Research Problem Problem Limitation

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents some theories related to the topic of the research. The purpose of this chapter is to gain an understanding to answer the question of this research. This chapter is divided into two major parts, namely theoretical description and theoretical framework.

A. Theoretical Description

In the theoretical description, the researcher discusses the theories which are related to this research. Those theories are vocabulary and Task-Based Learning TBL.

1. Vocabulary

In this section, the researcher discusses the nature of vocabulary, vocabulary mastery, vocabulary learning, and vocabulary teaching.

a. The Nature of Vocabulary

Pikulski and Templeton 2004 define vocabulary as “the sum of words that are used in speaking and writing and understood in listening and reading ” p. 1. Read 2000 adds that vocabulary refers to” a number of words that a person knows” p. 30. Furthermore, Nunan 2003 states that vocabulary refers to the multiword units of words families having core meanings p. 132.

b. Vocabulary Mastery

According to Nunan 2003, a student is considered having vocabulary 8 mastery if they knew multiword units, word families, and core meanings p. 130. Chapelle 1994, as cited in Read 2000, elaborates vocabulary mastery as “both knowledge of language and the ability to put language to use in context” p. 28. Furthermore, according to Richard 2001, as cited in Taylor 1990, that vocabulary mastery requires the knowledge of collocation, semantics, polysemy, the equivalent words in the first language, the frequency of a word might appear in the daily conversation and the morphology p. 3.

c. Vocabulary Learning

Nation 1990 categorizes the vocabulary learning into two categories. The first one is “direct vocabulary learning” and another is “indirect vocabulary learning ” p. 2. In direct vocabulary learning, students do activities which focus their attention on the vocabulary. Meanwhile, in indirect vocabulary learning, students focus on the message delivered by a speaker or a writer.

d. Vocabulary Teaching

According to Nunan 2003, p. 135, there are four principles for teaching vocabulary. Those principles are:  Focus on the most useful vocabulary first. Teaching useful vocabulary first gives students the best reward for students ’ learning effort.  Focus on the vocabulary in the most appropriate way. It consists of directly teaching high frequency words, encouraging students to read and listen to passage containing those words, to study the words and do the exercises based on them, and to speak and write using the words.