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mastery if they knew multiword units, word families, and core meanings p. 130. Chapelle 1994, as cited in Read 2000, elaborates
vocabulary mastery as “both knowledge of language and the ability to put language to use in context” p. 28.
Furthermore, according to Richard 2001, as cited in Taylor 1990, that vocabulary mastery requires the knowledge of collocation, semantics, polysemy,
the equivalent words in the first language, the frequency of a word might appear in the daily conversation and the morphology p. 3.
c. Vocabulary Learning
Nation 1990 categorizes the vocabulary learning into two categories. The first one is
“direct vocabulary learning” and another is “indirect vocabulary learning
” p. 2. In direct vocabulary learning, students do activities which focus their attention on the vocabulary. Meanwhile, in indirect vocabulary learning,
students focus on the message delivered by a speaker or a writer.
d. Vocabulary Teaching
According to Nunan 2003, p. 135, there are four principles for teaching vocabulary. Those principles are:
Focus on the most useful vocabulary first. Teaching useful vocabulary first gives students the best reward for
students ’ learning effort.
Focus on the vocabulary in the most appropriate way. It consists of directly teaching high frequency words, encouraging students
to read and listen to passage containing those words, to study the words and do the exercises based on them, and to speak and write using the words.
9 Give attention to the high frequency words across the four strands of a course.
The high frequency vocabulary should be used in every skill and fluently accessed.
Encourage students to reflect on and take responsibility for learning. It consists of informing students of different types of vocabulary, training
students to be familiar with the vocabulary, giving opportunities to choose what to learn and how to learn, and giving students encouragement and opportunity to
reflect and evaluate the learning process.
2. Task-Based Learning
The researcher discusses the nature of Task-Based Learning TBL, components of TBL, and types of task and activity in this section.
a. The Nature of Task-Based Learning
Nunan 2004 defines TBL as a realization of Communicative Language Teaching approach at the levels of syllabus design and methodology p. 10. TBL
aims at creating the optimum conditions for language learning. Willis 2003 identifies these three essential conditions as
“the exposure to the target language, opportunities to use the target language for expressing meaning, and the
motivation to engage with exposure and use what they know ” p. 3.
According to Basquille 2004 , “TBL is applicable in the widest variety of
learning contexts as its rationale ” p. 5. Therefore, TBL is relevant no matter
what the level, age, culture, mother-tongue, motivation and previous learning experience of students. Thus, tasks can vary in length and complexity according to
the level of the class.
