Strategies in Acquiring Long-Term English Vocabulary Retention of Grade 11 GAS Students of PUP Senior High School S.Y. 2017-2018

Abstract

The purpose of this study is to determine the different vocabulary learning strategies used by the Grade 11 GAS Students of the Polytechnic University of the Philippines in attaining the long term vocabulary retention. This research aimed to determine and identify the most used strategy of the respondents after taking the pre-test and the significant relationship and the difference between the vocabulary learning strategies used by the students and their scores on the post-vocabulary test. The importance of the study is to know how the respondents were able to acquire a long term vocabulary retention after 14 days through the process of pre-test, intervention, post-test and survey questionnaire based on the five vocabulary learning strategies. This study utilized the quantitative research method and a pretest-posttest research design. For this purpose, an adapted 30 items test and survey questionnaire was administered to 133 Grade 11 GAS students as the respondents. The research findings revealed that the metacognitive is the most frequently employed among the strategies and social is the least frequently used. Also, the vocabulary learning strategies used by the respondents has a strong bearing on the post-vocabulary test. As a conclusion, vocabulary learning strategies have an effect on the performance of the students. Thus, the researchers suggest students to expose themselves to learn and pick up occasional new words from their peers. In addition, the teachers may consider the presented idea of two-week intervention with the use of “modified Pictionary, charades and unlocking of difficulties’’ as activities.