Strategi siswa dalam pembelajaran kosakata bahasa Inggris
DOI:
https://doi.org/10.17509/jpp.v20i1.24562Keywords:
kosakata, program bahasa sekolah, strategi pembelajaran kosakataAbstract
Penelitian ini didasari oleh pemikiran bahwa siswa diharuskan menggunakan bahasa Inggris dalam interaksi harian dalam program bahasa sekolah. Oleh karena itu, kebutuhan untuk mempelajari kosakata bahasa Inggris sangat penting untuk peningkatan kemampuan bahasa siswa. Siswa harus mempelajari kosakata sebanyak mungkin untuk membangun komunikasi yang baik dengan siswa lain. Penelitian ini bertujuan untuk menginvestigasi strategi pembelajaran kosakata bahasa Inggris siswa di luar kegiatan kelas. Penelitian ini menggunakan deskriptif kualitatif di mana peneliti mengimplementasikan wawancara dan observasi sebagai teknik pengumpulan data. Peneliti menggunakan observasi untuk memahami lingkungan sekolah di mana siswa belajar bahasa Inggris dalam program bahasa sekolah. Untuk mengetahui strategi pembelajaran kosakata bahasa Inggris, peneliti menggunakan wawancara semi-terstruktur bersama tiga siswa sebagai partisipan. Teknik wawancara yang digunakan adalah fokus grup diskusi untuk mengurangi kegugupan siswa dalam mengungkapkan ide. Data yang didapatkan kemudian dibagi menjadi beberapa klasifikasi strategi pembelajaran kosakata bahasa Inggris oleh Schmitt (1990), yakni: strategi determinasi, sosial, memori, kognitif, dan metakognitif. Hasil penelitian menunjukkan bahwa siswa paling sering menggunakan strategi metacognitive untuk meningkatkan kemampuan kosakata bahasa Inggris.
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