Abstract:
The purpose of this study was to assess students’ perceptions and practices of vocabulary
learning strategies at Debre Elias Preparatory School. A descriptive research design with
quantitative and qualitative data gathering method was used. Data were gathered from students.
Qualitative data for the study were collected from students’ interview. Six Students selected for
interview by using simple random sampling technique. Together quantitative data,
questionnaires consists of two parts were used. Questionnaire was administered to 80 randomly
selected students out of 520 total populations. The data from students’ questionnaire were
analyzed quantitatively by using SPSS version 20 in descriptive statistics and presented by
frequency, percentage, mean and grand mean latter interpreted by using mean value. On
the other hand, data from students’ interview were analyzed qualitatively based on the thematic
analysis. Findings of the study revealed that students learn vocabulary but they did not practice
different vocabulary learning strategies. Students mainly gave emphasis on bilingual dictionary
and asking classmates vocabulary learning strategies than other kinds of strategies in their
vocabulary learning strategies such as antonym, synonyms, guessing from context, analyzing
parts of speech, analyzing prefixes and suffixes, illustration, tree diagram, associating words
creating mental image, using flash cards, using English media, discussing with peers and
collocations learning strategies were almost neglected by students. Students’ perceptions to
wards to vocabulary learning strategies also focuses on using bilingual dictionary and asking
classmates were selected by students than other kind of strategies. The finding of this research
showed that there was a significant correlation between students’ perceptions and their practices
on vocabulary learning strategies. Since foreign language learning is mainly the result of
acquiring sufficient amount of targeted language vocabulary, students should always practice
different strategies while they learn new words.
