TEACHING VOCABULARY IN UNIVERSITY CONTEXT : A CASE STUDY

: Vocabulary plays an important role in learning English. Before students are capable of mastering the four skills, they need to acquire basic vocabulary to help them learn English. This study aims at investigating the classroom activities in vocabulary learning. The researcher tries to analyze the factors affecting the successfulness of vocabulary learning. This study used a case study method by adapting a model proposed by Miles and Huberman. The subjects of this study are students and lecturer in vocabulary classroom. The students take the vocabulary classroom in the 3rd semester of Universitas Indraprasta PGRI. There were 38 students and one lecturer involved in this study. The result of this study proved that there are several factors affecting the effectiveness of vocabulary learning, such as syllabus, learning methods and techniques, materials and media of learning, the role of teachers and students, and also motivation.


INTRODUCTION
The research in vocabulary learning is worth investigating since vocabulary is one of the languages focuses that influences the successful of language learning. Vocabulary plays an important part in language learning.
Previous research shows that vocabulary learning is the most important process in learning a second language or other languages (Ali & Anwar, 2021). Vocabulary is the foundation of a language. It is the key to a comprehension of a language. Unlike vocabulary, people can use a language even if they do not understand proper grammar, although it will sound weird. On the contrary, without having sufficient amount of vocabularies, people cannot understand or use the language.
Mastering vocabulary does not only mean by knowing the word in either English or Bahasa Indonesia. Knowing a word means understanding the concept of the thing represented, synonym, antonym, how to use that word in a sentence, and knowing the denotative and connotative meaning of the word. Students need to master basic knowledge of vocabulary before they study complex knowledge such as forming phrases, creating clauses, and sentences (Santosa et al., 2020).
The most widely used framework of vocabulary division is the one who is proposed by Nation (Schmitt, 2019). Nation divided vocabulary knowledge into nine components e.g spelling, word parts, meaning, grammatical functions, and collocation.
There is a specific subject in English educational program called "Vocabulary". This is a compulsory subject that all students have to pass in order to graduate their bachelor's degree. This subject was taken by the 3rd semester students, who are in the phase of the transition between teenager and adult. This subject focuses on the improving students' vocabulary knowledge. (Scott, 2016)stated that in learning a language students need to pass three steps: labelling, categorising, and end by network building. In the first-time students hear or read a word, they try to make a full concept of the word and the thing it referred to. After that, students move to the categorising level. They will try to make a connection between each word or things that have similar characteristics, for example dog and cat are pets. Then, students are making web connection between each word for example hard and soft, beautiful, and pretty, etc.

RESEARCH METHODOLOGY
The subjects of this study are students and lecturer in vocabulary classroom. The

RESULTS
The findings on the practice of vocabulary teaching are divided into three parts: the syllabus, the learning method, and techniques, and learning material and media.

The syllabus
The syllabus used in this classroom consists of three parts.  (Peyvandi et al., 2021) states that self-evaluation syllabus promotes the autonomous learning. The analysis also shows that there is not any type of assessments listed in syllabus. Assessment of students' learning is at the core of university education (Lipnevich et al., 2021).
Another point noticed by the researcher is related to reference. After comparing the module with one of the reference books, the researcher found that there are similar characteristics between those two books.
Textbooks are important media in the learning process both in general, and specifically, for example of a language (Ayu, 2020). The use of appropriate textbooks supports the interest of the students and the effectiveness of the learning process (Khashimova et al., 2021). The researcher suggested that the syllabus and material designer need to use more books as reference in terms of avoiding plagiarism. The syllabus and material designer also need to make another module that is more related to Indonesian context, especially the university context.

Learning Methods and Techniques
The findings about learning methods and techniques show that the lecturer uses module as the guidelines of the activities. Besides using the module, the lecturer also invites students to play vocabulary games every meeting. In the first observations, the researcher sees the game that uses monolingual dictionary as the instruments of the game. The rules of the game are the lecturer mentions a word then students are finding the word in the dictionary and pronounce the word as it is stated in the dictionary. This game is played because the theme of the meeting is "dictionary usage".
Previous research shows that students have excited experiences in using dictionary in the classroom (Barham, 2017

Materials and Media of Learning
Learning materials studied in this course This statement becomes the warning for lecturers or teachers to always update information about students' interests.
As stated in previous part, the researcher pays attention on the dictionary usage. Experts agreed that dictionary is a useful media in learning vocabulary. Based on that statement, the lecturer makes a regulation that all students must bring monolingual dictionary into classroom. In contrast, the students feel that this regulation is not effective. They claim that they can access similar information with the one they get from printed dictionary in an online dictionary. Previous research shows that electronic dictionaries are gaining more popularity towards the printed dictionary (Şevik, 2014). Based on this situation, the researcher is interested in investigating the differences between online and printed monolingual dictionary. The printed dictionary analysed is Oxford Advanced Learner's Dictionary while the online dictionary is accessed in https://en.oxforddictionaries.com/.
The researcher opens the dictionary randomly and found the word "grass". These are information listed in printed dictionary about "grass".

Other Factors of Learning
Based on the analysis of the data, the

CONCLUSION
Based on the findings and discussions, this study proved that there are several factors affecting the effectiveness of vocabulary learning, such as syllabus, learning methods and techniques, materials and media of learning, the role of teachers and students, and motivation.
The study showed that the syllabus still needs improvement in terms of the objectives of the lesson, types of assessments, and reference.