This research was aimed at finding out the students’ vocabulary
mastery, the most dominant strategy used by students, the influence of
students’ vocabulary mastery and each vocabulary learning strategies used
by students, and knowing whether or not there was a correlation between
students’ vocabulary competence and their vocabulary learning strategies.
This research was descriptive study. The population of the research was the
fourth semester students of English Department of Muhammadiyah
University of Purwokerto in Academic Year 2013/2014 and the number of
population was 137 students. In this research the population was taken 25 %
or 35 respondents. The technique of sampling used random sampling and in
order to get the sample, lottery method was used. In this research, test and
questionnaire to collect the data were used. After the data had been
analyzed, S4 got the highest score 68 and its estimated vocabulary size was
5800 and S26 got the lowest score 29 and its estimated vocabulary size was
2100. The most dominant used by students was determination strategy with
the percentage 59.42 % that belonged to fair category and least strategy was
social strategy 44.68 % that belonged to fair category. It was found that
there were only two strategies showed significant influence towards
students’ vocabulary mastery. They were memory strategy and cognitive
strategy. It could be seen from the coefficient variable memory strategy was
2.373 while t-table was 2.030. The significant value was 0.025. It was less
than 0.05. The coefficient variable cognitive strategy was 2.672 while ttable
was 2.030. The significant value was 0.12. It was less than 0,05. It was
found that there was a correlation between students’ vocabulary mastery and
their vocabulary learning strategies. It can be seen from the result of
computation was 0.733 that belonged to enough and the r-table was 0.344 in
the level of significant 1% for N = 35 subjects. In conclusion, there was a
significant correlation between students’ vocabulary mastery and their
vocabulary learning strategies.