THEPRACTICE OF VOCABULARY TEACHING STRATEGIES IN ENGLISH CLASS: DISSA SECONDARY SCHOOL GRADE 10 ENGLISH TEACHERS IN FOCUS

Abstract

The main purpose of this research was to assess to how English language teachers practice vocabulary teaching strategies atDissaSecondary School. The study particularly tried to assess the types of vocabulary teaching strategies teachers implement in English classes, and to examine the appropriateness of vocabulary teaching strategies for students’ learning. To this end, the study was employed by using descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Dissa Secondary School was selected through availability sampling, and 6 English language teachers from the school were selected based on availability sampling technique for the interview and classroom observation data. In addition, data were collected from 80 randomly chosen students through questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing questionnaire and classroom observation quantitatively and the interview data were analyzed qualitatively by transcribing the gathered data. The results of the study reveal that most of the teachers lacked practical skills on the implementation of different types of vocabulary teaching strategies. They rarely practiced some of the strategies, such as: cooperation and self-collection during vocabulary instruction in EFL classes according to their suitability as data result of classroom observation and students’questionnaire indicates unlike to teachers’ interview. Besides, the result of students’ questionnaire indicates that most of the students were not interested and motivated to learn vocabulary and they were less successful in their vocabulary lesson