it can be said that they have pass the ‘threshold’. Repetition can be done in some ways as proposed by Taylor 1990 below.
1. Frequent repetition of the words. The teacher repeats her utterances
frequently in order to continue the conversation. For example:
Teacher: There. A man there. A man. See there the man. Child : A man?
Teacher: Yes, a man. He stands up. …….. 2. Repetition may involve paraphrase, synonym, or expansion.
For example : Teacher : What color do you want?
Student : ……color..? Teacher : red, yellow, blue?
3. Choral direct repetition Choral repetition may lead the students to practice the pronunciation.
However, it can be just students parroting when they repeat the words without knowing the meaning. For example:
Teacher : Say it, wet Student : wet
4. A less overt way of effecting repetition is to use questioning rather than simply to model the item. The example of direct repetition by
questioning: Teacher : The teacher uses a series of pictures Is it a dog or a cat?
Student : A cat
Teacher : And this white animal? Student : A cat.
2.2.2 Deep Processing of New Vocabulary
The consideration in promoting a deep level of processing is that learning involves either short term memory or long term memory Celce, 2001:289. Short
term memory has a small storage capacity and holds information temporarily while it is being processed. The importance of promoting deep level of processing
is to transfer information from short term memory to long term memory. The more students manipulate and think about a word, the more likely it is that the
word will be transferred into long term memory Murcia, 2001; 289. Decarrico as cited by Murcia 2001 proposes that there are two ways in
teaching-learning vocabulary: implicit teaching-learning and explicit teaching- learning. In explicit vocabulary learning, students engage in activities that focus
on vocabulary, while implicit learning is incidental learning which is learning that occurs when the mind is focused elsewhere. Explicit learning should take place in
the initial stage. In learning vocabulary, learners are taught some vocabulary. Here, their mind is consciously focused on the vocabulary taught. However, new
words should not be presented in isolation and should not be learned by simple rote memorization; learners should process the words. When the word is attached
to other words and the learners guess the meaning of new word from the construction, the implicit learning takes place here and they process the word.
When they process the word, it is expected that the word will be transferred into long term memory and can be recalled in appropriate situation.
2.3. The Usage in the Real Communication
In the vocabulary acquisition process, it’s not enough for learners just to remember a great deal of vocabulary. They need to know how to use them. Usage
in this case is how the students use the input in the real communication, in the appropriate situation. Hence, when talking about usage, it has close relation with
interaction and context. Allwright 1984 and Long 1983 claim that it is in the interaction process that acquisition occurs. Learners acquire language through
talking with other, either with the teacher or the people around. As it is stated before, learners experience ‘silent period’. Therefore, the interaction process
begins with students understanding the language receptive skill and then producing the language productive skill.
In the process of understanding the language, the learners learn the context where and in what situation certain words are used from the people’s utterances.
By the interaction process, the learners generate concept about the context where the words occur and when they are ready they will produce the words. Context is
related to the meaning association. For example, red has association with yellow, blue, white, and so forth which under color context. The following is an
illustration of students’ usage. Teacher : The teacher shows a blue book This is a book. The color is
blue the teacher picks another book with red color. This is a book. The color is red. What is this?
Students : Book Teacher : What color is this blue book?
Students : Blue.
