by
Ersan
Sanusi, S.Pd, M.Pd
A. Introduction
Language is a means of
communication. Although it is not only coming from communication among human
being, it is certainly the most important for us. (Wilkin, 1984:1). Dealing with definition of language, an
American anthropological linguist E. Sapir as cited by Alwasilah (1993:43) says
that “language is a purely human and non-instinctive method of communicating, ideas,
emotion, and desires by means of a system of voluntarily produce symbol.”
Meanwhile, language, as quoted from Hamied (2000:12), is “ a system for the expression of meaning
reflected in the structure of the language as an instrument to express the meaning.”
Based on the definition above, it
seems that there is an emphasis on the components of language, such as
vocabulary, pronunciation, grammar, and phonology. Thus, the language would be
very useful if we communicate with others to get the meaning of the language
itself, on the contrary, it can be useless if we do not use it.
To understand the language, we
have to invent the meaning of words as many as possible either in a sentence or
in whole texts. Therefore, it can be
assumed that language is a systematic communication tool that may transfer
ones’ ideas or feeling through body language, signs, sounds, and gesture having
understood meanings. On the other hands, by using language, one can express his
ideas, feeling or information either orally or written.
Because the definition of
language refers to the expression of certain meanings, of course, we may not
neglect the role of vocabulary chosen. It plays an important role as means of
understanding the meaning of words correctly. Moreover, Wallace argues that
“there is a sense in which learning a foreign language is basically a matter of
learning vocabulary in target language.”
(1982:9). Hence, vocabulary is the basic aspect of language in teaching
learning process. It means that it is an important part of the language
components like grammar pronunciation, spelling, etc.
As noted above, it can be
inferred that the students’ comprehension on the meaning of words is a largely
influential on their ability to translate and construct a sentence, even, if
the meaning of word is related to reading comprehension, vocabulary is
“requisite for reading comprehension, in which people who do not know the
meanings of words are most probably
poor readers.” (Abdersoon and Freebody, 1985 in Robert et al, 1995:367).
Unfortunately, many teachers
tend to stress teaching mostly on grammatical rules. In other sides, they
merely teach reading comprehension without giving clear explanation about the
techniques or methods on how to recognize the meaning of words rather than on
vocabulary in detail. In the line these
ideas, the teaching of English vocabulary may often be neglected in
teaching-learning process. For this
reason, Meara (1980) as cited by Lawson (1996:37) comments that “vocabulary is
considered as neglected aspect of language learning that has not significantly
changed today.”
From the facts, Allen (1993:3)
reveals that “many teachers assume that vocabulary can be developed in
teaching-learning process.” However, the students, in reality, encounter the
problems to find out the meaning of words. If these problems still exist, he
adds that there are two factors that will affect the failure of the students in
understanding the meaning of words. Those are (1) they do not have any skills
in comprehending the meaning of words, and
(2) they do not have enough basic competency to translate both a word
and a sentence in a text.
In a very real sense, the
students cannot master the meaning of words in a sentence and neither can
communicate in English appropriately because the teaching-learning activity, as
mentioned in the previous, still focuses on the grammatical rules rather than
on vocabulary in context. Consequently, they only have competent in structure,
but they cannot communicate accurately.
Therefore, Wilkin (1984:111)
suggests that “without grammar, very little can be conveyed but without
vocabulary nothing can be conveyed.” This statement is parallel to what Wallace
(1982:9) comments that “it is possible to have a good knowledge of how the
system of language works and yet not able to communicate in it; whereas if we
know the vocabulary we need, it is usually possible to communicate well.”
In short, it can be worded that
it is quite sensible to help provide the students with teaching of vocabulary
as much as attention as other aspects of language presented, such grammar,
pronunciation, and spelling.
To solve these problems,
English teachers, of course, have to provide practical techniques on teaching
vocabulary that the students are able to develop their learning of new words
independently. Hence, Nattingger (1988:63) identifies that “guessing vocabulary
from context is the most frequently way of discovering the meaning of new
word.” Similar to this idea,, Oxford and Scarcella (1994:236) also reveal that “guessing the
meaning word from context is the
most useful vocabulary learning technique.”
In line with the linguists’
ideas quoted above, English teachers should ensure that the student should not
only understand the meaning of words in context, but also communicate with
others. So, English students should be
provided with some opportunities to produce the language. In other words,
English teachers, in teaching vocabulary, should also be able to lead the
students to produce the language as well as other language components either
spoken or written form.
To produce the language in
teaching vocabulary, the English teachers must have the ability to:
“a. recognize it in its spoken or
written form;
b. recall it at will;
c. relate it to an appropriate object or concept;
d. use it in
the appropriate grammatical form;
e. in speech, pronounce it in a recognizable
way;
f. in writing,
spell it correctly;
g. use it
at the appropriate level.”
(Wallace, 1982:27)
Meanwhile, Angela
(1996:36) clarifies that “English teachers can apply generative process to their
students in producing language.” This
means that a word is used generative if it is used in speaking activities. In
other words, English teachers can encourage generative use by: 1) retelling of
the written input from a different focus, 2) distributing the information that
based on the target of vocabulary given, and 3) requiring students to
reconstruct what is in a text rather than repeat it.
From these points,
it is obvious that English teachers should be able to teach the English
vocabulary as many as possible in order to the students can actualize some or
all of these points with the target vocabulary.
Additionally, these points enable the English teachers to cover the
language skills and the language components, such as speaking, writing, grammar,
pronunciation and spelling.
B.
Vocabulary Teaching Techniques in General
If the teaching of vocabulary
is related to reading comprehension, then there are three views about the
relationship between vocabulary development and reading comprehension. The intended
views are:
“The first view
suggests that direct instruction make little differences in terms of vocabulary
development, whereas the second view suggests that direct instruction in
specific words is extremely beneficial. The third view suggests that vocabulary
development will be enhanced if students learn to relate to new concepts to
their existing concepts and background knowledge.” (Nagy and Anderson, 1985 in
Robert et al, 1995)
From these views, it
is obvious that teaching vocabulary proposed by the English teachers should
take into consideration the students’ vocabulary development during
teaching-learning activity. Also, the
English teachers should able to teach unfamiliar or specific words which are
adjusted to the students’ ability when they read certain texts directly. In a
nutshell, direct instruction on new vocabularies can be taught to the students
if it focuses on relating them to the
students’ background knowledge.
C.
The Techniques of Teaching Vocabulary at Senior High School
Commonly, there are
several techniques concerning the teaching of vocabulary. However, there are a
few things that have to be remembered by the most English teachers if they want
to present a new vocabulary or the lexical items to their students. It means that
the English teachers want students to remember new vocabulary, then it needs to
be learnt, practiced, and revised to prevent students from forgetting.
1.
Visual Techniques
Concerning with the visual
techniques, Gairns and Redman (1986) as
cited by Maria, et al (1999:12) says that “there are there form visual
techniques; relia, pictures, and mime or gesture.” Relia means using a
variety of real-object brought by the students in the classroom. It can be also
applied to remember written material. Students can act out what they read, or
associate physical sensation with specific words found in reading passages.
Referring to ideas mentioned
above, Klippel (1994:115) implies
that “mime or gesture is useful if it
emphasizes the importance of gestures and facial expression on communication.
At the essence, it can not only be used to indicate the meaning of a word found
in reading passage, but also in speaking activity as it stresses mostly on
communication.
2.
Verbal Techniques
This technique pertains to the
use of illustrative situation, synonyms, opposites, scale, definition, and
categories. More specifically, Maria, et al (1999:3) divide verbal
techniques into four parts, among those are:
“1. Definition and
Illustration sentences; this techniques the English teachers is expected to
introduce a word in English through the use of other words in the same
language.
2.
Synonyms and antonyms
Synonyms and
antonyms are especially important in building new vocabulary because learners
are able to know vocabulary. Synonyms are words that have the same meaning as
the unknown in a given sentence. There may be signals that identify the
presence of synonym for the readers. They could be or, commas, dashes, and
colons. Meanwhile, antonyms are words that have the opposite meaning of
the unknown word in a given sentence. Signals which identify the presence of
the antonyms for readers are instead, although, but, yet, and
however.
3. Scale
This technique is the presentation of related
words in scales that include the combination of both verbal and visual
techniques, for example, in term 32° Celsius, the degree sign is
the visual.
4. Explanation, where this technique explain the
meaning and the use of a given foreign word in the foreign language itself.”
Taking into account
the points of technique presented earlier, it seems that there are several
similarities of program for teaching vocabulary development skills to be
recognized by Brown (1994:367). He
offers some techniques for teaching vocabulary techniques skills, among other
are;
“1. Determine the goal of teaching, such as:
a. To improve the
reading vocabulary skills of ESL students.
b. To teach ESL
students word-building skills.
c. To teach ESL
students to guess word meanings from context clues.
2. Get student to make word building that is
derived from suffixes, prefixes, and roots.
3. Definition clues, which comprises the
parentheses and footnotes, and synonyms and antonyms.
4. Inference clues. These clues have three
types, such as example, summary, and experience.”
Based on the quotation
above, it can be said that the English teachers, before applying those
techniques, should know the level of students’ competency and the goal of
teaching in advance, particularly on teaching vocabulary. Also, they should be able to lead students to learn a new word or some
words clearly. In relation to the employment of verbal techniques, of course,
the English teachers have to regard the length of time and the English
textbooks used.
3. The Use of
Dictionary
In addition to the previous two
techniques, the use of dictionary is another technique in finding out the
meaning of unfamiliar words and expression. In this respect, the students can
make use a variety of dictionaries, such as bilingual, monolingual, pictorial,
and thesaurus.
By Allen, using dictionaries
are “passport to independence and use them is one the students-centered
learning activities.” (1993:83). Meanwhile, Gerald and Laura (1989:120) state
that “dictionaries are more easily used to determine word meanings.” Moreover,
Readence (1995:35) adds that “the dictionary definition is shared with a
discussion when the words are presented both in isolated form and in the
context. In conclusion, the use of dictionary is an effective way for the
students in finding out the meaning of words.
D.
Techniques of Encouraging the Students in Leaning Vocabulary
In light of the described techniques at the
previous part, they will not be useful if the students’ interest in learning
vocabulary is poor. For that reason, techniques in encouraging students’
interest in learning English vocabulary need to be introduced by English
teachers. To enhance it, they should provide something challenging and make the
students eager to study.
Kustaryo (1988:24) reveals
there are some possible ways of learning activity so that the students’
motivation may increase in learning English, especially regarding to the
meaning of words. They are:
“a. Learning vocabulary through creativity. It
means that the students can learn the English vocabulary by using the pictures.
b.
Learning
vocabulary through context clues. In essence, the students may find out the
English vocabulary based on clues in the surrounding context.
c.
Learning
vocabulary through guessing. It may be speculated that the students may learn
the meaning of word in context and it needs a special approach.
d.
Learning
vocabulary though definition. It is useful in guiding the students to be able
to define the meaning of words and to arrange word into the correct sentence.
e.
Learning
vocabulary through derivation. It means that the students must be able to
derive words correctly. It comes only with practice or by studying the rules of
how to form noun, adjective, adverb, etc.”
From the provided ways above,
it can be further sentenced that learning vocabulary through creativity is an
effective way to make the students to be more creative since it provides the
pictures as the media of teaching. The pictures provided, of course, should be
really interesting and challenging. Hence, the pictures provided by the English
teachers should attract the students to study pictures given and to make
efforts find out their meaning. By this way, the students may gradually
increase their vocabulary proficiency.
Besides, some interesting
pictures should be given some days before the oral work, and the students
should be asked to prepare a talk regarding to the pictures. In this case they
can choose any aspect of the pictures for their talk. If they encounter
difficult word they can consult their dictionary. It is a good way to encourage
the students to be more creative in learning English vocabulary.
In addition to using picture,
Wallace (1982:105) suggest that the
English teachers can also use a number of games, language games have become
more widely used recently probably for two reasons:
“Firstly, an
increasing emphasis on the importance of motivation and the appropriate kind of
positive effective atmosphere are in the classroom. Secondly, an increasing
emphasis on the importance of ‘real
communication.’ If a game is working property, it very often supplies a genuine
desire to communicate in the target language, even within the artificial
confines of the classroom.”
Referring these
reasons, it is clear that language games can be employed to make the class
enjoyable for the students. Also, the language games are able to increase the
students’ motivation in learning English as they stress mostly on real
communication. However, in choosing appropriate games, there are many factors
that need to be considered by the English teachers, one of them is appropriacy.
Briefly, the English
teachers should be more careful to choose games if they want to make them
profitable in learning process. If games are to bring expected result, they
must correspond the students’ level and age, or to the material that being
taught.
Hence, Angela
(1996:4) suggests that “not all games can be appropriate for all students
irrespective of their age”. Means, the different of age requires various
topics, materials, and modes of games. Furthermore, structure games that
practice or reinforce a certain grammatical aspect of language should be
related to students’ abilities, and prior knowledge. Thus, games become
difficult when the task or the topic is unsuitable or outside the students’
experience so that they will not be interesting in learning English vocabulary.
Regarding to the
main advantage of games, Angela (1996) also sets that they enable the students
to acquire new experience with a foreign language which are not always possible
during a typical lesson. Furthermore, by using games, “students can remember things faster and
better” (Amato, 1989:118).
From the explanation
earlier, it can be concluded that the English teacher should take into
consideration a variety of factors if they intended to apply the picture in
teaching vocabulary. These factors are the students’ level, the material
taught, and the length of time provided.
E.
Strategies of Meaning Vocabulary
As stated the previously
explanation that vocabulary is “a requisite for reading comprehension,
in which the people who do not know the meaning of words are most probably poor
readers.” Thus, the teacher’s position, in this case, is to help the students
learn and retain the meaning of words.
To learn and retain the meaning
of words, of course, the English teachers should be able to apply a variety of
meaning vocabulary strategies as stated below:
1.
Possible Sentence
In general, the purpose of
possible sentence is to help students determine the meaning of unknown words by
pairing with know words in the sentence they think might be ‘possible to be
found in a text”.
Nagy and Anderson (1991) as
cited by Robert, et al (1995:89), clarify that “possible sentence could be used
by the students encounter unfamiliar vocabulary during reading assignment in
subject matter discussed.” Thus, possible sentence can be taught if the
students have the ability to guess the meaning of words in the text.
As regard with possible
sentence strategy stated before, the last study conducted by Moore and Moore
(1988) reveal that it was designed to help the students to:
“1. learn new vocabulary to be encountered in reading assignment;
2. make predictions
about sentences to be found in
their reading;
3. provide purpose
for reading;
4. arouse their
curiosity concerning the text to be read.”
From linguists’ words, it may
be clarified that possible sentence is designed to help the students to
determine independently the meanings and relationships of unfamiliar words in
text reading assignment. In addition, the students can also use the text to
evaluate and refine their prediction about the meaning words. Based on both
explanations, it is clear that possible sentence places great emphasis on
recognizing the meaning words in the context when the students read.
2.
List Group Level
If English teachers intend to
employ list group as a meaning vocabulary strategy, they should be able to make
students associate the terms with the topic taught. The terms associate could
be consisting of listing, grouping, or
label of words.
Dealing with list group label,
Oxford (1990:41) states that it can be called semantic mapping also. He defines it as:
”making an
arrangement of words into a picture which has a key concept at the center or at
the top, and related words and concepts linked with the key concept by means
of lines of arrow. This strategy
involves meaningful imagery, grouping, and associating, it
is virtually shows how certain group words relate to each other.”
In reference with
the above quotation, it must be mentioned that semantic mapping regards
meaningful imagery, group and association as the main concept. Thus, a third
concept must be able to help the students in memorizing, grouping, and
associating of the words to be related to each other.
In line with one of
the concept stated before, memory, Richardson (1980) as cited by Brenda et al (1994:44)
says that “by using imagery the students can establish an acoustic link
by changing the foreign word to similar sounding English word. The students
then form an imagery link by visualizing a mental image of the key word
interacting with English definition.
3.
Contextual Redefinition
It is designed to enable the
students to use context to make an informed guess about a word’s meaning.
Moreover, it attempts to provide the students with a strategy for using context
in reading situation.
Hence, Readance (1995)
identifies that contextual redefinition can be defined as follows:
“a strategy that
stresses the importance in predicting and
verifying word meanings. In this case, context enables the students to
make more informed guess about the meaning of words in print and to monitor
those predictions by checking them for syntactic or semantic appropriateness as
reading progress.”
On
light of the definition, it may be sentenced that the contextual redefinition
provides a format from deriving the meaning of known words by using the context
as a means for the students to predict them.
But, before applying this strategy, the English teachers should be able
to provide the procedure accurately,
among these are 1] select unfamiliar
words, 2) write a sentence, 3]
present the isolated words, 4) present the words in context, and 5) use a dictionary for verification.
4.
Feature Analysis
Feature
analysis is designed to help the students to 1) improve their vocabulary and
categorization skill; 2) understand similarities and differences in related
words, and 3) expand and retain content area vocabulary and concept.
Referring
to this idea, it can be inferred that feature analysis is intended to provide a
systematic procedure for exploring vocabulary concept through the use of
categorization. Thus, the use of categorization may be regarded as a key
concept in applying feature analysis. Hence, Readance (1995) suggests that the
simple categorization exercises and strategies can use list group label as
means of introducing the concept of categorization.
5.
Word Mapping
It provides a framework for
developing the students understanding of concept, including the hierarchical
structure of theses concept and their attributes. It is also designed to
develop students’ conceptual knowledge about a topic and to show hierarchical
relationship of associated concepts. Shortly, the word map is a systematic
teaching technique that attempts to develop students’ knowledge in line with
the given examples in a sentence.
In addition to knowing examples
from the students, applying of word map conducted by English teacher should be
relevant to the students’ learning
activity. Therefore, Robert, et al
(1995) explains that the key to
success of the word map is the student involvement and discovery that the
strategy used will be more effective.
6. Vocabulary
Self-Collection Strategy
Generally, the vocabulary
self-collection strategy is intended to promote the grown in both students’
general and content area of word knowledge. It is based on their prior
experience and encourages in vocabulary development. Means, the English teacher
may use it to be associated with the text of materials before the students read
them.
In conclusion, the teacher’s
position here is to ask the students to identify one or two words they feel are
important to understand. Then, the words would be defined and recorded as
before that the students would have the opportunity to learn something about
the word before they actually read the assignment.
7. Levin’s Keyword
Method
The Keyword method is a
mnemonic strategy in which the students devises a keyword, which looks or sound
like original word to be learnt, to associate new information with a mental
image to aid in later recall of the
target word.
Owing to this idea, Wenden and
Rubin (1987:43) posit that mnemonic strategy may be meant as “aiding memory” in
which the students can memorize and retrieve all kind of language routine
occurring in the classroom. Often, it refers to
“memory trick” where the students may utilize a retrieval plan to be
developed during encoding and mental imagery, both visual and verbal. Briefly,
mnemonic strategy enables the students to store verbal material and retrieve it
when needed for communication.
Relating to the use of keyword
in mnemonic or memory strategies, Oxford (1990:62) clarifies that this strategy
combines sounds and images so that the students can more easily remember what
they hear or read in the new language. The strategy has two steps, Firstly
identify a familiar word in one’s own language or another language that sounds
like the new word. Second, generate visual image of thy new word and thy
familiar one interacting in some way. In line with the use of keyword mentioned
above, it might be inferred that keyword method is regarded as means of helping
the students in remembering new vocabulary in harmony with the sound produced.
But, before applying this strategy, the English teacher should need to consider
not only its advantages but also disadvantages.
Hence, Nagy and Anderson (1991) as cited by Robert et al (1995),
reveal that there are some disadvantages of applying the strategy, among others
are:
“The first it could
be time-consuming for the teacher to generate keywords and their accompanying
images. Second, the visual images initially used are teacher-provided, not
students-provided that they are less involvement in their own learning, and
third, the extent to which students can transfer the keywords techniques to
other areas of study is relatively unknown at this time.” (P.325)
Based on some the quotations
above, it is possible to conclude that effectiveness of keyword method largely depends on a process
of re-coding, relating and retrieving. It means that the students must be able
to re-code or transform the unknown word to be learnt into a more meaningful
keyword that looks or sound like original. Besides, its effectiveness also
depends on the allocated-time, the students’ involvement, and the length
of word to be learnt.
REFERENCES
Alwasilah, C, 1993. Pengantar
Sosiologi Bahasa. Angkasa, Bandung
Angela
, Joe. 1996. Vocabulary Learning and Speaking Activities. Journal
Forum
Amato, Richard. 1988. Making it Happen;
Instruction in the second language
classroom. Macmillan Press; London
Allen, VF. 1983. Techniques in Teaching
Vocabulary. Oxford University Press, New York
Brenda,
et al. 1994. Vocabulary Retention. Journal of Research and
Development in Education
Brown, H Douglash. 1994. Teaching by Principle.
Printice Hill; New Jersey
Gerald
and Laura, 1989. Improving Classroom Reading Instruction.
Raandom House. Toronto
Hamied,
FA. 2000. A Review of the 1994 Curriculum. A Paper
presented at Language Teaching Seminar. UPI Bandung
Klippel, Friederik. 1994. Language Program
Evaluation. Cambridge University Press.
Kustaryo,
1988. Reading Techniques for College
Students. LPTK,
Jakarta
Lawson,
Michael. 1996. The
Vocabulary-Learning Strategies for Foreign Language Student. Flinders
University Press
Maria,
1999. The New Guinness Book of Record; A Vocabulary Resource.
Journal Forum
Moore,
DW and Moore SA, 1986. Possible Sentence; in Reading for the content area. Dubegue Hunt.
Nattinger. 1988. Some Current Trends in Teaching
Vocabulary. Longman; London
Oxford
and Scarcella, 1994. Second Language Vocabulary Learning
Among Adults; State of Art in Vocabulary Instruction
Robert,
et al. 1995. Reading Strategies
and Practice. Allyn and
Bacon, Inc
Readence.
1995. Content Area Reading. Dubugue Edition
Wallace,
Michael. 1982. Teaching
Vocabulary. Biddles Ltd, Guilford
Wenden and
Rubin. 1987. Learner
Strategies in Language Learning. Printice Hill, London
Wilkin, D.A,
1974. Linguistics in
Language Teaching. Edward Arnold Ltd, London
PREFACE
Assalammu’alaikum
Wr Wb
Firstly,
the writer would like to say Alhamdulillah and thanks to Allah SWT for His
Mercy and Blesses that he could complete this paper. This paper is proposed to
fulfill one of the requirements of becoming the First Supervisor at STIT Syarif
Abbdurrahman Singkawang.
The
paper is entitled THE TECHINIQUE OF TEACHING VOCABULARY AT SENIOR HIGH
SCHOOL. The purpose of paper is to help the English teachers in applying a
variety of teaching techniques on vocabulary. As known, most of senior high
school students have many difficulties in understanding a meaning-word in the
text. It is shown from the National Examination on English where the most of
item test are consisting of reading comprehension.
Finally,
he hopes that the paper has advantage for the readers and particularly for
English teachers who have concern with teaching vocabulary.
Wassalam
Singkawang, Maret 2007
Ersan Sanusi
ABSTRACT
One of the factors
affecting students in learning English vocabulary is the component of language.
This involves vocabulary and structure, vocabulary and sound system, and
vocabulary and spelling. A three language component, of course, will be
influential toward the students in learning it.
In addition to those
factors mentioned above, the teachers’ ability in applying a number of
techniques can also influence the students’ vocabulary development. Some
findings of the research dealing with the teaching of vocabulary knowledge.
Hence, it is needed as systematic instruction on vocabulary as a solution to
the problems (Anderson and Nagy, 1981 in Ryder and Graves, 1994).
As indicated by the
previous research, this paper was intended to investigate a variety of
techniques and activities applied by an English teacher in teaching vocabulary.
Also, this paper tried to relate the techniques of teaching vocabulary to the
students’ achievement in enriching their English vocabulary mastery.
By using COLT
(Communicative Orientation of Language Teaching) and TALOS (Target Language
Observation Scheme), the writer, in this paper, tried to point out the
techniques and activities employed by an English teacher in teaching
vocabulary.
Based on the result
of using both instruments, it can be concluded that an English teacher, in
teaching-learning activity, tend to use the techniques and activities, as
follow; 1) reading a text, 2) asking the students to repeat it, 3) pointing out
the difficult-words of the keywords, 4) giving the definition of a word, 5)
getting the students to find out synonyms or antonyms, and 6) providing some
opportunities with the students proposing a variety of questions relating to
the subject being discussed. All of the techniques and activities employed by
an English teacher above aimed at the use of translation technique. This conclusion
was in the line with that of Wallace (1982) who noted that “Teachers may apply
the use of translation techniques if they want to put forward the meaning of
the difficult-words either by translation or by giving an explanation in
simpler English and get students to check up the target words in their
dictionary to find out the synonym or antonyms” (P.42)
Considering the
description above, the writer had to say that the techniques and activities
might be regarded as the most effective ways in the English teachers who taught
at Senior High School to take into consideration some factors influencing the
students’ vocabulary development. Those
factors could be determining their need and level, establishing the expediency
of activity instruction, using games for motivating students in learning
English vocabulary. But all of them depended on the allocated-time in
teaching-learning activity.
TABLE
OF CONTENTS
Preface
…………………………………………………………… i
Abstract
…………………………………………………………. ii
Table
of Content ………………………………………………… iii
A.
Introduction ……………………………………………… 1
B.
Vocabulary Teaching Techniques in General …………. 6
C.
The Techniques of Teaching Techniques at SMA ……. 7
1.
Visual Techniques ………………………………………. 7
2.
Verbal Techniques ………………………………………. 8
3.
The Use of Dictionary …………………………………… 9
D.
The Techniques of Encouraging the Students in
Learning Vocabulary ………………………………………. 10
E.
Strategies of Meaning Vocabulary ………………………. 13
1.
Possible Sentence ………………………………………. 14
2.
List Group Level …………………………………………. 15
3.
Contextual Redefinition ………………………………… 16
4.
Feature Analysis …………………………………………. 17
5.
Word Mapping …………………………………………… 17
6.
Vocabulary Self-Collection Strategy …………………. 18
7.
Levin’s Key word Method …………………………….. 18
Tidak ada komentar:
Posting Komentar