SATUAN ACARA PERKULIAHAN KOSA KATA 2

1
SATUAN ACARA PERKULIAHAN
JURUSAN SASTRA INGGRIS
FAKULTAS SASTRA
UNIVERSITAS GUNADARMA

Mata Kuliah

: KOSA KATA 2

Semester

: GENAP

Bobot

: 2 SKS

Jumlah Pertemuan : 14 X 120 menit

Deskripsi

Mata kuliah ini berkenaan dengan pengembangan kemampuan memahami dan
mengungkapkan makna dengan menggunakan diksi Bahasa Inggris yang tepat
sesuai konteks.
Standar Kompetensi
Mahasiswa mampu menggunakan pengetahuan dan pemahamannya tentang diksi
Bahasa Inggris untuk mengungkapkan makna secara tulis maupun lisan dengan
tepat sesuai konteks.

Pertemuan
1-2

Materi

Pokok Bahasan

Kegiatan Belajar
Mengajar

Sumber
Materi

 Highfrequency
Words dan
Academic
Words

 Pentingnya Highfrequency Words
dan
Academic
Words

 Penjelasan dan
diskusi tentang
High-frequency
Words dan
Academic Words

 Word
Knowledge

 Pengetahuan
tentang
Word
Knowledge

 Penjelasan
dan
diskusi tentang
Word Knowledge

Nation
(2008), hal
1-16,
163176;
Thornbury
(2002)
hal
13-31;
Nation
(2001)

hal
23-59);
Schmitt
(2000)
hal

2
1-6, 22-67;
3-4

 soal (bentuk
tulis) untuk
mengukur
pengetahuan
Highfrequency
Words dan
Academic
Words

5-6

 Hasil
tes  Kata-kata dalam  Memberi umpan
pemetaan
tes
pemetaan
balik/feed
back
pengetahuan
pengetahuan
untuk hasil tes
HighHigh-frequency
pemetaan
frequency
Words
yang
pengetahuan
Words dan
belum
dikuasai

High-frequency
Academic
mahasiswa
Words dan
Words
Academic Words
 Vocabulary
 Vocabulary
 Membagi
learning
learning
strategies
strategies
pengetahuan
dan
diskusi
tentang
Vocabulary
learning
strategies

7-8

Mass media
texts, Academic
texts, Literary
texts, dsb.

 Melakukan
tes Nation
(2008)
hal
pemetaan
177-203.
pengetahuan
High-frequency
Words dan
Academic Words

 Form

(pronunciation,
spelling, afxese

 Meaning (one
context, different
contexts,
associationse

 Use (word class,
collocations,

 Mengidentifkasi
Form
(pronunciation,
spelling, afxese
dalam Mass
media texts,
Academic texts,
Literary texts,
dsb.

 Mengidentifkasi
Meaning (one
context,
different
contexts,
associationse
dalam Mass
media texts,
Academic texts,

Folse (2004)
hal 85-106,
Nation
(2001)
hal
217-262.

koran,
majalah,
jurnal,

novel, puisi,
siaran radio
dan
televise,
internet

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degrees of
formality, style

9-10

Soal (bentuk
tulis dan lisan)
untuk mengukur
penambahan
pengetahuan
High-frequency
Words dan
Academic

Words

11-12

Contoh-contoh
chunks,
collocations,
idioms dalam
teks tulis dan
lisan dari
berbagai
sumber

Literary texts,
dsb.
 Mengidentifkasi
Use (word class,
collocations,
degrees of
formality, stylee
dalam Mass
media texts,
Academic texts,
Literary texts,
dsb.
 Menggunakan
kata terutama
High-frequency
Words dan
Academic Words
dalam teks tulis
(writing) dan
lisan (speaking)
LATIHAN SOAL

Chunks, collocations,
idioms

Mengidentifkasi
chunks,
collocations, idioms
dalam berbagai teks
dan
menggunakannya
dalam teks tulis
(writing) dan lisan
(speaking)

Nation
(2008)

Sinclair
(2003)
hal
4,11,18,25,
33,34,35,43
,
65,66,67,74
,75,85,94,9
5,96,
107,108,10
9,
119,120,13
2, 133,134,
143,144,15
6, 157,158;
Lewis
(2002a) hal

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89-104;
Lewis
(2002b) 1743;
Lewis
(2000)
hal
28-46;
koran,
majalah,
jurnal,
novel, puisi,
siaran radio
dan
televise,
internet.
13-14

Soal tertulis
(writing) dan
lisan (speaking,
monolog)
dengan topik
sesuai program
studi.

LATIHAN SOAL

Pengayaan: Mahasiswa ditugasi membaca buku/novel berbahasa Inggris sesuai
minat masing-masing dan membuat ringkasannya, dikumpulkan pada akhir
semester.
Rujukan:
Coxhead, A. 1998. An Academic Word List. Wellington: Victoria University of
Wellington.
Folse, K. 2004. Vocabulary Myths: Applying Second Language Research to
Classroom Teaching. Ann Arbor: University of Michigan Press.
-------. 2000. There is Nothing as Practical as a Good Theory. In M. Lewis. Ed.
Teaching Collocation: Further Developments in the Lexical Approach. London:
Language Teaching Publications.
-------. 2002a. The Lexical Approach: The State of ELT and a Way Forward. Boston:
Heinle.

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-------. 2002b. Implementing the Lexical Approach: Putting Theory into Practice.
Boston: Heinle.
Nation, Paul.

2001. Learning Vocabulary in Another Language: Acquisition and

Pedagogy. Cambridge: Cambridge University Press.
-------. 2008. Teaching Vocabulary: Strategies and Techniques. Boston : Heinle.
Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge: Cambridge
University Press.
Schmitt, N and R. Carter. 2004. Formulaic Sequences in Action. In N. Schmitt. Ed.
Formulaic Sequences: Acquisition, Processing and Use. Amsterdam: John
Benjamins.
Sinclair, John. 2003. Reading Concordances. London: Pearson Education Limited.
Thornbury, S. 2002. How to Teach Vocabulary. Harlow: Pearson Education Limited.
Woolard, G. 2000. Collocation: Encouraging Learner Independence. In M. Lewis. Ed.
Teaching Collocation: Further Developments in the Lexical Approach. London:
Language Teaching Publications.
*Oxford Collocations: dictionary for students of English. 2002. Oxford: Oxford
University Press.

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What is collocation?
• word combinations
• pairs of words that occur together so often
• the way words combine in a language to
produce natural-sounding speech and
writing (strong wind and heavy rain, not
heavy wind and strong rain)
• to native speaker, the combinations are
highly predictable
• occur in all languages

Why is collocation important?
• Collocation runs through the whole of English language.
• No piece of natural spoken or written English is totally
free of collocation.
• The right collocation will make a speech or writing
sound much more natural, more native-speaker like.
• Language that is collocationally rich is more precise.
*This is a good book and contains a lot of interesting
details
*This is a fascinating book and contains a wealth of
historical details.

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collocations
• Adjective + noun (fatal accident, golden
opportunity)
• Verb + noun (accept responsibility, undermine
self-confidence)
• Noun + verb (the gap widened, a fight broke out)
• Adverb + adjective (highly desirable, potentially
embarrassing)
• Verb + adverb (discuss calmly, lead eventually
to)

spoken – written
•
•
•
•

a big house – a magnificent house
very different – significantly different
rather strong – relatively strong
give a quick report – present a preliminary
report

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http://www.jalt-publications.org/tlt/articles/2004/07/mccarthy 12 Jan 2008
The Language Teacher
July 2004
Lessons from the analysis of chunks

Michael McCarthy
There are lessons to be learned about how we describe the vocabulary of a
language, and implications for what teachers teach and how learners develop
fluency.
Collocation has become an accepted part of vocabulary pedagogy at all levels.
Corpora reveal that much of our linguistic output consists of multiword units rather
than just single words.
Teaching single words alone may leave learners ill-prepared both in terms of
processing heavily chunked input such as casual conversation, and developing their
own productive fluency
Looking at Corpus Data
Using a 4.7-million-word sample of North American English conversation from the
Cambridge International Corpus (CIC), and applying corpus analytical software to
obtain a frequency count for recurrent chunks, the following totals emerge for
chunks occurring more than twenty times:
·

two-word chunks 19,509

·

three-word chunks 12,681

·

four-word chunks 2,953

·

fve-word chunks 385

Tables 1 and 2 show the top ten items in the list of chunks for two- and four-word
items.
Table 1: Top 10 two-word chunks

1

Chunk

Total in corpus

you know

45,873

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2

I don't

17,708

3

I think

17,046

4

in the

13,979

5

and I

13,757

6

of the

12,040

7

I mean

11,735

8

it was

11,271

9

a lot

10,174

10

kind of

9,962

Table 2: Top 10 four-word chunks
Chunk

Total in corpus

1

I don't now if

999

2

a lot of people

759

3

I don't know what

709

4

or something like that

570

5

a lot of the

560

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6

and things like that

499

7

I don't want to

479

8

I don't know how

466

9

there's a lot of

448

10

what do you think

442

Table 3: High frequency chunks and single words
you know

45,873

Really

20,838

I think

17,046

People

11,984

kind of

9,962

and then

8,971

I don't know

8,074

Where

7,851

Their

6,487

Something like that

1,027

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Friend

1,014

I don't know if

999

a lot of people

759

Under

743

Table 3 suggests that many high-frequency chunks are more frequent and more
central to communication than even very frequent single words
Discourse marking
Some of the most frequent chunks are discourse markers, e.g., you know, I mean,
I guess, (do) you know what I mean. You know, the most frequent chunk, is an
important token of projected shared knowledge between speaker and listener. I
mean is also of high frequency, used when speakers need to paraphrase or
elaborate. Extract (1) shows both chunks at work.
(1) Like I remember when I went to public school in Jersey and not that it wasn't
that bad. I mean I'm from a middle middle class town. You know we had people
that you know... We had kids that whose family made you know a hundred and
hundred ffty thousand dollars a year and people that generally didn't make
anything at all. You know.
These chunks show the all-pervasiveness of interactive meaning-making in
conversation. The addition of chunks to the vocabulary syllabus is not an optional
extra, since their meanings are extremely frequent, necessary, and fundamental to
successful interaction. They make fluency a reality. But what descriptive and
pedagogical lessons should we draw from all this? We offer the following:
·

High-frequency chunks are often more frequent than core single words.

·
The most frequent chunks, like the most frequent single words, perform core
communicative functions in everyday interaction.
·
Fluency must involve the ability to call on a vocabulary of ready-assembled
chunks.

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·
We should not assume, however, that high-frequency chunks should be
obligatory components of the learner's productive repertoire. It may be that
receptive mastery is more important than productive repertoire.
·
Chunks are chunks: analyzing them and taking them apart may not be useful,
and they should be processed and retrieved holistically (see Wray, 2002).
·
Conversation materials should, where possible, incorporate useful, highfrequency chunks as attested in everyday use (see McCarthy et al, in press).

http://www.eltnews.com/features/interviews/036_michael_mccarthy2.shtml
(An interview with Mc Carthy)
I firmly believe now that language is lexis-driven, not syntax-driven; grammar is a
'trace' after lexical choices have been made. It's not the case that we choose syntax
then slot vocabulary into it. And so for me, vocabulary learning is primary in second
language learning.
You've said that you believe vocabulary to be the real key to learning a
language, more important than getting stressed over grammar. Can you
give us some practical tips on how to most effectively get your students to
boost their vocabulary?
Practical tips, right. Well, first of all, get to the 2,000-word threshold as quickly as
you can, using any method whatsoever, flashcards, translation lists, rote learning,
anything, because without those 2,000 most common words you can't do much,
and especially you can't use the words you know to guess the meanings of the
words you don't know if you haven't got those 2,000.
Good elementary level vocabulary books should be based on the first 2,000 words.
Don't buy them if they aren't! Next, always learn words in pairs (collocations): for
example, if you learn a verb, learn either a noun or adverb or preposition that goes
with it (run quickly, search for, a ship sails from X to Y, etc.).
Next, after the first 2,000 words, personalize! Make a special effort to memorise
and use the vocabulary that relates to your personal experience, your history, your
dreams and ambitions, your environment, your relationships. You can never learn
all 400,000 or so words, so learn the ones that will enable you to communicate
about your world.
Next, always keep a small vocabulary notebook in your pocket and jot down new
words and collocations. Research shows that transferring a word from the source
you encounter it in to another source such as a notebook or a workbook to be one
of the best ways of learning.

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One last tip: every time you look a word up in the dictionary, make a little coloured
mark in the margin next to it. Any word that gets three coloured marks must be a
word that's important for you. Make a special effort to learn that one, and transfer
it to your vocabulary notebook.
What, for you, has been the single most interesting revelation to come out
of corpus studies?
Probably the power of 'chunks' in language. When you research corpora, especially
spoken ones, you realize that some phenomena are so frequent and all-pervasive in
language that we simply can't ignore them. For instance, the two-word chunk "you
know" is the 15th most frequent item in the language, more frequent than single
words such as they, have, so, what, and many other 'core' items. Other chunks are
also massively frequent, for example, "things like that", "a lot of people", "know
what I mean", and so on.
What the corpus insights into chunks show is us that they are extremely frequent,
that they are responsible for some of the most basic interactive meanings in
conversation (e.g. showing shared knowledge, making vague references, organizing
the talk, etc.), and that, without them, fluency would be impossible. We simply
have to have a repertoire of ready-made, off-the-peg chunks to structure our
utterances; we cannot possibly invent every utterance anew, every time. So I think
chunks should be at the centre of vocabulary learning. Vocabulary is not just single
words. That's been a big insight for me as a corpus researcher.