The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan
DOI:
https://doi.org/10.36312/jolls.v3i1.1172Keywords:
teaching techniques;, presentation-practice route;, teaching vocabularyAbstract
Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.
Downloads
References
Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109
Al Adawiyah, A. (2023). CIRC Learning Model for Reading Comprehension of French Language. Journal of Languages and Language Teaching, 11(1), 104. https://doi.org/10.33394/jollt.v11i1.6903
Alfatihah, D. F. N., & Tyas, P. A. (2022). The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension. Journal of Languages and Language Teaching, 10(3), 343. https://doi.org/10.33394/jollt.v10i3.5460
Almahasees, Z., & Qassem, M. (2021). Faculty perception of teaching translation courses online during Covid-19. PSU Research Review, ahead-of-print(ahead-of-print). https://doi.org/10.1108/PRR-12-2020-0044
Aprianoto, Dr., & Haerazi, Dr. (2019). Development and Assessment of an Interculture-based Instrument Model in the Teaching of Speaking Skills. Universal Journal of Educational Research, 7(12), 2796–2805. https://doi.org/10.13189/ujer.2019.071230
Ariani, D. (2020). Problems of Electrical Engineering Department Students of Polytechnic of Raflesia in Speaking English in Group Presentation. Journal of English Education and Teaching, 4(2), 195–205. https://doi.org/10.33369/jeet.4.2.195-205
Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning, 22(1), 124–142. https://doi.org/10125/44660
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & . I. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36–44. https://doi.org/10.1108/IJLLS-10-2014-0042
Ayu, P. D. S., Hidayatullah, H., & Ariani, S. (2020). Applying Circle Game to Enhance Students’ Speaking Skill. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 119. https://doi.org/10.33394/jo-elt.v7i2.3187
Azis, Y. A., & Husnawadi, H. (2020). Collaborative Digital Storytelling-based Task for EFL Writing Instruction: Outcomes and Perceptions. The Journal of AsiaTEFL, 17(2), 562–579. https://doi.org/10.18823/asiatefl.2020.17.2.16.562
Baiq Sumarni, Dharma Dev Bhatta, & Kho, S. F.-C. (2022). The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction. Journal of Language and Literature Studies, 2(1), 23–32. https://doi.org/10.36312/jolls.v2i1.710
Bilki, Z., Satar, M., & Sak, M. (2022). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL, 1–16. https://doi.org/10.1017/S095834402200009X
Br Sembiring, D. L., & Simajuntak, D. C. (2023). Digital Storytelling as an Alternative Teaching Technique to Develop Vocabulary Knowledge of EFL Learners. Journal of Languages and Language Teaching, 11(2), 211. https://doi.org/10.33394/jollt.v11i2.7523
Chen, S., Du, H., Wang, S., & Yang, L. (2022). Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates. System, 108, 102842. https://doi.org/10.1016/j.system.2022.102842
Chonnia, I. U., & Izzah, L. (2022). The Use of Squid Game Simulation for Challenging Students’ Vocabulary Mastery. Journal of Languages and Language Teaching, 10(4), 508. https://doi.org/10.33394/jollt.v10i4.6000
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Deni, R., & Fahriany, F. (2020). Teachers’ Perspective on Strategy for Teaching English Vocabulary to Young Learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Dubiner, D. (2018). ‘Write it down and then what?’: Promoting pre-service teachers’ language awareness, metacognitive development and pedagogical skills through reflections on vocabulary acquisition and teaching. Language Awareness, 27(4), 277–294. https://doi.org/10.1080/09658416.2018.1521815
Fahmy El-Sabaa, F. M., Mohamed, A. A., & Zakria, S. K. (2017). The Qualitative and Quantitative Methods of Kovalevskys Case. Journal of Applied Mathematics and Physics, 05(09), 1837–1854. https://doi.org/10.4236/jamp.2017.59155
Haerazi, H., Dehghani, S., Rachmawati, U., & Irwansyah, D. (2021). The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(2), 152–167. https://doi.org/10.36312/esaintika.v5i2.503
Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9. https://doi.org/10.21093/ijeltal.v4i1.246
Haerazi, H., & Irawan, L. A. (2020). The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy. International Journal of Emerging Technologies in Learning (IJET), 15(01), 61. https://doi.org/10.3991/ijet.v15i01.11495
Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614
Hidayatullah, H., Munir, S., & Tawali, T. (2022). Enhancing Vocabulary Mastery through Applying Visual Auditory Kinesthetic (VAK): A Classroom Action. Journal of Language and Literature Studies, 2(1), 43–52. https://doi.org/10.36312/jolls.v2i1.721
Higby, E., Donnelly, S., Yoon, J., & Obler, L. K. (2020). The effect of second-language vocabulary on word retrieval in the native language. Bilingualism: Language and Cognition, 23(4), 812–824. https://doi.org/10.1017/S136672891900049X
Ihsan, P., & Syafitri, A. T. (2021). The Father’s Storytelling Approach in Improving Children’s Vocabulary Using Anime. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 49. https://doi.org/10.33394/jo-elt.v8i1.3790
Irwansyah, D. (2023). Teaching English to Young Moslem Learners: Lessons Learned from an Expanding Circle Country. Journal of Languages and Language Teaching, 11(2), 355. https://doi.org/10.33394/jollt.v11i2.7192
Khan, R., Radzuan, N., Shahbaz, M., Ibrahim, A., & Mustafa, G. (2018). The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners. Arab World English Journal, 9(1), 406–418. https://doi.org/10.24093/awej/vol9no1.28
Khazaie, S., & Jalilifar, A. (2015). Exploring the Role of Mobile Games in a Blended Module of L2 Vocabulary Learning. Teaching English Language, 9(1). https://doi.org/10.22132/tel.2015.53732
Kho, S. F.-C., Ramanair, J., & Pandian, A. (2021). Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms. Pertanika Journal of Social Sciences and Humanities, 29(2). https://doi.org/10.47836/pjssh.29.2.33
Kinasih, P. R., & Olivia, O. (2022). An Analysis of Using Movies to Enhance Students’ Public Speaking Skills in Online Class. Journal of Languages and Language Teaching, 10(3), 315. https://doi.org/10.33394/jollt.v10i3.5435
Kusmayanti, I. N., & Hendryanti, R. (2021). Square Talks®: A Mobile App to Support EFL Learners’ Vocabulary Development. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 139. https://doi.org/10.33394/jo-elt.v8i2.4393
Lee, K., & Chen, X. (2019). An emergent interaction between reading fluency and vocabulary in the prediction of reading comprehension among French immersion elementary students. Reading and Writing, 32(7), 1657–1679. https://doi.org/10.1007/s11145-018-9920-z
Nation, I. (2006). How Large a Vocabulary is Needed For Reading and Listening? The Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
Nayan, S., & Krishnasamy, H. N. (2015). A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy. International Journal of Languages, Literature and Linguistics, 1(1), 10–14. https://doi.org/10.7763/IJLLL.2015.V1.3
Nugraha, S. V., Irawan, L. A., Haerazi, & Frank, T. O. (2022). Segmental Aspects of Pronunciation Errors Produced by ELE Students in Classroom Settings. Journal of Language and Literature Studies, 2(2), 88–98. https://doi.org/10.36312/jolls.v2i2.759
Pebriantika, E., & Aristia, E. S. (2021). Teaching Reading Strategies for Eight Grade of SMPN 1 Jereweh. Journal of Languages and Language Teaching, 9(1), 24. https://doi.org/10.33394/jollt.v9i1.3042
Rafida, T. (2017). The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills. Register Journal, 10(1), 1. https://doi.org/10.18326/rgt.v10i1.1-11
Selim, S. M. M., & Islam, A. B. M. S. (2022). Engaged Reading: Moving from Theory to Implication for L2 Learners. Journal of Languages and Language Teaching, 10(3), 424. https://doi.org/10.33394/jollt.v10i3.5281
Situmorang, K. M., & Simanjuntak, D. C. (2023). EFL Teachers’ Perceptions of Kahoot as an Online Learning Platform in Promoting Basic English Vocabulary. Journal of Languages and Language Teaching, 11(2), 251. https://doi.org/10.33394/jollt.v11i2.7525
Spinelli, G., Forti, L., & Jared, D. (2021). Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian. Bilingualism: Language and Cognition, 24(1), 124–136. https://doi.org/10.1017/S1366728920000243
Teng, F. (2019). The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal, 47(2), 145–158. https://doi.org/10.1080/09571736.2016.1244217
Teng, M. F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 136216882110087. https://doi.org/10.1177/13621688211008798
Terai, M., Yamashita, J., & Pasich, K. E. (2021). Effects of Learning Direction in Retrieval Practice on EFL Vocabulary Learning–Erratum. Studies in Second Language Acquisition, 43(5), 1173–1173. https://doi.org/10.1017/S0272263121000802
Thomas, N., Rose, H., Cohen, A. D., Gao, X. (Andy), Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching, 55(3), 417–421. https://doi.org/10.1017/S0261444822000015
Vaahtoranta, E., Suggate, S., Lenhart, J., & Lenhard, W. (2021). Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition, 24(2), 319–332. https://doi.org/10.1017/S1366728920000541
Zano, K. (2022). Breadth and Depth-Vocabulary Knowledge and Reading Comprehension in an English First Additional Language Context. Journal of Languages and Language Teaching, 10(2), 223. https://doi.org/10.33394/jollt.v10i2.4827
Zulpan, Z. (2018). Total Physical Response (TPR): Its Effect on Students’ Achievement in Reading Procedure Text. JEES (Journal of English Educators Society), 3(2), 205–214. https://doi.org/10.21070/jees.v3i2.1279
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 rimajon
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JoLLS agree to the following terms:
- For all articles published in JoLLS, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive 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 (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
