demonstrative adjectives This, That, possessive adjectives My, Your, The Girl’s, numeral adjectives Four, Twenty, Fourth,
Twentieth, adjective of indefinite quantity Some, Few, relative and interrogative adjectiveWhose, Which, descriptive adjectives A
French dish, A Catholic church, participle adjective An interesting book, A bored student, adjective compounds A good-looking girls,
Absent-minded, A wall-to-wall carpet, A never-to-be-forgotten plot d. Adverbs- It is the way of the action done. Frank 1972 summarizes
the category of the adverbs into five adverbs of manner Loudly, Freely, adverbs of place Inside, There, adverbs of time Last week,
Next month, adverbs of frequency Seldom, Often and adverbs of degree Completely, Very.
2. Function words are those words, which one is used as a means of expressing relation of grammar or structure, such as conjunctions And,
However, But 3. Substitute words, those which represent the individual things or specific
action as substitutes for whole form classes of words Anybody, Anyone, Somebody, and Someone.
4. Distributed words, those are distributed in use according to grammatical matter as the presence or absence of a negative, such as Any, Either, etc.
In reference to the explanation above, the researcher concluded that vocabulary is something that is used by people in communication to explain and express their
idea every day. It is used to communicate with others in both oral and written communication. Vocabulary is word that has meaning, form and usage to convey
the message from speaker to listener or from the writer to reader. In this research, the researcher considered to use and focus on content words which are noun, verb,
adjective and adverbs because in the learning English these words are often used by students to communicate. And these words are used by students in daily
activities so the researcher hoped it can be easier to associate in the classroom.
2.2. Community Language Learning
Community Language Learning is a method of teaching foreign language. It has been inspired by the application of psychological counseling in teaching learning
process. CLL is developed by Charles A. Curran. Curran believes that a way to deal with fears of students is for teacher become language counselor. Curran
believes that the relationship between teacher and students is the same as the relationship between counselor and client. A counselor does not mean someone
trained in psychology, but it means that someone who is skillful understand of the struggle student’s face as they attempt to internalize another language. The
researcher considered this method will make the students feel comfortable in teaching learning vocabulary. Although like that, the researcher thought there are
some problems that are faced by students. In CLL, Curran 1976 in Setiyadi 2006 says that the learners never feel isolated
because everybody sits in a Community and senses positive regard of everyone else. And he says that language learners should have psychological requirements
in learning a foreign language that are collected under the acronym SARD.
The explanation about the acronym of SARD which can be explained as follows: 1. The first psychological requirement “S” is Security. It means that feeling
security is essential in learning-teaching process, unless knower and learners feel secure and then they will find it difficult to enter into a
successful learning-teaching process. 2. The second “A” is attention and aggression. It means that without attention
language, learners will not learn language optimally. Inattention is considered natural in Community Language Learning. loss of attention is
an indication that language learners lack involvement in learning a foreign language. The knower has to consider this condition postively; heshe has
to provide variety in learning tasks in order to increase attention and promote learning.
3. The third “R” is retention and reflection. Retention is the final process of absorbing what is studied into oneself and being able to retrieve and use it
late with ease. The process of absorbing is then followed by the second R, reflection. Language learners need to take a period of silence to reflect
what has been learned. 4. The fourth “D” denotes discrimination. In this psychological requirement
language learners need to identify the sounds they are hearing, the meaning of the words they have learned and the grammatical usage.
Without conscious processes of discrimination language learners may think they know what they have learned when in fact they still do not.
The explanations above are psychological requirements of Community Language Learning by Currant.
Besides has psychological requirements, this method has basic principle. There are five stages basic principle of Community Language Learning that is explained
by Curran. The stages are:
Stage 1
In this particular stage, the client is completely dependent on the language counselor.
1. First, shehe expresses only to the counselor and in herhis mother tongue what shehe wants to say to the groups. Each group member overhears this
English exchange, but is not involved in it. 2. Then, the counselor reflects these ideas back to the clients in the foreign
language in warm, accepting tone, in simple language in phrases of five or six words.
3. The client turns to the group and presents hisher ideas in the foreign language. Shehe has the counselor’s aid if shehe mispronounces or
hesitates on words or phrase.
Stage 2
1. The same as above. 2. The client turns and begins to speak the foreign language directly to the
group. 3. The client turns aids only as the client hesitates or turns for help. These
small independent steps are signs of positive confidence and expectation.
Stage 3
1. The client speaks to the group directly, in foreign language. This presumes that the group has now acquired the ability to understand his simple
phrases. 2. The same as 3 above
This presumes the client’s greater confidence, independence, and proportionate insight into the relationship of phrase, grammar and ideas. Translation is given
only when a group member desires it.
