Elementary School Teachers’ Perspectives on the Use of the List Group Label Strategy in Vocabulary Instruction

Yuliyanti, Richa Dian (2025) Elementary School Teachers’ Perspectives on the Use of the List Group Label Strategy in Vocabulary Instruction. Other thesis, UNIVERSITAS NURUL JADID.

	Text COVER.pdf Download (1MB)
	Text BAB I.pdf Restricted to Registered users only Download (884kB)
	Text BAB II.pdf Restricted to Registered users only Download (902kB)
	Text BAB III.pdf Restricted to Registered users only Download (895kB)
	Text BAB IV.pdf Restricted to Registered users only Download (931kB)
	Text BAB V.pdf Restricted to Registered users only Download (663kB)
	Text DAPUS.pdf Download (1MB)

Abstract

Yuliyanti, Richa Dian. 2025. Elementary School Teachers’ Perspectives on the Use of the List Group Label Strategy in Vocabulary Instruction. Undergraduate Thesis, English Education Department, Faculty of Humanities and Social Sciences, Nurul Jadid University. Advisor: Durratul Hikmah, M.Pd.

Keywords: Elementary School, Teacher Perspective, List Group Label (LGL), Vocabulary Instruction, Young Learners.

Vocabulary acquisition is a pivotal element in early language development, requiring structured and engaging instructional strategies. This study aims to explore elementary school teachers’ perspectives on the implementation of the List Group Label (LGL) strategy in English vocabulary instruction and to identify the practical challenges encountered during its execution. Adopting a descriptive qualitative approach, this research utilized classroom observations and semi-structured interviews as primary data collection techniques. The study was conducted at SDN 3 Patemon, a rural public elementary school in Situbondo, East Java, involving a fifth-grade teacher as the primary subject.

The findings indicate that the teacher perceives the LGL strategy as a meaningful and systematic method that aligns with the developmental characteristics of young learners. Four key perspectives emerged from the analysis: (1) the strategy provides a thematic and structured learning flow; (2) it is highly compatible with the cognitive levels and diverse learning styles of elementary students; (3) it facilitates long-term memory and word comprehension through visual and conceptual categorization; and (4) it offers practical flexibility in various classroom contexts.

Despite these benefits, the study identified three significant challenges: limited access to visual media and supporting resources, insufficient time for developing high-quality instructional materials, and fluctuations in student engagement during labeling activities. The research concludes that the success of the LGL strategy in a rural setting depends heavily on a teacher’s pedagogical agility in adapting the technique to local constraints and student diversity. This study provides theoretical and practical contributions to the development of contextual vocabulary instruction strategies in Indonesian elementary education.

Item Type:	Thesis (Other)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	07 Feb 2026 06:59
Last Modified:	07 Feb 2026 06:59
URI:	https://repository.unuja.ac.id/id/eprint/2012

Actions (login required)

View Item