Teaching English Vocabulary in the Young Learner Classroom: Strategies and Struggless of Islamic Primary School Teachers
DOI:
https://doi.org/10.36312/jar.v4i1.3108Keywords:
English for Young Learners, Madrasah, Teaching Difficulties, Teaching StrategiesAbstract
In the context of early English language education, vocabulary instruction for young language learners plays a crucial role in laying the foundation for future language proficiency. However, many teachers face various challenges in selecting and implementing effective strategies that align with the cognitive and emotional development of young learners—particularly madrasah ibtidaiyah (Islamic primary school) teachers—such as limited resources, overcrowded classrooms, minimal parental support, and restricted English instructional time. This study aims to explore the vocabulary teaching strategies used by madrasah teachers and how these strategies help them address classroom teaching challenges. Using a qualitative descriptive method, data were collected through classroom observations and semi-structured interviews with several EYL (English for Young Learners) teachers. The findings of this study reveal that teachers generally employed strategies such as “listening and repeating” and “question and answer,” while other strategies—such as “translation,” “modeling,” “brainstorming,” and “outdoor activities”—varied depending on the grade level. The challenges faced included low student motivation, varying levels of language proficiency, limited teaching aids, and insufficient instructional time. The study concludes that although teachers adapt their strategies to meet learners' needs, greater support and resources are needed to enhance the effectiveness of vocabulary instruction in Islamic elementary schools.
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