Constructs of Vocabulary Mastery

a Limited Response It is a test which emphasize to children or beginning level students and this activity use physical responses and visual directly. The students do not focused to master of speaking, writing, or reading. This test can be presented individual or group testing. b Multiple-choice Completion It is a test in which a sentence and make the students focused on context clues and sentence meaning. The test is with a missing word is presented, and then the students choose one of four vocabulary items are given. This test has alternate ways toward the vocabulary materials to prepare vocabulary multiple-choice completion items, following about definition, phrase completion idiomsappropriateness, phrasal context not sentence completion, and multiple-choice cloze. c Multiple-choice Paraphrase It is a test in which as sentence with the word is underlined and then the students choose close answer or has similar meaning with the underlined word. It is called to find the best synonym or related word. This test has alternate forms of testing vocabulary. Following ways to write paraphrase items, there are idiom and other phrases, phrasal context, reading passage context, related-word identification, and unrelated-word identification. d Simple Completion Words It is a test emphasizes word-formation which the students write in the missing parts of words that appear in sentences. The missing parts are usually focused on prefixes and suffixes, for example un- in untie and –ful in thankful. Here are four additional ways to prepare simple completion questions, there are stem-first procedure changes when suffixes are added, phrasal context grammatical clues are sometimes given, compounds, and inflectional cloze. Those statements above, the English teacher can use those tests to measure the comprehension of st udents’ vocabulary. The teacher should be able combine the vocabulary test in examining, in order the students more pay attention to understand in learning vocabulary, especially English vocabulary. Therefore, the students are not restricted just to multiple-choices questions. A careful selection, or sampling, of lexical items for inclusion in a test is generally a most exacting task. The first task for the constructor of test is to determine the degree to which he or she wishes to concentrate on testing the students’ active or passive vocabulary. Heaton points out that it can be thought into following the four major language skills. If the test constructor concentrates to passive vocabulary, he or she should be taken listening and reading. Then if he or she concentrates to active vocabulary, test constructor should be taken speaking and writing. 12 There are in testing vocabulary almost same the type of test, based on Heaton classify into some classes such as Multiple-choice Items A, Multiple-choice Item B Completion, Sets Associated Words, Matching Items, More Objective Items, and Completion Items. 13 In here, the writer thinks the explanation of test items more clearly and simple to be applied by English teacher in testing vocabulary. To sum up, there are some tests items can be used by test constructor or teacher in testing vocabulary. The test can be given through multiple-choice question, matching item, or completion items, etc. Those tests can be chosen and used based on the teacher’s and students’ need in testing vocabulary.

2. Demonstration Technique

2.1 Definition of Demonstration

In teaching and learning process, the teachers should make a classroom situation become enjoy and interest for the students when the teacher conveys English 12 J. B. Heaton, Writing English Language Tests, Nwe York: Longman Group UK Limited, 1988, p. 51 13 Ibid., p. 52-62 materials. To teach vocabulary can be showed in many different ways. There are various ways through the teaching techniques in presenting the vocabulary; one of them is by using demonstration technique. It is belong into the categories of controlled technique in taxonomy of techniques. Demonstration technique is also called role-play in processing, because the students are emphasized to play an illustration to be showed to other people. Crookes and Chaudron as cited by Brown states, “Role-play demonstration is selected students or teacher illustrates the procedure s to be applied in the lesson segment to follow. It includes brief illustration of language or other content to be incorporated.” 14 It means that the activity of demonstration technique is through role-play and it can be used to identify or to illustrate the words in many situations based on the materials. According to Petty that a demonstration is showing something ‘how’ by example and the teacher also can using in any subjects. 15 In other words, demonstration technique belong an action concept by showing something. Here, the students doing how to do something and it can be applied in all subjects. Harmer points out, “It is often impossible explain the meaning of words and grammar either through use of realia or in pictures. Actions, in particular, are probably better explained by mime.” 16 Therefore, the writer thinks that learning vocabulary can be presented through the action concept to explain the meaning or to introduce the new vocabulary by using mime with the object. It means will make easy for students understand the meaning of words that they remember when using the action or mime in presenting. In teaching English, the teacher can perform the material of vocabulary by using demonstration that is each student showing the gesture or action to introduce the vocabulary. McNeill says, “Gesture in initial, Action, part highlights the other approach, which of gesture as part of the social interaction in which the person 14 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagody, New York: Pearson Education Inc, 2007, p. 185 15 Geoffrey Petty, Teaching Today, United Kingdom: Nelson Thornes Ltd, 2004, p. 173 16 Jeremy Harmer, op. cit., p. 161