CHAPTER II THE REVIEW OF RELATED LITERATURE 2.1 The Definition of Vocabulary Vocabulary in a language is one of the vital aspects to be mastered by the students of English. An explanation about vocabulary and its function in language teaching is necessary. Vocabulary is defined as all the words recognized and understood by a particular person, although they are not necessary to be used by her/him. According to Oxford Leaners Pocket Dictionary, Vocabulary is: (1) all the words that a person knows or uses; (2) all the words in a language; (3) list of words with their meanings, especially in a book for learning a foreign language. And according to Webster (1997:56), Vocabulary is a list of word and sometime phrase usually arranged in alphabetical order and defined as dictionary of lexicon. From the definition, it can be concluded that vocabulary is a number of word or a bunch of words that should be familiar with someone and have in his/her mind. In other words, vocabulary is the word capacity of someone when he is writing or reading a text, or when he or she is expressing own ideas in practical communication. So, it would be impossible for one who doesnt have enough vocabulary to communicate his ideas as clearly as he would like either in oral or written. Usually vocabulary is quite important in practicing oral communication but in fact some students have limited vocabulary in improving their English. They cannot enlarge any vocabulary because they rarely read some materials in English. It is obstacle faced by the students who learn English. Besides, vocabulary is important in

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practicing listening, speaking, reading, and writing. Vocabulary is a set of words known by a person or other entity or those are part of a specific language. After having an understanding on the definitions of vocabulary in previous section, the writer tries to discuss about the importance vocabulary. Learning vocabulary is considered as a basic task to the learners. Those who have lack of vocabulary cannot express their ideas clearly and they can read a book which they like. Because of that, vocabulary plays as importance role in learning language. The writer realizes that we cannot neglect teaching vocabulary to young learners in teaching English. The limited of vocabulary, the students are hardly to express the idea clearly as they want. Many experienced instructors know how importance the vocabulary in mastery of English language. Richards (2002:26) aggress that communication oriented teaching the most presses concern for the learners is the need to master an adequate foreign language vocabulary. Richard (2002:28) adds that one of the big problems is learning a foreign language when reading materials written in that language is a lot of difficult word so that the students do not understand what they read about a language relation and how they are realized. In addition, Alkhufaishi (1996:45) also states about the importance of vocabulary, there general agreement that the possession of large number of vocabulary item is necessary to success in social, professional, and intellectual life; that vocabulary is a vehicle for thought, self-expression, and communication. Based the statement above, it can be understood that success in learning foreign language depends very much on the mastery vocabulary. Without sufficient vocabulary of the

target language, the students will face a lot of difficulties in developing the language skills. The vocabulary of a person is defined either as the set of all word that are understood by that person or the set of all words likely to be used by that person when constructing new sentences. So curse is a regular part of vocabulary of native English speakers but imprecate is not, even though the two words are synonym. The richness of a persons vocabulary is popularly though to be a reflection of their intelligence or education level. According to Collier (1991:21), when a student has mastered the fundamental grammatical patterns of language, his next task is to master its vocabulary, or at least that of its vocabulary needed by the students. It is obvious that vocabulary is very important in learning a language, especially English, because English vocabulary is extremely large and varies as well. Therefore, it is highly essential for English teachers to help their students in mastering vocabulary. Norbert (1992:177) gives the definition of vocabulary as follows. Vocabulary is a basis of a language, it is very important to be mastered first. Students cannot speak well and understand written materials if they do not master it. Norbert states that no matter how successfully the sound of the foreign language is mastered, without words to express the wider range of meanings, communication in a foreign language just cannot happen in any meaningful way. Longman Dictionary of Contemporary English (1992: 450) defines vocabulary means all the words that someone knows, learn of uses, or the words that are typically used when talking about particular subject or a list of words with the explanations of their meanings in a

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book for learning foreign language. In English, vocabulary is considered a very important aspect beside the four language skill for the student in studying English language. Without having sufficient vocabulary, it is impossible to communicate effectively in English. According to Langan (1993:451) a good vocabulary is a vital part of effective communication. A common of words would make you a better speaker; listener and students who work to improve a limited vocabulary, they are more successful at school. From the above quotation it can be concluded that vocabulary is the vital part of our activities. It included all the words we normally use in our daily activities of listening, speaking, reading and writing. The vocabulary has determiner ones problem ad difficulties in developing the language skills if they do not have enough vocabulary. In line with this Alkhufaishi (1994:42) says that, vocabulary is one of the major confronting EFL (English Foreign Language) learners. By mastering vocabulary they can communicate them ideas as they would like to, and they can grasp the transmitted ideas. They can read the columns of a newspaper or popular magazine or even understand news broadcasted through radio and television. Based on the Alkhufaishis argument the writer sees that whatever we want to say we use word. So, the lack of vocabulary would make limited of ideas and difficult in speaking, writing and listening comprehension. That condition is the handicap for us at school or college, on the job, at home or elsewhere. Therefore, only by word we can express our ideas accurately. It would be impossible for one who does not have enough vocabulary to communicate his ideas as clearly as he

would like either in oral or written, vocabulary plays an important role in language acquisition. In other words, we cannot isolate the vocabulary from that four language skills. Learning vocabulary does not mean learning word in isolation. Words should be learned in context because a word has different meaning in different context. In fact, word is isolation frequently do not match with the intended meaning. The meaning of the word would depend on the context. McCharty, (1994:16) said that your vocabulary consist of the word you use confidently because you know their meaning and usage. So, we should know the meaning of the word and the use of the word in context because the meanings of the word depend on the context. Therefore, the student must have sufficient words in order to understand easily what they have read and listened in English. Increasing the size of ones vocabulary, also called vocabulary building, is generally considered to be an important part of both learning a language and improving ones skills in a language in which one is already proficient. Hence the school student are often taught new words, colloquially referred to as vocabulary words or just vocabulary, as a part of a particular unit or lesson. Similarly, many adults find vocabulary building to be a fun and educational activity, as evidenced in the popularity of word-a-day services such as mailing lists and desktop calendar. 2.2 The Kind of Vocabulary Vocabulary varies in the four skills of language, listening, writing, reading and speaking. Generally, a student absorb listening and speaking vocabulary before coming to the reading and writing vocabulary. But in real situation, the process may

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change, especially in foreign language teaching. Reading vocabulary may become the first stage before processing the speaking and listening vocabulary. According to the basis of frequency, vocabulary can be divided into two kinds; there are high frequency vocabulary and low frequency vocabulary (Nation, 1994:.3). High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts. The low frequency vocabulary on the other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely, used in common activity of English language. This group includes well over 100.000 word families. I.S.P Nation calls those vocabularies as motivated vocabulary and unmotivated vocabulary. Motivated (active) vocabulary consists of all the words we need to use and feel no reluctance in using in our everyday life. While, the unmotivated (passive) vocabulary can be divided into two groups: words which are only partly understood and are not well known enough to use actively, and words which are not needed in daily communication (Nation, 1990:94). From the explanation above, we can conclude that active vocabulary is all the words used in daily activities, partly while, passive vocabulary is all the words recognized and understood, and not necessarily used. 2.3 The Importance of Vocabulary

After having an understanding on the definitions of vocabulary in previous section, the writer tries to discuss about the importance vocabulary. Learning vocabulary is considered as a basic task to learners. Those who have lack of vocabulary cannot express their ideas clearly and they can read a book which they like. Because of that, vocabulary plays as importance role in learning language. The writer aggresses that we cannot neglect teaching vocabulary to young learners in teaching English. Limited of vocabulary the students are hardly to express the idea clearly as they want. Many experienced instructors know how importance the vocabulary in teaching English. Krakowian (1994:18) aggress that

communication oriented teaching the most presses concern for the learners is the need to master an adequate foreign language vocabulary. Gebhard (1995:26) adds that one of the big problem is learning a foreign language when reading materials written in that language is a lot of difficult word so that the students do not understand what they read about a language relation and how they are realized, but this would be like exhibiting the skeleton remained of the dinosaur and believing that one had actually encountered the creature. Language is not dry bones. It is a living, growing entity, clothed in the fresh of words. In addition, Alkhufaishi (1992:42) also states about the importance of vocabulary, there general agreement that the possession of large number of vocabulary item is necessary to success in social, professional, and intellectual life; that vocabulary is a vehicle for thought, self-expression, and communication. Based the statement above, we have assumption that success in learning foreign language depends very much on the mastery vocabulary. Without sufficient vocabulary of the

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target language, the students face a lot of difficulties and problems in developing the language skills. The words mastery is to enable the learners to convey any of language skills. In another word, vocabulary can be a key of success of language learning. Introducing or teaching new vocabulary is not an easy task. White (1998: 9) states that learning vocabulary is not a simply process of memorizing a number of words, but if teacher can provide in a good technique, teaching vocabulary can be achieved. Furthermore, this situation encourages, motivate and release them from boredom and shyness; Haggard (1996:340) states that English instructor should encourage her learners to study vocabulary eagerly by providing an enjoyable atmosphere. Related to this statement, the writer thinks that using narrative text is enjoyable technique in teaching vocabulary. The teacher needs to create and establish the students motivation by a technique. 2.4 Method of Learning English Vocabulary Method is a way of teaching something to a student. Sumardi (1990:7) states The success or failure of the teaching language program is often evaluated from the method used by the teacher because it is the method that determines the materials and the way of teaching a language. Teaching is a process of transferring knowledge from the knower/facilitator to the learner (students) (Safwan, 1990:29). It is a psychological as well as social process, where interaction between teacher and students are the main physical activities of the process. To transfer a teachers knowledge needs methods or techniques. A good method work well in the classroom.

Particularly in teaching language, there are many methods that are used by the teacher in teaching-learning process. According to Mackey (1997: 151), there are types of methods: The most common types in use are (1) The Direct Method, (2) The Natural Method, (3) The Psychological Method, (4) The Phonetic Method, (5) The Reading Method, (6) The Grammar Method, (7) The Translation Method, (8) The Grammar Translation Method, (9) The Eclectic Method, (10) The Unit Method, (11) The Language Control Method, (12) The Mimicry-Memorization Method, (13) The PracticeTheory Method, (14) The Cognate Method, (15) The Dual-Language Method. Generally, all the types of methods above are commonly used in teaching language, so all types of English methods are good. It depends on how the teacher uses it. In teaching vocabulary, the teacher should know a suitable method because the success of teaching vocabulary not only depends on the teachers ability but also the method and material of teaching. If the method is not suitable, the teaching learning process does not achieve the aims. There are some suitable methods can be used for teaching English vocabulary, such as: a. Direct Method This method mainly uses everyday vocabulary and structure of material surrounds. The grammar and vocabulary are taught in oral and directly through objects lesson or through visual aids until the form become clear in association of ideas, most of the activities done in classroom.

b. Psychological Method This also related to the direct method. To running teaching process is based

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on the material visualization and association of the ideas. The characteristic of this method are: objects, diagrams, charts, and pictures used to create material image, and to connect it with the words. c. Reading Method The texts which are divided into sections each proceeded by a list of words that will be taught through context translation or pictures, that has related with the text, to enable the learner to considerate vocabulary. d. Translation Method This method consists of practice in translating text, the first begin from the second language (English) into the first language (mother tongue), and later from the first language into the second language. e. Grammar Translation Method This is simply a combination of the activities of grammar and translation. The grammar is an outlines of the formal grammar, the vocabulary is depends on the texts selected, and vocabulary is divided into the list of the words to be memorized as unit which often used in illustrative sentence. f. Mimicry Memorization Method This method is collected the information drill method, it is divided into demonstration and drill. The demonstration of the lesson which teaches vocabulary through reading a few sentences, and listen a few times, make mimic again and again until the sentences can be memorized by the students. g. Cognate Method This method where the learner starts by learning the basic vocabulary made

up words which are similar in the form and meaning to choose of this own language. This method is used for oral and written expression. 2.5 Some Effective Techniques in Teaching English Vocabulary In teaching and learning process, the teacher is not only use suitable method for teaching learning language, but also use techniques to make his teaching more interesting. In order the students can understand and more active in teaching and learning process. Technique is special method or system used to accomplish something or subject learning. In teaching vocabulary, the teacher also uses techniques to enlarge vocabulary and develop it for the students. Technique is used by the teacher depends on teachers skill. According to Sumardi (1990: 13), Technique depends on the teacher, his imagination, creativity and composition of class. The certain problematic can solve by various kind of technique e.g. to solve the students pronunciation, e.g. /p/ in word pot, the teacher can ask to the students to imitate and repeat what the teacher pronounced. If the technique fallen, the teacher can use the other technique, e.g. show the instrument of articulation picture and show what happen with it in process of pronunciation /p/, that are two lips closed followed by explosion and sound cord not vibrate using tape record, radio, disk, closed circuit, television, wall charts, flash card etc, in teaching language are example of techniques. Many techniques can be used in teaching English vocabulary depend on the teacher skill, such as: 1. Word Formation To enlarge the vocabulary capacity of the students, the teacher can use word

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formation technique, the teacher teaches word formation, that are root and suffixes to help the students know affix addition to root word and use of word in sentences. According to Pieter (1992:5), Affixes are a part of morphological study that belongs to grammar. An affix is a letter or sound or group of letter or sound which is added to word, and which change the meaning or function of the word Based on the statement, every word that added with affix change the meaning or function of word, e. g.: Verb Compose Employ Educate Manage Settle Adjective Slow Clear Noun Composition Employment Education Manager (a person) Settlement (a place) Adverb Slowly Clearly etc. (Pieter, 1992:15)

Besides that, the word that added by an affix, such as prefixes, infix and suffix. The word which added with prefix can change the word has negative meaning. Possibility Responsibility Believe Like Impossibility Irresponsibility Disbelieve Dislike, etc. (Pieter, 1992:15)

2. Using Picture Using picture is one of techniques in teaching vocabulary. Picture can help make meaning clear and correct misimpression. Smith (1997: 183) states A very simple and effective way of vocabulary teaching technique that is using picture to reinforce vocabulary range 3. Using Dictionary Using dictionary is important in teaching vocabulary to know the meaning, spelling, pronunciation of word. If the students read a text, they find the difficult word. They can look up the dictionary to know the meaning of the word. According to Closky (1991:220) The dictionary is a valuable tool. To take the advantage of using it, you need to understand the main kind of information that a dictionary give about the word. Based on the statement, the dictionary gives the information about spelling, syllabication, pronunciation, part of speech and meaning. 4. Using Audio Visual Using audio visual aids is also one of the techniques in teaching vocabulary, such as television, radio, wall chart, flash card, etc. Teaching vocabulary through audio visual makes the students interested in learning because they can see the object of words, meaning and hear pronunciation of word. Sumardi (1990: 11) states Using tape recorder, radio, disk, closed circuit, television, wall chart, flash cards, etc will make the teaching and learning more interesting.

5. Word Games Game is one of the techniques in teaching vocabulary. The teacher can give

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the students game in teaching and learning process of vocabulary, e.g. puzzle, using card or picture, etc. Smith gives idea for building vocabulary in the intermediate grade students which connected with word games as below: 1) Play descriptive games; take word such as tree. List all the word that could be used to describe a tree green, tall, stately, taught, smooth leafy, twisted. 2) Make matching game with new word in one column and meaning in the other. 3) Play guessing games, such as: I am thinking of a word that mean a large tank or well in which water is kept. It begins with a c and ends with a d (secure the letter on the board after it guessed). 4) Use picture cards with word cards to match a child/student who has a picture must find the child/student with the matching word, then they sit together to study spelling word or for some other paired activity.(Smith, 1997:202) 6. Word List In this technique, the students are given the opportunity to develop a list of words as many they can find or think of fit the topic which is given by the teacher. This technique lets the students to memorize words in separated test. Besides, it can improve students English vocabulary capacity. It can be devised in various ways. One of the ways is to ask the students to find as many as words they can find the object in the car, classroom, human body, etc. they find the words and memorize the word and then find their meaning in dictionary. Beside the technique above, there are still many techniques that can be used by the teacher in teaching and learning vocabulary, it depends on teacher skill. The success of teaching always depends on the technique that is used by the teacher. The teaching and learning of English vocabulary will meet the success if the teacher uses the suitable technique in teaching.

2.6 Teaching Vocabulary by Using Big Book There are many ways in teaching vocabulary. One of them is by using big book. Big book is one of the aids in teaching English vocabulary. Its function is to make students easy to memorize the words and their meaning. Most of students assert that a story or a text they read is interesting if they comprehend it. They always complain when the English teacher ask them to conclude about what they have read because they spend much time for them to finish it. Big book is the book that tells a story through a combination of text and illustration. They are unique in the field of childrens literature because format rather than content determines their definition, and though there are many fine pictures books older children, generally it is assumed as stories for younger boys and girls. Patricia Cianciolo in Cullinan (1989:151) describes picture books as a unique combination of graphic art and narrative in which the sense of story is completed and more frequently extended by the illustrations. A good picture book, one that is both interesting and attractive, offers a child pleasure, enlightenment, and a creative aesthetic experience. There are big books that correspond to very developmental stage of childhood. Many particularly appropriate for very young children, and especially rich for their stimulus of language. It is said that the books is parallel the childs expanding world as it crows beyond egocentricity to encompass family, then school, friends, and others in the childs social world, and eventually the world beyond. The childs horizons come to include nature, pets, and in the artistic world, art, dance, and literature. Children are explorers who reach out to people and events in their

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environment to find meanings for themselves. The underlying framework shows the correspondences between the books and the developmental characteristics of children. This perspective, then, serves as a guide for selecting the right book at the right time, and is reflected in the structure of the book, which begins with the childs inner world and follows through the various stages of expanding interest. Children learn through a continual process of relating the unfamiliar and the new to what they already know, and what they learn is an integrated whole. They cannot separate their thoughts into cognitive and emotional parts, for, as Frank Smith in Cullinan (1989:151) explains that it is in the childs nature to express and develop natural intellectual capacities, integrating all experiences into a complex view of life that includes hopes and fears, loves and hates, beliefs and expectations, and attitudes toward other people and toward himself. The child, associating what is learned with the context surrounding it, forms a schema of ideas. For example, a child cuddled on an adults lap while being read to not only learns the content of the story, but associates with reading the pleasures of the moment - the warmth of a loving adult, security, and the shared laughter or joy. Past feelings coupled with the context of the present come to bear upon the act of learning. That is, children and adults associate past and present feelings with any supposedly simple, objective fact that is being taught. Teachers use this understanding of learning to draw upon the prior knowledge children possess and related the new to the known. In a cumulative fashion, children perceive the respond to events in term of their past experiences and current predilections. When involving

childrens interest and providing ways for them to used what they already know, they are motivated to learn. These packs give vocabulary cards with symbols, cards with text, cards with symbols and text, and smaller cards with words and phrases to support popular reading books.

Figure 2.1 Set of picture card for popular childrens big book Big books are used in group story reading. The cards can help pupils understand the vocabulary while listening to the story and in follow-up activities. All of the main words used in the book are included in the pack, except for specific characters. There are cards for between 35 and 80 words in each set, plus some key phrases. The teacher might be able to apply some activities with vocabulary cards, for example: 1. Use the cards when reading the story to a group. Showing the symbols helps children understand and remember the words. 2. Put the cards on the wall as a reference sheet. Any child who does not remember a word can easily look it up. 3. Print off the sets of vocabulary with symbol support for pupils to use when writing about the story. This activity gives confidence to some children who are unsure of all the words. 4. Make matching activities using the cards to match between identical cards or to match symbols only with the text cards. 23

And finally, the teacher also can apply another technique with the cards in big book. Examples of the ways of teaching English vocabulary above, only a part of teaching and learning that can be used by the teacher. Besides that the teacher can use another technique to make his teaching success. The success of teaching always depends on the technique that is used by the teacher. The teaching and learning of English vocabulary meets the success if the teacher uses the suitable technique in improving students ability. Based on the explanations above, it can be concluded that using big book is one of the suitable techniques in teaching and learning English vocabulary.