Teachers’ experiences in introducing vocabulary using picture books to young EFL learners

Zawahtuka, Irani (2026) Teachers’ experiences in introducing vocabulary using picture books to young EFL learners. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

There is limited research exploring teachers' experiences in using picture books for vocabulary introduction with young EFL learners in Indonesian contexts. Most previous studies focused on the effectiveness of picture books or teachers' strategies, not specifically on teachers' lived experiences. This study aimed to investigate teachers' experiences in introducing English vocabulary using picture books to young EFL learners. Using a qualitative approach with narrative inquiry, the researcher collected data through in-depth interviews with two active teachers at an Islamic elementary school in Pekalongan, Indonesia. The participants were purposively selected based on their minimum two years of experience teaching English vocabulary through picture books. The data were analyzed using experiential learning cycles following Kolb's four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation, supported by thematic coding. The study was conducted in Grade 2 EFL classes using The Very Hungry Caterpillar picture book. The findings revealed that the teachers had predominantly positive experiences, including visual enthusiasm from students, flexibility in adapting flashcards and storytelling methods, and creative innovations that enhanced vocabulary engagement. However, the teachers also faced challenges, such as cultural mismatch with imported picture book images (e.g., apple, caterpillar), limited media availability, and cognitive overload, which they addressed through local adaptations (e.g., using mango instead of apple). These findings provide deeper insight into how the teachers introduce vocabulary through picture books to young EFL learners, revealing the reflective and adaptive strategies they employed, and contribute to filling the gap in the literature concerning the teachers' lived experiences within contextual EFL teaching in Indonesia.

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