Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence
DOI:
https://doi.org/10.29408/veles.v1i1.391Abstract
This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence.
References
Beck, Issabel, et al. (2004). Bringing words to life. New York: the Guilford press.
Broughton, Geoffrey, et al. (2003).Teaching English as foreign language. New Jersey: routladge
Chesla, Elizabeth (2004). Just in time Vocabulary. New York: Learning express.
Coroselli, Marlene (2006). 500 Creative Classroom Techniques for teacher and trainers. New Jersey: HRD press
Doff, Adrian, et al. (2004). Language Link, grammar and vocabulary for self study. New Jersey: Cambridge.
Elfrieda, et al. (2005). Teaching and Learning vocabulary. New Jersey: Lawrence associates.
Finnie and Daniele (2003). Vocabulary Activities (Elementary). London: color press.
Gairn and Redman (2006). Working with word. New Jersey: Cambridge university press
Jack C. Richard and Theodore S. Rodger (1986). Approaches and methods in language teaching. Cambridge University Press
James Coady and Thomas Huckin (1997). Second Language Vocabulary Acquisition, Cambridge University Press
Kenworthy, Joanne (1988). Teaching English pronunciation. New Jersey: Longman
McCarty, Michael, et al. (1999). English collocation. New York: Cambridge
Peter Watcyn-Jones (1994). Target Vocabulary. New Zealand
Purland, Matt (2005). Big resource book. England: English banana.
Purland, Matt (2008).Talk a lot spoken English course elementary book 1. England: English banana.
Redman, Stuart, et al. (2002). Activating Vocabulary. New York: Cambridge
Richards and Christine (2002). English through pictures. New York: Washington square press
Robinson, Anne (2002). Fun for Flyer. New York: Cambridge.
Suzanna (1997). With Grammar Communicative. Activities for the Azar grammar series. New Jersey: Prentice hall inc.
Scott and Lisbeth (2006). Teaching English to Children. New York: Longman.
Steven and Bill (2005). Handbook of vocabulary Teaching Strategies. New Jersey: Longman
Steven and William (2006). Teaching word Meaning. New jersey: Laurence Erlbaum associates,inc.
Tomalin, Mary (2002). Instant Lesson 2 Elementary. England: Associated Companies.
Thornbury, Scott (2004). How to teach vocabulary. New Jersey: Cambridge,
Wolfe, Harry K. (1890). On the Color-Vocabulary of Children. University of Nebraska – Lincoln.
Woodword, Julie (2004). Vocabulary activities. New York: Cambridge
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
