the vocabulary learning strategies
By
:
Arief Tristian
11.1.01.08.0026
ENGLISH
EDUCATION DEPARTMENT
UNIVERSITY
OF NUSANTARA PGRI KEDIRI
2013
CHAPTER
I
INTRODUCTION
This chapter consist of background,
identification of the problem, limitation of the problem, formulation of the
problem, purpose of the problem, and significance research.
A. Background of the Study
The existence of English asan international
language is very important, because someone is expected to be able to
communicate well and look for knowledge for other countries. In other words, we
can get new experience by learning English as a new language that help us
having interaction with people from other countries.
English as means of
communication has two different function. The first is English in informal
communication, it means that the usage of English in daily activity, for
example if we speak English with other people in our daily life the second one
is English in formal communication, it means that the usage of English in
educational system such as kindergarten, elementary school, junior high school,
up to the University and Business Communication. We also recognize that the
form of language as oral and written. Oral language is used to express our
ideas spontaneously, so the other people understand what we tell directly, for
example speaking. Written language is the form of language that is written in
piece of paper, for example writing article.
For Indonesia education
especially teaching English According to English Syllabus of School Unit Level
Curriculum (KTSP) that is declined in 2006, teaching and learning English in
junior high school should be based on the stress of four language skills, those
are listening, speaking, reading and writing . To master English
learning, students must pay attention to manyaspects of language knowledge
(grammatical structure, vocabulary, and so on) inorder to reach a high degree
of competence in English. And one of the mostimportant aspects is vocabulary,
which plays a great role in English learners’comprehension.
Scrivener (1994) has drawn attention to the fact that vocabulary is
apowerful carrier of meaning. English learners often manage to communicate
inEnglish by using the accumulative meaning of each single word. A learner who
says“Yesterday. Go disco. And friends. Dancing.” will almost certainly
get much ofhis/her message over despite completely avoiding grammar - the
meaning isconveyed by the vocabulary alone. On the other hand, a good
grammaticalknowledge may not be such a powerful tool. “I wonder if you could
lend me your.....” means a little without a word to fill the gap, whereas
the gapped wordcalculator is essential. A learner, thus, who
recognizes the communicative power ofvocabulary, might reasonably aim to
acquire a working knowledge of a large numberof words - the more words they
have, the more precisely they can express the exactmeanings they want to.
Turning to Rubin and Thompson (1994), they find thatvocabulary learning is the
heart of mastering a foreign language, since one cannotspeak, understand, read,
or write a foreign language without knowing a lot of words.
Similarly,
Schmitt and McCarthy (1997) points out that vocabularylearning has been
regarded as one of the most important parts in a second or foreign language acquisition.
Along with the growth of interest in vocabulary acquisition, alot of research
has been done in the field of second language acquisition in the lastfew
decades. A lot of the research supports the idea that the more vocabulary word learners
use, the greater learners’ language learning success will be.
Strategies are used by second
language learners for the acquisition of new words in the second language are
called “ vocabulary learning strategies” (Gu, 1994). Whereas, language learning
strategies (LLSs) are sub category of general learning strategies and
vocabulary learning strategies ( Nation, 2001).
Vocabulary learning strategies
(VLSs) are steps taken by the language learners to acquire new English words.
There are a wide range of different vocabulary learning strategies as
demonstrated by the classification of vocabulary learning strategies are
proposed by different researcher ( Stuffer, 1995 ; Nation, 2001 ; and Gu,
2003). In addition, there is a wide ranging inventory of vocabulary learning
strategies develop by Schmit in 1997. While a variety of definitions of the
vocabulary learning strategies have been suggested, this study has applied the
definition that is suggested by Schmitt (1997).
For the
research that uses the vocabulary learning strategies to describe the technique is expected to help the trouble
to learn Vocabulary especially for the second gradestudents. The importance of vocabulary
knowledge to school success, in general, and reading comprehension, in
particular, is widely documented. (Becker, 1977; Anderson & Nagy, 1991).
There are numerous
different classification systems for vocabulary learningstrategies. Several
common used are listed at the following. Gu and Johnson (1996) developed a
classification of vocabulary learning strategies that are beliefs about
vocabulary learning, metacognitive regulation, guessing strategies, dictionary
strategies, note-taking strategies, memory strategies (rehearsal), memory
strategies (encoding) and activation strategies. Schmitt (1997) took advantage
of Rebecca Oxford’s (1990, p.14) classification of learning strategies
containing memory strategies, cognitive strategies, metacognitive strategies,
and social strategies, and the Discover/Consolidation distinctions suggested by
Cook and Mayer to propose an extensive taxonomy of vocabulary learning
strategies. It can be divided into two classes. Five groups are included in
these two classes. First,
strategy are used for the discovery of a new word’s meaning. In this strategy
consist of Determination strategies
(DET): the strategies are used to discover a new word’s meaning without
recourse to another’s expertise when learners don’t know a word and Social
strategies (SOC): the strategies are employed to ask someone who knows. Second,
strategies are used for consolidating a word once it has been encoutered which
consist of Social strategies (SOC): they can also be employed to consolidate
learned words by interacting with other people like studying and practicing
meaning in a group,Memory strategies (MEM): the strategies (traditionally known
as mnemonics) involve connecting the word to be retained with some previously
learned knowledge, using some form of imagery, or grouping. Kind of this
strategy are Picture/imagery, Related words, Unrelated words, Grouping, Word’s orthographical or phonological
form, Other memory
strategies such as Cognitive
strategies (COG):The strategies are similar to memory strategies, but are not
focused so specifically on manipulative mental processing andMetacognitive strategies (MET): Students used the
strategies to control and evaluate their learning, behaving an overview of the
learning process in general.
B.
Identification
of the Problem
Vocabulary is one of important thing in
learning English as a foreign language, it means that to learn English skill (speaking, listening, and reading) students
must mastery in vocabulary. But it can be denied that the students’
problem in vocabulary is very serious. The students are not motivated to enrich their vocabulary.Most of them were afraid to ask the points
that they did not understand to the teacher. This situation made the students
passive in their learning process. The students enthusiasm was much related to
the strategies used by the teacher in transferring the lesson. The
students would become not interested in learning
if the strategies used was monotonous.They
can’t accept the explanation
of the teacher because they didn’t understand about the teacher speech. Knowing
this problem, the teacher give the strategies to learn vocabulary. That is why some strategies such as, Determination strategies (DET), Social strategies (SOC), Memory
strategies (MEM), Cognitive strategies (COG), Metacognitive strategies (MET) are required to help students learn
vocabulary.
C.
Limitation
of The Problem
This research is focus in good research quality in this
research. And the limitation problems here there are follow: Strategy of learning vocabulary there are Determination strategies (DET), Social
strategies (SOC), Memory strategies (MEM), Cognitive strategies (COG), Metacognitive strategies (MET).
D. Formulation of The Problem
The problem of this
research can be formulated as follows :
1.
What kinds of the vocabulary learning strategies used by the seven grade students of SMPN
1 Mojo?
2.
What is the dominant vocabulary learning strategies used by the
students?
E.
Purpose of The Research
Based on the formulation
above, the purpose of this research is :
1.
To know and describe the vocabulary learning strategies applied by
the seven grade students of SMPN
1 Mojo.
2.
To know the dominant
vocabulary learning strategies used by the students.
F.
Significant of The
Research
It is expected that the result
of the study will give some benefits for the teacher, the researcher, and the other researches :
Ë The Teacher
It can improve the teacher knowledge about many
stategy in teaching vocabulary and the teacher can applied the strategy in
teaching process.
Ë The
students
The students will try to
enrich their vocabulary. It will help them to learn English skill easily.
Ë The Researcher
The result will be
useful to improve the knowledge about vocabulary learning strategy
Ë Other researcher
This research is hopefully is able to provide the other researcher
with some new knowledge about the vocabulary learning strategy of the
student.
G. Definition
Of Key Term
1.
Definition
of learning strategy
Weinstein and Mayer in Witrock (1986) have coined one
definition of learning strategies as
"behaviors and thoughts that a learner engages in during learning and that
are intended to influence the learner's encoding process."
2.
Definition
of vocabulary
Scrivener (1994) has drawn attention to
the fact that vocabulary is a powerful carrier of meaning.
3.
Definition
of vocabulary learning strategies
Vocabulary learning strategies (VLSs)
are steps taken by the language learners to acquire new English words.(Stoffer,
1995; Nation, 2001; and Gu, 2003)
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Theoretical
framework
1.
The
definition of learning strategy
Learning
strategies seem to be "tricks" learners to help them remember things better or to do
tasks more efficiently. Several researchers have studied what
learning strategies are and why they are
effective in the learning process.
Oxford (1990) takes us to a definition
which breaks the term learning strategies down to its roots--the word
strategy. She informs us that this word comes from the Greek word
'strategia' which means generalship or the art
of war. Strategy meant the management of the troops, ships, or
aircraft in a war situation. She points out a similar word tactics which
are tools to achieve the success of
strategies. These two words, used interchangeably mean planning,
competition, conscious manipulation, and movement toward a goal. In a
problem solving situation, it would
imply "using a plan, step or conscious action toward achievement of
an objective." Oxford continues to expand on this definition by stating
that "learning strategies are specific actions taken by the learner to
make learning easier, faster, more enjoyable, more self-directed, more
effective, and more transferrable to new situations."
Weinstein and Mayer in Witrock (1986)
have coined one definition of learning
strategies as "behaviors and thoughts that a learner engages in during
learning and that are intended to influence the learner's encoding
process." They go on to state various learning strategies that could
be used with learners.
Nisbet and Shucksmith (1986) define
learning strategies simply as "the processes that underlie performance always purposeful and goal-oriented, but they
are perhaps not always carried out at a consciousor deliberate level.
They can be lengthy or so rapid in execution that it is impossible to
recapture, recall, or even be aware that one has used a strategy." They
move toward a metacognitive approach to strategy use and learning. They
believe that since not all learning strategies are equal in terms of usability
and ease of acquistion, there exists a hierarchy of strategies which are
related to metacognition , or knowledge of one's own mental processes.
Masters,
Mori, and Mori (1993) move toward a definition ofcognitive strategies rather
than the term learning strategies.They refer to a definition of cognitive
strategies coined by Alley and Deshler (1979, in Masters, Mori, and Mori) as
"techniques, principles, or rules that will faciltiate the
acquisition,manipulation, integration, storage, and retrieval of
informationacross situations and settings." They go on to say that
"cognitivestrategies are a fundamental part of the process of
acquiringknowledge as well as the tool skills of reading, writing, speaking,
listening, note taking, questioning, vocabulary acquisiton, timemanagement,
reasoning, problem solving, and memorization."
2. The Definition of social strategies
The most well-know
division of learning strategies is the one of American
teacher
and writer, Rebecca Oxford, who separates them into direct and indirect.Those
that
contribute directly to learning are closely related to the subject matter
(memory, cognitive and compensation strategies) and those which are essential
to language
learning
nonetheless, but do not directly involve the subject matter itself
(metacognitive,
affective and social strategies). She enumerates eleven fundamental
features
of language learning strategies (1990:9):
1. They contribute to
the main goal, communicative competence.
2. Allow students to
become more self-directed.
3. Expand the role of
teachers.
4. Are problem
oriented.
5. They are specific
actions taken by the students.
6. Involve many aspects
of the student, not just cognitive.
7. Support learning,
both directly and indirectly.
8. Are not always
conscious.
9. Can be taught.
10. Are flexible.
11. Are influenced by a
variety of factors.
In social strategies, students deliberately seek
opportunities to practice their
knowledge
and to be exposed to the target language (i.e. they try to speak with native
speakers
in order to practise the language, listen to radio, watch films or TV, read
books
in English, etc.). Social and affective strategies are of paramount
importance,
as
they involve student’s whole person and the learning process is very close
to
acquisition. It could be misleading to think that social strategies are used
only
for
listening and speaking, they are helpful and indeed essential to all four
language
skills
(Oxford, 1990:168).
Oxford explains the importance of social strategies
in foreign language teaching
by
her definition of language as “a form of social behaviour; it is communication,
and
communication
occurs between and among people. Learning a language thus involves
other
people, and appropriate social strategies are very important in this
process.”(Oxford,
1990:144) .
B.
Rationale
Sometimes
people mistakenly think that social strategies are used only for listening and
speaking, but social strategies are helpful and indeed essential to all four
language skill.
`Asking
question, this set of strategies includes both asking for clarification or
verification and asking for correction. These two strategies are used
differently in the four skill areas. In listening and reading, asking question
for clarification or verification is used more often than asking for
correction. In speaking and writing, asking for correction is more
Cooperating
with others because language in all its aspects is a social act, cooperating
with other people is essential. This cooperation requires that the learner
interact well with both peers and more proficient language users. Some of the
actions mentioned here under cooperating are similar to those in chapter 3
under the cognitive strategy of practicing naturalistically.
Empathizing
with others, understanding and producing the new language involves empathy with
other people, especially with individuals from the target culture.
CHAPTER III
RESEARCH
METHOD
In this chapter the researcher discuses all
things about the research methodology related to the content of this research,
they are identification of the
research variable, technique and research approach, place and time of the
research, population and sample, research instrument and technique of
collecting the data, technique of of analyzing the data.
A. Identification
of the research variable
In every research, it is
important to know the variable that is going to be observed. According to Arikunto (2010 : 161) states :
“ Variabel adalah objek penelitian,
atau apa yang menjadi titik perhatian suatu penelitian.”Based on the statement
above, variable is something that is observed by researcher.
According to Sugiono ( 2012 : 39 )
stated that variabel bebas atau variabel independen adalah variabel yang
mempengaruhi atau yang menjadi sebab perubahannya atau timbulnya variabel
dependen atau terikat. It seems that
independent variable can influence dependent variable.
Another one, Sugiono
(2008:39) stated that variabel
terikat merupakan variabel yang dipengaruhi atau yang menjadi akibat karena
adanya variabel bebas. Based on the statement
above, dependent variable is variable that can be resulted by independent
variable. There is only one variable in this research, that is the vocabulary
learning strategies as independent variable.
B. Technique
and research approach
1.
Technique
of the research
In this
study, researcher use descriptive
research. According to Arikunto
(2010 : 3) explains, “ Penelitian deskriptif adalah penelitian yang
dimaksudkan untuk menyelidiki keadaan, kondisi atau hal-hal lain yang sudah
disebutkan, yang hasilnya dipaparkan dalam bentuk laporan penelitian.” It means
that descriptive research is a research to observe the existing condition.
2.
Research
approach
In this
study, the researcher use quantitative approach.Sugionoexplains that”Data
kuantitatif adalah data yang berbentuk angka, atau data kualitatif yang
diangkakan.” It means that quantitative data is data which is scoring.
C. Place
and time of the research
1.
Place of
the research
This research will take
place in SMPN I MOJO KEDIRI.
2.
Time of
the research
The arrangement of time
schedule is very important in holding the research since it will determine how
long the research will be held. In this
research the writer will hold the research on July 2013.
D. Population
and sample
1.
Population
Connecting
with the population of the research, it is better if writer know the meaning of
population first. According to Sugiyono (2010:80) state, “ Populasi adalah
wilayah generalisasi yang terdiri atas obyek atau subyek yang mempunyai
kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk
dipelajari dan kemudian ditarik kesimpulannya.” Based on the statement above
the writer know that population is the object of the research.The writer choose
the seven grade students of SMPN I MOJO.
2.
Sample
Sugiyono
(2010:81) states that sample is a part of the amount and the
characteristic of the population.The
sample of the research are 40 students of the seven grade of SMPN I Mojo. Here,
the writer use simple random sampling. In this technique researcher give the
same chance to every subject to be a sample.
E. Research
instrument and technique of collecting the data
1.
The
development of instrument
The instrument used to get
the data is questionnaire. According
to Arikunto (2010:194) “ Kuesioner adalah sejumlah pertanyaan tertulis yang
digunakan untuk memperoleh informasi dari responden dalam arti laporan tentang
pribadi, atau hal-hal yang ia ketahui.” In this research, the writer use closed
questionnaire to get the data.
Scoring technique of the
instrument is the respondent just choose the number 0 up to 4. The meaning of
every single number are:
0 = if the respondent not
use the strategy at all
1 = if the respondent use
the strategy 25%
2 = if the respondent use
the strategy 50%
3 = if the respondent use
the strategy 75%
4 = if the respondent use
the strategy 100%
2.
Technique
of collecting the data
In this research, the
technique of the data collection that the writer use is closed questionnaire. The writer collects the
data by giving questions which is
provided with the answes so that respondent can choose the answer directly.
F. Technique
of of analyzing the data
To
analyze the data from the questionnaire instrument, the writer pay attention to the check list of
every column which has different score. Next, multiply the frequency in every
column with the score, then added up. Finally, it is obtained the score for each
item of the question. To know the final rank of the score of the items, the
amount must be divided with the amount of the respondent who answer the
questionnaire.
