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Critic Reviewof The Implementation of Teaching Vocabulary in Indonesia at Secondary Level

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Tang, Eunice, Hilary Neci. Teaching Vocabulary in Two Chinese Classrooms School Children’s Exposure to English Words in Hong Kong and Gungzhou City. University of Hongkong and Centre for English Language Teacher Education, University of War Wick: Language Teaching Research 7.1 (2003); pp.65-97

Fera Komalasari. VA. E1D010002. English Department. Morning Reguler. 2012. FKIP. Mataram University

I.SUMMARY

This article consists of the distinction in lexical richness between Hong Kong and Guangzhou secondary school English language classroom.

In Guangzhou classroom more words were explicitly taught, but learners were exposed to far fewer word types for incidental acquisitions. The teachers divide the material in to four categories, those are: review, presentation, exercise, and consolidation. The teachers are few in oral explanation, stiff in language teaching approach. They use explicit approach to deliver the vocabulary to students. Before they start teaching, they draft the vocabulary which is planned before. It’s systematic syllabus where the syllabus according to school textbook. The result is Guangzhou students have fewer lexical acquisition and low language acquisition as the fact that they get fewer from the year they learn, and fewer in English explanation text.

In Hong Kong Language classes, the teachers choose the material which will be taught according to students need. They just planned to teach explicit vocabulary just for reading teaching. The syllabus was made by the teacher where it is a flexible syllabus. A quarter of school in Hong Kong use English as introduction. The students have easy access to get English. The result is Hong Kong English class are riches in lexical than Guangzhou. It’s according to the conclusion of vocabulary frequent in two circles.

Guangzhou is close to Hong Kong and exchange and communication between the two provinces is frequent and easy. What makes them different are the teaching approach, syllabus design and the year they get in Learning English.

II REVIEW

The review aims to implement the vocabulary teaching in Indonesia from the main journal.

The clearest alternative to such a form-oriented approach is to emphasize meaning, and a range of approaches have been founded on more communicative language teaching activities (e.g. Harmer,1992). Such approaches have tended to give learners meaningful tasks to transact, in the expectation that:

• learners will thereby be pushed to develop their underlying interlanguage systems, incorporating new language forms and achieving control over them (Swain, 1995)

• balanced skills in the foreign language will result, embracing not simply accurate language use, but also significantly improved fluency (Brumfit, 1984).

What are the teacher do in Hong Kong is teaching English in early ages-6. Where as we can see the result is very satisfied. Where in Guangzhou, student learn English in ages of 11, or earlier -6. There is no significant rules in what ages the learner should be taught.

The implication in Indonesian EFL teaching is that the government must deal with the research finding. Where now days, the issue of English lesson in Elementary level would not  activated. It is too far from what the result finding found. The government should arise and see the future step in ESL learning.

When the student enter the secondary level, they will have little vocabulary as what Guangzhou do.

Johnstone (1994) notes that the internalization of rules must always be central to any discussion of second language teaching and learning, stating that ‘without grammar control, whether based on implicit or explicit knowledge, there can be little if any systematic creativity or accuracy in language use’ (1994: 10).

We can see that student would learn grammar after they have lots of vocabulary

III CONCLUSION

In conclusion, The teaching of EFL in Indonesia should be begun from early ages, 6 or less. The teaching of vocabulary and other concern are very important in early stage. It will be seen when the student enter the second level of education. The more time they learn English, the more input they will get . What teachers teach in classroom must be according to student needs.

IV REFFERENCES

Macrory, Gee and Valerie Stone The Manchester . 2000: Pupil progress in the acquisition of the perfect tense in French: the relationship between knowledge and use. Language Teaching Research 4,1; pp. 55–82

 

Foster, Pauline and Peter Skehan Thames Valley: 1999: The influence of source of planning

and focus of planning on task-based performance1. Language Teaching Research 3,3); pp. 215–247


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