Teaching Vocabulary Through Hyponym by
Using Mapping Technique
Every teacher knows that variety is one of the factors in
maintaining a high level of motivation and interest the students. To maintain
the student's motivation and interest teacher, teacher sholud find activities
that make them fell comfortable in learning English. Teaching hyponym are
effective forms of practice just because they are easy to learn, easy to
remember and can be enjoyed for their own sake. Teaching hyponym not only
represents materials for study but also a method of language study within
themselves.
In teaching vocabulary, the learners must have some
understanding of what word refers to and of the situations; which words may be
used. He or she also has to learn something about the related meaning which holds
between various words in particular contexts.
Lewis (1985 : 33) says "the statement words are best
taught in groups can be paraphrased as words are best taught on their hyponym,
since it wolud be a worth help to teach vocabulary”.
Having taught the hyponyms of electronic stuffs, for example,
students will remember computer, radio, tape recorder, and vcd player when the
teacher is being asked about television.
2.11. Advantage of Mapping Technique
in Teaching Hyponym
Hyponym as a medium to teach English especially vocabulary
has a big function to perfom. By using hyponym the students will be facilitated
in learning of English. In teaching hyponym one a very positive of view for the
following reason :
1.
The user of teaching hyponym in the
classroom can help to create a more positive learning environment by other a
lot of new vocabulary, and help the students practicing new vocabulary
2.
Teaching hyponym can help the
students to understand one word in a hierarchy is the group name and the other
are it's numbers as shown in meaning eelation.
3.
Teaching hyponyrn can help students
retain subject matter, especially if the hyponym reinfoeces the class material.
4.
The use of teaching hyponym may give
the a reason to attend class the purpose of while - activity:
a. To help the
students understand the writer's purpose
b. To help the
students understand the teaching hyponym
c. To help clarity and
content.
2.1.12. Chain Spelling
Chain (chan)
A group of atoms, often of the same element, bound together
in a line, branched tine, or ring to form a molecule. In a straight chain, each
of the constituent atoms is attached to other single atoms, not to groups of
atoms. In a branched chain, side groups are attached to the chain. In a closed
chain, the atoms are arranged in the shape of a ring.
Chain spelling is one of the plays where the teacher gives a
word and asks a student to spell it, and then a second student say a word
beginning with the last letter of the word given.
The game continues until some one makes a mistake, that is to
pronounce the word incorrectly, mispell it or come up with a word that has been
said already, then he/she is out. The last one remaining in the games is the
winner. This game can be made difficult by limiting the words to a certain
category, example : food, tools, color, animal and nouns, verbs, etc.
To make the game more difficult for older students, it might
narrow the possibilities by providing a category.
For example, all words called will have to relate to a
category such as:
1. Words of a letter and more
2. Cities and countrie
3. Science wards
4. Adjectives
5. Famous people's last name.
The example of chain spelling is if you call out chain, the
next person might call out chain, the next person might call out hight, the
next person might call out the table, then elephant, tree, egg, grow-or the
first players says a word, example,
l. Baseball, little, empty, yellow, white, egg, etc
2. Sharp, narrow, elbou worm, monkey etc.
3. Bird, dar, key, yell, lion, neck, etc.
In this game no word is allowed to be repented. Students can
make written word chaim also and see who an make the one with the most word.
If the teacher want to make variation word chain categories
or the game more belong to a specific category.
Example:
1. Furit and vegetable category
a.
Tomato, orange, egg plan, turnip,
papaya, apple etc.
2. Animal category
b.
A cow, whale, elephent, tiger,
rabbit, truttle, etc.
This make game more difficult and certainly make students
think. "Chain spelling game can bulids spelling and thinking skills_ of
the students, playing word games can helps and create an interest in word and
students spelling" (Rini & Ayu 2009: 66 )
Spelling is one area where the students will find games a
great way to learn English. Memorization of word pattern, spelling rules, and
words themselves can frustrate students who have trouble in -spelling
incorporating games can make learning more enjoyable.
Spelling skills can be developed through games and
activities. These spelling games and activities will not only help students
develop visual awareness and letter sense that will enchance their spelling
performance but are also guaranteed to be fun. Spelling games and activities
can be valuable if they have a purpose related to students particular spelling
needs. And encourage students to link these fun activities with effective
spelling strategies.
Spelling game will be fun alternative to the normal spelling
drills. The word building exercise will increase an interest in the words and
their spelling. Spelling game is not only to play ans also building skills in
word recognition, pronunciation, and reading.
A method of playing a spelling game for improving a user's
spelling abilities while having fun. The method of playing spelling game
includes a plurarly of game pieces.
Spelling game make its easy for students to learn valuable
spelling patterns and strategie, retain more of their learningusing partical
study tolls and activities, and transfer more spelling knowledge for success in
reading, writing and tast - taking.
To encourage students to think about how a game helps with
their spelling, so that they will link these fun activities with effective
spelling strategies Spelling rules, and words themselves can frustrate students
who have trouble in spelling incorporating games can make learning enjoyable.
Spelling games and activities can be valuable if they have a
purpose related to students particular spelling needs. And encourage students
to link these fun activities with effective spelling strategies.
Learning to spell is not simply a matter of memorizing a list
of individual words or even a set of rules and procedures_ Learning to spell is
a complex process in at least two important ways.
First, learning to spell is a developmental process. Students
begin by. stronging random letter together. Next they attempt to match letters
to the sound they hear in words, producing words that are always understand or
recognized by adults. As they begin to acquire a sight vocabulary for reading,
they become aware of visual patterns in familiar words all these stages of
spelling development can be seen by observing the ways students misspell words
and the kinds of words they are able to spell correctly second, learning to
spell is a conceptual process.
Good speller recognize diffrences and similiraties between
words. They establish categories words types. They apply their developing
concpts and strategies when they attempt to read and spell new word. They use
the feedback they get from checking their attempts at reading and spelling to
confirm or revise their hypothesis.
Proficient spelling is important for a number of reason : it
is a courtesy to the reader and to communicationwhen words are spelled
correctly. Occasionally a misspell wordand actually change the meaning of a
text and lead to serious miscommunication. Misspellings are a distraction to
the readers, drawing attention away from the poorly spelled message implies a
careless attitude and careless thingking.
Recent studies haver also shown that there is a strong
relationship between spelling ability and reading, both in isolation on word
lists and in the text reading.
Proficient spelling requires a high degree of word knowledge,
so it is not suprising that good spellers read more accurately and more
fluently. A strong spelling program that significantly extends students
spelling vocabularies should have positive effects on reading speed and
accurancy as well. The importance of teaching vocabulary through chain
spelling.
"eaching vocabulary sometimesis no ready notice or relize by teacher
or even ignore it" ( Harmer, 1988 : 52 ).15 They just pay a very tittle
attention to vocabulary teaching since they regard thet vocabulary can be gain
by students automatically in process of language skill such as listening,
speaking, reading, and writing. And some even just ask the students to open
dictionary to find out the meaning of the unknown words. It makes the teacher
less creative and they do not try to do them best to find the effective method
or technique in teaching vocabulary.
It is shows that language learning can be fun. It has been
stated before that students should learn new word all the time which simply
presented as list of vocabulary to be learnt by hear. Besides, as a foreign
language where English is not use in every day life, recalling vocabulary can be
done through chain spelling gamen which through present as plays, have
quite-demanding on serious purpose.
While they are playing games, they are strongly motivate
toward correctness by their earlier education each student will do the best to
produce the language.
hy...could you please share the references of hyponym in teaching vocab?
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