Do Various Ways of Presenting and

Practicing Vocabulary Make a Difference in

Long-Term Receptive Memorization

by Carola Von Wippern-Dochart

Presented by :
Uli Rizki Hutabarat
Utami Putri Ingerti
Belavia Fitra Deva
 Introduction

There are some ways of presenting

vocabulary. But, do they make a
difference in long-term memorization ?
 Vocabulary teaching and learning and
young learner

If we want to talk about this, the important

aspects such as learner’s L1, context, interests,
and emotions should be considered when
selecting topics and words.
Report on the action research
Who are the participants ?
Absolutely, young learners: 25 nine-year-old children.

The main data was gathered in the form of receptive

test.

- This research used questionnaire method to gather

the data.
- The questionnaire consists of 2 open questions. And
ask the students to rank their priorities to learning
and memorizing
there are 7 cycles in practising and
memorizing vocabulary.
1. Translation
2. Book and activity
3. Matching
4. Guessing
5. Songs
6. Sorting
7. Game
 Cycles Topic Presentation

1. Translation Adjectives Translation

2. Book and activity Farm Animals Book : busy farm
Matching Pictures
3. Matching Wild Animals Guessing the
meaning
4. Guessing Christmas
Fruit & Vegetables Songs
5. Songs Sorting into
6. Sorting Food categories

7. Game Body Game “simon

says”
 Evaluation
Questionnaire

1. Students ranked presentation of cycles 2,3,5, and 7 as the best

way of memorizing.
2. In fact, from the 4 cycles did not appropriate with the test
results.
 conclusion
A single best method of vocabulary instruction has not
yet been identified (Baker,Simmons&Kameenui) .

A clear answer to the question of whether different

ways of presenting and practising vocabulary make a
difference in long-term receptive memorization could
not be found.