THE USE OF STILL PICTURE TO VOCABULARY MASTERY OF THE SECOND YEAR STUDENTS OF TK PERMATASARI IN THE SCHOOL YEAR OF 2009 – 2010
THE USE OF STILL PICTURE TO VOCABULARY
MASTERY OF THE SECOND YEAR STUDENTS
OF TK PERMATASARI IN THE SCHOOL
YEAR OF 2009- – 2010
A GRADUATING PAPER
Submitted to the board of Examiners as a Partial Fulfillmentof the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Education Faculty
By:
WAHYU AMANAH
11306040
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2010
DEPARTEMEN AGAMA
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Fax 323433 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
DECLARATION
In the name of Allah The Most Gracious and The Most Merciful.Hereby the writer fully declares that this thesis is made by the writer herself, and it is not containing materials written or has been published by other people, and other people‟s ideas except the information from the references. The writer capable account for this thesis if in the future this thesis can be proved of containing others‟ ideas or in fact the writer imitates the others‟ thesis. Likewise, the declaration is made by the writer and the writer hopes that this declaration can be understood.
Salatiga, Agustus 2010 Researcher
Wahyu Amanah
11306040
MOTTO Only The Man Who Is In the Truth Is Free Man
DEDICATION I truly dedicate this research paper to :
1. My family in Boyolali, especially for beloved mother
2. My beloved sister and brother 3. My Soul mate ….
ACKNOWLEDGEMENT
Alhamdulillahirobbil‟alamin….. firstly, the writer said as praise and thanks to Allah SWT, The Amighty, The Lord of the universe, whose blessings have made it possible for the writer to reali ze this graduating paper entitled “THE USE OF STILL PICTURE TO VOCABULARY MASTERY OF THE SECOND
- – YEAR STUDENTS OF TK PERMATASARI IN THE SCHOL YEAR OF 2009 2010”. There are many kinds of helps received appreciatively from many persons. The writer cannot realize this thesis without the help of theirs. In this occasion, the writer would like to express her deepest gratitude and appreciation to : 1.
Dr. Imam Sutomo, M.Ag, the Rector of state Islamic Studies Institute of Salatiga (STAIN Salatiga).
2. Mashlihatul Umami, M.Ag, the Head of English Department Faculty of STAIN Salatiga.
3. Ruwandi, S.Pd, MA, as consultants who give the writer support, guidance and useful advice.
4. All lecturers of State Islamic Studies Institute.
5. Siti Musripah, as the Head of Islamic Kindergarten of Permatasari Boyolali, teaches, staffs and students, especially the second year students. Thanks for helping.
6. My beloved family, Nur Hidayah and Nurhadi, my sister Afidatul Miskiyah, my brother Ahmadi Cahyono Putro.
8. My admirer, my love, my close friend, thanks for your kindness, suggestion, motivation … (Bring me to life….).
9. The big family of HMI (Ganesa Walisongo).
10. All my friends especially Yuli, Yunita, Arini, Atin, Mba Hasnah, Indah, Mba Uma, Ana, thanks for all.
11. All my friend of TBI ‟06.
Finally, the writer realized that this is imperfect and gladly accepts constructive critics and evaluation to make this thesis better, Salatiga, Agustus 2010
ABSTRACT
.......................................Keyword :
TABLE OF CONTENTS
TITLE ............................................................................................................... i ATTENTIVE COUNSELOR........................................................................... ii STATEMENT OF CERTIFICATION. ............................................................ iii DECLARATION. ............................................................................................ iv MOTTO............................................................................................................ v DEDICATION. ................................................................................................ vi ACKNOWLEDGMENT. ................................................................................. vii TABLE OF CONTENTS. ................................................................................ ix
CHAPTER I INTRODUCTION A. The Background of the Study ...............................................................
1 B. Statement of the problems ....................................................................
3 C. The Objective of the Study ...................................................................
4 D. The Benefit of the Study .....................................................................
4 E. The Review of Related Literature ........................................................
5 F. The Review of Underlying Theories ....................................................
6 G. Hypothesis ........................................................................................... 11 H. Research Methodology ........................................................................ 11 I.
The Outline of The study .................................................................... 16
CHAPTER II THEORITICAL REVIEW OF UNDERLYING THEORIES A. Picture ....................................................................................................
17 1. Definition of the Picture .....................................................................
17 2. Characteristic of the Picture Media ....................................................
17 3. Sources of Picture ...............................................................................
18 4. Picture Media as Teaching Aids .........................................................
20 5. The Advantages of Using Picture Media ............................................
21 6. The Limitation of Using Picture Media ..............................................
22 B. Vocabulary .............................................................................................
22 1. Definition of Vocabulary ....................................................................
22 2. Kinds of Vocabulary ...........................................................................
22 3. The Components of Vocabulary ........................................................
26 4. Vocabulary Mastery............................................................................
29 CHAPTER III RESEARCH REPORT A.
The General Description ........................................................................ 49 B. Research Methodoloy ............................................................................. 50 C. The Type of Research ............................................................................ 54 D. Subject of the Study ............................................................................... 55 E. Object of The Study ............................................................................... 55 F. The Implementation of Experimental .................................................... 56 G.
Teaching Material .................................................................................. 56 H. Classroom Management ........................................................................ 56
I. Procedures ............................................................................................. 57 J.
Research Cycle ....................................................................................... 58 K.
Data Presentation ................................................................................... 62
CHAPTER IV DISCUSSION A. Data Analysis..........................................................................................
64 B. Research Summary ................................................................................
71 CHAPTER V CLOSURE A.
Conclusion ............................................................................................. 73 B. Suggestion ............................................................................................. 73
BIBLIOGRAPHY APPENDIX
CHAPTER I INTRODUCTION A. The Background of the Study Indonesia, as a member of the nations in the world, has realized the
importance of the fact that English is international language. The Ministry of Education has been unceasingly enhancing all of the efforts to widen scope and the quality of English teaching in school. Not like ten years before, now English has been introduced in kindergarten schools to give children preliminary appreciation to this foreign language. English laboratory equipment, VCD player, full set of computers equipped with ICD projectors have been installed in many state schools in towns to support the language teaching. Studies, Seminars, Workshops and up grading of English teachers have been widely held to improve the quality of learning teaching methods for the best quality of the outputs.
When English is introduced to students of kindergarten schools, the main purpose should be giving a chance to them to appreciate English as a second language. The correct perception of English will lead the students to enjoy learning English. Learning the language with joy is the initial key of learning English, as the result of learning will much depend on whether students like of dislike the subject.
Now, children learn English since kindergarten. The main language element studied is vocabulary. It will help the students to know the spelling and the meaning of the words, for example: parts of body, animals, stationaries, kinds of fruits etc.
Teaching vocabulary for the kindergarten students should be attractive. As language teachers we use a variety of teaching aids to explain language meaning and constructions. To make easy, the teachers always use pictures or graphics whether drawn, taken from books, magazines or photographs to facilitate learning.
There are several difficulties when we teach English in kindergarten schools. It is caused by the children are still confused and do not understand
- – about the meaning. So, choosing the good Media and technique in teaching learning process are very important. As language teachers we should use a variety of teaching aids to explain language meaning and construction, engage students in a topic or as the basic of whole activity. Teachers always should use good methods to teach them, and they will help the students easier to English study. As ones of the media is “picture”. Pictures can be facilitating of learning. Pictures can be the form of flash cards (smallish card which we can hold up for our students to see), large wall pictures (big enough for every one to see details), cards (small card which students use in pair of a group work), photograph or illustration (typically in a text book).
The teacher must attend the student understand to vocabularies. But when we just teach the mechanic of vocabulary, students will get bored. The Media of language teaching are one of solution to present the material. According to M. Basyiruddin Usman (2002:15). Media are something which has character for conveying message and stimulating thinking, feeling and audience want, so it can support learning process in their minds.
Teaching basic skills for kindergarten and preschool students includes worksheets. Lesson plan, lessons for teaching, learning basic skills and life
rd
skills are focused on students from preschool and kindergarten through 3 grade and also for students with special needs.
Basic skills are organized by category. Each of the categories includes multiple lessons and worksheets that are customizable depending on the abilities of the students. There are some techniques, which can help teacher to contract a strategy for teaching. When the objective is proposed, the teacher has considered and decided which techniques will be the most efficient and effective. In a teaching learning process, the teacher plays an important role.
He or she is the conductor who has to lead the students, to achieve the goal of the study.
Based on the explanation above, the writer is interacted to conduct a research the second grade of TK Permatasari Boyolali under the title “The Use of Still Picture to Vocabulary Mastery of The Second Year Students of TK Permatasari, in the School Years of 2009 / 2010.” B.
Statement of the Problems 1.
How far is the difference of teaching by pictures and teaching without pictures ?
2. How far is the significant difference of teaching by picture or teaching without picture?
C. The Objective of the Study
The objectives of research can be specified as follows: 1.
To find out the difference of vocabulary mastery through the teaching by pictures and without pictures.
2. To know the significant differences of vocabulary mastery through the teaching by pictures and without pictures.
D. The Benefit of the Study 1.
Theoretically The results of the study can be used as reference for others. Based on the book, written by Jeremy Harmer (2007:8
) “English Language
Teaching
”. We know that teaching by picture as one of media to deliver English materials have a big role. Teachers may use the pictures as equipment of teaching through games; pictures can apply to understand the meanings, or expression.
2. Methodologically a.
For Teachers For teachers it can be, inputs for their English teaching methods in teaching learning process to vocabulary mastery. b.
For Student For students by using pictures, learners are able to master and increase their vocabulary better.
3. Practically a.
For The Teacher The result of the research can be used by English teachers in teaching learning process, to motivate the students to improve their vocabularies especially for kindergarten students. The teachers should be attractive to teach them.
b.
For the Researcher For the researcher, it can add experience and knowledge about using media in teaching learning process.
E. The Review of Related Literature In this study, the writer takes literature review from previous research. Rahma Linajati
did the first, with her research paper entitled “Comparative
Study on Teaching Vocabulary and The Significant to English Achievement Between Elementary School and Islamic Elementary School in The Academic Year of 2007/2008
”. There is significant difference of the students vocabulary mastery between elementary school and Islamic elementary school.
While the second researcher is Hanik Nuzulimah, with the title
“The Influence Of Teaching Vocabulary By Using Picture.” In that research she analyzed that pictures help the teacher in teaching learning process are more interesting.
Presently, the writer tries to make diffe rent research with the title “The Use
of Still Picture to Vocabulary Mastery of The Second Year Student of TK Permatasari in Academic Year of 2009/2010.”
In this research, the writer uses picture as a medium in teaching English, especially in introducing vocabularies to children of Permatasari Kid‟s School Boyolali.
The vocabulary acquisition for children focuses on two items. They are parts of body and communication.
In this study, however, the writer learns about languages acquisition as well, but this one constitutes different perspective. This study focuses on the vocabulary mastering by using teaching method, which gives emphasis of picture as media.
F. The Review of Underlying Theories 1.
Picture a.
The Meaning of Picture According to Sharon K Zenger (1982:78), Picture is a flat visual
- representation of an object, person, or view and it is main purpose is to draw attention to or emphasize a certain thing. Picture is are presentation (as a person, landscape, and building) on canvas, paper or other surface produced by painting,
- invisible or symbolic form.
Picture is to represent (something abstract or impercep tible)
b.
Kind of Picture These are many sources of picture media 1)
Newspaper The picture in newspaper are usually small and too distinct for use with whole class, but they are usually topical.
2) Magazines
3) Advertisement Such as poster and advertisement magazines.
4) Holiday brochure.
These Brochures are usually rich and illustrated most of the picture are of hotels, places of great beauty.
5) Catalogue. 6) Calendars. 7) Greeting Cards. 8) Post card. 9) Reproduction of art. 10) Poster and wall chart.
c. The Advantage of Using Pictures These following are advantage of picture media :
1) Picture can stimulate and motivate students to become more observant and express those shelves.
2) It is in expensive, may even be free, and fairly easy to locate. 3) It can be used by an individual or groups. 4)
It can be displayed for as long as necessary so pupils can work at their own role.
5) It is up to date and can bring reality into the classroom. 6) It can be used to introduced, supplement or summarize a unit. 7)
It enriches reading and can help clarify misunderstanding (Sharon K Zenger, 1982:9) 2. Vocabulary a.
The Meaning of Vocabulary Accroding to oxford Advance learner Dictionary (1995:1331), Here are three definition of vocabulary. Those definition are in the Followings. 1) Vocabulary is total number of words that make up of Language. 2)
Vocabulary is a body of words known to a person or used in particular book, subject, etc.
3) Vocabulary is a list of words with their meaning, especially one which accompanies a text book of foreign language.
b.
Kind of Vocabulary According to Hammam (2003:1) there are two vocabulary.
1) Receptive Vocabulary
Receptive vocabulary is the words that we know when we listen, read of the words that we know when we receive thoughts from others. There are many words that we are recognize when heard or read but do not use when speak or write. It we have a receptive vocabulary or 14.000 word, the chances are that in 80 percent of what we write we rely on a vocabulary of fewer than 3.000 words and that in 95 percent of what you say you use a vocabulary of fever than 1.000 words.
Receptive vocabulary is our basic vocabulary the total storehouse of words we can use to understand the thoughts of others when we speak and write the words we use in speaking and writing are all words you know when we hear or read them.
Therefore our first gold of vocabulary development should be to increase the size of our receptive vocabulary.
2) Expressive Vocabulary
Expressive vocabulary is the words that use when we speak or write that is when you express our thoughts to other expressive vocabulary almost certainly contains many words that we do not when we speak and write (Hammam, 2003:2).
Therefore, our second goal of vocabulary improvement should be to increase the percentage of words in our expressive vocabulary that we use in speaking and writing.
3. The Theoritical Framework
Choosing a good media is very important in teaching learning process. It is better from the teacher to be creative in preparing and applying it. One characteristic of good media is that can be enjoyed when we learn, for example Picture. Picture is a flat visual representation of an object, person, or view and it is main purpose is to draw attention to or emphasize a certain thing (Sharon K. Zenger, 1982:78).
Language is a system used to express meaning: a.
The primary function of language is for interaction and communication.
b.
The structure of language are not merely its grammatical and structural features out of categories of functional and communicative meaning as exemplited in discourse.
c.
Regarding the statement above the writer tries to conclude that language is fundamental is mean to communication and interaction.
Language is important for student to be master in English vocabulary, because it will support the students‟ ability to master the four language skills: reading, speaking, writing, and listening (David P. Haris, 1969:9). The problem which commonly appears in teaching vocabulary is that the students easily forget the new words that they have just learned. So, the teacher must attend the students‟ understanding the vocabulary. But when we just teach the mechanics of vocabulary, students will get bored. The media of language teachings is one of solutions to present the material. According to M. Basyiruddin Usman, media is something which has character for conveying message and stimulating thinking, feeling, and audiences want, so it can support learning process in their minds. The use of creativity media probably for students to learn better and can increase their ability that appropriate with learning objective.
Picture is visual representation. This media can be used effectively in language teaching learning process. By using picture in teaching vocabulary, the researcher expects that the lesson will be interesting, so the problem in teaching vocabulary can besolved.
G. Hypothesis
Based on the problem statements presented by the writer, the research hypothesis is stated as follows : “There is an Significant Effect of Using Picture in Teaching English Vocabulary Mastery for Kindergarten students of Permatasari Kid‟s School Boyolali.” H.
Research Methodology 1.
Research approach In this research the writer would like present how to carry out research. The way used in the investigation is, of course, stated in the research methodology. Research is defined as the systematic and objective analyses and recording of controlling observations that may lead to the development of generalization, principle on theories resulting in prediction possibly to the ultimate control of even ( John W. Best, 1977:8 ).
2. Population Population or source of data is all numbers of the research subject (Suharsimi Arikunto, 1998, 115).
Population is all individual from whom the data are collected. And the population of the research all students of the second year students of Permatasari Kid‟s School in the academic year 2009/2010.
3. Sample Sample is a part of the accesible population to be investigated.
(Ibnu Hadjar, 1996:134). TK permatasari Kid‟s School Boyolali has seven class, and in this research the writer takes one class group consisting of 25 students as sample, because this sample is homogen.
4. Type of research a.
Design of collecting data
- – In this research, the writer uses a design one group pre test post test. This experimental design the writer uses twice evaluating. The first evaluation is, the students who are thought in english teaching vocabulary without picture, and the second evaluation is the students who are thought in english teaching vocabulary. The design can be draw :
No. Experiment Group Control Group
1. Teacher gave the students Teacher gave the students
No. Experiment Group Control Group present. present.
2. Teacher gave the topic of the lessons.
Teacher gave the topic of the lessons.
3. The teacher showed some pleasure those were related to the topic.
The teacher gave the name and meaning some vocabularies related to the topic.
4. The students gave attention to pleasure, followed teacher to say, pronoun, and recognize to the picture and then wrote the name of picture in books.
The students followed teacher to read and then wrote on their book what the teacher written.
5. The teacher showed the pictures to the students and then asked them. Example : What picture this is?
Examples : What is the meaning of book?
6. Then the students answered.
Example : That is book.
Students answered. Example : Buku
7. Teacher gave the students exerciser.
Teacher gave the students exerciser.
8. Researcher gave the students Researcher gave the b.
The instrument of research There are many techniques of collecting data such as by interviewing, giving questionnaire and giving a test. What will be used for collecting data in this research is by giving essay test.
The test given to the students is about vocabulary. There are vocabularies about something that arround of them.
c.
Step of research 1)
Observation In this step, the writer observer the kindergarten of
Pematasari Kid‟s School Boyolali especially the second years students (B
2 Class) which is used as the sample to know their
background, situation, condition and english learning especialy in vocabulary.
2) Schedule
The research is conducted on May until June 2010 in Permatasari kid‟s school Boyolali, will take one class from the second year. The writer makes and prepares to observe with schedule:
a) Studying english lesson especially in vocabulary without picture it will be arranged in one meeting.
b) Studying english expecially in vocabulary by using picture it will be arranged in five meeting.
3) Material
The material of this research is taken from the most suitable of the kindergarten e.g: studying about Parts of body,Kinds of fruit,Stationary.
5. Method of Data Analysis The type of research used in this thesis is experimetal. In this experiment, the writers teaches vocabulary by using picture as the media and the techniques of data analysis used in this research istest.
The test is first conducted before getting data, the writer uses pre and post test. Pre test is used to know the student prior ability by using the same test material and same level of dificulting and post test is given after they were given different treatment to know the significant of the final results.
6. Technique of data analysis To analyze the data of the research, the writer uses t-test.
Formula : Explanation : t : The result of t-test calculation Md : The average of differences of pre test and post test
2
d : The sum of squared deviation ∑x N : The number of subject (Suharsimi Arikunto: 300) I.
The Outline of The study
Chapter one is introduction. in this chapter the writer presents the bacground of the study, review of related literature, statement of the problem, definition of term, the objective of the study, benefit of the study, theroritical framework, hypotesis, method and technique collecting data and outline of the research.
Chapter two consist of the underlying theory, which consist of the characteristic of the young teacher, development of language of young learners, general concept of teaching vocabulary and media picture of teaching vocabulary.
Chapter three is data presentation which consist of type of research, subject of the study, object of the study, implementation of experimental, teaching material and testing techniques.
Chapter four is data analysis which consist of the result of pre test and result of post test.
Chapter five is closure that consist of conclusion and suggestion. The last chapter is bibliography and appendix.
CHAPTER II THEORITICAL REVIEW OF UNDERLYING THEORIES J. Picture 1. Definition of Picture According to Sharon K. Zenger (1982:78) picture is a flat visual
representation of an object or view, and the main purpose is to draw attention to or emphasize to a certain thing. Picture is presentation (as of a person, landscape, and building) on canvas, paper, or other surfaces produced through painting, drawing, engraving, or photography.
2. Characteristic of Picture
Picture is a visual representation of person, or thing, photograph prints are more common, but sketcher, cartoon, murals, counts, graphs and maps are used. (Verman S. Gerloch, 198282). This medium has characteristics, i.e.
a.
Picture may be drawn, printed or photographically processed.
b.
Picture are various in size and color.
c.
Picture maybe highly representation or abstract.
d.
If picture for classrooms used, it probably would be the most efficient to ask everyone to turn to the some page and sometimes to look at the pictures.
e.
Picture maybe displayed on a classroom bulletin board or flamer bord for individual or small group observation. f.
A picture can be mounted for preservation.
g.
Photocopying Picture can be photocopied. However, the photocopying machine may be used by the teacher to make picture, for instance, by photocopying object. ( Andrew Wright, 1989:187) 3.
Sources of Picture
These are many sources of picture, they are as the following : a.
Neswpaper The pictures in newspaper are usually small and too distinct for use with the whale class, but they are usually topical and linked with text, which can lead to particular activities.
b.
Magazines This is the major source of useful picture material of high quality. Full pages are big enough for class use, while others are move appropriate for individual work.
c.
Advertisement This includes direct mail leaf lets, poster and advertisement in magazines and newspaper.
d.
Holiday Brochures This Brochure are usually rich and illustrated. Most of the pictures are of hotels, places, historical sides or places of great beauty. The pictures in holiday brochure are big enough for individual work. e.
Catalogues In some countries catalogues are rich of picture material.
f.
Calendars Commonly, Indonesia calendars are illustrated with written text and picture to make it more interesting but sometimes, picture is for advertisement media.
g.
Greeting Cards Most greeting cards are illustrated. The range of subject is very wide, in every case the illustration has been chosen to “say” something to the receiver. It is often worth keeping the text on the picture together.
h.
Post Cards Every possible subject is illustrated on post cards. Post cards are associated with writing. i.
Reproduction of Art Painting, drawing and art photography represent an immense range of subject scenes and abstract concept. Reproduction of art can be used for creative work. j.
Posters Posters are designed sufficiently to be seen. A huge poster may show a subject or it may illustrate a lot of information (Andrew Wright, 1989:182-187). k.
Wall Charts Wall charts are produced by some illustration to explain what is done in or by the illustration. Wall charts can be used in identifying activities, matching activities and memorizing. l.
Comic and Cartoon Strip These are heavy illustrated. They are sequence of pictures with are closely related to a narrative text. The stories in some publication are illustrated by hundreds of photographs. m.
Playing Card Many playing card have illustration. The card can be used for the original purpose and the students ask to play the game in the target language. n.
The teacher and students own drawing Teacher and students own drawing can be used as teaching learning media. Picture can be drawn on the board, large paper, flash card, the over head projector, etc.
4. Picture Media as Teaching Aids
Many language teacher are concerned to help their student develop their ability in language skills. In this sense teacher need various strategy and wide resource that can stimulate in this development. Picture is on of resources, media that can help teacher to success in teaching learning activity. As a teaching media picture have some rotes in the class. (Andrew Wright, 1989:97) they are: a.
Picture can motivate student and make them want to pay attention and want to take a part.
b.
Picture contributes to the context in which the language is being used.
They bring the word in to the classroom.
c.
The picture can be describe in an objective way or interpreted or responded to subjectively.
d.
The picture can cue response to question or cue substitution through controlled practice.
e.
Picture can stimulate and provide information to be referred in to conversation, discussion and story telling.
5. The Advantages of Using Picture Media
These following are advantage of picture media : a.
Picture can stimulate and motivate students to become more observant and express those shelves.
b.
It is in expensive, may even be free, and fairly easy to locate.
c.
It can be used by an individual or groups.
d.
It can be displayed for as long as necessary so pupils can work at their own role.
e.
It is up to date and can bring reality into the classroom.
f.
It can be used to introduced, supplement or summarize a unit. g.
It enriches reading and can help clarify misunderstanding (Sharon K Zenger, 1982:79) 6.
The Limitationof Using Picture Media
Pictures as teaching media also has many limitation these are : a.
Sizes an distance are often distorted.
b.
Lock of color in some picture limits proper interpretations.
c.
Students do not always known how to “read” picture. (Vernan. S.
Gerloch: 1980:92).
K. Vocabulary 1.
Definition of Vocabulary There are some definition about vocabulary. Homby (1995:1331) defines as a total number of words which (with rule for complying them) make up the language. Hatch and Brown (1995:1) say that the term of vocabulary refers to the list of set of words for particularly language or list of words there individual speakers of language. We can say that vocabulary is a group or sources kind of word that mastered to deliver our mind or idea to other people and to understand peoples mind.
Vocabulary is powerfull carrier of meaning. Beginners often manage to communicate in English by using the accumulative effect of individual words.
2. Kinds of Vocabulary
You may think of yourself as having one vocabulary, but you actually have two vocabularies: a receptive vocabulary and on expressive vocabulary.
a.
Receptive Vocabulary Receptive vocabulary is the words that know when we listen or read or the words that know when we receive thoughts from others.
These are many words that recognize when hear or read them but do not use when speak or write (Hammam, 2003:1). If we have a receptive vocabulary of 14.000 words, the chances are that in 80 percent of what we write. We rely on a vocabulary of fewer than 3.000 words and that in 95 percent of what you say you use a vocabulary of fewer than 1.000 words.
Receptive vocabulary is our basic vocabulary: the total storehouse of words we can use to understand the thoughts of others when we listen and read (Hammam, 2003:1). It is also all the words on which we can draw when we speak and write : the words we use in speaking and writing are all words you know when we hear or read them. Therefore our first goal of vocabulary development should be to increase the size of our receptive vocabulary.
College vocabulary skills teacher three methods that can help us increase the number of words that recognize when we read or hear them. It explains how to study sentences and paragraphs to determine the meanings of words, how to analyze the parts of words to determine their meaning and how to use a standard desk dictionary to locate definition. This is explain how to learn words to that we will have less need to figure out meaning on the locate meanings dictionary. 1)
Using college course and other source, collect words that you will learn.
2) Make notes of the words and of the information that you want to learn about them.
3) Organize your notes for efficient learning. 4) Learn about the words by receiving the information in your notes. 5) Review your notes often.
b.
Expressive Vocabulary Expressive vocabulary is the words that use when we speak or write
- – that is, when you express our thoughts to other (Hammam, 2003:2). Expressive vocabulary almost certainly contains many words that we do not use when we speak and write. Therefore, our second goal of vocabulary improvement should be to increase the percentage of words in our expressive vocabulary that we use in speaking and writing.
We can increase our choice of words in writing and speaking and the potential size of our expressive vocabulary, because the words we use when we write and speak are that know when we read or hear them.
However, the most efficient way to increase our expressive vocabulary is to become more expert at recalling words in our receptive vocabulary.
1) Recollecting words we know
There are two procedures you can use to recollect words we know. First, we can consult a dictionary or thesaurus to locate words we know but do not recall readily. A thesaurus is a book that list synonyms. If we want to recall alternate words or teach, by consulting a dictionary or thesaurus we will locate such words as instruct, train, tutor, drill, advise, educate, and tell. Although we probably know these words, we may not recollect them when we are thinking of synonyms for teach. Second, we can ask ourselves questions that will cause our to recall words we know. For instance, if we write a paper about people swimming to share because than boat has overturned, we might ask ourselves the following question.
Do I know a words that means “to turn a boat over” ? The chances are that you do know the words that has this meaning, but unless you, go boating often, you probably seldom think of it. As a result, you may not recall capsize, its means “to turn over”, especially a boat in water.
2) Scoring receptive vocabulary exercise
It is use since we cannot recollect a word that we don
,
t know, we score for the qui or far an exercise is 100 when we recollect and write all the words we know that are correct answers.
Sometimes we can define kinds of vocabulary to become passive vocabulary and active vocabulary (Micheal McCarthy, 1990:12).
a) Passive Vocabulary
Passive vocabulary means that the words they needed merely to comprehend especially, in their reading. The speaker in this situation will not reproduce some sentence but they are asked to be receiver of the message by comprehending the passage or listening to some broadcast. Students can avoid the weakness of mastering vocabulary by using words that they have mastered in conducting communication.
b) Active Vocabulary
Active vocabulary means the words they should be using in their speech writing. The speaker may have to master some limit of vocabulary of this active vocabulary in communication. For example: in discussion, teaching process and other meeting, we have to respond the speech of the person who speaks with us.
3. The Components of Vocabulary
Vocabulary involves two components, namely vocabulary as a words and vocabulary as word in their meaning (Jeremy Harmer, 2002:2).
a.
Vocabulary as a word Words are often defined as minimum free form (Jeremy
Harmer, 2002:2). Lade says it is form that can occur independently and cannot be divided into smaller parts without changing or destroying the meaning. For example: window, pillow, mirror are words because each of them cannot be divided into smaller part without changing of meaning. In a fact each of them can stand alone. This definition, however fails to cover the forms like redress, black board, text book, in fact, each of them consists of two free forms they are: red and dress, black and board, text and book respectively.
Now, the writer can conclude that a word is not always a minimum free form, either. It is a unit that may consists of single formulative such as chair, useful, and happiness or it may also consists of a combination of two or more free formative such as red dress, textbook, etc.
b.
Vocabulary as words and than meaning 1)
Conceptual meaning
They are consist of five components :
a) Homonyms : Words that share the same form but have unrelated meaning (Jeremy Harmer, 2002:8). For historical reasons, English is rich in homonyms: well, bat, shed, left, fair etc. Thus, while fair in the sense of beautiful or pleasing comes from an Old English word, it is homonym fair as in skip ton fair, comes from Latin feria by way Freinch Foire.
Another potential source of confusion are the many words in English that sound the same but are spelt differently These are called “Homophones”.
b) Polysemis : Having multiple but related meanings (Jeremy
Harmer, 2002:8). We use this term to describe a single word form with several different bat closely related meaning. For example we can talk about “the head” of a person, “head” of an organization.
c) Synonyms : Are words that same share a similar meaning
(Jeremy Harmer, 2002:9). Thus : old, anchient, antique, aged, are all synonyms in that they share the common meaning of not young/new. Synonyms are similar, but seldom the same. Even between words that seem interchangeable such as taxi and cab, or aubergine and egg-plant one will be preferred over the other in certain contexts and by particular speakers. d) Antonyms : Are words with opposite meanings. Such as old and young (Jeremy Harmer, 2002:9).
e) Hyponims is another word is useful when talking about the way word meaning are related. A hyponymous relationship is a kind of relationship (Jeremy Harmer, 2002:9). For example:
Tool Hammer Screwdriver Saw
Fretsaw Chainsaw Jigsaw Hammer, saw, screwdriver are all to hyponyms, tool is the super ordinate term.
2) Affective meaning
We are using this term to cover the attitudinal and emotional factors, which can be expressed in on item of vocabulary.
4. Vocabulary Mastery
There are some vocabulary skills that must be developed in mastering vocabulary. Students must recognize about the kind of meaning and the words.
a.