Teachers’ Strategies In Enhancing Efl Students’ Vocabulary At Middle School In Pekalongan

Silviana, Silviana (2023) Teachers’ Strategies In Enhancing Efl Students’ Vocabulary At Middle School In Pekalongan. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Vocabulary is one of the most main aspects that students must master before they can understand the teacher's material. To support students in learning English, vocabulary teaching strategies are required. This study examines teachers’ strategies for enhancing EFL students’ vocabulary and the advantages and disadvantages of the strategies. To gather the data, the researcher interviewed three English teachers at one of the Middle Schools in Pekalongan. The interview used a semi-structured interview. This study used Creswell and Poth’s (2016) narrative research theories to collect the data. For analyzing the data content, the researcher used Schmitt’s (1997) theory of teaching and learning vocabulary which includes 5 strategies, namely determination, memory, social, cognitive, and metacognitive. The result of the study shows that teachers used reinforcement strategies, graphic organizer strategies, games, drawings and pictures, and real objects to enhance EFL students’ vocabulary. The three strategies applied by the teacher (Reinforcement Strategy; real objects; drawing and pictures) are in line with Schmitt's (1997) theory, while the other two strategies (games and graphic organizer) are not appropriate. Most of the teachers used more than one strategy in teaching vocabulary. The advantages and disadvantages are varied based on the strategies applied by the teacher and the class environment. Keywords: Teacher Strategies, Vocabulary, EFL Students, Teaching Vocabulary.

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