understanding stage, teachers can check students understanding by using concept questions, fill-in-the-blank activities, matching pairs, category sorts and pictorial
schemata. In the consolidation stage, teachers can consolidate learning through tasks, story or dialogue writing, discussion, and role plays.
2. Vocabulary Learning Activities
There are some vocabulary learning techniques that are stated by Brewster and Ellis 2002:85-91, they are:
a. Grouping
By grouping words together, the students are able to associate new words with words they already know and aid retention and recall. For example
the color sets: e.g. things that are green: a pea, leaves, etc.
b. Using objects
Showing the objects can help the students to memorize the words. c.
Using drawings on the blackboard or on flashcard d.
Using illustrations, pictures, photos, and flashcards Those can be found in the magazines and so on.
e. Using actions, mime, expressions and gestures e.g. adjectives: sad,
happy, verbs: swimming, running, etc. f.
Pointing, touching, tasting, feeling and smelling Students are asked to use their senses. It can help them memorize words
and understand the meanings.
g. Explaining: giving an analytical definition: a present is something you
give to someone on a special occasion like a birthday h.
Describing This technique allows students to associate words with a concept they
already understand in their L1. For example, a medal – It’s made of metal and looks like a coin.
i. Translating
Students are provided with the translation. j.
Listening and repeating k.
Listening for specific phonological information consonant and vowel sounds, number of syllables, stress pattern
l. Looking atobserving the written form shape, first and last letters,
spelling m. Noticing grammatical information: an apple: a countable noun, needs an
article, in this case an because the word begins with a vowel n.
Classifying
Students sort words into categories. For example, hot and cold things, sweet and salty foods, etc.
o. Giving instructions
Students are instructed to do something and only focus on specific vocabulary.
p. Picture dictation
Students draw what the teacher says. q.
What’s missing? Students look at the pictures carefully and then close their eyes. The
teacher removes one picture and asked the students to open their eyes and guessed what is missing.
r. Wordsearches
Students search for English spelling pattern and if the words are all of one category, it can reinforce categorization skill.
s. Sequencing
There are jumbled pictures and students are asked to put it in order of sequence.
t. Labeling
Students label a picture in order to practice different nouns from lexical sets.
In conclusion, the activities that can be adapted in interactive multimedia are grouping, using illustrations, pictures, photos and flashcard, using actions,
mime, expressions and gestures, explaining, describing, translating, listening to specific phonological
information, observing the written form, noticing
grammatical information, classifying, giving instructions, picture dictation, wordsearches, sequencing and labeling.
3. Vocabulary for Junior High School Students
