p>The learning of Vocabulary is important part in foreign linguistic communication learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered equally the central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few research indicate that teaching vocabulary can be considered every bit problematic, as some teachers are non actually sure about the all-time do in the teaching and sometimes not really aware how to first forming an instructional emphasis on the vocabulary learning (Berne& Blachowicz, 2008). Through this article, the author summarizes the related research that focus on the importance of vocabulary and explaining many techniques used by some English teachers and lecturer when didactics English language, as well as author'southward personal view of the issues.</p

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Kopertis Wilayah 10 182

THE Educational activity OF VOCABULARY: A PERSPECTIVE

Alpino Susanto

Universitas Putera Batam

susanto.alpino40@gmail.com

Abstract

The learning of vocabulary is an important part in strange language learning. The meanings of

new words are very oftentimes emphasized, whether in books or in exact communication. Vocabulary

is considered every bit central in language pedagogy and is of paramount importance to a linguistic communication learner.

Vocabulary is a basic of one learns a foreign language. Few research indicate that teaching vocabulary

can exist considered as problematic, as some teachers are not really certain nigh the best exercise in the

teaching and sometimes not really aware how to get-go forming an instructional accent on the

vocabulary learning (Berne & Blachowicz, 2008). Through this article, the writer summarizes the

related research that focus on the importance of vocabulary and explains many techniques used by

some English teachers and lecturers when education English, every bit well as writer'south personal view of the

issues.

Keywords: perspective; teaching of vocabulary; vocabulary

INTRODUCTION

As strange language for Indonesian, learning English language is like constructing a traditional building.

A good engineer, a well-fatigued blueprint, tends to be made for constructors to follow. It tin can exist

compared to a expert language learner who is inclined to make plans and sticks to them

afterward. Similarly, steel can be compared to grammer which seems to most English Strange

Language (EFL) learners a monotonous and irksome eyesore, given the fact that almost EFL

learners feel, more or less, worried when faced with grammar. However, it is by and large

accepted that EFL learners cannot accept a proficient control of English without an in-depth sense

of the structure of English language. Gravel and sand can exist compared to words, phrases, collocations

and idioms, which are indispensable in taking shape of both receptive and productive language

learning skills. Cement and water can be compared to sentence patterns and structure, which

take the magic power to create different kinds of verses to attract the audience. As far as

mastering a foreign language is concerned, none of the language properties is to be ignored.

Amid the language properties mentioned in a higher place, "vocabulary ac quisition is central to

language acquisition, whether the linguistic communication is beginning, second, or foreign" (Decarrico, 2001, p.

285). If learners lack vocabulary knowledge, they soon discover that their ability to

comprehend or express themselves conspicuously is express (Decarrico, 2001; Nation, 2001).

Vocabulary that has been considered as the head of linguistic communication is not always considered

as valued when English is taught in school or other formal class. If one asks what have been

done to develop students' knowledge in English, some educators may come out with the

teaching arroyo which is and so indicated past the academic achievement that measured through

a very high frequency word measurement as per the need of social context. Grammer is

normally used as the measurement of students' English accomplishment now days. Information technology could exist due

to the simplicity of theory in delivering and in measuring students' achievement. How the

students empathize the concept of unfamiliar words, gain a greater number of words with their

own endeavor, and employ the words successfully in communication purposes is still far to achieve.

How the vocabulary learning is not considered very importance in 2nd and foreign language

pedagogic is pervasive.

Jurnal KATA : Vol 1 No. two Oktober 2017 183

In Indonesian context, Rinaldi et al. (2013) stated that 26.67% of Bengkalis Polytechnic

Riau Indonesia students vocabulary size were below one thousand words level, 40% at thousand words

level and only 33.3 % students were at 2000 word level and no students reached 4000 words

level. The upshot is linear with (Liu 2016) research toward undergraduate students of Jiangzu-

China. Liu (2016) indicated that no participants had reached the mastery level of the 3000,

5000 and bookish word category, but 2000. Hence both Rinaldi et al. (2013) and Liu (2016)

suggest the language learners to explore more approach on vocabulary skill such as vocabulary

learning strategies and more independent in learning.

Improving vocabulary skill among English language learners (ELLs) is a claiming

faced by many universities. Several problems and limitations have been associated with the

factors contribute to the level. This surface area has been a loop for some time. Some researchers for

instance, practise not take skillful information of students' success on vo cabulary learning and other

language skill where vocabulary is needed. Some even exercise not accept information about the

educatee'south private language strengths and weaknesses (Sothan, 2015).

Vocabulary acquisition plays an important role in mastering a language. A learner with

insufficient vocabulary size volition non perform well in every aspect of language itself. Yang

(1997) pointed out that many college students nonetheless encountered difficulties in reading their

English textbooks. The main reason for those college students who cannot read

comprehensively is their limited vocabulary size. In society to facilitate the learning process for

learners, a deep understanding of vocabulary teaching is rudimentary. In addition, some issues

pertinent to the comeback in learners' vocabulary size are also mentioned. Problems such as

what to teach, and how to teach, is also submitted and discussed.

LITERATURE REVIEW

Vocabulary Learning

Vocabulary skill is often considered every bit a disquisitional aspect of foreign language learners as limited

vocabulary in a second language, impedes successful communication. Because the

importance of vocabulary acquisition, Schmitt (2000) emphasizes that lexical knowledge is

central to communicative competence and to the conquering of a second linguistic communication. Nation

(2001) then describes the correlation betwixt vocabulary knowledge and language do as

complementary: The skill of vocabulary enables language usaeastward and conversely. Linguistic communication use

leads to an increase in vocabulary knowledge.

The importance of vocabulary is demonstrated daily in and out of campuses. In

classroom, the achieving students possess the most sufficient vocabulary. Researchers such as

Laufer and Nation (1997); Nation (2001; 2005); Maximo (2000); Read (2000; 2004); Gu

(2003); Marion (2008); Susanto (2016); and Nation (2001) and others take realized that the

acquisition of vocabulary is essential for successful foreign linguistic communication use and plays an

important part in the formation of complete spoken and written texts. Learning vocabulary

items plays a vital role in all linguistic communication skills (eg. listening, speaking, reading, and writing

(Nation, 2001). Alqahtani (2015), furthermore, argued that the acquisition of an adequate

vocabulary is essential for successful foreign language employ because without an extensive

vocabulary, a language learner volition be unable to use the structures and functions we may have

learned for comprehensible advice. Some research has shown that second language

readers rely heavily on vocabulary cognition and the lack of that knowledge is the main and

the largest obstacle for readers to overcome (due east g., Nation, 2001; Alqahtani, 2015),

In production, when linguistic communication learners have a meaning or concept that they wish to

limited, they need to have a shop of words from which they can select to express this significant

or concept. As stated by Nation (2001), when language learners travel, they do not carry

grammer books, but dictionaries. Many researchers argue that vocabulary is one of the most

important-if not the most important- components in learning a foreign language, and foreign

Kopertis Wilayah X 184

linguistic communication curricula must reverberate this. Alqahtani (2015) stated that there was not much value in

being able to produce grammatical sentences if i was non get the vocabulary that needed to

convey what one wish to say. While without grammar very piffling can be conveyed, without

vocabulary aught tin be conveyed. Maximo (2000) stated many reasons for devoting

attention to vocabulary. Commencement, a big vocabulary is of course essential for mastery of a

language. 2d language acquirers know this; they acquit dictionaries with them, not

grammar books, and regularly report that the lack of vocabulary is a major problem''. On the

other hand, vocabulary has been acknowledged as linguistic communication learners' greatest unmarried source of

problems (Meara, 1980). This remark may maybe reflect that the open up-endedness of a

vocabulary organization is perceived to be a crusade of difficulty past learners.

Another possible reason is that, unlike syntax nor phonology, vocabulary does not have

rules the language learners may follow to acquire and develop their knowledge. In other words,

it is non clear in vocabulary learning what rules utilise or which vocabulary items should be

learned starting time. Oxford (1990) likewise claimed that vocabulary was by far the most sizeable and

unmanageable component in the learning of any linguistic communication, whether a strange or i'south mother

natural language, because of tens of thousands of different meanings" Despite these difficulties that

language learners face in L2 vocabulary, they nonetheless have to bargain with it in their examinations as

''vocabulary has traditionally been one of theastward language components measured in language

tests'' (Schmitt, 1999, p.189). Furthermore, many learners see second linguistic communication conquering

(SLA) every bit substantially a matter of learning vocabulary and therefore they spend a great deal of

time on memorizing lists of words and rely on their bilingual dictionary equally a basic

communicative resource.

From the above explanation, it can exist concluded, language teachers and practical

linguists now generally recognize the importance of vocabulary learning and are exploring

ways of promoting it more effectively. Some of these research takes the form of investigation

of strategies learners use specifically for vocabulary (VLS as focus of attending.

Vocabulary Learning in Indonesia

Vocabulary has been viewed differently depending on which method is fashionable.

Wink back of the students' experience of English language learning at high schoolhouse, vocabulary was

covered in the learning activities. The 2004 and 2006 curricula, the and so-called Competency-

Based Curriculum (CBC) and the school-level curriculum or KTSP ( kurikulum tingkat satuan

pendidikan), emphasized the development of communicative competence covering linguistic

competence, discourse competence, socio-cultural competence, and strategic competence.

Linguistic competence, in particular, includes such components as grammar, vocabulary, and

pronunciation. Under the iv phasedue south of teaching and learning process suggested by the

curriculum, vocabulary teaching is supposed to be dealt with at the very starting time stage. The before

curriculum even emphasized 1000-2500 discussion level on the practical utilize and textbook.

When the students go in campus life, English subject is expected on the real practical.

Based on the current laws of National education due southystem in Republic of indonesia (the 1989 Didactics law

No.2 and the 1999 Government Regulation on Higher Education No.60), instruction at the

tertiary level is mainly designed for profession building. The students in college education

prepared to take specific and major subjects to support their hereafter profession. However, they

are withal required to have the mandatory subjects called general education courses and English

is one of them. In some campuses, the subject graded 1 and two, or overall four credits or two

separated subjects. English that to be functioned not only every bit constructive and efficient means of

interaction but as well as the medium of instruction. Moreover, English is included to develop and

disseminate the applied science and arts that would uplift the quality of life enhanced by the

national cultures. The English as a subject is General English that basically aiming at students'

competences on integrated language skills, such every bit speaking, writing, reading and listening,

Jurnal KATA : Vol 1 No. 2 Oktober 2017 185

has turned on emphasizing on grammatical structure. The focus of how Vocabulary taught and

learnt is not specific simply it is part of the campus and lecturers authorities on learning activities.

English will be more widely required in various sectors such as education itself, business,

tourism, merchandise etc. beyond the campus life.

The Clarification of Vocabulary

Vocabulary has been discussed and divided into various types. Some are divided into

2 types: agile and passive vocabulary. Gruneberg and Sykes (1991) distinguished the two

types of vocabulary. The first type of vocabulary refered to the 1 that the students had been

taught and that they were expected to be able to use. Meanwhile, the 2d i referred to the

words which the students would recognize when they met them, merely they would probably non

be able to pronounce. Hatch and Brown (1995), indicated ii kinds of vocabulary, namely as

receptive vocabulary and productive vocabulary.

Receptive vocabulary grandeans words that learners recognize and understand when they

are used in context, but which they cannot produce. The type of vocabulary that learners

recognize when they see or come across in reading text but do not use information technology in speaking and writing (Stuart,

2008). Meanwhile productive vocabulary is the words that the learners sympathise and are able

to pronounce correctly and utilise constructively in speaking and writing. It consists of what is

needed for receptive vocabulary plus the ability to speak or write at the appropriate fourth dimension.

Productive vocabulary tin can be addressed every bit an active process, becautilize the learners can produce

the words to express their thoughts to others (Stuart, 2008).

Vocabulary is crucial to be mastered past the learner in gild to empathize the language,.

Vocabulary mastery is needed to express our ideas and to exist able to understand other people's

sayings. Hornby (1995) adue south cited in Alqahtani (2015) defined the mastery of vocabulary as

complete knowledge or complete skill. From that definition, mastery means complete

knowledge or great skill that makes someone a master in a certain subject. Vocabulary mastery

refers to the great skill in processing words of a language (Susanto & Fazlinda, 2016). It is an

individual achievement and possession (Alqahtani, 2015). Due to that reason, the biggest

responsibility in increasing the noesis is in the private himself. The success in widening

the vocabulary mastery requires their own motivation and interest on the words of a linguistic communication.

As in decision, vocabulary mastery is an individual's great skill in using words of a language,

which is acquired based on their own interest needs and motivation. Vocabulary mastery plays

an important role in the four language skills and it has to be considered that vocabulary mastery

is one of the needed components of language (Susanto & Fazlinda, 2016).

Didactics Vocabulary

Teaching vocabulary is a crucial aspect in learning a language as languages are based

on words (Alqahtani, 2015). It is almost impossible to larn a linguistic communication without words; even

communication between human beings is based on words. Recent research indicates that

teaching vocabulary may be problematic because many teachers are not confident most the

all-time practice in vocabulary teaching and at times do not know where to begin to form an

instructional accent on discussion learning (Berne & Blachowicz, 2008). Either teachers or

students agree that acquisition of the vocabulary is a fundamental factor in teaching a language

(Walters, 2004). Teaching vocabulary is considered every bit one of the most discussed parts of

teaching English language equally a foreign language. When the teaching and learning process takes place,

problems would appear to the teachers. They have problems of how to teach students in order

to gain satisfying results. The teachers should be concerned that pedagogy vocabulary is

something new and unlike from student's native language. They as well accept to take into

business relationship that teaching English language for young learners is dissimilar from adults. The teacher should

prepare and detect out the appropriate techniques, which will exist implemented to the students. A

Kopertis Wilayah X 186

good teacher should prepare himself or herself with various and upward-to-date techniques.

Teachers should be creative and be able to principal the textile in guild to be understood by

students, and make them interested. The teachers have to know the characteristics of his\her

learners. They more over demand to prepare expert techniques and suitable material in social club to gain

the target of linguistic communication educational activity.

Commonly, in that location are several techniques concerning the education of' vocabulary.

Still, there are a few things that have to exist remembered by virtually English teachers if they

desire to nowadays a new vocabulary or lexical items to their students. It means that the English

teachers desire students to think new vocabulary so information technology needs to be learnt, good, and

revised to foreclose students from forgetting. Techniques employed by teachers depend on some

factors, such as the content, time availability, and its value for the learners (Takač & Singleton

2008). This makes teachers accept some reasons in employing certain techniques in presenting

vocabulary. In presenting i planned vocabulary item, the teacher normally combined more than

than 1 technique, instead of employing 1 single technique. Teachers, furthermore, are

suggested to employ planned vocabulary presentation as various as possible (Pinter, 2006). The

followings are some techniques of education vocabulary equally proposed by some experts.

1. Teaching vocabulary using Objects

This technique can assist learners in remembering vocabulary amend, because memory

for objects and pictures is very reliable and visual techniques can act as cues for remembering

words. Using this technique includes the use of visual aids, and sit-in. (Takač &

Singleton, 2008). In addition, Gairns & Redman (1986) land that real objects technique is

appropriately employed for beginners or young learners and when presenting concrete

vocabulary. Objects can be used to show meanings when the vocabulary consist of physical

nouns. Introducing a new word by showing the real object ofttimes helps learners to memorize the

word through visualization. Objects in the classroom or things brought to the classroom tin can exist

used.

2. Teaching vocabulary by drilling, spelling, and active involvement

Drilling is employed to brand learners get accustomed to the word form especially to

how information technology sounds. To make learners more familiar with the discussion, drilling should exist clear and

natural (Thorbury, 2002). Drilling is very necessary since learners need to say thursdaye word to

themselves as they learn information technology to recall the words from memory (Ellis & Beaton, 1993, in Read,

2000; 2004).

The primary means of spelling is actually memorizing words (Reed, 2012). Word

spelling needs to be considered since spelling forms of English words is non always inferred by

the pronunciation.

Employing this technique, the teacher encourages the students to find out discussion's

meaning by elicitation (Takač & Singleton2008). Elicitation maximizes learners' speaking

opportunities, and acts every bit a way of checking learners' agreement (Thorbury, 2002). This

technique also includes personalization, which is using the give-and-take by learners in a context or

sentence that is related to their life. Related to the above techniques, Pinter (2006) argues that

teachers are suggested to deport planned presentations of vocabulary as various equally possible,

so it is better that teachers present discussion meaning and form by combining more than than one

technique. In addition, Takač and Singleton (2008) points out that in choosing which

techniques to exist used in the classroom, teachers consider fourth dimension availability, the content or

teaching material.

Jurnal KATA : Vol ane No. 2 Oktober 2017 187

iii. Teaching vocabulary using drawing and picture

Objects can either be drawn on the blackboard or drawn on flash cards. The latter can

be used once more and again in different contexts if they are fabricated with cards and covered in plastic.

They tin can assist young learners easily sympathise and realize the primary points that they have

learned in the classroom.

Teaching vocabulary using pictures connect students' prior knowledge to a new story,

and in the process, assist them learn new words. There are plenty of vocabularies that can exist

introduced past using illustrations or pictures. They are fantabulous ways of making the meaning

of unknown words clear. They should exist used equally frequently as possible. The list of pictures includes:

posters, flashcards, wall charts, mag pictures, lath drawings, stick figures and

photographs. Pictures for vocabulary pedagogy come from many sources. Apart from those

drawn by the teacher or students, they are sets of colorful pictures intended for schools. Pictures

cut out of newspapers and magazines are very useful as well. Nowadays many readers,

vocabulary books and course books contain a vast number of attractive pictures that present

the meaning of bones words. The instructor can use learning materials provided by the school.

They can as well make their own visual aids or used pictures from magazines. Visual support

helps learners understand the meaning and helps to make the give-and-take more memorable.

4. Pedagogy vocabulary using mime, expressions and gestures

The term "mime or gesture is useful if it emphasizes the importance of gestures and

facial expression on communication Alqahtani, 2015). At the essence it tin not only exist used

to indicate the meaning of a discussion establish in reading passage, merely also in speaking activity as it

stresses mostly on communication. Many words can be introduced through mime, expressions,

and gestures. For example, adjectives: "pitiful"," happy"; mime and taking a hat off your head to

teach hat and so on. Several studies have emphasized the role of gestures in 2d languagdue east

(L2) acquisition (Alqahtani, 2015). Teachers tend to gesture a lot (Sime, 2001; Hauge, 1999),

peculiarly when addressing young learners and/or beginners. It is commonly acknowledged

that "teaching gestures" capture attention and make the lesson more than dynamic. Using analyses

of video recordings of English lessons to French students, Tellier (2007) determined iii primary

roles for teaching gestures: management of the form (to start/finish an action, to question

students, request silence, etc.), evaluation (to testify a mistake, to correct, to congratulate, etc.)

and caption to requite indications on syntax, underline specific prosody, explain new

vocabulary, etc.). Teaching gestures appear in various shapes: hand gestures, facial

expressions, pantomime, body movements, etc. They tin can either mime or symbolize something

and they help learners to infer the meaning of a spoken word or expression, providing that they

are unambiguous and easy to empathize. This teaching strategy is thus relevant for

comprehension (Tellier, 2007). However, its utility may depend on the kind of gesture used past

the teacher. It has been highlighted that foreign emblems, for instance, may lead to

misunderstandings when information technology is not known by the learners (Hauge, 1999; Sime, 2001). Inorth improver

to supporting comprehension, education gestures may also be relevant for learners'

memorization procedure. Indeed, many second language teachers who use gestures equally a instruction

strategy declare that they help learners in the process of memorizing the 2nd language

dictionary. Many of them have noticed that learners tin can retrieve a word hands when the teacher

produces the gesture associated with the lexical item during the lesson. Others have seen

learners (peculiarly young ones) spontaneously reproducing the gesture when proverb the word.

The effect of gestures on memorization is thus something witnessed past many merely hardly

explored on a systematic and empirical basis (Tellier, 2007).

5. Teaching vocabulary using enumeration and contrast

Kopertis Wilayah X 188

An enumeration is a collection of items that is a complete, ordered listing of all of the

items in that collection. It can exist used to present pregnant. In other words, this technique helps

when any word is difficult to explicate visually. Nosotros canorthward say "clothes" and explain this by

enumerating or listing diverse items. Instructor may listing a number of clothes eastward.yard. address, a skirt,

trousers etc ,then the meaning of the word "clothes" will became clear. The aforementioned is truthful of

'vegetable' or" piece of furniture", 'for example (Gruneberg & Sykes, 1991).

Some words are easily explained to learners by contrasting it with its opposite, for

example, the discussion" expert" assorted with the word "bad". Just some words are not. It is almost

incommunicable to contrast the words whose opposite is the gradable one. When the give-and-take "white"

is contrasted with the discussion "reddish", there is an "in between" discussion "pink". Furthermore, verb

"contrast" ways to show a difference, like photos that reveal how much weight someone lost

past contrasting the "before" and "after" shots. Many more studies have also shown that

vocabulary is best acquired if it is similar to what is already learnt (e.grand., Alqahtani, 2015). It is

not surprising that learning synonyms is a fashion to expand our vocabulary. Learning most

synonyms is important also considering this is how dictionaries are organized. Putting bilingual

dictionaries aside, mono-lingual lexicon essentially utilize words to explainly words, and in this

process, synonyms are often used (Elisabeth, 1999).

half dozen. Teaching vocabulary through guessing from Context

Guessing from context as a way of dealing with unfamiliar vocabulary in unedited

selections has been suggested widely by L1 and L2 reading specialists (Dubin, 1993).

Alqahtani (2015) claims that there are 2 types of contexts. The first blazon is the context within

the text, which includes morphological, semantic and syntactic information in a specific text,

while the second one is the full general context, or not-textual context, which is the background

noesis the reader has nigh the subjects being read. Alqahtani (2015) considered the

specific context every bit ''the other words and sentences that surround that word….. it follows that

other words in the context of the unfamiliar discussion often 'throw light on' its meaning. These

other words tin be establish in the sentence containing the unknown word or other sentences

beyond the sentence of the unknown detail. Learning from context not only includes learning

from extensive reading, just also learning from taking part in a chat, and learning from

listening to stories, films, boob tube or the radio (Nation, 2001). In order to actuate guessing

in a written or spoken text, at that place should be four elements available: the reader, the text,

unknown words, and clues in the text including some knowledge about guessing. The absence

of one of these elements may affect the learner's power to judge. Furthermore, this technique

encourages learners to take risks and guess theastward meanings of words they practise not know as much

as possible. This will aid them build up their self-confidence so that they can work out the

meanings of words when they are on their own. In that location are many clues learners tin utilize to

establish meanings for themselves, such equally illustrations, similarity of spelling or sound in the

mother tongue, and general noesis (Walters, 2004).

Vocabulary Learning Strategies

Strategies are communicative procedures that learners use in order to learn and utilise

linguistic communication. Strategies also involve mental in the learning process (Nunan, 1999). Learning

strategies are the thoughts and actions that individuals are using to accomplish a learning goal

(Chamot, 2004). Subekti and Lawson (2007) declared the effectiveness of the application of

certain vocabulary learning strategies provide empirical testify of the contribution of

mastering new words to linguistic communication learner. Oxford (2003) in more specific stated that learning

strategies are tools for agile, self-directed interest, which is essential for developing

communicative competence. Through an appropriate language learning strategies would drive

output in a greater cocky-confidence. The purposes of language learning strategies that taken past

Jurnal KATA : Vol 1 No. 2 Oktober 2017 189

learners are to brand a learning process easier, faster, more fluent, more enjoyable, more self-

directed, self-explanatory instruction, and more transferable to nedue west feel situations

(Oxford, 2003). Through the learning strategies, seems the linguistic communication learner can set the learning

goal to attain.

Every bit has been defined, linguistic communication learning strategies could be whatsoever kinds of deportment, tactics,

plans, thoughts which language learners have maximized to assist them to facilitate the

comprehension, storage, retrieval, and also the apply of information to their vocabulary learning

process. The features of language learning strategies are also worth discussing equally they may

share some common characteristics with vocabulary learning strategies. Equally the core give-and-take

of this research is vocabulary learning strategies would still bargain with the language learning

strategies as the bigger picture of features of language learning procedure.

Oxford (2003) proposed the important features of language learning strategies.

Linguistic communication learning strategies contribute to main goal communicative competence, allow

learners to be independent, expand the teachers office, trouble oriented, more than specific action,

more than cognitive, non always appreciable, and to exist flexible. The description of linguistic communication

learning strategies features drives to the mind- set that the gorging language learners become to have

as prerequisite to master large vocabulary.

There are a variety of language learning strategies that may have the potential to

facilitate language learning (Oxford, 2003; Kalajahi, 2012). Vocabulary has been found as an

essential component of second linguistic communication learning classroom (Susanto & Fazlinda, 2016), and

also as a major resource for languageastward use, and i could not learn a language without learning

vocabulary (Cameron, 2001). Hence, vocabulary learning is of slap-up importance as vocabulary

is an of import unit to build upwards skills and cognition. Anyhow, learning fiveocabulary items is

not such a simply matter of committing them to memory, but how to use them in appropriate

situations as well as how to aggrandize the noesis of 1'southward vocabulary is too crucial. This is

where vocabulary learning strategies play function.

As language learners may experience getting new words in a variety of ways in the

classroom through the teacher's language, through the language of other learners, or through

learning materials, so vocabulary has long existen found as language learners' big probl em that

could cake their language learning road. Hedge (2000) highlights the ultimate role of the

teacher, besides explaining new words to learners, is to build independence to learners. There

are some ways, such as by training them good strategies for vocabulary learning, and build

their independency to master new words, and other creativity they may have to master the

words.

Conclusion

This piece of work aims to highlight the importance of vocabulary learning as an

essential part in strange linguistic communication learning. Although it has been neglected for many decades,

during the 80s it became a 'hot' topic for researchers. Lexical knowledge is key to

communicative competence and to the conquering of a second/foreign language and a lack of

vocabulary knowledge is an obstruction to learning. An attempt is made to review the trends in

the expanse of didactics vocabulary through diverse techniques EFL teachers employ when teaching

.Before presenting the significant or form of vocabulary items, teachers need to notice the type

of the vocabulary, the students' level and characteristics, and as well the value of the techniques

for the learners. In other words, students' age, level of due eastducation equally well as English proficiency

may impact their learning, so teachers need to be aware of these differences when applying their

teaching technique. They tin further provide their students with vocabulary learning strategies

with opportunities to encounter words repeatedly and in more than i context. Speaking of

vocabulary teaching in an EFL fixting, learners should exist equipped with the thought of what

vocabulary is and how to achieve comprehensive conquering. Every bit vocabulary acquisition is

Kopertis Wilayah X 190

neither simply the unmarried word learning nor a process of just memorizing the spelling and

pronunciation of the give-and-take and finding the Indonesian word equivalent to it. Rather, vocabulary

knowledge should cover dimensions of many aspects such as pronunciation, boosted tools,

collocation, aspects of meaning, and word formation. From the methods which can be practical

to increase learners' vocabulary ability, an enthusiastic learner with proper direction by

teachers is bound to succeed in linguistic communication learning process. It is only when teachers dedicate

their whole life to English language can they accomplish success in language learning, and students should

be part of it.

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... This area has been their continuous work on how to increase their students' deep understanding of vocabulary, and facilitate them in the learning process by concentrating their works on what to teach, how to teach, and tools that can be utilized. Despite many studies have discussed this detail area, there is withal a loop within the process due to shortage information on students' achievement in their vocabulary learning and other skills where vocabulary is required, and on students' strengths and weaknesses within their learning [ix], [xviii]. Therefore, this study concerned on the implementation of content-based teaching in writing by emphasizing in the integration of vocabulary learning and applied science. ...

... Many studies confirmed that successful language learners who can communicate their ideas in spoken and written, and accomplish well in every aspects of language itself are those with sufficient vocabulary size. Therefore, straight and rich instructions of vocabulary can improve the learners' vocabulary conquering, 1 of which is by carrying out explicit and in-depth understanding and learning on vocabulary, in terms of number of meeting held and element of attention on each meeting [7], [9], [10], [27]- [29]. Significantly in writing skills, to assist the learners to exist able to transfer their ideas into quality texts, some vocabulary learning should be designed respectively, diversely, and repeatedly incorporating item areas of vocabulary which are needed in written advice before the conquering takes place [8], [10], [26], [29]. ...

In the past two years, technology has been evolving rapidly due to the pandemic outbreak in the whole world, and invoking a significant surge in usage of teaching engineering science. During these times, both teachers and students have been gradually becoming digital natives in conveying out teaching-learning procedure. The objective of this study is to investigate the use of Content-Based Instruction (CBI) in improving vocabulary mastery on the writing skills utilizing technology-enhanced language educational activity into the learning. It was a qualitative approach study, where the participant' writing documents were evaluated past two raters employing a standard analytic rubric for assessing the vocabulary on the English language Linguistic communication Learner (ELL)' writings. Moreover, unstructured interview was performed equally data triangulation. The findings revealed that there had been a substantial improvement on the learner' vocabulary size. The learner' writing competence adult since the words used within the writing documents were varied, and in accord with the topic discussed. There was too a positive and moderate relationship occurred betwixt teachers and learner that increased the creative learning and innovative teaching for both in using the applied science. Hereafter research can look into how CBI can affect learners' vocabulary learning either through synchronous or asynchronous.

... ; As Gruneberg and Sykes (1991) cited in (Susanto ,2017:185) they distinguished the two types of vocabulary .The showtime 1 (active )which refers to the kind of vocabulary that students taught and expected to be able to employ in contrast with the other type (passive ) which refers to words that students recognize when they see them and they cannot be able to pronounce them. ...

... Makna perkataan baru, sama ada dalam buku atau komunikasi lisan, sering ditekankan. Perbendaharaan kata dianggap asas bagi pengajaran bahasa dan sangat penting bagi pelajar bahasa [ix]. ...

Abstrak. Al-Quran merupakan kitab suci bagi umat Islam yang digunakan sebagai panduan. Panduan bukan sahaja diperolehi melalui membaca secara bersahaja tanpa memahami makna dan mengamalkan isinya malah perlu ditadabbur (direnung). Namun pengamalan membaca Al-Quran beserta tadabbur amat kurang dititikberatkan pada masyarakat. Negara kini dibelenggu krisis keruntuhan moral dan isu sosial dalam kalangan masyarakat khususnya golongan muda. Umat Islam tidak mampu untuk memahami, mengaitkan dan mengaplikasikan ilmu Al-Quran dalam kehidupan seharian. Maka, kajian ini bertujuan untuk menyoroti kajian-kajian lepas berkaitan teknologi Augmented Reality (AR) atau realiti luasan sebagai satu usaha untuk memperkenalkan teknologi ini kepada para pembaca dan penyelidik. Di samping itu, penyelidik memfokuskan peranan teknologi realiti luasan dalam bidang pendidikan amnya dan khususnya dalam pembelajaran tadabbur Al-Quran dengan menghurai kelebihan dan potensi yang terdapat dalam penggunaan teknologi ini. Oleh itu, untuk memahami bagaimana AR boleh membantu dalam pemahaman pembelajaran tadabbur Al-Quran, kertas kerja ini akan melaporkan sorotan kajian lepas mengenai maklumat tentang AR dan bagaimana ia digunakan serta potensinya dalam pendidikan Al-Quran. PENGENALAN Dunia kini berhadapan dengan IR 4.0, namun apa yang menjadi kebimbangan ialah masyarakat kita masih dibelenggu krisis keruntuhan moral dan isu sosial dalam kalangan masyarakat khususnya golongan muda [ane]; [2]. Realiti hari ini, umat Islam sedang berdepan serangan dari musuh-musuhnya yang bukan sahaja dari sudut fizikal tetapi juga pemikiran. Antara bentuk serangan pemikiran ialah konsep sekularisme iaitu memisahkan agama dari semua aspek kehidupan bagi tujuan mencapai kemajuan manusia. Menurut [three], menyatakan meskipun IR 4.0 menjanjikan impak positif dalam loonshit sains dan teknologi, kesatuan buah fikiran bersangkutan aspek akhlak masih di tahap rendah. Selain memperkasa aspek fizikal, kecerdasan rohaniah perlu dibangunkan [4], 'revolusi nilai' perlu dipertahankan [5] serta teknologi harus diseimbangkan dengan nilai kemanusiaan [vi].

... The problem of teaching vocabulary has been studied by a number of linguists offering different perspectives on the matter from cognitive aspects of lexical conquering to the well-nigh successful techniques of memorizing new words [1][2][3][four][5][6][7][8]. The current enquiry covers the problems in lexical conquering past Russian native speakers studying English and German equally L2 and L3 respectively. ...

  • Natalia Viktorovna Bhatti
  • Olga Aleksandrovna Gorbacheva
  • Natalia Anatolievna Ivanova
  • Elena Yurievna Kharitonova

Global situation requires fluency in more than two languages present. Professionals knowing several languages and aware of the lingvo-cultural aspects of global advice are of high value in the modern world due to economic, political and social – factors. Vocabulary proficiency determines an individual's mastery of the native or the second (third) linguistic communication owing to the fact that lexical skills include agreement of semantics of linguistic communication elements, their potential compatibility with other units and phonological characteristics of words in speech communication. The nowadays research deals with the lexical characteristics of simultaneous English and High german acquisition as L2 and L3 respectively past the senior students of linguistics department majoring in History and Civilisation of the Countries of the Studied Languages of the Institute of linguistics and cross-cultural communication of Moscow State Regional University. The authors explore the factors of mutual influence of lexical systems of both languages in the process of their written report by Russian native speakers and evaluate the touch on of the native linguistic communication on L2 and L3 acquisition. Having analyzed the specifics of such polylingual learning surround the authors offer а method of instruction vocabulary to advanced students based on the primary importance of the native language in the 2nd or 3rd language conquering. The experiment carried out inside the telescopic of the survey proves the efficiency of the suggested technique.

... In learning English language, there are 4 skills that should be mastered past the students, those are listening, speaking, reading, and writing (Muthmainnah, et al., 2019). Beside the skills of English language, the attribute of language must be mustered by the students, 1 of those is vocabulary (Susanto, 2017). Phrasal verb is one of the features in the English language which has it is own pattern (Rodríguez-Puente, 2019). ...

... Students at Palu State Islamic College encounter a lot of difficulties related to the language components: for examples grammar, vocabulary and language skills: listening, speaking, reading and writing. Many English teachers/lecturers effort to look for and to apply appropriate strategies that can overcome the problem and so the students volition be able to perform it in advice (Alqahtani, M., 2015;Tosun, 2015;Cahyono & Widiati, 2015;Asyiah, 2017;Susanto, 2017;Marzuki, 2019;Al-Awaid, 2020;. ...

This research aims at analyzing the teaching of EFL vocabulary through anticipatory learning strategy. This research was conducted at one of the Islamic Colleges in Indonesia. The subjects were the students of the showtime semester 2020/2021 academic year. The blueprint of the research was Car (Classroom Activity Research) which was done in two cycles with iii meetings for each bike, using two techniques as anticipatory learning strategy; organizing by words families and organizing by words classes (substantive, verb and adjective). The data were collected through observation, questionnaires, and tests. The data were analyzed descriptively and quantitatively. The result of the research revealed that the awarding of ALS (anticipatory learning strategy) can develop the students' vocabulary and can alter students' learning behavior and attitudes in terms of students' agile, enthusiasm, participation, and motivation. Moreover, students' performance could be improved during the procedure of action by achieving the setting of passing level in cycle two. The issue of quantitative data from cycle one is 52.92% get 87.49% in cycle ii. Therefore, anticipatory learning strategy could aid students to develop their vocabulary and better their English language proficiency.

... Students at Palu State Islamic Higher meet a lot of difficulties related to the linguistic communication components: for examples grammar, vocabulary and language skills: listening, speaking, reading and writing. Many English language teachers/lecturers effort to look for and to utilize advisable strategies that can overcome the problem then the students will be able to perform information technology in communication (Alqahtani, M., 2015;Tosun, 2015;Cahyono & Widiati, 2015;Asyiah, 2017;Susanto, 2017;Marzuki, 2019;Al-Awaid, 2020;. ...

This research aims at analyzing the instruction of EFL vocabulary through anticipatory learning strategy. This research was conducted at 1 of the Islamic Colleges in Republic of indonesia. The subjects were the students of the first semester 2020/2021 academic year. The design of the research was CAR (Classroom Action Research) which was washed in ii cycles with iii meetings for each cycle, using two techniques every bit anticipatory learning strategy; organizing by words families and organizing by words classes (noun, verb and describing word). The data were collected through observation, questionnaires, and tests. The data were analyzed descriptively and quantitatively. The result of the research revealed that the awarding of ALS (anticipatory learning strategy) tin develop the students' vocabulary and tin can alter students' learning beliefs and attitudes in terms of students' active, enthusiasm, participation, and motivation. Moreover, students' performance could be improved during the procedure of activity by achieving the setting of passing level in cycle two. The result of quantitative data from bicycle one is 52.92% become 87.49% in cycle two. Therefore, anticipatory learning strategy could assist students to develop their vocabulary and improve their English proficiency.

... If students know and sympathise a wide range of the word meaning, it will help them to wisely utilize it, whether in speaking, writing, or even reading process. It helps students in communicating effectively with others and increases their self-conviction because they can easily understand, read, respond with the verbal word, and they tin can avoid many problems in learning or communicate with the English language (Susanto 2017). ...

  • Firas Ali Obeidat
  • Ayub Sheik

This newspaper aims to evaluate the validity and reliability of the National English Exam (NELE) in Jordan for postgraduate studies. According to reviewing the most related studies using the review method, it was constitute that the NELE is valid and reliable depending on the evaluation of the Committee for Accreditation and Quality Assurance (CAQA) in Jordan. Withal, it was indicated that no studies discussed the validity and reliability of the NELE in Jordan. Otherwise, few studies evaluated the English language courses similar Activity Pack and Petra used by the Ministry of Education in Hashemite kingdom of jordan to teach English language every bit a foreign language. These studies institute that these courses are valid and reliable. As well as, it was concluded that an enormous shortage in the literature that discussed the validity and reliability of the NELE in more depth and details. Therefore, this paper recommends more studies to evaluation the reliability and validity of the NELE in Jordan.

  • Johanna Limarsono

This terminal project is based on the author's internship in ABC Elementary School from March 12th to June 8th, 2018. The writer idea that information technology was a good solution to make and provide posters as the terminal project because of the problem she establish during her internship in ABC Elementary School, that is, students' lack of English language vocabulary. The students seemed they did not want to participate in the English learning because the English book used in course was quite hard for class i students. The writer created posters to provide the students learning tools so that the students can follow and participate the instruction-learning process actively. By having interesting posters with their uniqueness (3D poster, removable poster, and etcetera), the students are expected to feel more interested in knowing and learning English vocabulary. These posters tin can assist to support the teaching-learning process. Keywords: Posters, 3D Poster, English Vocabulary, Project

  • Desi Purnama Sari
  • Sofyan A. Gani
  • Saiful Marhaban Saiful Marhaban

Improving vocabulary mastery of students requires creativity in finding some strategies in guild that students are motivated to memorize the vocabulary. This inquiry aimed to use a comic book to better student's vocabulary mastery through reading comprehension. The researcher focused on the use of Snow White comic book in improving students' vocabulary mastery. The data were collected by doing tests. The tests were divided into pre-examination and mail service-test to see the students' ability on their vocabulary mastery before and after the handling, and a questionnaire was used to run into the students' responses toward the arroyo. The samples are the students of MAN 2 Montasik Aceh Besar, consisted of 40 students who were divided into experimental grade and control class. The obtained data were analyzed using descriptive statistics through SPSS Version 22. The result of the hypothesis testing of this research showed that students' vocabulary mastery was significantly improved. The students' responses toward the apply of comic book to amend their vocabulary mastery were positive and the students showed their interest in reading. Therefore, the use of comic book to improve pupil's vocabulary mastery through reading comprehension is suggested to be used by teachers to help students in learning and memorizing vocabulary.

  • Seng Sothan Seng Sothan

This study was undertaken with the aim of exploring English linguistic communication needs of 166 undergraduate students at Life University and those of 225 employers in Cambodia, using a survey questionnaire, which was categorized into 2 forms: one for undergraduate students and the other for employers. The study found English to exist somewhat often used at the workplace in Cambodia. Findings likewise confirm some item English language needs as perceived by undergraduate students and employers. So it can exist concluded that revisions of the current program seem to exist necessary to offer more constructive English language courses for students.

  • Paul Nation Paul Nation
  • Susan Hunston

Cambridge Core - ELT Applied Linguistics - Learning Vocabulary in Some other Language - past I. S. P. Nation

  • Jiangfeng Liu

Vocabulary knowledge has ever been considered crucial in reading comprehension. This paper aims to link Chinese learners' functioning on Vocabulary Levels Examination (VLT) to the profiling of their textbook so as to draw pedagogical implications on English educational activity. The participants were 108 freshmen in Jiangsu University of Technology, China. All of them took part in the VLT, and their English textbook was profiled to see the lexical level of the vocabulary. Results showed that 81.48% of the participants had mastered the ii,000-give-and-take level, and the vocabulary of the textbook was inside the vocabulary knowledge of the participants. However, results also indicated that no participants had reached the mastery level of the K-iii, K-5 and AWL words. Based on the findings of the inquiry, it was suggested that the language instructor could brand utilize of the textbook to consolidate the participants' K-one to G-ii words and at the aforementioned fourth dimension give them more than exposure to K-3 to K5 words every bit well every bit academic words past exposing them to some actress materials.

  • Visnja Pavicic Takac Visnja Pavicic Takac

This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to ascertain the concept of language learning strategies in general and their features on the footing of cerebral theory and relevant models of second linguistic communication acquisition as the footing for empirical inquiry. Furthermore, the volume gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second linguistic communication acquisition, the theory and practise of instructed foreign (second) language learning, and the findings of electric current empirical research.

  • John F. Lalande
  • Ruth Gairns
  • Stuart Redman

Acknowledgements Preface Office I. Words: Their Meanings and Forms: 1. Language awareness activities 2. Words and their meanings 3. Words and their forms Part 2. Principles in Learning and Education Vocabulary: 4. Decisions about content 5. How the learner discovers significant 6. Memory and written storage Part III. Classroom Activities: seven. Using visual aids 8. Using accurate reading texts 9. Teacher designed contexts and the use of the dictionary 10. Speaking activities xi. Games, questionnaires and problem solving Part IV. Vocabulary in Course Books: 12. Vocabulary in course books Key Bibliography Index.