Memory Strategy used by Students in Learning Vocabulary

May Gion Alamsyah

Universitas Islam Negeri Bukittinggi
Email:gionalamsyah23@gmail.com

Korespondensi penulis: gionalamsyah23@gmail.com

Abstract: The research was aimed by investigating students’ preference on
memory strategy in learning vocabulary at MA Muhammadiyah Saniangbaka
Solok. This research was descriptive quantitative research. For the data
collection, it was used the instrument among questionnaires. The sample of the
research were the students of MA Muhammadiyah Saniangbaka Solok. It was
taken using total sampling technique. The result of this research showed that the
students preference on memory strategy in learning vocabulary at MA
Muhammadiyah Saniangbaka Solok is in following order; Reviewing Well
(64,54%), Association and Elaborating (64,53%), Grouping (58,,94%), Using
Keywords (57,78%), Placing New Words into The Context (56,94%), Using
Imagery (55,47%), Using Physical Response or Sensation (53,74%), Representing
Sounds in Memory (53,20%), Using Mechanical Technique (47,20%), and
Semantic Mapping (46,54%), In summary, the highest types of memory strategy
that most students used in learning vocabulary at MA Muhammadiyah
Saniangbaka Solok was Reviewing well and the lowest types of memory strategy
that was fraction used by students in learning vocabulary was semantic mapping
Keywords: Vocabulary, Memory strategy
Abstrak: Abstrak: Penelitian ini bertujuan untuk menyelidiki preferensi siswa
terhadap strategi memori dalam pembelajaran kosakata di MA Muhammadiyah
Saniangbaka Solok. Penelitian ini adalah penelitian deskriptif kuantitatif. Untuk
pengumpulan data, digunakan instrumen berupa kuesioner. Sampel penelitian ini
adalah siswa-siswa MA Muhammadiyah Saniangbaka Solok. Sampel diambil
menggunakan teknik total sampling. Hasil penelitian ini menunjukkan bahwa
preferensi siswa terhadap strategi memori dalam pembelajaran kosakata di MA
Muhammadiyah Saniangbaka Solok adalah sebagai berikut: Meninjau dengan
baik (64,54%), Mengasosiasikan dan Mengembangkan (64,53%),
Mengelompokkan (58,94%), Menggunakan Kata Kunci (57,78%), Menempatkan
Kata-Kata Baru ke dalam Konteks (56,94%), Menggunakan Imajinasi (55,47%),
Menggunakan Respons Fisik atau Sensorik (53,74%), Mewakili Suara dalam
Memori (53,20%), Menggunakan Teknik Mekanis (47,20%), dan Pemetaan
Semantik (46,54%). Secara keseluruhan, jenis strategi memori tertinggi yang
paling banyak digunakan oleh siswa dalam pembelajaran kosakata di MA
Muhammadiyah Saniangbaka Solok adalah Meninjau dengan baik, dan jenis
strategi memori terendah yang hanya digunakan oleh sebagian kecil siswa dalam
pembelajaran kosakata adalah pemetaan semantik.
Kata Kunci: Kosakata, Strategi mengingat
BACKGROUND
Vocabulary is an important thing and becomes the basic that must be
learned by students before they can master English. To master vocabulary,
students need to know the usage of words before placing into the language.
Students need to require the meaning and function, and then they build up
sentence of language that will produce it into their communication and make it
accurately and fluently. The Average Indonesian use English as a foreign
language. It means that they have to master vocabulary before placing them into
the sentence. It is different with native of countries, like Australia, United
Kingdom, and United States of America, that use English as a first language. It
means that students in Indonesia would not understand English if they do not
learn about vocabulary. In order to understanding English, students need to learn
vocabulary in early level and continuous, at least, they understand to use
vocabulary correctly, and able to support the other skill.
In order to learn vocabulary effectively, it require strategies. Not only
teacher should have strategies to teach students, but students also need strategies
to learn the vocabulary in the class.. Many strategies are used by students in the
study of vocabulary, such as metacognitive, cognitive, determination, social, and
memory strategies. Memory strategy is one of language learning strategies that
have been used long time ago which help learners to memorize the important
things in a new target language. This strategy also enables learners to retrieve
information from memory when they need to use it for comprehension or
production. Thus, memory strategy is one of strategies that can be used in order to
help students in memorizing vocabulary.
Memory and Vocabulary is a unit that cannot be separated. The learners
need memorizing words to obtain vocabulary well and know the meaning and
function of the words. Oxford relates memory strategies with vocabulary in her
statement. She said that vocabulary is difficult to be learnt by learners, especially
remembering. Memory strategies can be solution for this problem because
memory strategies help learners to cope with difficulty, store verbal material, and
retrieve more information.(Rebecca, 2013)
There are sub-strategies in memory strategy. According to Oxford,
memory strategy consists of four strategies; they are creating mental linkages,
applying images and sounds, reviewing well, and employing action.(Rebecca,
2013) In every strategy, there are some types. There are grouping,
associating/elaborating, placing new words into a context in creating mental
linkages. Then, in applying images and sounds, there are using imagery, semantic
mapping, using keywords, and representing sound in memory. There is type of
reviewing well that is structured reviewing. Then, there are some types in
employing action: using physical response or sensation, and using mechanical
technique.
 Therefore, memory strategy has been used by teacher and students
consciously or unconsciously. Some of them know what memory strategies they
use, but some of them use it without knowing the name of strategy. It means that
memory strategies is one of strategies that usually use in the process of learning.
Memory strategy is necessary because students need to memorize and learn like
vocabulary and grammar before they master these components and support their
skills in learning English.
Based on the preliminary research that was done at 14th October 2020 in
MA Muhammadiyah Saniangbaka Solok, the researcher found some problems.
First, some students had difficulty in learning vocabulary. There were some
students that could not answer and wrote nothing in the quiz that were given by
researcher. Some of students confused to answer because they did not understand
or know the words in the quiz. It means that the students had limited vocabulary.
Second, some students had problem in memorizing vocabulary. The result
of the quiz that the researcher administrated showed that some students could
memorize the words that they learnt before. In addition, some students said
vocabulary was difficult to remember because of many factors, such as spelling
words, pronouncing words, writing words, and meaning words.
Third, the students have no interest in learning vocabulary because
vocabulary was not familiar with them and difficult to learn. Some students also
said they do not like remembering the English vocabulary because it is sound
different with how they are written and there are many unfamiliar words for them.
The researcher assumes that this problem occur because the students do not have
motivation in learning English vocabulary
THEORETICAL STUDY
1. Definition of Vocabulary
Generally, vocabulary is defined as a system of words and as a language
component which has noteworthy part in a language. It happens because people
communicate with others by using words so that the one of language components
should be understood well by the young learners.(Irwandi, 2018) It indicates that
students is easier to produce English if they know the function and meaning, and
make their sentences or speeches correctly.As Caroline Stated that is the
collection words that an individual knows.(Muafi & Roza, 2018) Vocabulary is
material of language that is kinds of words in order to learning English. Students
need to know and practice vocabulary. With learning a lot of vocabularies,
students will be able to construct good sentences and good communication.
Dealing with caroline, Richards and Renandya in Aisyiah stated that
vocabulary plays crucial part in one‘s foreign language learning and language
proficiency that can affect how well learners speak, listen, read, and write.(2013)
It is mean much vocabulary that we use to speak with other people. Every
language has different vocabulary. So, the learning vocabulary is an important
aspect to learn foreign language
In addition, depending on dificulty level, vocabulary would be harder to
learn for each learners. The learners have to know much vocabularies to achieve
the goal. Oxford stated that language learners have a serious problem
remembering the large amounts of vocabularies to achieve fluency.(Rebecca,
2013). In short, the learners have to study hard in order to get English language
well.
In conclusion, communication and language usage will not take place well
if those do not use the appropriate vocabulary or words. That is why, before
learning the other language skill, such as listening, speaking, reading and writing
people should learnt vocabulary first
2. Principle of Teaching and Learning Vocabulary
According to Wallace, there are nine principles of teaching and learning
vocabulary(2011):
a. Aims
This is the first that the teacher should be clear about the aim to
teach vocabulary. It should be clear what the teacher teaches and what the
student learn.
b. Quantity
After the teachers have the aim of the teaching vocabulary, the
teacher has to consider the quality of vocabulary, which will be learn by
students. How many new words in a lesson the learner can learn. The
actual number will depend on number of the factors varying from class to
class and learner to learner.
c. Need
In this, teacher creates a certain situation. They have to
communicate and get the words they need. The teacher is an important.
The vocabulary presented on students own need and interest. After that,
they will memorize it.
d. Situation Presentation
The words that are presented are appropiate to the student
situation. The teacher have to know how students condition of their sense,
capability, or others.
e. Meaningful Presentation
The learners must have a clear and specific understand of what the
words refers to, this requirement means that the words which are presented
by the teacher must have perfect, clear and unambiguous denotation.
f. Presentation in Context
Words usage must be related to the context. It is line the users
know to whom, where, they speak. Students should learn words in the
appropriate context. For example, Situational Presentation Teacher has to
 teach vocabulary based on the situation. It means that students should
learn words in the situation in which they are appropriately used.
g. Learning vocabulary in the mother tongue and in the large language
The teacher can compare simulating and differences words in
teaching the words of target language.
h. Interference (guessing)
Inference is also one of strategies in learning in which the learners
are heard on a practice by using a definite knowledge to have clear
understanding the word they learn. The students infer the meaning of
words by listening or reading them used in certain situation.
i. Frequent Exposure and Repetition
People cannot automatically remember a new word by hearing it
once. So the repetition is needed until there is evidence that the students
have learned the target words. A vocabulary must be used as often as
possible.
In addition, Schmitt classified 6 vocabulary learning strategies
organized into two dimention as follow (Sihotang, 2012):
a. Discovery Dimension; these strategies are used to discover a new word’s
meaning. The strategies are:
1) Determination Strategies (DET)
These strategies are used by individual when faced with
discovering a new word’s meaning without resource to another
person’s expertise. The word’s meaning can be discovered through
guessing from one's structural knowledge of a language, guessing from
an first language cognate, guessing from context, or using reference
materials.
2) Social Strategies (SOC)
Social Strategies use interaction with other people to improve
language learning. word’s meaning can be discovered. Learners
through guessing from one's structural knowledge of a language,
guessing from an first language cognate, guessing from context, or
using reference materials.
b. Consolidation Dimension; these strategies are used to remember a word
once it has been introduced. The strategies are:
1) Social Strategies (SOC)
Social strategies study vocabulary knowledge with other
people. Learners can learn or practice the words in a group work or
interact to other people.
2) Memory Strategies (MEM)
Memory strategies traditionally have been known as
mnemonics which involve relating the word to be retained with some
previously learned knowledge, using some form of imagery, or
grouping. A new word can be integrated into many kinds of existing
knowledge (e.g., previous experiences or known words) or images can
be custom-made for retrieval (e.g., images of the word's form or
meaning attributes).
 3) Cognitive Strategies (COG)
Cognitive strategies exhibit the common function of
manipulation or transformation of the target language by the learner.
These strategies are similar to memory strategies, but are not focused
so specifically on manipulative mental processing; they include
repetition and using mechanical means to study vocabulary, including
the keeping of vocabulary notebooks.
4) Metacognitive Strategies (MET)
Metacognitive strategies involve a conscious overview of the
learning process and making decisions about planning, monitoring, or
evaluating the best way to study. This includes improving access to
input, deciding on the most efficient methods of study/ review, and
testing one self to gauge improvement. It also includes deciding which
words are worth studying and which are not, as well as persevering
with the words one chooses to learn.
3. Definition of Memory strategies
Memory strategies, called mnemonics, have been used for thousands of
years. Mnemonic itself has defined as a group of memory aids, or mental “slight
of hand” that facilitate the quick and easy assimilation of information of all kinds.
(D’Arcy, 2011) Before literacy become widespread, people used memory
strategies to remember practical information about farming, weather, or when
they were born. After literacy commonplace, people forgot the previous reliance
on memory strategies and disparaged those techniques as “gimmicks”. Now
memory strategies are regaining their prestige as powerful mental tools. The mind
can store some one hundred trillion bits of information, but only part of that
potential can be used unless memory strategies come to the aid of the learner.
(Rebecca, 2013)
Memory strategy is one of strategies used by students which has function
to memorize all thing and information in a language. According to Oxford,
memory strategy is for remembering.(2013) These strategies help learners store
the important things in the new target language in their memory. These strategies
also enable learners to retrieve information from memory when they need to use it
for comprehension to production.
Dealing with learning the English subject, language learner has a moderate
problem in remembering the specific important thing to solve and achieve the
learning. In addition, Oxford states that memory strategies helps language learner
to cope with this difficulty.(2013) They enable learners to store verbal material
and then retrieve it when needed for communication.
In classification of memory strategies, Oxford and Thompson have
different version. Oxford states that memory strategies fall into CARE (Creating
mental linkage, Applying image and sounds, Reviewing well, and Employing
action) as types of memory strategies below. On the other hand, Jacqueline
identified five sets of memory strategies: linguistic mnemonics, spatial
mnemonics, visual mnemonics, the physical response method and verbal
elaboration methods. (Jacqueline,2016)
In conclusion, memory strategies are a strategy for remembering. This
strategy has highly useful understanding and recalling new information in the
process of becoming competent in using the new language. Memory strategies are
used because there are something that must be remembered.
4. Types of Memory Strategy
Oxford states that memory strategy fall into four strategies, they are:
Creating mental linkages, Applying image and sounds, Reviewing well, and
Employing action. According to Oxford, the kinds of memory strategy are (2013)
a. Creating Mental Linkages
This strategy focuses on making certain connections of language
items, which are helpful for remembering new information. This category
includes strategies of grouping, associating/elaborating and placing new
words into a context.
1) Grouping
The strategy of grouping is based on classifying words into
groups according to what the words have in common and labelling the
groups. Grouping also involves reclassifying what is heard or read into
meaningful groups, thus reducing the number unrelated elements, such
as paying attention or taking notes. Sorting words can be done
according to various criteria; a typical example is on the basis of a
common topic, which is widely used in textbooks where words
are presented according to the mentioned criterion, e.g., clothes, food
and drink, house etc.
2) Associating and Elaborating
Associating and Elaborating relates new language information
with familiar concept already in memory. This strategy generally deals
with a connection between ideas which are somehow related to each
other and which are somehow helpful for a learner. As for learning
new words, they are remembered more easily when there are
associations made – a learner associates a new word, he/she is
supposed to remember, with something already familiar to him/her.
Making associations differ with regard to individualities of pupils –
what is meaningful for one pupil need not be necessarily meaningful
for another pupil. The strategies concerning applying images and
sounds are based on the principle of associating.
3) Placing New Words into a Context
Placing new words into a context involves placing new words
or expressions that have been heard or read into a meaningful context,
such as spoken or written sentences as a way of remembering it. This
strategy also involves of association in which the new information is
linked with a context. The strategy of placing new words into a context
is used rather by more advanced learners than by beginners - it
 requires more developed vocabulary knowledge. The basic idea lies in
putting words which are supposed to be learned into a meaningful
context including a sentence or even a story. It has been proved that
vocabulary whose meaning is presented in a context is more
memorable. Therefore, some learners can take advantage of using this
strategy.
b. Applying Images and Sounds
Applying images and sounds involve making associations,
namely those which deal with visual and/or aural context. In other
words, these strategies help learners remember new words or
expressions by using visual images or sounds. Using imagery,
semantic mapping, using keywords and representing sounds in
memory belong to this group of strategies for applying images and
sounds. One of these strategies, semantic mapping is immediately
helpful for comprehension.
1) Using Imagery
Using imagery is a good way to remember what has been heard
or read in the new language is to create a mental image of it. Using
imagery is a strategy which focuses on creating mental or visual
images of new words and represents something very useful for
language learners in many ways. Firstly, presenting new vocabulary by
showing pictures or real objects is based on this strategy and is very
helpful especially for young learners. Therefore, most of textbooks
designed for children are full of pictures. Secondly, using imagery
helps learners transform abstract words into more concrete ones. This
way is widely used in many textbooks in introducing prepositions of
place, for instance, where objects usually together with arrows are
drawn to show their meaning instead of equivalents written in a mother
tongue. Thirdly, using imagery is helpful mainly for learners who
prefer visual learning style - it involves remembering a word by
imagining the place where it is written on the page of his/her book.
2) Semantic Mapping
Semantic mapping can make an arrangement of word into a
picture, which has with the key concept at the center or at the top, and
related word concept linked with the key concept by means of lines or
arrows. This strategy helps learners create a more compact view of a
certain area of vocabulary. The main idea lies in arranging words
which are related to one another and to a word placed in the center into
a picture. Other memory strategies including associating, grouping and
imagery are implemented in semantic mapping.
3) Using Keyword
Using keyword is the strategy that combines sounds and
images which student remember a new word by using auditory and
visual links. The strategy of using keywords is based on auditory and
visual links and is very useful especially for remembering abstract
words. Oxford describes that an abstract word is associated with a
 picture of something concrete that sounds like the new word, which
represents an effective way of remembering those words.
4) Representing Sounds in Memory
The strategy of representing sounds in memory helps learners
remember a new word according to its sound and focuses on creating
aural associations - a learner who is supposed to remember a new word
associates it with another word which is already familiar for him/her
and sounds similar to the new word. With this strategy the students
remember new language information according to that sounds. The
typical example of this strategy is using rhymes – a new word is
connected to another, already known, word which rhymes with the
new one. Rhymes are helpful and contribute to remembering new
vocabulary more easily. Various songs and poems containing rhyming
words can be implemented into English lessons in order to present new
vocabulary which can be learned with the help of the old one. What
widely recommended is creating nonsense rhymes, which are of great
value to learners. Due to creativity of teachers many interesting and
enjoyable activities including rhyming songs, poems and producing
nonsense rhymes can present this strategy to learners.
c. Reviewing Well
Reviewing well which this strategy the student does reviewing
carefully spaced intervals, at first close together and then more widely
spaced apart. This strategy is related to a process of repeating new
information in order to make it stable in memory and includes only one
strategy called structured reviewing. This strategy is sometimes called
“spiraling” because the learner keep spiraling back to what has already
been learned at the same time that she/he is learning new information. To
claim that a learner remembers this or that word is possible only when it is
also kept in storage and a learner is able to retrieve it and use it.
Nevertheless, it should be implemented in lessons especially with
young learners. Teachers cannot expect these learners to be much self-
directed and cannot expect them to revise subject matter themselves at
home. Therefore, a lot of lessons should be devoted to practicing not only
new vocabulary and grammar but also the older ones. It is necessary to
repeat all vocabulary and grammar explained so far again and again in
order to make them automatic for learners.
d. Employing Action
The two strategies – using physical response or sensation and
using mechanical techniques – belong to this group. These strategies will
appeal to learner who enjoys the kinesthetic or tactile modes of learning.
The strategies of employing action differ from the previous ones in a
fact that they do not directly refer to mental processes
1) Using Physical Response or Sensation
Using physical response or sensation presents a way of
employing the kinesthetic element, which contributes to remembering
new information better. Oxford defines this strategy as “physically
 acting out a new expression (e.g., going to the door), or meaningfully
relating a new expression to a physical feeling or sensation (e.g.,
warmth)”
2) Using Mechanical Technique
By using mechanical techniques, the students use creating
something which is concrete in order to remember new target language
information. Using such mechanical techniques depends on teacher’s
creativity and learner’s needs. There have been suggested and already
tried some techniques, which have been proved to be effective in
language learning. The most frequent one is using flashcards, which is
emphasized by many authors as one of the most rewarding strategies.
Separate words into the notebooks is another example helping students
in learning vocabulary.
METHOD
Descriptive quantitative research as explained by Sugiyono as kind of
educational research in which the data of research are the numbers and analysis by
using statistics.(2013) According to Gay, “quantitative research is the collection
and analysis of numercial data to describe, explain, predict, or control phenomena
of interest.(2012) Quantitative descriptive data is mainly collecting through
questionnaires that are self administered by those choose to provide the data. In
this research, the researcher used total sampling. the sample of the research was
all students of MA Muhammadiyah Saniangbaka Solok which was 75 students.
RESULT AND DISCUSSION
The researcher would like to describing memory strategy that was used by
students in learning vocabulary. They are 10 types in the questionnaire that will
be explained as follow:
1. Grouping

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 1 7 18 26 17 7 226 60,27%
2. Statement 2 7 15 23 22 8 216 57,60%
Mean 58,94%

Based on the data of the table above in the first statement, the respondents
who answered “Saya biasanya mengingat kosa kata bahasa inggris dengan cara
mendengar atau membaca konteks terlebih dahulu, kemudian
mengelompokkannya sesuai dengan pengelompokkan jenisnya” could be proved
based on the questionnaire that could be choosen by students with option; 7
respondent answered always (35), 18 respondents answered often (72), 26
respondents answered sometimes (78), 17 respondents answered ever (34) and 7
respondents answered never (7).
The second statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mengumpulkan persamaan atau
perbedaan dari kosa kata yang sudah dipelajari atau diketahui.” was 57,60%. It
could be proved based on the questionnaire that could be choosen by students
with option, 7 respondents answered always (35), 15 respondents answered often
(60), 23 respondents answered sometimes (69), 22 respondents answered ever
(44) and 8 respondents answered never (8).
In Summary, grouping had been used by students in memorising words. It
described with the statement number one and two that both of them have
averrage by 58,94%. It means that most of the students used grouping in learning
vocabulary.
2. Associating and Elaborating

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 3 10 23 25 14 3 248 66,13%
2. Statement 4 11 18 27 9 10 236 62,93%
Mean 64,53%
Based on the data of the table above in the third statement, the respondents
who answered “Saya biasanya mengingat kosa kata bahasa inggris dengan cara
menghubungkan dengan sesuatu hal yang familiar atau yang sudah diketahui.” is
66,13%. It could be proved based on the questionnaire that could be choosen by
students with option, 10 respondent answered always (50), 23 respondents
answered often (92), 25 respondents answered sometimes (75), 14 respondents
answered ever (28) and 3 respondents answered never (3)
The fourth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mendengar atau melihat kosakata
pada judul atau merek produk tertentu.” was 62,93%. It could be proved based on
the questionnaire that could be choosen by students with option, 11 respondents
answered always (55), 18 respondents answered often (72), 27 respondents
answered sometimes (81), 9 respondents answered ever (18) and 10 respondents
answered never (10)
In Summary, associating and elaborating had been used by students in
memorising words. It described with the statement number three and four that
both of them have averrage by 64,53%. It means that most of students used
associating and elaborating in learning vocabulary
3. Placing New Words into The Context

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
 (5) (4) (3) (2) (1)
1. Statement 5 13 13 23 22 4 234 62,40%
2. Statement 6 4 13 22 19 17 193 51,47%
Mean 56,94%
Based on the data of the table above in the fifth statement, the respondents
who answered “Saya biasanya mengingat kosa kata bahasa inggris dengan cara
menggunakan kata-kata yang telah disediakan atau diketahui kemudian
memasukkannya atau menuliskannya ke dalam kalimat” was 62,40%. It could be
proved based on the questionnaire that could be choosen by students with option,
13 respondent answered always (65), 13 respondents answered often (52), 23
respondents answered sometimes (69), 22 respondents answered ever (44) and 4
respondents answered never (4).
The sixth statement, the students who answer “Saya biasanya mengingat
kosa kata bahasa inggris dengan cara memuat kosakata baru ke dalam tulisan yang
ingin saya buat.” Was 51,47%. It could be proved based on the questionnaire that
could be choosen by students with option, 4 respondents answered always (20),
13 respondents answered often (52), 22 respondents answered sometimes (66), 19
respondents answered ever (38) and 17 respondents answered never (17)
In Summary, placing new words into the context had been used by
students in memorising words. It described with the statement number five and six
that both of them have averrage by 56,94%. It means that most of students used
placing new words into the context in learning vocabulary.
4. Using Imagery

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 7 8 14 20 17 16 206 54,93%
2. Statement 8 2 20 24 19 10 210 56%
Mean 55,47%
Based on the data of the table above in the seventh statement, the
respondents who answered “Saya biasanya mengingat kosa kata bahasa inggris
dengan cara membuat atau menggunakan gambar sesuai dengan kosa kata yang
dipelajari atau ditemui.” was 54,93%. It could be proved based on the
questionnaire that could be choosen by students with option, 8 respondents
answered always (40), 14 respondents answered often (76), 20 respondents
answered sometimes (60), 17 respondents answered ever (34) and 16 respondents
answered never (16).
The eight statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mengingat objek atau gambaran
di suatu tempat atau daerah yang pernah dilihat.” was 54,93%. It could be proved
based on the questionnaire that could be choosen by students with option, 2
respondents answered always (20), 20 respondents answered often (80), 24
respondents answered sometimes (72), 19 respondents answered ever (38) and 10
respondents answered never (10)
In Summary, using imagery had been used by students in memorising
words. It described with the statement number seven and eight that both of them
have averrage by 55,47%. It means that most of students used using learning
vocabulary.
5. Semantic Mapping

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 9 8 14 13 20 20 195 52%
2. Statement 10 2 2 23 19 29 154 41,07%
Mean 46,54%
Based on the data of the table above in the ninth statement, the
respondents who answered Saya biasanya mengingat kosa kata dengan cara
mencocokkan beberapa kosa kata dengan memberi arah panah sesuai dengan
konteks pembelajaran” was 52%. It could be proved based on the questionnaire
that could be choosen by students with option, 8 respondent answered always
(40), 14 respondents answered often (56), 13 respondents answered sometimes
(39), 20 respondents answered ever (40) and 20 respondents answered never (20).
The tenth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mencabangkan suatu konteks ke
dalam beberapa kosa kata sehingga menjadi sebuah mind map.” was 41,07%. It
could be proved based on the questionnaire that could be choosen by students
with option, 2 respondents answered always (10), 2 respondents answered often
(8), 23 respondents answered sometimes (69), 19 respondents answered ever (38)
and 29 respondents answered never (29).
In Summary, semantic mapping was used by students in memorising
words. It described with the statement number nine and ten that both of them have
averrage by 46,54%. It means that semantic mapping was fraction to be used by
the students in learning vocabulary
6. Using Keywords

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 11 7 13 27 19 9 215 57,33%
2. Statement 12 7 19 18 23 8 219 58,40%
Mean 57,87%
Based on the data of the table above in the eleventh statement, the
respondents who answered “Saya biasanya mengingat kosa kata bahasa inggris
dengan cara melihat kosa kata bahasa indonesia yang memiliki kemiripan dalam
gambar, bunyi dan tulisannya dengan bahasa inggris” was 57,33%. It could be
proved based on the questionnaire that could be choosen by students with option,
7 respondent answered always (35), 13 respondents answered often (54), 27
respondents answered sometimes (81), 19 respondents answered ever (38) and 9
respondents answered never (9).
The statement number twelve, the respondents who answered “Saya
biasanya mengingat kosa kata bahasa inggris dengan cara melihat suatu hal atau
bentuk yang ada di dalam gambar dengan mendengar sesuatu nama, tempat, atau
hal lain sebagai kata kunci “, was 58,40%. It could be proved based on the
questionnaire that could be choosen by students with option; 7 respondents
answered always (35), 19 respondents answered often (76), 18 respondents
answered sometimes (54), 23 respondents answered ever (46) and 8 respondents
answered never (8).
In Summary, using keyword had been used by students in memorising
words. It described with the statement number eleven and twelve that both of
them have averrage by 57,87%. It means that most of students used using
keyword learning vocabulary.
7. Representing Sounds in Memory

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 13 2 13 22 25 13 191 50,93%
2. Statement 14 7 15 19 22 12 208 55,47%
Mean 53,20%
Based on the data of the table above in the thirteenth statement, the
respondents who answered “Saya biasanya mengingat kosa kata bahasa inggris
dengan cara mencari beberapa kosa kata yang memiliki bunyi ritme yang serupa”
was 50,93%. It could be proved based on the questionnaire that could be choosen
by students with option, 2 respondent answered always (10), 13 respondents
answered often (52), 22 respondents answered sometimes (66), 13 respondents
answered ever (26) and 13 respondents answered never (13).
The forteenth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mencari persamaan pada bunyi
kosakata yang lain”, was 55,47%. It could be proved based on the questionnaire
that can be choosen by students with option, 7 respondents answered always (35),
15 respondents answered often (60), 19 respondents answered sometimes (57), 22
respondents answered ever (44) and 12 respondents answered never (12).
In Summary, representing sounds in memory had been used by students in
memorising words. It described with the statement number thirteen and fourteen
that both of them have averrage by 53,20%. It means that most of students used
representing sounds in memory in learning vocabulary
8. Reviewing Well

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 15 12 19 27 13 4 247 65,87%
2. Statement 16 10 14 33 14 4 237 63,20%
Mean 64,54%
Based on the data of the table above in the fifteenth statement, the
respondents who answered “Saya biasanya mengingat kosa kata bahasa inggris
dengan mengecek kembali kosakata yang sudah dipelajari secara berulang” was
65,87%. It could be proved based on the questionnaire that could be choosen by
students with option, 12 respondent answered always (60), 19 respondents
answered often (76), 27 respondents answered sometimes (81), 13 respondents
answered ever (26) and 4 respondents answered never (4).
The sixteenth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan mengulas kembali pelajaran
sebelumnya sampai benar-benar menguasainya” was 63,20%. It could be proved
based on the questionaire that could be choosen by students with option, 10
respondents answered always (50), 14 respondents answered often (56), 33
respondents answered sometimes (99), 14 respondents answered ever (28) and 4
respondents answered never (4).
In Summary, reviewing well has been used by students in memorising
words. It described with the statement number fifteen and sixteen that both of
them had averrage by 64,54%. It means that most of students used reviewing well
in learning vocabulary.
9. Using Physical Response or Sensation

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 17 4 16 20 19 16 198 52,80%
2. Statement 18 7 13 24 15 16 205 54,67%
Mean 53,74%
Based on the data of the table above in the seventeenth statement, the
respondents who answered “Saya biasanya mengingat kosa kata bahasa inggris
dengan menggunakan gerakan sambil mengingat atau menyebutkan kosakata
tersebut.” was 52,80%. It could be proved based on the questionnaire that could
be choosen by students with option, 4 respondents answered always (20), 16
respondents answered often (64), 20 respondents answered sometimes (60), 19
respondents answered ever (38) and 16 respondents answered never (16).
 The eighteenth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara mengungkapkannya dengan
sensasi atau situasi yang sedang dirasakan” was 54,67%. It could be proved based
on the questionnaire that could be chosen by students with options, 7 respondents
answered always (35), 13 respondents answered often (52), 24 respondents
answered sometimes (72), 15 respondents answered ever (30) and 16 respondents
answered never (16).
In Summary, using physical response or sensation had been used by
students in memorising words. It described with the statement number seventeen
and eighteen that both of them had averrage by 53,74%. It means that most of
students used using physical response or sensation in learning vocabulary
10. Using Mechanical Technique

No. Statement Students Response Total of Average of

Number A O ST E N Score Percentage
(5) (4) (3) (2) (1)
1. Statement 19 7 6 14 23 25 172 45,87%
2. Statement 20 2 9 21 30 13 182 48,53%
Mean 47,20%
Based on the data of the table above in the ninteenth statement, the
respondents who answered “Saya biasanya mengingat kosakata baru dengan
menggunakan flashcard (kartu pengingat berisi tulisan kata-kata bahasa inggris)”
was 45,87%. It could be proved based on the questionnaire that can be chosen by
students with options, 7 respondents answered always (35), 6 respondents
answered often (24), 14 respondents answered sometimes (42), 23 respondents
answered ever (46) and 25 respondents answered never (25).
The twentieth statement, the respondents who answered “Saya biasanya
mengingat kosa kata bahasa inggris dengan cara membagi dan menandai kosa
kata yang seharusnya dipelajari dan kosakata yang tidak seharusnya dipelajari di
dalam catatan.”, was 48,53%. It could be proved based on the questionnaire that
could be chosen by students with options, 2 respondents answered always (10), 9
respondents answered often (i), 21 respondents answered sometimes (63), 30
respondents answered ever (60) and 13 respondents answered never (13).
In Summary, using mechanical technique had been used by students in
memorising words. It described with the statement number ninteen and twenty
that both of them had averrage by 48,53%. It means that using mechanical
technique was fraction to be used by the students in learning vocabulary.
Based on the description of the data discussed preciously, it was found that
mostly the students chose “sometimes” as their answers of the questionnaire.
Based on the percentage score, it was between 46,54% as the lowest and 64,54%
as the highest. To be clearest, the researcher made the detail of as follow:
Chart 4.1 Memory Strategy Classification
 Chart
70 58.94 64.53 57.87 53.2
64.54
60 56.94 55.47 53.74
Percentage 50 46.54 47.2
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10

Note : 1. Grouping
2. Associating and Elaborating
3. Placing new words into the context
4. Using imagery
5. Semantic mapping
6. Using keyword
7. Representing sounds in memory
8. Reviewing Well
9. Using Physical Response or Sensation
10.Using Mechanical Technique

CONCLUSION AND SUGGESTION

1. Conclusion
Based on the findings and discussion that have presented in the previous
chapter, it could be concluded the result of analysis of memory strategy used by
students in learning vocabulary at MA Muhammadiyah Saniangbaka Solok. The
researcher concludes that there were ten indicators of memory strategy that was
concluded by mean score of each aspect. First, students’ answers of using
grouping as strategy in learning vocabulary was 58,94%. Second, students’
answers of using associating and elaborating as strategy in learning vocabulary
was 64,53%. Third, students’ answers of using placing new words into the context
as strategy in learning vocabulary was 56,94%. Fourth, students’ answer of using
imagery as strategy in learning vocabulary was 55,47%. Fifth, students’ answers
of using semantic mapping as strategy in learning vocabulary was 46,54%. Sixth,
students’ answers of using keyword as strategy in learning vocabulary was
57,87%. Seventh, students’ answers on representing sounds in memory as strategy
in learning vocabulary was 53,20%. Eigth, students’ answers of using reviewing
well as strategy in learning vocabulary was 64,54%. Ninth, students’ answer of
using physical response or sensation as strategy in learning vocabulary was
53,74%. The last, students’ answer of using mechanical technique as strategy in
learning vocabulary was 47,20%. In summary, the highest types of memory
strategy that most students used in learning vocabulary at MA Muhammadiyah
Saniangbaka Solok was Reviewing well and the lowest types of memory strategy
that was fraction used by students in learning vocabulary was semantic mapping.
It could be concluded that students tend to have positive on memory strategy that
was used by students in learning vocabulary at MA Muhammadiyah Saniangbaka
Solok
2. Suggestion
It is hoped the students improve their way to remember and learn english
as well without compulsion. Students need to choose the way without imitate in
order to make learning vocabulary and another lesson easier.
It is hoped that the teacher always give supports toward students in
learning English, especially vocabulary. Teacher have to give a good treatment
and character to the students and give the opportunity to choose studemts interest
and way to do in learning English.