The kinds of vocabulary in FlaRe paper journal, according to International Reading Association IRA explains has delineated various types of vocabulary into
listening vocabulary, speaking vocabulary, reading, writing, and sight vocabulary. Listening vocabulary is the words needed to understand what is heard, speaking
vocabulary is the words used when speaking, reading vocabulary is the words needed to understand what is read, writing vocabulary is the words used in writing, and sight
vocabulary is those words that can be identified without explicit decoding during reading.
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It means that vocabulary has portions based on the purpose of skill needed such as listening focus to heard, speaking to tell or speech, reading is needed to
understand the reading material, and writing is used in written. Meanwhile, Aebersold and Field as cited by Zaenuri classify the kinds of
vocabulary into active and passive:
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a. Active vocabulary; it is also called as productive vocabulary, which the
learner can use appropriately in speaking and writing. To use the productive vocabulary, the students must know how to pronounce it well,
they must know and be able to use grammar of the target language, they also must be familiar with collocation and understand the connotation
meaning of the words, because in fact it is more difficult to practice
b. Passive vocabulary; it is also called as receptive vocabulary, which that
can be recognized and understood in reading or listening. The statements above almost same with the previous statement, that active
vocabulary as same as productive vocabulary, it is focused appropriately in speaking and writing. Then, passive vocabulary as same as receptive vocabulary, which is
recognized in reading and listening. To sum up the statements about kinds of vocabulary that it has relate with
English skill such as listening, speaking, reading, and writing, and then there are
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International Reading Association IRA as cited by FlaRe Paper, Evidence-based Reading Instruction: Putting the National Reading Panel Report Into Practice, Newark, DE: International
Reading Association, 2002, p. 112
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Jo Ann Aebersold and Marry Lee Field as cited by A.M. Zaenuri, Vocabulary I, Jakarta: UIN Jakarta Press, 2003, p.1
passive and active. It makes the students know that the English skill have difference vocabulary use and usage. But, those all are very useful to be learned by students in
learning foreign language, which is English.
1.3 Constructs of Vocabulary Mastery
There are many teachers especially English teachers try to develop stud ents’
vocabulary in order the students’ vocabulary improve to be better. In teaching
process, the teacher usually gives activity that can improve the students’ vocabulary
such as exercises at school, give homework, and give test which is related to vocabulary materials. The purpose is the students mastering vocabulary in learning
English. The material of vocabulary is given by teacher supposed to be adjusted what
students need to know in learning vocabulary. The teacher looks at words in more detail that there is far more to a vocabulary item than just one meaning. Harmer
points out that for a start teach er must look at what ‘meaning’ really is:
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a Meaning
The first thing to realize about vocabulary items is that they frequently have more than one meaning. It is caused one word in English have more than one
meaning. Sometimes the words have meanings in relation to other words. When we come across a word, then, and try to decipher its meanings we will
have to look at the context in which it is used. There is, synonym and antonym include in it. As far as meaning goes, then, students need to know
about meaning in context and they need to know about sense relations. b
Word Use Word meaning is frequently stretched through the use of metaphor and idiom.
Word meaning is also governed by collocation, which is the words go with each other. The people often use words only in certain social and topical
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Jeremy Harmer, The Practical of English Language Teaching, Cambridge: Longman Handbooks, 1991, p. 156
contexts. What we say is specified by the style and register we are in. Therefore, the students need to recognize metaphorical language use and they
need to know how words collocate. The students also need to understand what stylistic and topical contexts words and expressions occur in.
c Word Formation
Words can change their shape and their grammatical value, too. Students need to know facts about word formation and how to twist words to fit different
grammatical contexts. The students also need to know how suffixes and prefixes work. Here, students need to know how words are spelt and how they
sound. It make the students are to be able to understand and use words in speech.
d Word Grammar
Here, students make a distinction between countable and uncountable nouns. The former can be both singular and plural. There are many other areas of
grammatical behavior that students need to know about adjectives and adverbs.
From the explanations above, this section is that knowing a word means far more than just understanding one of its meanings. The teacher has to help the
students to understand in learning vocabulary to a language, because the teacher has important role in teaching and learning process which the teacher know what students
should learn or what do students need to know. Therefore, the teacher has known various kinds of material in teaching and learning vocabulary. Those can summarize
‘Knowing a word’ in the following way:
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Ibid.
