writing journal

Ayik Puspa Yunita

IIIC/10.1.01.08.0042

WORD WALLS IMPROVE VOCABULARY

Introduction

Vocabulary is very important thing because it can listing of the words used in some enterprise, a language user's knowledge of words and the system of techniques or symbols serving as a means of expression. Vocabulary also the set of words they are familiar with in a language. A vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. A usually alphabetized and explained collection of words e.g. of a , or prepared for a specific purpose, often for learning; The collection of words a person knows and uses; The stock of words used in a particular field; The words of a language collectively. Refers to the words we must know to communicate effectively. So, the teachers have to make some ways so that the student’s motivation to learn English is increase. There are many ways to make the students are interesting in learning vocabulary. One of the ways is using Word Walls.

Children who experience difficulties in word recognition are likely to spend more time decoding words. As a result, they read fewer words than more proficient readers and thus are likely to make smaller gains in reading comprehension and overall reading proficiency. Struggling readers benefit from meaningful, targeted instruction in word recognition and word study.

Word recognition and word study instruction should take place in connection with a meaningful context, such as the use of children's literature, poems, riddles, and writing. Traditional approaches, including repetitive drills or isolated skill worksheets, have separated word recognition instruction from authentic or connected text. This may make it difficult for a child to see the connection between word recognition and active engagement with meaningful text -- and it may have a detrimental effect on the child's motivation to read. Keeping the focus on reading for meaning can help struggling readers "keep their eyes on the prize," which, ultimately is the enjoyment and thoughtful interaction with text. Word recognition should never be treated as an end it itself.

Many learners are not interested to learn about vocabulary. They think that the vocabulary in English is difficult to understand. They also think that the pronunciation of English vocabulary is confused. And the biggest problems of them are they still confused about the meaning of the word.  Vocabulary is the basic of writing, speaking, reading and listening. So, if they want to be able to mastery all of them, they have to know from the basic. It is vocabulary.

Contents

Improving student’s Vocabularies about Verb by Using Word Walls Traditionally, the teaching of vocabulary above elementary levels was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary expansion. Nowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because ‘language consists of grammaticalize lexis, not lexicalized grammar’. There are several aspects of lexis that need to be taken into account when teaching vocabulary. In my opinion the most important aspect of vocabulary teaching for advanced learners is to foster learner independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and using dictionaries should be the main ways to deal with discovering meaning.

A word wall is a systematically organized collection of words displayed in
large letters on a wall or other large display place in the classroom. It
is a tool to use, not just display. Word walls are designed to promote
group learning and be shared by a classroom of children.

Although typically associated with reading/writing instruction, word walls are becoming commonplace in classrooms for all subject areas due to their ability to foster phonemic awareness, display connections throughout word "families" (such as "-ick" words), serve as a support/reference for students, as well as create meaningful/memorable experiences with new vocabulary words.

Due to their flexible nature and ability to "grow" alongside the students, word walls can be used in classrooms ranging from pre-school through high school. Word walls are considered to be interactive and collaborative tools, as they are a student-created and student-centered artifact. Many variations of the word wall are currently in existence, including those featuring illustrations of the words and color-coded lists. As part of a reading instruction program, teachers designate one wall (or part of a wall) in the classroom for displaying commonly used vocabulary and/or sight words in large print so that all students can read the words from their desks. The students can then refer to the wall during literacy exercises. The large visual nature of Word Walls helps students to naturally gain familiarity with these high frequency words, as well as to gain reinforcement of vocabulary. Word Walls should be interactive and dynamic tools. This means that students can suggest words to add to the wall throughout the school year. As new words are learned in class, the teacher should also initiate additions to the Word Wall.

What words are selected for the Word Wall and why?

At the primary grades, the words on the WW are strictly high-frequency words. That means those words that students encounter most frequently in their reading and need most often in their writing. We want to have words under every letter of the alphabet, which is why you might see the word "zoo" on a WW. Some basal series are helpful in identifying high-frequency words that correlate with a guided reading selection. There are also reliable lists available for this purpose.

As the grades go up, the teacher should depend more and more on selecting words for the WW from the frequently misspelled words from students' writing. The words should still be words that most students encounter in their reading and need for their writing, although they may appear with less regularity than the ones on the WW at grades 1 and 2. Don't, however, clutter the walls with words that all of the students in the classroom know.

What does the WW look like and how do I make it?

The words for the WW are displayed under letters of the alphabet, on a wall, in clear sight of all students. (The teacher should actually move around at kids' eye-level to be sure that nothing obscures the view of any word for any child.) Some teachers use one wall or section of a wall; some run the alphabet around the upper border of the wall just below the ceiling. The letters of the alphabet are displayed with capital and lower case side-by-side. Some teachers back the letters with notepad sheets in a cute shape, perhaps relaying a theme or mascot. The alphabet needs to be as linear/horizontal as possible. At first grade this is particularly important because these kids are just learning alphabetic principles and need to see the correct sequence. At other grades, the students are using the wall as a quick reference source and having the alphabet in a logical order will help them. (In other words, don't let your thermostat on the wall dictate the alphabet and don't rearrange it--it's carved in stone!)

Every week, the teacher will introduce 5 new Word Wall words. They will continue to be added to the wall when you'll stop adding new ones and concentrate on reviewing the 110-125 total words.

How do I construct the words for the WW? How should they look?

Each word for the WW must be written in large, legible letters, preferably in the style of writing used by the children. As a rule of thumb, you should be able to get about three words to a sheet of paper 8 1/2 X 11. Some teachers use computer print in a very large font (200) when they find a font that is similar to a good model of writing. There is no need to have to use technology or to buy commercially prepared WW words; they're very easy to make with a wide black marker as well.

All of the WW words should be cut in the configuration of the word. This is an important clue for some visual learners in the classroom. It takes some extra time for the teacher, but it's time well spent (and remember that you only have to construct 5 words per week!).

It is very important to construct all of the words on a wide variety of colored paper. If you're printing your WW words on the computer, you'll likely print them on white paper. This will necessitate backing them with a color. My personal preference is to have the word on white paper and cut into the configuration, and then backed by a color of construction paper, providing a crisp contrast. It's not necessary to configure the backing.

If you're constructing your words directly on the colored paper, that's fine, too. Just cut that one piece into the configuration of the word.

One more thing that you'll want to add to make your Word Wall as useful to students as possible: designate which words will be the greatest help to them in their transfer to spelling many other words (word patterns/families). Place a sticker, an asterisk (on computer), or a star by these words.

What do I need to know about the different colors on the Word Wall? Are the colors important?

The colors on the WW play a critical role, especially for the emergent readers. The intent of the color is to help children distinguish similar words under the same letter of the alphabet. I can place a blue word under every letter of the alphabet if I want to. However, I want to avoid placing two blue words under the same letter of the alphabet. Some letters of the alphabet tend to have more high-frequency words than other letters, such as a, b, c, s, r, t, and w. If a child has trouble telling the difference between the word "were" and "where", the fact that one is blue and one is red will help the teacher point it out and will also make an impression upon the student who references the word frequently.

In summarizing what to remember about the words: make them large and legible; cut them in their configurations; use different colors under same letters of the alphabet; and designate the pattern words.

Some activities to improve student’s vocabularies by using word walls:

·        Change a letter. Students try to make new words by changing just one letter. This can be a fun, challenging activity that can also be played in teams.

·        Word wall stories. Students use as many of the word wall words as they can to write a story. This too can be quite a challenge to ensure that the story makes sense yet still uses many of the words.

·        Guess the word wall word.  Students work with partners and draw the word with their finger on their partner's back. When the student guesses the word, they trade places. (Great for tactile learners)

There are some simple ideas that teacher could easily use in the next class:

Ø  Ask the student, "Pick two words from the word wall that you know and write a definition or example for each one."

Ø  Create a children's alphabet book. Students create a page for a vocabulary word from each letter of the alphabet, with a picture or drawing and simple explanation for each term.

Ø  Create one-page posters. Students create a mini-poster on blank unlined paper that shows one vocabulary word, a simple definition, and an example problem.

Conclusion

In teaching vocabulary, there are many methods can use. It is base on the use of method is adjusted with the materials that will be taught. Every teacher should always prepare the suitable teaching method before presenting the materials in the class.
Many learners face many problems when they learn about vocabulary, it is about pronunciation, even the meaning of words. Sometimes, they can know about the meaning of word, but it is not easy to make they always remember it. So, by using word walls they can read always the word because it can keep on the walls.

REFERENCES

Brown, H. D. 2006. Principles of Language Learning and Teaching. NM: Englewood Cliffs, Prentice Hall.

French Allen, Virginia. 2000. Teaching Technique in Teaching Vocabulary. New York: Oxford University Press

Harmer, Jeremy. 2004. How to Teach English. Edinburgh Gate: Pearson Education Limited

Kadon Enterprises, Inc, Suite 16, 1227 Lorene Drive, Pasadena, MD 21122-good company, original puzzles and games, catalog.

Thornbury, Scott. 2002. How to Teach Vocabulary. Oxfordshire: Longman Pearson Education