1. ELIH SUTISNA YANTOELIH SUTISNA YANTO
Universitas Singaperbangsa Karawang- West JavaUniversitas Singaperbangsa Karawang- West Java
A survey of the Dictionary use by FacultyA survey of the Dictionary use by Faculty
Members: The case of a Private University inMembers: The case of a Private University in
KarawangKarawang
West Java IndonesiaWest Java Indonesia
A paper presented at UNAIR, Surabaya, Indonesia, 23 August 2014A paper presented at UNAIR, Surabaya, Indonesia, 23 August 2014

2. OUTLINEOUTLINE
1.1. IntroductionIntroduction
2.2. Key Literature ReferencesKey Literature References
3.3. Research QuestionsResearch Questions
4.4. MethodsMethods
a. Participantsa. Participants
b. Proceduresb. Procedures
5. Results5. Results
6. Conclusions6. Conclusions

3. IntroductionIntroduction
 The research presents to surveyThe research presents to survey
teachers’ knowledge and practices inteachers’ knowledge and practices in
using dictionaries at the Department ofusing dictionaries at the Department of
English Education at a private universityEnglish Education at a private university
in Karawang – West Java.in Karawang – West Java.
 Specifically, this study sought theSpecifically, this study sought the
knowledge and the habits of Englishknowledge and the habits of English
teachers in using dictionary.teachers in using dictionary.

4.  The largest dictionary researchThe largest dictionary research
focused on studying the habits offocused on studying the habits of
learners in the use of theirlearners in the use of their
dictionaries, but little is said aboutdictionaries, but little is said about
studying the habits or attitudes ofstudying the habits or attitudes of
teachers in the use of dictionaries inteachers in the use of dictionaries in
their everyday activities.their everyday activities.

5. Key Literature ReferencesKey Literature References
 Atkins,1998; Bejoint,1994;Atkins,1998; Bejoint,1994;
Stein,1991,1999,2002,2013;Stein,1991,1999,2002,2013;
Hartmann,1991,1994 and Wright,Hartmann,1991,1994 and Wright,
2001;Berwick & Horsfall 1996; Weight 1998;2001;Berwick & Horsfall 1996; Weight 1998;
Nesi 2000)Nesi 2000)
 Learning vocabulary in another language (I.S.PLearning vocabulary in another language (I.S.P
Nation, 2001)Nation, 2001)
 How to teach vocabulary (Scout Thornbury,How to teach vocabulary (Scout Thornbury,
2008)2008)
 Previous ResearchPrevious Research

6. Research QuestionsResearch Questions
1)1) How well the teachers know theHow well the teachers know the
various dictionaries and theirvarious dictionaries and their
features?features?
2)2) How often the teachers useHow often the teachers use
dictionary and for what purpose?dictionary and for what purpose?

7. ObjectivesObjectives
1)1) To survey the aspects pertaining to teachers’To survey the aspects pertaining to teachers’
knowledge of the various dictionaries and theirknowledge of the various dictionaries and their
features.features.
2)To survey the aspects pertaining to teachers’2)To survey the aspects pertaining to teachers’
frequency and habits in using dictionaries andfrequency and habits in using dictionaries and
for what purpose.for what purpose.

8. SignificanceSignificance
 This study will give information how oftenThis study will give information how often
English teachers use dictionaries and for whatEnglish teachers use dictionaries and for what
purposes.purposes.
 Another significant aspect of this study is thatAnother significant aspect of this study is that
teachers of English education program couldteachers of English education program could
use it as a reflection or reflective thinking.use it as a reflection or reflective thinking.
 Through this study, teachers will be aware ofThrough this study, teachers will be aware of
the importance of dictionary use in manythe importance of dictionary use in many
aspects of language learning. They can apply itaspects of language learning. They can apply it
to the teaching of language skills, assessment,to the teaching of language skills, assessment,
and to the selection of teaching materials.and to the selection of teaching materials.

9. MethodsMethods
 ParticipantsParticipants
20 English teachers of20 English teachers of
undergraduate and graduateundergraduate and graduate degree atdegree at
The Department ofThe Department of English EducationEnglish Education
at a privateat a private university inuniversity in
Karawang-West Java.Karawang-West Java.

10. MethodsMethods
 Procedures:Procedures:
 SurveySurvey
 Questionnaire: Adapted Hartmann (1999)Questionnaire: Adapted Hartmann (1999)
 14 items about knowledge and habits in14 items about knowledge and habits in
using dictionaries.using dictionaries.
 Analysis of teachers’ statementsAnalysis of teachers’ statements
Note: All questions were written in English.

11. ResultsResults
1.1. English teachers knowledge of the variousEnglish teachers knowledge of the various
of dictionaries and their featuresof dictionaries and their features
 The participants mostly ownThe participants mostly owneded LI-L2LI-L2
dictionary and claimdictionary and claimeded to have more than oneto have more than one
dictionarydictionary
 The participants are less familiar with semiThe participants are less familiar with semi
bilingual dictionaries or bilingualisedbilingual dictionaries or bilingualised
dictionarydictionary
 The priority of buying dictionaryThe priority of buying dictionary waswas thethe

12. ResultsResults
 The participants think that usingThe participants think that using
dictionaries can improve the skills indictionaries can improve the skills in
English,English, suchsuch as reading, writing, andas reading, writing, and
speakingspeaking..
 The participants agree that usingThe participants agree that using
dictionaries help them perform betterdictionaries help them perform better
in their teachingin their teaching..

13. ResultsResults
2.2. English teachers frequency in usingEnglish teachers frequency in using
dictionaries and their purposesdictionaries and their purposes
 They started using dictionaries mostly atThey started using dictionaries mostly at
secondary school.secondary school.
 They usually use Electronic Dictionary onThey usually use Electronic Dictionary on
their PC.their PC.
 They use a dictionary during class, whileThey use a dictionary during class, while
preparing their teaching material in thepreparing their teaching material in the
office and at home.office and at home.

14. ResultsResults
They use a dictionaryThey use a dictionary
While reading academic journals,While reading academic journals,
textbooks and working on translationtextbooks and working on translation
tasks.tasks.
when writing English articleswhen writing English articles
While looking up pronunciation and aWhile looking up pronunciation and a
definition of a word, synonym.definition of a word, synonym.

15. ResultsResults
 They ever use information contained in theThey ever use information contained in the
appendices but they could not specifyappendices but they could not specify
them.them.
 They received less instruction how to useThey received less instruction how to use
a dictionary when they were at secondarya dictionary when they were at secondary
school.school.
 They agree that it is very important forThey agree that it is very important for
student teachers at the Department ofstudent teachers at the Department of
English Education how to use dictionaries.English Education how to use dictionaries.

16. ConclusionsConclusions
 The English teachers at the Department ofThe English teachers at the Department of
English Education tend to show familiarityEnglish Education tend to show familiarity
with dictionaries as an indispensable partwith dictionaries as an indispensable part
of English language learning and mostlyof English language learning and mostly
they are knowledgeable about dictionaries.they are knowledgeable about dictionaries.
 HoweverHowever, they are, they are less familiar withless familiar with
semi bilingual dictionaries orsemi bilingual dictionaries or
bilingualised dictionarybilingualised dictionary

17. ConclusionsConclusions
 They agree that it is very important forThey agree that it is very important for
student teachers at the Department ofstudent teachers at the Department of
English Education how to use dictionaries.English Education how to use dictionaries.

18. ConclusionsConclusions
 This survey is preliminary study in terms ofThis survey is preliminary study in terms of
dictionary use on faculty members at thedictionary use on faculty members at the
Department of English Education. It is notDepartment of English Education. It is not
comprehensive.comprehensive.
 Further quantitative and qualitativeFurther quantitative and qualitative
research need to be conducted withresearch need to be conducted with
reference to difference users, dictionaryreference to difference users, dictionary
types, etc.types, etc.