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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Definition of Vocabulary

Vocabulary in a language is one of the most vital aspects to be mastered by

the students of English. An explanation about vocabulary and its function in

language teaching is necessary. Vocabulary is defined as all the words recognized

and understood by a particular person, although they are not necessary to be used by

him. According to Oxford Learner’s Pocket Dictionary, “Vocabulary is: (1) all the

words that a person knows or uses; (2) all the words in a language; (3) list of words

with their meanings, especially in a book for learning a foreign language”.

From the definition, it can be concluded that vocabulary is a number of word

or a bunch of words that should be familiar with someone and have in his/her mind.

In other words, vocabulary is the words capacity of someone when he or she is

writing or reading a text, or when he or she is expressing own ideas in practical oral

communication. So, it would be impossible for one who does not have enough

vocabulary to communicate his ideas as clearly as he would like either in oral or

written.

Usually vocabulary is quite important in practicing oral communication but

we found some students have limited vocabulary in improving their English. They

cannot enlarge any vocabulary because they rarely read some materials in English. It

is obstacle faced by the students who learn English. Besides that, vocabulary is

important in practicing listening, speaking, reading, and writing. And vocabulary is a

set of words known by a person or other entity or that are part of a specific language.
 The vocabulary of a person is defined either as the set of all word that are

understood by that person or the set of all words likely to be used by that person

when constructing new sentences. For instance, “curse” is a regular part of

vocabulary of native English speakers but “imprecate” is not, even though the two

words are synonym. The richness of a person’s vocabulary is popularly though to be

a reflection of their intelligence or education level.

According to Collier (1991: 1), when a student has mastered the fundamental

grammatical patterns of language, his next task is to master its vocabulary, or at least

that of its vocabulary that he need. It is obvious that vocabulary is very important in

learning a language, especially English, because the English vocabulary is extremely

large and varies as well. Therefore, it is highly essential for English teachers to help

their students in mastering vocabulary.

Norbert (1992:177) gives the definition of vocabulary as follows. Vocabulary

is a basis of a language: it is very important to be mastered first. We cannot speak

well and understand written materials if we do not master it. Norbert states that no

matter how successfully the sound of the foreign language is mastered, without

words to express the wider range of meanings, communication in a foreign language

just cannot happen in any meaningful way. Longman Dictionary of Contemporary

English (1992: 450) defines vocabulary means all the words that someone knows,

learn of uses, or the words that are typically used when talking about particular

subject or a list of words with the explanations of their meanings in a book for

learning foreign language.

In English, vocabulary is considered a very important aspect beside the four

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language skill for the student in studying English language. Without having

sufficient vocabulary, it is impossible to communicate effectively in English.

According to Langan (1993:451), a good vocabulary is a vital part of effective

communication. A common of words will make you a better speaker; listener and

students who work to improve a limited vocabulary, they are more successful at

school.

From the above quotation, it is known that vocabulary is the vital part of our

activities. It included all the words we normally use in our daily activities of

listening, speaking, reading and writing. The vocabulary has determiner one’s

problems and difficulties in developing the language skills if they do not have

enough vocabulary. In line with this Alkhufaishi (1994:42) says that, vocabulary is

one of the major confronting EFL (English Foreign Language) learners. By

mastering vocabulary they can communicate them ideas as they would like to, and

they can grasp the transmitted ideas. They can read the columns of a newspaper or

popular magazine or even understand news broadcasted through radio and television.

Based on the Alkhufaishi’s argument, the researcher sees that whatever we

want to say we use words. So if we have poor vocabulary, we will also have poor

ideas and difficult in speaking, writing, reading and listening comprehension. Such

condition will be the handicap for us at school or college, on the job, at home or

elsewhere. Therefore, only by word we can express our ideas accurately. It would be

impossible for one who does not have enough vocabulary to communicate his ideas

as clearly as he would like either in oral or written, vocabulary plays an important

role in language acquisition. In other words, we cannot isolate the vocabulary from
that four language skills.

Without having rich vocabulary, it is difficult in language acquisition. Smith

(1995:71) noted that among all basic aspects of foreign language which should be

mastered by the students in teaching process, vocabulary in considered as the most

important one. Without mastering vocabulary it is impossible to use the foreign

language. The fact shows that, although the student could read the text with the

pronunciation and grammatical correctly, they could not understand the material read

and they were not able to express the main ideas of the text that reading.

Learning vocabulary does not mean learning word separately. Words should

be learned in context because a word has different meaning in different context. In

fact, word is separation frequently do not match with the proposed meaning. The

meaning of the word will depend on the context. McCharty (1994:16) said that

vocabulary consist of the words that is used confidently by knowing their meaning

and usage. So, we should know the meaning of the word and the use of the word in

context because the meanings of the word depend on the context. Therefore, the

student must have sufficient words in order to understand easily what they have read

and listened in English.

Increasing the size of one’s vocabulary, also called vocabulary building, is

generally considered to be an important part of both learning a language and

improving one’s skills in a language in which one is already proficient. Therefore the

school students are often taught new words, informally referred to vocabulary words,

as a part of a particular unit or lesson in their learning material or subject matter.

2.2 The Importance of English Vocabulary

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A good mastery of vocabulary helps the learners to express their ideas

precisely. By having many stocks of word learners will be able to comprehend the

reading materials catch other talking, give response, speak fluently and write some

kind of topics. On the contrary, if the learners do not recognize the meaning of the

words use by those who address them, they will be unable to participate in

conversation, unable to express some ideas, or unable to ask for information.

Considering the important of vocabulary role in learning foreign language,

the mastery of this element should be ensured and develop. Otherwise, the

vocabulary mastery of the children will be limited and consequence of it is that they

will find difficulties in learning the skills of the language. Therefore, schools have a

task to teach vocabulary to their students (Carol in Margaretha, 1997:01).

Although a considerable amount of vocabulary, learning is associated with

primary language learning in early years. The acquisition of most the vocabulary

characteristic of an educated adult occur during the years of schooling, and infects

one of the primary task of the school as far as language learning in concerned, as to

teach vocabulary.

Based on the explanation above, learning vocabulary is considered as a basic

task to learners. Those who have lack of vocabulary cannot express their ideas

clearly either in oral or written communication and they cannot read an English book

which the students want to read. For that reason, vocabulary plays as significance

role in learning a foreign language, including English.

The researcher aggresses that we cannot neglect teaching vocabulary to

young learners in teaching English. With limited vocabulary the students are hardly
to express the idea clearly as they want. Many experienced instructors know how

importance the vocabulary is. Krakowian (1994:18) aggressed that communication

oriented teaching the most presses concern for the learners is the need to master an

adequate foreign language vocabulary.

Pieter (1995:26) noted that one of the big problem is learning a foreign

language when reading materials written in that language is a lot of difficult words so

that the students do not understand what they read about a language relation and how

they are realized, but this would be like exhibiting the skeleton remained of the

dinosaur and believing that one had actually encountered the creature. Language is

not dry bones. It is a living, growing entity, clothed in the fresh of words.

In addition, Alkhufaishi (1992:42) also states about the importance of

vocabulary, there general agreement that the possession of large number of

vocabulary item is necessary to success in social, professional, and intellectual life;

that vocabulary is a vehicle for thought, self-expression, and communication. Based

the statement above, we have assumption that success in learning foreign language

depends very much on the mastery vocabulary. Without sufficient vocabulary of the

target language, the students face a lot of difficulties and problems in developing the

language skills.

The words mastery is to enable the learners to convey any of language skills.

In another word, vocabulary can be a key of success of language learning.

Introducing or teaching new vocabulary is not an easy task. White (1998: 9) states

that learning vocabulary is not a simply process of memorizing a number of words,

but if teacher can provide in a good technique, teaching vocabulary can be achieved.
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Furthermore, this situation will encourage, motivate and release them from

boredom and shyness; Haggard (1996:340) states that English instructor should

encourage her learners to study vocabulary eagerly by providing an enjoyable

atmosphere. Related to this statement, the researcher thinks that matching words and

picture is enjoyable technique in teaching vocabulary. The teacher needs to create

and establish the student’s motivation by a technique.

2.3 Method of Learning English Vocabulary

Method is a way of teaching something to a student. Sumardi (1990:7) states

that the success or failure of the teaching and learning process of a language is often

evaluated from the method used by the teacher because the method that determines

the materials and the way of teaching a language. Therefore, the teacher should have

a good consideration on what method is going to use in the classroom when he/she

teaches a foreign language.

Teaching is a process of transferring knowledge from the knower/facilitator

to the learner (students) (Safwan, 1990:29). It is a psychological as well as social

process, where interaction between teacher and students are the main physical

activities of the process. To transfer a teacher’s knowledge needs methods or

techniques. A good method will work well in the classroom.

Particularly in teaching language, there are many methods that are used by the

teacher in teaching-learning process. According to Mackey (1997: 151), there are

several types of methods that is commonly used in the classroom. They are as

follows:

1) The Direct Method, 9) The Eclectic Method,

 2) Natural Method, 10) The Unit Method,

3) The Psychological Method, 11) The Unit Method,

4) The Phonetic Method, 12) The Language Control Method,

5) The Reading Method, 13) The Practice-Theory Method,

6) The Grammar Method, 14) The Cognate Method,

7) The Translation Method, 15) The Dual-Language Method.

8) The Grammar Translation Method,

Generally, all the types of methods above are commonly used in teaching

language, so all types of English methods are good. It depends on how the teacher

uses it. In teaching vocabulary, the teacher should know a suitable method because

the success of teaching vocabulary not only depends on the teacher’s ability but also

the method and material of teaching. If the method is not suitable, the teaching

learning process will not achieve the aims.

There are some suitable methods can be used for teaching English

vocabulary, such as:

a. Direct Method

This method mainly uses everyday vocabulary and structure of material

surrounds. The grammar and vocabulary are taught in oral and directly through

objects lesson or through visual aids until the form become clear in association of

ideas, most of the activities done in classroom.

b. Psychological Method

This also related to the direct method. To running teaching process is based

on the material visualization and association of the ideas. The characteristic of this
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method are: objects, diagram, chart, and pictures used to create material image, and

to connect it with the words.

c. Reading Method

The texts which are divided into sections each proceeded by a list of words

that will be taught through context translation or pictures, that has related with the

text, to enable the learner to considerate vocabulary.

d. Translation Method

This method consists of practice in translating text, the first begin from the

second language (English) into the first language (mother tongue), and later from the

first language into the second language.

e. Grammar Translation Method

This is simply a combination of the activities of grammar and translation. The

grammar is an outlines of the formal grammar, the vocabulary is depends on the texts

selected, and vocabulary is divided into the list of the words to be memorized as unit

which often used in illustrative sentence.

f. Mimicry Memorization Method

This method is collected the information drill method, it is divided into

demonstration and drill. The demonstration of the lesson which teaches vocabulary

through reading a few sentences, and listen a few times, make mimic again and again

until the sentences can be memorized by the students.

g. Cognate Method

This method where the learner starts by learning the basic vocabulary made

up words which are similar in the form and meaning to choose of this own language.
This method is used for oral and written expression.

2.4 Some Effective Techniques in Teaching English Vocabulary

In teaching and learning process, the teacher is not only use suitable method

for teaching learning language, but also use techniques to make his teaching more

interesting. In order the students can understand and more active in teaching and

learning process. Technique is special method or system used to accomplish

something or subject learning.

In teaching vocabulary, the teacher also uses techniques to enlarge vocabulary

and develop it for the students. Technique is used by the teacher depends on

teacher’s skill. According to Sumardi (1990: 13), “Technique depends on the teacher,

his imagination, creativity and composition of class. The certain problematic can

solve by various kind of technique e.g. to solve the students’ pronunciation, e.g. /p/

in word pot, the teacher can ask to the students to imitate and repeat what the teacher

pronounced. If the technique fallen, the teacher can use the other technique, e.g.

show the instrument of articulation picture and show what happen with it in process

of pronunciation /p/, that are two lips closed followed by explosion and sound cord

not vibrate using tape record, radio, disk, closed circuit, television, wall charts, flash

card etc, in teaching language are example of techniques”.

Many techniques can be used in teaching English vocabulary depend on the

teacher skill, such as:

1. Word Formation

To enlarge the vocabulary capacity of the students, the teacher can use word

formation technique, the teacher teach word formation, that are root and suffixes to
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help the students know affix addition to root word and use of word in sentences.

According to Pieter (1992:5), “Affixes are a part of morphological study that belongs

to grammar. An affix is a letter or sound or group of letter or sound which is added to

word, and which change the meaning or function of the word”

Based on the statement, every word that added with affix will change the

meaning or function of word, e. g.:

Verb Noun

Compose Composition

Employ Employment

Educate Education

Manage Manager (a person)

Settle Settlement (a place)

Adjective Adverb

Slow Slowly

Clear Clearly etc. (Pieter, 1992:15)

Besides that, the word that added by an affix, such as prefixes, infix and

suffix. The word which added with prefix can change the word has negative

meaning.

Possibility Impossibility

Responsibility Irresponsibility

Believe Disbelieve

Like Dislike, etc. (Pieter, 1992:15)

2. Using Picture
 Using picture is one of the techniques in teaching vocabulary. Picture can

help make meaning clear and correct misimpression. Smith (1997: 183) states “A

very simple and effective way of vocabulary teaching technique – that is using

picture to reinforce vocabulary range”.

3. Using Dictionary

Using dictionary is important in teaching vocabulary to know the meaning,

spelling, pronunciation of word. If the students read a text, they will find the difficult

word. They can look up the dictionary to know the meaning of the word. According

to Closky (1991:220) “The dictionary is a valuable tool. To take the advantage of

using it, you need to understand the main kind of information that a dictionary give

about the word”. Based on the statement, the dictionary gives the information about

spelling, syllabication, pronunciation, part of speech and meaning.

4. Word Games

Game is one of the techniques in teaching vocabulary. The teacher can give

the students game in teaching and learning process of vocabulary, e.g. puzzle, using

card or picture, etc. Smith gives idea for building vocabulary in the intermediate

grade students which connected with word games as below:

1) Play “descriptive” games; take word such as “tree”. List all the
word that could be used to describe a tree – green, tall, stately,
taught, smooth leafy, twisted.
2) Make matching game with new word in one column and meaning
in the other.
3) Play guessing games, such as: I am thinking of a word that mean a
large tank or well in which water is kept. It begins with a “c” and
ends with a “d” (secure the letter on the board after it guessed).
4) Use picture cards with word cards to match a child/student who has
a picture must find the child/student with the matching word, and
then they sit together to study spelling word or for some other
paired activity (Smith, 1997:202).
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Beside the technique above, there are still many techniques that can be used

by the teacher in teaching and learning vocabulary, it depends on teacher skill. The

success of teaching always depends on the technique that is used by the teacher. The

teaching and learning of English vocabulary will meet the success if the teacher uses

the suitable technique in teaching.

2.5 The Use of Games in Language Learning.

To increase the vocabulary we need media to be used. One of them is game.

The definition of game is “an activity that you do to have some fun” (Hornby,

1995:486). Games can make the students more focus in learning, because they do not

feel that they are forced to learn. Games can lower anxiety, thus making the

acquisition of input more likely (Richard, 1988:147).

They are highly motivating and entertaining, and they can give shy students

more opportunity to express their opinion and feelings (Hansen, 1994:118). They

also enable learners to acquire new experiences within a foreign Language which are

not always possible during a typical lesson. Games can be media that will give many

advantages for teacher and the students either.

The useful of games are attract the student to learn English because it is fun

and make them want to have experiment, discover and interact with their

environment (Lewis, 1999:47). Other useful of games are:

- Games add variation to a lesson and increase motivation by

providing a plausible incentive to use the target language. For

many children between four and twelve years old, especially the
 youngest, language learning will not be the key motivation factor.

Games can provide this stimulus.

- The game context makes the foreign language immediately useful

to the children. It brings the target language to life. The games

make the reason for speaking possible even to unenthusiastic

children.

- Through playing games, students can learn English while children

learn their mother tongue without being aware they are studying;

thus without stress, they can learn a lot.

- Even shy students can participate positively.

Based on the statements above, it is known that using game in teaching

vocabulary can give the differences to the lesson that is being taught in the classroom

to the students. The games also can give motivation the students in learning English

vocabulary. The game context makes the foreign language immediately useful to the

children. They can practice the language they find through the games in their daily

life interaction.

2.6 Improving Students’ Vocabulary through Matching Words And Pictures

There are many ways in teaching English vocabulary. One of them is by

using matching words and pictures. Matching words and pictures is one of the aids in

teaching English vocabulary. Its function is to make students easy to study the words

and their meaning. Most of students claim that a game they play is interesting if they

comprehend it. They always complain when the English teacher ask them to

memorize the words because they spend much time to accomplish it.
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Most of them always spend the time on looking up of the meaning of the

words in dictionary. As a result, it makes them bored. There are many sachems that

tell about how to learn this vocabulary. Actually, if they want to learn the

vocabulary, in many times, this problem will be overcome in learning. We have to be

diligent to open dictionary if we find the words which is not familiar to us.

We can write the vocabulary into our notebook, and then it can be

memorized. As a result, we will be able to group what we read without spending

many times working up the words in dictionary. However it is a fact of life that every

person who wants to learn a language, the dictionaries are nice places to visit, but no

one to live there particularly for foreign language students. We can say that

dictionaries are vital things from which we can get great number of words.

We believe that the role of vocabulary is to comprehend the text and the

pleasurable reading depends on one having an automatically vocabulary upon any

reading situation. When someone wants to read the text, he/she should have a large

number of vocabularies and it must be used automatically because it will support

him/her group a text well. Furthermore, the ability of recognizing the vocabulary is

the important thing in reading.

Moreover Jeremy (2000: 35) verified that it is obvious that the ability to

understand the target language depends on one’s knowledge of vocabulary.

According to him, if someone has knowledge of vocabulary, he/she will be able to

learn about the language easily. And all concepts or ideas those are written in the

language can be understood well.

Improving students’ vocabulary through matching words and pictures give a

lot of advantages to the students. It can motivate the students in learning English

vocabulary. The teacher can divide students into several groups. Then the teacher

distributes the picture cards to the students. Word cards are also distributed to the

students. Then they have to match the picture and the words that have been given.

Hadfield (2008:8) stated that another technique that can be used by the

teacher in this game is pairwork matching game. In playing this game, firstly the

teacher could divide the class into pair. Then secondly, the teacher gives each pair a

set of picture cards and a set of word cards. The students should use the picture cards

first. They have to spread cards out, picture-side up, so that they can see all of them.

Afterwards, they should then take turns to pick a card up and name the

picture. They can check their answer by looking on the back. If they are right, they

can keep the cards, if not, they must put it back. The object of this part of the game is

to collect cards by naming the pictures correctly. The player who has collected most

cards at the end is the winner.

As a conclusion, it is known that the game context makes the foreign

language immediately useful to the children. It brings the target language to life. The

games make the reason for speaking possible even to unenthusiastic children.

Finally, the students need more vocabulary in their series but it would not be easy for

them to increase their vocabulary. Matching words and pictures should be one of

alternative ways to improve elementary students’ vocabulary acquisition.