Students' Preferences on Vocabulary Learning Strategies between First Year and Second Year Students of English Education Department Students at University of Islam Malang

Abstract

Vocabulary learning strategy is seen as one of the most important factors for student success in learning English. The current study aims at two research objective: 1) To examine the intensity of second semester students in applying vocabulary learning strategies. 2) To find out the intensity of learning strategies used of second semester students 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 of the English Education Department at the University of Islam Malang. 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. Data were analyzed statistically and the results revealed 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.