VOCABULARY LEARNING STRATEGIES OF STUDENTS IN
ECONOMIC INTERNATIONAL PROGRAM
Introduction
Vocabulary is considered as one of the important elements in comprehending the lesson, especially in learning foreign language. Heidari et al. (2012) stated that vocabulary is the core of language and the cornerstone of language students (p. 1488). Through comprehending foreign words, students will be able to understand the meaning of the words. Wessels (2011) stated, “Vocabulary knowledge is essential to students’ academic success. If students do not understand the meaning of the words in the text, they will have difficulty understanding the content” (p. 46). Therefore, comprehending the meaning of the words will help the students understand the materials and reading texts.
The vocabulary of English as foreign language is seen as a significant component for foreign students, especially for students of English for Specific Purpose (ESP) since they will often find specialized English words in their program. Harding (2011) explained that vocabulary is crucial in ESP because students will meet many technical or specialized words which are used to explain materials in their specialism (p. 53). Hence, understanding the meaning of the words could help the students comprehending the lessons.
VLSs are important for ESP students because VLSs do not only help the students to understand new words and increase their vocabulary knowledge but also vocabulary learning strategies could make the students to be independent learners. However, some ESP programs do not provide special class teaching about technical vocabulary. In this situation, the students cannot always rely on their teachers. Therefore, they need to find their own strategies to cope with unknown words independently in order to make them understand about the materials given. This condition is experienced by students of Economic International Program in Satya Wacana Christian University.
Hence, the present study aimed to find answer of what are the vocabulary learning strategies used by Economic International Program students in learning specialized vocabulary. Therefore, the objective of the study was to explore what the vocabulary learning strategies which are used by Economic International Program students in learning specialized vocabulary.
Literature Review
This section discusses the definition of vocabulary learning strategies, the relationship between vocabulary learning strategies and ESP, the types of vocabulary learning strategies, and VLS research in ESP.
Defining Vocabulary Learning Strategies
Vocabulary learning strategies are more than comprehending new vocabulary. According to Asgari and Mustapha (2011), vocabulary learning strategies are stages taken
by the learners in learning new words (p.85). It means that when the students find new English words in their learning process, they need to take an action in order to understand the words so that they can understand the materials they learn. However, VLS is not only about how the learners learn new vocabulary but it is also about how they keep the words in their long-term memories and be able to use and produce the words in the appropriate context as stated by Ruutments (2005) cited in Jurcovic (2006). Gu (2003) added that “Knowing a word means knowing at least its form, its meaning, and its basic usage in context receptively and productively” (p. 75). It indicates that the scope of vocabulary learning strategies is not merely about comprehending new words but it covers broader aspects.
by comprehending the vocabulary, the learners will be able to understand the materials given. Moreover, vocabulary is seen as the basic element of language. It shows that without knowing the words, the students cannot be able to name things, concepts, and so on. As what has been stated by Ghazal (2007) “Vocabulary is central to language and is of great significance to language learners. Words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning.“ (p. 84). VLSs do not only help the learners achieving their learning goals, VLS can also accustom the students to be independent learners. By applying vocabulary learning strategies, the students can manage and monitor their own learning process without depending all the time on the teacher’s help as explained by Nation (2001, p. 222). In other words, independent learning encourages the students to be more responsible for their language learning process.
Types of Vocabulary Learning Strategies
There are many researchers who provide taxonomies of vocabulary learning strategies such as Nation (1990, 2001) and Schmitt (1997) but the present study used Schmitt’s taxonomy as the basis while another theory was used as a support. Schmitt’s theory (1997) is well-known and mostly used as the basic theory of many vocabulary learning strategy researchers. In general, Schmitt (2000) divided the strategies into two major groups: strategies which are used to discover the meaning of new words and strategies which are used to recall the known vocabulary (p. 135). Schmitt (2000) also
classified the strategies into several specific groups (p. 134-136):
which belong to this type are commonly used to find the meaning of new words than recalling the words which have already known.
2. Social strategies (SOC): Social strategies are different with DET strategies. Strategies which belong to this type will involve interaction with others in learning the new words such as asking the teacher or classmates. Social strategies do not only work in discovering new vocabulary but SOC also can be used to remember the words known by the students such as studying meaning with friends or practicing to use the words with native speaker. Thus, the key note of this type is involving interaction.
3. Memory strategies (MEM): These strategies are also commonly known as mnemonics strategies. The strategies are used to recall vocabulary which has already known. In these strategies, learners will relate their previously learned knowledge with the target words by grouping the words according to its form or topic, forming imaginary, using physical action, connecting new word to past experience, studying the spelling of the words and speaking out loud the words while studying them. 4. Cognitive strategies (COG): These strategies are similar to Memory strategies but
they do not really focus on the mental process. Cognitive strategies emphasize more on the mechanical means to comprehend the known words. Thus, strategies in Cognitive engage repetition and tools to learn vocabulary. Strategies which belong to COG are repeating words verbally and written, making words lists, and labeling English words on physical objects.
skipping or passing new word, continuing to study the words all over the time, and test oneself by using word tests or games.
Another theory of VLS is the theory from Nation (2001). He classified the type of VLSs into three: planning, sources, and process. Nation (2001) explained that the first classification is planning. Planning is about deciding of what words and aspect are being focused, how to focus, and how often to focus on the vocabulary studied (p.218). In this stage, the learners will decide what kind of words they will study (academic, technical or high-low frequency words), what aspects and strategies they want to focus, and how often they want to use the strategies (p.219).
The second classification is sources. In this stage, students start to use strategies to understand new vocabulary by gathering any information related to the words (Nation, 2001, p. 219). When the students in this stage, they start to find sources in order to understand the new words by analyzing the word parts such as using knowledge in affixes and root (Nation, 1990; p.168), guessing meaning from the context, consulting references to peers, teachers, glossary, or dictionaries, and connecting their first and target language to understand the words (Nation, 2001, p.120).
VLS and English for Specific Purpose
Vocabulary learning strategies have contribution in helping ESP students to cope with their ESP learning process. As what has been explained above, vocabulary learning strategies could help the learners to understand materials and activities in foreign language (Ghazal, 2007, p.90). This also happens in ESP context where VLSs help the students to understand the materials to achieve their goals. Akbari (2011) stated, “ESP students learn English as a means to achieve their subject-specific and ultimately their occupational goals.” (p. 7). It indicates that English in ESP context becomes an important tool for the students in dealing with their future goals. Moreover, the usage of English as a medium of International communication nowadays has made English widely used in many subjects such as technology, science, economics, and so on (Floris, 2013, p.4). Based on that situation, it is crucial that ESP students need VLSs to help them comprehend the vocabulary in their specialism to convey its meaning. Moreover, most of the vocabulary found in their specialism is technical vocabulary. This kind of vocabulary only exists in a certain context but it does not commonly exist in other contexts as stated by Hutchinson and Waters (2006) and Nation (2001, 2008).
VLS Research in ESP context
Some studies related to VLS in ESP context have been conducted. One of them is a study conducted by Lessard-Clouston (2008). One of the aims of this study was to explore what kinds of vocabulary learning strategies were used by native and non native
in paper, taking written notes in class, written listing vocabulary, listing words in computer file, making index and flashcard, listening to recording or teacher, repeating the words orally and written, quizzing, and asking the new words to others.
The Study
Method of the Research
This study was conducted to identify the vocabulary learning strategies used by ESP students. A descriptive method was used in the present study. Close-ended questionnaire and Interview were used as the instrument in this research. The participants of the study were students of Economic International Program in Satya Wacana Christian University, Salatiga. The reason of choosing Economic International Program students as the participants was because almost all of the classes use English as the medium of
teaching and learning, so the students have many opportunities to find many new technical words. Moreover, the economic words are unique and rarely found in daily life. Hence, the students may need to use VLSs to comprehend the meaning of the words. The study used purposive sampling technique where all of the participants were those who have experienced English as the medium in teaching and learning process.
Participants
Research Instrument
The study used a questionnaire as the research instrument. In this study, close-ended questionnaire was used to collect the data. Close-close-ended questionnaire consisted of thirty three statements of vocabulary learning strategies (appendix 1). The questionnaire was based on Schmitt Taxonomy adapted from Kafipour (2011) and Komol (2011). The students were to select an option from ‘always’, ‘often’, ‘sometimes’ or ‘never’. The questionnaire was in Bahasa Indonesia to make the students feel more confident while filling the questionnaire. Before the questionnaire was administered to the participants, piloting was conducted to ten students of Faculty of Economy. The piloting aimed to examine whether the questionnaire were understandable or not.
To supplement the data from the questionnaire, a semi-structured interview was conducted. The interview was also done in Bahasa Indonesia (appendix 2).
Data Collection
After piloting and revising, the questionnaire was administered to all Economic International Program students. Since the present research aimed to find the vocabulary learning strategies used by ESP students, the purposive sampling technique was applied. In other words, all Economic International Program students participated in filling the questionnaire. The questionnaire was given at the end of their classes and submitted directly after they finished filling the questionnaire. Before the questionnaire papers were given to the students, a brief explanation about the purpose of asking their participation in
the study was informed.
the representatives of the participants who did not use seven strategies which ranked lowest in the present research. Interview for each participant was conducted around 10 to 15 minutes. The interview was done during their free time and it used Bahasa Indonesia to make the participants feel more comfortable. The questions were given 3 minutes before the interview in order to make them ready to answer the questions.
Data Analysis
Data Analysis and Discussion
This chapter presents data analysis and discussion of the results based on the five vocabulary learning strategies from Schmitt’s taxonomy. Each strategy has items which will be presented in figures and followed by interpretation. According to Schmitt (2000), Vocabulary Learning Strategy is divided into two; strategies to discover new word’s meaning (DET and SOC strategies) and strategies to consolidate the new word which has been learned (SOC, MEM, COG, and MET strategies).
Strategies for the discovery of meaning of new words: Determination Strategy
There were six items under Determination strategy:
Item 1: Check the word’s form; whether the word belongs to verb, noun, adjective, etc.
Item 2: Analyze root and affixes to guess the meanings of the word. E.g.: repurchase: re-: do again, purchase: to buy.
Item 3: Check if the word is also an Indonesian word. E.g.: debit, Indonesia: debit. Item 4: Guess word’s meaning from the context.
Figure1: Students’ use of Determination Strategies:
It can be seen from Figure 1 that the highest strategies chosen by the students were item number 3 and 4. 71% of the participants chose both items. The scores were calculated from the total percentage of ‘often’ and ‘always’ option (item 3 had 54% for ‘often’ and 17% for ‘always’ while item 4 had 42% for ‘often’ and 29% for ‘always’).
The first highest rank in DET was item 3. The similarity of some English economic vocabulary in Indonesian could be a factor why this item ranked highest. The participants explained that the resemblance between Indonesian and English words helped them to guess and understand the meaning of a word. One of the interviewees stated, “… maknanya memang sama tapi penulisannya lain. Jadi mungkin kita bisa mengartikan kata itu hampir samalah dengan bahasa Indonesia
Because of the similarity, the students may have associated a new word with their cognate in Indonesian. Nation (2001) stated that the less similarity of items and patterns between L1 and foreign language, the more burden of vocabulary learning (p. 220). In other words, if there are many words which are similar with the first language, the word learning burden would not be too heavy. Therefore, the learners can understand a new word easily when the word is similar with their first language.
Item number 4 also ranked highest in this category. 71% of the participants chose the item as the strategy they used most. There were some reasons why this strategy was selected. The first one was the use of English in their textbooks. Almost all of the textbooks used in this program were written in English. Participant one stated, “Lesson saya tiap hari kan menggunakan bahasa Inggris. Jadi udah apa ya, udah sering gitulah” (Tr: My daily lessons use English so I usually guess the word from the context). The participant frequently met texts, written explanations, instructions, and tasks in English. Therefore, the students often find new words while reading the text books and then apply strategy of guessing meaning from the context.
The second reason was because a definition of an economic word in economic context could be different from dictionary meaning. Participant 4 commented,
There are some words which have two meanings in English. Sometimes the definition in the dictionary will be different with
Nation (2008) stated, “Most technical words occur only in one specialized area, but some technical words can occur in other areas, some with the same meaning and some with different meaning.” (p. 10). Hence, guessing from the context was often used because the definition of technical words could be different with definition in dictionary. The last reason was the context could help them understand the meaning of a word. The context and words were considered as clues to help them guess the meaning of a word. Carton (1971) mentioned that cues could be based on the text and knowledge of English.
In contrast, item one had the lowest rank. 38% of the participants chose this strategy. Only 17% of the participants chose ‘often’ and 21% of them choose ‘always’. This item ranked lowest because the participants were not students of English. They did not have any vocabulary class to learn and test their vocabulary. Therefore, they only needed to know the meaning without paying attention to the form of its word. As what has been said by a participant, “Knowing a word belongs to verb, noun, or adjective is not influential. Knowing the meaning is enough.”
Social Strategy
There were four items under Social strategy:
Item 7: Ask the teacher to translate the meaning of a word that I do not understand.
Item 8: Ask the teacher for synonyms or similar meanings of new word. Item 9: Ask the teacher for definition.
Item10: Ask classmates.
Figure 2: Students’ use of Social Strategies:
It can be seen from Figure 2 that item number nine ranked highest in SOC strategy. 75% of the participants chose this item. The score was calculated from the total percentage of ‘often’ and ‘always’. 67% of the participants chose ‘often’ and 8% chose ‘always’.
sometimes economic words have different meaning or cannot be found in general dictionary. Nation (2008) explained that specialized words are commonly found in a certain area but rarely found in other areas (p. 12). It means, only someone familiar with economic words can provide suitable definition of an economic word. In addition, the use of English as a medium of instruction in classroom provided the opportunities for the participants to ask about word definition to the teacher.
In contrast, item number eight had the lowest rank. 25% of the participants chose this strategy. Only 17% of the participants chose ‘often’ and 8% of them chose ‘always’. It happened because what was needed by the participants as ESP students was only to know the meaning of a word. Participant two and four commented the definition given by teacher was clear. Therefore, knowing the synonym of the word was not crucial. Moreover, the participants did not specifically learn English. They used English as a means in learning process. In addition, an interviewee stated, “Synonym of economic word is hardly found.” This could also explain why this strategy was barely used.
Strategies for consolidating a word once it has been encountered: Social Strategy
There were two items under Social strategy: Item 11: Study the word with my classmates Item 12: Talk with Native English speaker
Figure 3: Students’ use of Social Strategies:
From Figure 3 above, it can be seen that 37% of the participants chose item number eleven and only 12% of the participants chose item number 12.
Most of the students chose item number 11 as the strategy used in this category. The presence of capable peers helped the students in learning the known words. The interviewees stated that discussing words with classmates helped them understand the word. Participant one added, “My friends and I have similar thought and if we discuss the meaning of a known word, we will make our own definition of the word. Thus, we can understand the word easier.” Falchikov (2001) stated, “Interaction with peers can result… an increase in knowledge and understanding.” By discussing new words with friends, the participants can develop their knowledge and understanding of the word. Participant 2 added, discussing with classmates did not
only help them to understand the meaning easily but also it could help them remember the meaning easily. This shows that the students can easily remember the new words if they discuss the vocabulary with their friends because the language is easier to comprehend.
Different from item eleven, item twelve placed second rank in SOC. The result showed that only 12% of the participants chose item number twelve. The absence of native English speaker with Economic background could be the factor of why this strategy was least chosen by the students. There is only one native English teacher in their faculty. The teacher only teaches general English and does not have any economic background. In his class, the participants only learnt about writing skills, western culture in business, and speaking skill. All of the interviewees commented that they never discussed about economic words with the teacher because the classes he taught were not economic subject. In addition, they rarely interacted with English native speaker outside the classroom. With this condition, the participants lost the opportunities to interact with English native speaker in order to remember the economic vocabulary.
Memory Strategy
There were ten items under Memory strategy:
Item 13: Connect the word with my previous experience.
Item 14: Group the word based on its affixes (e.g. grouping the all words with suffix re- in one group, -ment in one group, etc)
Item 15: Group the word by its form (verb, noun, adjective, etc) Item 16: Look for its synonym and antonym.
Item 17: Remember the new word by connecting with the words I have learnt before.
Item 18: Try to make a sentence using the word. Item 19: Group the word based on topic.
Item 20: Remember the word by studying and paying attention to its spelling. Item 21: Make my own definition for the word
Item 22: Pronounce the word.
Figure 4: Students’ use of Memory Strategies:
33%
Item 13 Item 14 Item 15 Item 16 Item 17 Stat. 18 Item 19 Item 20 Item 21 Item 22
From Figure 4 above, the result shows that item number twenty ranked highest. 79% of the participants chose this strategy. In the other hands, only 25% of the participants chose item number fifteen. Similar with item number 15, item number 19 was also in the lowest place. Only 25% of the participants chose this strategy.
Learning and paying attention to word’s spelling made the participants feel easier to recall the words. Participant five commented that paying attention to the word’s spelling helped her remember the word. Participant one added “So, if next time I find the word again, I will easily remember the meaning.” According to Akbari (2011), “… proper knowledge of spelling are a great help to memorize words.” This indicates that by learning word’s spelling, the participants can easily remember the meaning of the word in the future. In addition, studying and paying attention to the words also can help the students in writing the word correctly as stated by participant two. The strategy did not only help the participants to remember the word but also helped the students to know how to write the word correctly. Gu (2003) stated that knowing a word is also knowing its form. In other words, understanding the word does not only mean knowing its meaning but also knowing its form.
complicated. It means using this kind of strategy may not be effective and wasting time.
25% of the students also chose strategy number nineteen. The first factor causing the strategy to rank low was, there were many words in a topic or unit found in other topics. All of the interviewees stated that a word in a particular chapter could be found in the following chapters. Participant four gave an example “For example in the micro economics class, we often asked to make graphs and there is a line called ‘budget line’ and ‘constraint’. When I checked my textbook, then I found out that the word ‘budget line’ was also there.” Therefore, the participants did not classify the words based on the topic in order to remember the meaning. The second factor was, they did not have enough time to classify the words based on its chapter. Seventeen to nineteen credits in a trimester and ten hours tutoring made them very busy. Thus, grouping words based on topic was considered as time consuming as stated by Participant two. Moreover, they did not have vocabulary test, so they did not need to remember specialized vocabulary based on its topic.
Cognitive Strategy
There were 7 items under Cognitive strategy: Item 23: Say the word repeatedly.
Item 29: Keep a vocabulary notebook wherever you go.
Figure 5: Students’ use of Cognitive Strategies:
From the Figure above, item number twenty eight was chosen by most participants. 59% of the participants chose this item. In contrast, item number twenty six ranked lowest in Cognitive strategy. No one of the participants chose item number
4%
Item 23 Item 24 Item 25 Item 26 Item 27 Item 28 Item29 Never Sometimes Often Always
effortlessly while reviewing. I could easily remember the meaning of the words.” Hassanvand et al. (2012) stated that underlining the word can help the students in guessing and recognizing new words. Thus, the students have significant understanding of the words (p. 353). It indicates that underlining new words do not only help the students to understand the new words, but it also helps the students to remember the new words. Participant two added “Underlining word help me remember the word easily and the word is important so it could be repeated again and again, so recalling vocabulary by underlying the word is needed.” It means giving mark by underlining the word can also be a reminder that the word is important and needed to learn repeatedly. Moreover, by underlining the word, students will be able to find certain word easily when they want to study later.
In contrast, item number twenty six ranked lowest. Using flashcard was considered as complicated and time consuming. Even though three of the interviewees knew what flashcard was, they never used flashcard to learn vocabulary. All of the interviewees stated that they did not have time to make a flashcard. Moreover, two participants preferred remembering the words by taking notes or underlying the word than recalling the word by using flashcard. It shows that the participants use simple and instant way to remember new economic vocabulary.
Meta-Cognitive Strategy
There were 4 items under Meta-Cognitive strategy:
Item 30: Use English media (news, news broadcasting, internet, magazine, video, etc).
Item 31: Test myself with word test.
Item 32: Skip or pass new word which likely does not need to study. Item 33: Continue to study the word overtime.
Figure 6: Students’ use of Memory Strategies:
It can be seen from Figure six that item number thirty is the highest rank in MET. 59% of the participants chose this item. In contrast, item number thirty two ranked the lowest. Only 33% of the participants chose this strategy.
Using English media supported the students in learning vocabulary. The interview result showed that by using English media such as internet, newspaper, video, and magazine helped the students remember vocabulary easily. Many English
0%
Item 30 Item 31 Item 32 Item 33
understand two things, English and economy… So, I often read English articles and news about economics.”
The presence of English media can also be seen as an alternative for students’ vocabulary learning. As what has been stated by participant three that he used English media such as the internet or videos when he was bored with the explanation from teacher and handbooks. From all of English media mentioned in the questionnaire, internet was the English medium chosen most frequently. Easy access and economical factor could be the reasons why the internet was mostly used in this present study. The students can browse any materials needed anywhere and anytime. The Internet makes the students to be more independent in their vocabulary learning as what has been stated by Brahja (2013, p. 660).
In contrast, few participants chose item number thirty two. The participants perceived that all economic words were important to learn. The interview showed that all of the participants agreed that all of economic words were important to remember. Participant one stated “If I did not know only a word in English sentence, it could affect our understanding to that sentence. Then, we cannot get the point.” It proved that for them, knowing all of economic vocabulary was crucial. Moreover, economic words were continuously used in their future work. Hence, they thought that all of the economic words were necessary.
Conclusion and Recommendation
Conclusion
As what has been stated above, the aim of the present study was to find what vocabulary learning strategies used by the students of Economic International Program of Satya Wacana Christian University in learning specialized vocabulary. To find the answer for the present research, a questionnaire was administered and an interview was conducted.
The study found that the students of Economic International Program chose checking if the word is also an Indonesian word. E.g.: debit, Indonesia: debit and guessing word’s meaning from the context (DET), asking the teacher to give definition (SOC), studying the word with my classmates (SOC), remembering the word by studying and paying attention to its spelling (MEM), underlining the word (COG), and using English media such as news, news broadcasting, internet, magazine, or video (MET).
Overall, it is hoped that the findings of the present study could be useful for ESP students to enrich their vocabulary which could be beneficial for understanding the materials. As what has been stated that the seven strategies chosen by the participants showed that they tended to use practical, simple, and fast strategies to understand the lessons. Besides that, the participants also perceived that the strategies chosen were efficient for them to comprehend the meaning of new words. Therefore, by using those strategies, the participants could understand the materials being taught. It is hoped that the strategies used by the participants are also useful for other ESP students to comprehend the materials.
It is also hoped that the present study could be used as a reference for ESP teachers to help the learners who find difficulties in comprehending the meaning of vocabulary in ESP context. The teachers could suggest or teach the students to use the strategies from the present study. Moreover, the teachers can also direct the students to be independent learners by introducing and teaching the students to apply the vocabulary learning strategies in learning technical words.
Recommendation for Learning Vocabulary
The recommendation that could be drawn from the results of this study is: ESP students could use strategies of learning vocabulary which are simple and fast but efficient for them in understanding the technical words since English is used as the medium of instruction in their learning process. Besides that, the students
Improvement of Further Research
The present study has one thing that needs to be improved for the further research. The further study can examine the effectiveness of the vocabulary learning strategies found in this study. Close- and open-ended questionnaire, a test, and in-depth interview can be conducted to find how effective the strategies chosen for discovering, remembering, and producing technical words in ESP. Including an open-ended and in-depth interview can give students more space to deliver more detail information that might help the researcher to enrich the data for the finding.
Limitation of the Study
Acknowledgement
I believe this thesis would not have been finished and completed without much help
and support from my beloved people. First of all, I would like to say thanks to my Almighty Lord, Jesus Christ, who never leaves me alone in every bad and good circumstance. I wish to express my gratitude to my supervisor Prof. Dr. I Gusti Astika, M.A. who was abundantly helpful and offered invaluable assistance, and guidance. Deepest gratitude is also due to my examiner, Anita Kurniawati H., M.Hum. Without her knowledge and assistance, this study would not have been completed. I would like to thank to all lecturers, staff, and students of Economic International Program. Without their participation, I would not be able to finish this study. I also wish to express my great love and gratitude to Mom, Dad, my grandmothers, Pak Tri, and all of my family for the never ending support and prayers. I would also like to thank to all lecturers and staff of English Department for all valuable and great supports, knowledge, and experiences. Finally, I would also like to thank all my friends; Ester, Dyah, Dessy, Tenners, BASE, and ShED for
all amazing supports and motivations.
Salatiga, March 19th, 2014
References
Akbari, Z., & Tahririan, M.H. (2009). Vocabulary learning strategies in an ESP context: The case of paramedical english in iran. Asian ESP Journal, 11 (1), 39-61. Akbari, Z. (2011). Vocabulary comprehension and learning in an ESP context: Strategy
use and knowledge sources. Asian ESP Journal, 7 (2), 5-27.
Al-Khasawneh, F.M. (2012). Vocabulary learning strategies: A case of jordan university of science and technology. English for Specific Purposes World, 12 (34), 1-15.
Asgari, A., & Mustapha, G.B. (2011). The type of vocabulary learning strategies used by ESL students in university putra malaysia. English Language Teaching, 4 (2), 84-90.
Bennett, Petter D. (Ed.). (1988). Dictionary of marketing terms. Illinois: American Marketing Association.
Brahja, A. (2013). ESP Vocabulary teaching and learning, comparing the language teacher and language learning on the internet. Journal of Educational and Social Research, 7 (3), 655 – 661.
Carton, A. (1971). Inferencing: a process in using and learning language. In P. Pimsleur and T.Quinn (Eds.), The Psychology of Second Language Learning(pp. 45-58). Cambridge: Cambridge University Press.
Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: RoutledgeFalmer.
Floris, F. D. (2013). Exploring teachers’ beliefs on the teaching of english in english language courses in indonesia. Philippine ESL Journal,11, 4-23.
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning
strategies.Novitas-Royal,1(2), 84-91.
Gu, Y. P. (2003). Fine brush and freehand: The vocabulary-learning art of two successful
Heidari, F. L., Karimi F., & Imani, A. (2012). Vocabulary learning strategy instruction: It’s impact on english for specific purpose vocabulary achievement and reading
comprehension. Middle-East Journal of Scientific Research, 12 (11), 1499-1496. Hutchinson, T., & Waters. T. (1987). English for specific purposes: A learning-centered
approach. Cambridge: Cambridge University Press.
Jurkoviæ, V. (2006). Vocabulary learning strategies in an ESP context. Scripta Manent, 2 (1), 23-32.
Kafipour, R., & Naveh, M. H. (2011). Vocabulary learning strategies and their contribution to reading comprehension of EFL undergraduate students in kerman province. European Journal of Social Sciences, 23(4), 626-647.
Komol, K., & Sripetpun W. (2011). Vocabulary learning strategies employed by
undergraduate students and its relationship to their vocabulary knowledge. The 3rd International Conference on Humanities and Social Sciences.Prince of Songkla University.
Lessard-Clouston, Michael. (2008). Strategies and success in technical vocabulary learning: Students’ approach in One Academic context. Indian Journal of Applied Linguistics, 34 (2), 31-63.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle. Nation, I. S. P. ( 2001). Learning vocabulary in another language. Cambridge: Cambridge
University Press.
Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle & Heinle.
Ruutmets, K. (2005). Vocabulary learning strategies in studying english as a foreign language. Unpublished Master’s thesis, University of Tartu, Tartu, Estonia. Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt and M. Mc Carthy
(Eds.), Vocabulary: Description, acquisition and pedagogy(pp. 77-85). Cambridge: Cambridge University Press.
Schmitt, N. (Eds.). (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Appendix 1
Questionnaire Para mahasiswa yang terhormat,
Saya adalah mahasiswi Fakultas Bahasa dan Sastra UKSW yang sedang melakukan penelitian mengenai Vocabulary Learning Strategies of Economics International Program Students in Learning Economic Vocabulary. Untuk itu, saya sangat mengharapkan kesediaan Anda untuk mengisi kuesioner di bawah ini dengan memberikan tanda centang () pada kolom-kolom yang ada. Jawaban yang Anda berikan tidak akan mempengaruhi nilai akademik Anda.
Berilah tanda centang () pada kolom-kolom yang disediakan.
No. Ketika saya menemukan kosakata ekonomi baru
dalam bahasa Inggris, saya akan…
tersebut termasuk kata kerja, kata benda, kata sifat,
dll.)
4. Menebak arti kata itu dari konteks bacaan.
5. Melihat artinya di kamus:
Inggris – Indonesia
6. Inggris – Inggris
7. Meminta dosen untuk menterjemahkan kata yang
tidak saya mengerti.
8. Meminta dosen untuk memberikan sinonim atau arti
lain dari kata itu.
12. Berbincang dengan orang asing (English native
speaker)
13. Menghubungkan kata itu dengan pengalaman saya.
14. Mengelompokan kata berdasar imbuhan yang sama.
(contoh: mengelompokkan kata berimbuhan
re-dalam 1 grup, -ment re-dalam 1 grup, dll)
15. Mengelompokkan kata dengan melihat jenisnya
(kata kerja, benda, sifat, dll)
16. Mencari sinonim atau antonim dari kata tersebut.
17. Mengingat kata baru tersebut dengan
menguhubungkan dengan kata-kata yang pernah
saya pelajari sebelumnya.
18. Mencoba membuat kalimat menggunakan kata
tersebut.
19. Mengelompokkan kata – kata berdasarkan topik.
20. Mengingat kata tersebut dengan memperhatikan dan
mempelajari ejaan (spelling) dari kata tersebut.
21. Menguraikan kata itu dengan bahasa saya sendiri.
22. Mengucapkan (pronouncing)kata tersebut.
23. Mengucapkan kata itu berulang – ulang.
24. Menulis kata itu berulang – ulang.
25. Membuat daftar kosakata baru yang sudah saya
pelajari.
26. Membuat flashcard (kartu-kartu yang berisi kata
baru)
27. Mencatat kata tersebut.
28. Menggaris bawahi kata tersebut.
29. Membawa buku berisi daftar kosakata.
30. Menggunakan media berbahasa Inggris lainnya.
(Koran, siaran berita, internet, majalah, video, dll.)
31. Mengetes diri sendiri dengan tes kosa kata. (seperti:
menterjemahkan kata dari Inggris ke Indonesia, dll)
32. Tidak memperhatikan kosakata baru yang sekiranya
tidak perlu untuk dipelajari.
Data Diri
Nama : ________________________________
Jenis Kelamin : Laki-laki / Perempuan
Program Studi : ________________________________
Jika teman-teman bersedia untuk diwawancarai, silakan mengisi form di bawah ini:
No. HP : ________________________________
E-mail : ________________________________
Terimakasih, Tuhan Memberkati
Appendix 2
Interview Question
1. Mengapa Anda memilih untuk mengecek apakah kata baru itu sama atau ada juga di dalam bahasa Indonesia?
2. Mengapa Anda menggunakan strategy ‘menebak arti kata dari konteks bacaannya’? 3. Apakah mata kuliah Anda menggunakan buku paket?
4. Apakah bahasa pengantar buku paket itu?
5. Mengapa Anda tidak menggunakan strategi “mengecek atau mengelompokkan jenis kata tersebut, apakah itu termasuk kata kerja, kata benda, kata sifat?”
6. Apakah ada mata kuliah yang khusus mempelajari atau membahasa kosa kata ekonomi dalam bahasa Inggris?
7. Mengapa Anda memilih untuk bertanya pada dosen untuk memberikan definisi ketika Anda menemukan kata baru yang tidak Anda mengerti?
8. Apakah bahasa pengantar yang digunakan dosen di dalam kelas? 9. Apakah Anda diajar oleh dosen Native English Speaker?
10. Mengapa Anda memperhatikan dan mempelajari ejaan/spelling untuk mengingat kata baru?
11. Mengapa Anda tidak mengelompokkan kata-kata berdasarkan topic?
12. Apakah suatu kata dalam suatu topic atau bab akan ditemukan di topic atau bab-bab selanjutnya? Atau hanya akan ditemukan di topic atau bab itu saja?
13. Mengapa Anda menggaris bawahi kata baru yang ingin Anda ingat? 14. Ketika Anda mendengar kata flashcard, apa yang ada di pikiran Anda? 15. Mengapa Anda tidak menggunakan flashcard?
16. Mengapa Anda menggunakan media berbahasa Inggris lain untuk membantu mengingat kata ekonomi baru?
17. Media apa?
18. Ketika kamu menemukan kata ekonomi baru, apakah menurut kamu itu penting untuk dipelajari?
