Mahmudi, Hasna K. (2026) An Analysis of Vocabulary Learning Strategies Used by the Hospitality Department Students at SMKN 2 Ponorogo. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Mastery of English vocabulary is crucial for vocational high school (SMK) students, particularly those majoring in Hospitality. In the context of English for Specific Purposes (ESP), English proficiency is not merely an added advantage but has become a fundamental requirement for entering the workforce in the hospitality and tourism sectors, which are closely tied to cross-cultural communication. However, how SMK students learn English vocabulary, the strategies they use, and the factors influencing this process have not been extensively studied, particularly within the context of vocational schools in Indonesia.
This study aims to identify the vocabulary learning strategies used by 10th-grade students in the Hospitality Program at SMKN 2 Ponorogo and to analyze the factors that influence the use of these strategies.
This study employs a descriptive qualitative approach using a case study design. Data were collected through classroom observations, interviews with teachers and students, and documentation. The theoretical framework of this study is based on Schmitt’s (2000) taxonomy of vocabulary learning strategies, supported by theories from Nation, Vygotsky, and Krashen.
Research findings indicate that students employ all five sub-types of vocabulary learning strategies based on Schmitt’s (2000) taxonomy: (1) determination strategies, such as inferring word meanings from context, pictures, or structural analysis, and using online dictionaries; (2) social strategies, such as discussing with peers or asking the teacher; (3) memory strategies, by memorizing vocabulary through songs and verbal repetition; (4) cognitive strategies, through word lists, vocabulary notebooks, verbal repetition, and contextual application; and (5) metacognitive strategies, by independently reviewing, self-testing, and managing their own vocabulary study. These strategies are primarily applied through group discussion activities in the classroom. Three main factors were found to influence the use of these strategies: students’ personal motivation and ability, the teacher’s role in creating an engaging learning atmosphere, and a communicative classroom environment. The most dominant factor is students’ internal motivation to continue learning new vocabulary independently.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Fenty Andriani |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 17 Jun 2026 02:14 |
| Last Modified: | 17 Jun 2026 02:14 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/39995 |
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