2. Aspects of Vocabulary - CHAPTER II Khusnul Khotimah

CHAPTER II THEORITICAL REVIEW A. Vocabulary 1. Definition of Vocabulary Vocabulary is a list of words including their meanings and it is

  used to express our ideas and feeling by communicating it in a language. Hatch & Brown (1995: 1) defines that vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use. Bauer (2001: 34) defines vocabulary is about word

• – where they come from, how they change, how they relate to each other and how we use them to view the world. Wu (2009: 5) defines that vocabulary is a list of words, usually in alphabetical order and with explanations of their meanings. Vossoughi (2009:1) states that vocabulary is the tool we use to think, to express ideas and feelings, and to learn about the world. It can be concluded that vocabulary is a set of words that is used to communicate in a language.

2. Aspects of Vocabulary

  In learning vocabulary, there are some aspects that should be learnt by the learners. According to Lado as cited in Mardianawati

  7

  (2012: 11), the aspects of vocabulary that can be learnt by the learners are follows: a. Meaning

  In learning foreign language, students should know the meaning of the word. Knowing the meaning of the word it will make easier for students to use it for written or oral communication

  b. Spelling In learning vocabulary, spelling is very important since it can help in reading activity. It can tighten the connection between sound and letters. In learning English vocabulary, students can not spell the word well because there some words that have different from what is written, for example the letter (I) is not always pronounced /I/. Thus, the English teacher should guide students to pronounce and spell English words correctly.

  c. Pronunciation Pronunciation is the way to say words or letters. Pronunciation is difficult to learn because there is no connection between word spelling and pronunciation. Some words have only one pronunciation and sometime a word has two pronunciatio or more than two pronunciations. d. Word classes Word classes are categories of words such as nouns, verbs, adverb, adjectives and preposition. Word class is an important feature in semantic analysis.

  e. Word use Word use is how a word, phase, or concept is used in a language. Lexicographers gather samples of written or spoken instances where a word is used and analyze them to determine patterns of regional or social usage as well as meaning.

3. The Importance of Vocabulary

  In learning language having a good mastery of vocabulary is really needed. Based on McCrostie as cited in Balci and Cakir (2012: 2), it is believed that having a large and varied vocabulary is the indicator of communicative competence, and it is one of the important of language learning. Thus, the more vocabulary is mastered, the bigger possibility that someone can skillfully use the language.

  Vocabulary is very important for the students, so the students are hoped to master some skill such as reading, writing, speaking and listening. The vocabulary can help the students or the learners to acquire a considerable understanding of words.

  As the explanation above, vocabulary becomes an important thing in learning English, because vocabulary is the first basic important thing in learning English. When we speak, write, read or listen in learning English, of course we need vocabulary. On the contrary, lacking them often brings many troubles. For example, when the students want to say “Ikanbernafasdenganinsang” in English, they also should know the word “insang” in English. But if they do not know the word insang in English, automatically they cannot produce the sentence.

  4. Types of Vocabulary

  Hatch & Brown (1995: 370) mention that vocabulary can be divided into two types. They are receptive vocabulary and productive vocabulary or passive and active vocabulary.

  a.

  Receptive vocabulary is “words that students recognizes, and understands when they occur in context, but which they cannot produce correctly”.

  b.

  Productive vocabulary is “words which the students understands the meaning, can pronounce correctly, and use contraction in speaking and writing”.

  5. The Focus of Vocabulary

  Vocabulary is a set of words that is used to communicate in a language. Hatch & Brown (1995: 218) state that words can be classified based on their functional categories and it is called part of speech. It concludes nouns, verbs, adjectives, adverbs, pronouns, conjunctions, and prepositions. In this research, it will be focused on nouns, verbs, adjectives, and adverb.

  a. Nouns Lyons (1977: 422) as cited in Hatch & Brown (1995: 219) claims that all parts of speech have a semantic core that is language- independent. The most core like nouns (which he calls first order) are names of people and physical objects, and entities that exist in time and space. The more cores like the nouns are, the easier it should be learnt (Hatch & Brown, 1995: 220). In short, noun is the name of a person, place, thing, idea, or quality.

  b. Verb Verbs are words that donate action (Hatch & Brown, 1995:

  222). Verb can be placed into four classes: activities, accomplishment, achievements, and states.

  Activities Accomplishment Achievements States

  Run paint a picture recognize Know Walk draw a triangle find Love Write run a mile lose

  Have drive a car write a letter understand Desire Seek Build hear listen to Kill see look for Put c. Adjectives Adjectives are used to highlight qualities or attributes (Hatch

  & Brown, 1995: 228). Certain adjectives are typically used to describe particular nouns (Hatch & Brown, 1995: 228).

  d. Adverb Adverb typically assign attributes of verb, to clausses or entire sentences rather than to noun. For example: there, here, now, quickly and suddenly.

  In short, there are nouns, verbs, adjectives, and adverb that learn by the students. It is considered asimportant component in learning vocabulary. The choice of the words given was adjusted with the material of the Second Junior High School students.

6. Teaching Vocabulary

  The process of teaching vocabulary has important role, especially when teacher gives some materials for the students. Nunan (1991: 116) has noted that there is the influence of language learning theories, or approaches in teaching vocabulary at the level of classroom action: technique, classroom exercises, and activities for teaching vocabulary.

a. The Vocabulary Teaching Technique

  Doff (1988: 98) as cited in Tuan (2012: 1) states that there are four stages in teaching vocabulary namely presentation, practice, production, and review.

  1) Presentation Presentation is one of the most important stages in teaching vocabulary. It indicates that it is introducing new lexical items to learners. As suggested by Thornbury (2002: 75) learners need to learn both the meaning and the form of a new word.

  Before conducting Shopping Game, the teacher holds reading class so that the students can acquire new vocabulary.

  Grains & Redman (1998:73) states that the techniques used in presenting of new vocabulary items are visual techniques, verbal techniques and translation. First, visual techniques include mime, gesture, and visual. Second, verbal techniques: (1) use of illustrative situation, (2) use of synonym and definition, (3) contrast and opposite, and (6) examples of type.

  The last one is translation. Grains & Redman (1998:75) state that it is considered a quick and easy way of conveying the meaning of vocabulary.

  2) Practice If the teacher just presents the meaning of the new words, the students may easily forget them. Thornbury (2002: 93) says that „practice makes perfect‟ so the teacher should provide vocabulary exercises in order to give students an opportunity to practice the new words.

  The vocabulary exercise is conducting the Shopping Game itself. The students practice the vocabulary by rearranging the scrambled wordsto be five good sentences. By conducting Shopping Game, it facilitates the students to remember vocabulary in fun way.

  3) Production In this stage, the students are advised to complete high- level tasks namely production tasks (Thornbury, 2002: 100).

  The students should produce something as a product of their own. In this way, the students will turn words from receptive to productive and put them into long-term memory (Thornbury 2002: 100).

  The production task is the teacher asks the students to make sentences after playing Shopping Game based on the vocabulary list that are used in Shopping Game. By giving them task in making sentences, it encourages them to use the vocabulary properly. The task can be given as their homework.

  4) Review Davies and Pearse as cited in Tuan (2012: 2) mention that reviewing is „new work on old language‟, „a challenge, requiring ingenuity and creativity‟. It produces better results for teaching and learning vocabulary. Doff (1988: 97) as cited in Tuan (2012: 2) expresses that vocabulary is mainly reviewed through the warm-up step. That means teachers review vocabulary learnt in an earlier lesson. It aims at refreshing stud ents‟ memories or as a preparation for a new presentation.

  Based on the description above about the ways for teaching vocabulary, it can be concluded that teaching English vocabulary in the beginning level needs a suitable technique. The teacher must choose appropriate technique which makes the students easy to understand the material and enjoy their study.

b. Selecting Material for Teaching Vocabulary

  This research focus on English vocabulary that students do in English material. The scope material was based on the syllabus, especially in first semester. That is short functional text about recount and description. This research choose the short functional text of recount text as the material.

7. Learning Vocabulary

  In general, words are very essential and having lack of them makes the learners unsecured. Hatch and Brown (1995: 372) mention that there are five essential steps in learning vocabulary:

  a. Having sources for encountering new words The first essential step for vocabulary learning is encountering new words, that is, having a source for words. The students‟ strategy here includes learning new words by reading books, reading newspaper and magazines (Hatch and Brown, 1995: 373).

  In this case, the source of new words is from books or text that the students follow the reading class. In the text, there are a lot of new words that can be learnt by them.

  b. Getting the word form The second step essential to vocabulary learning appears to be the getting of a clear image

• – visual or auditory or both of the form of the vocabulary item. The importance of having clear image of the „form‟ of a word become apparent when we think about what happens when we try to retrieve words (Hatch and Brown, 1995: 378).

  By reading the text, the students can get the word form easily because the text provides the spelling of the words. Besides that, the students can get the clear auditory (pronunciation) of the words because the teacher will read the text first as the model or the students read the text and the teacher correct their pronunciation while the students get mistake.

  c. Getting the word meaning By reading the text, the students can get the word meaning easily than just reading the vocabulary list. It is because the meaning of vocabulary can be seen through the correlation among the other vocabulary in the text. Besides that, the teacher facilitates the students in getting the word meaning through visual technique and verbal technique that have been explained before.

  d. Making a strong memory connection between the form and the meaning of the words In order to remember the vocabulary that has been acquired before, the consolidating word form and meaning in memory is needed (Hatch and Brown, 1995: 387). In this step, the students do the exercises in order to make strong memory connection between the form and the meaning of the words (Hatch and Brown, 1995: 373).

  In this research, students do exercise in Shopping Game. In playing Shopping Game, when the students rearrange the scrambled words into five good sentences, it encourages them in recalling their vocabulary. The process of recalling the vocabulary encourages the students to sustain the vocabulary that has been acquired before. e. Using the word The last step in learning words is using the words. By using the words, the students seems having a mild guarantee that words and meanings will not fade from memory once they are learned (Hatch and Brown, 1995: 390).

  This step is held when the students playing Shopping Game. The students have to make five good sentences based on the scrambled words used in Shopping Game. In making the sentences, the students work in a team.

B. Games 1. Definition of Games

  A game is an activity with rules, a goal and element of fun (Hadfield, 1987: iii). Allery (2004) in Shu-Yun yu (2005: 49) states a game “as a competitive activity with a prescribed setting, constrained by rules and procedures. Games are fun way for students to learn English. Games are great way for students interact with each other and establish rapport. This is important in a classroom because when students get to know each other, they feel more comfortable and likely more freely express themselves in English and participate in classroom activities. In conclusion, game is a very active way to teach English as they are fun and encourage participation.

  2. Kinds of Games

  Based on Hadfield (1987: iii) there are two kinds of games:

  1. Competitive Game Is a game which players or teams race to be the first to reach the goal by defeat another teams in order to be the winner.

  2. Co-operative game Is a game which players or teams work together towards a common goal.

  Game is one effective and interesting way in learning vocabulary that can be applied in classroom. Teacher give a good way in order to students have big motivation and enjoy the lesson. Teacher must smart in choosing a game based on the lesson. So that, the students can understands quickly.

  3. Advantages of Games

  Based on the description in Dave (2012: 8), stated that there are some advantages of using games in the classroom: a. They are motivating and challenging.

  b. Games bring in relaxation and fun for students, thus help them learn and retain new words more easily.

  c. Games help students to make and sustain the effort of learning.

  d. Games provide language practice in the various skills- speaking, writing, listening and reading.

  e. They encourage students to interact and communicate. f. They create a meaningful context for language use.

g. Games bring real world context into the classroom, and increase students‟ use of English in flexible, meaningful communicative way.

4. Choosing Appropriate Games

  Teacher should be very careful about choosing games if they want to make them profitable for the learning process. Not all games are appropriate for the students. Difference age groups require various topics, material, and modes of games. Furthermore, structural games that practice or reinforce a certain grammatical aspect of language have to relate to students‟ abilities and prior knowledge. Games become difficult when the task or the topic is unsuitable or outside the student‟ experience. It

  ‟s also with the time; the teacher must allocate more or less time depending on the students‟ level, the number of people in a group, or the knowledge of the rules of a game etc.

  Dave (2012: 8), states that there are many criteria to choose the games as follows: a. A game must be more than just fun b.

  A game should involve “friendly” competition.

  c. A game should keep all of the students involved and interested

  d. A game should encourage students to focus on the use of language rather than on the language itself e. A game should give students a chance to learn, practice, or review specific language material.

C. Shopping Game 1. Definition

  Shopping Game is a kind of competitive game that involves the whole class, a table of each group is supposed to be a market. In this game, the students was divided into five groups, one group consist of six students. Then the teacher gives the leader of each group a paper bag and monopoly money to play within their group. Teacher asks member of each group to shop the scrambled words provided on the table. And then the scrambled words should be rearranged to be five good sentences by sticking the words on the paper bag. After that, they have to try to pronounce and mentioning the meaning of the sentences well. The group who get highest score and have fastest time will be the winner.

  There are some elements of vocabulary that students be able to learn using Shopping Game, namely: a. Pronunciation

  Here, the students learn how to pronounce a word well. In this game the students not only rearrange the scrambled words into a good sentence but also trying to pronounce it well.

  b. Meaning The students should know meaning of the words from the scrambled words written on the card. c. Spelling The students should be able to learn how to spell the words that they get because when they read the word they also try how to spell it.

2. Advantages and Disadvantages

  There are some advantages teaching vocabulary using Shopping Game as follows: a. Shopping Game is a game that is able to helpstudents to recycle their existing vocabulary b. It enables students to memorize the new vocabulary longer

c. It makes teaching learning process more interesting for students, so it can wake up the student‟s motivation, enthusiasm, and excitement.

  d. It makes meaning of material more clearly, so the students understand more and know the purpose of the lesson better.

  e. It provides the students to learn cooperatively and competitively. In playing Shopping Game, the students have to work together and compete with other teams.

  There are also some disadvantages of Shopping Game as follows:

  a. It difficult to be controlled by the teacher because in the classroom there are many groups b. It makes the class will be noisy and possible disturb other class.

  To overcome the disadvantages of using Shopping Game in vocabulary class, the teacher should gives clear instruction and manage time effectively.

3. Steps of Teaching Vocabulary Using Shopping Game

  There are some steps in Shopping Game:

  1. Teacher divides the students into five groups, one group consist of six people.

  2. Teacher provides a table for each group that is supposed to be a market, on which some scrambled words.

  3. Teacher gives some monopoly money for each group that is used to shop the scrambled words.

  4. Teacher gives a paper bag for the leader of each group and asks them to wear it in their neck.

  5. Teacher asks the member of each group shopping the scrambled words provided on the table. Each word has a price written on the back of the cards.

  6. The students have to pay the scrambled words that will be rearranged by put the money on the money box.

  7. And then, teacher asks them to rearrange the scrambled words that they bought by sticking the words on the paper bag.

  8. After the students finish rearranging the scrambled words to make five good sentences, then teacher asks them to pronounce and mention the meaning of the sentences.

  9. And then, after all of the groups have done, the teacher discusses the result together with the students. The group who get highest score and have fastest time in doing the game will be the winner.

  In implementing Shopping Game, the writer implemented the scrambled words as the exercises to teach vocabulary. It is because scrambled word is one of the tests that can make the students easier to master vocabulary. Through scrambled words test students will be able to rearrange words in a proper order and they will try to examine the position or function of a word in a sentence.

D. Scrambled Words

  A scrambled word is a type of language test in the form of the scrambled words order in which the language learners are asked to rearrange it into a good construction.

  Karimi (2003:86) stated that scramble is something made at random or split up.

  Basically, some language testing writers have the same concept about what the scrambled words test or rearrangement test is. In teaching vocabulary using scrambled words there are some activities can be done by the teacher and the students.

  The teacher‟ activity in using scrambled words as follows:

  1. The teacher divides the class in five groups. Each group consists of six students. Then the teacher select and find out the topic which build students motivation, increasing not only do students enjoy the challenge of scrambled words.

  2. The teacher gives some words especially in scrambled type and random sentence for each group.

  For examples: 1)

  hirt

  sister as nice graduation s my bought a my prize souvenir with was wrapped paper

  2)

  ya

  neatly beautiful red this 3) cake big they made Sunday

  on

  birthday evening Answers:

  1. My sister bought a nice shirt as prize my graduation 2. This souvenir was wrapped neatly with bright red paper.

  3. They made big birthday cake on Sunday Evening

  3. The teacher asks the students to rearrange the scrambled words to be five good sentences.

  4. Asks the students sticking their answer in their paper bag, and then asks them to pronounce and find the meaning of the sentences.

  5. The teacher and the students discuss the answers.

  6. The group who answer correctly will get score.

  Scramble words can make the students encourage and interested in learning vocabulary because the teacher make the sentences in color scrambled and it can make communication between students and teacher,

  E. Basic Assumption

  In learning vocabulary, the essential problem faced by the students is how to remember the vocabulary that has been acquired before or it can be said that the vocabulary has to be recycled. By recycling the vocabulary, it will help students to memorize the vocabulary longer.

  Having long term memory about the vocabulary makes them easily to retrieve it when they need it. By implementing Shopping Game the students will recycle their vocabulary. The recycling happens when the students rearranged the scrambled words into five good sentences. Besides that, the unforgettable moment when they play game will help students to memorize the acquired vocabulary easily or it will encourage students to have long term memory about the vocabulary. By playing Shopping Game, the students will be motivated in learning English. It is challenging for them and increase cooperation with other students. In this case, the writer assumes that teaching vocabulary using Shopping Game is effective.

  F. Hypothesis

  Based on the assumption above, the writer proposes the hypothesis “Shopping Game is effective in teaching vocabulary at the students of eighth grade students SMP Muhammadiyah 3 Purwokerto in academic year 2013/2014.