Vocabulary Recall Strategies In Teaching English Used At English Courses In Aceh

This study investigated vocabulary memorization strategies used in English language teaching at two English language courses in Aceh: Bright English Academy (BEA) and Joy Course (JC). It analyzes how the two courses equip teachers with vocabulary teaching skills, how teachers implement these strategies in the classroom, and how the courses evaluate their success. The study used a qualitative case study design. Data were collected through semi-structured interviews with two founders and four teachers in each course, as well as classroom observations during one meeting for each teacher. Follow-up interviews were also conducted with four teachers to clarify discrepancies between teacher reports and observed practices. The results showed that both courses used a variety of similar strategies. The fundamental difference lies in the main memorization system. BEA implements daily memorization of 7-15 words at the end of the lesson, while JC uses a repetition method three times a week for 30 minutes at the beginning of each meeting. In terms of teacher training, neither course provided pre-teaching training. However, BEA excelled in ongoing mentoring through monthly observations and weekly meetings, while JC excelled in individualized guidance from its founders through weekly lesson plans. Strategy implementation in BEA is more flexible and integrates vocabulary into other language skills, while JC is more structured and consistent with a three-meeting cycle. Evaluation of success in BEA is standardized with periodic exams and report cards, while JC is more organic with daily assessments and direct follow-up in class.