Teaching English Vocabulary Through Pictures for Young Learners

The students need further intervention in vocabulary development in the technology education content area. There are many strategies for teaching academic vocabulary each of which can provide students with opportunities to build word knowledge. After some investigation of the strategies, this researcher determined that Marzano’s Six-Step Process for Building Academic Vocabulary best suits the sixth-grade technology class. Marzano’s Six-Step Process for Building Academic Vocabulary will be used as the basis for vocabulary development intervention. Marzano's Six-Step Process promotes the use of both technology and games to increase vocabulary development.

i. The teaching assistant should help pupils to develop the vocabulary thus - language enrinchment.

Cartoon is one of television show that e can find every day. A cartoon is a form two dimensional illustrated visual art. Cartoon also very useful media for ELT. Therefore, cartoon be the media of English language teaching. By using cartoon movie in English Language Teaching include the alternative ways of several methods used in English language teaching itself. Cartoon aims to enhance the student’s motivation to learn English, so they will not feel bored in the study. The using of cartoon movie also, the process of learning will be fun and feel better than before they learn without watching cartoon movie. According to Harold (1999:10) Learning is to observe, to read, to imitate, to try something themselves, to listen and to follow the direction. It means that, when the students learn English by watching cartoon movie, it can make the students listen the vocabulary and follow what the character of cartoon are saying, in other words, they can memorize the words and imitate it, wherefore they apply it in their learning process, and all of that,

writing with pictures to help the pupils with understanding the words. Also, they should be

their meaning. The students will repeat the vocabulary words every time the teacher says the

Rationale: Having a conversation about the vocabulary word while verbally pairing that word with pictures will help create a concrete definition, which will promote vocabulary learning.

Finally, the section of Vocabulary and Decoding was a bit of a struggle for the student. In the Vocabulary section the student was able to tell the Antonyms and Synonyms with a high score, but when it came to formatting sentence for the production section the student had a difficult time expressing themselves. The student seem to be repeating the same sentence while adding the word given. When prompted to think about the word by the observer repeating the word and the definition, the student was able to give a different sentence, but once again their processing the information was

In chapter eight of their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca et al. (2014, pp. 238-279) discuss “developing vocabulary and concepts” in the class room. The authors present numerous strategies throughout this chapter and real world examples of them in action in a classroom. This chapter contains a plethora of information that is invaluable to the classroom teacher who is preparing students to understand the challenging vocabulary words they will be reading over or tested on. While reading this chapter, I came across many concepts and terms that were familiar to me and a few that were new or surprising.

The student saw the face on the cover of the book and interpreted the unknown word “front” to be face and she tried to initiate a discussion about the face. Therefore, I discovered that a picture of something unrelated to the word being taught can create confusion. In this instance, I found it helpful to take the focus away from the picture on the book and teach the concept on books without pictures and by pointing to objects that were not books. From this I learned that, for earlier learners, it is harder to teach conceptual words that are not easily shown with

Words and pictures complement each other in picture books making the book more clear and complete. In “The relationships of pictures and words” Perry Nodelman, a Professor Emeritus at the University of Winnepeg, explores ways in which both verbal and visual aspects in picture books express more than either one by itself. He states

This imaging strategy is a great way to get the students to think in depth and

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities

This research, which aimed at improving the ability of the eight grade students of SLTP Negeri 1 Probolinggo in writing recount text using picture series. The research problem is how can picture series