An Analysis of the Vocabulary Learning Strategies (VLS) used by Junior High School students

Abstract

This research aimed to identify types of vocabulary learning strategies used by ninth-grade students at SMPN Unggulan Sindang, Indramayu, describe their application, and determine the most frequent ones, tackling students' difficulties in remembering and using English vocabulary essential for communication and text comprehension. A mixed-methods approach was used, featuring a closed questionnaire with 38 statements completed by 31 students and semi-structured interviews with 12 statements involving 6 students. Data from the questionnaire were analyzed using mean scores and percentages to categorize strategy frequency as high, moderate, or low, with interviews providing supporting qualitative insights for clearer, more reliable results. Findings revealed social strategies for discovery and consolidation as the most frequently used, reflecting strong student reliance on teachers and classmates, while determination, metacognitive, memory, and cognitive strategies were applied only moderately. This shows students are still dependent on social support rather than independent strategies. Teachers need to encourage more independent approaches, such as using monolingual dictionaries, making schedules to review vocabulary, or practicing with flashcards and semantic maps, so students can develop better habits, improve long-term retention, and achieve higher independence in English learning.