EXPLORING STUDENTS’ PERSPECTIVES ON VOCABULARY ACQUISITION STRATEGIES IN ENGLISH LEARNING

Abstract

Vocabulary mastery plays an important role in English language learning, although many students still struggle to master and effectively apply new words in communication. This study investigates students' views on vocabulary mastery strategies in English language learning to understand their experiences, preferences, and challenges in applying various approaches. The study was conducted at SMP Negeri 2 Pancalang, this qualitative descriptive study used classroom observation and semi-structured interviews, with thematic analysis of the data. The results show that students consider vocabulary to be a vital element for achieving English proficiency and apply various strategies, including cognitive (repetition, annotation, contextual use), metacognitive (self-monitoring, reflection), affective (learning through songs and motivation development), and social (peer discussions and group activities). Students tend to combine these strategies adaptively based on learning style, enjoyment, and perceived effectiveness, reflecting a constructivist learning process in which knowledge is constructed through experience and interaction. However, obstacles remain, such as limited vocabulary retention, lack of motivation, and difficulty applying new words in real contexts. This study concludes that vocabulary learning is more effective when strategies are tailored to students' individual needs, motivation, and social environment. These implications emphasize the importance of student-centered and strategy-based teaching, encouraging teachers to integrate diverse, interactive, and reflective learning activities to develop independence, confidence, and sustainable vocabulary growth in English language teaching.