RELATIONSHIP BETWEEN VOCABULARY MASTERY AND VOCABULARY LEARNING STRATEGIES

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi frekuensi strategi belajar kosakata yang digunakan siswa kelas 2 SMA dan mengetahui hubungan antara penguasaan kosakata dan strategi yang digunakan. Sampel dipilih secara acak yaitu kelas XI IPS 2. Instrumen yang digunakan pada penelitian ini adalah kuesioner berdasarkan rancangan Schmitt (1997) dan uji pengukuran kosakata yang dirancang berdasarkan buku bahasa Inggris yang digunakan siswa. Hasil penelitian menunjukkan bahwa ada hubungan antara penguasaan kosakata siswa dan strategi mereka dalam belajar kosa kata (r-nilai= 1). Hubungan itu ada pada strategi penentuan, strategi sosial, strategi memori, dan strategi metakognitif. R-nilai pada masing-masing strategi adalah 0.904, 0.493, 0.78, dan 0.730 dan nilai signifikannya kurang dari 0.05 (p<0.05). Sedangkan tidak ada hubungan untuk strategi kognitif karena nilai signifikanya lebih tinggi dari 0.05 (p>0.05) dan r-nilai 0.534.

The purpose of this study was to identify the frequency of vocabulary learning strategies used by the second year students of SMA and to find out the relationship between their vocabulary mastery and their strategies in learning vocabulary. The sample was randomly chosen and it was class XI IPS 2. The instruments were questionnaire based on Schmitts (1997) study and vocabulary test based on students English book. The result of the research showed that there was a relationship between the students vocabulary mastery and their strategies in learning vocabulary (r-value= 1). The relationship was on determination strategy, social strategy, memory strategy, and metacognitive strategy. The r-value was 0.904, 0.493, 0.478, and 0.730 respectively and the significant value was less than 0.05 (p<0.05). While there was no relationship for cognitive strategy because the significant value was higher than 0.05 (p>0.05) and the r-value was 0.534.

Keywords: vocabulary, vocabulary mastery, vocabulary learning strategies