properly by students in spoken and written activities as productive vocabulary. In order to use the productive vocabulary, they need to know how to pronounce it
well, use grammar of the target language, must be familiar with collocation and understand the connotation meaning of words. Therefore, the productive
vocabulary is considered difficult to put into practice. Passive vocabulary is the language items that the students need to know and understand in reading and
listening contexts as receptive vocabulary Aebersold, 1997. It is added by Lehr et al. 2001 who describe two kinds of vocabulary.
First, the words come in two forms. They are oral and print vocabulary. Oral vocabulary involves the words known and used in listening and speaking, while
print vocabulary involves the words known and used in reading and writing. Second, the word knowledge comes in two forms, namely receptive and
productive vocabulary. Receptive vocabulary involves the words known when hearing and seeing them. Productive vocabulary involves the words used in the
spoken and written forms.
2.1.4.2 Breadth and depth of vocabulary knowledge
Vocabulary knowledge is divided into two dimensions. The dimensions of vocabulary knowledge are depth of knowledge and breadth or size of knowledge.
Breadth of vocabulary knowledge is defined by Nation 2001 in Nassaji 2006, as the quantity or number of words students recognize at a particular level of
language proficiency. It is defined by Daller et al. 2007:7 as “the number of
words a learner knows regardless of how well he or she or he knows them. ”
According to Read 2000:31, “vocabulary size refers to the number of words that a person knows.”
Depth of vocabulary knowledge is the quality of lexical knowledge. It refers to how well learners know a word Meara, 1996, Read, 1993, 2000 in
Nassaji, 2006. Daller et al. 2007:8 add that depth of vocabulary knowledge refers to “how much the learner knows about the words he or she knows.” It is
supported by Endrawan 2007, he states that depth of vocabulary knowledge is a learner’s level of knowledge obtained from a variety of aspects of a given word. It
refers to how well he or she knows the word. Therefore, it is concluded that breadth of vocabulary knowledge is the
quantity or number of words that students recognize at a particular level of language proficiency. Meanwhile, depth of vocabulary knowledge is the quality of
lexical knowledge. It can be proven from how well they know a word. In this research, vocabulary refers to depth of vocabulary knowledge instead of breadth
of vocabulary knowledge. The reason is that this research focuses on the measurements of
the students’ comprehensive vocabulary knowledge involving knowledge of language and their ability to put and use it in context.
2.1.5 Vocabulary Mastery
Mastery of vocabulary means that knowing the words and its meanings, how the words sound, and how they are used in the context. Therefore, it is
considered more complex Furqon, 2013. Vocabulary mastery can be defined as a comprehensive knowledge of vocabulary students have to recognize and use.
The mastery itself is the comprehensive knowledge. Then, vocabulary mastery is the a comprehensive knowledge of vocabulary that students know or use Fitriana
et al., 2011. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
