SMA N 2 Purworejo Definition of Terms

teach. A word‟s frequency of use, complexity, and meaning determines into which level it will fall. Those with mature vocabularies and age-appropriate literacy skills understand and use words from all levels. First level called Basic Vocabulary consists of the most basic words. These words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples of level one words are: book, girl, sad, run, dog, and orange. There about 8,000 word families in English included in level one. The second level is called High FrequencyMultiple Meaning Vocabulary consists of high frequency words that occur across a variety of domains. These words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. Level two words are the most important words for direct instruction because they are good indicators of a student‟s progress through school. Examples of level two words are: masterpiece, fortunate, industrious, measure, and benevolent. There are about 7,000 word families in English or 700 per year in tier two. The third level is called Low FrequencyContext-Specific Vocabulary, consists of low-frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. Students usually learn these words when a specific need arises, such as learning amino acid during a chemistry lesson. Examples of level three words are: economics, isotope, asphalt, Revolutionary War, and, crepe. The remaining 400,000 words in English fall in this level. It is important to remember that level two and three words. There is more than one way to select the words. Word knowledge is subject to personal experience.

b. Vocabulary Teaching

Vocabulary is an important part of language learning. Teaching vocabulary requires the students‟ ability to understand the words and to use the words appropriately. Teaching vocabulary looks very simple. The teacher only gives the students some new words and exercises then asks the students to memorize the words and gives the test. However, Wallace 1982 states that “learning vocabulary is a complex process which requires the ability to recognize the words, remember them, and to pronounc e, spell and use them correctly” as cited in Ayuningtyas, 2008, p. 2. Therefore, it is not only memorizing lists of words and knowing the meaning of each words. In the vocabulary learning, the students are expected to understand the meaning of the words, the uses of the words in sentence, and form the words in oral and written. Vocabulary is the knowledge of words and word meanings. As Steven Stahl 2005 puts it, vocabulary is knowledge of a word which not only implies a definition, but also implies how that word fits into the world. Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. It means that