International Academic Journal of Education & Literature

ISSN Print : 2708-5112 | ISSN Online : 2708-5120

Frequency : Bi-Monthly
Language : English
Origin : Kenya
Website : https://www.iarconsortium.org/journal-info/IAJEL
Research Article
A Survey on the English Vocabulary Learning Strategies among
Vocational High School Students
Article History Abstract: This study aimed at finding out vocabulary strategies mostly used by
Received: 22.02.2020 students in SMK Negeri 1 Batu. This is a survey research with questionnaire
Revision: 09.03.2020 adapted from Takac (2008) as the instrument. The questionnaire consists of 20
Accepted: 18.03.2020 close-ended statements. There are three categorization of reading strategies in the
questionnaire that are memory strategies (MEM), cognitive strategies (COG),
Published: 20.03.2021
metacognitive strategies (MET), and last determination strategies (DET). The
Author Details questionnaire was administered to 150 all majoring students. Microsoft Excel
Dini Chalista Sari1 and Sugeng Susilo Adi2 2010 was used to calculate the mean obtained from the respondents. The finding
Authors Affiliations of this study reveals that the students are high users of four vocabulary learning
1
Private English Teacher at Probolinggo, East Java, strategies. The percentage of memory strategies is 24.5%, cognitive strategies
Indonesia 6.5%, metacognitive strategies 17.4% and determination strategies 51.5%. From
2
Lecturer at the Deapertment of Language the four vocabulary learning strategies, determination strategies earned the highest
Education, Universitas Brawijaya, Indonesia mean among other reading strategy. The Researchers also found that reading
Corresponding Author* strategy mostly used by students that achieve a highest score in English
Dini Chalista Sari examination using determination strategies. The Researchers suggests the English
How to Cite the Article: teacher to keep supporting students to be aware of vocabulary learning strategy
Dini Chalista Sari & Sugeng Susilo Adi. use and help students to improve their vocabulary. Furthermore, teacher can
(2021); A Survey on the English Vocabulary adjust the academic activities with the finding of this study to enhance educational
Learning Strategies among Vocational High School achievement. For further Researchers, they can consider other characteristic
Students. Int Aca J Edu Lte. 2(4); 1-4. background and factor that create different vocabulary learning strategy use.
Copyright @ 2021: This is an open-access article
distributed under the terms of the Creative Keywords: English vocabulary, learning strategies, EFL students, vocational
Commons Attribution license which permits high school.
unrestricted use, distribution, and reproduction
in any medium for non commercial use
(NonCommercial, or CC-BY-NC) provided the INTRODUCTION
original author and source are credited. In Indonesia, English is a foreign language which is taught to students
and it becomes a compulsory subject in schools starting from elementary school to university. English has been taught
since the language is very important as an international language. Being a foreign language and an important subject at
schools, English needs a serious handling in order to give the best treatment to the students. In fact, to master the target
language students have to learn all of four basic skills which are listening, reading, speaking, and writing. In mastering
the mentioned four skills, there is another thing that students should consider: namely vocabulary. It absolutely means
that we cannot ignore the knowledge of vocabulary because it is needed to understand the target language. The
importance of English Language continues gaining the attention of all parties - students, parents, teachers, politicians,
educators and academicians in all education institutions. In order to function reasonably well in the second language,
Alan Hunt (2003) diagnoses that learners should at least own 3000 words. Without possessing the minimum thresholds of
vocabulary learners will face difficulties in all four language skills - listening, speaking, reading and writing (Subon,
2013).

Vocabulary is mentioned in curriculum 2013 that students should master 3000 words for SMK or SMA levels.
According to Hasan (2006), most of students who graduated from SMA or SMK have studied English for 6 years in the
school cannot use the language for communication.

Since vocabulary is so vital in our life, the issue of vocabulary acquisition is important to English teachers who have
to make various decisions or ways of enriching English language learners‟ vocabulary. Some teachers always think that
vocabulary learning is easy but language learners have a serious problem remembering a large amount of vocabulary
necessary to achieve their language fluency. “Vocabulary is the most sizeable and unmanageable component in the
learning of any language, whether a foreign or one‟s mother tongue” because of “tens of thousands of different
meanings,” according to (Hague, 1987, p. 219).

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Dini Chalista Sari & Sugeng Susilo Adi; Int Aca J Edu Lte; Vol-2, Iss-4 (July-Auug, 2021): 1-4.
During the Researchers‟s teaching experience in
SMKN 1 Batu, problem was found on English teaching
and learning process. The students faced a problem in
mastering vocabulary. The reading and English
examination scores is relatively low because the
students lack of vocabulary. This statement is proofed
by the students examination scores that less from the
kriteria ketuntasan minimal (KKM). Due to the existed
problem, the Researchers conducts a survey on
vocabulary learning strategy used by first year students
of Hospitality Program in SMKN 1 Batu. The
Researchers has some reasons to conduct this research
in Hospitality Program.
Hospitality Program is one of program that has a
lowest score in English examination so the Researchers
can inform the teacher about the use of vocabulary
learning strategies, so the teacher can determine
effective method to solve the problem in vocabulary
mastery. Second, for Hospitality students whose mother
tongue is not English, mastering English is more
important not only for the students‟ academic life but
also for their perspective career. Most of students in this
expertise program prefer to continue to work rather than
go to college. Inevitably, they must have good
communication skills, especially in English to support
their career.
In addition, since the students are in the first year
they can improve their vocabulary in the rest of years
which are in the 2nd and 3rd years. The students use a
guide book to learn English as a foreign language. The
guide book‟s content refers to curriculum 2013 (K13)
which present vocabulary building in every chapter. By
conducting this survey, it will be useful for students to
use effective strategy in learning process by using the
guide book. With such existing issues, it is apparent
that a problem has presented itself to those concerned
with vocabulary learning strategies and vocabulary
knowledge. The mentioned concern has driven the
Researchers to draw on the idea of designing this study.
Steps in Learning Vocabulary and its Problems
In learning vocabulary, there are so many steps that
used by the students. According to Brown and Payne
cited in Hatch and Brown (1995:373). The fisrt is
encountering new words which refers to have a source
for words (e.g. learning new words by reading
newspaper, listening to radio or TV or by reading
novels). Nad the second is getting the word form, which
is a step getting a clear image, visual or auditory form
of vocabulary item. The importance of getting word
form of the words appearing when students are asked to
give definition of words. It means that in this step, the
students have to find out the image of a new word that
have been found. By having clear image of the word
students will understand the word that have been found
easily.
2
Thirdly, it is getting the word meaning. In this step,
the students ask native speaker what the words means
and explain it. It means that the students try to find the
meaning of the word by asking someone who knows the
meaning the word well. Consolidating word form and
meaning in memory is the next step. There are many
kinds of vocabulary learning drilling, such as flashcard,
crossword, puzzle, etc. It means that the students should
do drills to remember about the word. And the last, it is
using the word. Some people would argue that this step
is not necessary if the learners only know the meaning
of the words. However, the students have to use the
word in a sentence or in a phrase, so it can help the
students know how the word should be placed.
Some students argue that one of the factors that they
faced in learning English is because the lack of
vocabularies. Thornbury, (2004: 27) proposes some
factors that make some words more difficult as follows
pronunciation, spelling, length and complexity,
grammar, and meaning. Pronunciation problem is like
when we hear some similar sound in two words which
have the different meaning. Spelling problem is also
important because it can improve students‟ ability in
reading and writing. There are some spelling problems,
for the example are misunderstanding between speaker
and interlocutor and students do not know the spelling
of word. When students make mistake in spelling it
means that they tend to write or spell like their
pronounce it. The next problem is length and
complexity. Long words seem to be more difficult to
learn than the short ones. But, as a rule of thumb, high
frequency words tend to be short in English, therefore
the learner is likely to meet them more often, a factor
favoring their “learnability”. Grammar is also the
problem when a problematic thing is the grammar
associated with the word, especially if this differs from
its L1 equivalent. And lastly, meaning problem. Some
of learners are difficult to understand the meaning of
English word because in a word may has more than one
meaning.
Vocabulary Learning Strategies
Vocabulary learning strategies have been proved in
helping learners develop their vocabulary knowledge.
Thus, it is worthwhile to study vocabulary learning
strategies (Nirattisai & Chiramanee, 2014). Vocabulary
learning strategies is a stem of language learning
strategies. Learning strategies refer to what learners do
to achieve their learning objectives tasks. These
strategies are used by themselves when they learn
grammar, literature, vocabulary and others (Nayan et
al., 2015). Vocabulary learning strategies (VLS) are
intuitively appealing to teachers and learners.
According to Rubin et al., 2007), if vocabulary learning
strategies are effectively done, it can increase students‟
motivation for learning and it can improve their
performance. There have been numerous attempts to
develop a taxonomy of vocabulary learning strategies
(Oxford, 1990, Gu & Johnson, 1996, Schmitt, 1997).
Dini Chalista Sari & Sugeng Susilo Adi; Int Aca J Edu Lte; Vol-2, Iss-4 (July-Auug, 2021): 1-4.
However, the vocabulary strategy classification systems
presented by Schmitt, (1997) is the basis for the current
study. Based on the classification systems, strategies are
classified as determination, memory, cognitive, and
metacognitive.
Determination strategies help learners to determine
the meaning by using dictionaries, guessing the
meaning from the context, and identifying the parts of
speech and constituent elements (Schmitt, 2000 cited in
Kafipour 2011:630). In other words, determination
strategies are individual learning strategies that help
learners to identify the meaning of new words without
the other‟s help.
Memory strategies help learners to acquire new
words via mental processing by connecting their
background knowledge to the new words (Schmitt,
2000 cited in Kafipour 2011: 630). As an example,
when a learner encounters the word „dog‟, he groups the
word „dog‟ under the category of a four-legged animal
since the learner is aware of the image of these four-
legged animals from his background knowledge.
Memory strategies are composed of three groups: a)
using images to create a strong connection with the
word and its meaning. These images can be shaped in
the mind or drawn in notebooks, b) using strategies to
link words together to help retrieval of vocabulary. For
example, using words in the sentences make retrieval
easier, and c) using vocabulary knowledge aspects to
stabilize the meaning of the words. Specific examples
include giving attention to the word‟s phonological or
orthography form, memorizing affixes and roots,
studying the spelling and the sound of a word, making a
group of words by topic for reviewing, connecting the
word to its synonym and antonym, and using the words
into a sentence or sentences.
Cognitive strategies deal with mechanical aspects of
learning vocabulary and are not related to mental
processing. Repetition is one of the most commonly
used cognitive strategies. Other examples are taking
notes or highlighting new words, making list of the
words, keeping a vocabulary notebooks, and putting
English labels on physical objects. According to
Schmitt (2000, cited in Kafipour 2011: 630),
metacognitive strategies is mirror learners‟ capability to
find opportunities to learn and then record and review
those experiences. In other words, metacognitive
strategies include monitoring, decision-making, and
assessment of one‟s advance. They can also aid learners
to specify suitable vocabulary learning strategies for
learning new words. Specific examples include using
English language media such as songs, internet,
television programs, and movies), studying new words
many times, and translating L1 to L2.
3
The role of vocabulary in language use is very
obvious as an inseparable aspect of every language.
Students who have insufficient range of lexical
knowledge will not be able to effectively communicate
and negotiate meaning in conversation. In order to be
able negotiating words‟ meaning properly in
interactions, students must understand the sentence
structure and vocabulary. Lacking vocabulary will
make learners being unable to comprehend any text or
understand the meanings of the vocabulary. Proficiency
in vocabulary holds a key role in language use; the
more vocabulary a learner has, the more successful the
learner is in expressing ideas or thoughts. It is
especially obvious in speaking where learners have to
remember and produce words necessary for successful
communication.
To strengthen arguments of learning vocabulary
strategies in this study the writer presents some studies
that were resemble the topic of this study. Shuying
(2015), did a study entitled “Vocabulary Learning
Strategies of Taiwanese EFL Senior High School
Students”. She investigated different patterns of
strategy use in learning vocabulary among Taiwanese
EFL students. Thus, teachers have an important role to
decrease the students‟ learning burden by guiding them
to use appropriate strategies.
However, Liao‟s (2004), did study with title “A
Survey Study of Taiwan EFL Freshmen‟s Vocabulary
Learning Strategies” that showed a different result;
female students used more strategies than male
students. The results have shown that metacognitive and
social strategies are two least used strategy categories
used by subjects. Female freshmen used more
vocabulary learning strategies that male ones. English-
majored students use VLS more frequently than non-
English majoring ones. Pedagogical implications for
English teachers, textbook designers, and learners are
provided.
Yang‟s (2008), a study of journalistic vocabulary
learning strategies by EFL college students. Journal of
Meiho Institute of Technology investigated the
journalistic vocabulary learning strategies among EFL
college students in Taiwan. In this study the participants
used electronic, bilingual and web dictionaries in a
similar way. Repetition and memorization were also the
strategies used frequently by the participants. Strategies
for learning vocabulary can be taught. Astika‟s (2016),
did study with titled “Vocabulary Learning Strategies of
Secondary School Students” shown that the students
appear to rely more on determination strategies. This
reliance on determination strategies is consistent across
gender, ability groups, and school levels. So, the
differences this research with the mentioned previous
studies is this study only use questionnaire as the
instrument to get the data.
Dini Chalista Sari & Sugeng Susilo Adi; Int Aca J Edu Lte; Vol-2, Iss-4 (July-Auug, 2021): 1-4.
METHOD
The research design for this study was quantitative
method and used a questionnaire as the instrument. This
study obtained the data from first year students in
hospitality program of SMKN 1 Batu in English class.
The Researchers collected the data for a total time
around 10-15 minutes after the class was over. Students
were asked to fill the questionnaire. The data was
collected once the questionnaire had been
The instrument of this study was questionnaire
focuses on vocabulary learning strategies of 155 EFL
students. The questionnaire had been written in
Indonesian language. The data was collected from first
grade students of SMKN 1 Batu in English class. In
this study, the data is collected using a closed-ended
questionnaire as described in the research instrument.
The questionnaire was distributed to the sample with
the help of the English teachers at the school, the
questionnaire was administered to the students during
an English lesson. The completion of the questionnaire
took approximately about ten to fifteen minutes. The
results of the validity test of the instrument with
Pearson Correlation on the question questionnaire
obtained the value of r count for each item fulfilling the
requirements of> 0.396 so that 20 items were valid and
could be continued to collect the major data. The results
of the instrument reliability test with Cronbach Alpha
on the question of questionnaire obtained the Cronbach
Alpha value fulfilling the requirements, namely> 0.600
so that the variables used were reliable.
FINDINGS
The questionnaires were distributed to students of
first year at SMK Negeri 1 Batu who enrolled in
English class. It was done on February 20 th 2019. The
total of respondent involved in this research was 155
students. This study was designed to obtain answers of
the mentioned research questions formulated above
through a questionnaire that administered to the
participants‟ by recalling their vocabulary learning
strategies. The results of the study have been reported in
the following order: the first result is talking about the
overall vocabulary learning strategy that is used by the
participants of the study. Then, the study discusses each
strategy type such as: cognitive, metacognitive,
memory, and determination strategy.

Table 1. Results of vocabulary learning strategy

English Test Score
Total
0-39 40-69 70-100
Count 2 24 12 38
Memory Strategy
% 40.0% 28.2% 18.5% 24.5%
Count 1 7 2 10
Learning Cognitive Strategy
% 20.0% 8.2% 3.1% 6.5%
Strategy Metacognitive Count 1 11 15 27
Strategy % 20.0% 12.9% 23.1% 17.4%
Determination Count 1 43 36 80
Strategy % 20.0% 50.6% 55.4% 51.6%
Count 5 85 65 155
Total
% 100.0% 100.0% 100.0% 100.0%
Sumber: Data analyzed (2019)

The interesting thing that can be seen in the figure is
that students who got a higher score use the four
learning strategies more frequently than students who
got a lower score as indicated by the higher proportions
of students selecting the two options; sometimes and
always.
As seen in the table 1, there is a larger proportion of
the use of determination strategy (55.4%) which
belonged to the high ability scale (grade 70-100). Most
of students who are on the medium ability scale (grade
40-69) also using determination strategy (50.6%) and
the last students who reach low ability scale (grade 0-
39) use memory strategies (40.0%).
The higher frequency of strategy use and the variety
of strategy types may have contributed to the larger
proportions of the students who achieving the higher
ability grade scales in English. From the data that is
obtained the most by students is determination strategy
(55.4%) and the low frequency is cognitive strategy
(3.1%).
In line with the research problem that are
vocabulary learning strategies used by first year
students of SMK Negeri 1 Batu, the Researchers shows
two important points. The first was overall result
learning vocabulary strategies used by students. The
second was the students‟ use of four vocabulary
learning strategies which explained about level of use
for each strategy (MEM, MET, COG, DET) which
indicated whether it was high, medium, or low usage
that give impact with their English test scores. Those
points were explained in the four sub-chapters
respectively.

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Dini Chalista Sari & Sugeng Susilo Adi; Int Aca J Edu Lte; Vol-2, Iss-4 (July-Auug, 2021): 1-4.
Overall Result Learning Vocabulary Strategies
Based on the objectives of the study, this study was
conducted to investigate the use of the four vocabulary
learning strategies (memory strategy, cognitive strategy,
metacognitive strategy and determination strategy) and
vocabulary learning strategies mostly used by the
students. The Researchers measured the students‟
vocabulary learning strategies by using VLS
questionnaire adopted from Takac (2008).
Figure 1 presents the general patterns of VLS by the
participants (155 students) under cognitive,
metacognitive, memory, and determination strategies.
In terms of those strategy types, the most frequently
used strategy was determination strategy (51.6%), then
memory strategy (24.5%), metacognitive strategy
(17.4%) and the least frequently used strategy was
cognitive strategy (13.26%). Based on the score ranges
of students in English test, students that obtain a high
score mostly using determination strategies, followed
by metacognitive strategies, then memory strategies and
latest cognitive strategies.
Determination Strategies (DET) consisted of 2
statements (statements number 13 and 14) and it refers
when students faced new words with additional help.
Most of students that achieve a high scores use this
strategies because they always using dictionary or
translate new vocabulary to learn English. In this study,
determination strategy sub-categorized two strategies:
using a dictionary and translation. Determination
strategies make learners guess from the textual context.
As English is still a foreign language in Indonesia and it
is used in the formal situations, as a result, mostly
participants use more frequently bilingual dictionaries
(English to Indonesian or Indonesian to English) than a
monolingual dictionary (English to English). In
Schmitt‟s (1997) VLS taxonomy, determination
strategy refers to the discovery of word meaning such
as what students do when they come across new words.
2
Metacognitive strategies (MET) consisted of 5
statements (statements number 4,6,11,17, and 19). The
students seem to favor learning new vocabulary through
non-conventional mode of learning such as learning
from TV, music, and the internet. Most of students that
achieve a higher scores use this strategy to learn
vocabulary, mostly they learn a new words from TV,
music or internet. It appears that receptive mode of
learning vocabulary such as listening and watching TV
are more preferable to productive mode such as writing
or using new words themselves. This finding seems to
confirm Nation‟s (2000) assertion that producing or
using new words in writing or speaking would put more
cognitive effort than listening or watching new words
used by other speakers. In line with this finding the
Researchers expect that the students‟ receptive
vocabulary should gradually increase as the amount of
learning or instruction at school increases.
Memory strategies (MEM) consisted of 5 statements
(statements number 8,9,10,15, and 16) relating new
materials to previous knowledge, it refers how the
students remember the new words (e.g., remember new
words by reading loudly or making a connection with
words they already know). According to the finding of
this study the students that achieve a medium to low
scores also using this strategy the students think that
learn vocabulary by making a picture or reading a new
vocabulary loudly will takes a more time. According to
Schmitt (2000, p.132), the process of memorizing new
words involves finding some pre-existing information
in the long-term memory to connect the new
information to.
The last is cognitive strategies (COG), it consisted
of 8 statements (statements number 1,2,3,5,7,12,18,20)
these strategies focus on manipulation and
transformation of the target language by the learner. It
appears that the students relied heavily on classroom
activities when the teachers wrote new words on the
board but the students seemed to place little values of
organizing new words they learned in another form
such as small pocket dictionaries. As Loucky (2002)
Dini Chalista Sari & Sugeng Susilo Adi; Int Aca J Edu Lte; Vol-2, Iss-4 (July-Auug, 2021): 1-4.
stated that, the students in his study took more time to
learn words in traditional dictionaries compared to
learning words using electronic dictionaries. The
students in this present study have been familiar to
electronic dictionaries that are more preferable and
convenient to traditional bilingual dictionaries.
The researchers compared the finding of this study
with the previous studies that discussed the same topic
that was vocabulary learning strategies for EFL
learners. The first previous study was conducted by
Yang‟s (2008) study, the students in this study also
revealed that they made use of bilingual dictionaries
which offer an easier way of memorizing word
meanings through translation. In fact, according to
O‟Malley et al., (1985), translation is an effective
strategy to use by students at the beginner and
intermediate levels of English learning. Astika‟s (2016)
shown that the students appear to rely more on
determination strategies. The strategies that the students
believed they used could be based on how they learned
vocabulary in the class.
CONCLUSION
The objective of this study was finding out the
vocabulary learning strategies used by the first year
students of SMK Negeri 1 Batu as EFL (English as a
Foreign Language) learners. The instrument of this
study was questionnaire adopted from Takac (2008)
namely VLQS that consisted of 20 statements divided
into 5 statements of memory strategies (MEM), 8
statements of cognitive strategies (COG) and 5
statements of metacognitive strategies (MET) and 2
statements of determination strategies (DET).
On the basis of analysis and interpretation of the
research, the conclusion is presented as follows: Firstly,
there were a total of 155 questionnaires that were
completed by the respondents of this study. From the
finding of this study, students employed the four
vocabulary learning strategies which were
determination strategies (DET) 51.6%, memory
strategies (MEM) 24.5%, cognitive strategies (COG)
6.5%, and metacognitive strategies (MET) 17.4%.
Secondly, the most frequently used by the students
identified from their English score test divided into 3
categorizes. From the finding of this study based on the
result of students score in English examination the
students that achieve a higher scores which is ranges
from 70 to 100 mostly use determination strategy, and
students who have a medium score which is ranges
from 40 to 69 is using memory and metacognitive
strategies. The last, students who achieve a lowest score
use cognitive strategy as their way to learn vocabulary.
2
This study was supported by several theories discuss
similar topic that was vocabulary learning strategies.
Yang‟s (2008) study, the students in this study also
revealed that they made use of bilingual dictionaries
which offer an easier way of memorizing word
meanings through translation. In fact, according to
O‟Malley et al., (1985), translation is an effective
strategy to use with students at the beginner and
intermediate levels of English learning. Astika‟s (2016)
shown that the students appear to rely more on
determination strategies.
The finding of this research can be useful for them
who want to conduct survey study on students‟
vocabulary learning strategies. The future Researchers
can consider the wider data to get more various
analyses by considering other characteristics
background. Moreover, the future Researchers can
provide test to get a complementary data. Since
vocabulary learning strategies is important in English
learning process, future Researchers can also
investigate the factors that create students employ
different strategies in learning vocabulary.
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