From the facts, Allen (1993:3) reveals that "many teachers assume that vocabulary can be developed in teaching learning process." However, the students actually face some problems to find out the meaning of words. The problem might be due to the lack of understanding of words, and ability to interpret from given text into communication meaning. Sometimes it is because students‟ lack of opportunities to meet the words, which result in low frequency word to them. It is teachers‟ duty that helps students improve the ability of understanding and using vocabulary in specific context. Generally, there are several techniques regarding the vocabulary teaching.
However, there are a few things that should be remembered by the most English teachers if they want to present a new vocabulary or the lexical items to their students.
It is obvious that the English teachers want students to remember new vocabulary and master it in quite appropriate context. Therefore, it is supposed that students have to learn, practice, and revise to avoid from forgetting. In this paper, there are some popular teaching vocabulary techniques to be mentioned including visual techniques, verbal techniques and translation.
14 2.3.1 Visual techniques
Regarding the visual techniques, Gairns and Redman (1980) as cited by Marla, et al (1999:12) says that "there are there form visual techniques; “relia, pictures, and mime or gestures.” Relia means using a variety of real-object brought by the students in the classroom. Picture means the images of new words in reality that teachers tend to teach in class. For instance, some objects like table, apple, pen…
should be better to be applied this technique in presenting.
Therefore, if students can join in preparation for lessons at home, they tend to be more willing and eager to join the lesson. That helps to promote students interaction and motivation for class. For example, at junior high school level, concerning to food and drink topic, if a student is appointed to bring a kind of food then present about his or her favorite food; that will be much more interesting than teachers‟
presentation. It is under teachers‟ introduction obviously. The usage of mimes in teaching new words is also considered of great value, especially with actions such as jumping, running, writing and smoking. Referring to ideas mentioned above, Klippel (1994:115) implies that "mime or gesture is useful if it emphasizes the importance of gestures and facial expression on communication. That body language or facial expression is applied appropriately will warm the class atmosphere. Instead of reading and understanding the word meaning from textbook only, students can join extra activities that help them remember new word in reality, which is better.
2.3.2 Verbal techniques
This technique applies to the use of illustrative situation, synonyms, opposites, scale, definition and categories when teachers introduce a new word to students, said Sanusi (2009). Moreover, the English teachers using the technique are expected to introduce a word in English through the use of other word in the same language.
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We can obviously see that synonyms and antonyms are especially important in building new vocabulary because learners are able to know vocabulary in comparison with its family word. In addition, when teachers select this technique, it also explains the meaning and the use of a foreign word in the foreign language itself. That knowing a word meaning and its use in appropriate context helps student master foreign language more confidently.
2.3.3 Translation
One of the most common techniques in vocabulary presentation is translation, which is to translate the word in question into a learner‟s native language. That is considered to be the simplest and easiest to apply. Although it is quite useful, some experts however do not recommend this technique (Doff, 1988, p. 12) “if we only give a direct translation, the students cannot see how the word is used in an English sentence”. Translation is simple, clear and quick for reaching the goal particularly when teachers give examples then students give the word translation.
2.3.4 The use of dictionary
By Allen, using dictionaries is "passport to independence and use them is one the students-centered learning activities.” (1993:83) Meanwhile, Gerald and Laura (1989:120) state that "dictionaries are more easily used to determine word meaning.”. Using dictionary as a strategy of learning new words in a foreign language is supposed to be one of the most fruitful strategies. Mc Carthy concentrated on types of dictionaries in relation to learner‟s level.
Some issues have been raised around the choice of dictionary for beginners.
Although it can be a useful learning resource, it makes the learner more independent of the teacher. Learners can use dictionaries for checking word meaning, do arrangement exercises…
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In conclusion, the use of dictionary is an effective way for the students in finding out the meaning of words.