STUDENTS' VOCABULARY LEARNING STRATEGIES AND THEIR RELATIONSHIP WITH STUDENTS' VOCABULARY MASTERY
Vocabulary plays a pivotal role in foreign language learning. However, previous studies found that vocabulary teaching and learning in TEFL seems to be neglected. The study was aimed to explore students' strategies in learning vocabulary and also to investigate relationship between students...
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2018-01-09.
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| Summary: | Vocabulary plays a pivotal role in foreign language learning. However, previous studies found that vocabulary teaching and learning in TEFL seems to be neglected. The study was aimed to explore students' strategies in learning vocabulary and also to investigate relationship between students' vocabulary learning strategies and their vocabulary mastery. Accordingly, a mixed method design was employed to 30 junior high school students to reveal the vocabulary learning strategies being employed and their relationship with students' vocabulary mastery. The findings revealed that determination and metacognitive strategies were found as the most favored vocabulary learning strategies (VLS) among students. Concerning the second research question dealing with the relationship, it was statistically confirmed that there is a positive relationship between students' vocabulary learning strategies and their vocabulary mastery (sig F value = .020, level of significance .05, sig. F value < .05). In addition, the further investigation on each vocabulary learning strategy's relationship with students' vocabulary mastery revealed that the positive relationship was only found on determination (sig = .015) and memory (sig. = .016) strategies. Meanwhile, the rest of vocabulary learning strategies namely social discovery (sig. = .412), social consolidating (sig. = .866), cognitive (sig. = .645), and metacognitive (sig. = .198) strategies didn't have any correlation with students' vocabulary mastery. Consequently, EFL teachers are recommended to introduce students to various kinds of vocabulary learning strategies and to teach vocabulary using the combination of determination and memory strategies to improve students' vocabulary mastery. It is also suggested that EFL students be familiar with vocabulary learning strategies. ---Kosakata mempunyai peran yang penting dalam sebuah proses pembelajaran bahasa asing. Meskipun demikian, penelitian-penelitian sebelumnya menemukan bahwa pengajaran dan pembelajaran kosakata dalam pengajaran Bahasa Inggris sebagai bahasa asing (TEFL) cenderung tidak terlalu diperhatikan. Penelitian ini bertujuan untuk mengungkap strategi-strategi belajar yang digunakan oleh siswa untuk mempelajari kosakata dan juga untuk menemukan hubungan antara strategi-strategi pembelajaran kosakata yang digunakan oleh siswa dengan penguasaan kosakata mereka. Berdasarkan hal tersebut, penelitian dengan desain mixed-method diterapkan terhadap 30 siswa sekolah menengah pertama untuk mengungkap strategi-strategi belajar kosakata siswa dan hubungannya dengan penguasaan kosakata mereka. Temuan penelitian menunjukkan bahwa strategi Determination and Metacognitive adalah strategi belajar kosakata yang paling sering digunakan oleh siswa. Sedangkan untuk menjawab pertanyaan penelitian yang ke dua, data penelitian menemukan bahwa terdapat hubungan positif antara strategi-strategi belajar kosakata siswa dengan penguasaan kosakata mereka (sig F value = .020, level of significance .05, sig. F value < .05). Di samping itu, hubungan positif dengan penguasaan kosakata juga ditemukan dalam strategi determination (sig = .015) dan memory (sig. = .016). Sedangkan, tidak ditemukan hubungan antara strategi-strategi belajar kosakata lainnya dengan penguasaan kosakata siswa (sig. = .412), social consolidating (sig. = .866), cognitive (sig. = .645), and metacognitive (sig. = .198). Oleh karena itu, guru-guru disarakan untuk mengenalkan siswa pada berbagai strategi untuk belajar kosakata bahasa Inggris dan mengajarkan kosakata kepada siswa dengan menggunakan strategi Determination dan Memory untuk membantu meningkatkan penguasaan kosakata para siswa. Selain itu, para siswa juga disarankan untuk lebih mengenal dan mengaplikasikan strategi-strategi dalam mempelajari kosakata bahasa Inggris. |
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| Item Description: | http://repository.upi.edu/33526/1/T_B.ING_1502921_Title.pdf http://repository.upi.edu/33526/2/T_B.ING_1502921_Table_of_content.pdf http://repository.upi.edu/33526/3/T_B.ING_1502921_Abstract.pdf http://repository.upi.edu/33526/4/T_B.ING_1502921_Chapter1.pdf http://repository.upi.edu/33526/5/T_B.ING_1502921_Chapter2.pdf http://repository.upi.edu/33526/6/T_B.ING_1502921_Chapter3.pdf http://repository.upi.edu/33526/7/T_B.ING_1502921_Chapter4.pdf http://repository.upi.edu/33526/8/T_B.ING_1502921_Chapter5.pdf http://repository.upi.edu/33526/9/T_B.ING_1502921_Bibliography.pdf http://repository.upi.edu/33526/10/T_B.ING_1502921_Appendix.pdf |