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All Journal Jurnal Pendidikan Karakter DIKSI BAHASTRA Proceeding of International Conference on Teacher Training and Education ELT Echo EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan JALL (Journal of Applied Linguistics and Literacy) Intensive Journal Kode : Jurnal Bahasa
Jamilah Jamilah
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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A Narrative Inquiry of Indonesian Higher Education Students’ Vocabulary Learning Strategies Amid Extensive Reading Activities Asri Siti Fatimah; Nur Hidayanto Pancoro Setyo Putro; Jamilah Jamilah; Sitti Syakira; Melisa Sri
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7966

Abstract

Vocabulary knowledge plays a crucial role in reading comprehension, particularly in extensive reading contexts. However, limited research has explored how Indonesian EFL higher education students employ vocabulary learning strategies (VLSs) during extensive reading activities. This study employed a qualitative narrative inquiry approach to investigate the vocabulary learning strategies used by three first-year undergraduate students from a university in Tasikmalaya, Indonesia. Data were collected through narrative frames and semi-structured interviews, and analyzed thematically based on Schmitt’s taxonomy of VLSs. The findings revealed that participants employed a range of strategies, primarily contextual guessing and memory association (cognitive strategies), along with social and metacognitive approaches. One student relied heavily on social interaction, particularly with family, to understand new words. Another participant integrated vocabulary learning with personal interests, such as singing, to enhance retention (metacognitive strategy). All participants reported limited reliance on dictionaries, preferring to infer meaning from context or relate new words to prior knowledge. These findings suggest that vocabulary learning in extensive reading is influenced by learners’ autonomy, motivation, and personal engagement. The pleasurable nature of extensive reading encouraged strategy use that was both adaptive and individualized. Narrative inquiry provided rich insights into learners' thought processes and behaviors during vocabulary acquisition. The study offers practical implications for integrating reflective, learner-centered activities into EFL reading instruction.
Co-Authors Agus Widyantoro Anwar Efendi Ari Purnawan Dedi Rahman Nur Fatimah, Asri Siti Ihtiara Fitrianingsih Joko Priyana Lilies Youlia Friatin Maman Suryaman Melisa Sri Nur Hidayanto Pancoro Setyo Putro Setyawan Pujiono Sitti Syakira Suciati Suciati Sudaryanto Sudaryanto