EXPLORING TEACHERS’ STRATEGIES IN TEACHING ENGLISH VOCABULARY AT A VOCATIONAL HIGH SCHOOL IN KARAWANG

Lokita Paloma Dewi; Fela Dafitri; Yousef Bani Ahmad

doi:10.30998/inference.v9i2.4095

Authors

Lokita Paloma Dewi University of Singaperbangsa Karawang Author
Fela Dafitri Author
Yousef Bani Ahmad Author

DOI:

https://doi.org/10.30998/inference.v9i2.4095

Keywords:

vocabulary mastery, teacher strategies, teacher challenges, vocabulary teaching strategies, vocational high school

Abstract

Teaching English vocabulary is essential for preparing vocational school students to communicate in workplace settings. This study aimed to explore teachers’ vocabulary teaching strategies, the challenges they encountered, and how they addressed them. A qualitative case study design was employed involving two English teachers in Vocational High School in Karawang. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed that teachers applied various strategies, including direct translation, repetition, memorization, role play, hangman games, differentiated learning, and social emotional learning activities. These strategies encouraged student engagement and supported vocabulary learning in a vocational context. However, teachers faced challenges related to maintaining students’ attention, differences in learning abilities, and students’ reliance on mobile phones and AI-generated answers. To address these issues, teachers simplified materials, provided relevant examples, used step-by-step explanations, and designed activities that encouraged independent thinking. The study highlights the importance of flexible vocabulary instruction in vocational education.

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