Texas Journal of Philology, Culture and History ISSN NO: 2770-8608 https://zienjournals.com
Date of Publication: 12-01-2022 ______________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ A Bi-Monthly, Peer Reviewed International Journal [2] Volume 1 2. Teachers can teach the sub-skills needed to make use of techniques. For example: to use dictionary
efficiently requires knowledge of alphabetical order and lots of practice with it.
3. Classroom tasks can include structured opportunities for using techniques. For example: when reading a
story, teachers can explicitly encourage prediction of the meanings of new words.
4. Independent technique use can be rehearsed in classrooms. For example, children can be helped to prepare
lists of words that they want to learn from a lesson, can be shown ways of learning from lists and later can be
put in pairs to test each other.
5. intermediate level can be helped to reflect on the learning process through evaluating their achievements.
For example, at the end of a lesson they can be asked how many new words they have learnt, and which words
they need to learn more about. Through regular self-evaluation, children can come to understand more about
what they are learning and how [5, p.p. 56-89].
Second or foreign language teachers have faced this kind of questions several times. They have classes with
different ages, levels, interests and backgrounds and according to them, keeping the new vocabulary in mind
for long-term is an important problem for learners. Teachers of second or foreign language present new
vocabulary items during lessons and at this stage there is no problem. What are waiting for them in the later
steps includes difficulties in remembering the words taught in previous lessons and related with this problem
there are difficulties in producing sentences and lack of communication. The importance of the acquisition of
vocabulary cannot be neglected for learning second language. Since the time is limited at schools, vocabulary
items must be given to the students as in an effective and practical way as possible. Vocabulary learning
strategies may help students learn and remember words in learning a foreign language. By using Semantic
Mapping technique for different vocabulary items, students can increase their abilities on vocabulary learning.
It is important for teachers of foreign language to learn if this method can help them. The purpose of this
experimental study is to see which of the two methods, using Semantic Mapping Technique or Traditional
Technique, is more effective in helping students’ retention of vocabulary in long term memory. By this way,
students will be able to learn the required words in a short time, and minimum lack of retention and recognition
will be obtained. This study also aims to learn more about learner’s vocabulary learning strategy preferences
and to find out vocabulary learning strategies available for learning vocabulary. It also aims at identifying to
determine whether there is a relationship between their beliefs and strategy preferences. It explores who are
interested strategy choice and use. This study plays an important role in vocabulary learning because it
explores a range of vocabulary learning strategies those students prefer to use and consider effective. These
may, of course, be the strategies they already use, but learners ought to have the opportunity to learn about
alternatives that allow them to make their own choices about vocabulary strategy use. The benefit of such a
study is that it takes the learner as an individual with previous experiences and beliefs and can accommodate
information both for learners and teachers about using vocabulary learning strategies in vocabulary learning
[1, 12]. Based on the techniques above, the I can conclude that teaching vocabulary can be presented through
many ways. The teachers can use different techniques based on the necessities and level of the learners. In
addition, in the teaching of vocabulary teacher must have expertise using basic stages by vocabulary teaching
techniques that can attract the attention of students to know the material well. Before using the techniques in
teaching vocabulary teacher must first check techniques whether they are suitable to use or not , because by
using a technique more suited to the material that will be presented, can improve learners’ curiosity and
enthusiasm in learning. Moreover, it is necessary to teach it to children in a way that enables them to learn the
vocabulary they need to communicate with others. So, the second section provides a theoretical discussion
with a description of Semantic Mapping Technique and the most common applications of Semantic Mapping
Technique as a vocabulary strategy while the third section outlines the methods and materials used, and the
following section presents the findings, and the final chapter concludes the paper.