The Relationship Between Vocabulary Memorization Habits and Vocabulary Mastery of EFL Students

Adila Arani (Universitas Muhammadiyah Riau, Pekanbaru, Indonesia)
Qonaah Nuryan Arif (Universitas Muhammadiyah Riau, Pekanbaru, Indonesia)
Ardiya (Universitas Muhammadiyah Riau, Pekanbaru, Indonesia)
Wandi Syahfutra4 (Universitas Muhammadiyah Riau, Pekanbaru, Indonesia)

ARMADA : Jurnal Penelitian Multidisiplin
Vol. 4 No. 9 (2026): ARMADA : Jurnal Penelitian Multidisplin, September 2026

Mastery of English vocabulary is critical for English as a Foreign Language (EFL) learners, as it directly supports clear communication and text comprehension across diverse settings. Nevertheless, many EFL students encounter persistent challenges in retaining and applying new lexical items, necessitating an investigation into potential contributing factors such as memorization habits. This study explored the correlation between vocabulary memorization routines and vocabulary achievement among eleventh-grade students at Jareeyatam Islam Foundation School. Adopting a quantitative correlational approach, data were gathered from 28 participants selected via total sampling. Instruments included a validated questionnaire (evaluated through expert judgment and Cronbach’s Alpha reliability testing) and a vocabulary test. Statistical analysis using IBM SPSS Statistics 26 via Spearman’s Rank Correlation indicated a weak, statistically non-significant positive correlation (). The outcome suggests that relying solely on vocabulary memorization habits does not guarantee higher vocabulary mastery, underscoring the need to account for additional learning variables.Mastery of English vocabulary is critical for English as a Foreign Language (EFL) learners, as it directly supports clear communication and text comprehension across diverse settings. Nevertheless, many EFL students encounter persistent challenges in retaining and applying new lexical items, necessitating an investigation into potential contributing factors such as memorization habits. This study explored the correlation between vocabulary memorization routines and vocabulary achievement among eleventh-grade students at Jareeyatam Islam Foundation School. Adopting a quantitative correlational approach, data were gathered from 28 participants selected via total sampling. Instruments included a validated questionnaire (evaluated through expert judgment and Cronbach’s Alpha reliability testing) and a vocabulary test. Statistical analysis using IBM SPSS Statistics 26 via Spearman’s Rank Correlation indicated a weak, statistically non-significant positive correlation (). The outcome suggests that relying solely on vocabulary memorization habits does not guarantee higher vocabulary mastery, underscoring the need to account for additional learning variables.