NURZIKRALAILA MUKTI

A Study on Problems of Vocabulary Teaching Techniques

English Teachers Use in Holeta Primary Schools:
Grade Seven in Focus
By Dessalegn Oljira in International Journal of Science and Research (IJSR)
Background of The Study
The accuracy, flexibility, scope, and
the academic success of the students
in learning English as a Foreign
language largely depends on their
knowledge of vocabulary. Students
who can enrich their English
vocabulary will become more
successful in using English in their
daily life. Therefore, it is believed that
vocabulary teaching techniques used
 Statement of the
Problem
Most students in Holeta primary
schools have low English proficiency.
They hardly understand what their
teachers said in English and hardly
communicate each other because the
lack of vocabulary.
While in another side it is believed that
their vocabulary skill being affected by
the techniques that teachers use in
class. This phenomenon then motivated
the researcher to conduct this study.
Objective of
Specific Objective
The Study
01 To investigate problems
Of teachers’ teaching techniques in Holeta
Primary Schools.

02 To discover factors
That impedes students’ use of vocabulary
in productive skills; spoken and written
language.

03 To promote suitable
teaching techniques
Literature Review
 LITERATURE REVIEW:

The Importance of Teaching

Vocabulary
In order to communicate effectively in any language, a
person must have large accumulation of words in that
language. Therefore, vocabulary seems to be the key
element in language learning. The modern approach to
vocabulary teaching gives a balanced responsibility to
the teacher and the learners on how to develop the
word power of the target language, so that they could
use the language as effectively as possible.
 SENSE RELATION
LITERATURE REVIEW: CONTEXT Sense relations are helpful
techniques of
Some Selected understanding how words
Vocabulary Teaching John Haycarf (1978: 48) are related to one another
states that “the only in terms of their meaning.
Techniques way to teach the How similar or how
meaning of many different they are to
abstract words is by another and how they may
creating a context or or may not substitutive for
situation from which the one another, and how they
students can reduce the are included under single
meaning.” terms. Sense relations are
also important to make
For example, if a deductions about
teacher wants to teach unknown items.
the word ‟friend‟, he\
she can pick characters In the class room grouping
from the class of items together by
synonymy, hyponymy,
students.
antonym and other of
relations will help to give
coherence to the lesson.
 Methodology
Research Design Sampling Techniques
The research design of this study 119 students were chosen by using
was qualitative and sample size determination formula
quantitative method. and 8 English teachers (all 7 grade’s
English teachers) from 6 elementary
schools in Holeta Administrative Town;
Goro Keransa Burka Walmara, Burka
Gale, Burka Harbu, Sadamo Walmara,
and Holeta Primary.
Methodology

Research Participants Data Collection Tools

The research participants were the 7th Questioner (Questions with 14 items )
grade students and English teachers and Class Room Observation
in Holeta primary schools.
 Data Analysis
According to the information gathered from each class
through the observation checklist
Most of the teachers did not focus on some simple and common words
while he/she taught English in the class. They simply request their
students to work on the meaning of uncommon and difficult words
without showing them clues which led them to the context in which the
words are found. Moreover, they did not give a value for the importance
of pre-teaching vocabulary before requesting their students to read the
passage.

During vocabulary teaching-learning process in English class was that

teachers come to the class and teach meaning of new words through
translating them in English to students’ L1. In doing so, most teachers
simply run over the vocabulary rather than giving time and motivating
learners to use those words in their own sentences. This is why learners
give less value for vocabulary classes while the teacher speaks English
because they expect that the teacher could translate to their mother
tongue.
 • Infographic Style
Conclusions
The study indicated that teaching
techniques used to train learners in
vocabulary development do not seem to be
successful in enhancing students’
vocabulary use. The teachers also rarely
gave students motivation to study by their
selves or just to be more active in every
lesson. Moreover, both students and
teachers have relative poor awareness in
vocabulary class.
and Recommendations
Stieglitz, (1983; 75) said that “No matter what
conceptual frame work one uses in regard to
ESL instruction, Vocabulary development is
the major element.” Having a large number of
vocabularies in any language contributes a lot
to make an ease of communication. However,
the effective use of vocabulary skills,
especially in foreign language context believed
to be affected by the techniques that teachers
use in the class to teach learners and the
strategies and style that students prefer to learn
the vocabulary.
It is suggested then teachers should gradually
adjust their techniques of teaching to avoiding
their traditional role of assessing and
transmitting knowledge. Also, teachers have to
help their students to become empowered in
the classroom to make them feel confident to
participate vocabulary activities.
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