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D. Teaching Vocabulary to Young Learners
Teaching vocabulary to children is different from teaching adult. According to McCharty “As few as eight to twelve new items may be appropriate
eight for elementary, twelve for advanced per sixty minutes lesson for truly productive learning to take place” McCharty, 1990:117.
Scott and Ytreberg in their book “Teaching English to Children”
explained that there are eight points that a teacher must pay attention while teaching English to children, they are:
1. Words are not enough
Teacher should use more activities including movement and involve the sense beside the spoken word.
2. Play with the languages
Teacher lets the students express the language freely. 3.
Language as language Students have to be aware in learning English because it takes time and
patience to learn. 4.
Variety in the classroom Teacher must give variety in teaching English, such as variety of
activity, variety of pace, variety of organization, and variety of voice because the student’s concentrations are short.
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5. Routines
Students must be familiar with English language so teacher must have systems, routines, organize, and plan the lesson.
6. Cooperation not competition
Teacher should make the students cooperative not competitive, so teacher avoids giving rewards.
7. Grammar
Teaching English to young learners should only include the minimum of grammar.
8. Assessment
Teacher should make regular notes about child’s progress and encouraging self assessment for them.
Scott and Ytreberg, 1990:5-7
E. Techniques of Teaching Vocabulary
M.J McCharty said that: We concentrated on vocabulary presentation in the classroom
very much from the teacher’s point of view, but success in the vocabulary lesson crucially depends on the interaction between
teacher and learners and on the work the learners themselves put into the assimilation and practicing of new words 1990:121.
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There are several techniques of teaching new words according to Adrian Doff in his book Teach English:
1. Say the word clearly and write it on the board.
Teacher should say the word clearly and ask the students to write words on the board correctly.
2. Get the class to repeat the word in chorus.
Teacher should say the word for 2 or 3 times and ask the students to repeat until they are able to say the word clearly.
3. Translate the word into the students own language.
Teacher should translate the word into the mother-tongue language that will make the students more familiar with the meaning.
4. Ask the students to translate the word.
Teacher should give some words and ask the students to translate the words.
5. Draw a picture to show what the word mean.
Teacher should draw a picture or shows to the students to make them easy to understand what the word is about.
6. Give an English example to show how the word is used.
Teacher uses the word in a context to make the students understand how the word is used.
7. Ask question using the new word.
Teacher asks to the students about a new word after the teacher introduces and gives explanation about the new word. 1998:11
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Based on A Practical Handbook of Language Teaching there are four steps in the procedure of vocabulary presentation, they are:
1. Sound and meaning
Say the new word several times, pronouncing it clearly, indicate the meaning of the new word.
2. Repetition
Get the students to repeat the new word a few times, and check the pronunciation carefully.
3. Written form
Write the word on the blackboard and have the students read aloud, choose two or three students to read it.
4. Illustrative sentence
Write a short illustrative sentence on the board so that the meaning will be clear to anyone reading the notes afterwards. Cross, 1991:11-12
From the definition above, it can be concluded that vocabulary is very important in English learning. Teacher must use appropriate techniques to deliver
the materials to the students, so that the students become easier in learning English.
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CHAPTER III DISCUSSION
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