EXPLORING ENGLISH MAJOR STUDENTS’ EXPERIENCES OF VOCABULARY LEARNING STRATEGIES IN USING THE U-DICTIONARY APPLICATION

RAHMASARI, INDHI (2026) EXPLORING ENGLISH MAJOR STUDENTS’ EXPERIENCES OF VOCABULARY LEARNING STRATEGIES IN USING THE U-DICTIONARY APPLICATION. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aims to explore the experiences of English Language Education students in using U-Dictionary for vocabulary learning and to identify the learning strategies they employ. The study adopted a qualitative approach with a narrative inquiry design involving three sixth-semester students selected through purposive sampling. Data were collected through daily reflection sheets over seven consecutive days and semi-structured interviews, and were analyzed using thematic analysis based on Braun and Clarke (2006), with the findings interpreted through Vygotsky’s Sociocultural Theory and Oxford’s (1990) Language . Learning Strategies framework. The findings indicate that U-Dictionary serves as a mediational tool that supports vocabulary learning through features such as translation, pronunciation, example sentences, synonyms, and grammar, enabling students to learn more independently across various academic activities. The learning process was also influenced by social interaction and challenged by limitations such as restricted premium features, advertisements, complex academic vocabulary, and difficulties in retaining newly learned words. In addition, the students employed cognitive, memory, metacognitive, and social strategies in their vocabulary learning. These findings suggest that the use of U Dictionary promotes active, reflective, and autonomous learning while contributing to the development of vocabulary learning through Mobile-Assisted Language Learning (MALL).

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