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Volume 12 Nomor 1 Tahun 2023 Halaman 239-250

ISSN: 2715-2723, DOI:10.26418/jppk.v12i1.61834
https://jurnal.untan.ac.id/index.php/jpdpb

STUDENTS’ LEARNING STRATEGIES OF ENGLISH VOCABULARY

Azia Wahyu Noviyanti, Endang Susilawati, Dwi Riyanti

Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas
Tanjungpura Pontianak

Article Info ABSTRACT

This research aimed to know vocabulary learning strategies used by
Article history:
the eighth-grade students of MTSN 2 Pontianak in the academic year
Received: 16 Januari 2023 2021/2022 to learn vocabulary. The research method used is
Revised: 19 Januari 2023 descriptive research in the form of quantitative analysis. This research
Accepted: 27 Januari 2023 used a questionnaire developed by Scmitt (2000) to collect the data
and interviews to support the questionnaire results. The research
subject is 36 class A-grade students of MTSN 2 Pontianak. The results
Keywords: of the research show Determination strategies, Social strategies,
Learning Strategies Memory strategies, Cognitive strategies, and Metacognitive strategies
Students Learning Strategies are all used by students. But some strategies are most frequently used
Vocabulary by students. The most active strategies used by students were
Metacognitive strategies, with the highest score with a total score of
70%. The second strategy is the determination strategy with a total
score of 69%; the third one is the Memory strategy with a total score
of 61%; the fourth one is the social strategy with a total score of 55%,
and the last one is Cognitive strategies with a total score of 52%.

Copyright © 2023 Azia Wahyu Noviyanti, Endang Susilawati, Dwi Riyanti

� Corresponding Author:
Azia Wahyu Noviyanti
Universitas Tanjungpura Pontianak, Jl. Prof.Dr.H.Hadari Nawawi / Jendral Ahmad Yani,
Pontianak – Kalimantan Barat (78124)
Email: anoviyanti@student.untan.ac.id

INTRODUCTION
Vocabulary in learning English is one of the most important components because it is the
fundamental skill for mastering a language. It is considered the most crucial component for students in
learning English as a foreign language. Vocabulary knowledge is often viewed as a critical tool for
second-language learners because a limited vocabulary in a second language impedes successful
communication (Alqahtani, 2015; Susanto et al., 2019). By mastering the vocabulary, students will be
able to express their ideas, easy to communicate with each other, and more easily understand a text.
Furthermore, according to Bai (2018) and Ghalebi et al. (2021), vocabulary knowledge assists learners
 240

in communicating effectively and performing successfully in all related skills, such as listening,
speaking, reading, and writing. Moreover, as stated by Yaacob et al. (2019), EFL learners with more
vocabulary will have no difficult barriers in building their linguistic skills.
In the learning process, the students need learning strategies to help them understand the learning
material more efficiently. According to O'Malley and Chamot, as cited in Hardan (2013), learning
strategies are techniques and devices used by second language learners to remember and organize the
second language samples. Knowing which learning strategies are appropriate for them can make it
easier for students to comprehend, learn or retain information from lessons. There are various kinds of
learning strategies, especially in vocabulary learning. Therefore, in this study, the researcher wants to
know the learning strategy students use for vocabulary learning. English learners need a good strategy
for learning, especially in learning English vocabulary it will help them easily remember and learn
vocabulary. As stated by Hendrawaty (2015), vocabulary learning strategies are actions learners take to
help themselves remember and understand vocabulary. There are several kinds of vocabulary learning
strategies compiled by experts, such as vocabulary learning strategies compiled by Schmitt (2000);
vocabulary learning strategies compiled by Nation (2000); and Vocabulary learning strategies compiled
by Hatch and Brown (2000). This study uses Vocabulary learning strategies compiled by Schmitt (2000)
because the material has proven to be effective in obtaining data about VLS students, as used by:
Letchumanan et al. 2016; Ikhsan (2017); Bakti (2018); Behforuz and Ghaithi (2022).
There have been several previous studies on vocabulary learning strategies (Nayan &
Krishnasamy, 2015; Letchumanan et al., 2016; Ikhsan, 2017; Patahuddin et al., 2017; Bakti, 2018;
Kesmez, 2021; Behforuz & Ghaithi, 2022). The examples of previous research are researched by Ikhsan
(2017), and the result showed that many students employed more than one strategy in learning
vocabulary. Those strategies were using determination strategies, social strategies, memory strategies,
cognitive strategies, and metacognitive strategies. The most dominant strategy was determination
strategies. Another research was conducted by Nayan and Krishnasamy (2015). This research found
that learners preferred to communicate, read books and listen to English songs to acquire vocabulary.
They also acquire vocabulary explicitly from their daily routine activities.
Based on those previous studies, the studies focus on determining the students' vocabulary learning
strategies. However, different learning strategies are used in different places and levels of learning. Both
studies have the same objective: to identify the learning strategy students use for vocabulary learning.
However, the subjects of the research are different in terms of their school level. Therefore, the results
show that there are different types of strategies applied by the students from those two school levels. It
indicates that students of different school levels might apply different learning strategies. Therefore,
this current research takes students of MTSN 2 Pontianak as its subject of research, hoping that they
will probably apply other kinds of learning strategies. Therefore, this research will be different from
previous research in terms of research method, data collection tools, and the research's object.
The researcher chose eighth-grade students because they had already experienced one year of
learning at the school. At least they have already applied their vocabulary learning strategies, which can
be used afterward. Moreover, the principal and the teachers also recommended conducting research
activities for the students of this level. In addition, there are other reasons why the researcher conducts
this research at MTSN 2 Pontianak. The first one is that there has never been any research on
Vocabulary learning strategies conducted at MTSN 2 Pontianak. The second one is MTSN 2. Pontianak
is classified as one of the favorite schools in Pontianak because it has an A accreditation which attracts
students to study here.
Moreover, MTSN 2 has many academic achievements, especially in the English competition.
MTSN 2 Pontianak often wins English competitions, so it makes the researcher interested in researching
the Vocabulary Learning Strategies used by students at the school to learn English vocabulary. Based
on the explanation above, the researcher was interested in identifying the vocabulary learning strategies
used by the eighth-grade students of MTSN 2 Pontianak to memorize English vocabulary.

RESEARCH METHODOLOGY
The design of this research is a descriptive study. A descriptive study describes the characteristics
of a population or phenomenon being studied. According to Garg, as cited in Com (2014), the
descriptive research design is research related to describing the characteristics of specific individuals or
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groups. Therefore, in this research, the researcher attempted to examine the phenomenon in which the
researcher described individual parts while studying vocabulary.
This research was conducted in MTSN 2 Pontianak. Which is located in Jalan M. Yamin Kotabaru,
Pontianak, Kalimantan Barat, Indonesia. The subject of this research is 36 class A of eighth-grade
students of MTSN 2 Pontianak with an age range of 13-14 years.
Two techniques of data collection were applied in this research. They were questionnaires and
interviews. The questionnaire was used to obtain the facts and opinions of students about their
vocabulary learning strategies. The researcher used a close-ended questionnaire to make the question,
guided by the five categories of learning strategies determined by Schmitt (2000). There are 36 question
items based on five aspects of vocabulary learning strategies defined by Schmitt (2000): determination,
social, memory, cognitive, and metacognitive strategy. In contrast, the interview is used to support the
results of the questionnaire in order to get more accurate data. The researcher interviewed six students,
taken from 2 students with the highest English scores, two with moderate English scores, and two
students who had the lowest English scores. The aims are to determine students' overall opinions
regarding the strategies they use in learning vocabulary. During the interview, the researcher focused
on asking about vocabulary learning strategies with the same questions as the questionnaire questions.
Because this interview aims to strengthen the questionnaire results, the same questions are used.
In this research, the researcher analyzed the data into quantitative data. The researcher used
descriptive statistics to process and analyze the participants' responses to the questionnaire to analyze
the data from the questionnaire. After the average score for each question and each factor were
calculated, the result using a formula proposed by Sugiyono (2015) was:
∑x
𝑃 = × 100%
∑y
Description box:
P = Percentage
∑x = Total number of respondents’ answer
∑y = Total number of the highest answer scores

Questionnaire vocabulary learning strategies use a five Likert scale: Always, occasionally, seldom,
never.
To analyze the data from the interview qualitatively, the researcher used (a) Data Reduction, the
process is by selecting, focusing, simplifying, classifying, and removing unnecessary data so that the
data can produce meaningful information and make it easier to conclude, (b) Data Display, this is an
activity when a collection of data is arranged systematically and easily understood, thus providing the
possibility of generating conclusions. Through data display, the data will be organized so that it will be
easier to understand. (c) Conclusion Drawing/Verification, this is the final stage in qualitative data
analysis techniques to see if the data reduction results still refer to the analysis objectives. This stage
aims to find the meaning of the data collected by looking for relationships, similarities, or differences
to answer existing problems.
RESEARCH FINDINGS AND DISCUSSION
Research Findings
1. Questionnaire
The tables below are the results of the VLS questionnaire that has been distributed to students.
Five tables consisted of five VLS indicators (Determination Strategies, Social Strategies,
Memory Strategies, Cognitive Strategies, and Metacognitive Strategies), followed by a brief
explanation of the tables.
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Table 1. Determination Strategies

No Statements Score %
1 When I found a new vocabulary in the lesson text, I analyze 81 65%
the part of speech of the word (whether it belongs to a verb,
noun, adjective, etc.).
2 When I found a new vocabulary in the lesson text, I 83 67%
analyze roots and affixes to guess the meanings of the
word.
Ex:
Unreadable= un + read + able = impossible to read
3 I checked if the word is also an Indonesian word.Ex: pencil, 91 73%
Bahasa Indonesia: pensil
4 I try to analyze pictures or gestures to understand the 86 69%
meaning of the vocabulary in the lesson text.
5 When I find difficult vocabulary, I determine the 88 71%
meaning based on the context of the text.
6 I’m looking for the translation of the vocabulary inthe 105 85%
English-Indonesian dictionary.
7 I’m looking for the translation of the vocabulary inthe 73 59%
Indonesian-English dictionary.
Total 607 69%
Based on the data from the table above, the accumulation of the total score of respondents
answering items number 1 to 7 was 607, and the total score of the highest answer from the
accumulation of 7 items was 868. Therefore, the percentage of respondent answers for
determination strategies for learning vocabulary was:
∑x
𝑃= × 100%
∑x₁
607
𝑃= × 100%
868

P = 0,69× 100%
= 69%
The accumulation of all items in Determination Strategies has a score of 69%. It is concluded
that 69% of all students use Determination strategies in learning vocabulary.
Table 2. Social Strategies
No Statements Score %
8 I ask my teacher to translate the meaning of avocabulary I do 82 66%
not know.
9 I ask my teacher for synonyms or similar meaningsof a new 66 53%
word.
10 I ask my friends for the meaning of the vocabulary. 96 77%
11 I create study groups to make it easier to learnvocabulary 54 44%
together.
12 I try to interact with native speakers to get newvocabulary. 47 38%
Total 345 55%
Based on the data from the table above, the accumulation of the total score of respondents
answering items numbers 8 to 12 was 345, and the total score of the highest answer from the
accumulation of 5 items was 620. Therefore, the percentage of the respondent answer to Social
Strategies for learning vocabulary was:
 243

∑x
𝑃= × 100%
∑x₁
345
𝑃= × 100%
620

P = 0,55× 100%
= 55%
The accumulation of all items in Social Strategies has a score of 55%. It is concluded that 55%
of all students use Social Strategies in learning vocabulary.
Table 3. Memory Strategies
No Statements Score %
13 When I found new vocabulary in the lesson text, I connect the 79 64%
vocabulary with my previousexperience.
14 I remember the new word by connecting it withthe words I have 89 72%
learned before.
15 Group the word based on its affixes (e.g., grouping all words with 62 50%
suffix re-in onegroup, -men in one group, etc.).
16 Group the word by its form (verb, noun,adjective, etc.). 85 69%
17 When I find a new and difficult vocabulary I look for its synonym 67 54%
and antonym.
18 I make a vocabulary mapping to make it easier toremember the 53 43%
vocabulary.
19 I try to make a sentence using the word. 85 69%
20 I make my definition for the word. 65 52%
21 I use keywords to make me easier to memorizevocabulary in lesson 83 67%
text.
22 I make a study group to make it easier to learnvocabulary together. 56 45%
23 I learn spelling from the word to make meeasier to remember the 98 79%
word.
24 I say a new word aloud when studying. 64 52%
25 I pronounce the word. 98 79%
Total 984 61%
Based on the data from the table above, the accumulation of the total score of respondents
answering items numbers 13 to 25 was 984, and the total score of the highest answer from the
accumulation of 13 items was 1.612. Therefore, the percentage of the respondent answer to
Memory Strategies for learning vocabulary was:
∑x
𝑃= × 100%
∑x₁
984
𝑃= × 100%
1.612

P = 0,61× 100%
= 61%
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The accumulation of all items in Memory Strategies has 61%. It is concluded that 61% of all
students use Memory Strategies in learning vocabulary.
Table 4. Cognitive Strategies
No Statements Score %
26 I say the vocabulary repeatedly. 99 80%
27 I write the vocabulary repeatedly. 63 51%
28 I make a vocabulary list. 54 44%
29 I give a label for the object around me by using English 54 45%
vocabulary to make me always remember the English vocabulary
of the object.
30 I make a vocabulary notebook. 56 77%
Total 326 52%
Based on the data from the table above, the accumulation of the total score of respondents
answering items numbers 26 to 30 was 326, and the total score of the highest answer from the
accumulation of 5 items was 620. Therefore, the percentage of the respondent answer to Cognitive
Strategies for learning vocabulary was:
∑x
𝑃= × 100%
∑x₁
326
𝑃= × 100%
620

P = 0,52× 100%
= 52%
The accumulation of all items in Cognitive Strategies has a score of 52%. It is concluded that 52%
of all students use Cognitive Strategies in learning vocabulary.
Table 5. Metacognitive Strategies
No Statements Score %
31 I often listen to English songs to add to my newvocabulary. 96 77%
32 I often watch English movies to add to my newvocabulary. 91 73%
33 I often read English novels/books/comics to add to mynew 66 53%
vocabulary.
34 I review the vocabulary I have studied tomemorize it better. 92 74%
35 I usually test myself to mention things around me byusing 86 69%
English vocabulary.
36 I continue to study even though there is a vocabulary that I do not 96 77%
know.
Total 527 70%
Based on the data from the table above, the accumulation of the total score of respondents
answering items numbers 31 to 36 was 527, and the total score of the highest answer from the
accumulation of 6 items was 744. Therefore, the percentage of respondent answer for
Metacognitive Strategies for learning vocabulary was:
∑x
𝑃= × 100%
∑x₁
 245

527
𝑃= × 100%
744

P = 0,70× 100%
= 70%
The accumulation of all items in Metacognitive Strategies has a score of 70%. It is concluded that
70% of all students use Metacognitive Strategies in learning vocabulary.

Determination Strategies Social Strategies Memory Strategies

Cognitive Strategies Metacognitive Strategies

80%
70%
60% 69% 70%

61%
50% 55%
52%
40%
30%
20%
10%
0%

Figure 1. Vocabulary Learning Strategies

2. Interview
a. Metacognitive Strategies
Based on the results of the calculation of the questionnaire, Metacognitive strategies get
the highest score which is 70%, which means this strategy is most often used by students
in learning vocabulary. The indicator with the highest score in Metacognitive Strategies
was “Listening to English songs to add new vocabulary." According to students, using
songs is considered very helpful because the songs have been packaged in a unique form.
When there is a song students like, students will sing the song over and over again so that
the student will remember some of the vocabularies in the lyrics of the song. As stated by
one of the students:
“…Terkadang saya mendengarkan lagu-lagu Bahasa Inggris yang popular saat ini, lalu
jika saya suka dengan lagu tersebut saya akan menyanyikannya berulang kali sehingga
membuat saya hafal lirik nya dan ada beberapa kosakata yang melekat di otak saya miss
(Student 5)”. (“…Sometimes I listen to English songs that are popular now, then if I like
the song I will sing the song over and over again. So that makes me memorize the lyrics
and there are some vocabularies that stick in my brain, miss (Student 5)”.
From this explanation, we can conclude that almost all students at MTSN 2 Pontianak are
digital learners because they like to use digital media to help them learn in learning
vocabulary. Besides to make easier to memorize vocabulary, some of the students said that
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using songs makes it easier for them to know the correct pronunciation and spelling of the
vocabulary. As stated by one of the students:
“…Membantu sekali miss, apalagi untuk cara membacanya. Membantu untuk membaca
yang benar dan pengejaan nya, Ketika penyanyi mengucapkan kata-kata tersebut saya
menjadi tau ternyata begini cara pengucapannya yang benar, kira-kira seperti itu miss
(Student 6).”
(“…really helpful miss, especially for how to read it. It helps me to read and spell correctly.
When the singer says the words, it makes me know the correct way to pronounce it a miss
(Student 6)."
The strategy that gets the lowest score in the Metacognitive strategy was "Learning by
reading, such as reading English books/novels/comics." The 8A grade students of MtsN 2
Pontianak never read English novels. The English books they read were only English
textbooks from school. Students said learning by reading is too boring because the contents
are too monotonous, especially in novels only containing handwriting, so their interest in
reading decreases. Students are more interested in something illustrated and unique, such
as comics. But the comics that are read are also not comics in English. As stated by one of
the students:
“…Kalau novel enggak ya miss, tapi lebih sering webtoon dan itu juga bukan webtoon
Bahasa Inggris miss (Students 5).
("…I do not read novels miss, I mostly read webtoons, but they are not English webtoons
miss (Students 5).”
b. Determination Strategies
While the strategy in the second position was Determination Strategies, with a total score
of 69%, students also used this strategy in learning vocabulary. The indicator that got the
highest score in Determination Strategies was "Looking for a translation in English-
Indonesian dictionary." Students said looking for meaning using an English-Indonesian
dictionary is very helpful in finding vocabulary. As stated by one of the students:
“…Di kamus Bahasa Inggris-Bahasa Indonesia miss, soalnya saya ingin mencari tahu
arti dari kosakata tersebut di dalam Bahasa Indonesia (Students 4).”
(“…In English-Indonesia dictionary miss, Because I want to know the meaning of the
word in Bahasa (Students 4).”
Meanwhile, the one who got the lowest score in Determination Strategies was "Looking
for meaning in the English-English dictionary." Students said looking for a translation in
the English-English dictionary makes them confused and do not understand. Because
basically, students want to find out the translation in Indonesian. As stated by one of the
students:
“…Kamus Bahasa Inggris – Indonesia miss karena lebih mudah, kalau dikamus Bahasa
Inggris-Inggris lebih sulit dan makin tidak mengerti miss (Students 5).”
("…English-Indonesia dictionary miss because easier, if I use English-English dictionary
it is hard for me to understand (Students 5).”
c. Memory Strategies
Furthermore, the strategy that is in the third position was Memory Strategies, with a total
score of 61%. The indicator that got the highest score was "Pronounce the word." When
finding a new vocabulary, students often pronounce the vocabulary so that it becomes
memorized. As stated by one of the students:
“…Saya fahami cara penyebutannya yang benar kemudian saya ucapkan terus sampai
hafal (Students 1).”
("…I try to understand how to pronounce it correctly, then I pronounce it over and over
again until I remember it (Students 1).”
Another strategy that got the highest score was "Spelling from the word to make me easier
to remember the word." As stated by one of the students:
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“…Biasanya saya dibaca terus saya ulang-ulang miss. Sambil belajar cara mengeja nya
juga (Students 3).”
("…Usually, I read it repeatedly. At the same time, I also learned how to spell it.)."
While the indicator that gets the lowest score in Memory strategies was "Grouping words
based on their affixes (e.g., grouping the all words with suffix re-in one group, -men in
one group, etc.)." Based on the interview results, only some students grouped words based
on their affixes. As stated by one of the students:
“…Tidak pernah miss, tidak pernah ada ide untuk melakukan itu(Students 5).”
(“…Never miss, I never had the Idea to do that (Students 5).”
“…Kadang-kadang miss, tapi tidak saya catat (Students 1).” (“…Sometimes miss, but I
did not write it (Students 1).”
d. Social Strategies
Then the strategy that is in the fourth position was Social strategies, with a total score of
55%. The indicator that got the highest score was “Ask a friend for the meaning of the
vocabulary." When finding a new vocabulary, students tend to try first to find the meaning
of the vocabulary themselves. If students still have not found the meaning of the
vocabulary, then students will ask their friends what the meaning of the vocabulary they
don't know is. As stated by one of the students:
“…Kadang-kadang saja bertanya kepada teman miss. Kalau sudah tidak ketemu di kamus
(Students 3).”
("…Sometimes I ask my friend, miss, if I can not find it in the dictionary (Students 3).”
Then, if students have asked their friend but did not find an answer, the students will decide
to ask their teacher. So, asking the teacher is the last option if their friends do not know.
As stated by one of the students:
“…Yang pertama kali saya lakukan adalah membuka kamus, jika tidak ketemu di kamus
baru bertanya kepada teman, jika teman juga tidak tahu baru bertanya kepada guru. Guru
sebagai pilihan terakhir. Saya kurang bertanya kepada guru, biasanya saya usaha cari
sendiri dulu dan Alhamdulillah langsung dapat (Students 4).”
(“…First, I will try to find it in the dictionary if I do not find it in the dictionary. Then, I
will ask my friend, but if my friend also does not know, I will ask my teacher. I rarely ask
my teacher. Usually, I try to find it myself first, and luckily I get it right away (Students
4).”
While the indicator that gets the lowest score on Social strategies was "Trying to interact
with native speakers to get new vocabulary." Based on the results of the interviews, only
a few students tried to interact with native speakers. Some students do that when playing
online games or on other social media such as Instagram. As stated by one of the students:
“…Sering miss, melalui game online dan Instagram (Students 1).” (“…Often, through
online games and Instagram (Students 1).”
“…Sering miss ngobrol lewat game online (Students 2).” (“…Often, through chatting in
online games (Students 2).
e. Cognitive Strategies
The last one was Cognitive Strategies, with the lowest total score of 52%, which is the
strategy that is rarely used by students of grade 8 A Mtsn 2 Pontianak. The indicator that
gets the highest score on Cognitive Strategies was "Saying the vocabulary repeatedly,"
which is still related to memory strategies, where students say vocabulary repeatedly to
remember a vocabulary. Meanwhile, the indicator that gets the lowest score on cognitive
strategies was "Making a vocabulary list." Based on the interviews with several students,
students stated that they had never made a vocabulary list or made a book to write
vocabulary lists. One of the factors that cause it is that students are too lazy to take notes
and are assessed as a boring strategy. As stated by one of the students:
“…Tidak ada miss, kalau saya ingin menghafal saya hanya mengingat nya tidak dicatat
lagi di sebuah buku (Students 2).
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("… I did not make a vocabulary list miss if I want to memorize the vocabulary I just
remember it without writing it in a book (Students 2)." “…Tidak pernah miss, saya hanya
menghafal tanpa mencatat nya (Students 6).”
("… I did not make a vocabulary list miss if I want to memorize the vocabulary I just
remember it without writing it (Students 2)."

Research Discussion
Based on the findings, all the strategies are applied by the students. But, the active use by students
was Metacognitive strategies was ranked as the most frequently used by students. Based on the findings,
students like to listen to English songs to add new vocabulary. In line with data collected from
interviews, students said listening to English songs makes them not tire of learning vocabulary; the
second position is Determination Strategies. Based on the findings, students tend to look for the
vocabulary in the English-Indonesia dictionary; the third position is Memory strategies. Based on the
findings, students learn spelling from the word to make it easier to remember the vocabulary; the fourth
position is Social Strategies. Based on the findings, students sometimes ask their friends for the meaning
of a vocabulary; the fifth position is Cognitive strategies. Based on the findings, students sometimes
say the vocabulary repeatedly. To help them remember a vocabulary.
The result from research in MTSN 2 Pontianak has significant to Nayan and Krishnasamy (2015).
The result shows that the learning strategies used are almost the same as those used by students at
MTSN 2 Pontianak: communicating and listening to English songs. In line with the research conducted
by Ikhsan (2017), the result showed that many students employed more than one strategy in learning
vocabulary. It has similarities with the research conducted by researchers at MTSN 2 Pontianak, which
differs only in the order of the most actively used strategy to the least strategy. The most active strategy
used by students in the first position was the Determination strategy, the second position was the Social
strategy, the third position was the Memory strategy, the fourth position was the Cognitive strategy, and
the fifth position was the Metacognitive strategy. While in this research, the most active strategy used
by students in the first position was the Metacognitive strategy, Determination strategy, Memory
strategy, Social strategy, and Cognitive strategy.

CONCLUSION AND SUGESTION

Based on the research results and discussion, Metacognitive strategies, Determination strategies,
Memory strategies, Social strategies, and cognitive strategies are used by the students. Nevertheless,
some strategies are most actively used by students. Based on the questionnaire results, Metacognitive
strategies get the highest score, totaling 70%. In Metacognitive strategies, the most active strategy used
by students is Listening to English songs; the second is the Determination Strategy, with a total score
of 69%. The most active strategy used by students is Looking for the translation of the vocabulary in
the English-Indonesia dictionary; the third one is Memory strategies, with a total score of 61%. The
most active strategy used by students is to Learn spelling from the word to make it easier to remember
the word; the fourth one is Social strategies, with a total score of 55%. The most active strategy students
use asking friends for vocabulary meaning, and the last is Cognitive strategies, with a total score of
52%. The most active strategy used by students is to Say the vocabulary repeatedly.
Based on the findings and discussion, it can be suggested to the students on the same level to apply
the same strategy to learning vocabulary. Such as often listening to English songs to add new
vocabulary, students are also required to have a dictionary to help them learn vocabulary, learn spelling
from the word, have a conversation with friends in English, and repeat the words that have been
discovered. However, students should realize the other strategy that can be implemented because
different students have different effective strategies to use.
The teachers, it is suggested to be aware of students learning strategies. The teachers should use
unique learning strategies instead of just focusing on using a textbook. The teacher can facilitate
students with relevant audio-visual media in teaching and using the book. For example, the teachers can
use PowerPoint to facilitate students' relevance to the materials. In addition, the teacher should apply
more teaching-learning activities which support social activities like pair work and ask students to speak
in English with their peers.
Since this research is only focused on vocabulary learning strategies, further research should be
 249

recommended for other language skills learning techniques such as reading, writing, and listening. In
addition, it is recommended to use other research methods to be varied and get results from different
points of view. Because this research uses descriptive quantitative analysis, it is recommended for
further research to use the case study research method. Where the research only uses one research
object, further research can focus more on one student with the highest English score or whose level of
vocabulary mastery is higher than other students.

BIBLIOGRAPHY
Alqahtani, Mofareh. (2015). The Importance of Vocabulary in Language Learning and How to Be
Taught. International Journal of Teaching and Education III(3):21–34. DOI:
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