VOCABULARY LEARNING STRATEGIES USED BY FLL STUDENTS IN EXTENSIVE READING CLASS
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Stanley Deddy Dwitama
112008074
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE
VOCABULARY LEARNING STRATEGIES USED BY FLL STUDENTS IN EXTENSIVE READING CLASS
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Stanley Deddy Dwitama
112008074
Approved by:
Anne Indrayanti Timotius, M.Ed. Victoria Usadya Palupi, MA-ELT.
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Vocabulary Learning Strategies used by FLL Students in Extenive Reading Class
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Vocabulary Learning Strategies Used by FLL Students in Extensive Reading Class
Stanley Deddy Dwitama Abstract
It’s been long that researchers in the area of second language learning, such as Asgari (2011), said that one of the most important challenges that learners will face during the process of second language learning is learning vocabulary. Learning vocabulary can be done in many ways. One of which is through reading. Yet, learning vocabulary through reading is not an easy job. Thus, there is a need to apply some strategies in the process of learners’ vocabulary learning that can be done by the activity of reading. This study concerned on the kinds of strategies students used in learning new vocabulary through reading. This study was scouted by research question of “What are the vocabulary learning strategies used by the student’s in learning new words when they read graded readers when they took Extensive Reading?” A hundred Extensive Reading students of Satya Wacana Christian University were given questionnaires about strategies they used. The questionnaire was categorized according to the strategies proposed by Schmitt (2000). The strategies are determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. The findings of this study present the highest number of the questions of each category. The results showed that among the five vocabulary learning strategies, Determination Strategy occured as the most frequent strategy used by the students, while, the Social Strategy occured as the least.
INTRODUCTION
Language is very crucial for us to communicate other people because language is one of the most important tools for us to convey messages. Moreover, in communicating in a foreign language, ones need to be equipped with some skills of the language. There are four major skills in learning a language. There are speaking, writing, listening, and reading. Assia (2010) mentioned the four skills are needed to acquire a language. Along those four major skills there are also grammar and vocabulary which we cannot exclude as they play important roles in language learning.
For a long time grammar had been one of the focuses to be learnt for most people in learning a new language. People with a good grammar surely can make and comprehend good sentence structure, but, it cannot be done if their vocabulary bank is limited. Wilkins (1974: 111) states, "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed". From Wilkins’ statement as well as the writer’s experience in learning English as his foreign language, it may be
concluded that without a good vocabulary one will struggle in transferring his/her messages to others. Richard (n.d) also claimed that, “learning vocabulary is one of the keys to learning a new language. Without knowledge of the L2’s vocabulary, no progress can be made”. Asgari (2011) mentioned that “vocabulary has been
bank often becomes an obstacle for communicating with others. This idea was also supported by Assia (2010) who states that, “It is clear, therefore, that a lack of adequate vocabulary knowledge is already an obvious serious obstacle for university student in the reading comprehension module”. Therefore, vocabulary plays a very important role to help the learners to be able to comprehend as well as communicate using a foreign language.
However, learning vocabulary is not an easy job. Learning vocabulary might be challenging. Asgari (2011) mentioned that “one of the most important challenges that learners will face during the process of second language learning is learning vocabulary”. Every learners might have different way to face the challenges of their
The writer himself found it very useful to use this because one word may have several meanings, depending on the context. For example a simple word like “buy” can have different meaning in different context. “I need to buy a new book to finish my thesis”. In this sentence the word “buy” means to purchase something. Another sentence with a different meaning of buy is, “I need you to buy me some time, so that the terrorists won’t notice me entering the building”. The word buy here means that, the speaker
asks the other person to distract the terrorists so that the speaker could enter the building safely”.
However the writer also found a little obstacle in using the strategies. In this strategy the learner’s background knowledge affects learner’s understanding. The
writer had an experience when he did his teaching practicum. The writer was asked his students in one of his teaching practice class. Here, the writer found that most of the students would commonly answered the meaning of an English word with a word in Bahasa Indonesia which has similar pronounce as the English word itself. For instance, the students mostly answered “praktis” for the equivalent word of “practice” in English, which means practical in English. From the writer’s experience, it was clearly shown that the learner’s background plays important role in understanding a
new words. Thanks to that the writer was able to greatly improve his vocabulary bank.
Previous study done by Lai (1993, as cited in Hui, et al, n.d), tested two groups of four schools, the experimental groups that practiced in extensive reading and the control groups that did not practice in extensive reading, for vocabulary recognition. The findings revealed that there were three experimental groups that performed better scores in vocabulary recognition compared to the control groups. Day, Omura, and Hiramatsu (1991) also studied that students learn vocabulary incidentally while reading. The subjects of the study were two groups of EFL learners. There were 397 university students that were divided to a control or a ‘treatment’ group and 191 high school students who were randomly assigned individually. The ‘treatment’ group was
asked to read a short story. Both of the groups were not allowed to use dictionaries and given a vocabulary test in order to test their lexical development. The results showed that the ‘treatment’ group got higher score on the vocabulry test than the
control group. The research showed that extensive reading helps students to learn vocabulary. These studies had clearly shown that extensive reading boost students’ vocabulary bank.
The reason why this study was conducted is because the writer was interested on what are the students’ strategies to cope with new words that are met in reading
hopefully be useful for FLL students to be more aware to choose the most efficient vocabulary learning strategies, so that they can perform better in the future. So, this study aimed to answer this research question:
1. What are the vocabulary learning strategies used by the student’s in learning new words when they read graded readers in Extensive Reading class?
LITERATURE REVIEW
Vocabulary
According to Nguyen and Khuat (2003), vocabulary is one of the major skills in learning English that connects the four skills of speaking, listening, reading and writing all together. In this research the writer purposely take vocabulary because of the importance of its role that connects the four major skills in English. As stated by Stahl and Nagy (2006) in National Center for Reading First Technical Assistance (2008), “Vocabulary encompasses all of the words we know and use when listening
and speaking, as well as all of the words we know and use in print when reading and writing”.
Reading
Generally in order to understand a book, one needs to understand the content, and without understanding the vocabulary it is impossible to grasp the content. By reading, the learners are forced to read and digest the meaning of the book. Walker (1992, p.37) also supports Hill and Holden’s (1990) idea by defining that reading as an active, the process of problem solving in which predicting or guessing what the author says were included in it, based on expectations about story events. Walker (1988) clearly stated that reading involves guessing, which is one of the vocabulary learning strategies. So, they support the idea that reading is a learning process that could enrich the students’ understanding which involves strategies to help them understand the content of the reading.
Extensive Reading
reading can not only improve students’ motivation in learning a second language, but
it can also encourage students to acquire new vocabulary through reading and thus build their vocabulary recognition naturally.” He also hypothesized that “Extensive reading can enhance student vocabulary acquisition”. His research shown that
extensive reading could build learner’s vocabulary because have more reading input could improve their vocabulary recognition.
Vocabulary Learning Strategies
There are many strategies for learning vocabulary. Williams and Burden (1997) define language learning strategies as techniques used by learners to help make their language learning be more effective and increase their independence and autonomy as learners.
Gu and Johnson (1996) list second language vocabulary learning strategies (VLS) as metacognitive, memory and activation strategies. According to Gu and Johnson (1996):
strategies include those strategies include those strategies through which the learners actually use new words in different context
Table 1. Gu and Johnson‟s (1996) VLS classification
Strategies
Metacognitive Cognitive Memory Activation Selective attentive:
Identifying essential words
for comprehension - Self-initiation: using a variety of means to
make the meaning of words clear Guessing: Activation background knowledge, using linguistic items - Use of dictionary Note-taking
Rehearsal:
Word list
repetition, etc - Encoding: association (imagery
visual, auditory, etc)
- Using new words in different contexts
Another vocabulary learning strategies is proposed by Schmitt (2000). He groups ‟vocabulary learning strategies into five categories, there are determined
strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. Below is the definition of each strategy.
Determination strategies are individual learning strategies. It assists learners
to dig up the meaning of words by themselves without help from peers, like guessing the words from the context (Schmitt, 2000).
Social strategies allow learners to get involve in interaction with their peers,
Memory strategies are strategies in which learners were engaged in learning
the new word through mental processing. It was done by associating learners’ existing or background knowledge with the new word (Schmitt,
2000).
Cognitive strategies are more mechanical. It does not engage learners in
mental processing. Repeating the pronunciation of new words is one of the examples (Schmitt, 2000).
Metacognitive strategies are strategies relating to processes involving one’s
[image:16.612.104.534.104.712.2]progress in monitoring, decision-making, and evaluation. This kind of strategies help the learner in determining appropriate VLS for learning new words (Schmitt, 2000).
Table 2. Schmitt’s VLS (Schmitt, 1997, pp. 207-208)
1. Strategies for the discovery of a new word’s meaning
Strategy group Strategy
Determination - Analyzing part of speech
- Analyzing affixes and roots
- Analyzing and available pictures or gestures
- Guess meaning from textual context - Use a dictionary (bilingual or monolingual)
Social - Ask teacher for a synonym, paraphrase,
or L1 translation of new word - Ask class mates for meaning 2. Strategies for consolidating a word once it has been encountered
Strategy Group Strategy
- Interact with native speakers
Memory - Connect word to a previous personal
experience
- Associate the word with its coordinate - Use semantic maps
- Image word forms
- Group words together to study them - Study the spelling of a word
- Say new aloud when studying
- Use physical action when learning a word
Cognitive - Verbal repetition
- Written repetition - Word lists
- Put English labels on physical objects - Keep a vocabulary notebook
Metacognitive - Use English language media (songs, movies, news, casts, etc)
- Use spaced word practice (expanding rehearsal)
- Test oneself with word tests - Skip or pass new word
- Continue to study word over time
For this study, the writer used the Schmitt’s Vocabulary Learning Strategies in because the writer consideres Schmitt’s strategies very specific to be used as bases for conducting the research.
THE STUDY
The study was conducted in Satya Wacana Christian University (SWCU). It is located at Jl. Diponegoro 52-60, Salatiga, Central Java. The writer decided to choose the students from Faculty of Language and Literature (FLL). The reason why the writer selected this faculty was because Extensive Reading (ER) was one of required courses that the students need to complete. In this faculty, Extensive Reading was offered at the beginning of the semester. ER was a 3 credit hours course which enables students to read extensively, mostly outside the class. The reading texts in form of graded readers were all authentic (unabridged), and the students were expected to read them before class. Class activities include discussions on content and language as well as student interpretations.
Participants
The participants of this study were 100 FLL students. The writer has selected students who already passed the ER class in order to collect the data. The writer selected students who had passed the course.
Instruments of Data Collection
Data Collection Procedure
Before distributing the questionnaire, the writer asked some questions orally to the students of FLL, whether they had taken ER class or not. If they have taken the course the writer would ask them to fill the questionnaires. The writer had predicted that the questionnaire could be finished in 5 minutes for each student. As explained before the questionnaires were distributed to 100 students. The last step was collecting the paper that had been distributed to the students outside their class.
Data Analysis Procedure
After the data was collected using the questionnaire, the writer analyzed the data using Microsoft Excel in order to get the clear data of the strategies used by the students. The data was analyzed so that the data met the research objectives.
FINDINGS AND DISCUSSION
This section presents research findings and the discussion of the findings in attempts answer the research question: What are the vocabulary learning strategies used by the student’s in learning new words when they read graded readers when they
metacognitive strategies. The following is an overall graph that averaged the number of the used of each strategy:
Graph 1. Average Number of the Used of Strategies
A. Determination Strategies
As stated by Schmitt (2000) that determination strategies assist learners to discover the meaning of words without assistance from peers.In the first category of questionnaire (questions number 1-6), participants were asked about their frequency of using the determination strategies during their reading. The result is presented in the following chart.
0 10 20 30 40 50
Determination Strategies Social Strategies Memory Strategies Cognitive Strategies Metacognitive Strategies
Always
Often
Seldom
Graph 2. The Use of Determination Strategies
It can be seen from the chart for question number 1 until 4, the highest number was ‘Often’. For question number one, which is “analyze part of speech, (e.g. noun, verb, adjective)”, 56 out of the total 100 participants of ELTD students often do
analyze the parts of speech during their reading. For question number two, which is “analyze affixes and roots to guess the meaning of words, (e.g. replay – re means do it again)” 55 out of 100 participants obviously often do analyze the affixes and roots
to help them guessing the meaning of new words. For the next questions, from 100 participants, 47 of them often do the question number 3 that is “use the pictures or
gestures to understand the meaning of words”. While, for the questions number 4, the chart had showed that 51 out of the total participants in this study often guess the meaning of words from textual context.
The writer divided the question number 5 “Look up word in dictionary” into
three parts: look up in English-English dictionary (Q5A); English-Indonesian
Q1 Q2 Q3 Q4 Q5 A Q5 B Q5 C Q6
3 3 4 1 4 1 5
11
23 22 27
15
40
10 28
37
56 55
47 51
33 55
44
38
12 14 16
28
17 18 17
9
Never
Seldom
Often
dictionary (Q5 B); and Indonesian-English dictionary (Q5 C). For Q5 A, the highest number was ‘Seldom’ in which 40 out of 100 participants chose. Meanwhile, 55 participants’ answer for Q5 B and 44 participants’ answer for Q5 C was ‘Often’. For the last question in the first category (question number 6), that is “List vocabulary and review it”, it was shown in thechart that the highest number with 38 out of the
total 100 participants’ answer was ‘Often’.
B. Social Strategies
The second category of this study is social strategies. A social strategy as defined by Schmitt (2000) is the strategies of understanding new words where learners are interacting with peers. The following chart is the evidence of the questionnaire about the learners’ frequency in the use of social strategies as written in
the questions number 7 to 13.
Graph 3. The Use of Social Strategies
The chart showed that the highest number in question number seven was ‘Seldom’, in which 42 out of 100 participants rarely asked their teachers to translate
the words they did not understand. Next, the highest number in question number 8 was ‘Often’. It showed that 40 out of the total participants frequently asked their teachers about synonyms of new words. For questions number 9 that is “Ask the teacher to make a sentence using the new words”, 52 participants chose to answer ‘Seldom’. For the question number 10 and 11, the answer ‘Often’ presented the
Q7 Q8 Q9 Q10 Q11 Q12 Q13
10 11 14
4 8
16 7 42 38 52 13 36 50 43 32 40 25 53 43 25 33 10
5 3
highest number that 53 participants were often asking their classmate for meaning (Q10) and 43 participants were often discovering the meaning through group work activity (Q11). On the other hand, the answer ‘Seldom’ in the chart presented the highest number for question number 12 “Ask the teacher for learners’ word lists for accuracy” and question number 13 “Interact with native speaker”. In here, there were
50 participants chose ‘Seldom’ for question number 12 and 43 participants for question number 13.
To summarize, the answer ‘Seldom’ presented the highest number for 4 out of the total 7 questions in the second category. It indicated that instead of interact with native speaker or asking the teacher for accuracy checking, sentences making, or words translating, learners were more likely ask their classmate and discuss with them about new words. Learners were only asking their teacher for synonyms of new words, since it might difficult for them to find the appropriate words which has similar meaning that suit the context.
In my analysis, discussing with classmates through the used of social strategy with less intervention of the teacher enabled the students to learn and practice vocabulary cooperatively through the interaction with their classmates. As stated by Dansereau in his study (1988, in Schmitt, 2000), learning cooperatively promotes active processing of information and cross modelling/imitation, while, the social context enhances the learners’ motivation and give them more time to actually use
C. Memory Strategies
The third strategy is memory strategies in which learners were engaged in learning the new word through mental processing that was done by associating their existing or background knowledge with the new word (Schmitt, 2000). There were 13 questions in the questionnaire of this category that written from question number 14 to 26. The following chart is the proof from the questionnaire.
Graph 4. The Use of Memory Strategies
As it showed in the chart that the answer of ‘Seldom’ and ‘Often’ performed the highest number on the most of questions. Question number 14 showed the highest number in which there are 42 out of 100 participants chose seldom to study the word with picture. While, question number 15 showed the highest number with 59 of participants’ answers is often connect the words with their own experiences.
Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 5
1
10 12
3 0
6 2
7 10 8
11 26 42
19
48 49
23 30 38 20 38 43 36 45 38 34 59
24 27
55 50 39 56 38 32 46 33 29
13 15 12
6
13 15 12
17
11 9
4 5
1
Never
Seldom
Often
Next, the question number 16 and 17 got ‘Seldom’ as the highest number on it. There were 48 participants chose seldom for ‘make a list of vocabulary in alphabetical for reviewing (Q16)’ and 49 participants for ‘make a list of vocabulary arranged by topic or group for reviewing (Q17)’. In my analysis, making a list of
vocabulary might too time consuming, thus, the students are rarely doing it.
Instead of making a vocabulary lists, it might be more effective to memorize and enrich the vocabulary bank by using the words for communication. It is proved in the question number 18 and 19 with the highest number is ‘Often’. It can be seen in the chart that 55 out of 100 participants chose often for ‘Try to use the new words at once after learning (Q18)’ and 50 participants for “Associate the word with other words you have learned (Q19)”. It indicated that students are more likely find an ease
to memorize the new words by using it rather than to list them.
Next, for the question 24 that is ‘Learn the words by paraphrasing the words meaning’, there were 46 participants who chose ‘Often’. Finally, the last two
questions number 25 (Learn the words of the idiom) and 26 (Use physical action when learning a word) had ‘Seldom’ as the highest number. There were 45 out of 100 participants chose seldom for question number 25 and 38 out 100 participants answer the same for question number 26.
To sum up, here, students were more likely memorize the new words by connecting it to the previous knowledge they had learn before, then, trying to use it once after learning. In my analysis, using new words by trying to use it for communicating or making a sentence by associate the new words with words they had learnt before help them to learn faster and recall better. The reason was simply because the activity of associating the new words with the existing words students have for making a sentence will give them an ease to memorize the new vocabulary rather than only memorize the list of the new words only. It was supported by the explanation of Thompson (1983 in Schmitt, 2000) who said that the integration of new material with existing cognitive units in mnemonics utilization provides retrieval cues that enable learners learn faster and recall better.
D. Cognitive Strategies
of this category that is written in question number 27 until number 32. It can be seen in the chart below.
Graph 5. The use of Cognitive Strategies
For questions number 27 until 30, ‘Often’ showed the highest number in the chart. In here, there were 62 out of 100 participants chose ‘Often’ for question number 27 (Learn the words through verbal repetition); 59 out of 100 participants for the question 28 (Learn the words through written repetition); 37 out of 100 participants for the question number 29 (Take notes in class); and 30 out of 100 participants for the questions number 30 (Use the vocabulary section in textbook).
In my analysis, questions number 27 until 30 did help the learners in their vocabulary improvements. Repeating the new words both through verbal and written is the effective way to memories the words. So does with the taking notes activity in class and using vocabulary section in learners’ textbook. The writer was also experience it when learning new words. This is what the most students would do in
Q27 Q28 Q29 Q30 Q31 Q32
2 2 6
8
16 18
23 21 27 23
43 47
62 59 37 53 28 24 6 12 25 10
7 6
Never
Seldom
Often
order to easily memorize the new words, so that most of the participants also often use these strategies. It is similar with the study of O’Malley (1985 in Schmitt, 2000) who found that repetition was the most commonly mentioned strategy rather than strategy requiring more active manipulation of information. Thus, it seems that more mechanical strategies, like cognitive strategy, are often favored over more complex ones.
Nonetheless, the answer of ‘Seldom’ showed the highest number for the last two questions in this category. There were 43 out of the total 100 participants who answer ‘seldom’ for question number 31 that is ‘Listen to a tape of words lists’.
Meanwhile, there were 47 out of 100 participants chose to answer ‘seldom’ for question number 32 that is ‘Keep a vocabulary note wherever you go’.
E. Metacognitive Strategies
Graph 6. The Use of Metacognitive Strategies
For the question number 33 that is ‘Use English Media (e.g. song, movie, newspaper, etc)’, 53 out of the total 100 participants’ answer were ‘Always’ as the
highest number in the chart for this question. In my analysis, more than a half of the total participants are agreed to use it since English media is such a good media in which learners not only learn new words but also know how to use it in an appropriate context.
On the other hand, the answer of ‘Often’ performed as the highest number for the questions number 34 until 36 in the chart. There were 41 participants in it for the questions number 34 (Test yourself with words tests); 56 participants for the questions 35 (Translate the meaning of the word from Indonesian into English); and 64 participants for the question number 36 (Translate the meaning of the word from English into Indonesian).
Q33 Q34 Q35 Q36 Q37 Q38 Q39 Q40
1 7
1 0 4 5
9 5 5 31 22 10 48
40 42
16 35
41 56
64
36 39
26 51 53
15 15
20
6 10
For questions number 37 until 39, the highest number was ‘Seldom’. There were 48 participants who chose ‘Seldom’ for question number 37 (Continue to study the word overtime); 40 participants for the question number 38 (Practice by doing vocabulary exercises); and 42 participants for the question number 39 (Play vocabulary games). Finally, for the last question that is number 40 (Try to speak and describe things in English), there were 51 participants agreed to choose ‘Often’.
The used of metacognitive strategy in vocabulary learning deals with the activity of controlling and evaluating students’ own learning, by having an overview
of the learning process in general. In my analysis, metacognitive strategy concerns with more efficient learning. As stated by Schmitt (2000) in his study that it is important to maximize exposure to efficiently acquire an L2 by using resources that is used as a controlling principle of language learning. It means that, it is essential to elaborate and monitoring the learners knowledge of vocabulary in order to acquire the target language efficiently that can be done through metacognitive strategy.
CONCLUSION
As the writer can concluded from the first category, Determination Strategies, the chart presents that most VLS that the participants often used. For the second category, Social Strategy, it was shown that most of the participants rarely used this kind of strategy. Next for the third category, Memory Strategies, the result showed that half of the total participants often used this strategy, but the rest stated that they rarely used it for their vocabulary learning. For the fourth and fifth category, Cognitive Strategies and Metacognitive Strategies, the result showed that most of the participants in this study often used these two strategies. It can be concluded that the theory of Schmitt (2000) about the types of vocabulary learning strategies are often used by the FLL students in learning new words. The way in learning can be done in various ways according to each category. For instance, by looking up the new words in dictionaries as included in the Determination Strategies or asking their peers as included in the Social Strategies.
Nonetheless, the result of this study cannot be generalized into all contexts. It is because of the time limit, this research was conducted only on a small size of population that is in one institution only. Therefore, to generalize the results for larger groups, the study should have involved more participants in more than one institution.
deeper about it. Overall, the writer hopes that the findings on this study can be useful and enrich our knowledge on the strategies of vocabulary learning for reading.
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