T1 112007212 Full text

A STUDY OF VOCABULARY LEARNING STRATEGIES USED BY
STUDENTS OF SEKOLAH DASAR NEGERI SALATIGA 10

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

Awan Giri Dahana
112007212

ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013

A STUDY OF VOCABULARY LEARNING STRATEGIES USED BY
STUDENTS OF SEKOLAH DASAR NEGERI SALATIGA 10

THESIS

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

Awan Giri Dahana
112007212

Approved by:

Dra. Martha Nandari, MA.
Supervisor

Rindang Widiningrum, SS, M.Hum
Examiner

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Copyright@ 2013. Awan Giri Dahana and Dra. Martha Nandari, MA.
All right reserved. No part of this thesis may be reproduced by any means without
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Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
Awan Giri Dahana

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Rindang Widiningum, SS, M.Hum

TABLE OF CONTENT
Cover Page .......................................................................................................... i
Approval Page ..................................................................................................... ii
Copyright Statement ........................................................................................... iii
Publication Agreement ....................................................................................... iv
List of Table and Figures .................................................................................. viii
Abstract .............................................................................................................. 1
Introduction ........................................................................................................ 2
The Study ............................................................................................................ 7
Method of Study .................................................................................................. 8
Participants ......................................................................................................... 8
Instrument of Data Collection ............................................................................. 8
Procedure of Data Collection .............................................................................. 8
Data Analysis ...................................................................................................... 9
Discussion .......................................................................................................... 9
Overall Strategies Use ......................................................................................... 9
The Utilization of Each Strategy Category ......................................................... 10
Metacognitive Strategies ................................................................................... 10
Social Strategies ............................................................................................... 11

Cognitive Strategies .......................................................................................... 12
Memory Strategies ............................................................................................ 13
Determination Strategies ................................................................................... 14
Conclusion ........................................................................................................ 15

Acknowledgement ............................................................................................ 17
References ........................................................................................................ 19
Appendix .......................................................................................................... 21

LIST OF TABLE AND FIGURES

Table 1. Vocabulary Strategies List...................................................................... 5
Figure 1. Overall Strategies of Vocabulary Learning ............................................ 9
Figure 2. Metacognitive Strategies ..................................................................... 10
Figure 3. Social Strategies ................................................................................. 11
Figure 4. Cognitive Strategies ............................................................................ 12
Figure 5. Memory Strategies ............................................................................. 13
Figure 6. Determination Strategies .................................................................... 14

A STUDY OF VOCABULARY LEARNING STRATEGIES USED BY STUDENTS OF

SEKOLAH DASAR NEGERI SALATIGA 10

Awan Giri Dahana
112007212

Abstract
In learning and teaching English, English vocabulary plays a very significant role.
We need to know the strategies which the students use in learning vocabulary for helping
students gain vocabulary easier. This paper investigated the use of strategies by elementary
school students in their vocabulary learning. The participants of this study were 96 students
who come from the fourth, fifth, and sixth grade students from Sekolah Dasar Negeri 10
Salatiga. The data was analyzed based on Schmitt's vocabulary learning strategies
classifications, which are determination strategies, social strategies, cognitive strategies,
memory strategies, and metacognitive strategies. In order to investigate the strategies
frequently used by the students, this study used questionnaire form from Oxford’s (1989)
Strategy Inventory Language Learning (SILL). The result for descriptive statistics of this
study showed that metacognitive strategies were used most frequently and determination
strategies were used least frequently.

Key terms: vocabulary, Vocabulary Learning Strategies (VLS), learning strategy,

young learner.

Introduction
Language learning and its vocabulary are two essential things that cannot be
separated. Vocabulary is a part of language and the first step in learning language. In order to
communicate and develop the language, people should start their language learning by
acquiring words. Therefore, a learner should need to learn the vocabulary when he/she
studies language. The previous study (Hu and Nation, 2000) has reported that learners need to
know 98% of running words. It means, at most, there should be only one unknown word in
every fifty running words.
Vocabulary plays an important role in language learning that links four skills of
reading, writing, listening and speaking. Learners should master more vocabulary in order to
be able to apply the vocabulary in speaking, reading, writing and listening. To create good
communication, learners should combine those four skills in learning language. It is set as
one of the goals of language learning (Nation, 2001) and plays an active part of a language
(Zhi-liang, 2010). As cited in Zhi-liang (2010), Wilkins (1972) stated that “without grammar
little can be conveyed, without vocabulary nothing can be conveyed”(pp.9-10). In line with
that, McCarthy (1990) pointed out that “no matter how well the student learns grammar, no
matter how successful the sounds of L2 are mastered, without words to express a wide range
of meaning, communication in L2 just cannot happen in any meaningful way” (pp.265) It is

clear that people are still able to communicate using words even though the words are not
grammatically correct or pronounced perfectly.

The problem is that many students find it hard to learn English vocabulary. It can be
understood since there are many English words. Most English words have the same meaning
but they cannot replace each other. One word is only used for a certain context, such as land
vs. ground, home vs. house, human vs. mankind, etc. Besides that, there are also many words
that are long and difficult to pronounce and memorize for example, perpetuity,
iatrochemistry, peculiar, incurable, and many others. Using word incorrectly may lead
learners to fail in communication (Lightbown and Spada, 2006). For this reason, language
learners are expected to learn how to use words appropriately. Mullen (1963) emphasized that
learners would not be engaged to ideas or people if they are not able to use words and
understand it. Accordingly, learner should acquire a large number of vocabularies to help
them develop their language skill. Thus, the use of strategy is necessary to help students in
learning vocabulary.
Rasekh and Ranjbary (2003) argued that successful language learners have their own
special ways of doing it. Those special ways are known as learning strategies which can help
the students learning language more easily. In order to have a good skill in spoken and
written text, learners should improve their ability in vocabulary through good learning
strategies which learners should have. Learners have to choose the suitable strategies which

can be very helpful for them in learning vocabulary.
To avoid confusion, the writer would like to give a brief explanation of the key terms
that will be used in this research. Vocabulary is all the words that a person knows or uses, all
the words in language and all the words with their meanings, especially in a book of learning
a foreign language (oxford learner’s pocket dictionary, 2003:482). Brekelet. Al (2003)
defines vocabulary as “a list of words like the one found in dictionary of glossary or lexicon
which includes all the words of a language and known or used by a person or group.”

As an example, learners might face difficulties when they are given reading passages
in the second language context; various issues have been raised regarding the second
language learners’ behaviors, attitudes and perceptions to reading. Several studies (Ehram &
Oxford, 1990; Anderson, 1991; Pressley & Afflerbach, 1995) have discovered that many
students show substantial informal knowledge and ineffective reading skills and strategies to
accommodate the reading demands of the new academic environment. There are some factors
such as lack of cognitive and metacognitive strategies, extrinsic motivation and low interest
which have contributed toward students’ problems in reading; there is also the factor of
lacking vocabulary knowledge. Reading fluently requires accurate and automatic word
recognition skills, which will enhance comprehension (Grabe, 1991). However, Anderson
(1991) clarifies that for many second language readers, reading is a ‘suffocatingly slow
process’. For example, students may face difficulties in understanding the meaning of the text

if sentences or an entire paragraph contain even only a number of unknown words (Alderson,
1984). In most cases, the students would skip reading the sentence or paragraph. However,
this action will worsen the problem further as the students will not learn the words that they
skipped and thus, they will be unable to understand the text they read.
In addition, previous studies (Nation, 1990; Anderson, 1999) have reported that
students thoroughly refer to a bilingual dictionary for every word that they do not understand.
In another context, Huckin et al (1993) assert that students might give up trying to understand
the meaning of the text if sentences or the entire paragraph contains a small number of
unknown words. These encounters suggest that some learners might not have the knowledge
to handle words they do not understand. Although this factor has been recognized as a critical
element of one’s reading ability (Grabe, 1991), yet not much research has been focused on
investigating the Vocabulary learning strategies (VLS) used by the learners.

Learning strategies are defined by Oxford (1998:8) as “specific actions taken by the
learners to make learning easier, faster, more enjoyable, more self directed, more effective,
and more transferable to new situations. According to Schmit (1997) as stated in Meral
Öztürk (nd) a vocabulary learning strategies are any strategies that result in the learning of
vocabulary. Gu (1994) stated that vocabulary learning strategies are special instructional tools
and ways to acquire new words in the second language by the second language learner.
Vocabulary learning strategies (VLS) such as memorizing, repeating, and taking notes
on lexical words are commonly used (Schmitt, 2000 as cited in Lip, 2009). Schmitt observed
that beginners use ‘shallow’ strategies for vocabulary learning such as memorization and
repetition, and advanced learners use ‘deeper’ strategies such as consolidation and
determination strategies (p.132).
Schmitt (2000) categorized VLS into two purposes: 1. Strategies that discover a new
word’s meaning; and 2. Strategies that consolidate a word once it has been encountered.
Below there is a list of VLS from Schmitt’s (2002) taxonomy, which includes a variety of
different strategies and all important skills in the learner’s process:
Determination strategies are individual learning strategies, which help learners to
discover the meaning of words by themselves with no assistance from peers, such as guessing
the words from the context.
Social strategies engage learners in interaction with their peers, and this helps them to
learn from each other, such as observing their classmates and asking their teacher for the
meaning of a word.
Memory strategies are strategies which engage learners in learning the new word
through mental processing by associating their existing or background knowledge with the

new word. For example, if the learner comes across the word “cat”, the learner can group the
word “cat” under the category of four-legged animals because the learner already knows the
image of these four-legged animals from his/her background knowledge. Another example is
that the learner sees a particular action from a kind of sports on TV and guesses the name of
the sport because s/he already remembers the actions associated with that sport.
Cognitive strategies do not engage learners in mental processing but is more
mechanical. Repetition is one of the most commonly used cognitive strategies.Other
examples are taking notes and highlighting new words,making lists of new words, using
flashcards to record new words, putting English labels on physical objects, keeping a
vocabulary notebooks, and writing the words many times.
Metacognitive strategies are strategies relating to processes involving monitoring,
decision-making, and evaluation of one’s progress. Metacognitive strategies help the learner
in determining appropriate VLS for learning new words.
As this study took more concern on the vocabulary learning strategies for young
learners, it important to know what the meaning of young learner is. According to Sarah
Phillips (1993:5) as cited in Novita Maya Hapsari (2007,p. 6) in the introduction of her book
‘Young Learners’ described young learners as: “children from the first year of formal
schooling (five or six years old) to eleven or twelve years of age. However, as any children’s
teacher will know, it is not so much the children’s age that counts in the classroom as how
mature they are. There are many factors that influence children’s maturity: for example their
culture and their environment (city or rural), their sex, their expectation of their peers and
parents”.
Accordingly in this study, children in the fourth, fifth and sixth grade that I used as
my subject of the research can be considered as young learners.

This paper will explore the strategies of vocabulary learning among the fourth, fifth
and sixth grade students of Sekolah Dasar Negeri Salatiga 10. Besides that, it is also
important to know the most preferred and frequently used strategies by them in learning
vocabulary. It will provide information to help English teacher in teaching vocabulary. As the
result, the teacher will be able to help their students in acquiring much English vocabulary, so
that the students can become better English learners. Besides, it is hoped that this study will
give useful information for English learners so that they can be more aware of the strategies
that can be used for learning English vocabulary and decide the most suitable strategy for
them. The paper will report some preliminary findings of the VLS employed by these
learners.

The Study
The aims of this research are to identify the vocabulary learning strategy most
preferred and frequently used by 96 students which from the fourth, fifth and sixth grade of
Sekolah Dasar Negeri Salatiga 10 who are young learners. The goals of this research were to
find out the most commonly used strategy by the fourth, fifth and sixth grade students of
Sekolah Dasar Negeri Salatiga 10 in learning vocabulary.
To gain the data for this research, the writer used a questionnaire from Oxford’s
(1989) Strategy Inventory Language Learning (SILL) which is a kind of a tool for assessing
the frequency of language learning strategies used by the students. There are two versions:
For students of English as a first language or foreign language and as a second language or
foreign language. This study considered the subject of this study as students of English as
foreign language. There are 50 statements in Oxford’s SILL which cover 9 statements of
memory strategies, 14 statements of cognitive strategy, 6 statements of compensation
strategy, 9 statements of metacognitive strategy, 6 statements of affective strategy and 6

statements of social strategy. The SILL uses a 5 (five) liker – scale for which the learners are
asked to indicate their response to strategy description. Since the strategies cover all areas of
learning, the writer only selected some questionnaire items that could be used for learning
vocabulary. As a result, the modified questions consisted of only seventeen items instead of
fifty. They were 5 (five) of memory strategy, 3 (three) of cognitive strategy, 4 (four) of
Determination strategy, 3 (three) of metacognitive strategy, and 2 (two) of social strategy.
The subject of the study were the fourth, fifth and sixth grade students of Sekolah
Dasar Negeri Salatiga 10 which consist of 96 students in total. Three classes were used to
gain valid data about the frequency of language learning strategies used by the students.
Then, the writer prepared the Oxford SILL by choosing and editing some items that were
connected to vocabulary learning. The questionnaire was translated into the Indonesian
language so that they could understand the statements.
The students were asked to answer the questionnaire at the same time and submitted it
afterward. After the information or data were collected, the strategies were grouped and
tabulated item by item to find out the frequently and percentage of students who used or did
not use the strategy. Then, the writer analyzed how many of the strategies and what kind of
strategies which are used by the students. Finally to specify which strategy those students use
most, the writer counted the amount of the students who rate each strategy as always by
summing up the data.

Discussion
After the data were gathered, it was statistically analyzed to answer the research
question. To determine what extent the strategies were used by the participants, the
discussion was divided into two parts: analysis of overall strategies use and analysis of each
strategy category. The average of overall strategy used and each category of strategies were
calculated. The general table consists of the averages responses in the five strategies. They
are Memory strategy, Cognitive strategy, Determination strategy, Metacognitive strategy,
Social strategy.
Overall strategies use
The table below illustrated the summary of subjects’ responses to the statement:
Figure 1: Average used of Overall Language Learning Strategies in learning English
vocabulary

Based on the table above from the 5 strategies of learning vocabulary, the most
frequently strategy used by the participants is Metacognitive strategy with average 3.01, then
followed by Social strategy with average 2.74, Cognitive strategy with average 2.56, Memory
strategy with average 2.26 and the last is Determination strategy with average 2.19. The data
showed that the range of average scores was not significantly different. It shows that all the
five categories are also often used by the participants.
In the following section, the writer is going to describe the average use of each
strategies starting from the highest to the lowest one.

1. Metacognitive Strategies.
Metacognitive strategies are the strategies frequently used by the students with
average 3.01. There were 3 statement asked to the students. The statements are:
Q13: I try to find as many ways as I can to use my English.
Q14: I pay attention when someone is speaking English.
Q15: I look for people I can talk to in English.
The Following Figure is the average use of the statements based on the responses
given by the subject
Figure 2: The average of responses given by the students in Metacognitive strategy

3.5
3
2.5
2
1.5
1
0.5
0
Question 13

Question 14

Question 15

From the 3 statements asked to the students in this strategy, question number 13 is
statement with the highest average (3.44) which means that most of the participants try to
find many ways to use their English. Furthermore, the strategy of pay attention when
someone is speaking English (question 14) was also frequently used by the participants. The
average of Q14 was 3.43. The least average is in the statement number 15 (I look for people I
can talk to in English.) which is only 2.16 in average.
This study discovered that most students in this study were more concerned on deeper
understanding of the usage of the words and how they could use and practice their English in
the learning process whether inside or outside the class. Consequently this strategy was
considered sufficient for them.

2. Social Strategies
Social strategies are the second strategies on the list of strategies used also by the
subject with average 2.74. There were 2 statements asked to the students. The statements are:
Q16: I ask native speaker to correct me when I speak English.
Q17: I learn English together with other students.
Figure 3: The average of responses given by the students in Social strategy

3.5
3
2.5
2
1.5
1
0.5
0
Question 16

Question 17

Besides determining the meaning of the words from the context and the usage of the
words, the participants also used social strategy to grasp the new meanings with some helps
from other people.
From The 2 statements asked to the students in this strategy, statement number 17 (I
learn English together with other students) is statement with the highest average (3.28). The
least average is in the statement number 16 (I ask native speaker to correct me when I speak
English) which is only 2.21 in average. It appears that the participants tend to be a
cooperative learner in finding out the meaning of new words. They may depend on their
friends to help them figure out the vocabulary.

3. Cognitive Strategies
This study also found that the participants also used cognitive strategy in their
learning process. Cognitive strategies were the strategies that were third frequently used by
the participants with average 2.56. There were 3 statements asked to the students. The
statements are:
Q6: I say or write new English words several times.
Q7: I write notes, messages, letters, or reports by dividing it into parts that I understand.
Q8: I try not to translate word-for-word.
Figure 4: The average of responses given by the students in Cognitive strategy
2.8
2.7
2.6
2.5
2.4
2.3
2.2
Question 6

Question 7

Question 8

From the 3 statements asked to the students in this strategy, statement number 6 is
statement with the highest average (2.72), so the participants more often said and wrote the
new English word tried not to translate word-for-word (statement number 8) which is only
2.38 in average. It is clear that the participants did language manipulation in gaining
understanding of the new words.
4. Memory Strategies
Memory strategies are the fourth strategies used by the subject with average 2.26.
There were 5 statements asked to the students. The statements are:
Q1: I use new English words in a sentence so I can remember them.
Q2: I remember a new English word by making a mental picture of a situation in which the
word might be used.
Q3: I use flashcards to remember new English words.
Q4: I physically act out new English words.
Q5: I remember new English words or phrases by remembering their localities on the page,
on the board, or on a street sign.
Figure 5: The average of responses given by the students in Memory strategy
3
2.5
2
1.5
1
0.5
0
Question Question Question Question Question
1
2
3
4
5

From the 5 statements asked to the students in this strategy, this study assumed that
most of the participants commonly used statement number 5 in which they remember new
English words or phrases by remembering their localities on the page, the board, or a street
sign. Figure 4 shows that statement number 5 reached the highest average of 2.66. The least
average is in the statement number 3 (I use flashcards to remember new English words.)
which is only 1.85 in average. This study analyzed that the participants also used their visual
memory to keep the vocabulary in mind.

5. Determination Strategies
Determination strategy was the most infrequently used by the participants since it
only had an average of 2.19 compared to other strategies. It is a set of strategies used by the
participants to figure out new words they have met individually (Schmitt, 1997). There were
4 statements asked to the students. The statements are:
Q9: To understand unfamiliar English words, I make guesses.
Q10: When I can’t think of a word during a conversation in English, I use gestures.
Q11: I read English without looking up every new word.
Q12: If I can’t think of an English word, I use a word or phrase that means the same thing.
Figure 6: The average of responses given by the students in Determination strategy

2.5
2
1.5
1
0.5
0
Question 9

Question 10

Question 11

Question 12

From the 4 statements asked to the students in this strategy, it could be seen from
Figure 6 above that statement number 9 (To understand unfamiliar English words, I make
guesses.) was the strategy with the highest average (2.38). Furthermore, the strategy of never
looking up every new word when reading English passage was also frequently used by the
participants. This strategy reached an average of 2.31. The least average is in the statement
number 10 (When I can’t think of a word during a conversation in English, I use gestures.)
which is only 1.96 in average.

Conclusion
Returning to the research question stated at the beginning of the study and the result
of the data analysis, it can be concluded that this study has found the use of strategies by the
students of Sekolah Dasar Negeri 10 Salatiga. The result showed that metacognitive
strategies were the most frequently used strategies by the participants of this study.
According to Schmitt (2000), metacognitive strategies provide processes involving
monitoring, decision-making, and evaluation of one’s progress. This strategy also helps the
learner in choosing appropriate vocabulary learning strategies for learning new words.
Metacognitive strategies are very significant to many learners since they have problems in
observing their own errors Oxford (1990). Moreover, through these strategies, learners will
improve their self-monitoring and self-evaluating process. Learners may also discover the
meaning of words by themselves without any helps from their peers which is considered as
determination strategies (Schmitt, 2000). The analysis of the data reported that determination
strategies were the least frequently used by the participants in the learning vocabulary.
Based on the analysis of the study, several implications can be suggested to the
following vocabulary learning. Consequently, learners need to be aware of the existence and
the function of learning strategies. Since these learners were considered as young learners and

they have not yet been aware about what learning strategies are and how it might be very
useful for them, this study suggests that the teacher should help the learners by introducing
the set of vocabulary learning strategies. After that, the teacher also helps them in choosing
the strategy which is suitable for them so that they can improve their vocabulary learning and
the learning process become more effective. Yet again, to sharpen learners’ vocabulary
learning strategies, the teacher may provide several tasks and assignments which are relevant
to each strategy.
The writer hopes that there will be other researchers who will study and analyze
deeper about the learning strategies so that they can complete this research and we can get
better understanding about learning strategies and how it is important to students, teacher, as
well as the teaching and learning process. Other research can be carried to studies on the
individuals’ differences of language learner from primary to university level, they can be
conducted both in qualitative and quantitative approaches. In addition, the study can
investigate the effect of culture, home environment, peer group, effective teaching method or
classroom atmosphere on vocabulary learning strategies.

Acknowledgement
This thesis would not have been completed without the help and support from many
people. Therefore, I would like to express my sincere appreciation and gratitude to the
following people who have assisted me in completing this thesis. First, I would like to thank
ALLAH SWT, the One who gives me strength, spirit, and guidance to finish this thesis. All
ED teachers thank you for all knowledge, understanding, and things that have been shared.
Moreover, I would like to express my sincere gratitude to Dra. Martha Nandari, MA.,
my supervisor, I thank to his kindness and patience in giving good suggestions for me so that
I could finish this thesis.
I wish to express my gratitude to my examiner Debora Tri Ragawati, S. S., MA-ELT,
without whose knowledge and assistance this study would not have been completed.
I would also like to thank to my participants, all 4th, 5th, and 6th grade students in SD
Negeri 10 Salatiga for giving me chance to collect the data in SD Negeri 10 Salatiga.
I would also like to extend my appreciation to my family especially for my father,
Bapak Imron, my mother, Ibu Sarwi Budi Utami, and my younger sisters Annisa Ima Widita,
Sakina Naya Lalita and Savira Naya Wimala. Thank you for the support, love, patience, and
never-ending prayers. My love, Winanti Anggar Siwi, thank you for your care, love,
faithfulness, and gives spirit every time. I love you. All my friends in 0298Youthkrew, Oscar
‘Celenx’, Billy, Prima ‘Pitix’, Alpha Tonny, Dedi Ika, Putri Candra Ningrum, Bella Nina
Monica and all of you who I cannot mention one by one, thank you for your support and
always be my second family.

Finally, I am particular grateful to all of my friends in ED especially the 2007ers,
seven, seven, seven, is the real champion, and all the people who contribute in finishing my
thesis which can not mention one by one here thank you so much for your assistances.

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Appendix

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