STRATEGY OF LEARNING VOCABULARY AND THE STUDENTS’
VOCABULARY MASTERY
SKRIPSI
BY
LALU AHMAD ZAINUDDIN ALFANI NPM. 2160.10.7.3107
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
STRATEGY OF LEARNING VOCABULARY AND THE STUDENTS’
VOCABULARY MASTERY
SKRIPSI Presented to
Faculty of Teacher Training and Education UNIVERSITY OF ISLAM MALANG
in partial fulfillment of the requirements for degree of Sarjana in English Language Education
BY
Lalu Ahmad Zainuddin Alfani NPM. 2160.10.7.3107
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
NOVEMBER 2021
ABSTRACT
Alfani, Lalu, Ahmad Zainuddin. 2021. Strategy of Learning Vocabulary and The Students’ Vocabulary Mastery. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang.
Advisor I: Dr. Alfan Zuhairi, M.Pd; Advisor II; Eko Suhartoyo, S.Pd., M.Pd.
Keywords: Correlation, English Private and English Achievements.
Vocabulary plays an important role in learning language as the blocks of a language building and without vocabulary, expressing the intended meaning is impossible (Nation,2006). However, English in Indonesia is still considered as a foreign language, where English is not widely practiced but it is necessary to cope up with globalization. therefore, it is necessary to learn vocabulary as basic need of learning language. According to Lestari (2020) understanding word meaning, and appropriately implementing the words in context is not only unavoidable but also difficult as limited to classroom activities (Lestari,2020). Gu and Johnson (1996) stated that it is important for the learners to have initiative, to additional learning to cultivate their English vocabulary more efficiently. therefore the researcher aims to explore the students’ vocabulary mastery and vocabulary learning strategies.
This study used quantitative research method with questionnaire and web based vocabulary test as the instrument. The data for this research are from 81 students of English department from University of Islam Malang. The data was collected through online questionnaire and test with the use of google form. The study used quantitative Pearson correlation and independent sample t test to analyse the data.
The result shows a significant correlation between vocabulary learning strategies and vocabulary size that indicated vocabulary size is determined by learning strategies. Moreover, the study also indicated that there is a significant difference between high and low achiever students in vocabulary learning strategies, especially in determination and memorization strategies. But high achiever students are higher in all aspects of vocabulary learning strategies.
CHAPTER I INTRODUCTION
This chapter presents introduction that includes research background, problem of the research, purposes of the study, scope and limitation as well as definition of key terms.
1.1 Background of the Study
Vocabulary is the most vital aspect of language; it plays a significant role in language learning and the mastery of any language skill determined by the mastery of vocabulary. Ghazal (2011) stated that vocabulary or the word knowledge is the epicenter of the language and is greatly important for learners in their language learning. Vocabulary is depicted as the blocks of language building as it labels object, action, idea without proper knowledge of vocabulary, people cannot express the intended meaning. Xia (2018) also claimed that expressing the meaning without vocabulary is not possible, nevertheless conveying the meaning without grammar might be possible. This confirms that the presence of vocabulary is essential to language effectively. Nation (2006) examined that vocabulary size required by an individual to comprehend various types of English material. He pointed that learners need to know 6,000 to 7,000 common and word families to comprehend spoken English and 8,000 to 9,000 word families to understand written English material. Webb and Chang (2012) suggested that understanding 3,000 word families might be enough to understand of spoken language, it is indicates that most learners in the (EFL) context are have difficulties to learn 3,000 words let alone
8,000 to 9,000 words. This proposes the significance of finding new ways to fill the needs of vocabulary growth for target language. Furthermore, Webb and Nation (2017) stated that acquiring new vocabulary through exposure to large quantities of comprehensible L2 input in various types of material might yields stronger potency in increasing the growth of target language vocabulary.
English language development in Indonesia is still considered as foreign language, therefore, the basic ability needed to master this language is by recognizing, understanding and knowing the meanings of English words. By understanding vocabulary the other skills to organize this vocabulary in an input as well as output skill will follows. In regards to the EFL learning, like English learning in Indonesia, the capability of learners’ language mastery is about identifying English words, understanding its meanings, and suitably implement the vocabulary in contextual use is unavoidable but also difficult (Lestari,2020).
Major problems regarding Indonesian students regarding to English vocabulary teaching and learning is classroom-limited activity, vocabulary is too vast to be learnt only within the classroom activity that is limited to context, learning period and exposures. Inadequate practice of English in daily communication by Indonesian learners might results insufficient English exposure to language use and lack of input, resulting in lack and limited mastery of word meaning. Furthermore, if suitable application is not taken immediately in dealing with the vocabulary teaching and learning issue, it might result ineffective English learning. According to Rahman, Yap, and Darmi (2018), learners’ language proficiency and vocabulary knowledge, Gu and Johnson (1996) carried out a study
regarding the association between vocabulary learning strategies to confirm both the metacognitive strategies of self-initiation and selective attention as significant predictors of English proficiency. The efforts also mean to demonstrate how applying specific types of strategies in vocabulary learning might facilitates acquisition of a new vocabulary. The results of those researches is a possible evidence that employing learners effort to practice newly acquired vocabulary separate from the classroom activities might results in more successful in learning new vocabulary (Moir & Nation, 2002).
In regards to the issues mentioned above, it is important for the learners to have initiatives, and autonomy to conduct additional and supplementary learning outside the classroom to cultivate their English vocabulary more efficiently. In preparing learning medium to motivate learners to autonomously learn English, it is necessary to prepare material that the students interested and enjoy with, and English songs is one of the best media for English learning.
This study aims to explore students’ vocabulary learning strategies outside of the classroom activity. In this study, researcher attempt to examine students experience in autonomous English language vocabulary learning and how vocabulary learning impact vocabulary mastery.
1.2 Research Problems
Based on the problems found in the background information, the researcher formulate research question as follows:
1. Is there any correlation between vocabulary learning strategies and vocabulary size?
2. Is there difference between high and low students’ vocabulary mastery?
1.3 Purpose of the Research
According to the research questions above, the researcher formulates the purpose of the research as follows:
1. To describe whether there is any correlation between vocabulary learning strategies and vocabulary size.
2. To describe if there any difference between high and low achiever students in vocabulary mastery.
1.4 Scope and Limitation of the Study
The research conducted to fifth semester students in English education department of teacher training and education at university of Islam Malang. The research conducted using questionnaire via google form about vocabulary learning strategies and online vocabulary mastery test at http://testyourvocab.com. The study is limited to the data that are dominated by female students due to random sampling, thus, it is important to use proportional random sampling.
1.5. Significance of the Study
In this study, the researcher points out the benefits of this study that can give significant contribution to influence of vocabulary mastery towards high and low achiever students.
Theoretically, the result of this research can contribute to the knowledge and information about how vocabulary learning strategies used by students as well as its influence on vocabulary mastery.
Practically, the result of the study can give practical benefit to the reader about vocabulary learning strategies influences vocabulary mastery.
The result of this study will give information on low achiever on how high achiever students’ vocabulary mastery and use vocabulary learning strategies.
The result of this study will give beneficial information to the researcher about how to explore students’ experience regarding to learning strategies and vocabulary mastery.
The result of this study will inform the teacher about various method in vocabulary learning strategies used by high achiever students and implement it successfully on low achiever students.
1.6 Definition of the Term
This section will explain the definition of the key terms used in this research to avoid misunderstanding.
1.6.1 High Achievers and Low Achiever English Students.
In this study, the terms high achiever are students that have good score above 3.0 GPA and low achiever are those below 3.0 in English department program.
1.6.2 Vocabulary Learning
In this study, the terms vocabulary learning refers to conscious act of collection and retention of words of target language. Vocabulary usually learnt from exposure to target language in daily use of language.
1.6.3 Vocabulary Mastery
In this study, the terms vocabulary mastery refers to the capacity of an individual to understand word meaning or vocabulary in a language
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion based on finding and discussion of the study.
5.1 Conclusion
In this study, the researcher finds the result that there is significant
correlation between vocabulary learning strategies and vocabulary size which is in line with the theory and previous studies that indicated vocabulary size is
determined by learning strategies. Moreover, the study also indicated that there is significant difference between high and low achiever students in vocabulary learning strategies especially in determination and memorization strategies. But high achiever students are higher in all aspects of vocabulary learning strategies.
5.2 Suggestions
According to the conclusions, the writer proposes some suggestions as follow:
1. For the students learning vocabulary, it is suggested to select suitable learning strategies to suits their needs
2. For instructors, it is suggested to introduce the students with vocabulary learning strategies for them to utilize based on their needs.
3. For the next researchers it is suggested based on the limitation of the study is to get equal quantity of sample from high and low achiever students. Moreover, this study also limited to the data that is dominated by female students, therefore, the researcher suggest to sort the gender in equal number.
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