The Effect of Using Direct Method on Students' Vocabulary Mastery

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(A Quasi-experiment Sudy at First Grade of SMA. Triguna Utama, Ir. H.

Juanda, Tangerang Selatan)

By:

Fandi Ahmad 207014000046

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014 M/1435 H


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Ahmad Fandi. 2011. The Effect of Direct Method on Students’ Vocabulary Mastery (A Quasi-experiment Study at the First Year of SMA Triguna Utama.) Thesis, Degree of Strata-one (S-1) of English Language Education Department Program of Faculty of Tarbiyah and Teachers’Training “Syarif Hidayatullah” State Islamic University Jakarta.

Key words: Direct Method, and Vocabulary Mastery

The objective of this research was to get empirical evidence about the effect of Direct Method on Student’s Vocabulary Mastery and to identify the students’ achievement in learning vocabulary through Direct Method. This research used quantitative method. The sample of this research was the first grade of SMA Triguna Utama. With the total number 20 students from each class. The research conducted experiment in two different classes with Direct Method was employed in an experimental class and other technique was employed in a controlled class. The data were collected through the achievement of pre-test and post-test from two classes. The result showed that teaching vocabularies by using Direct Method was more effective than using Grammar Translation Method. Direct Method has served a positive influence. So, it can be concluded that direct method has positive effect to the first grade students of SMA in teaching vocabulary.


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Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1 Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Dr. Alek, M.Pd.

Kata kunci : Metode langsung, dan Kosakata

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris mengenai efek dari metode “Direct Method” terhadap penguasaan kosakata siswa. Penelitian ini, penulis menggunakan metode kuantitatif. objek dari penelitian ini adalah siswa SMA Triguna Utama. Dengan jumlah total 20 siswa dari tiap kelas. Eksperimen penulis dilakukan didua kelas yang berbeda dengan dua metode yang berbeda pula. “Direct Method” digunakan di kelas “Experimantal” dan “another technique” di kelas “Controlled”. Data dikumpulkan melalui hasil prestasi dari pre-test dan post-test dari dua kelas. Hasil dari penelitian ini menunjukkan bahwa mengajar kosa kata dengan menggunakan “Direct Method” lebih efektif dibandingkan dengan menggunakan “Grammar Translation Method”.Direct Method” telah memberikan suatu pengaruh positif, sehingga “Direct Method

dapat digunakan sebagai suatu metode alternatif dalam mengajar kosa kata berdasarkan hasil dari nilai akhir siswa di kelas satu SMA Triguna Utama.


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In the name of Allah the Beneficent, the Merciful

In the name of Allah the most Gracious and Merciful. Alhamdulillah, all praise be to Allah the Most Graceful and the Merciful, after such a hard work, finally the writer could finish research and finish the report in the form of the minor thesis (skripsi), entitled “The Effect of Direct Method on Students’ Vocabulary Mastery” (A Quasi-experiment Study at the First Grade of SMA Triguna Utama).The “skripsi” is presented to English Education Department, faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta, as partial fulfillment of the requirements for the degree of Strata 1 (S1).

In finishing this “skripsi” the writer got guidance and motivation from people around his. Therefore, he would like to express her gratitude to them, they are: her beloved family, especially her parent: her mother Suryani and her father Makmun. Her brothers Fachrul Rozi and M. Misbahuddin. Her sister Hannah Musfirroh, for their patience, their love and their support to the writter in her life. Furthermore, the writter would like to express her gratitude to her advisor Mr. Dr. Alek. M.Pd, for his valuable guidance, support, motivation, advice and suggestions during the writing of this skripsi in which without his help this skripsi would probably never reach its accomplishment.

In returns, the writer would like to convey her thanks directly to:

1. Drs. Syauki, M. Pd, the head of English Department, his concern and mind for better English Education will be a historical point and considerable sample for the next terms.

2. Zahril Anasy, M. Hum, the secretary of English Education Department, her best time, support and attention for English Education Inspiring.


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4. All the lecturers and all UIN secretariat officers, for their endless support.

5. The writer wishes to express her gratitute to all members of 2007 class English Education Department,especially for my best friends M. Cheris. Maulana. Abdillah, Muhammad Hanafi, Alex Rauf Kurniawan, Sofiana Zahara, Dewi Novianti, Hikmah Irfaniah, Runi Laila Sari, Aris Hakim, Hikmah Hirfaniah and for their knowledge sharing, helped and motivated to finished this skripsi and great friendship.

Finally the words are not enough to be expressed, except praise be to Allah the worlds for blessing, and guidance. May their good deeds be accepted by Allah SubhanahuWata’ala.Amin.


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viii This skripsi is dedicated to my beloved parents

Mr. Makmun (My Dad) and Mrs. Hapipah Wareni (my mom) Thanks for your great love

May ALLAH SWT bless both of you.

With Love Your son Fandi Ahmad


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THE ENDORSEMENT SHEET ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT ... iv

ABSTRAK ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENT ... vii

LIST OF APPENDICES ... viii

LIST OF TABLE ... ix

LIST OF FIGURE ... x

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Formulation of the Problem ... 3

C. Objective of the Study ... 3

D. Significant of the Study ... 3

CHAPTER II. THEORETICAL FRAMEWORK ... 5

A. Vocabulary Mastery ... 5

1. Definition of Vocabulary ... 5

2. Definition of Mastery ... 8

3. The influence of Students Mastery ... 8

4. Vocabulary Mastering ... 10

5. Definition Vocabulary Mastery ... 12

6. Types of Vocabulary ... 14

7. The Function of Vocabulary ... 15

8. How to Teach Vocabulary ... 17

9. Importance of Learning Vocabulary ... 19


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2. Characteristic of Direct Method ... 22

3. Function of Direct Method ... 22

4. The Steps of Using Direct Method ... 23

5. The Advantages and Disadvantages of Direct Method ... 25

C. Grammar Translation Method 1. Understanding Grammar Translation Method .... 26

2. Characteristics of Grammar Translation Method 28 3. Techniques of Grammar Translation Method ... 29

4. Disadvantages of Grammar Translation Method 30

D. Previous of Study ... 37

E. Framework of Thinking ... 38

F. Research Hypothesis ... 26

CHAPTER III: RESEARCH METHODOLOGY ... 40

A.Place and Time of the Research ... 40

B.Method of the Study ... 40

C.Population and Sample ... 40

D.Instrument of the Study ... 41

E. Method of Data Collecting ... 41

F. Method of Data Analysis ... 42

CHAPTER IV: RESEARCH FINDING AND INTERPRETATION 44 A. Research Finding ... 44

1. Data Description ... 44

2. Data Analysis ... 50

3. Test of Hypothesis ... 54


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BIBLIOGRAPHY ... 58 APPENDICES ... 60


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Appendix Lesson Plan of Control Class ... 60

Appendix Lesson Plan of Experiment Class ... 81

Appendix The Table of Specification of Vocabulary Test ... 100

Appendix The Research Instrument ... 86

Appendix Students’ Scores of Pretest and Posttest ... 114


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Using Direct Method ... 44

Table 4.2 The Interval Class of Gained Score of the First Class Were

Taught by Using Direct Method ... 45

Table 4.3 The Score of the Individual Students Were Taught by

Using Grammar Translation Method ... 47

Table 4.4 The Interval Class of Gained Score of the First Class

Were Taught by Using Grammar Translation Method ... 49

Table 4.5 The Comparison of Score Between Students Were

Taught by Using Direct Method and Grammar


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Class Were Taught by Using Direct Method ... 47

Figure 4.2 The Interval Class of Gained Score of the First


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A. Background of the Study

Vocabulary is one of the important aspects in teaching English language. Another aspects should teacher know is to be creative and patient in finding, choosing, and simplifying the materials which make the students mastery the vocabulary.

There are many factors that make the students’ vocabulary is low. They came from the internal factor and the external one. The internal means factors from the inside of the students themselves such as motivation, interest, intelligence etc. And the external is factors from the outside of the students that affect their learning process such as economic background, learning materials, and teachers’ performance including their teaching methods.

Large vocabulary helps us to express our ideas precisely in communication. Vocabulary knowledge enables language use, language use enables increase of vocabulary knowledge, and knowledge of the world enables the increase of vocabulary knowledge and language use and so on.

Mastering vocabulary is not easy, yet other aspects of the language are considered such as; sound, and structure. Vocabulary is one of the most important elements in a language. We cannot speak the language well if we do not master it. No matter how well we learn grammar, how successfully the sound of the foreign language is mastered, without words to express a wider range of meanings, communication in the foreign language just cannot happen in any meaningful way.

Teaching English as a foreign language is not similar to teaching of vernacular. We know English is different from other languages whether on the vocabulary, phonology, and structure system. Those have great deal of influence to Indonesian students in learning English. Developing student’s interest in learning vocabulary has always been one of the principal challenges


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for the teachers. In addition, to help students in mastering English, many teachers have used different methods for the same purpose, to understand, to learn and to remember vocabulary more easily. In Indonesia, the usual technique to handle this problem is by supplying a list of words added with the definition of them, or allows the students to consult a bilingual dictionary or teacher mentions the definition of every single word of the passage.

There are many methods that can be used in teaching or learning vocabulary. However, there are some advantages and disadvantages in every method.

Based on the fact above, it is necessary for anyone who concerns in teaching English to find out the easier technique of the method, which can improve student’s motivation for improving his or her vocabulary.

Methods in teaching vocabulary usually help the students to memorize, and give the opportunity for students to self-assess their progress in learning vocabularies. The teacher is hoped to be smart to choose an approach and method of teaching that is suitable for the condition and the need of the learners, so the goal of teaching and learning can be achieved.

Based on the method the teacher would decide the procedures, the activities and the instruments that are needed in teaching-learning process, even though there are other factors that determine the success of teaching learning process.

From the description above the writer chooses this study to examine the effectiveness of the direct method of teaching English in enhancing the students’ English achievement especially on vocabulary achievement.

Direct method is not new. Its principles have been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate.1

1

Diane Larsen-Freeman, Techniques and Principles in Language Teaching.(Oxford: Oxford University Press, 2000), p. 23.


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The direct method has one very basic rule. No translation is allowed. In fact, the direct method receives its name from the fact that meaning is to be conveyed directly with the target language through the use of demonstration and visual aids, with no recourse to the students’ native language.2

By using this method, the teacher does not have to translate every single unfamiliar word. Through Direct method, the students will be more active in developing vocabulary, because they will not depend on their teacher.

Based on the discussion above, the writer wants to know whether there are some differences in student’s vocabulary achievement if they learn vocabulary through direct method.

B. Formulation of the Problem

Based on the background above, the formulation of the problem’s of this research identified as follows. Is there any effect of using direct method towards students’ vocabulary mastery?

C. Objective of the Study

Based on the formulation of the problem above, the objective of this research was to get empirical evidence about the effect of using direct method on students’ vocabulary mastery.

D. Significant of the Study

The significance of this writing might be expected as follows: 1. The Teachers

The result of this study hopefully can give useful contribution for the institution and the practice of foreign language teaching.

2. The Students

The research is expected to be useful input for the students to encourage them to master and improve their English vocabulary.

2


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3. Other Researcher

Finally, the researcher who are interested in the teaching of English at Junior High School get useful information from the result of this study and leading them to further research on different aspect field.


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CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary Mastery

Vocabulary is very important in English teaching and learning. If the learners do not know the meaning of the words, they will have difficulty in understanding what they see, read, and learn. Their vocabulary will increase if they read more words. This reason makes vocabulary very important; a bad vocabulary will cause bad understanding of the text.

Vocabulary has an important role in determining the successful achievement of each skill. Daily communication needs vocabulary. The more vocabulary the learners have, the more easily they will communicate and express what they want to say. The four language skills that are listening, speaking, reading, and writing always include vocabulary in their activities. By having a lot of vocabularies learner will be easier to show their ideas, making compositions, and many other activities dealing with language. In other words, by knowing and understanding the vocabulary, learners will successfully achieve the four English language skills.

1. Definition of Vocabulary

Vocabulary is considered to be the main focus of learning a foreign language since there is a belief that learning a foreign language is similar to learning its vocabulary, in order to comprehend more about why vocabulary has an important role in learning the language, it is better to look at the definition of the vocabulary first.

In Webster’s dictionary, we can see that vocabulary is defined as follows: a) A list or collection of words and phrases usually alphabetically

arranged and explained or defined

b) A sum or stock of words employed by a language group individual or work or in relation to a subject: scope of language


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c) A list of a foreign language textbook of the words and phrases taught or used1

According to Hornby, vocabulary is:2

a. All the words that a person knows or uses b. All the words in a particular language

c. The words that people use when they are talking about particular subject

d. A list of words with their meaning, especially in a book for learning foreign language.

The writer observes that this definition is different from the definition before. The writer summarizes that vocabulary is all the words that a person knows and uses in a language with their meanings. In this definition the writer get complete meaning.

Mastery of a language is taken to mean the ability to use or even to understand all the words of the language, then none of us can be said to have mastered his own native language. In other words, we know the word for those areas of life or some fields with which we have had some experience. However, none of us can know all the “words” of our language.

Knowledge of new words and new meaning keep increasing as we grow older and we are often very conscious of this growth and change. As we all may know, vocabulary is very important to improve our knowledge. We can find all information that we want by understanding our reading. As the English teachers, we can give our student some ways to make them interested in mastering their vocabulary. We do not much time just for looking up the difficult word in dictionary.

Schmitt Broadly defined “We must consider what we mean by vocabulary. The first idea that probably springs to mind is words, a formulation that is admirably adequate for the layperson”.3

1

Philip Babvock Gove, Webster’s Third New International Dictionary (Massachusetts: Heinle Publisher, 1996), p. 2560.

2

AS Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition, (London: Oxford University Press, 2000), p.1447

3

Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000), p.1.


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Acquiring vocabulary is a very important tool to master a language. It is impossible to learn a language without vocabulary, as Zimmerman said: Vocabulary is central to language and of critical importance to the typical language learner.4

Murcia said that “Vocabulary can be defined, roughly, as the words we teach in the foreign language.”5

In other references by Richards and Renandya, it is stated that vocabulary is a core component of language and provides much of the basic for how well learners speak, listen, read and write.6

From the previous definitions above, it has come into the conclusion that vocabulary is a set of words known to a person or other entity, or that are parts of a specific language. Vocabulary gives a big even the biggest contribution in learning new language.

However, learning vocabulary is not an easy thing especially. The students often face difficulties in memorizing and using the word in a sentence. That is why teachers should encourage themselves to be creative in selecting the approach and the method of teaching English in order to make it easier and fun in learning a new vocabulary.

2. Definition of Mastery

Several definition about mastery based on Collins English Dictionary – Complete and Unabridged that the definition of mastery is (1) great skillfulness and knowledge of some subject or activity; the state of being cognitively skillful; (2) power to dominate or defeat; the state of excelling or surpassing or going beyond usual limits; the state that exists when one person

4

Cheryl Boyd Zimmerman in Second Language Vocabulary Acquisition by James Coady and Thomas Huckin, (Cambridge: Cambridge University Press, 1997), p. 5.

5

Marianne Celce Murcia, Teaching English as a Second Language or Foreign Language,

Second Edition (Massachusetts: Heinle Publisher, 1991), p. 60. 6

Jack C Richards and Willy A. Renandya, Methodology in Language Teaching,(Cambridge: Cambridge University Press. 2002), p. 255.


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or group has power over another; (3) the act of mastering or subordinating someone; social control by dominating.7

Based on Webster’s revised Unabridged Dictionary (1913) that the definition of mastery is (1) the position or authority of a master: dominion: command: supremacy: superiority; (2) superiority in war or competition; victory; triumph, (3) contest for superiority; (4) a mastery operation; a feat; (5) specifically, the philosopher’s stone (6) the act process of mastering; the state of having mastered.

From some definition above, the writer concludes that mastery is the great skillfulness and knowledge of some subject or activity and the positionor aouthority of a master.8

3. The Influence of Students Mastery

In teaching and learning process, some students still get problem in their learning. It can be showed by their low score or achievement in their subjects. In English matter, some students may be not master about grammar. As known in Indonesian language there is no complex rule like grammar.

There are many factors that contribute the influence of students’ mastery. Those factors are divided into two categories; they are internal factor and external factor.9

a. Internal factor

This factor comes from inside of the students. It is divided into two aspect; physiological aspect and psychological aspect.

1) Physiological aspect.

This aspect is about the conditions of students’ body from every part of the body. For instance, when the students got headache, they could not study well. The condition of the body can influence students’ intensity and spirit in studying. So if their bodies are healthy, they can study

7

http://www,thefreedictionary.com/mastery, 29 Agustus 2011. 8

http://dictionary.die.net/mastery, 29 Agustus 2011. 9

http://wiki.answer.com/Q/What_are_the_factors_influencing_learning#ixxz1jigbMmjp, 10 April 2011.


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well, can receive the information about what they are learning and can get a good achievement. However, if they are not, it will influence too. 2) psychological aspect

This factor emphasizes on the inside conditions of the students. It consists of students’ intelligence, talent, interest, motivation, mental health and special types of learner.

a) Intelligence

The level of intelligence which the students have has given the influence in their learning. If the students have to resolve their problems which are over than their competences or their potentials, they will face the difficulties, especially in their learning. The higher IQ that students have, the smarter they are. And the higher intelligence that students have, the higher achievement they will get.

b) Talent

Talent is the basic potential or competence which is gotten form born. Everyone has different talent. Someone will be easy learning something that is suitable with his/her talent. And someone who learns something that is not suitable with his/her talent. And someone who learns something that is not suitable with his/her talent will get bored, give up and unhappy.

c) Interest

Interest is a tendency and a high spirit or a big desire to something. The students’ interest can be seen by the way students follow the learning process, complete or incomplete their not and pay attention to the italic word in those learning. They will study hard to get what they want happily. Nevertheless, for those who have less interest in learning process they will study just as long as they want.


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d) Motivation

Motivation is as inner factor that functions for making, basing and pointing to the learning. Motivation separates into two main categories: extrinsic motivation, which is concerned with factor outside the classroom, and intrinsic motivation, which is concerned with what takes place inside the classroom.10 Students’ motivation can determine the good or bad in their learning achievement. The higher motivation they have, the higher learning success they will get.

e) Mental health

In learning process, there is not only about intelligence but also about their mental health that will make the good result in learning process. In addition, if the students get successful in their learning, they will have self-esteem.

b. External factor

External factor is the factor that comes from out of the individual. This factor involves social environment and non social environment.

1. Social environment

The social environment here is the human environment outside students who have contact directly with them such as family, school, neighbors and mass media.

Family is the first center of education. But it can be the cause of learning difficulties if the families give less attention to their children. Social environment in school such as teachers, staff administration and classmates can influence the students. The teacher can be a cause for learning difficulties when:

a) Unqualified teachers

b) Bad relationship between the teacher and the student c) High learning standard from the teacher

d) No skill in diagnosing the students learning difficulties

10


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e) Unsuitable method 1) Non social environment

The factors which include the non social environment are location of students’ house, the school’s building, learning instrument, curriculum, and school timing.11

Other expert, Abin S. Makmun in his book Psikologi

Kependidikan:Perangkat Sistem Pengajaran Modul, state that causes for learning difficulty are:12

a. Feeling insecurity b. Phobia

c. Immaturity

d. Habits and wrong attitude e. Nervous

f. Lazy, not cooperative and buck passing responsibility g. Excessively absent

h. Anxiety and feeling down to concentration

i. Large population in the classroom making uncomfortable j. Much activity out side classroom “extrakulikuler”

k. Often changing school or program l. Course of study out of date

m. School site that is very noisy and strange

4.Vocabulary Mastering

Vocabulary mastering is how the teachers teach a list of a word with their meanings, especially in a book for learning a foreign language to the students. Vocabulary teaching includes some of the most complex problems in the field of education. Vocabulary teaching is influenced by ideas on the nature of language in general, by ideas on the particular language being taught, and by ideas on how the language is learned.

11

M. Dalyono, psikologi pendidikan, (Jakarta; PT. Rineka Cipta, 1997), p. 230. 12

Abin Syamsuddin Makmun, Psikologi Kependidikan: Perangkat Sistem Pengajaran Modul, Cetakan ke-5(Bandung: PT Remaja Rosdakarya, 2002), pp. 326—327.


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According to Allen, three techniques can be used for teaching vocabulary:

1) Alphabetical order: Even for a list of new words, alphabetizing way is appropriate in helping students to find a word.

2) Showing the meaning of words through pictures, explanations in mother tongue, and definitions in simple English.

3) Drawing attention to meanings before drilling words.27

The characteristic of students is complex. So it makes the teacher difficult to engage with them. Before the teacher teach the students new word, they is hoped to understand the characteristic of their students. Teaching vocabulary through objects and actions, the teacher has to do a great deal of talking and acting in order to establish some link in learners’ mind between what is said and what is done.

5. Definition Vocabulary Mastery

Mastering vocabulary is the ability to get and receive a lot of words, by having and mastering it, we will know the meaning of vocabulary in the context it can also help to avoid making the mistakes in identifying a language with dictionary and guide us in making the equivalence of the second language to native language, so that mean:

a. Helping us master kinds or levels of meaning. In mastering the kinds or levels of meaning such as the words with their lexical meaning are, they are by no means the only essential meaning in the symbols and devices of a language and also the lexical content the various words as listed and defined in a dictionary.13

b. Vocabularies find in a language, this is because the languages we use consist of vocabularies. Whatever else people may do when, they come together whether they play, flight, make love, they talk; we live in a world

27

Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), pp. 10—13

13

Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt Rineheart and Winston, Inc, 1974), p. 1.


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of words.14 Television furthers more of words. As a hardly moment of our waking lives is free from word, we talk to our pets sometime we talk to ourselves.

c. words can express our ability. When a person demonstrated his speech in front of the public, his word can bring ourselves to the other world, his ability in speech is well known all over the world, and that all start from word.

d. vocabulary is involved in all aspects in student learning and that can improve their skill in English, whether in Listening, in Speaking, Reading or Writing. Student cannot speak well if they do not know vocabulary, they also do not listen carefully if they do not know vocabulary, they may stuck in Reading if they do not know vocabulary. So it’s mean that vocabulary helps students to learn the Language and improve it. In writing vocabulary function as a tool to express a successful learning, it shows a good feedback to the learning. According to William D. Baker, he said that “Writing as a language skill which needs a lot of words in it because no words no writing”. In reading the reading section of each book contains materials on techniques of reading studying, as well as on such skills as test taking test and reasoning.

From those can be conclude that vocabulary is involved in each aspects of our live, and that mean it is crucial to be acquire, especially when we talk.

6. Types of Vocabulary

In language learning, vocabulary is an essential component that links the four skills of listening, speaking, reading, and writing all together. There are many clarifications made by the experts in language area about the kinds of vocabulary. According to Aebersold and Lee vocabulary is divided into two: a. Receptive Vocabulary is the vocabulary that readers have a general sense

of a word’s meaning but are not sure of its many meanings or nuances of meaning.


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b. Productive vocabulary is the vocabulary that people actually use to speak or write.15

Furthermore, Schmitt mention vocabulary into two parts. “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 are considered productive knowledge (passive and active are alternative term).” 16

Dealing with the characteristics of the words, Nation divided vocabulary into two kinds:

1. Receptive knowledge

Receptive knowledge is involves knowing how to recognize the word when it is heard or when it is seen, being able to distinguish it from word with a similar form, being able to judge if the word form sounds right or looks right, being able to recall its meaning when it is met, being able to see which shade of meaning which most suitable for the context that it occurs in, and being able to make a various associations with other related words.

2. Productive knowledge

Productive knowledge involves knowing how to pronounce the word, how to write and spell it, how to use it in correct grammatical patterns, and using word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there are any.17

Cameron stated that “The words of a language split into two groups according to how they are used to construct sentences, namely:

1. Content words are those that carry a lexical meaning, even out of the context.

15

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), p. 139

16

Schmitt, Vocabulary in Language Teaching, ……..p. 4

17

I.S.P. Nation, Teaching and Learning Vocabulary, (Massachusetts: Heinle&Heinle Publishers, 1990), pp. 31—32.


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2. Function words seem to be mainly used to carry grammatical meaning.”18

According to Gass and Sclinker, vocabulary is classified into two kinds; they are Potential Vocabulary and Real Vocabulary. Potential vocabulary consist of words learners will recognize even though they have not seen them in second language, and the real vocabulary is words the learners are familiar with after (and because of) exposure.19

No matter how many experts classifying vocabulary, words are a part of people’s way of living or words are tools to communicate in language which used by a person for showing and telling their opinions and ideas.

7. The Function of Vocabulary

Before discussing vocabulary function, first of all we should know the meaning of it. Vocabulary is total number of words which (with rules for combining them) make up a language, or (range of) words known to, or used by, a person, in trade, profession, etc13.

The word “use” has a meaning as the function or the advantage. So we can say that from the definition-above the vocabulary use is the function or the use of words which are used in language. It means that when we use words, we should know the function or the use of our words our vocabularies because it can guide us in understating the language which we learn.

Moreover, vocabulary is central to both the system and the use of language. The words that we pronounce write and organize into sentences and other grammatical combinations. Words are also, what ordinary users think of as language. For, they are accessible and reflected more fully the whole

18

Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press, 2001), p. 82.

19

Susan M. Gass and Larry Sclinker, Second Language Acquisition: an Introductory Course Second Edition. (New Jersey: Lawrence Erlbaum Associates inc, 2001), p. 374.


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culture and respond more quickly to changes in society than do other aspects of language14.

Mastering vocabulary is the ability to get or and to receive lots of words. By having and mastering vocabulary, we will know the meaning of vocabulary in the context. It can also help to avoid making the mistakes in identifying a language with the dictionary and guide us in making the equivalence of the second language to the native language.

Here is some of the vocabulary use: Helping us master kinds or levels of meaning

In mastering the kinds or levels of meaning such as the words with their lexical meaning are, they are by no means the only essential meanings in the symbols and devices of a language and also the lexical content of the various words- the words as listed and defined in a dictionary.15 In the sentence “The old man killed the little bear”, the dictionary does tell us the kind of beings to which the words man and bear refer it will explain the particular type of action for which the word will is a symbol. And it will give us some notion of the qualities included in the meanings of such words as old

and little. This is however practically all the help the dictionary can give. It does not tell us whether old is to be taken as a characteristic of the man or of the bear; or whether the bear or the man or both are little. The dictionary cannot tell us whether, in this particular sentence, the man bear performed the action. So the syntactical, the positions in which old and little stand in relation to man and bear give us the essential meaning that it is the man that is old and bear that is little. The fact that the old man precedes the word killed and that

the little bear follows that word. Killed conveys the meaning that the man Rather than ear performed the action. Here, syntactical meaning absolutely essential to any understanding of the utterance expressed by the word order.

14

Suzanne Romaine, The Cambridge History of the English Language, Vol. IV (Cambridge: UK, 1998), p. 57

15

Charles C. Fries, Teaching and Learning English as Foreign Language, (Michigan; 1970), p. 18.


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Morphological meaning or the forms of the words. The form of the word man (in contrast with men) and the form of the word bear (in contrast with bears) signals the feet that there was but one man and but one bear. In similar fashion the form of the word killed indicates the fact that the action has already occurred. It is not now in process nor projected for the future.16

8.How to Teach Vocabulary

Vocabulary is basic to communication. If people do not recognize the meaning of the key words used by those who address them, they will not be able to participate in the conversation. If they want to express ideas or ask for information, they must be able to produce words to convey their meaning. Thus vocabulary learning is very crucial in developing competence in a second or foreign language.

In teaching vocabulary, the teachers are hoped to have some techniques in order to make students familiar with the vocabulary so that they understand new word easily. The techniques functions not only to help the students grasp the meaning of new words quite easily, but also to vary the teaching activity in order to avoid the boredom on the part of students. Harmer mentions that the following aids can help to explain new vocabulary are: 26

a. Realia

This is the word to refer the use of real objects in the classroom. Thus the words „book’, „pencil’, or „chair’, can be easily explained by showing students a book, a ruler, or a chalk. This is clearly satisfactory for certain single words, but the use of realia is limited to things that can be taken easily from the classroom.

b. Pictures

Pictures are clearly indispensable for the language teacher since they can be used in so many ways. Pictures can be used to explain the meaning of vocabulary items: the teacher can draw pens, rulers, pencils, and books in

16

Charles C. Fries, Teaching and Learning English as Foreign Language, p. 18. 26

Jeremy Harmer, The Practice of Language Teaching, (London: Longman, 1983), pp. 85—86 .


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the blackboard/whiteboard, or have magazines picture of trucks, bicycle, train, or bus onto cardboard. The teacher might bring in a wall picture showing three people in a room that could be used for introducing the meaning of the sentence, for instance: there are three people in the classroom.

c. Mime, action, and gesture

It is often impossible to explain the meaning of words and grammar either with realia or in picture. An action, in particular, is probably better explained by mime. Gesture is useful for explaining words like „from’, „to’, etc. or indicating that the past is being talked about (the teacher gestures backwards over his shoulder)

d. Contrast

A visual element sometime may not be sufficient to explain meaning and contrast can be used. Thus, the meaning of “full” is better understood in the context of “empty”, “big” in the context of “small”, etc.

e. Enumeration

The word “vegetable” is difficult to be explained visually. If, however, the teacher rapidly lists (or enumerates) a number of vegetables, the meaning will become clear. The same is true of a word like “clothes”. f. Explanation

Explaining the meaning of vocabulary items can be extremely difficult just as grammatical explanations. It will be important in giving such explanations to make sure that the explanations include information about when the item can be used. For example, it would be unsatisfactory just to say that “mate” is a word for “friend” unless you point out that it is colloquial informal English and only be used in certain context.

g. Translation

For many years, translation went out of fashion and was considered as something of sin. Clearly, if the teacher is always translating, this will impede the students’ learning since they want to hear and use the target language, not their own. Nevertheless, it seems silly not to translate if by


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doing so; a lot of time can be saved. If the students do not understand a word and the teacher cannot think how to explain it, he can quickly translate it.

Translation then, seems a useful measure if it is used sparingly, but it is hoped to be used with caution. These aids and measure may be useful for explaining the meaning of a word or a sentence.

9. Importance of Learning Vocabulary

Vocabulary mastery is really important in learning English. Vocabulary, much more than grammar, is the key to students understanding what they hear and read in school; and then communicating successfully with other people. Although their structure is low, if they master on vocabulary, it will make them better on their English skills.

Recently methodologists and linguists emphasize and recommend teaching vocabulary because of its importance in language teaching. Ur states “Vocabulary is the most important aspect of language to teach. You can understand a reading text and make your self understood with almost no grammar, but you can’t get anywhere without vocabulary. It is more important than reading strategies for understanding a text. It is also the best single measure of proficiency.”20

Thornby quotes Wilkins’ statement that “Without grammar very little can be conveyed, without vocabulary nothingcan be conveyed.”21

A good store of words is crucial for understanding and communication. A major aim of most teaching programs is to help students to gain a large vocabulary of useful words. In every lesson, students have to introduce new words and practice them, making clear the meanings and the ways in which each can be used.

Furthermore, a good mastery of vocabulary helps the learners to express their ideas precisely. By having many stocks of word, learners will be able to

20

Penny Ur, Teaching Vocabulary: Going Beyond the Textbook,

http://www.etai.org.il/handouts/rishon/vocabularyand%20textbooks.doc, March 22nd , 2010. 21


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comprehend the reading materials, catch other talking, give response, speak fluently and write some kind of topics. On the contrary, if the learners do not recognize the meaning of the words used by those who address them, they will be unable to participate in conversation, unable to express some ideas, or unable to ask for information.

10. Problems in Learning Vocabulary

In learning vocabulary, students might get some difficulties. Some factors that often cause this problem are:22

a. Pronunciation

Research shows that words that are difficult to pronounce are more difficult to learn. Potentially difficult words will typically be those that contain sounds that are unfamiliar to some groups of learners such as

regular and lorry for Japanese speakers. b. Spelling

Words that contain silent letters are particularly problematic, such as

foreign, listen, climbing, honest, etc.

c. Length and complexity

Long words seem to be no more difficult to learn than short ones. But, as a rule of thumb, high frequency words tend to be short in English, and therefore the learner is likely to meet them more often, a factor favoring their „learn ability’.

d. Grammar

Also problematic is the grammar associated with the word, especially if this differs from that of its first language equivalent.

22

Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education, 2002), pp. 27—28.


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e. Meaning

When two words overlap in meaning, learners are likely to confuse them.

Make and do are a case in point: You make breakfast and make an appointment, but you do the housework and do a questionnaire.

f. Range, connotation and idiomatic

Word that can be used in a wide range of contexts will generally be perceived as easier than their synonyms with a narrower range.

Learning vocabulary seems to be one of the easiest things about learning a language, but it’s also one of the hardest things to do. It is because learning vocabulary does not only learn about the meaning of word. When learning vocabulary, students will also learn about other aspects of word such as usage, pronunciation, grammatical, and so on. So it often makes difficulties for the students to comprehend the vocabulary.

B. Direct Method

1. Definition of Direct Method

People can learn vocabulary through many methods. One of the methods is through direct method. The direct method is not new. Its principle has been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate.28

The direct method, which arrived at the end of the ninetieth century, was the product of reform movement which was reacting to the restrictions of grammar translation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they were studying to objects and pictures, etc. in order to establish their meaning. The sentence was still the main object of interest, and accuracy was all important.29

28

Diane Larsen Freeman, Techniques and Principles in Language Teaching.(Oxford: Oxford University Press, 2000), p. 23.

29

Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson Education, 4thed, 2007), p.63.


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The direct method has one very basic rule. No translation is allowed. In fact, the direct method receives its name from the fact that meaning is to be conveyed directly with the target language through the use of demonstration and visual aids, with no recourse to the students’ native language.30 The direct method, in rejecting the use of translation developed as a reaction to such highly intellectual approaches to language learning31. As Schmitt state, direct method emphasized exposure to oral language, with listening as the primary skill. Meaning was related directly to the target language without the step of translation, and explicit grammar teaching was done played. Direct Method had its problem. It required teacher to be proficient in the target language.32

2. Characteristics of Direct Method

The major characteristics of learning vocabulary through direct methods are: A.The teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; he never translate it into the students’ native language.

B.Students speak the target language great deal and communicate as if they were in real situations.

C.Grammar is taught inductively; that is the students are presented with examples and they figure out the rule or generalization from the example. An explicit grammar rule may never be given.

D.Students practice vocabulary by using new words in complete sentences.33

3. Function of Direct Method

Teachers who use the Direct Method believe that students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates

30

Freeman, Techniques and Principles.., p. 23. 31

Jeremy Harmer, How to Teach Vocabulary.(London: Longman.2002), p.78. 32

Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University Press, 2000), p. 12.

33


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its meaning through the use of realia, pictures, or pantomime. He never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situation34.

4. The Steps of Using Direct Method

There are some techniques that can be used in teaching English by using the direct method, they are:

A.Reading Aloud

The students take turns reading sections of passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear. B.Question and Answer Exercise

This exercise is conducted only in target language. Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure. They have the opportunity to ask questions as well as answer them.

C.Getting Students to Self-correct

The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternate answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said; using a questioning voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.

D.Conversation Practice

The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later,

34


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the students were able to ask each other their own questions using the same grammatical structure.

E. Fill-in-the-Blank Exercise

All the items are in the target language; furthermore, no explicit grammar rule would be applied. The students would have induces the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.

F. Dictation

The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.

G.Map Drawing

The class included one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed. Then the teacher gave the students directions such as the following, “Find the mountain range in the West. Write the words „Rocky Mountains’ across the mountain range.” He gave instruction for all the geographical features of the United States so that students would have a completely labeled map if they followed his instruction correctly. The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.

H.Paragraph writing

The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They


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could have done this from memory, or they could have used the reading passage in the lesson as a model.35

5. The Advantages and Disadvantages of Direct Method a. Advantages

According to M.E.S. Elizabeth and DigumartiBhaskara, The advantages of direct method, there are:36

1) This Method lays more emphasis on oral work. That ensures good pronunciation to the learners.

2) For teaching the idioms of English, this method is more suitable. 3) There is direct bond between thought and expression. So it helps the

learner to have fluency in speech. It helps the students to have good command over the language.

4) Psychologically, this method is very sound because the teacher proceeds from particular to general and from concrete to abstract. 5) It makes the teaching of English easy and pleasant.

6) It helps the teacher and the learner to cover up more syllabuses inless time.

b. Disadvantages

According to M.E.S. Elizabeth and DigumartiBhaskara, Disadvantages of direct method, there are37:

1) There is need of really competent teachers for teaching English by using this method. But we have dearth of such teachers. Sometimes the teacher fails to make the students understand the meaning of a particular word because the use of mother tongue is not allowed.

35

Freeman, Techniques and Principles, pp. 30—32. 36

M.E.S, Elizabeth and DigumartiBhaskara, Method of Teaching English, (New Delhi Discovery Publishing House, 2007), p. 55.

37


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2) In this method, there is over emphasis on oral work. Reading and writing process of the language get less attention.

3) This method, cannot be used successfully for the average and the below average students.

4) It is an expensive method because the teacher has to use some aids for teaching.

5) This method does not lay emphasis on the selection and gradation of language material which is very important.

6) At the early stages, sometimes this method may fail miserably. Another is simply addressed by Neena Dash and M. Dash, there are38: 1) The direct method promotes the oral aspect of language learning.

Reading and writing are neglected.

2) This is a difficult method of teaching and learning English. Only the clever student and the intelligent teacher can gain by this method.

3) There are certain words which cannot be taught by this method. Words such as honesty, integrity, truth, tremble; faints, etc. can best be explained translation method than the direct method.

4) Even if all words can be explained by the direct method it will be lengthy and time taking.

5) This method discards the teaching of formal grammar. But grammar is an essential branch of language learning and this cannot be overlooked.

C. Grammar Translation Method

1. Understanding Grammar Translation Method

The grammar translation method is not new. It has had different names, but it has been used by language teachers for many years. At one time it was called classical method since it was first used in teaching of the classical language, Latin and Greek (Chastain 1988). Earlier in this century, this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students

385


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would became more familiar with the grammar of their native language and this familiarity would help them speak and write their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway.

Grammar Translation Method is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language23.

Typically, grammar translation methods did exactly what they said. Students were given explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to students’ first language (L1) and vice versa.24

In grammar translation method, the students are given detailed explanation about the grammatical pattern in their native language. Then, the sentences in their language were translated into the target language.

One of the problems with Grammar Translation Method was that is focused on the ability to analyze language, and not the ability to use it. In addition, the emphasis on reading and writing did little to promote an ability to communicate orally in the target language.25

23

Jack C. Richard & Theodore S. Rogers. Approaches and Methods in Language Teaching, a Description and Analysis. (New York: Cambridge University Press, 2001), p. 5.

24

Jeremy Harmer, The Practice of English Language Teaching. (England: Pearson Education, 4th ed, 2007), p.63


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2. Characteristics of Grammar Translation Method

There are some principles were described by Richards and Rogers of Grammar Translation Method are:

1)The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study,

2)Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.

3)Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual words lists, dictionary study, and memorization.

4)The sentence is the basic unit of teaching and language practice. 5)Accuracy is emphasized

6)Grammar is taught deductively

7)The student’s native language is the medium of instruction.26

The major characteristics of Grammar Translation Method can be summed up in the following list:

1. Instruction is given in the native language of the students. 2. There is little use of the target language for communication.

3. Focus is on grammatical parsing, i.e., the form and inflection of words. 4. There is early reading of difficult text.

5. Typical exercise is to translate sentences from the target language into the mother tongue.

6. The result of this approach is usually an inability on the part of the student to use the language for communication.

7. The teacher does not have to be able to speak the target language.27

26

Richards and Rodgers, Approaches and Methods, p.5-6 27

Marrianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language,


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The writer may conclude that Grammar Translation Method only emphasize on reading and writing and neglect listening and speaking skills, whereas the listening skill is necessary to developed speaking skill. The Role of the students in the classroom is as passive one; they only absorb and then reconstitute what they have absorbed.

3. Techniques of Grammar Translation Method

There are some useful techniques associated with the Grammar Translation Method as described in the following list:

1. Translation of a literary passage

Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lesson.

2. Reading comprehension questions

Students answer questions in the target language based on their understanding of the reading passage.

3. Antonyms/synonymy

Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words.

4. Cognates

Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Students are also asked to memorize words that look like cognates but have meanings in the target language that are different from those in the native language.

5. Deductive application of rule

Grammar rules are presented with examples. Exceptions to teach rule are also noted. Once students understand a rule, they are asked to apply it to some different examples.


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6. Fill in the blanks

Students are given a series of sentences with word missing. They fill in the blanks with new vocabulary items of a particular grammar type, such as prepositions or verbs with different tenses.

7. Memorization

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations.

8. Use word in sentences

In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words. 9. Composition

The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.28

From the list of techniques which is used in Grammar Translation Method, the writer may infer that language does not to teach primarily to learn oral communication but to gain reading proficiency in a foreign language.

4. Disadvantages of Grammar Translation Method a. It is an unnatural method

The natural order of learning a language is listening, speaking, reading and writing. That is the way how the child learns his mother tongue in natural surroundings. But in the Grammar Translation Method the teaching of the second language starts with teaching of reading. Thus, the learning process is reserved. This poses problems.

b. Speech in neglected

The Grammar Translation Method lays emphasis on reading and writing. In neglected speech. Thus, the students who are taught English through this

28


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method fail to express themselves adequately in spoken English. Event at the undergraduate stage they feel shy of communicating through English. It has been observed that in a class, which is taught English through this method, learners listen to the mother tongue more than that to the second / foreign language. Since language learning involves habit formation such students fail to acquire habit of speaking English. Thus, they have to pay a heavy price for being taught through this method.

c. Exact translation is not possible

Translation is indeed, a difficult task and exact translation from one language to another is not always possible. A language is the result of various customs, traditions and modes of behavior of speech community and these traditions differ from community to community. There are several lexical items in one language, which have no synonyms/ equivalents in another language. For instance, the meaning of the English word „table’ does not fit in such expression as the „table’ of contents „table of figures’, „multiplication table4, „time table’ and „table the resolution’, etc. English preposition are also difficult to translate. Consider sentences such as „We see with our eyes’, „Bombay is far from Delhi’, „He died of cholera’, „He succeeded through hard work’. In these sentences „with’, „from’, „of, „through’, can be translated into the Hindi preposition „se’ and vice versa. Each language has its own structure, idioms and usage, which do not have their exact counterparts in another language. Thus, translation should be considered an index of one’s proficiency in a language.

d. It does not give pattern practice.

A person can learn a language only when he internalize its patterns to the extent that they from his habit. But the Grammar Translation method does not provide any such practice to the learner of a language. It rather attempts to teach language through rules and not by use. Researchers in linguistics have proved that to speak any language, whether native or foreign entirely by rule is quite impossible. Language learning means acquiring certain skills, which can be learnt


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through practice and not by just memorizing rules. The person who have learnt a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and then translating their ideas into the second language. They, therefore, fail to get proficiency in the second language approximating that in the first language. The method, therefore, suffers from certain weakness of which there is no remedy24.

3. Vocabulary

Before discussing vocabulary use, first of all we should know the meaning of it. Vocabulary is total number of words which (with rules for combining them) make up a language, or (range of) words known to, or used by, a person, in trade, profession, etc13.

The word “use” has a meaning as the function or the advantage. So we can say that from the definition-above the vocabulary use is the function or the use of words which are used in language. It means that when we use words, we should know the function or the use of our words our vocabularies because it can guide us in understating the language which we learn.

Moreover, vocabulary is central to both the system and the use of language. The words that we pronounce write and organize into sentences and other grammatical combinations. Words are also, what ordinary users think of as language. For, they are accessible and reflected more fully the whole culture and respond more quickly to changes in society than do other aspects of language14.

Mastering vocabulary is the ability to get or and to receive lots of words. By having and mastering vocabulary, we will know the meaning of vocabulary in the context. It can also help to avoid making the mistakes in identifying a language with the dictionary and guide us in making the equivalence of the second language to the native language.

24

http://purwarno-Linguistics.blogspoi.com/20Q6/Ql/grainniar-lranslation-method- 13.html

13

Hornby, Oxford Advanced Learner’s Dictionary., p. 1959

14

Suzanne Romaine, The Cambridge History of the English Language, Vol. IV (Cambridge: UK, 1998), P. 57


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Here is some of the vocabulary use:

a. Helping us master kinds or levels of meaning

In mastering the kinds or levels of meaning such as the words with their lexical meaning are, they are by no means the only essential meanings in the symbols and devices of a language and also the lexical content of the various words- the words as listed and defined in a dictionary. In the sentence “The old man killed the little bear”, the dictionary does tell us the kind of beings to which the words man and bear refer it will explain the particular type of action for which the word will is a symbol. And it will give us some notion of the qualities included in the meanings of such words as old and little. This is however practically all the help the dictionary can give. It does not tell us whether old is to be taken as a characteristic of the man or of the bear; or whether the bear or the man or both are little. The dictionary cannot tell us whether, in this particular sentence, the man bear performed the action. So the syntactical, the positions in which old and little stand in relation to man and bear give us the essential meaning that it is the man that is old and bear that is little. The fact that the old man precedes the word killed and that the little bear follows that word. Killed conveys the meaning that the man Rather than hear performed the action. Here, syntactical meaning absolutely essential to any understanding of the utterance expressed by the word order.

Morphological meaning or the forms of the words. The form of the word man (in contrast with men) and the form of the word bear (in contrast with bears) signals the feet that there was but one man and but one bear. In similar fashion the form of the word killed indicates the fact that the action has already occurred. It is not now in process nor projected for the future.

b. Developing Reading Skill

The reading action of each book contains materials on techniques of reading and studying, as well as on such skills as test taking and reasoning. Major emphasis is placed on the vocabulary development. Use of the dictionary, use of context as a clue the meaning, and the analysis of words through the study of


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prefixes, suffixes, roots, and combining forms are treated thoroughly at each level. Vocabulary enrichment is based on words found in the text and the activities. These exercises appear frequently throughout the texts. The second, the art program, illustrates and discusses interesting words related to a specific thematic idea in each book of the series17.

To master a language is not necessary to read it, but it is extremely doubtful whether one can really read the language without first mastering it orally. Unless one has mastered the fundamentals of the new language, that is, as a set of habits for oral production and reception the process of reading is a process of seeking word equivalents to his own native language, such a reader never enters into the precise particular way the foreign language grasps experience he is still using as means of grasping meaning or understanding only the processes and vocabulary of his own language with the added difficulty of seeing a different set of symbols on the printed page which must act as clues from which he must guess the correct words of his own language to be substituted in order to make some kind of sense. He never really entails into the tough (the full meaning) expressed by the foreign language. It means that having a lot of vocabulary stocks will help us not only grasp the meaning or understand the language we learn, but also get the exact meaning of our reading.

c. Distributing the Use According to Grammatical Matters

If we examine vocabulary use, there are so many useful things, especially its distribution to grammar matters. Such the words, although some of them may have also full-word meaning content, primarily or largely operate as means of expressing relation of grammatical structure. This includes the so-called auxiliaries, prepositions, conjunctions, interrogative particles, and miscellaneous group consisting of the words for degree, for generalizing, the articles, etc18. All these words are called as function words or the words which have special function and meanings.

17

Millie John and Paulene M. Basis Language, Harper and Row Publishing, Inc, (Now York, USA, 1982), P. iii

18


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Auxiliaries or helping or supporting words include not only the words which can help in making various form and inflection of the verb, such as, have, shall, will, may, can, must, might, could, would, and should.

Preposition-adverbs, the function words used with substantives, not only include the nine already indicated as being most frequently used, “at, by, for, from, in, into, of, on, to, and with” but also some twenty others that express grammatical relationships in situation such as; place (behind\ in front of, over, under, above, below, beside, between, beyond, and around), direction (through, into, out of, toward, away from, up, down, and across), time {before, after, during, since and until). Cause (for, because, since). Purpose (in order that, so that). Comparison (although). Condition (unless, whether). Conclusion (therefore).

The function words are the interrogative particles (who, whose, which, what, where, why, and how). The articles (the, a, an). Degree words (more, most). The generalizing particle (Ever). Special uses (there, it, and one)19.

After we examine and discuss it, we know that vocabulary is really useful and important to improve our grammar, because by knowing the function word and various kinds of word we will get the suitable meaning of the native language.

d. Improving Speaking Ability

Learning a foreign language is not only about its learning reading, writing, grammar, etc, but also how to produce the separate sounds or words from the vocabulary we have, or in other words we should practice our vocabularies through our speech. Because as a foreign speaker, producing the words and vocabulary that we have, will show us whether we understand the language we learn. It is not only producing the words but arranging them into the sentences, in order to make the listeners understand the language when it is spoken. I Charles C. Fries said that in the use of foreign language the difference between the ability to recognize or understand and the ability to produce or speak stands out even more noticeably.20 It is true that the two interact and condition one another and in the actual practice of the language can hardly be separated. We can see one

19

Betty Schrampfer Azar, Understanding and Using English Grammar, P. 231. 20


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advances in the ability to produce or use the language he increases the range and depth of his understanding, and an increase in understanding shows it self in a greater ability to produce, so, the use of vocabulary here, really important and really needs, especially in improving speaking ability.

Ralph A. Micken said that the extemporaneous speaker must have a vocabulary sufficient for needs of repletion with variety. If he is an ordinary individual, he will find that he does not have this vocabulary unless hide literately sets out to build it up. The vocabulary of the average person, even the experienced speaker, is somewhat funnel-shaped21.

It means that vocabulary is really useful for the speakers while they are speaking because it will help their fluency in brain storm their ideas, and also by having lot of words or stock of words can choose the right and suitable words when they are speaking.

e. Improving Writing Skill

Writing as a language skill that needs many words in it. It is right, because “no words no writing”. There are some writing tools, such as grammar, vocabulary, spelling, and usage. You have used these all your life and have learn to use some of them effectively22.

So vocabulary as one of the writing tools has significant role in writing, because the number of words we use is a reasonable measure of our “intelligence” and our writing quality. As William D. Baker said: “the number of words you use is reasonable measure of your intelligence”, so true that many colleges use vocabulary test as the primary predictor of a student’s academic success.23

Hans P. Guth said: “ a writer has to be able to use formal language in formal situation.24 In particular, he has to guard against sudden shift from the tone of the lecture hall to that of the snack bar around the comer. And when writing

21

Ralph A. Micken, Speaking for Result: A Guide for Business and Professional Speakers (Boston, 1958), P. 41

22

WilliamD, Baker, Reading and Writing Skills (USA, 1971), P.21 23

Baker, Reading and Writing Skills, P. 27 24

Hans P. Guth, Words and Ideas: A Handbook for College Writing, Third Edition (California, USA, 1969), P. 425


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9. “If a builder is going to build a factory, a lot of worker will have a good chance to … a job.”

b. Observe b. create c. take d. look up e. do

10. To be efficient, we have to try not to put off doing our tasks. The underlined word means …

b. Argue b. debate c. cancel d. delay e. defend

11. The company’s finances should be strong enough to develop productively. The underlined word means …

b. Fund b. loan c. grant d. credit e. envistment

12. From 1967 onward, cinemas began to lose their … they prefer watching TV program at home. b. Sponsor b. audiences c. procedures d. companies e. cameramen 13. A: Will Maria come here now?

B: I doubt if she will come now. The underlined sentence expresses …

b. Certain b. uncertainly c. appreciation d. apology e. surprise 14. The synonym of “famous” is …

b. Bad b. obscure c. well-known d. eminent e. recognized 15. Jennifer: would you like to come to our workshop tomorrow?

Allison: that would be great.

In the dialogue Jennifer is giving Allison …

b. An order b. a comment c. an advice d. suggestion e. an invitation

This text is for number 16 to 20

Sangkuriang

Once, there was a kingdom in Priangan Land. Lived a happy family. They were a father in from of dog, his name is Tumang, a mother which was … (16) is Dayang Sumbi, and a child which was called Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang … (17) desperate and worried because he … (18) no deer. Then he thought to shoot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi … (19) out that it was not deer lever but Tumang’s, his own dog. So, she was very angry and hit Sangkuriang’s head. In that accident, Sangkuriang …(20) wounded and scare then cast away from their home.

16. A. called b. calling c. call d. is call e. to call 17. A. began b. begin c. beginning d. had begun e. to begin


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18. A. hunted b. hunting c. hunt d. hunter e. had hunted

19. A. found b. finding c. founding d. find e. have find

20. A. got b. get c. getting d. gotten e. have gotten

21. What is an instrument of communication, permitting us to see as well as to hear the performer? b. Computer b. telephone c. radio d. telegraph e. television

22. Nurul: Do you bring the book you borrowed yesterday Nuril: Oh… I’ll bring it tomorrow, I promise.

a. I’m Happy c. I am sorry to hear that e. don’t mention it b. I intended to d. I must apologize

23. You … her in the prompt last night

a. Meet b. met c. meets d. meeting e. have met

24. Susi: Let’s go to the Jazz Festival tonight!

Yani: You go, please. Jazz is not my music. I’d better go back to my books. From the dialogue we know that Yani … Susi’s invitation.

a. Prefers b. refuses c. ignores d. accepts e. hates

25. Yesterday, Mr. Handy … us to write an essay about “The Green House Effects”. Now, he and Nabila … for books in the library about the essay.

d. Asks, look d. ask, were looking

e. Asked, are looking e. asking, are looking f. Asked, were looked


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Validity

Answer key pre-test

1. D 11. A 21. D 31. E

2. C 12. C 22. C 32. A

3. B 13. B 23. C 33. D

4. A 14. E 24. D 34. A

5. C 15. C 25. B 35. A

6. A 16. C 26. A 36. A

7. C 17. E 27. B 37. A

8. E 18. C 28. B 38. A

9. A 19. C 29. B 39. E


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Validity

Answer key pre-test

1. D 11. A 21. A

2. C 12. B 22. E

3. B 13. B 23. D

4. A 14. C 24. B

5. A 15. E 25. B

6. C 16. D

7. C 17. A

8. E 18. A

9. C 19. A


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SCORE TABLE OF EXPERIMENT CLASS

No

Name

Pre-test

Score

Post-test

Score

Gained Score

Post-test Score

Pre-test

Score

1.

Aatina Khairal AZ

6,5

8,5

2,0

2.

Ade Mega

5,5

9,0

3,5

3.

Ahmad Hidayat

5,0

8,5

3,5

4.

Aris Prasetyo

5,5

7,0

1,5

5.

Aini Nisani

4,5

7,5

3,0

6.

Dea Riska

6,5

8,5

2,0

7.

Doni Firmansyah

4,5

7,0

2,5

8.

Ega Davanti

4,5

7,0

2,5

9.

Emma Febrianti

4,0

5,5

1,5

10.

Fadillah

5,0

8,0

3,0

11.

Fauziana Assyifa

5,0

7,5

2,5

12.

Iman Lesmana

6,0

8,5

2,5

13.

Imam Taufik

6,5

9,0

2,5

14.

Lurus Budiarti

5,0

6,0

1,0

15.

Muhammad Yahya

4,0

6,0

2,0

16.

Nabilla FE

4,5

6,0

1,5

17.

Nur Qoyimah

4,5

5,0

0,5

18.

Puja Suciana

4,5

5,5

1,0

19.

Rizki Maulana

4,0

7,0

3,0

20.

Teguh Prasetyo

4,0

7,5

3,5

TOTAL

=

995

=

49.75

=

1445

=

72.25

= 45,0


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SCORE TABLE OF CONTROL CLASS

No

Name

Pre-test

Score

Post-test

Score

Gained Score

Post-test Score

Pre-test

Score

1.

Aang Kunaefi

6,0

6,5

0,5

2.

Danis N

4,5

5,5

1,0

3.

Dea Aprilliani

4,5

5,0

0,5

4.

Eliza Fitriyana

4,0

5,0

1,0

5.

Fahmi Sollahuddin

3,5

5,5

2,0

6.

Ferdiansyah

3,5

5,5

2,0

7.

Ghina K

5,0

7,5

2,5

8.

Jihan Kharisma

4,0

5,5

1,5

9.

Kharis Munandar

4,5

5,5

1,0

10.

Lisna Intan

5,0

5,5

0,5

11.

MuhammadFathur

5,0

5,0

0,0

12.

Mutiara Fathiyah

5,0

6,5

1,5

13.

Nadila Azzah

4,5

5,5

1,0

14.

Nugi Prasetya

3,0

5,0

2,0

15.

Noval Maulana

4,5

4,5

0,0

16.

Nurhayati L

4,0

7,0

3,0

17.

Nurul Fachria

5,0

6,5

1,5

18.

Putra Rahardja

6,0

6,5

0,5

19.

Riska Wulandari

4,5

7,0

2,5

20.

Sony Sapta P

4,0

5,0

1,0

TOTAL

=

900

= 4,5

=

115,5

=

57.75

= 25,5