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STUDENTS’ STRATEGIES IN LEARNING ENGLISH

VOCABULARY AT YAYASAN ISLAMIC CENTRE

SUMATERA UTARA

A THESIS

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

By:

PUTRI MULYA SUCI LUBIS

Registration Number : 2134421001

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Mulya. S. L, Putri. 2134421001. Students’ Strategies in Learning English Vocabulary at Yayasan Islamic Centre Sumatera Utara. A Thesis. English Education. Faculty of Languages and Arts, State University of Medan. 2017.

This study deals with the students’ strategies in learning English vocabulary at Yayasan Islamic Centre Sumatera Utara. The objectives of the study were to investigate strategies of students in learning English vocabulary and elaborate the students’ reasons for those strategies in learning English vocabulary.This study was conducted by using descriptive qualitative method. The data in this study were students’ responses that gained through questionnaires and transcript of recorded interview of the students of the eighth grade at Islamic Centre Sumatera Utara.The instruments for collecting data wereobservation, questionnaire and interview. The data were analyzed based on theory by Vivian Cook (2008). The findings indicated that there are six strategies from two categories are used by the subjects in learning English vocabulary. Namely, category 1: Strategies for getting meaning: (1) guessing from situation or context, (2) using a dictionary, (3) make deductions from the word form and category 2: Strategies for acquiring words: (4) repetition and rote learning, (5) organizing words in the mind, (6) linking to existing knowledge. It is also found that using a dictionary is the dominant strategy used by the subjects. It is caused by the subjects’ limitation in vocabulary. There is one strategy from category 1 which is not used is linking to cognates. The reason of students in having vocabulary learning strategies refers to their limitation in vocabulary. It means that the subjects are learning English as a foreign language. So, they were using those strategies in learning English vocabulary.

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ACKNOWLEDGEMENT

Beyond words, the writer would like to thank Allah SWT and the Prophet

Muhammad SAW for countless blessing, knowledge, and opportunity so that the

writer can finished the academic year. This thesis aimed to fulfill one of the

requirements for the degree of Sarjana Pendidikan of the English Department,

Faculty of Language and Arts, State University of Medan (UNIMED).

In complementing this thesis, the writer realized that she faced some

problems, she had received the academic guidance, suggestions, comments, and

got a lot of assistance and moral support from people. Therefore, the writer

expresses her gratitude and special thanks to:

Prof. Dr. Syawal Gultom, M.Pd., the Rector of the State University of Medan.

Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, the State University of Medan.

Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her Examiners who has given her precious time, guidance, and suggestions.  Dra. Meisuri, M.A., the Secretary of English Department.

Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program.

Dra. Masitowarni Siregar, M.Ed., her First Thesis Advisor and Rafika Dewi Nasution, S.Pd., M.Hum., her second Thesis Adviser who had

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Dahrin Harahap, S.Pd., the Headmaster of Mts. Hifzil Qur’an at Islamic centre Sumatera Utara.

Nur Halimah Nasution, S.Pd., the English Teacher of Mts. Hifzil Qur’an at Islamic centre SU, for the supports, guidance, suggestions, and the

students for the good cooperation in the process of completing this thesis.  Suwirman Lubis and Noni wati, her beloved parents, for their supports,

endless love, prayer, inspiration, motivation, courage, and everything that

they have given to the writer during the process of completing the thesis.

This thesis is dedicated to you.

Her lovely sisters, Dian Reska Dewi, S.E., Sri Wahyu Mey Bella, Amd., and Anggi Nur’ Aini Lubis and also her nephews, Ridwan Kamil

Rambe and Hasib Dzul Hannan Rambe for their support and

suggestions for her.

Her close friends; Sugar Plum (Hasanah and Dwita), AS, Camuflasa, and Sepuluh for the courage, motivation, help and spirit during the

completion of her thesis. Thank you for always be there for her.

Her friends in Reguler Dik A 2012 and Islamic Association of University students of FBS Unimed for their love and togetherness

throughout the four years; Her friends in PPLT SMA Negeri 2 Lubuk

Pakam for the togetherness, and the experiences shared;

 For those whose names cannot be mentioned, yet had inspired, encouraged and give her support, help, and laughers during her study years and the

process of writing of this thesis.

Finally, the writer hopes this thesis would be useful for those who read it.

Medan, April 2017

The writer,

Putri Mulya Suci Lubis

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iv

2.1. The importance of vocabulary ... 9

3. Vocabulary Learning Strategies ... 11

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D. The Technique of Analyzing Data ... 30

CHAPTER IV. DATA, DATA ANALYSIS, FINDING AND DISCUSSION ... 31

A. Data ... 31

B. Data Analysis ... 31

C. Finding ... 34

D. Discussion ... 35

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 39

A. Conclusions ... 39

B. Suggestions ... 39

REFERENCES ... 41

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vi

LIST OF TABLES

Pages

Table 1.1 What is involved in knowing a word? ... 15

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LIST OF FIGURES

Pages

Figure 2.2 Vocabulary Learning Strategies by Cook (2008) ... 23

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viii

LIST OF APPENDICES

Pages

Appendix A. Narrative Text ... 44

Appendix B. Questionnaire of Vocabulary Learning Strategies ... 46

Appendix C. Interview ... 52

Appendix D. The Reason of Students in using Vocabulary Learning

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is an important tool for human communication. English is the

most popular international languages. Vocabulary is among the most important

aspects of language learner. According to Astika (2016) one essential component

in language learning is vocabulary knowledge. An interest in vocabulary

acquisition has been increasing and language educators now have recognized the

essential role of vocabulary in second language proficiency. In communication, it

is the vocabulary knowledge that helps learners to convey meanings. The learners’

awareness of the role of vocabulary in language learning is reflected in their

learning behavior when they consult dictionaries for difficult vocabulary items.

Studies on vocabulary learning in such an environment have been very rare. It is,

therefore, necessary that such research be conducted to better assist teachers and

students develop effective vocabulary teaching and learning strategies.

Vocabulary is central to language and of critical importance to the typical

language learner. Without enough vocabulary, learners cannot communicate

understandably. Vocabulary plays a crucial part in the language learning process.

In the process of language learning, the primary thing in learning a language is the

acquisition of a vocabulary and practice in using it. Vocabulary is the basic factor

necessary for mastering a language. The purpose that we learn second language is

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which are listening, reading, speaking and writing. Meanwhile, vocabulary

knowledge is fundamental to them. One cannot understand a sentence without

knowing what most of the words mean. The lack of vocabulary knowledge affects

all the four language skills. As the matter of fact, English foreign learners in

Indonesia are lacking of their own English vocabulary.

Based on the researcher’s experience during the teaching training practice

in SMA N 2 Lubuk Pakam, most of students got obstruction in learning English

because the lack of vocabulary. For example the researcher ask one student to

reading a text then translate it, but the student did know what the meaning of

almost words in the text. Students did not know what to say and/ or to write as

well as what they had read and/ or listened because of the difficult vocabulary.

From the observation that the researcher has also done in class VIII-4 Mts. Hifzil

Qur’an at Yayasan Islamic Centre SU, the researcher found that the students were

hard to learn English because of the lack of vocabulary in speaking, listening,

writing and reading.

In communication, it is the vocabulary knowledge that helps learners to

convey meanings. Giving variation in the teaching learning process can help

students more interesting rather than giving monotonous strategy that impact to

the classroom situation where there is less active interaction between students and

teacher. The teaching strategy in vocabulary also needs to be varied. It can help

students to increase their vocabulary achievement which doesn’t only help

students to memorize but also to apply the vocabularies in expressing ideas. In

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taught vocabulary learning strategies in order that they can learn how to discover

the meaning of new words, how to store them in their memory, and how to use

them by practicing and expanding their vocabulary. Learners usually use one or

more strategies for special reasons. For example, some learners may use the

dictionary use strategy.Vocabulary learning strategies enhance learners’

responsibility of their own learning process.

Considering the crucial role of vocabulary learning in second or foreign

language learning contexts, one can makes aware of the importance of vocabulary

teaching as well. In the past, vocabulary teaching and learning were often given

little priority in second language programs, but recently there has been a renewed

interest in the nature of vocabulary and its role in learning and teaching (Richards

&Renandya, 2002, cited in Soureshjani, 2011).Therefore, if language teachers

know more about effective strategies that successful learners use, they may be

able to teach these effective strategies to less proficient learners to enhance these

learners' language skills. In addition, I wanted to study explores the students’

vocabulary learning strategies and identifies what strategies they used in learning

English vocabulary.

B. The Problems of the Study

The problems in this study are formulated as in the following:

1. What learning strategies do the students use in learning English vocabulary?

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C. The Objectives of the Study

In relation to the problem, the objectives of the study are:

1. To investigate learning strategies of students used in learning English

vocabulary;

2. To elaborate the reasons for those strategies.

D. The Scope of the Study

There are various types of strategy used by different learners. The purpose

of this study is to investigate students’ strategies in learningEnglish vocabulary. It

also elaborates the students’ reasons for those strategies in learning English

vocabulary. The focuses of this study are second grade of Madrasah Tsanawiyah

at YayasanIslamic Centre SU and vocabulary learning strategies.

E. The Significance of the Study

The research findings are expected to be useful both in theoretically and

practically.

1. Theoretically, the research findings can be used to investigate the students’

strategies in learning English vocabulary and to findout the dominant strategy

that students’ used in learning English vocabulary.

2. Practically,the research findings will hopefully contribute something useful to

reader who wants to learn more about students’ learning strategies, especially

in vocabulary. These research findings can be used as a reference for the

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CHAPTER V

CONCLUSSIONS AND SUGGESTIONS

A. CONCLUSIONS

Based on the result of analysis, it could be concluded as follow:

1. There are six strategies from two categories by Vivian Cook (2008) are used by

the subjects in learning English vocabulary namely, category 1: Strategies for

getting meaning: (1) guessing from situation or context, (2) using a dictionary,

(3) make deductions from the word form and category 2: Strategies for

acquiring words: (4) repetition and rote learning, (5) organizing words in the

mind, (6) linking to existing knowledge. It is also found that using a dictionary

is the dominant strategy used by the subjects. It is caused by the subjects’

limitation in vocabulary. There is one strategy from category 1 which is not

used is linking to cognates.

2. The reason of students in having vocabulary learning strategies refers to their

limitation in vocabulary. The subjects are learning English as a foreign

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B. SUGGESTIONS

Based on the result of analysis, this study has some suggestions to the

following:

1. As it found in this study, it is suggested to the English students to use

different strategies to vocabulary learning which appropriate with their

needs.

2. Since vocabulary is one of important elements needed to learn a language,

so it is suggested to the teacher teach different learning strategies to their

students in order to empower them to learn English so that their effort in

learning vocabulary can be gained.

3. And the last is suggested for other researchers can use the result of this

study as a reference to do further research on vocabulary learning

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REFERENCES

Anna-UhlChamot. (2004). Issues in Language Learning Strategy Research and Teaching.Electronic Journal of Foreign Language Teaching, Vol. 1, No. 1, pp. 14-26

Asgari, A and Mustapha. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English Language Teaching, Vol. 4, No. 2

Astika, G. (2016). Vocabulary Learning Strategies of Secondary School Students.IJOLTL, Vol. 1, No. 1

Cohen, L. and Manion, L. (1989). (3rd ed) Research Methods in Education. London: Rutledge

Cook, V. (2008).Second Language Learning and Teaching (4th ed.). London: Hodder Education.

El Ghouati, Azize. (2014). Investigating Vocabulary Learning Strategies: Master Students of the English Department of Meknes as A Case Study. Int. J. Bilin. Mult. Teach. Eng.2, No.1(July-2014): 2210-1829

Erawati, A.J. (2013). Teacher’s Strategies in Teaching Listening Comprehension. UPI: published

Fan, M. Y. (2003). Frequency of Use, Perceived Usefulness, And Actual Usefulness of Second Language Vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87 (2): 222-241.

Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Los Angeles: Sage.

Hamzah, M.S.G, Abdullah, S.K, and Kafipour, R. (2009).Vocabulary Learning Strategies of Iranian Undergraduate EFL Students and Its Relation to Their Vocabulary Size.In European Journal of Social Sciences Vol. 11 No. 1(2009):39-50.

Intaraprasert, C. (2005). A Preliminary Investigation of Vocabulary Learning Strategies Employed by EST Students.Suranaree Journal of Science and Technology, 12 (2):163-171.

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Listyowati, A. (2011). The Learning Strategies of the Second-Grade Students of State Junior High School 2 of WonosariKlaten in Relation to Their English Learning Achievement in The Academic Year of 2009/2010. State University of Yogyakarta: unpublished.

Kadambari, S danTuteja, T. (2008).Teaching of English. New Delhi: Common wealth Publishers.

Khatib, Mohammad, dkk (2011). Vocabulary Learning Strategies of Iranian Upper-intermediate EFL Learners. international education studies, vol. 4, no. 2.

Mayuree, S. (2007).English Vocabulary Learning Strategies Employed by Rajabhat University Students.Suranaree University of Technology: unpublished.

Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridg University Press.

Patel and Jain. 2008. English Language Teaching (methods, tools, and techniques). Jaipur: Sunrise.

Samiyan, L.V. (2015). A Study on Relationship between Gender, Learning Strategies and Achievement among Iranian EFL Learners.An International Peer-reviewed Journal.Vol.10, 2015

Sandelowski, M. (2000). Focus on Research Methods Whatever Happened to Qualitative Description?. Research in Nursing & Health,Vol 23, Issue 4, (August 2000), Pp 334-340

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Seffar, Salma. (2014). An Exploratory Study of Vocabulary Learning Strategies of Moroccan University Students. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 4, Issue 2 Ver. II (Mar-Apr. 2014), PP 38-45

Soureshjani, Heidari Kamal. (2011). Gender-Oriented Use of Vocabulary Strategies: A Comparative Study. Theory and Practice in Language Studies, Vol. 1, No. 7, Pp. 898-902, (July 2011): 1799-2591)

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Takac, V. P. (2008). Vocabulary learning strategies and foreign language acquisition.Clevedon:Multilingual Matters.

Gambar

Table  1.1 What is involved in knowing a word? .............................................
Figure 2.2 Vocabulary Learning Strategies by Cook (2008) ............................

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