Exploring teacher strategies in assessing students' vocabulary mastery during English learning: A Case Study of 7th Grade at One of Junior High Schools in Bandung

Octavia, Vani (2024) Exploring teacher strategies in assessing students' vocabulary mastery during English learning: A Case Study of 7th Grade at One of Junior High Schools in Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This research will focus on the assessment strategies used by teacher in English lessons, especially students' vocabulary mastery. The study aims to answer two research questions: 1. What are preparation and classroom activity strategies used by the teacher to assess students’ vocabulary mastery? 2. What are the teacher challenges in implementing preparation and classroom activity strategies in assessing students’ vocabulary mastery? This study uses the theory of vocabulary mastery assessment strategy of the teacher by Tampubolon et al. (2022). It involves the exploration of teacher’s strategies and challenges to identify gaps in between. This paper applies case study design and collected the data from the observation and interview with an English teacher with a class of 7th grade at one of Junior High Schools in Bandung to explore the implementation of vocabulary mastery assessment strategies during English learning. The data analysis reveals that there are five strategies used by the teacher divided into two section namely preparation and practice. In the vocabulary assessment preparation section there are two strategies used by the teacher such as; determine students’ vocabulary target and determine the number of vocabulary test questions. While in the vocabulary assessment practice the teacher used three strategies such as; the teacher combined the vocabulary test with topics, the teacher used various media vocabulary tests, and the teacher used several types of vocabulary tests. While the teacher challenges in the implementation of the preparation strategies are; the teacher frequently encounter obstacles including needing extra time to prepare vocabulary assessments, the teacher need to find out for more high-target vocabulary that is below their level, the teacher need to update their methods for evaluating students. For the teacher classroom activity strategies are; the teacher must offer extra works or activities to help lower level of students’ to catch up with high level students’, students’ answer random questions if they are unsure of the answer. The current strategies is based on previous research and has been used at the junior high school level. The teacher was implement the assessment strategies to students through their teaching resources and experiences. In conclusion, this research shows that there are some challenges when implementing the strategy, but this strategy can continue to be practiced without disturbing the learning objectives with the required evaluation process. This research is recommended for anyone who wants to dig deeper into strategies in competency assessment to determine students' vocabulary mastery and will complement the shortcomings of strategies that have been implemented and what strategies should be implemented for grade 7 of junior high school.

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