Beyond Numbers; A Qualitative Analysis of Students’ Vocabulary Learning Progress Through Weekly Assessment in Weeks 6–8 Of English Speaking 3 Class

Abstract

Vocabulary mastery is essential for English language development, especially for students preparing to become future English teachers. This study explores students’ vocabulary learning progress through weekly assessments conducted in Weeks 6–8 of the English Speaking 3 class at STKIP Kristen Wamena. A qualitative approach was applied to investigate students’ learning experiences, perceptions, and strategies related to regular and irregular verbs. Nine students from Semester 3, 5, and 7 participated in the study through purposive sampling. Data were collected using semi-structured interviews and supported by weekly vocabulary test documents. Data triangulation was used to strengthen research credibility. The findings reveal that students’ learning progress fluctuated across the three weeks. While repeated exposure supported improvement for some students, others experienced difficulty due to limited practice time and reliance on short-term memorization. Weekly vocabulary tests encouraged regular study habits but were insufficient for long-term retention. Therefore, integrating communicative activities, speaking practice, and interactive learning strategies is recommended to enhance vocabulary mastery and speaking performance.