VOCABULARY LEARNING STRATEGIES USED BY STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF ISLAM MALANG
SKRIPSI
BY:
KHOYRIYATUL UMMAH 216.01.07.3.090
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY 2020
ABSTRACT
Ummah, Khoyriyatul. 2020. Vocabulary Learning Strategies Used by Students of English Department at University of Islam Malang. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Dr. Alfan Zuhairi, M.Pd.; Advisor II: Diah Retno Widowati, M.Pd.
Keywords: Vocabulary, learning strategies, vocabulary proficiency
Kosa kata adalah salah satu komponen dasar dalam belajar bahasa asing.
Siswa perlu belajar banyak kata-kata baru untuk membuatnya lebih mudah untuk berkomunikasi dengan yang lain. Pada kenyataannya, Siswa menghadapi
beberapa kesulitan dalam belajar kosa kata, seperti bagaimana menemukan makna kosakata baru, bagaimana mengingatnya dan bagaimana
menggunakannya dengan kehidupan sehari- hari, dan bagaimana meningkatkan kosa kata mereka. Akibatnya siswa perlu memiliki beberapa strategi yang tepat untuk mengatasi beberapa masalah yang mereka hadapi dalam belajar kosa kata.
Siswa memerlukan beberapa strategi untuk memfasilitasi mereka dalam belajar kosa kata. Berdasarkan semua penjelasan di atas, penelitian ini membahas dua tujuan penelitian: (1) untuk mengukur intensitas penggunaan strategi dalam belajar kosa kata bahasa Inggris (2) untuk membandingkan penggunaan strategi dalam belajar kosa kata bahasa Inggris oleh yang berprestasi tinggi dan rendah.
Peneliti menerapkan metode kuantitatif, khusus melalui penelitian ex- post-facto. Peneliti menggunakan data kuantitatif. Subjek penelitian adalah 70 mahasiswa semester dua jurusan Bahasa Inggris di Universitas Islam Malang.
Mereka diminta untuk mengisi kuesioner tentang strategi belajar kosa kata bahasa Inggris dan tes kosa kata. Kedua instrumen dirancang dalam bentuk Google Form. Analisis skor rata-rata untuk setiap kategori strategi dilakukan dengan menggunakan deskriptif statistik untuk mengevaluasi intensitas strategi pembelajaran. Penelitian akhir adalah penyediaan uji-t sampel independen untuk mengukur perbedaan dalam penggunaan strategi di antara yang berprestasi tinggi dan rendah.
Hasil analisis data menggunakan program perangkat lunak SPSS 20.0 menunjukkan bahwa tidak ada kategori strategi yang dominan digunakan. Semua kategori strategi digunakan secara sama. Selain itu, dapat dilihat bahwa strategi sosial adalah strategi yang paling umum digunakan oleh siswa dalam
pembelajaran kosakata karena memiliki skor rata-rata tertinggi 3,58 Strategi
Memori adalah strategi pembelajaran kosakata yang paling sedikit digunakan dengan skor rata-rata terendah 3,40. Nilai rata-rata keseluruhan strategi
pembelajaran kosakata yang diterapkan oleh mahasiswa Jurusan Bahasa Inggris Universitas Islam Malang adalah 3,50. Ini berarti bahwa siswa menerapkan strategi pembelajaran kosa kata yang disarankan oleh Schmitt (1997) dalam predikat "frekuensi tinggi".
Selanjutnya, analisis perbedaan antara berprestasi tinggi dan rendah dalam penggunaan strategi menunjukkan bahwa ada perbedaan yang signifikan dalam penggunaan strategi pembelajaran kosakata dengan p-value (0,003) yang lebih rendah dari 0,05 (<0,05). ). Ini berarti bahwa ada perbedaan yang
signifikan dalam penggunaan strategi pembelajaran kosakata antara yang berprestasi tinggi dan rendah. Ini menunjukkan bahwa penggunaan strategi pembelajaran kosa kata oleh orang yang berprestasi lebih intens daripada yang berprestasi rendah.
ABSTRACT
Ummah, Khoyriyatul. 2020. Vocabulary Learning Strategies Used by Students of English Department at University of Islam Malang. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Dr. Alfan Zuhairi, M.Pd.; Advisor II: Diah Retno Widowati, M.Pd.
Keywords: Vocabulary, learning strategies, vocabulary proficiency
Vocabulary is one of the basic components in learning a foreign language.
Students need to learn many new words to make it easier to communicate with other.Infact, Students faced some difficulties in learning vocabulary, such as how to find the meaning of unfamiliar words, how to keep them in memory and how to use them by exercising and increasing their vocabulary. Consequently students need to have some suitable strategies to overcome some of the problems they face in vocabulary learning. Students need several strategies to facilitate them in learning vocabulary. Based on all the explanations above,the research addresses two research objectives: (1) to measure the intensity of use of strategies in learning English vocabulary (2) to compare the use of the strategies in learning English vocabulary by high and low achievers.
The researcher applied quantitative method. It was carried out specifically through ex-post-facto research. The researcher classified quantitative data. The subjects of the study were 70 of second-semester students of the English department at the University of Islam Malang. They were asked to complete questionnaires of strategies of learning English vocabulary and vocabulary tests.
Both of the instruments were designed in the form of Google form. Analysis of the average score for each category of strategy was carried out using descriptive statistics to evaluate the intensity of learning strategies. The ultimate research is the provision of independent sample t-tests to measure differences in the use of strategies among high and low achievers.
The results of the data analysis using SPSS 20.0 software program showed that there is no dominant category of strategies used. All strategy categories are used equally. In addition, it can be seen that social strategy was the students' most commonly used strategy in vocabulary learning because it had the highest mean score of 3.58 and the Memory Strategy category was the least used vocabulary learning strategy with the lowest mean score of 3.40. The mean score of overall vocabulary learning strategies implemented by the University of Islam
Malang English Department students was 3.50. It means that the students implemented vocabulary learning strategy suggested by Schmitt (1997) in the
"high frequency level" predicate.
Furthermore, the analysis of the difference between high and low achievers in the use of strategies showed that there was a significant difference in the use of vocabulary learning strategies with the p- value (.003) that is lower than .05 (<.05). It means that there is significant difference in the use of vocabulary learning strategies between high and low achievers. It indicates that the use of vocabulary learning strategies by high achievers are more intense than low achievers ones.
CHAPTER I INTRODUCTION
In this chapter, the researcher presents the background of the study, the formulation of the research problem, the study objectives, significance of the study, the study scope and limitation, and the definitions of the key term.
1.1. Background of the Study
Vocabulary is one of the basic skills in learning a foreign language. Students need to learn many new words to make it easier to communicate with other. In line with Richards and Renandya (2002), the core component of language mastering is vocabulary that plays a role as a basis for students to master their ability to listen, speak, read and write English language (p. 255). Besides, Bai (2018) also maintained that vocabulary is the building block of a language, since it has been used to compose sentences, express ideas and meanings, and, of course, as a key to communication. By mastering English language vocabulary, students were able improve their four English language skills, they are; reading, writing, listening, and speaking. It means that mastering vocabulary can improve students' English abilities and achievements.
Although vocabulary is an indispensable element in language learning and communication, learning vocabulary is not easy. It was in line with Afghari&
Khayatan (2017) who argued that Learning new vocabulary, that is the most essential component of language learning, is a complex process involving many sub-processes and tasks which require a great deal of preparation to be internalized. Students also faced difficulties learning vocabulary, such as how to find the meaning of unfamiliar words, how to keep them in memory and how to use them by exercising and increasing their vocabulary. Consequently students need to have some suitable strategies to overcome some of the problems they face in vocabulary learning.
Students need several strategies to facilitate them in learning vocabulary.
Oxford (1990) explained that language learning strategies are very important, enabling students to be active, independent, involved in the development of communicative skills. An appropriate language learning strategy is needed to improve proficiency and self-confidence. Samperio (2019) also points out that one of the factors that has determined high and low student achievement is the use of learning strategies that can help students succeed in learning the language.
According to Ghazal (2007), research shows that in learning vocabulary students use more strategies than integrated tasks, so students need to have the right strategy for learning English. Hardan (2013) stated that each learning process requires a suitable method or strategy to achieve essential learning outcomes.
Some of the theories above have clarified the significance effect of learning strategies used on students’ vocabulary mastery, but the results of research conducted by Maghsoudi and Golshan (2017) have shown that except for a small
and reverse correlation, no significant correlation exists between vocabulary learning strategies and vocabulary size. In this study, the researcher wants to determine the frequency of the use of learning strategy in English vocabulary learning. Furthermore, the researcher examined the use of learning strategies to learn English vocabulary with successful and less successful learners, to be more accurate.
Based on all the above explanations, the author planned to identify the existence of the use of learning strategy in learning English vocabulary and the difference in the use of learning strategies in learning English by successful and less successful learners. Researchers researched the heading "Vocabulary Learning Strategies Used by Students of English Department at University of Islam Malang".
Among some previous study that mention in the chapter II, the previous researchers have not measure the intensity of the use of learning strategies in English vocabulary learning. The previous study conducted by Asgari and Mustapha (2010) use ESL as the subject in their study. On the other hand, another gap is found in the second previous study by Bakti (2018) who explore vocabulary learning strategies used in the junior high school context. In this study, the researcher used undergraduate students of EFL as the subject in this study. As a consideration, this current study requires to further all elements within the study.
1.2 Research Problem
Based on the background of the study above, the researcher formulates the problems as follows:
1) To what extent do English Department students at the University of Islam Malang use English vocabulary learning strategies?
2) Is there some difference between how high and less low achievers use strategies to learn English vocabulary?
1.3 Objectives of the Study
Based on the background of the study and the problems above, the objectives of the study can be formulated as follows:
1) To measure the intensity of use of learning strategy in learning English vocabulary.
2) To compare the learning strategies used by high and low achievers to learn English vocabulary.
1.4 Hypothesis
A hypothesis in this research was the basic expectation of how the result of the research would be. The researcher ensured that the hypothesis is based on fact.
Ha: There is any difference with high and low achievers in using English vocabulary learning strategies.
1.5 The Significances of Study
By investigating the use of vocabulary learning strategies by English Major students’ at university of Islam Malang, The researcher hopes that the findings of the analysis will be useful in providing the following contributions to English language teaching and learning:
1) Practitioners
This research is expected to contribute productively to English teachers on strategies that can be used to enhance student vocabulary. Besides, this research is expected to have a positive impact on their vocabulary enrichment for students. The study is also expected to initiate EFL teachers to effectively teach vocabulary by considering student vocabulary learning strategies and triggering EFL students to apply different strategies in vocabulary learning.
2) Theory
It is also expected that this study will provide a detailed description of the learning strategies used by high and low achievers in the English vocabulary.
In addition, this research is intended to help students to improve their vocabulary mastery.
1.6 Scope and Limitation of the Study
This research focused on describing the strategies used by students in vocabulary learning, as well as describing vocabulary learning strategies used by students who have low and high achievements in learning vocabulary. The
participant of this study is second-semester students of the English Department at the University of Islam Malang. The researcher has limited time and theories to do this research. The researcher does not make the questionnaire by herself.
Thus, the researcher applied the questionnaire from Schmitt's (1997) Vocabulary Learning Strategy (VLS) that was translated into Indonesian with validation from the Integrated Laboratory Faculty of Teacher Training and Education. The vocabulary size test also adapted from the Vocabulary Size Test of Nation and Beglar (2007). The existence of the Corona Virus pandemic (COVID-19) has resulted in limitations for researchers to collect data. Data collection can only be done online. And the subjects that could be used in this study were too few to allow researcher to distinguish high and low achievers from extreme grade differences.
1.7 Definition of the key term
To avoid some misunderstanding about the term, the researcher explains about vocabulary learning strategies in this study. The vocabulary learning strategies are the ways of learning based on the empowerment of several strategies used by students of the English Department at the Islamic University of Malang, both high and low achievers.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter explains the conclusions and suggestions. In the conclusions section, this summarizes the points discussed in the research findings of the previous chapter. While in the recommendations section, this provides some suggestions regarding vocabulary learning strategies used by students of the English Department at the University of Islam Malang and several recommendations relating to further research.
5.1 Conclusion
This research examined the level of use of the strategy used by students at the University of Islam Malang to learn English vocabulary. Based on the results of the research mentioned in the previous chapter, which measures the frequency of use of learning strategy by students of the English Department at the University of Islam Malang in English language learning, It can be drawn that all five primary categories – social, cognitive, metacognitive, memory, and determination strategies – are used at the highest mean (M=3.5) with social strategies and the lowest mean (M=3.40) with memory strategies. The result of this study indicates that there is no dominant category of strategies. All strategy categories are used equally.
In the end of stage, the gap in use of the strategies between successful and less successful learners is recorded significantly. The findings show that there is a significant difference in the use of memory strategy (sig= 000), metacognitive strategy (sig=.018), determination strategy (sig=.032) and memory strategy (sig=.035) to learn English vocabulary through successful and less successful learners. Nevertheless, the use of cognitive strategy (sig=.418) for successful and less successful students did not actually make a significant difference. The Ha is accepted, and it can be concluded that there is a significant difference between successful and less successful learners in using strategies for learning English vocabulary. It indicates that the use of vocabulary learning strategies by high achievers are more intense than low achievers ones.
5.2 Suggestion
After completing the study, some general points will be recommended vocabulary learning strategies. These suggestions will be useful recommendations for students, English lecturers, and future researchers.
5.2.1 Students
The findings of this research are expected to help students understand their learning processes and improve their weaknesses. Students need to understand their learning strategy and how to make it easier for them to learn vocabulary. Less successful students are also expected to increase the use of learning strategies for
learning English vocabulary. The researcher also hopes that successful students can develop their learning strategies so that they can maintain their achievements.
5.2.2 English Teacher
In addition, English teachers need to be more careful about the diversity of student learning strategies so that teachers know what students need. Teachers can develop a broader learning strategy that can be used by students to learn English vocabulary. English teachers also must encourage teaching and learning environments where high-level students can help low-level students practice various VLSs that help them learn and integrate new English vocabulary to improve their English vocabulary.
5.2.3 Future Researchers
In this study, the researcher hopes that future researchers may have to conduct studies that are closest to this study and broaden it to other variables in order to identify all aspects that support, improve and enhance the quality of vocabulary learning research strategies. With the limitations of the research variables and the sample population in this study, the writers hope that other researchers conducting the same work will be able to use a broader variety of variables and subjects. Researchers also expect that future researchers will be able to distinguish between high and low achievers with better quality differences and will be able to use around 25 per cent of high achievers and 25 per cent of low achievers from a large number of subjects.
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