THE EFFECT OF FACE TO FACE LEARNING AND MOTIVATION ON EFL LEARNERS VOCABULARY

Abstract

This study aims to determine the effect of face-to-face learning and motivation on EFL learners vocabulary. The study uses a quantitative approach with a survey method. The population of this study was all eighth-grade students at State Junior High School 1 and State Junior High School 2 Pasawahan in the 2024/2025 academic year. The sample consisted of 164 students obtained through random sampling using the Slovin formula at a 5% error rate. Data analysis was conducted using multiple regression analysis with SPSS version 20. The results showed that face-to-face learning had a positive and significant effect on vocabulary mastery (regression coefficient = 0.318; p < 0.05) and motivation also had a positive and significant effect (regression coefficient = 0.575; p < 0.05). Simultaneously, face-to-face learning and motivation significantly influenced students' vocabulary mastery with a contribution of 43.8% (R² = 0.438). These findings indicate that a combination of structured face-to-face learning strategies and increased learning motivation can effectively improve EFL students' vocabulary mastery