TEACHER STRATEGIES TO IMPROVE STUDENTS’ VOCABULARY MASTERY IN GRADE V AT SDN 72 KAUR

Abstract

This study aimed to identify the teachers' strategies to improve students' vocabulary mastery, describe their implementation, and explore the challenges faced by teachers in Grade V at SDN 72 Kaur. The study employed a descriptive qualitative design involving three teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, questionnaires, and documentation. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings revealed that the teachers implemented five main strategies: explicit vocabulary instruction, contextual learning, the use of visual and digital media, game-based and creative activities, and regular review and evaluation. These strategies encouraged students' participation, improved vocabulary retention, and supported meaningful learning. However, the teachers also faced several challenges, including students' limited vocabulary knowledge, difficulty remembering new words, different learning abilities, limited instructional time, and limited learning media. Overall, the combination of interactive, contextual, and repetitive strategies contributed positively to improving students' vocabulary mastery in Grade V at SDN 72 Kaur.