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n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a
d tas ,dan mempub ilkasikannya d iInterne tatau a y a s i r a d n ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m n u p u a
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ii v T C A R T S B A g A a s e r e h T , i k o
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
A Vocabulary Mastery. Yogyakatra :Eng ilsh Language Educaiton Study . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P c o v g n i n r a e l n
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
c .Therefore, the appilcaiton o fvocabulary learning srtategie swa s x
e pected to be invesitgated to fu trhe runderstanding .Thi sresearch discussed r a e l y r a l u b a c o
v ning srtategie sappiled byt hesecondsemeste rstudent so fEngilsh e b o t s m e l b o r p h c r a e s e r o w t e r e w e r e h T . 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 r a e l y r a l u b a c o v e r a t a h W ) 1 . d e v l o
s ningsrtategie sapp iledbyt she econd semeste r student so fEngilsh Language Educaiton Study Program to achieve vocabulary
e h t o d w o H ) 2 ? y r e t s a
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S rning srtategie sto achieve vocabulary t
s a m ery?
e il p p a h c r a e s e r s i h
T dsurveya sar esearchmethodi ngatheirngdata .Int he t , h c r a e s e
r here were two insrtument s to be used , namely quesitonnarie and . m e l b o r p h c r a e s e r t s ri f e h t r e w s n a o t d e il p p a s a w e ri a n n o it s e u q e h T . w e i v r e t n i p a s a w w e i v r e t n i e h
T piledt oanswert hes econdr esearchproblem. e h t n o d e s a
B quesitonnariedatagathered,t hemajortiyo fstudent susedt he h c r a e s e r e h T . y r e t s a m y r a l u b a c o v e h t 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 d e z y l a n
a 24 vocabulary learning srtategie swhich were catego irzed into ifve y r o m e m r u o f , s e i g e t a rt s l a i c o s x i s , s e i g e t a rt s n o it a n i m r e t e d e e r h t y l e m a n , s p u o r g e s e h T . s e i g e t a rt s e v it i n g o c a t e m n e v e s d n a , s e i g e t a rt s e v it i n g o c r u o f , s e i g e t a rt s r o g e t a
c ie swere appiled according to Schmit’t s catego irzaiton. According to e ri a n n o it s e u
q data ,mos tstudent sfrquenlty used two determinaiton srtategies , l e h T . h c e e p s f o t r a p g n i z y l a n a d n a y r a n o it c i d l a u g n il i b g n i s u y l e m a
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s andt o playvocabularygamesast hemetacogniitvesrtategy .Meanwhlie , to answert he second research problem swere found based on data of i nterview.
c a t s o
M hiever ssaidt hatt heyusedmonoilngua ldicitonari esandanalyzedpatrs fo f o g n i n a e m e h t d n if o t h c e e p
s words .Based on the interview data ,the mos t v it c e f f
e e vocabularyl earningsrtategy appiled by t hem t o maste rvocabulary wa s s il g n E h c t a w o
t h movies .The achiever swrote n ew Engilsh words in sentence , d r o w e h t d e t a e p e
r s ,madevocabulary ilsti n t hephoneand pronounced t heword s e h t e z ir o m e m o
t word .s
h c r a e s e r e h
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t underileon thei rbackground expeirenceand expectaitonst o achieve t s a m y r a l u b a c o
v ery .Therefore, t hestudent sneed t o havei nteresitngi nsrtucitons . e t a ir p o r p p a t c e l e s o t m e h t e k a m d l u o c t
I srtategie swhich are su tiable wtih t hei r . y r a l u b a c o v g n i n r a e l f o n e d r u b r i e h t e c u d e r o t y ti l a n o s r e p : s d r o w y e
ii i v K A R T S B A a s e r e h T , i k o
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S on Study Program to
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D jar ikosakata ,ada berbaga istrateg iyang perlu untuk p a it a r a t n a e l b it e p m o c g n a y i g e t a r t s n a h il i m e p , a y n u t n e T . n a k is a k il p a i d a d e b r e b n a k a a w s i s a h a
m -beda. Skripsi i n imendiskusikan strateg ipembelajaran m g n a y a u d r e t s e m e s a w s i s a h a m h e l o n a k i s a k il p a i d g n a
y engambi l Jurusan
n a s u m u r a u d a d A a m r a h D a t a n a S s a ti s r e v i n U i d s i r g g n I a s a h a B n a k i d i d n e P n a k a n u g i d g n a y a p a a t a k a s o k n a r a j a l e b m e p i g e t a r t S ) 1 . n a k h a c e p i d g n a y h a l a s a m a s a h a B n a k i d i d n e P n a s u r u J l i b m a g n e m g n a y a u d r e t s e m e s a w s i s a h a m h e l o i a p a c n e m k u t n u s i r g g n
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
d .Ada dua i n tsrumen yang digunakan dalam peneilitan u ti a y , i n
i kui isone rdan wawancara .Kuisione rdiapilkasikan untuk menjawab n a s u m u r b a w a j n e m k u t n u n a k i s a k il p a i d a r a c n a w a W . a m a t r e p h a l a s a m n a s u m u r . a u d e k h a l a s a m n a k a n u g g n e m a w s i s a h a m s a ti r o y a m , h e l o r e p i d g n a y a t a d n a k r a s a d r e B r a j a l e b m e p i g e t a r t
s an kosakata untuk mencapa i penguasaan kosakata . Hasi l . r e n o i si u k n a k r a s a d r e b n a k u m e ti d a m a t r e p h a l a s a m n a s u m u r n a it il e n e p g n a y a t a k a s o k n a r a j a l e b m e p i g e t a r t s 4 2 i s a k if it n e d i g n e m i n i n a it il e n e P t a k a m il i d a j n e m n a k i r o g e t a k i
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
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
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
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S Ruminto ,who giv s e mehi spreciousi deaf o rw iritngt hi s a
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t l t hank sare also given t o t he second semeste rstudent so fEngilsh u
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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
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I Helen , Edoardo , Ttia , Jojo ,Chika , m
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e r a c d n a , s h g u a
l . Ialso thank al lmy student sin Pusa tPengembangan Anak e
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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
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ii x .
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.. 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
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
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4 MemorySrtategies………... 30 4
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4 CogniitveSrtategies………. .. 31 .
4 5 MetacogniitveSrtategies………... 32 6
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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
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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
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
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 earningEngilsh ,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
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
.
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
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 n context .
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
.
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
.
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
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
g e t a rt
s ies .Thegoals aretoassiststudentst omanaget herivocabularylearningand
d n a t s r e d n u o
t vocabularydu irngt heril earningprocesse .s
0 9 9 1 ( t o m m a h C d n a y e ll a M ’
O : ) 1 deifne vocabulary learning
s e i g e t a rt
s astechniques .Thes te echniquesregard tot hespeci ifctechniques ,such a s
y e ll a M ’ O , e r o f e r e h T . r a m m a r g d n a , y r a l u b a c o v , s d n u o s r o f s e u q i n h c e
t and
) 0 9 9 1 ( t o m m a h
C classfiy the vocabulary learning srtategiesi nto ifve srtategies ;
; t x e t n o c n i s d r o w g n i n r a e l ; m e h t g n i z ir o m e m d n a s tr a h c p u g n i k a m y l e m a n
n i e t o n a g n i k a t d n a ; y r a s s e c e n n e h w y r a n o it c i d a g n i s u ; s d r o w d e t a i c o s s a g n i n r a e l
. k o o b e t o n
f x
O ord (1990:6 ) deifne s vocabulary learning srtategies ascatego irca l
t c
a ion sto ifnd Engilsh words ,to comprehend Engilsh words ,and t o useEngilsh
s d r o
w .She groupsthe vocabulary learning srtategie s into two majo rgroups ,
t c e ri d y l e m a
n and indrieclty srtategies .A swell sa Oxford’ sclassi ifcaiton o f
r s e i g e t a rt s g n i n r a e
l elated to sefl-driecitng students rts ategie swhich encourage
. y lt n e d n e p e d n i h s il g n E n r a e l o t m e h t
, n o i s u l c n o c n
I thevocabulary l earningsrtategie saresrtategiesappiled by
f o r e t s a m o t s t n e d u t s e h
t knowingword ,s f uncitono fword sand using theword s
. t x e t n o c n i
.
b Categori oes fVocabularyLearningStrategi es
e r a e r e h
T twovairou sexpetrswho havesimliargoals in catego irzing t he
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 . TheyareNaiton and Schmti twho adop tOxford’ s
g e t a rt s g n i n r a e
l i .esNaiton (2001:218 ) groups three catego ire s o f vocabulary
s e i g e t a rt s g n i n r a e
n a l
p rf o how o tfen the student sfocu son selecti ng words ,aspect s o fword
d n a , e g d e l w o n
k srtategie sa splanningr epeititon .Thesecondcategory i sasource
d e n o it c n u
f to knowt hewordsf romt hericontext ,referencesources( dicitonaryo r
) s e ir a s s o l
g , and ora l sources . The th rid category belonged to a proces s to
e z ir o m e
m words , towrtienewwords o runknownwords on vocabularynotebook ,
o
t repeat t hewords orally and visually ,and to generatewords through mapping
d r o w e h
t s andt ri he meanings.
tt i m h c
S (1997:204 )groups et h vocabulary learning srtategi es i nto two
s p u o r g r o j a
m , namely discovery and consoildaiton srtategi .es The discovery
g e t a rt
s i ees a r appiled by the students to ifnd the unknown words ,whlie the
g e t a rt s n o it a d il o s n o
c i eesa r appiledtomemo irzet hewords.
d e h
T iscovery srtategie sare rfo ifnding unknown words whethe rthey are
r a il i m a
f o runfamiilar .These srtategie swere catego irzed into two catego ires,
f o t s i s n o c s e i g e t a rt s n o it a d il o s n o c e h T . s e i g e t a rt s l a i c o s d n a n o it a n i m r e t e d y l e m a n
.s e i g e t a rt s e v it i n g o c a t e m d n a , e v it i n g o c , y r o m e m
)
1 DeterminaitonSrtategi es
e
D terminaiton srtategiesaresrtategiesfo r ifndingmeaning so fwords .Fo r
g n i s s e u g , e c n a t s n
i meaning so fword sfromcontex,tl ookingupunknownwords in
r a n o it c i
d ies ,andanalyzingunknownwords frompicture .s
.
a Guessingthemeaningofwords fromcontext
To gues sunknown Engilsh words and theri meanings appiled yb the
g n i d a e r n e h w s t n e d u t
s Engilsh sentences o rtexts are determinaiton srtategies .
, y ll a c it a m m a r
n i s n o it a v ir e d d n a , m y n o t n
a thesentencef orms .Fo rexample,t o i dentfiyt heword
‘aloof’ in asentence‘ Shei svery aloo .f ’Looking f romt hi ssentence,t hewordi s
e v it c e j d a n
a . tI mean sa gri lwant sto ge taway from anybody around her .A
l o t r e n r a e l e h t t e g o t s i p e t s g n i n n i g e
b ook closely att heunknown word.Ne , xt to
e h t w o h f o w e i v r e d a o r b h c u m a e k a t o t n e h t d n a , t x e t n o c e t a i d e m m i s ti t a k o o l
t a l e r d r o w e h t g n i n i a t n o c e s u a l
c e to othe r clauses , sentence ,so r
.s h p a r g a r a
p Schmitt(1997:208)suggest sthatunknown words can be discovered by
h c e e p s f o t r a p g n i z y l a n a s e d u l c n i s i h T . e g d e l w o n k l a c it a m m a r g m o r f g n i s s e u g
.s n o it a v ir e d r o s tr a p d r o w d n a
.
b DicitonaryUse
e h t s a s e ir a n o it c i d g n i s
U main sourcei smorereilablesoucetol ookupt he
c it e n o h p , h c e e p s f o t r a
p rtansc irpitonsandmeaningso fwords incontext ,such a s
, s n u o n e l b a t n u o c / e l b a t n u o c n u , n o it p ir c s n a rt c it e n o h p , h c e e p s f o t r a p g n i y fi t n e d i
t a h t s e v e il e b ) 0 9 9 1 ( r e f u a L . c t
e ‘a word in a sentence could look famiila rto
d n if y a m y e h t ; r e v e w o h ; s r e n r a e l e g a u g n a
l the meaning in the given sentence
. e s n e s o n s e k a
m ’ In addiiton ,guessing meanings o funknown words i srarely
w t e r a e r e h t , y ll a r e n e G . e t a r u c c
a o type so fdicitonaires ,namelymonoilngualand
r a n o it c i d l a u g n il i
b i . es
Monoilngua ldicionairesare fo r ifnding word deifniiton sin contextwh lie
s e ir a n o it c i d l a u g n il i
b tend to focu son asingle lexica l tiem formi ng a meaning .
e r a y e h
T focusingon ifnding meaning srathert han analyzingpatr so fspeechand
r i e h
.
c Wordpar tanalysis( root ,afifx,par tofs peech)
1 0 0 2 ( n o it a
N :220) suggestst ha ttoanalyzet hewordpatrs sucha spreifxe ,s
x if f u
s es,r oots ,andpa trs o fspeech, thestudent shavet obreakawordi ntopa trs in
o t r e d r
o identfiy meanings o fpreifx and root .Fo rexample ,the word ‘unable ’
a d a h h c i h
w preifx ‘- nu ’ referst onotandaroo t‘able’whichr eferst o ti sownskill .
s i e l p m a x e r e h t o n
A aform ofa sentence ‘ Ibuy a car t oday’ . tIi sused t o
y fi t n e d
i p s atr o fspeech dan knowt herimeaning sincontext .Theword‘I ’referst o
, n u o n o r
p ‘buya a s verb ,‘ a’a sanadjecitvebecausei texplainsh reo hebuy sone
, r a
c ‘car ’a sanoun ,and t‘oday’ sa anadverbo fitme.
I b uy A C ra Today.
Pronoun v erb Adjecitve N no u adverbo fitme
s e n if e d ) 7 9 9 1 ( y d a r G ’
O afifxe sguide et h student sto identfiyword sform
e h t d n
a ri meanings in context .Another morphologica lprocess i scompounds .A
j d a , s n u o n e n i b m o c o t s s e c o r p l a c i g o l o h p r o m a s i d n u o p m o
c ecitve ,verb ,o r
n o it i s o p e r
p tocreat asentence .Theexample so fcombinaitonbetweenanounand
e r a n u o n
a cupboard ,moonilght ,and bookcase ;the example so fcombinaiton
n a n e e w t e
b adjecitveand a noun are bluebrid ,handsome man ,and happy hour ;
a n e e w t e b n o it a n i b m o c f o s e l p m a x e e h t d n
a v erb and anoun are breakfast ,
i h s a w , l o o p g n i m m i w
s ngmachine.
)
2 Socia lSrtate sgi e
r o f e r a s e i g e t a rt s l a i c o s f o e s u e h
T askingteachers ,f irend ,s l ecturers ,and
s r e k a e p s e v it a
s n o it s e u
q to al ecturert o ifndsynonym sfrom unknown word ,s t hen paraphrases a
s ’ r e ti r
w sentence and rtanslatesIndonesian word s ni to Engilsh.I tincludesasking
, r e h t o h ti w g n it a r e p o o c , s n o it s e u
q and empathizing wtih others . Socia l
e r a s e i g e t a rt
s used t oask unknown wordst ot heteachers ,to rtanslatet hemeaning
f
o words,s ynonyms,t oaskclassmate saboutt hemeaningo fwords andto ifndthe
d r o w f o g n i n a e
m s ingroupdiscussion .
)
3 MemoryS rtategi es
Memory srtategie shave fou rsrtategie sto remembe rthe Engilsh words ,
g n i c it c a r p , y l d e t a e p e r h c e e p s f o s tr a p g n i z y l a n a s a h c u
s the word srepeatedly ,
, s d r o w e h t g n il l a c e
r usingphysica lacitons ,ands pelilngwords.
e r a s e i g e t a rt s e s e h
T simlia r to mnemonic techniques . Generally , the
s t n e d u t
s ifndmanyunknownwordst or emembe rsot hatt heyaresuggested t ouse
e u q i n h c e t c i n o m e n
m s .Naiton (2008: 312 )deifne stha tmnemonic techniques ro
e u q i n h c e t d r o w y e
k are techniques to ifnd unknown words through simlia r
d n u o f g n i d n u o
s s o rkeywords then remembe rthem and theri meanings .In those
s e i g e t a rt
s ,hecreate sunusua lassociaitons between et h words andtherimeanings .
m h c
S tit (1997:201 ) argue s tha t the way to remembe r the words and theri
g n i n a e
m sare to know how to use pictures ,synonyms ,antonyms ,and group the
tr a p n o d e s a b s d r o
w s ofs peechandthei rmeanings inas entenceo rat ext .
e h
T vocabulary learning srtategie sappiled yb eth students are complied
tr o p e r r i e h t m o r
f s in learning vocabulary ,thei rreviews from the teachers ro
r e r u t c e
l s , vocabulary learning reference s books , and teachers o r lecturer s
)
4 CogniitveSrtategi es
s p e t s e r a s e i g e t a rt s e v it i n g o
C to repeat the words ,to wrtie the word sin
,s e c n e t n e
s and to analyze the words til s ,s to asscociate the words wtih anothe r
d r o
w s ,andt owrtietheexample so fwords.
)
5 MetacogniitveSrtategi es
Metacogniitvesrtategie sare to conrto land to evaluate students ’learning
g n i d a e r , s g n o s h s il g n E o t g n i n e t s il , s e i v o m h s il g n E g n i h c t a w s a h c u s , s e s s e c o r p
g n i w e i v e r d n a , s d r o w r a il i m a f n u g n i p p i k s , s r e p a p s w e n r o s e n i z a g a m h s il g n E
. k o o b e t o n a n o s t s il y r a l u b a c o v
.
2 VocabularyMastery
s i y r e t s a m y r a l u b a c o v a s e n if e d ) 5 7 : 1 0 0 2 ( n o r e m a
C to “know”
d r o
w sintends to maste r vocabulary . Schmtit (2000 ) summairze s tha t
g n i n r a e l
“ words entali s more than knowing ti s meaning , spelilng , and
” . n o it a i c n u n o r p
n
I the research, the vocabulary mastery i s the someones ’ process to
e h t ” w o n k
“ wordsf romt herimeaning ,thei rspelilngs ,andtheripronunciaiton .s In
s a m y r a l u b a c o v e h t g n i v e i h c
a tery , there are three aspect s namely , knowing
g n i n a e
m s ,usingwords ,ages.
1 0 0 2 ( n o it a
N :238 ) ogr up s concepts and associaitons wtih ifnding the
e h T . s d r o w f o g n i n a e
m s e concepts o f ifnding thei rmeanings ear to identfiy the
m r o f d r o
e h t e t a i c o s s
a word meaningsindicates to i dentfiy t hesimlia rEngilsh words which
n a
c bede ifnedi nt hef ristl anguage.
1 0 0 2 ( n o it a
N :281 )de ifne sconcepts o fword usage sareto use word sin a
g n i z y l a n a y b e c n e t n e
s theri sentence s according to the grammaitca lpatterns
t n e m e l p m o c d n a , b r e v d a , t c e j b o , b r e v , n u o n , t c e j b u s
( ) ;andt oconsrtaint hewords
.s d r o w l a m r o f n i d n a s d r o w l a m r o f g n i z y l a n a y b
, y l g n i d r o c c
A knowing forms fo Engilsh words and t ri he meanings ,
, h c e e p s f o s tr a p g n i z y l a n a , s t n e d u t s e g e ll o c r o f e z i s y r a l u b a c o v e h t g n i w o n k
g n i s u d n a , s d r o w r e h t o o t s d r o w g n it a l e
r wordsi ncontex tarevocabularyl earning
v e i h c a o t 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 evocabularymastery basedonvairous
.s tr e p x e
.
B Theoreitca lFramework
n o it c e s s i h
T summairze sand ilnk sal lrelatedt heo iresandstudiestoanswe r
m e l b o r p h c r a e s e r e h
t sa sstated on the Chapte rI.O’Malley and Chamo t(1990) ,
d n a , ) 1 0 0 2 ( s n o it a
N Oxford (1990) have simlia r goalson deifning vocabulary
a e
l rning srtategies . Theri goal s are to faclitiate students , to manage thei r
y r a l u b a c o
v learning srtategies and to understand o f vocabulary du irng thei r
s s e c o r p g n i n r a e
l e . s Schmti t(1997 )and Naiton s(2001 )adopt Oxford’ slearning
it a N . s e i g e t a rt
s on s(2001: 823 )catego irzest he vocabulary l earning srtategies i nto
a l p y l e m a n , s e ir o g e t a c e e r h
t nning , source , and process . Schmti t (1997:207 )
s e z ir o g e t a
, e v it i n g o c , l a i c o s , s e i g e t a rt s n o it a n i m r e t e
d memory ,and metacogniitvesrtategies .
Ther esearchusedt heSchmti’t scatego irzaitons toanswert her esearchproblem .s
d e s u h c r a e s e r e h
T theo ire s abou t vocabulary learning srtategie s and
e t s a m y r a l u b a c o
v r sy a related theo ire sto the research.Naiton (2001:23 )group s
y l e m a n , s d r o w f o g n i n a e m e h t g n i d n if f o s t p e c n o c e e r h
t knowing meaning o f
, s d r o
w wordf orms, andwordusages.Thevocabularymasteryi st heknowledgeo f
t u o d n if o t s i t s e t y r a l u b a c o v f o e s o p r u p e h t d n a s d r o w f o s g n i n a e m e h t g n i w o n k
n a c s r e n r a e l e h t r e h t e h
w analyze the po ilsemies , homonyms , homophones ,
’. h c e e p s f o s tr a p d n a , s h p a r g o m o
h tI indicates that t o ifnd t hemeaning o fword s
g n i s s e u g h g u o r h t d e s u e b d l u o
c the meaning o fwords in context ,the patr so f
h c e e p
s analysis ,askingothers ,andusingdicitonaires .
n o i s u l c n o c n
I ,thi schapte rha spresentedt hemain ifndingso fvairou sarea 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 f
o researche . Ts he vocabulary learning srtategie s
o t e r a s t n e d u t s e h t y b d e il p p
a identfiythemeaningo funknownEngilshword ,s t o
n e tt ir w d n a l a r o 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 e h t e z ir o m e m
m r o
f s .To answe rthe research problems ,the vocabulary learning srtategies are
e ir o g e t a c e v if o t n i d e z ir o g e t a
c s ,namely determinaiton ,social ,memory ,cogniitve
e v it i n g o c a t e m d n a , s e i g e t a rt
s .The second research problem drieclty focuse son
r i e h t y l p p a s t n e d u t s e h t w o
h vocabulary learning srtategie s to achieve the
17 I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
g n ir e w s n a r o f y g o l o d o h t e m h c r a e s e r e h t s e b ir c s e d r e t p a h c s i h
T t he
a e s e
r rch problems .I tdiscusse stheresearch method ,the research setitng ,thet he ,
s t n a p i c it r a p h c r a e s e
r the research i nsrtuments and data gatheirng t echnique ,the t
s i s y l a n a a t a
d echnique ,andtheresearchprocedure .
.
A ResearchMethod h c r a e s e r e h
T belonged t o survey research to co llec tthe data through ’
s t n a p i c it r a
p response so rquesiton .sThi smethodprovided ther esearcht o ifndou t ’
s t n a p i c it r a p e h
t thought sand opinion .s There were two i nsrtument sused i n t he e
s e
r arch ,namelyquesitonnaries andinterviews. t i , h c r a e s e r e h t e t a d o m o c c a o
T conducted the quesitonnaries and w
e i v r e t n
i s .The f tris w as to administe rthe quesitonnarie to second semeste r u
t
s dent so fEngilsh LanguageEducaiton StudyProgram in t heclass .Thesecond s
a
w to conduct the i nterviews to some studentsbased on t hei r ifna lscores . eT h e
h t f o e v it c e j b o t s ri
f research w as to identfiy vocabulary learning srtategie s e
h t y b d e il p p
a secondsemesters tudent so fEngilshEducaitonStudyProgram .The d
n o c e
s research problem w sa appiled to if nd ou tthe appilcaiton o fstudents ’ s
e i g e t a rt
.
B ResearchSetitng h
T e researchwa sse tup inSanataDharmaUniverstiyMrican ,Yogyakatra. s
t n a p i c it r a p e h
T w ere the second semeste r student s o f Engilsh Language 2
1 0 2 f o r a e y c i m e d a c a n i m a r g o r P y d u t S n o it a c u d
E /2013 .Thedatawe reobtained e
ri a n n o it s e u q e h t g n it u b ir t s i d y
b s anddoingi nterviews tos omes tudent .s ri
a n n o it s e u q e h t , y lt s ri
F e sweredistirbutedt o57student sonJune4th ,2013 t
u b , s s a l c e h t n i s t n e d u t s 4 6 e r e w e r e h T . s s a l c e h t n
i 7student swhowereabsent. A sar esul,tt her esearchert ook 57 studentst o bet heparitcipant soft her esearch .
, y l d n o c e
S theresearchert ook an i nterview acitvtiy to six student sbased on t heri e
r o c s l a n
if s in vocabulary course .The interview acitvtiy wa sto ifnd ou thow y
l p p a s t n e d u t
s thei rvocabulary learning srtategies . tI wa simplemented on June 0
1 th ,2014 and June 11th ,2014 .I twa sconducted i n a ilbrary o fSanataDharma s t n e d u t s e h t , e r o f e r e h T . m l a c s a w e c a l p e h t f o e r e h p s o m t a e h t e s u a c e b y ti s r e v i n U
.s n o it s e u q w e i v r e t n i g n ir e w s n a n o s u c o f e b o t d e m e e s
.
C ResearchPar itcipants e
h
T research paritcipants w ee r the second semeste rstudent 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 o f academic yea r o f 2012/2013. The vocabulary clas sse consisted o ffou rclasses .The classe swa scoded asA ,B ,C ,
s s a l c h c a E . D d n
a wasl ecturedbyonel ecturer ,bu tclasse sCandDhad asimliar .
r e r u t c e
l Thet ota lstudentsi n classe s C and D were64 students .They were t he s
r e b m u n g i b a d l e h r e r u t c e l e h t e c n i s s t n a p i c it r a p h c r a e s e
n i s t n e d u
