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1

CHAPTER I : INTRODUCTION


English is ne of international languages, which is used throughout the world and
also in many fields of life such as : in Politics, Economics, Social and Education.
Therefore, English as a language in international communication is clearly needed by
many learners to deliver thought and interact in a variety of situation.
English is one of the important foreign languages for Vietnamese students, that must
be learnt in school since kindergarten level until University level. English is considered
as a difficult subject for students from 6 to 10, because English is completely different
from other languages being look at from the system of structure, pronunciation and
vocabulary.
English teaching involves of four language skills, they are Listening, Speaking,
Reading and Writing. In teaching and learning a language, there are four aspects that
support four language skill above such as : grammar, vocabulary, spelling and
pronunciation that are also taught in English teaching and learning process.
Vocabulary is one of important aspects in teaching language, as stated by Edward
in his book : " Vocabulary is one of the important factor in all language teaching,
student must continually be learning words as they learn structure and as they practice
sound system".

( Edward, 1997, P.149).
1.1. STATEMENT OF THE PROBLEMS
The writer conducts the study to see how well the pictures encourage children'
vocabulary mastery. The statement of the problem can be formulated into the general
research question: "How effective is the use of pictures in teaching vocabulary to 6-to
10-year-old children?". To specific this problem, the specific research question are
formulated as: "How well the pictures motivate the children in learning vocabulary ?"
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1.2. PURPOSES OF THE STUDY
This study was carried out with the purpose that is to find an effective way to teach children
vocabulary, and measure the effectiveness of using pictures to teach vocabulary.
1.3. SIGNIFICANCE OF THE STUDY
Vocabulary plays a vital role in learning English. Therefore, the English teacher has
to be able to organize teaching and learning activities, they have to give materials by
using a suitable technique and master the lesson effectively. Especially in learning
vocabulary, teachers must make the young students able to memorize such words in
English language and group of new words. In other words, vocabulary is important to
teach and teachers must try to find the most effective way to teach it.
There are many problems of language teaching that can be identified as research
subjects. We could discuss about methods, material selection, and others. In this
research it is identified that teaching techniques for children level is a big challenging.
Thus, in this research the writer want to make a study about how to teach vocabulary
for children level effectively.
Some reasons why the writer chooses the topic " The Effectiveness of using pictures
to teach vocabulary to children from 6 to 10. " are to find out :
a) How the use of pictures can better the vocabulary teaching to children.
b) If using pictures can motivate children to learn and memorize
vocabularies effectively. Furthermore pictures can make children
relaxed and funny.
On basis of the objective above, the significance of the study can be stated as
follows:
a) For the children, teaching vocabulary by using pictures can motivate the
students in order to be more interested in learning English.
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b) For the teacher, to provide the better technique for teaching vocabulary
in English class.
The writer hopes that the result of this research will be useful for teachers in
Vietnam to help them improve their performance in teaching or for those who want to
use as a reference to conduct a research in teaching English.

1.4. RESEARCH QUESTIONS
Two main questions, whose answers will confirm if the hypotheses set up by the
researcher are true, guide this study:
a) To what extent can the use of pictures better the teach of vocabulary to
children from 6 to 10?
b) What are leaners attitude toward the use of pictures in classes?
1.5. RESEARCH HYPOTHESIS
It is hypothesized that most children from 6 to 10 at My Viet language center
cannot learn new vocabulary successfully mainly due to their lack of practice and
effective learning method. Therefore, there is another hypothesis that the use of
pictures can have better learning style, they will be able to learn more efficiently.










4

CHAPTER II : LITERATURE REVIEW



2.1. VOCABULARY
Learning vocabulary is necessary in every language. Good mastery of vocabulary is
very important in communication because without mastering vocabulary, someone
cannot master four language skills namely :reading, writing, speaking and listening.
Also vocabulary is needed in order that we as human being, are either to express our
ideas to someone else or to understand the message transmitted to us.
2.1.1. Definition of Vocabulary
There are some definitions of vocabulary.
According to Harimurti Kridalaksana,
"Vocabulary is a component of language that maintains all of information about
meaning and using word in language." (Harimurti Kridalaksana, 1993, P.127)

According to Webster's Ninth Collegiate Dictionary, Vocabulary is
a. A list or collection of words and phrase usually alphabetically arranged
and explained or defined.
b. A sum or stock of words employed by a language group individual or
work or in a field of knowledge.
c. A list or collection of terms or codes available for use.

There are some experts who give definition of vocabulary Hatch and Brown define
vocabulary as a list or set of words for a particular language or a list or set of word
that individual speakers of language might use. (Hatch and Brown, 1995, P.1)

Furthermore, Webster Dictionary noted that, vocabulary is:
"A list or collection of words usually alphabetically arranged and explained or lexicon,
stock of words use in language or by class, individual, etc." (Webster, 1935, P.1073 )
5


While according to Roget, Vocabulary is:

a. An alphabetical list of words often defined or translated, the vocabulary
includes idioms and two words verb.
b. All the word of Language.
c. Specialized expression indigenous to a particular fields, subject, trade or
subculture.


From the definitions above, that vocabulary is a component of language and
numbers of words by a person class, profession, etc. In the communication and every
aspects of life such as in trade, education, business, social, politic, etc.

2.1.2. Types of Vocabulary

ISP Nation has divided vocabulary in the specific reference, such a word.

a. Receptive Vocabulary: Knowing a word involves being able to recognize it
when it is heard (What is the sound like?) or when it seen (What does it look like?) and
having an expectation of what grammatical pattern the word will occurrence. This
includes being able to distinguish it from word with a similar form and being able to
judge if the word form sounds right or look right.
b. Productive Vocabulary: Knowing a word involves being able to pronounce the
word, how to write and to spell it, how to use it in grammatical pattern along with the
word in usually collocates with it, it also involves not using the word too often if it is
typically a low frequency word and using it in a suitable situation using the word to
stand for the meaning it represents and being able to think of suitable substitutes for the
word if there any. (ISP Nation, 1990, P.29)
Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms:

a. Active Vocabulary refers to items the learner can use appropriately in speaking
or writing and it is also called as productive vocabulary, although, in fact, it is more
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difficult to put into practice. It means that to use the productive vocabulary, the
students are supposed to know how to pronounce it well, they must know and be able
to use grammar of the language target, they are also hoped to familiar with collocation
and understand the connotation meaning of the words. This type is often used in
speaking and writing skill.

b. Passive Vocabulary refers to a language items that can be recognizes and
understood in the context of reading or listening and also called as Receptive
Vocabulary. Passive Vocabulary or comprehension consists of the words
comprehended by the people, when they read and listen. (Jo Ann Aeborsold and Mary
lee Field, 1977, P.139).
From the explaining above, we know that every experts in every book is different
in classifying the kinds of vocabulary, because every person has different ways in
showing and telling their opinions and ideas. It means that vocabulary is of two kinds
function and content words.
2.1.3. The Importance Of Vocabulary

Vocabulary is one of the materials studied by students of all level of schools in
Vietnam. It has been mastered if they want to master English well. It is impossible to
be successful in study language without mastering the vocabulary. Vocabulary is a
central of language and of critical importance of typical language. Without sufficient
vocabulary, people cannot communicate effectively or express his ideas in both oral
and written form. To support the speaker's interaction in communication, vocabulary
becomes important because it can be used as basic foundation to construct a word into
a good sequence of sentence. Therefore, the students should have to obtain vocabulary
mastery. In other words, the more vocabulary the learners have, the easier for them to
develop their four skills (listening, reading, writing, and speaking) and learn English as
the foreign language generally.
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2.1.4. Vocabulary Teaching

Related to the important role of vocabulary, Raja T.Nasr states that there are some
general priciples of teaching it, like " what vocabulary to teach and how to teach it "
(Raja T.Nasr, 1975. P.58 )
a. What vocabulary to teach ?
It means the vocabulary that is going to be taught to the students should be based on
the students' need and experience. For example if the teacher wants to teach the
vocabulary related to family, it would be better to introduce the vocabulary from the
members of the family first, like : a father, a mother, a son, a daughter, etc.
b. How to teach ?
In order to teach the vocabulary, teachers need a technique, which suits the students '
ability and stages and which can give maximum results for the students' achievement.
This is similar to what Nation says that : " If a teacher wishes to prepare his learners for
the vocabulary they will meet, he may teach them vocabulary itself or he may teach them
the strategy for dealing with the vocabulary items " ( Nation ISP, 1990)
There are strategies dealing with the vocabulary items that teachers usually use in
teaching vocabulary, such as synonym, antonym, paraphrase, association, translation and
excersise.
1. Synonym
Teacher gives words that have the same meaning in the same language.
Example :
Pretty = Beautiful = Good looking, Exhausted = Tired
2. Antonym
Teacher gives words that are opposite in meaning.
Example :
Sad # Happy , Beautiful # Ugly

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3. Paraphrase
Teacher explains the meaning of unfamiliar words by using other words.
Example :
A house is a building made for people live in.
An office is a place where people work.
4. Association
Teacher gives words that are related to one another.
Example :
If you are happy , you will laugh.
5. Translation
Teacher explains the meaning of unfamiliar words by using students' native language.
Example :
Father = Fu qin ( chinese )
Mother = Mu qin (chinese )
6. Exercise
Teacher gives exercise of using vocabulary in all kinds of situations ( context )
Example : ( context )
A : I passed my test.
B : Oh, That is great ( I am happy for you )

It is very important for teachers to know all the techniques above since they can
enrich their method of teaching vocabulary. But in the implementation, teachers can
develop their own method of teaching based on the students' need, experience, ability and
stages.
From the explanation above, we know that teachers play an important role in
vocabulary learning especially in choosing the appropriate method and materials.

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2.1.5. Teaching English vocabulary for children
To learn English since a child has many advantages compared with someone who
learns it when he has already grown up. Stern expresses his opinion that if children
could begin to learn a foreign language much earlier than is customary in most
education system in more or less the same way as they learn their native tongue, much
more could be achieved. (H.H Stern, English teaching forum XX1/2)
In accordance with that Jean Brewster also says, young children have great facility
for understanding and imitating what they hear than adults (Jean Brewster, Gail Eliss
snd Dennis Girard, 1992, p.15)
A quick understanding are influenced by their left-brain, which is still in process of
developing as stated by Theo Van Ells, (the childs greater ability to learn a language
could be explained by the greater plasticity of the brain (Theo Van Ells, 1970 ,p.17)
Nevertheless, teaching to children not easy. It needs extra patience and hard work
because children still like to play and cannot be serious about learning something.
Besides, they do not have a strong desire to learn a second language and its new
vocabulary as they learn their native language. This can happen since the mastery of
their language in a basic need for them in order to communicate while learning a
second language they can also count on their native language if they have a trouble.
Llyanzon explained that: " When a child learns a language, he learns vocabulary of
native language as quickly as he feels the urgent need to communicate (especially his
needs). When he learn a second language later, he does not have such an urgent need
to communicate, since he can always fall back on his native language. Thus, the
motivation which is so strong in the acquisition and learning of vocabulary items in the
early years of childhood is not as strong as in later life. The tescher is forced to
stimulate the students desire of learning the vocabulare items and the grammar of the
new language."
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Based on the theory, it is known that teachers have a great influence in stimulating
students motivation to learn a new language. It can be done by presenting the lesson in
an enjoyable and relaxed atmosphere as well as possible without forgetting the aim of
lesson because such atmosphere of learning can make students happy to what the learn
as stated by Schimek: "Primary foreign language learning should present the
language on an enjoyable and relaxed atmosphere, give the child the sense of joy in
learning and thus create positive attitude toward the foreign language". (Franz
Schimek And Anton Prihazha, 1985, P.39)
In teaching English for children, teachers need a good lesson plan whose activities are
simple, varied and easy to understand by them as mentioned by Holden. (Susan Holden,
1982, p.62-65)
Related to the topic according to Jeremy Harmer, there are five basic strategies in
teaching receptive skill namely: teacher leads in, teacher feedback, teacher directs
text-related task (Jeremy Harmer, 1991, P 156). It is easier to learn English through
this process since the stages are obvious. In teacher lead in, the teacher and the
students prepare themselves for the task and familiarize themselves with the topic of
the reading of listening exercise. In the strategy of teacher directs comprehension task,
the teacher make sure that the students know what they are going to do. This is where
the teacher explains and directs the students purpose for reading and listening. In
students listen/read for task, the students then read or listen to a text to perform the
task the teach has set.
In teacher directs feedback, the teacher check the students answer. In teacher
directs text-related task, the teacher organize some kinks of follow up task related to the
text.
So we know that teaching English vocabulary for children should be: easy to
understand, simple, varied and enjoyable enough for them to study.


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2.2. PICTURES

Pictures are kinds of visual instruction materials might be used more effectively to
develop and sustain motivation in producing positive attitudes towards English and to
teach or reinforce language skills. It is supposed by Tang Li Shing in his Article that "
The Picture had an irascible appeal for the children. They created suspense and
surprises as well as interest, all of which are indispensable in teaching and learning a
foreign language." (Tang Li Shing, 1981, P.11)
2.2.1. Definition Of Pictures
Jean L. Mckenchnie defines picture in Webster dictionary that " Picture is an
image, or likeness of an object, person, or scene produce on a flat surface, especially
by painting, drawing or photography ".

(Jean L. Mckenchnie, 1980, P.1357)
Meanwhile according to Andrew Wright, "Picture is not just an aspect of method
but through its representation of place, object, and people, it is essential part of the
overall experiences ". (Andrew Wright, 1989, P.29)

Vernon S Gerlach stated:

" Pictures are a two dimension visual representation of person, places, or things.
Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts,
graphs and maps are widely used.." (Vernon S Gerlach, 1980, P.273)
According to Ruth Gairns and Stuart Redman,"Pictures can be formed such: wall
charts, commercially- produced flashcards, hand drawn pictures, and of course
illustration from course books and supplementary books." (Ruth Gairns and Stuart
Redman, 1986, P.103)
From the meaning of pictures above, it indicates that the pictures has exchanged
and represented the real object into a simple device which has displayed a series of
places, object, person, or even experiences.
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2.1.2. Types Of Pictures
Through picture presentation, children are able to reach outside their minds.
Pictures that they can see always lead to the reality of their minds. But the realities that
have been presented by pictures depend on the types of the pictures.
There are two kinds of pictures that Brazyna Szyke finds especially useful as
teaching aids, they are:
a. Pictures of individual persons or thing may be used mainly at the elementary
level, to introduce or test vocabulary items, for example: a man, and a car.
b. Pictures of situations in which person and object are "in action" between
objects and people can be perfect teaching aid for introducing or reviewing
grammatical or structures. (Brazyna Szyke, 1988, P.102)
Types of Pictures According to John Pread Are:
a. Pictures of single object .
b. Picture of person: picture of famous person, pictures of several people and
pictures of people inaction
c. Pictures of places
d. Pictures from history
e. Pictures with a lot of information
f. Pictures of fantasies
g. Pictures of the news
h. Pictures of maps and symbols

(John Pread, 1988, P.12)


According to Betty Morgan Bowen, there are some types of pictures as their shapes:
a. Wall Charts
b. Wall Pictures: is simply a large illustration of scenes or events. It is usually to
be used with the whole of class.
c. Sequence Picture is a series of pictures of a single subject it is function is tell
a story or a sequence of events.
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d. Flash Cards
o Word Flash cards: cards with printed words on it can help up rapidly, the
cards can be used to demonstrate exactly what the teacher wishes.
o Picture Flash cards; useful for the representation of a single concept, such as
an object or in action.
e. Work cards : Includes visual as well as text magazine pictures drawing maps
and diagrams can be important part or work cards at all levels used for vanity of
purposes. (Betty Morgan Bowen, 1973, P.13-31)
Meanwhile, Noor Azlina Yunus in his book grouped the picture into four groups:
a. Composite Picture
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in Which number of people can be seen doing things
b. A Picture Series
A picture series is a number of related composite pictures linked to form a
series of sequences. Hence, it is main function is to tell a story or sequence of
events.
c. Individual Picture
These are single pictures of objects, person or activities such pictures very in
size from small newspaper pictures and can be mounted singly.
d. Specialized Pictures (Posters, charts, advertisements, brochures)
Wall posters are not designed specifically for teaching, but rather for
advertising or propaganda purposes. (Noor Azlina Yunus, 1981, P.49)

The description above teaching some language- learning skills, which the language
teacher helps the student enter to an imaginative experience beyond the classroom.

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2.2.3. The Use Of Pictures
The kinds and numbers of pictures that the teacher should take with him to carry
out the activities in class can be taken from magazines, articles, or others and should
be interactive and interesting to capture the students' attention the purpose of using
pictures for the students is to give them an opportunity to practices the language in real
context or in situations in which they can make it to communicate their ideas.
The use of pictures are more efficient and practice than words, they are easier to
recall and to remember than words, further more they expose real life situation
although it happened a long time ago. As it has been explained by Vernon,S.Gerlach
and Donald p. Elly,"Picture may not only be worth a thousand miles. Through
pictures, Learner can be shown people, places and things, from areas far outside their
own experiences. Pictures can represent images from ancient times or portray the
future. " (Vernon S Gerlach & Donald p. Elly, 1980, P.273)

2.3. THE ADVANTAGES OF USING PICTURES

Following are some opinions concerning with the advantages of using pictures.
According to Vernon S. Gerlach:
1. They are inexpensive and widely available.
2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn back to be
impossible.
4. They can help you to prevent and correct disconcertion.
5. They offer a stimulus to further study, reading and research visual evidence is
power tool.
6. They help to draw children's attention and to develop their critical judgment.
7. They are easily manipulated. (Vernon S Gerlach & Donald p. Elly, 1980, P.277)

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2.4. TEACHING VOCABULARY THROUGH PICTURES

According to Lee Deighton, the essential ingredients of vocabulary development
are a sense of excitement about words, a sense of wonder and a feeling of pleasure (Le
Deighton, 1970). Therefore, teaching vocabulary to the students especially children
should be enjoyable and interesting.
For children, learning vocabulary through pictures will fulfill those requirements
because they can discover meaning of unfamiliar words by looking at the relationship
of them in context with the help of pictures as key words without asking another person
or looking them up in the dictionary. As Spaulding states, learning words is a task
which cannot possibly be intrinsically motivating (Spaulding, 1992). And for them,
learning vocabulary through guessing meaning and pictures are a way to understand the
meaning of unfamiliar words because learning vocabulary by these techniques make
the meaning clear and memorable. Absolutely, if they succeed in doing this, they will
be happy to do again.
2.5. CHARACTERISTICS OF CHILDREN

We know that children at the ages of six to ten are able to develop their knowledge
and their creativity. Also, the children at that ages, no matter what their cultural and
experiential background, have characteristics in common , those are:

a. The Socio- Emotional Development

Children develop socially and emotionally during the kindergarten year. The
development of socio- emotional between the children and their peers.

The children
can show considerable empathy toward people and animals when their own needs do
not conflict with the needs of others. When helpfulness is noticed, modeled and
encouraged by the teacher, helpful behavior is likely to become more common in the
classroom. Children are developing a sense of independent but are also learning to
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work cooperatively with others.



b. The Physical Development

Physical activity is one common characteristic of children, although children vary a
great deal in development of physical skill abilities. Most children are full of energy,
active in following all activities such as run, swing, climb, jump, etc. That is very
useful to the development of their body. All of the physical activities are related to the
motorist of the children including three elements, such as muscles, nerves and brain.
These elements relate each other in positive interaction that each of them support ,
complete, and related each other in achieving the perfect motorist condition.



c. The I ntellectual Development

The children intellectual development is reflected in the rapid growth of
vocabulary and the power to express ideas. They are developing visual and auditory
memory and the ability to listen to others. In one of the educational book says that the
cognitive development increase rapidly, to the children curiosity in learning from their
surrounding environment.














17

CHAPTER III : METHODOLOGY

3.1. THE AIM OF THE RESEARCH
The writer intends to achieve the following the aim that is to know the effectiveness
of using pictures in increasing the childrens achievement and to help teachers improve
their techniques in teaching vocabulary.
3.2. METHODOLOGY
In order to achieve the aim of the research, the writer divided the method into :
a. Observing directly how the teacher uses pictures to teach vocabulary and the
effectiveness of using pictures.
b. Collecting data and needed information by delivering questionnaire to every
children in the class.
3.3. POPULATION AND SAMPLES OF RESEARCH
The subject of research is the 6 to ten year old children of My Viet Foreign Center.
The population itself consists 120 children.
In order to make an easier investigation, its needed sample, namely the children
derived from the population. In this research the number of sample derived from the
population are 30 children in a specific class. The sample itself is taken randomly from
the population.
3.4. DATA COLLECTION
In collecting data, the writer uses:
a. Observation
The writer visited the English course of My Viet Language Centre in order to
conduct the research, and then to get the detail information about the English learning
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process, the writer made interview with English teacher and did analysis on English
learning and teaching process in the class.
b. Questionnaire Result
Questionnaires were administered to the participants directly and were collected right
after having been filled in. The questionnaire (see appendix 1) was designed to look
into the problem of the study, namely the students attitudes toward essay writing, their
learning habit as well as the reasons for their insufficient practice.
3.5. THE PROCEDURE OF EXPERIMENT
This experiment was held in one class. Before doing the experiment, the teacher
gave a text to all of children to know the knowledge of materials that would be taught
and done in the experiment, the writer presents the lesson through some steps as
bellows:
- Step 1
First, the teacher introduces the topic by showing a picture including a simple text
of a family that indicate the numbers of family such as; grandfather, grandmother,
father, mother, uncle, aunt, etc. The teacher asks children some question related to the
text that the children are going to read.
Question: 1. Class, what picture is?
2. Ok children, look at the picture. Can you mention who they are?
When the teacher finds their mistakes, he does not correct their mistakes directly.
And then he writes the member of family as follows:
Grandfather & Grandmother
Father & Mother
Uncle & Aunt
Brother & Sister
Nephew & Niece
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This means to take the children know that their answer is incorrect and to allow
them to think the best answer.
- Step 2
The teacher allows the children to read a simple reading text about a family. And
then teacher asks the children to answer all of the questions by guessing the meaning of
unfamiliar words with help of pictures.
- Step 3
The teacher checks the childrens answers.






















20

REFERENCES


1. Burns, RB. 2000. Introduction to Research Method: New Delhi.Sage
Publication.

2. Brown, Lewis and Hacleroad. 1969. Audio Visual Instruction. New York: Mc.
Graw, Hill Book Company.

3. Gerlach,V.S. and D.P, Elly. 1980. Teaching and Media, a systematic Approach.
New Jersey: Prentice Hall.

4. Bowen Morgan Betty, Look Here! Visual Aids in Language Teaching
(London: Essential Language- Teaching Series, 1973)

5. Gerlach S Vernon and Elly P Donal, teaching and Media a Systematic
Approach 2
nd
(New Jersey: Prentice Hall, 1980)

6. Hatch Evelyn and Brown Cheryl, Vocabulary, Semantic and Language
Education (Cambridge: Cambridge University Press, 1995)

7. Nation ISP,Teaching and Learning Language (New York: New Burry House,
1990)

8. Pread John, Measuring The Vocabulary Knowledge of Second Language
Learners, REIC Journal, 19 No. 02 (December-1988)

9. Shing Tang Li, English Teaching Forum, XIX, No./ 4 (Oktober: 1981)

10. Webster Merriem Ninth Collegiate Dictionary (New York: Merriem Webster's
inc. 1978)

11. Webster's The Largest Abridgement of Webster's New International Dictionary
of English Language, Webster's College Dictionary. (USA : G & G Merriam co,
1935)

12. Wright Andrew, Picture For Language Learning: Cambridge Handbook for
Language Teacher (USA ; Cambridge Handbook for Language Teacher, USA :
Cambridge University Press, 1989)

13. Zhihong Yang, Learning Words, English Teaching Forum, Vol.38. No.03 July
2000.

14. Le Deighton, Vocabulary Development in the Classroom (New York: teachers
college Press, 1970.
21

15. Raja T.Nasr, Teaching and learning English (London, Longman Group Ltd, 1975.
16. Jean Brewster, Gail Eliss snd Dennis Girard, the Primary English Teachers
guide (London: Penguin English, 1992)
17. Theo Van Ells, (ct, al), applied linguist Foreign Language, Psychological
Stages of Development (London: Oxford University Press, 1970)
18. Franz Schimek And Anton Prihazha, English In Primary School, English
Teaching Forum XXII (July, 1985)
19. Susan Holden, Teaching Children, Lesson Learn (Oxford: Modern English
Publication Ltd, 1982)
20. Jeremy Harmer, The Practice Of English Language Teaching (London:
Longman, 1991)



















22

APPENDIX 1


INVESTIGATION INTO THE EFFECTIVENESS OF USING
PICTURES TO TEACH VOCABULARY TO CHILDREN FROM 6
TO 10

Dear Sir/Madam,

We are a group of researchers from the department of English language, Lac Hong
University. We are now conducting a research in order to evaluate the efficient level of
the use of pictures to teach children from 6 to 10 years old. Concerning it, we wish to
get sufficient rationales for implementation of this method in our curriculum and also to
identify the relevant and useful contents for course, all of which cannot be achieved
without your help. Therefore, your willing participation and sincere responses to the
questions would be highly appreciated.

The following are the presumed statements about your opinions. Circle the option
closest to your thinking.

1. What do you think children highly motivated in learning vocabulary to
memorize words ? (Please choose 1 option only)
1. Pictures
2. Activities
3. Asking them to learn by heart
2. What do you think about teaching vocabulary to children from 6 to 10? (Please
choose 1 option only)
1. Very difficult
2. Difficult
3. So so
4. Easy
5. Very easy

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3. In your opinion, what motivates children most in English class? (Please choose
1 option only)
1. Classroom activities
2. Teachers teaching methods
3. Teching materials
4. Classroom atmosphere.
4. What the method do you often choose to teach English for children? (You can
tick more than 1 option)
1. Through songs
2. Through pictures
3. Learning and playing games.
4. Others
5. How often do you use pictures to teach English? (Please choose 1 option only)
1. < 5 pictures per a lecture
2. 5 10 pictures per a lecture
3. 10 20 pictures per a lecture
4. > 20 pictures per a lecture
6. Which of the following can be taught with pictures? (You can tick more than 1
option)
1. Vocabulary
2. Grammer
3. Reading
4. Writing
7. What kind of pictures do you often use to learn vocabulary? (You can tick
more than 1 option)
1. Video
2. Printing paper
3. Film
4. Sign
8. What do you think about the importance of teaching vocabulary? (Please
choose 1 option only)
1. Not important at all
2. Not really important
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3. Undecided
4. Important
5. Very important.
9. In your opinion, how do children feel about learning vocabulary through
pictures? (Please choose 1 option only)
1. Very interested
2. Interested
3. So so
4. Bored
5. Very bored
10. How often do you use picture to teach vocabulary for children? (Please choose
1 option only)
1. <5 times
2. 5 10 times
3. >10 times
11. How do you feel about using pictures to teach vocabulary? (Please choose 1
option only)
1. Easy
2. Normal
3. Difficult
12. According to you, what are the benefits of using pictures to teach vocabulary?
(You can tick more than 1 option)
1. Motivating children in learning vocabulary
2. Helping children memorize words
3. Making easier the meaning of words
4. Imaginining words easily

Thank you for your coorperation!




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APPENDIX 2


THE RESULT OF QUESTIONNAIRE


The Result of Questionnaire
Question
Numbers of Option
Number
of people
in the
survey
The rate of
every question
1 2 3 4 5 1 2 3 4 5
1 18 9 3 30 60% 30% 10%
2 6 12 1 7 4 30 20% 40% 2% 23% 15%
3 6 12 8 4 30 20% 40% 25% 15%
4 6 17 3 4 30 20% 55% 10% 15%
5 21 4 3 2 30 70% 15% 8% 7%
6 19 3 6 2 30 65% 12% 18% 5%
7 6 17 2 5 30 20% 55% 8% 17%
8 0 2 0 4 24 30 0% 5% 0% 15% 80%
9 9 13 6 2 0 30 30% 45% 18% 7% 0%
10 6 11 13 30 20% 35% 45%
11 19 8 3 30 65% 26% 9%
12 7 6 11 6 30 25% 18% 35% 22%









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APPENDIX 3

CHECKLIST
Keeping records of student's activities during a lecture at My
Viet language centre.
Table 1: Monday (December 2, 2013) - Recording Sheet


Contents


Period (minutes)
8.00 - 8.15 8.16 - 8.30 8.31 8.45
Yes No Yes No Yes No
1. Types of Activities
1, Check new words
x

2, Give handouts

x

3, Learn new lesions

x

2. Use of Pictures

x

x

3. Level of Student's Attitude

1, Interested
x

x

x

2, normal

x

x

x
3, Bored

x

x

x
4. Kinds of Picture

1, Flash Cards
x

2, Cartoon

x

3, Painting

4, Signs
x






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