Abstract

Ririanti, Siti Agrie. 2015. Te implementation of vocabulary strategies: awareness, beliefs and
teaching practices in teaching reading three (a case study of teaching reading three in the fourth
students of Univeristy of PRI Semarang. First supervisor: Prof. Warsono, Dip. TEFL, M.A,
Second Supervisor: Prof.Dr. Dwi Rukmini, M.Pd

Keywords: reading 3, vocabulary strategies: awareness, beliefs and teaching practices and
self-performance
This research is specifically focused on the students’ ability on reading three by using
vocabulary strategies: awareness, beliefs and teaching practices. The statements of the study are
to find out what the lecturers of Reading 3 use vocabulary learning strategy aspects in teaching at
University of PGRI Semarang. To explain what vocabulary learning strategies are popular with
the lecturers in terms of personal choices (as students themselves) on the one hand, and
pedagogically (as teachers). To Describ how the lecturers apply vocabulary learning strategies
they consider useful to their students at University of PGRI Semarang. To Explain why the
lecturers know that vocabulary strategies: awareness, beliefs and prctices are useful for the
students.
This study uses a case study approach with a descriptive qualitative method. The object
of this study is the teaching learning activities of reading three by using vocabulary strategies:
awareness, beliefs and teaching practices. The subject of this study is two lecturers of the English
Department of University of PGRI Semarang. The teaching learning activities of reading three in
this research by using vocabulary strategies consists of awareness, beliefs and teaching practices
in self-performance management plan. The instruments used are questionnaire, observation sheet
and teaching document.
The analysis revealed that the teaching learning activities of processing and producting
good mastery of reading vocabulary which was done by the lecturer by using vocabulary
strategies: awareness, beliefs and teaching practices was described well. For the strength and
weaknesses of teaching reading three, it could be seen from the data in the questionnaires given.
Then, for the syllabus and lesson plan, it was revised from the aspects of vocabulary strategies:
awareness, beliefs and teaching practices for the suggestion.
The suggestions towards this study in reading three using vocabulary strategies:
awareness, beliefs and teaching practices, the findings have shown that the University of PGRI
Semarang lecturers involved were aware of a range of vocabulary learning strategies, which have
been identified, in relevant literature based on their personal learning experience, including both
direct and indirect vocabulary learning approaches.