INVESTIGATING TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY AT SENIOR HIGH SCHOOL IN SUMBERREJO

HAFIZAH, NUR (2026) INVESTIGATING TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY AT SENIOR HIGH SCHOOL IN SUMBERREJO. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Hafizah, Nur. 2026. Investigating Teacher’s Strategies In Teaching English Vocabulary At Senior High School In Sumberrejo. Skripsi. English of Language and Arts Education Departement, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Meiga Ratih Tirtanawati, M.Pd.,Advisor (II) Dr. Refi Ranto Rozak, M.Pd. viii Keywords: Teaching Strategies, English Vocabulary, Contextual Learning, Qualitative Research, English Teachers. This study aimed to investigate the strategies used by English teachers in teaching vocabulary at a senior high school and a vocational high school in Sumberrejo. Specifically, the study explored the vocabulary teaching strategies implemented by the teachers, identified the most effective strategy in supporting students' vocabulary learning, and examined how the strategies were implemented in the classroom.This study employed a qualitative research design. The participants were two English teachers, one from SMA Negeri 1 Sumberrejo and one from SMKM 2 Sumberrejo. The data were collected through semi-structured interviews and analyzed using qualitative descriptive analysis involving data reduction, data display, and conclusion drawing. To ensure the credibility of the findings, source triangulation was applied by comparing the information obtained from both participants. The findings revealed that the teachers employed various vocabulary teaching strategies, including direct teaching, contextual learning, collaborative learning, classroom interaction, and the use of instructional media such as Wordwall, pictures, videos, reading texts, and translation activities. Among these strategies, contextual learning was identified as the most effective because it enabled students to understand and use vocabulary in meaningful situations related to their daily lives, academic learning, and vocational needs. The implementation of these strategies increased students' participation, motivation, vocabulary retention, and confidence in using English. However, the teachers also encountered several challenges, including students' limited vocabulary mastery, differences in learning abilities, low motivation, and lack of confidence in using English.In conclusion, effective vocabulary teaching requires flexible and contextual strategies that accommodate students' characteristics and educational needs. The integration of contextual learning, direct instruction, interactive activities, and instructional media contributes positively to students' vocabulary mastery and communicative competence.

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