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11 April 2009
Abstract
One of factors affecting, students in learning English vocabulary is the
components of language. This involves vocabulary and structure,
vocabulary and sound system, and vocabulary and spelling.
In addition to those factors, the teachers' ability in applying a number
of techniques can also influence the students' vocabulary development.
Some findings of the research deal 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)
This paper is intended to investigate a variety of techniques and
activities applied by most English teachers in teaching vocabulary. Also,
this paper tries to relate the techniques of teaching vocabulary to the
students' achievement in enriching their English vocabulary mastery.
From the observation in the field shows that most English teachers, in
teaching-learning activity, tend to use the techniques and activities, as
follow; 1) reading a text, 2) asking the student to repeat it. 3) pointing out
the difficult-words of the keywords, 4) giving the definition of a word, 5)
getting the student to find out the synonyms or antonyms, and 6) providing
some opportunities with the students proposing a variety of questions
relating to the subject being discussed.
The conclusion of this paper that all of the techniques and activities
employed by most English teachers aim at the use of translation techniques.
This conclusion is also in line with 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."
Keyword: Techniques, teaching, and vocabulary
A. Introduction
Language is a mean of communication. Although it is not only coming
from communication among human beings, 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 system voluntarily produce symbol."
Meanwhile, language, as quoted from Hamied 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. The writer assumes 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 (1982:9) argues that "there is a sense in which learning a
foreign language is basically a matter of learning vocabulary in target language."
Hence, vocabulary is the basic aspect of language in teaching learning process. It
In
the
line these ideas, the teaching of English vocabulary may often be neglected in the
teaching-learning process. For this reason, Meara (1980) as cited by Lawson
(1096:37) 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 a skill in comprehending the meaning of words, and (2) they do
not have enough the 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
"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 suggest 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(1980) as cited
by Marla, et al (1999:12) says that "there are there form visual techniques; relia,
pictures, and mime or gestures. 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
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 is "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
meaning. 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.
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
pictures 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 he found in a text.
Nagy and Anderson (1991) as cited by Robert, et al (1995:89), clarify that
"possible
In line with one of' the concept stated before, memorv, 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 words 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 "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 recalled 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.
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 devise
a keyword, which looks or sounds 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 easy to remember what they hear or read in the new language.
The strategy has two steps.
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.
teacher
to
generate
keywords and their accompanying image. Second, the visual images initially
used are teacher-provided, not students-provided that which 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.
F. Conclusion
The writer has to say that there are some techniques in teaching
vocabulary. Those are considered effective since they could be applied by
English teachers in teaching vocabulary at Senior High School. The techniques
are visual, verbal techniques, and the use of vocabulary. The use of techniques
also should consider the number of aspects in teaching-learning process, such as;
the teachers' competency, the students' ability, and the allocation of time.
REFERENCES