The objectiveof this study was to describe strategies in learning vocabulary that were most frequently used by second semester students of English Education Department Muhammadiyah University of Purwokerto in academic year 2013/ 2014. The data was taken in July 2014 at English Education Department Muhammadiyah University of Purwokerto. This study used descriptive quantitative-qualitative study. In collecting data the writer used a questionnaire as an instrument which consisted 25 items adapted from Schmitt’s (1997) taxonomy of vocabulary learning strategies, and an interview to the lecturer of second semester students to validate the data of the result finding as triangulation data. The writer decided the sample by using purposive sampling. The total number of samples was 25 respondents of second semester students who were studying in English Education Department Muhammadiyah University of Purwokerto in academic year 2013/2014. The writer analyzed the data by using percentage to decide the strategies in learning vocabulary most frequently used by the respondents. The results of the research finding were: determination strategies (22.4%), social strategies (19.9%), memory strategies (19.4%), cognitive strategies (18.5%), and metacognitive strategies (19.8%). The score result indicated that the use of determination strategies was the most frequently used by second semester students of English Education Department Muhammadiyah University of Purwokerto in academic year 2013/2014. The students most frequently used the determination strategies to find the meaning of words by discovering its meaning from bilingual or monolingual dictionary, guessing its meaning from textual context, analyzing its meaning from part of speech, affixes and roots also any available picture or gesture. Based on the interview as triangulation data, the result of the research finding was valid that the students most frequentlyused determination strategies in learning vocabulary to find the meaning of words by discovering its meaning from bilingual or monolingual dictionary and guessing its meaning from textual context during the teaching learning processin the classroom.