10 seen as second or foreign language for non-native English speakers. People
considering English as a second language are those who speak other native languages as their first language but they live in a country whose native language
is English Gebhard, 1996. One of these examples is an Indonesian who lives in the United Kingdom. On the other hand, people considering English as a foreign
language are those who live in a country whose first language is not English, such as Italy, Saudi Arabia, and Korea Gebhard, 1996. Since the researcher intends to
design a vocabulary supplementary material for the eleventh grade students in Indonesia, this study will focus on English as a foreign language.
Then, the goal of students learning English as a foreign language in their school is not to be able to use English as native speaker does but to pass English
entrance exams to enter good high schools or universities Gebhard, 1996.
2. Vocabulary
In this part, the writer supplies the scope of vocabulary. Vocabulary is not always a single word but multiword units, word families, and core meanings. The
further discussion is provided below.
a. Multiword Units
Multiword is groups of words like absolutely fantastic, at once, in a minute, portable TV, the United States of America, etc. If students want to fluently
use language and want to sound like native-speakers, they have to be able to put words together in typical combinations quickly Pawley and Syder, 1983 as cited
by Nation in Nunan, 2003.
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11 To learn multiword, there are some ways that students can use including
deliberately learning them as units, search for them in texts, learning the patterns of combining words and pick them incidentally. Palmer 1925 as cited by Nation
in Nunan 2003 points out that for beginner learner “the most fundamental guiding principle [for] those who are anxious to be proficient in foreign
conversation … is this: Memorize perfectly the largest number of common and useful word-groups”
b. Word Families
There are three ways in counting running words produced by someone. The first is counting all words he or she produces including counting words which
occur more than once. For the example, English is not a language only spoken by English people anymore. From the previous sentence, there are 11 eleven words
or tokens including English which occurs twice. Second, count words based on their types. For the example, go and goes are counted as different types. Third,
when learners know some basic English word building patterns such as plural, past tense, present tense, stem+ing, stem+ed, possessive, they will count them as
one families. Then, it is realistic to count walk, walks, walked, walking as one word family Nation in Nunan, 2003.
c. Core Meanings
Core meaning is sense someone gets from sentences which have the similar meanings. Provide many sentences which share the same sense is very
important in learning foreign language because it reduces the number of words
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12 that students have to cope with. It also provides access to wide range of uses, and
often contrasts with the learners’ first language Nation in Nunan, 2003.
3. Vocabulary Teaching and Learning
