Teaching Vocabulary Theoretical Description

14 time needed to find the exact meaning of an unknown word in a given text. Guessing meaning from context enables individuals to make an informed guess about the intended meaning of the new word. Therefore, the researcher believes it is important for any language teacher to teach guessing meaning from context to his students bearing in mind how important this technique will be for the students, not only during their formal study period, but also throughout their lifetime. The vocabulary growth occurring in elementary students is substantial and significant and has received attention from a number of researchers. By analyzing the average of vocabulary size and yearly growth vary considerably. However, all studies show that children continue to acquire new words beyond the initial language acquisition years and those children‟s vocabularies grow by thousands of words each year during the elementary school years. Moreover, vocabulary size is strongly correlated with children‟s overall school achievement Wells, 1986. Considering that vocabulary plays an important role in both communication effectiveness and academic success, it is important to understand how students achieve their vocabulary growth. Stemberg 1987 and Stemberg and Powell 1983 delineated some factors that affect the learning of new words from incidental encounters in verbal contexts. Learning from context is influenced by the number of occurrences of the unknown word, the concreteness of the word, the helpfulness of the surrounding context, and the importance of the unknown word for understanding the surrounding context. It is also influenced by individual differences in the abilities to separate relevant information from irrelevant information; to combine selected PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15 information to form a cohesive, plausible whole; and to relate new information to previous knowledge. Thus, both the specific contexts of words and individual abilities are thought to contribute to the incidental learning of new words. In order to help language teachers easily transfer this vocabulary learning technique to the students, some experts have formulated their own steps of how one can guess a word‟s meaning from the context in which the word is embedded. The guessing meaning from context procedure comprises only five steps. In guessing meaning from context procedure occurs at a later stage after students have gained sufficient information needed to guess the meaning of an unknown word. Table 2.1 displays the steps of guessing from context procedure. Table 2.1. Guessing Meaning from Context Procedure Step 1 Determine the part of speech of the unknown word. Step 2 Pay attention to the sentence in which the unknown word is embedded and see if there are other words modifying the word or going with it. Step 3 Observe the relationship of the sentence with other sentences or paragraphs as it can help determine the meaning of the unknown. Punctuations and conjunctions may also serve as a clue. Step 4 Guess the meaning of the unknown word using the information gained from steps 1-3. Step 5 Check whether the guessing is correct by: a. Seeing the parts of speech that is guess and the unknown word. If they are of the same part of speech, the meaning is probably correct. b. Substituting the unknown word with your guess. The guessing is probably correct if the sentence makes sense c. Breaking the unknown word into its prefix, root, and suffix. Although one might conclude that guessing meaning from context is a vocabulary learning technique that does not require the use of dictionary, it