Research Objective Research Benefits Theoretical framework

5

E. Research Objective

The research would be intended to answer the questions that are formulated in the problem formulation above that is to find out the depth of vocabulary knowledge acquired the third semester students of English Education Study Program of Sanata Dharma University.

F. Research Benefits

The result of the study could be used as one of the references for the next study intended to investigate the development of the students’ depth of vocabulary knowledge or any researches conducted in the field of vocabulary teaching and learning. The finding could also be used as a tool to evaluate the instructional processes and practice in the department particularly in the field of vocabulary teaching and learning and in making necessary adjustment for improvement.

G. Definition of Terms

In order to avoid misunderstanding in perceiving and understanding some important terms in this study, some significant terms related to this study would be defined as follows: 1. Depth of vocabulary knowledge Depth of vocabulary knowledge refers to the students’ quality of vocabulary knowledge Read, 2000: 90. Mukarto 2005: 156 affirms that depth of vocabulary knowledge covers the depth and breadth of meaning dimension of a given word. The depth of meaning refers to the knowledge of both syntactic and semantic features that constitutes the core meaning 6 of a word while the breadth of meanings refers to the multiple meaning senses of a word. 2. Meaning mapping Meaning mapping is the representation in the mind of a word meaning: both syntactic and semantic features within the boundary of a word which make up the meaning of that word depth of meaning and the multiple meaning senses of a word breadth of meaning Mukarto, 2005: 157. 7 CHAPTER II LITERATURE REVIEW Introduction This chapter presents the literature review of the study. It is divided into two parts. The first part is the theoretical description containing review of the related theories to the study and the second part is the theoretical framework of the study. Theoretical Description 1. What Is a Word? Word is not an easy concept to define, either in theoretical terms for various applied purposes Read, 2000: 17. Read makes some basic distinctions as the basic points to define words. One is the distinction between tokens and types. This distinction refers to the counting of words in a text. Individual words occurring more than once in the text are counted each time they are used refer to as tokens Read, 2000: 18. For example, the word walk in a text occurs as walked, walking and walks is counted three times. On the other hand, the number of types is the total number of the different word forms, so that a word that is repeated many times is counted only once. Another distinction is between function words and content words. The words like the, a, to, and, in and that are seen as belonging more to the grammar of the language than to its vocabulary. This kind of words – articles, prepositions, pronouns, conjunctions, auxiliaries, etc. – is often referred to as function words. 8 While content words – nouns, ‘full’ verbs, adjectives, and adverbs – they have little if any meaning in isolation and serve more to provide links within sentence, modify the meaning of content words and so on. These content words may occur in various forms. For example, the word “wait” may occur as waits, waited, waiting. They would be normally regarded as the same word in different forms. These different forms are the result of inflectional endings adding to a base form without changing the meaning or word class of the base. The base and the inflected forms of a word are known as lemma Read, 2000: 18. Content words may also have a variety of derived forms that often change the word class and add a new element of meaning. For example, the derived forms of the word happy: happily, happiness, happier. Even though they have slight semantics differences, all of these words are closely related in form and meaning. Such a set of word forms sharing a common meaning is known as a word family. Cruse 2000: 80 distinguishes word forms and lexeme. Word forms are individuated by their form, whether phonological or graphic. Lexeme could be regarded as groupings of one or more word forms which could be individuated by their roots andor derivational affixes. So, the words run, runs, running and ran are word forms belonging to the same lexeme “run”. While walk, walks and walked belongs to a different lexeme. Walk distinguished from the former by its root: likewise obey, obeys, obeying and obeyed belong to single lexeme and disobeys, disobey, disobeying and disobeyed having the same root as the first set, belonging to different lexeme, distinguished this time by the possession of the derivational affix dis­. 9

2. Vocabulary Knowledge

Richards 1976: 77­89 cited in Mukarto 2005: 152 proposed several aspects on assumption of vocabulary knowledge. According to Richards, knowing a word means: 1. knowing its relative frequency and its collocation 2. knowing the limitation imposed on its use 3. knowing its syntactic behavior 4. knowing its basic forms and derivations 5. knowing its association with other words 6. knowing its semantic value 7. knowing many of the different meanings associated with the words Nation 1990: 31 adopted Richards’ assumption of word knowledge; he added the receptive and productive knowledge and several other considerations and reorganized them. Form Spoken form R what does the word sound like? P how is the word pronounced? Written form R what does the word look like? P how is the word written and spelled Position Grammatical position R in what patterns does the word occur? P in what patterns must we used the word? Collocation R what words and types of words could we express before and after the word? 10 P what words or types of words must we use with this word? Position Frequency R how common is the word? P how often should the word be used? Appropriateness R where would we expect to find this word? P where could this word be used? Meaning Concept R what does the word mean? P what word should be used to express this meaning? Association R what other words does this word make us think of? P what other words could we use instead of this one? Figure 2.1: Components of word knowledge Nation, 1990: 31 Some other researchers proposed some notions on the vocabulary knowledge: a. Real and Potential Vocabulary Knowledge Gass 1994: 272 suggests that learners appear to have differing degrees of knowledge of their second language lexicon. She differentiates between potential vocabulary and real vocabulary. Potential vocabulary consists of words a learner would recognize even though they have yet to be seen in the second language. Common scientific and technological terms, for example, in the economic, medical, technique, and physics, would be the examples of potential vocabulary. Real vocabulary consists of words the learner is familiar with after and because of exposure. The examples would be the vocabularies learned in the shool, or learned by reading. 11 b. Active productive and Passive receptive Vocabulary Knowledge Another distinction is between passive receptive vocabulary knowledge and active productive vocabulary knowledge. Passive or receptive vocabulary knowledge is the matter of word recognition Gass, 1994: 375. Nation 1990 states that passive vocabulary knowledge includes the ability to distinguish a word from words with a similar form and being able to judge if the word form sounds right or look right. The knowledge involves having some expectation of the words that it would collocate with. Knowing a word in this knowledge includes being able to recall its meaning when we meet it. It also includes being able to see which shade of meaning is most suitable for the context that it occurs in. In addition, knowing the meaning of a word may include being able to make various associations with other related words. On the other hand, active or productive vocabulary knowledge involves knowing how to pronounce the word, how to write it and spell it, how to use it in correct grammatical pattern along with the words it usually collocates with. Active vocabulary knowledge is the extension of passive vocabulary knowledge. Active or productive vocabulary knowledge also involves not using the word too often if it a typically a low­frequency word, and using it in the suitable situations. It involves using the word to stand for the meaning it represents and being able to think of suitable substitutes if any. Laufer and Paribakht 1998 cited in Gass, 1994: 375 investigated three types of vocabulary knowledge, which are passive, controlled active, and free active. Passive knowledge involves understanding the most frequent meaning of a word. Controlled active involves cued recall e.g. a test item might include The railway con____ the city with it suburbs, where the first few letters of a word are 12 included to eliminate other possibilities. Free active knowledge involves spontaneous use of the word. According to Laufer and Paribakht, these three knowledge types developed at different rates. Passive vocabulary knowledge is the fastest while active particularly free active vocabulary knowledge is the slowest. In addition, passive vocabulary is always larger than active vocabulary, although there is a difference between learners in a foreign language setting and those in a second language setting. The gap between knowledge types is smaller in the foreign language setting, suggesting a strong role for the environment in learning Gass, 1994: 375. c. Breadth and Depth of Vocabulary Knowledge Breadth of vocabulary knowledge is defined as vocabulary size, or the number of words for which a learner has at least some minimum knowledge of meaning Qian, 1999. There are two ways to see how many words a second language learner needs. One way is to look at the vocabulary of the native speakers of English and consider that as a goal for second language learners. The other way is to look at the results of frequency counts and the practical experience of second language teaching and researchers and decide how much vocabulary is needed for particular activities. Depth of vocabulary knowledge is defined as a learners level of knowledge of various aspects of a given word, or how well the learner knows this word. Mukarto 2005: 156 affirms that depth of vocabulary knowledge covers the depth and breadth of meaning dimension of a given word. The depth of meaning refers to the knowledge of both syntactic and semantic features that constitutes the core 13 meaning of a word while the breadth of meanings refers to the multiple meaning senses of a word.

3. L2 Lexical Development

One of the most essential tasks of vocabulary acquisition in an L2 is the mapping of lexical forms to meaning Jiang, 2002: 617. Language learners use vocabulary mapping as the learning strategy to identify and specify lexical properties and to eventually incorporate them into their existing lexical system or network of the lexical properties Mukarto, 1999: 28. This vocabulary mapping constitutes representation of a word meaning both syntactic and semantic features within the meaning boundary of a word which make up the meaning of that word depth of meaning and the multiple meaning senses of a word breadth of meaning Mukarto, 2005: 157. This representation refers as meaning mapping. Swan 1997 cited in Mukarto 2005 claims that mapping second language vocabulary onto mother tongue is a basic and indispensable learning strategy. It is a general phenomenon in the EFL learning context in Indonesia. Figure 2.2: The lexical representation in the mental lexicon. Source: Jiang 2000: 48 14 Based on Levelt’s model of lexical entry in the mental lexicon, Jiang 2000: 48, proposed the three stages of second language vocabulary mapping development. a. Formal Stage of Development Word­Association Stage In the initial stage of L2 vocabulary learning, L2 words are mapped to L1 translations, not to its meaning directly. In this stage, L2 words are learned mainly as formal entities because the meaning is provided either through association with L1 translation or by means of definition rather than extracted or learned from the context by learners themselves Jiang, 2000: 50. b. Lemma­Mediation Stage Concept­Mediation Stage The next stage is the L1 lemma mediation stage. In this stage, the information L1 lexeme ­ morphology, pronunciation, and orthography ­ is gradually deactivated because it does not assist the L2 word use. A strong link between L2 words and the lemma component meaning and syntax of L1 translation is established. So, the mapping is no longer done from L2 words to L1 translation but from L2 words to L1 meaning directly. L2 learner arrive at this stage when they have already had advanced and increase experience in L2. Adopting Levelt’s model of lexical representation, Jiang suggest that L1 lemma information could be said to have been copied into the L2 lexical entry from its L1 translation and become part of the lexical knowledge represented in L2 entries. Transfer of lexical meanings from the native language to the target language is a familiar phenomenon with second language learners at the beginner level Ijaz, 1986: 405. Ijaz suggest, concepts in the L1 are transferred to the L2 and mapped onto new linguistics labels regardless of differences in the semantics boundaries 15 of corresponding words. The continuous L1 transfer could promote problem for L2 learners. Very rarely do L2 words have one to one correspondence with L1 words Mukarto, 1999: 28. Poedjosoedarmo 1989: 66­70 cited in Mukarto, 1999: 28 suggest that most L2 words are polysemous; they have more than one meaning and different meaning may require different linguistics context. c. Integration­Stage Final Stage of Development The last stage is called L2 integration stage. Learners arrive at this stage when the semantic, syntactic and morphological specifications of an L2 word are extracted form exposure and uses and integrated into lexical entry. In the point of learners’ L2 lexical development, Jiang 2000 observes that there are two practical constraints on L2 lexical development in instructional setting. The first constraint is that L2 learners do not have any contextualized input in the target language that make them difficult to create and extract semantics, morphological, and syntactic specifications about a word and integrate such information into the lexical entry of that word. L2 acquisition in instructional setting only provides such a tiny amount of input for the learners to work Singleton: 51. The second constraint is that L2 learners have established L1 semantic system that closely associated with the target language; this makes the L2 learners tend to rely on the system in learning the L2 vocabulary. The L2 learners in the initial stage learn L2 words together with its L1 translation. When L2 learners learn L2 words together with their translation, the learners’ language processor or language acquisition device may be less motivated to pay attention to the contextual cues for meaning extraction. Thus the tendency to use L1 translation in learning the L2 vocabulary would hinder the L2 lexical development. Ijaz adds, in the case of L2 lexical 16 acquisition the learners may copy such abstract entries from L1 lexicon to the interlanguage lexicon to assist the recognition of L2 words. According to her, in this way of learning, concepts underlying word in the L1 are transferred to the L2 and mapped onto the new linguistic labels regardless of differences in the semantics boundaries of corresponding words Ijaz: 405. This would easily lead the L2 learners to error in L2 use and production. The continuous L1 transfer may also become the impedance of L2 lexical development. L2 learners would stick on a certain stage of development and difficult to reach the complete and final stage of development.

4. Model of Vocabulary Acquisition

The basic model adapted to account for the process of L2 vocabulary acquisition is adapted from the computational model of L2 acquisition Ellis, 1997. Figure 2.3: Model of Process of L2 Acquisition adapted from the Computational Model of L2 Acquisition Ellis, 1997. In this model, learners encounter or are exposed to language input in the spoken or written forms or both. In the foreign language learning context, learners are mostly exposed to the written forms rather than the spoken one. The language 17 input is processed in two stages. First, information contained in the words are attended and taken into short­term memory. The information attended may be the word forms spelling, intonation, stress, and the word meanings. This attended information are called intake. Then, some of the intake is stored in the long­term memory as part of the lexicon. The process that is responsible for creating intake and the lexicon occurs within the “black box” of the learners’ mind. Finally the lexicon is manipulated or used by the learners in learner language Ellis, 1997: 35. This model of vocabulary acquisition corresponds to the five essentials steps in vocabulary learning proposed by Brown and Payne. Their paper was presented at the TESOL convention in Baltimore, MD, in 1994. The steps are 1. encountering new words 2. getting clear image – visual or auditory or both of the words forms 3. getting the word meaning 4. consolidating the word form and meaning in memory so that the new words become part of the lexicon 5. using the word Hatch and Brown, 1995: 371 ­ 391. There are three crucial stages in the model of vocabulary acquisition process. The first is from input to intake, which is the first stage of vocabulary mapping. The processes influence the intake quality. Brown and Payne suggest that learners need to get clear image of word form and meaning. The second crucial stage is from intake to the lexicon, from the short term memory to the long term memory. It is the stage that determines how much of the intake would be 18 incorporated into the lexicon. In this stage learners continually construct and adjust the vocabulary mapping or network of associations in the mental lexicon. The third stage is the use of the lexicon by the L2 learners. According to Melka 1997, there are two natures of word use: 1. Receptive and productive. In the L2 acquisition context, the use of lexicon or words may serve two functions: to express one self and to understand others in communication. 2. To learn more properties of L2 words or vocabulary.

5. Vocabulary Mapping Determinants

a. From Input to Intake: Quality Determinants The quality of vocabulary intake is subject to the following determinants or factors: 1 Context of L2 Learning Brown 1986: 34 classifies the context of L2 learning into two major categories: second language learning and foreign language learning. L2 learning may take place in two different contexts: within the culture of L2 language e.g. an Indonesian learning English in the US UK and within its own native culture where the L2 is an accepted lingua franca in education, business etc. learners learn L2 in their native culture would have less opportunities to use the language e.g. Indonesian learn English in their country. Sources of language input and the chances to use the language in communication are limited. Thus, the limited chances and exposure to use the language would likely be detrimental to vocabulary mapping. Without enough exposure, learners would have a limited 19 number of contexts resulting the limited identification and acquisition of limited language features. 2 Intrinsic Difficulties of Second Language Vocabulary. Intrinsic difficulties of L2 vocabulary may cause problems for learners in mapping the L2 words. Features such as familiar phonemes, consistency of sounds script relation, regularity, transparency, register neutrality, and one form to one meaning correspondence help learners in vocabulary mapping and also acquisition. On the other hand features like unfamiliar morphemes, inconsistency of sound script relation, irregularity, lexical complexity, synformity Similarity among L2 lexical forms, register restriction and one form to multiple meaning correspondences, hinder vocabulary acquisition as vocabulary mapping become much more complicated. 3 Learner’s First Language It is undeniable that L1 has a considerable influence on how L2 is learned. Swan’s view 1997 says that mapping L2 words into L1 is a basic and indispensable strategy in vocabulary learning, but also inevitably leads to error. Ijaz suggests that L2 learners transfer the concepts in the L1 to L2 words without regarding the differences in the semantics boundaries of corresponding words Ijaz, 1986: 405 and this may lead the students to the error in the L2 production. Very rarely do L2 words have one to one correspondence with L1 words Mukarto, 1999: 28. Poedjosoedarmo 1989: 66­70 cited in Mukarto, 1999: 28 suggests that most L2 words are polysemous; they have more than one meaning and different meaning may require different linguistics context. 4 Vocabulary Teaching Strategy 20 Vocabulary teaching generally focuses primarily on two aspects: form and meaning. The meaning taught is usually the core meanings of the words and the other possible meanings are often neglected because they are considered irrelevant at the moment. The learners learn the L2 words from the L1 translation and the problem here there is no exact translation from L2 to L1. 5 Learner’s Strategies for Discovering Meaning There are three ways that are most helpful for discovering meaning according to Schmitt’s survey on vocabulary learning strategies used by Japanese learners of English 1997: 221­223: 1 checking the meaning of unknown words in bilingual dictionaries, 2 asking teachers for paraphrases, synonyms, or gestures and 3 guessing meaning from contexts. However, Meara 1997 claims that L2 word is only partially taught and learned, but when different aspects of words are touched as the same word is encountered later, the mapping would be adjusted. In terms of vocabulary mapping, intake is the first step in the mapping process and is temporary and partial in nature. b. From Intake to Lexicon: Consolidation Strategy Some of the intake is stored in long­term memory Ellis, 1997: 35, so that the maximizing the portion of intake in long­term memory as part of the lexicon and L2 knowledge should be the concern of both language educators and the learners. The consolidation strategies that may be used by the learners are repetition, mnemonic devices, loci, key words, cognitive depth and games. The 21 most commonly used strategy is repetition in its various form, one of them called “structured repetition” technique. This technique requires the students to memorize a list of vocabulary items. Weekly tests, consisting 40 new vocabulary items and 60 “old” vocabulary items which have been tested before, are given as a means to encourage learners to memorize the vocabulary items. In an experimental study, Purba 1990 found out that this structured repetition technique proved to be effective to increase the learners’ mastery of English vocabulary. This technique allows the students to reach their threshold where they could start to learn from context. However, this technique must not be the sole technique of vocabulary learning as only core meanings are given. Consolidation strategies allow the learners better map the newly acquired vocabulary into the existing lexicon by making as many connections as possible between the newly learned words with the existing lexicon and strengthening the link through repeated encounter of the words in various linguistic contexts. c. From Lexicon to Output: Language Use and Feedback At the early stage of language acquisition, learners likely think in L1 and then seek the suitable L2 words before using them. At a later stage or more advanced level, learners may activate their L2 lexicon without reference to L1 lexicon. In the use of lexicon in communication, learners may receive feedback. If the learners get proper feedback, they would be able to adjust their mapping or network in the lexicon and therefore have a better­mapped lexicon. On the other side, if there is no proper feedback on learners’ language, the learners’ language would be fossilized at an earlier stage. In order to avoid the fossilization occur in 22 the L2 lexical development, it would be better for the teachers or lecturers to give negative­feedback when the students inaccurately map the words. 6. Componential Analysis of Meaning a. Types of Meaning Relation According to Nida 1975: 15, there are four principal ways in which the meanings of different semantic units may be related to one another: inclusion, overlapping, complementation, and contiguity. 1 Inclusion In many instances the meaning of one word may be said to be included within the meaning of one another. All poodles, for example, are dogs, and all dogs are animals. Thus the meaning of poodle could be said to be included in the meaning of dog, and the meaning of dog included in the meaning of animal. Such inclusions of meaning, one within another, are extremely important in determining the significant features of meaning, since each “included” meaning has all the features of the “including” meaning, that is, the immediately larger area of meaning, plus at least one or more feature which serves to distinguish the more restricted area. 2 Overlapping One of the most obvious features of the relatedness of meanings is the tendency for meanings to overlap, e.g. givebestow, illsick, possesown, answerreply. The words in each pair, normally called synonyms, are almost never substitutable one for the other in any and all contexts. That is to say, they are not identical in meaning, but they could be substituted one for the other in at least 23 certain contexts without significant changes in the conceptual content of an utterance. Initial learners should be aware of the English synonyms because they could lead the learners into the misuse of words. 3 Complementation Meanings complementary to each other involve a number of shared features of meaning, but show certain marked contrasts, and often opposite meanings. Generally, there are three types of complementary relations: 1 opposites, 2 reversives, and 3 conversives. Opposites are often spoken of as polar contrasts, since they involve distinct antithesis of qualities e.g. goodbad, highlow,, quantities e.g. muchlittle, manyfew, states e.g. deadalive, openshut, time e.g. nowthen, space e.g. herethere, and movement e.g. gocome. Certain complementary meanings involve reversives of events, e.g. tieuntie, alienatereconcile; or may be better described as conversives, e.g. buysell, lendborrow. 4 Contiguity The relation of contiguity is the most important for the analysis of distinctive features or components of meanings since it represents the relation between closely related meanings occupying a well­defined, restricted semantic domain, and exhibiting certain well­marked contrasts. That is to say, each meaning is distinctly set off from other related meanings by at least one important feature. The related meanings of walk, run, hop, skip, and crawl constitute such a cluster of contiguous meaning. They all share the features of movement by animate an animate being, using the limbs; but the number of limbs, the order of 24 movement, and the relation of the limbs to the supporting surface involve clearly definable contrasts. The relation of contiguity does not apply to the words walk, hop, run, skip, and crawl, but only to the meanings of those words which are related, in the sense that they share certain common features, and hence constitute a single semantic domain. b. Procedures for the Componential Analysis of Meaning A meaning is not a thing in itself, but only a set of contrastive relations. In some instances the crucial contrasts involve a few related meanings, but there is no way to determine a meaning apart from comparisons and contrasts with other meanings within the same semantic area Nida, 1975: 151. 1 Analyzing a Meaning of a Lexical Unit in One’s Mother Tongue The procedures for determining a single referential meaning of a lexical unit in one’s mother tongue involve comparison with related meanings of other units, that is, with other meanings in the same semantic domain. Where the meaning of a lexical unit occurs in a semantically contiguous set, especially if this set is part of a more or less systematic hierarchical structure, the procedures are relatively simple, and the results could be determined with little difficulty. Since they are varieties in between comparable meanings it is important to recognize two distinct types of procedure. One may be called the “vertical­horizontal procedures”, the other, the “overlapping procedures”. a The Vertical­horizontal Procedures The vertical­horizontal procedure for analyzing meaning involves 1 a vertical dimension, in which more inclusive meanings are compared with less 25 inclusive meanings, that is, meanings on different hierarchical levels, and 2 a horizontal dimension in which meanings on the same hierarchal level are compared, whether contiguous, overlapping, or complementary. b Overlapping Procedures In general it is preferable to employ the vertical­horizontal procedures in determining the meaning of a semantic unit. However, in many instances it is impossible to do so, since the relevant contrasts could be stated only in terms of overlapping meanings. 2 Determining the Meaning of a Lexical Unit in a Foreign Language In analyzing the meaning of a lexical unit in a foreign unit in a foreign language, two principal types of resources are usually available: 1 items in context, either existing texts or material provided by informants, spontaneously or by elicitation, and 2 dictionaries monolingual or bilingual and vocabulary lists with glosses. a Analysis of Meaning on the Basis of Context The analysis of word meaning on the basis of context could be done by a series sentence of sentences containing different context on the use of the word. b Determining a Meaning of a Lexical Unit with The Help of Informants In working with a language informant, it is essential to avoid asking, “What does the term mean?” A sophisticated informant may sometimes provide a helpful definition, but in most instances it is better to ask, “What is it like?” “How is it used?” “When do you say this word?” 26 If the lexical unit seems to refer to some entity or object, one of the first question may be, “what does it look like?” It may be necessary to ask questions as, “What does it sound like?” “What does it feel like?” other types of question could be developed to elicit description of words. c The Use of Dictionaries in the Analysis of Meaning Key syntactic and semantic features of a word could be generally found in dictionary definitions Mukarto, 2005: 156. Finer semantic features of words could be identified by contrasting them with other words sharing the common meaning sense of the words. By contrasting them, one could identify the features that constitute the meaning of those words. In general, dictionaries cover the semantic areas involved, list typical contrast, provide illustrative contexts, indicate different syntactic uses, give historical data suggestive of relation between meanings, frequently list idiomatic and figurative uses, and may note such temporal features as “obsolescent”, “archaic”, “neologism”, etc Nida, 1975: 172. Dictionaries may also be very useful in providing terms for setting up contiguous and overlapping series, since they often list under generic terms those synonyms which are structurally included.

B. Theoretical framework

The investigations of L2 learners’ vocabulary knowledge have important implication for language pedagogy. The investigations on the L2 learners’ vocabulary knowledge, recently, are focused on the learners’ vocabulary sizes rather than on the learners’ depth of vocabulary knowledge. Although breadth of 27 vocabulary knowledge is an essential dimension, it does not mean that the other dimension i.e. the depth of vocabulary knowledge is not important. For advanced learners it is important that they acquire more senses of polysemous words and learn more about possible collocates, special uses and so on Boogards, 2000: 495. In attempt to answer the research problem mentioned in chapter I, the present study uses several theories: vocabulary knowledge, second language lexical development proposed by Jiang 2000, vocabulary mapping determinant proposed by Mukarto 1999, and componential analysis of meaning proposed by Nida 1975. Jiang 2000 proposed three stages of second language lexical development, namely: 1 the initial stage of second language lexical development or word­ association stage, 2 lemma­mediation stage or concept­mediation stage, 3 final stage of second language lexical development or integration stage. The stages of second language development is used to see in what stage do the third semester students belong to and to see the quality of mapping produced by the students. Vocabulary mapping done by second language learners is determined by several factors: 1 from input to intake, there are: context of L2 learning, intrinsic difficulties of second language vocabulary, learners’ first language, vocabulary teaching strategy, and learners’ strategy for discovering meanings, 2 from intake to lexicon: consolidation strategies, and 3 from lexicon to output: language use and feedback Mukarto: 1999. These determinants are used to see the factors that affect the third semester students’ quality of vocabulary knowledge or their depth of vocabulary knowledge. 28 The meanings written by the students in the self­report categories Vocabulary Knowledge Scale would be analyzed using one of the procedures in the analysis of words meaning proposed by Nida 1975 that is using dictionaries. The procedure is used to see whether the meanings that the students would write are inside the meaning boundary of the tested verbs or not. In case that the meaning of the tested verbs based on the students’ knowledge is outside the meaning boundary of the tested verbs, it indicates that the meaning mapping done by the students is inaccurate and vice versa. From the students’ meaning mapping accuracy an assumption on the students’ depth of vocabulary knowledge could be drawn. 29 CHAPTER III METHODOLOGY Introduction This chapter presents discussion on the procedure of the study. The discussion includes the discussion on the research methodology used on the study, the subjects of the study, the instrument used to gather the data, the procedure of data gathering and the procedure to analyze the data in order to answer the problem formulations mentioned in the first chapter.

A. Method