Identification of English Vocabulary Mastery Levels among Primary School Students

Abstract

Vocabulary mastery is a fundamental component of English learning in primary schools, as it serves as the foundation for the development of other language skills. However, in classroom practice, students’ vocabulary acquisition often develops unevenly. This study aimed to identify the level of English vocabulary mastery of Grade IV students and to describe the vocabulary mastery gap among students at SD Negeri 1 Kaobula and SD Negeri 2 Kaobula. This research employed a quantitative approach with a descriptive research design. The research subjects consisted of 42 Grade IV students selected using purposive sampling. Data were collected through an English vocabulary mastery test and analyzed using descriptive quantitative techniques, including percentage analysis, mean scores, and classification of vocabulary mastery levels. The results revealed that students’ English vocabulary mastery varied across high, moderate, and low categories. Overall, students’ vocabulary mastery was at a moderate level, indicating that they had acquired basic English vocabulary but had not yet reached an optimal level of proficiency. Furthermore, the findings indicated a noticeable gap in vocabulary mastery among students, highlighting the importance of initial ability mapping as a basis for planning more contextual and adaptive English learning strategies. These findings are expected to provide practical insights for teachers in improving the quality of English instruction in primary schools.