attached words are important. According to Decarrico as sited by Celce 2001, words appear to be organized into semantically related sets in the mind, and thus
the association attached to a word will affect the way that it is stored in the brain. Context given by the teacher when talking mostly covers words association, for
examples table related to chair, book related to pencil, pen, etc.
2.2. The Process of Memorizing the Input
Human memory is crucial to the concept of learning. The ability to understand language and to produce it depends on the ability to recognize and
retrieve information stored in the memory Wenden and Rubin, 1987:43. If much exposure to a new language has been provided, the next is how to store them in
the brain and to be recalled at anytime. In this study, there are two ways proposed by the writer how to memorize the input; they are repetition and students’
processing the language.
2.2.1 The Use of Repetition
As well as interaction, repetition is a prominent feature both in the case of first language and foreign language learning; both of mother-child interaction and
of native-non native interaction. Learners remember best items which have recurred many times and especially those which they have uttered themselves
Taylor;1990: 36. Repetition is very helpful for the learners to store the new items in their memory. Therefore, several times repetition of a word when it is
introduced will help the learners to recall the meaning of the word anytime when it is uttered. When the learners have been able to recall the words they’ve learned,
it can be said that they have pass the ‘threshold’. Repetition can be done in some ways as proposed by Taylor 1990 below.
1. Frequent repetition of the words. The teacher repeats her utterances
frequently in order to continue the conversation. For example:
Teacher: There. A man there. A man. See there the man. Child : A man?
Teacher: Yes, a man. He stands up. …….. 2. Repetition may involve paraphrase, synonym, or expansion.
For example : Teacher : What color do you want?
Student : ……color..? Teacher : red, yellow, blue?
3. Choral direct repetition Choral repetition may lead the students to practice the pronunciation.
However, it can be just students parroting when they repeat the words without knowing the meaning. For example:
Teacher : Say it, wet Student : wet
4. A less overt way of effecting repetition is to use questioning rather than simply to model the item. The example of direct repetition by
questioning: Teacher : The teacher uses a series of pictures Is it a dog or a cat?
Student : A cat
