INVESTIGATING THE VOCABULARY LEARNING STRATEGIES

APPLIED BY STUDENTS IN A RURAL SCHOOL IN SUMBAWA

THESIS PROPOSAL

ARRANGED BY:

RAHMAWATI
2088203318

STUDY PROGRAM OF ENGLISH EDUCATION

ADVANCED SCHOOL OF TEACHERS TRAINING AND EDUCATION (STKIP)
PARACENDEKIA NW SUMBAWA
2024
 ACKNOWLEDGMENT

All praises and thanks are due to Allah SWT, who has given the researcher opportunities,

ability and health to complete this thesis. The researcher would like to say thanks to our beloved

Prophet Muhammad SAW and friends, who struggled to tell Islam to the world till it reads today

The journey for completing the thesis is not very easy without the help and support of

great people around the researcher. The researcher would like to thank a deep sense of pride and

express her gratitude for having an advisor who is patient and critical, namely Solihin, S.Pd.,

M.TESL as the advisor lecturer for the help, direction and guidance during guidance thesis

process.

In other words, the appreciation also goes to those who have given their helps to finish

this thesis proposal. The researcher would like to thank to:

1. Prof. H. Iwan Jazadi, S.Pd., M.Ed., Ph.D. as the Chairman of STKIP Paracendekia NW

Sumbawa.

2. Muhammad Irham, S.Pd., M.Pd., as the first Assistant of the Chairman of STKIP

Paracendekia NW Sumbawa.

3. Hj. IGA Widari, SE., M.Pd., as the second Assistant of the Chairman of STKIP Paracendekia

NW Sumbawa.

4. Irfan Hamonangan Tarihoran, S.S., M. Hum., as the third Assistant of the Chairman of

STKIP Paracendekia NW Sumbawa.

5. Aris Dwi Intan Aprianti, S.Pd., M.Appling (TESOL), as the head of the English Education

Department.
6. The researcher would like to express her thanks to all the lecturers and academic community

who have supported the completion of this proposal.

7. The researchers wanted to thank both parents, who never felt tired of supporting and

encouraging her all the time.

8. The researcher also expressed her gratitude to her friends, who were always by her side in all

circumstances.

9. The most important thing is to be grateful to herself for being strong and patient in the face of

all obstacles and trials, so that everything can be overcome.

 TABLE OF CONTENTS

ACKNOWLEDGMENT................................................................................................................i
TABLE OF CONTENTS.............................................................................................................iii
CHAPTER I: INTRODUCTION.................................................................................................1
A. Background of the Study..............................................................................................................1
B. Identification of the Problems.....................................................................................................3
C. Scope and limits of study.............................................................................................................3
D. Formulation of the problems........................................................................................................3
E. Purposes of the Studies.................................................................................................................3
F. Significance of the Study.............................................................................................................4
G. Definition of key terms.................................................................................................................4
CHAPTER II: REVIEW OF LITERATURE.............................................................................6
A. Theoretical Bases..........................................................................................................................6
1. Vocabulary
2. Vocabulary Learning Strategies
3. Rural school
4. Elementary School

B. Relevant Studies..........................................................................................................................14
C. Conceptual Framework..............................................................................................................17
CHAPTER III: RESEARCH METHODOLOGY...................................................................18
A. Research Design..........................................................................................................................18
B. Subject of the studies..................................................................................................................18
C. Place and time of research.........................................................................................................19
D. Data Resource..............................................................................................................................20
E. Techniques of data collection....................................................................................................20
F. Techniques of data analysis.......................................................................................................24
G. Trustworthiness of the data........................................................................................................25
REFERENCES..............................................................................................................................1
 CHAPTER I

INTRODUCTION

A. Background of the Study

In our lives, language is the most significant means of communication.

Communication can be done by speaking, writing, and so on. The field of language study

is a very important field of study, because language is a window to the world and

knowledge. Mailani (2022) described language as a means of communication is

acknowledging its role as a tool for conveying opinions and arguments to others.

Language serves as a medium for exchanging information among individuals. In various

aspects of life, language stands out as a contributing factor to success, be it in education,

social interactions, culture, and more. Acquiring an adequate vocabulary is crucial in

expediting the mastery of a particular language, including the proficiency in English.

Masiyem (2021) stated that language serves as the foundational element that shapes a

child's capacity to engage in communication within their surroundings.

Mastering English has become a necessity in today's world. English is one of the

languages studied worldwide because it is an international language that encompasses all

global aspects (Aziz, Pribadi, & Nurcahya, 2020). In addition to being an international

language, in today's era of open global competition, English is required as a means to

interact across countries that are now all interconnected. Based on this phenomenon, to

prepare future resources that are excellent and globally competitive, English language

learning for elementary school children should be maximally prepared. Learning can

begin with the mastery of vocabulary. Adequate vocabulary mastery can expedite

children in primary school in learning English. Essentially, students learn vocabulary

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with the goal of enhancing their abilities in listening, speaking, reading, and writing

activities. This applies as well to English language learning. Therefore, an effective

learning system or strategy is needed so that students can receive, retain, and recall

vocabulary well on every occasion (Nursyamsiah, 2021).

Although changes can come to anyone indiscriminately, the actual quality of

human resources varies significantly. One factor influencing this difference in quality is

the availability of supporting facilities. For example, there is a significant difference in

educational facilities between urban and rural areas. This difference undoubtedly affects

the maximization of forming excellent human resources in each area. Rural areas often

experience delays in responding to changes, especially in the field of education,

compared to urban areas. Amidst various limitations in rural areas, the researcher aims to

investigate vocabulary learning strategies. The delay in vocabulary mastery also occurs in

the rural area of Sumbawa Regency, especially in the village of Tarusa. The delayed

reinforcement of English vocabulary in elementary school-aged children is influenced by

the lack of English language teaching resources, and English language learning was only

implemented in 2022 under the Merdeka Curriculum.

Considering the aforementioned issues, numerous elementary school children in

rural areas, particularly at SDN 2 Tarusa, still face challenges in mastering English

vocabulary. However, based on the researcher’s initial observation there are students who

consistently learn English. Therefore, their vocabulary mastery is seen to be positive than

other students. This research aims to delve deeper into the strategies the students apply in

learning English, with a specific focus on vocabulary learning. The objectives are to

identify the strategies to cope with vocabulary learning and the dominantly used strategy.

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 Due to these considerations, the researcher has titled the study 'Investigating the

Vocabulary learning strategies applied by Students in a Rural School of Sumbawa.

B. Identification of the Problems

This research identifies problems based on research background. Some problems

found:

1. Vocabulary mastery of elementary school students in schools in rural Sumbawa, what

influences vocabulary mastery of elementary school students in rural Sumbawa.

2. Many students still lack understanding of vocabulary in English.

3. English is currently very necessary and is applied starting from elementary school

which requires students to master English.

4. There are students who are consistent in learning vocabulary.

C. Scope and limits of study

Based on the problems found, this research focuses on investigating. The

Vocabulary Mastery of Elementary School Students in a Rural School of Sumbawa.

D. Formulation of the problems

1. What are the strategies of vocabulary learning applied by students in a rural school in

Sumbawa?

2. What is the dominantly applied strategy of vocabulary learning by students in a rural

school in Sumbawa?

E. Purposes of the Studies

1. To find out the strategies of vocabulary learning applied by students in a rural school

in Sumbawa.

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 2. To find out the dominantly applied strategy of vocabulary learning by students in a

rural school in Sumbawa.

F. Significance of the Study

1. For students

Learners or learners can gain a comprehensive understanding in the English

learning process. By practicing actively, students can improve their mastery of the

language and achieve more satisfactory results in their English proficiency.

2. For teachers/ Educators

Teachers or lecturers are in a good position to understand the challenges students

face during their English learning journey. This insight allows them to adapt their

teaching methods,

3. For other researchers

This can be an input or basis for comparing various types of learning in the

context of learning English as a foreign language.

G. Definition of key terms

1. Vocabulary

The study of vocabulary is essential for students at all levels in Indonesia,

focusing on words, their meanings, and usage. This exploration is integral to

enhancing language skills, crucial for effective communication in both written and

spoken forms. Emphasizing vocabulary serves as a foundational element for language

proficiency in Indonesia (Wedhanti, Ratminingsih, & Samiyanti, 2021).

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2. Vocabulary learning strategies

Vocabulary learning strategies encompass deliberate and systematic methods

individuals employ to acquire and remember new words in a language. These

approaches may involve mnemonic devices, creating associations, and consistent

practice. Research by Nasution (2001) emphasizes the importance of various

strategies for ineffective vocabulary acquisition, shedding light on the multifaceted

nature of learning and retaining words.

3. Elementary school

According to Cremin (1988), elementary school refers to the early stage of

formal education that typically encompasses the first several years of a child's

academic journey, laying the groundwork for further learning. It commonly includes

grades from kindergarten through fifth or sixth grade, where students are introduced

to fundamental subjects and skills.

4. A rural school

Rural Schools refers to schools located in rural areas. A characteristic of rural

schools is their location outside cities or urban areas, with student numbers that may

be smaller than schools in urban areas. Rural schools often face unique challenges,

such as limited access to educational resources and a lack of variety in academic

programs (Budge, 2006)

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 CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Bases
1. Vocabulary

a. Definition of vocabulary

Vocabulary is a crucial element in English communication. According to

Alqahtani (2015), it encompasses the complete set of words necessary for

expressing thoughts and conveying the intended message of speakers. Vocabulary

is not just individual words but also combinations stored in our mental lexicon. In

line with this, Endarto and Subekti (2020) emphasize that achieving proficiency in

English relies significantly on a strong foundation in vocabulary. The more words

individuals acquire, the more skilled they become in the language. Vocabulary is

highly important in both oral and written communication, as the ability to use a

diverse range of words enables someone to express ideas, emotions, and

information more accurately and variably. Improving vocabulary also enriches

one's understanding of the language and aids in comprehending more complex

texts or conversations.

b. Kinds of vocabulary

The topic of vocabulary has been explored and categorized into different

types. One common classification involves the division into two categories: active

vocabulary and passive vocabulary (Susanto, 2017). Gruneberg and Sykes (1991)

made a distinction between two types of vocabulary. The first type pertains to

words that students have been taught and are expected to use actively. On the

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 other hand, the second type includes words that students can recognize when

encountered, but they might struggle to pronounce. Hatch and Brown (1995)

identified another pair of vocabulary types: receptive vocabulary and productive

vocabulary. Receptive vocabulary encompasses words that learners comprehend

in context but may find challenging to articulate. These are words recognized in

reading but not necessarily utilized in speaking and writing (Stuart, 2008). In

contrast, productive vocabulary consists of words that learners not only

understand but can also pronounce correctly and effectively use in speech and

writing. It goes beyond receptive vocabulary by involving the ability to express

thoughts at the appropriate moment. Productive vocabulary is considered an

active process, as learners can actively employ these words to communicate their

ideas to others (Stuart, 2008).

2. Vocabulary Learning Strategies

a. Definition of vocabulary learning

The vocabulary learning plays a crucial role in advancing English

language skills, and incorporating enjoyable methods for teaching vocabulary can

contribute to maintaining a dynamic and entertaining teaching process. This

approach may also assist students in elevating their proficiency levels, as a strong

vocabulary is essential for enhancing both language comprehension and

expression (Tahir, 2020). Vocabulary learning significantly influences an

individual's language learning journey, playing a crucial role in various language

skills (Hinkel, 2015). Proficiency in writing, reading, speaking, and listening is

intricately linked to effective vocabulary teaching. Success or failure in learning a

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language is often determined by the breadth of one's vocabulary. A larger

vocabulary enhances comprehension in both reading and listening, facilitating the

use of diverse vocabulary in spoken and written communication.

Sonbul and Schmitt (2010) highlighted the positive impact of vocabulary

instruction programs on students' language learning capabilities, particularly in

improving reading skills and overall language proficiency. In the global context,

comprehensive vocabulary is deemed essential for successful communication and

expressing thoughts in any language. Schmitt (2000) emphasized the integral role

of extensive lexical knowledge in foreign language acquisition, underscoring its

importance for achieving communicative competence. Ramos (2015) asserted that

a well-designed vocabulary learning program lays a solid foundation for second

language acquisition.

Numerous researchers, educators, and material developers have conducted

thorough investigations into the significance of vocabulary in determining

language proficiency. After being somewhat overlooked in earlier language

learning approaches, vocabulary regained prominence and became recognized as

a crucial aspect of successful language acquisition. The shift from the 'grammar

translation method' to a 'communicative teaching approach' led educators to

prioritize fluency over accuracy, elevating vocabulary learning and teaching to

one of the two primary teaching programs, the other being intentional teaching

methods (Xu & Hsu, 2017).

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b. Strategies for learning vocabulary

A vast vocabulary is created by focused practice and context awareness rather

than by memorization of word lists or some natural verbal ability that very few

people possess (Lele, 2018). There are some things in the strategy of learning

vocabulary according to Lele (2018), namely:

1) Setting Expectations

The pace at which is determined to a large extent by the literacy level of

the student. A good test of whether students should move on to another lesson

is to ask them the definition of three words chosen at random from about 25

words (about three lessons). If they are able to tell you at least two definitions,

then it is likely that they are ready to progress. Of course, watch out for

“parrots,” those who recite a definition perfectly but can’t effectively use the

word in a sentence. For this group, having them come up with an original

sentence using the word is a good test of comprehension.

Three classes a week is a reasonable pace if the learner is remembering at

least 60% of the vocabulary they are learning. To ensure that the student is

acquiring vocabulary cumulatively and not merely passing the weekly quiz

with a B or an A and then forgetting the majority of the terms a few weeks

later, you might want to cut down the pace to two classes per week.

A few signs that a student should slow down:

a) Merely Parrots definitions

b) Forgets most of the words from the previous week

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 c) Is unable to provide definitions for two out of three words chosen at

random from three lessons

d) Seems to know the definitions but struggles with the fill-in-the-blank

questions

A few signs that a student should speed up:

a) Already knows many of the words in the lesson

b) Provide definitions to three out of three words chosen at random from

three lessons

2) Motivating

Some students could get disinterested and believe that they have finished

learning if they successfully answer the majority of the activity questions.

Committing words to long-term memory is the key to expanding one's

vocabulary, thus it's critical to keep evaluating these pupils by selecting words

at random. You should prioritize quality over quantity, especially for pupils

who give up easily. Give them some time to work with a select few terms, and

urge them to access any other resources this book mentions to gain a better

understanding of the context in which a word is used. To ensure that the

phrases stay in their memory for more than a few days, individuals should also

be urged to use these terms in the "real world" that is, to connect them to

something in their own life.

3) Out and About

There are new terms wherever we look—in books and on the internet, in

the news, and from friends and coworkers. Searching up unfamiliar phrases is

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 a great habit that need to be promoted. And since so many people these days

carry smartphones, it's never been simpler to look up definitions. However, it's

preferable if we can associate new terms with more real-world situations. The

learner is losing out on a wonderful chance by believing that those terms are

only important when they open up their vocabulary book: to utilize these

words in everyday situations.

Encourage students to engage in one or more of these activities:

a) Use three words you learned that day as you walk to school.

b) Use some of the words you’ve learned in this book to describe the latest

video you watched.

c) Use new words to describe whatever your mood happens to be.

d) Choose words to describe five people you encounter throughout the day.

e) If you know the student has a specific interest or hobby, find an article

relating to that. Have them read the article, and then quiz them on any

relevant vocabulary afterward.

4) Measuring Progress

It is important to gauge just how much information a student is retaining.

Yet, if they do poorly on a vocabulary quiz, they are likely to lose motivation.

After all, one of the worst outcomes would be a student believing they’re “just

not a vocabulary person,” when the real culprit was too many words thrown at

them at once. Or perhaps the fact that they didn’t understand some definitions

but were too afraid to say so.

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 Measuring progress is important, because it can reveal whether student

need to slow down. It can also show us whether a student is flourishing. The

key is to do it often, but in small doses. In other words, it is more effective to

quiz a student on two or three lessons before moving on, rather than wait till

they’ve worked through ten lessons only to find out that they are hardly

retaining anything.

3. Rural schools

a. Definition of a rural school

A rural school refers to an educational institution located in a rural area.

Rural areas are typically characterized by a lower population density, smaller

communities, and an emphasis on agriculture or natural resource-based

economies. Rural schools may serve students from nearby farms, villages, or

small towns.

b. Challenges faced by a rural school

Base on the researcher observation, rural schools often face distinct

challenges compared to their urban counterparts.

 Limited resources

 Fewer advanced academic programs

 Transportation difficulties

 Smaller pool of qualified teachers

The challanges above can be common issues in rural education. However,

rural schools also offer a sense of community and may have unique strengths,

such as close teacher-student relationships and a focus on local traditions and

12
 values. In line with Barley and Beesley (2007), rural schools also face serious

issues in providing a full range of qualified teachers and the supportive resources

to ensure success.

In many countries, efforts are made to address the specific needs of rural

schools and ensure that students in these areas have access to quality education.

This can involve initiatives to improve infrastructure, provide professional

development for teachers, and create programs tailored to the needs of rural

communities.

4. Elementary school

Elementary school is the first level of formal education typically attended by

children after completing pre-school or kindergarten education. Elementary schools

often cover grades 1 through 6.

The primary objectives of elementary school include providing a strong

foundation in basic subjects such as mathematics, language, science, and social

studies. Additionally, elementary schools aim to shape character, develop social

skills, and assist children in holistic growth.

In many countries, the elementary school curriculum is usually determined by

national or regional educational authorities. Elementary school teachers are

responsible for teaching various subjects and helping students in their learning

process.

Elementary school often serves as a crucial foundation for further educational

development, providing the fundamental knowledge and skills necessary for everyday

life.

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B. Relevant Studies
1. The first research is conducted by Fatima, (2016) with title “Investigating Learning

Strategies for Vocabulary Development: A Comparative Study of Two Universities

of Quetta, Pakistan”. This research aims to investigate the vocabulary learning

strategies employed by undergraduate students. A quantitative design was employed

in this study. The independent-samples t-test was run to test for statistically

significant differences if any in the use of vocabulary learning strategies across the

undergraduates of two universities.

The equation between the previous study and the current one lies in both

investigations focusing on the strategy of mastering vocabulary. However, the

differences lie in the research methods and the research subjects. Fatimah employed a

quantitative research method with university students as the research subjects from

two universities in Pakistan, while this study utilizes a qualitative method with

elementary school students in rural areas of Sumbawa Regency as the research

subjects.

2. The second research is conducted by Rosyada-AS and Apoko (2023) with title

“Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower

Secondary Scholl Students”. The primary objective of this research is to investigate

the difficulties encountered by students in their vocabulary learning process as well as

the strategies they employ to overcome these obstacles in the context of English

vocabulary acquisition. The findings in this study are the difficulties in obtaining

vocabulary such as the correct pronunciation of new words, accurate spelling, proper

14
 usage of word meanings, and effective retention or memorization of vocabulary. In

order to mitigate these difficulties, student employed various strategies, including

utilizing media resources such as smartphones, the internet, and game as well as

employing note-taking techniques and consulting dictionaries to aid their vocabulary

learning process.

The similarity between the previous study and this study lies in both investigating

the strategies for mastering vocabulary and utilizing a qualitative research approach.

However, the difference lies in the research subjects. The previous study focused on

secondary school students, while this study examines elementary school students in

rural areas of Sumbawa Regency.

3. The third research conducted by (Sari, 2023) with the title “Improving EFL Students'

Vocabulary in a Rural Area through Scrabble with Crossword Picture Puzzle”. This

research employed the quantitative approach by experimental teaching. The sample

of study of were 25 students in the experimental class and 26 students in the control

class. Purposive sampling was used in which these two classes had most students

with the lowest English scores among the other tenth grade students. The results of

the t-score showed that there was a difference between the scores of the pre-test and

the post-test of the experimental (4.23) and control classes (3.59). This proved that

the used of scrabble with crossword picture puzzle game gave a significant

improvement on students’ vocabulary. The application of this game made the

students in the experimental class be more active, communicative, and challenging

during learning process compared to the control class.

15
 The similarity between the previous study and this study lies in both investigating

strategies for mastering vocabulary in rural areas. However, the difference lies in the

research methods. Sari utilized a quantitative research method, while this study

employs a qualitative research method.

16
C. Conceptual Framework

Investigating the
Vocabulary Learning
Strategies Applied by
Students in a Rural
School in Sumbawa

Theoretical review Relevant Studies

Investigating English Vocabulary

Difficulties and Its Learning
Vocabulary
Strategies of Lower Secondary Scholl
Students by Fatima (2016)
Vocabulary learning
strategies
Investigating Learning Strategies for
Elementary school Vocabulary Development: A
Comparative Study of Two
Universities of Quetta, Pakistan by
Rosyada-AS and Apoko (2023)
A rural school

Improving EFL Students' Vocabulary

in a Rural Area through Scrabble with
Crossword Picture Puzzle by Sari
(2023)

Conceptual
Framework

17
 CHAPTER III

RESEARCH METHODS

A. Research Design

This research uses qualitative research methods with descriptive qualitative

research models. A qualitative study is a research process that creates descriptive data on

people’s spoken or written words and observed behavior. The essential instrument or tool

of research in qualitative research, depending on the sort of research performed, is the

research himself (Sugiyono, 2017). The description stays firmly grounded in the data

itself in order to address the research question by providing a "factual" explanation of the

fieldwork observations. A descriptive narrative may be organized in a variety of ways,

such as chronologically, by presenting a major event or reconstructing a "day in the life"

of the participants, or by focusing on the specific and working backward to the general

(Saldana, 2011).

B. Subject of the studies

The subjects of this study consist of five fifth-grade students and five sixth-grade

students from SDN 2 Tarusa, located in Tarusa village, Sumbawa district. These subjects

were selected using purposive sampling method Purposive sampling is a sampling

technique subjects that selects on the basis of certain considerations that are considered to

know the information and accurate target based on the research issue (Nugrahani, 2014).

18
C. Place and time of the research

This research will be carried out at SDN 2 Tarusa. The study will run for six

months, starting from December 2023 to May 2024. As for this research from the

submission of the title until this research is ready to be run for the scripture, the estimated

time for this study can be seen on the table brought here.

Table 3.1 Research Timeline

2023 2024
No Activity
Des Jan. Feb. March. April. May.

Title
1
proposal

Writing
2
proposal

Proposal
3
Seminar

Data
4
Collection

Data
5
Analysis

6 Writing up

7 Exam and

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 revision

D. Data Sources

1. Primary data sources

According to Sugiyono (2017), primary source refers to the origin of data that

directly supplies information to the individual or entity collecting the data. In this

research, primary data sources will be obtained or collected through documentation,

observation, and interviews.

2. Secondary data sources

Secondary source provides data indirectly to data collectors, e.g., through

someone else or through document. (Sugiyono, 2017). In other word, the secondary

data source in this research involves the utilization of existing information, such as

previously conducted studies or articles, without direct data collection.

E. Techniques of data collection

There are three data collection techniques that will be used in this study, these

are documentation, observation, and interviews.

a. Documentation

In this research, documentation is one of the data collection techniques.

According to Siyoto and Sodik (2015), the documentation method looks for data on

things or variables in the form of notes, transcripts, books, newspapers, magazines,

inscriptions, meeting minutes, legger, agenda, etc. use documentation data to find out

teacher and students’ strategies in improving vocabulary mastery at SDN 2 Tarusa.

20
 The instruments used in the documentation technique include video recording.

Researchers are expected to obtain valid data, ensuring that the generated data is not

haphazard and can be accounted for. Therefore, the clarity of information conditions

in accordance with needs is crucial. These steps need to be taken so that the collected

data can be deemed accurate and valid.

b. Observation

Observation is an activity that will be carried out to see the object of research

directly or closely. When viewed from human actions, natural phenomena, and

behavior or events in the natural environment, the work process and use of

respondents is small (Riduwan, 2007). The reason for the researcher to make

observations is because the observation technique allows the object of research to be

seen directly by the researcher. Then, researcher can record the behavior of the object

of research and can see events that occur in actual conditions (Moleong, 2013).

Sample observations will be used in this study to see the phenomena that occurs.

The researcher records the behavior and actions of the research object. All this will be

done by the researcher so that during the study to maintain the accuracy of the data.

The technique is employed to observe and comprehend how students in remote

schools in Sumbawa utilize vocabulary learning strategies. This observation aims to

gain deeper insights into their learning practices an d identify effective strategies in

acquiring vocabulary understanding. There are three kinds of observation, which are:

1. Participatory Observation

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 A type of observation in which the researcher actively engages in the day-

to-day life of the school. It allows the researcher to gain a deeper understanding of

classroom dynamics, student interactions, and school culture.

2. Systematic Observation

Observation directed towards specific variables or behaviours

predetermined in advance. This enables the researcher to collect data specifically

related to certain aspects, such as teaching strategies employed by teachers or the

level of student participation.

3. Closed Observation

A type of observation that follows specific guidelines and criteria, often

using checklists or rubrics. This aids in measuring variables that can be clearly

and objectively assessed.

The researcher will choose participatory observation as the research

method because to gain a profound understanding of the day-to-day life in the

school environment. By actively engaging in daily activities and interactions, the

researcher hopes to capture dynamics that might be overlooked by other

observation methods. This decision is also motivated by a desire to comprehend

the social and cultural context within it and to identify factors influencing the

learning process. I am confident that participatory observation will provide more

authentic and valid data, allowing me to become an integral part of the school

environment under investigation.

c. Interview

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 Interviews are another way to collect data that are often used to obtain

information directly from interviewees (Riduwan, 2007). The researcher interviewee

the research sample directly face to face. Moleong (2013) states that the interview is a

conversation with a specific purpose. This conversation will be carried out by both

parties, namely the interviewer and the interviewee. The interview serves to explore

and understand the methods and approaches used by students in a remote school in

Sumbawa in learning vocabulary. There are three kinds of interview, which are:

1. Structured interview

Structured interviews are used as a data collection technique when the

researcher or data collector is already certain about the information to be

obtained. Therefore, in conducting the interview, the data collector has prepared a

research instrument in the form of written questions, and alternative answers have

also been provided.

2. Semi structure Interview

This type of interview falls under the category of in-depth interviews, where

its execution is more flexible compared to structured interviews

3. Unstructured interview

Unstructured interview is a free form interview where the researcher does not

use a systematically prepared and comprehensive interview guide for data

collection.

The researcher chooses the semi-structured interview method because it

provides a greater level of flexibility in data collection. In a semi-structured

interview, some questions are predetermined to ensure consistency, but the

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 researcher also has the freedom to add additional questions or delve deeper based

on responses and context. This approach allows the researcher to gain a more in-

depth understanding and capture nuances that may be missed in fully structured

interviews. This method is also more suitable for research involving complex or

exploratory topics where it is important to understand respondents' perspectives

and experiences in more detail.

F. Techniques of data analysis

The data analysis method employed in this research is qualitative descriptive analysis.

This qualitative descriptive analysis aims to gather information about a particular

phenomenon objectively and as it is. The analysis is conducted to obtain data and address

the research problems.

The purpose of organizing and managing data is to find themes and working

hypotheses which are eventually raised to become substantive theories (Siyoto & Sodik,

2015). In analysis the data there are several steps as follows:

1. Data Reduction

The researcher engages in an ongoing process of data reduction throughout

the research to generate key notes from information obtained through data mining

(Siyoto S. , 2015). As described by Rijali (2019), data reduction involves selecting,

focusing on simplification, abstracting, and transforming raw data derived from

written field notes.

2. Data Presentation

Data presentation involves presenting a structured compilation of information

that facilitates drawing conclusions. This step entails organizing information

24
 systematically, allowing for conclusions to be drawn. This is necessary because

qualitative research data is often in a narrative format, requiring simplification

without compromising its substance Siyoto (2015). According to Rijali (2019), data

presentation is an activity in which a set of information is organized, providing the

opportunity to draw conclusions and take subsequent actions.

3. Drawing Conclusions

The conclusion or verification phase represents the final step in the data

analysis process. During this stage, the researcher articulates the conclusions drawn

from the collected data.

G. Trustworthiness of the data

Ensuring the reliability of collected data holds paramount importance in research,

with various validation methods available. Sugiyono (2017) recommends several

strategies to assess the credibility of qualitative research data, such as extending

observations, bolstering research diligence, engaging in peer discussions, analysis

negative cases, conducting member checks, and employing triangulation.

In this context, triangulation serves as a crucial method for evaluating credibility

by cross-verifying data from diverse sources, employing different approaches, and

spanning various time periods. This encompasses source triangulation, triangulation of

data collection techniques, and temporal triangulation. Hence, in this study, the

researcher plans to implement triangulation through various methods, specifically

utilizing a library study/documentation, reading technique, and note-taking technique.

25
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4
 APPENDIXES

A. Semi Structured interview

INVESTIGATING THE VOCABULARY LEARNING STRATEGIES APPLIED BY

STUDENTS IN A RURAL SCHOOL IN SUMBAWA

1. Apa jenis strategi pembelajaran kosakata yang biasa kamu terapkan dalam sehari-hari?)

(What types of vocabulary learning strategies do you commonly apply in your daily

studies?)

2. Apakah ada tantangan khusus yang kamu hadapi dalam mengembangkan keterampilan

kosakata di lingkungan sekolah ini?

(Are there any specific challenges you face in developing vocabulary skills in this school

environment?)

3. Bisakah Anda menjelaskan pengalaman pembelajaran kosakata Anda di sekolah ini?)

(Can you explain your vocabulary learning experience in this school?)

4. Sejauh ini sudah berapa kosa kata yang kamu pelajari?)

(How many vocabulary words have you learned so far?)

5. Apakah mendengarkan cerita membantu kamu dalam memahami dan mengingat kosakata

baru?

(Does listening to stories help you in understanding and remembering new vocabulary?)

6. Apakah ada bantuan khusus atau program belajar untuk meningkatkan kosakata di

sekolah ini?

(Are there any specific aids or learning programs to enhance vocabulary in this school?)

7. Bagaimana mana kamu berbagi strategi belajar kosakata dengan teman sekelas?

(How do you share vocabulary learning strategies with classmates?)

5
8. Apakah guru membantu kamu jika ada kata-kata yang sulit dipahami atau diingat?

(Does the teacher help you if there are words that are difficult to understand or

remember?)

9. Apakah ada situasi di mana kamu merasa sulit untuk menerapkan strategi pembelajaran

kosakata, dan bagaimana kamu mengatasinya?

(Are there situations where you find it challenging to apply vocabulary learning

strategies, and how do you overcome them?)

10. Apakah kamu lebih suka belajar kosakata sendiri atau dalam kelompok? Mengapa?

(Do you prefer learning vocabulary on your own or in a group? Why?)

6
B. Observation Sheet

INVESTIGATING THE VOCABULARY LEARNING STRATEGIES APPLIED BY

STUDENTS IN A RURAL SCHOOL IN SUMBAWA

No Aspek yang diamati Ye

No Explanation
s
1 Siswa memperhatikan penjelasan guru saat

pembelajaran.

(Students pay attention to the teacher's explanation

while learning).

2 Siswa bekerja sama dalam kelompok untuk

menigkatkan pemahaman dan penguasaan kosa kata.

(Students work together in groups to enhance their

understanding and mastery of vocabulary).

3 Siswa berinteraksi satu sama lain saat mereka terlibat

dalam kegiatan pembelajaran kosa kata.

(Students interact with each other as they engage in

vocabulary learning activities).

4 Guru memberikan motivasi dalam belajar kosakata.

(Teachers give motivation to learn vocabulary)

5 Guru menerapkan target dari kosa kata yang

akan dipelajari.

(The teacher applies the target of the vocabulary to be

learned)
6 Guru memberikan motivasi dalam belajar kosakata.

7
 (Teachers give motivation to learn vocabulary).

7 Siswa menggunakan strategi pembelajaran dalam

memahami kosa kata.

(Teachers give motivation to learn vocabulary).

8 Mereka aktif mencari cara baru untuk memahami kosa

kata.

(They're actively looking for new ways to understand

vocabulary).

9 Guru memberikan dukungan tambahan kepada siswa

nya.

(The teacher gave extra support to his students).

1 Guru memberikan panduan dan umpan balik pada

0
tugas-tugas terkait kosa kata.

(Teachers provide guidance and feedback on

vocabulary related tasks).

8
 CHAPTER V
CONCLUSION AND SUGGESTION