TECHNIQUES IN PRESENTING VOCABULARY TO YOUNG EFL LEARNERS.

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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

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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

Februari 2013

Hak Cipta dilindungi undang-undang.

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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

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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.

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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.

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TABLE OF CONTENTS

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

BAB IV FINDINGS AND DISCUSSIONS ... 40

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4.2 Techniques in Presenting the Form of Vocabulary ... 58

4.2.2 Oral Drill ... 61

4.3 Reasons in Employing the Techniques ... 65

4.3.1 Translation ... 66

4.3.7 Oral Drill ... 72

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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’

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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

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