Techniques of Vocabulary Teaching Pictures in Vocabulary Teaching

2.1.2.5 Techniques of Vocabulary Teaching

There are two general techniques in foreign vocabulary learning, namely “receptive and productive learning” Wallace, 1991: 21. Receptive learning makes the students able to recall the translation of foreign word when the foreign word has been seen or heard. For example, the teacher says the word ‘red’, the students hear the word and are able to remember the meaning in their first language. Productive learning supports the students to produce the foreign word by speaking and writing. It requires more time than receptive learning. For productive learning, “saying the words aloud brings faster learning with better retention” Wallace, 1991: 29. For instance, the teacher shows a picture of an elephant and asks the student to word in English. It can be concluded that based on the techniques, the research deals with receptive and productive learning. First, students need to be able to recall translation of the word and second, the students are required to speak the word in oral way and to write the word in script form.

2.1.2.6 Pictures in Vocabulary Teaching

If learning is to take place, it usually involves the collaboration of two people. They are teacher and learner. The teacher cannot do it all alone and most learners find the difficulties of doing it alone overwhelming. Wenden and Rubin 1987: 71 state that learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning and to recall of both linguistic and content area information. As it is quoted in Wenden and Rubin 1987: 72, Brown and Paliscar 1982 classify general learning strategies as metacognitive or cognitive. Their point of view, metacognitive strategies involve thinking about the learning process, planning for learning, monitoring for learning while it is taking place and self-evaluation of learning after the learning activity. Metacognitive strategies can be applied virtually all types of learning task whereas cognitive strategies are more directly related to a specific task and learning objective and may not be applicable to different types of learning task. Based on the above explanation, the researcher proposes the cognitive strategies, thus, they involve manipulation or transformation of material to be learned; in other words, learners interact directly with what is to be learned Wenden and Rubin, 1987: 72. Cognitive strategies can vary in the amount of leaners’ interaction or transformations involved; greater involvement is thought to result in increased learning. Quoted in Wenden and Rubin 1987, Brown and Paliscar 1982 divide cognitive strategies into several kinds. They are repetition, resourcing, directed physical response, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, and differencing. In the connection between learner’s strategies and vocabulary learning, Nation 1990: 51 explains that the meaning of words can be communicated in many different ways. They are by demonstration or pictures: 1 using an object, 2 using a cut-out figure, 3 using gesture, 4 performing an action, 5 photographs, 6 blackboard drawing or diagrams, and 7 pictures from books. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The other way is through verbal explanations. They are 1 analytical definition, 2 putting the new word in defining context, and 3 translating into another language Nation 1990: 52 draws the relation in communication process as in Figure 2.1, the relation in communication process. Encoding Decoding Figure 2.1 The Relation in Communication Process Wende n and Rubin, 1987: 80 In vocabulary teaching information source may be the teacher’s brain. Transmitter can be many things—for examples, the teacher’s voice if giving a verbal explanation, the teacher’s hands if drawing or pointing to a picture, the teacher’s body if giving a demonstration, and a real object if the teacher shows it to the class. In this research, the researcher uses one type of cognitive strategies which is called imagery. In this research, learning vocabulary could be done with demonstrations and using pictures. Nation 1990: 53 explains all strategies are well applied to condition in which it does translate the idea from the information source. He also suggests that English language teachers could help their learners to grasp the concept by varying the situation in which it is demonstrated and by giving verbal definition as well as nonverbal one. In this case, Wenden and Rubin 1987: 77 state that imagery is used by relating new information to visual concepts in memory via familiar easily retrievable visualizations, phrases or Information Source Information Destination Receiver Transmitter PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI locations. Those visual concepts are suitable and helpful for students’ strategy in memorization of English words.

2.1.2.7 Vocabulary Selection