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All Journal FOSTER: Journal of English Language Teaching DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Al-Irsyad: Journal of Education Science Pulchra Lingua Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa At-Ta'lim : Media Informasi Pendidikan Islam
Ambo Dalle
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Memory Strategies in Vocabulary Learning: Evidence from Junior High School EFL Learners Nurhafizah Nurhafizah; Zulfah Fakhruddin; Ambo Dalle; Mujahidah Mujahidah; Magdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.356

Abstract

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
Co-Authors Abdul Haris Sunubi Adi Isma Arqam, Arqam Darmawati Darmawati Dwi Wulandari Ramadhanianti Fathur Rahman Arif Hasan Fikri Haekal Amdar Guntur Bratama Hardianti Hardianti Irsan Suandi Idrus Magdahalena Tjaila Magdahalena Tjalla Miftahul Farid Miftahul Rahma Mujahidah Mustamin, Abdul Aziz Bin Nurhafizah Nurhafizah Nurjannah Nurjannah Nursida Nursida Yulie Asni Zulfah Fakhruddin