Abstract:
The aim of this study was to investigate effects of vocabulary learning strategy training on
students’ word power and attitude to learning vocabulary on grade 12 students at Chencha
preparatory school. For this study 60 students were selected randomly and then grouped in to
experimental and control by lottery method. In order to achieve the object of the study,
experimental design was used. The data were collected from the respondents through
questionnaire, pre and posttest. The questionnaire was given to check student attitude on the
given strategies. Pretest was given to check whether the experimental and control groups were
similar level on vocabulary after strategy trainings. The results indicated that there was no
statistically significant difference between both groups on vocabulary learning strategy that the
teacher used to identify and to examine the effects before the training. The data of questionnaire
and tests were analyzed through frequencies, percent, and mean, independent sample t test and
co relation between two groups by using SPSS version 20. Therefore, the result of questionnaire
showed that there was significant difference between two groups after strategy training .This
implies students have positive attitude on memory strategy, cognitive strategy and social strategy
but neutral in other strategies. The posttest results showed that teaching vocabulary through
strategy training had significant effects on students’ attitude and word power than that of without
training. The finding led to conclusion that strategy training was relatively more effect than that
of traditional method. Therefore, teachers should provide vocabulary learning strategy training to
their students.
