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CHAPTER IIUNDERLYING THEORY

In this chapter, the writer uses some references that deal with

the topic. It is important for the researcher to know the meaning of this

research in order to make easy in analyzing the vocabulary mastery.

The theories discussed in this research are: the characteristics of

young learners, general concept of vocabulary mastery and general

concepts of CTL.

.!. The Characteristics of Young Learners

In the teaching foreign language at elementary school, the

teacher should know the characteristics of the young learners since

every pupil is di"erent each other. In introducing the foreign language

at the beginner class, the pupils should be adapted with their situation.

The situation is related to the children#s world. Therefore, in the

teaching foreign language to the $lementary %chool, teachers should

use the techni&ue to make easy in teaching process. %cott and

'teleberg (!))*: !+- divide children into two main groups. They are

ve to seven years old and eight to eleven years old.

The categories of the children in period five to seven years old are:

1. They talk about what they are doing.

2. They tell you about what they have done or heard.

3. They understand situations more quickly than they understand the language used.

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4. They use language skills long before they are aware of them.

. Their own understanding comes through hands! eyes! ears! and the physical world is

dominant at all times.

". They can not decide what to learn by themselves.

#. They love playing and learn best when they are en$oying themselves.

The categories of children in period eight to eleven years old are:

1. %hildren ask question all the time.

2. %hildren have defined views about what they like and don&t like to do.

The implication in language is the children like the lesson which uses visual aids such as

pictures! posters! and flashcard.

3. %hildren have developed sense of fairness about what happens in the classroom and

begin to ask the teacher&s decision.

The implication in the language is the teacher tries to a rise students& interest and involve

their emotion related to the material. The children are thinking what they should do

according to the teacher&s decision.

4. They are able to make some decisions about their own learning.

. %hildren are able to work with other and to learn from others.

The implication in the language teaching is that the teacher e'plains the material and the

students can study the material together with their friend. (tudents are e'pected to

interact with people through pair and group work.

". )n one hand! they love playing and learn when they are en$oying themselves* on the

other hand! they can take themselves seriously.

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2.2. Genera Conce!t of "oca#uar$

2.2.%. The Nature of "oca#uar$ &aster$

a. +ocabulary

,ornby -1:1331/ states that vocabulary is the total number of the words which

-with rules for combining them/ make up a language. This statement is then strengthened

by 0urns -1#:2/ who says that vocabulary means the stock of words used by a

person! class or profession. rom those statements! we can infer that vocabulary is a stock

or list of words with e'planation of their meanings used to make up a language by a

person! class or profession.

b. astery

There are some definitions of mastery. llis et al. -1:52/ state that mastery is

comprehensive knowledge or use of a sub$ect or instrument. This idea is supported by

,ornby who defines the word 6mastery6 as a complete knowledge or complete skill

-1:#21/.

rom these two definitions above! it comes to the conclusion that mastery means the

competency to understand the whole knowledge.

c. +ocabulary astery

7t can be said that vocabulary mastery is the competence or complete knowledge

of a list or a set of words that make up a language which might be used by a particular

person! class! or profession. +ocabulary mastery is one component to master nglish as a

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foreign language in elementary! intermediate and advanced levels. 7n learning the four

language skills -listening! speaking! reading! and writing/! vocabulary is one basic

component to be mastered. 7t is reasonable! remembering that the four language skills

need knowledge of words because they will get nothing without vocabulary. The larger

the students master vocabulary! the better they perform their language. 0y having too

limited vocabulary! the students will find difficulties in mastering reading and other

skills. +ocabulary mastery means the students having ability in understanding and using

the vocabulary. +ocabulary mastery itself deals with words and meaning. The students are

not only hoped to know the words but also their meaning. 7t is the duty of the teacher to

select with what words are suitable to be taught to the students! so the students will learn

more easily.

8ccording to 9orma %uts -1#* 1/! there are fourth stages of the learner progress in

mastery vocabulary.

a. rogress e'tends from the beginning to the mastery of the fundamental of the

structure and sounds system.

b. The vocabulary items should still consist of those that must be learned for

production.

c. +ocabulary mastery of recognition.

d. The choice of special areas of e'perience is necessary.

2.2.2. 'in(s of "oca#uar$

There are some kinds of vocabulary as follows:

a. 8ctive +ocabulary

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8ccording to ;uinn -in rnawati! 1": 11/! active vocabulary means the words that

should be used in speaking and writing. The speakers have to master some limits of

vocabulary of this active vocabulary. 7n communication! although they have to reproduce

the speech with listening! according to the situation! they can choose the words mastered!

such as! in teaching! in discussion! and other meetings.

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preposition! con$unction! and determiner. (o! word classification membership is an

important le'ical feature. 7n the study of word classification! the writer limits on nouns!

pronouns! verbs! ad$ectives! adverbs! prepositions! and con$unction.

a. 9ouns

8 noun is a word -or group of words/ that is the name of a person! a place! a thing or

activity or a quality or idea* nouns can be used as the sub$ect or ob$ect of a verb. 9ouns

can be divided into sub classes. There are proper nouns and common nouns. There are

also countable nouns -books! pianos! birds/! mass or uncountable nouns -rice! water!

gravy/! abstract nouns -idea! faith! religion/! concrete nouns -chair! table! book/! and

collective nouns -class! group! government/.

b. ronouns

ronoun is a word that is used in place of a noun or a phrase. or e'ample: she! her! he!

him! they! and them.

c. +erbs

+erbs are words that denote or describe an action! e'perience or state. +endler in ,atch

and 0rown -1/ places verbs into four classes: activities -run! walk! look for/!

accomplishment -build! kill/! achievement -recogni=e! find! lose/! and states -know! love!

have/.

d. 8d$ective

8d$ective is a modifier that used to highlight quantities or attributes. 7ts most usual

position is before the noun it modifies! but it fills other positions as well. The types of

ad$ective are:

1/ >eterminers

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They are articles -the! a! an/! demonstrative ad$ectives -this! that! these!those/! and

possessive ad$ectives -my! your! her/! numeral ad$ectives -four! ten! first! third/! and

ad$ectives of indefinite quantity -some! few! all/.

2/ >escriptive ad$ectives

They usually indicate an inherent quality -old! young! new/! or a physical state such as

-blue! yellow! red/! si=e or age.

e. 8dverbs

8dverb is a word that adds to the meaning of a verb! ad$ective! another adverb or a whole

sentence. 8dverbs are similar to ad$ectives in many ways although they typically assign

attributes to verbs! to clauses or to entire sentences rather than to nouns. ?ocative adverbs

like @here& and @there& are used very early young children as ways of pointing to the

location of ob$ects. Time adverb like @now& and @yesterday& are used by second language

learners as an initial why to mark time.

f. reposition

reposition is a word -or group of word/ which is used to show the way in which other

words are connected. or e'ample: in! on! beside! at! and between.

g. %on$unction

%on$unction is a word that connects sentences! phrase! or clause. or e'ample: and! so!

but.

2.2.4. The Teaching of "oca#uar$

The purpose of vocabulary lesson crucially depends on the interaction between

the teacher and the learner. The teacher has to know the need and the ability of the

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students. The teacher also has to know how learners go about learning vocabulary. 7f the

teacher knows more about learners& strategies and what work and what does not work

well! they can help learners acquire more profitable strategies. >ealing with interaction

between the teachers and the learners! both teachers and pupils have to work hard to

construct meaning. The teacher has to present meaning in a way that is comprehensible to

learners and learners have to relate new meanings to ones already known. There are the

learners& strategies that can make the teachers know how to help the students in

understanding and mastering vocabulary. The following are the ways to teach vocabulary:

a. )stensive >efinition

The meaning of an item is not presented verbally* instead the students are supplied with

sensory e'perience

b. 'emplification

Aiving e'amples are sometimes easier to do than giving definition or e'planation.

0esides! the result is also more satisfying.

c. 'planation

8n e'planation often makes the meaning of a new item. (o! through e'planation! the

student will be easier to understand the new item.

d. >efinition

8 linguistic definition may be useful! but sometimes it is dangerous since the definition

contains items which are more difficult than the item itself.

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8 paragraph of the utterance in which a new item is used can often make the meaning of

item clearer than using techniques focusing on the item.

f. Translation

Translation is still one way of teaching vocabulary. Bsing this technique! a teacher must

be careful because it is difficult to find one item in one language which has completely

the some meaning as an item of another language. 7t seems that this technique should be

taken as the last way out.

g. >iscovery

This is a technique! which is recommended! in communicative approach. The students are

supplied with a conte't! which contains the new item and task so that they try to find the

meaning of item by themselves.

h. 'ercise or task

The technique is used to deal with familiar vocabulary. The students are supplied with a

material! which encourages them to recall and use the vocabulary they have learned or

acquired.

2.). Genera Conce!t of CTL

2.).%. The Notion of CTL

There are some definitions of %T?. They are as follows:

a. %onte'tual Teaching and ?earning is a concept of study that helps teacher to relate the

material taught with the real situation of the students! and encourages them to make are

relationship between their knowledge and the implementation in their daily lives as the

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member of family! moreover! as member of society where they live in. -B( >epartment

of ducation! 2551/

b. CD the conte'tual teaching and learning system is an education process that aims to

help students see meaning in the academic material they are studying by connecting

academic sub$ects with the conte't of their daily lives! that is! with the conte't of their

personal! social! and cultural components active! selfEregulated learning! making

connection! significant work! critical and creative thinking collaborating! nurturing the

individual! recogni=ing and reaching high standard! using authentic.F -B( >epartment of

ducation and the 9ational (choll to

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There are si' strategies of %T? as stated by 0lanchard -2551/ in (uyatno -2552/. They

are as follows:

a. mphasi=ing the importance of problem solving.

b. %onsidering the use of teaching learning activity in various conte'ts! such as at home!

society! and place of work.

c. Teaching students by monitoring and guiding their learning in order to be independent

learners.

d. mphasi=ing learning of the learner lives in different conte'ts.

e. ncouraging students to learn from and with others.

f. Bsing the authentic assessment.

2.).). The Ee*ents of CTL

There are seven most important elements of %T?! they are %onstructivism! ;uestioning!

7nquiry! ?earning %ommunity! odeling! Geflection! and 8uthentic 8ssessment. 8 class

can be said using %T? approach if it applies the seven elements in the learning process.

a. %onstructivism

%onstructivism refers to the basic thinking of %T? approach! that knowledge is built by

human little by little which its result is widen through a limited conte't. 7n

constructivism! knowledge is not sets of fact! concept! or rule which are ready to be taken

and memori=ed. ?earners have to construct the knowledge and give meaning through real

e'perience! by solving problems! finding something that is important to them! and

wrestling with ideas. Teacher will be unable to give all of knowledge in his or her own

minds. The essence of constructivism theory is an idea that students have to find and

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transform the comple' information to other situations! and if it is required! the

information will be their own.

7n constructivism view! @receiving strategy& is more important than how much the

students receive and memori=e knowledge. (o! the teacher&s role is to facilitate the

process by:

1/ aking meaningful and relevant information to students!

2/ Aiving opportunities to students in finding and applying their own ideas! and

3/ ncouraging them to apply their own strategy in learning.

b. ;uestioning

;uestioning is the main strategy in learning using %T?. 7t is essential for both teacher

and students. )n the one hand! it is the teacher&s activity to encourage! guide! and

evaluate students& thinking ability. )n the other hand! it is the important part in doing

learning basing on inquiry.

7n a productive learning! questioning activity is important for:

1/ Aetting information! both administration and academic!

2/ %hecking students understanding!

3/ ncouraging the students& respond!

4/ Hnowing how far the students& an'iousness!

/ Hnowing the students& attention to the teacher desired!

"/ ncouraging students ask more questions!

#/ Gefreshing the students& knowledge.

c. 7nquiry

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7nquiry is the point of learning activity in %T?. 7t refers to searching information!

confirming what have been known! and directing attention to the unknown aspect. The

students& knowledge and skills hopefully are not $ust as the result of remembering facts!

but as the result of their self inquiry. The cycles of inquiry involves: observation!

questioning! hypothesis! data gathering and conclusion. The teacher must plan activity

focusing on the finding activity! whatever the material taught.

There are five cycles in inquiry:

1/ )bservation

2/ ;uestioning

3/ ,ypothesis

4/ >ata gathering

/ %onclusion

d. ?earning %ommunity

The concept of learning community suggests that the learning result is achieved from

teamwork. The result of learning is achieved from @sharing& among friends or groups. 7n

the %T?! teachers are suggested to always do the learning activity in pairs or group

works. The students who understand the material can share their knowledge with their

friends who have not understood yet. ,ere! the member and number of the groups can be

various. 0esides! teachers can do collaboration by bringing the students an e'pert into the

classroom. or e'ample: a farmer! a technician! or a seller.

?earning community can be done if there is twoEdirection communication process. 7n

learning community! two groups -or more/ are involved to learn each other in

communication. (omeone who involves in the activity of learning community gives her

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or his friends& needed information and in learning and vice versa. veryone can learn

from others since they can be the learning sources. 7t means that everyone will be very

rich of knowledge and e'perience. ?earning method with learning community technique

is very helpful learning process in classroom.

e. odeling

7t means that in the certain learning of knowledge or skill! there must be a model that can

be imitated by the students. 7t can be a manner to use something! the e'ample of

something or the teacher who gives an e'ample to do something. (o! the teacher gives a

model about how to learn.

7n %T? approach! the teacher is not the only model. The model can be designed by

involving students. The teacher can choose a student to be a model to his or her friends

by spelling and pronouncing some words correctly. Then! the other students can imitate

the model as a @standard& of competence that must be acquired.

f. Geflection

7t is a way of thinking about what students $ust learned! or to think flashback about what

they have done in the past. The meaningful knowledge is acquired from a process. Their

previous knowledge is widening little by little through learning conte't. The teacher helps

the students to make correlation between their previous and new knowledge. Therefore!

they feel that they get something that is useful for them about what they $ust learned. 7n

the end of learning! the students do the reflection. The reali=ation can be students& notes

or results of discussion.

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g. 8uthentic 8ssessment

(ince the assessment emphasi=es learning process! the data of assessment is gained from

the collected datum from the real action which is done by the students in their learning

process.

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0ased on the classroom model of %T? described above! it can be drawn several steps in

the classroom model. They are as follows:

a. stablishing %onte't

(tudents are given information about the purpose! process! role! responsible and the

e'pected result. The teacher uses new information and skill in the learning conte'ts and

students& lives. 7n establishing conte't! the teacher does the following activities:

1/ 8ctivation and determining previous learning: Teacher determines the previous

knowledge and skill of the students! so that the new learning can be created with known

concepts.

2/ 7ntroducing new learning: Teacher introduces new topics that are related to the

students& previous new knowledge and skill! and the need of curriculum.

b. odeling and Aiving 'ample -demonstration/ Teacher gives e'ample and practical

model of learning well that focusing on the developing of the class& demand and need.

Gui(ance+te! Esta#ishConte-t

&o(eing +te!

In(e!en(ent+te!

ui( +!ace

ui( +!aceui( +!ace

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c. Auidance

Teacher has increasing responsibility of new learning to their students by giving

suggestions! questions! and other challenging things in a safe learning environment.

d. 7ndependent