Educational Research Journal

Abstract

Vocabulary acquisition is a block-building process and a basic training component to develop both reading and writing abilities. This study is based on data obtained from classroom observation and vedio-taping of the processes of vocabulary instruction in primary schools. The obtained data were analyzed in terms of teaching models, instructional processes, and time allocation to different activities. The discussion focused on the strategies and operations of the four vocabulary teaching methods: Keyword method, contextclue method, definition method, and explanation method. The results indicated that teachers were biased in selecting methods in vocabulary instruction. Explanation method was found to be the one widely used by teachers, hence reducing the effectiveness in stimulating students to associate clues in vocabulary learning. It is reasoned that the lack of flexible approaches in vocabulary teaching is one of the reasons for the ineffective learning.

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