1.

0 INTRODUCTION
1.1 Introduction
During the third practicum, the researcher was placed in Sekolah Kebangsaan Syeikh
Mohd Idris Al-Marbawi which is located in Lubok Merbau, Kuala Kangsar, Perak. The school is
located in the rural area near Kuala Kangsar town. In addition to that, the school is quite small
by which it consists of almost 320 pupils. There are only two classes for each year. The school
was promoted into Cluster School in early 2015. All the pupils in the school are of one race
which is Malay. Most of the pupils stay in the nearby village area near the school. The
researcher had been assigned to teach English language to Year 2 Bestari pupils. The
classroom was quite small compared to the size of a normal classroom in other schools. That is
why there are only 25 pupils in the class. The class consists of 16 male pupils and 9 female
pupils, aged 8 years old. According to the class teacher most of the parents are working in
Kuala Kangsar area in various sectors and some of them work as farmers in that area. From the
observation, the researcher found out that they were not too interested in learning English
because they considered it as a difficult subject. This is because they did not understand the
language. Most of the time, the pupils speak in Malay language among themselves because it
was their first language. According to Chitravellu (2007) first language is being defined as the
language a person is most comfortable with in communication. Eventhough they are the first
class in year 2, they are of average level of proficiency in English. When teaching them, the
researcher used a lot of repetition and drilling. Without the usage of repetition, it will be difficult
for the pupils to learn especially in acquiring new vocabulary. When carrying out the teaching
and learning activities, the researcher tried to attract pupils attentions to learn by identifying
their interests in learning English. The researcher eventually found out that they like the usage
of teaching aids such as pictures to be integrated in the lesson. They were excited when the
researcher used pictures to teach and they responded well to the picture. Therefore, the
researcher used lots of picture in the lesson because he found out that it suited their interest.
Moreover, most of his pupils were visual learners. Hence, the use of pictures can attract them to
learn.
In learning English, vocabulary plays an important role as the tool for mastering the
language. According to the Oxford Advanced Learners Dictionary (2005: 1645), vocabulary is
defined as all the words in a particular language and all the words that a person knows or
uses . Vocabulary mastery of English is an important aspect in English language. Vocabulary is

the foundation to other skills in English language such as listening, speaking, writing and
reading. Schmitt & McCarthy (2008) discussed that vocabulary knowledge is only one
component of the four language skills. It is also considered as the core component of the
language proficiency and provides the basis of the speaking, listening, reading and writing skills
of a person. It is important to learn vocabulary because lacking of vocabulary will affect pupils
ability to communicate in English. Vocabulary is also the key to the pupils understanding of what
they hear and read in the school. Without the sufficient vocabulary, it will give negative impacts
for pupils such as they cannot understand others and make it difficult for them to convey their
own ideas. Schmitt (2010: 4) noted that, learners carry around dictionaries and not grammar
books. It can be concluded that vocabulary is important because without grammar, very little
can be expressed, but without vocabulary nothing can be expressed

1.2 Reflection of Teaching Experiences

1.2.1 Sekolah Kebangsaan Chepor
During the first practicum, the researcher had done the practicum for a month at Sekolah
Kebangsaan Chepor. The researcher had been instructed to teach three different classes of
Year 2 which is 2 Arif, 2 Aktif and 2 Amanah. The three classes had different levels of pupils.
The first class is advance learner level which is 2 Arif, the second class is average class level
which is 2 Aktif and the last class is below average level which is 2 Amanah. For the trainee
teacher, it was very difficult to handle the three different classes for the first time but the
researcher took it as a challenge. The differences of the level of each class can be clearly seen.
In the advance class, it was easier to teach them because they understood the instructions well
and they were able to follow. It was easy to teach them because they were active and was able
to be involved actively in the lesson. The problems that the researcher faced with this class are
the pupils needed lot of enrichment activity because some of them completed the work faster
than the other friends. So, they tend to disturb their friends during the teaching and learning
process. In the average class, the researcher faced problems when some pupils do not
understand instructions and the researcher had to simplify the sentences to make them
understand. The differences of the level can be seen where the participation of the pupils were
inactive compared with the advance level class. In the below average class, the pupils were not
comfortable in the presence of the researcher in the classroom. The pupils dislike English
classes because they did not understand the lesson. They only understood simple instructions
and the activity during the teaching and learning process need to be specifically created to suits
their level. In this class, they love to participate in hands on activity especially during the
language arts lesson. In this class, their vocabulary was limited and that make them not
confident to say words in English. Some of them used their mother tongue fully during the
lesson and did not try to use English language. The researcher tried to help pupils to become
more interested to learn by giving varieties of activity. The researcher ensured that the activities
were suitable for the pupils and suited their ability. Even though the researcher had to teach
three classes in the same year, but the activity for each class was different and suited their
level. For example, the researcher provided Year 2 Arif with more challenging activities than the
other two classes because they are advanced learners. By providing them with suitable activity
that suited their level, it made the lesson become more effective and they learnt better. During
the early stage of the practicum, the researcher faced problems in delivering effective
instructions to the pupils. It made the pupils confused and they were unable to understand the

instructions. If the pupils did not understand the instructions, they tend to lose their focus on the
lesson and confused. It will make them lose their interest in the lesson. To help pupils to
understand the instructions, the researcher made sure that the instruction was simple and clear
to the pupils. If the instructions cannot be understood by the pupils, the teacher must repeat and
explains the instruction. There were some strengths and weaknesses of this first practicum. As
for the strength, the researcher was able to handle three different classes without major
problems even though it was the first practicum. As for the weaknesses, sometimes the
researcher was not able to provide pupils with suitable activities because each class consists of
almost 40 pupils. The researcher had tried to use various teaching skill to cater to the needs of
each pupils.
1.2.2 Sekolah Kebangsaan Raja Di Hilir Ikram
During the second practicum, the researcher carried out the practicum for two months at
Sekolah Kebangsaan Raja Di Hilir Ikram. The researcher had been assigned to teach Year 3
Cekal. The class consists of 15 pupils who lived nearby the school. The school had only one
class for each year, thus the class had the mixed ability pupils which consist of advance,
average, and below average pupils. It was quite difficult to handle mixed ability pupils because
their level of knowledge was different, so the first thing that teacher need to do when in this
situation is the teacher should identify each pupils ability. By identifying pupils ability, it will help
the teacher to be able to provide suitable activity for them. As for the example, the researcher
had identified the advance learners and gave enrichment activity that was quite challenging for
them. If the teacher did not provide them with enrichment activities, they became bored and
their attentions would be easily distracted during the teaching and learning session. In the mixed
ability class, the teacher should paid attention to all pupils in the classroom without ignoring
anyone. Teacher must be patience with the below average pupils and provide remedial activity
for them. In teaching the mixed ability class, the teacher should give simple and clear
instructions to the pupils. During the second practicum, the cooperating teacher had suggested
that the pupils given lots of drilling. The researcher had done lot of repetition and drilling to help
pupils in their learning. By using drilling, pupils can remember better. There were some
strengths and weaknesses during the second practicum. As for the weaknesses, the pupils were
not excited to learn. They were uncomfortable in learning English compared to other subjects.
To solve this problem, the researcher tried to make the lesson more interesting by injecting
more fun element in the teaching and learning sessions. For example, the researcher used
songs in the set inductions stage to attract pupils attention to learn. As for the strength, by

teaching the mixed ability class, it gave the researcher opportunity to study the different types of
learner and their ability. It also gives the opportunity for the researcher to apply various
techniques in dealing with pupils with different levels. During the lessons, pupils usually had
difficulties in understanding some words and the researcher used various ways to explain. For
example, to solve pupils problem in understanding some new words, the researcher explains
the words by using pictures. It was easy to explained new words using picture because pupils
can directly understood the meaning of the word by see the pictures. The researcher also tried
to explained some new words by giving the synonym of the words. For example, the word glad
is new for the pupils and it can be explained by its synonym which is happy which can be easily
understood by the pupils.
1.2.3 Sekolah Kebangsaan Syeikh Mohd Idris Al Marbawi
The researcher practicum school for the third practicum was Sekolah Kebangsaan Syeikh
Idris Al Marbawi . For this practicum, the researcher had taught Year 2 Bestari. The level of this
class is average level. The researcher had started the lesson by giving the class rules and
instructions. It seems that the pupils had difficulties in understanding some of the instructions.
The researcher had to repeat and do actions to explain the meanings of the instructions to the
pupils. It was observed that pupils had limited vocabulary and that lead to the problem which is
they were not able to understand the instructions given by their teacher. For example, when the
researcher asked them to come in front of the classroom, they were not able to understand the
instructions. Even though it was just a simple instruction, but with the limited vocabulary it made
them not to be able to digest the meaning of the instructions. It was quite stressful for the
researcher because when pupils were given the instruction, they did not response. There were
also pupils who used their mother tongue to say that they did not understood what the
researcher had said. But, there were few pupils who understood and the others which did not
understood the instructions just followed their friends. The researcher had met the English
teacher of Year 2 Bestari class who is Puan Rozila to ask information about the pupils.
According to the teacher, the pupils in that class were active pupils but because of their limited
vocabulary, it made them unable to focus on the lesson. Their attraction was easily distracted
especially when the teacher used the traditional way of teaching which was chalk and talk
technique. According to the teacher, most of the pupils had the vocabulary problems that will
lead to other problems in the classrooms. With the limited vocabulary, it made the pupils to have
low self confidence in learning English. They become passive learners and did not dare to
actively involved in the classrooms activities. During the early week of the practicum in the

school, the researcher did not use a variety of teaching materials during the teaching and
learning session. By not integrating various media in teaching and learning process , it will made
the lesson become dull and lame. To improve this situation, the researcher started to use
various media such as pictures, realia, song and other media to make the lesson become more
attractive. By using various media, pupils paid extra attention in the teaching and learning
session. It was very hard for the researcher to introduced and explained new vocabulary to the
pupils for the first time. The researcher identified that the pupils were unable to remember well
the new vocabulary they had already learn. So the researcher had decided to emphasize on the
usage of picture to explained new vocabulary. By using pictures, it was easier for pupils to
remember the new vocabulary because it was more meaningful to learn vocabulary if they can
see it visually rather than just knowing the words itself.
1.2.4 Conclusion
From the experience of doing the practicum for three times, it can be concluded that all
the pupils faced quite similar problems even though they came from different schools. Most of
the pupils had low level of English language proficiency. In learning vocabulary they had
difficulties in identifying the meaning of certain vocabulary. By having the problem in learning
vocabulary, it made pupils had limited vocabulary. It will affect other skills such as reading,
writing, listening and speaking skill.
In addition, by doing practicum for three times, it gave the researcher lot of experience in
teaching and learning. The researcher can identify his strength and weaknesses as it can be
used in future. As a teacher, we should know and identify pupils ability in order to create a
suitable teaching and learning activities for them. Based on the researchers past teaching and
learning experience, it can be concluded that all the pupils in the three practicum schools
encountered with quite similar problems. The focus of this study is related to the one of pupils
problems which concerns about the mastery of the vocabulary of the pupils.

1.3 Related Theory/Literature

1.3.1 Review of Related Theories / Models
Vocabulary is an important element in English language because with limited
vocabulary pupils will not be able to excel in English language. Huyen and Nga (2003) stated
that vocabulary plays an important role. It is one element that links the four skills of speaking,
listening, reading and writing all together. In order to communicate well in a foreign language,
students should acquire an adequate number of words and should know how to use them
accurately. By having a good vocabulary mastery, it will help pupils in their listening, speaking,
reading and writing skill because all this skills involving the needs of having lots of vocabulary.
According to Biemiller (2006), there is a strong link between vocabulary development and later
literacy development. By having the limited vocabulary, ones cannot be able to express, to
share idea and unable to understand other. Vocabulary is also considered as the foundation of
the language where without solid foundations, it will be hard to master the language. Hyponym
is one of the elements in vocabulary learning. Chitravelu (2005) defined hyponyms as words
that can be related so that the meaning of one words includes the meaning of other. For
example the term transport includes the specific items car which is called a hyponyms. By
teaching hyponyms to the pupils, it will wider their vocabulary in English language.
Teacher plays a vital role in teaching vocabulary to the pupils. Harmer (2007) stated that
students need to see words in context to see how they are used. Accordingly, the best way,
perhaps, of introducing new words is for student to read texts or listen to audio tracks and see
or hear those words in action. To make the teaching of vocabulary become more effective, the
teacher can utilise the usage of teaching materials to help pupils to understand better the
vocabulary. Krashen (1982) stated that the input must be comprehensible in order for it to be
useful and meaningful to the learner and help with acquisition. Teacher should implement the
usage of various teaching aids that can attract learners intention in the process of learning
vocabulary to make the lesson become more meaningful. Vocabulary can be taught by the
usage of pictures, realia, action and other media. Diane August (2006) mentioned that
modifications include using English-as-a-second-language techniques such as providing
additional background information; scaffolding through the use of visuals, gestures, and body
language by both teachers and students to demonstrate meaning. The teacher should use their
abilities and skills to come out with the most effective ways to teach their own pupils. The

teacher must identify their pupils ability and their learning style so that the effective teaching
and learning activity can be produced to enhance pupils mastery of the vocabulary.
Using picture to teach vocabulary is one of the effective ways to teach vocabulary
especially to young learner. According to Howard Gardner, the person who came out with the
multiple intelligences theory, stated that intelligences was a frame of minds and it is divided into
seven categories: Musical, verbal linguistic, visual spatial, bodily kinaesthetic, logical
mathematical, interpersonal and intrapersonal. Based on the observations, most of the pupils
seems to be a visual/spatial learner and their learning can be enhanced by using pictures
especially in learning English vocabulary. Visual-spatial is defined as the ability to perceive the
visual-spatial world accurately, to perform transformations on those perceptions, and to recreate
aspects of visual experience in the absence of relevant stimuli (Berk, 2005).One of theory that
support the usage of picture in learning vocabulary is Dual Coding Theory which was
hypothesized by Allan Paivio in 1971. Paivio stated that, there are two ways a person could
expand on learned material: verbal associations and visual imagery. Dual-coding theory
postulates that both visual and verbal information is used to represent information (Sternberg,
2003). The usage of the visuals seems to make the learning of vocabulary become more
effective especially for young learner. According to Hornby (2007), picture is a description that
gives you an idea in your mind of what something is like. Hence, the usage of pictures will make
the process of learning become easier for the children as it will make them easier to remember
and understand the new vocabulary that they had learned.
1.3.2 Review of Related Research
Several numbers of researchers was conducted regarding the usage of picture in teaching
vocabulary. Lai Yu Ling (2005), [cited in Macaros survey,(2003)],indicated that secondary
language teacher view vocabulary as a topic they most need research to shed light on to
enhance the teaching and learning in the classroooms. In the research, vocabulary mastery
had been recognized as an important content that must be mastered by the learner for them to
be able to excel in language skills such as speaking, listening, reading and writing. In this
context, vocabulary is the vital foundation for the learner before proceed to other language
skills. Research on Improving Students Vocabulary Mastery Using Picture Thoyib Ariyanto
(2011) suggested pictures as one of the way to improve students in vocabulary mastery. In his
study, he stated that the learning of vocabulary become easier after the action and students can
memorize and understand English words easily. He also stated that the usage of pictures

increased students participation in learning and with the combination of drilling made the lesson
become more effective. From the research made, it supported the usage of picture in enhancing
the process of learning vocabulary. In addition, Jorge Leonardo Hoyos De Hoyos (2011) had
done research on The use of images for improving the vocabulary learning has been one of the
most popular ways of teaching English. From the research, it stated that the usage of images
had been recognized as an effective way of teaching English vocabulary. By learning vocabulary
through the usage of images, it gave the learner deeper understanding about the meaning of
the targeted vocabulary. The other researcher, Heri Marzuki (2015) had done the research on
improving students vocabulary mastery by using pictures media at the third grade of Sdn 010
Kepenuhan. The research aims to identify whether pictures can help to improve students
vocabulary learning. The result of the research was contributed by certain factor such as the
selection of appropriate picture and the teacher as the facilitator that helps students in their
learning. Moreover, the results of the research shows the results of the test were increased and
it shows that the intervention was successful. In addition, Himayatus Sholihah (2009) had done
a research about teaching English vocabulary using pictures to the fifth grade students of Sdn
Tugu Jebres No.120 Jakarta. In the research, she explained that using pictures in teaching
vocabulary can help teacher to explain the material clearly and easily to understand. There were
also positive effects of using pictures in teaching vocabulary such as improve students
motivation, attract students attention, help in memorization and made the lesson interesting.
Thus from the previous research done, it showed that picture can be one of the media that can
be useful in improving vocabulary learning especially for young learners.

1.3.3 Conclusion
As for the conclusion, vocabulary plays an important role in the process of learning English
language especially to young learners. To become proficient in English language, young
learners had to learn lots of English vocabulary so that they can use it to develop their listening,
speaking, reading and writing skill. The development of these skills will be slower if the learner
did not have enough vocabulary. One of the elements in the vocabulary is hyponyms and by
teaching it to young learners, it will enrich their range of vocabulary. As for the teacher, it is their
responsibility to identify the needs and ability of their pupils. The teacher must be able to
provide the most effective ways in enhancing pupils capability in learning by understanding their

pupils learning style. In this context, the researcher used pictures as a tool to help pupils in
learning vocabulary as it is one of the effective ways of teaching vocabulary especially for young
learners. Based on the previous research from other researcher, it shows that using pictures
was an efficient ways to teach vocabulary. It makes the learning become easier and they can
understand the words better.