Abstract:
Learning Vocabulary is a very important activity to understand abundant words and add
new knowledge. Besides, students' attitudes towards vocabulary also have an important
role.The main objective of this study was identifying
the Effect of Training on Metacognitive
Vocabulary Learning Strategies on Grade 9 Students’ Lexical Knowledge and Attitudes in Kuja
Secondary School.In this study, the researcher used a quasi-experimental research design and
the experimental and control group, 104 samples of students were randomly selected from four
sections out of total population of 209 grade 9th students were also participated in the sample of these studies.
From these selected samples, 52 students formed the experimental group and the remaining 52 students
assigned to form the control group in the first semester of the 2014/15E.C academic year. To collect data,The
study particularly to find out students lexical knowledge tests and attitude questionnaires sheets were
used. Both tests used to measuring the learners' lexical knowledge before and after treatment
administered. Both groups received the same type of vocabulary test, but the experimental group
additionally, received the metacognitive explicit strategy questionnaires which used measuring their
attitude before intervention. In this study, the intervention methodology categorized into two terms
and each term consists of pre and post-test. The experimental group received metacognitive strategy
training during the course of the semester from the researcher and addressed metacognitive
vocabulary learning strategies test and questionnaire for the treatment group class, but the control
group did not receive the intervention. The obtained data of the study were collected through the
administration of pretest, posttest and questionnaires, which were analyzed by mean, and standard
deviation and were calculated using SPSS. The result of the study was revealed that post-test mean score of
control group (5.02) in lexical knowledge and attitudes toward Vocabulary Learning when the time was
restricted and Only Vocabulary Learning was used in the intervention, while post-test mean score of
experimental (8.81) in Lexical knowledge and attitudes toward vocabulary when the time was restricted and
only vocabulary knowledge was used in the intervention.Based on the findings, it was recommended that in
order to improve students Lexical knowledge and attitudes on Vocabulary Learning strategies, teacher should
use cognitive, metacognitive, affective, memory, social, and compensation strategies in students lexical
knowledge and attitude toward vocabulary, teachers should aware the importance of vocabulary learning
strategies in different intervention methodology. Finally, conclusion, summary, and recommendation
were drawn from the findings and directions for future study were also suggested.
