Teaching Vocabulary

1.1 Background Today, English is among crucial subject which is taught in each level of study. It plays an important role for individuals to interact one to another. Moreover English is utilized to take in details in elements of life in this world. There are a variety of elements that impact the success of English Language Mentor (ELT). One of the elements is teacher. Instructor can figure out whether other aspects can work well. English language students who have low motivation to discover English can be made more interested in English class since of the method great English instructors includes them in the learning experience.

There are 4 language abilities in English, such as Listening, Speaking, Writing, and Reading. My action research study here emphasized about young learners. They still difficult comprehend and applied the vocabulary. Commonly the trainees feel challenging to understand and remember about vocabulary that we have taught to them. The trainees are expected to master well both oral and written language in the end of teaching knowing process.

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In discovering both oral and written language, trainees constantly deal with vocabulary. Thornbury in swan and walter (1984) mentioned that vocabulary is the most importantly essential action in language acquisition. Thinking about the value of vocabulary mastery for the trainees, there must be unique time in teaching-learning procedure that provides more attention to the vocabulary acquisition.

By offering special time for vocabulary, it will assist students enhancing comprehending about vocabulary. There are some issues dealt with by the students who try to master vocabulary.

Besides the less of time, vocabularies are normally taught by equated from the reading passages or giving glossaries at the start or completion of the lesson. The students frequently discover the meaning of the words from the dictionary. As a result, they end up being passive and will forget their vocabulary easily and also get tired with those vocabularies. Therefore they will get more troubles in producing both oral and written language.

There are differences vocabulary used in oral and written communications. The students should understand the difference between oral and written language communication because these kinds of communications have their own characters. When the students communicate orally, they have to know how to differentiate from speak based on the text. Teaching vocabulary that is used in oral communication cannot be delivered by using activities based on the text book. That is why the teacher should create interesting activities and tasks to help students improve their mastery of vocabulary. Teacher can use some methods that are able to stimulate students’ motivation in learning oral communication vocabulary.

1.2 Research Question Based on the problems above, the general problem from classroom action research is: How to improve the mastery of vocabulary of young learners using pictures? Based on the general of the problem, this classroom action research is conducted to answer following question: 1. How the students’ acquisition of vocabulary after using pictures in teaching learning process? 2. How the students responses about using pictures for improving vocabulary mastery?

1.3 Objectives of the Study This classroom action research proposal has some objectives as follows: 1. To find out whether there is differences acquisition between students who are taught using pictures and before using pictures to improve vocabulary mastery. 2. To know the responses from students after using pictures to improve vocabulary mastery.

1.4 Significance of the Study This classroom action research proposal is expected to give the information about the idea of improving the vocabulary mastery by using pictures as the appropriate technique. Also the students are expected to improve vocabulary mastery better than before. This proposal research purpose is in order to help improving the students’ interest in vocabulary learning especially for the five graders of elementary school.

1.5 Limitations of the study This research is focused on the use of pictures in teaching English especially in teaching vocabulary at elementary school. The subject of the research is five graders in SDN Margorejo III Surabaya.

1.6 Action Hypothesis

1.7 Definition of key terms To avoid misunderstanding and interpretation of this study, the definitions of key terms are presented below: 1. Vocabulary: All the words of a language. A list of words and often phrases, usually arranged alphabetically and defined or translated. 2. Improving: Making situation and condition better than before.