CHAPTER II
THEORITICAL REVIEW
A. Vocabulary
1. The Definition of Vocabulary
Before we start discussing about vocabulary improvement, we should know what is vocabulary itself. There are some definitions of vocabulary by several experts. According to Hornby (2006 : 1645) vocabulary is all the words that a person knows or uses and it is all the words in a particular language.
Based on Kamil and Hiebert (2005: 3) vocabulary is a set of oral and print words which are mastered by someone which are used in the productive and receptive skills.
According to Hatch and Brown (1995:1) vocabulary is a list of words of a particular language or a list or set of word that individual speakers of language might use.
While Hornby (2005:1707) defines vocabulary into four definitions. First, vocabulary is all the words that a person knows or uses. Second, vocabulary is all the words in a particular language. Third, vocabulary is the words that people use when they are talking about a particular subject. Fourth, vocabulary is a list of words with their meanings, especially in a book for learning a foreign language.
The vocabulary of language always changes and grows. As life become more complex, people devise or borrow new words to describe something, activities and others.
From that definition, we can conlcude that vocabulary is collection of words that we use in communication.
2. The Importance of Vocabulary
Vocabulary is basic aspects in learning English that must be mastered by learners. Mastering vocabulary, it will help them to communicate oraly or in written as well.
According to Rivers (as cited Nunan) (1991 : 117) vocabulary is essential for successfull second language use because, without an extensive vocabulary, learners will unable to use the structures and function we may have learned for comprehensible communication.
From the definition we can conclude that vocabulary is important elements in using English, that must be mastered by learners.
Students can express their ideas well, when they have a good skill to mastery vocabulary.
3. Kinds of Vocabulary
There are five kinds of vocabulary (Hatch and Brown, 1995: 181-243) : a. Word Class
It is known well as part of speech such as noun, verb, adverb, adjective, conjunction, pronoun and preposition.
b. Word Families
Example:
play-plays-played = inflected play-replay-playful = derivatives
c. Word Formation
Word formation can denote either a state or process, and it can be viewed either diacrhonically or synchronically.
Example: 1. Compunding
Two or more words joined together to form a new word. Examples:
Home + work = homework (N) Pick + pocket = pickpocket (N) Low + paid = low-paid (Adj)
2. Blending
Only parts of the words are combined. Examples:
Motor + hotel Motel Breakfast + lunch Brunch Smoke + fog smog
Teleprinter + exchange telex
3. Clipping
Shortening a word by deleting one or more syllables. Examples:
Gasoline - gas
Advertisement - adpping
d. Collocation
A collocation is two or more words that often go together. Example: this week, one more, once again, as well.
e. Hononyms
It has same form but has different meaning. Example: - left (kiri) - left (berangkat)
- well (baik) - well (sumur) 4. Aspects of Vocabulary
There are some aspecst of vocabulary that must be taught to teach vocabulary. According to Lado (1972: 1) as cited in Mardianawati (2012: 11), there are several aspects that students should need to know and learn, they are: meaning, spealling, pronounciation, word classes, and word use.
1) Meaning
Teacher should try to get the meaning of the content without using translation. When delivering the meaning to the students, teacher should teach their students that one word may have more than one meaning when they used in different context. In order to discover meaning, the teacher can use ways such as guided discovery, contextual guesswork and using dictionaries.
Contextual guesswork means making of the context in which the word appears to drive an idea of its meaning, or in some cases, guess from the word itself.
2) Spelling
In learning vocabulary, spelling become important because it aids in reading. It is as connector of sounds and letters. Many letters that can represent more than one sound.
About spelling, there may be different acceptable written forms for the same words within the same variety of English or most commonly, due to the fact that they belong to different varieties as happens with many British or American English terms
(Nation, 1990: 51 as cited in Kareem, 2000:6). 3) Pronounciation
Pronounciation of word is what someone hears when the others say the word. What a speaker means to say might be difficult to understand by the other people or listener, when the sounds that are produced are incorrect.
Suwartono (2008: 2) states that pronounciation seems to be a central issue. The problem is rooted from the inconsistency between spelling (the written form) and pronounciation (the sound production) and pronounciation (the sound production) in the English language.
4) Word Classes
5) 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 problem analysis.
5. Teaching Vocabulary
Teaching vocabulary should be integrated with four skills in learning English, they are reading, wiriting, speaking and listening. It means that vocabulary is the main source in using language.
As an English teacher, we should know the appropriate techniques of teaching vocabulary for students.
According to Harmer (1987: 85), there are nine of techniques of teaching vocabulary. These are :
a. Using Realia
Realia means the real object that can be seen by the students in teaching learning process. The teacher will give a real thing in the classroom, so teacher can explain the word easily, and it will help the students to understand the word.
b. Showing Picture
Picture is a visual repetition or imaged painted, drawn, and photographed. Picture can be used as a tool to explain the meaning of vocabulary itself. The teacher draw things on the board or bring the real picture in the classroom, then explain it.
c. Word Association
elephant, ant, monkey and fish for the word “animal” and the word:
car, bicycle, train, plane, boat and bus for the word “vehicle”.
d. Translation
Translation is quick and easy way to present the meaning of words, but it is not with problems. Sometimes in the first time it is not easy to translete the words and the second place, even.
When there is no other ways to explain the words, sometimes the teacher transletes the words into students‟ language. (Harmer, 1983
: 85-86)
e. Mime, Act-ion and Gesture
It is often difficult or even possible to explain the meaning words and grammar either taught by using reality or picture.
f. Contrast
People can see how word exist because of their sense relation, and this can be used to teach meaning. Somebody can present the meaning of “sick” by contrasting it with “health”. Teacher may present
the concepts the picture, mime, and by drawing attention on the contrast in meaning we ensure our students understanding.
Example:
Hot Cool Dirty Clean g. Enumeration
Enumeration is things on a list one by one. We can use this to present the meaning. We can say “fruit” and explain this by
starfruit, watermelon, etc. The word fruit will be clearly understood by students.
Example:
Month July
Day Saturday h. Explanation
Explaning the meaning of vocabulary items can be very difficult, especially for beginner students of elementary school. Make sure that teacher should explain includes the information.
Example :
Male – Friend Expert – Person i. Cartoon
Cartoon are media, which are easy to understand by students‟
and it is interesting. Using cartoon will attract students‟ attention and
will help them to memorize the word. B. Writing
1. Definition of Writing
Writing is one of skills that related in learning language. People can use writing to communicate with others, such as giving information. Writing skill has significances in improving a communicative competences in learning the language.
In the process of communication, ideally students‟ know the rules about how
According to Rivers (1981: 294), writing is conveying information or expression of original ideas in a consecutive way in the new language.
Furthermore, Urquhart and Mciver (2005:5-6) writing is a recursive process, which means students revise throughout the process, frequently moving back and forth among the stages.
According to Harmer (2004) states that writing encourages students to focus on accurate language use.
Based on the definitions above, writing is productive process that done by some stages to get the purpose of communicate itself.
2. The Importance of Writing
Writing is important skill in learning language To build a good writing students are able to consider many things that related with writing. According to Harmer (2004: 31-33) there are some importances of writing, those are:
1. Writing will encourage students to focus on accurate language use 2. Writing is often used as a means of reinforcing language that has been
thought.
3. Writing is mostly useful as preparation for other activity.
4. Writing can be used as an integral part of a larger activity where the focus on something else, such as language practice and speaking. 5. Writing is importance to face test.
3. Stages of Writing
According to Harmer (2004: 4-6) there are four stages in writing process. Those are :
Harmer (2004: 4) stated that there are three main isues in planing stages. The first, students have to decide the purpose of wiriting. Next, students have to think about the language styles and the last, students have to consider about the content.
2. Drafting
Harmer (2004: 5-6) stated that drafting is the first version of a piece of writing. In this point students have to focus to the develop and the organize the ideas
3. Editing
Harmer (2004:5) stated that in editing stage, students have to read about what they write and check their writing if they have mistakes.
4. Final Version
Harmer (2004: 5-6) stated that the last stages in writing is final version. By final version students can know the differences about their writing before.
C. TREE DIAGRAM
1. The Definition of Tree Diagram
Tree Diagram is a diagram that branches out to show many or all possibilities. In a tree diagram also will show the structure of the sentence. It called as “tree
diagram” because the form look like a tree, even though the chart is generally
upside down compared to an actual tree with the “root” at the top ad the “leaves” at the bottom.
and efficient representations of some important organizational properties of individual sentences.
Tree diagram can ease the students to organize, classify, generelize, and visualize their ideas when they are up to make any genre of writing. Tree diagram also can make students more active in writing activity.
Below is the example of three diagram concept that is used to explain the overview of reflect.
The example of tree diagram above is the essay about the first day at school. It is cited from Writing to Communicate; Paragraphs and Essays (Boardman and Frydenberg 2001: 14). The central idea of the example above is the first day at school. Then the idea begins with the brances of “good experience and bad experience in the
first day at school”.
2. The Function of Tree Diagram
Tree diagram is a diagram that is used as strategic, decision making, valuation or probably calculations.
Elephant
3. The Advantages and Disadvantages of Tree Diagram a. The Advantages
According Lee (2014) there are 3 advantages of tree diagram, those are: 1) It helps students‟ organize their ideas because the components of the Tree
Diagram are well-connected and well-arranged. As the result, the students can write relevant sentences in their descriptive writings.
2) It serves as the guide for students so they can remember the main points they are going to write. It saves their time from wandering about what to write.
3) It helps students‟ improve the quality of their writings because they can edit the language, the sentence structure, or the mechanics in the process of writing descriptive text using the Tree Diagram technique.
b. The Disadvantages
It will take a long time to teach students‟. Because students have to focus and
develop their ideas in learning. D. Steps in Using Tree Diagram
There are some steps in using tree diagram, those are:
1. We should make the central point is the topic or we can call it as central idea. 2. The students should make some branches below the root. These branches can
be divided based on how many parts that the essay will be. If the essay will be four parts, so the root should have four branches. These branches include the main idea of each parts.
3. Then, the next step is similar with the root. The next branches of the branch will
E. Review of Relevant Study
There are some previous studies taken by some researchers in both ESL and EFL.
1. Yunita Sari Chaniago (2013) in her final project entitled Teaching Hortatory Exposition Writing Through Tree Diagram Technique. She found out there was improvement of the students‟ achievment in SMA Negeri 1 Sungai Raya
Pontianak in writing ability after being thought using tree diagram. She said there was significant process on the students writing before and after using tree diagram. It was supported by the result of the post-test that reach 74% who passed the test where before only 21% passed the test. Although the percentages to pass could not reach 80% as the condition for classical passed, the passed percentages improve 53% before giving the treatment
2. Ririn Ambarwati (2011) in her final project entitled The Effectiveness of Tree Diagram Technique as a Means of Teaching Writing. She found out there improvement of the students‟ avhievement in SMA Negeri 2 Bae Kudus. She said
that there was significant difference between the students whowe taught using tree diagram technique and the students who were taught without using tree diagram technique. It is proved by the computation of t test formula. In this study, the degree of freedom is 66 and α=5% level of significance. The calculated t value is
defined as 6.352. It is higher than the t table value (1.998). Thus, the difference means of two groups is significant.
3. The relevant research of this study are conducted by a lecturer of English Department FKIP UNLAM entitled “Improving the Students‟ Argumentative
Writing Ability Through Tree Diagram Technique”16. She Drawed some
score of 70 or more. However, the number still did not meet the criteria of success so the action was continued to Cycle Two.After the implementation of the technique in Cycle Two, there were 26 out of 33 students (83.87%) who achieved the criteria of success of the study.
F. Hyphothesis
