Investigating An English Tearcher’s Strategies to teach vocabulary Through a visual memory media in a Thai junior high school

Abstract

Vocabulary is one of the tools and the first step in learning another skill. Wilkins (1772) reveals that students will be able to use the English language effectively if they have sufficient knowledge of grammar and vocabulary. Currently, it can be seen that most Thai students do not really focus on learning the English language and have a limited vocabulary. Thus, it made the students get bored and so difficult to learn. Thus, learning vocabulary is important to process or improve another skill. Campillo (2007) points out that vocabulary is clearly a very important element of a language since most of the meaning is very meaningful. Thus, the English teachers play an important role in motivating the student to pursue English as a subject. By using a visual as a medium for learning, the teacher's strategies and methods of teaching should be effective, and there should be good performance in the classroom. The purpose of this research was to explore how English teachers can develop or improve their use of media in teaching. I conducted this research at Pattana Islam School by observation and interview. This research used a qualitative research design to comprehend the phenomenon based on how the participants in the research perceived it. Additionally, I collected data from an interview with the teachers after learning from observation in the classroom during instruction. In the interview, there are six questions. I analyzed the data using thematic analysis from Braun and Clark (2006). The analysis from Braun and Clark (2006) offers a way into qualitative research that teaches the mechanics of identifying analysis and reporting patterns or themes in qualitative data by collection by observation and interview.