Teaching Vocabulary Integrated with Reading

considerable vocabulary learning can occur even though the learners’ attention is not directed toward vocabulary learning. From these possible ways of developing vocabulary that can be done by the learners, teacher should also find the effective ways to help them. Besides, Kustarjo 1988:24 proposes five possible ways of learning vocabulary as well. 1. Learning vocabulary through creativity. The teacher lets the students decide many choices by themselves they want to learn. The teacher can choose any techniques which enable the students to be creative in producing vocabulary, for example: game, picture, drama, and so on. 2. Learning vocabulary through context clues. The teacher can use a context clue in a word base on the clue of the surrounding context. The teacher can give the students synonyms, antonym, or definition of a word. 3. Learning vocabulary through guessing The teacher can encourage the students the guess and discuss the word learned. To guess correctly, the students should have a good rationale. The teacher can give example by pronouncing a sentence, and then the students guess the words that the teacher meant. 4. Learning vocabulary through definition The teacher guides the students to define the meaning of the words and to arrange words into a correct sentence, for example: A teacher is a person who teaches. 5. Learning vocabulary through derivation The teacher includes the four classes of words in the position of assurance in English patterns. The teacher can give nouns, verbs, adjectives, and adverbs. Then the teacher asks the students to inform the derivation of the words, for example: succeed verb, success noun, successful adjective, and successfully adverb and so on. Moreover, based on the theory of teaching and learning vocabulary stated and explained by linguists above, it could be concluded that the meaning of word or vocabulary should be taught appropriately to the students’ level of capability and related to daily life phenomenon and their experience. Referring to the explanation above, it is assumed that the teacher must be able to choose the technique and media which is the most appropriate for teaching vocabulary at certain class.

2.5 Concept of Visual Dictionary

Wright 1989:190 states that visual is graphic to illustrate an object, action, or quality that appears to the sight. While, Kreidler 1968 mentions that visualization can be useful to the language teachers by helping to create situation which are outside the classrooms walls, introduce students to unfamiliar cultural aspects, give the reality to what might misunderstand verbally by the students, change situation, quickly and easily in a drill and decoration for the classroom. Then, Kelley 2009 adds that visualization continually supports language development, and has a great impact on students’ cognition and understanding.