i
VOCABULARY LEARNING STRATEGIES USED BY
STUDENTS GRADE TEN IN SMA N 1 SALATIGA
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
Darwanto 112011067
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.
Copyright@2015. Darwanto and Maria Christina Eko S. M. Hum
All rights reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
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TABLE OF CONTENT
Cover ... i
Approval Page ... ii
Copyright Statement ... iii
Pernyataan Persetujuan Akses ... iv
Pernyataan Tidak Plagiat ...v
Table of Content ...vi
Thesis Body Abstract ... 1
Key Words ... 1
Introduction ... 1
Review of Literature ... 4
A. Language Learning Strategies ... 4
B. Vocabulary Learning Strategies ... 5
C. English for Specific Purpose ...6
The Study ... 7
A. Context of the Study ... 7
B. Participants ... 7
C. Instrument of Data Collection ... 8
D. Data Collection Procedure... 8
E. Data Analysis Procedure ... 8
Findings and Discussion ... 9
Conclusion and Pedagogical Implications ... 20
Acknowledgement ... 21
References ... 22
1
The Law
Faculty Students’ Strategies in Learning English
Vocabulary
Abstract
One of the challenges that learners will face during the process of second language learning is learning vocabulary. Thus, in the case of learning the vocabulary in second language, students need to be educated with vocabulary learning strategies. Since in reading we need to have a lot of vocabularies, learners would need to be enrich vocabulary knowledge to read fluently. They often give up trying to understand the meaning of the text or skip reading if sentences or an entire paragraph contain a small number of unknown words. These encounters suggest that some learners might not have the knowledge to handle words they do not understand. This study explores the most and the least strategy use of vocabulary learning among Law Faculty students. A sample of 58 respondents participated in the study. Data collection was carried out using questionnaires. The findings of the data showed that the most strategy frequently used was recalling the meaning to help understanding the context. However, the least strategy frequently used was skipping the words do not understand. To conclude, those strategies help students perceive reasons for achieving good vocabulary knowledge. In addition, help teacher in designing useful tasks and giving relevant assignments.
Keywords: Language Learning Strategy (LLS), Vocabulary Learning Strategy (VLS), and English for Specific Purpose (ESP)
INTRODUCTION
English is the language most widely learned, read, and spoken the world has ever known
(Jenkin, 2006; Kachru & Nelson, 1996; Pakir, 2000). Besides, English plays a vital role in
economic progress, modern technology, internationalization (Spolsky, 1998), as well as the
Internet and The World Wide Web (Pakir, 2000). Mastering a new word certainly involves such
abilities as form recognition (pronunciation, spelling, derivations) and knowing its dictionary meaning. McCarthy (2001, cited in Fan, 2003) explained that “vocabulary forms the biggest part
of the meaning of any language, and vocabulary is the biggest problem for most learners.”
Vocabulary learning is a continual process of encountering new words in meaningful and
2
learning has continued to grow in recent years. One approach to facilitate vocabulary learning
that has increasing attention is vocabulary learning strategies (VLS). VLS are actually a
component of language learning strategies which are also considered a part of general learning
strategies. Learning vocabulary is fundamentally about learning definition of words.
As university students in non-English-speaking countries, they may have read
field-specific texts for several academic and professional purposes. For this reason, English for
Specific Purpose (ESP) courses have role in the college teaching and learning process, for
helping the learners to develop reading comprehension skills in the target language. With such
aim in mind, teachers of ESP courses have drawn on research findings about the usefulness of
strategy instruction to organize their teaching processes.
Within reading in the second language context, various issues have been raised concerning the second language learners’ behaviors, attitudes and perceptions in reading at
university level. From those raised various issues, findings from those studies (Ehram & Oxford,
1990; Anderson, 1991; Pressley & Afflerbach, 1995) have revealed that many students
demonstrate considerable informal knowledge and ineffective reading skills and strategies to
accommodate the reading demands of the new academic environment. It shows that many
students have less VLS knowledge in case of increasing their reading skill. Reading fluently
requires accurate and automatic word recognition skills, which will enhance comprehension
(Grabe, 1991).
However, Anderson (1991) asserts that for many second language readers, reading is a ‘suffocatingly slow process.’ For example, when I experience have difficulties in understanding
the meaning of a text when the sentences or even an entire paragraph contain lots of unfamiliar
3
cause the problem further that I cannot learn the words that I skipped and thus, I cannot
understand the text that I read. This in line with Huckin et al (1993) students might give up
trying to understand the meaning of a text if sentences or an entire paragraph contain a small
number of unknown words. These indicate that some learners might not have the knowledge to
handle words that they do not understand.
In addition, previous studies as cited in Noorizah and Zaini Amir, 2012, (Nation, 1990;
Levine et al, 1992; Anderson, 1999) have reported students thoroughly prefer to use a bilingual dictionary for every word that they don’t understand to check the meaning. However, the ESP
course offered for students majoring in Agricultural Sciences at Facultad de Ciencias Agrarias, has systematically included students’ training on the use of strategies. Using meta-linguistic
elements would help for students with a poor second language command develop their ability for
their lack of knowledge.
Taking up to this point, this study will explore the strategy which is used in learning
English vocabulary among some students of Law Faculty. Hence, this study will answer these
following questions:
1. What is the most strategy frequently used in learning English vocabulary by the
students of Law Faculty?
2. What is the least strategy frequently used in learning English vocabulary by the
students of Law Faculty?
The important roles of vocabulary learning strategy (VLS) have encouraged many
researchers in educational field to explore and investigate the use of VLS in teaching and
learning English as a second and foreign language. The implications of this study suggest that
4
memory of the vocabulary. It is also important for make teachers aware that learning does not
only involve having knowledge of a particular strategy (competence), but rather it will become
enhanced when we use or practice that knowledge (performance). The development of
vocabulary knowledge emphasizes that students seek purpose in learning. Thus by this study, the
type of strategy employed by some learners may help the problems that the students encounter in
their reading processes.
REVIEW OF LITERATURE
Language Learning Strategies
There has been an increasing interest toward language learning and language learners
since 1970s. One of the most applicable definitions which have been cited most frequently in the
literature was provided by (Oxford, 1990). She defines language learning strategies as “specific
actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (p. 8). Indeed, it is a reflection of what
the learner intends to do and the specific actions he can take. She also, prominently, includes
how context plays a crucial role in the language learning process.
The strategy have been classified by a professional expert in the area of language
learning; Oxford in 1990. In this following taxonomy language learning strategies will be
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Oxford divided language learning strategies into two main categories; direct and indirect
strategies which are also subdivided into six classes.
Direct Indirect
a. Over viewing and linking with material
already known
b. Delaying speech production,
c. Organizing, setting goals and objectives,
planning for a language task
d. Self-monitoring and self evaluating
B. Cognitive Strategy
a. Practicing
b. Receiving and sending messages
c. Analyzing and reasoning
d. Creating structure for input and output
B. Affective Strategy
b. Overcoming limitation in speaking and
writing
Vocabulary is central to language and is of great significance to language learners. Vocabulary
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learning strategies (Nation, 2001). There have been attempts to develop taxonomies of
vocabulary learning strategies. The one of study that always cited in the literature of vocabulary
learning strategies is Gu and Johnson (1996), they identified six types of strategy - guessing,
dictionary, note-taking, rehearsal, encoding, and activation - together with two other factors:
beliefs about vocabulary learning and metacognitive regulation. Metacognitive regulation
consists of strategies for selective attention and self-initiation, it is almost same with language
learning strategies from Oxford (1990). In her taxonomies, she also mention that metacognitive
strategy consist of self-monitoring and self evaluating. The former allow learners to know which
words are important for them to learn and are essential for adequate comprehension of a passage.
Guessing strategies, skillful use of dictionaries and note-taking strategies are labeled as cognitive
strategies. Unlike Gu & Johnson (1996) taxonomies, based on Oxford (1990) guessing strategies
is included in compensation strategies. Then, rehearsal and encoding categories are classified
under memory strategies. Word lists and repetition are instances of rehearsal strategies. Encoding
strategies include strategies such as association, imagery, visual, auditory, semantic, and
contextual encoding as well as word-structure. Memory strategy of Gu & Johnson (1996) is also
almost same with the memory strategy of Oxford (1990). In Oxford’s (1990) taxonomies, she
mentioned that memory strategy consist of creating mental linkages, applying images and
sounds, reviewing well, and also employing action. Activation strategies include those strategies
through which learners actually use new words in different contexts.
English for Specific Purpose (ESP)
The role of English is nowadays not only for academic purposes but also for specific
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example English for Law Faculty is different in the way the course is design. Crocker (1981)
recognizes that ESP courses are similar to language instruction in general which puts more
emphasis on language use. The obvious difference is in the focus of interest. While English for general purposes emphasizes language proficiency, ESP courses emphasize “something outside
of the language through the medium of language” (p.8). From those statements mastering
English is like a skill that the learners need to have in order to function for their well future
workplace. Crocker (1981) also have opinion that ESP should be regarded as an approach to
language teaching (p.8).
THE STUDY
This section consists of the context of the study, the participants, instrument of data
collection, data collection procedure, and data analysis procedure.
Context of the Study
This study conducted within the Law Faculty students of Satya Wacana Christian
University. The researcher chooses those students because those students were enrolled in English class that is “Bahasa Inggris 2” which is a requirement course offered by the Law
Faculty. I choose this class, because in this class there are lots of reading activities that
appropriate with my research object; vocabulary learning strategies in reading comprehension.
Participants
The respondents for this preliminary study were 58 students doing the English course at
Law Faculty, Satya Wacana Christian University. I choose 58 students because there are two
Bahasa Inggris 2 classes which each class consist of 30 students, but there were 2 students who
8 Instrument of Data Collection
This study used an adapted version of the vocabulary learning strategy questionnaire
proposed by Gu & Johnson (1996). The questionnaire translated into Indonesian to elicit students’ self-reported vocabulary learning strategies. Besides, it use for collecting background
information such as English proficiency and habits of reading consisted of 36 statements grouped
under 9 categories: 1) Beliefs about vocabulary learning, 2) Metacognitive regulation,
3)Guessing Strategies, 4) Dictionary Strategies, 5) Note-taking Strategies, 6) Memory Strategies,
7) Activation strategies 8) Sources, and 9) Anxiety and Motivation. The subjects responded
using a 4-point Likert scale, ranging from strongly agree (1) to strongly disagree (4).
Data Collection Procedure
For the first I did pilot questionnaires for some students maybe only 10 students. This
step is to make sure that the queries are clear enough and the students understand about the
queries. It can help them answer the questions; they can answer optimally, if they understand the
questions. Then I distributed the questionnaire to the students in class. I stayed in the classroom
while the students answering the questionnaire to respond to any questions that the students may
have in regards to the questionnaire. Upon completion, I collected all of answered
questionnaires.
Data Analysis Procedure
Data of the study was analyzed using descriptive statistics where frequency counts were
tabulated and converted to percentages. I am using a descriptive statistic because it can help the
readers in reading the result as a qualitative data. Besides, the result of the questionnaires is
9 FINDINGS AND DISCUSSIONS
Findings of the study
This section presents the findings of the research following the classification in the
questionnaire. The first section compiles the reports obtained from the number result of the
queries that counted in percentages. The second section looks at the descriptive statistic results of
the percentages, followed by short summary of the responses from each part.
1. Beliefs about vocabulary learning
a) Words should be memorized Table 1.a
The data revealed that Law Faculty students (98%) believe that repetition to be one of the
ways to learn vocabulary (Table 1a, number 2). In line with Michael J. Lawson and Donald
Hogben (1996) their findings of the study was the great majority of the procedures students
used involved some form of repetition of the new words and their meanings in learning
vocabulary. Beside, they also believe that memorization (85%) is another one way to learn
vocabulary (Table 1a, number 1). This also supported by Thompson (1987: 54) concludes that “what is needed today ... is a line of research which involves naturalistic observations in
real environments where learners use spontaneously generated memorization strategy.” As
we can see, the students showed that they can learn vocabulary by using memorize and
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b) Words should be acquired in context: bottom up Table 1.b
Guessing words in context is one of the best ways to learn vocabulary
8 14% 31 53% 18 31% 1 2%
The students could identify the use of contextual clues as a strategy in understanding the
meaning of words that is when they approach any reading material. The students can identify
the meaning of words through reading is shown on table 1b number 3 is 93%. Besides,
students (90%) can expand their vocabulary through reading a lot which is shown on the
table 1b number 4. At the same time, they would also employ the strategy of guessing based
on the context of the word if located; it also shown on the table 1b number 5 with the
percentage is 67%. This also proved by (Snow, Griffin, & Burns, 2005) that students’ vocabulary knowledge is a building process that occurs over time as they make connections to other words, learn examples and non-examples of the word and related words, and use the word accurately within the context of the sentence. This finding might indicate that the students could identify with the strategy of using contextual clues to guess the meaning of the word, but were unsure as to
how to employ the strategy.
11 7 I use the words that I have
Learned 18 31% 39 67% 1 2% 0 0
8
When I learned the word I pay close attention to its new usage and new meaning
16 28% 39 67% 3 5% 0 0
9
When I have learned the word, I will recall the meaning to help me understand the context
24 41% 34 59% 0 0 0 0
Almost all of the students (98%) mentioned that they use the words that they have
learned, it shown on table 1c number 7. One reason for doing so could be because they did
not only look at the meaning of the word but also at how the word was used (95%) from table
1c number 8. It proves that the learners well-practiced in learning vocabulary by recalling the
meaning that they have learned for understanding the meaning (100%) from table 1c number
9. Besides, they also revise the new words that they have learned (93%) on table 1c number
6. Even though, there are four different factors in this strategy, but again the number of
results is not quite different. Overall, these findings have high percentages and positively
responded by those each factor has 90% up.
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In terms of self initiation strategies, these students (90%) responded positively to think
about their progress in vocabulary learning (Table 2a, number 10) as well as demonstrating
initiation to find out about the new words that they have learned (86%) on table 2a number 11.
But seems to be there some (14%) who are not concerned about finding more than they should
on a particular word. It was also discovered that when it came to examinations, 59% (Table
2a, number 12) responded that they would not just focus on things that were related to exams.
On the other hand, there was still a number (41%) who responded otherwise. This finding
could indicate that students are still to be influenced by examinations.
b) Selective attention
The data above revealed that the students can identify which words are relevant for them
to know. In most cases, these words would refer to terms in relation to their course context
(extrinsic motive). In addition, they (79%) also focused on other words which were of interest
to them (Table 2b, number 14), maybe not so much related to their course context, but for
them (75%) to know more about the vocabulary (intrinsic motive) from table 2b number 13.
Furthermore, there was also some initiative to note down these words for further reference
(84%) from table 2b number 15. This showed tremendous effort to improve their vocabulary
13 look at the dictionary (when I meet new words in reading)
14 24% 31 53% 12 21% 1 2%
The data above showed that a majority of the students (74%) used their background
knowledge such as experiences and common sense in guessing the meaning of the words;
from table 3a number 17. About 71% of the students mentioned that they would not skip
unknown words unnecessarily while reading (Table 3a, number 16) but rather would attempt
to guess the meaning of these words (77%) from table 3a number 18.
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dictionary (Table 4, number 19). At the same time also almost all students (96%) mentioned
that they also referred to the Indonesian-English dictionary (Table 4, number 20). There were
several purposes of using the dictionary. The highest score came from using the dictionary to
find usages of the word in context (55 students) on the table 4 number 22, and another is
finding meaning of the word (51 students) from table 4 number 21. Most studies on the
effectiveness of dictionaries in vocabulary learning have been conducted in L1 settings, and
most have compared dictionary definitions with contextual guessing. In general, results in
these studies favored the contextual guessing approach (Crist, 1981; Crist & Petrone, 1977;
Gipe, 1978). Knight (1994), also discovered that while incidental vocabulary learning through
contextual guessing did take place, those who used a dictionary as well as guessed through
I write down the English word and Arabic/Malay translation of
There were various note taking strategies employed by the students. Approximately 60%
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common way was write down of the unknown English word and its Indonesian translation
(88% of students) from the table 5 number 24. Otherwise, they only listed the meaning of the
words (41% of students) from the table 5 number 25. It was interesting to note that only 45%
of students reported to note the synonym or antonym of the word (Table 5, number 26).
translations as well as note taking the meaning of words are insufficient for enhancement and
memory of words. These students would need to engage in other note taking strategies to help
them develop their vocabulary knowledge.
oral repetition and creating mental images (mnemonic) is only 40% (Table 6, number 29). It
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repetition of a word (Table 6, number 28) whereas 62% students repeated the word aloud to
aid in memory of the word (Table 6, number 27).
employ the new words that they have learned in their speech and writing (Table 7, number 30).
While 70% of the students responded that they would employ the new words that they have
learned in their daily life (Table 7, number 31). This finding showed that these learners have
confidence and put in effort in using the new words.
8. Sources
I learn new words from reading English materials (e.g.
newspaper, novels, etc.)
10 17% 44 76% 4 7% 0 0
The data above revealed that the main source of reference for new vocabulary comes
from reading English materials (93%) from the table 8 number 33 as compared to only 34% of
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data indicate that students prefer to learn vocabulary usually by reading English materials;
they did not want to depend on their teacher.
9. Anxiety
35 I skip words I don’t understand
when I read in English 4 7% 11 29% 33 57% 4 7%
36 I do not know how to learn
Vocabulary 5 8% 14 24% 28 48% 11 20%
In terms of anxiety toward learning English vocabulary learning strategy, the findings
showed that only 31% of the subjects felt anxious (Table 9, number 34). This indicated that
the English language is now widely used in their studies. However, only 32% of students
responded that they still do not know how to learn vocabulary (Table 9, number 36). So that,
the rest (68%) students know how to learn vocabulary (Table 9, number 36). Even though
only small number of students who feel anxious reading in English, beside it was also only
some students who skip the words that they do not understand, but unfortunately still there are
some students who do not know how to learn vocabulary.
Discussion of the Study
In this section discusses the research findings in order to answer the research questions about “What is the most strategy used in learning English vocabulary by the students of Law
Faculty?” and “What is the least strategy used in learning English vocabulary by the students of
18
According to Michael McCarthy, “Vocabulary forms the biggest part of the meaning of
any language, and vocabulary is the biggest problem for most learners. So the researcher has
interested in ways of helping learners in building up a big vocabulary as fast as and efficiently as possible” [6 p222]. As it is clearly seen, vocabulary is central to language and crucially
important for second/foreign language learners since “the greater vocabulary students master, the
better they perform their language” [7 p2264].
The most strategy frequently used by the Law Faculty students
In order to answer the research question, the data showed that the most strategy
frequently used by the Law Faculty students as the EFL learners in this study was recalling the
meaning that they have learned for understanding the context. In this strategy, all students
(100%) believed that word is should be studied and put to use: top down (Table 1c, number 9).
Recalling the meaning for understanding the context
Whereas most of students even all of students believe that words should be studied and
put to use: top down in learning English vocabulary. It shows on the Table 1.c (number 9) above
that all students (100%) when they have learned the word, they would recall the meaning to help
them in understanding the context. It is proven by Cameron (2001) who defines vocabulary
learning strategy as actions that learners take to help themselves understand and remember
vocabulary from the context (p. 92). However, context may have been the reason for the
contrasting results in Rott (1999) and Hulstijnet al. (1996). In the Rott (1999) study almost same
with my result, the texts were created with enough contextual clues for the learners to be able to
infer the meaning of the target words. Whereas, in the study by Hulstijn et al., the text was
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research may cause for conflicting results. Back to my finding on the most strategy frequently
used was recalling the meaning for understanding the context, it was indicated that they
predominantly believed that vocabulary should be acquired in context and they also tended to
agree that vocabulary can be studied and put to use.
The least strategy frequently used by the Law Faculty students
Whereas in order to answer the question of what the least strategy frequently used by the
Law Faculty students as the EFL learners was skipping the words do not understand. In this
strategy, only (29%) 17 students out of 58 students skip the words that they do not understand
(Table 3a, number 16).
Skipping the words do not understand
Word skipping during reading has been a crucial; it may cause we cannot understand
what we have read.For example, as my experience when I have difficulties in understanding the
meaning of a text when the sentences or even an entire paragraph contain lots of unfamiliar
words for me. Then, I would skip reading those sentences or paragraph. Indeed, this action will
cause the problem further that I cannot learn the words that I skipped and thus, I cannot
understand the text that I read. This in line with Huckin et al (1993) students might give up
trying to understand the meaning of a text if sentences or an entire paragraph contain a small
number of unknown words. In my findings shows on the table 3a number 16 that only 21% of
students who skipped the words that they did not understand. This indicate that only some
students who skipped the unknown words. However, the result of my findings about skipping the
words have different with Brysbaert et al. (2005) have shown that words are skipped by students
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skipping is affected, it is important to understand how exactly the word meaning because it can
help for comprehending during reading process.
CONCLUSION AND PEDAGOGICAL IMPLICATIONS
Based on the analysis before, the findings in order to answer the research questions about “What is the most strategy frequently used in learning English vocabulary by the students of Law
Faculty?” and “What is the least strategy frequently used in learning English vocabulary by the
students of Law Faculty??” of the data showed that the most strategy frequently used by the EFL
learners of Law Faculty students in this study was recalling the meaning for understanding the
context. In this strategy, all students (100%) believe that word is should be studied and put to
use: top down (Table 1c, number 9). It was indicated when they have learned the word, they will
recall the meaning to help them in understanding the context. Similarly, Cameron (2001) defines vocabulary learning strategy as “actions that learners take to help themselves understand and
remember vocabulary” (p. 92). They predominantly believed that vocabulary should be acquired
in context and they also tended to agree that vocabulary can be studied and put to use.
However, the findings of the data showed that the least strategy frequently used by EFL
learners of Law Faculty students in this study was skipping the words do not understand. In this
strategy, only 17 students out of 58 students (29%) skipped the unknown words when reading in
English (Table 3a, number 16). This indicated that some other students confident enough for
reading in English.
Based on the results, some implications can be observed. First of all, an advantage of this
study is that it will increase the teachers’ awareness on the importance of vocabulary learning
21
relevant assignments based on the students’ strategies that they frequently used. May it can help
students to get better results in learning. As Oxford (2003) mentioned “Vocabulary is not explicitly taught in most language classes” (p. 9). Ediger (1999) holds to the idea that developing
students’ vocabulary knowledge should be a major goal in each academic discipline. Vocabulary
development emphasizes that students seek purpose in learning. Thus purposeful learning in
vocabulary development means that students perceive reasons for achieving good vocabulary
knowledge. As educators and teachers, we need to understand that learners develop their
vocabulary learning over a period of time. It also can assist language teachers to improve their teaching methods. Second, teachers who are interested in their students’ performance in learning
the English vocabulary can introduce the vocabulary learning strategies and techniques to their
students by designing useful tasks and giving relevant assignments. Through this exposure,
learners will be able to improve and develop their knowledge of words as well as how they work.
However, this study is only explore the vocabulary learning strategies used by 58
students of Law Faculty in Satya Wacana Christian University. Besides, the vocabulary learning
strategies that I used is only conducted from Gu & Johnson theory. I also collected the data of
this research was only by questionnaire. Due to these limitations, for further studies on
vocabulary learning strategies can be carried out in other major fields and also more participants.
Next, beside questionnaire we can also do the interview or even observation to collect the data. It
can help to enrich the data beside give deeper and more detail of the result. In addition, for
developing the research, it is better to conduct more theory as the references to enrich the
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Acknowledgement
First and above all, I would like to express my gratitude to Allah SWT, for being my strength
during the writing of my thesis. Thank you for Your blessed and power that are given to me.
I am using this opportunity too to express my sincere gratitude to my supervisor Mrs.
Rindang Widiningrum, M.Hum., for the continuous support of my research. Thank you for
your patience, motivation, enthusiasm, and the guidance helped me in all the time of research
and writing this thesis.
Besides my supervisor, I would like to thank to my thesis examiner Mrs. Victoria Usadya
Palupi, MA-ELT for the encouragement and the necessary criticism. This thesis cannot be
completed without her advice.
I also sincerely thank to the Law Faculty teacher of “Bahasa Inggris Hukum 2” class, Mr.
Theofransus Litaay, S.H, LLM. and his students as the participants of my research subject. It
would not have been possible without the cooperation and kind support from them for
completing my thesis.
Next, I would like to thank my family: my parents and my brother for supporting me
spiritually throughout my life. You are the best thing I have in my life.
I express my warm thanks to Hafidz Arga Rahardian. Thanks for your support, love, and
your guidance in completing my thesis. I am so thankful that I have you in giving me such
attention, help and time.
For the last but not the least, I thank my best friends: Ulya, Nugrahani, Yenni, Fitria, Lesty,
Darwanto, Adi, Barrio, and Robi. Thank you for becoming part of my college life. Love you
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26 Appendix
Teman-teman yang saya hormati,
Saya adalah mahasiswi angkatan 2011 dari Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana, Salatiga. Saat ini saya sedang melakukan pra-penelitian tentang “The Law
Faculty Students’ Strategy in Learning English Vocabulary.” Tujuan dari penelitian saya adalah untuk mengetahui strategi-strategi yang digunakan dalam belajar kosa kata bahasa inggris oleh mahasiwa/i fakultas hukum. Oleh karena itu, saya memohon kesediaan Anda untuk mengisi kuesioner ini dengan sejujur-jujurnya. Hasil dari kuisioner ini hanya akan digunakan untuk kepentingan penelitian semata dan tidak akan mempengaruhi nilai akademik Anda.
Terima kasih
1 Cara terbaik untuk mengingat kosa kata adalah dengan menghafal daftar kata 2 Pengulangan adalah cara terbaik untuk
mengingat kosa kata
3 Saya dapat mengidentifikasi makna kata kebanyakan melalui membaca
4 Saya dapat memperluas kosa kata saya melalui banyak membaca
5
Menebak kosa kata dalam konteks adalah salah satu cara terbaik untuk belajar kosa kata
6 Saya memperbaiki kosa kata baru yang sudah saya pelajari
7 Saya menggunakan kosa kata yang sudah saya pelajari
8 Ketika saya belajar kosa kata baru, saya memperhatikan kegunaan dan artinya
9
Ketika saya sudah belajar kosa katanya, saya mengingat kembali artinya untuk membantu saya dalam memahami konteksnya
10 Saya memikirkan tentang kemajuan saya dalam belajar kosa kata
11 Saya mencoba mencari tahu kosa kata baru yang saya pelajari
27 13 Saya tahu kosa kata mana yang penting
bagi saya untuk dipelajari
14 Saya mencari tahu kosa kata yang saya tertarik
15 Saya membuat catatan kosa kata yang menurut saya penting
16 Saya melewatkan kosa kata yang saya tidak mengerti
17 Saya menggunakan pengalaman dan pengetahuan saya untuk menebak
18
Saya menebak artinya kemudian mencari di kamus (ketika saya menemukan kosa kata baru dalam membaca)
19 Saya menggunakan kamus Bahasa Inggris 20 Saya menggunakan kamus dua bahasa
(Inggris-Indonesia)
21 Saya menggunakan kamus hanya untuk mencari arti dari sebuah kata
22
Saya menggunakan kamus untuk mencari penggunaan kata yang tepat (contoh dalam kalimat)
23 Saya mempunyai buku catatan daftar kosa kata baru
24
Saya menulis kosa kata dalam bahasa Inggris dan terjemahan kosa kata bahasa Indonesia-nya
25 Saya hanya menuliskan arti dari kosa katanya dalam bahasa Indonesia
26 Saya menulis sinonim atau antonim dari kosa katanya
27 Untuk mengingat kosa katanya, saya mengulanginya dengan berbicara keras
28
Untuk mengingat kosa katanya, saya mengulanginya dengan menulis berulang-ulang
29 Saya membuat gambar dari kosa kata baru untuk membantu saya dalam mengingat 30 Saya menggunakan kosa kata yang saya
28 pelajari dalam kehidupan sehari-hari 32 Saya belajar kosa kata baru hanya di kelas
dari dosen saya
33 Saya belajar kosa kata baru dari membaca materi-materi dalam bahasa Inggris 34 Saya takut untuk membaca dalam bahasa
Inggris
35 Saya melewati kosa kata yang saya tidak tahu ketika membaca dalam bahasa Inggris 36 Saya tidak tahu bagaimana cara belajar
kosa kata
Data diri Umur:
