According to Harmer, Jeremy (fourth edition) (halaman 70)
According to Crosse, Kay ( :6)Children as young as two can
quickly learn which language is used in which circumstance and can
switch from one language to another. Their progress in each
language can initially be slower as they grapple with different
vocabulary and sentence structures but their language development
catches up with their monolingual peers by the age of five or
six.
According to Patel, Dr. M. F. and Praveen M. Jain 95 The goal of
communicative approach is to make learners communicatively
competency. express or convey the ideas verbally or non-verbally.
This approach emphasizes the communicative capability of the
learners.Vocabulary includes the aspects of communicative
competence.
Hal.99In communicative approach, the emphasis on active mode of
learning is given. Thus it makesstudents active in their activities
including pair work and group work.
Sokmen (1997) cited in Schmit nobert (2000: 146) surveys
explicit vocabulary teaching and highlights anumber of key
principles: build a large. sight vocabulary integrate new words
with old provide a number of encounters with a word promote a deep
level of processing facilitate imaging make new words "real" by
connecting them to the student's world in someway .use a variety of
techniques encourage independent learning strategies
Most' of these principles should be familiar from earlier
chapters in this book, and are indeed based on our most recent
understanding of how words are acquired and remembered. A number of
other principles are also worth being aware of. Sokmen mentions
integrating new words with old, which is often done by some form of
grouping similar words together. However, if two or more similar
words are initially tattght together, it might actually make them
more difficult to learn. This is because students learn the word
forms and learn the meanings, but confuse which goes with which
(crossassociation).
Teaching vocabulary to young learners is important because they
prefer learn something by repetition and imitation and it will be
better to learn words in advance. Broughton et al. (1980:169) as
quoted by Llach, Ma Pilar Agustin and Ma Asuncion Barreras Gomez
state, Most young children like repetition and imitation. They
enjoy repetition kinds of language activities. When teachers teach
vocabulary again and again to young learners, they would be easier
in memorizing the vocabulary.
