English Teachers’ Beliefs and Practices in Vocabulary Teaching to Vocational High School Students: A Case Study

Yulia Dwi Sulistyaningtyas

Abstract

This study explores English teachers' strategies for vocabulary teaching in Vocational High School students. This research included two English teachers who taught second grade at a Vocational High School at a medium level. The data for this study were gathered by questionnaires, observations, and interviews, which allowed participants to relate their experiences teaching language to Vocational High School students. The researcher applied a purposive sampling technique for choosing respondents. This study applied a qualitative case study technique, collecting data using questionnaires, interviews, and observations. The findings indicate that the teachers' vocabulary-teaching strategies succeeded. The instructors' reactions to their vocabulary teaching strategies were excellent because the majority of the replies in the questionnaire were
favorable. It signifies that the pupils responded well to the teachers' teaching and learning strategies. However, there are several issues when applying vocabulary teaching techniques for students, such as internet access and difficulties in taking part in vocabulary classes due to a lack of enthusiasm, insufficient prior knowledge, or difficulty understanding the subject. Despite these challenges, the strategy that teachers applied was beneficial for vocabulary teaching, contributing to students’ overall language development.

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DOI: https://doi.org/10.20961/ee.v13i3.101170

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