as the socially constructed patterns governing how, where and when to use the word appropriately.
In order to attend effective learning of vocabulary, other thing need to consider are what kinds of vocabulary and how much vocabulary needs
to be learnt, especially which is suitable for the students. High frequency words are dominantly fit for the beginner of English learner. This view is
supported by Nation 2008: 7 who said that the most group of words is the high frequency words of the language. Therefore, the high frequency
words are worth to be learned to enrich vocabulary mastery.
f. Teaching Vocabulary
Teaching of vocabulary should not interrupt the whole lesson. Nunan 2003:135, states that one of the difficulties in planning the
vocabulary components of a course is making sure that it does not overwhelm other essential parts of the course.
Harmer 1991: 62 explains that teaching vocabulary is not only teaching new meaning of words but also teaching how to spell and how to
pronounce the words. Elliot et.al. 1996: 384 supports that vocabulary refers to the meaning of words and pronunciation. According to Cameron
2001: 75, a person is said to know a word if they can recognize its meaning when they see it.
There are some principles proposed by Brown 2001:377 in teaching vocabulary. He mentions some guidelines for the communicative
treatment of vocabulary instruction:
1 Allocate specific class time to vocabulary learning. In hustle and bustle of our interactive classrooms, sometimes we
get so caught up in lively group work and meaningful communication that we
don’t pause to devote some attention to words. Therefore allocating specific part for vocabulary learning is
highly recommended. 2 Help students to learn vocabulary in context.
The best internalization of vocabulary comes from encounters comprehension or production with words within the context of
surrounding discourse. 3 Play down the role of bilingual dictionaries.
A corollary to above is to help students to resist the temptation to overuse their bilingual dictionaries.
4 Encourage students to develop strategies for determining the meaning of words.
Students can make in their own learning process of determining meaning of words [chapter 14]. A number of
“clues” are available to learners to develop
“word attack” strategies. 5 Engage
in “unplanned” vocabulary teaching. Most of the attention given to vocabulary learning will be
unplanned: those moments when a student asks about a word or when a word has appeared that you feel deserves some attention.
From the explanation above, the teaching of vocabulary should
be both conducted in planned allocating specific class time and unplanned the moment when a student asks about a word learning.
Furthermore, presenting the word in context will be more useful to help them internalize it.
Learning vocabulary needs a process. In order to make an effective process, the learner should be in the effective condition of
acquiring vocabulary mastery. Moreover, it will enable them to remember word over time and be able to recall them readily. In addition,
it can develop strategies for coping with gaps in word, including coping with unknown words, or unfamiliar uses of unknown words.
g. Technique in Vocabulary Teaching
Brewster et al. 2003:87 elaborates some techniques including; using objects or things, using drawings; using illustrations, pictures,
photos, flashcards; using actions, mime expressions and gestures; pointing, touching, tasting, feeling and smelling whatever possible;
using technology. There are numerous techniques concerned with vocabulary
presentation. However, there are a few things that have to be remembered irrespective of the way new lexical items are presented. If teachers want
students to remember new vocabulary, it needs to be learnt in context, practiced, and then revised to prevent students from forgetting. Teachers
must make sure students have understood the new words, which will be remembered better if introduced in a memorable way Hubbard et. Al.
