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With the rapid advancement of technology, distance learning has emerged as a viable alternative for educational institutions to continue providing quality education during challenging circumstances. This research explores the strategies employed by English teachers in teaching vocabulary through distance learning at MTs Al-Ikhlas Jeneponto Regency. The study aims to investigate the effectiveness and adaptability of various pedagogical approaches in the remote teaching of vocabulary. A qualitative research design was employed. The participants of the study consisted of a group of English teachers who had been teaching vocabulary remotely at MTs Al-Ikhlas Jeneponto Regency. Qualitative data were gathered through semi-structured interviews and classroom observations. The findings of the study indicate that English teachers at MTs Al-Ikhlas Jeneponto Regency employed a diverse range of strategies to effectively teach vocabulary through distance learning. These strategies included the utilization of online resources, interactive multimedia, virtual flashcards, gamified learning platforms, and collaborative activities. Additionally, teachers adapted their instructional methods to suit the online environment by incorporating synchronous and asynchronous communication tools to engage students actively. The implications of this research highlight the significance of leveraging technology and adopting innovative instructional strategies to enhance vocabulary teaching in remote learning environments. The findings provide valuable insights for educators, curriculum designers, and policymakers, enabling them to optimize distance learning experiences and ensure the continued development of students' vocabulary skills.

Distance learning; vocabulary instruction; English teachers’ strategies