Abstract

In early English language education, vocabulary instruction is fundamental to developing long-term language proficiency among young learners. This study examines the vocabulary teaching strategies employed by madrasah ibtidaiyah (Islamic primary school) teachers and how these strategies address the unique challenges encountered in their classrooms. Despite the critical role of vocabulary instruction, many teachers face persistent obstacles, including limited resources, overcrowded classrooms, minimal parental involvement, and restricted instructional time for English. Adopting a qualitative descriptive approach, data were collected through classroom observations and semi-structured interviews with several English for Young Learners (EYL) teachers. The findings indicate that commonly used strategies included "listening and repeating" and "question and answer," while others, such as "translation," "modeling," "brainstorming," and "outdoor activities" were applied selectively based on student grade level. Teachers reported challenges such as low student motivation, heterogeneous language proficiency levels, lack of teaching aids, and insufficient time allocation for English instruction. The study concludes that while teachers adapt their strategies to align with the cognitive and emotional development of learners, additional institutional support and instructional resources are essential to improving the quality and effectiveness of vocabulary instruction in Islamic elementary schools.

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