The approaches to teaching language well have undergone major changes and heated debates in the field of second language acquisitions

Actualities of the theme: is characterized by investigating the role of intercultural competence in learning foreign languages and defining the effective methods and techniques in teaching the topic; and working out the strategies for the learners to understand the role of intercultural competence in learning foreign languages in language learning process.
The degree of study of the paper. While investigating the given qualification work the researcher has widely used the works of well-known linguists and the Internet web sites which are given in the references and bibliography that follows the conclusion.
The subject and object of the paper is to implement learning activities for enhancing interactive methods.
The scientific novelty of the work.
- to explore the students’ needs and find proper usage of pedagogical methodology;
- to explore the learning condition of the students and take feedback after the lesson;
- to demonstrate knowledge in relevant subject fields through integration of real world learning activities;
- to teach students to communicate accurately and effectively through group discussions;
- to create a proper lesson plan with effective activities.
to analyze the efficacy, the role of intercultural competence in learning foreign languages in language learning process.
The main goal of the work is to prove the significance role of teaching vocabulary and developing all skills of students. And to build intercultural competence in the language classroom and raise learners´ intercultural competence in foreign language learning and teaching trough using of video.
The methods of investigation used in the work:
1) Socio-pedagogical method: critical analysis of the scientific literature, theoretical overview.
2) Comparative method: comparative description of approaches, methods.
3) Experimental: observation of lessons, curriculum and syllabus analysis, students’ needs analysis.

1.1
Vocabulary is the stock of words which are at disposal of speaker of writer. The term of vocabulary may refer to all words in the whole language, at the words or phrase used in particular varieties such as dialect, register and terminology. Along the lines of Hartman’s statement, spencer (1992) mentioned vocabulary as the highest ability to master for a reader or a writer, words which are used in the subject of knowledge, and a list of words which is arranged such as in dictionary, complete with a clear and short explanation.
Vocabulary represents one of the most important skills necessary for teaching and learning a foreign language. It is the basis for the development of all the other skills like Reading comprehension, Listening comprehension, speaking, writing, spelling, and pronunciation. Vocabulary is the main tool for students to use English effectively. When he/she is confronted with a native English Speaker, when watching a movie or when listening to a favorite song, when reading a text or when writing a letter to a friend, students will always need to operate with words.
In teaching vocabulary, teachers should know what of vocabulary to be taught. According to Finoccchiaro (1989: 21, cited from Fadillah, 2011) vocabulary is divided into two types: Function word. It needs to be learned as quickly as feasible (in a logical order and sequence, however) and Content word. It can be learned in small groups around “life” situations.
There are some aspects in teaching vocabulary namely, pronounce, spelling, meaning and word use. As Ur (1999: 23) states that form (pronounce and spelling), grammar, collocation, meaning, and word formation are the aspects of vocabulary which are needed to be taught. This research was limited to three aspects. They are meaning, pronunciation, grammar and part of speech specially noun.
Vocabulary mastery can be defined as a number of vocabulary (words) in a language which contains information about its meaning, form, and usage in context of communication.
It is the basic knowledge that students should master first before mastering English. According to Read, the term of vocabulary knowledge refers to knowing the word meanings then the word should be similar to synonym, dictionary, or an equivalent word in learners‟ language.6 In learning vocabulary automatically they have to know the meaning of words themselves and can use it in sentences. According to Jackson, there are two types of vocabulary, namely active vocabulary and passive vocabulary.12 Active vocabulary refers to the words the student understands, can pronounce correctly and use them constructively in speaking and writing.13 It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the language target, they are also hoped to familiar with collocation and understand the connotation meaning of the words.

Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge.

Vocabulary acquisition is something that we cannot imagine the language speaker without knowing it. Its role, its value, its importance is just limitless in teaching language. Word itself is a such thing which gives us the opportunity to express our ideas, emotions and even something we want to show. Learning, understanding, even realizing one word in the learning process is a real success and gaining the new words, increasing the number of words we know can give us an enormous help to learn the language well. The more words we learn, the more we can express our ideas pure and clear as it shows the importance of vocabulary. Any language learner, no matter whether it is the English language or the Chinese language, any language learner should understand its pivotal and core role in the process of learning. Majority of students and lots of teachers claimed that knowing or learning grammar rules is more important than vocabulary knowledge. However, it is clarified by several researches that if the students do not have enough vocabulary, they cannot use the grammar rules in practice. That means before learning grammar rules students should learn new and necessary words first.
On the other hand, keeping learning both grammar and vocabulary at one time is just super. Keeping them together and equal means a real achievement in learning language. If the students know the grammar rules good, they can use them only if they have enough vocabulary and word knowledge also. It is said a lot and a lot that vocabulary is the foundation of the language acquisition and teaching it to the learners have a pretty good effect on students‟ development. Accordingly, “In English as a second language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital role in all language skills (i.e. listening, speaking, reading, and writing (Nation,2011).Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication.” (Mofareh Alqathani, 2015). All of these are the bright examples to show the value and importance of teaching vocabulary. “Oxford (1990) also claims that vocabulary is “by far the most sizeable and unmanageable component in the learning of any language, whether a foreign or one‟s mother tongue, because of tens of thousands of different meanings” Despite these difficulties that language learners face in L2 vocabulary, they still have to deal with it in their examinations as vocabulary has traditionally been one of the language components measured in language tests (Schmitt, 1999, 189). Furthermore, many learners see second language acquisition (SLA) as essentially a matter of learning vocabulary and therefore they spend a great deal of time on memorizing lists of L2 words and rely on their bilingual dictionary as a basic communicative resource. As a result, language teachers and applied linguists now generally recognize the importance of vocabulary learning and are exploring ways of promoting it more effectively.
Some of this research takes the form of investigation of strategies learners use specifically for vocabulary (VLS), which is our focus of attention.” (Mofareh Alqathani, 2015).
The knowledge of words and word meanings is vital for the academic success of students. Vocabulary, is defined by Stahl (2005) as knowledge; not simply a definition but an understanding of how a word fits into the world. Vocabulary word knowledge can be understood through listening and reading, known as receptive vocabulary and through words spoken and written, known as productive or expressive vocabulary. There are nearly 600,000-800,000 words in the English language; therefore, it makes learning new vocabulary an ongoing process.
Thats why teaching vocabulary to the learners is becoming more and more important, but one factor that makes us happy is that, learners are realizing its importance. They are paying close attention to work on their vocabulary skills. When the problems related with teaching vocabulary be solved, it becomes exactly easier to learn a language and everyone will have an opportunity to choose suitable method in vocabulary acquisition for themselves. Language learners can develop their vocabulary knowledge with lots of ways, just it depends on the learner, even some people can keep learning vocabulary with developing other skills as well. Because they know the peerless importance of vocabulary.

Teaching vocabulary daily allows you to teach the strategies needed to tackle word meanings. It’s great if kids know the meanings of most of the words they read. But there are times that they need to use a strategy to figure out what a word means.

Maybe they need to use the context of what’s happening in the text. Maybe they need to use word parts like prefixes. Or maybe they need to understand multiple meanings and figure out which one makes the most sense in certain texts.
Teaching vocabulary daily allows you to teach these strategies so that kids can be successful independently whether reading at school or at home. 


1.2
As a group, young learners are very diverse. They come from many different backgrounds, have many different profiles, and learn English in many varied contexts. Young language learners vary greatly in terms of their language competence even within the same age group. In addition, learners may vary in terms of the skills they have acquired in their home language(s), depending on their age and how many languages they use in daily communication. Learners may also vary in terms of their proficiency level in the different language skills—reading, writing speaking, and listening. Some learners may understand almost everything said in English but may not be able to speak confidently. Other learners may be able to read and write quite well, but become completely lost in casual conversations. In terms of experience with literacy, the differences are huge; some learners demonstrate literacy skills in 70 Instructing for learning their native language while others, even in the same age group, do not. In addition, young learners differ in how they learn best. They also differ in terms of their socioeconomic status, as well as the countries in which they are learning English. All teachers working with young learners can benefit from understanding more about the diversity represented in this population.
We explained the distinction between Inner, Outer, and Expanding Circle countries and discussed the pros and cons of using this paradigm to describe the contexts in which English language teachers work; therefore, we will not review this discussion here. Nevertheless, for the reasons explained in we will use the paradigm here to describe the characteristics of young learners.
• Characteristics of Learners at Each Stage of Development
In addition to understanding the cognitive stages, it is important to understand how to translate these stages into learner behaviors at each stage.
• Preschool (ages 2–4)
This is a sensitive period for language development. Children at this stage are usually quite good imitators of speech sounds. They do not work well in groups and prefer to work alone on something that interests them although they enjoy parallel play (i.e., playing alongside other children but not directly with them). They have very short attention spans and love to repeat the same activity over and over again. They need concrete experiences.
• Grades K–2 (ages 5–7)
Like preschoolers, they need concrete experiences and love to name objects, define things, and learn about objects in their own world. They learn new concepts best when they are taught in binary opposites. They learn the meaning of large by referencing it with something in their world that is small. Children at this age also have vivid imaginations and respond well to stories of fantasy. At this age, they learn best through oral language, so they love being told stories with a solid beginning, middle, and end. It is important for teachers to remember that young learners at this age are unskilled in using the small muscles (e.g., the intrinsic muscles) and coordinating fine-tuned motor skills. Reinforcing regular routines helps learners at this age.
• Grades 3–5 (ages 8–10)
At this stage, children begin to develop characteristics of concrete operations, such as the ability to understand cause and effect. They are also most open at this age to people, situations, and ideas that are different from their own experiences. Introducing children to information about other cultures and countries at this stage is very important. In addition, children at this age can learn how to work with other students, particularly in groups, and they like writing notes to each other and to pen pals, and creating skits and participating in role plays. Like children in younger grades, they continue to benefit from imaginative and creative play, and they also like a story that has a definite beginning, middle, and end. Using rubrics and peer assessments can be used with children at this age. Based on the assumption above, the sample in this research included in grades 3-5 (ages 8-10). In this level the students still like to play so the researcher used English songs to made the students more interested.
2.1
Young learners aged 5 up to 6 years old have better concentration span,
although their desire to play is still strong but they could be asked to learn
vocabulary through text book. They could memorize the new words and its
meaning in their mother tongue. So, memorization and translation techniques
could be applied to young learners in learning vocabulary.
Young learners aged 6 up to 7 years old could be asked to memorize
English words and its translation in Indonesian. They were able to memorize
those words without using pictures. They memorized it through word lists which
provided English words and its translation.
In short, there are some techniques that worked to young learners at
Alphabet Club. Those techniques namely using mother tongue, playing through
some media i.e. pictures, command and real object, using memorization and
translation. The teacher applied the use of mother tongue to young learners aged
5 up to 7 years old. Meanwhile the techniques of playing through pictures,
command and real object have been employed to young learners aged 5 years
old. Moreover, the use of memorization and translation have been employed to
young learners aged 6 up to 7 years old.
• Learning Vocabulary Through Song
One of the fun ways to learn the common vocabulary of any language is through the use of music to help a student remember of any language is through the use of music to help a student remember the word easily. This is also true of true English language. Children are some of the most receptive to this style of studying, yet adult are also happy to have some fun while studying. Let us look at some of the fun ways to use songs remember to remember English language vocabulary words.
One of the most basic songs a person can use for remember vocabulary in simply repeating some word is words in a row. The words can be associated with a kind of dance to help the students remember certain vocabulary. It is good to maintain a simple rhythm while saying or singing the song. Music has influence for the teacher and students. As a teacher, we can use music to make, to change the students mental, and support the study society. Music helps the students to memorized and to the best. Music can stimulate, freshen and get study hard. Music so influenced to the study society.
Research showing that study is more easily and interest if the students were in receptive place and comfortable.
Elements in pattern
• Language
Teacher and young learners use language in communicating. In this context,
they use Indonesian and English. Indonesian as their source language and
English as their target language. The teacher uses Indonesian in giving
explanation to young then the they produce those words in English.
• Pictures
The use of pictures can help young learners to imagine the words through
images. It gives them more space to imagine. Pictures had good visualization
that can make the young learners visualize the new word in English.
• Command
The use of command can make the young learners feel easier in learning English
vocabulary. Obeying command is not new thing for them. Young learners have
obey
imagination through images. Meanwhile, the young learners can see the real
things when the teacher uses real object in teaching vocabulary. Young learners
can learn new words from the real object. For instance: “This is window” the
teacher points at the real window, at that moment young learners will know the
word “window” and its form.
• Text book
The use of text book can help young learners in learning English vocabulary.
The teacher can provide the list of new words through text book. The teacher
can categorize some words based on their theme. It can make the young learners
easier to know those new words.
• Memorization
Memorization can be used by young learners in learning new words in English.
Teacher may give them new words in English and the young learners may
memorize them. Young learners can memorize the words in English and the
meaning in their mother tongue.
• Translation
Translation can be applied to young learners in learning vocabulary. Translation
assumes that there is language a close match between the target word and its L1
equivalent. It can help the learners to know new words in English and the
meaning in L1. For instance the young learners at Alphabet Club use Indonesian
as source language and English as target language. If the teacher applies
translation they will provide a word in English and its definition in Indonesian
e.g window = jendela, door = pintu, flower = bunga.

As mentioned above, there are three main stages in teaching vocabulary. In other word, there is some common techniques used in each stage as follow:

• Techniques in Presenting.Yet it is the important stage that the student is introduced with the new words. As an English teacher, we should know the techniques of teaching vocabulary which are suitable for the students.
• Techniques in Practicing.In practicing stage, there are a variety of tasks which can be used in order to help move words into long-term memory.
Media is a main instrument in teaching and learning process. It is used to attract the students‟ attention and deliver the information easily. Teachers of young learners have to use some visuals in their teaching activities to facilitate their teaching.
• Listen and Do technique was used by the teacher when she made introduction to the lesson or asked the students to do something. In this activity the teacher gave instruction and the students did what the teacher said. The teacher used this technique many times. This activity was used to know students‟ comprehension of the instruction and the students showed their comprehension by doing the instruction. During the observation, the use of this technique was not varied. The teacher always used the same instruction, such as; sit down and listen to the teacher before she made introduction to the lesson.
• Listen and Repeat technique was used by the teacher to introduce new vocabulary. In this technique the teacher asked the students to repeat after the words she read. The words were read slowly and repeatedly, so the students could follow well. It was done continually and it made the students familiar with the new words. Cameron (2005) states that in the development of children’s vocabulary for teaching, the students need to meet word again and again in new context that help increase what they know about words. The findings showed that the mostessential part was the teacher and students‟ voice. However the teacher madesome pronunciations problem. As the model, the teacher should be careful inpronouncing the words.
However, based on the observation, the teacher makesome mistakes. For example when she pronounced “rabbit” it sounds/ˈræbit/, it should be /ˈræbit/. Since the teachers become good model for theyoung learners, it means that the teacher should have capability in speakingEnglish, especially in pronunciation. The children hear and imitate what theteacher
says. In this case, the use of dictionary is recommended to minimize therisk of pronunciation problem.
• Modeling and Demonstration technique was only used by the teacherwhen she taught how to say something. For example, the teacher gave examplehow to pronounce words and the students followed her. During the observation,the teacher’s voice was clear and the students can hear her voice clearly. But somepronunciation problems were made by the teacher. Children are great imitators.They don’t need to be asked to imitate all the time in order to learn. Theynaturally catch everything they see and hear including how the teacher speaks the language.
• Question and Answer technique was used by the teacher several times.Based on the observation, this technique was usually used by the teacher to makestudents more active and check their ready before the lesson was started. Thequestions that were given by the teacher successfully awakened the students‟motivation to find the answers of the questions. In SDN Padasuka 2 the use of visual aids were applied by the teacher inevery meeting to get the students‟ attention. In introducing the theme the teacheralways shows pictures that are related to the theme. Picture or realia were used bythe teacher to show the meaning of the word with the real object.
The teachers used these kinds of techniques because she thought this technique is easy to be implemented. The used of games was purposed to make the students easy to keep new words in their mind. The students looked happy when they played game. They like to move their bodies, such as playing game “Guess my pet” that occurred in meeting three (See Appendix 1).
• Singing songs technique was applied by the teacher in every meeting to make the students enjoy the English learning. The use of songs was good concept to make them enjoy because children have short attention. As Scott &Ytreberg (2000), stated that there are several characteristics of young learners which affect the language learning, such as children’s attention or concentration is considerably shorter than adult. To get children’s attention, teacher has been provided enjoyable activities. One of enjoyable activities for young learners is singing together. Singing song could enrich their vocabulary, most of them are very enthusiastic when they were asked to sing English songs. According to the data, the teacher had many kinds of songs. Indirectly, there are some new words have been taught to the students. As stated in teacher interview transcription
From the observation, the teaching procedures are elaborated in two stages, they are: Presentation Stage. The result of the study showed that the teacher employed some techniques in presenting new words. The following tables show the result of five observations on the teacher’s techniques in presenting the vocabulary.
2.2
You will find the web full of ideas for teaching vocabulary and, although most of them are undoubtedly good activities, some are only suited to a particular level. Here are some tried and tested activities that can be adapted to suit any level of student and a variety of class sizes
  Apple Pass. Have all students sit in a circle. Use a fake apple and toss it to one student. But you must say one English word as you pass. The student then throws to another student and says a different English word. If the student you threw it to drops it, he/she is out. And the game keeps going until you have one winner. It can be played with different categories, such as Food, Animals, Etc. My students love it! (Submitted by Kim.S.).
Art Gallery. This is a great activity for reviewing vocab. Draw enough squares on the board for each student to be able to draw in. Have the students write their names above their squares. Teacher calls out a word and the students draw it (could be simple nouns e.g. "dog, bookcase, train", verb structures e.g. "draw a man running, eating cake, sleeping") or adjectives ("draw a big elephant, an angry lion, an expensive diamond ring"). For each student give a score for his/her picture, and then move on to the next picture. The student with the highest score at the end is the winner.
Backs to the Board Game. This one is good for higher level kids. Make two teams and stand one student from each team in front of the board, facing away from it. Write a word or draw a picture on the board (e.g. "hamburger") and the students have to explain that word to their team member (e.g. you can buy it in McDonalds, it's got cheese and ketchup in it). The first student out of the two standing in front of the board to guess the word wins a point for his/her team.
Badminton. Good for reviewing target vocabulary (words or communicative expressions). Set a "court" in the classroom by placing a skip-rope tied up to two chairs. Make two small teams (the other students can be the crowd and or challengers). Give each student a flyswatter ("Racket"). Inflate a balloon (this will be the ball). Remember: the younger the students, the bigger the balloon must be (slower). Decide who serves and for every winning shot the team to call out the flashcard or picture card shown by the teacher to get a point. Lots of fun! Banana Race. Children just love this! It is basically a QUIZ game in which you ask children questions (Target Vocabulary) like: "What's this? What fruit is red and round? How many chairs are there in the classroom?" or the teacher simply draws items on the board, makes animal noises so that they guess. You can work with or split the class into small groups/teams if you have a large class. The teacher draws on the board a race track and each team or student will be a BANANA waiting at the Starting Line. They will approach the Goal line as they answer each question. Each right answer equals a step towards the Goal Line. The BANANA who arrives there first, WINS! (Submitted by Salvador Domingo).
Basketball Card Line-Up. Place 2 lines of several flashcards. You need 2 players and a basket far away. To shoot the basket from far away is hard so the players need to say the card and make their way closer and closer each turn. When they feel that they can throw and hit the basket, they make their attempt. Each successful shot scores a point for their team.


Snowballs. The teacher or the students draw on the board items related to the target lesson (fruits, animals, veggies, etc.) Make two teams. One student from each team gets a wet tissue ("Snow ball") and stands up. The rest of the class picks a card which can not be seen by the two standing, who will throw their "snow ball" as they hear the other call an item out (e.g.: "Apple!"). The team whose participant hits closer to the item called out, gets a point. (Submitted by Salvador)
Time Bomb. Tell the students a topic and give an egg timer to pass around the class (set to 1 minute). Each student has to say a word in that topic (e.g. food: apple, cake, hotdog, carrot, bread, etc.) as the timer is passed before the time runs out. When the timer goes off the student left holding it loses. (submitted by Ben).
Touch. Have students run around the classroom touching things that teacher orders them to do (e.g. "Touch the table" "Touch a chair" "Touch your bag"). Colors work well for this, as students can touch anything of that color (e.g. "Touch something green").
Unscramble. Write a word on the board that has all its letters mixed up (e.g. "lrocsmaos" = "classroom"). Students have to unscramble the word and shout out the answer to win a point. This works well in a team game. Variation: use letter blocks / letter shapes instead of writing on the board - students then rearrange the letters/blocks to spell out the correct word.
Vanishing Objects Game. Place a number of objects in front of the students. Give them a few moments to memorize the objects and then tell them to close their eyes. Take away one of the objects and then tell the students to open their eyes again. The first student to guess the missing object can win that object (for 1 point) and take away an object in the next round.
Window Game. You can only do this if your classroom has a window that you can stand outside of and look into the classroom (don't try this on the 10th floor!). Model first: stand the students in front of the window and go out of the room. Wave to them through the window and silently mouth some words (so it seems like they can't hear you through the glass). Look at a flashcard and then mouth the word a few times. Go back in and the student who first tells you the word you were saying can have a turn.
  Dog & Cat Chase. Have students sit in a circle. The teacher walks around the outside of the circle patting the on the head saying "dog" each time. Suddenly, teacher says "cat" as s/he touches a student's head and then that student must chase the teacher around the circle. The teacher must try to sit in the student's spot before being tagged by the chasing student. If the teacher is tagged s/he must touch the heads again. If teacher makes it back without being touched then the chasing student walks around the circle touching heads. This can be done with any variation of pair words (e.g. big & small, happy & sad, can, can't, etc.).
Draw and Roll. Split class into 2 teams. The teacher says "Draw a ______" and students should draw that vocabulary word. If the drawing is correct then the student rolls a dice for points. This game can be played 2 ways: The fastest person to draw the picture rolls the dice. Or the other way is to allow any student to roll the dice as long as the picture is recognizable and correct. I made my dice out of a box from the 100 Yen store. (Submitted by Tania Bibbo).
Give Me Game. You can use objects or flashcards. This works well with plastic fruit: Gather and elicit the different kinds of plastic fruit you have. Then throw all the fruit around the classroom (it's fun just to throw the whole lot in the air and watch the chaos of the students scrabbling to pick them up). Once the students have collected the fruit (they'll probably do their best to hide it in their pockets, etc.) teacher says "Give me an apple". The student with the apple should approach the teacher and hand him/her the fruit "Here you are". Avoid having the fruit thrown back to you as they can go anywhere and takes a long time to finish this game.

Besides that there are other common activities which are useful to learn vocabulary for young children: