Techniques of Teaching Vocabulary

1. Techniques in Presenting

As an English teacher, we should know the techniques of teaching vocabulary which are suitable
for the students. The techniques of presenting vocabulary which can be applied in school class
are as follows:

a. Using Realia

Reality means the use of real object that can be seen by the students. The teacher gives such a
real thing the classroom, so the word can be easily explained. This technique is effective and
satisfying. But it is limited to a certain is found by the students.

b. Picture

Picture is a visual repetition or image painted, drawn, photographed. Picture can be used to
explain the meaning of vocabulary items. Teacher can draw things on the board or bring picture
in classroom. Picture can be wall pictures and charts, magazine picture and the other non-
technical visual repetition. Pictures can be used in so many ways; the teacher might draw pens,
rulers and balls on the blackboard. Or have magazine pictures of cars, bicycles, and trains struck
onto cardboard. The teacher might bring in a wall picture showing three people a room which
could be used for introducing the meaning of the sentence. A picture can also be used to create a
situation or context. Moreover, the use of pictures as media for vocabulary teaching can be
enhanced if some basic principles of memory are taken into account.

c. Word Association

In teaching new vocabulary, a teacher mentions the things connected the words. It is generally
accepted that vocabulary is best learned and taught in group of related words. Such groups are
sometimes referred to as word families. For example the words: table, students, teacher, chalk
and blackboard, for the word "classroom" and the words: seller, buyer, vegetables, fruits, fish,
and meal for the words "market".

There is one example of word association namely Vocabulary Networks or also named word
map. This technique is used to make the learners trying to remember some of the many words
they know. The procedures and the activities are as follow:
  Give out copies of the following diagram or it can be drawn on the board and get each
child to copy it onto paper.
 Write the topic in the middle circle in English, and ask each child to put a word in their
own language (related to the topic) on the bottom line of each of the outer circles.
 Then, either in groups, or letting the children ask freely around the class, get them to try
and fill in the English translations on the top lines of the outer circles. As they run out of
ideas let them turn to dictionaries, and if all else fails allow them to ask you.
 Finally, ask them to draw a picture of the word in each circle.

d. Translation

Translation is quick and very easy way to present the meaning words, but it is not without
problems. In the first place it is not always easy to translate words and the second place, even.
Where translation is possible. it may with the words. There is a translation activity such as Guess
the Words. This activity can be used to introduce some new words. Here, the children should be
given a chance to use them in context. For example they read a text that is mostly in their first
language but share some English words mixed into it. They use the context to guess the meaning
of the English words. For example:

There is a translation activity such as Guess the Words. This activity can be used to introduce
some new words. Here, the children should be given a chance to use them in context. For
example they read a text that is mostly in their first language but share some English words
mixed into it. They use the context to guess the meaning of the English words. For example:

1. Write the title of the text on the board and get the children to look at the picture. Ask them
what they think the text is about and to suggest some words, both in English and their first
language, that they think will be in the text.
2. Tell them the text is in their own language but that you have hidden some English words in
it. Give out the copies and ask them if they can tell you the English words.
3. They read the text again, and in pairs try and work out what the English words mean. You
can make this easies by giving them all the translations in a box and asking them to pick out
the most suitable one.
Contoh bisa menggunakan kegiatan penerjemahan seperti Tebak Kata. Kegiatan ini dapat
digunakan untuk memperkenalkan beberapa kata baru. Di sini, anak-anak harusdiberi
kesempatan untuk menggunakannya dalam konteks. Misalnya mereka membaca teks yang
sebagian besar dalam bahasa pertama mereka tetapi berbagi beberapa kata bahasa Inggris yang
dicampur menjadi dia. Mereka menggunakan konteks untuk menebak arti dari kata-kata bahasa
Inggris. Untuk

contoh:

1. Tulis judul teks di papan tulis dan mintalah anak-anak untuk melihatnya gambar. Tanyakan
kepada mereka apa pendapat mereka tentang teks tersebut dan untuk menyarankan beberapa
kata, baik dalam bahasa Inggris dan bahasa pertama mereka, yang mereka pikirkan akan ada di
teks.

2. Beri tahu mereka bahwa teks tersebut dalam bahasa mereka sendiri tetapi Anda telah
menyembunyikannya beberapa kata bahasa Inggris di dalamnya. Berikan salinannya dan
tanyakan apakah mereka dapat memberitahu Anda kata-kata bahasa Inggris.

3. Mereka membaca teks lagi, dan berpasangan mencoba dan mencari tahu apa yang Kata bahasa
Inggris artinya. Anda dapat membuat ini mudah dengan memberi mereka semua terjemahan
dalam sebuah kotak dan meminta mereka untuk memilih yang paling cocok satu.

e. Learners' Active Involvement

To employ this technique, the teacher encourages the students to find out word's meaning by
elicitation. Elicitation will maximizes learners' speaking opportunities, and acts as a way of
checking Learners' understanding. This technique also includes personalization, which is using
the word by leaners in a context or sentence that is related to their life.

Eliciting is a technique we can use to get learners thinking and saying what they know about a
subject. It's when we ask questions or give learners clues to get learners to say what they know
about a subject rather than the teacher giving the explanation. Eliciting adalah teknik yang dapat
kita gunakan untuk membuat pelajar berpikir dan mengatakan apa yang mereka ketahui tentang
suatu subjek. Ini terjadi ketika kita mengajukan pertanyaan atau memberikan petunjuk kepada
siswa untuk membuat siswa mengatakan apa yang mereka ketahui tentang suatu mata pelajaran
daripada guru memberikan penjelasan.

Techniques in Practicing

In practicing stage, there are a variety of tasks which can be used in order to help move words
into long-term memory. The techniques are including:

a. Identifying Tasks

It is involving tasks of finding words in texts. Listen then tick the words you hear can be one
obvious example of this type. Identification is the first step in recognizing words and requires
leaners do easy task as counting. ticking or a bit difficult is to find unscramble words in anagram.

Mengidentifikasi Tugas

Ini melibatkan tugas menemukan kata-kata dalam teks. Dengarkan kemudian centang kata-kata
yang Anda dengar bisa menjadi salah satu contoh nyata dari jenis ini. Identifikasi adalah langkah
pertama dalam mengenali kata-kata dan mengharuskan peserta didik melakukan tugas yang
mudah seperti menghitung. berdetak atau agak sulit adalah menemukan kata-kata yang tidak
dapat diacak dalam anagram.

b. Selecting Tasks

This task is cognitively more complex than identification tasks. For selecting tasks, learners will
have to do recognizing words and making choices amongst them at the same time. Finding and
odd one out is a common task that teachers may often use in class for checking comprehension.

Untuk memilih tugas, pembelajar harus mengenali kata-kata dan membuat pilihan di antara
mereka pada saat yang sama.

c. Matching Tasks
Apart from recognizing and making choice amongst words, the leaners are also requested to do
matching tasks. In this kind of task leaners may need to pair a set of given words to a visual
representation, for example, to a translation, a synonym/antonym, or a definition.

Selain mengenali dan membuat pilihan di antara kata-kata, peserta didik juga diminta untuk
melakukan tugas mencocokkan. Dalam jenis tugas ini, peserta didik mungkin perlu
memasangkan serangkaian kata yang diberikan ke representasi visual, misalnya, dengan
terjemahan, sinonim/antonim, atau definisi.

d. Sorting Tasks

The leaners are being asked to do sorting task by grouping words into different categories. It
should be noted that the categories can be given in advance or learners have o guess what the
categories are.

Menyortir Tugas

Para peserta didik diminta untuk melakukan tugas menyortir dengan mengelompokkan kata-kata
ke dalam kategori yang berbeda.

e. Ranking and Sequencing

The most cognitively complex tasks in this stage is ranking and sequencing activities, Different
form sorting when learners merely putting words into categories, in ranking tasks, they may have
to put words into unfixed order, often created by leaners' preferences themselves.

Peringkat dan Urutan

Tugas yang paling kompleks secara kognitif dalam tahap ini adalah aktivitas pemeringkatan dan
pengurutan. Pemilahan bentuk yang berbeda ketika pembelajar hanya memasukkan kata-kata ke
dalam kategori, dalam tugas peringkat, mereka mungkin harus menempatkan kata-kata ke dalam
urutan yang tidak tetap, sering kali dibuat oleh preferensi peserta didik itu sendiri.