VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG

Authors

  • Zizhi Meyretha Putri English Language Education Department, University of Muhammadiyah Malang
  • Erly Wahyuni English Language Education Department, University of Muhammadiyah Malang

DOI:

https://doi.org/10.22219/celtic.v6i1.8759

Keywords:

learning strategy, vocabulary, high achiever

Abstract

Learners should learn English language basic skills and also the components such as grammar, pronunciation, and vocabulary. The learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. In learning vocabulary, students may have various strategies used to improve their vocabulary. High-achiever students are considered as students who perform well in school and have a high academic achievement. This research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. Mixed methods, which combine quantitative and qualitative research design was applied for this research. Then, the instruments of this research are questionnaire and interview. The researcher takes seventh-semester high-achiever students as population and 26 high-achiever students who have Grade Point Average (GPA) 3, 51 - above were taken as the sample of this research. The result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. The strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. The high-achiever students preferred to use cognitive strategy because it helped them in learning English skill, easy to apply, to make them speak English well, effective and also it is comfortable to use during learning process Therefore, appropriate learning strategies would help the students perform their English well.

Downloads

Download data is not yet available.

References

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.doi: 10.20472/te.2015.3.3.002

Angrosino, M. V. (2007). Naturalistic observation. California: Left Coast Press.

Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktik. Jakarta:

Rineka Cipta.

Boonkongsaen, N. (2012). Factors affecting vocabulary learning strategies: A synthesized study. Naresuan University Journal,20(2), 45-53. Retrieved from http://www.journal.nu.ac.th/NUJST/article/view/6/7

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.) New Jersey: Pearson Education.

Burrow, J., Dooley, M., Wright, T., & DeClou, L. (2012). A report on the postsecondary decisions of high-achieving students in Ontario. Toronto: Toronto Higher Education Quality Council of Toronto.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publication, Inc.

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning 46(4), 643-679.DOI: 10.5539/ass.v12n10p174

Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia-Social and Behavioral Sciences. doi: 106. 10.1016/j.sbspro.2013.12.194.

Hashemi, Z., & Hadavi, M. (2015). Investigation of vocabulary learning strategies among EFL Iranian medical sciences students. Procedia-Social and Behavioral Sciences. doi: 192. 629-637. 10.1016/j.sbspro.2015.06.110.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies : What every teacher should Know. Australia: Heinle Cengage Learning.

Protheroe, N., & Clarke, S. (2008). Learning strategies as a key to student success. Principal. Retrieved from https://www.naesp.org/sites/default/files/resources/2/Principal/2008/N-Dp33.pdf

Universitas Muhammadiyah Malang. (2011). Peraturan Akademik No 15. Malang.

Waskito, A. (2005). A study on strategies of learning vocabulary employed by English department students at Muhammadiyah university of Malang .Bachelors Degree (S1) Theses, University of Muhammadiyah Malang, Malang.

Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers' beliefs about low achieving students and higher order thinking. Teaching and Teacher Education. Retrieved from(http://www.sciencedirect.com/science/article/pii/S0742051X01000075)

Downloads

Published

2019-06-28

How to Cite

Putri, Z. M., & Wahyuni, E. (2019). VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 6(1), 78–89. https://doi.org/10.22219/celtic.v6i1.8759

Issue

Section

Articles