how to twist words to fit different grammatical contexts. Learners also need to know how suffixes and prefixes work. Besides, learners need to know how words
are spelt and how they sound. Knowing word formation is knowing how words are written and spoken and knowing how they can change their form Harmer,
1991: 157. Further, Decarrico 2001: 186 pointed out that to achieve the optimal
result of learning vocabulary, the effective vocabulary learning should focus on explicit or implicit learning. In explicit vocabulary learning, learners engage in
activities that focus attention on vocabulary. Meanwhile, implicit incidental learning is learning that occurs when the mind is focused elsewhere, such as on
understanding a text or using language for communicative purposes. Decarrico 2001: 289 claims that vocabulary learning is more likely to be mainly implicit
incidental.
c. Principle of Teaching Vocabulary
It is necessary to introduce and teach vocabulary in the way of fun and enjoyable activity to help learners learn easily. In teaching vocabulary, a teacher
also needs to employ effective techniques and methods which serve to illustrate and clarify meaning. Slattery and Willis 2001: 47 stated that the teacher can use
and create class displays of pictures, and other memory aids such as realia, gestures, movements, and actions to support new vocabulary in meaning. Besides,
the teacher should repeat the new words as often as possible and use the words in context to help learners become familiar with new vocabulary.
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Nunan 2003 stated four principles of teaching vocabulary. These principles are able to be applied in a variety of ways and in a variety of types of
courses. The principles for teaching vocabulary according to Nunan are briefly explained as follows.
1 Focus On the Most Useful Vocabulary First This principle looks at what words to teach and learn. The most useful
vocabulary that every English language learner needs whether they use the language for listening, speaking, reading, or writing, or whether they use the
language in formal and informal situations, is the most frequent 1000 word families of English.
2 Focus On the Vocabulary In the Most Appropriate Way This principle looks at how the vocabularies should be taught and learned.
Here, it will be looked at the four most important vocabulary learning strategies of using word parts, guessing from context, using word cards, and using dictionaries.
3 Give Attention to the High Frequency Words Across the Four Strands of A Course
High frequency vocabulary needs to occur in all four strands of a course. It should get deliberate attention through teaching and study and should be met and
used in communicating messages in listening, speaking, reading and writing. High frequency vocabulary should also be fluently accessible for receptive and
productive use.
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4 Encourage Learners to Reflect On and Take Responsibility for Learning These ways include a mixture of informing, training, and encouraging
reflection; or in other words, knowledge, skill, and awareness. Vocabulary learning is a large and continuing task. Although teachers can provide useful input
and support to help learners deal with this, it is ultimately the learners who have to learn and carry on learning.
Vocabulary cannot be separated from its meaning. It is not surprising when the teacher purposes to teach new words, the students will think first about
the meaning of the new words. On the other side, when the teacher tries to introduce or use new words, the meaning of the new words should be understood
by the students so the messages can be successful delivered to them. Therefore, it is important for the teacher to help the students grasp the meaning of the new
words. Riddle 2003 considered some tips for the teacher to illustrate the meanings of new words.
1 use pictures or drawings, 2 use realia or the actual object, 3 use mime, 4 use synonyms of a lower level, 5 use contrast, 6 use spoken
gap-fill sentences with a simplified definition, 7 with higher level, provide contextualized sentences – a sentence containing the word and
making the meaning clear, 8 combine matching exercises with some of the above approaches, for example match words with pictures, with
synonyms, or with simplified definitions. Riddle 2003: 62
4. Young Learners
