CHAPTER II

THE REVIEW OF RELATED LITERATURE

2.1 The Definition of Vocabulary

Vocabulary in a language is one of the 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

her/him.

According to Oxford Leaner’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”. And

according to Webster (1997:56), “Vocabulary is a list of word and sometime phrase

usually arranged in alphabetical order and defined as dictionary of lexicon”.

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 word capacity of someone when he is writing or

reading a text, or when he or she is expressing own ideas in practical communication.

So, it would be impossible for one who doesn’t 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 in

fact 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, vocabulary is important in

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practicing listening, speaking, reading, and writing. Vocabulary is a set of words

known by a person or other entity or those are part of a specific language.

After having an understanding on the definitions of vocabulary in previous

section, the writer tries to discuss about the importance vocabulary. Learning

vocabulary is considered as a basic task to the learners. Those who have lack of

vocabulary cannot express their ideas clearly and they can read a book which they

like. Because of that, vocabulary plays as importance role in learning language.

The writer realizes that we cannot neglect teaching vocabulary to young

learners in teaching English. The limited of vocabulary, the students are hardly to

express the idea clearly as they want. Many experienced instructors know how

importance the vocabulary in mastery of English language. Richards (2002:26)

aggress that communication oriented teaching the most presses concern for the

learners is the need to master an adequate foreign language vocabulary. Richard

(2002:28) adds that one of the big problems is learning a foreign language when

reading materials written in that language is a lot of difficult word so that the

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

are realized.

In addition, Alkhufaishi (1996:45) 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, it can be understood that success in learning foreign language

depends very much on the mastery vocabulary. Without sufficient vocabulary of the
target language, the students will face a lot of difficulties in developing the language

skills.

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. So “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 (1991:21), 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 needed by the students. It is obvious that vocabulary is very

important in learning a language, especially English, because 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. Students cannot

speak well and understand written materials if they 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

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book for learning foreign language.

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

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 would 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 can be concluded 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

problem ad 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 writer sees that whatever we want to

say we use word. So, the lack of vocabulary would make limited of ideas and

difficult in speaking, writing and listening comprehension. That condition is 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.

Learning vocabulary does not mean learning word in isolation. Words should

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

fact, word is isolation frequently do not match with the intended meaning. The

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

your vocabulary consist of the word you use confidently because you know 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. Hence the

school student are often taught new words, colloquially referred to as vocabulary

words or just vocabulary, as a part of a particular unit or lesson. Similarly, many

adults find vocabulary building to be a fun and educational activity, as evidenced in

the popularity of “word-a-day” services such as mailing lists and desktop calendar.

2.2 The Kind of Vocabulary

Vocabulary varies in the four skills of language, listening, writing, reading

and speaking. Generally, a student absorb listening and speaking vocabulary before

coming to the reading and writing vocabulary. But in real situation, the process may

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change, especially in foreign language teaching. Reading vocabulary may become

the first stage before processing the speaking and listening vocabulary. According to

the basis of frequency, vocabulary can be divided into two kinds; there are high

frequency vocabulary and low frequency vocabulary (Nation, 1994:.3).

High frequency vocabulary consists of words that are used very often in

normal language, use in all four skills and across the full range of situation of use.

High frequency vocabulary consists of 2000 word families, which are about 87% of

the running words in formal written text and more than 95% of the words in informal

spoken texts.

The low frequency vocabulary on the other hand, covers only small

proportion of the running words of a continuous text, it means that low frequency

vocabulary is rarely, used in common activity of English language. This group

includes well over 100.000 word families. I.S.P Nation calls those vocabularies as

motivated vocabulary and unmotivated vocabulary. Motivated (active) vocabulary

consists of all the words we need to use and feel no reluctance in using in our

everyday life.

While, the unmotivated (passive) vocabulary can be divided into two groups:

words which are only partly understood and are not well known enough to use

actively, and words which are not needed in daily communication (Nation, 1990:94).

From the explanation above, we can conclude that active vocabulary is all the words

used in daily activities, partly while, passive vocabulary is all the words recognized

and understood, and not necessarily used.

2.3 The Importance of Vocabulary

 After having an understanding on the definitions of vocabulary in previous

section, the writer tries to discuss about the importance vocabulary. Learning

vocabulary is considered as a basic task to learners. Those who have lack of

vocabulary cannot express their ideas clearly and they can read a book which they

like. Because of that, vocabulary plays as importance role in learning language.

The writer aggresses that we cannot neglect teaching vocabulary to young

learners in teaching English. Limited of vocabulary the students are hardly to express

the idea clearly as they want. Many experienced instructors know how importance

the vocabulary in teaching English. Krakowian (1994:18) aggress that

communication oriented teaching the most presses concern for the learners is the

need to master an adequate foreign language vocabulary. Gebhard (1995:26) adds

that one of the big problem is learning a foreign language when reading materials

written in that language is a lot of difficult word 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

13
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.

Furthermore, this situation encourages, 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 writer thinks that using narrative text is

enjoyable technique in teaching vocabulary. The teacher needs to create and establish

the student’s motivation by a technique.

2.4 Method of Learning English Vocabulary

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

“The success or failure of the teaching language program is often evaluated from the

method used by the teacher because it is the method that determines the materials

and the way of teaching a 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 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

types of methods:

The most common types in use are (1) The Direct Method, (2) The
Natural Method, (3) The Psychological Method, (4) The Phonetic
Method, (5) The Reading Method, (6) The Grammar Method, (7) The
Translation Method, (8) The Grammar Translation Method, (9) The
Eclectic Method, (10) The Unit Method, (11) The Language Control
Method, (12) The Mimicry-Memorization Method, (13) The Practice-
Theory Method, (14) The Cognate Method, (15) The Dual-Language
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 does 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

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on the material visualization and association of the ideas. The characteristic of this

method are: objects, diagrams, charts, 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.

2.5 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

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formation technique, the teacher teaches word formation, that are root and suffixes to

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 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 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 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. Using Audio Visual

Using audio visual aids is also one of the techniques in teaching vocabulary,

such as television, radio, wall chart, flash card, etc. Teaching vocabulary through

audio visual makes the students interested in learning because they can see the object

of words, meaning and hear pronunciation of word. Sumardi (1990: 11) states “Using

tape recorder, radio, disk, closed circuit, television, wall chart, flash cards, etc will

make the teaching and learning more interesting”.

5. Word Games

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

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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, then
they sit together to study spelling word or for some other paired
activity.(Smith, 1997:202)

6. Word List

In this technique, the students are given the opportunity to develop a list of

words as many they can find or think of fit the topic which is given by the teacher.

This technique lets the students to memorize words in separated test. Besides, it can

improve students’ English vocabulary capacity. It can be devised in various ways.

One of the ways is to ask the students to find as many as words they can find the

object in the car, classroom, human body, etc. they find the words and memorize the

word and then find their meaning in dictionary.

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.

 2.6 Teaching Vocabulary by Using Big Book

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

book. Big book is one of the aids in teaching English vocabulary. Its function is to

make students easy to memorize the words and their meaning. Most of students

assert that a story or a text they read is interesting if they comprehend it. They always

complain when the English teacher ask them to conclude about what they have read

because they spend much time for them to finish it.

Big book is the book that tells a story through a combination of text and

illustration. They are unique in the field of children’s literature because format rather

than content determines their definition, and though there are many fine pictures

books older children, generally it is assumed as stories for younger boys and girls.

Patricia Cianciolo in Cullinan (1989:151) describes picture books as “a unique

combination of graphic art and narrative in which the sense of story is completed and

more frequently extended by the illustrations. A good picture book, one that is both

interesting and attractive, offers a child pleasure, enlightenment, and a creative

aesthetic experience.

There are big books that correspond to very developmental stage of

childhood. Many particularly appropriate for very young children, and especially rich

for their stimulus of language. It is said that the books is parallel the child’s

expanding world as it crows beyond egocentricity to encompass family, then school,

friends, and others in the child’s social world, and eventually the world beyond. The

child’s horizons come to include nature, pets, and in the artistic world, art, dance, and

literature. Children are explorers who reach out to people and events in their

21
environment to find meanings for themselves.

The underlying framework shows the correspondences between the books

and the developmental characteristics of children. This perspective, then, serves as a

guide for selecting the right book at the right time, and is reflected in the structure of

the book, which begins with the child’s inner world and follows through the various

stages of expanding interest.

Children learn through a continual process of relating the unfamiliar and the

new to what they already know, and what they learn is an integrated whole. They

cannot separate their thoughts into cognitive and emotional parts, for, as Frank Smith

in Cullinan (1989:151) explains that it is in the child’s nature to express and develop

natural intellectual capacities, integrating all experiences into a complex view of life

that includes hopes and fears, loves and hates, beliefs and expectations, and attitudes

toward other people and toward himself.

The child, associating what is learned with the context surrounding it, forms a

schema of ideas. For example, a child cuddled on an adult’s lap while being read to

not only learns the content of the story, but associates with reading the pleasures of

the moment - the warmth of a loving adult, security, and the shared laughter or joy.

Past feelings coupled with the context of the present come to bear upon the

act of learning. That is, children and adults associate past and present feelings with

any supposedly simple, objective fact that is being taught. Teachers use this

understanding of learning to draw upon the prior knowledge children possess and

related the new to the known. In a cumulative fashion, children perceive the respond

to events in term of their past experiences and current predilections. When involving
children’s interest and providing ways for them to used what they already know, they

are motivated to learn.

These packs give vocabulary cards with

symbols, cards with text, cards with
symbols and text, and smaller cards with
words and phrases to support popular
reading books.

Figure 2.1 Set of picture card for popular children’s big book

Big books are used in group story reading. The cards can help pupils

understand the vocabulary while listening to the story and in follow-up activities. All

of the main words used in the book are included in the pack, except for specific

characters. There are cards for between 35 and 80 words in each set, plus some key

phrases. The teacher might be able to apply some activities with vocabulary

cards, for example:

1. Use the cards when reading the story to a group. Showing the symbols helps

children understand and remember the words.

2. Put the cards on the wall as a reference sheet. Any child who does not

remember a word can easily look it up.

3. Print off the sets of vocabulary with symbol support for pupils to use when

writing about the story. This activity gives confidence to some children who

are unsure of all the words.

4. Make matching activities using the cards to match between identical cards or

to match symbols only with the text cards.

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 And finally, the teacher also can apply another technique with the cards in big

book. Examples of the ways of teaching English vocabulary above, only a part of

teaching and learning that can be used by the teacher. Besides that the teacher can

use another technique to make his teaching success. The success of teaching always

depends on the technique that is used by the teacher. The teaching and learning of

English vocabulary meets the success if the teacher uses the suitable technique in

improving students’ ability. Based on the explanations above, it can be concluded

that using big book is one of the suitable techniques in teaching and learning English

vocabulary.