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All Journal Edukasi Elita : Jurnal Inovasi Pendidikan
Heriansyah Heriansyah
Universitas Nahdlatul Ulama Kalimantan Barat
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Implementation of 'Setor Hafalan' (Memory Report) for Vocabulary Mastery: A Study of Students’ Perceptions at SMP Darudda’wah Punggur Heriansyah Heriansyah; Nizarrahmadi Nizarrahmadi; Muhammad Sood
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3549

Abstract

Vocabulary mastery is a fundamental requirement for English language learners, yet many students struggle with retention and motivation. This study aimed to explore the implementation of the "Setor Hafalan" (Memory Report) method and to describe students' perceptions of this method in mastering English vocabulary at SMP Darudda’wah Punggur. This research employed a descriptive qualitative method. Data were collected through semi-structured interviews with eighth-grade students and an English teacher, classroom observations, and documentation of "Memory Report" logs. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that the "Setor Hafalan" method was implemented systematically as a weekly routine to build a foundational vocabulary bank. Students perceived the method as a "motivating burden"; while it induced language anxiety and nervousness during the oral reporting process, they acknowledged its significant benefits in enriching their vocabulary and increasing their learning discipline. The primary challenges identified were pronunciation difficulties and the tendency for short-term memorization. The study concludes that "Setor Hafalan" remains a strategic foundational method in EFL contexts to ensure consistent student engagement and vocabulary retention through direct teacher feedback.
Co-Authors Muhammad Sood Nizarrahmadi Nizarrahmadi