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2.1 Vocabulary
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.
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
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
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.
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of vocabulary as follows:
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.
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
Lado (194: 17) stated that there are three distinguished level for the students.
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language.
3. Esthete and technical vocabularies must not be confused with the first two
stages have been mastered. Artistic expression deals in part with selective
Lado (in Susanti, 2006: 12) state that “All estimate that in vocabulary
mastery English vocabulary as much as possible. Long and Richard (1987: 307)
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.
important than structure, because the student need to know how much vocabulary
words itself and can use it in sentences. Wilkins (1972: 130) states that vocabulary
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
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
The students’ mastery between one student and another is not the
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
effectively or express idea. He also states that having a limited vocabulary is also
a barrier.
language is hoped to know and master the vocabulary to improve the language
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.
a. Teaching Vocabulary
communication activities.
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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.
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
The second step is pronouncing the words. The teacher should give
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
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.
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b. Learning Vocabulary
to Emerald (1981: 149) there are some steps in teaching and developing
vocabulary to students:
blackboard.
2. Pronounce the world for the child, making sure that he or she looks at
3. Have the child pronounce the word, a gain making sure that the child
4. Explain the meaning of the word and present the word in written
sentence context :
c. Have the students identify the word, underlined the word and give
its meaning.
7. Present the word in isolation again, let the students pronounce it and
approximately. According to Watts (1994) suggest that the average child enters
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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
some 60.000 to 100.000 words. Berry estimates that for spoken English the
2.000 words.
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
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:
equivalent that is offered is the best choice for the meaning that is required.
5. Inferring the spelling of an unfamiliar word from is only having heard it, in
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
They learn best when they are involved and their works are valued, and they have
interesting and should offer “concrete perceptual support”. The experience and
environment at school and how language is taught and practiced play a vital role
vocabulary-mastery-part-1).
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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
1. Definition
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
3. Dramatization
Many actions can be acted or demonstrated. The important role in this case
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
realia, and games play similar roles in language teaching. The use of simulated
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
the learning process will not out from basic purpose of learning the and still
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.
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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
decade in education. The advantage of the technique has been known all over the
USA and in 1970, the International “simulation and games Association” was
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
three characteristics:
3. A structured environment where the participants have all the facts and
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
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
him in order that he may reach the goal set for him' (Tansey, 1969: 20). In so
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.
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
employ several steps which was recommended by Ned Flanders (Chauhan, 1979:
4. The teacher should evaluate the student’s performance and give some
performance
done.
look at how simulations can enhance language learning and teaching. Teoh Mei
Lin in The English Teacher Vol XXII October 1993 (take from
1. It motivates learners
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
control of the task, learners are motivated to complete the simulation. The more
However, simulations are especially useful for oral courses, where learners learn
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to voice their opinions and listen to one another. Taylor and Walford (1972: 35)
assert that:
popular tool for language teaching activities, as cited in Jones (1980: 60) reiterates
that simulations:
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
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.
5. It Encourages Creativity.
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
theme or topic of study. Thematic learning is study have meaning for student.
needs, and sets the stage for creative problem solving. Through thematic learning,
math, history, science and the arts. Thematic units are designed to encourage
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students to delve deep into topics developing both awareness and understanding
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
disciplines, Comparisons with students' native languages and cultures, and use of
language educators are integrating the five Cs of the standards into "content-
lessons. A unit on the solar system, for example, might include vocabulary that
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describes the attributes of the planets, which students are also learning about in
English.
language input for the students. Visuals and manipulative, gestures, sounds, and
actions all help students understand the new vocabulary and structures. Students
meaning and practice language in communication with their teacher, their peers,
and others.
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
2. What are the planned activities, and how will teachers assess students'
performance?
6. What knowledge about subject content and culture will the students gain?
teaching can be an interesting process when teachers make the effort to explore a
process'.
The reason of using Thematic Simulation method because there are many
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
Students actually engage in the learning process rather than passive receiver of
knowledge.
Children learn the most from play when they have skilled teachers who are
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
6. Role Awareness
7. An Interdisciplinary View
and life outside school. Such a connection will help to make students to have
8. Dynamic Framework
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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
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.
authentic setting where language skills can be evaluated under more realistic
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
life” problems help students develop their critical thinking and problem solving
skills.
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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