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 leaner’s 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.

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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 )

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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 child’s 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 í 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 Intellectual 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.

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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 children’s 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 children’s answers.

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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 2nd (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.

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15. Raja T.Nasr, Teaching and learning English (London, Longman Group Ltd, 1975.

16. Jean Brewster, Gail Eliss snd Dennis Girard, the Primary English Teacher’s

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)

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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. Pictures2. Activities3. 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 difficult2. Difficult 3. So so4. 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 activities2. Teachers’ teaching methods 3. Teching materials4. Classroom atmosphere.

4. What the method do you often choose to teach English for children? (You can tick more than 1 option)1. Through songs2. Through pictures3. 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 lecture2. 5 – 10 pictures per a lecture3. 10 – 20 pictures per a lecture4. > 20 pictures per a lecture

6. Which of the following can be taught with pictures? (You can tick more than 1 option)1. Vocabulary2. Grammer3. Reading4. Writing

7. What kind of pictures do you often use to learn vocabulary? (You can tick more than 1 option)

1. Video2. Printing paper3. Film4. Sign

8. What do you think about the importance of teaching vocabulary? (Please choose 1 option only)1. Not important at all2. Not really important3. Undecided

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4. Important5. Very important.

9. In your opinion, how do children feel about learning vocabulary through pictures? (Please choose 1 option only)

1. Very interested2. Interested3. So so4. Bored 5. Very bored

10. How often do you use picture to teach vocabulary for children? (Please choose 1 option only)

1. <5 times2. 5 – 10 times3. >10 times

11. How do you feel about using pictures to teach vocabulary? (Please choose 1 option only)1. Easy2. Normal3. 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 vocabulary2. Helping children memorize words3. Making easier the meaning of words4. Imaginining words easily

Thank you for your coorperation!

APPENDIX 2

24

THE RESULT OF QUESTIONNAIRE

The Result of Questionnaire

QuestionNumbers 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%  

APPENDIX 3

25

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

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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