5. Vocabulary Learning
Theories about vocabulary learning are presented because this research itself is related to vocabulary learning. It is important to understand the nature and
the types of vocabulary learning which are commonly used in the classrooms. It is to highlight the importance of vocabulary learning as a part of English learning
because “a large vocabulary is an asset to readers....” Harmon Wood: 2008. The theories about vocabulary will later be connected to how IPALL can facilitate
vocabulary learning both in the classrooms and outside classrooms. In other words, it will relate to what IPALL as a learning medium can offer to students.
a. Nature of Vocabulary Learning
Vocabulary has been a part of English learning. Vocabulary is defined as “all the words in a particular language” Wehmeier, et al.,2005: 1707 as quoted in
Cahyono Widiati: 2008. To be able to read, write, listen, and speak in English, students need to know sufficient amount of English vocabulary. It is because
vocabulary is essential for students in order to be able to develop their skills in English which can facilitate communication. It is what Cahyono Widiati 2008
emphasize that “...increasing vocabulary provides the basis for developing students’ ability in communicating.” The more vocabulary that students know, the
easier it is for them to communicate. Vocabulary is necessary to be taught. However, its learning process is
complex in nature. It is complex because it does not only involve knowing some aspects which constitute word knowledge but it is also incremental in nature.
Schmitt 2000 gives an example of the incremental nature of vocabulary.
We have all had the experience of being able to recognize and understand a word when we see it in a text or hear it in a conversation, but not being able to use
it ourselves. This common situation shows that there are different degrees of knowing a word. Being able to understand a word is known as receptive
knowledge
and is normally connected with listening and reading. If we are able to produce a word of our own accord when speaking or writing, then that is
considered productive knowledge passiveactive are alternative terms.
The experience shows that vocabulary learning takes time. It develops gradually and it sometimes begins with receptive knowledge. As it goes on, learners’
productive skills also develop that they are finally able to use it to communicate meaning both in spoken or written form.
b. Types of Vocabulary Learning
There are ways of learning vocabulary. The ones commonly known are incidental, intentional, direct, and indirect vocabulary learning. Hunt and Beglar
1998 as quoted Richards and Renandya 2002: p.259 mention, “In the long run, most words in both first and second languages are probably learned incidentally,
through extensive reading and listening.” It refers to vocabulary learning in which new words are found in the reading text or listening passage. As unfamiliar words
appear, students may want to know what those words mean. When they try to find the meaning, it is when they learn vocabulary incidentally. Incidental vocabulary
learning, in other words, is when students do not plan to learn new vocabulary, yet they do it because it appears in the texts that they read or listen to. Hunt and
Beglar 1998 as quoted Richards and Renandya 2002: p.261 further mention that “…intentional learning through instruction also significantly contributes to
vocabulary development.” Here, students learn vocabulary on purpose. They do exercises which have been selected specifically to help them learn and retain new
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