Strategi Penguasaan Kosakata Bahasa Inggris Siswa SD Bilingual di Yogyakarta

Abstract

Mastery of vocabulary is the core step for developing listening, speaking, reading, and writing skills. On the other hand, this is one of the obstacles that language learners often face, so a strategy is needed to master it. However, there has not been enough research on the strategies of elementary school (ES) students in mastering English vocabulary. Therefore, the purpose of this study was to describe the English vocabulary mastery strategies for Bilingual Elementary School students in Yogyakarta.This research is a case study in a Bilingual Elementary School in Yogyakarta. The data collection technique was carried out by giving an open-ended questionnaire to 60 students of grade III and grade IV students. The data was then analyzed by using interactive analysis model namely data condensation, data presentation, and conclusion drawing/verification. The results showed that the English vocabulary mastery strategies of Bilingual Elementary School students in Yogyakarta were cognitive and social strategies. Cognitive strategies consisted of strategies to guess meaning based on context, use of a dictionary, note taking, rehearsal, encoding, and activation. Social strategies were applied to find meaning and consolidate words after their meaning was known. The implications of this study were pedagogical consequences, especially for teachers to adjust their teaching to the preferences of students' strategies in mastering English vocabulary. The suitability of the pedagogical aspects with the strategy preferences can be the object of the study for future researchers.