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VOCABULARY LEARNING
CHAPTER 1
Vocabulary is the heart of a language. It is also said that words are the basic building
a person can construct meaning for communication in the language. Also, by knowing
sufficient number of words, a person can also comprehend simple texts in the language,
understand what people are saying, and puts his/her ideas in writing. Wei and Attan
(2014) state that knowing sufficient number of word in English reflects one’s
intentionally through formal teaching (Dakun, 2000). Incidental learning is the same
these two strategies, Ahmed (2017) also claims that intentional learning is better than
learning is more favorable over incidental VLS (Mizraii 2012). Naton, (2001) also
claims that explicit learning activities which focus on the target words are important
In English textbooks and LKS (Lembar Kerja Siswa), we can find reading texts
which are followed by lists of difficult words together with their equivalent translations
in Bahasa Indonesia. These lists of words are called gloss. Nation (2001: 174) stated
“gloss is a brief definition or synonym, either in L1 or L2, which is provided with the
text” or “an explanation of the meaning of a word” (Pak, 1986 as cited in Al-Jabri,
2009). Glosses can be used for several purposes, the most important of which are to
assist reading comprehension (Nation, 1990) and to aid vocabulary learning (Ertürk,
(2017) revealed that L1 gloss group significantly outperformed L2 gloss group and no-
gloss group. Lee and Joon (2017) found that vocabulary learning were stronger than
reading comprehension in both L1 glosses and L2 glosses. Based on his study, Arpaci
(2016) concluded that for each condition, L1 gloss group had the highest mean score
followed by L2 gloss group. Ertürk (2016) revealed that L1 glosses were especially
beneficial for learners with low English proficiency. Yoshii (2006) found that both L1
and L2 glosses are effective for incidental vocabulary learning. Arpaci (2016) also
found that there was a significant difference between glossed and o gloss groups on
each test.
In contrast to the above findings which show that Glosses in general, and L1 gloss
has positive effects on vocabulary learning. Some other studies revealed that glosses
including L1 gloss have no effect on vocabulary acquisition. Yanguas (2009), for
example, showed that there were no significant differences among different type of
concluded that there were no significant differences among the effects of different
glosses on vocabulary production. In addition, Choi (2016) showed that the L1 and L2
groups did not differ in their short-term retention of the F2 and F4 words.
In students’ text book, we can also find printed words in various colors. Color
according to Wright (2004) is Nature’s own powerful signaling system. For example,
of that is our reaction to a fly in our house: if the fly is black, we will probably find it
a little bit annoying, but if it has yellow stripes our reaction will be different. In
education colors plays an important role. (Kumi, Conway, Limayem and Goyal (2013)
said that color affects behavior as well as cognitive abilities, performance, and
intentions. Color help learners increase their attention levels on certain information,
which help such information to be transferred to their memory and increasing their
chance of memorizing the information (Dzulfikli & Mustafar, 2013; Chang, Xu &
Watt, 2018).
Based on the background of the problem above, the writer identifies some
problems as follows
unfamiliar words.
2. The students cannot comprehend a full sentence in written text because of the
From the statement of the problem, the writer focused this research only on the
effectiveness of using gloss and color toward the students’ vocabulary learning.
Based on the limitation of the problem, the writer formulate the problems as
follows:
1. How is the effectiveness of using gloss and color in written text to the
2. What kind of color that most influence the students in learning vocabulary
1. To know the effectiveness of using gloss and color toward the students’
2. To know the kind of color that most influence the students in learning
Negeri 6 Manado.
Negeri 6 Manado
2. To give the information about the students vocabulary mastery using gloss
and color
vocabulary.
The subject of the research is the students of the seventh grade of the second
The object of the research is the effectiveness of the use of gloss and color
The research will be conducted at the seventh grade of the second semester
The place of the research will be located at SMP Negeri 6 Manado. Jl.