TEACHING VOCABULARY BY COMBINING WORD SORT AND WORD WALL STRATEGY IN ELEMENTARY SCHOOL Oleh:
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1 TEACHING VOCABULARY BY COMBINING WORD SORT AND WORD WALL STRATEGY IN ELEMENTARY SCHOOL Oleh: Steveny Eriska Wulandari*) **) Siska Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Dalam pengajaran vocabulary terutama pada Sekolah Dasar (SD), masih ditemukan masalah-masalah baik dari siswa maupun dari guru. Masalah dari siswa misalnya siswa masih memiliki sedikit vocabulary, mereka kesulitan memahami penjelasan guru di dalam kelas, siswa tidak bisa mengelompokkan vocabulary dan siswa tidak bisa mengingat vocabulary dalam waktu yang lama. Masalah - masalah dari siswa tersebut biasanya dipengaruhi oleh strategi guru dalam pengajaran belum sesuai dengan kebutuhan siswa, seperti guru menyuruh siswa menemukan arti sebuah kosa kata dengan melihat kamus setelah itu mereka disuruh untuk menghafalnya. Dengan demikian siswa hanya mengetahui arti dari sebuah kosa kata tersebut dalam waktu yang singkat. Hal ini menunjukkan bahwa strategi guru kurang efektif karena tidak sesuai dengan kebutuhan siswa. Berdasarkan permasalahan di atas penulis mencoba menggabungkan dua strategi yaitu word sort dengan word wall dalam pengajaran vocabulary di Sekolah Dasar (SD). Word sort adalah strategi menyortir kosa kata dengan menggunakan strategi word sort siswa bisa membedakan kosa kata yang satu dengan yang lainnya. Setelah siswa menyortir kartu mereka disuruh untuk menampilkan kartu - kartu yang telah mereka sortir di kertas karton yang lebih besar dengan kreasi mereka sendiri, setelah itu mereka menempelkan hasil kreasi nya di dinding kelas, ini lah yang disebut dengan word wall strategi. Adapun manfaat dari strategi word wall ini adalah untuk membantu siswa mengingat kosa kata dalam jangka waktu yang lebih lama. Berdasarkan penjelasan di atas penulis berasumsi bahwa penggabungan strategi word sort dan word wall dapat membantu siswa dan guru dalam mengatasi permasalahan yang ada. Oleh karena itu penulis menyarankan kepada guru di Sekolah Dasar bisa menggunakan gabungan kedua strategi ini dalam pengajaran vocabulary. Key Word: Vocabulary and Word Sort and Word Wall Strategy *) Penulis **) Pembimbing 1
2 INTRODUCTION Vocabulary is main parts of English. By having bundle of vocabularies, the students can speak well, understand about what the other say, able in writing and comprehend in reading. Improving students vocabulary is very important, even though it is not main goal of the learning process. Therefore, teacher in teaching English cannot ignore about the Vocabulary itself. It is related with School Based Curriculum (KTSP). In School Based Curriculum, teaching English should be integrated with other skills and language competence like speaking, listening, reading, and writing. Vocabulary is basic component of them. So, teacher should teach about vocabulary first before going to teach other skills. Teaching Vocabulary is not an easy job especially in Elementary School. When the writer did pre observation in Elementary School, it was found that there were some problems that were faced by students in learning vocabularies. First, the students in this school did not have enough vocabularies. Second, they got difficult to understand about what the teacher say in the class. Third, they cannot categorize about vocabularies itself, and the last, they cannot remember about vocabulary longer. Those problems sometimes are related to the teacher in using strategy without considering appropriateness with students need. The teacher only asks students to find the meaning of some words by looking at dictionary. After that, the teacher asks students to memorize them without giving explanation more about vocabulary itself. As a result, the students only know the meaning of some unfamiliar words in that time, not for longer time. Here, teaching process is not effective at all. To make effective teaching, the teacher should use new strategy that suitable with the students need so that the students do not feel bored in the classroom. In this paper, the writer chooses the combination words sort and word wall strategy in teaching students vocabulary. 2
3 DISCUSSION Vocabulary Vocabulary is an important aspect in English learning process. It is the basic aspect in learning English because it will be needed by students when they learn English skills like reading, writing, speaking, and listening. This statement is supported by Coady and Hucking (1997: 5) who say that vocabulary is central to language and critical importance to the typical language learner. Similarly, Richard and Renandya (2002: 255) say that vocabulary is a core component of language proficiency and provides much of the basis for how learners speak, listen, read and write. Teaching Vocabulary Teaching is a process of transferring knowledge and some information to students. In teaching vocabulary at Elementary School, the teacher should make the students have many words and know the meaning of them by using creative and innovative strategy. As Cameron (2000:94) explains that one of several ways in teaching vocabulary 3 is including structured opportunities for the students to make a prediction about the meaning of new words when they read a text. The teacher in teaching vocabulary in Elementary School can ask the students to read a simple text, and find some unfamiliar words after that ask them to predict what the word means by adding some information related to the words. Word Sort Strategy Brunner (2011:34) says that Word Sort is a strategy in helping the students organizes words based on upon prior knowledge. The students can sort whatever they know related the words, such as definition, example, and function of the word. In here, the writer can say that Word Sort is strategy in sorting words based on teacher s pronunciation, meaning, example and function of the words. This strategy can expose the students prior knowledge about the new words that they get in learning. After that, they can expand their knowledge by sharing to their friend in the classroom.
4 Procedure of Word Sort Strategy Moreover, Moss and Loh (2010: 61) explains about the procedure of this strategy as following explanation. 1. Select a content-related text 2. Select terms that have relationship to one another so that they can be categorized. 3. Introduce the word sort activity before or after the students read 4. Give each pair of students a set of cards 5. If students are completing a closed sort, list the categories they will be using on the board. 6. Circulate around the room to check on students progress. 7. Ask students to explain how they categorized the words and why. From those explanations, the writer assumes that Word Sort Strategy is very useful in teaching English vocabulary. In teaching vocabulary in Elementary School, teacher can choose Mos and Loh procedure because in this procedure, he explains to the students what the students should do before applying the strategy. 4 Word Wall Strategy According to Macceca (2007:26) a word wall strategy is a bulletin board display of key vocabulary or concept words. It means that in word wall strategy, the teacher can write some concepts of words. It is not only about the meaning but also the picture of the words and others. In summary, the writer defines that Word Wall Strategy as a strategy in display some words in the wall. The teacher can modify the wall by giving some concepts of words and also the pictures of it. So, the students can get many vocabularies that they need in learning. Procedure of Word Wall Strategy According to Antonacci and O Callaghan (2012:106) the procedures are: 1. Establish a purpose for using the word wall 2. Select the words that targeted for instruction 3. Before reading, teach the words 4. After reading, students may post words to the word wall
5 5. Initiate activity around the word wall. This procedure can make the teacher creative in teaching vocabulary especially, in posting the words into the word wall. The teacher can use this procedure in teaching vocabulary at Elementary School Students. Teaching Vocabulary by Combining Word Sort and Word Wall Strategy. The writer combines Word Sort and Word Wall strategies because they make complete each others. The combination of these strategies is taken from Moss and Loh procedure in Word Sort Strategy and Antonacci and O Callaghan procedure in Word Wall Strategy. The teacher can use Word Sort Strategy in Elaboration Teaching and Word Wall Strategy in Confirmation Teaching. The complete procedures can be used as following procedures: 1. Select a content related to the topic 2. Select term that have relationship to one another so that they can be categorized 5 3. Introduce the word sort activity to the students 4. Give each pair of students a set of cards 5. If students are completing their sort, list the categories they will be using on the board. 6. Students may post words to the word wall 7. Initiate activity around the word wall. 8. Evaluating Activity Concern to those explanations, the writer concludes that in teaching vocabulary by combining word sort and word wall strategy, teacher should follow the procedure above. In word sort strategy, the teacher asks the students to sort the words. In word wall strategy, the teacher asks the students to post their word in the word wall. CONCLUSION Based on the previous chapter, the writer concludes that teaching vocabulary is not an easy task. The teacher should creative and innovative in teaching vocabulary in order to help the students enjoy in learning. Therefore, the students can
6 study well and can achieve the teaching goal. To be a creative and innovative teacher, the teacher can apply the appropriate strategy that suitable to the students need. In this paper, the writer combines both Word Sort and Word Wall Strategies. Those strategies are applied in whilst teaching activities where the Word Sort Strategy in Exploration Part and Word Wall in Elaboration Part. In Word Sort Strategy, the students sort some cards based on their categorizing. Meanwhile, in Word Wall Strategy, the students stick the cards in the cards board. After that, they stick it on the wall. Those strategies are suitable for the teacher who teaches the students who need many vocabularies learning English. REFERENCES Antonacci, Patricia A and O Callaghan, Chaterine M Research- Based Strategies for K-8 Learners, Promoting Literacy Development. New York: Sage Publication, Inc. Beck, Isabel., Mckeown, Margaret G., and Kucan, Linda Creating Robust Vocabulary, Frequently Asked Questions and Extended Examples. New York: The Guilford Press. Bender, William N And Larkin, Marta J Reading Strategies for Elementary Students with Learning Difficulties Strategies for RTI. California: Corwin. Brunner, Judy Tilton I don t get it, Helping students understand what they read. London: Rowman and Littlefield Education. Cameron, Lynne Teaching Languages to Young Learners. New York: Cambridge University Press. Coady, James and Huckin, Thomas Second Language Vocabulary Acquisition, A 6
7 Rational for Pedagogy. United Kingdom: Cambridge University Press Harmer, Jeremy The Practice of English Language Teaching. New York: Longman. Henry, Kimberly A How do I teach this kid to read?, Teaching Literacy Skills to Young Children with Autism, from Phonic to Fluency. New York: Kimberly A Henry. Future Horizons, Inc. Hiebert, Elfrieda H and Kamil, Michael L Teaching and Learning Vocabulary, Bringing Reasearch to Practice. New Jersey: Lawrence Erlbaum Associates, Icn. Moss, Barbarra and Loh, Virginia S Strategies for Guiding Readers through Informational Texts. New York: Guilfoard Press. Nunan, David Practical English Language Teaching: Young Learners. New York: McGraw-Hill. Richard, Jack C dan Renandya, Willy A Methodology in Language Teaching. New York: Cambridge University Press. Walch, J. Weston Vocabulary Content Area Strategies Social Studies. Portland: Walch Publishing. Macceca Stephanie Reading Strategies for Social Studies. Huntington Beach: Shell Education 7
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