Students need large vocabulary to learn language in foreign language. This is possible to be one of the biggest challenges that they will face in their studies. When, students learn vocabulary they find difficulties to learn it but students have their own way to solve their problems. This research aims to investigate two research objectives. The first is to figure out the problems faced by EED UMY students in learning vocabulary. The second objective is to find out learning strategies applied by EED UMY students to learn vocabulary. This research used descriptive quantitative research as a research design. The research subjects were 183 EED UMY, academic year 2014/2015, which were selected using convenience sampling. To collect the data, questionnaire was used as the instrument. The Alpha Coefficient or Cronbach Alpha was used to check the consistency and the reliability of the questionnaire. Then, the researcher used the Pearson Product Moment to check the validity of the questions. The descriptive statistical analysis used to help interpret the data for the present investigation including mean score. The results of the questionnaire revealed the problems faced by EED UMY students in learning vocabulary. The most often problem faced by students in learning vocabulary is the reading vocabulary (2.40%). The second often problem faced is the listening vocabulary (2.35%). The next problem in learning vocabulary is the speaking vocabulary (2.34%). Then, the least problem faced by xii students in learning vocabulary is the writing vocabulary (2.31%). Regarding to the second research question, the learning strategies applied by EED UMY students, the strategy most often implemented by EED UMY students to learn vocabulary was the determination strategies (3.40%). The second most often used strategy in learning vocabulary was the metacognitive strategy (3.38%). Then, the third vocabulary learning strategy used by EED UMY students was the social strategy (3.20%). The fourth strategy used by EED UMY students to learn vocabulary was the memory strategy with 3.18% responds. Finally, the least frequently strategy used by EED UMY students is the cognitive strategy (3.02%).