685145804-The-Effectiveness-Ways-of-Vocabulary-Practice-to-Improve-Young-Learners-Speaking-Skills
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The Effectiveness Ways of Vocabulary Practice to Improve Young Learners Speaking Skills
Listiyan Alya Salma
INTRODUCTION
English is the most widely used communication tool in various countries where English is also
often referred to as an international language, therefore, we need to learn English. In learning English,
four major skills must be mastered, there are listening, speaking, reading, and writing. Students need
English vocabulary to support them in these skills and by having a lot of English vocabulary they would
be able to communicate in spoken and written English. However, speaking is the icon of the language.
This means that speaking is the most important skill because it is related to communication. To be able to
communicate well, everyone must have a large vocabulary so that they can be said to master English.
Young learners are are usually between the ages of five and twelve. Young learners are more
likely to understand depending on what they hear, see, and touch because their cognitive abilities are still
developing. They really enjoy active learning in class because they are curious and very energetic.
Therefore, early childhood is the right time to learn foreign languages, especially English. In teaching
English to young students, age is considered a critical period in the development of language proficiency,
especially in English. If parents and teachers work together to maximize a student's brain function at their
age, it will benefit them. According to (Saputra et al., 2021) stated that this is because during the golden
age, the ability to absorb knowledge is more developed. Based on the research from (Siska, 2015) teaching English to young learners involves more than
just imparting knowledge; it also requires extra effort. Teaching English to young learners involves
supporting, encouraging, and empowering them as they engage in activities aimed at acquiring and
understanding English language knowledge, skills, and information. This means that teachers must know
how to build the classroom into a learning environment, not just a space where students can learn while
being taught. Teachers should create interesting material and varied exercises. Additionally, when
working with younger children, teachers should always strive to increase their engagement in class,
arouse their curiosity, help them think more clearly, and draw their attention to the problems they are
facing. In this way, the learning process will be enjoyable for students, and they will also get the best
results.
There are some difficulties encountered by english teacher in teaching vocabularies. According to
(Wardani, 2019) based on their research, the common difficulties encountered in teaching vocabulary are
students and teachers limited knowledge of the words, techniques, time constraint, and word selection. To
overcome those difficulties, teachers may employ some techniques in teaching vocabulary such as using
translation in L1, picture, real objects, gestures, guessing from the context, drilling, repetition, and using
dictionary. Thus, it can be concluded that difficulties in teaching vocabulary lead English teachers to
some ways they can take to overcome them. Because English is a new subject in elementary school,
teachers must make students interested in it. An important factor that makes people pay attention to a
topic is interest.
According to (Siska, 2015) stated that teaching English at a higher level is not the same as
teaching it to elementary school students. Students in elementary school learn from their environment.
Based on the assumptions above, it needs to be underlined that vocabulary plays an important role in
helping young learners acquire English language targets. Young learners need to learn vocabulary to help
them with these skills. Vocabulary is a combination of words and phrases that form a language. It
contains the meaning of the words and the words themselves. This chapter aims to explain the Effectiveness Ways of Vocabulary Practice to Improve Young
Learners' Speaking Skills from various previous studies which discuss how to Practice Vocabulary to
Improve Young Learners' Speaking Skills. It is hoped that from the ideas and concepts in this chapter,
teachers can learn how to teach vocabulary effectively so that young learners can understand the meaning
of words and improve their speaking skills. Moreover, without knowledge of vocabulary, it is impossible
for them to communicate well. Therefore, teachers must find good ways to teach vocabulary to support
their speaking skills.
RESULT AND DISCUSSION
This chapter aims to explain the Effectiveness Ways of Vocabulary Practice to Improve Young
Learners' Speaking Skills from various previous studies which discuss how to Practice Vocabulary to
Improve Young Learners' Speaking Skills. Vocabulary Practice
Vocabulary practice involves various activities aimed at expanding one's vocabulary, which is a
fundamental aspect of language development and proficiency. It includes activities like learning new
words, memorizing their meanings, and using them in context through exercises like reading, writing,
speaking, or listening. The goal of vocabulary practice is to enhance one's language skills, comprehension
of texts, and the ability to express thoughts and ideas effectively.
Moreover, vocabulary is one of the language components that should be acquired by students.
Because if students have many vocabulary items, they will have a better opportunity to master the
language. There are many media which can be used in teaching vocabulary to young learners. Teachers
need learning media that are more creative and attract students' attention and motivation to learn. So that,
they will achieve the goal. The lecturers will not worry to teach and give some exercises about vocabulary
for students if they use online application. In fact, teaching English vocabulary to the students is not easy.
(Susana, 2017) stated that many students feel bored to memorize new words themselves and drill about
vocabulary. They just wait for their lecturers to explain some new words to them. Some students even feel
that it is too difficult and boring to do vocabulary practices.
Young Learners’ Speaking Skills
Young learners' speaking skills encompass the ability of children, typically aged 3 to 12, to
effectively communicate and express themselves using spoken language. According to (Oxford, 1992)
these skills are fundamental to their language development and have a profound impact on their cognitive,
social, and educational growth. Young learners gradually develop their speaking skills through various
stages, from basic sounds and words to more complex sentence structures and coherent conversations.
These skills are crucial for a child's ability to interact with others, learn, and make sense of the world
around them.
How to Practice Vocabulary to Improve Young Learners' Speaking Skills
Vocabulary is one of the basic components of English that have to be mastered by students. There
are many media which can be used in teaching vocabulary to young learners. Teachers need learning
media that are more creative and attract students' attention and motivation to learn. Based on the research that conducted by (Rusiana, 2021) the learning strategies utilized by the
students in learning vocabulary are metacognitive strategy (21.45), memory strategy (18.95),
compensation strategy (15.47), social strategy (14.96), cognitive strategy (14.71) and affective strategy
(14.46). While the most problems faced by the students are spelling, pronunciation, memorizing, and
meaning. Apart from that, assessing speaking skills for young learners is one of the difficult tasks in
language learning because young learners’ have higher activity levels and easily distracted by others.
English teachers need to be competent in applying strategies in conduct speaking assessment for young
learners’. According to (Novi Nurhidayah, 2022)
on her research entitled EYL Teacher’s Strategies in
Conducting Speaking Assessments. The research was conducted at SD GenBi School Medan. The
findings showed that the teacher use various strategies when conducting the speaking assessments,
namely; Picture Talks, Story-telling, Oral Presentations, Answering Open-questions, Minidialogues and
role-plays, and Word Repetition Tasks.
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Vocabulary as one of English component and it’s very important to learn. Before the students
master the four skills they have to know some vocabularies to support them in learning English. English
vocabulary as one of the language skill elements has an important role for young learners in learning
foreign languages. In presenting English, especially vocabulary, the teacher should be creative in
choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some
strategies to support the teaching and learning process. Teaching English for young learner is different
from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults.
(Haerudin, 2018)
In the current study, among many other suggestions it is proposed that the inclusion of mobile
assisted language learning could be useful way of developing vocabulary for spoken proficiency of Saudi
EFL learners. According to (Rahmawati, 2020) speaking in a foreign language is considered to be a
challenging aspect of language learning that demands competence and mastery in learning any foreign
language. Vocabulary learning verifies to play an important role in oral communication. The analysis of
the data showed that both teachers and learners indicated that lack of vocabulary is one of the major
factors in students’ inability to speaking English. However, the vocabulary mastery plays an important role in speaking ability. Based on the
research entitled “The Effects of Vocabulary Mastery on Speaking Ability in View of Communicative
Competence” conducted by (Muliadi, 2018) stated
that mastering vocabulary is one of the solutions for
the learners to speak. Vocabulary mastery and speaking ability has close correlation each other since
vocabulary is a branch of speaking skill. It is also a foundation to better speaking ability which has
relationship to other language aspects. The result of he research showed that students score obtained is
high, it indicates that the students, especially who have been as the subject of this research, have gained
better achievement in speaking ability.
1. Using Songs
Speaking is one of languages that important in language learner as a new second or foreign
language. But some people including language learners think that speaking is difficult. It can be seen
from a research that conducted by (Nurvia, 2016) entitled Using Song in Teaching English Speaking
Skills for Young Learners. In MI Madinatunnajah Kota Cirebon have many problems that students face
when learning speaking as the students difficult to speak English in front of class, because they not
confident, felt shy and lack vocabulary and another factors the students are lack motivation to practice the
foreign language in daily conversation. The findings show that the observation of process of teaching and
learning English speaking skills by using song, there are 3 steps of teaching and learning, exist outcomes
of learning in teaching speaking skills by using song. The advantages of using song are: Song could
become a media introduction of new languages, songs improve students’ pronunciation, song could be
give good contribution in increasing students’ motivation in speaking, and song can strengthen memory
of students. Moreover, speaking skills require a lot of practice so that students are fluent in English. It needs
to be underlined that vocabulary is a core part of language skills and provides much of the basis for how
well students speak, listen, read and write. Many students in Indonesia are difficult to understand English
lessons properly, their main obstacle is the lack of vocabulary mastery. It can be confirmed by a research
entitled A Study of Vocabulary Learning for Young Learners at a Private English Course, conducted by
(Herwiana, 2015) This research is based on learning vocabulary in A 1 class of Gwynfor English Course
Jombang. Most of students complain that the teaching activities are very boring. The problems of this
research are: how do the teachers make learning English easy to understand, and how are the processes of
learning vocabulary in the Gwynfor English Course? The researcher uses the descriptive qualitative
method. In this study the researcher found some ways that used in by the tutor in teaching vocabulary
learning in A 1 class are using songs, games and pictures.
2. Using Video
From all the research above, it can be confirmed with some of the previous research related to the
effectiveness of ways of vocabulary practice to improve young learners' speaking skills. There are many
media that can be used to teach vocabulary to young learners. It can be seen from some research that the
media improves young learners speaking entitled The Use of Video Conversation to Improving Students’
Vocabulary Mastery in Speaking Skill conducted by (Millington, 2011) the objective of his research is to
improve students’ vocabulary mastery and speaking skill. According to (Nurvia, 2016) Songs play an
important role in the development of young children learning a second language. A testament to this is the
frequency with which songs are used in English Language Teaching classrooms all over the world.
Beside song as media, there is role play strategy in teaching vocabulary stated by (Alabsi, 2016) Role-
play potentially offers an enjoyable way to encourage students to use vocabulary appropriately in
simulated authentic situations. Video media also has an influence in teaching. It can be seen from a research entitled Teaching
Vocabulary to Young Learner Using Video on Youtube at English Course conducted by (Olasina, 2017).
In this research, the researcher used video on YouTube to teach vocabulary. The research focuses on how
students’ engagement during the implementation of video on YouTube in teaching vocabulary at an
English course. The findings of this research were classified into two themes; students’ response to the
classroom activities and the teacher instruction, and student’s engagement to the use of video on
YouTube. It is revealed that most young learners at an English course were engaged during the
implementation of the video on YouTube in teaching vocabulary. They also gave positive responses to
the learning activity and preferred learning English vocabulary by using video on YouTube.
There is also research on other video media, conducted by (Munir, 2016) entitled The
Effectiveness of Teaching Vocabulary by Using Cartoon Film toward Vocabulary Mastery of EFL
Students. The article investigates the suitable media to develop students’ vocabulary in elementary level
is audio visual media especially cartoon film media. Based on the research finding, the researchers
conclude that (1) the students’ mastery on vocabulary before being taught by using cartoon film media
can be seen from the result of pre – test, there are 15 students get excellent result, there are 2 students get
good result , there are 4 students get enough result , there are 3 students get less result and 1 student get
low result . It means that there are 32% students who get low score. (2) The students’ mastery on
vocabulary after being taught by using cartoon film media can be seen from the result of post – test, there
are 19 students get excellent result, there are 5 students get good result and there is 1 student get enough
result. (3) The significant different, between students’ mastery on vocabulary before and after taught by
using cartoon film media can be seen from the result of pre – test, it showed that 15 students who get
score 80 – 100 where as the result of post – test showed that 19 students who got score 80 – 100. It means
that the result of this research showed that t count > t table (5,20 > 1,71). It indicates that cartoon film is
suitable to teach vocabulary. So from the result the researchers suggest to the English teacher that cartoon
film is effective to teach vocabulary for young learners.
3. Using Media Apart from short stories, there are also other teaching media such as flashcard and hand puppet.
Based on the research entitled Teaching vocabulary using flashcard to young learners from (Sumarni,
2019) this research is a study to investigate the influence of using flashcard in teaching vocabulary to
students of grade four in elementary school. The results of the research showed that there is an
improvement in student’s vocabulary mastery after the students were thought vocabulary mastery using
flashcard. The students of elementary school grade two could memorize and understand easily and they
were encouraged to learn English. Thus, the researcher could conclude that using flashcard in teaching
vocabulary to the students grade two is recommended as teaching program to learn English.
However, to know the effectiveness of using flashcards, it can be confirmed from a research
entitled The Effectiveness of Using Flashcards To Improve Vocabulary In Speaking English For
Elementary School Students conducted by (Pramadanti, 2023). The results showed that students' scores
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reached 75 in period I, then increased to 82 in period II. As illustrated in the observation table, student
activity increased. The sample in this study was grade IV students of SD Zamzam Kurnia Bekasi. The
results showed an improvement in English speaking skills. Therefore, using Flashcard media can increase
students' vocabulary in improving students' English speaking skills in class.
After the flashcards there is also hand puppet media which indicated that teaching speaking using
hand puppet can improve the speaking ability it can be seen from a research entitled The Use of Hand
Puppet in Teaching Speaking to Young Learners conducted by (Maria, 2022). The purpose of this
research was to determine the improvement of students' speaking ability by using hand puppet. The
research was conducted by giving treatment and succeeded in improving students' speaking skills in
several aspects, namely vocabulary, grammar and fluency. The treatment was carried out using hand
puppet as a medium in learning to speak by describing a topic. The result of the average speaking score
on the pre-test was 8.63. After the reseracher gave treatment using hand puppet, it turned out that the
score of students' speaking in the post-test increased to 13.27. Therefore, the researcher concludes that
teaching speaking using hand puppet can improve the speaking ability.
4. Using Games
The next teaching media is games. Games has been extensively known to increase students'
motivation and interest in learning English. However, its main findings and the trends in English teaching
and learning for young learners are still unknown. Game-based English learning was most implemented at
the elementary school levels, and the most learned language skill was to increase vocabulary. Games has
been extensively known to increase students' motivation and interest in learning English. However, its
main findings and the trends in English teaching and learning for young learners are still unknown. In
2020, the popularity of games based on English learning was very high. It also can be seen from a
research entitled Game Based English Learning for Young Learners conducted by (Saputra et al., 2021)
the aim of the study was to examine the application of games-based English learning for young learners.
The result of the study revealed that game-based English learning was very popular among Indonesian
English young learners between the years 2011-2021. Based on the research from (Wijaya, 2015), her research entitled Teaching Vocabulary to Young
Learner through Cops and Soldiers Game. The purpose of conducting this research is to improve
student’s vocabulary mastery by teaching using Cops and Soldiers Game at first grade students of
extracurricular English class of SD Islam Al-Azhar 21 Pontianak in academic year 2013/2014. This
research was conducted through A-Pre Experimental design to solve the problems that happened in the
class, which was students’ lack of vocabulary. The research finding showed that Cops and Soldiers Game
improves the students’ vocabulary mastery. The result of the post test revealed that the mean score was
73.33 while their mean score in pre-test was 58.05. it indicated that Cops and Soldiers Game had
improved students’ vocabulary mastery on first grade students of extracurricular English class of SD
Islam Al-Azhar 21 Pontianak in academic year 2013/2014. In conclusion, Cops and Soldiers Games could
improve students’ vocabulary mastery.
5. Using Application
Apart from videos, In the digital era, ICT (Information and Communication Technology)
becomes an essential tool for more and more people in educational world. Many applications based on
ICT can be found and used as a learning medium. Therefore, ICT is required by English lecturers in their
teaching and learning process. The application can also be used for teaching vocabulary and speaking to
young learners. According to (Adnyayanti, 2022) on her research entitled Teaching English Vocabulary
to Young Learners with Wordwall Application. The research specifically aimed to improve the English
vocabulary of young learner students at SDN 1 Mambang by using Wordwall. The material given
includes three vocabulary components: nouns, verbs, and adjectives. This study shows that the mean
score of the student in the pretest was 53.33, categorized as satisfactory, and the student's scores in the
post-test increased by 73.33, categorized as good. After receiving treatment, the total percentage of
students' vocabulary achievement development was 37.50%. This shows that word wall can increase
students' vocabulary achievement and motivation to learn English.
6. Using Drama
From all the research above, based on the research entitled Teaching English vocabulary to young
learners via drama conducted by (Demircioǧlu, 2010) stated that interest in the teaching of English to
young learners has been steadily growing in recent years. Thus, a great many different techniques are
employed to be successful. One of the most effective techniques is drama. Children, perhaps more than
any other category of learners, delight in drama. They are immediately in imaginary worlds, where they
can act out a role and engage in ‘pretend’ activities. They really appreciate the use of drama when they
are taught a new vocabulary item along with other aspects of language. Memorising new vocabulary
items is very difficult for young learners who have different learning styles and different dominant
intelligences. However, through drama, they are not supposed to memorize words in isolation. They are
involved in the contextualised learning process intellectually and emotionally. This paper examines
drama, drama implementations and vocabulary teaching to young learners through drama. The main aim
of the study is to determine whether drama has an extended impact on young learners’ vocabulary
teaching. It also covers the results of drama implementations and concludes by giving some suggestions
and implications.
7. Other Techniques and Activities
The other ways of using vocabulary practice to improve young learners' speaking skills were also
conducted by (Nuraeningsih & Rusiana, 2016) entitled Improving Students’ Vocabulary Mastery through
TPR Storytelling. Teaching English to primary school students highly emphasizes vocabulary. It is
understandable since they are at the first stage of learning the language. Unfortunately, in many teaching
practices, vocabulary is taught in an isolated way without the presence of meaningful context.
Vocabularies are often given in the form of a long list to be memorized. Actually, the aim of learning
vocabulary is to equip the students to be ready to use the language (i.e., speak). Therefore, here, Total
Physical Response Storytelling (TPRS) is to meet the students’ needs. TPR Storytelling is one of the
foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPRS,
teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar, and students acted out those
stories. The result of the research shows that the use of TPRS can improve the students’ vocabulary
mastery. The students’ responses to the use of TPRS are also positive. Therefore, teachers are expected to
make use of other stories by considering vocabularies that meet the syllabus and the students’ needs with
the support of the institution.
In recent decades, teaching and learning English has gained importance not only for adults but
also even for very young children. Therefore, games, songs, art-craft activities and short stories have
proved to be practical instruments for very young learners; especially, short stories are great tools to teach
vocabulary as words are best acquired in a meaningful context. It can be seen from a research entitled The
effect of short stories on teaching vocabulary to very young learners (aged 3-4-year) conducted by
(Azizah, 2012) this study, hence, focuses on exploring whether very young learners can learn English
effectively through a short story-based syllabus or not. The results showed that children in the
experimental group could remember more vocabulary items than the others since they learned them in a
meaningful and enjoyable short story-based context.
Repetition practice and demonstration techniques have also been implemented to determine the
effectiveness of vocabulary practice in improving young learners speaking skills. The Effectiveness of
Repetition in Increasing Students Vocabulary conducted by (Gunawan, 2020). There are 2 problems that
motivated the researchers to conduct this research. The first problems arises from internal and the second
comes from external problems related to the weakness of engineering students in mastering English
vocabulary. This study is intended to provide reinforcement to students on English vocabulary so that
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their English language skills increase. Through the repetition method, students are more likely to repeat
and practice correct spelling when pronouncing English words. The results show that with repetition
students are able to increase English vocabulary accompanied by an increase in creating sentences.
And the last, a research entitled Demonstration Technique to Improve Vocabulary and Grammar
Element in Teaching Speaking to EFL Learners
conducted by (Husnu, 2017) this study aimed at
examining the effectiveness of demonstration technique to improve vocabulary and grammar element in
teaching speaking at EFL learners. The researcher found that there was a significant difference in mean
scores between experimental and control group and t-test score is higher than t-table, it meant that
demonstration technique was significantly effective in teaching speaking, especially to improve the
element of vocabulary and grammar in teaching speaking at EFL learners.
CONCLUSION
Young learners have the ability to learn things quickly and memorize them over the long term.
This is a good opportunity for children to learn about foreign languages, especially vocabulary, which is
key to communicating in English. However, it may be difficult for teachers to get children to be quiet and
pay full attention while studying in class. So, teachers need to understand children's learning habits and
vocabulary strategies so that teaching and learning activities are more conducive. This article is an
overview of several previous studies related to young students' EFL learning strategies, especially
vocabulary learning. Several effective vocabulary practice methods to improve young learners' speaking
skills are expected to help in providing knowledge for teachers for young EFL students in speaking and
stimulate students' vocabulary knowledge. Various effective methods of vocabulary practice can improve young students' speaking skills.
Learn the importance of speaking skills in learning English, especially for young children. In learning
speaking skills, it is important for teachers to build students' interest and provide interesting material.
Several studies highlight common difficulties in vocabulary teaching, such as students' and teachers'
limited knowledge of words, time constraints, and word choice. Researchers suggest using various
strategies, such as translation, pictures, real objects, body movements, guessing from context, and
duplicating.the important role of this method in establishing a conducive learning environment and
improving young students' English-speaking skills. These insights collectively provide educators with a variety of techniques for cultivating and
sharpening young learners' speaking skills by utilizing innovative, engaging, and diverse teaching
strategies.
In conclusion, vocabulary is a fundamental component of language development and
is crucial for young learners' ability to communicate effectively. The research highlights the
significance of employing diverse strategies and media to engage students and stimulate their
interest in vocabulary acquisition. In conclution, this chapter emphasize the importance of creative teaching methods, such
as songs, videos, flashcards, hand puppets, games, applications, drama, and other techniques to
enhance vocabulary retention and speaking proficiency. The findings underscore that integrating
vocabulary practice within meaningful contexts, using interactive and engaging activities,
contributes significantly to young learners' language development. These insights can inform
educators and curriculum designers in their efforts to foster effective vocabulary practice and
boost young learners' speaking skills.
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