STATUS OF VOCABULARY, KEY CONCEPTS, IMPORTANCE OF VOCABULARY AND LEXICAL ITEMS, AND TEACHING VOCABULARY
Much Deiniatur
Ahmad Dahlan University
Abstarct
Vocabulary should be considered as an integral part of learning a foreign language since it leads the way to communication. It also should be rocognized as a central element in language instruction from the begining stages. Vocabulary helps the learner more not only reading comprehension, but also in achieving more survival communication.
A lexical item is a single unit belonging to some lexical category, having an identifiable meaning or grammatical function and fairly consistent phonological shape. The lexical approach makes a distinction between vocabulary traditionally understood as a stock of individual words with fixed meanings and lexis which includes not only the single words, but also the word combinations that we keep in our mental lexicons.
At times, language teaching methodologies have attached great importance to vocabulary learning, and sometimes it has been neglected. In practice, grammar and pronunciation are at the core of language learning, while vocabulary is neglected in most foreign language classes. Learning vocabulary is as a key element to achieve a high level of profiency in the target language. Teachers of foreign language are paying special attention to foreign language vocabulary acquisition. It is believed that having a large and varied vocabulary is the indicator of communicative competence and it is one of the important aspect of language learning.
Key words: vocabulary, lexical items, teaching vocabulary
A. INTRODUCTION
Teaching English is a process to convey knowledge of English from teachers to students in some ways. First, teaching English as a first language. Second, teaching English as a foreign language. In indonesian, English is taught as a foreign language, because Indonesians do not speak English in their daily activities.
In an English course, there are four skills that must be taught by teachers, namely: reading, writing, speaking and listening. Reading activities needs accuracy to understand words in each paragraph so they know true information. Learners needs accuracy structure in arranges words in writing skills. listening needs accuracy in analyse what native speaker’s say. Speaking needs accuracy in pronounce English words and intonation. Reading is one of language skills. Teachers have to teach reading words, phrases, sentences, or texts in English. Reading skill is taught by teachers to make students have a lot of understanding of vocabulary.
Writing is a part of English skill. Teachers have to teach how to arranges words into a phrases, sentences, or texts. Sub skills that supports students in writing is structure or grammar so that can produce a good sentences.
Listening is activity to hear and understand the native speaker’s word or someone who speaks English. Teachers have to teach students how to pronounce English words like way of native speakers’ do speaks. Also, teachers drill students in listening to infer information through speaker’s intonation.
Speaking is producing words in a certain language orally. Speaking is not only a process to say something, but also pronouncing words with acceptable intonation and stressing. Teachers have to teach students how to accurately respond a statement by pronounce words correctly
B. DISCUSSION
1. 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.
According to Kruse (1987:305), 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 provides clues to the meaning of new vocabulary items; recognize definitions, infer meaning of words from context; and use grammatical clues to infer word meaning.”
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 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.
a. The Meaning of Vocabulary
In some literature, we find the meaning of vocabulary. There are some definitions of vocabulary. According to Kridalaksana (1993:127), vocabulary is a component of a language that maintains all of information about meaning and using word in a language.
According to Webster’s Ninth collegiate dictionary (1978), 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.
From the definitions above, it shows that vocabulary is a component of language and number of words used by a person, class, profession, etc. In the communication and every aspect such as in trade, education, business, etc.
According to Haley (2006:3) word is a combination of vocal sounds or one such sound, used in language to express an idea (to denote a thing, attribute,or relation), and constitutingan ultimate minimal element of speech having a meaning as such; a vocable.
b. Kinds of Vocabulary
There are many classifications made by the experts in language area about the types of vocabulary. Syah and Enong (1980:1) 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.
Aeborsold and Field (1997:139) 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 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.
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.
c. 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 student’s capability.
3) The words are taught from easiest to the difficult.
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 Wallace (1982:52), 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.
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 or explain the meaning of words. In determination, a teacher needs to consider whether the technique is able to improve student’s retention.
According to Doff (1990:11), There 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.
2. Lexical Item
a. Definition of Lexical item
A Lexical item (or lexical unit, lexical entry) is a single word or chain of words that forms the basic elements of a language's lexicon (vocabulary). Examples are "cat", "traffic light", "take care of", "by-the-way", and "it's raining cats and dogs". Lexical items can be generally understood to convey a single meaning, much as a lexeme, but are not limited to single words. Lexical items are like semes in that they are "natural units" translating between languages, or in learning a new language. In this last sense, it is sometimes said that language consists of grammaticalized lexis, and not lexicalized grammar. The entire store of lexical items in a language is called its lexis.(Wikipedia).
b. Kinds of Lexical item
In his classification, for the lexical units, Lewis (1997:255-270) suggest the following units:
a. words:
Words are considered the most familiar type of lexical items. For research purposes, little information needed to be stated now, though they do pose certain methodological problems as far as the criteria of: "selection, sequence, familiarity and learnability" are concerned. Examples of this category are "book, pen, pencil, chair, car", etc.
b. Multi-word Items:
This category involves hundreds of lexical items which are multiword units; each one is recognized as having a unique value, even if they could be further analyzed into components. These multi-word units can usefully be subcategorized, but any categorization will involve marginal cases and overlapping categories of this type, the two most important groups are collocations and institutionalized expressions such as "to catch a cold" and "We'll see respectively".
c. Polywords:
Polywords, like the single word are frequently found in dictionaries. They refer to short-two or three words which may belong to any word class and the meaning of the whole group may range from immediately apparent ortotally different from the component words. Phrasal verbs are the only kind of ployword which is basically featured in language teaching. They are some examples of this kind such as: "put off, by the way, concerning with, of course, by and by, from now on, upside down", etc.
d. Collocation: (word-partnership)
Collocation refers to the tendency in which certain words occur together such as 'grill or boil meat', 'toast bread', etc.
e. Institutionalized Expressions
Institutionalized expressions are a kind of multi-word units. They allow the language user to manage aspects ofthe social interaction and, thus, they are considered as pragmatic in nature. These fixed institutionalized expressions can be classified as follows:
a. Short, scarcely grammaticalised utterances, such as: "not yet, certainly, just a moment, please," etc.
b. Sentence heads of frames represents the first words of utterances serving mainly a pragmatic intention such as: " sorry to interpret, but can I just say , that's all very well, but , I see what you mean, but I wonder if it wouldn't be better to ," etc.
c. Full sentence with readily identifiable pragmatic meaning, which are easily recognized as fully institutionalized.
f. Chunking
Chunking includes collocations, fixed and semi-fixed expressions and idioms. It plays a dominant role in the production of language. Here are: (a) examples of lexical chunks that are not collocations such as: "by the way, up to now, upside down, out of my mind", etc. (b) examples of lexical chunks that are collocations such as: "totally convinced, strange accent, terrible accident, sense of humor", etc.
c. Aspects of the Lexical Approach
There are several aspects of lexis that need to be taken intonconsideration in teaching vocabulary. The following aspects, referred to them by Moras and Carlos (2001: 1-2) and these are:
1. Boundaries between conceptual meaning
It means knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g., cup, mug, bowl).
2. Polysemy
It means distinguishing between the various meanings of a single word form with several, but closely related meanings (head: of a person, of a pin, of an organization)
3. Homonymy
It means distinguishing between the various meanings of a single word form which has several meanings but are not closely related (e.g., a file: used to put paper in or a tool).
4. Homophony
It means the understanding of words that have the same pronunciation, but different spellings and meanings (e.g., flour, flower).
5. Synonymy
It means the distinguishing between the different shades ofmeaning that synonymous words have (e.g., extend, expand, increase).
6. Affective meaning
It means the distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers' attitude or the situation. Socio-cultural association of lexical items is another important factor.
7. Style, register, dialect
It means the ability to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation.
8. Translation
It means the awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates).
9. Chunk of language
It means the multi-word verbs, idioms, strong and weak collocations, and lexical phrases.
10. Grammar of vocabulary
It means learning the rules that enable students to build up different forms of the word or even different words from that word (e.g., sleep, slept, sleeping, able, unable, disability).
11. Pronunciation
It means the ability to recognize and reproduce items in speech.
C. CONCLUSION
In the past there was a period of time when vocabulary was neglected. With the current trends vocabulary began to gain importance. So students should be aware of different vocabulary learning strategies. English teachers should keep in mind the fact that students have to be aware of what “knowing word” means. They should know that just knowing the definition or mother tongue equivalent of a word does not mean that they know the word. Students should be encourage to develop a system of vocabulary learning which will lead them to be independent learners.
The teachers should be open to innovation in the field and encourage students to develop strategies for handling new vocabulary. They should tolerate any type of prejudgements towards vocabulary learning and try to make the students like vocabulary learning and vocabulary studies.
REFERENCES
Richards & Renandya.2002. Methodology in Language Teaching.Cambridge: Cambridge University Press.
Kruise, Anna.1987. Methodology in TESOL; A Book of Reading. New York: Newbury House Publisher.
Kridalaksana, Harimukti.1993. Kamus Linguistik Edisi Ketiga. Jakarta: Pt. Gramedia Pustaka.
Merriem.1978. Webster’s Ninth Collegiate Dictionary. New York: Merriem Webster’s Inc, 1978.
Syah, Djalinus & Enong, Azimar.1980. Tata Bahasa Inggris Modern Dalam Tanya Jawab.Jakarta: C.V Miswar.
Aeborsold, Jo & Lee, mary. 1997. From Reader to Reading Teacher. New York: Cambridge University Press.
Wallace, Michael. 1982. Teaching Vocabulary. Oxford: English Language book society.
Doff, Adrian.1990. Teach English Fourth Printing. Cambridge: Teacher Training and Development.
Harley, Heidi. 2006. English Words, A linguistic Introduction. Blackwell Publishing..
Lewis, M.1997. Pedagogical Implication of the Lexical approach. In J. Coadi and T. Huckin, Second Language Acquistion; A Rationale for Pedagogy. Cambridge: Cambridge University Press.
Moras, Solange and Sao Carlos. Teaching Vocabulary to Advanced Students:A lexical Approach. In Karen’s Linguistics Issues, July 2001.
Ahmad Dahlan University
Abstarct
Vocabulary should be considered as an integral part of learning a foreign language since it leads the way to communication. It also should be rocognized as a central element in language instruction from the begining stages. Vocabulary helps the learner more not only reading comprehension, but also in achieving more survival communication.
A lexical item is a single unit belonging to some lexical category, having an identifiable meaning or grammatical function and fairly consistent phonological shape. The lexical approach makes a distinction between vocabulary traditionally understood as a stock of individual words with fixed meanings and lexis which includes not only the single words, but also the word combinations that we keep in our mental lexicons.
At times, language teaching methodologies have attached great importance to vocabulary learning, and sometimes it has been neglected. In practice, grammar and pronunciation are at the core of language learning, while vocabulary is neglected in most foreign language classes. Learning vocabulary is as a key element to achieve a high level of profiency in the target language. Teachers of foreign language are paying special attention to foreign language vocabulary acquisition. It is believed that having a large and varied vocabulary is the indicator of communicative competence and it is one of the important aspect of language learning.
Key words: vocabulary, lexical items, teaching vocabulary
A. INTRODUCTION
Teaching English is a process to convey knowledge of English from teachers to students in some ways. First, teaching English as a first language. Second, teaching English as a foreign language. In indonesian, English is taught as a foreign language, because Indonesians do not speak English in their daily activities.
In an English course, there are four skills that must be taught by teachers, namely: reading, writing, speaking and listening. Reading activities needs accuracy to understand words in each paragraph so they know true information. Learners needs accuracy structure in arranges words in writing skills. listening needs accuracy in analyse what native speaker’s say. Speaking needs accuracy in pronounce English words and intonation. Reading is one of language skills. Teachers have to teach reading words, phrases, sentences, or texts in English. Reading skill is taught by teachers to make students have a lot of understanding of vocabulary.
Writing is a part of English skill. Teachers have to teach how to arranges words into a phrases, sentences, or texts. Sub skills that supports students in writing is structure or grammar so that can produce a good sentences.
Listening is activity to hear and understand the native speaker’s word or someone who speaks English. Teachers have to teach students how to pronounce English words like way of native speakers’ do speaks. Also, teachers drill students in listening to infer information through speaker’s intonation.
Speaking is producing words in a certain language orally. Speaking is not only a process to say something, but also pronouncing words with acceptable intonation and stressing. Teachers have to teach students how to accurately respond a statement by pronounce words correctly
B. DISCUSSION
1. 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.
According to Kruse (1987:305), 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 provides clues to the meaning of new vocabulary items; recognize definitions, infer meaning of words from context; and use grammatical clues to infer word meaning.”
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 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.
a. The Meaning of Vocabulary
In some literature, we find the meaning of vocabulary. There are some definitions of vocabulary. According to Kridalaksana (1993:127), vocabulary is a component of a language that maintains all of information about meaning and using word in a language.
According to Webster’s Ninth collegiate dictionary (1978), 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.
From the definitions above, it shows that vocabulary is a component of language and number of words used by a person, class, profession, etc. In the communication and every aspect such as in trade, education, business, etc.
According to Haley (2006:3) word is a combination of vocal sounds or one such sound, used in language to express an idea (to denote a thing, attribute,or relation), and constitutingan ultimate minimal element of speech having a meaning as such; a vocable.
b. Kinds of Vocabulary
There are many classifications made by the experts in language area about the types of vocabulary. Syah and Enong (1980:1) 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.
Aeborsold and Field (1997:139) 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 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.
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.
c. 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 student’s capability.
3) The words are taught from easiest to the difficult.
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 Wallace (1982:52), 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.
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 or explain the meaning of words. In determination, a teacher needs to consider whether the technique is able to improve student’s retention.
According to Doff (1990:11), There 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.
2. Lexical Item
a. Definition of Lexical item
A Lexical item (or lexical unit, lexical entry) is a single word or chain of words that forms the basic elements of a language's lexicon (vocabulary). Examples are "cat", "traffic light", "take care of", "by-the-way", and "it's raining cats and dogs". Lexical items can be generally understood to convey a single meaning, much as a lexeme, but are not limited to single words. Lexical items are like semes in that they are "natural units" translating between languages, or in learning a new language. In this last sense, it is sometimes said that language consists of grammaticalized lexis, and not lexicalized grammar. The entire store of lexical items in a language is called its lexis.(Wikipedia).
b. Kinds of Lexical item
In his classification, for the lexical units, Lewis (1997:255-270) suggest the following units:
a. words:
Words are considered the most familiar type of lexical items. For research purposes, little information needed to be stated now, though they do pose certain methodological problems as far as the criteria of: "selection, sequence, familiarity and learnability" are concerned. Examples of this category are "book, pen, pencil, chair, car", etc.
b. Multi-word Items:
This category involves hundreds of lexical items which are multiword units; each one is recognized as having a unique value, even if they could be further analyzed into components. These multi-word units can usefully be subcategorized, but any categorization will involve marginal cases and overlapping categories of this type, the two most important groups are collocations and institutionalized expressions such as "to catch a cold" and "We'll see respectively".
c. Polywords:
Polywords, like the single word are frequently found in dictionaries. They refer to short-two or three words which may belong to any word class and the meaning of the whole group may range from immediately apparent ortotally different from the component words. Phrasal verbs are the only kind of ployword which is basically featured in language teaching. They are some examples of this kind such as: "put off, by the way, concerning with, of course, by and by, from now on, upside down", etc.
d. Collocation: (word-partnership)
Collocation refers to the tendency in which certain words occur together such as 'grill or boil meat', 'toast bread', etc.
e. Institutionalized Expressions
Institutionalized expressions are a kind of multi-word units. They allow the language user to manage aspects ofthe social interaction and, thus, they are considered as pragmatic in nature. These fixed institutionalized expressions can be classified as follows:
a. Short, scarcely grammaticalised utterances, such as: "not yet, certainly, just a moment, please," etc.
b. Sentence heads of frames represents the first words of utterances serving mainly a pragmatic intention such as: " sorry to interpret, but can I just say , that's all very well, but , I see what you mean, but I wonder if it wouldn't be better to ," etc.
c. Full sentence with readily identifiable pragmatic meaning, which are easily recognized as fully institutionalized.
f. Chunking
Chunking includes collocations, fixed and semi-fixed expressions and idioms. It plays a dominant role in the production of language. Here are: (a) examples of lexical chunks that are not collocations such as: "by the way, up to now, upside down, out of my mind", etc. (b) examples of lexical chunks that are collocations such as: "totally convinced, strange accent, terrible accident, sense of humor", etc.
c. Aspects of the Lexical Approach
There are several aspects of lexis that need to be taken intonconsideration in teaching vocabulary. The following aspects, referred to them by Moras and Carlos (2001: 1-2) and these are:
1. Boundaries between conceptual meaning
It means knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g., cup, mug, bowl).
2. Polysemy
It means distinguishing between the various meanings of a single word form with several, but closely related meanings (head: of a person, of a pin, of an organization)
3. Homonymy
It means distinguishing between the various meanings of a single word form which has several meanings but are not closely related (e.g., a file: used to put paper in or a tool).
4. Homophony
It means the understanding of words that have the same pronunciation, but different spellings and meanings (e.g., flour, flower).
5. Synonymy
It means the distinguishing between the different shades ofmeaning that synonymous words have (e.g., extend, expand, increase).
6. Affective meaning
It means the distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers' attitude or the situation. Socio-cultural association of lexical items is another important factor.
7. Style, register, dialect
It means the ability to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation.
8. Translation
It means the awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates).
9. Chunk of language
It means the multi-word verbs, idioms, strong and weak collocations, and lexical phrases.
10. Grammar of vocabulary
It means learning the rules that enable students to build up different forms of the word or even different words from that word (e.g., sleep, slept, sleeping, able, unable, disability).
11. Pronunciation
It means the ability to recognize and reproduce items in speech.
C. CONCLUSION
In the past there was a period of time when vocabulary was neglected. With the current trends vocabulary began to gain importance. So students should be aware of different vocabulary learning strategies. English teachers should keep in mind the fact that students have to be aware of what “knowing word” means. They should know that just knowing the definition or mother tongue equivalent of a word does not mean that they know the word. Students should be encourage to develop a system of vocabulary learning which will lead them to be independent learners.
The teachers should be open to innovation in the field and encourage students to develop strategies for handling new vocabulary. They should tolerate any type of prejudgements towards vocabulary learning and try to make the students like vocabulary learning and vocabulary studies.
REFERENCES
Richards & Renandya.2002. Methodology in Language Teaching.Cambridge: Cambridge University Press.
Kruise, Anna.1987. Methodology in TESOL; A Book of Reading. New York: Newbury House Publisher.
Kridalaksana, Harimukti.1993. Kamus Linguistik Edisi Ketiga. Jakarta: Pt. Gramedia Pustaka.
Merriem.1978. Webster’s Ninth Collegiate Dictionary. New York: Merriem Webster’s Inc, 1978.
Syah, Djalinus & Enong, Azimar.1980. Tata Bahasa Inggris Modern Dalam Tanya Jawab.Jakarta: C.V Miswar.
Aeborsold, Jo & Lee, mary. 1997. From Reader to Reading Teacher. New York: Cambridge University Press.
Wallace, Michael. 1982. Teaching Vocabulary. Oxford: English Language book society.
Doff, Adrian.1990. Teach English Fourth Printing. Cambridge: Teacher Training and Development.
Harley, Heidi. 2006. English Words, A linguistic Introduction. Blackwell Publishing..
Lewis, M.1997. Pedagogical Implication of the Lexical approach. In J. Coadi and T. Huckin, Second Language Acquistion; A Rationale for Pedagogy. Cambridge: Cambridge University Press.
Moras, Solange and Sao Carlos. Teaching Vocabulary to Advanced Students:A lexical Approach. In Karen’s Linguistics Issues, July 2001.
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