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a. Vocabulary Mastery
People who learn a second language should master the vocabulary of that language. Vocabulary helps learners arrange the words to become a sentence or
sentences. Without vocabulary, people cannot share and receive ideas. The larger the
vocabulary mastered, the better will be one’s performance in all aspects of language works Burton, 1982. It means that if someone has good vocabulary
mastery, he or she will have good performance at all aspects of language skills like listening, writing, speaking, and reading, and when someone has bad
vocabulary mastery, the English skills will be bad. Vocabulary mastery is one of the things that we have to consider as an important thing. There are some theories
about the definition of vocabulary mastery. Nunan 2003 defines that students who have vocabulary mastery are the students who know multiword units, word
families, and core meanings. According to Chapelle 1994, vocabulary mastery is “both knowledge of language and the ability to put language to use in context” as
cited in Read, 2000, p.28.
b. Vocabulary Learning Strategy
Vocabulary learning strategy has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping
learners with strategies necessary to expand their vocabulary knowledge Hustjin, 1993, cited in Morin Goebel, 2001. Vocabulary learning strategy goal is
gaining the vocabulary mastery for production and comprehension in a foreign or second language. There are some taxonomies or classifications of vocabulary
learning strategies by Schmitt and McCarty 1997.
10 Schmitt and McCarty 1997 differentiates vocabulary learning strategies
into two. First category is strategies for the discovery of a new word’s meaning and the second is strategies for consolidating a word once it has been encountered.
Schmitt and McCarty 1997 differentiates vocabulary learning strategies into two. First category is strategies for the discovery of a new word’s meaning and the
second is strategies for consolidating a word once it has been encountered. When students do not know a word, they must discover the new word’s
meaning by guessing from their structural knowledge of the language, guessing from the context, or asking someone else. Schmitt and McCarty 1997 founds
that there are two strategies in knowing the meaning of the new word or discovering the new word, determination strategies and social strategies. In
determination strategies, there are some ways and strategies. The learners can analyze the part of speech of the new words, analyze the affixes and the roots,
guessing from the first language cognate, analyze any available pictures or gestures. Besides that, learners may be able to guess the meaning from textual
context and use a dictionary bilingual or monolingual. Guessing meaning from context is one of the strategies that most often
discussed in the literature. This strategy can make learners be independent learners. Decarrico 2001 defines that guessing meaning from context is a key of
vocabulary learning skill for the learners who are dealing with low-frequency vocabulary, particularly in reading authentic texts. Some researchers have found
that few studies of guessing words from context indicate that a large proportion of
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