10 vocabulary teaching can fit into a language-learning course in any of four ways.
The first, material is prepared with vocabulary learning as a consideration. The second, words are dealt with, as they happen to occur. The teacher gives some
attentions to it, now it causes a problem. The third is vocabulary. The fourth is time. According to Dale and O’Rourke 1971, there are some techniques in teaching
vocabularies:
a. Using Dictionary
Dictionary study increases the students ’ understanding of general, technical,
and literary terms. The students can find the uncommon word in the dictionary because it supplies information on the formal and informal use of words, idioms,
foreign words, proper nouns, and abbreviations. According to Dale and O’Rourke 1971, the dictionary is more tha
n the recorder of a word’s meaning. A dictionary also gives information on word derivations, meaning, spelling, and pronunciation.
There are three ways in using dictionary. They are as follows: 1
Word Entires
Figure 2. Example of word entires in dictionary
11 It is important that students should be able to find the entry they are looking
for quickly. Recognition of word entire should come easily with a little practice, although knowledge of entry systems will eliminate much trial-and-error searching.
Students should know some things in word entire. All main entry words listed in a strict alphabetical order. All entire sets in a large are bold face type. Compound
words listed alphabetically according to the first word. Biographical entire listed according to a family name, alphabetized, if necessary by given names: Jackson,
Andrew, followed by Jackson, Bruce and Jackson, Ralph. Dale and O’Rourke
1971, explain that each variant spelling has its own entry in an alphabetical order. Main entries may be single words, compounds, proper nouns, phrases,
abbreviations, prefixes, suffixes, or roots. The main entries, which spell alike but are different in meaning and origin homographs, are entered separately and
marked by superscript numbers. For instance; Canon
1
, Canon
2
. Entries syllabified by means of raised dots. The stressed syllable indicted by an accent mark ʹ, which
replaces a syllable dot. Foreign entries are usually marked in a way that sets them off from English entries. The entry au naturel may be preceded by a double dagger
‡ or followed by Fr placed in brackets. 2
Part of Speech in Dictionary
Figure 3. Example of part of speech in dictionary
12 When the same words used as more than one part of speeches, the dictionary
will list each definition alphabetically: an adjective before a noun, etc. Students should notice “an alert”, for instance, the entry alert has a different denotation as
an adjective than it has a noun. Students should enable to distinguish what part of speech the word they are looking for is, they should compare in the example
sentences in italics writing that the dictionary often provides. 3
Synonyms and Antonyms Studying synonyms is an excellent time-saving approach to vocabulary study.
According to Dale and O’Rourke 1971, the teacher should be aware for the definition terms of synonyms and they should promote to use of the dictionary to
pint up the role of synonyms in increasing the student’s vocabulary and word skills. Students may need help in gaining knowledge in the areas of denotation literal
meaning and connotation associative or emotional meaning in order to discriminate between one synonym and another. For instance, the teacher might
display a still picture of an elephant with the caption big and ask the student to find a synonym that describes the figure in the pi
cture. In the student’s dictionary, they might find such descriptive words as large, huge, or fat. However, these synonyms
are adjective that classified under one topic, they conceptually are related each other. Dale and O’Rourke 1971, explain that the point is teachers can use the
dictionary as a starting point to show students that synonyms provide in the dictionary often unlocking the meaning of a words. Synonyms also reflect shades
of meaning when it used in context, heighten the accuracy of verbal or written communication. Comparing synonyms word may helps students to see the
13 relationship between words of similar meaning and also helps students to generalize
and classify words and concepts. Another effective way to help students’ vocabulary list is through the study
of antonyms. The study of antonyms is useful in teaching the concept of opposition at the level of vocabularies and language developments. For instance, students can
use the dictionary to find antonyms for words as follows: Near
far masculine
feminine Hot
cold strong
weak Male
female quick
slow Wet
dry proud
humble Soft
hard indoor
outdoor A teacher should be aware because not all dictionary entries will provide
synonyms and antonyms clues to every one of the words.
b. Using Word Games
