iv It means that to use the productive vocabulary, students must know
with collocation and understand the communication meaning of the word. This type is often used in speaking and writing skills.
b Passive Vocabulary
Passive vocabulary refers to language items that can be recognized and understood in context of reading or listening, and it is also
called as receptive vocabulary. According to Jack C, Gray, vocabulary divided into three concrete
words, relative words, and abstract words.
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a. Concrete words
Concrete words have meanings established by more or less regular reference to actual object. For example is Chair
b. Relative words
Words for qualities have not so much a definite meaning as a direction of meaning, and their reference in a given instance depends on the
experience and intention of the user. For instance is red. c.
Abstract words. Words that do not have specific observable referents against which their
meaning can be checked. There are so many statement about kinds of vocabulary. Based on Fries
statement’s, the writer says that vocabulary is divided two kinds, function and contents words. The function words are closed class, we cannot add the
prepositions or auxiliaries or modals or any structure words of the language. The content words, can be added to at any times as new scientific advances make new
words and communication about new invention necessary.
3. Problem in Teaching Vocabulary
We often believe that we need a large number of the words besides grammar, to master English language well. This belief is not wrong
14
Jack C,Gray, Words, Words and Words about Dictionaries, USA : Northen Illionis University Co.Ltd 1963. P.12-13.
iv because we must know that without a large vocabulary, it is impossible to
use the language precisely and vividly.
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But, sometimes we have difficulties in vocabulary, in understanding the meaning of words, in differentiating the words forms, and in applying
the words in sentences. When we find out a word, we do not know its form grammatically, such as noun, verb, adjective, or adverb part of speech.
When we look up the meaning of words we always find several meanings given.
That why vocabulary is difficult. Bellow are the factors that make some words difficult for mastering. They are:
a Pronunciation
Research sows that words are difficult to pronounce are more difficult to learn. Many learners find that words with cluster of consonant, such
as strength or crisps or breakfast, are problematic.
b Spelling
Sound and spelling mismatches will be the cause of errors in pronunciation or in spelling, and can be contribute to a word difficulty.
For example : muscle, headache
c Length and complexity
Long words are more difficult to learn than short ones. And the variable stresses or polysyllabic words are difficult too. For example :
necessary, necessity
d Meaning
Words with multiple meaning such as since and still, can also be difficulties for learners.
e Range-connotation and Idiomatic
Words that always used in wider range will be easier than those narrower range. For example: Thin is more used than skinny, slim,
slender.
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15
S.H Burton and J.A. Humphries, Mastering English Language London: The Macmillan Press, 1992, p.65
iv
B. Contextual Teaching and Learning
1. Contextual Teaching and Learning
Philosophy of CTL is rooted from John Dewey progressivism, the students will better learning if what they have learnt related to what they have already
know. And teaching learning process will be productive if the students are active in the process of teaching learning. According to contextual learning
theory, learning occurs only when students learners process new information or knowledge in such a way that it makes sense to them in their own frames or
reference their own inner worlds of memory, experience, and response. This approach to learning and teaching assumes that the mind naturally
seeks meaning in context, that is in relation to the person’s current environment, and that it does so by searching for relationships that make sense
and appear useful. Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environments that
incorporate as many different forms of experience as possible, social, cultural, physical, and psychological, in working toward the desired learning
outcomes.
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Contextual teaching and learning an instructional system, is based on the premise hat meaning emerges from the relationship between content and its
context. Context gives meaning to content. The broader the context within which students are able to make connection, the more meaning content will
hold for them.
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2. Definition of Contextual Teaching and Learning
