Students’ Perceptions of Effective Techniques in Learning Vocabulary at the eleventh-grade of SMK Negeri 1 Taopa
Abstract
Learning vocabulary is crucial to being fluent in English, but students frequently struggle to select efficient teaching techniques. Many vocabulary acquisition techniques have been covered in earlier research, but little focus has been placed on how students perceive which techniques work best in their real-word learning environment. The purpose of this study was to investigate students perceived efficient techniques for learning vocabulary. The participants consisted of 29 eleventh-grade students of SMK Negeri 1 Taopa who completed a questionnaire and 5 students who participated in semi-structured interviews. The collected data were analysed using descriptive qualitative analysis. The results showed that students employed a variety of techniques for learning vocabulary, such as memory, cognitive, social and communication, game-based, and technology-based techniques. The most successful of these were found to be social and communication technique and game-based learning. These techniques were favoured because they were engaging, participatory, and improved students’ comprehension.
Keywords
References
Abulhassan, A. B. A., & Hamid, F. I. E. (2021). Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities. English Language Teaching, 14(5), 1. https://doi.org/10.5539/elt.v14n5p1
Ahmad, J., & AlShumrani, H. A. (2023). Exploration of an Innovative Curriculum and Pedagogical Approaches for IT Students. English Language Teaching, 16(2), 1. https://doi.org/10.5539/elt.v16n2p1
Alahmadi, A., Albaqami, S. E., & Foltz, A. (2023). Using technology-based vocabulary instruction inside and outside of the classroom. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1162219
ALQAHTANI, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002
Asari, S. (2023). Vocabulary development of EFL young learner after long peer interaction with video games. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1708
Caroline V. Katemba. (2025). Role of Mobile-Assisted Language Learning in Improving Vocabulary Mastery among EFL Students. PEBSAS: Jurnal Pendidikan Bahasa Dan Sastra, 3(2), 60–66. https://doi.org/10.61721/pebsas.v3i2.603
Chowdhury, M., Dixon, L. Q., Kuo, L. J., Donaldson, J. P., Eslami, Z., Viruru, R., & Luo, W. (2024). Digital game-based language learning for vocabulary development. Computers and Education Open, 6. https://doi.org/10.1016/j.caeo.2024.100160
Dwita Laksmita Rachmawati, & Dian Fadhilawati. (2025). Learning English Vocabulary Through Mobile-Assisted Language Learnting (Mall): Students’ Voices. J-Shelves of Indragiri (JSI), 7(2), 98–115. https://doi.org/10.61672/jsi.v7i2.3302
Fadlah Putri Sabila, & Salmiah, M. (2025). Improving EFL students’ vocabulary acquisition: a phenomenological study on the use of the “DuoCards” mobile application. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 19(2), 76–87. https://doi.org/10.30595/lks.v19i2.26360
Gu, Y., & Johnson, R. K. (1996). Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning, 46(4), 643–679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
Iglesias-Diéguez, K., Martínez-Adrián, M., & Gallardo-del-Puerto, F. (2025). Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary: an exploratory study. Language Awareness. https://doi.org/10.1080/09658416.2025.2456754
Izmalkova, A., & Blinnikova, I. (2024). Cognitive Strategies of Second Language Vocabulary Inferencing: An Eye Tracking Study. Education Sciences, 14(5). https://doi.org/10.3390/educsci14050490
Klimova, B., & Polakova, P. (2020). Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020037
Lai, H. M., Hsieh, P. J., Uden, L., & Yang, C. H. (2021). A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers and Education, 175. https://doi.org/10.1016/j.compedu.2021.104318
Li, R. (2021). Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092
Lu, H., Ma, X., & Huang, F. (2023). Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory. Sustainability (Switzerland), 15(11). https://doi.org/10.3390/su15119129
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook.
Nation, I. S. P., & Hunston, S. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press. https://www.cambridge.org/core/product/identifier/9781139858656/type/book
Okumuş Dağdeler, K. (2023). A systematic review of Mobile-Assisted Vocabulary Learning research. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00235-z
Oxford, R., & Crookall, D. (1990). Vocabulary Learning: A Critical Analysis of Techniques. TESL Canada Journal, 7(2), 09. https://doi.org/10.18806/tesl.v7i2.566
Pérez-Serrano, M., Nogueroles-López, M., & Duñabeitia, J. A. (2022). Effects of semantic clustering and repetition on incidental vocabulary learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.997951
Schmitt, N. (1997). Vocabulary Learning Strategies. Cambridge University Press.
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90. https://doi.org/10.1016/j.system.2020.102221
Thomson, H., Coxhead, A., Boers, F., & Warren, P. (2023). Increasing use of multi-word expressions in conversation through a fluency workshop. System, 113. https://doi.org/10.1016/j.system.2023.102994
van den Broek, G. S. E., Wesseling, E., Huijssen, L., Lettink, M., & van Gog, T. (2022). Vocabulary Learning During Reading: Benefits of Contextual Inferences Versus Retrieval Opportunities. Cognitive Science, 46(4). https://doi.org/10.1111/cogs.13135
Zhang, H., & Pei, Z. (2022). Word Knowledge Dimensions in L2 Lexical Inference: Testing Vocabulary Knowledge and Partial Word Knowledge. Journal of Psycholinguistic Research, 51(1), 151–168. https://doi.org/10.1007/s10936-021-09831-x
Zhong, K. (2024). The Effect of Game-Based Vocabulary Learning on Middle School Students’ Motivation and Vocabulary Retention. Lecture Notes in Education Psychology and Public Media, 74(1), 166–172. https://doi.org/10.54254/2753-7048/2024.bo17947
Zhou, W., & Wu, X. (2024). The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1332098
DOI: https://doi.org/10.31004/jele.v11i4.2668
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Rita Rita, Budi Budi, Andi Patmasari, Wahyudin Wahyudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
