Page 109 - E-Modul Pembelajaran Bahasa Inggris SD

organizing, recording and personalizing vocabulary. The fourth stage of
learning vocabulary is based on the very same principle as the third stage,

i.e. children need to work with the new words a lot so that they stay in their
long-term memory. However, this stage also underlines the importance of

personalizing vocabulary, to help children build up their own vocabulary

systems. It is not only about students creating their own vocabulary books,
but also about deepening children's knowledge of words, and helping them

discover connections between words. They can make their own sets of
vocabulary, colour cards, flashcards and vocabulary bags or even create a

class dictionary or sets of words.

Children also need to develop their own strategies for vocabulary
learning so that they can memorize words more effectively. They need to be

actively involved in the learning process and become more and more
independent in learning new words.

Presenting new words

There are several different ways of presenting new vocabulary to young
learners. The most frequent ones are the following:

Realia — Bringing the things the words represent into the classroom (e.g.
postcard, ruler, pen, ball, etc.). The teacher holds up the object or points to

it, says the word and then gets students to repeat it.
Pictures — Bringing a pen into the classroom is not a problem.

Bringing in a car, however, is. One solution could be bringing in pictures (board

drawings, wall pictures, charts, flashcards or magazine pictures). They can
illustrate concepts such as above and opposite, clothes, parts of the body,

forms of transport, etc. Visual support is extremely important for young
learners.

Mime, action and gesture — Action is probably better explained by 39 mime,

especially with young learners: e.g. it is easier to present running or eating
with mime. The teacher can establish a common gesture for a certain

concept, e.g. for the past tense — hand jerked over the shoulder.
Contrast — It means presenting the meaning of a word by contrasting it with

its opposite, e.g. empty — full, cold — hot, big small; it can be carried out

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