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All Journal Journal of English Language and Education Jurnal Pendidikan dan Sastra Inggris
Putu Wiraningsih
UHN I Gusti Bagus Sugriwa Denpasar
Education Languange, Linguistic, Communication & Media Other

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A Comparative Analysis of Vocabulary Enrichment Goals in Mechanical Engineering and English Education Programs Agus Budiarte; Ni Putu Ines Marylena; Putu Wiraningsih; Ryan Puby Sumarta
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6415

Abstract

This study explores the distinction in vocabulary enrichment goals between Mechanical Engineering students and English Education students, using Gardner's socio-educational model, which differentiates between instrumental and integrative motivation. Descriptive quantitative design data were collected by using a 24-item questionnaire among 15 Mechanical Engineering students from Politeknik Pelayaran Sorong and 15 English Education students from UHN I Gusti Bagus Sugriwa Denpasar, through purposive sampling. The findings indicate that Mechanical Engineering students have highly emphasized instrumental motivation in learning vocabulary; it is a useful tool for understanding technical texts, equipment operation, and preparation for industry-related communication. On the other hand, English Education students have higher integrative motivation since, for them, learning vocabulary contributes to the development of better communicative competence, cultural understanding, and professional identity as future educators. These results are consistent with Gardner's (1985) theory, which is further supported by disciplinary literacy perspectives indicating that different fields involve different literacy demands, which become determinants of the learners' interests in vocabulary enrichment. It concludes that academic context and career expectations are strong determinants of learners' goals in vocabulary learning, emphasizing differentiated vocabulary instruction. For this reason, ESP-centered vocabulary teaching will be relevant to the technical students, while the English Education students need to be taught vocabulary in a more communicative way and culturally enriched.
Learning Strategies in Acquiring Instructional Vocabulary among Pre-service English Teachers Putu Wiraningsih; Ni Putu Ines Marylena Candra Manik; Agus Budiarte
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1686

Abstract

This study investigated the vocabulary learning strategies (VLS) employed by 47 pre-service English teachers enrolled in the Instructional Vocabulary course. This study employed a mixed-method design by combining quantitative data from questionnaires and qualitative data from interviews to provide a more comprehensive understanding of students’ strategy use. Using Schmitt’s (1997) taxonomy as an analytical framework, the findings showed that participants used various strategies, with cognitive strategies being the most dominant (32%), reflecting their practical and task-focused approach to vocabulary learning. Metacognitive (22%) and determination strategies (18%) were used moderately, while memory (15%) and social strategies (13%) appeared less frequently, indicating limited reflective and collaborative learning in vocabulary acquisition. Qualitative interview data revealed that students’ strategy preferences were influenced by their learning goals, course requirements, and individual learning styles. The study concludes that although participants demonstrated awareness of multiple strategy types, they still require explicit instruction and guided practice.
Co-Authors Agus Budiarte Ni Putu Ines Marylena Ni Putu Ines Marylena Candra Manik Sumarta, Ryan Puby