A Study On Teaching Vocabulary SMA Surya Murni 2014.compressed

"hl

Penelitian:

e-

Bidang

llmu

b-

Ikegori

A STUDY ON TEACHING VOCABULARY FOR THE FIRST YEAR STUDENTS IN SMA SURYA MURNI PEMATANGSIANTAR

:

IPS

Feneliti

1lr{*ma

kngkap

dan Gelar b.

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d- Golongan/Pangkat

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Jabatan Struktural

g

FakultasProgram Studi h- Pusat Penelitian

Eben Pasaribu, S. Pd.,

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0103058301

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b.

Anggota

Eben Pasaribu, S. Pd.,

M.

Pd. Lena Riama Baringbing

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17

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Sumber Dana :

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Pematangsiantar, S epte mb er 20

I'

i

I

I

t

i.

ABSTRACT

K4'

Vords : Sudty, Teaching, Vocabulary

This research discusses about english techniques

for

the

first

students

of

Silr{A Surya

Mumi

Pematangsiantar. English as

an

international language has

bcttr used widely

in all

over the world.

In

lndonesia

for

instanceo she also finds

rht

government had determined English a the first foreign language and

it

is put r$ a part of cuniculum in elementary up to senior high school.

The

problem

of

the

research

is:

what

techniques does

the

teacher's

nchniques

in

teaching vocabulary

for

the

first

students

of

SMA

Surya Murni

h:maangsiantar and

to

solve the problem above, the

writer

intens

to

use some themies, namely: Lado (1964), Fries (1945),

Allen

(1965), Wilga

river

(1968),

liman

(1999) and Marckwardt (1965).

After the data had been collected the writer finds out that the teacher teach

fu

students using some techniques of teaching English. The techniques such as:

opening class, hearing the wordo pronouncing the word, grasping the meaning,

using picture, slmonym, opposite, reading

the word,

shift

and attention and

*riting

the word.

In

learning vocabulary

the

students should have

the high

motivation to memorize the words at least

l0

words everyday and use them

in

contexf they

Sould

practice

their

competence

in

English

well

doing

some exercises

of

vocabulary leamer

must

be

taught

the

structure

of

words regularly

and systematically.

For

English teacher,

they

should

give

more attention

to

teach vocabulary on the use of function words and also content words and they support the students to inmease their motivation in studying English and also use different ways or techniques to improve their students' motivation to read some books and look for the difficult words.

And then after the data had been analyzed, the writer makes some finding as

follows:

-

The

teacher

often

uses some techniques, such

as:

grasping

the

meaning,

hearing

the word,

pronouncing

the word, finding

synonym, opposite in teaching vocabulary.

Abotrrct

Acborldgement

TSlc

of Content

Cf,AI'rIR

I

:

INTROI)tICTION

l.l

l"he Background

1.2

The Rescnrch Problem

1.3

The Research

Objectives

...,...

1.4

The Scopc

ol'the

Study

1.5

The Signilicence of the Study

1.6

The Research

of

Key Term

1.7

Theoretical Framework

CHAPI'ER

It

:

THB RAVIEW

oF

RELA'fED LITERATURf,

...,,

2.1

Historical llnckground

...,...

2.2

Function Words and Content Words

2.2.1

Function Words

2.2.2

Conlcnt Words

2,3

Vocabdlary

2,3.1

Kinds

of

VocabulBry ...

2.4

Vocabulary

lluildings

...

2.5

What to

l)o

in Vocabulary l1ui|ding,...

2.5.1

'l.llu ljunction of Word can bc Changed by

Atltling

Sufljxcs

'2.5.1.1

_{Noun l;ornring Sullixes}

2.5.1.2

Suffix

that l;orming Vcrb

2,5,1

.3

Suffixes thnt lromring Adjectives

2.5.2

Prclix

.

2.5.3

llrclix

and

Suffixe$

...,

2.6.

How

to'fcnch

Vocabulary

2.6.1

jTeuching

of

Vocabulary "l'hrough Reading ...

2.6.2

lfetching of

Vocabulary by :l'ranslation

2.6.3

'l"enching

of

_{Vocabulary by}

Listing

2.6.4

'l'euching

of

_{Vocabulary by Visual}

Aids

_...

2.6.5

Tclching of

Vocabulary by Contextual Meaning

2.6.6

1'crrching

of

Vocabulary by Cultural Meaning ...

2.6.7

'l'cnching

of

_{Vocabulary1'hrough Play}

2.6.8

'l'cuching

of

_Vocatrulary

with

_Audiovisual

Aids

2.7

Techniqucs to Teach Vocabulary

2.7.1

lixpnnding Vocatrulary

2.8

Teaching

Aitls

...

2.9

Teuching

Act

,...

CIIAFI'ER

III

:

THE RI|SIIARCH

ME'rHol)

The'researclr Method The rcsearch Sub.iect The rcsenrch

Object

...

The tcchniclrrcs ol'

Collecting

l

)ntl

T'cchnic; ucs ol' Analyz.irr g I

)utl

CHAIyI'ER

IV

:

l)A'l'A

ANALYSIS

ANI)

lNTIRI'RI,]TATION

...

.r0

.16

l7

I8

40

4t

46 47 47 4tJ 48 48 48 48 49 4.1 4.2 4.3 4.4 4,5 4.6 4,7

CHAPI'DIT

V

[)tta

Arralysis ...,

Analysis

lirr l)uta

I

...,...

Dcscriptivc

llcport ol'Annlysis l)atu

t

...:..., Arralysis

lirr

l)ata

2

...,.

4.4.I

.l

l)cscriptive I{egrrt ol'Arrulysis

Data

2

...,.

lrinding

...!.;;...r...

Interprcluli('n ... [)iscussiorr

:

CONCI",tlsloN AND

Stlc(;tls'l'lON

50 50 (r0 h6 75

lil

xt

lr2 83

5.1.

Conclu.sion

5.2.

Suggestiorr

Ir3

lt4

BII}LT(}GRAPGY

CURITI(JULUM VITAN

CHAPTER

I

INTRODUCTION

Ll

Brckground

Frglish

is

an

International

language

in

conrmunication becausc

thc

usc

of

E4listt

has

rapidly

increascrl.

And

English

is a

tbreign

language

in

Indonesia has

irryrt

_Errdied

for

_{many years.}

A

foreign

_{language means that}

English

ilt

_{taught {N a}

trd

subject

or

an

adult lcvel

safety

for

purpose

of

giving

the students is n

lbrcign

in

foreign

language competcnce

with

he/

she

may

use

in

on

several

wnys

to

rerd

nchictl

works,

to

listen

the

radio,

to

understand

dialogue

in

the

moves.

to

use

languagc

for

communicntlon

possibly

with

transient

English

or

Americnn

Allen(lr)65:04).

It

is

studiecl

to

be

the

fint

becausc'some

of

reason,

firrt

:

becnuse

most

ol'the

books and'printed materials,

which

contain knowledge and information,

are

written

in

English, secclnd : the most

of

_Jrcople

all

over the

world

use

frrglish

in commurrication Internationul.

The

orientation

of

English

teaching proccsn

is to

increase

and

cnlurge

the

student's

ability

in

leaming

linglish.

Generally,

initiative

of

progresslng

and enlarging their

nbility

need spccinls technique nntl nrethod, which must be used by the teacher.

Yet we do not lbrgcr

vocabulary

is

basic elcment

in

learning lnngunge. 'l'o

know vocabulary

of:foreign

lttnguage is not cusy cspucially

forthe

beginnurs.

I rq

fnE

strc

holds on ohiect.

Shc

mighr

srry.

"l lold

your spoon" wltcn

ltc

is

nq3

hr

food. Gradually

hc

knows

which ohjcct

it

nrean

by

the

word

"rpoon",

He

m;iiares the action

of

the g,row up the ask anything hc likcs. In this way, hu bcgins his

kning.

The

olject

and action.

which

he rcmcmbe'rs rtre those,

which ltc

sees

utd

cam the

langungc slowcr.

Tbis

study can conclude that lrearing a sound, seeing the object

to

which

lhc

sound

nfcrs

is one way fbr rhe chil<lrcn to acquirc the language.

Some students

know n

number

of

worcls

but

it

is

difficult to

understrurd tlrem

nten

thcy read materials

in

written English and usc them when they read mutcrials in

rrinen

l:nglish

and use thenr in speaking and

writing.

[]ut

when they spenk attd rcad,

6cre

arr:

many

worcls

provirlc

as

working

vocabulary

in

foreign

languugc Nunan

rl99:l16). In

leaming

it.

thc

students

fine

somc

di{Iiculties, so English

teacher

sbould know

to

teach vocabulary

well

because

without knowing

the vocubulury

will

d

be successful

in

learning lnnguage.

And

vocabulary

is very

useful as metlium

of

wmmunication whether

in

spoken

or writtcn.

It

is

e$sential

for

successfut lorcign

languagc used because an extensive vocabulary,

it

will

be unable

to

use the structure

function that may have leamcd for comprehensible communication.

Vocabulary is the

total

number

of

words,

which

with

rules

for

comtrinilrg thcm make up language

Horby Dictionary,

(132)

to

study the vocabulary has the goal that

it

is enables

to

use the function accurately and

fluently

in

the situation recogtrize and

produce

a

wide

range

of

vocnbulary items. So,

it

is

realized

that

vocabulary. Itlays

J

As an Intemational languuge, English is a compulsory as a

foreign

lnnguago

in

fuin

lt

usually taught 4 hour in

junior

and 4 hour in senior high school.

Thc aim

if

teaching Enlqlislr in expenclcd to mustcr four language

skills,

lhey are ]ffi,*.*rtng. speaking, teaching nntl

writing.

Ll

Thc

Reserrch

Problem

'l}le

sludy

deals

with

the

teacher's problcm teaching vocnbulcry

as

fr{hws:

t-

Whnt technique does the tcncher in teaching vocatrukury?

I

How does the English tcucher use her technique in teaching vocabulary to the

lirst

year students

in SMA SURYA

MURNI

PEMA1'ANG SIANTAR?

f-3

The

Research

Objectlver

l.

To

llnd

out the teacher's tcchnique in teaching vocabulary

2.

To

lind

out

how the English teacher use her technique

in

teaching vtrcabulary to

the

lirst

year students

in SMA SURYA

MURNI I'EMATANC SIANI'AR,

1.4

The

Scope

of

the Study

Having

chosen

and identity the

two

conductcd

to

the English teacher

to

the

PEMA]'ANG

SIANTAR

lJ

Thc

Sigpificance

of Thc Study

Tb

writcr

hopes that is paFrcr useful for the tcnchcr

ol'linglish

in teaching votabulory

hrse

they

will

get intbrmntion

and expcricnccs

to

tcach

English

in

clnss reality.

Tb

writer also thinks that thcsc papers can quitc rhc l:nglish teacher.

l-5

The

Resenrch

of

Key

't'crm

1.

Vocnbulary

is total

number

tlf

the words

which

rules

for

combining

nrakc up languuge Hornby ( I 9(r3 :959)

2"

The

cflective

teaching

nn

instrument

thnt is

used

to

achieve

the

goals uning the

energy as minimized possitrle to able to achieve the educationalpurpore,

1.7

Theoretical

Fntmework

Tlris

research bnsed

on

thc theoretical

of

[-ndo (

lq64)

Wilga

river

(

l96ll)

_Frics

REVIBW

OF'

RELATED I.ITORATURE

Lf

HhtoricalBackground

English

is

a

foreign

langurge

in

lndonesia hns been studied

for

mnny years.

lt

rq;r;rns _that

English

is

_{taught ns}

a

_{school subjcct}

or

an adult

level is solely for

_the

prryssr'

of

giving.

'fhe

studcnr learn

n lbrcign

lnnguugc competence

wlrich

he/ shc

Dry

usc

in

one

ore

several

wnys

to

read tcchnical

workso

to

listen llre

rndio

to

rnderstnnd dialogue

in

the movies

to

use langungc

lbr

communication possibly with

transcend English or Americ:rn.

Allen

(1965:4).

Lcurning

n tbrcign

langrrnge

is

more thnn lcarning a

description

ol'it.

Btrt it

means.

llow

to

use languagc.

A

person who knows

to

use a language

wlrcn

il

cun be rrsed

thc

structure

accurately

for

communication

will

attend

focused

un

conlent. Reading

automatically the units

and pattem as needed,

holding them

lirr

a

normal

span at conversation speed, noticing any enors thnt occur, Lado (1964:35).

Lcnming

tanguage involves some lactom such as teacher, material nnd metlrod. These tlrrce factors are

to

hclp {rnd

to

facilitnte

the teaching and learning process, In making the

effort,

the teacher nceds ways

or

method ro help

his or

studcnts

lo

nnch

the intended purpose.

A

lnnguage does not develop

in

a vacuum.

A

language is a part a ctrlnrre

ol'the

6

h"rF-g"

is

both component

ol'culture

and a central network though

which

tlrc olher

rllnrrlnFmefl _{t are expressed.}

l.anguage

is

relatively small

number

ol'

pattent

of

sentences

nnd

a

lrrrge

*

rrf morphemes. For

cxrmple

the sentences consisted

of N

and

V,

horses eat

ilmc

is the basis unit

of

communication

in

English. Morpheme is smullesl parr

of

rrlression

associated

with

sonre meaning

for

example

;

the English

word

"

book's"

cgr{iqt

of

two

morphemes

book

artd

s.

therefore,

book

is

a

morpheme

while -s

miared

with

the meaning

"

ptural is also a morpheme.

Lertrning

a

language

is

tlre

ability to

use the structure and vocabulnry

of

that

lnguagc.

Lado

states

that

tcarning

a

second language

is

defined

as

acquirlng

the

*ility

to

use

its stmcnre

within

a general vocabulary under essential conrlitlon

of

a

communication

among

native

speaker

at

conversation speed

(1964:38),

More

specificully

it

means

the

acquisition

of

the

ability to

use

in

speaking

the

rmits

ol'

panem ol'expression of the language together consritutc the language.

2.2

Frtnction Words

nnd

(hntent

Worrl

Function words arc thesc that often havc u

little

mcaning in the dictionary scnse

but

which

important

function

in

relating other worcls

in

language

to

each

otlrcr.

t;or

:

example : is, to, for, at, by, which, etc.

Frrnction

word

means a wor<l that dttes

not

bclong

lo

one

of

the mnyor parl

of

lln

ure speak

or

wrilc

we use words. Words rrre essential

to

conrrntrrricntion

&

dfldrcn

lcarn

to

sprcnk

in

isolated

words and

chains

of

noun rurtl

vcrb.

,.

Udtlr-v

is the words thut can be

divided into

trvo parts. They are

firnction

word

d

qment

_word.

Lll

Frlction

Words

-

-.tniliery

Arxiliary

is

a verb uscd

to form

the lenscs, nroodsi veiceso etc

ol'gthcr.vcrbs.

Ee. bavc.

do

are as the

auxilinry.

These arc the

hclping

verb that can combine with

rtillts

parts

of

the verb

to

mnke phrases.

ln tddition,

we have modals : con, could,

m,v,

might,

must, shall, should,

will,

would

as

well

as dare, and need under certuin

mdhion.

The phrases they resemble modals

in

spite

of

the fact then

unlike

ordinary

nrdals.

they includes the word

-

Artlcle

Example

i

4

m,

the. There are the helping verbs that can combine

with

various

prrt

of

the

verb

to

make

verb

phrases.

ln

addition we

have

the modah

om,

could,

may, might,

mus!

shall,

should,

will,

would, etc.

As well

as dare and need untler

certain

condition. The

phrascs resemble

modats inspire

of

the fact. 'l'hat

unlike

-

Crjrrction

('onjrmction

is a

wonl.

which

join

various

part

of

the

sentenr:e krgelhcr.

Grqrrkm

are divided in two clauses, they arr. :

-

('oondinating

-

Subordinating

I

)

('oordinating conjunction 'l

he

joins

matching structure : that is, _{thc .ioins nouns,} verb

to

verh, lrrl.iective to adjective, and so on.

2)

Subordinirting conjunction

lhese

are the words thur are introduced adjective and adverbial claures. The

construction,

they

inrrotluce contains

of

subject

and verb,

but

crurnut stand nlone as independent sentence.

ljor

example : after, alrhough, because, before.

tilt,

until,

ehn, unless.

'l'he

question

word

how, who, what, which, when,

why

and wcre

nlso

introduced

subordinate

claurc

of

special

typc. They arc usually called

indircct

qrstiolr.

The relative

pronoun

who, whom,

whosc and

that

introduce subordinute clause

of

another type, usually called relative clauses which

modiff

nouns.

-

Preposition

a'

inrtance

position

(plncc), _,

direction.

tintc,

purpose'

possession,

manner'

inrification

distance, agent material. and qusntify between

their

objecr to lhe rlther

f1s

of

the sentence. the prcJxtsition may be

simple

like;

after, before,

of, in,

with.

c-

(r

compound as in back

ttt'ttn

account of-.etc.

konoun

A

word used instead

ol'a

noun phrase. e.g' : he.

it'

her, me, them

E.rample:

Marta is abscnt because her is

ill

-

thc books ttrc where you left thern

Tlrere are some kinds ol'pronouns, they nre:

l.

Personal pronoun :l/h'le .we/us ,they/them .he4rim ,she/her, you/you

'

it/it.

2.

Reflexive pronoun: rrrysell, ourselves, yoursell, yourselves, hirnnclf,

herrclf.

itself.

3.

Passive

pronouni minc, ours, yours. thcirs. his. hers, its

4.

Relative

pronoun: who, whom. which. that, whose

5.

Demonstrative : this. these, that, thtlse. such

l

6.

Interrogative :

wlto,

whom, what, which, whose

t0

fr

l)cerminers

]$rrlr

determiners. are rvords that regularly occur before nouns Francis

(l9tl2

:

f,$)

6fu

group induces thc article (a' an, the) othcr word that signal that a notrrt

follow

Sr-

q.

you,

our, this, thal,

these, those,

its

and numbers.

And

the words

bel'ore

n

rrh

as many, more, sevcral,

all,

some, cvcry, tlther. .ctc.

-

lrtcrsifier

lrrcludes worcls that quality- adjective

tnd

ndvcrb

F6rcxamplc:almost,

uwlully.

enough.

lairly.

hurdly. pretty, quite, ntthet', rettlly,

somewh'at, terribly, twang. ctc.

LL2

Content Words

lJrese word name antl describe the

inlinite

number of thing, person, cven. and ptucrssc.s

that

speakers

of

l,)rrglish

want

to tnlk

ahout content

word

can

bc

divided

irilo

3 gcneral classed :

r

Wonls naming things,.idcu. entities.

o

Words naming actions

.

Word

to

describe the qunlities

of

those

thing ol'actions

are called atl.iective and

advcrb

Content

word

mean

word

belong

to thc

four

rnnjor parts

of

speech

in

F)nglish (noun, verb, adjective, adverh)

i

h

A

n

is

a

word

usetl ns

the

name

of

person, place

or

things. T'he

kinds

of

-f, Aron

noun is a name given in common to cvery person or thing

oI'lhe

some

fucims.

rt

: dof,, tcacher,

lawycr,

house,

radio, television, woman'

girl, hty.

peoplc,

person, rive,

hill,

reu" lake, etc.

L

AFoper

noun is the name

of

person, placc. I'royrcr nouns are always

writtcn with

ecqital

letter at the beginning and sometimes uscd as cornmon nouns.

G.3.

:

George,

Bill

(narne of person)

Japan.

American (name

of

place)

May', June, Deccntber (name

of

month)

G-

A

Collective Noun

A

collective noun is thc name

of

a numbcr

(or

collection)

of

per!r()n or things

dc

togcther and spoken

of

ns one whole:

e.g. : Crowd, Committee, Armyo Team, Jury, Family, Nation, Etc.

d.

An

rrbstract noun

It

is

usually

the

namc ol-

quality,

action,

or

surle considered a

pnrt

lionr

the object to which

it

belongs :

-

Quality

:

Kindness, whilcncss, interesting, dnrknesr, hardness, honesty, wistlom,

t2

:

I-:

Lrughter, theft, cr-.v, movement. judgment. hated.

$lr:

Childhood, poverty, death, sickness, boyhood, slavery, youth, nncicnt.

TLerE are

two

numbcrs

in

English they

are:

the

singular and

the

plural.

A

1ll h

denotes one person

or

thing, is

said

to

been the singular numhcr.

A

noun

flbcs

more than one or thing, is said to be in the plural.

Singulnr

Boy

':

Flower Glass Watch Potato Man

child

Tooth Hero Piano Lady

Knife

Wif€

Belief

Safe Ox Foot

Plurnl

Iloy

Flowers'

Classes Watches

Ilotatoes .

Mcn Children 'l'ooth Fleroes Pianos Ladies Knives Wives

tlclief

(exception)

Safes (exception)

0xen

L

V.tt

A

ycrb _{is a word used to sny something about. some person, place} or thing:

? g. : - The boy wrotc n lettcr to her girlfrierrd - Shark is a big fislr

I

Transitive Verb

A

verb that denotcs an action which p&sses over l'rom the doer or sultjecl an

.

j

Object

e.g. : - She spoke thc truth

- The man kickcd the boy.

2.

Intransitive Verb

A

verb that denotes nn action,

which

is, not pass over to an object,

or

which

expresses a state or llcing.

e.g: : - The girls lautr1h loudly

- The ship sarrk rapidly

.

Tlre

lnfinitive

Rcad the Sentences

l.

'l'hey always

find fault with

me

2. They always

try

to fincl fault

with

me

In

sentence

(l)

the

Verh

Find Fault has they

for

its subject: hence, the

vcrb

find is

limitcd

by person and numbcr. We thereforc.

call

it

a

finite

verb.

ln

senlen(:e

(2)

to

l4

ry rlirTt

lt

is.

tlrcrefore

not

limitcd

by

penion and numbcr as

a

vcrb

ir1

rd

is

therctirrc called

verb

infinitive. or

simply the

inlinitive.

'l'he

rhrr

m is

also uscd

after the verb shall;

will,

do,

did,

should, wottld,

d

fu

vcrb must nnd can, could.

be:

- You shall dtr rl

-

l

can swim

fh

iffinitive

without

to

is also used after had bctter, had rather,

would

ratlter,

lh,

ratlr€r than.

Errqlc:

-

I

would rathcr die that suffer so.

- You had bettcr ask permission.

I

Aaitctive

A *ond

uspd

with

a noun

to

describe

to

point

out

the person, animnl, _Jrlacc, or

r

"-

Brftich

the noun narnes or tell the number

ol'quuntity.

is called an adjcctive.

Adjectives may be

divitled

into the

following

classes:

l.

Adjectives of

Qunlity:

show the

kind

of

e

penon or thing

c.g.

:

Clever, Fat, Goldcn. Cood, Heavy, Large,

Diligent,

L*y,

Smull.

Stntng,

Thin,

Far, Wet.

Example

:

-

She is an honest woman.

a

Frcof

quantity"

Il

rhows how much of

thing

is meant

ca

: Soare, any, few,

littlc,

manyo no, much, scvcral, ctc.

Errple

-

fbe

ane no picturcs in this book.

-

IbE

are sevcral mislnkcs in your excrcisc,

h*ntive

adjoctivc point

out

which

pcnron

a

thing is mernt

ns

this,

lbq

thrt,

thosc, such.

Ermple

:

- This man is stronger tlrnt you

-

Ihal

boy is industrious

hcrrogative

:

which, whnt,

whose,

when lhey

rre

used

with

nount to

nsk

;rctions

ere called

intcrrogrtive

adjective.

Example

-

Whose bag is this?

-

Which one your father'l

Frcrcssive

:

my,

your, hlr,

her,

lts,

our, yourr

their.

Example:

-

A

tree drops its leaveg in autumn

-

A

happy dog wags its tuil.

Distributive

: each

eveflr

neither,

etc

which referr

to

each

of

a

numbcr

Example:

-

l'ach boy must take his turn

l6

tl"

t.

of

Adjectiver

th

rre

there degrees of comparison they

are.

.

Dpitive

degree of an adjective is the ndjective

in

its simple form.

f

b

cd

to denote the nrore existence

of

some

quality of

what we spet*, nbout.

It

-d

uibcn no comparison is made.

Enrnple:

Susi's mango is sweet.

Ib

comparative degree

ol'an

adjective denotes a higher degree of

qunlity

that the

lmtive,

and is used when two things (or

of

things) are compared.

Thc srperlative

degree

ol'un

adjective dcnotcs thut highest degree

ol'

thtr qunlity

d

used when the more thun two things (or scls

ol'things)

are comparcd.

Erample: The boy is thc cleverest in thc cluss.

Rritive

Ctrcap Grcat Clcver Grxrd/well Bud/evil Out Much Many

Liule

Dillicult

Courageous Comparative Cheaper

:

(jreater

Cleverer

Superlative Cheapest Greatest Cleverest

. Best Worst

Utmost" Utter most

Most (quantity)

Most (number) Least

Most

difficult

Most courage('us

I'

ffi

b

a wonl

used

to

add

something

to

the

meaning

ol'a

verh

Crpttg

advcrh:

tlmrd

the wrrrd quite correctly.

ffi

of

manner,

wlrich

shows how or in what manner.

bplc:

Bravely, ensily, slowly, hard,

quickly, kindly, well.

-

My

Father

work

hard

AArcrb of

time,

which

shows when as. now. soon,

still,

then, today. yct. a few

Adverb

of

frequency,

which

show how

often

as, always, never,

oltcn,

twice,

tmsionally,

seldom. elc.

-

I

have

told

you twice

Adverb

of

place,

which

shows where. us : by, tlown, here, near,

thcrr.

up, out, cverywhere, back, in Jukarta, etc.

lixample

:

My

sister is out The boy lrrcked up.

I.

t8

Cryison

of Adverh

Hivc

Fs

L/!iq

,: Sryrftlv

Srllltully

Erly

Sell

-Vr.rch

Frr

latc be.lly

()omparativc

fnster longer more

swiflly

more

skillfully

earlier worse :more larther lurther later worse

Superlative

fastest longest most

swiftly

most

skilltully

earliest worst most furthest last worst

Il

Yocrbulary

Vcrcabulary

is

the

totnl

number

of

words

rules

for

combining

thcm

lnakc

up

@uage

(Oxford Dictionary).

lt

is

realized

that

vocabulary

is

importnnt

becouse

rithoul

knowing

the vocabulary

will

not

be succceding

in

the learning ol'lnnguuge.

On-

of

the

important things,

which is

consiclered

in

learning

a

larguage

in

a

nMdry.

we know

that

thc

students have

problem

in

studying. English

likc

in

qmtry

building

such

irs

rrurking rhe

clclinitions, making

opposite,

rnaking

the

t;mpril-

making the

word

lirnction.

suflixcs. prelix.

etc.

the

purpose

in

studying

mr.r'

is to

enable

te

u$t'

of

f'unction accunrlcly appropriately

and

flur'ntly

in

{rn{.-'l

rnd

recognize _{ancl llrrrcedure}

a

widc

rnngc

ot'vocabulary

items.

'fhcrelirrc,

uh

wrts

to

study English

rrs

a

medium

of

communication either

in

spoken or

lrtlriliFtt

lcrm

should the vocnbrrlury

ol'the

languagc.

Fnrm

this point,

we

krxrw that the

conscnsus

of

opinion

seem$

to

be

tlre

&ndocrnent

of

a

rich

vocabrrlrr,v because vocabulury is an important

eluncrrl

in

tlre

m'fm*hlon

of

the foreign

_language.

'fhere

nre

_{several methods}

for

_{pnrcticring tlre}

drdar,v

items. Pattern practice is any exercise

involving

repetition

of

pnttcrn

with

qm@on

of rage mechanics

ot'the

language more antl more on the basic

ol'hahits

und

urrun trec attention of the studt:rrts to

dwell

properly on the message.

The

vocabulary

ol' thc

sccond language

can be

rleciclecl

by

the

lcuclrcrs. the

rxtbook

or the school.

It

is

in

fact so selected.

I'hc

students is not

usually

ftrrcetJ to

qurrc

lhe same sort

of

vocutrulary that he neetls

for

the

first

language ulthouglr the

i..octiolr word

necessary

for

Uirammatical pattern should be selected

on the

hiusic

of

20

Ddvocrbulary

.h

Eny

_kinds

of

_{vocnbulary, according}

to

_{l,ndo there are three kinrls, tlrose}

nmbulary,

recogtrition vocabulnry. rcgister vocabulary.

All

ol'these

will

rs

follows.

D

ltrr

Yocebulnry

^kiw

vocabulary nlernlr the vocabulary,

which

is used

actively in

ordcr wr)rd,

Lhry,-ntly

used either in spoken or written. 'l-his vocabulary consists

of

word,

Uotd

is

writeable

mark

and

parts

of

specch

thnt play

grammaticnl rolrr are

c?lbtod

structure

or

phrase

or

sentences.

'[he

words consist

of

function

word

i

d

csrtent

words.

fuiion

words

which

hnve

little a

meaning

or

no lexical

meaning

to

indicate

gmrmatical

relationship, lirancis (1952:23). Content words are the

words

which

crry

lexical

meaning

in

themselves.

lhe

content

words

consist

o['

lhrtctlon,

prmal

pronoun, verb, at[iective and adverb.

D

Rccognition vocabulary

As

rule

,of

rccognition. vocabulary

is

much larger than

our

producrtion

vtrcabulary.

Various

estimates

have been

,n"d.'

of

minimunr

ncces$Bry

vocabulary

for

a studcnt to be able

to

communicate

in:ordinary

situatlon. 'l'he

srudents often claim thnt their primary problem

in

acquiring English is n laic

of

vocabulary.

In

othcr words, such

student

oflen

have

an

adequatc active

ffy'theynet.dreadingandlisteningcomprehensionskillusing

ftnry

by adding many text, etc.

EFvocebular-r

r',!.c

vocabulary dcals

with

the words

which

are existed

in

spctking

and

dh3

mdcrials

in undemtrtnding the word in the text or dialogue.

Vobulery

Building

b

r

teaching vocabulary,

it

is

importnnt

to think

about the

principlc

on

which

&mbulary

building

is bast:d. The teacher should usc effective teaching.

liffective

m'r;lT

is an

instrument

that

is

used

to

uchieve

thc

goal

of

using

thc

eltergy

as

frnircd

as possible as be nhtc to achieve the education purpose (the kcy

to

English

drlary;.

Thc

more senses

you

can

involve

in

lcaming a

word that

way

may be able to

mnhcr

you

to

object:thnt the

explained,

for

instance,

if

someone

lells

yorr the

re

of

food then he explnins

thc form.

the siz.c und rhe

hste.

At

the

tlmc,

he nlso

chows

thc food

and gives

it

to you.

'lhere

is u

good chance

you

will

rcmcntber lhe

tnne.

Object nnd picture

arc

usually used

in

languuge teaching.

This

in

thc wuy

to

eh

vocabulery. There

srr

many

techniques

in

teuching

English

vtrcabulary

to

22

building

nrc&ns

knowing the

meaning,

giving

the

sante rneaning,

ryosite

or

translrtting the

word into thcir

native

language.

lt

is

also the

rwbulary;

'l'cncher _believes

to

_{understand words as}

they

_{nrc usecl in}

c

rhe

word

in

sentcnces.

Of

course, there are many teachers

who

believe

hrilding

is important.

fbuhnique

that teflcher does in teaching vocabulary as

follows

:

&trc

definitive of

the word

- H

is a part of tree

-

El

uology

is the sturiy

of

foreign and history

of

words.

'

Elt

rhe opposire

-Ah

-

t)iligsnt

-

emiety

Hing

the synonym

-

Absent

away

-

Arm =

purposc

-

Allow

:

let

{-

Derivation suflixes

On the other and changc the meaning in thc base in some important way, or else

fuge

it

into

a

different wortl

class. They

turn

nouns

into

adjective, ad.iectives into

fhc le

the examples

rll'the

morphological chattges

Ditm

-

ryologY

-

memory

-

belief

D

V€rb

-

combine

-

prepare

-

attend

Noun

-

milk

-

wealth

Verb

-

comfort

-

please

-

belief

Vcrb

apologizc memorize believe Noun

combination

prepuration attention

Adjective

milky

wealthy

Adjective

comlbrtable

pleasant

bclicve

2.5

What

to Do

in

Vocabulary

Building

l'0

be aware

of

how cun be

built

up

from

varitlus part

of

speech is one

of

what fries called mastering vocabtrlary by changing thc

lbrm

of

word and the

wortl

can be

called content

word.

The

word

consists

of

the rutmc

of

things

(N)

the name

9f

action

24

L-

rdrn ofword

crn

be changed by

ndding suflixes

f,ft

fo

r

letter, sound

or

syllable addcd at the end

of

word

to

mttkc anolhcr

r

frllows.

tr

formlng

rullkcs

G

Alrays

with

weak stress,

very prtxluctivc.

usually occurs

witlr littlc or

no

b

fu

bose verb. IJasc rctains. Its

original

strcss.

:

Vcrb

Achieve

Amaze

f-ommit

Judge

-al,

always

with

wcnk stress

Verb

Dispose Renew

Survive

Noun

achievement amazement

commitment

judgcment

disposal renewal

R.re.

except when thc base ends

in

a

vowcl

always requires a cltange

in

the

fuutmu

of the base.

h-c

Vcrb

Lrtend

Ascend Fursue

-ance or

-€nce

Made rarely productivc.

Verb

Acquaint

Assist Emerge

Verb

Fix

Mix

Press

Noun extent

&$cent

pursurt

Sometimes produces a stress change

in

the basc. Noun

acquaintuncc

russislunce

enlcrgence

Noun

fixturc

mixture

pressure

(t)

ure

26

JG

1r

is not

very.productive,

but

occurs

in

u

nttmbcr

of

words

divitlcd

l'rom

lh

ruunrll

adding in

/d/

thcrc is almost always n cltange in the base.

Verb Conclude lnclude Exclude

-ssion

:

Used

with

bases

enrlingin

lU or

ldl

Noun conclusion

inclusion

cxclusion

linnl

consonant

is

dropped

bclbre

this wnffir.

Verb

Admit

l)ermit

Commit

Noun acimission lrcrmission commission

-e

Ssne

nouns are changed

to

vr'rbs

by

changing the

finul

consonant sound

from

voice :eas to voiced, sometimes

with

u vowel changc ns

wcll.

'l'his is a very importrrnt

print

:

English word fbrmation. 'l'lre example are not verv numerous, bur most

ttl'lhem

are

\rru11

Brth

Breath

Grief

n-r le

Etc.

l,5lJ

Sufrix that

forming

verb

-ize (usually spelled ise in Great

Britain)

Agony

(W)

Commercial

Harmony

This suffix

is

spoken

with

medium

stress.

lt

is

extremely

prodtrctive.

lt

combines

with

mnny noun and adicctive bascs. and new words. ttsittg

it

ttre

readily coined, esJnrcinlly in sciencc. intlustry, and advertising. Verb

bathe breathe grieve

live

Vcrh

ngoniz-e

commcrcialize

hnrmonize

-ate

Spoken

with

medium stress (not to be conl'uscd

suffix -ate which

ltns

weak

stress)

not

very examples are

of

licquent occunence.

28

C;tivc

(adj)

Frility

(N)

hmury

(adj)

Beauty

(Adj)

Class

-iry

There

is

always mcdium

stress

on the lust

suitabte.

This

is

u

rr:latively :

productive

suflix,

but

she bases

are

not

always

identifiable

&s nepurate

words.

:

Verb

captivate

facilitate

luxuriate

Verb

beautify

classify

IJLIS

Sufrixes

that

formlng

adjectlves

There are many adjective

forming

sulTixcs

in

English, and

wc

nhnll study

-

in

this

lesson and

in

sevcral

to follow.

'lhcse

suffixes are most

oflcn

ndded to

nm

ba.qes they can also be unc,d

with

verb bnses or L.ven other adjectives,

-al,

-irl

This

suffrx always

lrrs

weak stress.

lt

is

writing

productive. Thcre trre often

Ioun

{,griculture

GIobe

\{agic

-ic

and

-ical

Adjective

agricultural

ghrbrrl

mngical

Adjectives

Asinn

Australian

Chincsc

British

The are many pairs

ol'adjectives

in

linglish

one ending in

-ic

and the other

-ical.

Sometimds

thcy

have

the

$omc meaning.

as

philosophic

snd

philosophical. Somctimes they havc dillcr.-*nt meaning as econollli6 (having

to do

with

the puhlic cconomy) and econonrical (sparing of monr:y).

-Adjective of national ity

These are rather cornplicated

in

English and rules

for

their formntion cannot

be

simply

stated.

'l}ere

are three regular suffixes

which whcn

nddcd

to place names ancl ct:rtnin. Other proper

nilnes

from adjectives

ol'nutionnlity,

etc. thcre are

-(i)

on. -ese and

-ish.

'Ihe suffix

is used

in

a

few

crtses

tnd

there are other irrcgularities.

-i(an), -ese, -islr

Place

nrme

- Asia

-Australia

-China

-Britain

30

lMres

{

:refix

is a worrl

plrt

that is added at thc bcginning

of

a word or word pnrt,

Lrlllllilillul

llr

mse

to

make

or

ncw word.

Unlike

sulfixcs, which often

change rhe base

tfu m

*crd

class to anothcr, prefixes usually change thc meaning

of

the bnse but

[![@

!i

*,'rC

class.

lfffllilugir

s

]n€ exccption to this gcneral rule : thc

prcfix

elt or em,

which

forttt vcrb.

\egative

prcfixes &rc one

of

the most mconing

of

prefixes that arc tr$ed rvith

mm-

ujrcctive

and vcrb.

o

Un

-this

is

English

:

Adjective

Clean

Kind

Able

rn

cxtremely common

negntive

prefix

for

adjeclives

in

Ncgntivc

Adjective

unclcan unkind unablc

Dis

-this

negative

prefix

is not quitc so common as un. The

prelix

dis is used most often

with

nouns and verbs

Noun

Advantage

(N)

Belief

Agree

Negative Noun

disadvantage

disbclief

:

In

-

(im,

ir,

it)

I'his

negative

prelix pl'Latin origin is

usetl

in

a

grent

many English word that are them$clvcs

tiom

Latin or French, Adjective

Active

Im-Mnture

il-Legal

ln

uctivc

lnrmuture

illegal

Nouns Balance Etc.

intralancc

15-3

Prefix

and

Sulfix

In formulating

and

li'rrning

may somctimes add simultaneously

prctix

and

*uf,r

os disagreement, and

it

is

difficult for

thc

studcnts

to know

the kirrd

of

prcfix

,ult.

zuflix

which are addeij ro the base

form. Ijor

instunce in

formulating.'l'hey

do not

t;cu'

the

negative

noun

of

lhis word :

agree bccomcs disagree.

It

may bc

lhul

the

rrlents

for the negative noun by adding not sgrccmcnt.

It

is necessary

to

idcrrtify lhe

32

tr

b

Teach

Vocnbulrr;-Tbc in

the past, vocabulary taught

mostly

by translation. The

trtnslation

of

mial

containing

new

words

or

glossaries.

At

the

end,

and

to

nssume that

rross

the

meaning

was the whole

of

teaching

of

vocabulary.

Actunlly,

-rross the

meaning

is

only

a small

part

of

vocabulary teaching.

Nu

usc the

d.

ftc

fomr

of

the

word

nrust be taught and making a new

word

easily nvailnble

*

rcquire

a

great

dell

of

practice

for

fluency

in

speaking

uttl

quick

trurding

in

listening.

'lhe

emphasis

thercforc, should

be on

learrring

to

use

d

rather than merely grnsping the meanirrg.

As

a rcsult, there are studertts who

h

hundreds

of

English words but not conduct a simple conversation

in

llnglish.

The

process

of

tcaching and leaming

tlrcory is

considerable

for

tenchcr

in

kmirring

the

teaching pnrccss'and techniquc. 'l'echnique

is a

method

of

nrtistic, n.'l*Essron

in

music

_ancl puirrtirrg

(Oxford

Dictionary).

ln

this

part,

it

rvilt

be

reen

1ltbulnr

way is

taught.

:

&Ll

Teaching

of

Vocnbulary

through

Reading

'feaching

vocabulnr.v

through reacling

is

regarded some

_aclvantttges

priculnrly

when a

word

is prrt in context or senlencc.

lt

has showed one

of

its wttys,

furx

it

rhould

be

put

in

a

ccrtnin

environment.

lt

is

not

only

conveying

thc

lexical

u-aning

but

also

of

its

granlntBtical

function.

l'his

also helps learner gue$$

whnl

a

onot

entirely

to

dctermine

the lexical

meaning

and

to

put

into

their

vmbulary,

Lado (

1957:l4l).

Rcading

is

the bbst source

of

vocabulary l<lr expression. Reading rclection

d

rhe vocabulary contained

in

them

is

learned

in

the process. 'l'lren the

b

rEad through, and the new words are reinforced in the proper conlcxt.

o

lrtmsive

Reading

htensive

reading

is

t

kind

of

reading used

for

understanding antl ntattcr

of

crfrssion.

This is also called oral reading. In intensive reading, vocabulary and

twure

are explained, pronunciation

and

intonation are

stressed

and

cach

mcept

is clarified by n leacher

Intensive reading in involved approaching the text under the close guidnnce

o(

th

teacher,

which

f<rrces the'student

to

psy great attention the

text,

'l'he aim

of

intensive readjng

in

to

artive at

a

found and detailed understanding

ol'the

:rl,

not only a-s what is means but also

of

how the meaning is proccdurc.

r

Ertensive reading

We need on extensive rcading that

will

actively

promote reading our class.

In

extensivg reading dives the students

opfartunity

to

progress

of

thcir or

rate

wrth the

same

class

rll

work and

readcrs

ol'

different level

dilfictrlty

and

34

lal

Teaching

of Vocnbulary

by

Transletion

Translation

is

the

rcplacement

of

rextual

mtterial

in

one langungo (source mgruugc) by equivalent textuul material and nnothcr language (target languagc).

Translation is a mcthod that we necd to understand zurd to

know

larowlctlgc. l

ff

*e

utter and listen langulge without knowing the

meaning,

so

it

is

uscless. *rudcrsranding

one

of

langulge

means

knowing

the

meaning

of

language, l,ado

"S-:l

l9).

In translating the scntence, the students

of

ten

find

the

difficultics

ttrot rnake

Mr

confusing, such as structrtre, vocabulary and diction.

If

they

are

poor

ilr

vocabulary. 'fhere'hrre,

it

is difficult

to

trannlrtc

the

s[enccs.

The students shortltl have the

dictionary

bccause

it

they do not know

the

mring

of the words, they cnn

tjnd

it

in dicrionary

l,^5.3

Teaching

of

Vocnbulary by

Listlng

Vocabulary

control is

one

of

the

tcaching

principles,

which

nre

krgically

:eceivetl by the second language teacher. The differcnces is this vocabulury control is

rrformed

and what basic consideration is applied,

llornby

(1987

:641).

mdilr

n@wililr LHmm rn

Tcrcbing

of

Vocnbulrry

by Visual Aids

3e

)anguage teachcr should usc somc visual aids

to

increase lhe tcaclring

nnr

::e

classroom so thnt lhe studcnts

rre

cosy to understand iV thcre urc nlnny

-"sual aids.

Pictures

Ficture

of

many

kirrtl

have been successfully used

to

show

the

mcnning, o1'

un,rrds and

utterances.'l'lrey are particulnrly

cffcctive

to

use

the

meoning.

A

sl

nulus

in practice exercise.

A

picture can be uscd to illustrate the meonings ol'

:e

r.r'ords

listed and

lntcr to

practice

thcir rccall by

covering

thc wonls

rmcl

rrnembering

them

with

thc picture as thc

only

stirnulus.

j

Picture provides

a

grcat deal

with

information

at

the

balance

{mal

to

:.lrrstrate

the

meaning

o[

particular

cxpression.

ln

teaching vocubulnry,

the :e;rcher can use the picturc

for

instance.

- circle

-

adot

a

sqwfe

a triangle

a straight line

a zigzag line

a wavy line

-

a moon

Picture

is

one medirt can improve the mastery

of

vocabulary antl

al*o

ntore

efl'ective and

efficient.

As a fact,

sometimes reacher get

trouble

in

explairring

thc

meaning

of

the words.

Students

do

not

understand

if

the

teacher

just

36

c-

clephant,

ect.

Therelbre,

the

teachcr

hnvc

to

use

picture,

this

mnkes the

r,n{

simple.

L

Bhckboard

The

blackboard hos bcen

rightly

tcrnred

the most

important

airls.

lt

is

$rtc-nt

equipmcnt

in cvcry

classroom.

'l}e

blacktroard should be ernsctl be lbre

hcjinning

the any

ncw

lcsson

or

new _Jxrinr

in

the lesson. The exccllent usc

of

&c

blackboard can be rtr$de

for

memorization

of

n text. The materiul irr

wllten

m

the board and the tcocher can

explain

through the blackboard. I'he teacher

:.

sryr correct their own fronr the sample on thc blackboard.

3.

Flash

Card

'fhe

_items

of

_the

worrl

_{can be put on thc llush card}

forinstance

_{tlre rramc}

ol'

thc month be

put

in

thc

llnsh card. The tcachc'r suppties the card

to

present the lettcrs out

of

sequencc.

ll5

Teaching

of

Vocnbulrry

by

Contertunl

Meaning

Contextual mezuiing is a meaning. rvhich contains

in

a certain contcxt. Most

0t

6c

students have

difficultics

in

placing

the

vocabulary

in

context.

'l'hey

cunnot ffi,singuish the word in relevnnt context. Therefore, there is miss

informalion

betwr:en

hryk

: Tbe word "Be&r"

I can't bear

it

(means carry)

I

see the

bear

(means narne

of

a lnrgc

wild

animal)

The word

"woter"

Take me a glass

of

water

(N)

Susy waters thc

llowers

(V)

The word

"water" in

the

first

context a.s

(N) while

the words o'wnter"

in

the

-@d

context es

(V).

!,AI

Teaching,of Vocahulary by

Cultursl

Mcnning

Cultural meaning is tlrc meaning that rct'ers to a special significant, which is

{iil'rd

in the custom on culture of certain people. As wc. know that the cullure can nlso nffirucnce

their

vocabulary

in

cultural

meaning.

tor

"*umple

in

Madurn. thc. people

lhk

thnt green is blue becausc they always sce the forest green than bltre

ol'the

sea.

emdrer

example

in

Francc

drink

meal may trc

served

in

the

special occnsiort.

It

irlpns ".l

health's 5 perfect" hused on our cultural.

38

So

by

cultural

mcruring

the

student

get more information

atxlut

it.

l;ries

rrylrm

for

the effectivc lcuching, material tends to transfer the

form

und rneuning

-

!frrir

native language arrrl the culture bnckgrouncl.

It

is important

for

the stutlents

i-r-l^Y

Tceching of Vocabulery

through

Play

Roles play as high nppeal

for

students because

it

allows them

to

be crentive

d

m prt

themselves

in

_;rcople's

place

for while. The

English

teachcr

cnn

tcnch

drlary

to

play,

it

can huvc a series socinl

in

a particular roles are chosur

to

ptny

h

the

step

which

adapt

from

Shaftel and Shaptel

(1967) include introrlucing

a

ruFs

simulating

student

clcarly

identify

problem,

and

stopping

the story

al

the

"i{mqr.

the

student

to play tlrc

roles

exampte

in

nrarket (menus

are givcrr

to

hvo rdrcr by the u,aiter).

Are you ready to

onlcr'l

Yes,

I

will

have the

.

.

And you?

(look

at the sccond customcr)

I

will

have the

...

:

At

produce store :

A

clerk is sitting out ol'gusva and a customer appronches

lroor

h'hind. fiventually thc

student

can

simply bc

given an

oral

description

of

a

l'ou

are

in

the rc'stattrrrnt and thc waiter to

tale

your order.

You look nl

the

@n

rnd tell

the

waitress

what you want.

You

arc

in

product store,

you

cnn

lincl

:

ilh

lou

r*arrt to order, you urc asking, as the

clerk

will

hclp it.

The most bcnelicinl

lh

@d role-play the teachcr plays a _{key role. For cxample : the teacher}

is

_u

waitcr

_in

lb r*a

or

the

clerk

of

product store.

At

the product store,

the

studcnt has been

rytm

Cav

money and has a

prior

experience counting

it.

Susy (customer

I)

stand in

-

o,f ruava).

'Mcr

Playing

the role ol"a clerk guava) For you susy (she holds up n bosktrt

of

them)

Aaa....

Guava

Guava... ? Do you want guava

(Nod her head)

(Offering the busket to her) Do you want to buy guava? Yes, of course, h<lw much the cost?

Three dollars

What about

two

cftlllar?

Oh... I'm

sorry

it

must be three dollani

Give

three

dollan

(susy

takes

somc

play

money

from her

p<xket

but looked puzzled)

Thank you.

Here there are vocttbulary

words

in

a

mnrket

I

example

(fruit,

crt$tomcr,

m,gi- cash. etc).

tqt

illl|x.'lFf

Sry

Tider

h

Tihder

Slr""

lfftler

$16l

40

Df,tr fding

of Vocabulnry

with

Audiovisunl

ni<lq

'* .u-'norrs audio

visunl

such as

the

latxlrntory,

phonogaph

and t.vpe reconler

,nflUuo

rufls

mtcrntion to thb vcrh

principle

of

laboratory use and lngram

llnds

the side

rd,tM

rrmrelory

Hornby, ( I t)l{ 7:491 _).

'fr, frrrrg€

hborator-v

&nrcr..1

a

language

lnhrratory

is

a

languuge ctassroom

in

which

stuclents

mmil@r

::rm

each other by sorrndproof

walts.'l'hcsc

wnlls prevent the souttd tnatlc

lly

nw

rmn ::urn reaching his/ hcr neighbors.

ln

this way, lunguage laboratory helps us to

flmu

trl,,1r€.

All

the

other; nrcmber

of

the

class pnrctices

:an

item one by

one,

the

mrDETr. ca:r be busy practicirrg him/ hersetf.

llr

laboratory is practicirrg the aural

skills.

T'hc

skills

are more espccinlly npply ruu

Eilrli:t'rg

language

materinl

in

the

fields

r:f

pronunciation

and

grnmtnnr

sny

rc,l

s and methods use {irr practicing the

oral

skill in

this

field in

thc clitssrooms

ur

rpl,ropriate and can be atlnpted

to

the language laboratory. The proccdures, such

um usenrng, distinguishing.

urpying

sound and ear training.

E

Thc gramophone

Gnmophone offers such B range

of first

class that most teachers usc

it

at stxne ncgB ar the course.

In

the enrly stages

of

learning B new language.

It is

very

helpful

rqmnorce the teacher personnl

effort with

a

short scssion

of

listening

to

and careful

ulnr*rion.

If

you

use

a

grnmophone

for

teaching

purposes,

as

apprnisc

to

an

msional

session

for

a cultural

or

interest reasons.

givc

a

change

to

hnvc,

its

full

tm

fh:

upe

necorder

lmc lape rccordcr is potcntinlly the most uscful tcnching aid availablc

kltlay. 'lhe

ilmmfi

rrl'llous

ot'the

tape;rccurder

in

the classroom

to

give

pupils

salutury

lcssrn

of

filmuummg

:ircir

own voices.

[]y

_{somc arrangement you can achieve a smallest teaching}

,um-

ildtrsanding progress

ctrn be

made

in

thc elimination

of

personnl

foulx

in

illrxmrllrltu :alion, intonation antl rhythm.

T*:

Tcchnique

to Teach

Vocnbulnry

ln the past, vocabullrry taught by translntion. t'hc translation

of

the matcrials uumnilinrng new words

or

glorsnries at the end, rurd

lo

ilssume that putting acnrss.

'[he

@lmg

was

the whole

of

tenching

of

vocnbulary.

Actually, putting

o

<,:ross thc

rcllrrrg

is

only

a smal!

parl ol'vocabulary

rcaching, ro use a

word, the lbrrn

ol'the

mnrl

\fust

be

taught

:

ancl nraking

the

nerv

word easily

available makes rccluirc a

4rr:cr:uai

of practice

for

l'lucncy

in

speaking and quick understanding

in

listcrring the !frrnf,,L\rs therefore.

Should

be

on

learning

to

use

the

words rather

than mcrely

<tn

ilrffr.r8

the meaning.

As a

result there are student

why

know

hundretl

ol'English

ilrrms

tut

not conduct a sirnplc conversation in

linglish.

lhere

art

three

mattcrs that

a

teachcr

must

remember

when

he

is

tcaching

^":r:nuiitl.

They

are

:

.fir.rt,

he/ she must choosc items useful

to

his/

hcr

studcnls.

t.r':i-rt

hei

she must present and explain those

items

we:ll.

\'hird,

he nrust prnctice

ursr

itcms

until

they

bccontc automatically attachcd

to

the experience.

which

thcy

42

fin

rt!,lguage

in

furm,

mcuning

and'distribution word ol'normal difficulty

which

furc

a

lorrr

does

not

resemhlc

that

of

the

first

lnnguage and

the

specinl problcms,

ffi

rc

particularly

difficult

to master.

Brs€d on the explanation above,

it

can bc soid that the teacher should lravc the

! "

qtr

in

order

to

enablc

the

students

to

mostor

the total

amount

of

vocabulary

mrcucrl

in learning vocabultrry

r

Hcrring

the

words

lg

the student hear the worul

in

isolarion and

in

B sentence.

If

the sound

ol'the

num

hu-s

been mastcrcd,

tlrc

students

will

hcur

it

correctly

with two

or

tluee

:

@tion.

If

new

sounds

of

new sequences

of

sound ure

involved, morc

expo$ures

milt

bc nccessary. Slow pronunciation without distortion

will

help. Breaking rhe word

im

xl

pa.\t and

building

up to rhc whole word

will

ulso help.

\

Pronouncing

the wor<l

L,et

the

students pronounce

the word cvcn

if

their aim

is

only

reuding or

rlwring.

Pronouncing the words helps them rcnrcmbcr

it

longer and

iderrtily

it

nrore

mdill'

when

they

hcar

ot stc it.

Seek pronunciotion occuracy

in indivitlunl's

ilcms

tren

in

unticipttion

pronuncintion

drills.

a

Grasping

the

melning

Thc

are

may

ways

to

put

across

the

menning

ol'a

new

word

to

u

class and

mheni

soon realize

how

ollcn

a class

will

grs$p

the

meaning

of

new

rvortls whcn

d" Sdf

-

defining context

Thc context makes the situation clear, and

this

turn

illuminatcs the

mcnning

oI

lue ner*' word.

1rrrrplc

:

:rce )

the class is at 07.00.

sr"l )

the class is at 07.00.

l:

timc

)

the class is at 07.00.

a

Definition

Delinition

in the target lnnguage may bc used

eflectively

if

they are exprcssed in

:,Ern thnt are better known or nlore easily gucssed than thc word that is detinetl.

Alex

comes at 07.1

5.

He is late

Smith comes at 06,45. Fle is early Gladish comcs ut 07.00. She is on time.

$crve a soup, etc.

hamplc:

-adle

:

A

large spoon

with

long handle, used tt'r

f.

Opposite

Wlren one numtrer

of

a

plir

of'oppositc

is

re made clear throu.gh it.

Examplc:

J he man is clever. (opposite

ol

stupid)

known, the meaning

of

thc

other can

g.

Synonym

A

synonym

may

be usetl

to

approximatc

thc mmning.

tf

the

synonym is b,ctter

knorv tlran the word being taught.

,44

:

l, lbrrts

Fictgrcs

of

many

kinds

have been successfully used

to

show

the

mcrtning

of

wd

ffrd

utterances.'fhey urc particularly effective to cue the meaning.

A

stirnulrrs in

tmrilrc

exercise.

A

picture can be used

to illustratc

the meaning

of

the

wortls

listed

m

her

to

practice

their recnll by

covering the words and remembering thcrn

with

tu

r'tcture as the

only

stimulus.

L

Drrmrtization

Many

actions can be actcd

or

demonstrated.

('hildren

enjoy

dramatization nnd

a

lcarn to them. They play g&mes in

which

they sing and merely suggest the action

mtioned

in the song.

i

Retir

Relia

is the

real object

or

models used

by

teacher,

in

showing

the

meaning

tbr

n*hing

purpose,

for

instarrce,

using money,

paper

and plastic,

toy

models in

rehing.

L

Scrics, scale and system

Thc

easiest

way

to

learn

of

such words ns the day

of

week.

The

month

ol'the

]ear, sel$on

of

the year.

ordirrtl

number, etc.

L

Rearling the

word

Thc students have

known

the meaning

of

thc word and they have hcnrd

it.

'l'hey

l'

ll}

riring

_the

rvord

l:

*ill

allow

the students to

write.

l'he

new

word while

the

auditorv

mcmory is

fin:rn (

opying the

word

will

rkr

but

the class should have always. Pronourrcetl the nmrd bclore copying it.

r

Slifl

rnd

attention

.\t

the

stage

the

teacher provides

a

context

bv

description

or

throrrgh rencling

nmrnih

elicit

the use

of

thelwortl. The tencher should be encouraged to take on attilude

ur.r. point of view, which tlrcv tlefend or attack.

n'

IllustrativeSentences

It

is

better

to give

sevcrnl examples

that illustrate the

ftrnge

and varintion

of

lr$&ge.'l'his is particularly

usclhl

in learning words speaking and

writing.

fu.amplc :

l::nk

hra

think clearly

ljnk

bcfore you speak

.

tink

so

)id

you think he was here '?

. can't think

of

his name

p.

Precticing

from

meanlng to expression

Having put across the mcaning of the ncw word. One is ready to lead thc class in

46

Atl,,l

fxpandingvocabulnry

6g language teaching.

it

is

important

to

cxpnnd the vocabulary

of llte

studcnts,

!}

c,Gr

supplies adclitionnl word and a themc or context. Lado (1964

:

12()).

ru Frnnsion

for and through rcnding

Rgding is the

best sourcc

ol'vocabulary

lbr

cxpansion. Reading selcctiotr is

r-tr

md

the

vocabulary contained

in

thenr

is

lcnrned

in

the

proces$.

'lhen

the

roirsion

is reacl through, ancl rhc new words arc reinforcing in the proper conlext.

h

E-xponsion through pattcm

ol'form.

Vpcabulary

is

increase<l

lrv

giving

examples

of

a derivation pattent antl asking

fu

*urJcnts to build derivbd wrtrcl by analogl'.

Er.acrplc:

Noun

Adjcctivc

l'earlirl

hopcful

cheerlul

doubtful

Ijear

i

Hope Cheer

Doubt

r

Expnnsion through familics

of

words

Thc

students can

be'askcd

to build

several

dcrived words

from

bnsic

one

by

rnlogy.

Lramplc: H