It sometimes, though, the adjective appears after the noun, later in the sentence. Next, verbs are action words. They tell us what people, animals or things are
doing. Moreover, the last is an adverb. An adverb is a word that describes a verb. It tells you about an action, or the way something is done.
b. The Incremental Nature of Vocabulary Mastery
As a learner, he or she cannot master full knowledge of a word such as meaning, form, collocation behavior and register constraints at one time. Different
components of word knowledge may be developed in a sequence or one after another. For instance, before a learner knows how a word collocates with other
words, he must at least know the basic meaning of that new word.
3. Teaching Vocabulary Mastery through students Sensory Preferences
a. The Importance of Teaching Vocabulary
Knowing the knowledge of the vocabulary or word is very crucial for the second language learners. To know a word involves the knowledge of the following
things, the first one is Physical form able to pronounce and write the word correctly. The second one is meaning able to relate the word to other words
same family, synonyms, and antonyms. The third is word forms to know any words derived from the word, a noun, an adjective, a verb, or an adverb. The
fourth is grammatical class to know the grammatical function of the word. And
the last one is style to know whether the word is formal or informal situation.
In deciding about content, a teacher must pay attention to the some factors. The first is ‘the criteria of selecting words’. In the scientific principles of
selecting vocabulary, G. V. Rogova 1975: 117 states the selected words should
consider some criteria; such as ‘frequently used in the language’. The frequency of words may be determined mathematically by means of statistic data. The
soundest criterion claimed is frequency because it is completely objective. It is derived by counting by number of occurrences of words appearing in the
representative printed material comprising novels, essays, plays, poems, newspapers, textbooks, and magazines. The next one is ‘easily combined’. To
remember words well a teacher should combine the word with other another, for example in the some phrases such as, ‘nice room’, ‘nice girl’, ‘and ‘nice weather.’
The next one is ‘unlimited from the point of view of style’. The scope of chosen words is wide. The words are often used in communication, whether it is oral or
written. The next one is ‘included in the topics of the syllabus sets’. For Junior High School level students, the selected words must support main learning
material that develop basic competence and consist of the open classes of words such as; nouns, adjectives as mentioned in the following syllabus sample that
BSNP or Badan Standar Nasional Pendidikan National Standard of Education Bureau publishes.
Competence Standards
Learning Main Materials
Learning activities
Listening
1. Responding meaning of simplest
transactional to gets things done
For examples: A: Pass me the
pencil, please B: Sure, here you
1. Asking and answering anything that relates to given material.
2. Discussing vocabulary noun
