VOCABULARY LEARNING STRATEGIES USED BY THE STUDENTS OF SMP KARTIKA BANDA ACEH
A Thesise
submitted in partial fulfillment of the requirements for the degree of
“Sarjana Pendidikan” (S1)
By:
Juli Maulidar NIM. 1711060006
ENGLISH DEPARTMENT
BINA BANGSA GETSEMPENA UNIVERSITY BANDA ACEH
2022
LIST OF CONTENT
Page APPROVAL FORM ...
ACKNOWLEDGEMENT ... i
ABSTRACT ... iii
LIST OF CONTENT ... iv
LIST OF SYMBOLS ... vi
LIST OF APPENDIXES ... vii
CHAPTER I INTRODUCTION ... 1
1.1Background of Research ... 1
1.2The Research Problem ... 4
1.3The Objective of Research ... 5
1.4The Significance of Research ... 5
1.5The Definition of Key Terms ... 5
CHAPTER II LITERATURE REVIEW ... 7
2.1 Definition of Vocabulary ... 7
2.2 Kinds of Vocabulary... ... 8
2.3 Definition of Vocabulary Mastery ... 11
2.4 The Importance of Vocabulary Mastery ... 13
2.5 The classification of Vocabulary ... 14
2.6 Learning English Vocabulary ... 21
2.7 Teaching English Vocabulary... ... 25
2.8 Difficulties in Vocabulary Mastery... ... 27
2.9 Vocabulary Learning Strategies... ... 30
CHAPTER III RESEARCH METHOD ... 35
3.1 Research Design ... 35
3.2 The Population of Reserach ... 36
3.3 Instrument of Collecting Data ... 36
3.4 Data Collection Procedure ... 37
3.5 Technique of data analysis ... 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 43
4.1 Research Findings ... 43
4.2 Discussion ... 76
4.2.1 Initial Learning of New Word's Meaning ... 77
4.2.1.1 Use Reference Materials ... 77
4.2.1.2 Ask Others For Information / Work With Others ... 78
4.2.1.3 Analyze Words From Available Information ... 79
4.2.1.4 Avoidance ... 81 4.2.2 Studying and Remembering the
Word’s Meaning Once It is Known ... 81
4.2.2.1 Repetition ... 81
4.2.2.2 Study the Formal and Grammatical Aspects of a Word ... 82
4.2.2.3 Make and Use Study Aids ... 83
4.2.2.4 Use Physical Actions ... 84
4.2.2.5 Manipulation of Meaning ... 85
4.2.2.6 Create System of Associations ... 85
4.2.2.7 Work with Others ... 86
4.2.2.8 Imaging ... 87
CHAPTER V CONCLUSION AND SUGGESTION ... 90
5.1 Conclusion ... 90
5.2 Suggestion... 92
REFERENCES ... 94
CHAPTER I INTRODUCTION
This chapter presented six point related to the study. There are the background of study, the research problem, the objective of study, the significant of study, the scope of study, and definition of key term.
1.1The Background of Study
English is one of the languages that learners should learn to communicate with others either with native speakers or with people around them. According to Davison (2008: 2), English language is the most commonly spoken language on the earth, either by native speakers or by people who have learned it beside to their first language. Furthermore, learning English as a second language is a choice that learners should choose to learn in more detail and complete.
Besides, learners must also know about the component of language that they want to learn.
Meanwhile, to learn English, learners have to know the language elements like vocabulary, pronunciation and grammar. All of the elements are the first things they have to master in learning English. It is well known that vocabulary is considered very important in all four English language skills such as speaking, writing, listening, and reading since it is one of the key elements in second language acquisition essential for all stages of English education (Gardner, 2013:10). Vocabulary is very important in communiation, without grammar very little words that can be conveyed, but without vocabulary nothing can be conveyed (Schmitt, 2010:22).
Furthermore, vocabulary plays an important role in English language learning, especially for college junior high school learners. Junior high school is a vital period when it comes to students’ improvement of their English proficiency. In the process of vocabulary learning, it is
essential not only to know the meaning of a particular word, but all the aspects of the word.
Those aspects are knowledge of the frequency of the word in language, knowledge of the register of the word, knowledge of collocation, knowledge of morphology, knowledge of semantics, knowledge of polysemy and knowledge of the equivalent of the word in the mother tongue (Taylor and Ying, 2010:23).
However, instead of the importance of the vocabulary, the majority of students still encounter difficulties in learning vocabulary. Most of students have difficulties on how to write and spell some words since the written form is different from the spoken form in English.
Furthermore, the different grammatical form of a word known is also one of causes of students difficulties in learning vocabulary. Then, the students found difficulties in choosing the appropiate meaning of the words and confuse in using the word based on the context. The last, the students are also still confuse when they found words or expression that are idiomatic (Rohmatillah, 2014).
In addition, there are some factors that caused students’ difficulties in vocabulary mastery. They are the students’ interest in learning vocabulary, students’ ability in remembering
new words, difficult in identifying past tense form, and difficult on how to pronounce the words (Firman,2014:30). It means that the students are facing problems in learning vocabulary and needs strategies to solve the problem.
Considering the above conditions, as the English teacher it is better to know various strategies in teaching English in order to make the students motivated and interested in learning vocabulary. Many studies show that apart from teaching methodologies, learner strategies are another crucial factor that can affect foreign language learning. They can help learners become more autonomous and make the learning process more effective (Ying, 2010:30). Therefore, the researcher intended to conduct a research on the title “Vocabulary Learning Strategies Used by The Students of SMP Kartika Banda Aceh”.
Many researches have been conducted related to vocabulary learning strategies used by english teacher in teaching english. The first research was conducted by Seham Elahshab (2019).
The result shows that there are some strategies used by the teacher in teaching vocabulary such as: learning a word through reading, the use of monolingual dictionary, the use of various English language media, writing down the new words and their meanings on cards, and applying new English words in their daily speaking that are related to memory, determination, and meta- cognitive strategies. Respectively they are popular strategies and the learners are keen to try them. On the other hand, participants of this study do not mention strategies that require cognitively deeper processing such as putting English labels on physical objects, listening to recordings of word lists.
Next, a study by Li Zhou and Ye Zhou (2017). The research shows three point. First, all students in the study agree that English vocabulary should be acquired in context and by practice instead of being acquired simply by rote. Secondly, the ethnic minority students adopt nearly all the vocabulary learning strategies more frequently than the Han students. Finally, the Han students and the ethnic minority students differ mainly in the following vocabulary learning strategies: guessing strategy, mother tongue dependence strategy, selective attention strategy,
visual repetition strategy, association strategy and dictionary strategy. By this study, the paper tends to help ethnic minority students to take advantages of diverse vocabulary learning strategies in their English study and further to put forward some implications for EFL teachers in Leshan Normal University.
1.2 The Research Problem
The problems of the research is what are vocabulary learning strategies used by the students of SMP Kartika Banda Aceh?
1.3 The Objective of Study
The objectives of the study is to find out vocabulary learning strategies used by the students of SMP Kartika Banda Aceh.
1.4 The Significant of Study
There are some purpose of doing this research. It is expected that the research will be useful to the researcher, teachers, and other researchers. The result of this research will be beneficial for the researcher as the future teacher. By conducting this research, the researcher will know how to build a good strategy in teaching and learning vocabulary. Therefore, it can be implemented in the teaching and learning process in the future. This research is also beneficial for the teacher so that they will have a self reflection on how to build a good strategy in teaching and learning vocabulary. Therefore, it could increase the learning outcomes in learning vocabulary. Moreover, this research also give significant convenience for other researchers. It can be reference for the other researcher when they want to conduct the research about vocbulary learning strategies.
1.5 The Definition of Key Terms
The researcher needs to make an assumption clearly of the term used in this paper as the following;
1.5.1 Student
According to Syafique (2010:18) that students are people who come to a institution to undergo teaching and learning process that have a purpose to be an individual who has knowledge, skills, personality, experiences, good attitude, and independent.
1.5.2 Vocabulary
According to Hornby (2011:17), vocabulary is total number of words in which by
combining them will make up language, or range of word known used by a person then the word arranged in alphabetical order and defined or otherwise identified as in a dictionary or glossary.
So, person’s ability in using language depends on their vocabulary mastery and how many
vocabularies that they know.
1.5.3 Learning Strategies
The success of teaching and learning activity is depend on the strategy that is implemented by the teacher. Strategy is an action that the teacher takes to obtain the teaching and learning goals. In addition, the strategy can also be defined as a general direction set for the teaching process and its various components to achieve the expected goals.
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