685145804-The-Effectiveness-Ways-of-Vocabulary-Practice-to-Improve-Young-Learners-Speaking-Skills

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The Effectiveness Ways of Vocabulary Practice to Improve Young Learners Speaking Skills Listiyan Alya Salma INTRODUCTION English is the most widely used communication tool in various countries where English is also often referred to as an international language, therefore, we need to learn English. In learning English, four major skills must be mastered, there are listening, speaking, reading, and writing. Students need English vocabulary to support them in these skills and by having a lot of English vocabulary they would be able to communicate in spoken and written English. However, speaking is the icon of the language. This means that speaking is the most important skill because it is related to communication. To be able to communicate well, everyone must have a large vocabulary so that they can be said to master English. Young learners are are usually between the ages of five and twelve. Young learners are more likely to understand depending on what they hear, see, and touch because their cognitive abilities are still developing. They really enjoy active learning in class because they are curious and very energetic. Therefore, early childhood is the right time to learn foreign languages, especially English. In teaching English to young students, age is considered a critical period in the development of language proficiency, especially in English. If parents and teachers work together to maximize a student's brain function at their age, it will benefit them. According to (Saputra et al., 2021) stated that this is because during the golden age, the ability to absorb knowledge is more developed. Based on the research from (Siska, 2015) teaching English to young learners involves more than just imparting knowledge; it also requires extra effort. Teaching English to young learners involves supporting, encouraging, and empowering them as they engage in activities aimed at acquiring and understanding English language knowledge, skills, and information. This means that teachers must know how to build the classroom into a learning environment, not just a space where students can learn while being taught. Teachers should create interesting material and varied exercises. Additionally, when working with younger children, teachers should always strive to increase their engagement in class, arouse their curiosity, help them think more clearly, and draw their attention to the problems they are facing. In this way, the learning process will be enjoyable for students, and they will also get the best results. There are some difficulties encountered by english teacher in teaching vocabularies. According to (Wardani, 2019) based on their research, the common difficulties encountered in teaching vocabulary are students and teachers limited knowledge of the words, techniques, time constraint, and word selection. To overcome those difficulties, teachers may employ some techniques in teaching vocabulary such as using
translation in L1, picture, real objects, gestures, guessing from the context, drilling, repetition, and using dictionary. Thus, it can be concluded that difficulties in teaching vocabulary lead English teachers to some ways they can take to overcome them. Because English is a new subject in elementary school, teachers must make students interested in it. An important factor that makes people pay attention to a topic is interest. According to (Siska, 2015) stated that teaching English at a higher level is not the same as teaching it to elementary school students. Students in elementary school learn from their environment. Based on the assumptions above, it needs to be underlined that vocabulary plays an important role in helping young learners acquire English language targets. Young learners need to learn vocabulary to help them with these skills. Vocabulary is a combination of words and phrases that form a language. It contains the meaning of the words and the words themselves. This chapter aims to explain the Effectiveness Ways of Vocabulary Practice to Improve Young Learners' Speaking Skills from various previous studies which discuss how to Practice Vocabulary to Improve Young Learners' Speaking Skills. It is hoped that from the ideas and concepts in this chapter, teachers can learn how to teach vocabulary effectively so that young learners can understand the meaning of words and improve their speaking skills. Moreover, without knowledge of vocabulary, it is impossible for them to communicate well. Therefore, teachers must find good ways to teach vocabulary to support their speaking skills. RESULT AND DISCUSSION This chapter aims to explain the Effectiveness Ways of Vocabulary Practice to Improve Young Learners' Speaking Skills from various previous studies which discuss how to Practice Vocabulary to Improve Young Learners' Speaking Skills. Vocabulary Practice Vocabulary practice involves various activities aimed at expanding one's vocabulary, which is a fundamental aspect of language development and proficiency. It includes activities like learning new words, memorizing their meanings, and using them in context through exercises like reading, writing, speaking, or listening. The goal of vocabulary practice is to enhance one's language skills, comprehension of texts, and the ability to express thoughts and ideas effectively. Moreover, vocabulary is one of the language components that should be acquired by students. Because if students have many vocabulary items, they will have a better opportunity to master the language. There are many media which can be used in teaching vocabulary to young learners. Teachers
need learning media that are more creative and attract students' attention and motivation to learn. So that, they will achieve the goal. The lecturers will not worry to teach and give some exercises about vocabulary for students if they use online application. In fact, teaching English vocabulary to the students is not easy. (Susana, 2017) stated that many students feel bored to memorize new words themselves and drill about vocabulary. They just wait for their lecturers to explain some new words to them. Some students even feel that it is too difficult and boring to do vocabulary practices. Young Learners’ Speaking Skills Young learners' speaking skills encompass the ability of children, typically aged 3 to 12, to effectively communicate and express themselves using spoken language. According to (Oxford, 1992) these skills are fundamental to their language development and have a profound impact on their cognitive, social, and educational growth. Young learners gradually develop their speaking skills through various stages, from basic sounds and words to more complex sentence structures and coherent conversations. These skills are crucial for a child's ability to interact with others, learn, and make sense of the world around them. How to Practice Vocabulary to Improve Young Learners' Speaking Skills Vocabulary is one of the basic components of English that have to be mastered by students. There are many media which can be used in teaching vocabulary to young learners. Teachers need learning media that are more creative and attract students' attention and motivation to learn. Based on the research that conducted by (Rusiana, 2021) the learning strategies utilized by the students in learning vocabulary are metacognitive strategy (21.45), memory strategy (18.95), compensation strategy (15.47), social strategy (14.96), cognitive strategy (14.71) and affective strategy (14.46). While the most problems faced by the students are spelling, pronunciation, memorizing, and meaning. Apart from that, assessing speaking skills for young learners is one of the difficult tasks in language learning because young learners’ have higher activity levels and easily distracted by others. English teachers need to be competent in applying strategies in conduct speaking assessment for young learners’. According to (Novi Nurhidayah, 2022) on her research entitled EYL Teacher’s Strategies in Conducting Speaking Assessments. The research was conducted at SD GenBi School Medan. The findings showed that the teacher use various strategies when conducting the speaking assessments, namely; Picture Talks, Story-telling, Oral Presentations, Answering Open-questions, Minidialogues and role-plays, and Word Repetition Tasks.
Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. (Haerudin, 2018) In the current study, among many other suggestions it is proposed that the inclusion of mobile assisted language learning could be useful way of developing vocabulary for spoken proficiency of Saudi EFL learners. According to (Rahmawati, 2020) speaking in a foreign language is considered to be a challenging aspect of language learning that demands competence and mastery in learning any foreign language. Vocabulary learning verifies to play an important role in oral communication. The analysis of the data showed that both teachers and learners indicated that lack of vocabulary is one of the major factors in students’ inability to speaking English. However, the vocabulary mastery plays an important role in speaking ability. Based on the research entitled “The Effects of Vocabulary Mastery on Speaking Ability in View of Communicative Competence” conducted by (Muliadi, 2018) stated that mastering vocabulary is one of the solutions for the learners to speak. Vocabulary mastery and speaking ability has close correlation each other since vocabulary is a branch of speaking skill. It is also a foundation to better speaking ability which has relationship to other language aspects. The result of he research showed that students score obtained is high, it indicates that the students, especially who have been as the subject of this research, have gained better achievement in speaking ability. 1. Using Songs Speaking is one of languages that important in language learner as a new second or foreign language. But some people including language learners think that speaking is difficult. It can be seen from a research that conducted by (Nurvia, 2016) entitled Using Song in Teaching English Speaking Skills for Young Learners. In MI Madinatunnajah Kota Cirebon have many problems that students face when learning speaking as the students difficult to speak English in front of class, because they not confident, felt shy and lack vocabulary and another factors the students are lack motivation to practice the foreign language in daily conversation. The findings show that the observation of process of teaching and learning English speaking skills by using song, there are 3 steps of teaching and learning, exist outcomes
of learning in teaching speaking skills by using song. The advantages of using song are: Song could become a media introduction of new languages, songs improve students’ pronunciation, song could be give good contribution in increasing students’ motivation in speaking, and song can strengthen memory of students. Moreover, speaking skills require a lot of practice so that students are fluent in English. It needs to be underlined that vocabulary is a core part of language skills and provides much of the basis for how well students speak, listen, read and write. Many students in Indonesia are difficult to understand English lessons properly, their main obstacle is the lack of vocabulary mastery. It can be confirmed by a research entitled A Study of Vocabulary Learning for Young Learners at a Private English Course, conducted by (Herwiana, 2015) This research is based on learning vocabulary in A 1 class of Gwynfor English Course Jombang. Most of students complain that the teaching activities are very boring. The problems of this research are: how do the teachers make learning English easy to understand, and how are the processes of learning vocabulary in the Gwynfor English Course? The researcher uses the descriptive qualitative method. In this study the researcher found some ways that used in by the tutor in teaching vocabulary learning in A 1 class are using songs, games and pictures. 2. Using Video From all the research above, it can be confirmed with some of the previous research related to the effectiveness of ways of vocabulary practice to improve young learners' speaking skills. There are many media that can be used to teach vocabulary to young learners. It can be seen from some research that the media improves young learners speaking entitled The Use of Video Conversation to Improving Students’ Vocabulary Mastery in Speaking Skill conducted by (Millington, 2011) the objective of his research is to improve students’ vocabulary mastery and speaking skill. According to (Nurvia, 2016) Songs play an important role in the development of young children learning a second language. A testament to this is the frequency with which songs are used in English Language Teaching classrooms all over the world. Beside song as media, there is role play strategy in teaching vocabulary stated by (Alabsi, 2016) Role- play potentially offers an enjoyable way to encourage students to use vocabulary appropriately in simulated authentic situations. Video media also has an influence in teaching. It can be seen from a research entitled Teaching Vocabulary to Young Learner Using Video on Youtube at English Course conducted by (Olasina, 2017). In this research, the researcher used video on YouTube to teach vocabulary. The research focuses on how students’ engagement during the implementation of video on YouTube in teaching vocabulary at an English course. The findings of this research were classified into two themes; students’ response to the
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