The Correlation Between Memory Strategy in Online Learning Environment and Vocabulary Achievement Of Junior High School Students

Abstract

Vocabulary has always been an essential part of language learning and communication; it was not simple to master vocabulary. Often it was hard for a student to figure out how to interpret the meaning of new words, how to store them in their brain, and how to use them by learning and developing their vocabulary. Learning strategies have been used as resources that language learners may use to enhance or facilitate their learning of foreign languages. A memory strategy was one of a technique that students could use in order to help improving and remembering information that students have learned. This research was conducted by using correlation research design to know whether or not there was a correlation between memory strategy in online learning environment used by students and their vocabulary achievement The participant of this research was the eighth-grade students in 8-J class of SMP Negeri 01 Ambulu 2020/2021 in academic year. The school was selected because the school has applied the revised of curriculum 2013 in teaching and learning process. The students were selected because they have been taught English using memory strategy in online learning environment. In collecting the data, the researcher used questionnaires and test to the students. Then, researcher used SPSS 25 to analyse the data collected. The result of the calculation showed that p-value was 0.064. To measure whether or not there was a correlation between two variables, correlation sig. (2- tailed) was compared with α (level of significance). The level of significance was 5% (0.05), and 0.064 was higher than 0.05. In other words, since p-value was higher than the level of significance; the null hypothesis was not rejected. Therefore, there was no significant correlation between memory strategy in online learning environment and students’ vocabulary achievement. The result of this research showed correlation value between memory strategy in online learning environment and students’ vocabulary achievement was 0.332. The correlation value indicated how weak the correlation between two variables was. The result meant low correlation between the variables because the appeared correlation coefficient was 0.332 which was included between the interval 0,20 – 0,399 that had been attached in the previous chapter (see Table 3.8). The correlation itself belonged to the positive correlation or directional correlation as the Pearson correlation value was in the positive number. This meant that high on one variable, high on the other. This also meant that low on one variable, low on the other. The high score of memory strategy in online learning environment did not correlate with the score of vocabulary test. It was not about how many and how often memory strategy in online learning environment was in use. But, it is about memory strategy in online learning environment the most appropriate strategy used by students. Because each student would have diverse interests and abilities, each student had to be more sensitive to what strategies they like and the most effective strategy for them. Develop the strategies that appropriate and effective for them. There was memory strategy in online learning environment that could be developed by them. The findings of this research were expected to encourage the students’ vocabulary achievement through memory strategy in online learning environments. It was also expected to be useful for teacher to understand about the benefits of memory strategy in online learning environments and encourage teachers to apply it to some language learning, especially vocabulary. Then for future researcher, these findings would be useful for future researchers to conduct similar studies with different designs, settings, and research subjects.