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CHAPTER II THEORETICAL REVIEW
This chapter presents a discussion of the theories as the foundation of this topic. The discussion covers three major areas: theoretical description, theoretical
framework and hypotheses. The theoretical description discusses any related
theories supporting the study. The theoretical framework discusses the theories used to conduct this research and the hypotheses present the hypotheses of this
study.
A. Theoretical Description
The theoretical description will present a discussion of vocabulary mastery as the language element to be achieved in this study. The discussion will give a
clearer definition about what is meant by vocabulary mastery. To support the theory, in this discussion, the writer presents the theories that facilitate and
influence vocabulary mastery. Related to the theories mentioned before, the next discussion will discuss the foundation theories of the Natural Method that can
improve vocabulary mastery. Hence, the correlation between the natural method and vocabulary mastery can be seen clearly.
1. Vocabulary Mastery
Vocabulary is the basis for communication Krashen and Terrell, 1985:155. In simpler way, vocabulary can be defined as words and these words
are used to name.
Names are essential for the construction of reality for without a name it is difficult to accept the existence of an object, an event, a feeling Taylor, 1990; 1.
Therefore, vocabulary
can represent
ideathought to
be decoded
in communication.
1.1. Vocabulary Mastery as Knowledge of Words
Vocabulary mastery is related to knowledge of words. Richards as cited by Taylor 1990 proposed some descriptions of knowledge of words. Learners can
be said to have mastered vocabulary if they have some knowledge of words as described below.
1. Knowledge of collocation; knowing the syntactic behavior associated with the word and knowing the network of associations between that word and
other words, for example: ‘car’, ‘plane’ is a noun and related to transport. The use of hyponyms and superordinates are helpful. For example:
‘raspberry’ and ‘strawberry’ are hyponyms of ‘fruit’ and ‘fruit’ is the superordinate. This collocation gives a meaningful context of the words
and not merely knowledge of words in isolation. 2. Knowledge of semantics; it consists of two meaning: denotation and
connotation. Denotation means knowledge firstly what the word means, for example ‘shirt’ refers to a garment worn above the waist, having a
collar and fastening at the front with buttons. Semantic knowledge as what the word ‘connotes’ can be described as the meaning beyond the words
denote. As an illustration, the connotation of the term ‘shirt’ is for men only. The same garment worn by women is normally referred to as a
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