EXPLORING VOCABULARY TEACHING STRATEGIES IN VOCATIONAL HIGH SCHOOLS 1 UDANAWU

LATIVA AZ ZAHRA, 126203212112 and NURSAMSU, 197802042009011003 (2025) EXPLORING VOCABULARY TEACHING STRATEGIES IN VOCATIONAL HIGH SCHOOLS 1 UDANAWU. [ Skripsi ]

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Abstract

This study explores the strategies employed in teaching English vocabulary to Grade 11 students in the Online Business (BD) department at SMK Negeri 1 Udanawu. Recognizing the essential role of vocabulary in vocational education, the research investigates how teachers utilize various instructional approaches to support students’ acquisition of business-related language. The study aims to identify effective teaching strategies, evaluate their effectiveness, and highlight best practices that can enhance vocabulary learning in vocational contexts. A descriptive qualitative research design was employed, using data collected from classroom observations, teacher interviews, and student interviews. These instruments provided in-depth insights into the teaching-learning process, the challenges faced by educators and learners, and the students’ perceptions of vocabulary instruction. The focus was on real-world applicability, student engagement, and the integration of technology and contextual learning into classroom practice. The findings revealed that teachers implement a mix of traditional and modern strategies, including contextual learning, project-based tasks, multimedia tools, and educational games. These methods were generally effective in increasing student engagement and vocabulary retention. Students expressed a preference for interactive, technology-driven approaches, noting that games, simulations, and digital media enhanced their learning experience. Nonetheless, challenges such as low motivation, time constraints, and varying student proficiency levels remained significant obstacles. In conclusion, this study emphasizes the importance of student-centered, contextually relevant, and technology-integrated vocabulary instruction in vocational education. It provides practical recommendations for English teachers, curriculum designers, and future researchers seeking to improve vocabulary acquisition in similar educational settings. The study contributes to the ongoing development of effective and engaging language teaching practices in vocational high schools.

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