meet the objectives. Good students think about what they have already known about the task and the related topic. After that, according to on the information,
they predict what they need to do. Second, after the students prepare an approach, they monitor to measure
their effectiveness while working on the task. This activity is defined as monitoring process. A thermostat is used to represent the monitoring process since
it symbolizes two components of monitoring. First, the students monitor how they are doing as they work. Second, they monitor by making adjustments. They
should think about where their focus of concentration needs to be at any given time and consciously focus their attention on a specific aspect of the task while
they are monitoring. They monitor their comprehension and production through thinking whether they are comprehending when reading and listening or whether
they are making sense when writing and speaking. Third, the students choose a strategy of problem-solving process when
they get difficulty in doing a task. For example, according to all available information they have, they make an educated guess if they do not know the
meaning of a word. Similarity, the students think of another way to say something they are not sure how to say it correctly. To solve these problems, they use any
resource available to them, which can come from themselves, reference materials and other students. In this problem-solving process, the strategies vary from
solving problems autonomously by making a guess according to the context as information obtained in a dictionary. Successful students are they who are active
and appropriate in engaging in problem solving. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Fourth, in the evaluating process, the students reflect on how well it goes after they complete all tasks. In order to find out whether they carry out their plans
and check how well strategies have helped them, the students do the evaluating process. Assessing whether they meet their goals of the tasks, why they do not
meet the goals if they do not and what they can do next time is mostly done by strategic students. In this process, they evaluate the correctness of their
predictions and guesses. They think about how they can learn to make everything better next time if the predictions and guesses are unacceptable. The evaluating
process is essential for the students in learning from it in spite of positive or negative. The function doing this process is that the students are able to make
improvements on the next tasks. It means that metacognitive learning strategy is the strategies that students
use which involve planning their own learning, monitoring while learning, and evaluating the learning activity. This strategy offers the ways that the students
direct their own learning process and control the process until evaluate it. It helps them to manage their learning successfully.
2.1.3 The Nature of Vocabulary
In this part, supporting theories are provided in several divisions. This section is aimed to support the theories of vocabulary. The elements are
definitions of a word, vocabulary knowledge, vocabulary mastery, and the function of vocabulary in reading comprehension. Those are clearly seen in the
following explanations. Vocabulary can be used to measure how far students’ knowledge.
According to Fitriana et al. 2011, vocabulary is defined as the known words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
which are used by students. It can be a list or collection of words and phrases. It is usually alphabetically arranged and explained, a list or term collection, code
available for use, a sum of word that is employed by a language group, individual and in a field knowledge. According to Nation Newton 1997,
vocabulary is considered as the knowledge of words and word meanings. Furthermore, Lehr, Jean, and Hiebert 2001 define vocabulary as
“knowledge of words and word meanings in both oral and print language andin productive and
receptive forms. “Based on the explanations above, it can be inferred that
vocabulary deals greatly with words.
2.1.3.1 Definitions of a word
Words can be defined as the basic building blocks of language. Those refer to the units of meaning from which larger structures such as sentences,
paragraphs and whole texts Read, 2000. According to Daller, Milton, and Treffers-Daller 2007:2,
“According to context and need, researchers can consider types, tokens, running words, lemmas, and word families as words.”
Words are defined by making some basic distinctions as its basic points. One is the distinction between token and types. The distinction refers to any count of the
words in a text. Token can be defined as individual words that occur more than once in the text and are counted each time they are used. It is added by Daller et
al. 2007:2 , they state “Tokens refers to the total number of words in a text or
corpus.” However, the number of types is the total number of the different word form. Therefore, a word, which is repeated many times, is counted only once
Read, 2000:18. According to Daller et al. 2007:2 , “types refer to the total
number of different words.” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The other distinction is between function word and content words. Function words include kind of words such as articles, prepositions, pronouns,
conjunctions, auxiliaries, and others. These words are seen as belonging more to the grammar of the language than to its vocabulary. Different from content words,
which include nouns, ‘full’ verbs, adjectives, and adverbs, they have little if any
meaning in isolation and serve more to provide links within sentences, modify the meaning of content words and so on. The content words come in various forms.
For example, the word “wait” may become as waits, waited, and waiting. The words would normally regard as the same word in different forms. The forms are
as the results of inflectional endings adding to a base form without changing the meaning or the word class of the base. The base and inflected forms of a word are
known as lemma. It is supported by Daller et al. 2007:3, they state “A collection
of words such as work, works, working worked, comprising a root form and the most frequent regular inflections, is known as a lemma.” The base forms have a
variety of derived forms that often change the word class and add a new element of meaning. For example, the word bright: brightly, brightness, andbrighter. All
of these words closely correlated in form and meaning. Such a set of word forms, sharing a common meaning, is known as a word family. According to Daller et
al. 2007:4, they say “closely related words would be called a word family.”
2.1.4 Vocabulary Knowledge
Knowing a word means being able to recognize it when it is heard or when it is seen and to distinguish it from words with a similar form, being able to judge
if the word sounds right or looks right. Besides, it means having an expectation of what grammatical pattern the word will occur in, having some expectation of the
words it collocates with, and being able to recall its meaning when it is met Nation, 1990:31. According to Thonburry, 2002:130, knowing a word means
knowing the word’s form spoken and written, the word’s meaning, any connotations the word might have. In addition, it means knowing whether the
word is specific to a certain register or style, the word’s grammatical characteristics for example part of speech, the word’s common collocation, the
word’s derivation and the word’s relative frequency. The assumption of word knowledge can be seen from Nation 1990:31.
He added receptive and productive knowledge and several considerations and reorganized them. The assumption is seen in the following Figure.
Figure 2.2 Components of Word Knowledge Nation, 1990:31 The figure above shows further distinctions of receptive and productive
word knowledge. The distinctions explain the words students obtain both from reading and from listening to communication. Furthermore, those distinctions
enlighten the words they can identify in mind when they want to speak and write
R: Receptive; P: Productive
in a foreign language. The word knowledge is necessary for their process of learning the foreign language.
2.1.4.1 Receptive and productive vocabulary knowledge
The other ideas on the vocabulary knowledge are proposed. First, it involves receptive and productive knowledge. Second, it consists of active and
passive vocabulary knowledge. These aspects are crucial to support vocabulary knowledge.
Receptive and productive knowledge are the factors, which can affect students’ mastery of vocabulary. Students need to consider these factors in order
to recognize vocabulary. Accordiong to Nation 1990, the receptive knowledge refers to listening and reading, while productive refers to all four English skills
such as listening, speaking, reading, and writing. The receptive knowledge is obtained by recognizing a word when students
hear and see. This is mostly mentioned as their listening and reading activities. This knowledge involves being able to differentiate the words with its similar
forms and being able to judge the right sounds. The receptive knowledge has an expectation of the grammatical pattern, which takes place. The productive
knowledge involves activities of listening, speaking, reading, and writing. It consists of how to pronounce a word, how to write and spell it, how to use it
correctly based on grammatical patterns. In the low-frequency word, the productive knowledge does not require to use a word too often rather than use it in
appropriate situations Nation, 1990. In addition, vocabulary is classified into active and passive vocabulary
knowledge. Active vocabulary knowledge is defined as the items, which are used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
