o rstudentst o comprehend the y
n a m f o e s
u Eng ilsh word sand theri meaning .s Moreover ,i fthe student sjus t t
y r a l u b a c o v s s e l e v a
h heywill eb unablet ounderstandmoreabou tEngilsh. ,
e r o f e r e h
T the research intend s to identfiy the vocabulary learning a
rt
s tegie sappiledbyt she econdsemeste rstudent so fEngilshLanguageEducaiton m
a r g o r P y d u t
S , who havetaken a vocabulary course .Beside ,s t he purpose i s to e
h t w o h t u o d n
if yapplythei rvocabularyl earningsrtategiestoachievevocabulary ,
n o it i d d a n I . y r e t s a
m thei rvocabularyl earningsrtategie swhichcont irbute et m h to r
e t s a
m othe rsubject soft hesecond semester ,namelysrtucture ,basicw iritng ,and .
g n i d a e r c i s a b
Thevocabulary course i san elecitve course designed forl earning word s d
r o w , g n i n a e
m s formaitons ,and using words in contex . t Lecturer so fEngilsh m
a r g o r P y d u t S n o it a c u d E e g a u g n a
L (2006:84 ) rtanslate the goa lo fvocabulary e
s r u o
c i s“enabilngt hestudentst oknowt hemeaningo fEngilshvocabulary tiem s ”
. e g a u g n a l n a i s e n o d n I n i y ll a i c e p s
(21)
Fo trunately ,there were othe rreseacher swho had conducted th e simliar .
h c r a e s e
r Schmmi t (1997 ) and Riankamo l (2008) had conducted the survey .s
t n e d u t s e h t y b d e il p p a s e i g e t a rt s g n i n r a e l y r a l u b a c o v t u o b a h c r a e s e
r hSc m t ti
) 7 9 9 1
( d a id surveyr esearcht oJ apanesel earners .Basedont her esutls ofr esearch , t
s o m e h
t helpfuls rtategie sweret owrtie repeititon,t ousebiilngua ldicitonair s e ,t o d
r o w w e n y a
s s aloud, t o associatethesynonym sand antonyms ,and t o study the .
d r o w f o g n il l e p
s Inconrtast ,Riankamol( 2008)f oundt ha tgi tfedEngilshstudent s e
c n i s s e i g e t a rt s e v it i n g o c a t e m e h t d e s u y lt n e u q e r
f those srtategies faclitiated s
t n e d u t
s to learn more sources, such a swatching Engilsh movies ,memo irzing h
s il g n
E wordsf romEnglishmagazines ,and ilsteningt oEngilshs ong .s e
r o f e r e h
T ,the research used the second semeste r student s o fEngilsh m
a r g o r P y d u t S n o it a c u d E e g a u g n a
L ast heparitcipan . Ots xford( 1990:8 )declared e
m o c e b g n i n r a e l ri e h t s e k a m f l e s ti r o i v a h e b ’ s t n e d u t s t a h
t successful ,enjoyable ,
fl e s d n
a -driected .Doing t asksand testsf rom t hel ecture rprovide theoppo trun tiy r
i e h t y l p p a o t s t n e d u t s r o
f vocabularyl earningsrtategiest oachievet hevocabulary .
y r e t s a m
.
B ResearchProblem n o it s e u q h c r a e s e r e h
T saref ormulatedasf ollows: .
1 Wha t are vocabulary learning srtategie s appiled by et sh econd semester students o f Engilsh Language Educaiton Study Program to achieve
a m y r a l u b a c o
(22)
.
2 How do the second semeste rstudent so fEngilsh Language Educaiton Study m
a r g o r
P apply thei r vocabulary learning srtategie s to achieve vocabulary ?
y r e t s a m
.
C ProblemLimtia iton
There are many subject sappiled by et h student so fEngilsh Language c
u d
E aitonStudyProgram,s uchast heintensiver eading ,thebasicwiritng ,andthe g
n i n e t s il c i s a
b . Int her esearch ,tii silmtiedt oones ubjec twhichi st heVocabulary .
e s r u o
c The r esearch took thevocabularycoursebecausethestudentsfocused on v
g n i n r a e
l ocabulary .In t hi scourse, t here are fou rclasse swhich are l ectured by s
r e r u t c e l e e r h
t .Theyareclasse sA ,B ,C ,andD ,bu tclasse sC andDarelectured r
a li m i s y
b lecturer .Both classe sare selected to be in thi sreasearch since they a
d e s
u simliars yllabusandwerelecturedbyasimlia rlecturer . n
o s e s u c o f h c r a e s e r e h
T identfiying the use o f vocabulary learning y
b d e il p p a s e i g e t a rt
s t she econdsemeste rstudents fo EngilshLanguageEducaiton m
a r g o r P y d u t
S in academicyea r2012/2013 whot ook t hevocabulary courseand ri
e h t f o n o it a c il p p a e h
t vocabulary learning srtategies to achieve the vocabulary .
y r e t s a m
.
D ResearchObjecitves
t , d e t a l u m r o f e r a h c i h w s m e l b o r p h c r a e s e r e h t h ti w n o it c e n n o c n
I he
r a e s e
r c hpresentst wo r esearch objecitves. Thef ris tobjecitvei stoi dentfiytheuse y
b d e il p p a s e i g e t a rt s g n i n r a e l y r a l u b a c o v f
(23)
Engilsh Language Educaiton Study Program. Thesecond objecitvei sto ifnd ou t f
o n o it a c il p p a e h
t theri vocabulary learning srtategies in achieving vocabulary y
r e t s a
m based on thei r expeirence and expectaitons . The descirpitons fo y
r a l u b a c o
v learning srtategie sare those srtategie swhich encourage student sto d
n a s d r o w w e n n r a e
l retainthenewwordst ha thavebeenencountered.
.
E ResearchBeneftis n
I ordert o i dentfiy vocabulary l earning srtategie sappiled by t hestudent s t
,t i y l p p a y e h t w o h t u o d n if o t d n
a h eresearchcontirbute sbeneftis rfo thestudent s ;
e s r u o c y r a l u b a c o v n r a e l o h
w fo rthe lecturer swho implemen tthei rvocabulary s
e i g e t a rt s g n i n r a e
l int eachingclass; rf o otherr esearcher sandgeneralr eaderswho y r e t s a m y r a l u b a c o v e v e i h c a o t h c r a e s e r r a li m i s e h t t c u d n o c o t d e t s e r e t n i e r
a . Thi s
d n a s r e h c r a e s e r r e h t o e h t r o f s e g a t n a v d a s e v i g o s l a h c r a e s e
r genera lreaders .I t
s m i
a toatrtac ttheothe rresearcherstogof u trhe rtol earnaboutl earningsrtategie s .
y r e t s a m y r a l u b a c o v e v e i h c a o
t eT h genera lreader shave an oppo truntiy to l earn t
e g d n
a theresearch ifndings . .
1 Fort heStudentso fEngilshLanguageEduca itonStudyProgram t
n e d u t s e h
T sareablet ocomprehendand uset heEngilshwordsi ncontext . s
e t u b ir t n o c t
I them t o know t hemeaning o ftheEngilsh word ,s t o memo irze t he h
s il g n
E word sandt ouset heEngilshwordsi ncontext .Inaddiiton, iti sbene ifcia l r
o
(24)
.
2 Fort heLecturerso fEngilshLanguageEduca itonStudyProgram e
h
T researchassistst helecturerst ohaveknowledgeo fstudents ’srtategie.s y
e h
T gett hebenefti so fmakingt hei rstudentst obemorei ndependenti nl earning e
h t s a y r a l u b a c o
v basic fo learningEngilsh. Therefore,i tcontirbutes thel ecturers o
t encouragestudent sonprepairngthei rvocabularylearningsrtategiesinordert o s
s e c c u s m e h t e k a
m f ulinachievingt hevocabularymastery. .
3 Fort heOtherResearchers h
c r a e s e r e h
T e rexpect sotherr esearcherstomoitvatet o ifndou tmoreabou t g
n i n r a e l h s il g n E f o c i s a b e h t s i ti e c n i s y r a l u b a c o
v . I twa sexpected t o beablet o t
c u d n o
c thesimliarr esearch ont hef utureandf u trhert o discusst heappilcaiton of .s
e i g e t a rt s g n i n r a e l y r a l u b a c o v r i e h
t
.
4 Fort heGenera lReaders h
c r a e s e r e h
T e rhopes the genera lreaders have moitvaiton fo rlearning y
r a l u b a c o v t u o b a e r o
m a tferr eadingt her esearch.I tm aycont irbutethemtoen irch f
o e g d e l w o n k r i e h
t masteri ngtheEngilshl earning.
.
F TheDeifniitono fTerms s
i h
T seciton discusses severa lkey term sand thei rdeifniitons which are h
c r a e s e r s i h t o t d e t a l e r y ll a c if i c e p
s .Thepurpose i s t o clarfiy whati sfocused by r
e h c r a e s e r e h
(25)
.
1 VocabularyLearningStrategies if e d ) 6 5 : 3 0 0 2 ( n a l a t a
C ne s vocabulary learning srtategies a re ‘a s s
m s i n a h c e m f o e g d e l w o n
k . The objecitve so fthese srtategie sare to ifnd the g
n o l n i m e h t r e b m e m e r o t ,s d r o w n w o n k n u f o g n i n a e
m -termmemory,t o r ecal l ti , t
x e t n o c n i t i e s u o t d n
a in ora land w irtten form .s’ Schmti t(1997:203 )de ifne s s
e i g e t a rt s g n i n r a e l y r a l u b a c o
v sa ‘theprocessesi n which i nformaiton i sobtained , .
d e s u d n a , d e v e ir t e r , d e r o t
s ’ In t her esearch ,vocabulary l earning srtategiesast he s
s e c o r
p e s fo rstudent sto ifnd the meaning o fEngilsh words ,to memo irze the .t
x e t n o c n i s d r o w h s il g n E e h t e s u o t d n a , s d r o w h s il g n E
.
2 VocabularyMastery
.s s e c o r p g n i n r a e l e g a u g n a l ’ s t n e d u t s r o f t n a tr o p m i s i y r a l u b a c o V r u s a e
M emen to fvocabularyknowledgehadapproximatelyd fiifcutl . Accordingt o asyllabu so fthevocabulary courset ha ttocompletethi scourse ,studentsareable y r a l u b a c o v h c ir n e o t , h c e e p s f o t r a p e h t d n a t s r e d n u o t , s d r o w 0 0 5 4 w o n k o t
y lt n e d n e p e d n i s e u q i n h c e
t , and to use dicitonary to en irch Engilsh words. r
e h t , e r o f e r e h
T esearchwa sconductedt o ifnd outt heuseo fvocabulary l earning e
h t y b d e il p p a s e i g e t a rt
s secondsemeste rstudent so fEngilshLanguageEducaiton e v e i h c a o t s e i g e t a rt s g n i n r a e l y r a l u b a c o v r i e h t y l p p a y e h t w o h d n a m a r g o r P y d u t S
. y r e t s a m y r a l u b a c o v e h t
(26)
8 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
y l e m a n , s p u o r g r o j a m o w t f o s t s i s n o c r e t p a h c s i h
T review o ftheoreitca l
n o it p ir c s e
d and theoreitca l framework.The fris t majo r group i s theoreitca l n
o it p ir c s e
d whichdescirbe svocabularyl earningsrtategyandvocabularymastery . T eh second majo rgroup istheoreitca lframework which i sa set o fsummary o f
d n a s e ir o e h t d e t a l e
r researche .s
.
A Theoreitca lDescrip iton s e s s u c s i d t r a p s i h
T relevan ttheo ire sand studiesdeailng wtih vocabulary e
v l o s o t s e i g e t a rt s g n i n r a e
l the research problem .sThos e theo ire s consis t f
o vocabularyl earnings rtategiesandvocabularymastery . .
1 VocabularyLearningStrategi es t
r a p s i h
T descirbesdeifniitons o f vocabulary learning srtategies from s
tr e p x e s u o ir a
v and catego ires o f vocabulary learning srtategies , such a s ,
n o it a n i m r e t e
d social ,memory ,cogniitve ,andmetacogniitvesrtategie s. .
a Deifni itons o fVocabularyLearningStrategies
Vocabulary learning srtategiesaresrtategies appiled by the students no .
y r a l u b a c o v r e t s a m o t s s e c c o r p g n i o g n o s e u q i n h c e t g n i s
u O’Malley and
a h
(1)
O
N STUDENT R E B M U
N 14 STATE1 M5 ENTNU1 M6 BER 1 7 SUM
7 Studen tG 3 3 3 4 1 3
8 Studen tH 4 2 2 2 1 0
9 StudentI 2 4 2 3 1 1
0
1 StudentJ 3 2 2 3 1 0
1
1 Studen tK 3 1 2 2 8
2
1 Studen tL 1 2 2 1 6
3
1 Studen tM 3 2 1 1 7
4
1 Studen tN 0 2 1 4 7
5
1 Studen tO 1 2 0 3 6
6
1 Studen tP 2 1 0 2 5
7
1 Studen tQ 2 1 0 2 5
8
1 Studen tR 2 4 1 3 1 0
9
1 Studen tS 2 2 1 3 8
0
2 Studen tT 1 3 0 1 5
1
2 Studen tU 4 3 2 4 1 3
2
2 Studen tV 3 1 2 2 8
3
2 Studen tW 2 2 2 2 8
4
2 Studen tX 4 3 2 4 1 3
5
2 Studen tY 4 2 1 2 9
6
2 Studen tAA 3 3 1 3 1 0
7
2 Studen tAB 2 2 1 2 7
8
2 Studen tAC 2 3 2 2 9
9
2 Studen tAD 4 2 2 2 1 0
0
3 Studen tAE 2 2 2 3 9
1
3 Studen tAF 3 2 0 1 6
2
3 Studen tAG 3 3 3 3 1 2
3
3 Studen tAH 4 4 2 4 1 4
4
3 Studen tAI 1 3 0 2 6
5
3 Studen tAJ 2 1 2 4 9
6
3 Studen tAK 3 3 2 3 1 1
7
3 Studen tAL 2 1 0 1 4
8
3 Studen tAM 3 2 2 1 8
9
3 Studen tAN 1 4 1 3 9
0
4 Studen tAO 1 2 1 3 7
1
4 Studen tAP 1 2 0 3 6
2
4 Studen tAQ 4 3 2 2 1 1
3
4 Studen tAR 4 4 3 4 1 5
4
4 Studen tAS 3 2 1 2 8
5
4 Studen tAT 3 2 2 2 9
6
(2)
O
N STUDENT R E B M U
N 14 STATE1 M5 ENTNU1 M6 BER 1 7 SUM 7
4 Studen tAV 3 3 4 4 1 4
8
4 Studen tAW 1 2 1 4 8
9
4 Studen tAX 2 2 0 4 8
0
5 Studen tAY 4 2 3 2 1 1
1
5 Studen tAZ 2 3 2 3 1 0
2
5 Studen tBA 3 3 2 3 1 1
3
5 Studen tBB 1 1 1 1 4
4
5 Studen tBC 4 4 4 4 1 6
5
5 Studen tBD 4 3 3 3 1 3
6
5 Studen tBE 1 2 1 3 7
7
5 Studen tBF 2 3 1 3 9
t o
T a l 5 13
.
E Score so fMetacogniitveStrategies
. O
N SNTUUMDBEENRT STATEMENTNUMBER SUM 8
1 1 9 2 0 2 1 2 2 2 3 2 4
1 Studen tA 4 4 3 1 4 2 1 1 9 2 Studen tB 4 4 4 3 4 3 1 2 3 3 Studen tC 3 3 3 2 3 3 3 2 0 4 Studen tD 3 3 2 1 4 1 2 1 6 5 Studen tE 1 4 3 3 3 1 3 1 8 6 Studen tF 4 4 4 3 3 2 2 2 2 7 Studen tG 1 4 4 1 3 2 0 1 5 8 Studen tH 3 4 3 2 4 2 2 2 0 9 StudentI 1 4 2 4 4 2 1 1 8
0
1 StudentJ 3 3 4 3 3 2 3 2 1 1
1 Studen tK 2 2 2 2 3 2 1 1 4 2
1 Studen tL 2 3 1 0 2 1 0 9 3
1 Studen tM 2 3 3 2 3 2 2 1 7 4
1 Studen tN 0 4 1 3 4 0 1 1 3 5
1 Studen tO 1 4 3 4 4 1 1 1 8 6
1 Studen tP 1 2 3 2 3 0 1 1 2 7
1 Studen tQ 3 0 1 1 1 2 0 8 8
1 Studen tR 3 4 4 1 2 2 1 1 7 9
1 Studen tS 2 3 2 2 4 2 2 1 7 0
2 Studen tT 2 4 1 1 4 1 1 1 4 1
(3)
. O
N SNTUUMDBEENRT STATEMENTNUMBER SUM 8
1 1 9 2 0 2 1 2 2 2 3 2 4
2
2 Studen tV 2 2 2 2 2 2 2 1 4 3
2 Studen tW 3 3 3 2 3 0 2 1 6 4
2 Studen tX 2 4 4 3 4 1 1 1 9 5
2 Studen tY 2 4 2 2 4 2 2 1 8 6
2 Studen tAA 3 4 3 3 4 2 3 2 2 7
2 Studen tAB 3 4 1 3 3 3 1 1 8 8
2 Studen tAC 3 2 3 1 3 3 3 1 8 9
2 Studen tAD 4 4 3 2 3 2 1 1 9 0
3 Studen tAE 3 4 4 2 3 2 3 2 1 1
3 Studen tAF 3 4 2 2 4 0 2 1 7 2
3 Studen tAG 4 4 4 2 4 2 1 2 1 3
3 Studen tAH 4 4 4 4 4 3 1 2 4 4
3 Studen tAI 2 4 3 2 4 0 0 1 5 5
3 Studen tAJ 1 3 2 1 3 2 2 1 4 6
3 Studen tAK 3 3 3 3 3 2 2 1 9 7
3 Studen tAL 2 3 4 0 2 2 0 1 3 8
3 Studen tAM 1 2 4 2 2 1 1 1 3 9
3 Studen tAN 4 4 2 2 3 2 2 1 9 0
4 Studen tAO 0 4 3 2 3 1 1 1 4 1
4 Studen tAP 0 3 3 3 3 0 0 1 2 2
4 Studen tAQ 4 4 4 3 4 2 2 2 3 3
4 Studen tAR 4 4 4 3 4 3 2 2 4 4
4 Studen tAS 3 4 3 2 4 2 2 2 0 5
4 Studen tAT 3 4 4 2 4 1 1 1 9 6
4 Studen tAU 2 2 4 4 4 2 2 2 0 7
4 Studen tAV 3 3 4 3 4 2 2 2 1 8
4 Studen tAW 2 2 4 1 2 3 1 1 5 9
4 Studen tAX 1 4 4 1 3 1 2 1 6 0
5 Studen tAY 3 3 2 1 4 2 2 1 7 1
5 Studen tAZ 3 3 3 2 3 2 3 1 9 2
5 Studen tBA 3 4 4 2 3 2 2 2 0 3
5 Studen tBB 1 4 4 3 3 1 2 1 8 4
5 Studen tBC 4 4 4 4 4 4 4 2 8 5
5 Studen tBD 4 4 3 3 3 3 3 2 3 6
5 Studen tBE 3 3 4 2 3 2 2 1 9 7
5 Studen tBF 3 3 3 2 3 3 2 1 9
l a t o
(4)
5 x i d n e p p A f o y r a m m u S e h
T Interviews .
A Experienceo fLearningEngilsh x Thef ris titmet ol earnEng ilsh
h s il g n E n r a e l o t d e tr a t s A t n e d u t
S when shewasi n fou ryear sold .Studen tB t n e d u t S . e m it t s ri f e h t r o f h s il g n E n r a e l o t n e tr a g r e d n i k n i s a
w s C ,E ,andFs tatred
n r a e l o t d e tr a t s D t n e d u t S . l o o h c S y r a t n e m e l e n i e r e w y e h t n e h w h s il g n E n r a e l o t l o o h c s h g i h r o i n u J n i s a w e h n e h w h s il g n E
x Thestudents ’vocabularyl earnings rtategie sbefores tudyingi nacollege A t n e d u t
S sta tred to watch Barney movie ,to read the Engilsh texts ,and to .t s il y r a l u b a c o v e h t e z ir o m e
m Studen tBsta tredt omemo irzet he ils to fvocabulary s y r a t n e m e l e n i s a w e h s n e h
w choo landj unio rhighs choo.lStuden tCr epeatedt he ll a t i e z ir o m e m o t r e h d e t u b ir t n o c t a h t g n it e e m y r e v e s d r o w h s il g n
E before she
e g e ll o c n i s a
w . Studen tD statred to learn Engilsh since he wa sin junio rhigh .l
o o h c
s Int ha titme,heusedt obel azyt ol earnEngilsh. x Thes tudents ’vocabularyl earnings rtategiesi nacollege
A t n e d u t
S ilked t o read Engilsh novels , ilsten Engilsh songs i n audio player , s e i v o m y s a t n a f h c t a w d n
a , ilstened to the lecture rin the clas ,s learned wtih . s d n e ir
f Studen tB alway sused dicitonary. Thevocabularyl earningsrtategie sshe , s t x e t h s il g n E d a e r e h s e r e w e g e ll o c n i d e il p p
a ilstenedtot hel ectureri nt heclass , d e h c t a
w movie ,and learned wtih firends .Studen tC ilstened Engilsh pop song s n o r e y a l p o i d u a h g u o r h
t h er phone. The srtategie sshe used in college were to h s il g n E o t n e t s
il pop song sand ifnd the meaning o fword sthrough the ly irc .s n i y r a l u b a c o v e h t d e n r a e l D t n e d u t
S handout stha tare given by the lecture.r He . y r a n o it c i d d e s u s y a w l
a Studen tEwasi ncollege ,shesangtheEngilsh song sand . e g e ll o c n i s a w e h s e r o f e b s d r o w f o g n i n a e m e h t w o n k o t s e r u t c i p e h t t a g n i k o o l m o r f d e n r a e l F t n e d u t s , e li h
W Kangaroo game and read Engilsh text .s B oth s t n e d u t
s in co llege learned t he Engilsh word sonly from handout so rhandbook s .r e r u t c e l e h t y b n e v i
g Studen t E alway s watched movie and seldom to use d e s w o r b d n a y r a n o it c i d d e s u s y a w l a F t n e d u t S . y r a n o it c i
d ont hewebstie .
.
B Findingt heMeaningO fWords
x Themos teffecitveo fvocabularyl earnings rtategie sappiledbyt hestudents v it c e f f e t s o m e h
T e way studen tA used wa sto read Engilsh classic novel s r e h d e t a v it o m t i e s u a c e
b to expres sand to learn abou tthe text sin contex t . y lt n e d n e p e d n
i Studen tBandstuden tC ilstenedt ot heEngilsh songst ha thelped g n i n a e m e h t d n if o t r e
h o funknown word so rnew word sfrom t he l y irc soft he e h t s a s g n o
s ri mos teffecitve srtategy. Studen tD ,E ,and F wast o watch Engilsh s
e i v o
(5)
x The fris tthing to know when listening unfamiila rEngilsh audio o rreading s t x e t h s il g n E r a il i m a f n u x e A t n e d u t
S pected to know content so fthe audio o rtext sand unfamiila r r i e h t w o n k o t d e t c e p x e B t n e d u t S . y r a l u b a c o v g n i n r a e l r o f s ti f e n e b e h t s a s d r o w d n a C t n e d u t S . r e r u t c e l a m o r f s n o it s e u q e h t r e w s n a o t s t n e t n o
c student D
d u a r o s t x e t f o s g n i n a e m w o n k o t d e t c e p x
e io .Studen tE and Fexpected t o know .s d r o w r a il i m a f n u
x Findingmeaning so funknownwords d n a A t n e d u t
S studen tBuseddicitonaire sandaskedt ot herif irends .Studen tC d
n
a studentDusedmonoilngua ldicitonairest o ifndmeaning so funknownwords . t n e d u t
S Euseddicitonaire sandguessed t hemeaning o funknownwords .Studen t .s d r o w n w o n k n u f o g n i n a e m e h t d e s s e u g d n a e l g o o g n i d e s w o r b F
x Listeningt ounknownAudioorr eadingunknownEngilsht exts s t n e d u t s l l a n e h
W ilstened to the unknown Engilsh audio read the unknown e h t t u o d n if o t d e t n a w s t n e d u t s ll a , s t x e t h s il g n
E word sandt hemeaningo fwords . x Usingdicitonaires
.s e ir a n o it c i d l a u g n il o n o m d e s u s t n e d u t s ll A
x Usingdicitonaire sbeside s ifndingt hemeaningo fwords t n e d u t
S s A ,B ,C ,E ,and F expected to ifnd patr so fspeech and studen tD .s n o it p ir c s n a rt s c it e n o h p d n if o t d e t c e p x e .
C Memorizingt heMeaningo fWords e z ir o m e m s r e v e i h c a h g i h e h
T d the Eng ilsh word s wtih the example o f d e t a e p e r d n a , e c n e t n e
s the Engilsh words .The medium achiever smade the r a l u b a c o
v y ils ton the handphone and repeated the Engilsh word sto remember . d e n e t s il s r e v e i h c a w o l e h
T ot the Engilsh song swhlie reading the handout so r .t u o d n a h m o r f s d r o w h s il g n E e h t d a e r d n a e l u d o m .
D UsingMedia
x WatchingEngilshmovies
g n i h c t a w d e k il A t n e d u t
S anime and fantasy movie sbecause the movie sare d n a B t n e d u t S . e lt it b u s h s il g n E g n i s u y b s d r o w h s il g n E n r a e l o t y s a e d n a n u f t n e d u t
s F ilked watching aciton movie swtih Engilsh sub itltebecauset hemovie s v e w o H . y r a l u b a c o v h s il g n E r e t s a m o t m e h t d e t a v it o
m er ,studen tC andstudent D
.s e i v o m g n i h c t a w e k il t o n d i d
x Listeningt oEngilshs ongs d n a A t n e d u t
S student F did no t ilke t o ilsten t o Engilsh song sbecause t hey t n e d u t S . s d r o w h s il g n E n w o n k n u f o g n i n a e m e h t d n if o t tl u c if fi d e r e
w s B ,C ,D ,
t d e k il E d n
(6)
x ReadingEngilsht exts
g n i d a e r e k il B t n e d u t S . s l e v o n h s il g n E c i s s a l c g n i d a e r d e k il A t n e d u t S
d e k il D t n e d u t S . d o o t s r e d n u e b o t s d r o w e l p m i s d a h s e ir o t s e h t e s u a c e b s e l a t y ri a f
a tr a k a J n i e k il r e p a p s w e n e v it a t n e m u g r a g n i d a e
r Post .However ,students C ,E ,
r e t s a m o t m e h t d e p l e h s e i v o m g n i h c t a w e s u a c e b s t x e t g n i d a e r e k il t o n d i d F d n a
. y r a l u b a c o v h s il g n E
x Playinggames
, s e m a g y a l p o t d e t s e r e t n i t o n e r e w s t n e d u t s l l
A excep tstuden tD ilked
g n i y a l
p game sa silkePoin tBlankt omaste rEngilshvocabulary. .
E Expecta itons
x Expectaitono flearningEngilsh A
t n e d u t
S expected tha tlearning vocabulary could help he rto read many r e h s a w t i e s u a c e b y lt n e u lf h s il g n E k a e p s , ll e w h s il g n E e ti r w , s k o o b h s il g n E
.t s e r e t n
i Studen tB expected to use the irgh tEngilsh word sin the sentence and C
t n e d u t S . y lt n e u lf h s il g n E k a e p
s expected t ha tshe could speak Engilsh lfuen lty . y lt n e u lf h s il g n E k a e p s o t t o n r e h d e c n e u lf n i y r a l u b a c o v f o n o it a ti m il e h t e s u a c e b
. e d i u g r u o t a e m o c e b o t d e t c e p x e D t n e d u t
S Studen tEand student F expected t o .
y lt n e u lf h s il g n E k a e p s
x Contirbuiton o fmasteirng vocabulary in the vocabulary course based on s
e i g e t a rt s g n i n r a e l y r a l u b a c o v ’ s t n e d u t s
t s o
M studentss aidt hatt hei rvocabularyl earnings rtategie scouldno thelpt hem n