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m -beda. Skripsi i n imendiskusikan strateg ipembelajaran 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 n a k i s a k il p a i d g n a y 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 h a m h e l
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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 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 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
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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
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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
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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
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n eas t
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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
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I srtategie swhich are sutiable 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
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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
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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
, U T A S I R K P O B A M
S Ruminto ,who giv s e mehi spreciousi deaf o rw iritngt hi s a
i c e p S . s i s e h
t l t hank sare also given t o t he second semeste rstudent so fEngilsh u
g n a
L age Educaiton Study Program in academic yea r o f 2012/2013 a s the a
p i c it r a
p n tsto ifnisht hist hesi .s
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
D .It hank t hem f o rgiving theri warm firendship and rtustt o keepup my .s
i s e h t y m h s i n if o t ti ri p s d n a t n e l a t
o t s k n a h t y n a m s s e r p x e o s l a
I Helen , Edoardo , Ttia , Jojo ,Chika , m
e
M ey ,Wibi ,Miyuki ,Happy ,Sinchu and Romeo ,fo rthei rlove ,prayers , s
e r a c d n a , s h g u a
l . Ialso thank al lmy student sin Pusa tPengembangan Anak e
P rta . Iams ogratefult oknowt hemto ifnishthist hesis.
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
L meovert he
.s r a e y t s a p
i x
S T N E T N O C F O E L B A T
e g a P ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P E L T I
T ... i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E G A P L A V O R P P
A ii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P N O I T A C I D E
D i ii
O T N E M E T A T
S FWORK’SORIGINALITY... i v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B
A v ii
S B
A TRAK... v iii …
… … … … … … … … … S T N E M E G D E L W O N K C
A ... i x
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E T N O C F O E L B A
T ... x i
F O T S I
L TABLES... .... x iv E
C I D N E P P A F O T S I
L S... x v
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... 1 .
B ResearchProblem... 3 .
C ProblemLimtiaiton... 4 .
D ResearchObjecitves... . .. 4 .
E ResearchBenefti .s... .. 5 .
F Deifniitono fTerm .s... 6
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 . I I R E T P A H C
.
A Theoreitca lDescirpiton... 8 .
1 VocabularyLearningSrtategies... 8 .
a Deifniiton so fVocabularyLearning s
e i g e t a rt
S ... 8 .
b Catego ireso fVocabularyLearning s
e i g e t a rt
S ... .... 9 .
ii x .
B Theoreitca lFramework... 1 5
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod... 1 7 .
B ResearchSetitng... .... 1 8 .
C ResearchParitcipant .s... 18 .
D Insrtument sandDataGatheirngTechnique... 1 9 .
1 Insrtuments... ... 1 9 .
2 DataGatheirngTechnique... 2 2 .
E DataAnalysi sTechnique... 22 .
F ResearchProcedure... 24
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A VocabularyLearningSrtategies... 2 6 .
1 Students ’VocabularyLearningSrtategiesBased e
ri a n n o it s e u Q e h t n
o ... 2 6 .
a DeterminaitonSrtategie .s... .. 2 7 .
b Socia lSrtategie .s... 28 .
c MemorySrtategies... . .. 2 9 .
d CogniitveSrtategie .s... . .. 30 .
e MetacogniitveSrtategies... . .. 31 .2 Howt heStudent sApplyThei rVocabulary
.. .. s e i g e t a rt S g n i n r a e
L ... .. 33 .
a Expeirenceo fLearningEngilsh... 33 .
b FindingunknownEngilshwords... 34 .
c Memo irzingEngilshwords... 35 .
d UsingMedia... 36 .
e Expectaitons... 3 6 .
B Discusions... 37 .
1 Discussiono fStudents ’VocabularyLearning a
B d e il p p a s e i g e t a rt
ii i x
.
2 Discussiono fHowt heStudent sApply e h t n o d e s a B 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
.. 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
.
4 MemorySrtategies………... 30 4
.
4 CogniitveSrtategies………. .. 31 .
4 5 MetacogniitveSrtategies………... 32 6
.
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
h T : 3 x i d n e p p
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 earning Engilsh ,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 ncontext .
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
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.
2 VocabularyMastery
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r u s a e
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t , and to use dicitonary to en irch Engilsh words.
r e h t , e r o f e r e h
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8 I I R E T P A H C
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1 VocabularyLearningStrategi es
t r a p s i h
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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
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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
