native speakers use their budding knowledge of the new language to get their ideas across and to achieve their communicative goals
.” A second language can be acquired in a variety of ways, at any age, for
different purposes, and to varying degrees. Second language acquisition can be categorized in two, tutored guided and untutored spontaneous Klein, 1986.
Spontaneous learning occurs where the learning process through daily communication, in a natural fashion, and free from systematic guidance. Whereas
guided learning refers to a learning process that is open to systematic and intentional influence. This learning process usually takes place in school. Krashen
1981 proposes similar process of second language acquisition using the term learning and acquisition. The former refers to tutored, the latter refers to
untutored. In learning a new language we have to consider the position of the target
language, whether the new language is a second language or as a foreign language. Foreign language is used to denote a language acquired in a milieu
where it is normally not in use and in which, when acquired, is not used by the learner in routines situation. A second language, on the other hand, is one that
become another tool of communication alongside the first language; it is typically acquired in a social environment in which it is actually spoken Richard, 1978.
In the process of acquiring a new language, in this case acquiring English, children are influenced by the speech from their surroundings and children
typically adjust their speech in a number of ways. The register resulted from this process are called care taker talk, foreigner talk, and interlanguage talk.
Caretaker talk is an input that the children receive from their caretaker Miller and Chomsky, 1963 care takers adjust their speech formally so that the
input that the children receive is both clearer and systematically simpler than the speech they address for adults.
Caretakers’ speech is categorized by interactional modification which means the language is modified in order to be understood by
their children. It can be done through checking the comprehension and repeating the utterances.
According to Ferguson 1977 caretaker talk has three purposes 1 to aid communication, 2 to teach language, 3 to socialize the child. While Brown
1977:26 stated that the primary motivation is to communicate, to understand and to be understood, and to keep two minds focused on the same topic. When the
children make mistakes during this process the feedback can be done explicitly or implicitly. The explicit correction is given by showing the children that they make
errors, while implicit correction is given by giving the correct prompt. Some care takers sometimes pay little attention of the grammatical errors.
The second input is foreigner talk which means a talk used by native speakers when communicating with non-natives speakers. Foreigner talk has three
functions: 1 it promotes communication, 2 it signals, explicitly or implicitly, speakers’ attitude toward their interlocutor, and 3 it teaches the target language
implicitly. The third input is interlanguage talk. It is the language that the learners receive as input when addressed by other learners.
2.1.2 The Nature of Vocabulary
Vocabulary is central to language and of critical importance to the typical language learner. Teaching and learning vocabulary are presented through several
methods such as grammar translation method, direct method, reading method or situational language teaching, audio-lingual method, communicative language
teaching, and natural approach. In grammar translation method, the learners were exposed to wide literary vocabulary Rivers, 1981 that was selected according to
its ability to illustrate grammatical rules, and direct vocabulary instruction was included only when a word illustrate grammatical rule Kelly, 1969. The next
method is direct method. In this method, concrete vocabulary was introduced with labeled pictures and demonstration, while abstract vocabulary was taught through
associating of ideas Rivers, 1983, Richard Rodgers, 1986.Another method in teaching and learning vocabulary is reading method. At first this method was
aimed at the development of reading skill then it was used to improve vocabulary. The primary thing in learning a language is the acquisition of a vocabulary and
practice using it which is the same as acquiring West, 1934, p. 154. The idea was that the learners need to have basic vocabulary before understanding text.
After the students get sufficient vocabulary then they need to use that in a real context. The next method, audio-lingual method, believes that learning is a
process of habit formation. It paid systematic attention on pronunciation and intensive oral drilling of basic sentence pattern.
The next method is communicative language teaching. The goal of this method is to bring the language learner into closer contact with the target
language Stern, 1981. It is in line with River’s theory that skill-getting such in audio lingual-method is insufficient. Learners should have skill-using that is the
ability to use the language in a real communication. Another method in learning vocabulary is natural approach. Natural
approach is based on the theory of input hypothesis and affective filter. According to the theory of input hypothesis, the learner will learn better if the materials as
the input are not too difficult meaning it is only slightly above the learners’ current level of competence, and the interesting and relevant. While in affective
filter hypothesis, the learner will learn better if the materials are interesting and relevant with their everyday life.
Vocabulary can be promoted since the very first day of children’s life under natural learning condition. Parents, siblings, peers or anyone can involve
during the process. Other resources like book, magazine, and television can also support the process of learning new words and word meanings. The factors that
affect the learning of word meanings are frequency, variety of the situation, and standard of performance that are set.
In helping the children to provide variety of situation and frequency, it takes dedicated parents and teachers. They can help to use new words frequently
in various conditions so that children can use the word appropriately. When the children frequently meet and use a certain word they will remember the word.
Remembering is one of the ways to develop mnemonic strategy. Mnemonic refers to systematic procedures specifically designed to improve one’s memory
Belezza, 1983. Vocabulary can be taught through two different methods, direct and
indirect. Direct method means that the students get the translation of the new word in their language. It is beneficial for those who have lower ability. Different from
direct method, in indirect method the students get the meaning of a word by guessing the meaning from the context from reading.
Researchers propose different result from the implementation of the two methods. The first result related to indirect method shows that the more natural
and the more open the procedure, the more they lead to cognitive development and to greater satisfaction with school than the more direct and structured
approach McKweon Curtis, 1987. Another result shows that direct programs teach more, give children independence earlier, the children seem to have better
self-concepts Chall, 1983a, p.41. Curtis and McKwoen elaborate their ideas on the different results on the effectiveness of the two methods. Carol Chomsky
1972 studied the effect of reading to, and the independent reading of, elementary school children on language and reading development. She found that the students
who were read to most and who read more for their own pleasure were highest on reading achievement test vocabulary and reading comprehension and on
language development syntax. Vocabulary learning is divided in two types, receptive and productive.
These types are categorized based on the needs of the learners. According to Nation 1990 receptive knowledge is being able to recognize a word when it is
heard or when it is seen. Receptive knowledge also involves having an expectation what grammatical pattern the word will occur in. While productive
knowledge is being able to pronounce the word, to write and to spell it, and to use it in correct grammar along with other words it usually collates with.
There are some reasons why vocabulary needs to be taught systematically. First, the information about what to do about vocabulary, and what vocabulary to
focus on. Second, a wide variety of ways for dealing with vocabulary in foreign or second language learning. Third, both learners and researchers see vocabulary
as being a very important, if not the most important, element in language learning. Finally, giving attention to vocabulary is unavoidable even the most formal or
communication-directed approaches to language teaching must deal with needed vocabulary in one way or other Nation, 1990.
Vocabulary is divided into three groups, high-frequency words, low- frequency words, and specialized vocabulary. In the learning process, it is
important for the teacher to decide which group that the learners need to learn. Some consideration should be taken such as whether the words are very frequent
and important for the learners, whether the words cause particular difficulty, whether the words are needed for another activity, and last, the teacher should
consider whether the words contain feature or regular patterns. Vocabulary learning process results different vocabulary size between
native speakers and second language learners. A study by Yoshida 1978 showed that native speakers acquires 1000 words in a year, while second language
learners like in Indonesia acquire 1000-2000 words after five years Barnard, 1961; Quinn, 1968. One of the reasons of this result is because native speakers
have two or three hours contact with English per day, while second language learners have four or five classes a week.
2.1.3 Inclusive Classroom
The inclusion method is a basic model where both disabled and non- disabled students are educated within the same classroom. Educational inclusion,
then, offers education geared to include all students, even those with disabilities in the same learning environment. This may include special needs children who
have emotional andor behavioral problems. Teachers may encounter a variety of situations in the classroom, including those with learning disorders, emotional
disabilities, and mental retardation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
