Abstrak
Rizky Yunika, 2322089. An Analysis of Teacher’s Strategies Based on Diagnostic Test in Teaching Vocabulary at Class VIII B of MTI Kapau. Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M. Djamil Djambek Bukittinggi. Vocabulary mastery is one of the fundamental components of English language learning as it supports students in developing listening, speaking, reading, and writing skills. To facilitate vocabulary learning, teachers are required to implement appropriate instructional strategies that correspond to students’ learning needs and characteristics. Diagnostic tests provide valuable information regarding students’ learning styles and initial abilities, which can serve as a basis for determining suitable teaching strategies. Therefore, this study aimed to analyze the teacher’s vocabulary teaching strategies based on the diagnostic test result of Class VIII-B at MTI Kapau. This study employed a qualitative research method with a case study design. The participants were an English teacher and students of Class VIII B at MTI Kapau. Data were collected through classroom observations and semi-structured interviews. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the teacher implemented three strategies in teaching vocabulary based on diagnostic test results, namely direct/explicit instruction, incidental/context-based methods, and hybrid/technology-enhanced models. Among these strategies, direct/explicit instruction was the most dominant strategy, as it was consistently applied throughout the six observation sessions. The teacher regularly presented vocabulary in written form, explained word meanings orally, modeled correct pronunciation, and asked students to repeat vocabulary. In addition, incidental/context-based methods were implemented through texts, dialogues, visual contexts, oral discussions, and task-based activities, while hybrid/technology-enhanced models were applied through the use of digital media such as slides and pictures. These strategies were adjusted to students’ visual, auditory, and kinesthetic learning styles identified through diagnostic tests and supported students’ vocabulary learning process.