Students Difficulties in Vocabulary Acquisition and Teacher Strategies in Vocabulary Instruction for Young Learner Students at SDN 104/II Sungai Pinang

Abstract

This study, entitled “Students Difficulties in Vocabulary Acquisition and Teacher Strategies in Vocabulary Instruction For Young Learner Students at SDN 104/II Sungai Pinang, aimed to identify the difficulties faced students in learning English vocabulary and to describe the strategies used by teacher to overcome those difficulties. The research employed a qualitative method with interviews as the primary data collection instrument. The particiants of the study were fourth and fifth grade students along with the English teacher at SDN 104/II Sungai Pinang. The findings revealed that students experienced several difficulties in vocabulary acquisition, including limited mastery of vocabulary, problrms with pronounciation, spelling error, memory difficulties, and confusion in contextual usage. Emotional responses such as frustration,  low motivation, and lack of confidence also emerged as factors that hindered learning. These obstacles indicated that young learners often struggle due to both internal factors such as low retention and limited strategies and external factors, including teacing methods and lack of exposure to English in daily life. In responses, the teacher applied various strategies to support students learning. These included contextual approaches, the use of songs pictures, and games, as well as formative evaluation to assess progress. Such strategies were found to make learning more engaging, help students participate actively, and gradually improve their vocabulary mastery. The result of this research highlight the importance of creative, students contered approaches in vocabulary instruction for young learners.