TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS.
TECHNIQUES IN PRESENTING VOCABULARY
TO YOUNG EFL LEARNERS
A Research Paper
Submitted to English Education Department of FPBS UPI as a partial fulfillment of the requirement for Sarjana Pendidikan degree
By
Annisa Awaludin
0807343
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Techniques in Presenting Vocabulary
to Young EFL Learners
Oleh Annisa Awaludin
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Annisa Awaludin 2013 Universitas Pendidikan Indonesia
Februari 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
By:
Annisa Awaludin 0807343
Approved by:
Supervisor I
Bachrudin Musthafa, Ph.D. 195703101987031001
Supervisor II
Ika Lestari Damayanti, S.Pd., M.A. 197709192001122001
Head of English Education Department Faculty of Languages and Arts Education
Prof. Dr. Didi Suherdi, M.Ed. 196211011987121000
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ABSTRACT
The study entitled Techniques in Presenting Vocabulary to Young EFL Learners is a descriptive case study which aims at investigating the techniques used by the teacher of a young learner course in presenting meaning and form of vocabulary according to Takač (2008). It also aims at finding out the reasons in employing the techniques. Observation and interview were used to collect the data to answer the current research problems.
The findings illustrated that the teacher applied various techniques with various reasons, both in presenting word meaning and form. In presenting word meaning, the teacher mostly employed Real Objects which comprise the use of pictures, realia, and demonstartion. Its appropriateness with young learners characteristics became one reason why this technique was the most frequent technique employed. Meanwhile, in presenting word form, the teacher mostly used Graphic Form since the teacher applied the technique to all planned vocabulary she delivered. In addition, word flashcards, as one form of the technique, was employed frequently in showing the word form. The study recommended that teachers should consider young learners characteristics in employing the presentation technique in young learners classroom, inculding in vocabulary presentation.
Keywords: teaching techniques, vocabulary, presenting vocabulary, young learners
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ABSTRAK
Penelitian yang berjudul Techniques in Presenting Vocabulary to Young EFL Learners ini merupakan penelitian studi kasus deskriptif yang bertujuan untuk mencari tahu teknik-teknik yang digunakan oleh guru dalam memperkenalkan makna dan bentuk dari kosakata atau vocabulary berdasarkan Takač (2008). Penelitian ini juga bertujuan meneliti alasan-alasan dari penggunaan teknik tersebut. Observasi dan wawancara digunakan peneliti untuk mengumpulkan data untuk menjawab pertanyaan penelitian.
Hasil dari penelitian menunjukkan bahwa guru menggunakan beragam teknik dengan beragam alasan, baik dalam memperkenalkan makna maupun dalam memperkenalkan bentuk. Dalam memperkenalkan makna kata, guru paling sering menggunakan Real Objects yang mencakup penggunaan gambar, realia, dan demonstarsi. Kecocokannya dengan karakteristik young learners menjadikan salah satu alasan mengapa teknik ini sering dipakai. Sementara itu, dalam memperkenalkan bentuk kata, guru paling sering menggunakan Graphic Form karena guru mengaplikasikan teknik ini pada seluruh kosakata yang diajarkan. Selain itu, word flashcards, sebagai salah satu bentuk dari teknik ini, dipakai sering dalam memperlihatkan bentuk kata. Dari penelitian ini, para guru disarankan agar memperhatikan karakteristik dari peserta didik terutama young learners, dalam menggunakan teknik memperkenalkan vocabulary di kelas. Keywords: teknik-teknik mengajar, kosakata, memperkenalkan kosakata, young learners
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TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
AKNOWLEDGMENTS ... iv
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... viii
LIST OF EXCERPTS ... xi
LIST OF APPENDIXES ... x
CHAPTER I INTRODUCTION ... 1
1.1 Research Background ... 1
1.2 Scope of the Research ... 4
1.3 Research Questions ... 4
1.4 Aims of the Research ... 5
1.5 Significance of the Research ... 5
1.6 Research Methodology ... 6
1.6.1 Research Design ... 6
1.6.2 Site and Respondent ... 6
1.6.3 Data Collection ... 7
1.6.4 Data Analysis ... 7
1.7 Organization of the paper ... 9
BAB II THEORITICAL FOUNDATION ... 10
2.1 Vocabulary ... 10
2.1.1 Definition of Vocabulary ... 10
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2.2 Young Learners ... 15
2.2.1 Characteristics of Young Learners ... 15
2.2.2 Teaching English to Young Learners ... 17
2.2.3 Teaching Vocabulary to Young Learners ... 19
2.3 Techniques in Presenting Vocabulary ... 21
2.3.1 Translation ... 21
2.3.2 Real Objects or Phenomena ... 22
2.3.3 Meaning Definition ... 23
2.3.4 Presentation through Context ... 24
2.3.5 Learners’ Active Involvement ... 25
2.3.6 Presentation through Graphic Form ... 26
2.3.7 Phonetic Transcription ... 27
2.3.8 Oral Drill ... 27
2.3.9 Spelling the Word ... 28
2.4 Previous Related Studies ... 29
2.5 Concluding Remark ... 31
BAB III METHODOLOGY ... 32
3.1 Formulation of Problem ... 32
3.2 Research Design ... 32
3.3 Site and Participant ... 34
3.4 Data Collection Procedures ... 34
3.4.1 Observation ... 35
3.4.2 Interview ... 36
3.5 Data Analysis ... 37
3.6 Clarification of Terms ... 38
3.7 Concluding Remark ... 39
BAB IV FINDINGS AND DISCUSSIONS ... 40
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4.1.2 Real Objects or Phenomena ... 45
4.1.3 Meaning Definition ... 48
4.1.4 Presentation through Context ... 52
4.1.5 Learners’ Active Involvement ... 56
4.2 Techniques in Presenting the Form of Vocabulary ... 58
4.2.1 Presentation through Graphic Form ... 59
4.2.2 Oral Drill ... 61
4.2.3 Spelling the Word ... 63
4.3 Reasons in Employing the Techniques ... 65
4.3.1 Translation ... 66
4.3.2 Real Objects or Phenomena ... 67
4.3.3 Meaning Definition ... 68
4.3.4 Presentation through Context ... 69
4.3.5 Learners’ Active Involvement ... 70
4.3.6 Presentation through Graphic Form ... 71
4.3.7 Oral Drill ... 72
4.3.8 Spelling the Word ... 73
4.4 Concluding Remark ... 73
BAB V CONCLUSIONS AND RECOMMENDATIONS ... 75
5.1. Conclusions ... 75
5.2 Recommendations ... 77
REFERENCES ... 78
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CHAPTER I
INTRODUCTION
This chapter presents a brief description of the whole content of the research. The chapter comprises research background, scope of the research, research questions, aims of the research, significance of the research, research methodology, and organization of the paper.
1.1 Research Background
The first thing a language learner would recognize on a language is the words since languages emerge first as words, regarding to the way we learn our first and any subsequent languages (Thornbury, 2002). In acquiring a language, words or vocabulary, as one of the knowledge areas in language, plays a great role for learners. Rivers (1983, as cited in Nunan, 1991) asserts that the acquisition of an adequate vocabulary is very important for successful language use because without rich vocabulary a learner cannot use the structures and functions learned for comprehensible communication.
For children who are learning a second or foreign language, words have a great value. Cameron (2001) argues that words are important to develop children‟s skill and knowledge; and building up useful words to young learners is fundamental to the foreign language learning at primary level. Linse (2005) also states that young learners‟ vocabulary development is an important aspect of their
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language development. Therefore, it is crucial for language learners, especially young learners, to learn vocabulary.
However, young EFL (English as a Foreign Language) learners have lack amount and type of exposures to English. Their experience of the language outside the classroom is very little (Cameron, 2001). Paul (2002) asserts that children in Asian countries have limited exposure to English in their daily lives. Their mother languages and English have very little in common. In Indonesia, Cahyono and Widiati (2008) report Nurweni‟s (1997) research, revealing that Indonesian learners‟ EFL vocabulary size was in small number, far less than 50% of the target words. Also, Musthafa (2008) mentions one challenge in teaching young learners in Indonesia, that is lack of demonstration in and exposure to functional use of English.
Regarding the way learners acquire vocabulary, there are two approaches. Learners acquire vocabulary through: 1) implicit or indirect learning; and 2) explicit learning or direct or planned vocabulary instructions (Schmitt, 2000; Seal, 1991 as cited in Takač, 2008). Most of EFL learners, concerning the issue of English limited exposures, will be very dependent on the later. In direct vocabulary learning, teachers‟ role is very crucial to teach new vocabulary to the learners. Teachers should make learners know new words in English, how to say, write, and understand about them (Munoz & Forero, 2011). Also, Cameron (2001) points out that it is teachers‟ responsibility to give students as much exposure as possible to English as foreign language and also to provide them with opportunities for learning through activities in the classroom.
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Actually, direct vocabulary instruction is not only appropriate for young learners who have limited exposures to target language. It is also effective for young learners in general. Young learners “learn more words and more about those words when the teaching is explicit” (Johnson & Yeates, 2006, as cited in Spencer, Goldstein & Kaminski, 2012, p. 19). Allen (2006) has five reasons why teachers need to carry out explicit vocabulary instruction: (1) it increases comprehension in reading; (2) it expands knowledge of new concepts; (3) it extends range and specificity in writing; (4) it helps learners to communicate more effectively; and (5) it helps learners to understand words and concepts that they were incompletely aware of.
Conducting explicit vocabulary teaching to young learners requires teachers to consider and use some appropriate techniques in presenting the vocabulary in the classroom. Choyimah (2011) cited Brown (2001) suggests that teachers should find better techniques to teach language components, including vocabulary. The range of techniques in teaching vocabulary is wide. Nation (1990, as cited in Cameron, 2001) writes the basic techniques of vocabulary presentation which can be applied in young learner classroom: by demonstration (such as using objects, using a cut-out figure, using pictures, using gestures, and performing an action); and by verbal explanation (analytical definition, putting new word in a defining context, and translating into first language). Techniques employed by teachers in the classroom depend on some factors when the teacher introduces vocabulary. The factors considered are the content, time availability,
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and its value for the learners (Takač, 2008). This makes teachers have some certain reasons in employing a certain technique in presenting vocabulary.
In accordance with the issue, this study aimed at investigating the techniques employed by teacher in teaching vocabulary to young learners. The result of this research is expected to give portrayals of the techniques applied by an English teacher in young learner classroom when presenting meaning and form of vocabulary, and to provide related information about the reasons why the teacher uses a particular technique when presenting vocabulary to the learners.
1.2Scope of the Research
This research focuses on identifying the techniques employed in young EFL learner classroom in presenting the meaning and the form of English vocabulary by a teacher of EYL (English for Young Learners) course. In addition, this study is also directed to investigate the teacher‟s reasons in employing those techniques.
1.3Research Questions
The main purpose of the study is to find out the techniques in presenting the meaning and the form of vocabulary, and the reason in employing the techniques. They are guided by answering the following questions:
1. What techniques are employed by the teacher in presenting the meaning of vocabulary to the learners?
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2. What techniques are employed by the teacher in presenting the form of vocabulary to the learners?
3. What are the reasons in employing those techniques?
1.4Aims of the Research
In accordance with the research questions, the aims of conducting this research are:
1. To find out the techniques employed by the teacher in presenting the meaning of vocabulary to the learners.
2. To find out the techniques employed by the teacher in presenting the form of vocabulary to the learners.
3. To find out the reasons in employing those techniques.
1.5Significance of the Research
This study is expected to show the present condition that happens in vocabulary teaching practices to young learners in the classroom. The result of this study will give some benefits by contributing to the field of teaching, as it enriches the literature about teaching techniques, particularly techniques in presenting vocabulary to young learners. It reveals the techniques in presenting vocabulary meaning, in presenting vocabulary form, as well as the reasons in applying the techniques.
Furthermore, the study is also expected to provide useful information about implementing the techniques which later is expected to be professional
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source for other young learner teachers in selecting appropriate techniques for their learners in presenting vocabulary meaning and form, so the teachers are able to improve and enhance their teaching practices and provide better way in helping the learners learn.
1.6Research Methodology 1.6.1 Research Design
In this study, researcher employed a qualitative approach with case study design to provide information as the result of observing the phenomenon, since its aim is to “portray „what it is like‟ to be in a particular situation, to catch the close up reality and „thick description” (Geertz, 1973b, as cited in Cohen, Manion & Morisson, 2007, p. 254). This study was conducted to obtain factual information and deep understanding about the phenomenon which according to Sherman and Webb (2005) would lead to new insight. The phenomenon happened naturally, which in this research was related to the teacher‟s techniques in presenting English vocabulary to young learners in the English course classroom.
1.6.2 Site and Respondent
The research took place in EYL Course in Balai Bahasa UPI, Bandung. The respondent of the research was one of the teachers who taught two classes in the course. The classes consisted of young EFL learners with the age range 9 - 14 years.
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1.6.3 Data Collection
In collecting the data, the researcher employed triangulation method, in which multiple instruments were assigned in the study. Triangulation was used to reduce the possibility of bias appeared in one method and to help in making the description more comprehensive (Alwasilah, 2000).
There were two instruments employed in this study. The first instrument was observation, where the researcher was non-participant observer. During the observations, the lessons were video recorded. Observation was conducted to see the teacher‟s performances in implementing the techniques in the classroom. The researcher recorded the learning activities first, wrote some field notes, and then transcribed the recording to be analyzed in the next step.
The second was interview. Interview was employed by the researcher to complete the data gained from observation. The form of the interview guide was open-ended questions and less structured, where the purpose is to find out the perspectives of the respondent (Patton, 1980, as cited in Merriam, 1988) about some issues. In the interview, the issues are related to the techniques, especially the teacher‟s reasons in employing the techniques.
1.6.4 Data Analysis
Since the study was conducted through qualitative approach, the data collection and analysis were simultaneously employed. After having the data from the video recordings and interview, the researcher analyzed the data by employing the following steps adopted from Dornyei (2007).
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1. Transcribing the data
The recordings gained from the observation and interview were transcribed to know the data thoroughly about the presenting vocabulary techniques, and the reasons in employing those techniques. The researcher tried to retell all the data into a textual form.
2. Pre-coding and coding
After transcribing all the data, the researcher did pre-coding, that was reading through all the texts, reflecting on them, and noting down some thoughts. The process of coding then is highlighting the texts and giving it label so, the researcher can easily identify, retrieve and group the data. The coding process of finding the teaching vocabulary techniques was based on Takač (2008).
3. Growing ideas
To develop the main theme of the study, researcher tried to grow ideas by preparing memos, interview profile, and data display. From this, the researcher was helped in answering the research questions, discovered the phenomena of the presenting vocabulary techniques, and the reasons in employing the techniques from the data coded.
4. Interpreting the data and drawing conclusions
Next, the researcher interpreted the data based on the research questions formulated. The findings and discussions of the data were presented to illustrate the objective of the study. In the end, conclusions were drawn, and the researcher also gave some suggestions for the future.
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1.7Organization of the Paper
This research is organized into five chapters as follows. 1. Chapter I: Introduction
This chapter contains introduction which presents the information on the background of the study, scope of the research, research questions, aims of the research, significance of the research, research methodology, and also organization of the paper.
2. Chapter II: Theoretical Foundation
This chapter discusses the concept and definitions which functions as the theoretical foundation of this study for investigating the research problems.
3. Chapter III: Methodology
This chapter describes the methodology applied to conduct the study including formulation of problem, research design, site and participant, data collection procedures, data analysis, and clarification of terms.
4. Chapter IV: Findings and Discussion
This chapter reports the result of the research and discussion of the research findings by analyzing the data collected.
5. Chapter V: Conclusions and Suggestions
This chapter draws conclusions from the findings and discussion, and offers some suggestions to teachers and other researchers who plan to develop the research.
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CHAPTER III
RESEARCH METHODOLOGY
The research methodology applied in this study is discussed in this chapter. The discussion of this chapter involves formulation of problem, research design, site and participant, data collection procedures, data analysis of the research, and clarifications of key terms.
3.1Formulation of Problem
In this study, researcher attempts to discover the answers of the research questions as follow.
1. What techniques are employed by the teacher in presenting the meaning of vocabulary to the learners?
2. What techniques are employed by the teacher in presenting the form of vocabulary to the learners?
3. What are the reasons in employing the techniques?
3.2Research Design
To gather a clearer picture and deeper understanding of presenting vocabulary techniques implemented by the teacher, the researcher employed a qualitative study. Qualitative study, as stated by Fraenkel and Wallen (2006), refers to research study where the researcher intends to examine the quality of relationships, situations, activities, or materials, and then gives holistic description
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in detail of everything that goes on in that particular situation. According to Dornyei (2007), the purpose of qualitative research is to provide descriptions of social phenomena which happen naturally. The research observed the quality of teaching activities, which happened in natural setting, about the teacher‟s techniques in presenting the vocabulary meaning, the teacher‟s techniques in presenting the vocabulary form, and the teacher‟s reasons in employing the techniques.
Furthermore a case study approach was employed, since its aim is to “portray „what it is like‟ to be in a particular situation, to catch the close up reality and „thick description” (Geertz, 1973b, as cited in Cohen et al., 2007, p. 254). Gillham (2000) points out that case study investigates the answer of specific research questions and inquiries a range of different sort of evidences which are collated to get the best possible answers. This study was conducted to obtain factual information and deep understanding about the phenomenon which according to Sherman and Webb (2005) would leads to new insight.
The type of case study here was descriptive method, which provides detailed account of the phenomenon being studied (Merriam, 1988). In line with that, this research is an examination of presenting vocabulary techniques with its situation in young learner classes, and also the reasons in employing the techniques. Gall, Gall and Borg (2003) state that the purpose of descriptive case study is to depict a phenomenon and conceptualize it. Descriptive case study provides thick description of the phenomenon that is depiction of the situation and its context.
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3.3Site and Participant
The research was conducted in English for Young Learner Course in Balai Bahasa UPI, Bandung. The respondent of the research was one of the course teachers who taught two classes in the course. The two classes consisted of young learners whose age range from 9 to 14 years old. Each class was consisted of four girl students. The first class was 4th graders and the second was 8th graders.
In choosing the sample, there are some considerations, served one purpose in doing the research, based on Lincoln and Guba (1985, as cited in Alwasilah, 2000). The sample selection of this research was held by means of purposive sampling, where the site or individual was intentionally chosen from which the researcher can learn the most, understand and gain insight about the phenomena (Cresswell, 2010; Merriam, 1988). In this study, researcher decided to do the research in the site with reasons that the participant or the teacher provided vocabulary teaching to young learners, and the site was easily accessible.
3.4Data Collection Procedures
Qualitative research data need to capture rich and complex detail to make sense of a set of meanings in the phenomenon being studied (Dornyei, 2007). In addition, Cresswell (1998, p. 123) argues that case study gathers “the widest array of data collection as the researcher attempts to build an in-depth picture of the case.” In accordance with that, this present study employed multiple instruments in collecting the data. Using multiple instruments in data collection is called triangulation (Cresswell, 1994). Triangulation was used to reduce the possibility
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of bias appeared in one method and to help in making the description more comprehensive (Alwasilah, 2000). In addition, Gall et al. (2003) state that using triangulation to collect data about a phenomenon increases the validity of the research findings.
3.4.1 Observation
The first instrument was observation during classroom teachings, where the researcher was non-participant observer. The researcher comes to the site and records information without involving in the activities of the participant (Cresswell, 2010). According to Cohen et al. (2007), there is a particular novelty of observations, seen as a validly strong demonstration. Observations enable researchers to be inductive and open-ended, help them in recognizing the context of events, noticing things that might be unconsciously missed, discovering what participants do not pleasantly talk about in interview, moving beyond perception based data, and accessing personal knowledge.
In this study, the observation was held five times, from October 9, 2012 to October 22, 2012. The lessons were video recorded to help the researcher in examining the data. Each lesson took about 90 minutes per meeting. According to Gillham (2000), observation is the most important technique when the research‟s main purpose is explanatory description. The observation was conducted to see the teacher‟s performances in implementing the techniques in the classroom. The data from the observations were then transcribed to be analyzed in the next step.
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3.4.2 Interview
The second was interview. Since the goal of qualitative research is to find out the participant‟s point of view of the observed phenomenon and to reveal the meaning of her/his experiences and actions (Dornyei, 2007), this study employed an interview guide to find out the perspectives of the respondent (Patton, 1980, as cited in Merriam, 1988). The interview was employed by the researcher to complete the data gained from observation and to gain more in depth information. Here the issues are related to the techniques, especially the teacher‟s reasons in employing the techniques.
The form of the interview was open-ended question and less structured, regarding to the research‟s purpose in accessing the respondents‟ perceptions, assumption that participant is unique individual which cannot be made by generalization of instrument, and explorations of many things and situations through some steps (Alwasilah, 2000). In addition, less structure interview are suitable for case study research, where the questions are predetermined, flexible, and designed as follow up questions to investigate deep information (Hancock & Algozzine, 2006).
Besides using triangulation to validate the accuracy of the research‟ finding, researcher also test the findings by employing member checking. According to Cresswell (1994) and Merriam (1988), member checking is the process where the researcher takes the research findings back to the participant and asks the participant to check the accuracy of the account, in writing or in an interview.
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3.5Data Analysis
Since the study was conducted through qualitative design, the data collection and analysis were simultaneously employed. This study employed interpretational analysis approach, which based on Gall et al., (2003, p. 453) is examining the research “to find constructs, themes, and patterns that can be used to describe and explain the phenomenon being studied.” After having the data from the video recordings and interview, the researcher analyzed the data employing the following steps adopted from Dornyei (2007).
3.5.1 Transcribing the data
Qualitative research data is generally converted into textual form, producing hundreds of pages of transcripts. The recordings gained from the observation and interview were transcribed to know the data thoroughly about the presenting vocabulary techniques, and the reasons in employing those techniques. The researcher tried to retell all the data, including nonverbal aspect in the video tapes, into a textual form.
3.5.2 Pre-coding and coding
After transcribing all the data, the researcher read through all the texts to get the general sense of the data, reflected on them, and noted down some thoughts. This is called pre-coding. The process of coding then is highlighting the texts and giving it label, so the researcher could easily identify, retrieve and group the data. The coding process of finding the teaching vocabulary techniques was based on Takač (2008).
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3.5.3 Growing ideas
To develop the main theme of the study, researcher tried to grow ideas by preparing memos, interview profile, and data display. From this, the researcher was helped in meeting the research questions with the answers, discovered the phenomena of the techniques in presenting vocabulary meaning, techniques in presenting vocabulary form, and also the reasons in employing the techniques from the data coded.
3.5.4 Interpreting the data and drawing conclusions
Next the researcher interpreted the data based on the research questions that had been formulated. Qualitative study intends to widen the range of possible interpretations of the phenomenon. The findings and discussions were presented to illustrate the objective of the study. In the end, conclusions were drawn, and the researcher also gave some suggestions for the future.
3.6Clarification of Terms
In order to avoid unnecessary misinterpretation, some terms are clarified as follows.
a. Teaching Techniques
They refer to the ways of teachers in presenting instructional materials or conducting instructional activities.
b. Vocabulary
Based on Cambridge Dictionary (2008), vocabulary is all the words which exist in a particular language or subject.
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c. Teaching Vocabulary
In this research, teaching vocabulary is focused on introducing new vocabulary to the young learners.
d. Young Learners
Young Learners refer to the learners with age 5 to 14 years old (Pinter, 2006). In this study, young learners are learners from 9 to 14 years old, who were the students of 4th and 8th grade.
3.7Concluding Remark
This chapter has presented the methodology of the research which comprises formulation of problem, research design, site and participant, data collection procedures, data analysis, and clarification of terms. The result of the study will be delivered in the following chapter.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this final chapter, there are two main points discussed. Firstly, this chapter presents the conclusions of the study drawn from the findings and discussion. Secondly, it provides ideas and suggestions for teachers of young learners and other researchers who are interested in conducting research on the area of techniques in teaching vocabulary to young learners.
5.1 Conclusions
This study focused on techniques in presenting vocabulary meaning and vocabulary form to young learners. The purpose of the study was to discover the techniques employed by the teacher in presenting the meaning of vocabulary to the students, techniques employed by the teacher in presenting the form of vocabulary to the students, as well as the teacher’s reason in employing those techniques.
The result of the study revealed that in presenting the meaning and form of vocabulary, the teacher applied different techniques with different reasons. In presenting the meaning of vocabulary, among all of the techniques based on
Takač (2008), Real Objects technique was the most frequent main technique used
by the teacher. One of the reasons found is because the learners are categorized into young learners. Young learners mostly learn concrete words, to which the technique is appropriately used. Other techniques such as Meaning Definition and
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Contextual Example were employed to more concrete words. Meanwhile, in presenting the form of vocabulary, the teacher mostly employed Presentation through Graphic Form technique. Based on the data, this became the most frequently used technique since it was the only technique in presenting written form of planned vocabulary and the teacher employed this technique to all planned vocabulary she taught during the lessons. In addition, the use of word flashcards, as one form of the technique, was frequent in showing the word form.
In addition to the techniques, in presenting one planned vocabulary item, the teacher usually combined more than one technique, instead of employed one single technique. This research confirms previous finding that teachers are suggested to employ planned vocabulary presentation as various as possible (Pinter, 2006). The findings showed that the teacher combined more than one technique to maximize the possibility of the students’ understanding of the vocabulary item and to help store the vocabulary to their long term memory retention.
Regarding the last research question, the teacher had several reasons in employing all of the techniques. There are nine main reasons found. The teacher employed a certain technique because the technique: 1) can save time, 2) acts out as a short route, 3) fits with students’ characteristics, 4) gives long term memory retention to students, 5) benefits students to have the information about word’s
form and word’s use, 6) maximizes student’s speaking opportunities, 7) makes the
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the word form, 9) can help the students whether in understanding the word meaning, remembering a word and how to write the word.
5.2 Recommendations
Based on the research findings and the conclusions, there are some suggestions proposed concerning techniques in presenting vocabulary to young learners as follows:
1. Before presenting meaning or form of vocabulary items, teachers need to notice some considerations such as the type of the vocabulary, the students’ level and characteristics, and also the value of the techniques for the learners.
2. With the teacher talk is mostly in English, translation can be employed when presenting word meaning in some particular situations such as when dealing with incidental word and highlighting false interpretation from the students.
3. Teachers are suggested to use real objects technique as often as possible when presenting vocabulary to young learners especially when the words are concrete. Besides interesting to young learners, gesture, pictures, and realia can help them remember words better.
4. In employing meaning definition or contextual example technique to young learners, it is suggested for teachers to be careful in selecting words to use and to employ words within the students’ range.
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5. There are still many rooms to do research in the area of vocabulary teaching techniques especially to young learners. This study limits its investigation on the techniques in presenting vocabulary only. Other researches on the same area of teaching vocabulary can examine the techniques in practicing vocabulary and in training the students some techniques for independent vocabulary learning.
6. For further researches on the same concern on techniques in presenting vocabulary, it is advised to involve more participants, whether the teachers or the students, and to conduct the research in a longer period. In addition, the researchers can collect the data from more perspectives, such as from the students, to obtain a more comprehensive result. For instance, the research can apply child-friendly questionnaire to know the students’ responses towards the techniques.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this final chapter, there are two main points discussed. Firstly, this chapter presents the conclusions of the study drawn from the findings and discussion. Secondly, it provides ideas and suggestions for teachers of young learners and other researchers who are interested in conducting research on the area of techniques in teaching vocabulary to young learners.
5.1 Conclusions
This study focused on techniques in presenting vocabulary meaning and vocabulary form to young learners. The purpose of the study was to discover the techniques employed by the teacher in presenting the meaning of vocabulary to the students, techniques employed by the teacher in presenting the form of vocabulary to the students, as well as the teacher’s reason in employing those techniques.
The result of the study revealed that in presenting the meaning and form of vocabulary, the teacher applied different techniques with different reasons. In presenting the meaning of vocabulary, among all of the techniques based on
Takač (2008), Real Objects technique was the most frequent main technique used
by the teacher. One of the reasons found is because the learners are categorized into young learners. Young learners mostly learn concrete words, to which the technique is appropriately used. Other techniques such as Meaning Definition and
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Contextual Example were employed to more concrete words. Meanwhile, in presenting the form of vocabulary, the teacher mostly employed Presentation through Graphic Form technique. Based on the data, this became the most frequently used technique since it was the only technique in presenting written form of planned vocabulary and the teacher employed this technique to all planned vocabulary she taught during the lessons. In addition, the use of word flashcards, as one form of the technique, was frequent in showing the word form.
In addition to the techniques, in presenting one planned vocabulary item, the teacher usually combined more than one technique, instead of employed one single technique. This research confirms previous finding that teachers are suggested to employ planned vocabulary presentation as various as possible (Pinter, 2006). The findings showed that the teacher combined more than one technique to maximize the possibility of the students’ understanding of the vocabulary item and to help store the vocabulary to their long term memory retention.
Regarding the last research question, the teacher had several reasons in employing all of the techniques. There are nine main reasons found. The teacher employed a certain technique because the technique: 1) can save time, 2) acts out as a short route, 3) fits with students’ characteristics, 4) gives long term memory retention to students, 5) benefits students to have the information about word’s
form and word’s use, 6) maximizes student’s speaking opportunities, 7) makes the
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the word form, 9) can help the students whether in understanding the word meaning, remembering a word and how to write the word.
5.2 Recommendations
Based on the research findings and the conclusions, there are some suggestions proposed concerning techniques in presenting vocabulary to young learners as follows:
1. Before presenting meaning or form of vocabulary items, teachers need to notice some considerations such as the type of the vocabulary, the students’ level and characteristics, and also the value of the techniques for the learners.
2. With the teacher talk is mostly in English, translation can be employed when presenting word meaning in some particular situations such as when dealing with incidental word and highlighting false interpretation from the students.
3. Teachers are suggested to use real objects technique as often as possible when presenting vocabulary to young learners especially when the words are concrete. Besides interesting to young learners, gesture, pictures, and realia can help them remember words better.
4. In employing meaning definition or contextual example technique to young learners, it is suggested for teachers to be careful in selecting words to use and to employ words within the students’ range.
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5. There are still many rooms to do research in the area of vocabulary teaching techniques especially to young learners. This study limits its investigation on the techniques in presenting vocabulary only. Other researches on the same area of teaching vocabulary can examine the techniques in practicing vocabulary and in training the students some techniques for independent vocabulary learning.
6. For further researches on the same concern on techniques in presenting vocabulary, it is advised to involve more participants, whether the teachers or the students, and to conduct the research in a longer period. In addition, the researchers can collect the data from more perspectives, such as from the students, to obtain a more comprehensive result. For instance, the research can apply child-friendly questionnaire to know the students’ responses towards the techniques.
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REFERENCES
Allen, J. (2006). Words, words, words: Teaching vocabulary in Grades 4-12. Maine: Stenhouse Publishers.
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Alwasilah, C. A. (2000). Pokoknya kualitatif: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya.
Baleghizadeh, S. & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: Flash cards versus word lists. Mextesol Journal, 35(2). Retreived from: http://mextesol.net/ journal/index.php?page=journal&id_article=71
Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. (1980). Teaching English as a foreign language. (2nd ed.). New York: Routledge.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Addison Wesley.
Cahyono, B. Y. & Widiati, U. (2008). The teaching of EFl vocabulary in the Indonesian context: The state of the art. TEFLIN Journal, 19(1). Retreived from: journal.teflin.org/index.php/teflin
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Chi, N. T. K. (2010). Techniques in teaching vocabulary. Retreived on August 13, 2012 from: http://www.scribd.com/doc/32026144/Techniques-in-Teaching -Vocabulary-to-Young-Learners-at-Ila-Nguyen-Thi-Kim-Chi-QHF2006E1
(35)
Choyimah, N. (2011). Teaching vocabulary through discourse: The step to
improve students’ productive vocabulary. In B. Y. Cahyono & N.
Mukminatien (Eds.), Techniques and strategies to enhance English language learning (pp. 195-207) Malang: State University of Malang Press.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th ed.). London: Routledge Falmer.
Creswell, J. W. (1994). Reseacrh design: Qualitative & quantitative approaches. California: Sage Publication.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choose among five traditions. California: Sage Publication.
Creswell, J. W. (2010). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston: Pearson.
Depdiknas (2003). Kurilulum 2004. Standar Kompetensi. Mata pelajaran Bahasa Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Depdiknas.
Darn, S. R. (2009). Eliciting. The BBC and British Council. Retrieved on December, 17, 2012 from: http://www.teachingenglish.org.uk
Dornyei, Z. (2008). Research methods in applied linguistics. Oxford: Oxford University Press.
Edwards, A. & Knight, P. (1994). Effective early years education: Teaching young children. Oxford: Marston Book Services Limited.
Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw Hill.
(36)
Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education, Inc.
Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. USA: Cambridge University Press.
Gillham, B. (2000). Case study research methods. England: TJ International, Ltd. Halliwell, S. (1992). Teaching English in the primary classroom. England:
Longman Group UK Limited.
Hancock, D. R. & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press. Harmer, J. (2002). The practice of english language teaching. (3rd ed.). New
York: Longman Group.
Harris, J., Golinkoff, R.M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy Research (pp. 49-66). New York: Guilford Press.
Haynes, J. & Zacarian, D. (2010). Teaching Englich language learners: Across the content areas. USA: ASCD.
Hiebert, E. H. & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. New Jersey: Lawrence Erlbaum Associates. Hunt, A. & Beglar, D. 2002. Current research and practice in teaching vocabulary.
In J. C. Richards and W. A. Renandya. (2002). Methodology in language teaching. (pp. 258-264) New York: Cambridge University Press.
Joklova, K. (2009). Using pictures in teaching vocabulary. Retreived on Octoer, 1, 2012 from: http://is.muni.cz/th/123676/pedf_b/Bachelor_Thesis-Using_ pictures_in_teaching_vocabulary.pdf
(37)
Kuutti, N. (2009). The use of phonemic transcriptions as a teachingmethod and its
effects on language learning outcomes. Retreived on Februari, 12, 2013
from: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/20115/ Niina_ Kuutti%20-%20BA%20thesis.pdf?sequence=1
Linse, C. T. & Nunan, D. (Ed). (2005). Practical english language teaching: Young learners. New York: McGraw-Hill ESL/ELT.
McCarten, J. (2007). Teaching vocabulary: Lessosn from corpus, lessons for the classroom. New York: Cambridge University Press.
Meriem, B. (2010). Teaching and learning vocabulary through spelling strategy. Retreived on September, 30, 2012 from:http://bu.umc.edu.dz/theses/ anglais/BOU1177.pdf
Merriam, S. B. (1988). Case study research in education: a qualitative approach. San Francisco: Jossey-Bass Publishers.
Milton, J. (2009). Measuring second language vocabulary acquisition. Great Britain: Short Run Press, Ltd.
Mompean, J. A. (2005). Taking advantage of phonetic symbols in the efl classroom. Retreived on December, 16, 2012 from: http://www.phon.ucl .ac.uk/home/johnm/ptlc2005/pdf/ptlcp28.pdf
Moon, J. (2005). Children learning English. Oxford: Oxford University Press. Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey,
Montessori, Erikson, Piaget, and Vygotsky. St. Paul: Redleaf Press.
Munoz, M. E. M. & Forero, M. A. V. (2011). Teaching English vocabulary to third graders through the application of the total physical response method. Retreived on October, 14, 2012 from: http:// repositorio.utp.edu.co/dspace/bitstream/11059/1940/1/4281M971.pdf
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Musthafa, B. (2008). Teaching english to young learners: Principles & techniques. School of Postgraduate Studies: Indonesia University of Education.
Musthafa, B. (2010). Educationist: Jurnal kajian filosofi, teori, kualitas, dan manajemen pendidikan. Teaching english to young learners in Indonesia: Essential requirements, VI(2), 120-125.
Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41(3), 335–354.
Nunan, D. (1991). Language teaching methodology. New Yor: Prentice Hall. Ozturk, M. (2008). Vocabulary teaching. Retreived on October, 9, 2010 from:
http://dergiler.ankara.edu.tr/dergiler/27/758/9640.pdf
Paul, D. (2003). Teaching english to children in Asia. Hong Kong: Pearson Longman Asia ELT.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
Rasinski, T., Padak, N., Newton, R. M. & Newton, E. (2008) Greek & Latin roots: Keys to building vocabulary. United States of America: Corinne Burton M.A.Ed.
Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.
Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.
(39)
Schmitt, N. & Richards, J. C. (Ed.). (2000). Vocabulary in language teaching. United Kingdom: Cambridge University Press.
Sherman, R. R. & Webb, R. B. (2005). Qualitative Research in Education: Focus and Methods. London: UK Routledge Falmer.
Slattery, M. & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press.
Spencer, E. J., Goldstein, H., & Kaminski, R. (2012). Teaching vocabulary in storybooks: Embedding explicit vocabulary instruction for young children. Retreived on October, 14, 2012 from: http://yec.sagepub.com/content/ 15/1/18
Takač, V. P., & Singleton, D. (Ed.). (2008). Vocabulary learning strategies and foreign language acquisition. Canada: Multilingual Matters Ltd.
Thorburry, S. (2002). How to teach vocabulary. England: Pearson Education Limited.
Tosuncuoglu, I. (2004). Teaching vocabulary for active use. Retreived on September, 30, 2012 from: http://yordam.manas.kg/ekitap/pdf/ Manasdergi/sbd/sbd9/sbd-9-08.pdf
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Walter, E., Cranz, D., & Glennon, D. (2008). Cambridge Advanced Learner’s Dictionary Version 3.0 Cambridge: Cambridge University Press.
Westwood, P. S. (2008). What teachers need to know about teaching methods. Australia: ACER Press.
Ytreberg, W. A. & Scott, L. H. (1990). Teaching English to children. England:
(1)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu REFERENCES
Allen, J. (2006). Words, words, words: Teaching vocabulary in Grades 4-12. Maine: Stenhouse Publishers.
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Alwasilah, C. A. (2000). Pokoknya kualitatif: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya.
Baleghizadeh, S. & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: Flash cards versus word lists. Mextesol Journal, 35(2). Retreived from: http://mextesol.net/ journal/index.php?page=journal&id_article=71
Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. (1980). Teaching English as a foreign language. (2nd ed.). New York: Routledge.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Addison Wesley.
Cahyono, B. Y. & Widiati, U. (2008). The teaching of EFl vocabulary in the Indonesian context: The state of the art. TEFLIN Journal, 19(1). Retreived from:journal.teflin.org/index.php/teflin
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Chi, N. T. K. (2010). Techniques in teaching vocabulary. Retreived on August 13, 2012 from: http://www.scribd.com/doc/32026144/Techniques-in-Teaching -Vocabulary-to-Young-Learners-at-Ila-Nguyen-Thi-Kim-Chi-QHF2006E1
(2)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu
Choyimah, N. (2011). Teaching vocabulary through discourse: The step to improve students’ productive vocabulary. In B. Y. Cahyono & N. Mukminatien (Eds.), Techniques and strategies to enhance English language learning (pp. 195-207) Malang: State University of Malang Press.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th ed.). London: Routledge Falmer.
Creswell, J. W. (1994). Reseacrh design: Qualitative & quantitative approaches. California: Sage Publication.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choose among five traditions. California: Sage Publication.
Creswell, J. W. (2010). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston: Pearson.
Depdiknas (2003). Kurilulum 2004. Standar Kompetensi. Mata pelajaran Bahasa Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Depdiknas.
Darn, S. R. (2009). Eliciting. The BBC and British Council. Retrieved on December, 17, 2012 from: http://www.teachingenglish.org.uk
Dornyei, Z. (2008). Research methods in applied linguistics. Oxford: Oxford University Press.
Edwards, A. & Knight, P. (1994). Effective early years education: Teaching young children. Oxford: Marston Book Services Limited.
Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw Hill.
(3)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu
Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education, Inc.
Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. USA: Cambridge University Press.
Gillham, B. (2000). Case study research methods. England: TJ International, Ltd.
Halliwell, S. (1992). Teaching English in the primary classroom. England: Longman Group UK Limited.
Hancock, D. R. & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press.
Harmer, J. (2002). The practice of english language teaching. (3rd ed.). New York: Longman Group.
Harris, J., Golinkoff, R.M., & Hirsh-Pasek, K. (2011). Lessons from the crib for the classroom: How children really learn vocabulary. In S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy Research (pp. 49-66). New York: Guilford Press.
Haynes, J. & Zacarian, D. (2010). Teaching Englich language learners: Across the content areas. USA: ASCD.
Hiebert, E. H. & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. New Jersey: Lawrence Erlbaum Associates.
Hunt, A. & Beglar, D. 2002. Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Renandya. (2002). Methodology in language teaching. (pp. 258-264) New York: Cambridge University Press.
Joklova, K. (2009). Using pictures in teaching vocabulary. Retreived on Octoer, 1, 2012 from: http://is.muni.cz/th/123676/pedf_b/Bachelor_Thesis-Using_ pictures_in_teaching_vocabulary.pdf
(4)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu
Kuutti, N. (2009). The use of phonemic transcriptions as a teachingmethod and its
effects on language learning outcomes. Retreived on Februari, 12, 2013
from: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/20115/ Niina_ Kuutti%20-%20BA%20thesis.pdf?sequence=1
Linse, C. T. & Nunan, D. (Ed). (2005). Practical english language teaching: Young learners. New York: McGraw-Hill ESL/ELT.
McCarten, J. (2007). Teaching vocabulary: Lessosn from corpus, lessons for the classroom. New York: Cambridge University Press.
Meriem, B. (2010). Teaching and learning vocabulary through spelling strategy. Retreived on September, 30, 2012 from:http://bu.umc.edu.dz/theses/ anglais/BOU1177.pdf
Merriam, S. B. (1988). Case study research in education: a qualitative approach. San Francisco: Jossey-Bass Publishers.
Milton, J. (2009). Measuring second language vocabulary acquisition. Great Britain: Short Run Press, Ltd.
Mompean, J. A. (2005). Taking advantage of phonetic symbols in the efl classroom. Retreived on December, 16, 2012 from: http://www.phon.ucl .ac.uk/home/johnm/ptlc2005/pdf/ptlcp28.pdf
Moon, J. (2005). Children learning English. Oxford: Oxford University Press.
Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. St. Paul: Redleaf Press.
Munoz, M. E. M. & Forero, M. A. V. (2011). Teaching English vocabulary to third graders through the application of the total physical response method. Retreived on October, 14, 2012 from: http:// repositorio.utp.edu.co/dspace/bitstream/11059/1940/1/4281M971.pdf
(5)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu
Musthafa, B. (2008). Teaching english to young learners: Principles & techniques. School of Postgraduate Studies: Indonesia University of Education.
Musthafa, B. (2010). Educationist: Jurnal kajian filosofi, teori, kualitas, dan manajemen pendidikan. Teaching english to young learners in Indonesia: Essential requirements, VI(2), 120-125.
Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41(3), 335–354.
Nunan, D. (1991). Language teaching methodology. New Yor: Prentice Hall.
Ozturk, M. (2008). Vocabulary teaching. Retreived on October, 9, 2010 from: http://dergiler.ankara.edu.tr/dergiler/27/758/9640.pdf
Paul, D. (2003). Teaching english to children in Asia. Hong Kong: Pearson Longman Asia ELT.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
Rasinski, T., Padak, N., Newton, R. M. & Newton, E. (2008) Greek & Latin roots: Keys to building vocabulary. United States of America: Corinne Burton M.A.Ed.
Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.
Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.
(6)
Annisa Awaludin, 2013
TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS
Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu
Schmitt, N. & Richards, J. C. (Ed.). (2000). Vocabulary in language teaching. United Kingdom: Cambridge University Press.
Sherman, R. R. & Webb, R. B. (2005). Qualitative Research in Education: Focus and Methods. London: UK Routledge Falmer.
Slattery, M. & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press.
Spencer, E. J., Goldstein, H., & Kaminski, R. (2012). Teaching vocabulary in storybooks: Embedding explicit vocabulary instruction for young children. Retreived on October, 14, 2012 from: http://yec.sagepub.com/content/ 15/1/18
Takač, V. P., & Singleton, D. (Ed.). (2008). Vocabulary learning strategies and foreign language acquisition. Canada: Multilingual Matters Ltd.
Thorburry, S. (2002). How to teach vocabulary. England: Pearson Education Limited.
Tosuncuoglu, I. (2004). Teaching vocabulary for active use. Retreived on September, 30, 2012 from: http://yordam.manas.kg/ekitap/pdf/ Manasdergi/sbd/sbd9/sbd-9-08.pdf
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Walter, E., Cranz, D., & Glennon, D. (2008). Cambridge Advanced Learner’s Dictionary Version 3.0 Cambridge: Cambridge University Press.
Westwood, P. S. (2008). What teachers need to know about teaching methods. Australia: ACER Press.
Ytreberg, W. A. & Scott, L. H. (1990). Teaching English to children. England: Longman.