Group 10 - TEFL D

TEACHING ENGLISH AS A FOREIGN LANGUAGE COURSE
ASSIGNMENT PAPER
“Teaching Language Components”
LECTURER
Dr. Hj. Rofiqoh, M.Ed.
MEMBERS OF GROUP 10 :
1. M Adis Ahirian (A12122131)

2. Rahmatia Binti Adnan (A12122134)
3. Dhea Agustianingsih (A12122151)
4. Tiara Marjan (A12121107)
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
TADULAKO UNIVERSITY
PALU, 2024
PREFACE
Praise and gratitude to Allah SWT. for His grace and gifts so that the making
of this paper with the title "Teaching Language Components" can be completed
properly and smoothly. This paper was prepared with the intention of fulfilling the
Teaching English as a Foreign Language course assignment with the lecturer,
Mrs. Dr. Hj. Rofiqoh, M.Ed.
There is no ivory that is not cracked, so the author realizes that this paper
certainly still has many shortcomings. Therefore, suggestions from various parties
are very much expected by the author, which are constructive and useful for
revamping, perfecting, and motivating the author to write further papers.
Finally, on this occasion, the author would like to thank Mrs. Dr. Hj. Rofiqoh,
M.Ed., who never gets bored and, with great patience, provides teaching to us and
our fellow students, who help and support us in writing this paper. Hopefully, this
paper can be useful and beneficial for all of us. Amiinn.
Palu, 2024
Author
Group X
TABLE OF CONTENTS
PREFACE.........................................................................................................................ii
TABLE OF CONTENTS................................................................................................iii
CHAPTER 1.....................................................................................................................1
INTRODUCTION............................................................................................................1
1.1 Background Of The Paper..................................................................................1
1.2 Problem Formulation..........................................................................................2
1.3 Purpose Of The Paper.........................................................................................2
BAB II...............................................................................................................................3
DISCUSSION...................................................................................................................3
2.1 Teaching Pronounciation and Vocabulary............................................................3
2.2 How To Teach Vocabulary and Pronounciation Effectively................................4
BAB III.............................................................................................................................8
CONCLUSION................................................................................................................8
3.1 Conclusion................................................................................................................8
3.2 Suggestion.................................................................................................................8
REFERENCES...............................................................................................................10
CHAPTER 1
INTRODUCTION
1.1 Background Of The Paper
Language is a very important thing in human life, and it plays an important

role in every aspect of life. As the primary means of communication, language
allows humans to convey thoughts, emotions, and complex ideas. Language is
also a means to understand a complex and abstract world, learn to
communicate with others, fulfill needs, and maintain and pass on culture. In
language learning, there are four important skills to master: listening,
speaking, reading, and writing. In addition, language components such as
grammar, vocabulary, and sound systems are also a focus in the language
learning process (Jeremy Harmer, 2007).
One of the most important components of language is vocabulary.

Vocabulary is the first key to learning a language, as it carries the meaning of
the thoughts and emotions that one wants to convey. Mehta (2009) states that
"vocabulary is the first, foremost, and most important step in language
acquisition." This means that, in learning a foreign language, students usually
learn vocabulary first before mastering more complex structures. By mastering
vocabulary, we can communicate with others and convey our intentions well.
John Dewey (1910) in Bintz (2011) states that “vocabulary is critically
important because a word is an instrument for thinking about the meanings
which it expresses.”
In addition, to being a means of communication, high vocabulary mastery

also plays an important role in academic achievement. Vocabulary is
integrated into every content area and becomes an integral part of the
curriculum. Vocabulary use is not only limited to speaking but is also related
to reading, writing, and building the foundation of effective communication
(Bowman, 2006). Therefore, a good command of vocabulary not only helps
students in communicating but also in understanding academic texts and
improving their learning achievement.
Besides vocabulary, pronunciation is also a very important component of

language. According to Botley (2017), good pronunciation is necessary
because English has many sounds and words that are difficult to pronounce
correctly. Having good pronunciation facilitates communication with
interlocutors or native English speakers. However, pronunciation is often
underestimated in English language learning in Indonesia. In fact, by
understanding and having the correct pronunciation, one can improve their
communication skills with native English speakers and win the competition in
the world of work.
Maintaining correct pronunciation can also help us master English faster

and become more fluent. If you often practice correct pronunciation, it can
improve your confidence and communication skills.
1.2 Problem Formulation

Based on the background of the problem above, the problem formulation is
as follows :
1. What is Vocabulary and Pronunciation Teaching?
2. How to Teach Vocabulary and Pronunciation Effectively?
1.3 Purpose Of The Paper

Based on the problem formulation above, the objectives of this paper are as
follows :
1. To understand the meaning of Vocabulalry and Pronunciation Teaching.
2. To learn how to teach Vocabulary and Pronunciation effectively.
Bersumber pada
rumusan permasalahan
yang disusun oleh penulis
di atas,
hingga tujuan dalam
penyusunan makalah ini
merupakan bagaikan
berikut:
1. Untuk mengenali apa
itu teori belajar
humanistik.
2. Untuk mengenali
siapa saja tokoh-tokoh
yang menganut aliran
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
karakteristik teori belajar
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
teori belajar humanistik.
5. Untuk mengetahui
implementasi teori
belajar humanistik dalam
pendidikan.
6. Untuk mengetahui
ciri-ciri guru yang efektif
menurut teori humanistik.
7. Untuk mengetahui
apa saja kelebihan dan
kekurangan dari teori
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
Bersumber pada
di atas,
hingga tujuan dalam
merupakan bagaikan
berikut:
itu teori belajar
humanistik.
2. Untuk mengenali
humanistik.
3. Untuk mengenali
humanistik.
saja tahap-tahap
pembelajaran yang
menggunakan
5. Untuk mengetahui
implementasi teori
pendidikan.
6. Untuk mengetahui
7. Untuk mengetahui
belajar
humanistik
BAB II
DISCUSSION
2.1 Teaching Pronunciation and Vocabulary
2.1.1 Pronunciation
Pronunciation is an integrated and integral part of language learning. It
consists of elements much wider than sounds of consonants and vowels. It
includes the elements of rhythm and intonation, which support the
communicative process. That is to say, anyone who wants to gain
communicative competence has to study pronunciation. So here is the
importance of teaching pronunciation.
As listeners expect spoken English to follow certain patterns of rhythm and
intonation, speakers need to employ these patterns to communicate effectively.
If the rhythm and intonation are different, listeners simply can’t get the
meaning. Similarly, listeners need to know how speech is organized and what
patterns of intonation mean in order to interpret speech accurately. Thus,
learning about pronunciation develops learners’ abilities to comprehend spoken
English. Furthermore, a lack of knowledge of pronunciation could even affect
students’ reading and spelling.
2.1.2 Vocabulary
Vocabulary skill is often considered as a critical aspect of foreign language
learners as limited vocabulary in a second language, impedes successful
communication. Considering the importance of vocabulary acquisition, that
lexical knowledge is central to communicative competence and to the
acquisition of a second language. The correlation between vocabulary
knowledge and language practice as complementary : The skill of vocabulary
enables language use and conversely. Language use leads to an increase in
vocabulary knowledge.
The importance of teaching vocabulary is demonstrated daily in and out of
campuses. In classroom, the achieving students possess the most sufficient
vocabulary. The acquisition of vocabulary is essential for successful foreign
language use and plays an important role in the formation of complete spoken
and written texts. Learning vocabulary items plays a vital role in all language
skills (eg. listening, speaking, reading, and writing). furthermore, the
acquisition of an adequate vocabulary is essential for successful foreign
language use because without an extensive vocabulary, a language learner will
be unable to use the structures and functions we may have learned for
comprehensible communication. Some 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 readers to overcome.
2.2 How To Teach Vocabulary and Pronunciation Effectively

2.2.1 How To Teach Vocabulary Effectively
The main of teaching vocabulary is to make students find out word
meaning them in different context. So, vocabulary items should be taught in a
way that must help learner to use itin properand suitable context.As vocabulary
items in language play an important role in framing up ideas in a continues
flow.The teacher should be aware of the fact that a simple carelessness leads
the learner failing in learning vocabulary items. So the techniques for
vocabulary teaching should be perfect. Here are some effective vocabulary
teaching techniques, namely :
1. Context-Based Learning
Teaching vocabulary in context helps students understand the use of
words in real-life situations. When vocabulary is learned in a relevant
context, students have a greater chance of internalizing its meaning and use
in everyday communication (Graves, 2006).
2. Use of Visual Materials
Using visual aids such as pictures, diagrams, or videos helps students
visualize the meaning of words. Research shows that the use of visual
materials improves vocabulary comprehension and information retention in
students (Winn et al., 2019).
3. Interaction-based Activities
Engaging students in interactive activities such as games, discussions, or
collaborative projects allows them to use vocabulary actively and
contextually. Activities that encourage active participation have a positive
effect on vocabulary comprehension and acquisition (Nation, 2001).
4. Providing Targeted Feedback
Providing constructive feedback on students' vocabulary use helps them
to correct errors and develop better understanding. Research shows that
directed feedback is effective in improving students' language skills (Hattie
& Timperley, 2007).
5. Use of Integrated Learning Techniques

Integrating vocabulary learning with other language skills such as
reading, writing, listening, and speaking helps students strengthen their
overall language skills. Research shows that integrated learning is effective
in improving students' language proficiency (Grabe & Stoller, 2011).
2.2.2 How to teach Pronunciation Effectively

Teaching pronunciation effectively involves a combination of strategies
aimed at improving students' ability to produce and understand sounds,
intonation, stress patterns, and rhythm in the target language. Here are some
key approaches :
1. Modeling
Modeling is a technique where the teacher demonstrates how a word or
phrase should be pronounced correctly. The teacher provides clear
examples and reinforces the importance of proper pronunciation. For
example, the teacher explains the difference between the pronunciations of
"cat" and "cut," highlighting how the vowel "a" in "cat" is pronounced
short (/æ/), while in "cut" it is pronounced long (/ʌ/).
2. Minimal Pairs
Minimal pairs are two words that differ in only one sound or phoneme.
Students compare and contrast word pairs to increase phonemic awareness.
For example, comparing word pairs such as "ship" and "sheep" will help
students understand the difference between the phonemes /ɪ/ and /iː/.
3. Audiovisual Resources
The use of audiovisual resources such as voice recordings, videos, or
interactive software helps students improve pronunciation by hearing and
seeing proper models. For example Playing recorded dialogs or short
videos featuring native speakers will give students clear examples of
correct pronunciation.
4. Drills
Repetitive drills help students strengthen their pronunciation skills by
repeating words or phrases regularly. For example, drills repeat words or
phrases that are difficult for students, focusing on correct intonation, word
stress, and sound.
5. Integration with Context (Contextualized Pronunciation)

Teaching pronunciation in a communicative context helps students
relate pronunciation to real-life situations, reinforcing understanding and
proper usage. Example: teaching pronunciation while learning a dialog in a
textbook or in a communicative situation such as talking about interests or
hobbies.
BAB III
CONCLUSION
3.1 Conclusion
Pronunciation and vocabulary are two important aspects of language
learning. Pronunciation is not only limited to consonant and vowel sounds, but
also includes rhythm and intonation that support the communicative process.
Meanwhile, vocabulary plays an important role in all language skills (e.g.
listening, speaking, reading and writing). To teach pronunciation and
vocabulary effectively, various techniques can be used. In teaching
vocabulary, techniques such as the use of context-based learning, use of visual
materials, interaction-based activities, providing targeted feedback, and use of
integrated learning techniques. Meanwhile, in teaching pronunciation, techniques
such as modeling, minimal pairs, audiovisual resources, drills, and integration with
context (Contextualized Pronunciation) are used to help students improve their
pronunciation and build confidence in speaking English.
3.2 Suggestion
Based on the conclusion of the discussion on Teaching Pronunciation and
Vocabulary, the things that need to be considered are as follows :
1. Use of Various Teaching Techniques
Teachers can use a variety of teaching techniques that have been
described, such as the use of pictures, pantomime, contrast, translation,
demonstration, games, songs, rhymes, and realia. The use of a variety of
techniques will help increase students' interest and engagement in
learning.
2. Focus on Active Practice
It is important for teachers to ensure that students actively participate
in the practice of pronunciation and vocabulary use. Provide opportunities
for students to actively practice using vocabulary and pronouncing words
correctly.
3. Providing Constructive Feedback
Provide constructive feedback to students as they practice
pronunciation and vocabulary usage. By providing appropriate feedback,
students can correct their mistakes and improve their language skills.
4. Integrate Technology
Teachers can utilize technology, such as online pronunciation aids or
language learning apps, to assist students in improving their
pronunciation.
5. Creating a Supportive Learning Environment
Create a supportive learning environment in the classroom, where
students feel comfortable practicing pronunciation and using new
vocabulary. Encourage collaboration between students and information
exchange to enhance learning.
6. Consistency and Patience
Remember that learning pronunciation and vocabulary takes time and
patience. Allow enough time for students to understand and master the
material, and do not hesitate to repeat the material if needed.
REFERENCES
Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation.

Oxford University Press.
Bintz, W.P. 2011. Teaching Vocabulary across the Curriculum. Middle School
Journal.
Botley, A. (2017). The Importance of English Pronunciation. English Language
School.
Bowman, L. (2006). Vocabulary and Reading Comprehension. Curriculum
Associates.
Brown, A. (2014). Pronunciation for English as an International Language.
Routledge.
Celce-Murcia, M., & Goodwin, J. M. (1991). Teaching Pronunciation.
Cambridge University Press.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching
Pronunciation: A Reference for Teachers of English to Speakers of
Other Languages. Cambridge University Press.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching
Pronunciation: A Course Book and Reference Guide. Cambridge
University Press.
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford University Press.
Gilbert, J. B. (2002). Clear Speech Student's Book: Pronunciation and Listening
Comprehension in American English. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2011). Teaching and researching: Reading.
Routledge.
Graves, M. F. (2006). The vocabulary book: Learning and instruction. Teachers
College Press.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of
Educational Research, 77(1), 81–112.
Jeremy Harmer, The Practice of English Language Teaching (Malaysia: Pearson
Educated Limited, 2007), p.259
Mehta, K. N. (2009). Vocabulary Teaching : Effective Methodology. The
Internet TESL Journal (15)3.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge
University Press.
Schmitt, N., & Schmitt, D. (2014). Vocabulary in Language Teaching.
Cambridge University Press.
Thornbury, S. (2002). How to Teach Vocabulary. Pearson Longman.
Underhill, A. (2005). Sound Foundations: Learning and Teaching
Pronunciation. Macmillan Education.
Winn, W. D., Richey, J. E., & Richey, J. E. (2019). The analysis of educational
visualizations. In Educational Technology: Foundations and Futures
(2nd ed., pp. 81–109). Wiley.

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TEACHING ENGLISH AS A FOREIGN LANGUAGE COURSE

1. M Adis Ahirian (A12122131)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

1.1 Background Of The Paper..................................................................................1

1.2 Problem Formulation..........................................................................................2

1.3 Purpose Of The Paper.........................................................................................2

2.1 Teaching Pronounciation and Vocabulary............................................................3

2.2 How To Teach Vocabulary and Pronounciation Effectively................................4

1.1 Background Of The Paper

Language is a very important thing in human life, and it plays an important

One of the most important components of language is vocabulary.

In addition, to being a means of communication, high vocabulary mastery

Besides vocabulary, pronunciation is also a very important component of

Maintaining correct pronunciation can also help us master English faster

1.2 Problem Formulation

1.3 Purpose Of The Paper

2.2 How To Teach Vocabulary and Pronunciation Effectively

5. Use of Integrated Learning Techniques

2.2.2 How to teach Pronunciation Effectively

5. Integration with Context (Contextualized Pronunciation)

Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation.

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