Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JTechLP INTERACTION: Jurnal Pendidikan Bahasa
Nur Syafa Malik
Universitas Negeri Makassar
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
How do English Teachers Apply Layered Vocabulary Teaching Strategies in Indonesian Junior Secondary EFL Classroom? Maemuna Muhayyang; Nur Syafa Malik; Muh. Fakhrul Armas
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5735

Abstract

This qualitative descriptive study explores how English teachers apply vocabulary teaching strategies in EFL classrooms at the junior secondary level. Data were collected through semi-structured interviews with three experienced English teachers at SMP Negeri 1 Wasuponda, South Sulawesi, Indonesia. The findings reveal that teachers employed a diverse repertoire of strategies encompassing de-contextualizing (word lists, flashcards, dictionary use), semi-contextualizing (word grouping, association, imagery, keyword method, physical response, semantic mapping), fully contextualizing (reading, listening, speaking, writing), and adaptable approaches (structured reviewing). These strategies were implemented through both planned instruction—deliberate preparation of materials and activities—and incidental teaching, in which teachers spontaneously explained unfamiliar words arising during classroom interaction. Although implementation varied according to individual preferences and contextual demands, the integration of multiple strategies effectively supported students’ vocabulary acquisition, retention, and meaningful use. The study underscores the pedagogical value of flexible, layered strategies in resource-variable multilingual settings and carries important implications for teacher professional development, curriculum design aligned with Indonesia’s Merdeka Curriculum, and policy initiatives that promote strategic sequencing and learner autonomy in outer-circle EFL contexts.
THE EXPLORATION OF VOCABULARY TEACHING STRATEGIES USED BY ENGLISH TEACHERS Nur Syafa Malik; Haryanto Atmowardoyo; Maemuna Muhayyang
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88214

Abstract

The objectives of this study are to identify the vocabulary teaching strategies used by English teachers at SMP Negeri 1 Wasuponda. This study is a qualitative descriptive research design with data collection techniques in the form of classroom observations. The participants of this study were three English teachers at SMP Negeri 1 Wasuponda. The results of the observations showed that teachers applied various vocabulary teaching strategies categorized into four groups: de-contextualizing strategies (word lists, flashcards, and dictionary use), semi-contextualizing strategies (word grouping, association, visual imagery, aural imagery, keyword, physical response, physical sensation, and semantic mapping), fully-contextualizing strategies (reading, listening, speaking, and writing), and adaptable strategies (structured reviewing). However, the findings also indicate that not all teachers implemented all of these strategies. Some strategies were applied only by certain teachers depending on their teaching preferences, classroom situations, and students’ learning needs. Based on the results of the study, it can be concluded that English teachers at SMP Negeri 1 Wasuponda employ a variety of vocabulary teaching strategies to support students’ vocabulary development, although the implementation of these strategies varies among teachers.
Co-Authors Haryanto Atmowardoyo Maemuna Muhayyang Muh. Fakhrul Armas