LITERATURE REVIEW
Understanding vocabulary
Vocabulary is the basic language aspect that must be mastered before English skills There are some definitions of vocabulary by some experts
According to Hornby (2006: 1645) vocabulary is all the words that a person knows or uses and it is all the words in a particular language
According to Hatch and Brown (1995: 1) vocabulary is a list or sets of words for a particular of words or a list or set of word that individual speakers of a language might use
From the definition above, we can see that vocabulary is all the words in a language that are familiar and used by a person to communicate with others
Hiebert and Kamil (2005) suggest vocabulary exists in two forms: oral vocabulary, encompassing words understood through speaking or reading aloud, and print vocabulary, which includes words recognized in writing or silent reading They categorize words into at least two types, including productive vocabulary.
Productive vocabulary encompasses words individuals actively use in writing and speaking, reflecting familiarity and frequent usage This contrasts with receptive vocabulary, which involves recognizing and understanding words.
Receptive or recognition vocabulary is that set of words for which an individual can assign meanings when listening or reading These are words that are often
Individuals might assign some meaning to less frequently used words, recognizing them imperfectly even without spontaneous use.
Teaching vocabulary
1.2.1 The important roles of teaching vocabulary
Vocabulary is crucial for foreign language teaching and learning, serving as the foundation for reading, listening, speaking, writing, spelling, and pronunciation skills It empowers students to effectively use English in various contexts, such as communicating with native speakers, enjoying media, and comprehending texts Ultimately, vocabulary is an indispensable tool for students to navigate and engage with the English language.
Vocabulary instruction is crucial because language relies on words to convey meaning, and learners recognize the importance of vocabulary acquisition Effective teaching addresses communication problems arising from vocabulary gaps Repeated exposure and active learning enhance memorization, helping students retain new words more effectively.
Teachers play a crucial role in enhancing students' vocabulary However, traditional vocabulary teaching methods have often been inadequate in addressing students' specific needs Historically, approaches like the Direct Method and Audiolingualism have been employed in English teaching.
Emphasizing grammatical structures was a key aspect of language teaching, but this approach often resulted in a limited vocabulary directly tied to the grammar being taught.
In the early 1970s, English teaching shifted from the Direct Method and Audiolingualism to the Communicative Approach, emphasizing vocabulary instruction This approach exposed students to diverse vocabulary and speaking activities, encouraging self-expression.
English classes today offer diverse teaching methods, emphasizing both vocabulary and grammar Vocabulary is now integral, with teachers focusing on its importance and the grammar of words However, students learn at different paces, facing challenges in fluency and pronunciation, making English expression difficult for some.
1.2.2 Teaching English Vocabulary to Young Learners
English teaching in primary schools emphasizes vocabulary acquisition, targeting young learners aged five or six to eleven or twelve, as defined by Sarah Philips.
Teaching English to young learners requires a distinct approach compared to teaching adults, necessitating more engaging and varied treatment and situations in the learning process.
Children's natural curiosity is a strong motivator, as noted by Jeremy Harmer, making learning inherently interesting However, their attention spans are shorter compared to adults, requiring varied and engaging teaching methods.
Young learners benefit from playful and engaging educational environments that incorporate movement, sensory experiences, and visual aids, making learning more enjoyable and effective.
Young learners possess unique characteristics that distinguish them from adult learners, necessitating specialized teaching techniques tailored to their specific needs.
21 learners The Use of pictures is one of techniques that are appropriate with the characteristics of the young learners
1.2.3 Strategies for learning vocabulary successfully
Schmitt and McCarthy (1997) suggest vocabulary learning strategies including guessing from context, utilizing word parts and mnemonics, and employing vocabulary cards Murcia (2001) supports this approach by also proposing three vocabulary learning strategies.
The first strategy is guessing meaning from context; she says that a context is rich enough to give adequate clues to guess the word's meaning
Mnemonic devices, including the keyword technique, enhance memory by associating target words with easily recalled keywords, facilitating better retention and recall.
Vocabulary notebooks serve as a memory aid in independent learning Experts suggest various techniques to help students learn vocabulary more easily Learning in rich contexts is a better way to teach vocabulary Students likely need to encounter a word multiple times to firmly establish it in their long-term memory, which involves seeing the word in diverse contexts rather than mere repetition.
Teachers should encourage students to maintain a vocabulary notebook, as substantial vocabulary growth relies on the learner's efforts Successful students can share their notebook methods, while teachers can demonstrate effective organization for easy word retrieval A well-organized notebook encourages practice, which is crucial for vocabulary acquisition.
Pictures
Visual aids, especially pictures like sketches, comics, and photographs, are a widely used and effective technique for teaching English vocabulary in elementary schools, providing a flat surface representation of objects and scenes.
Photography encompasses capturing images, ideas, or impressions, as defined by Webster (1983) Visual aids, such as pictures, are useful for explaining vocabulary, as noted by Virginia French (1983), enhancing students' understanding of word meanings.
1.3.2 The use of pictures in teaching English vocabulary
In teaching English, especially vocabulary for elementary students, pictures serve as effective media, aiding memorization and attracting student attention, thus enhancing focus.
Wright (1989) emphasizes the pivotal role of pictures in education, highlighting their ability to motivate students and contextualize language use Pictures serve as valuable references, aiding in activity management and stimulating both speaking and writing skills They can be objectively described or subjectively interpreted, cueing responses and fostering controlled practice Moreover, pictures enrich conversations, discussions, and storytelling by providing essential information and stimulation.
Pictures are useful for focusing students' attention and imagination on the text's content Pictures clarify meaning, ensuring students easily understand and comprehend the material Using pictures is an effective teaching strategy.
19 understanding It means that using picture can be a good technique in teaching English vocabulary to the children.
Review of previous studies related to the topic
The research described works which are relevant to these thesis to make the thesis arrangement easier The researcher inspired from final project of:
Azizah Deviana Rizqi Amalia's research at SDN Purwodadi Grobogan demonstrated the effectiveness of Domino Cards as a medium for teaching vocabulary to fifth-grade students, evidenced by a higher mean test score (83.8571) in the experimental group compared to the control group (79.0667) While Amalia's study utilized Domino Cards, contrasting with the researcher's use of pictures, both employed an experimental research method.
Zahro Asfiyah's research at MTs Mafatihut Thullab An-Nawawy Surodadi Jepara in 2010/2011 indicated that using picture messages with flashcards effectively improved vocabulary acquisition of concrete nouns among second-grade students The effectiveness was confirmed by a t-test, where the t-score of 1.850 exceeded the t-table value of 1.66, demonstrating a significant difference in vocabulary achievement in class VIII A when taught using picture messages with flashcards.
A study involving eighth-grade students demonstrated the effectiveness of teaching noun vocabulary, achieving significant results even without visual aids like picture messages or flashcards, relying solely on text-based methods While sharing a similar experimental research method, this approach differs from studies that incorporate picture-based media, highlighting the potential of text-only strategies in vocabulary instruction.
Kateřina Joklová's thesis highlights the diverse types of pictures suitable for language learning, each varying in size, form, and origin, making them adaptable for various activities These visuals enhance vocabulary retention and contribute to more engaging and effective lessons, ultimately benefiting both students and teachers.
Studies suggest that incorporating pictures into vocabulary instruction offers a novel and engaging approach for students, fostering interest and enjoyment in learning English This method encourages student initiative and enhances attention during lessons, making it easier for them to focus on new material Furthermore, visual aids not only improve vocabulary retention but also support the development of other essential language skills for future use.
DATA COLLECTIONS AND ANALYSIS
Subject of the study
First-grade students at Thieu Do Primary school exhibit intelligence and a keen interest in English, demonstrating a strong ability to understand and memorize vocabulary, and construct sentences effectively However, limited opportunities for practical English conversation and pronunciation, coupled with the initial shyness associated with learning a new subject, present challenges for some students.
First-grade students' high activity levels often lead to classroom noise, consuming valuable teaching time that could otherwise be dedicated to enriching vocabulary learning activities.
The teaching staff
Thieu Do Primary School's English teachers are highly qualified, possessing bachelor's degrees and practical experience They enthusiastically integrate modern teaching equipment like interactive boards and engaging activities into their lessons, enhancing vocabulary acquisition This approach makes lessons more vivid and effective, though challenges remain in selecting the most appropriate techniques for each lesson stage.
The survey questionnaire
Nunan (1992) defines a questionnaire as a tool for data collection, typically written, encompassing both open and closed questions to elicit responses from subjects.
(1994) also defines questionnaires as an effective way of collecting information about “affective dimensions of teaching and learning, such as beliefs, attitudes,
Questionnaires are valuable tools for educators, efficiently gathering data on student motivation and preferences, as noted by various researchers They are particularly useful for exploring unobservable aspects like attitudes and language learning strategies In this study, a survey is crucial for understanding Thieu Do Primary School students' attitudes and expectations regarding vocabulary acquisition through pictures.
2.3.1 The design of the survey questionnaire
This study employs questionnaires to gather data on first-grade students' attitudes and expectations regarding vocabulary learning at Thieu Do Primary School The questionnaire, comprising nine questions, is structured into three sections: the first explores students' interest in vocabulary learning, the second delves into their expectations, and the third investigates their perceived difficulties.
This study investigates attitudes towards traditional English learning methods and the use of pictures for vocabulary acquisition, while also exploring interest in applying activities during vocabulary study.
To accommodate first-grade students' reading limitations, teachers should read survey questions aloud, with students indicating agreement by circling "Yes" or disagreement by circling "No." This survey helps researchers identify appropriate vocabulary learning and practice methods, forming a basis for further research.
23 improving studying new words through using pictures for first grade students at Thieu Do Primary school
To bolster the survey's authenticity, interviews were conducted with four students, comprising two strong and two weak vocabulary learners, and one teacher from Thieu Do Primary School The data gathered from these interviews corroborated the questionnaire results, enhancing the study's validity.
The author attended a class in first grade to observe the effectiveness of using pictures in teaching new words The collected data support the results of questionnaires.
The data analysis
Following a survey, statistical analysis is presented in seven charts, illustrating student responses to each question Data, represented in percentages, are displayed via pie and bar charts for clarity Each chart is accompanied by explanatory text for easy interpretation.
Chart 1: Students’ interest in learning vocabulary through pictures
89% of students are keen on vocabulary lessons, particularly with visual aids that stimulate interest and enhance memory for 7 to 8-year-olds, while a small fraction (5%) find picture-based learning boring, leading some to prefer traditional methods or indicating concentration challenges.
Chart 2: Students’ attitudes about pictures to learn vocabulary
A survey reveals that 82% of students favor using pictures, citing their aesthetic appeal, engaging nature, and ability to facilitate vocabulary acquisition through visual cues, while only 27% of students express a dislike for pictures.
Chart 3: Student’s understanding about the meaning of the new words and pictures
The application of pictures to learning vocabulary is highly effective, with a significantly higher percentage of students demonstrating understanding compared to traditional methods A study in a first-grade class revealed that 87% of students not only understood the meaning of words through pictures but also expressed their opinions more confidently This indicates that using pictures enhances vocabulary acquisition and boosts students' self-assurance in expressing themselves.
Table 1: The results of attending first grade class
2 Understand the meaning through pictures
Table 1: Activities using pictures applied by the teachers and students’ preferences
As can be seen from table 1, the activities preferred by most students were
“Look at the pictures” activities ( 100%) , “ Understand the meaning through pictures” ( 84%) , “Pronounce the words” (69%) , “ Draw pictures” (66%) and
“Remember the pictures” ( 81%) Also from table 1, most students stated that their teacher also often provided them with many activites Students are very interested in participating in activities using pictures
Table 2: The observation table of teacher
1 The teacher shows students a picture
2 The students look the picture
3 The teacher asks them about the picture
4 The students explain what they see in the picture
5 The lecturer explains about the picture and pronounce the new word
6 The students repeat what the teacher pronounce
8 The teacher and the students do activities using pictures
Table 2: Observation the teacher’s activities when using pictures to teach vocabulary
Teachers commonly use picture-based activities to effectively teach vocabulary, yet they face challenges like managing noisy classrooms, which impacts instruction time; therefore, teachers should focus on enhancing classroom activities to address these issues.
Chart 4: Student’s attitudes about using pictures study vocabulary
Using pictures in teaching and learning enhances student attention, especially for novel concepts, and student concentration is crucial in English learning A study involving first-grade students, with varying English acquisition abilities, revealed that the use of pictures significantly improves focus on vocabulary lessons, with an average of 72% student engagement, regardless of their initial receptivity.
Findings and discussion
A survey of 30 first-grade students at Thieu Do Primary School reveals the potential benefits of using pictures in vocabulary acquisition The majority of students expressed enjoyment in learning vocabulary through pictures, suggesting a valuable tool for teachers Furthermore, the students possess a foundational understanding for studying English for specific purposes.
Using pictures to teach vocabulary enhances learning by making it faster and more engaging, fostering a positive classroom environment and group work Students can effectively practice and remember new words at home through visual aids, although some may face challenges due to analytical or observational difficulties Teachers in primary schools face difficulties in managing large classes and time constraints, which can disrupt lessons and limit the implementation of activities.
Students often experience boredom due to difficulties in grasping new language elements or vocabulary, exacerbated by traditional teaching methods A significant number of students feel inhibited and lack enthusiasm for vocabulary lessons, which prevents teachers from effectively engaging them in classroom language activities.
In conclusion, teaching vocabulary through pictures is an effective and interesting method, helpful for teachers to present skills and for students to remember new words better Using pictures in teaching vocabulary is very necessary.
Using pictures to teach English offers 29 effective techniques that create a fun, engaging learning environment, fostering initial image development and skill enhancement in students.
This research paper aims to provide effective techniques for English vocabulary acquisition, offering useful suggestions to support students' progress The background explores suitable techniques to enhance vocabulary study, contributing to the paper's overall effectiveness.
Chapter 2 assesses English teaching and learning at Thieu Do Primary School via surveys and interviews, examining teacher techniques and effectiveness The results inform Chapter 3, which suggests effective vocabulary activities for first-grade students, enhancing their learning experience and fluency.
SOME SUGESSTED ACTIVITES TO TEACH
Conclusion
Teaching English vocabulary through pictures to first-grade students at Thieu Do Primary School yields several key conclusions.
1 The process of using pictures in teaching English vocabularies consists of four steps They are:
To begin the lesson, the writer initiated interaction with the students and introduced new materials through engaging questions, supplemented by a concise explanation and the use of visual aids to capture their attention.
To enhance understanding and engagement, the writer incorporates visuals, addressing children's common boredom with lectures Pictures serve as a tool to clarify the material and maintain students' focus during instruction.
Skill practice, the third step in assessing student progress, involves engaging students with visual media like pictures.
To gauge student comprehension and teaching effectiveness, exercises and homework rooted in the LKS materials were assigned, serving as dual-purpose assessments.
2 The influences of using pictures in teaching English vocabularies to the first grade students are as follows: a Pictures could improve the students’ motivation b Pictures could attract the students’ attention c Pictures help the students to memorize the vocabularies d Pictures make the teaching and learning activities interesting
Therefore, using pictures is necessary and effective in the teaching
English vocabulary especially to the first grade students at Thieu Do Primary school
Suggestions
Based on the conclusions that have been explained previously, the writer would like to give some suggestions :
1 The suggestion for the school is they should accommodate the teachers’ need in teaching English especially provide the teaching media The schools also should provide more training, especially to the English teachers in improving teachers’ competency as the English teacher in order to achieve the goals in the teaching and learning process of English lesson
2 The suggestion for the English teachers in which English is a foreign language, they should improve their knowledge about teaching principals in order to achieve the goals of the teaching learning English process so that the students can interested to study English, especially in vocabulary lesson
3 The suggestion for other researcher is this study is just one effort in improving the students’ vocabulary, the writer hopes that this final project will be useful to conduct the other research on the similar problems
1 Joudy B.Miller MA, CCC-SLP(2012) intergreated pediatric therapies, The importance of vocabulary
2 Hiebert and Kamil (2005, p 3), Types of vocabulary
3 Vol III, No 3 / 2015/ Schmitt and Mc Carthy (1997),supported by Murcia
4 Thornbury (2004, p 27), The difficulties in teaching vocabulary
5 Zahro Asfiyah of English Language Education ,The Use of Picture Message to improve Students’ Vocabulary in Concrete Noun of the Second Grade of
MTs Mafatihut Thullab An-Nawawy Surodadi Jepara in Academic Year of 2010/2011
6 Nesreen Alahmadi of Taibah University (2020), International Journal of English Language Teaching
7 Himayatus Sholihah C.9306121(2019), teaching English vocabulary using pictures, Sebelas Maret University
APPENDIX QUESTIONNAIRE FOR FIRST GRADE STUDENTS AT THIEU DO
Directions: The teacher should read aloud each survey question to the students Students should circle “Yes ” if they agree with the statement and “No ” if they disagree
2 My teacher shows the pictures and new words clearly
3 Pictures is beautiful and interesting
4 I do not understand the meaning of words through pictures
5 Sometimes I do not remember pictures and new words
6 When I don’t understand meaning of pictures, my teacher helps me
7 I have to think to answer correctly vocabulary through pictures
8 I am interested in using pictures to teach vocabulary
9 My teacher brings many activities by pictures to study vocabulary