1. Definition of Vocabulary
Vocabulary is the one of an important language component. The
knowledge of vocabulary is an important at all levels in reading, speaking,
listening and writing. It is very important for students to master the
vocabulary but in the fact they do not have a lot of vocabulary.Napa
(1991: 67) vocabulary is the basic element of language, and has an
important role in English learning. It is not less important that grammar.
Every language has its vocabulary because no languages exist without
words. Words are symbol for ideas and vocabulary is contains of the
words.
Vocabulary is a list or set of words for particular language or a list or
set of word that individual speakers of language might use. It is the focus
of language words that sounds and meaning interlock that is used to
communicate with one another, and it is a word to make sentences,
conversation, and discussion (Hatch and brown,1995). It is also one of
material which is studied in learning English language by students in
school. They often read, speak, listen, and write in English so they have to
master vocabulary enough.
From the definition above, the writer concludes that vocabulary is set
language. Because without knowledge of the word and know the meaning
the people cannot communicate or express their idea in either oral or
written form.
2. The aspects of vocabulary
In learning vocabulary, there some aspects consist of meaning,
spelling, pronunciation, word classes, and word use (Mardianawati,
2012:11)
a. Meaning
In learning different language, the students should know the
meaning of the words. Knowing the meaning of the word it make
easy to using English either oral or written.
b. Spelling
In learning vocabulary, spelling is very important because it
can help in reading activity and as the connector of sounds and
letters. In learning vocabulary the students still confused spell the
word because some words that have different from what is written.
Taken example the letter (I) is not always pronounced /I/. So, the
teacher should guide students to pronounce and spell English word
correctly.
c. Pronunciation
Pronunciation is the way in which a language or a particular
d. Word classes
Word classes are categories of word such as nouns, verbs,
adjectives, adverbs. Word classes are an important feature in
semantic feature analysis.
e. Word use
Word use is how a word, phrase, or concept is used in a
language. Word use may also involve grammar and thus be the
subject of profound analysis (Mardianawati, 2012:11).
B. About Textbook
The students in learning activities using textbooks to understand the
material that been learning in school. Textbooks are currently the main
materials used in the English curriculum in public school. The writer find the
textbook from Junior High School that use curriculum 2013. The writer uses
“Englishin Focus” to Junior High School.
1. Definitions of Textbook
Textbook is a particular subject that is used in the study of that
subject especially in a school. The term of course book and textbook
are often used interchangeably in English is Foreign Language (EFL)
context. The teachers specifically use the term textbook to refer to an
instructional material of English as a subject matter taught at schools
and which is designed for specific groups of learns in a defined
Textbooks are used indifferent ways in language programs. For
example, a reading textbook might be the basis for a course on reading
skills practice. A writing textbook might provide model compositions
and a list of topics for students to write about. A grammar textbook
might serve as a reference book and provide examples as well as
exercises to develop grammatical knowledge. A speaking textbook
might provide passage for students to read and discuss. A listening
textbook together with audiocassettes or CDs might serve as the
primary listening input in a listening course (Richards, 2001).
Textbooks as prepackaged, published books used by the students
and teacher as the primary basis for a language course, ranging from
those that are broadly focused on developing all language skills to
those that focus on a specific skill such as writing or specific area such
as hotel management (Nunan, 2003). They may also include audio
cassettes or CDs, videos, workbooks, CD-ROMs, test packages,
internet materials, and occasionally teachers’ guides. Richards (2001)
states that commercial textbooks together with ancillaries such as
workbooks, cassettes, and teachers’ guide are perhaps the commonest
form of teaching materials in language teaching.
Textbooks as the learning tools shared by the teachers and students
which can be used in systematic and flexible ways, providing a plan
for learning, a visible outline of what is to be learnt in a classroom,
systematically and flexibly, it is critical to understand how they are
put together and how they can be adapted to meet the needs of
particular learners (Acklam 1994 in Nunan,2003).
The target of English learning in Junior High School (SMP/MTS)
is that learners are able to achieve functional level, in which they
communicate both oral and written to solve daily life problems.
C. The Role of Textbooks
There are two positions on the role textbooks in the language
classroom. It is supported by Allwright (1981) in Richards and Renandya
(2002), the first role is the deficiency view which sees the role of the
textbooks or published materials as being to compensate for teachers’
deficiencies and ensure that all the syllabus is covered using well thought
out exercises. On the other hand, the different view sees materials as
carriers of decisions best made by someone other than teacher because of
differences in expertise. Hutchinson and Torres (1994) in
RichardsandRenandya (2002) see the role of the textbook as a possible
agent of change. This can be achieved when a number of conditions met.
First, textbooks need to become a vehicle for teacher and learners’
training. In other words, beside an explicit and detailed teacher’s guide,
the students’ book should also include appropriate learning-how-to-learn
suggestions. Second, the textbook must provide support and help with
and procedures. Third, the textbook will become an agent of change will
look like and clear practical guidance on how to implement it in the
classroom. Fourth, if adopted by a school, a textbook can result in
collegial support and shared responsibility for and commitment to the
change.
D. Textbook Design
Learning material is a key component in most language programs.
In selecting the learning material, teachers must consider the approach
and the curriculum used. The learning material is the basic input for
students in classroom (Richards and Renandya, 2002). Learning material
for learners can be found in many forms, such as printed or non-printed
materials and authentic materials, and which are materials that are not
designed for instructional use, such as magazine, newspaper, and TV
materials. In this case, textbook is one of the most currently used by EFL
teachers in Indonesia.
Before developing a textbook, an author must have comprehensive
knowledge on the process of schooling, the nature of the curriculum, the
psychology of learners, the subject matter, and the grading and
sequencing of the books in the field. Besides, he must be able to write and
express ideas clearly for students at the suitable grade level. Finally,
whether or not the book will be a sophisticated one (Albatch and Kelly,
1998).
In developing textbooks materials, authors should ask themselves
“how do we think people learn language” (Hall in Tomlinson and
Masuhara,2004). This question will help them in articulating the main
theories of language learning, profile of target learners, and list of
objective and aims of learning.
E. Verb
1. Definition of Verb
In this part, the writer discusses the definition of English Verb and
type of verb. Vocabulary includes nouns, verbs, adjective and
adverbs.A verb is the part of speech (or word class) that describes an
action or occurrence or indicates a state of being. A verb is a word or
phrase in dictating an action of the subject (Hornsby, 1990)
2. Type of Verb
Verbs can be divided according to the job they do in a sentence.
There are kinds of verb such as finite and non finite verb, auxiliary
verbs, action verb and non action verb, transitive verb and intransitive
verb, regular and irregular verb, and compound verb. According to
(Marcella Frank, 1972) there are some types of verbs, as follows:
A finite verb is a verb which correlates with the subject in the
sentence which serves as a predicate of the sentence. Finite
verb makes an assertion or expresses a state of being and can
stand by itself as the main verb of a sentence. For examples:
1. I read a book. 2. She writes a letter.
3. They went to Jakarta yesterday. 4. He wrote a letter.
5. She wants ice cream. 6. He is a student.
2. Non-Finite verb
A verb is not changes appropriate with the subject and tenses
which serves as a predicate in a sentence. Non finite verb also
called incomplete verb. For examples:
1. He loves camping in the woods.
2. I need to go to sleep.
3. The sleeping dog caused a delay. 4. He likes talking to the teacher.
b. Action Verb
An action verb is a verb expresses the action.
For examples:
2. Hooray, I get a hundred dollar from my father. 3. The tree will grow well if you water it everyday. 4. The athlete is jumping on the trampoline.
c. Non-action verb
Non-action verb is a verb used to describe states, senses, desires,
possession, emotions and opinion.
1. Verbs of Though
Verb of thought is a verb that used to explain opinion or
thing. For examples appreciate, recognize, agree, believe,
expect, remember, know, forget, see, suppose, and
understand. For examples:
a. I know about this topic. b. He agrees with me. c. I believe in you.
d. She forgets my birthday. e. I see what you mean.
f. We understand your concern. g. I recognize the need to learn English. h. We expect that our teacher will not come. i. I appreciate all you have done for me. 2. Verbs of Possession
Verb of possession is a verb used to clarify ownership. For
a. I have a dream. b. She owns a car. c. I owe him ten dollars. d. You possess a pencil. 3. Verb of Sense
A verb used express about sense. For examples feel, notice,
taste, and smell.Examples:
a. I feel better now.
b. I notice that your son is very kind. c. This fried rice tastes a delicious. d. We smell with our noses. 4. Verbs of emotion
A verb used to express feelings, for examples admire, fear,
like, prefer, need, want, and wish. For examples:
a. I really fear to go there. b. I admire for her performance. c. I like your new bag.
d. I prefer mango to banana. e. He needs your advice.
d. Transitive and Intransitive Verb
A Transitive verb is an action verb that has an object to receive that action.
1. He watches the film 2. The man cuts the tree 3. I moved the chair
4. She rode the bicycle
An Intransitive verbis an action verb but unlike transitive verb, it does not have an object receiving the action. For examples:
1. I laughed.
2. The baby cries.
3. My mother is sleeping. 4. The water boils.
5. The sun shines.
e. Regular and Irregular verb
Regular verb is a verb only needed suffix “Ed” while change in
the simple past (verb 2) or past participle (verb 3). For examples:
wait, waited, waited
work, worked, worked
learn, learned, learned
1. She attended the party at 7 pm with Lucasyesterday. 2. The tower has been burned by the thief.
3. I deliveredthose letters to Budi’s house 2 days ago.
Irregular verb is a verb not only needed suffix “Ed” while change in the simple past (verb 2) or past participle (verb 3). For
examples:
1. I ate fried rice and drank a glass of fresh tea for my breakfast yesterday.
2. She has given her new bag to her little sister. 3. I forgot to go to the party last night.
4. I have fed my fish 5 minutes ago.
