language. They can stand-alone or together. They may be different in meaning from each other.
According to Nation 1990: 31, “Learner’s vocabulary is divided into two groups, active and passive.” Active vocabulary is the vocabulary that the learner
should use in speaking and writing. While passive vocabulary is words the learner needs to recognize in listening and reading. Speaking vocabulary is words used to
communicate someone’s thoughts, feelings, and ideas to others. Writing vocabulary is words that the children use to express their thoughts on paper. As
Nation 2002: 6 proposes All words are created equal. Some occur much more frequently than
others and are thus more useful for learners. This knowledge is very important pre-requisite for planning a vocabulary program, and for making
day-to-day decisions about how to treat particular words. Nation 2002: 6 divides vocabulary into four major groups. They are 1
High frequency words, 2 Academic words, 3 Technical words, and 4 Low frequency words. In this research, the researcher is going to use the high
frequency words as the vocabularies which are frequently used in the English vocabulary teaching. This selection will help students to expose themselves with
daily English words and to give them more exposure toward their needs of certain words related to their daily life.
2.1.2.2 The Importance of Vocabulary
Harris 1997 says in his book, Land Marks in Linguistic Thought, that human needs language to communicate their thoughts. Human knowledge consists
of ideas or thoughts. Word as a mark or a sign of language is the vehicle of human PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
communication. It records the thoughts or ideas and drives them into others’ mind. Taylor 1990: 1 states:
In order to live the world, we must name it proposes another evidence of the importance of word. Names are essential for the construction of
reality for without a name it is difficult to accept the existence of an object, an event, a feeling. Naming is the means whereby we attempt to
order and structure the chaos and flux of existence, which would otherwise be an undifferentiated mass. By assigning names, we impose a pattern and
meaning which allow us to manipulate the world.
She 1990: 1 mentions in foreign language teaching, vocabulary has for a long time been a neglected area. It happens because pride of place has been given
to “structures” or latterly “function”. Course books have provided little guidance other than word list, so that apart from turning to the specialized supplementary
material, such as dictionary workbooks, teachers have been hard to satisfy their students’ demand for “words”. Happily, this situation has changed in the opposite
direction. Nowadays many of newer course books include word study section. Nation 1990: 2 argues
The fact that simply increase learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting
learners to do language task when their vocabulary is inadequate for the task is a frustrating experience.
Finally, giving attention to vocabulary is unavoidable. Even the most formal
communication directed approaches to language teaching must deal with the need of vocabulary as one important factor in the success of English language teaching.
2.1.2.3 Vocabularies Proposed in the Curriculum
