CHAPTER II THEORITICAL FRAMEWORK
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A.
Reference of Area Theory and Research Focus
1. Definition of Vocabulary Mastery
There are definitions of vocabulary given by experts. Vocabulary is one of the most important elements in a language. To speak the language we need to
master vocabulary. No matter how well you learn grammar, how successfully the sound of a foreign language is mastered, without words to express a wider range
of meanings, communication in the foreign language just cannot happen in any meaningful way.
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Good mastery of vocabulary is important for everyone who learns the language, which is used in listening, speaking, writing, and reading
besides grammar
as stead
by Huebener
at http:www.englishraven.comarticletheory
piaget.html
8
:
“The mastery is
7
Norbert Schmit and Michael Mc. Chartey, Vocabulary: Description, Acquisition and Pedagogy,London: Cambridge University Press,1997, p. 140
8
http:www.englishraven.comarticletheory piaget.html
Vocabulary is needed by each language skill. Mastering vocabulary is not easy,
yet other aspects of the language should be considered such as sound, and structure.
Penny Ur defines that vocabulary is the words that teach in the foreign language.
9
Hatch and Brown defines vocabulary as a list or set of words for a particular language or set of words that individual speaker of language might
use.
10
According to AS Hornby, vocabulary is: a
Total number of words which with rules for combining them make up language.
b Range of words known to or used by, a person, in trade, profession,
etc. c
Book containing a list of words used in a book etc, usually with definition or translation
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. Based on the definitions above it can be assumed that vocabulary mastery
is one element important in a foreign language. When a student has mastered the fundamental grammatical patterns of
language, his next task is to master its vocabulary or at least that part of its vocabulary that he needs.
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2. Purpose of Vocabulary Mastery
Mastering vocabulary is the ability to get and receive a lot of words, by having and mastering it, we will know the meaning of vocabulary in the context it
9
Penny Ur, A Course in Language Teaching Practice and Theory New York: Cambridge University Press,1996, p.60
10
Evelyn Hatch and Cheeryl Brown,, Vocabulary, Semantic and Language Education Cambridge: Cambridge University Press,1995, p.1
11
AS. Hornby, O ford Advanced Learner’s Dictionar O ford: O ford Universit Press,
1987, p. 1959
12
Cellier-MacMillan International: How to Teach and Learn English, New York: A Division of MacMillan Ltd,1971, p.4
can also help to avoid making the mistakes in identifying a language with dictionary and guide us in making the equivalence of the second language to
native language, so that mean: a.
Helping us master kinds or levels of meaning. In mastering the kinds or levels of meaning such as the words with their lexical meaning are,
they are by no means the only essential meaning in the symbols and devices of a language and also the lexical content the various words as
listed and defined in a dictionary
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.
b. Vocabularies find in a language, this is because the languages we use
consist of vocabularies. Whatever else people may do when, they come together whether they play, fight, make love, they talk; we live in a
world of words.
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Television furthers more of words. As a hardly moment of our waking lives is free from word, we talk to our pets
sometime we talk to ourselves. c.
Words can express our ability. When a person demonstrated his speech in front of the public, his word can bring ourselves to the other world,
his ability in speech is well known all over the world, and that all start from word.
d. Vocabulary is involved in all aspects in student learning and that can
improve their skill in English, whether in listening, in Speaking, Reading or Writing. Student cannot speak well if they do not know
vocabulary, they also do not listen carefully if they do not know vocabulary, they may stuck in Reading if they do not know
vocabulary. So it‟s mean that vocabulary helps students to learn the Language and improve it. In writing vocabulary function as a tool to
express a successful learning, it shows a good feedback to the
13
Victoria Fromkin and Robert Rodman, an introduction to language, Victoria: Holt rineheart and Winston, Inc, 1974, p. 1
14
Ibid. p.1
learning. According to William D. Baker, he said that “Writing as a language skill which needs a lot of words in it because no words no
writing”.
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In reading the reading section of each book contains materials on techniques of reading studying, as well as on such skills
as test taking test and reasoning. From those can be conclude that vocabulary is involved in each aspects of
our live, and that mean it is crucial to be acquire, especially when we talk.
3. Kinds of Vocabulary
According to John Read vocabulary divided into two they are function words and content words “words of these kind articles, preposition, conjunctions
auxiliaries, etc. Function words mean this vocabulary is cannot be added the word with
preposition or auxiliaries or modal or structure. Content words in the other hand can be added to at any times as a
scientific advances make a new words e.g. words that mean a quality or size will add “a” and follow with “of” .
Example: A piece of bread, a head of lettuce, a spoon of sugar
Content words can be divided into three general ideas, they are: 1
Words naming things, idea, entities, that new might call them Noun.
Example: Table, Book, Chair, wardrobe, Banana, etc.
2 Words naming action called Verb.
Example: Walk Run, Swim, Fly, climb, etc.
15
William D. Baker, Reading and Writing Skills Michigan: The University of Michigan, 1971, p. 21
3 Words used to describe the qualities of those things or action
adjective and adverbs.
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Example: action adjective
Love, Like, Dislike, Hate, etc.
Adverb:
Living room, Garden, School, Station, etc.
According to I.S.P Nation has divided vocabulary into two they are: a
Receptive Vocabulary: knowing a word involves being able to recognize it when it is heard what is the sound like? or when it seen
what does she like? and having an expectation of what grammatical pattern the word will occurrence. This includes being able to judge if
the word form sound right or look right.
b Productive vocabulary: Knowing a word involves being able to
pronounce the word, how to write and spell it, how to use it in grammatical pattern along with the word usually collocates with, it also
involves not using the word too often it is typically a law- frequency word, and using it in a suitable subtitle for the word if there any.
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From explanation above, we know that every expert in every book is different in classifying the kinds of vocabulary, because every person has different
ways in showing and telling their opinion and ideas. Some of them who emphasize vocabulary to the item which the learners can use appropriately in
speaking and writing and to the language items that can be recognized and understood in the context of reading and listening and some who classify
vocabulary from little or empty words, context words, clusters of words and some of them classify vocabulary into general and special. Even the classifications of
the kinds of vocabulary that they have made are different, but the point is the same, because their classifications are based on the different sides and aspect.
16
Charles C. Fries, Teaching Learning English as Foreign Language, U.S: The University of Michigan, 1945, p. 47
17
I.S.P. Nation, Teaching and Learning Language, New York: New Burry House: 1990,p. 3
In mastering vocabulary students need to know kinds or levels of meaning before constructing new sentence. Here is some of the vocabulary use:
a. Helping students’ master kinds of meaning
In mastering the kinds or levels of meaning such as the words with their lexical meaning are: they are by no means the only essential
meaning in the symbol and device of a language and also the lexical content of the various words
–the words as listed and defined in a dictionary.
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b. Recognizing group of vocabulary items
Vocabulary is extremely large and also varies. Teacher however must help their students to recognize various vocabulary items by involving
them as the central points of the activity as fries says” gaining words of English must begin with a recognition of the fact that the
vocabulary items are of various kind”.
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For further more Fries classified groups of vocabulary items into four groups:
1. First one is function words, in this groups it consists of
auxiliaries, preposition, conjunction, interrogative particles, and a miscellaneous group consisting of the words for degree, for
generalizing, the articles, etc.
2. Second one is the substitute words. These words which
represents not individual things or specific action but function as substitutes for whole form classes of words.
3. Third is a grammatical matter as the presence or absence of a
negative. 4.
Forth is words called content words.
20
18
Charles c. Fries, Teaching and Learning English as Foreign Langugae, Michigan: 1970, p. 18
19
Charles. C. Fries Ann Arbor, Teaching and Learning English as Foreign Language, Michigan University, 1945, p. 40
20
Charles c. Fries, Teaching and Learning English as Foreign Langugae, Michigan: 1970, p. 18
B.
Reference of Action Intervention Alternative Chosen
1. Definition of pictures
In Webster New world Dictionary of American English we can see that pictures is an imagine or likeness of an object person or scene produce on a flat
surface especially by painting, drawing or photography.
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According to Amir Hamzah Sulaiman, pictures are the easiest aid you get and very important to learn because they give a concrete description about the
problem described. Pictures make people grasp the idea or information clearly even clearer than words, which are expressed spoken or written.
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So, from the definition above, it show that pictures are imitation from the real things which can give a clear description about the problem described.
2. Kinds of pictures
There are many pictures that we can see in life; according to William Frances Mackey there are some different types of pictures namely:
a. Thematic Pictures
Thematic pictures are those used simply to illustrate a theme or a text. It most often came in the form of crowded scenes, illustrating a single
theme, etc. b.
Mnemonic Pictures Mnemonic pictures are those designed to remind the learner of certain
words or sentences. They may represent situations broken up into sequences and represented in a short comic strip technique.
c. Semantic Pictures
Semantic pictures function is to get a specific meaning across.
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21
Noah Webster, Webster New World Dictionary of American English, prentice hall Regents, 1994,p. 1022
22
Amir Hamzah Sulaiman, Media Audio Visual, Jakarta: PT. Gramedia, 1985, p. 27
23
William Frances Mackey, Language Teaching Analysis, London: Indian University Press, 1971, p. 245-246
According to Mary and Michael Bonomo said in their book s‟ The Foreign
Language Leaner, A guide for Teacher that pictures divided into three kinds as follow:
a. Pictures of individual persons of individual objects, there are single
pictures of object or persons , such as pictures vary in size and can be maintain single or in set.
b. Pictures of situation in which persons are doing something with objects
and in which relationship of object and or people can be seen c.
A series six to ten on the chart as a number of related composite pictures linked to form a series or sequence.
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3. Advantages and Disadvantages of using pictures
Pictures are important visual aids in teaching Grammar, because pictures can be used to improve students‟ ideas and comprehension.
Motivating interest is one factor to achieve the goal of teaching learning process, the teacher should be creative to find materials of grammar, and of course
it should not to beyond the students‟ knowledge. By using pictures the teacher can make the students get a clear description
about what they have to write, but sometimes they have difficulty in arranging the sentences, in this case the teacher should give students some instruction to
stimulate their ideas.
a. Advantages of using Pictures
There are many advantages of using picture in teaching, such as pictures can motivated the students in learning language, the following are some opinions
concerning with the advantages of using pictures in teaching.
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Marry Finnochairo and Michael Bonomo,The Foreign Language Learner,A guide for Teacher, New York: Regents Publishing Company, 1973, p. 164
According to Marry Finnochiaro, the advantages of using pictures in teaching are:
1 The pictures provide added incentive to learn and interesting for
the student. 2
The pictures give necessary variation and provide the classroom change of
–pace
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.
b. Disadvantages of using Pictures
Besides the advantage, pictures as teaching aids have disadvantages or limitation, the writer assumed that it is difficult to make a picture that is explained
an abstract condition, and the teacher has to prepare himself to make pictures or to find a good picture. Because the students do not always know to read pictures and
the pictures often limits student‟s interpretation.
C.
Teaching Vocabulary by Pictures
Before the class begins, the teacher prepares some techniques and tools to help in teaching and learning process.
The student leaves his book closed all times during the class, and depends upon the teacher to give him model and the stimulus which will evoke the pattern
desired. However before begins practice requiring the chart, the students unfolds the chart indicated at the beginning of the practice. The teacher presents the
stimulus and at the first three responses as examples for the class until the student understand the exercise learning vocabulary through pictures of the pattern to be
practiced. A minimum of three example should be given to average class, but sometimes more than three are required to show the variety of types for
substitution that are possible in the pattern. When the students understand the pattern, they should continue the practice with only the stimulus of the pictures in
25
Ibid. p.164
the chart, or the substitution items pronounced by the teacher, but do not explain the pattern. He does not explain the exercise but demonstrates by giving models.
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D.
Relevant study
There are researches have been done by researcher about pictures can improve student‟s vocabulary. Syeha Ramadan 1030140027022 he writes
“TEACHING VOCABULARY THRUOGH PICTURE” 2008. He has
analyzed and evaluated an aspect in teaching vocabulary through pictures. It shows that the use of pictures in teaching vocabulary has good influence, and
that all indicate on the result of the research. The teacher should have the ability to convey the good material to the students, when heshe teaches in
class. Teacher needs some media to make students easier in understanding material. Picture is one of visual aid that the teacher used in the class while
teaching. Based on the result by using the pictures, the students who got the difficulties were lower than before. From the calculation in the previous
chapter that the value of “to” is higher than “t table” it means that to = 16, 95 indicate that there is a significant differences between the result of teaching
vocabulary through picture and without pictures the student could improve their vocabulary through pictures. Teaching learning activities in vocabulary
subject is very important to choose the suitable media to improve student skill. So by using pictures the vocabulary subject will be easy to understand.
Different from the previous that have been explain above, the writer focus on using pictures of teaching vocabulary in conducting the
Classroom Action Research CAR to reinforce students‟ vocabulary mastery
through pictures. E.
Conceptual framework
There are many methods used in teaching language to students. Successful language learning outside the school is generally in a situation where the learner
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Marry Finocchiaro and Christopher Brumfit, the Functional National Approach: From Theory to Practice London: Oxford University Press, 1985, p. 177-178
can see what is named by the word to be learned. Whenever possible, that condition of successful vocabulary learning should be provided in second
language classroom. When we point to parts of the classroom, or bring into the classroom readily accessible objects, boxes, bottle, can openers, scissors, light
bulbs, candles, tools, or small toys we are using visual aids.
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By using pictures, it is hoped that the teacher will be able to motivate them to learn and pay attention
to the material presented by the teacher, and finally they are able to understand English well. It will be encourage students to learn English more easy in teaching
vocabulary through pictures.
F.
Action hypothesis
In action hypothesis the writer gets more information to find some technique in teaching vocabulary through pictures, which could be simple and easy to
prepare or use about visual aids or tools for teaching and learning process. So according to the writer teaching vocabulary through pictures is more effective
than teaching vocabulary without pictures, especial for students using English language as a foreign language. The action hypothesis that purposed in this
research is by “using pictures method in teaching vocabulary can improve students‟ mastery in vocabulary at VII grades students of SMP Prakarya Anjatan-
Indramayu academic year 2010-2011.
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Virginia French Allen. Techniques in Teaching Vocabulary. New York: Oxford University Press: 1983. p.33
CHAPTER III RESEARCH METHODOLOGY
Kategori