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In addition, Coady also states that vocabulary is central to language of critical importance to typical language learner 1997:5
According to Linda Taylor, in order to live in the world, we must name it. Names are essential for the construction of reality. Without name,
it is difficult to accept the existence of an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux the
existence, which would otherwise be an undifferentiated mass. By assigning names we impose a pattern and a meaning, which allows us to
manipulate the world 1992:2 We can make conclusion that the first time for someone studying a
language is vocabulary. To express something, we must know about many words on other hand we can easy to show what we mean.
B. The Ways of Teaching Vocabulary
Before teaching, teachers prepare some methods to make the students interested in studying. It is a big challenge to teach students in elementary
school. The students can easily get bored in studying if the way of teaching does not make them happy. According to Virginia French, “it is probably true
that the most ineffective means of explaining vocabulary are the most widely used. They are translation, giving a synonym, and providing a verbal
explanation. These are occasions when each is appropriate, but occasions when there are more interesting, more effective, and more memorable ways of
explaining new vocabulary, and helping to fix it in student’s minds”
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1983:101. Harmer states in his book, the practice of English language teaching, that we have said that vocabulary teaching is as important as the
teaching of structure, and in the following examples we will look at a range of activities which are designed teaching practice words and their various uses.
We will look at presentation, Discovery techniques and practice 1991:161.
1. Presentation Not all vocabulary can be learnt through interaction and discovery
techniques. Even if such techniques are possible, however, they are not always the most cost effective. There are many occasions when some form of
presentation and or explanation is the best way to bring new words into the classroom. We will look at some example:
a Realia One way of presenting words is to bring the things they represent
into the classroom- by bringing „realia’ into room. Words like „post card’,
„ruler’, „pen’, „ball’, etc. can obviously be presented in this way. Much of vocabulary at this stage of children’s learning will consist of concrete
nouns. This means that there are plenty of objects can be used to show the meaning. Objects in the classroom can be used or things can be brought to
the classroom. Introducing a new word by showing the real object often helps pupils to memorize the word through visualization.
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b Pictures A great of vocabulary can be introduced by using illustration of
pictures, either those found in the language leaning materials you are using or making your own visual aids, using pictures from magazines and so on.
Visual support to helps pupil understands the meaning and helps to make the word more memorable. Bringing a spoon into the classroom is not a
problem. One solution is the using of pictures. c Mime, action and gesture
It is often impossible to explain the meaning of word and grammar either trough the use of realia or in pictures. Actions, in particular, are
probably better explained by mime. Concepts like running or smoking are easy to present in this way; so are ways of walking, expressions,
prepositions „to’, „toward’, etc and times a hand jerked back over the shoulder to represent the past, for example.
2. Discovery techniques Discovery techniques, on the other hand, aim to give students a chance
to take charge earlier. What is being suggested is that there is a range of techniques where the teacher gets the students to do most of work. ’’Discovery
techniques used with vocabulary materials allow students to activate their previous knowledge and to share what they know if they are working with
others. They also provoke the kind of interaction with words, which we have said is desirable. Even at the beginner levels, however, we may want to ask
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students to try to work out what words mean, rather than just handing them the meanings: when s
tudents have ”had go” with the words we can lead feedback sessions to see if they have understood the words correctly Harmer,
1991:160.
3. Practice After getting explanation, we will look at the ways of getting students to
practice their English to make s tudents more understand. “In this section we
will look at activities designed to encourage students to use words in an involving way Harmer, 1991:170. According to Dr. Vermon. A. Magnesen,
as quoted in Bobbi 2003:57 that “kita belajar: 10 dari apa yang kita baca,
20 dari apa yang kita dengar, 30 dari apa yang kita lihat,
50 dari apa yang kita lihat dan dengar, 70 dari apa yang kita katakana,
90 dari apa yang kita katakana dan lakukan.” So, it is not enough if we study English without practicing.
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CHAPTER III DISCUSSION
A. SDN 5 Ngringo
1.Description Of SD N 5 Ngringo SDN 5 Ngringo is located in Ngringo, Jaten, Karanganyar. The school
is not in the edge of main road but it is about 200 meters from Ngringo ’s
intersection. The location of the school is good enough because the students and the teachers will not be disturbed by the sound of vehicles. Besides, there
are many big trees growing in surrounding of the school, and there is a good environment supporting the atmosphere for study. In the north side of school,
there is a clinic government. SD N 5 Ngringo has six classrooms, a teacher
’s and headmaster’s offices, a library, a school health care room UKS, a warehouse, a parking
area and two toilets. In front of each class, there is a small park with many kinds of flower making the school more attractive.
CLASS 4
CLASS 5
UKS CLASS 6
CLASS 1
OFFICE CLASS 3
CLASS 2
N
