AN ANALYSIS OF THE STUDENTS’ VOCABULARY MASTERY AT SEVENTH GRADE IN SMP NEGERI 1 MENJALIN

Lidia Wita. 2026, An Analysis of The Studets‟ Vocabulary Mastery at Seventh Grade In SMP Negeri 01 Menjalin. Thesis, English Language Education Study Program, STKIP Persada Khatulistiwa. Advisor I: Yokie Prasetya Dharma, M.Pd.BI, Advisor II: Henry Elisa, M.Pd. Keywords: Vocabulary Mastery, Diagnostic Test, Qualitative Research, Vocabulary Learning, Junior High School Students.
Vocabulary mastery is one of the essential aspects of English language learning because it serves as the foundation for developing language skills. However, preliminary observations at SMP Negeri 1 Menjalin indicated that seventh-grade
students had difficulties understanding word meanings, spelling English words correctly, and using vocabulary appropriately in sentences. Therefore, this study aimed to analyze the level of students‟ vocabulary mastery and identify the factors
affecting it. This study employed a descriptive qualitative method involving 29 students of Class VII F and one English teacher. Data were collected through classroom observation, a diagnostic test, and semi-structured interviews. The findings revealed that the students‟ vocabulary mastery was generally very low. A
total of 96.6% of the students were categorized as having a low level of vocabulary mastery, while only 3.4% reached the sufficient category. The students experienced difficulties in understanding word meanings, spelling words accurately, and using vocabulary in sentence construction. The observation also showed low classroom participation and limited confidence during learning
activities. Interview results indicated that the students‟ low vocabulary mastery was influenced by internal factors, including low reading interest, learning motivation, and self-confidence, as well as external factors such as peer influence, limited access to dictionaries, and poor concentration during learning. In
conclusion, students‟ low vocabulary mastery resulted from the interaction of internal and external factors. This study implies that teachers should implement more interactive, contextual, and student-centered vocabulary instruction to improve students‟ vocabulary mastery and English language proficiency.