Teaching English to teenagers is different from teaching English to adult learners. The teenagers have special characteristics Brown: 2001. First, the
operational thought of the teenagers is increasing. They can solve the problems with logical thinking. Second, attention spans of the teenagers are lengthening.
This is as a result of intellectual maturation of the teenagers. Third, the teenagers still need varieties of sensory input. Other characteristics of the teenagers are they
a very high ego and self-image and are very sensitive. The last characteristics of the teenagers are they are more and more becoming adult like, so the teacher has
to be careful in teaching them. Teenagers are easy to get bored with the lesson compared with adult
learners. They need colorful pictures and information that are relevant with their world. Teaching English vocabulary to teenagers need an extra work and
appropriate teaching method which is adjusted to the student’s need. Therefore, the teachers should be creative in finding interesting ways to teach vocabulary.
h. Vocabulary Teaching in School-based Curriculum
The school-based curriculum is an operational curriculum that is arranged, develop, and implemented by each school that is able to develop it based on law
number 23 year 2003 about national education system in Indonesia Mulyasa, 2006: 12. The implementation school-based curriculum in English teaching and
learning process means the implementation school-based curriculum principle into the English teaching and learning process.
The aim of English teaching and learning process based on school-based curriculum is to achieve students’ communicative competencies. They are
linguistics competence vocabulary, grammar, punctuation, intonation, etc., socio-cultural competence the way to communicate such as language style,
politeness, etc., discourse competence context, strategic competence the competence to overcome problems or difficulties in communication, and
functional competence listening, speaking, reading, writing. Moreover, English is taught to develop language skills oral and written.
There are three aspects that should be considered based on the school-based curriculum. The first aspect is cognitive. It is an aspect that is related to the
learners’ knowledge about language system, vocabulary, and structure of language. The second aspect is psychomotor. It is an aspect related to the
students’ competence in using the language. Here, the students need to produce the sound of language. Based on this aspect, they should pronounce the language.
The third aspect is affective. It is an aspect related to the students’ attitude in learning language. They need to understand the culture of language.
On the other hand, Romiszowski 1981 presented a schema that combines a four-domain classification of skills with the reproductive-productive continuum.
Whereas the domain may influence certain aspects of the extent to which “deep processing” discussion are an essential part of the teaching method.
Figure 1. Four-Domain Classification of Skills with the Reproductive- Productive Continuum.
Meanwhile according to B rown 2001 “Interactive language, for example,
group work activities, provide the students for face-t-face give and take, practice in negotiating meaning, extended conversational exchanges, and students adoption
of roles that would otherwise be possible ”.
In reference to the above explanation, vocabulary is a part of linguistics competence that should be mastered by the students in order to achieve the
communicative competence and to master the language skill. That is why the teacher needs to teach vocabulary as a part of English teaching-learning processes.
