WOLAITA SODO UNIVERSITY

COLLAGE OF SOCIAL SCIENCE AND HUMANITY

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Identify Hindrance of teaching vocabulary through communicative language

teaching approach: Grade 10 students of wuzete secondary school in focus.

BY

Endashat Bezabih

JULY, 2017

Wolaita sodo
Identify Hindrance of Teaching Vocabulary through Communicative Language
Teaching Approach: Grade 10 Students of Wuzete Secondary School in Focus.

BY:
ENDASHAT BEZABIH

A thesis submitted to department of English language and literature

(Graduate programmed)

JULY 8, 20

WOLAITA SODO
 WOLAITA SODO UNIVERSITY
COLLAGE OF SOCIAL SCIENCE AND HUMANITY
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Identify Hindrance of teaching vocabulary through communicative language

teaching approach: Grade 10 students of wuzete secondary school in focus.

BY

Endashat Bezabih

Approved by:

__________________________ ______________________

Advisor Signature

__________________________ ________________________

Examiner signature

___________________________ ________________________

Chairperson Signature
ACKNOWLEGEMENT

In the course of this work, many people and organizations have contributed a lot and I am
fully indebted: In the first place, my first and foremost gratitude, appreciation and thank go
to Godana whose contribution is innumerable which ranges from timely response paternity
advisement that has helped this work become real. I am very grateful to thank my school
administration office and teachers who have helped me financially, materially and morally
during data collection. I am also very delightful to thank the school where the data were
collected. For their generous support and kind cooperation. I would like to acknowledge
sisters Tigist Bezabih, Zebiba Bezabih, Lidiya Bezabih and my Brother Alemseged
Bezabih for they greatly supported me materially. I am very indebted to thank spiritual
mother who has relentlessly provided me with moral and spiritual support. I would also
like to praise my father Bezabih Adem who have helped me in editing the paper and
providing me with constructive comments.

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 PAGE
ACKNOWLEDGEMENT…………………………………………………………………i

TABLE OF CONTENTS………………………………………………...........................ii

LIST OFTABLES………………………………………………………………...............iv

CHAPTER ONE

INTRODUCTION.........................................................................................................................1

1.1BACKGROUND OF THE STUDY.....................................................................................1

1.2. STATEMENT OF THE PROBLEM................................................................................2

1.3. RESEARCH QUESTIONS ..……………………………...…………..................... ……4

1.4. OBJECTIVE OF THE STUDY.........................................................................................4

4.1.1. GENERAL OBJECTIVE...................................................................................................4

1.4.2. SPECIFIC OBJECTIVES..................................................................................................4

1.5. SIGNIFICANCE OF THE STUDY...................................................................................4

1.6. DELIMITATION OF THE STUDY.................................................................................5

1.7.LIMITATION OF THE STUDY........................................................................................5

CHAPTER TWO

2.REVIEW OF THE RELATED LITERATURE......................................................................6

2.1.THE IMPORTANCE OF LEARNING VOCABULARY................................................6

2.2.THE DEFINITION OF VOCABULARY..........................................................................8

2.3.KINDS OF VOCABULARY...............................................................................................8

CHAPTER THREE

3.1. RESEARCH DESIGN......................................................................................................10

3.2. SETTING AND PARTICIPANTS OF THE STUDY....................................................10

3.3. SAMPLE SIZE AND SAMPLE TECHNIQUES...........................................................10

3.4. INSTRUMENT OF DATA COLLECTION......................................................................11

3.4.1. QUESTIONNAIRE...........................................................................................................11

3.4.2. INTERVIEW......................................................................................................................11

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 3.4.3. OBSERVATION................................................................................................................11

3.5. DATA COLLECTING PROCEDURE...................................................................................12

3.6. METHODS OF DATA ANALYSIS...........................................................................12

CHAPTER FOUR

4.1 BACKGROUND INFORMATION OF PARTICIPANT.................................................. 13

4.2 BACKGROUND INFORMATION OF STUDENTS AND TEACHER.
……………………………………………………………………....................….14
4.3 PART II. STUDENTS RESPONSE ON THE FACTOR IMPEDE STUDENTS'
VOCABULARY LEARNING .................................................................................................14
4.4 STUDENTS RESPONSE ON THE STRATEGIES OF TEACHING AND LEARNING
VOCABULARIES ……………………………………….......................................…………14
4.5. TEACHERS RESPONSES ON THE MAJOR FACTORS THAT IMPEDE STUDENTS
VOCABULARY LEARNING ……………...…….................................................................22
4.6. TEACHERS RESPONSES ON THE STRATEGIES OF TEACHING AND LEARNING
VOCABULARIES……………………………………………...........................................…..25
CHAPTER FIVE
5. SUMMARY, CONCLUSION AND RECOMMENDATIO………..........................…….28
5.1 SUMMARY AND CONCLUSION ………………………………..…………...............28
5.2 RECOMMENDATION………………………………….………………..................….29
BIBLIOGRAPHY ……………………………………………………………………………
APPENDICES …………………………………………………………………………………

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 LIST OF TABLES

T able 1 below shows the back ground information of participant students by

Gender and Age
Table 2 Background Information of English teachers
Table 3 below depicts students’ responses on the factors that affect students’
vocabulary learning
Table 4 below students’ response on the strategies of teaching vocabularies
Table 5 below teachers responses on factor that impede students vocabulary learning
Table 6 below depicts teacher responses on the strategies of teaching and learning
vocabularies

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 CHAPTER ONE

1. INTRODUCTION

1.1Background of the Study

Vocabulary, as one of the knowledge areas in language, plays a great role for learners in
acquiring a language (Cameron, 2001). Harmon, wood and keser (2009) as well as linse (2005)
state that learners’ vocabulary development in an important aspect of their language development,
although it has been neglected for a long time researchers have increasingly been turning their
attention to vocabulary.

In the same condition, in learning a foreign language vocabulary play an important role. It is one
element that links the four skills of speaking, listening, reading and writing all together. In order
to communicate well in foreign language Student should acquire and adequate number of words
and should know how to use them accurately in communication.

Even though students realize the importance of vocabulary when learning language, most wozet
secondary school students learn vocabulary passively due to several factors; first they consider
the teachers’ explanation for meaning or definition, pronunciation, spelling and grammatical
function boring. In this case scenario, language learners have nothing to do in vocabulary learning
as knowing the primary meaning of new words.

Therefore, they ignore all other function of the words, third, students usually only acquire new
vocabulary through new words in their text books or when given by teacher during classroom
lessons. For example, learners find many new words in a text and them ask the teacher to explain
the meaning and usages. Fourth, many wozete secondary school learners do not want to take risks
in applying what they have learnt. Student may recognize a word in written or spoken form amd
think that they already “know the word”, but they may not be able to use the word properly in
different contexts or pronounce it correctly.

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 1.2. Statement of the problem

Richards (2000), point out that vocabulary is the center of language. It is the tool of thought, self
expression and communication. Hence, to improve the vocabulary ability of the students. The
teacher must create awareness of the strategies employed in learning vocabulary.

Many scholars for example (willikins, 1927; harmer 1991, Richards 2000, thornbury, 2002) that
without adequate knowledge of vocabulary, we cannot express ourselves appropriately even if we
master the grammar of language, regarding this idea harmer (1991:153) states that:” if a language
structure make the skeleton of the language, then it is vocabulary that provides the vital organs
and the flesh .An ability to manipulate grammatical structure does not have any potential for
expressing meaning unless words are used”. In addition, the well known linguist willikins (1972)
stated that people could describe few things without grammar; but they could express nothing
without vocabulary.

It is assumed that vocabulary is the heart of the language which means without some knowledge
of vocabulary neither language production nor language comprehension would be possible. The
growth of vocabulary knowledge can only be possible when teachers employ effective vocabulary
knowledge can only be possible when teachers employ effective vocabulary teaching and learning
strategies in real life situation or put in practice (deller and hocking, 2000). In connection to this,
Thornbury (2000:13) noted that “if you spend most of your time studying grammar, your English
will not improve very much. You will see most improvement if you learn more words and
expressions. You can say very little with grammar, but you can say almost anything with words
with words

In addition, wilkins (1976), verifies the importance of vocabulary teaching in communication. As

to him, in sufficient vocabulary or vocabulary deficiency will result in communicational barriers
or failures. Without the mediation of vocabulary, no amount of grammatical or other types of
linguistic knowledge can be employed in second language communication or discourse (wilkins,
1976).

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According to widdiwsen (1972) the native English speaker can understand those language
materials with correct vocabulary but not so proper in English grammar rules. In addition
,Lewis(1993)held the idea that vocabulary acquisition and the language skill as, listening,
speaking, reading, writing and communicating: all cannot go without vocabulary. Finally non
vocabulary means no communication and no communication means no language. The ultimate
goal of language is to communicate effectively, so to communicate effectively the mediation of
vocabulary is mandatory issue.

Many English language teachers like to stress grammar over vocabulary because grammar is
finite system whereas vocabulary is not.

Evidence from the field of corpus linguistic shows clearly that it is lexical competence, not the
learning of grammatical structures, that must be the priority for language learners because lexical
competence is at the heart of communicative competence Richards (2000, xi) states.

Vocabulary and lexical units are as the heart of learning and communication. No amount of
grammatical or other type of linguistic knowledge can be employed in communication or
discourse without the mediation of vocabulary. Indeed vocabulary and lexical expressions can
sustain a great deal of rudimentary communication without much support from other aspects of
the language system. Understanding of the nature and significance of vocabulary knowledge in a
second language therefore needs to play a much more central role in the knowledge base of
language teachers.

On the basis of this study, in the research setting, even though several factors that impairs
students vocabulary competence in EFL learning can be varied and so many.

So the research interests in conducting this research and point out the barriers of teaching and
learning vocabulary in wozete Secondary School in EFL classroom.

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 1.3. Research questions

In this part, the study is based on the following basic questions:

1. What are the major factors that impede student vocabulary learning at wozete full elementary
school in Grade 10?
2. What are the strategies of teaching and learning vocabularies?
3. How often do teachers teach grammar?

1.4. Objective of the study

1.4.1. General Objective

This study will aim at investigating factors that affects teaching vocabulary

1.4.2. Specific objectives

- To identify factors that affect teaching vocabulary

- To explore the strategies of teaching and learning vocabulary

- Pint out how often teachers teach vocabulary

1.5. Significance of the study

This study will have the following importance:

- Stack holders, specially, students and the teachers

- Parents, governmental and nongovernmental organization can be benefited
- This study can be a means to conduct other further study.

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 1.6. Delimitation of the study

The main objective of the study is to investigate the major factor that hinder teaching vocabulary,
so the study is delimited to the high school of wozete particularly grade 10 students of in that
school in the other hand, only teaching and learning vocabulary is included in the study and
researcher make tests are used to measure teaching vocabulary.

1.7. Limitation of the study

The basic limitation of this study was only the hindrance of teaching vocabulary through
communicative teaching method was included in the study ,Thus, the consequence of the study
may not be generalized to all four skills of students all over the region.

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 CHAPTER TWO

2. Review of the related literature

2.1. The Importance of learning vocabulary

Vocabulary knowledge is often viewed as a critical tool for second language learners because a
limited vocabulary in a second language impedes successful communication under scoring the
importance of vocabulary acquisition Schmitt (2000) emphasizes that lexical knowledge is
control to communicative competence and to the acquisition of second language”P.22).

Nation (2001) further describes the relationship between vocabulary knowledge and language
use as complimentary knowledge of vocabulary enables language use and conversely language
use leads to an increase in vocabulary knowledge. The important of vocabulary is demonstrated
daily in and out the school .In classroom the achieving students possess the most sufficient
vocabulary.

Researchers such as laufer and nation (1999),Maximo (2000) Read (2000),GU(2003),Marion

(2008) and Nation(2011) and others have realized that the acquisition of Vocabulary is essential
for successful second language use and plays an important role in the formation of complete
spoken and written texts. In English as a second language (ESL) and English as foreign language
(EFL) learning vocabulary items plays a vital role in all languages skill (i.e Listening ,speaking
,reading and Writing wation ,2011).

Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is
essential for successful second language use because without an extensive vocabulary. We will be
unable to use the structure and function we may have learned for comprehensible communication.

Research has shown that second language readers rely heavily on vocabulary knowledge and the
lack of that knowledge is the main and the largest obstacle for second a language readers to
overcome (HUCKIN 1995) In production when we have a meaning or concept that we wish to
express we need to have as fore of worlds from which we can select to express this meaning or
concept “when students travel, they don’t carry grammar books, they carry dictionaries
(krashen,as cited in lewu,,1993,p25) many researchers argue that vocabulary is one of the most

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important if not the most important components in learning a foreign language and foreign
language curial must reflect this.

Wilkins (1972) states that There is not much value in being able to produce grammatical sentence
if one has not got the vocabulary that is needed to convey what one wishes to say… while
without grammar very little can be conveyed, without vocabulary noting can be conveyed
(“P92) ,other schools such as Richards (1980) and krashen (1989),as cited in Maximo (2000)
state many reasons for devoting attention to vocabulary.

First ,a large vocabulary is of course essential for mastery of a language, second ,language
acquirers know this they carry dictionaries with them, not grammar books and regularly report
that the lack of vocabulary is a major problem.”

On the other hand, vocabulary has been acknowledged as second language learners’ greatest
single source of problems (mears,1980).This remark may possibly reflect that the openness of
Vocabulary system is perceived to be cause of difficulty by learners. Another possible lesson is
that, unlike syntax and phonology, vocabulary does not have rules the learners may follow to
acquire and develop their knowledge .In other words, it is not clear in second language
vocabulary is “by far the most size able and unmanageable component in the learning of any
language whether a foreign or one’s mother tongue ,because of tens of thousands of different
meaning” Despite these difficulties that language learners face in second language vocabulary,
they still have to deal with it in their examination as “ vocabulary has traditionally been one of the
language components measured in language test”(Schmitt 1999,189).Furthermore, many learner
see second language acquisition (SLA) as essentially matter of learning vocabulary and therefore
they spend a great deal of time on memorizing list of second language words and rely on their
bilingual dictionary as a basic communicative resource .As a result ,language teachers and
applied linguists now generally recognize the importance of vocabulary learning and are
exploring way of promoting it more effectively. Some of this research takes the form of
investigation of strategies of learners use specifically for vocabulary which is our focus of
attention.

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 2.2. The definition of vocabulary

Vocabulary can defined as ”words we must know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive vocabulary)” (Neuman and Dwyer)
2009,P.385).Mornby (1995) defines vocabulary as “the total number of words in language
vocabulary is a list of words with their meaning ”Whileur (1998) states:”Vocabulary can be
defined ,roughly, as the words we teach in the foreign languages. However, anew items of
vocabulary may be more than just a single word for example, post office and mother in law which
are made up of two or three words but expresses a single idea .A useful convention is to cover all
such cases by talking about Vocabulary. ”items rather than words.” In addition, Burns (1972)
defines vocabulary as “ the cited in coady and Huck in (1999) vocabulary is central to language
and of critical importance to the typical language learning ,furthermore ,diamond and Gutlohn
(2000) in www.reading rockets .Orglarticle state that vocabulary is the knowledge of words and
word meaning.

From the definition above, it can be concluded that vocabulary is the total number of words that
are needed to communicate ideas and express the speakers meaning that is the reason why it is
important to learn vocabulary.

2.3. Kinds of vocabulary

Some experts divide vocabulary in two type active and passive vocabulary. Harmer (1991)
distinguishes between these two types of vocabulary. The first type of vocabulary refers to the
one that the students have been taught and that they are expected to be able to use. Mean while,
the second one refers to the words which the students will recognize when they meet them, but
which they will probably not be able to pronounce.

Haycraft, quoted by hatch and Brown (1995) indicate two kinds of vocabulary, namely receptive
vocabulary and productive vocabulary

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 a) Receptive vocabulary

Receptive vocabulary is words that learners recognize and understand when they are used in
context ,but which they cannot produce. It is vocabulary that learners recognize when they see or
meet in r0eading text but do not use it in speaking and writing (Stuart mebb,2009).

b) Productive vocabulary

Productive vocabulary is the words that the learners understand and can pronounce correctly and
use constructively in speaking and writing. It involves what is needed for receptive vocabulary
plus the ability to speak or write at the appropriate time. Therefore, productive vocabulary can be
addressed as an active process; because the learners can produce the words to express their
thoughts to others (stuart webb,2005).

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CHAPTER THREE
 RESEARCH METHODOLOGY

3.1. RESEARCH DESIGN

The main purpose of this research is to investigate the hindrance of teaching vocabulary through
communicative teaching method in grade 10 at wuzete secondary school. To conduct this study
descriptive survey method will be used. In this regard, percent and frequency counting will be
employed to this end, marter (2005) states that descriptive research is used to depict people,
situation, events and conditions as they currently exist again, koul. L (2005) adds, descriptive
research studies are designed to obtain pertinent and whenever possible to draw valid general
conclusions from the facts discovered; hence, the researcher will use this method to reveal the
stake holders perception of vocabulary teaching learning process in study area.

3.2. Setting and participants of the study

The place where the research was conducted at wozete secondary school grade 10. The reason
behind is that this school contains teachers and students who were the primary source of data and
the researcher experience i.e. well established background knowledge about the secondary school
and familiarly with the staff which can help mitigate the role of time and unnecessary costs. The
participants of the study were students, teacher and administrators; hence, it is believed that
teachers and student can provide the data needed to this study.

3.3. SAMPLE SIZE AND SAMPLE TECHNIQUES

There were a total of 500 students in Wozete secondary school. From total 50 (10%) were used as
representative sample. In addition to this, 4 (four) English teachers, 2 (two) principals, two (2)
education officers and 2 (two) supervisors were used as representative sample. Both probability
and non-probability sampling procedures were used. In this regard, simple random sampling
were employed for students. So to give the population equal chance to act up on the information
gathering process.

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 3.4. INSTRUMENT OF DATA COLLECTION

On the basis of the study design, that is descriptive both qualitative and quantitative methods will
be used. So, the researcher uses three types of data collection instrument they are: questionnaire,
interview and observation to gather data for the study. These tools are selected with the
assumption that they provide a clear picture of issues under the study and the following tools will
be used to collect data.

3.4.1. QUESTIONNAIRE

The aim of this study is to investigate the hindrance of teaching vocabulary through
communicative teaching method. To carry out this, first, a questionnaire will be prepared in
English and later, it will be translated to Amharic which will be distributed to English teachers
and the respective students, education officers, principals, parents and supervisor respectively.

3.4.2. INTERVIEW

Interview is a tool used to obtain deeper information during data gathering process. So interview
is employed to gather information from school principals and parents. In this case, semi
structured questions will be used to elicit the feelings of all interviews. Who will participate in
process of gathering information.

3.4.3. OBSERVATION

Observation is a purposeful and systematic way of watching classroom interaction. Therefore, to

obtain for information observation in the actual classroom teaching and learning process will be
used as data gathering instrument. For the purpose of observation, check list will be employed
based on this the researcher will observe three classes. The three selected class will be observed
three times each. Hence, a total of 9 (nine) observation will be marked using the check list
developing for the purpose.

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 3.5. DATA COLLECTING PROCEDURE

A variety of different forms of data will be collected to enhance the reliability of the students self
report comments in relation to this, classroom observations, questionnaires and interviews will be
conducted. During the classroom observation each class is observed three times and check list is
used every time.

Next, before distributing the questionnaires particularly to students clear explanation is given by
the researcher himself in both languages in each section. Then, the questionnaires is distributed
and filled in the process of him and collected back. The data processing will involve interpreting
the response of respondents classifying, tabulating and editing.

3.6. METHODS OF DATA ANALYSIS

Quantitative and qualitative research methods were used. This is because of the research design
being descriptive, the tools that were used being a questionnaires, which were employed
quantitatively, and it bases on numerical data, other data gathering tool that were used in
addition is interview, which was employed qualitatively because it bases on verbal description.

In analyzing data, descriptive statistics were used. This is so because of the nature of the study
design, i.e. descriptive and tools that were to be used together information being both quantitative
and qualitative. Here, at it is made clear earlier, percentage and frequency counting were
employed.

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 CHAPTER FOUR

4. DATA ANALYSIS AND INTERPRETATION

The study under the chapter embarks on the analysis and interpretation of the data obtained from
teachers and students responses through questionnaires, interviews and classroom observation.
Data collected through questionnaire from both teachers and students were tabulated so that the
number of respondents along with their percentage in each item was identified. In doing so, the
data collected from the students through questionnaire and interview were analyzed.

First, similarly, the data obtained from the teacher through questionnaire. Interview as well as
class observation were analyzed second. These therefore were interpreted in to different topic.
The analysis and interpretation of data were relatively based on the response of the majority of
the sample population or the most frequent value.

4.1 BACKGROUND INFORMATION OF PARTICIPANT

Table 1 below shows the background information of participant students by Gender and Age

Table 1

Participan Gender Total Age Total

M % F % f % Below 17-18 19-20 21 and f %
t students
16 above
out of 50
30 60 20 40 50 100 2 4 18 36 20 40 10 20 50 100
g

As can be seen from the table 1 above, from the a total of 50 participant students, 30 (60%) were
males and 20 (40%) were females which totally make 50(100%) who were express their gender.
In connection, the total number of participants who revealed their gender was 50(100%) with
regard to age, out of the total of 50 sample participant students, 2(4%) are below 16 years, 18
students (36%) are 17-18 years, 20 students (40%) are 19-20 years, 10 students (20%) are 21
years and above respectively.

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4.2. BACK GROUND INFORMATION OF TEACHERS

Table below portray background information of English teachers

Table 2 Background Information of English teachers

Service year Qualification

Degree Diploma
M % F % M % F % Total
Lesson 5 years 1 25 - - 1 25 - - 2 50
6-10 years - - 1 25 - - 1 25 2 50
16 years above - - - - - - - - - -
Total 1 25 1 25 1 25 1 25 2 100

As depicted in the table 2 above, from a total of four (4) participant English teachers 2(50%) are
and 2(50%) are female. In relation to their educational background, 2(50%) are male degree
which fits in to the required level, that is 9-12 grade and 2(50%) are diploma holders.

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Part 1. Students responses’ in information on the factor impede students’

vocabulary learning.

1. Have you ever faced problems in learning vocabulary

 Yes -------------- No -----------------
2. If you have faced problem , please express your finding by putting ‘’X’’ mark in the table under
‘’SA’’,’’AG’’, ‘’UD’’, ‘’DA’’ and ‘ ’SD’’, note ; SA – strongly agree , ‘’A’’ Agree , ‘’UD’’
Undecided , ‘’DA’’,- Disagree and ‘’SD’’ – Strongly disagree .
Table 3

Responses
No Items
SA AG UD DA SD
F 40 8 1 1 -
1 I simple copy new words provide by teacher
P 80 16 2 2 -
F 35 4 3 5 -
2 I look up the meaning of new words in a dictionary
P 70 8 6 10 -
F 48 10 1 - -
3 The teacher doesn’t teach vocabulary through game
P 96 20 2 - -
F 10 4 20 10 8
4 Lack of motivation to learn vocabulary
P 20 8 40 20 16
Teacher doesn’t draw my attention to the multiple meaning of F 30 15 - 2 3
5
word P 60 30 - 4 6
F 38 8 2 1 1
6 I don’t have phonological awareness
P 76 16 4 2 2
F 36 7 1 4 2
7 I don’t have phonemic awareness
P 72 14 2 8 4
F 34 5 2 4 5
8 I depend on the translation meaning of words to mother tongue
P 68 10 4 8 10
F 33 2 5 5 5
9 I simple memorize the meaning of words without understanding
P 66 4 10 10 10

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According to the responses of students, 96% of them had revealed, they simply copied new words
provided by teacher.

Even though students realized the importance of vocabulary when learning language, most
students learn vocabulary passively due to several factors. First, they consider the teacher’s
explanation for meaning or definition, pronunciation, spelling and grammatical functions boring.
In this case scenario, language learners have nothing to do in a vocabulary learning section but to
listen their teacher and directly write new words from the white board. Second, students only
think of vocabulary learning as knowing the primary meaning of new words.78% of the students
revealed, they looked up the meaning of new words in a dictionary whenever they think of
vocabulary, they think of learning a list of new words with meaning in their native language
without any real context practice. A number of learner may share the same experience of
looking up words in a bilingual dictionary to find their meaning or definition when they
encounter new words and they think the cause for it is just their bad memorization, Gnoinska
(1998) research and publications have shown that this is not a very effective way to study.

Decarrico (2001) states that words should not be learnt separately or by memorization without
understanding moreover “Learning new words is a cumulative process with words enriched and
established as they are met again.’’ Nation (2000,p.6).Therefore, the look and remember way of
vocabulary learning seems to be not very effective for learners of the English language.

Furthermore, some other students may require teachers to give meaning and grammatical function
for words that they are not familiar. Learners just wait for teachers who control the lesson to
provide new forms of words then they write those words in their note books or complete their
exercises.

According to the students’ response, 96% of their response revealed that the teacher didn’t
teach vocabulary through games. Unlike the traditional method of learning and teaching in a
communicative language teaching (CLT) approach. Learners are required to take part in
meaningful activities with different tasks. This is to improve learners communicative competence
by encouraging them to be a part of the lesson to themselves. Newton (2001) refers to this
approach as a way that can enable learners to manage their vocabulary meaning and develop their

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communicative skills at the same time. Many experts of language teaching methodology also
agree that playing games is good way to learn vocabulary, especially in CLT class with the use of
game the teacher can create various contexts in which students have to use the language to
communicate exchange information and express their own opinions.

(wright, Betteridge and Buckby , 1984), Huang(1996;1) comes to a conclusion that ‘’learning
through games could encourage the operation of certain psychological and intellectual factors
which could facilitate communication heightened self esteem, motivation and spontaneity
reinforcing learning, improving intonation and building confidence.
 On item no 9, 33(66%) of respondents strongly agreed In relation to this, as it is stated in the
preceding item, students claimed that they may use words they learn in the exact formats as the
original patterns in which those words appeared. This kind of rote verbal memorization is good to
a certain extent since it helps learners learn and use the correct form of words. However
,according to Decarrico (2001), the vocabulary used in such context is rather simple because
grammatical and phonologic aspects are emphasized and as a result, the lexical aspects is
neglected. In other words, learners just know how to use the vocabulary in an exact form, but
they don’t know how to use it with different shades of meaning in real life communication.

Here on the basis of the analysis made above. The major factors that impede students’ vocabulary
learning students write down lines of new words without any idea of the real use of them in
context ,looking up words in a bilingual dictionary to find their meaning or definition when
they encounter new words not including vocabulary games which especially focus on helping
learners develop and use words in different context by making the lesson enjoyable, learning a
list of new words with meaning in their native language without any real context practice,
learning meaning with rote verbal memorization respective

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Part-2- The strategies of teaching and learning vocabularies .

Table 4 below depicts students’ response on the strategies of teaching and learning vocabularies where:

Strongly agree (SA), Agree (AG), undecided (UD), disagree (DA) and strongly Disagree (SD)

Table 4

Responses
no Items
SA AG UD DE SD
1 Guessing meaning from context 48 1 1 - -
2 Using word parts and mnemonic techniques to remember words 45 3 1 1 -
Using vocabulary cards to remember foreign language –first
3 46 2 - 1 1
language pairs
4 Using role play, games, anecdotes 49 1 - - -
5 Using repetition show the meanings of an English 47 1 1 1 -
6 Using games to teach vocabulary 49 1 - - -
Looking up words in a bilingual dictionary to find their
7 20 20 - 5 5
meanings or definition

As depicted in table 3 above students responded on different issues under the umbrella of the
major issue ‘’ the strategies of teaching and learning vocabularies in the order of agreement and
disagreement as follows.

For item number 1, 48 (98%) responded on strongly agree, 1(2%) chose agree .1(2%) responded
undecided and no respondents are disagree and strongly disagree with the strategies of teaching
and learning vocabulary. Her, except for the last (7 th) extreme other responses one two six are
believed to be the strategies of teaching vocabulary. A majority of 45(90%) responded on item 2
as strongly agree , 3 students (6%) responded agree and 1 student (2%) undecided and 1 student
(2%) disagree . on item no 3,46 students (92%) responded strongly agree, 2 participants (4%)
responded agree , 1 student (2%) responded disagree and 1 student (2%) responded strongly
disagree.

-18-

For item no 4, the highest majority of students 49 students (98%) responded strongly agree , 1
students (2%) responded agree. For item no 5, 47 students (94%) responded strongly agree 1
student (2%) responded agree 1 student (2%) responded undecided and 1 student (2%) responded
disagree. Item no 6, 49 students (98%) responded strongly agree,1 student (2%) responded agree.
Item no 7, 20 students (40%) answered strongly agree, 20 students (40%) replied agree, 5
students (10%) responded disagree and 5 students (10%) replied strongly disagree. To stress on
the strategies of teaching and learning vocabulary that ranked 1 st to 3rd, students perceived them as
the major strategies of learning vocabulary when giving or labeling the item rank in relation to the
ratio they have in the order of their availability item no 1 (96%) is the first, item no 4 (98%) the
second , item no 1 (96%) the third respectively. Item no 5, (94%), fourth item no 3 (92%) fifth,
item 2 (90%) the sixth and item 7 (40%) the seventh are another group of strategies.

When coming to issues or the major strategies of teaching and learning vocabulary are using
games to teach vocabulary , using role play , games anecdotes, guessing meaning from context
using repetition show the meanings of words, using vocabulary words to remember foreign
language , using word parts and memoirs techniques

When looking in to the issues judiciously 1-7, even though all of the raised issues are so
important and should be give due attention to teach and learn, the can be seen in a grouped way.

USING GAMES

Learners of English have to deal with unfamiliar vocabulary during their language acquisition .In
order to learn and retain new words, learners should participate indifferent task based activities in
their classroom whether it is a guessing task, a describing exercise or conversation making .such
activities also include vocabulary game which especially focus on helping learners develop and
use words in different context by making the lessons enjoy able. Some experts have figured out
characteristics of games that make vocabulary learning more effectively. Lee (1995:35) lists
several main advantages when games are used in the classroom. Ersoz (2000) holds that games
are highly appreciated thanks to their amusement and interest. Teachers can use games to help
their students practice more their skills of communication.

-19-

In addition, Uberman (1998) also affirms the helpful role of in vocabulary teaching after quoting
and analyzing different opinions of experts from her own teaching experiences , Uberman
observed the enthusiasm of her students in learning through games. She considers games a way to
help students not only joy and entertain with the language they learn, but also practice it
incidentally.

In summary, games are useful and effective tools that should be applied in vocabulary classes.
The use of games to teach vocabulary is a way to make the lesson more interesting, enjoyable and
effective.
Therefore, most students strongly agreed that their use of vocabulary was becoming better since
they actively joined games. Using games in the classroom sometimes fails due to the lack of
cooperation among members of the class. Games require all students involvement and they
promote friendly competition, so it is very important that students have a cooperative attitude.

Under such circumstance, games have been shown to have advantages and effectiveness in
learning vocabulary in various ways. First, games bring in relaxation and fun for students’, thus
help them learn and retain new words easily. Second, games usually involve friendly competition
and they keep learners interested. These create the motivation for learners of English to get
involved and participate actively in the learning activities. Third, vocabulary games bring real
words context into the classroom and enhance students’ use of English in a flexible
communicative way.

Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in
order to achieve the most form vocabulary games, it is essential that suitable games are chosen,
whenever a game is conducted, the member of students, proficiency level, cultural context,
timing, learning topic and the classroom settings are factors that should be taken into account.

In conclusion, learning vocabulary through games is on effective and interesting way that can be
applied in any classrooms. The result of this research suggest that games are used not only for
mere fun, but more importantly, for the useful practice and review of language lessons, thus
leading toward the goal of improving learners’ communicative competence

-20-

Role play

Role play helps students learn effectively and use target language as freely and communicatively
as they can role play aims at fostering the ability of students and is characterized as mutual
teaching and learning. It can realize the teaching model of ‘’students play a principle role and the
teacher plays a leading role‘’ (little wood,1981:56) and there are varieties of activities in a
classroom to help students learn target language effectively, such as games, music, dramatic
stories, amusing anecdotes etc. so role play is one of them.
 GUESSING MEANING FROM CONTEXT

Schmitt and Mccarth (1997) propose strategies learn vocabulary as follows: (1) guessing from
context (2) using word parts and mnemonic techniques to remember words, and (3) using
vocabulary cards to remember foreign language- first language pairs. It is supported by Murcia
(2001) who also proposes three strategies to learn vocabularies. The first strategy is guessing
meaning from context; she says that a context is rich enough to given adequate clues to guess the
word’s meaning. Every word has its own usage context. It is ineffective for students to master
words from the concrete situation if the teacher explains them monotonously and abstractly. Lack
of context makes vocabulary learning difficult. Words taught in isolation are generally not
remembered. Therefore the background knowledge of words is very important in vocabulary
teaching. Coady (1987) suggests that background knowledge may serve as compensation for
certain syntactic deficiencies.

The second strategy is mnemonic devices: she proposes key word technique when seeing or
hearing the target word, the learner is reminded of the key word. The third strategy is vocabulary
note books: she suggests a memory aid in independent learning by sitting up vocabulary note
books.

Based on the techniques used for presenting new vocabulary and vocabulary learning strategies,
the experts suggests lots more techniques that are claimed to be helpful for students to learn
vocabulary in an easier way. What the researcher sees as better way to teach vocabulary is by
learning in rich context.

-21-

According to Stah (2005) in http://www.reading rockets Org. Students probably have to see a
word more than once to place it firmly in their long – term memories. This does not mean more
reputation or drilling of the word, but seeing the word in different and multiple contexts.

Moreover, in presenting one planned vocabulary item, the teacher usually combine more than one
technique, instead of employing one single technique. Teachers are suggested to employ planned
vocabulary presentations as various as possible (pinte: 2006).
Part 1The major factors that impede students vocabulary learning

Table 5 below depicts teachers’ response on the factors that impede students’ vocabulary learning where:

Strongly Agree(SA) , Agree(AG) Undecided(UD), Disagree (DA), Strongly Disagree(SD)

Table 5

NO Items Responses

SA AG UD DA SD
1 Students copied new words provided by teachers 4 - - - -
100% - - - -
2 Students looked up new words in a dictionary 3 1 - - -
75% 25% - - -
3 Lack of teaching vocabulary through games 2 1 1 - -
50% 25% 25% - -
4 Lack of motivation of students to learn vocabulary 3 1 - - -
75% 25% - - -
5 Teachers do not draw students’ attention to the 3 1 - - -
75% 25% - - -
multiple meaning of words
6 Students do not have phonological awareness 4 - - - -
100% - - - -
7 Students do not have phonemic awareness 4 - - - -
100% - - - -
8 Translate the words of meaning for students by 3 1 - - -
using their mother tongue 75% 25% - - -

-22-

As revealed in table 5 above, with regard to the major factors that impede students learning the
responses from the participants (teachers) are the following ones: 4 (respondents) (100%)
strongly agreed that students copied new words provided of teacher. even though students realize
the importance of vocabulary when learning language. wozete full elementally school students
learn vocabulary passively due to several factors. First, they consider the teacher's explanation for
meaning or definition, pronunciation, spelling and grammatical function boring. In this case
scenario language learners have nothing to do in a vocabulary learning as knowing the primary
meaning of new words. Therefore, they ignore all other function of the word third students
usually only acquire new vocabulary through new words in their text books or when given by
teachers during classroom lesson. for example, learners find new words is a text and then ask the
teacher to explain the meanings and usages. fourth, many wozete school learners do not want to
take risks in applying what they have learnt students may recognize a word in a written or spoken
form and think that they already ''know the word '' , but they contexts or phonemic it correctly

As in item no 2 -revealed 3 respondents (75%) responded the to know the meaning of words the
students looked up the words in a dictionary. for this, oxford (1990) claims that vocabulary is "by
for the most sizeable and unmanageable component in the learning of any language , whether a
foreign or one's mother tongue, because of tens of thousands of different meanings". Furthermore,
many learners spend a great deal of time on memorizing list of words and rely on their bilingual
dictionary as a basic communicative resource.

In the item no 4 3 respondents (75%) strongly agree and (respondent (25%) agree that the
teachers didn't motivate their students. Students who are not motivated can be due to many
problems, such as having deficient vocabulary, lack of self confidence, or fear of making
pronunciation or grammatical mistakes, etc. The role of teachers in increasing students '
motivation has been found to have great impact on improving students' performance in the target
language: thus teacher should find some ways and techniques to motivate their learners like group
word technique.

-23-

As Item no -7 indicate do not have phonemic awareness 4(100%) respondents strongly agree
because phonemic awareness is the ability to aurally recognize and manipulate phonemes, which
are the smallest units of sounds with in words , ( i.e -- lcl,l al, lt) together make the word "lat" ).
Students must rapidly manipulate these sounds, which will allow students to apply this
knowledge when they gain phonics instruction. Phonics awareness is the first and most important
aspect of reading acquisition (uhry, 2002).

As item 6 indicates the students do not have. Phonological awareness 4 respondents (100%)
responded and strongly agree, phonology (The speech sound) system identify providence, classify
and compare the consonant and vowel phonemes of English. Phonological awareness is the
different sounds of spoken words. In addition phonics is the combination of (letters) in written
language and phonemes (sound) in spoken language and how to use these correspondences to
read and spell.

-24-

Part 2 The strategies of teaching and learning vocabularies

Table 6 below shows teachers’ responses on the strategies of teaching and learning vocabularies;

SA- strongly agree UD- un decided SD- strongly disagree

AG- agree DA- disagree

No Items Responses
SA AG UG DA SD
1 Contextualization of the vocabulary lesson in to the real life situation 3 1 - - -
75 25 - - -
2 Creating situation for communicative exchange 2 1 1 - -
50 25 25 - -
3 Focus on function of language 1 1 1 1 -
25 25 25 25 -
 4 Focus on formation of language 2 1 - 1 -
50 25 - 25 -
5 Teach and learn aspects of vocabulary such as use, form and meaning 4 - - - -
of words
100 - - - -
6 Show students the meaning relationships while teaching vocabulary 1 2 - 1 -
25 40 - 25 -
7 Using collection to teach vocabulary 4 - - - -
100 - - - -
8 Teach words in conversation to vocabulary lesson 2 2 - - -
50 50 - - -
9 Teach synonyms, antonyms and hyponyms 3 1 - - -
75 25 - - -
10 Use pictures and drawing while teaching vocabulary 4 - - - -
100 - - - -
11 Use real objects to teach vocabulary 3 1 - - -
75 25 - - -
12 Dramatizing the teaching of vocabulary 1 1 - 2 -
25 25 - - -

-25-

As table 6 shows above , with regard to teaching strategies of vocabularies the teacher responds
in item(1) 3 respondents (75%) strongly agree and respondent (25%) agree so context utilization
of the vocabulary lesson in to the real situation even word has its own usage context. It is in
effective for students to master words from the concrete situation. If the teacher explains them
monotonously and abstractly, Lack of context makes vocabulary learning difficult. Words tough
in isolation are not remembered. Therefore the back ground knowledge of word is very important
in vocabulary teaching.

Coaby (1987) suggests that background may serve as compensation for certain syntactic
deficiencies.

As in item 2 indicates 2 respondents (50%) strongly agree, 1respondents (25%) and respondent
(25%) undecided.

Unlike the traditional method of learning and teaching, in a communicative language teaching
(CLT) approach, learners are required to take part in number of meaning full activities with
different tasks. This is to improve learners' communicative competence by encouraging them to
be a part of the lesson themselves. New ton (2001) refers to this approach as a way that can
enable learners to manage their vocabulary meaning and develop their communicative skills at
the same time.

In item 4 as indicated 2 (respondents) 50% strongly agreed, respondent (25%) agree and
respondent (25) disagree that focus on form of language which is succeed by rules supported by
examples, enable learners to establish for meaning connections during vocabulary and provides
students opportunities to produce the target structure in similar circumstance to those that prevail
in normal communication. focus on form teaching which is carried out communicative activities.

As can be seen in item 5 totally 4 respondents (100%) strongly agreed the teacher should use,
form and meaning of words that means using words in context, form mean verb, noun, adjectives,
and adverbs. Meaning means using to learn the meaning of words.

-26-

According to the data collected from teachers the strategies of teaching vocabulary are using
pictures and drawing while teaching vocabulary. 4(100%) using collocation, 4(100%), teach
synonyms, antonyms and hyponyms using the aspects of teaching vocabulary such as use ,form,
and meaning of words 4(100%) use real objects to teach vocabulary because real objects are
better than pictures, use games and drama to teach vocabulary in communicative way.
 -27-

CHAPTER FIVE

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

This unit has strived to summarize, conclude and suggest the optimal solutions for predicaments
identified while the analysis, interpretation of discussion of data.

The analysis of data both teachers and students’ responses have been summarized and conclude
here under summary and conclusion. Eventually, based on the conclusion various possible trouble
shutting mechanisms have been jotted down as the best possible resolution as possible in the form
of recommendation.

It is worth consider at this juncture that the study has apparently been striving to explore whether
teachers of English basically practice communicative approach language teaching theories and
principles in the course of vocabulary teaching at Wozete Secondary High School that is located
in Gamo Gofa zone, Geze Gofa Woreda Wozete kebele.
Investigation whether communicative approach vocabulary teaching is being effectively
implemented is the main endeavor of the study which is another important point at this phase.

5.1. Summary and conclusion

Here, the research attempts to summarize and conclude the study based on the finding has come
across during the analysis of data obtained through questionnaire held in a previous chapter.

The researcher consequently come up with the following summarized conclusion.

A great majority of students claim that they simply copied the new words which are provided by
the teacher and all teachers are strongly agreed.

Most of the respondents revealed that there was lack of teaching vocabularies through games.

The majority of respondent students don’t have phonological and phonemic awareness.

Most of the respondent students that they looked up in dictionary to know the meaning of words.

-28-

More than half of the respondents expose that they wanted the translation of through their mother
tongue from their teacher.

Almost all of the respondents revealed they have motivational challenges which results from
internal factors.

More than half respondents exposed that the teacher didn’t draw attention to the multiple meaning
of words.

Half of the respondents believed that they simply memorized the meaning of words without
understanding.

5.2. RECOMMENDATION
The result of this research showed that the immediate solution were to be forwarded so as to
mitigate the existing difficult situation in the study area. Hence, the following recommendation
are forwarded.
 To improve our students’ vocabulary skill teachers should use contextualization of the
vocabulary lesson in to the real life situation. Because lack of context makes vocabulary
learning difficult words taught in isolation are generally not remembered.
 In a final ambitious steps, the students must be asked to use each of the words in meaning full
sentences similar to the original ones; by changing singular nouns to plural, changing tenses
from past to present or present to past ,changing passive to active or vice versa, changing
positive to negative, providing a synonym or antonym to the words if possible, using noun
reference or new words and coming up with their own sentences if possible.
 Repetition is essential for vocabulary learning because there is so much to know about each
word that one meeting with it is not sufficient to gain this information, because vocabulary
items must not only be known, they must be known well so that they can be fluently accessed.
The teacher should use repetition while teaching vocabulary. In order to improve students
vocabulary acquisition skill. The teacher should show the meaning of an English words by
using real objects whenever possible when showing the meaning of an English noun. Real
objects are better than pictures.

-29-

 There are varieties of activities in a class room to help students learn vocabulary effectively,
such as games, music, dramatic stories, amusing, antidotes etc. so the teachers should choose
a situation for a role play, keeping in mind students needs and interests. Teachers should
select role plays that will give the student an opportunity to practice what they have learned to
come u with ideas on how this situation may develop the students level of language
proficiency should be taken in to consideration.
 As vocabulary is important for communication students and teacher should pay attention to
the teaching and learning of vocabulary. Teacher should use variety of techniques to teach
vocabulary. Vocabulary teaching strategies are a techniques or tactics of teaching vocabulary.
Many researchers pointed out that the strategies of teaching vocabulary in different ways one
of the strategies that is relevant to the teaching of vocabulary is vocabulary games. Which
especially focus on helping learners develop and use words in a different context by making
the lesson enjoy able. Games require all students involvement and they promote friendly co
operation, so it is very important that students have a co operative attitude. So in order to
achieve the most from vocabulary games. It is essential that suitable games are chosen.
Whenever a game is conducted the number of students, proficiency level, cultural context,
timing, learning topic and the classroom setting are the factors that should be taken in to
account. Therefore, it is recommended that vocabulary games bring in relaxation and fun for
students, thus help them retain and learn new words more easily.

-30-

Reference

Brown (1995):The elements of language curriculum:Asystematic approach to program

developement,Boston,MA:heince and Heince

Cameron,L: (2005):Teaching languages to young learners Cambridge.Cambridege University

press

Coady(1987)

Decarrico(2001) The EFL professionals written form –page 4

Ersoz (2000)

Gnoinska (1998) The EFL professional written form

Huang (1996; p.6) the EFL Professionals written form

Lee (1995;35) The EFL professionals Written form

Lewis(1993):ThelexicalApproachTeaching

Little wood,(1981:56) communicative language teaching Cambridge:Cambridge university

press

Nation (2000/p.6) the EFL professional written form

Newton (2001)The EFL professional written form

Oxford (1990) Language learning strategies what every teacher should know. Boston :Heinle
and 323 Heinle

Pinter :(2006) teaching young language learners oxford : oxford university press

Publications.Linse.C,(2005):Practical English Language teaching young learners .New

work:Mc Graw Hill ESL/ELT.

Nation,I.S.P,(2005):Learning Vocabulary in anither language Cambridge: Cabridge

University press.

Neuman and Dwyer(2009),Hissing inaction :Vocabulary instruction in Pre-K,the reading

Teacher,6215)384-392

Oxford(1990),language Learning strategies,What every Teacher should know Boston:Heinle

and 323 Heinle.

Read.J(2000),Assessing Vocabulary United kingdom:Cambridge University

Rivers and Nunan(1991)

Schmitt and Mear (1997) Research vocabulary through a word knowledge frame work: word
association and verbal suffix studies in second language

Schmitt, N,(2000); Vocabulary in language teaching, combridge; combridge university press.

Stahl(2005) in http://www.reading

Stuartmebb 92005),Receptive and productive vocabulary ,learning.the effects of Reading and

writing on.
Uberman (1998) the EFL professional written form

Uhry (2002) Finger point reading in kindergarten; the role of phonemic awareness, one to one
correspondence

Jhornburly (2000),How to teach vocabulary.english peraon eduction limited

,UR.P(1998).Acouse in language teaching cabridge University Press
 Appendix 2

Wolaita Sodo University

School Of Graduate Studies

 Department of English Language and Literature

Questionnaire to be filled by teachers

Dear teachers,

This questionnaire is designed together data for BA study entitled ‘’ Identify hindrance of
teaching vocabulary through communicative language teaching approach; grade 10
students of wozete secondary school in focus. ‘’the data will be collected through this
questionnaires is highly valuable to meet the objectives of this study. Therefore, you are
kindly requested to fill and return the questionnaire on time. The information you supply
would be used only for academic purpose and kept confidential.

Thank you in advance for your co ope

Ration!

Part 1 personal information

1. sex –Male female

2. Educational qualification

3. Experience of teaching English

4. Grade you are teaching

Part 1 The major factors that impede students vocabulary learning

Please read each statement in this section and decide whether you agree, not decide or disagree
with the statement by putting a tick mark against your choice.

For this questionnaire, the following five responses are prepared.

Strongly Agree(SA) Agree(AG) Undecided (UD) Disagree( DA), Strongly Disagree(SD)

 No Item Responses
SA AG UD DA SD
1 Students copied new words provided by teachers

2 Students looked up new words in a dictionary

3 Lack of teaching vocabulary through games

4 Lack of motivation of students to learn

vocabulary
5 Teachers do not draw students’ attention to the
multiple meaning of words
6 Students do not have phonological awareness

7 Students do not have phonemic awareness

9 Translate the words of meaning for students by

using their mother tongue

Part 2 The strategies of teaching and learning vocabularies

Part 2 sort out the following strategies of teaching and learning vocabularies by putting “X” mark
in the table under “SA” “AG” “UD” and “SD”

No Items Responses
SA AG UD DA SD
1 Contextualization of the vocabulary lesson in to
 the real life situation
2 Creating situation for communicative exchange
3 Focus function of language
4 Focus on formation of language
5 Teach and learn aspects of vocabulary such as
use, form and meaning of words

Show students the meaning relationships while

6
teaching vocabulary
7 Using collocation to teach vocabulary

8 Teach words in conversation to vocabulary

lesson
9 Teach synonyms, antonyms and hyponyms

11
Use real objects to teach vocabulary
12 Dramatizing the teaching of vocabulary

The strategies of teaching and learning vocabularies

Please read each statement in this section and decide whether you agree, not decide or disagree
with the statement by putting a tick mark against your choice. For this questionnaire, the
following five responses are prepared: strongly agree (SA), Agree(AG), undecided (UD),
disagree (DA) and strongly Disagree (SD)
n Responses
Items
o SA AG UD DE SD
1 Guessing meaning from context
Using word parts and mnemonic techniques to remember
2
words
Using vocabulary cards to remember foreign language –
3
first language pairs
4 Using role play, games, anecdotes
5 Using repetition show the meanings of an English
6 Using games to teach vocabulary
Looking up words in a bilingual dictionary to find their
7
meanings or definition

Part 2 –information on the factor impede students vocabulary learning.

1. Have you ever faced problems in learning vocabulary

Yes -------------- No -----------------
2. If you have faced problem , please express your finding by putting ‘’X’’ mark in the table
under ‘’SA’’,’’AG’’, ‘’UD’’, ‘’DA’’ and ‘ ’SD’’, note ; SA – strongly agree , ‘’A’’
Agree , ‘’UD’’ Undecided , ‘’DA’’,- Disagree and ‘’SD’’ – Strongly disagree .

Responses
No Items
SA AG UD DA SD

1 I simple copy new words provide by teacher

2 I look up the meaning of new words in a dictionary
3 The teacher doesn’t teach vocabulary through game

4 Lack of motivation to learn vocabulary

Teacher doesn’t draw my attention to the multiple meaning

5
of word

6 I don’t have phonological awareness

7 I don’t have phonemic awareness

I depend on the translation meaning of words to mother
8
tongue
I simple memorize the meaning of words without
9
understanding