AN ANALYSIS OF THE IMPACT OF DEFICIENCIES IN ENGLISH VOCABULARY MASTERY ON PRODUCTIVE SKILLS (A CASE STUDY OF SHARIA BANKING STUDENTS AT FEBI UIN SALATIGA IN THE ACADEMIC YEAR 2024/2025)

Saputra, Raihan Adhi (2025) AN ANALYSIS OF THE IMPACT OF DEFICIENCIES IN ENGLISH VOCABULARY MASTERY ON PRODUCTIVE SKILLS (A CASE STUDY OF SHARIA BANKING STUDENTS AT FEBI UIN SALATIGA IN THE ACADEMIC YEAR 2024/2025). Other thesis, IAIN SALATIGA.

	Text Skripsi - Raihan Adhi Saputra 23030210109.pdf Download (4MB)
	Text Skripsi - Raihan Adhi Saputra 23030210109.pdf Download (4MB)
	Text Skripsi - Raihan Adhi Saputra 23030210109.pdf Download (4MB)

Abstract

This study examined how limited English vocabulary mastery affected the productive skills of Sharia Banking students at FEBI UIN Salatiga in the 2024/2025 academic year. Despite formal English education, many non-English majors struggled to express ideas clearly due to inadequate vocabulary. This research aimed to (1) determine the level of vocabulary mastery among students of Sharia Banking at UIN Salatiga, (2) analyze the impact of deficiencies in English vocabulary mastery on the productive skills of Sharia Banking students at UIN Salatiga, and (3) identify the factors that contribute to the deficiencies in English vocabulary mastery among Sharia Banking students at UIN Salatiga. Using a qualitative case study design, data were collected through observation, interview, and documentation, and then analyzed using Miles and Huberman’s interactive model. Data validation was ensured through triangulation and member checking. The findings revealed that most students possessed low vocabulary proficiency, as seen in repetitive word choices, code-mixing, and difficulties constructing coherent and grammatically accurate sentences. These limitations significantly hindered their fluency in speaking and their ability to produce structured, academic writing. Contributing factors included limited exposure to English outside the classroom, weak reading habits, low motivation, and teaching methods emphasizing grammar over vocabulary. The lecturer’s insights further confirmed these challenges, adding that restricted instructional time and psychological barriers also played a role. This study highlighted the urgent need for vocabulary-oriented, student-centred instruction that encouraged active, independent vocabulary learning. Strengthening students’ vocabulary knowledge was essential to improving their academic performance and professional communication skills.

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