Learning Of Specialized Vocabulary Of Thierd Year Students At Faculty Of Foreign Languages Nttu.docx

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MINISTRY OF EDUCATION AND TRAINING
NGUYEN TAT THANH UNIVERSITY
True learning - True practise - True value - True future
FACULTY OF FOREIGN LANGUAGES
----------
TOPIC
LEARNING OF SPECIALIZED VOCABULARY OF THIERD
– YEAR STUDENTS AT FACULTY OF FOREIGN
LANGUAGES NTTU: REALITY AND SOLUTIONS
Submitted by:
Ho Chi Minh City, 1 June 2018

I
TABLE OF CONTENTS
LIST OF ABBREVIATION............................................................................... IIII
ABSTRACT...................................................................................................... IVV
I. INTRODUCTION ............................................................................................1
1.1Background to the Study........................................................................... 1
1.2Statement of the Problem.......................................................................... 3
1.3Objectives of the study.............................................................................. 3
1.4Research questions.................................................................................... 3
1.5The significance of Study ......................................................................... 3
1.6Scope of the study..................................................................................... 4
1.7Definition of Key Terms........................................................................... 4
II. LITERATURE REVIEW .................................................................................5
2.1Vocabulary learning strategies.................................................................. 5
2.1.1 Definitions of vocabulary learning strategies....................................... 5
2.1.2 The importance of VLS........................................................................ 5
2.1.3 Role of vocabulary in language skills .................................................. 7
2.1.4 Classification of VLS ........................................................................... 8
2.2Attitudes towards VLS............................................................................ 10
2.3Previous research .................................................................................... 10
III. RESEARCH METHODOLOGY....................................................................11
3.1Location .................................................................................................. 11
3.1.1 Definitions of vocabulary learning strategies..................................... 11
3.1.2 Participants ......................................................................................... 12
3.2Research design....................................................................................... 12

II
3.3Research instruments .............................................................................. 12
3.3.1 Questionnaire...................................................................................... 12
3.3.2 Semi-structured interview .................................................................. 13
3.4Procedures – reliability validity.............................................................. 13
3.4.1 Questionnaire...................................................................................... 13
3.4.2 Semi-structured interview .................................................................. 14
3.5Data analysis ........................................................................................... 14
IV.TIMELINE......................................................................................................15
V. REFERENCES................................................................................................17

III
LIST OF ABBREVIATION
NTT: Nguyen Tat Thanh
NTTU: Nguyen Tat Thanh University
SPSS: Statistical Package for Social Sciences
VLS: Vocabulary Learning Strategy
VLSs: Vocabulary Learning Strategies

IV
ABSTRACT
This article presents the results of a research conducted through an online survey,
aimed at understanding the perceptions of NTT students perceptions which the
importance attitudes towards learning English technical vocabulary and their
technical vocabulary learning strategies. The knowledge of vocabulary is very
important to ensure that you can learn the vocabulary quickly “A conscious
technique used by a learner purposely assist the language learning process”
(Grainger, 2005: 328). The participants of this study will be 200 students from
faculty of foreign languages at Nguyen Tat Thanh University. The study will
employ a mixed-methods design. Students at Faculty of Foreign languages NTTU
understand effecient methods to learn vocabulary, especially specialized vocabulary
easily. Learning of vocabulary with students are a matter of concern which needs
suitable methods or solutions.
Key words: NTT, NTT students, NTTU, technical vocabulary, specialized
vocabulary

1
I. INTRODUCTION
1.1Background to the Study
In the learning of a foreign language, vocabulary plays a important role and
becomes the challange for learners. Because of the lacking of specialized
vocabulary will prevent students to convey meaning of context, situation in all
fields.A vocabulary is a sequence of familiar words with a person's language.
Acquiring an extensive vocabulary is one of the greatest difficulties in learning a
second language. From that, Brown and Payne suggested that students should have
strategies in learning vocabulary. It is closely associated with learners who have a
specific purpose in learning vocabulary. It also will provide a specialized meaning
that differs from its common meaning when used in a specific field. Especially, it
aslo will be unique in that field. So, strategies in learning vocabulary will help
learners to gain success.
This directly indicates that vocabulary learning is an important challenge for
students because they are not familiar enough with academic vocabulary terms.
There is improvement to the vocabulary of college students including the use of
English language to read, write, speak and listen and ultimately their academic
achievement. Academic vocabulary is critical for the comprehension of discipline-
specific content taught at the tertiary level as it assists in, learning, analyzing,
thinking, predicting, explaining and justifying issues of use issues in academic
contexts using a higher level of English. Learners with higher academic vocabulary
development are better at tolerating a small proportion of unknown words in a text
without disruption of comprehension and can even infer the meaning of those words
from rich contexts.
In addition, the individual's sense of taste and organization of learning effectively
and using them to achieve their goal of moving to new language learning requires a
lot of effort and time management. Language learning strategies enable students to
directly learn and use language and develop learner autonomy as long as these are
effective strategies used to facilitate learning. University students must learn
English as a foreign language to meet the challenges of mastering English
vocabulary. These students are learning and using English, is a foreign language for

2
them, and they are also expected to learn new academic concepts that require
sophisticated knowledge and vocabulary. It can not be denied that because of the
technical and frequency of use, academic vocabulary is less commonly used than
vocabulary in our English language classes. Consequently, effective understanding
of text and lectures can be impaired if the person has low academic vocabulary.
Learning new words of a new language seems to be an easy task for some
students. However, it is also the most challenging thing to do when reaching a
certain level. Learning new vocabulary is to require a lot of practice to memorize
and understand the meaning of the words. There are some difficulties that the
students may face when learning new vocabularies.
Pronunciation: Most of the students have trouble in pronouncing new words, how
to write and spell. It is because of the differences between spoken and written in
English. Some the words are that contains silent letters. For example the word of
muscle. The pronunciation has effect on remember writing vocabulary. Moreover,
the written form is different from the spoken form in English, so that makes the
learners hard to study.
Vocabularies understanding: students have a difficult time to select an
appropriate meaning of the words. They often use overlap the meaning of the words
such as the words of make and do. Students are also confused when they see the
words that are idiomatic. Using the words based on the context is also one of the
challenges when learning new vocabulary. One word can have more than one
meaning. For example the meaning of ‘can’ as a noun is totally different from the
meaning of ‘can’ as a modal verb.
Selecting the words that are worth to learn: the number of vocabularies in
English is large, and there is no doubt that students are unable to understand every
single one. Students have to know to choose the words that are worth to learn or
words that are relevant to the subject that they are studying.Having much major
(specialty) words that are so strange to remember. Moreover, having the same word
with different meaning.

3
There are four important things you need to do when you study a word: you need
to see the word, you need to hear the word; you need to say the word; you need to
practice using the word.
Work hard to learn and remember all the words in English from the beginning is
not just a waste of your time and energy on studying. The sensible strategy is not to
learn and remember all the new words, you see. On the contrary, only learned of the
most popular words, from some ordinary, after more slowly learning.
1.2Statement of the Problem
Learning to build a better vocabulary can be a good time and time to learn more
vocabulary. Learning to focus regularly can bring about a rapid improvement in
your vocabulary skills, which can increase your ability to communicate by writing,
chatting or speaking. Having a great vocabulary can benefit you in school, at work
and in society. It will allow you to understand the ideas of others better and to get
the satisfaction of your thoughts and ideas more effectively.
1.3Objectives of the study
Studing the terminological vocabulary with third – year students í a matter of
concern which needs methods and solve with foreign language students.
1.4Research questions
This research aims at trying to answer the following questions:
1. How do those students use technical vocabulary learning strategies ?
2. What are the most and least commonly used technical vocabulary
learning es by those ?
3. What are the difficulties in learning vocabulary techniques from this
research?
1.5The significance of Study
The research aim is to help English learners to improve their ability of
vocabulary learning and develop their English proficiency by providing some
pratical suggestions to both teachers and learn researchers believe that this study
will be helpful to the language teachers and to the respondents.

4
1. Teachers will receive the benefits from this research. Teachers can
develop effective and least frequently used students technical vocabulary
learning. Teachers can achieve several essential knowledge about approaches
in vocabulary learning straegies. The research will provide teachers
knowledge about the types of materials and activities to be designed to polish
vocabulary learning in order to enhance their lexical their competenc.
2. Nguyen Tat Thanh University will also benefit from this research.
They will be able to attain useful information about the learning strategies so
that they may be able to implement them in the school curriculum.
3. The students themselves also will benefit from this research. It bring
advantages of assisting and encouraging students to apply suitable
vocabulary learning attitudes and strategies in their specific field of learning,
with this study, student might realize the ways they use to learn technical
vocabulary and make appropriate plans for their learning process with these
strategies. In other words, the student must to control for their own
vocabulary learning
1.6Scope of the study
The study will be conducted at Nguyen Tat Thanh University of Ho Chi Minh is
located at An Phu Dong street, twelve district. The study focuses on the
investigation challenges and strategies for learning vocabulary and by 200 students.
The participants of the study will be the third year students enroll in English. These
students will take part in a survey about their difficuties and methods learning
1.7Definition of Key Terms
To make this research easier to understand, the researcher would like explain key
terms as follows:
EFL students: are those who are studying English at Nguyen Tat Thanh
Univerity.
Attitude: learner's opinions about learning language.
Technical vocabulary: is the specialized vocabulary for learners who have special
purpose in language learning. However, little is known about such vocabulary

5
because there are no well established approaches for deciding which words are
technical terms and which are not.
Learning strategy: are the purposeful steps used by language learners to
comprehend and process new information more deeply, to help to recall old
information, and apply knowledge and skills to facilitate problem solving.
II. LITERATURE REVIEW
2.1Vocabulary learning strategies
2.1.1 Definitions of vocabulary learning strategies
Vocabulary learning strategies (VLS) are steps to help learners that can learn
language easier and acquire new English words. Schmitt defines vocabulary
learning strategies as "the process by which information is achieved, stored,
removed and used... so it could be any effect on this widely defined process" (1997,
p.203). This definition brings to the mind that vocabulary learning is accidental or
intentional that researchers have talked about it in the literature a lot.
In VLS, therefore, each student can have their own ways for learning vocabulary
to gain new words.
2.1.2 The importance of VLS
Vocabulary is an important factor to any language. It is also necessary to use in
the language skills for communication. Gifford (2013) clearly made that the
relationship between vocabulary and language skills. The vocabulary will help you
to understand the reading and listening linguistic skill . Reading vocabulary can
help to recognize and comprehend while reading. Listening vocabulary will support
for situation and improve communication skill. In addition, The purposes of this
study were to determine the correlation between vocabulary and challenges
comprehension of stared. Through we could find problems and give some solutions
to help us learn vocabulary the best way.
To learn the language, learning vocabulary is very important and useful. In
vocabulary, it can be divided two groups passive and active vocabulary. Besides
passive and active vocabulary we usually meet some problem about family words,

6
synonyms, antonyms and so on. About vocabulary, it is very varied so it makes we
confuse and don’t remember all vocabulary.
It can see that we can meet with serious difficulties, such as: selecting which
words are worth learning. Another problem can be how to organize our vocabulary
(Difficulties in Learning Vocabulary). Almost every often organizes to the
vocabulary they write down some way so they did break the words or phrases, they
didn’t know use suitable words for a sentence.
According to the source, SCRIBD with the title “difficulties in learning
vocabulary” (difficulties in learning vocabulary) give add the problem remember
vocabulary mean that vocabulary learning largely been construed as a memory
problem seems to be another difficulty for vocabulary learner. Moreover, one of the
big challenges is what is learned today is often forgotten tomorrow.
Typically, you learn vocabulary in a way the same for all four skills in English
and hope that you can be used whenever needed. Reality shows as you can will only
use that vocabulary on Reading if you only learn and remember the meaning of the
word. To be used in Writing then you will need to know more about how to use.
Similarly, to Listening ( listening comprehension) a vocabulary, than to understand
the meaning of words, phrase and meanings understood the saying from the audio
or the opposite, you need to hear more. The first floor of the highest repeat
performance, which means you have to learn and focus very much on the most
essential vocabulary they can use it in speaking.
Say like to see, you should not study with equally for all vocabulary. You need to
sort out, the words would be necessary to study “profusely” and used to be when it
comes, then the number of the required increase in vocabulary is the Group would
to be able to understand, the next number is going to be able to apply when writing(
do the essay), and finally the written notes how much more other words to be able
to read out if caught that vocabulary in one post read. Therefore, many student only
spend a free time during the day and maintain regularity still achieved his goal, but
many others spent more time initially to learn English quickly withdrew because I
feel progress how much.

7
The purposes of this study were to determine the correlation between vocabulary
knowledge reading, writing, listening and speaking comprehension of starter, to
determine a cutoff point of vocabulary frequency level for reasonable listening
comprehension, and to find out what problems starter think influence their reading,
writing, listening and speaking comprehension.
According to a language student, the main activities for learning a new language
are: reading, writing, listening and speaking. This is what we naturally do in our
mother tongue.
An important aspect to note is that we can classify these activities as input and
output. As you can guess, listening and reading are the activities of the input, and
writing and speaking are the activities of the output.
In other words, you will be exposed to the language when you’re listening or
reading and conversely you will produce the language when you’re writing and
speaking.
In short, the more you write and speak, the better your skills. That’s why the
teachers at the language schools ask you to write a lot and “practice” your speaking
with other students, sometimes in groups.
The findings of the study indicate that the size of vocabulary knowledge was
found to be significantly correlated with listening comprehension and could predict
half of the variance in the listening scores. This study also suggests that the 3,000
word level represented a probabilistic vocabulary threshold level necessary for
hospital pharmacists to perform adequately on the listening comprehension test
Moreover, the difficulty to listen to a long talk in English was found to be the
greatest problem influencing their listening comprehension.
This seems reasonable, but it does not work. There are a lot of studies pointing
out the contrary: Basically, in order to develop your English skills, you need to
perform the input activities most of the time.
2.1.3 Role of vocabulary in language skills
Vocabulary learning plays an important role for beginners to learn English.
According to Wilkins in Mauritius (1972:111-112) said that “ a language that lacks

8
some grammar can be conveyed, but it lacks vocabulary that cannot be conveyed”.
So, vocabulary learning is essential part of learning new languages. In order to learn
vocabulary successfully, Brown and Payne (1994: 373-391) conducted a study
about steps in vocabulary learning. It divided into 5 important steps. Based on this
statement, the first step is Encountering New Words. Learners can learn a new
words by reading book, listening to TV and radio, and reading newspaper and
magazines. It will be a better chance to remember words quickly. Next, getting a
clear image of the form of the vocabulary is the second step. This is a way to
remember words through giving definition. Getting the Word Meaning is the third
important step. This step will help learners to get the word meaning easily by
finding the name of things around such as “asking native English speakers what
words mean”, “making pictures of word meanings in mind,” and “explaining what
the speaker means and asking someone to tell him English word”. The fourth
strategy is the Consolidating Word Form and Meaning in Memory. This step
includes many kinds of vocabulary learning strategies such as flashcards, matching
exercises, crossword puzzles, etc, that attach special importance to both Vocabulary
and expression. Thanks to the study of Hatch and Brown (1995:387) divides these
strategies into four general categories: creating mental linkages, applying images
and sounds, reviewing well, and 4 employing actions. The last step is using the
words. In this step, allowing learners to check knowledge in other steps is correct
and to make sure that words and meaning will not fade from memory (Hatch and
Brown, 1995:390). Besides that, Another expert, Schmidt (1997:199) also mentions
consolidation strategies in learning vocabulary including social strategies, memory
strategies, picture imagery, related words, unrelated words, grouping, words
orthographic or phonological form, cognitive strategies and commit to user 23
meta-cognitive strategies and other memory strategies. Considering the principles
above, vocabulary learning strategies will help learners to learn quicker and more
effective.
2.1.4 Classification of VLS
Schmitt (1997) divided 2 main groups of VLS:
1. Discovery strategies: to learn about words that will help learners to explore
learning of new words easily.

9
2. Consolidation strategies: it can help learners to remember words better.
To sum up, learners can choose VLS that will help to acquire vocabulary.
According to O’Malley & Chamot, 1990; Oxford, 1990; Schmitt, 1997, 2000 ,
learners can adopt to 7 strategy groups such as:
1. Memory
 Creating Mental Images
 Applying Images and sounds
 Reviewing Well
 Employing Action
2. Cognitive
 Practice
 Receiving and Sending Messages
 Analyzing and Reasoning
 Creating Input and Output
3. Compensation
 Guessing Intelligently
 Overcoming Limitations
4. Meta-cognitive
 Centering Learning
 Planning Learning
 Evaluating Learning
5. Social
 Asking Questions
 Cooperating
 Empathizing

10
6. Affective
 Lowering Anxiety
 Encouraging
7. Determination
 Analyzing speech, affixes
 Contextual Guessing
 Check L1 Cognate
 Consulting Dictionary
2.2Attitudes towards VLS
Attitude is the way a person thinks and feels about someone or something, that
will express a person’s behavior. Attitude plays an important role to motivate for
learning vocabulary. It will decide to success and failure of learners. If learners have
a positive attitude towards learning vocabulary, it brings a good result for learners.
On the contrary, negative attitude towards learning vocabulary will get a bad
result for students in English.
2.3Previous research
VLSs play an important role to help learners in the development of the ability.
Hatch and Brown (1995) suggested 5 steps to gain words such as source, a clear
image, learning, strong memory and using.
In addition, Luppescu and Day (1993) known that students use dictionaries in
their studying will remember words better than students who do not use.
Lawson and Hogben (1996) also identified that students should repeat the new
vocabulary’s spellings and meanings and that just some students use situation to
guess meaning of the new words.
Nosidlak (2013) pointed out that if learners have the best way to learn vocabulary
or the greatest VLS, they can save time and effort in their study.

11
In China, Fan (2003) studied that excellent vocabulary learners should show
VLSs to poor learners that can help their to develop their vocabulary.
Wu (2011) did a survey, pointed out that the reason why poor vocabulary
learners meet difficulties VLS and encouraging that they need to gain more
knowledge to adopt VLSs under specific guidance
III. RESEARCH METHODOLOGY
3.1Location
3.1.1 Definitions of vocabulary learning strategies
Nguyen Tat Thanh University of Ho Chi Minh is located at 331 1A highway, An
Phu Dong Ward, District 12. Nguyen Tat Thanh University (NTTU) belongs to
Vietnam National Textile and Garment Group. NTTU has a total 100.000 m2 of
group floor area, over 3.000 computers, and modern education equipment. There is
also a library within NTTU with about a hundred thousand titles of the book. 100%
of classrooms and laboratories which are equipped with air conditioner and Wi-Fi
connection provide. NTTU is also a home of 20.000 employees, lectures with high
enthusiastic. Moreover, NTTU also gathers 12 professors, 17 associate professors,
over 80 doctors of science and over 500 masters. Along with investing in facilities,
NTTU also increases the quality of education by cooperating with over 140
universities and institutes of 20 developed countries in education.
Nguyen Tat Thanh University has justified its solid position not only on the
Vietnam map of education but also in the world.
Currently, the training scope of the University is more than 20.000 students
pursuing 54 majors from 5 main industries: Healthcare, Engineering – Technology,
Economics – Management, especially Foreign Language.
With the philosophy of training of “True learning, true practice, true success, true
future”. NTTU is proud as a provider of high-quality human resources. NTTU is
also one of the pioneers to adopt learning outcomes for students from knowledge to
professional skills. Ai the same time, the University is flexible to mount four norm
“The school – Entrepreneur – Administrator – Scientist”, in which the business

12
partnership is now considered as the core of the training process, enabling
association of training and the world of work, bridging the gap between learning
outcomes and job requirements in practice.
3.1.2 Participants
The participant of this research is a third-year student at the university and in the
English major. Students are having difficulty in study vocabulary, especially
specialized vocabulary.
There are three major areas of study in English: Teaching, business English, and
Interpreting. For specialized vocabulary teaching, it is easier for students to learn as
it relates to school study and books. For the other two sectors are more difficult
because of the diverse and not close to the students sitting on the school chair. For
business English which relates foreign trade such as import-export, banking,
finance, accounting and human resources. These specialized vocabularies are a
dilemma because of the strange and practical experience. For interpreting, this is a
profession that requires linguistic competence and extensive social knowledge of
cultures, countries, people, customs, and habits.
Thus, the question is how to learn specialized vocabulary effectively
3.2Research design
This study will focus on investigating the attitudes of NTTU student toward the
study of English vocabulary and their vocabulary learning strategies. To do this
research, the study will use a mixed-methods design. Thus, in the present study, a
combination of qualitative and quantitative research approaches will be used
3.3Research instruments
3.3.1 Questionnaire
A questionnaire will be used to measure learning of specialized vocabulary of
third-year students at Faculty of Foreign languages Nguyen Tat Thanh University.
The questionnaire in the study include of three parts. Part I is about demographic
information of the subjects. In this part, the students will need to write their class,
faculties’ names, genders and semester of studying. Part II will demand the method
learn specialized vocabulary. It will consist of 10 closed-ended items. In addition, to

13
have the best of the results, the questionnaire will be composed in Vietnamese to
create it simply for the students to answer as well as avoid misunderstandings. A
Likert Scale will be utilized to tool the students’ responses by choosing any of these
responses: ‘5’ for Strongly Agree (SA), ‘4’ for Agree (A), ‘3’ for Neutral (N), ‘2’
for Disagree (D) and ‘1’ for Strongly Disagree (SD) (Likert scale). Finally, Part III
will be concerned how to learn specialized vocabulary of third-year students. It will
consist of 30 closed-ended items. The students will choose one of five options that
the best suits them with make flashcards, make a study list, write out words
repeatedly, take vocabulary quizzes and use vocabulary words in conversation and
writing (how to learn English vocabulary: 5 best methods).
3.3.2 Semi-structured interview
Semi-structured interview will conduct with twenty students to ask them about
what do they think about the evaluating the role of vocabulary learning? And what
methods do they use their vocabulary learning? The researcher will use the results
of the interviews as evidences for the students’ responses to the questionnaire.
Furthermore, the students will ask to provide some examples on the method they
employed because the researcher would like to make sure they really did practice
them. Moreover, the researcher will discuss together the students give how to learn
specialized vocabulary efficiently with the interviewees. The researcher will meet
each student individually in the library of Nguyen Tat Thanh University. Each
interview will last ten to fifteen minute
3.4Procedures – reliability validity
3.4.1 Questionnaire
The questionnaire will have a time limit of 40 minutes. Before doing the
questionnaire, the students will be confirmed that they are voluntary to take part in.
And they have to answer as honestly as possible. The questionnaire will be designed
in English. To ensure the legitimacy, the researcher ought to carry out a pilot study
to receive feedback’s students as well as recommendation about question items.
After that, to check trustworthiness for the questionnaire, the researcher will use
alpha (). According to Devellis (Wekipedia) show that the trustworthiness of the
questionnaire is good if the alpha () is at least equivalent 0.70 (  0.70). So, the

14
data of the questionnaires have to analyze by using SPSS 21.0 for Windows to find
out the value of alpha ().
3.4.2 Semi-structured interview
When doing the interview, the research must choose the semi-structured
interview to prepare questions on each plan. To convenient the research need to
save time and to cover the target aspects of the interview. All of the questions for
the interview will be designed in Vietnamese language. Before doing the interview,
all of the questions will be a pilot interview to know that the questions intend to
obtain suitable information or not. During semi-structured the research should use
smart-phone to collect some picture or video of the third-year students at Nguyen
Tat Thanh University. Through we will see attitudes and knew the method to learn
specialized vocabulary of them. Moreover, the interview will give more fully issues
covered in the questionnaire as well as expose issues not have in the questionnaire.
All of the information collected from the interview will analyze by using qualitative
content analysis.
3.5Data analysis
The data of this study will be analyzed using descriptive statistics in which the
number of frequencies will be tabulated and converted into percentages.Qualitative:
The interview method used in this study is semi-structured. In semi-structured
interviews, a list of questions was prepared in advance to guide the interviewee to
solve the problems in the questionnaire.
Each interview lasted about 15 to 20 minutes and at the same time, the
researchers took notes in the interviews
Quantitative: The second method of conducting research, applied from the
quantitative method, is the questionnaire. Questionnaires are considered relatively
easy to build and manage for a large number of participants. Questionnaires are
therefore often used to investigate the current use of vocabulary learning strategies.
The data is recorded accordingly in the descriptive statistical format that forms
the basis of the thesis and is emphasized in the conclusions of the study.

15
Analyzes are based on questionnaires completed by the participants. By
comparing the questionnaire and the practice through tests we can find common
methods of learning English vocabulary more effectively.
+ Questionnaire analysis
+ Strategic analysis of individual characteristics
The first question is about learning habits. Good learning habits are beneficial for
the effectiveness of learning. In addition, it means that learners can emphasize
learning English. Learning needs to accumulate. All successful English learners
know that there is one new language does not happen overnight. Developing a
proper learning habit is essential and especially the vocabulary problem.
English will not be repeated and reinforced if they are not active learners.
IV. TIMELINE
No TASK TIME
DETAILED
DESCIPTION
1 Chapter 1:
Introduction
From 2rd
March
to 8th
March, 2018
-Review, adjust and
complete the introduction
chapter.
2 Chapter 2:
Literature
review
From 9th
March
to 22th
March , 2018
-Read and find materials
about the topic.
-Learn about some items
relating the research topic if
any.
Write and finish the
literature review chapter.
3 Chapter 3:
Research
From 23th
March
to 12th
First, review adjust and
complete the instrument,

16
Methodology April, 2018 participants, research site,
research design.
Second, carry out the
questionnaire and interview.
Third, assemble
documents from participants
in research paper.
Fourth, arrange and run
data with SPSS software.
Last, complete the
process of collecting data.
4 Findings,
Discussion and
Conclusion
From 13th
April
to 26th
April,2018
Analyze and discuss the
data.
After that, think about
conclusions, limitations and
implications for the next
part.
5 Thesis
Submission
From 27th
April
to 18th
May, 2018
Research paper will be
approved by my instructor
and will submit it to the
faculty.

17
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Best of Bilash. (2009, june). Retrieved from Improving Second language
Education:
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/fourskills.ht
ml
IJALEL. (2017). Retrieved from International Journal of Applied Liguistics &
English Literature:
http://www.journals.aiac.org.au/index.php/IJALEL/article/view/3476
Read, J. (2000). Assessing vocabulary. New York: Cambridge University Press.
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and
writing.
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening
comprehension in English as a foreign language.
how to learn English vocabulary: 5 best methods. (n.d.). Retrieved 05 30, 2018,
from prepscholar TOEFL: https://www.prepscholar.com/toefl/blog/learn-english-
vocabulary/
likert scale. (n.d.). Retrieved 05 30, 2018, from wikipedia:
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