Dwi Yuningsih CHAPTER II

CHAPTER II THEORETICAL REVIEW A. Vocabulary 1. The Definition of Vocabulary. Vocabulary is one of language of components and it was the main

  point in learning a language because we would not understand someone’s speaking if we did not know any vocabularies. According to Napa (1991: 6-7) no language exists without it and words are signs or symbols for ideas. They was a means by which people exchange either thought. The more words we learn, the more ideas more effectively. Moreover, Rivers in Nunan (1974 : 6) vocabulary refers to a set list of words for particular language or a list of words that individual speaker of a language might use.

  Based on the definition above, vocabulary had important role in language learning. It was not less important than gramar. Every language had its vocabulary because no language exists without words. Words were sign or symbols for ideas. They were the mean by which people exchange their ideas and thought.

  In Webster’s (1989: 159) vocabulary is: a. A list or collection of the words or phrases of a language, branch of science, or the like usually arrange in alphabetical order and defined.

  b. Any collection or symbols which constitute a means or system of non verbal communication.

  5 From those definitions above, it could be concluded that vocabulary is one of important language elements to learn by the students in order to be able to communicate in orally and writing. In the English teaching and learning process, English should be taught at the beginning of the lesson so that the students would be able to use them in doing the activities in the lesson.

2. The Importance of Vocabulary

  Tarigan (1984: 2) points out of the importance of vocabulary in language learning, he states that language skill mostly depends on the mastery of vocabulary. Thus, the more vocabulary was mastered, the bigger possibility that someone could skillfully use the language.

  Rivers in Nunan (1983: 135) has also argued that the acquisition of an adequate vocabulary is essential for successful language use, because without an extensive vocabulary, we will be unable to use the structures and functions we may are learned for comprehensible communication. It forms an opinion that the development of a rich vocabulary was an important element in learning a second language.

  Vocabulary was very important for the students, so the learners were hoped to master some skill such as reading, writing, speaking, and listening in what the speaker said. The vocabulary could help the students or the learner, by the time the whole child enter school, he/she had acquired a considerable understanding of a large number of words, most of as understand some words that good enough to use them own selves.

  Vocabulary was used in reading activity and it would be developed a consciousness to use the words and the meaning of words well. The basic of vocabulary was the development in using new words and meaning. By using games, the students would be interested more in learning English especially English vocabulary.

3. The Principle of Teaching Vocabulary

  At the beginning level, the researcher should concentrate on the function words and the more frequently used vocabulary items, which are needed to give practice in the basic structures and sounds of the language. Everything that had been said to this point focusing a primary vocabulary is semantic base.

  Finnocchiaro (1974: 73), states in his book, that there were several premises and comment related to the teaching vocabulary as follows:

  a. Not all of the words students heard during any lesson need to be a part of this “active” vocabulary during that lesson or in latter lesson. The passive vocabulary will be understood by learners when they hear or read them. While the “active” vocabulary should be systematically presented and practiced.

  b. Vocabulary should always be taught in normal speech utterances. c.

  New vocabulary items should always be introduced in known structure.

  d.

  Where possible, the vocabulary items should be centered on one topic.

  e.

  A familiar word is met in a new context; it would be taught again and practiced.

  f. Vocabulary items should be taught in the same way the teacher teaches everything else.

  g.

  Vocabulary should be practiced in substitution drills, transform thing drills, question and answer, etc.

  h.

  Vocabulary items should reintroduce many times with all the structures and in all the situations in which they can logically be used. i.

  Students should be encouraged to learn and use nouns, verbs, adjectives, and adverb with certain rules.

4. Problem of Learning Vocabulary

  The problems of vocabulary were caused by lack of equivalence between lexical terms of different language.

  There were some problems indirectly faced by students in learning vocabulary items such as in pronunciation, spelling, memorizing and also in using words in sentences or in oral communication. Those briefly described below: a.

  Pronunciation Problem The following were aspects, which cause problems in pronunciation:

  1) Similar sound in the two words which have different variants. 2) Sequences of sound in one word. 3) Classification of sound.

  b. Spelling Problem Besides learning spelling is important as well because it could improve the learner’s ability of the language skills especially writing and reading.

  The following were some of spelling problems: 1) Misunderstanding between speaker and hearer.

  For example: if the teacher said “their”, then the students wrote “there”.

2) The students did not know the spelling of a word.

  For example: the Elementary School students or the beginners did not know how to spell the words correctly like “blackboard” or “blekbor”. The learners made mistake in spelling was influenced by pronunciation. It means if the students want to spell a word, he/she tends to write or to spell like he/she pronounced it.

  c. Memorizing Problem There were some memorizing problems, e.g.:

1) The students had low motivation to learn vocabulary.

  2) The students were reluctant to memorize the new words. 3)

  The students did not always use the words they had known to communicate in daily activities. The longer they meet the words, the faster they forget them. 4)

  Some English teachers did not find and use proper teaching techniques which maintain the students’ ability of memorizing the words. For this reason, English teachers should know a strategy, which is suitable with the objectives if instruction.

  d.

  Meaning Problem It is reasonable that the Indonesian learners were difficult to understand the meaning of English words. Sometimes the meaning of words changes because of its function in sentences, whether have more than one meaning. (Resman, 2000: 14-17).

  Based on explanation above, actually teaching vocabulary for the beginner needed many right ways. The researcher had to know how far their competence and what the right technique is. The researcher could not just once; the researcher need practice and practice more. Reviewing or mentioning the known word should be made, so the students would understand the contrast.

B. Guessing Words

  1. The Concept of Guessing Words Byrne (1979 : 99) says that games is a natural form of self expression both for young and old, and are an activity they all are already familiar. It showed that not only children, but also adult people like games.

  Whereas Hadfield (1987 : iii) says that games is an activity with rules, a goal and an element of fun. Language learning was something formal and hard task which sometimes made students bored in the class, through games which have an element of fun, it would take students to break from weariness. Well chosen games were invaluable which given by the teacher for the students and hopefully they could practice the language skills. Further more, they employed meaningful and useful language in real context, and also could encourage and cooperate students to participate actively in teaching learning process. According to Hadfield, they were some kinds of games as follows: a.

  Competitive Games, in which players or teams race to be the first to reach the goal.

  b.

  Cooperative Games, in which players or teams work together towards a common goal.

  In this research, the researcher uses guessing words game to improve students vocabulary. Guessing words game means a game that require the

  

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  students to guess the secret words So, guessing words is a game that uses the keyword or clues so that students could guess the right words.

2. The Advantages of Guessing Words

  Games were always loved by children. Games were related to fun, movement, and competition. Children could get bored easily if there was the same activity. Moreover their concentration was shorter than adult’s concentration. So the teacher must apply a good and creative method to keep the student’s concentration in learning the material. The use of games in teaching English vocabulary not only gave benefit both to the teacher and the students but also gave difficulty to them. From those reasons the researcher would discuss about the advantages and the disadvantages of using guessing words as a game in teaching vocabulary.

  There were at least two advantages of guessing words game. First, the students could be more interested in learning the material. When the students were interested in learning the material, they would give more attention to the lesson given. That condition gave a good chance for both the teacher and the students. On the occasion the teacher could deliver the material very well and the students could understand what they had learned on that day. Second, the teacher did not need to explain too many materials. The teacher just explained the materials needed by the students because they could understand the material on that day by doing the games. The games could give the students more chance to understand the materials given because through playing they could learn something without realized that.

  3. The Disadvantages of Guessing Words There were two disadvantages of guessing words game. First, by attracting student’s interest to games, all of them were active and made noisy. Sometimes they too much moved and spoke. That condition made the teacher difficult to control them. Second, by doing games the teacher only had a little time to explain the material and gave some new vocabularies. There was no longer time for teacher to explain more and help them to memorize all the new vocabularies.

  Vocabulary is an important tool to support students’ communication activity. Sometimes students difficult to pronounce, spell and memorize some words. The researcher used guessing words game to solve the problems. Guessing words game is interested game. It could make the students more attention to the lesson given.

  4. Kinds of Guessing Words a.

  Act Out/Pantomime According to Aristoteles in Iswantara (2007 : 1) pantomime is an art show of using body movement incline to dumb show.

  b.

  Crossword Puzzles Crossword puzzles is word game derived from word squares, groups of words that could be read across or down.

  c.

  Category Game Category game is a game where is the keyword and list of selected categories, and each player guesses the words in each category, the player who guesses the most words in the specified time, will be a winner.

  d.

  Drawing Pictures Drawing pictures is a game that uses the vocabulary should be drawn on the board.

  In guessing words game there were four kinds of games. That are act out, crossword puzzle, category game, and drawing pictures. With variation games, the students would be not bored and more be active to speak up.

5. Procedure of Teaching Vocabulary Using Guessing Words a.

  Act Out/Pantomime 1) Teacher divide the class into teams. 2)

  One student of each teams was given some flash cards with clues, for example : “the theme is toys” and “two words”.

  3) Students perform the actions without speaking. 4)

  Students of the other teams try to guess the word or expression the student is pantomiming.

  b.

  Crossword Puzzles 1)

  The teacher attached the crossword puzzles on the blackboard with some pictures.

  2) The teacher also gave the letters on the crossword puzzles as the clues.

  3) The teacher asks each student to guess and write the name of the pictures.

  4) After that the teacher asks the students to spell and pronounce the words.

  5) If the students made any mistakes in spelling or writing the right name, the teacher correct them.

  c.

  Category Game 1) Teacher divide the class into teams. 2) One student from each teams sit in front of the class. 3)

  The rest of the team members are given a card with a category, for example: “things that are red”.

  4) The team members take turns giving examples of the category until the person in the "hot seat" guesses or all the team members have given a clue.

  5) If a student in front could not guess, the other team could confer and try to guess.

  d. Drawing Pictures 1) Teacher divide the class into two groups. 2)

  One student of each groups was given a list of vocabulary with a clue, for example : “traditional foods”.

  3) The students draw pictures - but no words - on the blackboard so that the students in the other group could guess the right words.

C. Closure

  There were many students got difficulties in mastering vocabulary. To solve this problem, the teacher should choose and apply a game. One of the game of teaching is using guessing words game.

  Guessing words game could make students interested in following the lesson so that they would be motivated to study and made the students easier to catch and understand the material because they focus and concentrate during teaching learning process.