Teaching strategies in solving students’ vocabulary mastery problems

Purwita, Elok Nida (2026) Teaching strategies in solving students’ vocabulary mastery problems. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Vocabulary mastery is an essential part of English language learning because it influences students’ ability to understand texts and use the language in spoken and written communication. However, some students still have difficulties remembering word meanings and using the vocabulary they have learned; therefore, teachers need appropriate strategies to address these problems. This study aimed to describe the strategies used by teachers to address students’ vocabulary mastery problems and to identify the challenges encountered when applying those strategies. This study employed a qualitative approach with a case study design. The participants were two English teachers at a junior high school in Pekalongan Regency. Data were collected through semi-structured interviews and classroom observations. Data trustworthiness was established through triangulation, while the data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings revealed that the teachers employed five strategies to address students’ vocabulary mastery problems: showing pictures or miming actions, implementing Presentation, Practice, and Production (PPP), using word circles, applying vocabulary games, and encouraging students to use dictionaries. These strategies helped students understand word meanings, retain vocabulary, and participate more actively in classroom activities. The teachers encountered two main challenges, namely limited instructional time and the low motivation and passive participation of some students. To address these challenges, the teachers selected priority vocabulary, integrated vocabulary teaching with other language skills, provided motivation and additional assignments, and collaborated with homeroom teachers, guidance counselors, and parents. Based on the findings, English teachers are recommended to employ varied, contextual, and continuous vocabulary teaching strategies to provide students with more opportunities to understand and use vocabulary in learning activities.

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