Students’ Difficulties in Mastering English Vocabulary at SMP Negeri 3 Palopo

Abstract

This study aims to identify the types of difficulties experienced by students in learning English vocabulary at SMP Negeri 3 Palopo. A qualitative descriptive approach was employed, involving 10 eighth-grade students with low English proficiency and one English teacher as a supporting informant. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically based on Thornbury’s (2004) and Gairns & Redman’s (2002) frameworks on vocabulary acquisition. The findings reveal five main categories of difficulty: (1) pronunciation, particularly with words whose sounds do not match their spelling; (2) spelling, due to inconsistencies between written form and pronunciation; (3) word length and complexity, which hinder memorization; (4) grammar-related issues, especially in selecting appropriate word forms (e.g., -ing, -s, or irregular verbs); and (5) meaning, including challenges in choosing correct synonyms and understanding connotations. Contributing factors include strong dominance of the mother tongue, limited exposure to English outside the classroom, lack of practice at home, shyness in speaking, and insufficient access to dictionaries or digital learning resources. The study underscores the need for contextual, interactive, and multisensory vocabulary teaching strategies tailored to the linguistic and socio-cultural background of rural learners.