1.

Bagas Wari Bogoh

2. Nur Pajri
3. Putri Ayu Lestari
4. Seh Ulinta
5. Suci Adiany

There are many levels of word
Word understanding. At the lowest level,
Understanding we have no knowledge of the
Develops word; we do not recognize it and
Gradually have no idea what it means.
At the next level of understanding,
we may be able to read the word
when we encounter it in context or
perhaps even pronounce it in
isolation. At the third level, we
may have a vague notion of what
the word means and perhaps even
understand it when used
appropriately in conversation.
2
At the fourth level of
understanding, we can provide a
general definition of the word
and use it in speech or writing.
The fifth and highest level of
word understanding is when we
can define a word precisely,
provide synonyms and examples
of its use in context, and use it
with ease in our day-to-day
reading, writing, and
conversation.
 3

The Components of Vocabulary Knowledge

Identification of the printed word begins with a visual

process that concentrates on the forms of the letters in the
word. Once the brain initially identifies it, the word is
linked to stored knowledge. Teachers deliberately use new
words as often as possible in classroom conversation. They
reward students for noticing word usage outside of class.
Such strategies as using context to derive meanings, finding
root morphemes, mapping word derivations, understanding
word origins, and paraphrasing idiomatic or special uses for
words are all productive.
 Teaching Vocabulary in
the Classroom
An effective vocabulary development
program for students in grades 4–12
should include three main strategies:
1. Promoting broad and intensive
reading and oral discussions,
2. Encouraging students to experiment
with words, and
3. Explicitly teaching word meanings
and word-learning strategies.
 “
5

Promoting Broad and Intensive

Reading and Oral Discussions
The best way to learn vocabulary is to connect words to the actual things that
they represent be they experiences, models, or even pictures. Organizing
words into graphic picture maps helps students think about relationships and
find synonyms for words that connect the words to long-term memory;
picture links and memory cues help students to remember the words better.
English words have many connotations that are not readily apparent to non-
English speakers. We must help our students discriminate the various uses
and shades. These subtle nuances often confuse struggling readers and cause
them to lose comprehension.
  Multiple Sources  Looking Up Words 6

To encourage students Studies indicate that active

to read more, we must processing of words and
Promoting Broad provide them with a manipulation of them in a variety of
and Intensive wide variety of sensory formats is far superior to
Reading and Oral materials on a given the traditional write-the-definition
Discussions topic. These materials approach to new-word acquisition
should be of various One example would be a Word
reading levels and Wall of interesting words on a
should include a wide classroom bulletin board. Asking
array of trade books students to help compile such a list
and multiple genres. ensures student ownership and
interest in the words selected, and
studies indicate that this
is a powerful learning tool.
 7

 Unusual-Word Wall  Word Family Charts

Promoting Broad Ask students to post Have students develop
and Intensive unusual words that they charts or posters that
Reading and Oral find the more unusual, show word families or
Discussions the better. Discuss the synonym groupings. Ask
words with students them to design graphic
until they have a good organizers to show the
understanding of what relationships among the
they mean and how they words and how each
are used. relates to its synonyms.
  Word Collectors  Word Banks for Writing 8
Have students collect In the primary grades,
new words they come
Promoting Broad teachers often provide
across and feature them
and Intensive students with a bank of
on a “New Words”
Reading and Oral words on the blackboard to
bulletin board. Ask
Discussions stimulate thinking and
each contributor to post writing. Struggling readers
a word along with a often have difficulty getting
definition and a telling started writing because no
example of the word in words come to mind when
use. they are asked to do so.
  Opposites  Share a Word 9

Give students two Charge students with

antonyms, such as
Promoting Broad
beautiful and ugly or fat
and Intensive
and skinny. This activity
Reading and Oral
is helpful for English-
Discussions
language learners,
especially if you ask
them to discuss the
shades of meaning that
separate the words and
justify the order in which
the words are placed.
locating one or two
words that they think the
class should learn. On a
specific day, have
students bring in their
words and take turns
discussing where they
found them (bringing the
example if possible).
  Draw a Word
As new words are
reviewed, have students
Promoting Broad
draw pictures to illustrate
and Intensive
them. Label each picture
Reading and Oral
so that it is clearly
Discussions
associated with the word
it represents. Students
will love taking turns
creating drawings, but
before they start be sure
to set ground rules for
taste and acceptability.
 Bookmark Recorders 10
Give students their own
bookmarks and ask them
to jot down interesting
or unusual words or
phrases on them as they
read. Ask them to
periodically illustrate
some of the words or
phrases or otherwise
share them with the
class.

Encouraging People with large vocabularies
tend to be intrigued by words and
Students to
enjoy playing with them (Beck,
Experiment McKeown, & Kucan, 2002). One
with Words of the goals of effective
vocabulary development is to
pique student curiosity about
words and help them have fun
with them. Students should see
vocabulary learning as a fun and
challenging activity, not
drudgery.
11
Below are some strategies for
helping students have fun
with words :
• Act It Out
• Be the Author
• Crossword Puzzle Maker
• Make a New Word
• Synonyms, Antonyms,
and Homonyms
 12
Teachers in grades 4–12 introduce students to new terms and
ways of using words as they teach their content material. For
Explicitly example, in math, students already know words such as area,
mean, radical, angle, and power. For example, students might
Teaching Word define area as a place and mean as a synonym for cruel. It is
Meanings and imperative that teachers teach how new content-area terms are to
Word-Learning be interpreted in class. Help students make a list of words with
Strategies the“everyday” definition alongside the content-specific one, as in
the chart in Figure 3.1. When students link the known with the
new, greater learning can result.
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Here are some strategies  Mapping a Word Core
to help students learn Give students a word part
Explicitly about word parts:  Using Prefixes and ask them to work
Teaching Word  Cloze Passage Ask students to work in together to build a semantic
Meanings and Allow students to look teams to generate a list web around it. For example,
up the vocabulary words of words with prefixes. if the word part is photo,
Word-Learning and then, as a group, to Have them explain how students could link it to such
Strategies discuss where each term they know the words as photosynthesis,
photograph, and telephoto.
might fit into the difference between
paragraph. When all words with actual Seeing how words
students have completed prefixes and words that interconnect will make the
the task, display the simply start with the word part more meaningful
completed paragraph same letters. and memorable to the
with the missing terms students.
on the overhead.
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Thank You!
Any questions?