14 Nunan 2003. That one unknown word can be learned through guessing from
context without stopping the text comprehension process. In this very basic stage, learners focus on texts which density of new
vocabulary is low. There are some possible classroom activities to support this strand. First, teacher can read for learners graded readers briefly. In the text, there
is no difficult word. Therefore, teacher only gives quick translation or definition. Second, learners have silent extensive reading of graded text. Here, students’
autonomous to comprehend the texts and grasp other values are developed. Last, it also can be conducted through presentation-talks to each other, reading other
learners’ writing and from interacting with the teacher Nation in Nunan, 2003.
2. Deliberate Learning Activities
This strand is usually called form-focused instruction, language-focused learning or language study. Unlike the first strand, this strand pays attention to
language features such as sounds, spelling, vocabulary, grammar or discourse which occur out of context. It focuses on learning vocabulary through
memorization of their first language translation Nation in Nunan, 2003. Still according to Nation in Nunan 2003, these activities involve direct
and indirect teaching. Some possible activities are: teacher mentions some words, explain those words and provide them into examples, learning prefixes and
suffixes and separate words into parts and observe them, studying vocabulary using bilingual word cards, learning and using mnemonic techniques like the
keyword technique to help remember vocabulary, practicing spelling rules, providing text containing missing words and doing cloze exercises by filling the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 blanks, building word families by adding prefix suffix to a stem, and learning to
use the vocabulary learning strategies of word cards, guessing from context, using word parts and dictionary use.
3. Meaning-focused Output Activities
This strand involves learning vocabulary through speaking and writing where students’ main attention is to deliver their message. It is strange to know
that learning vocabulary through productive activity but Swain 1985, as cited by Nation in Nunan 2003, says that using language productively can strengthen
their learning and can focus students on aspects of vocabulary knowledge that they do not need to concern when listening and reading. In addition, Corson
1997, as cited by Nation in Nunan 2003, argues that learning academic vocabulary receptively and productively are needed because being able to produce
vocabulary receptively and productively is one way of showing that someone belongs to certain discourse community.
In this activity, students are expected to be able to transfer input into output. From a text they are reading, students are asked to report it in a form of
written text and verbal production. If students find some new vocabularies in a reading passage but it is relevant to their topic of speaking or writing, they can
reuse the vocabularies. As a result, students’ vocabulary mastery will be improved Nation in Nunan, 2003.
4. Fluency Activities
