These words are nearly always fewer in number than the speaking, hearing, or reading vocabularies. A person’s total vocabulary consists of the sum of all the
words he can understand or use correctly, whether in speaking, listening, reading or writing.
Specifically, a person has two kind vocabularies those are active and passive vocabulary. The active or use vocabulary is made up of words used in
speaking or writing. Active vocabulary is also called productive vocabulary. This kind of vocabulary is used appropriately in speaking and writing. Meanwhile the
passive or recognition vocabulary is also called receptive vocabulary. This vocabulary can be understood in the context of reading or listening. The passive
or recognition vocabulary consists of words a person understands when listening or reading. Many people have recognition vocabulary several times larger than
their use vocabulary. This means that they understand words they hear or read but do not habitually use in speaking or writing. As we know, the type of vocabulary
not just for meaning but it is used in speaking, listening, reading and writing. These two kind of vocabulary is stated by Jo Ann Aebersold. She
classifies the vocabulary into active and passive vocabulary a.
Active Vocabulary is called as productive vocabulary. This vocabulary is used appropriately in speaking and writing.
b. Passive Vocabulary is called as receptive vocabulary. This vocabulary can be
understood in the context of reading or listening.
12
3. The Expected learning Outcomes of Vocabulary Instruction
Generally, in Indonesian context, based on curriculum 2006, the learners who are learning English language, are expected to improve their communication
ability in language skill to form their productive and receptive skills fluently. Building understanding about different language is important. There is English
12
Jo Ann Aebersold, From Reader to Reading Teacher, New York: Cambridge University Press, 1997, p. 139
language as a second language become one of the main language studies. When learners understand about this language, the learners are expected to improve
their understanding about the meaning of different culture to broad their cultural understanding. These goals can be called as the language use.
To reach these expected learning outcomes, vocabulary knowledge is needed as a basis of a language. Large vocabularies help learners to express our
ideas precisely in communication. Vocabulary knowledge enables language use, language use enables the increasing of vocabulary knowledge, and knowledge of
the word enables the increasing of vocabulary knowledge and language use and so on.
13
Without vocabulary, students could not able to understand how the language is. The role of words is to know how the language is used, practiced and
communicated. Furthermore, Celce-Murcia stated there is a common assumption that the
more words a learner knows, the larger is the learner’s vocabulary knowledge.
14
Learners are forced to know a lot of words to increase their vocabulary knowledge. With large vocabulary knowledge, the learners are expected to know
the meaning of words and understanding the second languages. As we know, deciding the meaning of an unknown word from the way it is
used in a sentence is the vocabulary skill most worth working for.
15
For that reasons, the expected learning outcomes of vocabulary instruction taken from
John Read’s opinions that the learners are expected to: a.
Know lexical items of various kinds. b.
Know a word means knowing the degree of probability of encountering that word in speech or print. For many words we also know the sort of words most
likely to be found associated with the word. c.
Know a word implies knowing the limitations on the use of the word according to variations of function and situations.
13
Norbert Schmitt, Vocabulary in Language Teaching, New York: Cambridge University Press, 2000, p. 6
14
Marianne Celce-Murcia, Teaching English as A Second or Foreign Language, Wadsworth: Heinle Heinle Publishers, 1991, p. 306
15
Nancy Davis, Vocabulary Improvement, USA: McGraw-Hill Inc., 1967, p. 115
d. Know a word means knowing the syntactic behavior associated with the word.
e. Know a word entails knowledge of the underlying form of a word and the
derivations that can be made from it. f.
Know a word entails knowledge of the network of associations between that word and other words in the language.
g. Know a word means knowing the semantic value of a word.
h. Know a word means knowing many of different meanings associated with
word.
16
Frank W. Kerr divides the words those are needed to be understood and applied vocabulary in the context of a phrase or larger structure.
17
The words that need to be understood appear in brief context a phrase, a clause or a short
sentence could be seen as follows: a.
Diction: Choice of words to express ideas; distinct pronunciation. b.
Synonym: one of two or more words having essentially the same meaning. c.
Antonym: a word opposite in meaning to another word. d.
Homonym: a word pronounced like another but different in origin, meaning, and often in spelling.
e. Derivative: a word form obtained from another word by adding prefixes or
suffixes. f.
Lexicon: a compiling word as in dictionary; the special vocabulary of an art or activity.
g. Etymology: the history of the origin or derivation and development of a word.
h. Linguistics: the study of human speech including the parts, structures, and
changes in language. i.
Denotation: the lexical definition of a word. j.
Connotation: the suggestive, often emotional weight or significance of a word rather than its recognized denotative meaning.
k. Affix: any prefix or suffix added to a word, including plural, tense, and
possessive endings, comparative indicators, etc. l.
Semantics: the science, study, and history of the changes in meanings of words; a part of linguistics.
m. Colloquialism: informal, conversational words and expression, primarily
spoken rather writing. n.
Dialect: the particular language colloquialisms, pronunciations, sayings, etc. of an area as it differs in this aspects from some other area.
16
John Read, Assesing Vocabulary, Cambridge, Cambridge University Press, 2000 p. 25
17
Frank W. Kerr, Expression and Meaning A Handbook for Vocabulary Development, Belmont: Dickenson Publishing Company, 1966, p. 10
o. Slang: a nonstandard, frequently short-lived, but currently popular, sometimes
abusive and vulgar, almost always colorful word or phrase.
18
The need for vocabulary is one point on which teachers and students agree.
19
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. So vocabulary is English words that are related to the
meaning of the words and the way to use them in communication
B. Collaborative Learning
