Based on this hypothesis, comprehensible precedes production. The input should be slightly beyond the current level. Krashen and Terrel 1983
state “1+1” formula. The input given to the students increases from the “1” level to “1+1” level. Production is allowed to emerge in stages, which
consists of response by nonverbal communication: by physical response, response with a single word: yes, no, house, combination of two or three
words: He is Dimas, yellow book, and finally more complex discourse. 5. The affective Filter Hypothesis
The Natural Method aims to bring down the affective filter as lower as possible by eliminating pressure and anxiety. In order to lower the
affective filter, several ways can be done. The fact that there is no demand for early speech, that comprehension precedes production, that correction
is not done for every error, and that the students decide when and what to speak reduce the pressure and anxiety in classroom activities. The
requirement that the input and activities in the classroom be interesting to the students will contribute to a more relaxed classroom.
3.1. Vocabulary Mastery Acquired Through the Natural Method
The Natural Method principles are based on the five hypotheses presented above. However, the principles in the Natural Method include the three aspects in
the vocabulary acquisition process which include input, memorization, and usage. The following discussion will talk about the three aspects in the Natural
Method.
3.1.1. Comprehensible Input in the Natural Method
The techniques used in the Natural Method which emphasize on the interaction and context ensure comprehensible input.
The interaction in the Natural Method includes interaction with the people which is in this case with the
teacher using the target language to communicate and interaction with the objects which is dealing with the reference of what the students hear.
According to the theory of vocabulary acquisition discussed in this study, there are at least two factors that can lead into comprehensible input; interaction
and context. The interaction and context in the Natural Method is based on the acquisition hypothesis proposed by Krashen 1983. The students acquire as they
are exposed to samples of the target language which they understand. This happens in much the same way as students pick up their first language. The
Natural Method does not recourse to the students’ first language. Hence, the teacher talks in the class using the target language. By teacher talk in the target
language, the students involve in the real communication in the target language in the classroom. The teacher provides enough context in what situation certain
words are used. To help the students comprehend the utterances, realia and demonstration are used.
The process of acquiring new vocabulary happens naturally. It is based on hypotheses in the input and natural order hypotheses proposed by Krashen and
Terrell. The ability to speak fluently cannot be taught directly; rather, it emerges independently in time, after the acquirer has built up linguistic competence by
understanding input. Comprehensible input refers to utterances that the learners understand based on the context in which they are used.
