2.1.7 Theory of Testing Vocabulary
In teaching vocabulary, the useful technique is testing vocabulary. There are several advantages of testing vocabulary Dale and O’Rourke, 1971: 20. They
are:
1 the students must pay close attention to complete the exercise correctly, 2 the answers to the questions are clear-cut, 3 the students are actively involved,
4 the students senses the importance of the exercise, for his ability is being measured, 5 the exercises are generally brief, and 6 the teacher has a quick
measurement of the students progress.
According to Dale and O’Rourke 1971, there are four kinds of vocabulary testing. The first kind of vocabulary test is identification that means
the students responds orally or in writing by identifying a word according to its definition or use, for example: a word may be identified as a synonym of another
word. Secondly, multiple choice is the test in which the students select the correct meaning of the tested word from three or four definitions. Thirdly, matching test
is a test in which the tested words are presented in one coloumn and the matching definitions are presented out of order in another coloumn. The fourth kind of
vocabulary test is checking. Checking means the students check the words they know or do not know.
2.1.8 Vocabulary Mastery in a Language Teaching Learning
Vocabulary is an element which can contribute the process of teaching learning English, especially in the teaching and learning process of English skills.
Lehr 2001 states, that vocabulary is one of important contributions in learning a new language. There are four skills that should be learned, i.e. listening, speaking,
reading, and writing. In teaching learning process, all those skills are supported by three English elements, i.e. grammar, vocabulary, and pronunciation Nunan,
2003. Beside the knowledge of grammar and pronunciation, vocabulary knowledge is also important in understanding the language. In receptive skills,
such as reading and listening skills, vocabulary mastery is a significant point that should be considered by the learners. The more the learners master the
vocabulary, the more they comprehend the content of the texts Lehr, 2001. Learners’ vocabulary mastery has strong relation with reading comprehension and
the other skills in English. The learners’ comprehension in English skills will be better if the learners have good mastery in vocabulary, for example in reading
comprehension. Therefore, the learners’ vocabulary mastery should be improved in order to be able to give more contribution in language learning.
2.1.9 English Productive Skills: Speaking and Writing
As stated by the Nunan 2003, the English skills are divided into two parts, i.e. productive and receptive skills. Productive skills consist of speaking and
writing skills and productive means language generated by the learners in speech or writing. It means that the students can produce ideas which are expressed
through speaking or writing. Speaking is included in productive oral skill and that consists of producing systematic verbal utterances to convey meaning Nunan,
2003: 48. According to Nunan 2003: 88, writing can be defined as:
physical act of committing words or ideas to some medium, whether it is hieroglyphics inked onto parchment or an e-mail message typed into a
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