Vocabulary Learning Strategy Used By English Good Achiever : A Case Study At Seventh Grade Students In MTS N 4 Klaten

The researcher formulates the objective of the study was to describe the metacognitive, cognitive, and sosioaffective vocabulary learning strategy used by students in MTs N 4 Klaten. This researcy type of method was the qualitativ descriptive. The subject of this research was seventh grade student in MTs N 4 Klaten consist of 6 students, 3 male and 3 female. In this study, data was collected using open ended interviews, independent interviews, with guide line interview based on O’malley Taxonomy. as explained in the research instrument. The result of this finded was the metacognitive vocabulary learning strategies used by students there are six subsets of strategies advance organizer, selective attention, self management, self evaluation, self monitoring, and functional planning. The functional planning was dominant strategy with 100%. The cognitive vocabulary learning strategies used by students there are five subsets of strategies are recombination, keyword, repetition, note taking, an imagery. The repetition and note taking was dominant strategy with 83%. The socioaffective vocabulary learning strategies used by students type learning with together or group, there are 83%. The selection of strategies determined adapted to the material to given students in the learning vocabulary on these three categories (metacognitive, cognitive and sosioaffective)