EFFECTS OF VOCABULARY LEARNING STRATEGY TRAINING ON STUDENTS WORD POWER AND ATTITUDE TO LEARNING VOCABULARY: THE CASE OF GRADE 12 STUDENTS AT CHENCHA PREPARATORY SCHOOL

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.