A survey on vocabulary learning strategies adopted by third year english majors at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY ON VOCABULARY LEARNING
STRATEGIES ADOPTED BY THIRD-YEAR ENGLISH
MAJORS AT VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE
KHẢO SÁTCHIẾN LƯỢC HỌC TỪ VỰNG CỦA
SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM
Student

: VU THI QUYNH

Student code

: 621274

Major

: ENGLISH

Supervisor

: NGUYEN THI HOAI, MA.

Hanoi – 2021

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A SURVEY ON VOCABULARY LEARNING
STRATEGIES ADOPTED BY THIRD-YEAR ENGLISH
MAJORS AT VIETNAM NATIONAL UNIVERSITY OF
AGRICULTURE
KHẢO SÁTCHIẾN LƯỢC HỌC TỪ VỰNG CỦA
SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM
Student

: VU THI QUYNH

Student code

: 621274

Major

: ENGLISH

Supervisor

: NGUYEN THI HOAI, MA

Hanoi – 2021

CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report
entitled a survey on vocabulary learning strategies adopted by third-yearenglish
majors at vietnam national university of agriculture submitted in partial
fulfillment of the requirements for the degree of Bachelor in English Language.
Except where the reference is indicated, no other person’s work has been used
without due acknowledgement in the text of the thesis.
Hanoi, 2021

Vu Thi Quynh

Approved by
SUPERVISOR

(Signature and full name)
Date:……………………

i


ACKNOWLEDGEMENTS
In order to be able to complete the thesis topic completely, besides my own
efforts, I also have the enthusiastic guidance of teachers, as well as the
encouragement and support of family and friends in this thesis. throughout the
period of study, research and writing of the thesis. I would like to express my
sincere gratitude to Master Nguyen Thi Hoai who wholeheartedly helped and
created the best conditions for me to complete this thesis. She shared invaluable
expertise and provided intellectual inspiration and insightful commentary on the
paper. I especially acknowledge her gift of encouragement and confidence that I

need most at the end of this research.
I would like to express my sincere gratitude to all the teachers in the
Faculty of Education and Foreign Languages at Vietnam National University of
Agriculture for their dedication to imparting valuable knowledge as well as
creating the most favorable conditions for me. throughout the course of study
and research and until the implementation of the thesis topic
Finally, I would like to thank my colleagues and good friends, who greatly
assisted in the data collection of this study. I am certainly indebted to all the
students who volunteered to take part in the survey. Without them, this study
could not have been completed.

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TABLE OF CONTENTS
Certificate of originality
Table of contents

i
iii

Abstract

v

List of abreviation

vi

List of tables

vii

PART 1: INTRODUCTION

1

1. Rationale for the study

1

2 . Aims and objectives of the study

2

3. Research questions

2

4. Scope of the study

2

5. Significance of the study

2

6. Design of the study

3

Part 2: DEVELOPMENT

5

Chapter 1: LITERATURE REVIEW

5

1.1 The importance of vocabulary

5

1.2 what is involved in knowing a word

7

1.3 vocabulary acquisition

9

1.4 vocabulary learning strategies

11

Chapter 2: METHODOLOGY

19

2.1. Research methodology

19

2.2. Research setting / context

19

2.3. Data collection

20

2.3.1 Data collecting instruments

20

2.3.2. Data collecting procedures

20

2.4. Data analysis

21

2.5 Summary of research methods

21

Chapter 3: FINDINGS AND DISCUSSION

22

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3.1. To what extent do third-year english majors at vnua use different
vocabulary learning strategies

22

3.2. What are the reasons why some vocabulary learning strategies are more
common among third-year english majors at vnua

32

3.2.1. Easy access to the internet offer many different strategies involving
the internet

32

3.2.2. Familiarity with the strategies

32

3.2.3. The suitability to individuals learning style

33

3.2.4. The chance for vocabulary repetition or review

33

3.2.5. The entertaining aspect of vocabulary learning strategies

34

3.3 summary of findings and discussion
PART 3: CONCLUSION

35
36

1. Recapitulation

36

2. Concluding remarks

36

3. Limitation of the study

37

4. Recommendations/suggestions for further study

37

REFERENCES

39

APPENDIX 1

43

APPENDIX 2 Vietnamese Questionnaire

47

APPENDIX 3: Interview question

51

APPENDIX 4: Interview question – Vietnamese version

52

iv


ABSTRACT
This research studied students' strategies to learn English vocabulary. This
research applies both quantitative and qualitative approach. The participants are
122 third-year students English majors at VNUA . The Questionnaire on English
Vocabulary Learning Strategies (QAVLS) adapted from Liu (2013) was used to
measure students' level of use of vocabulary learning strategies. Descriptive
statistics, including mean and standard deviation are used to analyze the results
from the questionnaire. Responses from the interview was synthesized in
themes. Results show that what extent students use different vocabulary learning
strategies and why some vocabulary learning strategies are more popular among

third-year English majors at VNUA

v


LIST OF ABREVIATION
VNUA : Vietnam National University of Agriculture
R = receptive knowledge, P = productive knowledge
QAVLS : Questionnaire of English Vocabulary Learning Strategies
CUP

: Cambridge University Press

SD

: Standard Deviation

M

: Mean

vi


LIST OF TABLES
Table 1: What is involved in knowing a word (Nation, 2013, p.60)

8

Table 2: Participants of the study

19

Table 3: The extent to which students use memory strategies

22

Table 4: The extent to which students use metacognitive strategies

24

Table 5: The extent to which students use functional practicing strategies

25

Table 6: The extent to which students use Production- Oriented strategies

27

Table 7: The extent to which students use Centering Attention strategies

29

Table 8: The extent to which students use other strategies

30

vii

PART 1: INTRODUCTION
1. Rationale for the study
Psychologists, linguists, and language teachers have been interested in
vocabulary learning strategies for a long time (Levenston, 1979). Numerous
studies have been conducted comparing the retention effects of different
vocabulary presentation strategies. In fact, the vocabulary field has been
especially productive in the last two decades. We have seen a number of classic
volumes on theories (e.g., Carter, 1987; Carter & McCarthy, 1988; McCarthy,
1990; Nation, 1990), research (e.g., Arnaud & Bejoint, 1992; Gass, 1987;
Meara, 1989; Nation & Carter, 1989), and practical tips (e.g., Gairns & Redman,
1986; McCarthy & O’Dell, 1994). Recent volumes, especially the CUP
volumes, that shed significant light upon different aspects of vocabulary
acquisition include Huckin, Haynes, and Coady (1993), Harley (1995), Hatch
and Brown (1995), Coady and Huckin (1997), Schmitt and McCarthy (1997),
Atkins (1998), Wesche and Paribakht (1999), Read (2000), Schmitt (2000), and
Nation (2001).
Before the trend of integration and globalization, English is considered the
most commonly used language in the world. Therefore, this foreign language
plays a very important role in the current globalization integration era. Human
relationships as well as cooperation and investment in any field from business,
commerce, transportation, technology, media, tourism... to opportunities in
studying, working, Expanding relationships for cooperation is not only limited
to Vietnam but also to other countries around the world. In such a context, an
understanding of the learner's usage strategy and its relationship to learning
outcomes is of utmost importance.
At Vietnam National University of Agriculture (VNUA), vocabulary
learning strategies of students in general, and English majored students in
particular, are rather limited and seems to be ineffective. There is a big

1

difference in students' proficiency and there is a big difference in vocabulary
learning methods between them. Students are afraid to learn new words and
have limited basic knowledge, failing to keep up with the vocabulary of the
program will cause many difficulties, thereby hindering their learning, especially
when English majored students are in their later years of study
At VNUA, there has been no research investigating students’ vocabulary
learning strategies. From the above reasons, we have decided to investigate the
vocabulary learning strategies of third-year English majors at VNUA.
2 . Aims and objectives of the study
The research aims to evaluate the current situation of students' vocabulary
learning strategies. Specifically, the study examines the extent to which thirdyear English majors at VNUA use different vocabulary learning strategies. In
addition, The study examines the reasons why some vocabulary learning
strategies are more common among third-year English majors at VNUA.
3. Research questions
The current study attempts to address the following questions:
(1) To what extent do third-year English majors at VNUA use different
vocabulary learning strategies?
(2) What are the reasons why some vocabulary learning strategies are more
common among third-year English majors at VNUA?
4. Scope of the study
The subjects of the study are 3rd year English majors at VNUA.The
number of K63 students is 122, the time of doing research is from February 17,
2021 to June 30, 2021.
5. Significance of the study
The study aims at finding out third-year English majors’ current use of
vocabulary learning strategies. As for students, research results will help raise
their awareness of the use of vocabulary learning strategies. In addition, it can

2


help learners realize their full potentials and thereby discover the most effective
vocabulary learning strategies. The study will also provide some useful
suggestions to students in their use of vocabulary learning strategies in order to
improve their vocabulary in particular and advance their English proficiency in
general.As for lecturers, research results can direct teachers to pay more
attention to teaching vocabulary strategies in a more intentional way as well as
encourage students to practice vocabulary learning strategies more often. This
study would gives teachers and students a broader view of vocabulary learning
that goes hand in hand with practice.
6. Design of the study
Apart from abstracts, references & appendices, the study consists of three
main parts:
PART 1 - INTRODUCTION
Presents rationale of the study, aims and objectives of the study, research
questions, the scope as well as the significance of the study.
PART 2 - DEVELOPMENT: is divided into 3 chapters:
Chapter 1 - Literature review
Provides theoretical background for the study including definition of
vocabulary, importance of learning vocabulary, vocabulary acquisition and
methods of teaching vocabulary
Chapter 2 - Methodology
Describes the methodology used in the research including the research approach
and methods action research, data collection instruments, participants, the
procedures employed to carry out the research.
Chapter 3 - Findings and discussions
Reports and discusses the findings of the study.
PART 3 - CONCLUSION

3


Summarizes the main issues that have been addressed in the study, points out the
limitations, draws pedagogical implications concerning the research topic and
suggests several solutions.
7. Summary of introduction
This chapter presents an overview of the thesis research. It introduces the
rationale of the study, the purpose of the study, the research question, the scope
of the study, the significance of the study, and finally the Design of the study.
This topic delves into the study of vocabulary learning strategies to help students
learn and improve English more effectively.
This study was conducted to determine to what extent third-year English majors
at VNUA use different vocabulary learning strategies; Next is to explore why
certain vocabulary learning strategies are more common in English vocabulary
acquisition.

4


Part 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
1.1 THE IMPORTANCE OF VOCABULARY
As Nation (1990) states, "without a vocabulary, nothing can be conveyed".
Besides Hatch (1983) said: "vocabulary is the goal in communication". It plays
an essential role in language acquisition.
Researchers such as Laufer, Gu (2003) and Nation (2011) clam
thatvocabulary plays an important role in all language skills (eg listening,
speaking, reading and writing. Research shows that vocabulary diversity is

extremely important in vocabulary acquisition: it is essential for successful use
of a second language because without broad vocabulary, we would not be able
to use structures and functions in communication (Nation,2011). It depends on
vocabulary knowledge and lack of knowledge is the biggest obstacle for learners
to overcome (Huckin, 1995).
Indeed, vocabulary is considered to be the beginning of all foreign
language learning and determines the success of learners. Therefore, in order for
their English learning to be really effective and highly applicable, learners
themselves must understand the importance of vocabulary. According to
researchers, the human brain usually only retains about 20% of the information
received after 1 month. Meanwhile, to meet the needs and expand knowledge,
the acquisition of more knowledge has never stopped. When language learner
possess a rich and rich vocabulary, speech can become natural and fluent.
English vocabulary is the core of communication, in the communication
process, readers or listeners almost only pay attention to the content that the
speaker wants to express rather than grammar and sentences. Because, even if
you firmly grasp the grammatical structures, but the vocabulary is limited, it is
still impossible to properly convey the content that language learner want to
convey to the opponent.

5


As the foundation for other skills to develop, in every person's daily life,
communication is the factor that has to be affected and also has the opposite
effect on all activities. And the same goes for communicating in English. Rich
and abundant vocabulary will greatly assist language learner in developing and
perfecting other skills more effectively. With a wide range of vocabulary, can
easily understand the conveyed content even if your grammar is not too strong.
And when language learner understand quickly, get it right, they will be able to

respond quickly. The process of listening, understanding and speaking the word
will also become more and more fluent and fluent. In addition to problems
related to listening, speaking or reading skills, English vocabulary also helps
develop the brain in the ability to write quickly, in the right context and without
spelling mistakes. From there, language learner can confidently write a letter or
present a problem in English without having to worry about anything.
In the second language, lexical knowledge is defined as "a continuum
between ability to make sense of a word and ability to activate the word
automatically for productive purposes" (Fu,2005). That is, for the acquisition of
vocabulary, it is not only about understanding the word, but also applying it in
all cases. Just like learning a word needs to go hand in hand with practicing the
word. In addition, each learned word has different effects and purposes,
requiring learners to be flexible when applying the words they have learned.
This operation must always be used continuously and regularly to increase the
ability to remember and understand more deeply. Only then will it not be easy to
forget a word that we have learned.Many excellent students also face many
difficult words and they never know them. Vocabulary always has to be
improved and improved, otherwise the vocabulary will be limited and hinder the
effective acquisition of words (Laufer, 1986).
Vocabulary is at the root of the language approach (Macaro, 2003). They
are very important building blocks in the production of languages. Without

6


vocabulary, no information can be conveyed. Indeed, vocabulary is considered
to be the beginning of all foreign language learning and determines the success
of learners. Without a complete understanding of words, cannot speak, nor
understand what others are saying. It is the key that holds language learner’
opinion, thoughts. In other words, vocabulary plays an important role, being the

foundation of language system.
1.2 WHAT IS INVOLVED IN KNOWING A WORD
Nation (1990) has developed a list about vocabulary knowledge: spoken form of
a word, written form of a word, grammatical behavior of a word, conceptual
meaning of a word, frequency of use of that word, text style of a word, linking
words together. From there, learners can master all these forms of knowledge
and they know how to use each word in each different case, increasing the level
of language proficiency.
According to Nation( 2013) to learn and absorb a new word consisting of many
different elements. For vocabulary we need to know about form, meaning and
then use. Thus, learning words will be more specific, much deeper than just
knowing the meaning of words. This strategy also helps to remember longer and
learn much more effectively because it helps to understand the essence of what
each word is like. The table below describes it in more detail (What is involved
in knowing a word).

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Table 1: What is involved in knowing a word (Nation, 2013, p.60)
Form

Spoken

R,P

What does the word sound like?

Written

How does the word pronounced?

Word paris

What does the word look like?
How is the word written and spelled?
What parts are recognisable in this word?
What word parts are needed to express the
meaning?

Meaning Form

and R,P

What meaning does this word form signal?

meaning

What word form can be used to express

Concept

this meaning?

and referents

What is included in the concept?

Associations

What items can the concept refer to?
What other words does this make up think
of?
What other words could we use instead of
this one?

Use

Grammatical

R,P

In what patterns does the word occur?

functions

In what patterns must we use this word?

Collocations

What words or types of words occur with

Constraints
use

on

(register,

frequency…)

this one?
What words or types of words must we
use with this one?
Where, when, and how often would we
expect to meet this word?
Where, when, and how often can we use
this word?

Note: R = receptive knowledge, P = productive knowledge

8


When starting to learn a second language, learners always face many difficult
challenges and problems. It is the barrier that makes people discouraged, not
persistent enough and in the end they easily choose to give it up. The reason for
that situation is the difficulty in spelling, pronunciation and even in
understanding the meaning of that word. In addition, need to know how to apply
it flexibly in daily writing and communication. There are many people who have
learned that new word but easily forget it, don't use it often or never use it. So in
a short time those words will disappear forever from the list of new words you
have learned. Vocabulary acquisition will need to learn from basic to advanced,
accept difficulties and practice every day with determination to conquer a
second language.
According to Krashen (1998), there are two independent foreign language
activities: ‘the system of acquiring’ and ‘the learning system’. It is a product of
cognitive processes that are very similar to the process children go through when
they learn vocabulary first. It requires meaningful interaction in language natural communication - in which the speaker focuses not on the form of his or
her words, but on the act of communication

1.3 VOCABULARY ACQUISITION
Vocabulary acquisition is an essential part of language learning because the
meaning of new words is often emphasized, whether in books or in the
classroom. It is also central to language teaching and is of utmost importance to
language learners.
Vocabulary frequently increases with age, and is a fundamental and useful
tool for communication and knowledge acquisition. Learning vocabulary is one
of the first steps of learning a second language, however a person will never
reach the final step in acquiring vocabulary. Whether in a mother tongue or a
second language, the acquisition of a new vocabulary is an ongoing process.
Many methods can help with the acquisition of new vocabulary.

9


Wenden (1991) argues that in vocabulary acquisition, shallow processing
and deep processing have an extremely important role in it.
Shallow

Processing:

this

takes

two

forms:(1)Structural

processing (appearance) which is when we encode only the physical qualities of

something. (e.g. the typeface of a word or how the letters look); (2) Phonemic
processing – which is when we encode its sound.
Shallow processing only involves maintenance and leads to fairly shortterm retention of information. Shallow processing methods have been contrasted
very clearly in foreign language learning. In addition, learning vocabulary is not
very effective, students will learn superficially, the ability to grasp information
knowledge of vocabulary is very little. If this shallow processing continues, over
time they will lose the ability to recognize the meaning or understanding of a
word in different situations and cases. Thereby reducing the acquisition and
reception of new words in the process of learning a second language.
Deep Processing: Semantic processing, which happens when encode the
meaning of a word and relate it to similar words with similar meaning. Deep
processing involves elaboration rehearsal which involves a more meaningful
analysis (e.g. images, thinking, associations etc.) of information and leads to
better recall.For example, giving words a meaning or linking them with previous
knowledge.
Levels of processing: The idea that the way information is encoded affects
how well it is remembered. The deeper the level of processing, the easier the
information is to recall. learners have a better overview of the language in all
different matters. It is not a superficial or superficial learning, a general
understanding of that vocabulary, to learn in a deeper, more diverse way about
vocabulary.
Ellis (1995) also added that when applied to vocabulary learning, shallow
proccessing only helps students to stop at the level of oral rehearsal, but with

10


deep processing, students will need to deal with both form and semantic aspects,
and as a result, enhance their ability to remember and apply.
Brown and Payne (1994, cited in Hashimi & Hodavi, 2015) studied and

identified the first steps in learning English vocabulary. It involves the following
steps: identifying new words, understanding word forms and meanings, keeping
word forms and meanings in memory, and using words in real-life situations.
That said, when learning a new word, just memorizing the form and meaning
will not help increase vocabulary. Such a way of learning will be easy to forget
and not understand the essence, difficult to communicate. Instead, using learned
words in many real-life situations will help learners remember words longer.
Applying new words to each case will also help increase vocabulary and better
reflect English.
Brenda D. Smith (2008) outlined seven essential steps to learning and
memorizing new words. These are "words that rhyme, link and organize,
understand word structure, use dictionaries, recognize word families (prefixes,
roots, and suffixes), understand word origins. These steps: It is very important to
start learning new words. It is important to understand the nature of words, the
usage of each word is different. Studying in such detail also helps with grammar
problems. When communicating, it will also be natural, easy to convey their
opinions without being wrong in structure and syntax.
1.4 VOCABULARY LEARNING STRATEGIES
Vocabulary learning strategies has become popular research topics for
researchers. Because the world becomes more and more globalized, it is
increasingly necessary to learn foreign languages for everyone.
In recent years, two books have been published Gu (2005), Takač(2008).
The books delves deeply into learners' efforts and strategies in learning
vocabulary in the most effective way. It has proven the relationship between
strategy and vocabulary learning outcomes. In addition, we can compare the

11


characteristics and properties of the different strategies to indicate the success

level for each case. Oxford (1994) shows how to systematically guide
vocabulary for learners to master specific strategies. Schmitt (2000) believes that
it is necessary to help learners realize that self-learning vocabulary will be better
and will create regularity and continuity in vocabulary learning problems.
The relationship between strategies and results for learning vocabulary is a
clear combination and has a profound effect on learners. Because of the high
results of vocabulary learning, that strategy is of great help to learners. For
example, the method of texting, writing emails in English is a very effective
strategy for everyone, reflecting that strategy as well. Make a list of vocabulary
learning strategies to know and practice. After that, it will give a look and
evaluation of the methods used in learning. In addition, each strategy applies in
different cases and ways. Learning vocabulary is a very arduous process,
learners must practice and persevere. Still have to wait spend a lot of time in
learning words and how to receive new words. Self-study will help discover new
and richer knowledge. If language learner pay attention to learning words every
day, practicing words, vocabulary will improve more, increase ability to
remember words
The strategies of learning vocabulary based on situations and contexts is
more effective than based on the word list. For example, Oxford and Scarcella
(1994) in their research have found that learning vocabulary based on context
can help students memorize vocabulary for exams and tests. In addition,
McCarthy (1990) states that if students learn vocabulary through a meaningful,
content-specific situation, students will memorize and assimilate that vocabulary
for a longer period of time.
However, there are also non context based vocabulary learning strategies
that are used much. Recently, researchers have attempted to investigate which
context-free vocabulary learning strategies are used the most and have found

12

that the mechanical methods are used more often by students than the other, the
strategies is highly complex. Cohen and Aphek (1981) observe that students try
to memorize words they don't know by memorization. In addition, O ‟Mally et
al. (1985) also found that the repetition strategies is also used the most by
students in the vocabulary learning process. Through the studies, the above of
learning vocabulary are said to be disappointing for researchers and ineffective
for students.
Other studies on vocabulary learning strategies have also found many
different ways that good students and weak students use to learn vocabulary.
Similarly, Cunningsworth (1995) sees helping students build their own
vocabulary learning tricks as a very effective method. Brown and Payne (1994)
define five steps in the vocabulary learning process of a foreign language:
having a source to access new vocabulary, having a clearer form in both the
picture and the sound of the words. Learn the meaning of words, memorize the
form and meaning of words, then use words are quite important steps in the
vocabulary learning strategy of most students.
According to Sahandri's (1988) research, the vocabulary learning tips of
students are classified according to the level of use: (1) using a monolingual
dictionary, (2) guessing the meaning of words. context, (3) learning a new word
many times, (4) relating a vocabulary with its synonyms and its antonyms, (6)
using new words in sentences, (7) using language communication channels
English, (8) notes, (9) repeating new word lists, (10) writing paragraphs using
new words, (11) learning words with classmates, (12) using specific actions
when learn vocabulary, (13) chat with native speakers, (14) ask the teacher what
new words mean.
In their research, Ming-Ju and Hsin (2010) prove that the lexicon of
English students is richer through journal articles and it will be directly
proportional to their ability to learn English and their reading comprehension. In

13


addition, they also note that vocabulary learning should include synonyms for
students to quickly increase their vocabulary.
Palmberg (2011) also confirmed the effects of learners on effective
vocabulary acquisition as follows: People tend to develop their own language
learning styles depending on their abilities. For example, for vocabulary
learning, some people like to memorize, others like to divide the word into
different parts and focus on memorizing those components. Others look for
similarities and differences between the words and their native language. Others
find mnemonic strategies very helpful for learning their vocabulary.
Choosing a method for yourself is important, affecting the process of
absorbing new words. Because one person's method cannot be imposed on
another. It may be very effective, but not for everyone. At the same time, we
should use many methods to choose the most suitable way to learn words.
Guessing meaning of a new word
In the process of reading, listening and communicating, it is difficult for
learners to know and fully understand the meaning of words, so the selfdecoding and guessing of the word is very important. Learners can guess the
meaning of a word based on the content, context, or words before and after the
vocabulary (McCarthy 1997).
Learning and improving English vocabulary is always essential for anyone
who is learning any language and so is English. Knowing and mastering more
and more words will help language learner to be more confident in taking the
test as well as understand and be more certain in answers. However, for an
extremely rich English vocabulary that even native speakers do not know, it is
not impossible to encounter new and difficult words in the English, must take
advantage of every opportunity and possibility to guess and find the correct
answer.

14


To guess the meaning of a word that is new, First of all, need to consider
that new word in relation to the words around it so that learner can determine the
type of that new word: it can be a noun, it can also be a verb or an adjective...
Contrary to the case, if in the sentence there are words like however, yet. on the
other hand, instead of, but, while. although… can use opposites to guess the
meaning of new words.
Using illustrations
Brown and Payne (1994) have discovered how to learn vocabulary through
pictures, sounds, lively, interesting examples, or academic content, problem
analysis, and bring new insights. Therefore, when watching video or listening, it
is necessary to comply with the following steps: focus on watching, listening
and feeling the content and vocabulary used; second time listening, review.
Amolica (1989) suggests that using illustrations helps our brain to be
divided into two hemispheres – the left hemisphere and the right hemisphere.
The left hemisphere of the brain controls language and the right hemisphere
controls the memory function. When language learner speak – words can easily
follow the wind and disappear in a few seconds. But when learner see images,
our brains process the information in a completely different way – the images
stay in the brain longer whether the learner has this learning style or not.
Hennery (1978) how to learn new words so that "memorable" is considered
Brain science shows that our brain can easily remember if that word/information
is introduced in special circumstances such as unique images, funny words,
"weird" actions "strange...For example, when teaching vocabulary about
emotions, teachers could express the emotions instead of explaining the words’
meaning.This activity is said to be helpful in enhancing students’ ability to
remember words better.
Using impressive images, sounds or stories can make our brains remember.

15


Many times due to the psychology of thinking that learning is a burden,
learner must learn, which makes us lose the joy in receiving knowledge. If
language learner can relieve that mentality by listening to music or watching
movies, it will make new words "in the beginning" easier without making us
bored when learning.
Using dictionary
According to McCarthy (1997), Cambridge dictionary, Oxford learners
dictionary is one of the effective vocabulary learning strategies that gives
learners a quick, accurate and complete calculation. Using the dictionary, it is
necessary to follow the following steps to help learners remember them well and
use them more effectively. The first is pronunciation: The first thing to use when
using a dictionary is the pronunciation of the word. With online dictionaries, a
special advantage is that the pronunciation of the word will be accompanied by
two English accents - English and English - US to help learners listen and
imitate the pronunciation of words better. In addition, the pronunciation has
some differences between British and American English, also helps learners not
be confused when listening to a word with different pronunciation, but also
identify and memorizes words better but also helps them listen and use them in
communication more effectively. The second is learning the meaning of words:
Reading and analyzing the meaning of words with English definitions will help
learners not only understand the meaning and usage of words but also reinforce
vocabulary, expand vocabulary as well. As the structures are used in the
definition.
Flashcards
The Mohamed’s (2003) research shows that learning flash cards is very
interesting, encourage students to design a set of beautiful vocabulary cards that

stimulate interest in learning vocabulary. Students are required to learn
vocabulary with cards in a variety of ways. For example, when students have a

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