See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/332186677

EFFECTIVE TECHNIQUES IN TEACHING VOCABULARY TO YOUNG LEARNERS

Article · April 2019

CITATIONS READS

0 13,724

2 authors, including:

Desthia Amalia
Universitas Gunadarma
1 PUBLICATION   0 CITATIONS   

SEE PROFILE

All content following this page was uploaded by Desthia Amalia on 04 April 2019.

The user has requested enhancement of the downloaded file.

 EFFECTIVE TECHNIQUES IN TEACHING VOCABULARY TO YOUNG
LEARNERS
Desthia Amalia
E-mail: desthiaamalia@gmail.com
English Literature, Faculty of Letters, Gunadarma University

Abstract: Teaching vocabulary to young learners is important because they have some
special characteristics that can make them easier to learn new words. Although they
have those special characteristics, they need a teacher as a facilitator and good
techniques that can motivate them in learning vocabulary. The aim of this research are
to find out young learners’ achievement in learning vocabulary, techniques that can be
employed to young learners and techniques that can work for young learners. The writer
did observation at Alphabet Club and the population of the research was young learners
aged 5 up to 7 years old. The writer did class observation and calculated young learners’
scores. The findings revealed that young learners’ average score categorized very good.
Young learners aged 5 years old got 86.30 and young learners aged 6 up to 7 years old
got 89.60. Moreover, the teacher has employed different techniques in teaching
vocabulary to young learners aged 5 years old and young learners aged 6 up to 7 years
old. The writer found out that the teacher employed the use of pictures, command and
real object in teaching vocabulary to young learners aged 5 years old. Then, the teacher
employed the use of text book, translation and memorization in teaching vocabulary to
young learners aged 6 up to 7 years old.

Keywords: Teaching, Effective, Techniques, Vocabulary, Young Learners

INTRODUCTION
English has four aspects and skills that must be known by the learners. The four
aspects are spelling, pronunciation, vocabulary and grammar. Meanwhile, the four skills
namely listening, reading, writing and speaking. Those four aspects can develop the
four skills in English. This research focuses on one of the aspects that can build the four
skills in English. This research focuses on one of the aspects that can build the four
skills in English. The aspect is known as vocabulary. There are some reasons that make
vocabulary is important to be learned. First, it will be hard for the learners if they must
study English with limited words in their mind. Thus, learning vocabulary can help the
learners to enrich their words in English. If they know those words, they can express
their thought through English but if they do not know words in English they cannot
write, read, speak anything in English. Second, it is impossible to teach spelling,
pronunciation and grammar for the beginners if they do not know the words first. Those
reasons make the writer can see how important to learn vocabulary for the EFL
learners. Developing vocabulary will be great if it can be started from a young age.
They are a great word learners. They have some special characteristics that can make
them easier in learning vocabulary. Children cannot learn by themselves, they need a
good teacher to facilitate them in learning.

1
METHODOLOGY

The writer uses descriptive method in doing this research. This method is used to
describe characteristics of a population or phenomenon. The population of this research
are young learners at Alphabet Club. The students who can join at Alphabet club start
from 3 years old until 17 years old. The writer chose children aged 5 until 7 years old.
Furthermore the writer collected 3 learners aged 5 years old and 13 learners aged 6 up to
7 years old. To get young learners’ achievement, the writer collected their scores and
calculated it. Moreover to find out the techniques that have been employed in teaching
vocabulary to young learners and to describe how those techniques work, the writer did
class observation and interviewing the teacher.
The data was taken by collecting and calculating young learners’ score based on
their vocabulary test at Alphabet Club. It has been done to know young learners’
achievement. Morever, the writer observed the teaching and learning process in class
and interviewing teacher. The observation and interviewing teacher were conducted to
know the techniques that have been employed in teaching vocabulary for young learners
at Alphabet club and to describe techniques that work.The writer recorded some videos
about teaching-learning process and taking pictures of it to prove the techniques that
have been employed at Alphabet Club. The observation was a non- participant
observation, the writer did not take part in teaching-learning activities but only observed
the teacher and the students. The observation has been done as follow:
1. The writer came and sat in the classroom together with the students.
2. The writer sat on the back to observe the teacher, the students, and the teaching-
learning process.
3. The writer took note on whatever happened in the classroom, morover, the writer
recorded some videos and took pictures about the techniques of teaching that have been
used in some classes.
4. The writer interviewed the teacher after finishing the class.
5. The writer observing the young learners’ score on vocabulary tests or exercises.
The data obtained through observing young learners’ score, observing class,
interviewing teacher, and doing documentation,. The writer read the techniques that are
used in teaching vocabulary to young learners several time and identified the techniques
that have been employed for teaching vocabulary to young learners at Alphabet Club.
The data were analyzed using these following procedure : data reduction, data
presentation, and data description.
In the data reduction the writer categorized the data which is consist of three
main categories :
1. Young learners’ achievement in learning vocabulary
2. The techniques used by teacher

2
3. What techniques work for young learners in learning vocabulary
In order to get young learners’ achievement in learning vocabulary, the writer collected
their test scores and counted it up. It has been done to know young learners’ average for
their vocabulary test. The formula that has been used to count the average is as follow:
̅ =∑ 𝒙
𝑿
N

The 𝑋̅ indicates the average score of the children from their vocabulary test. To find out
the average score, the writer must know ∑ 𝑥 that indicates the total of young learners
scores and it devided with N which consists of the total of the learners.
After finding out the average score, the writer classified the average score into
score indicators that have been used before at Alphabet Club. The indicators are as
follow :

Score Indicator
86-100 Very Good
76-85 Good
55-65 Fair
0- 54 Bad

FINDINGS
The result of young learners’ achievement aged 5 years old is as follow:

Number Name Score

1 Aldelio 84
2 Safira 90
3 Nazwa 85
Total 259
Table 4.1 Achievement of young learners aged 5 years old
The writer use the formula to find out the average of young learners’ scores in
vocabulary test. The formula is as follow:
̅ =∑ 𝒙
𝑿
N
= 259
3
= 86.3
The result of young learners’ achievement aged 6 up to 7 years old are as follow:

3
 Number Name Score
1 Anastasya Talita Putri 92
2 Azhar 100
3 Aprilia 92
4 Alvina 89
5 Clara 96
6 Cut Arina 85
7 Danella 94
8 Izmir 85
9 Nadia 84
10 Nadine 84
11 Nazwa 91
12 Raghib 84
13 Salwa 89
Total 1165
Table 4.2 Achievement of young learners aged 6 up to 7 years old
The writer use the formula to find out the average of young learners’ scores in
vocabulary test:
̅ =∑ 𝒙
𝑿
N
= 1165
13
= 89.6
The average score are 86.3 and 89.6. It is categorized as very good in score
indicator. So, the result of young learners vocabulary test is very good. Most of the
students can the vocabulary test which is given to them.
The data of teaching techniques was taken by doing class observation. The
writer classified the techniques that had been employed based on the age, because
Alphabet Club used different techniques to the children aged 5 and aged 6 up to 7 years
old.

Teaching Techniques for Young Learners Aged 5 Years Old

A. The Use of Pictures
1) Conversation
Before starting the class, the teacher greet the young learners and made small
talk.
Teacher : How are you?
Young learners : I’m fine and you?
Teacher : I’m very well thank you. did you go to school ? What did you learn at
school today?

4
 Young learners: (answering one by one) yes, i learnt drawing, coloring and
singing.
Teacher: What did you draw?
Young learners: (answering one by one) I drew cat miss, I drew dog miss, I drew
mountain miss
Teacher : Good job and now lets start studying (the teacher take out some cards
which are included pictures on it.
2) Using pictures
The teacher showed some pictures to young learners, there are some themes that
they use to ask the children for instance color, shape and alphabet. Then, the
teacher asked the students based on the pictures. For example:
Teacher : what is the color of this picture?

Figure 4.1 Picture of Color

Young learners: Pink
Teacher : Good, this is pink and now lets talk about shape. What shape is this?

Figure 4.2 Picture of Shape

Young learners : Oval
Teacher : Good job, it is called oval. Now lets learn about alphabet. This is A as
in Apple

5
 Figure 4.3 Picture of Alphabet
Young learners : (repeat) A- Apple
Teacher : So, what letter is this?
Young learners : A
Teacher : Excellent
Teacher explained those pictures repeatedly until the young learners
know and could mention those things correctly. If young learners did some
mistakes in mentioning those things, the teacher would correct them and asked
them about it again.

3) Parting
Teacher : That’s all for our lesson today, thank you for coming. See you on next
meeting.
Young learners: See you miss

B. The use of command and real object

1) Conversation
Before starting the class, the teacher greets the students and makes small talk
Teacher : How are you?
Young learners : I’m fine and you?
Teacher : I’m very well thank you. did you go to school ? What did you learn at
school today?
Young learners : (answering one by one) Yes, I learnt drawing, coloring and
singing.
Teacher: What did you draw?
Young learners: (answering one by one) I drew cat miss, I drew dog miss, I drew
mountain miss
Teacher : Good job and now lets start studying, miss will ask some parts of
body and if miss ask you to touch it then touch it okay?
Young learners : Ok miss

6
2) Using command and real object
Teacher : Touch your hair. Where is your hair?
Young learners: (touch their hair)
Teacher : Good and now where is your nose? Touch your nose.
Young learners : (touch their nose)
Teacher : Excellent
The teacher would ask them to touch all parts of their body, if one of her
students touched the wrong part, the teacher would correct it uses their mother
tongue for instance:
Teacher : Touch your neck. Where is your neck?
Young learners : (touch their chin)
Teacher : Neck is leher , dimana lehernya?
Young learners : (touch their neck)
Young learners : Good, so where is your neck
Students : (touch their neck correctly)

3) Parting
Teacher : That’s all for our lesson today, thank you for coming. See you on next
meeting
Students : See you miss

Teaching Techniques for Young Learners Aged 6 up to 7 Years Old

The use of text book, translation and memorization

1) Conversation
Before starting the class, the teacher greet the students and having some basic
conversation
Teacher : How are you class?
Young learners : I am fine thank you and you?
Teacher : I am very well thank you. Did you go to school today?
Young learners : Yes
Teacher : What did you learn at school?
Young learners : (answer one by one) I learnt mathematic, I learnt English, I
learnt Indonesian miss
Teacher : I see, good job. Now lets continue our lesson. Please take out your
module and notebook.
Young learners : (take out their modules and notebooks)

2) Using textbook, translation and memorization

Teacher came to young learners and checking their module one by one.
Continuing the material based on young learners module. The students who
studied pre school 1 and pre school 2, they focused on vocabulary. Translation is
a technique that has been employed to young learners aged 6 up to 7 years old.
For example:

7
 Bee /biː / Bee /biː /
Lebah Lebah
Bee Bee
Bee Bee
Bee Bee
Bee Bee

The teacher wrote on the first row on student’s notebook the English
word, phonetic and Indonesian word. Firstly the teacher asked young learners to
repeat after her. Then, the young learners must copy to write the word bee on
their notebook.
Teacher : Repeat after me bee (bi: ), bee (bi: ) = lebah
Students : (Repeat) bee (bi: ), bee (bi: ) = lebah
Teacher : Now, write it on your notebook and memorize it. Miss will ask you if
you have memorized it.
The student started to write on her notebook and memorize it for awhile.
Telling the teacher when she was ready. The teacher asked her in Indonesian
and the student answered it in English. If the student made the mistake when the
teacher asked her and then the teacher would return her notebook and told her to
memorize it again. The young learner would come again to the teacher and the
teacher asked her until she could answer that question correctly.

3) Parting
Teacher : That’s all for our lesson today, lets play backward games. The first
student will mention a word then the next student must say a word which is
started by the last word that the first student has mentioned before. Ok lets start.
Student 1: Apple
Student 2: Egg
Student 3 : Gold
Student 4 : Donkey
Student 5 : Yolk
Student 6: Key
Student 7 : Yoyo
Teacher : Good job, thank you for coming. See you on Wednesday. Have a great
day
Students : See you miss

What techniques work for young learners in learning vocabulary?

a. The use of mother tongue

By observing some classes at Alphabet Club, the writer found out that
the teacher employed the use of mother tongue in teaching vocabulary to young
learners. Although, young learners learnt about English vocabulary, the teacher
still used their mother tongue to give some explanations. If the teacher used full
English in teaching vocabulary to young learners then, itcould be hard for them.
English is not their source language. In this case the young learners’ source
language is Indonesian meanwhile English is their target language.

8
 The teacher could not employ the word and its explanation in English.
Therefore, the teacher used mother tongue for providing the explanation to
young learners. For example, the teaching learning activities which happened at
Alphabet Club used mother tongue to give the explanation. In this case, the
teacher used Indonesian to give the explanation about English words e.g. apple =
apel, banana = pisang, cat = kucing, butterfly = kupu-kupu. The explanation
which has been provided in source language could make the young learners
catch those English words and they could understand its meaning.
In short, the use of mother tongue worked in teaching vocabulary to
young learners because they feel familiar of their mother tongue. So, when the
young learners got the explanation in their mother tongue, they could catch the
meaning of the words faster.

b. Playing
Young learners aged 5 years old have limited concentration span, they
could not be pushed to learn new words in English in serious way such as
memorizing new words through text book. They wanted to play. Therefore, the
teacher applied some media to teach them such as using pictures, command and
real object. The use of pictures could attract children’s attention. They could
memorize through eye-catching pictures. It was hard to ask the children aged 5
years old to memorize words based on text book, because their ability to read are
still lacking. The use of command could work to young learners aged 5 years
old, because they could obey the command from the teacher. If the teacher said
“touch” the children could know the meaning of the word touch in their mother
tongue. The use of real object could help them in learning vocabulary, for
example using their body as real object could make them realize the name of
parts of the body in English or using the real things in class could make them to
know the form of those things.
Those techniques such as using pictures, command and real object could
be called as learning while playing. The young learners saw some pictures,
obeyed command and saw real object. Those ways lead the young learners to
learn English vocabulary through fun way. Because of their young age, it seems
hard to push them to study in serious way.
In conclusion, using fun ways and involving the young learners to learn
vocabulary through playing i.e. using pictures, command and real object worked
to teach vocabulary for young learners. Because of their limited concentration
span, providing some media and asking them to play while learning could get
young learners’ attention and give them motivation in learning.

c. The use of memorization and translation.

Young learners aged 6 up to 7 years old have better concentration span,
although their desire to play is still strong but they could be asked to learn
vocabulary through text book. They could memorize the new words and its
meaning in their mother tongue. So, memorization and translation techniques
could be applied to young learners in learning vocabulary.
Young learners aged 6 up to 7 years old could be asked to memorize
English words and its translation in Indonesian. They were able to memorize

9
 those words without using pictures. They memorized it through word lists which
provided English words and its translation.

In short, there are some techniques that worked to young learners at

Alphabet Club. Those techniques namely using mother tongue, playing through
some media i.e. pictures, command and real object, using memorization and
translation. The teacher applied the use of mother tongue to young learners aged
5 up to 7 years old. Meanwhile the techniques of playing through pictures,
command and real object have been employed to young learners aged 5 years
old. Moreover, the use of memorization and translation have been employed to
young learners aged 6 up to 7 years old.

Elements in pattern

a. Language
Teacher and young learners use language in communicating. In this context,
they use Indonesian and English. Indonesian as their source language and
English as their target language. The teacher uses Indonesian in giving
explanation to young then the they produce those words in English.
b. Pictures
The use of pictures can help young learners to imagine the words through
images. It gives them more space to imagine. Pictures had good visualization
that can make the young learners visualize the new word in English.

c. Command
The use of command can make the young learners feel easier in learning English
vocabulary. Obeying command is not new thing for them. Young learners have
obeyed command start from their early age. If the teacher says “ Touch your
hair”. It means “Sentuh rambutmu” in Indonesian, then the young learners can
understand the meaning of the word “touch” and “hair”.

d. Real Object
The use of real object is easier than picture. Using picture needs young learners’
imagination through images. Meanwhile, the young learners can see the real
things when the teacher uses real object in teaching vocabulary. Young learners
can learn new words from the real object. For instance: “This is window” the
teacher points at the real window, at that moment young learners will know the
word “window” and its form.

e. Text book
The use of text book can help young learners in learning English vocabulary.
The teacher can provide the list of new words through text book. The teacher
can categorize some words based on their theme. It can make the young learners
easier to know those new words.

f. Memorization
Memorization can be used by young learners in learning new words in English.
Teacher may give them new words in English and the young learners may

10
 memorize them. Young learners can memorize the words in English and the
meaning in their mother tongue.

g. Translation
Translation can be applied to young learners in learning vocabulary. Translation
assumes that there is language a close match between the target word and its L1
equivalent. It can help the learners to know new words in English and the
meaning in L1. For instance the young learners at Alphabet Club use Indonesian
as source language and English as target language. If the teacher applies
translation they will provide a word in English and its definition in Indonesian
e.g window = jendela, door = pintu, flower = bunga.

CONCLUSION AND SUGGESTION

Conclusion
Based on the data analysis and discussion the following conclusions are drawn:
a. Young learners’ achievement
The writer collected young learners’ achievement on vocabulary test.
The data were classified based on their age. It was divided into two groups:
young learners aged 5 years old and young learners aged 6 up to 7 years old.
After collecting and grouping the data then the writer summed up those scores
and divided with the total of young learners. The results show that young
learners aged 5 years old got 86.30 and young learners aged 6 up to 7 years old
got 89.60 as their average scores. Those scores categorized as very good in score
indicator.

b. Techniques in teaching vocabulary for young learners

The writer conducted class observation to find out teaching techniques
that can be employed in teaching vocabulary to young learners. The result has
shown that the teacher employed different techniques in teaching vocabulary to
young learners aged 5 years old and young learners aged 6 up to 7 years old. The
techniques employed to young learners aged 5 years old namely: the use of
pictures, command and real object. Meanwhile, techniques in teaching
vocabulary to young learners aged 6 up to 7 years old namely: the use of text
book, memorization and translation.

c. Techniques that worked for young learners in learning vocabulary

The writer found out some techniques in teaching vocabulary that
worked to young learners. In this case, the writer figured out three techniques
that could help young learners in learning vocabulary. First, using mother tongue
could work for young learners. Since English is not their source language, the
young learners need their mother tongue to make them understand about new
words in English. Second, playing while learning worked to young learners aged
5 years old. The teacher provided some media for these techniques i.e. pictures,
command and real object. Meanwhile, using translation and memorization
worked for young learners aged 6 up to 7 years old. There are some elements in

11
 pattern such as pictures, command, real object, text book, translation, and
memorization.

Suggestion
The result of this research showed that the techniques that have been employed
by the teacher could improve young learners’ achievement. Therefore, those techniques
that have been employed before are possible to be applied again. For instance in
teaching young learners aged 5 years old, the teacher can apply the use of pictures,
command and real object. It can help them to comprehend new words even though their
ability in reading still lack. They can recognize words through pictures, command and
real object. Meanwhile, teacher can apply the use of text book, translation and
memorization in teaching young learners aged 6 up to 7 years old.
Although, those techniques work well to young learners aged 5 up to 7 years old,
the writer observed that the teacher still needs some improvisations. The writer suggests
that the teacher may not forget that young learners have big desire to play all the time.
The teacher may find out other media that can catch young learners’ attention and make
them feel interested in vocabulary lesson.
Further research on effective techniques in teaching vocabulary to young
learners is suggested. The writer focuses on the cognitive aspect in conducting this
research. The upcoming researchers may conduct this research based on the affective
aspect that focuses on psychological.

BIBLIOGRAPHY
Allen, V. F. (1983). Techniques in Teaching Vocabulary. New York: Oxford University
Press.
Bloom, P. 2002. How Children Learn the Meaning of Words. Cambridge: MIT Press.

Brown , H. (2000). Principle of Language Teaching and Learning. New York: Pearson
Education.
Brown, H. D. (2001). An Interactive Approach to Language Pedagogy. New York:
Pearson Education
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English
as a Foreign Language. New York: Routledge.
Coady, J., & Huckin , T. (1997). Second Language Vocabulary Acquisition: A
Rationale for Pedagogy. London : Cambridge University Press.
Carey, S. 1978. The child as word learner. In Linguistic Theory and Psychological
Reality, eds. M. Halle, J. Bresnan, & G. Miller, 264–93. Cambridge, MA: MIT
Press.

12
Deviana , S. (2010). Teaching English Vocabulary to Young Learners by Using Pictures
and Games : A Comparative Study at SDN Jelupang Tangerang Selatan. .
(Undergraduate thesis , Gunadarma University).
Freeman, D. L. (2000). Techniques and Principles in Language Teaching. New York:
Oxford University Press
Halliwell, S. (2004). Teaching English in the Primary Classroom. New York: Pearson
Education.

Hill, D. A. (1990). Visual Impact: Creative Language Learning Through Pictures.

Essex : Longman Group UK Limited.

Joklová, K. (2009). Using Pictures in Teaching Vocabulary. (Master's thesis, Masaryk

University).

Lajooee, E. S., & Barimani, D. S. (2013). Contrastive Study on Learning Vocabulary

Through Role-Play and Memorization among EFL Female Learners.
Vol3(1)(January 2013), 1-19. Retrieved from www.academians.org

Linse, C. T., & Nunan, D. (2005). Practical English Language Teaching: Young
Learners. New York: McGraw-Hill.
Paul, D. (2003). Teaching English to Children In Asia. Hongkong: Pearson Education.
Pribilova, L. (2006). Teaching Vocabulary to Young Learners. (Undergraduate thesis,
Masaryk University).
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to Children. New York:
Longman Group UK Limited.

Stevick, E. W. (1989). Success With Foreign Languages. New York: Cambridge

University Press.

Suharsih, S., & Hamidiyah, A. (2012). Realia:the Effective Media for Teaching English
for EYL. (Undergraduate thesis, Sultan Ageng Tirtayasa University).

Thi Hoang Oanh, D., Thu Hien, N. (2006). Memorization and EFL Students’
Strategies at University Level in Vietnam. The Electronic Journal for English
as a Second Language.
Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson Education.
Ur, P. (2000). A Course in Language Teaching.New York: Cambridge University Press.

Wahyuni, A., Wulyani, A. N., & Hidayati, M. (2010). The Techniques Used in Teaching
Vocabulary to Young Learners at SDN SUMBERSARI 2 MALANG.
(Undergraduate Thesis, State University of Malang ).

Yang, W., Dai, W. (2011). Rote Memorization of Vocabulary and Vocabulary

13
Development. English Language Teaching Vol. 4, No. 4. Retrieved from:
http://dx.doi.org/10.5539/elt.v4n4p61

14
 15

View publication stats