IMPROVING VOCABULARY MASTERY THROUGH WORD TREE BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1 BEBANDEM IN ACADEMIC YEAR 2012/2013 BY: I GEDE G EKA SUTARSANA M NPM: 09. 3491 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI UNIVERSITY DENPASAR 2013
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IMPROVING VOCABULARY MASTERY THROUGH WORD TREE
BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1
BEBANDEM IN ACADEMIC YEAR 2012/2013
BY:
I GEDE G EKA SUTARSANA M
NPM: 09. 3491
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI UNIVERSITY
DENPASAR
2013
ii
IMPROVING VOCABULARY MASTERY THROUGH WORD TREE
BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1
BEBANDEM IN ACADEMIC YEAR 2012/2013
THESIS
As Partial fulfilment of the requirements for the
Sarjana Pendidikan Degree in English Department
Faculty of Teaching and Education
Mahasaraswati Denpasar University
BY
I GEDE G EKA SUTARSANA M.
NPM: 09.8.03.51.31.2.5.3491
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI UNIVERSITY
DENPASAR
2013
iii
APPROVAL SHEET
1
This research proposal entitled” Improving Vocabulary Through Word
Tree Branch at Seventh Grade Students of SMPN 1 Bebandem In Academic Year
2012/2013” has been approved and accepted as partial Fulfilment for the Sarjana
Pendidikan Degree in English Department faculty of Teacher Training and
Education, Mahasaraswati Denpasar University..
Advisor I Advisor II
Dra. Ida Ayu Marthini. M. Hum I Ketut Wardana, S. Pd, M.Hum
NIP. 19531231 198703 2 001 NPK.82 7110 342
iv
APPROVAL SHEET
2
This thesis has been examined by the committee on oral examination on
Saturday, 15rd agustus 2013.
Chief Examiner
Dr.Drs. I Made Sukamerta, M. Pd
NIP: 19550507 198203 1 003
Examiner I Examiner II
Dra. Ida Ayu Marthini M.Hum I Ketut Wardana, S, Pd, M. Hum
NIP. 19531231 198703 2 001 NPK.82 7110 342
Approved by
Dean of the Faculty of Teaching Head of the English Department
Training and Education
Prof. Dr. Wayan Maba I Komang Budiartha, S. Pd
NIP. 19581231 198303 1 032 NIP. 82 8208 306
v
ACKNOWLEDGEMENT
First of all, the researcher would like to begin his gratitude to the Almighty
God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing, since he is so
firmly confident that without His blessing, he could never accomplish the writing
of this thesis as a partial requirement for taking the final examination.
Second, he wishes to extend his deep and profound gratitude to his first
and second advisor, Dra. Ida Ayu Marthini, M. Hum and I Ketut Wardana, S. Pd,
M. Hum for their invaluable guidance and correction in the course of writing this
thesis, next, he also wishes to share out his sincere gratitude to Dean, Vice Dean
for Academic Affaires, and Vice Dean of the Faculty of Teacher Training and
Education of Mahasaraswati University for their permission, help and
encouragement to complete this thesis.
His special sincere gratitude futher goes to the Head of English
Department, Lectures and all staffs of the English Department, Faculty of Teacher
Training and Education of Mahasaraswati University Denpasar foor their
motivation and help in writing this thesis.
The researcher great thank goes to the head master of SMPN 1 Bebandem,
Karangasem, I Wayan sujana, S.Pd Who has given a change to conduct this
research in the school, under authority and also the English teacher of class VII F,
I Wayan Dastra, S.Pd, for his support. A special acknowledgement is also
forwarded to the seventh grade students of SMPN 1 Bebandem in Academic year
2012/2013 for their good cooperation and their participation since without their
help the data of the study could not be obtained.
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Furthermore, he greatly expresses his beloved thankful to his family and
familiar friends for their high spirit and pray in accomplishing scientific writing
and for their understanding.
The last, the writer realize that this thesis is certainly far from perfect
therefore any criticism, suggestion for development of this thesis are highly
appreciate.
Denpasar,
The researcher
vii
TABLE OF CONTENTS
COVER ........................................................................................................... … i
INSIDE COVER ............................................................................................. … ii
APPROVAL SHEET 1 ................................................................................... … iii
APPROVAL SHEET 2 ................................................................................... … iv
ACKNOWLEDGEMENT .............................................................................. … v
TABLE OF CONTENTS ................................................................................ … vii
LIST OF TABLES ............................................................................. ............. … x
LIST OF GRAPH ................................................................................................. xi
ABSTRACT .................................................................................................... … xii
CHAPTER I INTRODUCTION
1.1 Background of Study ……………………………………... 1
1.2 Statement of Research Question …………………………. 3
1.3 Purpose of the Study …………………………………….... 4
1.4 Limitation of Study ……………………………………….. 4
1.5 Significance of the Study ………………………………..... 4
1.6 Assumptions ………………………………………………. 5
1.7 Hypothesis ………………………………………………… 6
1.8 Definition of Key Term …………………………………… 6
1.9 Theoretical Frameworks ………………………………….. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Theory of Vocabulary ……………………………….. 8
2.2 Kinds of Vocabulary ……………………………………... 11
2.2.1 Noun ……………………………………………… 11
viii
2.2.2 Pronoun …………………………………………... 12
2.2.3 Verb ………………………………………………. 13
2.2.4 Adjective …………………………………………. 14
2.3 Ways of Improving Vocabulary ………………………….. 14
2.3.1 Focus on Vocabulary ……………………………. 15
2.3.2 Offer variety ……………………………………... 16
2.3.3 Lesson for the classroom ………………………… 16
2.3.4 Repeat and Recycle ……………………………… 17
2.3.5 Provide Opportunities to Organize Vocabulary … 18
2.3.6 Make Vocabulary Learning Personal …………… 18
2.3.7 Use Strategy in Vocabulary Class ………………. 18
2.3.8 Helping Students Become Independent Learners
In and out class …………………………………... 19
2.3.9 Vocabulary Notebook …………………………… 19
2.4 Teaching Vocabulary through Word Tree Branch …….... 20
2.5 Vocabulary Assessment ………………………………… 21
CHAPTER III RESEARCH METHOD
3.1 Subject of the Study …………………………………….. 24
3.2 Research Design …………………………………………. 24
3.2.1 Initial Reflection ………………………………… 26
3.2.2 Planning …………………………………………. 27
3.2.3 Action ……………………………………………. 28
3.2.4 Obsevation ………………………………………. 30
3.2.5 Reflection ………………………………………… 30
3.2.6 Revision Planning ………………………………… 31
3.3 Research Instrument ……………………………………… 31
3.4 Data Collection …………………………………………… 33
3.5 Data Analysis ……………………………………………. 34
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CHAPTER IV REPRESENTATION OF THE FINDING
4.1 Data ………………………………………………………. 36
4.2 Data Analysis …………………………………………….. 39
4.3 Discussion of The Findings ……………………………… 44
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ……………………………………………….. 47
5.2 Suggestions ………………………………………………. 48
REFERENCES
APPENDICES
x
LIST OF TABLES
Table 1 Tabulation of Date Showing the Subjects Progressing
Scores In Improving Vocabulary …………………………. 36
Table 2 Tabulation of Date Showing the subjects Changing
Attitudes and Motivation in learning Vocabulary through
Word Tree Branch Technique …...………………………… 38
Table 3 Tabulation of the data showing the Frequency Distribution
of Pre test (IR) and Post Test Scores in Learning
Vocabulary through Word Tree Branch …………………… 39
Table 4 Summary of the Research Finding Showing the Mean of
Each Session and Grand Mean for cycle I and cycle II ……. 41
xi
LIST OF GRAPHS
Graph 1 Graphic depicting the subjects Progressing Mastery in
Learning vocabulary through Word Tree Branch
Technique…………………………………………………… 42
Graph 2 Graphic depicting the subjects Progressing Mastery in
Learning vocabulary through Word Tree Branch
Technique …………………………………………………... 42
Graph 3 Graphic Depicting the Subjects’ Progressing Ability in
Vocabulary Study through Word Tree Branch Technique
in Cycle I and cycle II. ……………………………………… 43
Graph 4 Graph Showing the Subjects’ Changing Motivation
attitudest in Learning Vocabulary Through Word
Tree Branch Technique ……………………………………... 44
xii
ABSTRACT
G Eka Sutarsana M, I Gede. 2013. Improving Vocabulary Mastery Through
Word Tree Branch at Seventh Grade Students of SMPN 1 Bebandem in
Academic Year 2012/2013. First Advisor : Dra. Ida Ayu Marthini, M.
Hum, and Second Advisor : I Ketut Wardana, S. Pd, M.Hum
The present classroom action study dealt with improving students vocabulary
through word tree branch of the seventh grade students of SMPN 1 Bebandem in
academic year 2012/2013. The objective of the study was to improve the students
achievement in vocabulary in term of understanding the meaning of unfamiliar
words. The present classroom action investigation was basically triggerd by the fact
that the subjects under study still faced problem in vocabulary. This study made use
of pre-test and post-test research design with successive session. The present
classroom action study started with administering initial reflection to the subject
under study. The result of the IR clearly showed that the pre-existing vocabulary of
the subject was low with the mean score 41.1. The result of the data analysis of the
the reflection scores for cycle I figure out the increasing mean figures of 48.3 and
56.8 for S1 and S2. The result of the data analysis of the reflection scores for cycle II
clearly figured out the increasing mean figures of 66.5 and 76.0 for S3 and S4
respectively. The grand mean figures cycle I and cycle II show the figure 52.5 and
71.2. These findings clearly showed that improving the students vocabulary through
word tree branch was effective enough in helping the seventh grade students of
SMPN 1 Bebandem to increase their vocabulary in English. The mean figure of the
IR was very lower than the corresponding mean figures obtained for each session. the
significant difference further suggested that cycle II was more effective than cycle I.
The result of the analysis of the questionnaire scored showed the comparative
percentage figures of 69.10%, 27.79%, 2.92% and 0% for the items of the
questionnaires showing the total responses given for options: A, B, C, and D
respectively. The resulted comparative percentage figures clearly showed the subjects
attitudes and motivation in learning and exercising vocabulary through Word Tree
Branch changed positively.
1
CHAPTER I
INTRODUCTION
1.1 Background of Study
Language is considered as a system of communication in expressing ideas,
emotional, and desire. It has an important role in daily life. We use language both
in oral or written language. There are so many languages in the world but it is
hard to mastere them all. So if we would like to communicate with other people
who has different language with us, we can use one of the languages that
considered as an international language.
English is international language. Learning English as an international
language is very important for many people in the world where they can widen
their relations with them who come from different national language background.
We can understand cultures, customs, and development of the other countries, if
we can communicate with each others very well using English. As an
international language, it is used in many fields of scientific study such as
economic, politics, technology, etc.
Due to the rapid development of science and technology, then the mastery
of English is compulsory, even for students. Since that, in Indonesia English is the
first foreign language should be taught at schools. The students are expected to be
able communicate in English both oral and written. In the end of study, students
are expected to possess listening, speaking, reading, a simple writing skills and
2
the other components’ such as grammar or structure, spelling, pronunciation and
vocabulary.
Vocabulary is an aspect language that has been taught by the teacher in the
teaching English as a second language or foreign language. Harmer (2007: 23 )
emphasizes that for many years vocabulary is seen supplementary to the main
purpose of language teaching, namely the acquisition of grammatical knowledge
about language. Teaching vocabulary is important because it is as a basic
communication. If learners do not recognize the meaning of the words they will
be unable to participate the conversation, to though they know the morphology
and syntax. So students firstly should master a large number of vocabularies,
without having this , they can’t express them selves clearly and effectively.
Rupley 1998:99 state that Vocabulary knowledge is important because it
encompases all the words we must know to access our background knowledge,
express our ideas and communicate effectively and learn about new concepts.
Unfortunately in teaching learning process in SMPN 1 Bebandem students
find a lot of problems in vocabulary. The weakness can influence their language
skill. The evidence can be seen of students learning outcomes below the minimum
completeness scores, it cause teachers are still using methods that not based on
students orientation. This is often caused by a weakness, a lack of student interest
in learning English with teaching methods in teaching English especially
vocabulary and opinion less relevant English teacher who see a small role in
language teaching vocabulary study. In line of that, teachers need to choose
3
appropriate technique of teaching English to develop the students vocabulary
especially for the young learner.
From the reality above, there must be a way to change the learning
behavior by applying an attractive technique which is called Word tree branch.
Word tree branch tehnique means a technique in which a new word is associated
with familiar word. Using word association here means there are some words or
vocabulary has close meaning or related each other. Vocabulary word teaching
technique creates a good atmosphere which leads the students image that learning
is fun and happy and also learning is not something make students stress, bore or
even hate English.
Therefore, in accordance with the fact above, the researcher is highly
motivated to find out the vocabulary word tree branch technique in improving the
seventh grade students English vocabulary mastery in SMPN 1 Bebandem. By
conducting this technique to the students the researcher expecting the students
vocabulary mastery can improved.
1.2 Statement of Research Question
Considering the background of the study. Students have crucial problem in
vocabulary and it needs changing by applying the writer is the expected to find
out an appropriate technique that can be used to make students more interested in
learning vocabulary. It also motivates students to study English well and to get
success in process teaching learning, so they can not get bored. So the research
4
question can be formulated as follows : can vocabulary of the seventh grade
students of SMPN 1 Bebandem be improved through word tree branch technique?
1.3 Purpose of the Study
In relation to what has been described in the background above, in that
case the purpose of the study is to answer the research question that has been
previously formulated and determined. Therefore, the present study is intended to
improve the students vocabulary mastery through word tree branch tehnique of
seventh grade students of SMPN 1 Bebandem in academic year 2012/2013.
1.4 Limitation of Study
The discussion of vocabulary is too broad and complex to be covered in
single study so some variable must be limited. This study is limited to seventh
grade students of SMPN 1 Bebandem in academic year 2012/2013 and focused on
the application of vocabulary word tree branch technique to inprove the students
vocabulary.
1.5 Significance of the Study
The result of the study are expected to give useful contribution both
theoretically and practically to SMPN 1 Bebandem as follows:
a. Theoretically, the findings of the study are expected to give positive input to
both the English teacher and students. For the teachers, it is suggested certain
5
method which is effective for improving the student’s vocabulary. For the
students is directly intended to improve their vocabulary in recalling the
meaning of words or phrase of English.
b. Practically, the result of this study is expected to give feedback to English
language teachers especially those who teach at SMPN 1 Bebandem. For the
students are expected to use the word tree branch technique for improving their
ability in mastering vocabulary in daily life.
1.6 Assumptions
There are some variables that relate and have effects to this research.
Because of the limitation of time, finance and investigator’s ability, not all
variables can be controlled. The researcher is only concerned with the variables as
stated on the research question. The research thinks it is necessary to assume the
following things:
a. The seventh grade students of SMPN 1 Bebandem are assumed to have the
same motivation in learning English.
b. The seventh grade students of SMPN 1 Bebandem are assumed to have
same ability in learning English.
c. The English teacher of SMPN 1 Bebandem have been qualified enough in
English teaching.
1.7 Hypothesis
6
On attempting to give a tentative solution to the problem, the hypothesis
will be stated as the following: the teaching vocabulary mastery can be improve
through Word tree branch at seventh grade students of SMPN 1 Bebandem
Bebandem in academic year 2012/2013.
1.8 Definition of Key Term
To give clear understanding of term used in this study, it is important to
define operationally the following terms, they are defined as follows:
1. Vocabulary
Vocabulary is a list of words and often phrases, usually arranged
alphabetically and defined or translated, lexicon and glossary (Farlex
2005: 1).
2. Word Tree Branch
Word tree branch is one of techniques for increasing vocabulary, we can
make one key word to be developed for other vocabularies.
3. SMP N 1 Bebandem
SMP N 1 Bebandem is a vocational school where the present study is
conducted. It is located in Telaga Tista street desa Jungutan Bebandem
Amlapura where the present research is conducted
1.9 Theoretical Frameworks
A systematic of research is expected practical significance and should be
conducted in the basis of the relevant theoretical constructs and empirical
7
evidences. The investigation is based on theoretical frameworks that include :
theory of vocabulary, kind of vocabulary, ways of improving vocabulary, teaching
vocabulary through word tree branch technique and vocabulary assessment. The
above headings were discussed in chapter II.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, there are some relevant theoretical and empirical reviews
to the present study from many related literature to support this research. The
description of the points include the theory of vocabulary, kinds of vocabulary,
ways of improving vocabulary, teaching vocabulary through word tree branch,
and vocabulary assessment.
2.1 The Theory of Vocabulary
On of the best ways to build a strong vocabulary is trough key word and
linking the other words base on key word. Student should master appropriate
vocabulary. Some definitions of vocabulary are given by different writers are
presented as follows :
According to Hiebert (2005 : 3) states vocabulary is the knowledge of
meanings of words. What complicates this definition is the fact that word comes
at least two form : oral and print. Knowledge of words also comes in least two
form , receptive that which we can understand or recognize and productive the
vocabulary we use when we write and speak. Renandya & Richard (2002:255)
also state vocabulary is a core component of language proficiency and provide
much of the basis for how well learners speak, listen, read, and write. The students
need to know words, their meanings, how they are spelt and how they are
9
pronounced. By mastering vocabulary, it will help the students to communicate
succesfully easily both of written and oral.
Hornby (2005:1707) defines vocabulary into four definitions. First,
vocabulary is all the words that a person knows or uses. Second, vocabulary is all
the words in a particular language. Third, vocabulary is the words that people use
when they are talking about a particular subject. Fourth, vocabulary is a list of
words with their meanings, especially in a book for learning a foreign language.
Folse (2008:12) states that definition of vocabulary is single of word, a set
of phrase, a variable of phrase, a phrasal verb, or an idiom. Read (2009:1) adds
that vocabulary is the basic building blocks of language, the units of meaning
from which larger structures such as sentences, paragraphs and whole texts are
formed. For native speakers, although the most rapid growth occurs in childhood,
vocabulary knowledge continues to develop naturally in adult life in response to
new experiences, inventions, concepts, social trends and opportunities for
learning. For learners, on the other hand, acquisition of vocabulary is typically a
more conscious and demanding process. Thus, from various points of view,
vocabulary can be seen as a priority area in language learning.
Cameron (2008:73) who states that vocabulary development is about
learning words, but it is about much than that. Vocabulary developments is also
about learning more about those words, and about learning formulate phrases or
chunk, finding words inside them, and learning even more about those words. It
means that vocabulary not only learning the meaning the words it self but also
implies how that the word fits into the world. To develop vocabulary
10
intentionally, students should be taught specific words complete with the words
meaning in creating relationship among words because the word is a key unit in
building up their skills and knowledge. In addition by mastering vocabulary, it
will help the students to communicative successfully and easily both in oral and
written form.
McCarthy O’Dell (2008:8) say that one very important aspect of
learning vocabulary is to organize the words and expressions you meet; this will
help you remember them better. Nation (2001:9) adds that studies of native
speakers’ vocabulary to suggest that second language learners need to know very
large number of words. This is because studies of native speakers’ vocabulary
growth see all words as being of equal value to the learner.
Richard and Jo Anne (2005 : 266 ) state vocabulary is as unique to
content area as a fingersprints are to a human being. A content area
distinguishable by its language, particulary the technical terms that lable the
concepts undergirding the subject matter teachers know they must do something
with the language of their content areas, but they often reduce instruction to
routines that direct students to look up define, memorize and use content-specific
words in sentences. In developing vocabulary we need three steps there are
experiences, concepts, and words. Word are lables for concepts. A single
concept,however, represents much more than the meaning of a single word. It
may take a thousand of words to explain a concept.
Based of the description above, the study use theory of vocabulary which
is proposed by Richard and Jo Anne (2005 :266) who state that in vocabulary we
11
need three steps there are experiences, concepts, and words. Word are lables for
concepts. A single concept,however, represents much more than the meaning of a
single word. It may take a thousand of words to explain a concept.
2.2 Kinds of Vocabulary
Folse(2008:14) the part of speech of unknown word can present problems.
He divides into four basic parts of speech: noun, verb, adjective, and adverb. Each
of this group vocabulary will be discussed in the following :
2.2.1 Noun
Noun is a word to name something or person, a place, a things or an idea.
Noun can be classified into three part those are :
a. Common noun
Common noun is the nouns that shows the names of thing, animal,
and all things we can see or touch for instance. For example : chair,
table,book, etc.
b. Proper Noun
They refer to the name of particular things, persons, or place, and
proper nouns start with a capital letter : Jakarta ( a city ),Indonesia
(a name of country ), John (a name of person ), Fast and furious ( a
movie).
12
c. Concrete Noun
They are things that can be differentiate with our five senses. We
can see it, hear it, taste it and touch it : noisy, bitter,smoke, and etc.
d. Abstract Noun
They are also known as noun that show our feeling or a quality and
we could not be perceived by the senses : confuse,
beauty,happiness, love, dream and etc.
e. Collective Nouns
They are used to describe a group of objects or things or people.
For example, a herd of cows, a colony of ants, a school of fish, a
flock of seagulls, a pack of rats.
2.2.2 Pronoun
Pronoun are the words we use to replace the noun when we want to
refer to people or things without continually repeating their names. It is
divided into some tpyes as follow:
1. Subject pronouns; are the pronouns which function as subjects in the
sentences, namely; I, You, They, We, She, He and It
2. Object pronoun; are the pronouns which function as objects in the
sentences, such as; me, you, them, us, her, him and it.
3. Possessive pronoun; are the pronouns that show possession , namely: my,
your, their, our, his, her and Its.
13
4. Reflexive pronouns; are the pronouns that refers to another noun or
pronoun in the sentence. They are also show reflection of the pronouns
themselves, such as: myself, yourself themselves, herself, etc.
2.2.3 Verb
William (2005:70) states verbs are the words we use to signify an action or
a stage of being. They make up the head of the predicate and are interesting in
large part because they convey so much information in sentences. For example,
actions can occur in the past, present, or future, and verb commonly change in
relation to the time in action occured. Sargeant (2007:52) most verbs describe
actions, so they are called action verbs. Action verb tell what people or things are
doing. There are several kinds of verb such as: transitive verb is a verb that does
not needs an object and intransitive verb is a verb that does not need an object.
Verb is often defined as a word which shows action or state of being. The verb is
the heart of the sentences. Recognizing the verb is often the most important step
on understanding the meaning of sentence.
Verb generally express an action, events, process activities, ect. Competed
sentence must contain at least one verb. For example: run, walk, talk, drive, sing,
write, ect. Verb is word describe a state of being. Verb is important, because there
is no way to have a sentence without them.
14
2.2.4 Adjective
Seaton (2007:52) states adjective is often defined as a word which
describes or gives more information about noun or pronoun. Adjective can be
devide into three types based on their meaning they are:
1. Proper adjectives; they describes a person or things with a certain name
such as Indonesian, Turkish, English and etc.
2. Quantitative Adjectives; they describes quantity of things (how much) for
example; much, little, some, any , enough. Etc
3. Descriptive adjectives; are adjectives that describes the condition of
things, such as: big, near, clever, beautiful, tall, etc.
2.3 Ways of Improving Vocabulary
Method is used by the teacher to approach the subject to the students. It is
tool which is used to motivate that students encouragement. It can help the
students to learn something. It concerns with action, which is conducted to make
the students ability better. In this action is taken to improve the students
vocabulary ability. In the classroom the taecher always tries the good method to
motivate the students encouragement in mastering the subject. There any many
method and questions that must be answered and prepared before the teacher
came into the classroom to teach vocabulary.
15
The function of vocabulary is only to support their four language skill
namely: listening, speaking,, reading, and also writing but existence of vocabulary
mastery is very crucial in learning English as foreign language, vocabulary as one
aspect of foreign language components is deemed to the big problem. If learners
have insuffidient stock of vocabulary, they will face problems in expressing their
ideas, felling and opinion, and also they will no be able to grasp any expression
addressed to them.
2.3.1 Focusing on Vocabulary
McCarten (2007 : 20 ) states that give vocabulary a high profile in the
syllabus and the classroom, so that students can see its importance and
understand that learning a language is not just about learning grammar. It might
be worth teaching students an easier formulation of view that “ without grammar
very little can be conveyed, without vocabulary nothing can be conveyed.”
McCarten also states one of the first vocabulary learning strategies for any
classroom is how to ask for words you do not understand are useful to teach at the
basic levels as student’s progress.
An important vocabulary acquisition strategy which Nation (2001) call’s
“noticing”is seeing a word as something to be learned. In this view, knowing what
to learn is a necessary prerequisite to learning. Teacher can help learners get into
the habit of noticing by making clear in classroom anstruction and homework
assignments : which items should be learned,what each item is (a single word, a
16
phrase,a collocation etc) and for what purpose ( active use or passive recognition
). Material can help teachers in this the following ways :
Providing clearly marked vocabulary lessons
Making target vocabulary set stand out icluding focused practice and
regular review
Giving list of vocabulary to be learned for the lesson.
Structured vocabulary notebook exercise which are designed to make students
focus pn particular vocabulary set or feature are a good way of developing this
noticing strategy.
2.3.2 Offer variety
A number of principles for developing successful materials. He suggests
that this can be done with unusual and appealing content, attractive presentations
and variety. Teacher can use different ways to to including picture,sound, and
different text types with which standents, attractive presentations, and variety.
2.3.3 Lesson for the classroom
Lessons in the classroom can be identified : for example: stories,
conversations, web pages, questionnaires, news report, ect. In each of this
contexts, topics, should be relevant to the students interest. Similary, practice
activities should vary and engage students at different levels. These should range
from simple listen and repeat type of practice through controlled practice to
opportunities to use the vocabulary in meaningful, personalized ways. Offering
17
variety also means catering to different learning styles and some students may use
different learning styles for sifferent types of language or in different learning
situations.
2.3.4 Repeat and Recycle
Learning vocabulary is largely about remembering, and students generally
need to see, say, and write newly learned words many times before they can be
said to have learned them. Some researchers have suggested various numbers of
encounters with a word for learning to take place, ranging from five to up twenty.
Some suggest that an impressive amount of learning can take place when students
learn list of paired items ( English word and translation equivalent ); other suggest
that this method of learning does not aid deeper understanding of the words or
help develop fluency.
However, most agree that repetition is an important aid to learning and
that having to actively recall or” retrieve” a word is more effective way of
learning than simple exposure or just seeing a word. Researchers also agree that
repeating words aloud help the students remember words betterthan repeating
them silently. Another area of research is how long students can remember words
after first learning them, and again researchers agree that forgetting slows down
afterward. The implications for the vocabulary classroom are self-evident. Review
vocabulary as often as possible in activities that have students actively recall
words and produce them rather than merely see or hear them.
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2.3.5 Providing Opportunities to Organize Vocabulary
Organizing vocabulary in meaningful ways makes it easier to learn
textbooks often present new vocabulary in thematic sets as an aid to memory,but
there are other types of organization and these can be described under there broad