CHAPTER II
REVIEW OF LITERATURE
2.1 Behaviorism
Ellis (1997:31) stated that during 1950s and 1950s behaviorist learning theory was dominant in psychological theory of language acquisition. This theory
says; “language learning is like any other kind of learning that involves habitual action. Habits are formed when learners respond to stimuli in the environment and
subsequently have their responses reinforced so that they are remembered.” It was believed that all behaviors, including the kind of complex behavior found in language acquisition, could be explained in terms of habits.
All people should be able to do something if they have habits to do it. One example: we know that all speakers are able to speak in front of many people
because they have habits to do that without nervous. One more specific example: we know that Raffi Ahmad is a professional host in program ‘Dahsyat’ on RCTI.
He is able to make the listener happy, he is able to make joke, able to make the program show good and comfortable without feeling nervous. It is because he has behaviorism to do that.
The writer uses behaviorism as a review literature in his observation. The result of all questions answered by the teenagers will be compared in the 3 categories. They are:
From this category, we can know that they do not have habits/behaviors in
playing online game ‘Pointblank’.
b. The teenagers who seldom play online games Pointblank.
They play online games ‘Pointblank’ around 6-10 hours/week. Definitely they have behavior, although it is not often.
c. The teenagers who often play online games ‘Pointblank’.
They play online games 11-20 hours/week.
Definitely they have big behavior in playing online games ‘Pointblank’.
2.2 Learning
Ausubel in Brown (2000:83) contended that Learning takes place in the
human organism through a meaningful process of relating new events or items to already existing cognitive concepts or propositions-hanging new items on existing cognitive pegs. it means, through learning online games, teens now must also have
a process to understand and know about the game online because the online game is also a new thing, for those who play it. From there they have to learn that they
are able to understand the online game as well. By learning it well, they certainly also should understand the words that exist in the online games that they can play well. If the words are not his native language, they must also be finding out the
For an example, from this picture there are 4 English words, they are ID (identify), password, save, and login. To login this game they should have known
what the meanings are. They must learn, it can be from other people, or maybe by dictionary.
2.3 Audio-Lingual Method
Krashen (1995:129-130) says “Audio-lingual; the lesson typically begins with dialogue, which contains the structures vocabulary of the lesson. The student
is expected to mimic the dialogue and eventually memorize it.” This method focuses on remembering and uttering the words that listened by the teenagers
from the online games Pointblank. The writer sure that the teenagers can remember the words listened from the online games Pointblank.
Pointblank is a battle game that has sound. By the sound, player can
play, they always hear the sounds. Thus, the words heard are not available in the
text of the online games Pointblank. That is the reason using Audio-Lingual Method in this observation. But the writer would not compare receiving words
from sounds and text.
2.4 Vocabulary
According to Wikipedia, Vocabulary is the set of words within a language that are familiar to that person. A vocabulary usually develops with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. Here
types of vocabulary according Wikipedia:
2.4.1 Reading vocabulary
A literate person's reading vocabulary is all the words he or she can recognize
when reading. This is generally the largest type of vocabulary simply because a reader tends to be exposed to more words by reading than by listening. In many
cases, notably Chinese characters, as in Chinese and Japanese kanji, where the pronunciation may be in obscurity for little indication judg ing from the written word, some words may be part of the written vocabulary but not the commonly
spoken language.
2.4.2 Listening vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to speech. People may still understand words they were not exposed to before using cues such as tone, gestures, the topic of discussion and the social
2.4.3 Speaking vocabulary
A person's speaking vocabulary is all the words he or she uses in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of
speech, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures.
2.4.4 Writing vocabulary
Words are used in various forms of writing from formal essays to Twitter feeds. Many written words do not commonly appear in speech. Writers generally use a
limited set of words when communicating: for example
a) If there are a number of synonyms, a writer will have his own preference as to which of them to use.
b) He is unlikely to use technical vocabulary relating to a subject in which he has no knowledge or interest.
2.5 Vocabulary Growth
During its infancy, a child instinctively builds a vocabulary. Infants imitate words that they hear and then associate those words with objects and actions. This
is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on his/her ability to self-express without relying on gestures
In the EFL setting, the teenage learner, highly social yet easily distracted,
must acquire a large volume of vocabulary in very little time and with little opportunity to practice. Lessons that provide enough exposure, practice, and
recycling of vocabulary are hard to create, and time is never adequate. According
to
1. Explicit presentation
there are some ways to increase the teens’ vocabulary, they are:
The first step in learning a new word is understanding what it means.
Though an occasional quick translation into students’ first language is convenient and harmless, using translation as the principal method of teaching vocabulary can
lead to students’ paying more attention to the translation than to the actual English word being learned! A captioned picture-dictionary style illustration, on the other hand, can clearly show the meaning of a word. Captioned illustrations remain on
the page of the student’s book for later study, reference, and review. When accompanied by audio, captioned vocabulary illustrations afford students a chance
to read, listen to, and remember new words.
2. Repetition
After students have seen each new word and heard it pronounced, an
3. Immediate practice
We cannot expect students to master vocabulary without repeated intensive use and recycling. In the following exercises, vocabulary is practiced
and used, first in a controlled contextualized exercise based on meaningful visual cues. Then a second exercise permits students to personalize the vocabulary, giving it additional memorability.
4. Integration and recycling
New vocabulary should not just be limited to vocabulary exercises.
Grammar exercises, listening activities, and reading texts can provide convenient opportunities to increase the exposure and practice of vocabulary.
5. Social application
Because teens are very social, model conversations that show real social language in interactions teens might really have in their own lives ensure
memorability of new vocabulary like nothing else.
6. Personalization
It’s important not to stop with mere practice of model conversations from
a book. Guided conversation practice offers learners an essential opportunity to use the new words in their own conversations, bridging the gap between
