VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG
DOI:
https://doi.org/10.22219/celtic.v6i1.8759Keywords:
learning strategy, vocabulary, high achieverAbstract
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
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
How to Cite
Issue
Section
License
- Authors retain copyright to publish without restrictions and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.