VOCABULARY SIZE AND STRATEGIES EMPLOYED BY GRADE 7 STUDENTS IN PUBLIC SECONDARY SCHOOLS

ABSTRAK : This study investigated the vocabulary size and vocabulary learning strategies of Grade 7 students in public secondary schools. Specifically, it examined the respondents’ demographic profile, assessed their vocabulary proficiency across four domains, identified the strategies commonly used in learning vocabulary, and determined the significant differences and relationships among the variables. The study utilized a descriptive-correlational research design involving 324 Grade 7 students as respondents. Data were gathered through a researcher-made Vocabulary Size Test and the Vocabulary Learning Questionnaire (VLQ Version 6.4). Findings revealed that students generally attained an Instructional (High) level of vocabulary proficiency, suggesting that they possess moderate to high vocabulary competence but still require teacher guidance and support. Among the four domains, Vocabulary in Context obtained the highest mean score, while Synonyms and Antonyms recorded the lowest. The results also showed that students frequently used various vocabulary learning strategies, particularly inferencing, dictionary use, encoding, and activation strategies. Furthermore, sex did not significantly affect most vocabulary domains, whereas the language or dialect used in the classroom significantly influenced vocabulary performance. A low but significant positive relationship existed between vocabulary size and strategy use. Based on the findings, an intervention program was proposed to strengthen students’ vocabulary development through meaningful language exposure and strategy-based instruction.