The Techniques of Teaching Vocabulary

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

THE TECHNIQUES OF TEACHING VOCABULARY Ersan Sanusi, S.Pd, M.Pd∗

Abstract One of factors affecting, students in learning English vocabulary is the components of language. This involves vocabulary and structure, vocabulary and sound system, and vocabulary and spelling. In addition to those factors, the teachers' ability in applying a number of techniques can also influence the students' vocabulary development. Some findings of the research deal with the teaching of vocabulary knowledge. Hence, it is needed as systematic instruction on vocabulary as a solution to the problems (Anderson and Nagy, 1981 in Ryder and Graves, 1994) This paper is intended to investigate a variety of techniques and activities applied by most English teachers in teaching vocabulary. Also, this paper tries to relate the techniques of teaching vocabulary to the students' achievement in enriching their English vocabulary mastery. From the observation in the field shows that most English teachers, in teaching-learning activity, tend to use the techniques and activities, as follow; 1) reading a text, 2) asking the student to repeat it. 3) pointing out the difficult-words of the keywords, 4) giving the definition of a word, 5) getting the student to find out the synonyms or antonyms, and 6) providing some opportunities with the students proposing a variety of questions relating to the subject being discussed. The conclusion of this paper that all of the techniques and activities employed by most English teachers aim at the use of translation techniques. This conclusion is also in line with Wallace (1982) who noted that "Teachers may apply the use of translation techniques if they want to put forward the meaning of the difficult-words either by translation or by giving an explanation in simpler English and get students to check up the target words in their dictionary to find out the synonym or antonyms." Keyword: Techniques, teaching, and vocabulary

∗

Dosen STIT Syarif Abdurrahman Singkawang

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

A. Introduction Language is a mean of communication. Although it is not only coming from communication among human beings, it is certainly, the most important for us (Wilkin, 1984:1). Dealing with definition of language, an American anthropological linguist E. Sapir as cited by Alwasilah ( 1993:43) says that "language is a purely human and non-instinctive method of communicating, ideas, emotion, and desires by means of system voluntarily produce symbol." Meanwhile, language, as quoted from Hamied is “a system for the expression of meaning reflected in the structure of the language as an instrument to express the meaning." Based on the definition above, it seems that there is an emphasis on the components of language, such as vocabulary, pronunciation, grammar and phonology. Thus the language would be very useful if we communicate with others to get the meaning of the language itself; on the contrary, it can be useless if we do not use it. To understand the language, we have to invent the meaning of words as many as possible either in a sentence or in whole texts. The writer assumes that language is a systematic communication tool that may transfer ones' ideas or feeling through body language, signs, sounds and gesture having understood meanings. On the other hands, by using language, one can express his ideas, feeling or information either orally or written. Because the definition of language refers to the expression of certain meanings, of course, we may not neglect the role of vocabulary chosen. It plays an important role as means of understanding the meaning of words correctly. Moreover, Wallace (1982:9) argues that "there is a sense in which learning a foreign language is basically a matter of learning vocabulary in target language." Hence, vocabulary is the basic aspect of language in teaching learning process. It

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

means that it is an important part of the language components like grammar, pronunciation, spelling, etc. As noted above, it can be inferred that the students' comprehension on the meaning of words is a largely influential on their ability to translate and construct a sentence, even, if the meaning of word is related to reading comprehension. Vocabulary is “requisite for reading comprehension, in which people who do not know the meaning of words are most probably poor readers”. (Abdersoon and Freebodv, 1985 in Robert at al, 1995:367). Unfortunately, many teachers tend to stress teaching mostly on grammatical rules. In other sides, they merely teach reading comprehension without giving clear explanation about the techniques or methods on how to recognize the meaning of words rather than on vocabulary in detail.

In

the

line these ideas, the teaching of English vocabulary may often be neglected in the teaching-learning process. For this reason, Meara (1980) as cited by Lawson (1096:37) comments that "vocabulary is considered as neglected aspect of language learning that has not significantly changed today From the facts, Allen (1993:3) reveals that "many teachers assume that vocabulary can be developed in teaching learning process."

However, the

students, in reality, encounter the problems to find out the meaning of words. If these problems still exist, he adds that there are two factors that will affect the failure of the students in understanding the meaning of words. Those are (1) they do not have any a skill in comprehending the meaning of words, and (2) they do not have enough the basic competency to translate both a word and a sentence in a text. In a very real sense, the students cannot master the meaning, of words in a sentence and neither can communicate in English appropriately because the teaching learning activity, as mentioned in the previous, still focuses on the

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

grammatical rules rather than on vocabulary in context. Consequently, they only have competent in structure, but they cannot communicate accurately. Therefore, Wilkin (1984:111) suggest that "without grammar, very little can be conveyed but without vocabulary nothing can be conveyed.” This statement is parallel to what Wallace (1982:9) comments that "it is possible to have a good knowledge of how the system of language works and yet not able to communicate in it; whereas if we know the vocabulary we need, it is usually possible to communicate well." In short, it can be worded that it is quite sensible to help provide the students with teaching, of vocabulary as much as attention as other aspects of language presented, such grammar, pronunciation, and spelling. To solve these problems, English teachers, of course, have to provide practical techniques on teaching vocabulary that the students are able to develop their learning of new words independently. Hence, Nattingger (1988:63) identifies that "guessing vocabulary from context is the most frequently way of discovering the meaning of new word.” Similar to this Idea, Oxford and Scarcella (1994: 236) also reveal that "guessing the meaning word from context is the most useful vocabulary learning technique." In line with the linguists’ ideas quoted above, English teachers should ensure that the student should not only understand the meaning of words in context, but also communicate with others. So, English students should be provided with some opportunities to produce the language. In other word, English teachers, in teaching vocabulary, should also be able to lead the students to produce the language as well as other language components either spoken or written form.

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To produce the language in teaching vocabulary, the English teachers must have ability to: a. recognize it in its spoken or written form; b. recall It at will; c. relate it to an appropriate object or concept; d. use it in the appropriate grammatical form; e. in speech, pronounce it in a recognizable way; f.

In writing, spell it correctly;

g. use it at the appropriate level." (Wallace, 1982:27) Meanwhile, Angela (1990:36) clarifies that “English teachers can apply generative process to their students in producing language." This means that a word is used generative if it is used in speaking activities. in other words, English teachers can encourage generatively use by: 1) retelling of the written input from a different focus; 2) distributing the information that based on the target of vocabulary given, and 3) requiring students to reconstruct what is in a text rather than repeat it. From these points, it is obvious that English teachers should be able to teach the English vocabulary as many as possible in order to the students can actualize some or all of these points with the target vocabulary. Additionally, these points enable the English teachers to cover the language skills and the language components, such as speaking, writing, grammar, pronunciation and spelling. B. Vocabulary Teaching Techniques in General If the teaching of vocabulary is related to reading comprehension, then there are three views about the relationship between vocabulary development and reading comprehension. The intended views are:

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

"The first view suggests that direct instruction make little differences in terms of vocabulary development, whereas the second view suggests that direct instruction in specific words is extremely beneficial. The third view suggest that vocabulary development will be enhanced if students learn to relate to new concepts to their existing concepts and background knowledge." (Nagy and Anderson, 1985 in Robert et al (1995) From these views, it is obvious that teaching vocabulary proposed by the English teachers should take into consideration the students' vocabulary development during teaching-learning activity. Also, the English teachers should able to teach unfamiliar or specific words which are adjusted to the students’ ability when they read certain texts directly. In a nutshell, direct instruction on new vocabularies can be taught to the students if it focuses on relating them to the students’ background knowledge. C. The Techniques of Teaching Vocabulary at Senior High School Commonly, there are several techniques concerning the teaching of' Vocabulary. However, there are a few things that have to be remembered by the most English teachers if they want to present a new vocabulary or the lexical items to their students. It means that the English teachers want students to remember new vocabulary .Then, it needs to be learnt, practiced, and revised to prevent students from forgetting. 1. Visual Techniques Concerning with the visual techniques, Gairns and Redman(1980) as cited by Marla, et al (1999:12) says that "there are there form visual techniques; “relia, pictures, and mime or gestures.” Relia means using a variety of real-object brought by the students in the classroom It can be also applied to remember written material. Students can act out what they read, or associate physical

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sensation with specific words found in reading passages. Referring to ideas mentioned above, Klippel (1994:115) implies that "mime or gesture is useful if it emphasizes the importance of gestures and facial expression on communication. At the essence it can not only be used to indicate the meaning of a word found in reading passage, but also in speaking activity as it stresses mostly on communication. 2. Verbal Techniques This technique pertains to the use of illustrative situation, synonims, opposites, scale, definition and categories. More specifically, Marla, et al (1990:3) divide verbal techniques into four parts, among those are: ~ a. Definition and illustration sentences, this technique the English teachers are expected to introduce a word in English through the use of other word in the same language. b. Synonyms and antonyms; Synonyms and antonyms are especially important in building new vocabulary because learners are able to know vocabulary. Synonyms are words that have the same meaning as the unknow n in a given sentence. There may be signals that identify the presence of synonym for the readers. They could be or, commas, dashes, and colons. Meanwhile, antonyms are words that have the opposite meaning of the unknown word in a given sentence. Signals which identify the presence of the antonyms for readers are instead, although, but, yet, and however. c. Scale; This technique is the presentation of related words in scales that include the combination of both verbal and visual techniques, for example, in term 32° Celsius, the degree sign is the visual.

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d. Explanation; This technique explains the meaning and the use of a foreign word in the foreign language itself. Taking into account the points of technique presented earlier, it seems that there are several similarities of program for teaching vocabulary development skills to be recognized by Brown (1994:367). He offers some techniques for teaching vocabulary skills, among other are : 1. Determine the goal of teaching, such as: a. To improve the reading vocabulary skills of ESL students b. To teach ESL students word-building skills c. To teach ESL students to guess word meanings from context clues 2. Get student to make word building; that is derived from suffixes, prefixes, and roots. 3. Definition clues, which comprises the parentheses and footnotes, and synonyms and antonyms. 4. Inference clues; These clues have three types, such as example, summary, and experience. Based on the quotation above, it can be said that the English teachers, before applying those techniques, should know the level of students' competency and the goal of teaching in advance, particularly on teaching vocabulary. Also, they should be able to lead the students to learn a new word or some words clearly. In relation to the employment of verbal techniques, of course, the English teachers have to regard the length of time and the English textbooks used. 3. The Use of Dictionary In addition to the previous two techniques, the use of dictionary is another

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technique in finding out the meaning of unfamiliar words and expression. In this respect, the Students can make use a variety of dictionaries, such as bilingual, monolingual, pictorial, and thesaurus. By Allen, using dictionaries is "passport to independence and use them is one the students-centered learning activities.” (1993:83) Meanwhile, Gerald and Laura (1989:120) state that "dictionaries are more easily used to determine word meaning.” Moreover, Readence (1995:35) adds that "the dictionary definition is shared with a discussion when the words are presented both in isolated form and in the context. In conclusion, the use of dictionary is an effective way for the students in finding out the meaning of words. D. Techniques of Encouraging the Students in Leaning Vocabulary In light of the described techniques at the previous part, they will not be useful if the students' interest in learning vocabulary is poor. For that reason, techniques in encouraging students' interest in learning English vocabulary need to be introduced by English teachers. To enhance it, they should provide something challenging and make the students eager to study. Kustaryo (1988:24) reveals there are some possible ways of learning activity so that the students' motivation may increase in learning English especially regarding to the meaning of words. They are: a. Learning vocabulary through creativity. It means that the students can learn the English vocabulary by using the pictures. b. Learning vocabulary through context clues. In essence, the students may find out the English vocabulary based on clues in the surrounding context.

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c. Learning vocabulary through guessing. It may be speculated that the students may learn the meaning of word in context and it needs a special approach d. Learning vocabulary though definition. It is useful in guiding the students to be able to define the meaning of words and to arrange word into the correct sentence. e. Learning vocabulary through derivation. It means that the students must be able to derive words correctly. It comes only with practice or by studying the rules of how to form noun, adjective, adverb, etc. From the provided ways above, it can be further understood that learning vocabulary through creativity is an effective way to make the students to be more creative since it provides the pictures as the media of teaching. The pictures provided, of course, should be really interesting and challenging. Hence, the pictures provided by the English teachers should attract the students to study pictures given and to make efforts find out their meaning. By this way, the students may gradually increase their vocabulary proficiency. Besides, some interesting pictures should be given some days before the oral work, and the students should be asked to prepare a talk regarding to the pictures. In this case they can choose any aspect of the pictures for their talk. If they encounter difficult word they can consult their dictionary. It is a good way to encourage the students to be more creative in learning English vocabulary. In addition to using picture, Wallace (1982:105) suggest that the English teachers call also use a number of games. Language games have become more widely used recently probably for two reasons:

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"Firstly, an increase emphasis on the importance of motivation and the appropriate kind of positive effective atmosphere are in the classroom. Secondly is an increase emphasis on the importance of 'real communication.’ If a game is working properly, it very often supplies a genuine desire to communicate in the target language, even within the artificial confines of the classroom.” Referring these reasons, it is clear that language games can be employed to make the class enjoyable for the students. Also, the language games are able to increase the students' motivation in learning English as they stress mostly on real communication. However, in choosing appropriate games, there are many factors that need to be considered by the English teachers, one of them is appropriacy. Briefly, the English teachers should be more careful to choose games if they want to make them profitable in learning process. If games are expected to bring the objective result, they must correspond the students' level and age or to the material that being taught. Hence, Angela (1996:0) suggests that "not all games can be appropriate for all students irrespective of their age". It means that the different of age requires various topics, materials, and modes of games. Furthermore, structured games that practice or reinforce a certain grammatical aspect of language should be related to students' abilities, and prior knowledge Thus, games become difficult when the task or the topic is unsuitable or outside the students' experience so that they will not be interested in learning English vocabulary. Regarding, to the main advantage of games, Angela (1990) also sets that they enable the students to acquire new experience with a foreign language which are not always possible during a typical lesson. Furthermore, by using games, "students can remember things faster and better" (Amato, 1989:118).

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

From the explanation earlier, it can be concluded that the English teacher should take into consideration a variety of factors if they intended to apply pictures in teaching vocabulary. These factors are the students' level, the material taught, and the length of time provided. E. Strategies of Meaning Vocabulary As stated the previously explanation that vocabulary is "a requisite for reading comprehension, in which the people who do not know the meaning of words are most probably poor readers.” Thus, the teacher's position, in this case, is to help the students learn and retain the meaning of words. To learn and retain the meaning of words, of course, the English teachers should be able to apply a variety of meaning vocabulary strategies as stated below: 1. Possible Sentence In general, the purpose of possible sentence is to help students determine the meaning, of unknown words by pairing with know words in the sentence they think might be 'possible to he found in a text.’ Nagy and Anderson (1991) as cited by Robert, et al (1995:89), clarify that "possible

sentence could be used by the students encounter unfamiliar

vocabulary during reading assignment in subject matter discussed.” Thus, possible sentence can be taught if the students have the ability to guess the meaning of words in the text. As regard with possible sentence strategy stated before, the last study conducted by Moore and Moore (1988) reveal that it was designed to help the students to: a. learn new vocabulary to be encountered in reading assignment

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b. make predictions about sentences to be found in their reading c. provide purpose for reading d. arouse their curiosity concerning the text to be read From linguists' words, it may be clarified that possible sentence is designed to help the students to determine independently the meanings and relationships of unfamiliar words in text reading assignment. in addition, the students can also use the text to evaluate and refine their prediction about the meaning words. Based on both explanations, it is clear that possible sentence places great emphasis on recognizing the meaning words in the context when the students read. 2. List Group Level If English teachers intend to employ list group as a meaning vocabulary strategy, they should be able to make students associate the terms with the topic taught. The terms associate could be consisting of listing, grouping, or labeling thewords. Dealing with list group label, Oxford (1990:41) states that it can be called semantic mapping also. He defines it as: “making an arrangement of words into a picture which has a key concept at the center or at the top, and related words and concepts linked with the key concept by means of lines of arrow. This strategy involves meaningful imagery, grouping, and associating, it is virtually shown how certain group words relate to each other.” In reference with the above quotation, it must be mentioned that semantic mapping regards meaningful imagery, group and association as the main concept. Thus, a third concept must be able to help the students in memorizing, grouping, and associating of the words to be related to each other.

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In line with one of' the concept stated before, memorv, Richardson (1980) as cited by Brenda et al (1994:44) says that "by using imagery the students can establish an acoustic link by changing the foreign word to similar sounding English word. The Students then form an imagery link by visualizing a mental image of the key word interacting with English definition. 3. Contextual Redefinition It is designed to enable the students to use context to make an informed guess about a words meaning. Moreover, it attempts to provide the students with a strategy for using context in reading situation, Hence, Readance (1995) identifies that contextual redefinition can be defined as "a strategy that stresses the importance in predicting and verifying word meanings. In this case, context enables the students to make more informed guess about the meaning of words in print and to monitor those predictions by checking them for syntactic or semantic appropriateness as reading progress.” On light of the definition, it may be recalled that the contextual redefinition provides a format from deriving the meaning of known words by using the context as a means for the students to predict them. But, before applying this strategy, the English teachers should be able to provide the procedure accurately, among, these are; (1) select unfamiliar words, (2) write a sentence, (3) present the isolated words, 4) present the words in context, and (5) use a dictionary for verification. 4. Feature Analysis Feature analysis is designed to help the students to: 1) improve their vocabulary and categorization skill, 2) understand similarities and differences in related words, and 3) expand and retain content area vocabulary and concept.

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Referring to this idea, it can be inferred that feature analysis is intended to provide a systematic procedure for exploring vocabulary concept through the use of categorization. Thus the use of categorization may be regarded as a key concept in applying feature analysis. Hence, Readance (1995) suggests that the simple categorization exercises and strategies can use list group as means of introducing the concept of categorization. 5. Word Mapping It provides a framework for developing the students understanding of concept, including the hierarchical structure of theses concept and their attributes. It is also designed to develop students' conceptual knowledge about a topic and to show hierarchical relationship of associated concepts. Shortly, the word map is a systematic teaching technique that attempts to develop students' knowledge in line with the given examples in a sentence. In addition to knowing examples from the students, applying of word map conducted by English teacher should be relevant to the students' learning activity. Therefore, Robert, et al (1995) explains that the key to success of the word map is the student involvement and discovery that the strategy used will be more effective. 6. Vocabulary Self-Collection Strategy Generally, the vocabulary self-collection strategy is intended to promote the grown in both students' general and content area of word knowledge. It is based on their prior experience and encourages in vocabulary development. Means, the English teacher may use it to be associated with the text of materials before the students read them. In conclusion, the teacher's position here is to ask the students to identify one or two words they feel are important to understand Then, the words would be

Ittihad Jurnal Kopertis Wilayah XI Kalimantan, Volume 7 No.11 April 2009

defined and recorded as before that the students would have the opportunity to learn something about the word before they actually read the assignment. 7. Levin 's Keyword Method The Keyword method is a mnemonic strategy in which the students devise a keyword, which looks or sounds like original word to be learnt, to associate new information with a mental image to aid in later recall of the target word. Owing to this idea, Wenden and Rubin (1987:43) posit that mnemonic strategy may be meant as "aiding memory” in which the students can memorize and retrieve all kind of language routine occurring in the classroom. Often, it refers, to "memory trick" where the students may utilize a retrieval plan to be developed during encoding and mental imagery, both visual and verbal. Briefly, mnemonic strategy enables the students to store verbal material and retrieve it when needed for communication. Relating to the use of keyword in mnemonic or memory strategies, Oxford (1990:62) clarifies that this strategy combines sounds and images so that the students can more easy to remember what they hear or read in the new language. The strategy has two steps.

Firstly, identify a familiar word in one's own

language or another language that sounds like the new word. Second, generate visual image of thy new word and thy familiar one interacting in some way. In line with the use of keyword mentioned above, it might be inferred that keyword method is regarded as means of helping the students in remembering new vocabulary in harmony with the sound produced. But, before applying this strategy, the English teacher should need to consider not only its advantages but also disadvantages.

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Hence, Nagy and Anderson (1991) as cited by Robert et al (1995), reveal that there are some disadvantages of applying the strategy, applying the strategy, among others are: “The first it could be time consuming for the

teacher

to

generate

keywords and their accompanying image. Second, the visual images initially used are teacher-provided, not students-provided that which they are less involvement in their own learning, and third, the extent to which students can transfer the keywords techniques to other areas of study is relatively unknown at this time." (P.325) Based on some the quotations above, it is possible to conclude that effectiveness of keyword method largely depends on a process of re-coding, relating and retrieving. It means that the students must be able to re-code or transform the unknown word to be learnt into a more meaningful keyword that looks or sound like original. Besides, its effectiveness also depends on the allocated-time, the students’ involvement, and the length of word to be learnt.

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F. Conclusion The writer has to say that there are some techniques in teaching vocabulary. Those are considered effective since they could be applied by English teachers in teaching vocabulary at Senior High School. The techniques are visual, verbal techniques, and the use of vocabulary. The use of techniques also should consider the number of aspects in teaching-learning process, such as; the teachers' competency, the students' ability, and the allocation of time.

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REFERENCES

Alwasilah, C, 1993, Pengantar,Sosiologi Bahas, Angkasa, Bandung. Angela, Joe, 1996, Vocabulary• Learning and Speaking Activities, Journal Forum. Amato, Richard, 1988, Making it Happen; Instruction in the Second Language Classroom, Macmillan Press, London. Allen, VF, 1983, Techniques in Teaching Vocabulary, Oxford University Press, New York. Brenda, et al 1994, Vocabulary Retention, Journal of Research and Development in Education. Brown, H Douglash, 1994, Teaching by Principle, Printice Hill, New Jersey. Gerald and Laura, 1989 Improving Classroom Reading Instruction, Random House, Toronto. Harmed, FA, 2000, A Review of the 1994 Curriculum, a paper presented at Language Teaching Seminar, UPI Bandung. Klippel, Friederik, 1994, Language Program Evaluation, Cambridge University Press, Cambridge. Kustaryo, 1988, Reading Techniques for College Students, LPTK Jakarta. Lawson, Michael, 1996, The Vocabulary-Learning Strategies for Foreign Language Student, Flinders University Press, London. Maria, 1990, The New Guinness Book of. Record; A Vocabulary Resource, Journal Forum. Moore, DW and Moore SA, 1980, Possible Sentence; in Reading for the Content Area, Dubegue Hunt, Washington. Nattinger, 1988, London.

Some Current Trends in Teaching Vocabulary, Longman,

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Oxford and Scarcella, 1994, Second Language Vocabulary Learning Among Adults, State of Art in Vocabulary Instruction, London. Robert, et al 1995. Reading Strategies and Practice, Allyn and Bacon, Alabama. Readence, 1995, Content :Area Reading, 2nd Edition. Wallace, Michael, 1982, Teaching Vocabulary, Biddles Ltd, Guilford. Wenden and Rubin, 1987, Learner Strategies in Language Learning, Printice Hill, London. Wilkin, D.A., 1974, Linguistic in Language Teaching, Edward Arnold Ltd, London.