STUDENTS’ PREFERENCES ON VOCABULARY LEARNING STRATEGIES BETWEEN FIRST YEAR AND SECOND YEAR STUDENTS OF ENGLISH EDUCATION DEPARTMENT STUDENTS AT UNIVERSITY OF ISLAM MALANG

Refika Rahmawati, Refika Rahmawati

Abstract


Abstract: Vocabulary learning strategy is seen as one of the most important
factors for student success in learning English. The study aimed to investigate
the students’ preference on vocabulary learning strategies frequently used and
vocabulary mastery by second and fourth semester students of English
Education Department students in University of Islam Malang. The
questionnaire of vocabulary learning strategies was administered to 35
second-semester students and 35 fourth-semester students. They were asked to
fill out questionnaires about vocabulary learning strategies by Schmitt (1997)
that consist of 34 numbers which including the Memory, Cognitive,
Determination, Metacognitive, Affective, and Social strategies. The devices
were designed in google form and online data collection. The results of the
study show that participants used vocabulary learning strategies. In the second
and fourth semesters, students were found to have different significant at three
strategies used by the students: memory strategy (sig= ,032), metacognitive
strategy (sig= ,021) and social (sig=,022). Here were the intensity vocabulary
learning strategies used by second semester and fourth semester students.

Keywords: Students’ Preference and vocabulary learning strategies




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References


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