Está en la página 1de 23

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Vocabulary

Vocabulary as one of the language aspects which should be learn.

Learning vocabulary is important because we are able to speak, write, and listen

nicely we have to know vocabulary first. A person said to ‘know ‘ a word if they

can recognize its meaning when they see it. It means that in learning vocabulary

we have to know the meaning of it and also understand and can use it in sentence

context.

2.1.1 Definition of Vocabulary

According to Red John (2000: 16) vocabulary is knowledge involves

knowing the meanings of words and therefore the purpose of a vocabulary test in

to find out whether the learners can match each word with a synonym, a

dictionary – tape definition, or an equivalent word in their own language.

Vocabulary can be defined as a list words, usually in alphabetical

order and with explanations of their meanings, less complete than a dictionary

(Paul P 1978: 1229). Meanwhile, a word has three aspects; their form, their

meaning, and their distribution. Therefore, in language teaching, a teacher must

consider the three aspects. A teacher must consider the meaning of the language

as the student will not automatically understand the meaning of the language

without being taught though they have mastered the structure of the language. The

meaning also can be grasped through the context, form, and association.

9
10

Oxford Lerner Pocket Dictionary (1991: 461) explained the definition

of vocabulary as follows:

1. Total number of words in language

2. Words known a person

3. List of words with their learning

According to Hornby (in Dwi Cahyowati, 2008: 13) stated that

vocabulary meant (rage of) word known to or used by a person in trade,

profession, etc. total number of words, which (with rules for containing them)

make up language. He also said that vocabulary is a list of words used in a book,

etc.

2.1.2 Types of Vocabulary

According to Fachrurazy (1993: 14) states that vocabulary devided

into two types, they are:

1. Function words which consist of articles, preposition, conjunction, and

pronoun. The characteristic of function word are fixed in form and limited

in number.

2. Content words which consist of noun, verb, adjective and adverb. The

content word can be in the form of simple words, compound words, idiom /

proverb and special expression. The characteristic of content words are that

the numbers are unlimited and the forms are changeable.

To clarify further the idea of the vocabulary of a second language,

Lado (194: 17) stated that there are three distinguished level for the students.
11

1. Vocabulary to operate the pattern and illustrate the pronunciation of the

language.

2. Vocabulary for communication in areas of wide currency.

3. Esthete and technical vocabularies must not be confused with the first two

stages have been mastered. Artistic expression deals in part with selective

the used basic communication is unknown.

2.1.3 The Importance of Vocabulary

Vocabulary is the most important in language learning especially in

learning English as foreign language (EFL). Therefore teaching activities should

be emphasized on the students’ vocabulary in order to get successful result.

Lado (in Susanti, 2006: 12) state that “All estimate that in vocabulary

is needed for production foreign language, especially for speaking.”

Students who want to study and read anything in English should

mastery English vocabulary as much as possible. Long and Richard (1987: 307)

recommended that “student who want to read anything of substance in English

those need to acquire as large a vocabulary as possible.

Finocchiaro (1974: 73) goes on saying that “at the beginning level are

should concentrate on the function of words and the more frequently used

vocabulary item which are need to give practice in the basic structure and sound

of language.

Harmer (1991: 153) started that:

“If language structure make up the skeleton of language, then it is


vocabulary that provides the vital organs and the flesh. An ability to
manipulate grammatical does not have any potential for expressing
meaning unless words are used. We talk about importance of choosing
12

your words carefully unless of course we are in language classroom.


The structural accuracy seem to dominate focus. In real life however,
it is even possible that were vocabulary is used correctly it can conceal
out in accuracy.

From explanation above, we conclude that vocabulary is more

important than structure, because the student need to know how much vocabulary

to communicate with their friends or other persons.

2.1.4 Vocabulary Mastery

Vocabulary mastery is receiving process of foreign words that

happened intentionally or unintentionally. The mastery of vocabulary of language

will be added, because of our communication in everyday. So vocabulary is an

important thing to learning English language where the mastery of vocabulary

will support the successfulness of the student English learning.

In learning vocabulary automatically we have to know the meaning of

words itself and can use it in sentences. Wilkins (1972: 130) states that vocabulary

learning is learning to discriminate progressing the meaning of words in the target

language from the meanings of their nearest ‘equivalent’ in the mother tongue. It

is also learning to make the most appropriate lexical choices for particular

linguistic and situational context.

Collier- Macmillan (1991: 189) stated that once a student has

mastered the fundamental grammatical patterns of a language, his next task into

master its vocabulary that he needs. Nobody ever learns all the words in any

language. We know and use the words that suit our particular purposes and we

continue to learn new words as long as we live.


13

The students’ mastery between one student and another is not the

same. It is caused by the difference of student abilities. So the students’ mastery is

capabilities of students to receive new information from the subject of study.

If we want to communicate with others in certain language, we must

master the language they belong to especially to know enough vocabulary of those

language. Yang Zhihong on Leny (2006: 10) say that words are the basic unit of

language from supports it. Without vocabulary, one cannot communicate to

effectively or express idea. He also states that having a limited vocabulary is also

a barrier.

It is clear enough that everybody who learns a language as a foreign

language is hoped to know and master the vocabulary to improve the language

skills. Vocabulary becomes a major problem in learning English, teachers of

elementary school emphasizes on this matter earlier. In teaching vocabulary,

generally the teachers teach new words taken from reading text. It means that she

integrates vocabulary with reading. This integration will lead to integrative lesson

plan.

2.2 Teaching and Learning Vocabulary

a. Teaching Vocabulary

The basic of teaching vocabulary is using new words and new

meaning. By using many instrument of teaching vocabulary, the student are

interest to understand their language program that focused in reading and

communication activities.
14

Harmer (1991: 154) stated that part problem in teaching vocabulary

lies in the fact that is there is a consensus about what grammatical structures

should be thought at what levels the same is hardly true of vocabulary. It is true,

of course that syllabus include word list, but there is no guarantee that the list of

the beginners. Syllabus will be similar to the list form different set of beginner.

From explanation above clear that student need to select vocabulary

that they learn. They also need to use the vocabulary with appropriate for the

condition.

Lado (1964: 121) stated that there are three steps in teaching

vocabulary. The first step is hearing the words. The teacher should let the students

to hear the pronunciation of the words several times, because repetition is

important for the student to know the correct pronunciation.

The second step is pronouncing the words. The teacher should give

opportunity to the students to pronounce the words in reading or listening. It will

help the students remember the words longer and identity it more really when they

pronounce it. When they mispronounce the word, the teacher should pronounce it

again.

The third step is grasping the meaning. The teacher should not use the

direct translation to give meaning of the words to students. It is because the

teacher and the students use the first language all the time, it will be useless for

the student in learning target language. The teacher can use some aids or tools to

give the definition to the students, such as realia, pictures, and etc.
15

b. Learning Vocabulary

In learning, learners must be master in vocabulary. To improve

students’ vocabulary, teacher taught the vocabulary in the classroom. According

to Emerald (1981: 149) there are some steps in teaching and developing

vocabulary to students:

1. Present the word clearly written in a paper or write it on the

blackboard.

2. Pronounce the world for the child, making sure that he or she looks at

the words as it is pronounced.

3. Have the child pronounce the word, a gain making sure that the child

looks at the word when it is pronounced.

4. Explain the meaning of the word and present the word in written

sentence context :

a. Read the sentence to the students.

b. Have the students read the sentence aloud.

c. Have the students identify the word, underlined the word and give

its meaning.

5. Have the students make a sentence using the word.

6. Have the students look at the sentence and read it aloud

7. Present the word in isolation again, let the students pronounce it and

give its meaning.

Measurement of vocabulary knowledge is difficult and it is only

approximately. According to Watts (1994) suggest that the average child enters
16

elementary school with a recognition vocabulary of 2.000 words, that at age 7 this

has reached some 7.000 words, so at age 14, the child should be able to recognize

14.000 words. According to Mackey (1965: 173) the vocabulary of adults has

been variously estimated at between 10.000 words for non-academic adult to over

150.000 for a professional scientist. College students are estimated to understand

some 60.000 to 100.000 words. Berry estimates that for spoken English the

average person speaking on a telephone makes use of a vocabulary of only some

2.000 words.

Meanwhile, for Indonesian learners who learn English as one of

foreign language that is taught in school, they have limited words or vocabulary

that they now or understand of the language. So, they experience low

development in expanding the vocabularies.

2.2.1 Tool for Developing Vocabulary

Dictionary is one of tool for developing vocabulary. It gives the

information of the meaning of words alphabetically. It can be used as a last resort

when guessing from context’s strategies fail. But, it can also be used productively,

both for generating text and as resources for vocabulary acquisition. Its usefulness

depends on learners being able to access the information they contain both

speedily and accurately. There are some key skills in using dictionary effectively:

1. Recognizing feature of dictionary layout, such as use of alphabetical order,

hard words, grammar and pronunciation information, definition, etc.

2. Discriminating between the different meanings of words.


17

3. Cross-checking (when using the bilingual dictionary) that the translation

equivalent that is offered is the best choice for the meaning that is required.

4. Using synonyms, antonyms and other information to narrow the choice of

best words for the meaning intended.

5. Inferring the spelling of an unfamiliar word from is only having heard it, in

order to check its meaning in the dictionary.

2.2.2 Teaching Vocabulary at The Elementary School

Student in Elementary School especially in the fifth grade are changed

and have big development. They can do easily many things that were impossible

at the earlier level. Blehler (1971: 112) states that the physical character of fifth

grade students Elementary school are grow and their motor coordination become

quite good; therefore, the manipulation of small objects is easy and enjoyable for

most children. As a result, arts, craft, and music activities are popular in this

grade.

Vale and Feunteun (1998: 2) add that children have many special

characteristics in learning. They as young learners have specific learning needs.

They learn best when they are involved and their works are valued, and they have

opportunity to experience and experiment for themselves. Children’s attention

span is limited. Therefore, tasks should be short, varied, motivating and

interesting and should offer “concrete perceptual support”. The experience and

environment at school and how language is taught and practiced play a vital role

in language acquisition (http://peni.staff.uns.ac.id/2008/10/07/teaching-media-in-

vocabulary-mastery-part-1).
18

In the learning teacher may give direction to student in order to say

each word after the teacher say it. The student enjoys saying the word because

they have never heard it before. However, it just a nice condition for the little

time. And then, the student may feel dislike or feel bored because it’s difficult

task when the teacher directed repeat it by his or her ability.

To avoid this case, teacher may combine many teaching technique in

vocabulary teaching especially for children. They consist of definition, picture,

dramatization, and realia.

1. Definition

It is a group of sentences, which explain the meaning on the word clearly.

Definition in target language maybe used effectively if they are expressed in

terms they are better known or more easily guessed that the word that is

defined. For instance, the words fly as kind of insect, which has two wings.

They have small body and they can cause the people get colic.

2. Pictures

Pictures of many kinds have been successfully used to show the meaning of

words and utterances.

3. Dramatization

Many actions can be acted or demonstrated. The important role in this case

is teacher as a manager of the game. Actions and dramatization can be

ambitions and enjoy game for children in learning.


19

4. Realia

Real object or models of real object are effective in showing meaning. Alen

(1983: 24) stated that Realia is better than any pictures when they are

possible to be brought in the classroom. Beside they also create interest.

2.3 Thematic Simulation Method

There some classroom techniques which can be implemented by the

teacher in teaching, Simulation, role-play, definition, picture, dramatization,

realia, and games play similar roles in language teaching. The use of simulated

activities in education is widely becoming recognized as an important tool in

schools. Simulations put the teacher into a new role, a role that is the inevitable

result of the evolution of the role of the teacher in education. By creating learning

situations that interest and immerse students we weaken the constraints of the

classroom and encourage the development on communicative language use.

Thematic Simulation is the simulation that will be integrated with

themes or sub-themes in the syllabus, Competence Standard and Basic

Competence in English Elementary School Curriculum. It is important in order to

the learning process will not out from basic purpose of learning the and still

integrated with the English Elementary School Curriculum.

2.3.1 Simulation Method

Simulation is one activity that can contribute to a successful and

highly enjoyable experience. It engages students by placing them directly into the

conflict of the real situation. It comes alive as students interact with one another.
20

Simulation, role-play, drama and games play similar roles in language

teaching. They are seen as ways of bridging the gap between the classroom and

the real world (Holden, 1983: 39). These activities also introduce a variety of

ways to make the whole language learning process more interesting, challenging

and lively. (http://www.melta.org.my/ET/1993/main8.html).

2.3.2 Definition and Premises

S.S. Chauhan defined gaming and simulation:

“as a gestalt communication mode, a future’s language which combine


a game-specific language and appropriate communicant on
technologies with the multilogue interaction pattern.” (Chauhan,
1979 : 120) ( http://www.scribd.com/doc/11316445/Simulated-
Teaching)

The simulation technique has been applied successfully in the last

decade in education. The advantage of the technique has been known all over the

world by educationist. The national games council was established in 1961 in

USA and in 1970, the International “simulation and games Association” was

formed in Germany. It is the evident of the importance of simulation.

Generally, simulations have been used as a technique in education for

a long time but it has only recently been applied to language teaching. According

to Jones (1982: 2) simulation are gaining increasing popularity because they are

‘ideally suited to language practice’. In his book ‘Simulation in Language

Teaching’, Jones provides a comprehensive explanation of this phenomenon and

has given an example of a simulation activity long enough to last 3 hours.


21

First of all, Jones in Teoh Mei Lin (1993,

http://www.melta.org.my/ET/1993/main8.html/) define simulation as a 'reality of

function in a simulated and structured environment'. Essentially, a simulation has

three characteristics:

1. A reality of function which means the participants in a simulation must step

inside the role they have accepted and act accordingly.

2. A simulated environment where there is no contact with the real world.

3. A structured environment where the participants have all the facts and

information provided for them.

Jones (1982: 5) further declares that the language used in simulation

tends to have two dominant characteristics. First, the language structure is

cohesive because verbal interaction between the participants revolves around a

central issue. Although there may be different views expressed, either of

opposition or support, for the given topic, the language is held together by a

mutual need arising out of the simulation, the function of the participant, and the

motivation to communicate. The second dominant characteristic is that the

language is functional. Each participant plays a part in the interaction during the

simulation and the part demands appropriate language behavior, which includes

social skills and social remarks suited to that role. For example, if a participant is

given the role of the Chairman of a Board of Directors, the language he/she would

use is formal, authoritative, clear and diplomatic.

Another positive point about simulation that the participant who is

given the information is able to 'assimilate the information or material available to


22

him in order that he may reach the goal set for him' (Tansey, 1969: 20). In so

doing he is absorbing not only language but also knowledge of a particular

subject. This serves a dual purpose: for the language class, some language skills

are being put to practice; while for the subject class, information is added.

2.3.3 Mechanism and Steps in Simulation

Simulation play with a useful real-life language use can make the

students learn a develop ideas about the world. It helps them build the skills

necessary for critical thinking and leadership. It is how they learn to solve

problems and to feel good about their ability to learn.

The implementation of simulated teaching in the classroom can

employ several steps which was recommended by Ned Flanders (Chauhan, 1979:

122) take from (http://www.scribd.com/doc/11316445/Simulated-Teaching):

1. The teacher should assign all students to participate

2. The teacher should prepare the simulated teaching material

3. The teacher should determine the sequence of the group performance

4. The teacher should evaluate the student’s performance and give some

comment for the students performance

5. The teacher should manage the whole process of the student’s

performance

6. The teacher should do a reflection to the learning activity which has

done.

2.3.4 Role of Simulation In Language Teaching


23

Having explained the concept of simulation, it is necessary now to

look at how simulations can enhance language learning and teaching. Teoh Mei

Lin in The English Teacher Vol XXII October 1993 (take from

http://www.melta.org.my/ET/1993/main8.html, accessed on 06 Feb 2010)

explained the roles of simulation in language teaching are:

1. It motivates learners

Simulation activities give learners a chance to be involved in language

use. The learners need not feel uncomfortable as some would in the case of drama

where the learners may have to act in front of a class. Some learners are shy and

are not able to perform well whereas simulation only requires them to work within

their teams or groups and make collective decisions (Adams, 1973). It allows

everyone to participate and even when mistakes are made, the teacher does not

interfere. According to Jones (1980: 9) state that :

“A basic reason for simulation is that mistakes are both inevitable


and desirable. It is experiential language, not programmed language,
or a rehearsed event...”

Moreover, simulation takes place in a stress-free situation end once in

control of the task, learners are motivated to complete the simulation. The more

challenging the simulation, the more motivated learners become.

2. It gives opportunity for meaningful practice of language learnt.

Simulation and language are interrelated because most simulations

involve interaction, either verbal or non-verbal, in spoken or written form.

However, simulations are especially useful for oral courses, where learners learn
24

to voice their opinions and listen to one another. Taylor and Walford (1972: 35)

assert that:

“The interconnection and interdependence of ideas help to generate a


richer group dialogue.”

In holding dialogues among themselves, learners inevitably learn to

use language communicatively. It has been noted that simulations can be a

popular tool for language teaching activities, as cited in Jones (1980: 60) reiterates

that simulations:

“...ensure that communication is purposeful (in contrast to the


inescapable artificiality of so many traditional exercises and drills);
and secondly, they require an integrative use of language in which
communicating one's meaning takes proper precedence over the mere
elements of language learning (grammar and pronunciation).”

3. It injects a feeling of realism and relevance into the classroom.

This makes the language learning process more exciting as teachers

move away from just using textbooks or written materials for language practice.

Well-planned simulations that are relevant to the learners will certainly encourage

learners to want to complete the tasks and as Jones (1982: 14) points out, learners

may even 'become oblivious to anything that is not directly relevant to the

simulation experience' once they get 'into' the task.

4. It can be used as an assessment technique.

Oral examinations can make use of simulations where students are

given different roles to play in groups of fours or fives and left to interact on their

own. The accuser observes and scores the students based on a marking scheme.

(Gibbs, 1974; Jones, 1982).


25

5. It Encourages Creativity.

Although simulation tasks begin with information given to learners, it

also takes a certain amount of the learners' ingenuity to generate their ideas to

complete the simulation. The better the learners are, the faster they may arrive at a

solution to the problem presented. This provides ample opportunities for creativity

on the learners' part. (Jones, 1980).

2.3.5 Thematic Unit

Thematic learning is a pedagogical model based on the selection of a

theme or topic of study. Thematic learning is study have meaning for student.

Thematic learning is more emphasizing to applying of learning concept at the

same time to do something. Thematic instruction is also designed to accommodate

a variety of individual development levels, as well as individual differences and

needs, and sets the stage for creative problem solving. Through thematic learning,

a child’s thinking continues to be simulated. Through research, comparison,

description, analysis, and synthesis, multiple opportunities for talking, reading,

writing and creating are presented.

Timothy Shanahan in Bridget Slayden (1999: 1)

(http://www.suite101.com/article.efm/english_education_k12/26979/), says that

thematic teaching is a method of organizing teaching around themes or topics

making it possible to integrate instruction across areas such as reading, writing,

math, history, science and the arts. Thematic units are designed to encourage
26

students to delve deep into topics developing both awareness and understanding

of existing connections ideas.

Foreign language instruction for children can be enriched when

teachers use thematic units that focus on content-area information, engage

students in activities in which they must think critically, and provide opportunities

for students to use the target language in meaningful contexts and in new and

complex ways. The national standards for foreign language teaching and learning

support this approach to language instruction (National Standards in Foreign

Language Education Project, 1996).

Standar Kompetensi dan Kompetensi Dasar Bahasa inggris tingkat

SD/MI, 2007 mentioned:

“Pendidikan Bahasa Inggris di SD/MI dimaksudkan untuk


mengembangkan kemampuan berbahasa yang digunakan untuk
menyertai tndakan atau language accompany action. Bahasa Inggris
digunakan untuk interaksi dan bersifat “here and now”. Topik
pembicaraannya berkisar pada hal-hal yang ada dalam konteks
situasi.”

According to the standards, when teachers plan lessons they should

focus on the five Cs of Communication, Culture, Connections with other

disciplines, Comparisons with students' native languages and cultures, and use of

the foreign language in Communities outside the classroom. Increasingly, foreign

language educators are integrating the five Cs of the standards into "content-

related" or "theme-based" curriculum. These curriculums reinforce or extend the

content of the regular classroom curriculum to give coherence to the language

lessons. A unit on the solar system, for example, might include vocabulary that
27

describes the attributes of the planets, which students are also learning about in

English.

2.3.5.1 Planning Thematic Unit

In beginning communicative language classes, the teacher's role

includes introducing vocabulary and phrases and providing comprehensible

language input for the students. Visuals and manipulative, gestures, sounds, and

actions all help students understand the new vocabulary and structures. Students

need opportunities to be active participants in tasks that require them to negotiate

meaning and practice language in communication with their teacher, their peers,

and others.

Pesola in Haas ( 2000 : http://ericae.net/edo/ed444380.htm, accessed

in 15 January 2010 ) developed the Framework for Curriculum Development for

FLES programs, which begins with a thematic center and creates a dynamic

relationship among the factors that teachers must take into account: language in

use, subject content, and culture. The framework highlights a set of questions to

guide curriculum planning:

1. Who are the students in terms of learner characteristics, such as developmental

level, learning style, and experiential background?

2. What are the planned activities, and how will teachers assess students'

performance?

3. How will the classroom setting affect the planned activities?


28

4. What materials do teachers need to support the activities?

5. What language functions, vocabulary, and grammatical structures will

students practice through the activities?

6. What knowledge about subject content and culture will the students gain?

2.4 Significance Thematic Simulation Method in Vocabulary Mastery

It has been mentioned before in the discussion above that language

teaching can be an interesting process when teachers make the effort to explore a

variety of approaches. Simulation is one of the many methods available for

exploitation. Jones (1982: 3) sums up the simulation technique as 'one expression

of the philosophy that students should be active participants in the learning

process'.

The reason of using Thematic Simulation method because there are many

advantages in using simulations in the language classroom (take from

http://www.scribd.com/doc/11316445/Simulated-Teaching):

1. Motivational Advantages

Games are engaging and motivating approach to students. It gets them involved

and holds their attention longer. Children usually learn and retain more

knowledge using role-play.

2. Removal of Student-Teacher Polarization

Students actually engage in the learning process rather than passive receiver of

knowledge.

3. Simulation as a Universal Behavioral Mode


29

Children learn the most from play when they have skilled teachers who are

well-trained in understanding how play contributes to learning.

4. Gains Related to Relevance and Learning

Games provide a save artificial environment within which learners with low

self esteem learners may feel more inclined to explore, investigate and express

themselves.

5. Decision – Making

It is similar to the real life experience: the problems that student will be found

in the real life can be simulated. So, the students try to solve the problem and

make decision from among alternatives to achieve a particular object.

6. Role Awareness

Many games enable players to embody different characters thus helping to

breed attitudes of tolerance and understanding.

7. An Interdisciplinary View

Simulation provides a valuable link between activities within the classroom

and life outside school. Such a connection will help to make students to have

better understanding to see the world in different perspective.

8. Dynamic Framework
30

Games can be used to teach content that it is very difficult to teach in the

classroom. Simulation offers different technique from the others it can deliver

all kind of issues which cannot be limited by time perspectives.

9. Bridging the Gap to Reality

Simulation help teacher to connect the teaching material to the student’s real

world and encourage the students to make a relation between the knowledge

that they have already had with the application in their life as a member of

society.

10. Gestalt Communication

The power of simulations is to transpose the normal classroom into an

authentic setting where language skills can be evaluated under more realistic

conditions. It prepares students to be able to face the complexity in real word.

Simulated teaching is an innovative approach because students engage

in genuine communication in playing their roles. Active involvement stems from

participation in worthwhile, absorbing interaction which tends to make students

forget they are learning a new language. Students have the opportunity to try out

new behaviors in save environment, which help them develop long term

motivation to master an additional language. In addition to encouraging genuine

communication, active involvement, and a positive attitude, the simulated “real

life” problems help students develop their critical thinking and problem solving

skills.
31

Based explanations above, both the teacher and learner play active

roles in the classroom, language classes can become more live, more challenging

and much more rewarding. Then, by using Thematic Simulation method the writer

believes that it can increase students’ vocabulary mastery.

También podría gustarte