The aims of this research were to find out the kinds of strategy of
vocabulary teaching which applied by techers and the dominant strategy used by
teachers in teaching English vocabulary for students of Junior High School. The
researcher applied descriptive method in this research. The research was
conducted at the eight private Junior High Schools in Cilacap in academic year
2012/2013. The researcher used random sampling to get the sample. The sample
was 17 English teachers of private Junior High School.
The techniques ofcollection data were interview and questionnaire.
Interview consisted of 5 questions and the quesstionnare consisted of 20 items.
The researcher analyzed the data by using percentage to determine which strategy
was used each teacher in teaching vocabulary and what vocabulary teaching
strategies dominantly used by teachers.
The result were 20.75% of the teachers used memory strategy, meanwhile
determination strategies reached 20.52%, other strategies were cognitive strategies
which reached the same with metacognitive strategies was 19.61%, and the last
was social strategies reached 19.49%, so it concluded that the dominant strategy
used by teachers was memory strategy.
Based on the analysis of interview result, the researcher could identify that
most teachers used guessing, by using media, drilling in teaching vocabulary, and
others methods. Then most of teachers said that the effective ways to teach
vocabulary was through context sentence, drilling and using dictionary. Teachers
taught vocabulary in various activities of speaking, reading, listening and writing.
For the most responses from students were teachers taught by using media, games,
guessing and others strategy.