Learning Vocabulary Teaching and Learning Vocabulary

19 Naggy and Herman as cited in McKeown 1984: 4 stated “individuals who know many word meanings know much about the world in general.” This statement wants to say that having a stock of words will enable individuals to comprehend many varied sources of information. Furthermore, learning English language means that learners are required to learn the English vocabulary as well. Learning English vocabulary cannot be separated from learning English language. It is apparent that English vocabulary turns out to be a very important aspect in learning English language. Not having enough vocabulary mastery will make individuals unable to communicate smoothly in that language. Incapable of finding a word to express something actually is the most frustrating occasion in speaking another language. According to Nation 1990: 2, “there are two kinds of vocabulary learning, namely direct and indirect vocabulary learning.” In direct vocabulary learning, students do exercises which focus their attention on the vocabulary. For example, the students learn the vocabulary from the list, guess words from context, and many other activities. Model of learning English vocabulary in Vocabulary I class belongs to this direct vocabulary learning since it focuses on the vocabulary. For example, the students learn the vocabulary from the list and then use them in reading passage. “While indirect vocabulary learning, the students do not focus on the vocabulary, but usually on the message conveyed by the speaker or writer” Nation, 1990: 2. It means that the students focus their attention on some other features. 20 Learning vocabulary is indispensable, not only memorize words and the meanings, but also learn from context. “Therefore, when learning vocabulary, English learners should be able to recognize that a string of letters is a word, recognize the meaning of a word in context, and use the word appropriately in speech and writing” Healey, 2000: 43. Healey’s claim is in accordance with Coady 1997, who offers a synthesis of research on second language vocabulary acquisition consisting of three main principles to underlie effective vocabulary teaching. Firstly, learners should be provided with both definitional and contextual information about words. To apply this principle, it is necessary to relate the second language L2 learners to their often-felt need for dictionary access. Thereby, using dictionary will help the learners to know the word, its meaning, and later how to apply it, i.e. in a sentence, an exercise and many others. Secondly, L2 learners should be encouraged to process information about words at a deeper level. This principle should be reflected in the recent emphasis on authentic communicative activities. It means that the learners should practice among them, such as work in pairs or in a group to discuss the words and how to apply them contextually. Teacher may facilitate by providing a reading or an exercise so that the learners are able to really apply the words in a context. Finally, the learners need multiple exposures to words. What does it mean? It means that when the learners are supposed to learn vocabulary from its context, the learners require a stimulus to make them learn more, not just memorize the words. Coady 1997 adds that extensive reading ER is the most suitable medium to support. “ER is reading a of large quantities of material or long texts; PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 21 b for global or general understanding; c with the intention of obtaining pleasure from the text” Krashen, 1982: 164-167. The term ‘extensive’ means large in area. Hence, large quantities are important to be ‘extensive’ even though there is no agreement on how much “extensive’ is. By reading texts given, the learners can automatically enlarge and enrich their vocabulary knowledge then know how the words are applied in the sentences as well.

3. Test

Test is the third issue to discuss in the research. According to Brown 2001: 384, “a test, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in a given domain.” Truly, the definition declared by Brown consists of five components. Firstly, a test is a method. It means that it is an instrument-a set of procedures, objects, techniques - that obliges performance on the part of the test taker. The test is considered qualified if it covers explicit and structured method. Second, a test must measure. Some tests measure the test- taker’s general ability, while others focus on his or her very specific proficiencies of goals. Third, a test measures someone’s ability, knowledge and performance. It means that the test constructor needs to understand clearly who the test-takers are, their background knowledge, whether the test is matched to their abilities or not, and many other aspects. Next, a test measures performance. It means that the test results entail the test-takers’ ability or competence. In addition, most language test measures the test-taker’s capability to perform language, namely to speak, read, or listen to subset of language Brown, 2001: 385. Finally, a test measures a given PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 22 domain. It means that a well-constructed test is an instrument which offers measurement of the test-takers skill within a particular area. For example, a vocabulary test may focus on only the list of words in a particular unit or chapter. Hughes 1989: 9 declared that there are four types of test, that is to say proficiency test, achievement test, diagnostic test and placement test. “The proficiency test is to measure one’s ability in a language regardless of any training she may have in that language while achievement test is related directly to language course, its purpose is to establish how successful students, group of students, or the course itself has been in accomplishing goals. Then, the diagnostic test is to identify students’ strengths and weaknesses.” As its name suggests, the placement test is to offer information which will help to place students of the teaching program most appropriate to their skills. The researcher intends to be more specific by focusing the discussion on the achievement test only. The consideration is that the weekly test which is researched truly belongs to the achievement test. This kind of test directly relates to the English course and its goal is to build successful students in mastering a number of vocabulary items. In addition, the weekly test also intends to establish the English course itself to accomplish the objectives. Further, Hughes 1989: 10 stated that there are two kinds of achievement test. The first is final achievement test. It is administered at the end of a course of study. It might be administered by members of teaching institutions, official examining boards, or even by ministries of education. Based on the view of some test constructors, the content of the final test must be related to the courses and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI