NAMA : TEODORA AFRA ANUR

CHAPTER ll

THEORETICAL FRAMEWORK THE INFLUENCE OF USING DIRECT METHOD IN

TEACHING VOCABULARY

A.VOCABULARY

Vocabulary is very important in English teaching and learning . if the learner do not know the
meaning of the word,they will diffculty in understanding what they see, read , and learn.Their
vocabulary will increase if they read more words. This reason makes vocabulary very important
a bad vocabulary will cause bad understanding of the text.

Vocabulary has an important role in determining the successful achievement of each skill. Daily
communication needs vocabulary. The more vocabulary the learners have the more easily they
will communicate and express what they want to say .The four language skills there are
listening, speaking reading and writing always include vocabulary in their activities by having a
lot of vocabularies learner will be easier to show their ideas making compositions and many
other activities dealing with language in other word by knowing and understanding the
vocabulary learner will successfully achieve the four English language skill

l. Definition of vocabulary

Vocabulary is considered to be the main focus of learning a foreign language since there is a
belief that learning a foreign language is similar to learning its vocabulary in order to
comprehend more about why vocabulary has an important role in learning the language it is
better to look at the definition of the vocabulary first.

In Webster,s dictionary ,we can see that vocabulary is defined as follow :

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 work or in relation
to a subject scope of language
c) A list of a foreign language textbook of the words and phrases taught or used

Hornby defines vocabulary as “ The total number words which ( with rule combining
them) make up the a language and ( range of ) words known to or used by a person ,in
trade profession.

Schimitt Broadly defined “ we must consider what we mean by vocabulary.The first idea that
probably spirings to mind is words ,a formulation that is admirably adequate for the layperson”
Acquiring vocabulary is very important tool to master a language .It is impossible to learn a
language without vocabulary , as zimmerman said vocabulary is central to language and of
critical importance to the typical language learn.

Murcia said that “ vocabulary can be defined roughly, as the word we teach in the foreign
language

2.1 Types of Vocabulary

Some experts have classified types of vocabulary. Shepherd (1980: 1) classifies vocabulary into
two kinds: a receptive vocabulary and expressive vocabulary (productive vocabulary). Further,
he defines the receptive vocabulary as the words known when the learner listens and reads. The
receptive vocabulary is also called a passive process because the learner only receives thought
from others. In language application, the receptive vocabulary is considered as the basic
vocabulary. Later, expressive vocabulary is defined as the words used when the learner speaks
and writes. Harmer (1998: 159) adds that active vocabulary refers to vocabulary that students
have been tought or learnt and which the students will recognize when they meet then but which
they will probably not be able to produce.

Haycraft quoted by Hatch & Brown (1995) divides two kinds of

vocabulary, namely receptive and productive vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is words that the learners recognize and understand when they occur in
context, but which cannot produce correctly. It is vocabulary that the learners recognize when
they see it in reading context but do not use it in speaking and writing. The receptive vocabulary
is also called a passive process because the learner only receives thought form others. In
language application, the receptive vocabulary is considered the basic vocabulary. It is much
larger than productive vocabulary because there are many words recognized when the learner
hears or reads but do not use when he speaks or writes. In these respects, Richards and Rodgers
(1987: 308) give a profound explanation that the listening vocabulary is larger than speaking
vocabulary and similarly to the reading vocabulary that is relatively larger than writing
vocabulary.

b. Productive Vocabulary

Productive Vocabulary is the words, which the learners understand, can pronounce correctly,
and use constructively in speaking and writing. It involves what is needed for receptive
vocabulary plus the ability to speak or write the appropriate time. Therefore, productive
vocabulary can be addressed as an active process, because the learners can produce the words to
express their thought to others.

2.2. Teaching and learning vocabulary

a. Vocabulary Strategy

It is important to know about learner’s strategies. Brown and Payne (in Hatch & Brown, 1995:
373) mention five essential steps in vocabulary learning that represent what learners must do.
The five steps are: “(1) having sources for encountering new words, (2) getting a clear image,
either visual or auditory or both, for the forms of the new words, (3) learning the meaning of the
words, (4) making a strong memory connection between the forms and meanings of the words;
and (5) using the words. Schmitt and McCharty (1997) divide the taxonomy of vocabulary
learning strategies into four groups, namely:
 1) Discovery Strategies

In this stage, when learners do not know the words, they must discover their
meaning by guessing from structural knowledge of the language.

2) Social Strategies

A second way to discover new meaning employs the social strategy of asking
someone who knows. Teachers are often in this position. They can be asked to
help in a variety of ways. They can be asked to help in a variety of ways: giving
the L1 translation, giving a synonym, definition, and paraphrase.

3) Memory Strategies

Most memory strategies involve relating the word to be retained with some
previously learners’ knowledge, using some from of imagery or grouping. The
strategies used in this stage are pictures/ imagery, related words, unrelated words,
grouping, etc.

4) Cognitive Strategies

Language strategies in this taxonomy are similar to memory strategies, but are not focused
specially on manipulative mental processing; they include sorting, classifying, .

2.3. Problems in teaching and learning vocabulary

There are some problems in learning vocabulary faced by the students. Roger (1995: 43) states
that the ease or difficulty of vocabulary items depends on a number of factors. They are:

a. Similarity to L1

The difficulty of vocabulary items often depends on how a similar item is in form and
meaning to the students’ first language. There are many examples of these: someone
described as sensible in English will be understood sensitive by many European and if
you say an embarrased to a a Spanish speaker, they may will think that you are expecting
a baby.
b. Similarity to English words already known

Once the students have some English words that relate to an English word that they are
already familiar which is easier than one, which is not. For example, if students have
already met the word friendly, they should be able to guess the meaning of unfriendly.

c. Connotation

Connotation of the word is another difficult aspect that the learners have to get to grip.
For example, either skinny or slim could be used to describe someone who is thin. But
these two words have very different in their connotation and by choosing one of them
however; the speaker actually conveys a particular attitude. Skinny is negative
connotation, while slim is positive connotation.

d. Spelling and pronunciation

The spelling of English word can cause problems for students who speak languages with
very regular spelling systems. Particular spelling patterns can also cause confusion where
the pronunciation concerned. For example:

through, though, tough.

e. Multi- word items

A lexical item may consist of more than one word, as in a compound like tennis shoes, or
rally car or a phrasal verb such as to put some one up. f. Collocation

How a lexical item collocates can also cause difficulty. For example we say that people
injured or wounded but things are damaged.

comparing, predicating, repeating and using mechanical means to study

vocabulary.
 2.4.Techniques in Teaching Vocabulary

There many kinds of techniques that can be applied in teaching

vocabulary. Allen (1983) mentions some techniques of vocabulary teaching that can be prepared
and chosen as follows:

a) Demonstration

The technique, which belongs to demonstration, is gesture and action performing.

The teacher can use real objects and command. Teacher may demonstrate the
material using of real objects available in the classroom such as door, windows,
clock, desk, etc. when use a command technique, teacher may ask students to do
something such as touching the pen, pointing the picture and so on.
b) Visual aids

Visual means something visible. Teacher may use visual aids in the teaching of
vocabulary to enable students to observe and identify the objects vividly. Beside
that, visualization may interest the students in their learning vocabulary.

c) Verbal Explanation

Verbal explanation can be carried out through definition and translation. Allen
(1983) states that teacher can use explanation in the students’ own language,
definitions in simple English, and using vocabulary that students have already
known to show the meaning. For instance, the word ‘umbrella’ can be introduced
by explaining what it looks like and when the people usually use it.

d) Word List

When using word list technique, teacher should pay attention to vocabulary
selection. The words taught should relate and

appropriate to the students need and relate to their level. From all the
explanations above, it can be concluded that vocabulary is stock of words used by a person or
class. It contains list or set of words for a particular language.
 The vocabulary taught in an elementary level has some characteristics such as:
simple, recognizable, interesting and can be found in the nearest environment or classroom.
Referring to the syllabus for the fourth grade students of elementary school which is as the
limitation of vocabulary area presented in this thesis, it includes the topic of “Things around us”
and the sub topic is “Objects in the classroom" that can be taught through instruction. The terms
of instruction will be various depending on the combination between the certain object and its
instruction such as: open your book, take your pen etc.

2.5.The Function of Vocabulary

Before discussing vocabulary function, first of all we should know the meaning of it.
Vocabulary is total number of words which (with rules for combining them) make up a
language, or (range of) words known to, or used by, a person, in trade, profession, etc1.

The word “use” has a meaning as the function or the advantage. So we can say that
from the definition-above the vocabulary use is the function or the use of words which are
used in language. It means that when we use words, we should know the function or the use
of our words our vocabularies because it can guide us in understating the language which we
learn.

Moreover, vocabulary is central to both the system and the use of language. The
words that we pronounce write and organize into sentences and other grammatical
combinations. Words are also, what ordinary users think of as language. For, they are
accessible and reflected more fully the whole culture and respond more quickly to changes in
society than do other aspects of language2.

Mastering vocabulary is the ability to get or and to receive lots of words. By having
and mastering vocabulary, we will know the meaning of vocabulary in the context. It can also
help to avoid making the mistakes in identifying a language with the dictionary and guide us
in making the equivalence of the second language to the native language.
Here is some of the vocabulary use: Helping us master kinds or levels of meaning

In mastering the kinds or levels of meaning such as the words with their lexical
meaning are, they are by no means the only essential meanings in the symbols and devices of
a language and also the lexical content of the various words- the words as listed and defined
in a dictionary.3 In the sentence “The old man killed the little bear”, the dictionary does tell
us the kind of beings to which the words man and bear refer it will explain the particular type
of action for which the word will is a symbol. And it will give us some notion of the qualities
included in the meanings of such words as old and little. This is however practically all the
help the dictionary can give. It does not tell us whether old is to be taken as a characteristic of
the man or of the bear; or whether the bear or the man or both are little. The dictionary cannot
tell us whether, in this particular sentence, the man bear performed the action. So the
syntactical, the positions in which old and little stand in relation to man and bear give us the
essential meaning that it is the man that is old and bear that is little. The fact that the old man
precedes the word killed and that the little bear follows that word. Killed conveys the
meaning that the man Rather than ear performed the action. Here, syntactical meaning
absolutely essential to any understanding of the utterance expressed by the word order.

Morphological meaning or the forms of the words. The form of the word man (in
contrast with men) and the form of the word bear (in contrast with bears) signals the feet that
there was but one man and but one bear. In similar fashion the form of the word killed
indicates the fact that the action has already occurred. It is not now in process nor projected
for the future.4

2.6. How to Teach Vocabulary

Vocabulary is basic to communication. If people do not recognize the meaning of the

key words used by those who address them, they will not be able to participate in the
conversation. If they want to express ideas or ask for information, they must be able to
produce words to convey their meaning. Thus vocabulary learning is very crucial in
developing competence in a second or foreign language.

In teaching vocabulary, the teachers are hoped to have some techniques in order to make
students familiar with the vocabulary so that they understand new word easily. The
techniques functions not only to help the students grasp the meaning of new words quite
easily, but also to vary the teaching activity in order to avoid the boredom on the part of
students. Harmer mentions that the following aids can help to explain new vocabulary are: 5

a. Realia

This is the word to refer the use of real objects in the classroom. Thus the words „book‟,
„pencil‟, or „chair‟, can be easily explained by showing students a book, a ruler, or a
chalk. This is clearly satisfactory for certain single words, but the use of realia is limited
to things that can be taken easily from the classroom.

b. Pictures

Pictures are clearly indispensable for the language teacher since they can be used in so
many ways. Pictures can be used to explain the meaning of vocabulary items: the
teacher can draw pens, rulers, pencils, and books in the blackboard/whiteboard, or have
magazines picture of trucks, bicycle, train, or bus onto cardboard. The teacher might
bring in a wall picture showing three people in a room that could be used for introducing
the meaning of the sentence, for instance: there are three people in the classroom.

c. Mime, action, and gesture

It is often impossible to explain the meaning of words and grammar either with realia or
in picture. An action, in particular, is probably better explained by mime. Gesture is
useful for explaining words like „from‟,
 „to‟, etc. or indicating that the past is being talked about (the teacher gestures backwards
over his shoulder)

d. Contrast

A visual element sometime may not be sufficient to explain meaning and contrast can be
used. Thus, the meaning of “full” is better understood in the context of “empty”, “big”
in the context of “small”, etc.

e. Enumeration

The word “vegetable” is difficult to be explained visually. If, however, the teacher
rapidly lists (or enumerates) a number of vegetables, the meaning will become clear.
The same is true of a word like “clothes”.

f. Explanation

Explaining the meaning of vocabulary items can be extremely difficult just as

grammatical explanations. It will be important in giving such explanations to make sure
that the explanations include information about when the item can be used. For example,
it would be unsatisfactory just to say that “mate” is a word for “friend” unless you point
out that it is colloquial informal English and only be used in certain context.

g. Translation

For many years, translation went out of fashion and was considered as something of sin.
Clearly, if the teacher is always translating, this will impede the students‟ learning since
they want to hear and use the target language, not their own. Nevertheless, it seems silly
not to translate if by doing so; a lot of time can be saved. If the students do not
understand a word and the teacher cannot think how to explain it, he can quickly
translate it.
 Translation then, seems a useful measure if it is used sparingly, but it is hoped to be
used with caution. These aids and measure may be useful for explaining the meaning of a
word or a sentence.

2.7. Importance of Learning Vocabulary

Vocabulary mastery is really important in learning English. Vocabulary, much more

than grammar, is the key to students understanding what they hear and read in school; and
then communicating successfully with other people. Although their structure is low, if they
master on vocabulary, it will make them better on their English skills.

Recently methodologists and linguists emphasize and recommend teaching vocabulary

because of its importance in language teaching. Ur states “Vocabulary is the most important
aspect of language to teach. You can understand a reading text and make your self
understood with almost no grammar, but you can‟t get anywhere without vocabulary. It is
more important than reading strategies for understanding a text. It is also the best single
measure of proficiency.”6

Thornby quotes Wilkins‟ statement that “Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed.”7

A good store of words is crucial for understanding and communication. A major aim of
most teaching programs is to help students to gain a large vocabulary of useful words. In
every lesson, students have to introduce new words and practice them, making clear the
meanings and the ways in which each can be used.

Furthermore, a good mastery of vocabulary helps the learners to express their ideas
precisely. By having many of word, learners will be able to comprehend the reading
 materials, catch other talking, give response, speak fluently and write some kind of topics.
On the contrary, if the learners do not recognize the meaning of the words used by those who
address them, they will be unable to participate in conversation, unable to express some
ideas, or unable to ask for information.

B. Direct Method

1. Definition of Direct Method

People can learn vocabulary through many methods. One of the methods is through
direct method. The direct method is not new. Its principle has been applied by language
teachers for many years. Most recently, it was revived as a method when the goal of
instruction became learning how to use a foreign language to communicate.

The direct method, which arrived at the end of the ninetieth century, was the product of
reform movement which was reacting to the restrictions of grammar translation. Translation
was abandoned in favor of the teacher and the students speaking together, relating the
grammatical forms they were studying to objects and pictures, etc. in order to establish their
meaning. The sentence was still the main object of interest, and accuracy was all important.

The direct method has one very basic rule. No translation is allowed. In fact, the direct
method receives its name from the fact that meaning is to be conveyed directly with the target
language through the use of demonstration and visual aids, with no recourse to the students‟
native language. The direct method, in rejecting the use of translation developed as a reaction
to such highly intellectual approaches to language learning As Schmitt state, direct method
emphasized exposure to oral language, with listening as the primary skill. Meaning was
related directly to the target language without the step of translation, and explicit grammar
teaching was done played. Direct Method had its problem. It required teacher to be proficient
in the target language.
2. Characteristics of Direct Method

The major characteristics of learning vocabulary through direct methods are:

A. The teacher introduces a new target language word or phrase, he demonstrates its meaning
through the use of realia, pictures, or pantomime; he never translate it into the students‟
native language.

B. Students speak the target language great deal and communicate as if they were in real
situations.

C. Grammar is taught inductively; that is the students are presented with examples and they
figure out the rule or generalization from the example.

An explicit grammar rule may never be given.

D. Students practice vocabulary by using new words in complete sentences.8

3. Function of Direct Method

Teachers who use the Direct Method believe that students need to associate meaning
and the target language directly. In order to do this, when the teacher introduces a new target
language word or phrase, he demonstrates its meaning through the use of realia, pictures, or
pantomime. He never translates it into the students‟ native language. Students speak in the
target language a great deal and communicate as if they were in real situation9.

4. The Steps of Using Direct Method

There are some techniques that can be used in teaching English by using the direct
method, they are:

A. Reading Aloud

The students take turns reading sections of passage, play, or dialog out loud. At the end
of each student‟s turn, the teacher uses gestures, pictures, realia, examples, or other
means to make the meaning of the section clear.

B. Question and Answer Exercise

This exercise is conducted only in target language. Students are asked questions and
answer in full sentences so that they practice with new words and grammatical structure.
They have the opportunity to ask questions as well as answer them.

C. Getting Students to Self-correct

The teacher of this class has the students self-correct by asking them to make a choice
between what they said and an alternate answer he supplied. There are, however, other
ways of getting students to self-correct. For example, a teacher might simply repeat what
a student has just said; using a questioning voice to signal to the student that something
was wrong with it. Another possibility is for the teacher to repeat what the student said,
stopping just before the error. The student knows that the next word was wrong.

D. Conversation Practice
 The teacher asks students a number of questions in the target language, which the
students have to understand to be able to answer correctly. In the class observed, the
teacher asked individual students questions about themselves. The questions contained a
particular grammar structure. Later, the students were able to ask each other their own
questions using the same grammatical structure.

E. Fill-in-the-Blank Exercise

All the items are in the target language; furthermore, no explicit grammar rule would be
applied. The students would have induces the grammar rule they need to fill in the blanks
from examples and practice with earlier parts of the lesson.

F. Dictation

The teacher reads the passage three times. The first time the teacher reads it at a normal
speed, while the students just listen. The second time he reads the passage phrase by
phrase, pausing long enough to allow students to write down what they have heard. The
last time the teacher again reads at a normal speed, and students check their work.

G. Map Drawing

The class included one example of a technique used to give students listening
comprehension practice. The students were given a map with the geographical features
unnamed. Then the teacher gave the students directions such as the following, “Find the
mountain range in the West.

Write the words „Rocky Mountains‟ across the mountain range.” He gave instruction for
all the geographical features of the United States so that students would have a
completely labeled map if they followed his instruction correctly. The students then
instructed the teacher to do the same thing with a map he had drawn on the blackboard.
Each student could have a turn giving the teacher instructions for finding and labeling
one geographical feature.
 H. Paragraph writing

The teacher in this class asked the students to write a paragraph in their own words on the
major geographical features of the United States. They could have done this from
memory, or they could have used the reading passage in the lesson as a model.

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