MAKALAH BAHASA INGGRIS

VOCABULARY BUILDING

Dosen Pengampu
Dr. Alfian M.Ed

DISUSUN OLEH
Nila Dia RAHMA
801201075

PENDIDIKAN ISLAM ANAK USIA DINI

PASCA SARJANA PROGRAM MAGISTER
UNIVERSITAS ISLAM NEGERI SULTHAN THAHA
SAIFUDDIN
JAMBI
 DAFTAR ISI

CHAPTER I INTRODUCTION......................................................................................1

A. Background........................................................................................................1
...........................................................................................................................

CHAPTER II DISCUSSION............................................................................................2

A. Definition Of Vocabulary...................................................................................2
.............................................................................................................................................

B. Vocabulary Growth ............................................................................................5

C. The Influence of Vocabulary Mastery to Reading Comprehension...................8

.............................................................................................................................................

D. Principles of Vocabulary Development..............................................................8

.............................................................................................................................................

E. The Importance of Vocabulary Learning............................................................8

.............................................................................................................................................

CHAPTER III CLOUSING .............................................................................................15

A. Conclusion
REFERENCES
 CHAPTER I
INTRODUCTION

A. Background

According to Manser (1995: 461), Vocabulary is the total number of

words in a language. While Morales (2004-2005) stated that vocabulary is a
listing of the words used in some enterprise. stated that vocabularies are the
words that are taught in the foreign language. From the opinions above, we can
conclude that vocabulary is a listing of all words that are taught in the foreign
language. Vocabulary refers to the words we must understand to communicate
effectively. Furthermore, Ur in Hidayati (2007: 7)
Many compelling reasons for providing students with instruction to
build vocabulary, none is more important than the contribution of vocabulary
knowledge to reading comprehension. Indeed, one of the most enduring
findings in reading research is the extent to which students’ vocabulary
knowledge relates to their reading comprehension. concluded that
comprehension development cannot be understood without a critical
examination of the role played by vocabulary knowledge. Given that students’
success in school and beyond depends in great measure upon their ability to
read with comprehension, there is urgency to providing instruction that equips
students with the skills and strategies necessary for lifelong vocabulary
development. Most recently, the National Reading Panel (2000)
B. Formulation of the Problem
1) What is it definition of vocabulary?
2) How the influence of Vocabulary mastery to reading comprehension?

C. Purpose of Writing
1) Want to know what is it definition of vocabulary
 2) Want to know how the influence of Vocabulary mastery to reading
comprehension

CHAPTER II
DISCUSSION

A.     Definition of Vocabulary
Vocabulary is the basic that must be learnt first by learners. It will help
the learner in learning English language well.1 As Harmand and Stork
(1976:250) stated that vocabulary is a stock of words which are at the
disposal of speaker or writer. As in Brainy Media.com that vocabulary is a
list or collection of words arranged in alphabetical order and explained ; a
dictionary or lexicon either of whole language, a single work or author, a
branch of science or wordbook. Besides, Hindmarsh R (1980) stated that
vocabulary is a core component of language proficiency and provides much
of basis for how well learners speak, listen, read and write. 2Vocabulary
refers to the words we must understand to communicate effectively.
Educators often consider four types of vocabulary there are :
1. Reading vocabulary
A person’s reading vocabulary is all the words he or she can recognize
when reading. This is the largest type of vocabulary simply because it
includes the other there.
2. Listening vocabulary
A person’s listening vocabulary is all the words he or she can recognize
when listening to speech. This vocabulary is aided in size by context
and tone of voice.
3. Writing vocabulary

1
Decure, N. (2003, October). Designing Vocabulary Games: How to Use Words from a Text.
English
2
Theory, Classroom Applications, and Field-Based Connections. United States: Delmar Publishers.
Harmer, J. (2001). How to Teach English. London: Longman.
 A person’s writing vocabulary is all the words he or she can employ in
writing. Contrary to the previous two vocabulary types, the writing
vocabulary is stimulated by its user.

4. Speaking vocabulary
A person’s speaking vocabulary is all the words he or she can use in
speech. Due to the spontaneous nature of the speaking vocabulary,
words are often misuse – though slight and unintentional, may be
compensated by facial expressions, tone of voice, or hand gestures.
Vocabulary plays a fundamental role in the riding process, and
contributes greatly to a reader’s comprehension. A reader cannot understand
a text whitout knowing what most of the words mean. Students learn the
meaning of most words indirectly, through everyday experiences with oral
and written language. Other words are learned through carefully designed
instruction.3

B. Vocabulary growth
Initially, in the infancy phase, vocabulary growth requires no
effort. Infants hear words and mimic them, eventually associating them with
objects and actions. This is the listening vocabulary. The speaking
vocabulary follows, as a child's thoughts become more reliant on its ability to
express itself without gestures and mere sounds. Once the reading and writing
vocabularies are attained – through questions and education – the anomalies
and irregularities of language can be discovered.
In first grade, an advantaged student (i.e. a literate student) knows about
twice as many words as a disadvantaged student. Generally, this gap does not
tighten. This translates into a wide range of vocabulary size by age five or six,
at which time an English-speaking child will know about 2,500–5,000 words.
An average student learns some 3,000 words per year, or approximately eight

3
ibid
 words per day. After leaving school, vocabulary growth reaches a plateau.
People may then expand their vocabularies by engaging in activities such as
reading, playing word games, and participating in vocabulary programs. The
importance of a vocabulary are :
An extensive vocabulary aids expressions and communication
Vocabulary size has been directly linked to reading comprehension.
Linguistic vocabulary is synonymous with thinking vocabulary
A person may be judged by others based on his or her vocabulary

C. The Influence of Vocabulary Mastery to Reading Comprehension

The Kinds of Reading Necessary to Produce Vocabulary Growth. Some
researchers suggest that almost any reading will produce vocabulary growth
(Krashen, 1993). Others contend that, if students consistently select texts below
their current reading levels, even wide reading won’t result in measurable
vocabulary growth (Carver, 1994).
Nor is reading text that is full of unfamiliar words likely to produce
large gains in word knowledge (Shefelbine, 1990). For students to get the most
out of wide reading, the conclusion of most researchers is that they should read
for various purposes and read texts at various levels of difficulty. Students
should read some text simply for enjoyment and some text that challenges
them.
Researchers who have observed students reading independently in
classrooms also suggest that teacher guidance to students in selecting books
can make independent reading periods productive. Teachers can direct students
to books at appropriate reading levels and point out books that might be of
interest to individual students (Anderson, 1996). In addition, setting aside time
for students to talk with each other about what they read can contribute to the
effectiveness of independent reading time (Anderson, 1996).
As is true for any method of promoting vocabulary growth, wide
reading has some limitations. One limitation is that, although wide reading
may be effective in producing general vocabulary growth, it may not be an
 effective method for teaching the specific words that students need to
comprehend a particular literature selection or a particular content area
textbook. Another limitation is that wide reading alone cannot ensure that
students develop the kind of word-learning strategies they need to become
independent word learners. For these kinds of word learning, many students
require intentional, explicit instruction.
Research indicates that the intentional, explicit teaching of specific
words and word-learning strategies can both add words to students’
vocabularies (see Tomeson & Aarnoutse, 1998; White et al., 1990) and
improve reading comprehension of texts containing those words. Whereas
intentional instruction can benefit all students, it is especially important for
students who have not developed the decoding and comprehension skills
necessary for wide reading. For these students in particular, intentional,
explicit teaching of specific word meanings and of word-learning strategies is
especially important (National Reading Panel, 2000).
Specific word instruction refers to vocabulary instruction that enables
students to develop in-depth knowledge of important words – that is, to know
words well enough to access information about them from memory as they
read. The question often posed by teachers is which specific words should be
taught.

D. The Importance of Vocabulary Learning

Vocabulary learning is the important aspect in learning a foreign
language. Students will improve much if they learn more words and
expressions. Says that vocabulary learning is very important. ‘Without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed.’ Thus, vocabularies are the flesh of a language while grammar is the
skeleton. In order to be able to use the language productively, students must
know certain amount of vocabularies, not only for communicating orally, but
also written. It is in line with the concept of communicative approach in which
learners have a big chance to use the language directly in classroom activities.
This approach is useful in improving students’ vocabularies. Through the
approach students are forced to use the language directly in either spoken or
written communication. As a linguist David Wilkins (in Thornbury 2002:13)
The questions relate with vocabularies acquisition are what kinds of
words one needs to know and how many words he must know. The
vocabularies that should a student know first are the high frequency words.
These are words that he uses most often in communication either in classroom
activities or outside classroom. The high frequency words are called the
general service vocabulary. Next, he also should know the academic or sub
technical words which are not in general service vocabulary but occur
frequently over a range of academic texts.
How many words a student must know is varied. Kweldju (1997) found
that the average vocabulary sizes of students from fifteen English Departments
ranged from 2041 to 3352 word families. A study conducted to 1776 students
in 21 state graduate schools in Indonesia showed that the graduate students’
vocabulary size averaged 2861 words, while S2 students’ vocabulary size 2671
words and S3 students’ was 3211 words.
Learning the vocabulary of a foreign language presents the learner with
firstly making the correct connections when understanding the language
between the form and the meaning of words including discriminating the
meanings of closely related words. Secondly, when producing the language,
using the correct form of a word for the meaning intended.
 CHAPTER III
CLOSING

A. Conclusion
After the author described in the previous chapter, then I as a writer can
draw conclusions in this paper that The Kinds of Reading Necessary to
Produce Vocabulary Growth. Some researchers suggest that almost any reading
will produce vocabulary growth (Krashen, 1993).
Others contend that, if students consistently select texts below their
current reading levels, even wide reading won’t result in measurable
vocabulary growth Nor is reading text that is full of unfamiliar words likely to
produce large gains in word knowledge, because Vocabulary learning is the
important aspect in learning a foreign language. Students will improve much if
they learn more words and expressions. (Carver, 1994).
As a linguist says that vocabulary learning is very important. ‘Without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed.’ Thus, vocabularies are the flesh of a language while grammar is the
skeleton. In order to be able to use the language productively, students must
know certain amount of vocabularies, not only for communicating orally, but
also written. It is in line with the concept of communicative approach in which
learners have a big chance to use the language directly in classroom activities.
This approach is useful in improving students’ vocabularies. Through the
approach students are forced to use the language directly in either spoken or
written communication. David Wilkins (in Thornbury 2002:13).
 REFERENCES

Decure, N. (2003, October). Designing Vocabulary Games: How to Use Words

from a Text. English

Teaching Forum, 2003. Frazee, B and Rudnitski. (1995). Integrated Teaching

Methods:

Theory, Classroom Applications, and Field-Based Connections. United States:

Delmar Publishers. Harmer, J. (2001). How to Teach English. London:
Longman.

Cohen, L. (1996, January). Teaching Vocabularies to English Teacher Trainees.

English

Teaching Forum, 1996.