Stage 2
1. The same as above. 2. The client turns and begins to speak the foreign language directly to the
group. 3. The client turns aids only as the client hesitates or turns for help. These
small independent steps are signs of positive confidence and expectation.
Stage 3
1. The client speaks to the group directly, in foreign language. This presumes that the group has now acquired the ability to understand his simple
phrases. 2. The same as 3 above
This presumes the client’s greater confidence, independence, and proportionate insight into the relationship of phrase, grammar and ideas. Translation is given
only when a group member desires it.
Stage 4
1. The client is now speaking freely and complexity in the foreign language. Presumes that the group’s member understand what is the client says.
2. The counselor directly intervenes grammatical error, mispronunciation or where aid is complex expression is needed. The client is sufficiently
secure to take correction.
Stage 5
1. The same as 4 2. The counselor intervenes not only to offer correction but to add idioms or
more elegant constructions. 3. At this stage, the client can become a counselor to group in stage 1, 2, and
3.
The following are some characteristics of Community Language Learning: 1. The social dynamics of such a group are of primary importance.
2. In order for any learning to take place, the members need to interact in interpersonal relationship where students and teacher join together to
facilitate learning in a context of valuing and prizing each individual in the group.
3. In such situation, each individual lowers the defenses that prevent open interpersonal communication.
4. The anxiety caused by the educational context is lessened by means of the supportive community.
5. The teacher’s presence is not perceived as a threat, nor is the teacher’s purpose to impose limits and boundaries, but rather as a true counselor, to
center his attention on the client the student and his needs. 6. Defensive learning is made unnecessary by the emphatic relationship
between teacher and students. 7. Curran’s counseling- Learning model of education capitalizes on the
primary of the needs of the learners who have gathered together in the educational community to be counseled.
8. Curran’s counseling- Learning model of education has been extended to language learning contexts in the form of CLL.
9. The groups of clients learners are seated in a circle with the counselor teacher on the outside of the circle.
10. The client may be complete beginners in the FL.
2.3. Picture Sequence
The researcher knows that teaching vocabulary can be interesting by using creative technique. Creative technique can attract students’ attention. It makes the
researcher choose picture sequence as a technique that was used in implementation of Community Language Learning in teaching vocabulary. As
Mckenchnie 1980 explanation, he states that picture is an image, or likeness of an object, person, or scene produce on a flat surface, especially by painting,
drawing or photography. According to Wright 1989, picture is not just an aspect of method but through its representation off place, object, and people, it is
essential part of the overall experiences. Gerlach 1980 says that pictures are two dimension visual representations of
person, places, or things. Photograph prints are most common, but sketches, cartoons, murals, cut outs, charts, graphs and maps are widely used. A picture
may not only be worth a thousand words it is may be worth a thousand years or a thousand miles. Through pictures, learner can see people, place and things from
areas for outside their own, picture can also represent image from ancient times of portray the future.
As explained by Gerlach and Elly above, pictures are more efficient and practice than words; the students are easier to remember that by using words. It is expose
real situation that make students imagine the event on the picture. Then they can explain and hold the meaning of the picture itself. From the definitions above, the
researcher concludes that pictures can give meaning for the students; students can see what happen on the picture. They can take a lesson from the picture. The
researcher means that picture can be used as media for teaching and learning effectively. Their background knowledge about the theme on a picture will be
exposure. Teaching vocabulary in this research used the principle of CLL and implemented
Picture Sequence as a technique in teaching process. It means that the researcher
as a counselor and the students as clients, the researcher help the students. The students are allowed to use their mother tongue. The researcher hoped students
use their imagination to read a picture, and then can produce a word relate the picture based on their mind.
2.4. Teaching Vocabulary
To improve students’ knowledge and capability, especially vocabulary, the teacher must have a good concept to build and explore student’s abilities. The
teacher who teaches students expected that in the end of learning process, the students be able to implement the knowledge.
In teaching vocabulary according to Wallace 1988, there are several general principles of successful teaching which are for any method. The principles as
stated by Wallace are: 1. Aim- What is to be taught, which words and how many.
2. Need- Target vocabulary should respond students’ real needs and interests. 3. Frequent exposure and repetition.
4. Meaningful presentation- Clear and unambiguous denotation or reference should be assured.
Because learning vocabulary is very complex process, the students must be able to recognize it in its spoken and written form. The abilities about vocabulary that
students must know as stated by Harmer 1993 are: 1. Meaning, i.e. relate the word to an appropriate object or context.
2. Usage, i.e. knowledge of its collocation, metaphors and idioms, as well as a style and register the appropriate level of formality, to be aware of any
connotations and associations the word might have. 3. Word formation, i.e. ability to spell and pronounce the word correctly, to
know any derivation Acceptable prefixes and suffixes. 4. Grammar, i.e. to use it in the appropriate grammatical form.
In teaching vocabulary, Nation 1990 as cited in Susamai 2013 argues that there are three things to be taught by teacher in teaching vocabulary. There are:
1. Teaching the words form, they are spelling and pronunciation The teacher can do this activity by spelling the letters of the words loudly
and the students repeat it then. It also can be applied for teaching how to pronounce those words, the teachers be the first then the students
followed. 2. Teaching meaning of the words
For teaching the meaning of the words, the teacher can use the sentences that have relation with the word both the meaning and the uses, so that the
students can guess the meaning of vocabulary those are taught. For example, the teacher gives the clue with its function.
3. Teaching the uses of words In teaching the meaning of words, the teacher may provide the sentences
that using the target words, then the students can identify the function or the uses of the words based on its position or domain in the sentences.
