A study on using mind mapping technique in teaching vocabulary to grade 10 students at chu van an high school

DECLARATION
I hereby certify that the thesis entitled "A study on using mind mapping technique in
teaching vocabulary to grade 10 students at Chu Van An High School" is my own
work and has not been submitted in any form for another degree or diploma at any
university, other institution or tertiary education. Information derived from the
published or unpublished work of others has been acknowledged in the text and a list
of references is given.

Supervisor Student
(Signature, full name) (Signature, full name)

Nguyen Thi Ha Hoang Thi Dieu

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ACKNOWLEDGEMENTS
This thesis could not have completed without the help, encouragement and support
of a number of people who all deserve my sincere gratitude and appreciation.
First and foremost, I would like to express my deepest gratitude to my supervisor
Nguyen Thi Ha, M.A, a lecturer at the Faculty of Foreign Languages, Hong Duc
University. From the bottom of my heart, I want to thank you for her hearted guidance
and valuable recommendations. Without her, I might not accomplish my thesis.

Besides, I highly appreciate the teachers at Faculty of Foreign Languages, Hong
Duc University for their precious and profound lessons which provided me with solid
knowledge backgrounds for my thesis.

Many sincere thanks are also needed to give to students in classes 10A7 and 10A4
at Chu Van An high school who patiently completed the survey questionnaires and
answered my interviewing questions.

Last but not least, I give my warm heart to my family and classmates. They
encouraged and supported me to go the end.

Thanks for all!

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ABSTRACT
Language learners have different methods to learn vocabulary; however, a large
portion of them find it difficult to memorize words. In fact, most of them learn
separately and use short-term memory to memorize words. It does not mean that all
learners cannot remember new words immediately and for a long time, but in order to
synthesize whole related items, it requires a powerful and suitable method to deal with.
Mind mapping is a useful tool for teachers to teach and learners to learn the new
language. To communicate fluently, learners must have a large vocabulary stock.
This study objective is to test the feasibility of using Mind mapping technique to
grade 10th students at Chu Van An High School. The researcher carried out the
experiment by teaching English and gives two tests for students. The experiment phase
continued for 8 weeks.
Participants in the study included 80 students in classes 10A4 and 10A7 at Chu
Van An high school. They were chosen to become the subjects of survey
questionnaires about attitudes as well as techniques to learn vocabulary. Furthermore,
80 students were divided into 2 groups (a controlled group and an experimental group)
to be subjects who took part in the experimental research. Both groups answered the
pre-test and post-test questions about vocabulary. However, the experimental group
used mind map technique while the control one used traditional methods of learning
vocabulary.
At the end of the study, the students of the experimental group who applied mind
mapping techniques showed more positive results in memorizing vocabulary than the
control one. Therefore, the effectiveness of mind map in improving vocabulary had

been proven. In addition, some recommendations were given for further study in the
future.

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TABLE OF CONTENTS

DECLARATION .............................................................................................................. i
ACKNOWLEDGEMENTS ............................................................................................ii
ABSTRACT .................................................................................................................. iii
TABLE OF CONTENTS ...............................................................................................iv
ABBREVIATION .........................................................................................................vii
LIST OF TABLES ...................................................................................................... viii
LIST OF FIGURES ........................................................................................................ix
PART I: INTRODUCTION ............................................................................................1
1. Rationale ......................................................................................................................1
2. Aims of the study.........................................................................................................2
3. Research Questions.....................................................................................................2
4. Scope of the study .......................................................................................................2
5. Methods of the study ...................................................................................................3
6. Design of the study......................................................................................................3
PART II: DEVELOPMENT............................................................................................5
CHAPTER 1: LITERATURE REVIEW.........................................................................5
1.1. An overview about vocabulary.................................................................................5
1.1.1. Definitions .............................................................................................................5
1.1.2. Classifications of vocabulary ................................................................................6
1.1.3. The importance of vocabulary in learning language .............................................7
1.2. Learning vocabulary.................................................................................................8
1.2.1. Definition...............................................................................................................8
1.2.2. Aspects in knowing a word .................................................................................10

1.2.3. Difficulties in learning vocabulary......................................................................12
1.2.4. Techniques used in teaching vocabulary.............................................................13
1.3. Mind map................................................................................................................15
1.3.1. An overview of Mind Map ..................................................................................15
1.3.2. Mind Mapping technique.....................................................................................16
1.3.3. Classifications of mind map ................................................................................17
1.3.4. Features of mind map ..........................................................................................19

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1.3.5. Steps for making mind mapping technique .........................................................20
1.3.5. Relationship between Mind Mapping technique and vocabulary teaching.........24
1.4. Previous researches................................................................................................34
1.4.1. Studies abroad.....................................................................................................34
1.4.2. Vietnamese studies..............................................................................................38

1.5. Summarize..............................................................................................................38

CHAPTER 2: METHODOLOGY.................................................................................32
2.1. Settings ...................................................................................................................32
2.2. Participants .............................................................................................................32
2.3. The current textbook English 10 ............................................................................33
2.4. Data collection instruments ....................................................................................33
2.4.1. Teacher interview ................................................................................................33
2.4.2. Survey questionnaires..........................................................................................33
2.4.3. Tests.....................................................................................................................34
2.4.3. Classroom observations .......................................................................................35
2.5. Research procedure.................................................................................................35
2.6. Summarize..............................................................................................................46

CHAPTER 3: FINDINGS AND DISCUSSION...........................................................40
3.1. Data analysis before experiment.............................................................................47
3.1.1. Data analysis from survey questionnaire before experiment...............................47
3.1.1.1. Current situation of students‟ learning vocabulary...........................................47
3.1.1.2. Students‟ frequency of learning vocabulary.....................................................40
3.1.1.3. Students‟ methods in learning vocabulary........................................................41
3.1.1.4. Problems the students encountered when learning vocabulary........................41
3.1.1.5. Students‟ perception in learning vocabulary by using Mind mapping
technique........................................................................................................................42
3.1.2. Data analysis from classroom observation ..........................................................44
3.1.3. Results of interview .............................................................................................45
3.1.4. Data analysis from the result of pre-test ..............................................................45
3.1.5. Summarize ...........................................................................................................48

3.2. Data analysis after experiment…………………………………………………48

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3.2.1. Data analysis from survey questionnaire after experiment ..............................48
3.2.1.1. Students‟ attitude toward learning vocabulary with mind maps ......................48
3.2.1.2. Effectiveness of using mind maps in vocabulary teaching and learning..........49
3.2.1.3. Challenge in learning vocabulary with mind maps .........................................50
3.2.1.4. Students‟ opinions about using mind maps in teaching and learning ..............50
3.2.2. The results of post-test........................................................................................51
3.3. Comparison of the pre-test and post-test in experimental group. ...........................52
3.4. Comparison the result of this study with previous researches…………….…… 54
3.5. Summarize ............................................................................................................56
PART III: CONCLUSION ............................................................................................55
1. Summary and conclusion ..........................................................................................55
2. Implications.............................................................................................................56

2.1. For teachers...........................................................................................................56
2.2. For students...........................................................................................................56
3. Limitations of the study.............................................................................................56
4. Suggestion for further research .................................................................................57
REFERENCES ..............................................................................................................58
APPENDIXES................................................................................................................. I

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WORDS ABBREVIATION
STAND FOR
EFL
FFL English as a Foreign Language
L2 Faculty of Foreign Languages
MMP Target Language
HDU Mind Mapping
Hong Duc University

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LIST OF TABLES
Table 1.1: Major aspects of vocabulary........................................................................11
Table 1.3: How to create a Digital Mind Map through Software..................................30
Table 2.5: Mind map application in teaching vocabulary (Experiment).......................43
Table 3.1.1: Students’ methods in learning vocabulary................................................48
Table 3.1.2: Problems the students encoutered when learning vocabulary .................48
Table 3.1.3: Students’ opinions about the benefits of using Mind mapping technique in
learning vocabulary.......................................................................................................50
Table 3.1.4: The result of classroom observation .........................................................51
Table 3.1.5: Number of test in score level according to pre-test results ......................53

Table 3.1.6: Number of test in score level according to Pre-test results between two
classes. ........................................................................................................................... 54
Table 3.2.1: Benefits of using mind maps in learning vocabulary................................49
Table 3.2.2: Students’ opinions about using mind maps in teaching and learning
vocabulary.....................................................................................................................57
Table 3.2.3: Number of tests in score levels according to Post-test results .................51
Table 3.3.1: Number of tests in score levels according to pre-test and post-test results
of Experimental Class - 10A7........................................................................................60

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LIST OF FIGURES

Figure 1.1: Network tree ..................................................................................... 18
Figure 1.2: Event chain....................................................................................... 18
Figure 1.3: Cycle concept map ........................................................................... 19
Figure 1.4: Spider concept map.......................................................................... 19
Figure 3.1.1: Students’ perception towards the important of vocabulary.......... 40
Figure 3.1.2: Students’ frequency of learning vocabulary ................................. 40
Figure 3.1.3: Students’ techniques used in learning vocabulary ....................... 42
Figure 3.1.4: Students’ perception about Mind mapping technique .................. 42
Figure 3.1.5: Skills that students use Mind mapping technique in learning
vocabulary ........................................................................................................... 50
Figure 3.1.6: The percentage of score levels according to pre-test results ....... 53
Figure 3.1.7: The percentage of score levels according to pre-test results
between two classes. ........................................................................................... 54
Figure 3.2.1: Students’ interest toward learning vocabulary with mind maps .. 55
Figure 3.2.2: Students’ opinions about the effectiveness of using mind maps in
teaching and learning vocabulary.......................................................................56
Figure 3.2.3: Challenges in learning vocabulary with mind maps .................... 50

Figure 3.2.4: Number of tests in score levels according to post-test results in
two classes ........................................................................................................... 52
Figure 3.2.5: The percentage of score levels according to pre-test and post-test
results. ................................................................................................................. 60

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PART I: INTRODUCTION
1. Rationale

Nowadays, English plays a significant role in our life and it is considered as a
universal language. It is assummed that around 90% of the population use English
as a lingua franca. Therefore, English is one of the important subjects that are
included in the curriculum. This subject has been taught from primary up to
university level of education. In the past, it used to be taught in a dull and
uninspiring way. At that time, students just passively absorbed the knowledge from
their teachers. Furthermore, the education system placed great emphasis on grammar
knowledge. As a result, it caused invisible pressure on students and made learning
English boring. Consequences, teaching English has been the main concern of many
educators as well as teachers around the world in general, particularly in many areas
in Vietnam and Thanh Hoa is no exception.

To learn vocabulary, it is important to use explicit instruction of vocabulary
learning strategy to facilitate their knowledge and recognition of vocabulary learning
strategies that they can use outside classroom to learn new words (Atay & Ozbulgan,
2007). In short, apart from knowing how word is learned, it is also important for
teachers to know how a word is recalled by their students so as to come up with
better techniques to benefit vocabulary learning which leads to promoting reading
comprehension. Thinking of method that is suitable for teaching and learning is
essential to achieve goals (Nation, 2009). In English language classes, educators can

choose methods which can accelerate learning, especially learning vocabularies and
reading comprehension. Teachers can use a variety of teaching and learning
strategies and techniques to motivate learners and achieve the objectives. Thus,
importance of vocabulary requires from teachers to select the suitable strategy that
help learners to recall vocabulary meaning.

There have been so far many studies on this issue. However, any research on
using mind-map technique in teaching vocabulary to students at grade 10 at Chu Van
An high school has not been done before. All efforts to have this study are for not
only participants but also those who want to improve and promote English
vocabulary. The aforementioned important roles of vocabulary and vocabulary

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learning are the main reasons which stimulate the researcher to conduct this study to
get a deeper view into this matter.

This research, therefore, sets its objectives to apply the vocabulary mind map
designed based on the English 10 Global Success textbook to teach vocabulary used
by 10th grade students at Chu Van An high school as well as their perception of the
helpfulness of mind map in learning vocabulary. Based on the findings, the
researcher also aims at giving some implications and suggestions to vocabulary
English teaching and learning by mind map.
2. Aims of the study

The aims of the study consist of:
- Exploring the current situations of teaching vocabulary to grade 10th students at

Chu Van An High School.
- Designing and applying activities with mind-mapping technique in teaching

vocabulary to grade 10th students at Chu Van An High School.
- Evaluating the effectiveness of using mind map technique in teaching English

vocabulary to 10th grade students at Chu Van An High School
3. Research Questions

There are three research questions, based on the focused objectives of the study
accordingly. They are:
Question 1: What techniques in teaching vocabulary have been used by the teachers
of Chu Van An High School?
Question 2: How to use mind maps in vocabulary teaching and learning effectively?
Question 3: How effective is the mind mapping technique in teaching vocabulary to
grade 10th students at Chu Van An High School?
4. Scope of the study

Because of the limitations of time, knowledge and experience, the scope of the
thesis is only in a boundary of a small group of students at Chu Van An High school
and in a micro field. Specifically, the study is conducted with the contribution of 80
students in grade 10 at the Chu Van An High school. After that, 40 students would be
chosen to take part in studying experimental with the vocabulary mind map. The

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author would research the current effectiveness of using Mind Mapping technique to
promote student‟s vocabulary.

In this study, Mind mapping technique was used in Unit 7: Vietnam and
international organizations (Language and Reading), Unit 8: New ways to learn
(Getting started, Reading and Speaking), Unit 9: Preserving the environment (Getting

started, Reading and Speaking).
5. Methods of the study

The study uses the following research methods:
- Theoretical research method: The author researches the related documents to
give some knowledge about vocabulary, definition and features of mind maps and
mind mapping technique.
- Investigating methods: The researcher uses survey questionnaires for students
and teachers, tests and classroom observations to investigate the real situation of using
mind mapping technique in teaching vocabulary to grade 10th students in Chu Van An
High School.
- Mathematical statistical method: It focuses on presenting, analyzing, caculating
the data collected from survey questionnaires and observation to get the final results.
- Experimental method: This method is used to find out about the effectiveness
of using mind maps in teaching and learning vocabulary. Experiment is to verify by
using mind map as a tool for grade 10th students at Chu Van An High School to learn
vocabulary. The research carried out the experiment to comparison then to evaluate the
feasibility of using mind map as an instrument in vocabulary teaching and learning.
6. Design of the study
The study includes three main parts:
Part I: Introduction.
In this part, readers will get overall information about the thesis including the rationale
for the research, research problems, research questions, the scope of the research as
well as the outline of research.
Part II: Development – the pivotal core of the study. It is divided into three sus-
chapters:

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 Chapter 1: Literature Review: Focusing on theorical background of the study,

the overview of vocabulary and Mind Mapping technique, and relationship between
mind mapping technique and vocabulary teaching.

 Chapter 2: Methodology: Discussing about researching objectives, method of
the study, instrument, data collection and data analysis of the study.

 Chapter 3 – Findings and Discussion: In this chapter, the author has to make
some major findings, analyzes and discusses the data collected from classroom
observations, interviews and results of pre-test in details to find out the problems of
grade 10th students at Chu Van An High School in teaching vocabulary.
Part 3: Conclusion

In this part, the researcher gives summarization about major findings of the
study. This includes the conclusion of the whole study, implications, limitations of the
research, and provides suggestions for further studies.

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PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. An overview about vocabulary
1.1.1. Definitions
Vocabulary has been defined in various ways. As determined by the Webster
Dictionary, vocabulary is “a list or collection of words usually alphabetically arranged
and explained or lexicon, stock of words used in language or by class, individual, etc.”.
In Cambridge Dictionary, vocabulary is explained as "All the words that exist in a
particular language or subject".
Yet many researchers consider vocabulary in wider definitions with deeper
explanations. According to Nugroho (2012 cited in Farida, Isrina & Apsari, 2019),
Vocabulary is the foundation to develop languages, which has a role as a basis in

communication. Thus, vocabulary is basic and important learning that must be learned
in language learning (Sari & Sutopo, 2018). In other words, vocabulary mastery plays
an important role in the whole process of learning a second language (Giessen, 2019).
By learning vocabulary, it will be easier to know four skills in English, specifically
listening, reading, writing, and speaking (Indrasari, Novita, & Megawati, 2018).
Communication of scholars in learning, channeling concepts, opinions and information
are easier if students have studied the vocabulary well (Aisyah, Hidayatur Rahma, &
Yugafiati, 2019)
Some scholars such as Hatch and Brown (1995: 1) have viewed vocabulary refers
to a list or set of words for a particular language or a list or set of words that individual
speakers of a language might use. Hatch and Brown (1995: 1) also state that vocabulary
is the only system involved in alphabetical order.
Hornby (2000: 1331) described vocabulary as “a list of words in a language with
their meanings”, which is common with the third and fourth meanings from the
definition of the dictionary. Besides, “Vocabulary is knowledge of words and words
meanings” is defined by Fran Lehr and his associates (2004). With author Zimmerman
(2007), he thinks that vocabulary is a block of words that plays a cellular role used in
building and recognizing the meaning of a sentence.
Besides, as Gardener (2009, quoted in the reference list of the author Adger,

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2002) states in his view that vocabulary can be understood not only in terms of the
meaning of words, but also in terms of how vocabulary is structured in a particular body
language ”. It is how people use and store vocabulary, and how they learn words and the
relationships between words, phrases, groups of words, and groups of phrases. With the
concept that vocabulary is the smallest unit used to communicate, the more vocabulary
learners have, the more likely they are to perfect their communication skills, namely
speaking, listening, reading, and writing skills.

To conclude, there are numerous ways to understand the concept of “vocabulary”.
From all the above discussions about it, we can understand vocabulary as a list of words
that teachers and learners use in the process of teaching and learning English as a
foreign language as well as their usage to understand the productive skill and receptive
skill.
1.1.2. Classifications of vocabulary

Based on many ways, we can categorize vocabulary into some types. As cited in
Judy K. Montgomery‟s book, there are two main types of vocabulary: spoken
vocabulary (speaking and listening) and written vocabulary (reading and writing) or we
can call them as oral and written vocabulary. She also said in her study that spoken
language forms the basis for written language. Each type has a different purpose and,
luckily, vocabulary development in one type facilitates growth in another.

On how we use them, a rich vocabulary consists of basic vocabulary, high-frequency
vocabulary, and subject-related vocabulary. A word‟s definition, use, context, and
complexity determine its category.

Hiebert and Kamil (2005, 3) propose that word has two forms: First, productive
vocabulary is the set of words that an individual can use when writing or speaking.
They are words that are well-known, familiar, and used frequently. Second, receptive
or recognition vocabulary is that set of words for which an individual can assign
meanings when listening or reading. These are words that are often less well known to
students and less frequent in use. Individuals may be able to assign some sort of
meaning to them, even though they may not know the full subtleties of the distinction.
Typically, these are also words that individuals do not use spontaneously. However,

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when individuals encounter these words, they recognize them, even if imperfectly.

They also define knowledge of words also comes in at least two forms as follows:
a. Oral vocabulary: is the set of words for which we know the meanings when we speak
or read orally.
b. Print vocabulary: consists of those words for which the meaning is known when we
write or read silently.
1.1.3. The importance of vocabulary in learning language

“…While without grammar very little can be conveyed, without vocabulary nothing
can be conveyed.‟‟-Wilkins (as cited in Akdogan, 2018). As a quote stated by Wilkins
above, without grammar a person still can understand a little bit of something;
however, without vocabulary a person will not understand anything at all. In other
words, vocabulary plays an important role in an English language, even vocabulary is
assumed as the key all of the English skills. It is in line with Alqahtani (2015) who
states that being the key language teaching, vocabulary plays an important role in
English learning.

It is also supported by Richards and Renandya (2002) who state that as a center of
language ability, vocabulary presents as a language basic to measure the learners‟
capability in speaking, listening, reading and writing. Having good lexical knowledge
will contrive students to understand Englisheasily such as being easy to understand a
text in reading skill, getting a convenience to comprehend what they hear in listening
skill, feelinguntroubled to write something in writing skill, and having an ease to
communicate in speaking skill. Similarly, Asyiah (2017) in her study states that
students will be easy to master all of English skills if they possess an extensive
vocabulary. Shortly, vocabulary knowledge is the determiner of students‟ success in
English learning. It implies that having an extensive vocabulary means mastering
English language.

In addition to the statements above, Graves (2009) states some points about the
importance of vocabulary, those are as follows:

a. Vocabulary knowledge is one of the best indicators of verbal ability.
b. Vocabulary knowledge contributes to young children‟s phonological awareness,
which in turn contributes to their word recognition.

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c. Vocabulary knowledge in kindergarten and first grade is a significant predictor or
reading comprehension in the middle and secondary grades.
d. Vocabulary difficulty strongly influences the readability of text.
e. Teaching vocabulary can improve reading comprehension for both native speakers
and English language learners.
f. Learning English vocabulary is one of most crucial tasks for English Language
Learners.
g. Lack of vocabulary can be a crucial factor underlying the school failure of
disadvantaged students.

All in all , to learn a foreign language, vocabulary acts as small cells that directly
support learners to perfect language skills. Vocabulary knowledge is a decisive factor
for learners' success in language learning.
1.2. Learning vocabulary
1.2.1. Definition

Vocabulary learning is defined as a process of accumulating or collecting a
lexical unit into a learner's vocabulary, this takes place step by step and requires
time. The concept of “learning a new word” means accumulating different aspects
of knowledge related to that word. The problem is not simply knowing the word or
not knowing the word. The point is that each part of a vocabulary must be gradually
reinforced. The linguist Nation (2005) states that we need to consider learning a
particular word as a gradual cumulative process. This process is formed through a
series of exposures to the vocabulary that needs to be accumulated. However,

teaching often creates only one or two opportunities for learners to be exposed to
the vocabulary they need to learn. Unusual encounters are actively generated by the
learner, exposed through semantic-based input and output (the input is reading or
listening and the output is writing or speaking) and through activities. movement
for fluency and fluency. Usually, learning a new vocabulary goes through the
following steps:

(1) Learners must consider new vocabulary an unfamiliar element. This step is
usually represented by learning a vocabulary list (listed in ascending order).

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(2) After identifying a strange element, learners must consciously pay attention to the
written form of that strange element.

(3) Learners begin to associate the written form with meaning. This is the most basic
stage of learning vocabulary, but attaching meaning to written form is only the
beginning aspect of vocabulary learning. This step should be reinforced and
enhanced through exposure to the vocabulary in a variety of contexts to develop a
deeper and more complete level of knowledge related to that vocabulary, including
word combinations. that with other words in a sentence in different contexts, word
inflections, word's broad or figurative meaning, formality, frequency of use, and
some limitations of the word in the process of using it.

By summarizing several authors' views on the definition of concepts as well as
the vocabulary learning process, we find that the authors have the same basic points,
namely:

• Vocabulary plays a key role in acquiring and effectively using a language for
communication purposes (general and professional).

• Vocabulary learning is not just about knowing its meaning independently; learning
vocabulary involves acquiring many different aspects related to that vocabulary.

• Besides semantics, learners also need to recognize the interaction of that word with
other vocabulary (words belonging to the class of semantic words and words of the
class of functional words).

• To remember and use a word, learners need to be exposed to that word many times
and in different contexts.

In terms of knowing and using words, a lexicon is defined as all the words
known and used by a particular person. However, the words known (understood) and
used by a particular person do not constitute all the words encountered by that
person. By definition, a lexicon must generally satisfy the following two criteria:

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being able to use the word but not being able to explain it clearly and using it fluently
and proficiently, including understanding the definition.
1.2.2. Aspects in knowing a word

In the research paper “Some vocabulary issues and vocabulary teaching-learning
for students of the cadre academy”, MSc. Pham Tri Cuong said: "Vocabulary is a
complex concept, not simply knowing or not knowing". The linguist Dale (1980,
cited in Taylor, 1990) pointed out that the degree to which a person knows a single
word can vary from a little to a lot, and includes the qualitative concept of that
vocabulary. Dale has given a table describing the level of vocabulary understanding
as follows:
(1) Learners have no knowledge of that vocabulary.

(2) Learners have a general understanding of that vocabulary.
(3) Learners have limited knowledge of the context in which the vocabulary is used.
(4) Learners have basic knowledge of that vocabulary and are able to use it in
appropriate situations.
(5) Learners have extensive knowledge of that vocabulary and can use it in various
situations from simple to complex.

Understanding a word includes many related aspects: literal meaning, figurative
meaning, written form, inflectional forms of the word, its natural association with
other words, pronunciation, the syntactic structure that the word combines, the way
the word morphemes, the different shades of meaning expressed through synonyms,
antonyms, and homonyms (Nagy and Scott, 2000, quoted in the catalog). Reference
by author Taylor, 1990).

For example, learners of the English word "report" need to know the following
types of knowledge:

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Table 1.1: Major aspects of vocabulary

Information learners need to Details

master

1 Parts of speech Regular verbs / verbs

2 Pronunciation /rɪ ˈ pɔ ː t/

3 Related forms Past simple: reported

Past participle: reported

Present participle: reporting

4 Meanings to give a description of something or

information about it to someone

(narration / announcement / statement)

5 Examples to understand usage  Can you report the accident?

(combination with other  He is reporting a football match.
words/grammar element) – I just sit and report.

6 Same root words Reporter (noun)

Ex: The reporters wouldn't stop hounding

her.

Another issue that needs to be clarified is the boundary between the concept of

"knowing a vocabulary" and "knowing how to use a vocabulary". According to

author McCarthy (1984, quoted from the author's reference list Adger, 2002),

knowing a word does not necessarily require knowing how to use that word in many

different contexts (or contexts). Meanwhile, using vocabulary requires fully grasping

that vocabulary and having a good memory. Therefore, author Ellis (1994, quoted in

the reference list of Herrel, 2004) suggests that teaching-learning vocabulary must

combine knowing a word and using a word.

An equally important problem in the process of learning vocabulary is the

grammatical information hidden in that vocabulary. The information at the

grammatical level will help learners grasp the interaction between words in a

meaningful unit, including phrases, clauses, and sentences. This is the conclusion of

many authors when studying vocabularies such as Wode (1989), Adger (2002), and

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