CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theories

1. Definition of Vocabulary

Vocabulary is one of the important elements in teaching English.

This statement is supported by Hatch and Brown. They say, “Vocabulary

is the foundation to build languages, which plays a fundamental role in

communication”.1 It describes that by mastering vocabulary; people can

express their ideas and understand the other basic competence well.

Students of Junior high School study basic English.

According to Penny Ur Vocabulary is the words we teach in the

foreign language. It means Vocabulary is Written or Spoken unit of

Language as symbol of idea in Foreign Language for the Learners. 2

Vocabulary is an important element in teaching English. Brown

also states that vocabulary is the basic building block of the language3.

Thus, teaching and learning English should be based on the vocabulary

mastery because as defines that a language is built by words that a

language learned.

1
Evelyn Hatchand Brown, Cheryl, Vocabulary, Semantic, and Language Education. (
2
Penny Ur, A Course in Language Teaching: Practice and Theory.(Cambridge
University Press,19980,p.60
3
Brown, Doughes, Teaching by Principles Interactive Approach Language Pedagogy,
United Stated of America, Practise Hall, Inc, Englewood, 1994, p. 377

8
 9

According Window Application, English to English Oxford

Vocabulary are:

a. The body of words used in a particular language or in a particular

sphere. The body of words known to an individual person. A list of

difficult or foreign words with an explanation of their meanings.

b. A range of artistic or stylistic forms or techniques.4

Richard expresses that vocabulary as an asset of lexical including

single words, compound words, and idioms5.

Vocabulary is the knowledge of meanings of words. Oral

vocabulary is the set of words for which we know the meanings when we

speak or read orally6. Print vocabulary consists of those words for which

the meaning is known when we write or read silently. These are important

distinctions because the set of words that beginning readers know are

mainly oral representations. As they learn to read, print vocabulary comes

to play an increasingly larger role in literacy than does the oral vocabulary.

Vocabulary can be defined, roughly as the words we teach in the

foreign language7. However, a new item of vocabulary may be more than a

single word: for example, post office and mother-in-law, which are made

up of two or three words but express a single idea.

4
Window Computers Application, English to English Oxford, 1.0.0.0, Desgn, Hamed
5
Richard, C. Jack, 1985, Teaching Strategies for Developing Oral Language Skill,
English Teaching Forum, July Vol25: 17
6
Kamil L. Mickael, Teaching and Learning Vocabulary, Lawrence Erlbaum Associates,
Publishers Mahwah, New Jersey London, 2005
7
UR. Penny, A Course in Language Teaching, Cambridge University Press1 991, p. 60
 10

Words are the basic unit of language form. Without a sufficient

vocabulary, one cannot communicate effectively or express ideas. Having

a limited vocabulary is also a barrier that prevents students from learning a

foreign language. If learners do not know how to expand their vocabulary,

they gradually lose interest in learning8.

From the reference mention above, the researcher can conclude that

vocabulary is a total number of words that build a language. Obviously it

is very important to posse’s vocabulary by any individual who want to

speak in a certain language especially by Junior High School as second

experience after the elementary school in learning English.

2. Kind of Vocabulary

Some experts devide Vocabulary into two types: active and passive

vocabulary. Harmer (1991) distinguishes between these two types of

Vocabulary. The first type of Vocabulary refers to the one that the students

have been taugh and that they are expected to be able to use. Meanwhile,

the second on refers the word which the students will recognize when they

meet them, butwhich they will probably not be able to pronounce.

Haycraft, quoted by hatch and brown (1995), indicate two kinds of

Vocabulary, namely Receptive Vocabular and Productively Vocabulary.

a. Receptive Vocabulary (passive)

8
Yang, Zhihong, 2001, Learning Words, English Teaching Forum, 38:3:18
 11

Receptive Vocabulary is words that learners recognize and

understand when they are used in context, but which they cannot

produce9.

It is Vocabulary that Learners recognize when they see or meet

in Reading text but do not use it in Speaking and Writing.

b. Productive Vocabulary (active)

Productive Vocabulary is the words that the Learners

understand and can pronounce correctly and use constructively in

speaking and writing10. It involves what is needed for Receptive

Vocabulary plus the ability to speak or write at the appropriate time.

Therefore, Productive Vocabulary can be addressed as an active

process, because the learners can produce the words to express their

thoughts to others.

3. Indicators of Vocabulary Mastery

Some aspects that the Learner should be mastered and the Teacher

should be taught in order to help the learners in mastering Vocabulary.

They are namely:

1) Form: Pronunciation and Spelling

The learners has to know what a word sounds like (its

Pronunciation) and what it looks like (spelling). These are fairly

obvious characteristics, and one or the other will be perceived by

the learner when encountering the item for the first time. In

9
Mofareh Alqahtani. The important of Vocabulary in language Learning and How to be
taught, (International Journal of Teaching and Education Vol. III, No.3/2015),
10
ibid
 12

teaching, we need to make sure that both these aspect are

accurately presented and learned.

2) Grammar

The Grammar of a new item will need to be taught if this not

obviously covered by general grammatical rules. An item may have

an unpredictable change of form in certain Grammatical contexts or

may have some idiosyncratic way of connecting with other words

in sentences, it is important to provide learners with this

information at the same time as we teach the base form when

Teaching a new verb, for example, we might give also its past

form, if this is irregular (think,thought), and we might note if it is

Transitive or Intransitive.

Similarly, When Teaching a noun, we may wish to present it plural

form, if irregular (mouse,mice), or draw learners attention to the

fact that it has no plural at all (advice, information). We may

present verb such as want and enjoy together with the verb from

that follows them (want to, enjoying), or adjectives or verbs

together with their following prepositions (responsible for, remind

someone of).

3) Collacation

The collocation typical of particular items are factor that make a

particular combination sound right or wrong in a given context. So

this is another piece of information about a new item which it may

 13

be worth teaching. When introducing words like decision and

conclusion, for example, we may note that you take or make the

one, but usually come to the other, similarly, you throw a ball but

toss a coin, you may talk about someone being dead tired but it

sounds odd to say dead fatigued. Collocations are also often noted

in dictionaries, either by providing the whole collocation under one

of the head words, or by a note in parenthesis

As teachers we should consider first about what teaching itself.

Teaching vocabulary can’t separate with teaching a language, because

it is the first step to teach language. The purpose of teaching

vocabulary is to increase students’ vocabulary. By using a good

technique in teaching vocabulary, the students can understand the

lesson easier. It is related with what is said by Nation: There are some

techniques that the teachers can use in teaching vocabulary. He also

states that the teacher needs to consider how the students learnt the

vocabulary11.

According to Yang, teaching vocabulary is very important task in

teaching English. It means that if the teacher teaches English vocabulary

successfully, the students can understand the meaning of language.

Therefore, they can make progress in language skill namely, listening,

speaking reading and writing. In other words, by using an appropriate

11
Nation, ISP, 1990, Teaching and Learning Vocabulary, wellington: New Hurry
Guidelines, Vol 7; 79-84
 14

technique in teaching new vocabulary, students will find that it is easier to

understand the meaning of words and they can use it properly12.

Court right say that the goal of teaching vocabulary is the students

can understand the meaning of new words. Vocabulary is learned in order

that students know the new meaning of the words in a language and by the

words, students will enrich their knowledge.

In the other opinion, teaching vocabulary could be called a process

or a unit of way to make students learn unit presented by teachers.

Student’s activities to respond teachers command could be divided into

two that is direct and indirect vocabulary learning.

In teaching vocabulary, the way to make students assimilate to the

new words is more important than the words selection to be taught. In

addition, the presentation of words in teaching is more important rather

than the vocabulary itself. It could be concluded that teaching through

visual media will helpful.

4. Formation of Word

There are many ways of words formation. These develop and enrich

vocabularies of a language (Fromkin, 1988). Below is the definition of each

process.

1) Derivation: It is the process that derives new words by using prefixes

and suffixes. Some common prefixes are anti-, dis-, in-, pre-, post-,

12
Yang, Zhihong, 2001, Learning Words, English Teaching Forum, 38:3:18
 15

un-, and re-. Some common suffixes are –ation, -able, -al, -er, -ed, -

ful, -ity, -ing, -ly, -ness, and –y. For instance, from the word believe

(verb) can be derived into some adjectives by adding prefix and

suffix like follow: believable, unbelievable.

2) Compounding: It is the process that forms new words by putting

together two or more existing words. For instance by combining

noun and noun like girlfriend, landlord, or mailman.

3) Acronyms: It is the process that forms new words by uniting the

initial sounds or letters of words then pronounceable as a new

separate word. For example the word laser from light amplification

through the stimulated emission of radiation or UN from United

Nation.

4) Back Formation: It is the process that uses analogy in a rather

backwards manner to derive new words. For instance the word revise

is derived from the word revision.

5) Blending: It is the process that combines parts of two words, usually

the initial part of a word and the last part of another word. For

example the word brunch is the blending from breakfast and lunch.

6) Clipping: It is the process that derives new words by shortening the

words so it is easy to be pronounced without paying attention to the

derivational morphology of the word. For instance the word dorm

from the word dormitory and the word lab from laboratory.
 16

7) Coinage: It is the process that derives new words by using no

morphological methods but just take the brand of some products to

name the things refer. For example the word aqua to name all bottled

mineral water and the word Kodak to name any kind of camera.

8) Functional Shift: It is the process that derives new words by moving

the part of speech of a word and no changing of its form. For

instance the word run can be used as noun and also as verb.

9) Morphological Misanalysis: It is the process that derives new words

by introducing new words taken from similar words. This can be

because of actual misunderstanding, or intentional (creative)

extension of morphemes. For instance the word workaholic derives

from alcoholic.

10) Proper Names: It is the process that derives new words from names

of persons connected with them. For example the word watt from

James Watt the name of the person who invented electricity.

5. Problem and Implication in learning Vocabulary.

Thornbury made a list of several "factors that make some words

more difficult than others in the diploma thesis teaching vocabulary

through music by Dagma Siscova student of Masarik University in Brno

Faculty of Education:

Difficult pronunciation,

1) Spelling (e.g. words that contain silent letters such as foreign,

listen),
 17

2) Length and complexity (long words are more difficult),

3) Grammar (e.g. verb patterns),

4) Meaning (two words overlapping in meaning get confused, words

with multiple meanings),

5) Range, connotation and idiom (idiomatic expressions will

generally be more difficult than words whose meaning is

transparent13

According to Thornbury, these are "the implications for teaching:

1) Learners need tasks and strategies to help them organize their

mental lexicon by building networks of associations – the more

the better.

2) Teachers need to accept that the learning of new words involves a

period of ¢initial fuzziness¢.

3) Learners need to wean themselves off a reliance on direct

translation from their mother tongue.

4) Words need to be presented in their typical contexts, so that

learners can get a feel for their meaning, their register, their

collocations, and their syntactic environments,

5) Teaching should direct attention to the sound of new words,

particularly the way they are stressed.

6) Learners should aim to build a threshold vocabulary as quickly as

possible.

13
Siscova Dagma, Thesis Teaching Vocabulary through Music, Masarik University in
Brno Faculty of Education. p.15
 18

7) Learners need to be actively involved in the learning of words.

8) Learners need multiple exposures to words and they need to

retrieve words from memory repeatedly.

9) Learners need to make multiple decisions about words.

10) Memory of new words can be reinforced if they are used to

express personally relevant meanings.

11) Not all the vocabulary that the learners need can be ¢taught¢:

learners will need plentiful exposure to speech and text as well as

training for self-directed learning” 14

B. Bingo Game

a. Definition of Bingo Game

According to Lopez Bingo Game is a game which lets the whole

class or small groups play. The teacher can serve as the caller, or students

can take turns serving as the caller. The caller calls out the definition,

then the players have to determine if their bingo card has the word that

matches the definition15.

Through this game, students' problems will decrease, and this

makes them begin to have interest in learning vocabulary. For the winner

of the games the researcher will give them a present, so they will be

happy and do not feel force to study harder than before. Groller states

that Bingo is often played simultaneously by large groups; the winner

being the first contestant is to cover a line of five numbered spaces on his
14
Ibid, p.16
15
Lopez, K. 2006. Materials and Methods for Teaching Reading. RetrievedNovember
21st, 2017 from (http://hlperson.com/mt/archives/vocabulary.gif.), p.11
 19

card as selected by chance and announced by the game caller. Richardson

et all said that Bingo Game is for the whole class that encourages

students to study and review their vocabulary words16.

From the theories above it concludes that Bingo Game is a game

played by small or large groups in which the first group to mark a

complete row of words is the winner and calls out “Bingo!”. Game like

Bingo provides an interesting and motivating way to review and

reinforce vocabulary words.

b. Kinds of Bingo Game

According to Ito & Berry, Bingo Games have four classifications

such as Traditional Bingo games; Task Bingo games; Talking Bingo

games; and Testing Bingo games. Traditional Bingo Game, Some of the

games involve more difficult variations on the standard instructions for

Bingo. In Task Bingo Game, the students are required to do something

before they can make a square. Then, in “Talking” Bingo Game, the

students have to talk to people before they can mark a square17.

In Testing Bingo Game, all of the students have the same board.

If they all get BINGO at the same time, the teacher knows they have

acquired the necessary skills/knowledge.

Finch said that Bingo Game can be classified as follows:

16
Richardson, J, S., Morgan, R, F. & Fleener, C.E. 2009. Reading to Learn in the Content
Areas (8th Ed.) Belmont: Cengage Learning, p.246
17
Ito, N., Berry, A. 2001. The Great Big Bingo Book: Bingo Games for ESL Learners.
Korea: Four Laguage Training. p.8
 20

1. Picture Bingo (picture to word): this type use a picture to

describe, what the word that must answer by the participant is.

Ex: the teacher gives the picture then students guess what the

picture is about.

2. Word Bingo (word to word): this type uses a word to describe,

what the word that must answer by the participant is. Ex: the

teacher give the clue “you need to mentions 3 provinces in

Indonesia” then the students answer it.

3. Synonym Bingo (similar word – thesaurus): this type use a

synonym to describe, what the word that must answer by the

participants is. Ex: the teacher gives the students a word then the

students need to memorize the synonym of the word.

4. Antonym Bingo (opposite word): this type uses an antonym to

describe, what the word that must answer by the participant is.

Ex: the teacher gives the students a word then the students need to

memorize the antonym of the word.

5. Translation Bingo (Indonesia-English, English-Indonesia): this

type uses a translation to describe, what the word that must

answer by the participant is. Ex: the teacher gives the word in

Bahasa Indonesia, and then the students need to answer it in

English.

6. Matching Bingo (matching a sportsperson to a sport, a singer to a

song, etc.): this type use a matching picture to describe what the
 21

word that must answer by the participant is. Ex: teacher gives a

sportsperson then the students need to match the picture with the

sport.

7. 20 Questions Bingo (asking questions about the words) this type

uses 20 questions to describe, what the word that must answer by

the participant is. Ex: the teacher gives 20 questions then the

students need to answer it yes or no, not a long answer.

8. Riddle Bingo (definitions – dictionary): this type uses definitions

to describe, what the word that must answer by the participant is.

Ex: the teacher give the definitions of a word then the students

need to guest what the definition is about.

9. Idiom Bingo (explanations): this type uses an idiom to describe,

what the word that must answer by the participant is. Ex: the

teacher gives the explanation or the meaning of the idiom then the

students need to give the suitable idiom18.

These various types and classifications can be employed in

various situations and transformations. Bingo can be used in one form or

another for most purposes according to the language content and the

characteristics of the learners (age, proficiency, affective variables, etc.).

In this way, it is hoped to show that the Bingo concept can be adapted to

meet the needs of any group of language learners.

18
Finch, K. 2006. Meaningful Vocabulary Learning: Interactive Bingo. Retrieved
January 23rd 2014 from (www.finchpark.com/ppp/bingo/Bingosummary. pdf.) p.2
 22

c. Advantages of Bingo Games

According to Finch, using Bingo Games as a strategy have some

advantages and disadvantages and they are:

a. Bingo game is a game that suitable for all ages.

b. It can give more motivation while learning how to play.

c. The game is able to help the students remember some vocabularies

which are difficult to be memorized.

d. It can improve the ability to cooperate with each other (if using

groups).

e. It can invite students to think quickly

f. It can influence students to be more creative and active

d. Disadvantages of Bingo Game

a. Makes the class difficult to be controlled

b. Students will be asked to make games continuously more than the

material19.

e. Procedure of Teaching Vocabulary Through Bingo Game

This game is very interesting and may stimulate the activity of the

students in the class. According to Lopez, students can make Bingo cards

by dividing a piece of paper into five rows and five columns or four rows

and four columns (depending on the command of the teacher) with one

free space box where students can determine the position of their free

19
Ibid, p.1
 23

space box. All vocabularies and definitions are written on strips of paper

and put in a container20.

Caller pulls the strip from the container, then read the definition;

check the word from the list. They will write the correct answer according

to the column of numbers or objects that definition read out by the caller.

The first group to get BINGO wins the game. A bingo card looks much

like an un-filled crossword puzzle with filled and blank squares. Each sub-

game is completed when a participant who has filled in all blank squares

calls out “bingo”.

The bingo card can also easily be made using Microsoft word.

Select the Tables option on the menu bar at the top of the page. Select

Insert, then Table, and identify that you want four columns and four rows.

Designate the center box as “free”. Add spaces in each row of the table to

make room for students to write the words. The bingo card model can be

seen below:

WORD WORD WORD WORD WORD

WORD WORD WORD WORD WORD

WORD WORD WORD WORD WORD

WORD WORD WORD WORD WORD

WORD WORD WORD WORD WORD

Figure 1: Bingo Card Model

20
Loc Cit, Lopez, p.11
 24

C. Conventional Teaching

Conventional teaching or traditional teaching refers to a teaching

method involving instructors and the students interacting in a face-to-face

manner in the classroom. These instructors initiate discussions in the

classroom, and focus exclusively on knowing content in textbooks and

notes.21 While the lecturer is explaining and writing on the board, students

will be copying the same thing onto their notes, some day-dreaming and some

sleeping. It would be difficult to stop students from copying the notes from

the board and at the same time ensured that every student was paying

attention in the class because the lecturer was too busy explaining the lecture.

Conventional teaching is also limiting the room for more creative

thinking and also seldom considering individual differences. It is necessary to

realize these limitations in conventional teaching and take a step to move

forward.

Traditional teaching is concerned with the teacher being the controller

of the learning environment. Power and responsibility are held by the teacher

and they pay the role of instructor (in the form of lectures) and decision

maker (in regard to curriculum content and specific outcomes). They regard

students as having “knowledge holes” that need to be filled with information.

21
Yap Wei Li, 2016, Conventional teaching or traditional teaching refers to a teaching
method involving instructors and the students International Journal of Information and Education
Technology, Vol. 6, No. 2,
 25

In short the traditional teacher views that it is the teacher that causes learning

of occur22

But according to Cottel said The teaching by conventional

(traditional) or slightly sophisticated teacher-centered methods rather than

modern student-oriented applications and techniques while the transmission

of knowledge and information has been realized with the usual form of

lectures or discussions requiring physical presence of both student and the

teacher23

The Common of Traditional teaching methods:

 Reading texts and problems

 Formulate questions

 Attending lectures

 Monitor discussions

 Writing and reply brief or extensive questions and objective type

questions

 Solving short or lengthy unstructured problems and cases

 Oral presentation of topic and reply to short questions from the

audience

 Studies 24

22
Novak, 1988
23
Belias Dimitrios 2013Traditional teaching methods vs. Teaching through the
application of information and communication technologies European Scientific Journal vol.9,
No.28 ISSN: 1857 – 7881
24
Ibid,
 26

D. Review Related Finding

1. Sri Amanah (2011). “The Effectiveness of Using Bingo Verb Game to

Improve Vocabulary Achievement (A Classroom Action Research of the

Second Grade Students of SMP IP Assalamah Ungaran in the Academic

Year of 2011/2012. The objective of the study was to describe how

effective Bingo Game Technique in improving vocabulary mastery. The

material which will be tested is vocabulary which is usually used in

invitation card and greeting card. Experimental method approach was

adopted by conducting four meetings in this study. This first meeting was

try out. The second meeting was treatment and pretest. The third meeting

was treatment. The fourth meeting was treatment and posttest. The

population of the study was the eighth graders of SMP N 1 Batealit, Jepara

in the academic year of 2014 / 2015). There were 6 classes with 220

students. I chose VIII A with 35 students as the experimental group and

VIII B with 34 students as the control group. The result of the students‟

progress during the teaching learning process by using Bingo Game

Technique was very good. The students‟ achievement increased from the

first meeting to fourth meeting. It could be seen from the average score of

post-test between Control Group and Experimental Group. The result of

post-test was 74.14 and 60.44 respectively for experimental group and

control group. T-test was also employed to test whether or not the result

improvement in post-test was significant. From the analysis used t-test, it

was obtained that the value of experimental class was 6.18 and control
 27

class was only 2.64 at 0.05 alpha significant values. It meant that the

improvement in post-test was statistically significant for experimental

class. From the results, it can be concluded that bingo game technique

significantly improve students‟ vocabulary mastery. In line with the result

of the research, I suggest to teachers to use bingo game technique more

often in teaching process since it can increase students‟ vocabulary

mastery.

2. Jauhari, Yusuf Akhyar. 2015. The Use of Bingo Game Technique to

Improve Students’ Vocabulary Mastery (A case Study of Eighth Grade

Students of SMPN 1 Batealit, Jepara in the Academic Year 2014/2015).

The objective of the study was to describe how effective Bingo Game

Technique in improving vocabulary mastery. The material which will be

tested is vocabulary which is usually used in invitation card and greeting

card. Experimental method approach was adopted by conducting four

meetings in this study. This first meeting was try out. The second meeting

was treatment and pretest. The third meeting was treatment. The fourth

meeting was treatment and posttest. The population of the study was the

eighth graders of SMP N 1 Batealit, Jepara in the academic year of 2014 /

2015). There were 6 classes with 220 students. I chose VIII A with 35

students as the experimental group and VIII B with 34 students as the

control group. The result of the students‟ progress during the teaching

learning process by using Bingo Game Technique was very good. The

students‟ achievement increased from the first meeting to fourth meeting.

 28

It could be seen from the average score of post-test between Control Group

and Experimental Group. The result of post-test was 74.14 and 60.44

respectively for experimental group and control group. T-test was also

employed to test whether or not the result improvement in post-test was

significant. From the analysis used t-test, it was obtained that the value of

experimental class was 6.18 and control class was only 2.64 at 0.05 alpha

significant values. It meant that the improvement in post-test was

statistically significant for experimental class. From the results, it can be

concluded that bingo game technique significantly improve students‟

vocabulary mastery. In line with the result of the research, I suggest to

teachers to use bingo game technique more often in teaching process since

it can increase students‟ vocabulary mastery.

The different of Review or related finding with this research is in the

verb, where the researcher not only focus on the simple verb but also on the

past and participle verb form. And the researcher don’t use the collaborative

method to apply the Binggo Verb Game (BVG) to the students of SMPN 2

Kerinci in academic year 2017/2018.

E. Conceptual Framework

To improve student’s vocabulary mastery the teacher must know what

technique that can motivate students to learn. The teacher should have the

ability to create the friendly environment. By using BVG students can study

with fun and enjoyable. Through BVG, the teacher can use verbs that related
 29

with the topic of the lesson. As the result, the students can become easier to

memorize the meaning of the words. By using the BVG the students are

expected to improve vocabulary mastery and their ability to write and

pronounce the words correctly.

The conceptual framework that is used in this research can be drawn as

follow:

THE EFFECT OF BVG

TO IMPROVE STUDENTS
VOCABULARY

Control Experiment
Group Group

Pre Test Pre Test

Without With
BVG BVG

Post Test Post Test

RESULT