5

CHAPTER II
THEORETICAL FRAMEWORK

A. Vocabulary
In the past, vocabulary teaching and learning were often given little
priority in second language programs, but recently there has been a renewed
interest in the nature of vocabulary and its role in learning and teaching.
1

According to Kruse, vocabulary, like grammar is an essential component
of all uses of language. She also adds:
The skill needed to be able to guess the meaning of words from context,
and discusses exercise that can be used to help students recognize prefixes,
suffixes, and roots; read diagram and charts which may provide clues to
the meaning of new vocabulary items; recognize definitions, infer meaning
of words from context; and use grammatical clues to infer word
meaning.
2

Although vocabulary is the one that is emphasized, it does not mean other
kinds of language components-grammar and pronunciation-are less important. All
of these aspects are learned together, because they are attached one to another.
Vocabulary is extremely large and also varies. Nobody ever learns all the words in
any language, but they can enlarge the number of words they have. Larger
vocabulary the students have can help them in many ways; students reading

1
Richards and Renandya, Methodology in Language Teaching, (Cambridge: Cambridge
University Press), 2002, P.255

2
Anna Fisher Kruise, Methodology in TESOL; A Book of Reading, (New York: Newbury
House Publisher1987), P.305
6
ability and writing ability will improve as they learn new words, and the more
words they know the better their chance will be to do well on the vocabulary
questions, in the school. Therefore, it is highly essential for English teacher to
help their students in mastering vocabulary along with grammar and
pronunciation.
1. The Meaning of Vocabulary
In some literature, we find the meaning of vocabulary. There are some
definitions of vocabulary. According to Harimukti Kridalaksana, vocabulary is a
component of a language that maintains all of information about meaning and
using word in a language.
3

According to Websters Ninth collegiate dictionary, vocabulary is:
a. A list or collection of words and phrase usually alphabetically arranged
and explained or defined.
b. A sum or stock of words employed by a language group individual or a
work or in a field of knowledge.
c. A list or collection of terms or codes available for use.
While according to Roget, vocabulary is:
a. An alphabetical list of word often defined or translated; the vocabulary
includes idioms and two word verbs.
b. All the words of language.



3
Harimukti Kridalaksana, Kamus Linguistik Edisi Ketiga, (Jakarta: Pt. Gramedia
Pustaka, 1993), P.127
7
c. Specialized expressions indigenous to a particular field, subject, trade, or
subculture.
4

From the definitions above, it shows that vocabulary is a component of
language and number of words used by a person, class, profession, and so on in
the communication and every aspect such as in trade, education, business, and so
on.

2. Kinds of Vocabulary
There are many classifications made by the experts in language area about
the types of vocabulary. Djalinus Syah and Azimar Enong divide vocabulary into
two parts, namely: general vocabulary and special vocabulary. The general
vocabulary is the words that are used in general; there is no limited of field and
user whereas special vocabulary is the words that are used in the certain field or
job, profession or special science and technology.
5

Jo Ann Aeborsold and Mary Lee Field classified vocabulary into: active
and passive vocabulary.
a. Active vocabulary refers to put items which the learner can use
appropriately in speaking or writing and it is also called as productive
vocabulary, although, in fact, it is more difficult to put into practice. It
means that to use the productive vocabulary, the students are supposed to
know how to pronounce it well, they must know and be able to use

4
Merriem, Websters Ninth Collegiate Dictionary, (New York: Merriem Websters Inc,
1978), P.1320

5
Djalinus Syah and Azimar Enong, Tata Bahasa Inggris Modern Dalam Tanya Jawab,
(Jakarta: C.V Miswar, 1980), P.1
8
grammar of the target language, they are also hoped the familiar with the
collocation and understand the connotation meaning of the words, this type
is often used in speaking and writing skill.
b. Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening, and also called as
receptive vocabulary.
6

Passive vocabulary or comprehensions consist of the words comprehended
by people, when they read or listen.
In the first level of a course, the active vocabulary is more prominent but
when the students in higher level of study such as intermediate or advanced level
passive vocabulary is more useful.
From the explanation above, we know that every expert in every book is
different in classifying the kinds of vocabulary, because every person has different
ways in showing and telling their opinions and ideas. It means that vocabulary is
containing of two kinds function and content words.
3. Teaching English Vocabulary
a. The Principles of Teaching Vocabulary
The writer has assumption to fit explanation on some principles of
teaching vocabulary, there are:
1) The teaching of vocabulary should be based on the students ability.
2) The teaching of vocabulary should be suitable with students capability.
3) The words are taught from easiest to the difficult.

6
Jo Ann Aeborsold and mary Lee Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), P. 139
9
One of the principles that had been found useful in all methodological
decisions is the principles of time effectiveness. The key in all, vocabulary
teaching is to keep motivation high while encouraging students to develop
strategies that they can continue to use once they leave the classroom.
According to the assumption above, explains that to know a word in a
language as well as the native speakers knows it needs the ability to:
1. Recognize it in its spoken or written form.
2. Recall it will.
3. Relate it to an appropriate object or concept.
4. Use it in the appropriate grammatical form.
5. In speech, pronounce it in a recognizable way.
6. In writing spell it correctly.
7. Use it with the words it correctly goes with i.e. in the correct collocation.
8. Use it at the appropriate level of formality.
9. Aware of its connotations and associations.
7


b. Some Techniques on Teaching Vocabulary
Generally, as a beginner, to understand the meaning of sentence is not easy
as to understand word by word. If it is not practiced often, automatically it will
reduce or lose. To help students maintain the capacity of words what has been
taught, games can be used as an aid.
Some techniques on teaching vocabulary can be used to explain the
meaning of words, and every teacher has to determine the best technique to teach

7
Michael J. Wallace, Teaching Vocabulary, (Oxford: English Language book society,
1982), p. 52
10
or explain the meaning of words. In determination, a teacher needs to consider
whether the technique is able to improve students retention.
Here are some techniques for teaching vocabulary, especially new words:
1. Say the words clearly and write it on the board.
2. Get the class to repeat the word in chorus.
3. Translate the word into the students own language.
4. Ask the students to translate the word.
5. Draw a picture to show what the words mean.
6. Give an English example to show the word is used.
7. Ask a question by using the new word.
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B. Games
Learning a foreign language is a hard work, one must make an effort to
understand and to repeat words accurately. English teacher has to have a good
plan to motivate the children, to enrich vocabulary mastery by using drills and
exercise. But, in reality the children fell bored with these techniques because the
process is monotonous. Is teacher keep using these techniques, the children cannot
improve their English to solve this problem; the English teacher has to create his
teaching with certain technique that enables him to avoid the technique which is
boring.
Since English subject in elementary school is still new, English teacher
needs to find out good techniques that can make the children interested in learning
English. In this case Julia Khan stated that Children play and children want to

8
Adrian Doff, Teach English Fourth Printing, (Cambridge: Teacher Training and
Development, 1990), p. 11
11
play. Children learn through playing. In playing together, children interact and in
interacting they develop language skills. Games provide context for play, reasons
for playing and routine for playing.
9

Through games children are stimulated to know more vocabulary in order
to win the game. If they do not understand the meaning of the words, even only a
word, they will loose a chance. By this technique the children will learn as many
words as they can.
The teacher has to plan some activities that make their children enjoy
learning the foreign language by using games. This technique makes teaching
learning foreign language more creative, active, relaxed and fun.

1. The Meaning of Games
What expected by every language teacher in the whole world is making the
transfer of knowledge become easier and more comfortable for the students by
using any kinds of teaching aids, including games.
In oxford advance learners dictionary of current English, game is form of
play, especially with rules, e.g. tennis, football cards.
10

According to Jeremy Harmer, games are a vital part of a teachers
equipment, not only for the language practice they provide, but also for the
therapeutic effect they have. They can be used at any stage of a class to provide an

9
Julia Khan, Using Games in Teaching English to Young Learners Teaching English
to Children, (London: Collins, ELT, 1992), p. 142

10
AS Hornby, Oxford Advance Learners Dictionary of Current English, (New York:
Oxford University press, 1987), p. 353
12
amusing and challenging respite from other classroom activity about their English
class.
11

Stephen Mark Silvers said that:
Most of you who have experimented with language games as a teaching
device will be, I am sure, as enthusiastic about their use as I am.
Unfortunately, many teachers still feel that game is only for a short time,
to give a class break from the monotony of drilling, and some teacher
consider games merely frivolous activity
12

Sandra J. Savignon has three reasons why games have to be used in
learning foreign language, they are:
a. The very structure of games provides an opportunity for learners to
practice vocabulary and grammar, specific functions, and other language
art skills. The task orientation of the games requires that the students use
rather than merely practice language for real and immediate
communicative goals on the other hands require constant, meaningful
interaction among the players.
b. They created relaxed atmosphere. This lowers the anxiety level or
effective filter that often keeps students from learning. Games
accomplish this in two ways. First, games focus the learners attention on
the immediate goal, that is, succeeding at the same itself, rather than in the
responsibility of language learning (Stoic, 182). Second, whether the game

11
Jeremy Harmer, The Practice English language Teaching New Edition, (New York:
Longman Publishing, 1991), p.101

12
Stephen Mark Silver, Games for the Classroom and the English Club English
Teaching Forum, (1982), p.29
13
is competitive or not, it requires cooperation. This contributes to the
development of a sense group that led in turn to feeling of support and
security among the group members. As the result, the learners are less
anxious and more open and able to communicate.
c. Games offer strategy for dealing with problems that may arise from code
implication. Teacher to provide communication at a level the learners can
understand often uses code implication.
13

And according to Rebecca L. Oxford and David Crookal game can
encourage good strategy in learning foreign language. They are:
a. Games embody the communicative approach; they provide active
involvement of the whole person (intellectual, physical, social and
emotional).
b. Games change the roles and relations of learners to take more active role
in their own learning process. This has two effects:
1. It gives learners much more opportunity to communicate in the
language.
2. It places more responsibility on learning to direct their own learning.
3. Game provides language quantities of input, which can be understood
because of meaningful and engaging context f the activity.
4. Game allows attention to be given to language form as well as to
content.


13
Sandra J. Savignon and Magie S Bern, Initiatives in Communicative Language
Teaching II, (Wesley: Addison Wesley Publishing Company, 1987), p. 211-212
14
5. Game has additional effective advantages, such as education of
anxiety increase in positive feelings and improve self confidence.
6. Game can make the participant encouraged to communicative even
when their knowledge and competence in the language is less than
they would wish.
7. Games have the learners to identify more closely with the target
culture.
8. Game encourages adolescents and adult to once a gain. Play with
symbols.
14

From the explanation above, we know that game is form of play and can
be used as a vital part of a teachers equipment in English teaching.
2. The Types of Games
Even though the categories often overleap, the games are divided into the
following types depending on their emphasis:
a. Non-Verbal Games
Non-Verbal Games is games that played without speak with each other,
such as relays or musical chairs. It can help students became acquainted with each
other, even before they can speak. Used sparingly, they can serve as ice breakers
and can be used to bring together students of mixed levels. After hearing the
directions for a specific game given in the target language, the more proficient
students of various language backgrounds might be able to translate the directions
into the first language of others, less proficient student.

14
David Croocal and Rebecca L. Oxford, Simulating, Gaming, and Language Learning,
(New York: Newbury House Publisher, 1990), p. 111-113
15
b. Board-Advancing Games
Using games pieces (such as buttons or little plastic cars_ to represent the
players, student can perform certain tasks or simply roll the dice to move forward.
c. Word-Focus Games
Games that using word to see how many other words they can make from
them. For example, the following words can be made from the word teacher: ear,
her, teach, reach, cheer, each, hear, here, arch, tea, eat, and so forth.
An alternative activity is to have teams of students see how many words
they can make from a letter grid such as the example:









Student must move along the connecting lines without skipping any letters.
A single letter cannot be used twice in succession but can be returned to if there is
an intervening letter. For example, regret is acceptable but great is not.



D
A
M
R
G
W
S
E
I
L
T
N
16
d. Treasure Hunts
A treasure hunt is a favorite game among second language learners. It
allows them to work cooperatively in a group effort to find the items required.
The following steps are taken in organizing a treasure hunt.
1. Divide the class into groups of from three to six members.
2. Give an identical list of treasure to each group.
3. Read the items a loud for children or less proficient students to make sure
they understand the vocabulary.
4. A time limit should be given.
5. Say go to indicate when the groups can begin their search.
6. At the end of the time limit, or when the first group returns, everyone gets
together to check each item, giving points (five points are suggested) for
each completed item points are taken away for uncompleted ones.
e. Guessing Games
Guessing games can be painless ways to develop or reinforce any number
of concepts. Guess What I am or Guess Who I am for example, can be used to
teach about animals, professions, or people in different age groups (baby, child,
teenagers, young adult, middle-age adult, elderly person). Guess What Im
doing can be used to teach recognition in the target language of activities such as
taking a bath, go finishing, doing homework, and so forth.
15

Various sources for game ideas are mentioned, but teachers are reminded
that one of the best sources is the students themselves.

15
Richard-Amato and Patricia A, Making It Happen, (London: Longman Inc, 1988), p.
148-155