A STUDY OF VERBS USED IN “ENGLISH IN FOCUS” TEXTBOOK - repository perpustakaan

CHAPTER II THEORETICAL REVIEW A. Vocabulary 1. Definition of Vocabulary Vocabulary is the one of an important language component. The

  knowledge of vocabulary is an important at all levels in reading, speaking, listening and writing. It is very important for students to master the vocabulary but in the fact they do not have a lot of vocabulary.Napa (1991: 67) vocabulary is the basic element of language, and has an important role in English learning. It is not less important that grammar.

  Every language has its vocabulary because no languages exist without words. Words are symbol for ideas and vocabulary is contains of the words.

  Vocabulary is a list or set of words for particular language or a list or set of word that individual speakers of language might use. It is the focus of language words that sounds and meaning interlock that is used to communicate with one another, and it is a word to make sentences, conversation, and discussion (Hatch and brown,1995). It is also one of material which is studied in learning English language by students in school. They often read, speak, listen, and write in English so they have to master vocabulary enough.

  From the definition above, the writer concludes that vocabulary is set of all word that might use by individual language speakers to make up the

  4 language. Because without knowledge of the word and know the meaning the people cannot communicate or express their idea in either oral or written form.

2. The aspects of vocabulary

  In learning vocabulary, there some aspects consist of meaning, spelling, pronunciation, word classes, and word use (Mardianawati, 2012:11)

  a. Meaning In learning different language, the students should know the meaning of the words. Knowing the meaning of the word it make easy to using English either oral or written.

  b. Spelling In learning vocabulary, spelling is very important because it can help in reading activity and as the connector of sounds and letters. In learning vocabulary the students still confused spell the word because some words that have different from what is written.

  Taken example the letter (I) is not always pronounced /I/. So, the teacher should guide students to pronounce and spell English word correctly.

  c. Pronunciation Pronunciation is the way in which a language or a particular word or sound is pronounced (Oxford learners’ dictionary). d. Word classes Word classes are categories of word such as nouns, verbs, adjectives, adverbs. Word classes are an important feature in semantic feature analysis.

  e. Word use Word use is how a word, phrase, or concept is used in a language. Word use may also involve grammar and thus be the subject of profound analysis (Mardianawati, 2012:11).

B. About Textbook

  The students in learning activities using textbooks to understand the material that been learning in school. Textbooks are currently the main materials used in the English curriculum in public school. The writer find the textbook from Junior High School that use curriculum 2013. The writer uses “English in Focus” to Junior High School.

1. Definitions of Textbook

  Textbook is a particular subject that is used in the study of that subject especially in a school. The term of course book and textbook are often used interchangeably in English is Foreign Language (EFL) context. The teachers specifically use the term textbook to refer to an instructional material of English as a subject matter taught at schools and which is designed for specific groups of learns in a defined context, such as specified educational context within a certain country.

  Textbooks are used indifferent ways in language programs. For example, a reading textbook might be the basis for a course on reading skills practice. A writing textbook might provide model compositions and a list of topics for students to write about. A grammar textbook might serve as a reference book and provide examples as well as exercises to develop grammatical knowledge. A speaking textbook might provide passage for students to read and discuss. A listening textbook together with audiocassettes or CDs might serve as the primary listening input in a listening course (Richards, 2001).

  Textbooks as prepackaged, published books used by the students and teacher as the primary basis for a language course, ranging from those that are broadly focused on developing all language skills to those that focus on a specific skill such as writing or specific area such as hotel management (Nunan, 2003). They may also include audio cassettes or CDs, videos, workbooks, CD-ROMs, test packages, internet materials, and occasionally teachers’ guides. Richards (2001) states that commercial textbooks together with ancillaries such as workbooks, cassettes, and teachers’ guide are perhaps the commonest form of teaching materials in language teaching.

  Textbooks as the learning tools shared by the teachers and students which can be used in systematic and flexible ways, providing a plan for learning, a visible outline of what is to be learnt in a classroom, and a bank of resource material and ideas. In order to use a textbook systematically and flexibly, it is critical to understand how they are put together and how they can be adapted to meet the needs of particular learners (Acklam 1994 in Nunan,2003).

  The target of English learning in Junior High School (SMP/MTS) is that learners are able to achieve functional level, in which they communicate both oral and written to solve daily life problems.

C. The Role of Textbooks

  There are two positions on the role textbooks in the language classroom. It is supported by Allwright (1981) in Richards and Renandya (2002), the first role is the deficiency view which sees the role of the textbooks or published materials as being to compensate for teachers’ deficiencies and ensure that all the syllabus is covered using well thought out exercises. On the other hand, the different view sees materials as carriers of decisions best made by someone other than teacher because of differences in expertise. Hutchinson and Torres (1994) in RichardsandRenandya (2002) see the role of the textbook as a possible agent of change. This can be achieved when a number of conditions met.

  First, textbooks need to become a vehicle for teacher and learners’ training. In other words, beside an explicit and detailed teacher’s guide, the students’ book should also include appropriate learning-how-to-learn suggestions. Second, the textbook must provide support and help with classroom management, thus freeing the teacher to cope with new content and procedures. Third, the textbook will become an agent of change will look like and clear practical guidance on how to implement it in the classroom. Fourth, if adopted by a school, a textbook can result in collegial support and shared responsibility for and commitment to the change.

D. Textbook Design Learning material is a key component in most language programs.

  In selecting the learning material, teachers must consider the approach and the curriculum used. The learning material is the basic input for students in classroom (Richards and Renandya, 2002). Learning material for learners can be found in many forms, such as printed or non-printed materials and authentic materials, and which are materials that are not designed for instructional use, such as magazine, newspaper, and TV materials. In this case, textbook is one of the most currently used by EFL teachers in Indonesia.

  Before developing a textbook, an author must have comprehensive knowledge on the process of schooling, the nature of the curriculum, the psychology of learners, the subject matter, and the grading and sequencing of the books in the field. Besides, he must be able to write and express ideas clearly for students at the suitable grade level. Finally, schools’ and learners’ financial ability must also be consider in deciding whether or not the book will be a sophisticated one (Albatch and Kelly, 1998).

  In developing textbooks materials, authors should ask themselves “how do we think people learn language” (Hall in Tomlinson and Masuhara,2004). This question will help them in articulating the main theories of language learning, profile of target learners, and list of objective and aims of learning.

E. Verb 1. Definition of Verb

  In this part, the writer discusses the definition of English Verb and type of verb. Vocabulary includes nouns, verbs, adjective and adverbs.A verb is thethat describes an action or occurrence or indicates a state of being. A verb is a word or phrase in dictating an action of the subject (Hornsby, 1990) 2.

   Type of Verb Verbs can be divided according to the job they do in a sentence.

  There are kinds of verb such as finite and non finite verb, auxiliary verbs, action verb and non action verb, transitive verb and intransitive verb, regular and irregular verb, and compound verb. According to (Marcella Frank, 1972) there are some types of verbs, as follows: a.

   Finite and non-finite verb 1. Finite Verb

  A finite verb is a verb which correlates with the subject in the sentence which serves as a predicate of the sentence. Finite verb makes an assertion or expresses a state of being and can stand by itself as the main verb of a sentence. For examples:

  1. I read a book.

  2. She writes a letter.

  3. They went to Jakarta yesterday.

  4. He wrote a letter.

  5. She wants ice cream.

  6. He is a student.

2. Non-Finite verb

  A verb is not changes appropriate with the subject and tenses which serves as a predicate in a sentence. Non finite verb also called incomplete verb. For examples: 1. He loves camping in the woods.

  2. I need to go to sleep.

  3. The sleeping dog caused a delay.

  4. He likes talking to the teacher.

b. Action Verb An action verb is a verb expresses the action.

  For examples: 1. He plays badminton .

  2. Hooray, I get a hundred dollar from my father.

  3. The tree will grow well if you water it everyday.

  4. The athlete is jumping on the trampoline.

c. Non-action verb

  Non-action verb is a verb used to describe states, senses, desires, . possession, emotions and opinion

  1. Verbs of Though Verb of thought is a verb that used to explain opinion or thing. For examples appreciate, recognize, agree, believe, expect, remember, know, forget, see, suppose, and understand. For examples: a. I know about this topic.

  b. He agrees with me.

  c. I believe in you.

  d. She forgets my birthday.

  e. I see what you mean.

  f. We understand your concern.

  g. I recognize the need to learn English.

  h. We expect that our teacher will not come. i. I appreciate all you have done for me.

  2. Verbs of Possession Verb of possession is a verb used to clarify ownership. For examples has/have, own, and possess. For examples: a. I have a dream.

  b. She owns a car.

  c. I owe him ten dollars.

  d. You possess a pencil.

  3. Verb of Sense A verb used express about sense. For examples feel, notice, taste, and smell.Examples: a. I feel better now.

  b. I notice that your son is very kind.

  c. This fried rice tastes a delicious.

  d. We smell with our noses.

  4. Verbs of emotion A verb used to express feelings, for examples admire, fear, like, prefer, need, want, and wish. For examples: a. I really fear to go there.

  b. I admire for her performance.

  c. I like your new bag.

  d. I prefer mango to banana.

  e. He needs your advice.

d. Transitive and Intransitive Verb

  A Transitive verb is an action verb that has an object to receive that action.

  For examples:

  1. He watches the film

  2. The man cuts the tree

  3. I moved the chair

  4. She rode the bicycle An Intransitive verbis an action verb but unlike transitive verb, it does not have an object receiving the action. For examples:

  1. I laughed.

  2. The baby cries.

  3. My mother is sleeping.

  4. The water boils.

  5. The sun shines.

e. Regular and Irregular verb Regular verb

  is a verb only needed suffix “Ed” while change in the simple past (verb 2) or past participle (verb 3). For examples: wait, waited, waited work, worked, worked learn, learned, learned 1. She attended the party at 7 pm with Lucasyesterday.

  2. The tower has been burned by the thief.

  3. I delivered those letters to Budi’s house 2 days ago.

  4. He had killed my father when I was 10 years old.

  5. I don’t know that you called me lastnight.

  Irregular verb is a verb not only needed suffix “Ed” while

  change in the simple past (verb 2) or past participle (verb 3). For examples:

  1. I ate fried rice and drank a glass of fresh tea for my breakfast yesterday.

  2. She has given her new bag to her little sister.

  3. I forgot to go to the party last night.

  4. I have fed my fish 5 minutes ago.

  5. All the good merchandises are sold in the yard sale.