Definition of vocabulary
Vocabulary is the collection of words that an individual knows (Linse,2005:121). There are some
experts who give definitions of vocabulary. Hatch and Brown (1995:1) define that vocabulary as
a list of words for a particular language or a list or set of word that individual speakers of
language might use. Furthermore, in Webster Dictionary (1985:1073), vocabulary is define as a
list or collection of words usually alphabetically arranged and explained or lexicon, stock of
words use in language or by class, individual, etc. While according to Roget (1980:1036),
vocabulary is:
A list of words often defined or translated.
All the words of Language.
Specialized expression which are indigenous to a particular field, subject, trade or subculture.
Laufer (1997:54) states that vocabulary learning is at the heart of language learning and language
use. In fact, it is what makes the essence of a language. Without vocabularies, speakers cannot
convey the meaning and communicate with eaach other in a particular language.
Vocabulary is an important aspect in teaching language, as stated by Edward (1997:149),
“Vocabulary is one of the important factors in all language teaching; students must continually
learn words as they learn structure and as they practice sound system”. Sometimes, it’s difficult
to determine the words that students related to vocabularies such as: meaning, spoken/written
forms, collocations, connotatons, grammatical behavior, etc.( Linse,2005:121)
Beside the above techniques, there are also, vocabulary learning strategies that teachers can take
into account. They can train their students to use these strategies. Schmitt and McCarthy (1997)
propose strategies to learn vocabulary as follows: (1) guessing from context, (2) using word parts
and mnemonic techniques to remember words, and (3) usingvocabulary cards to remember
foreign language-first language word pairs. It is supported by Murcia (2001) who also proposes
three strategies to learn vocabularies. The firststrategy is guessing meaning from context; she
says that a context is rich enough to give adequate clues to guess the word's meaning. The
secondstrategy is mnemonic devices: she proposes International Journal of Teaching and
Education Vol. III, No. 3 / 2015
keyword technique. When seeing or hearing the target word, the learner is reminded of the
keyword. The thirdstrategy is vocabulary notebooks; she suggests a memory aid in independent
learning by setting up vocabulary notebooks. Based on the techniques used for presenting new
vocabulary and vocabulary learning
strategies, the experts suggest lots more techniques that are claimed to be helpful for students to
learn vocabulary in an easier way. What the researcher sees as better way to teach vocabulary is
by learning in rich contexts. According to Stahl (2005) in http://www.readingrockets.org,
students probably have to see a word more than once to place it firmly in their long-term
memories. This does not mean more repetition or drilling of the word, but seeing the word in
different and multiple contexts.
Finally, teachers may encourage students to keep a vocabulary notebook because a great deal of
vocabularygrowth ultimately depends on the learner. They may have students who aresuccessful
vocabulary language learners share their notebook methods. For students who needhelp, they can
demonstrate how to set up a vocabulary notebook that is neat and organized in a mannerthat will
facilitate multiple retrievals of the words. If the notebook is not set up well, thenlearners are less
likely to practice the words, which defeats the purpose of keeping thenotebook in the first place.
Moreover, in presenting one planned vocabulary item, the teacher usually combine more than
one technique, instead of employing one single technique. Teachers are suggested to employ
planned vocabulary presentations as various as possible (Pinter, 2006).
Vocabulary can be defined as '' words we must know to communicate effectively; words in
speaking (expressive vocabulary) and words in listening (receptive vocabulary)''
(Neuman&Dwyer, 2009, p. 385).
Hornby (1995)defines vocabulary as ''the total number of International Journal of Teaching and
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words in a language; vocabulary is a list of words with their meanings”. While Ur (1998) states:
“Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a
new item of vocabulary may be more than just a single word: for example, post office, and
mother-in-law, which are made up of two or three words but express a single idea. A useful
convention is to cover all such cases by talking about vocabulary "items"rather than "words."In
addition, Burns (1972)defines vocabulary as" the stock of words which is used by a person, class
or profession. According to Zimmerman cited in Coady and Huckin (1998)‘vocabulary is central
to language and of critical importance to the typical language learning. Furthermore, Diamond
and Gutlohn (2006) in www.readingrockets.org/article state that vocabulary is the knowledge of
words and word meanings.”
According to (Tarigan (1990:7) in Jaenal 2010) argues that reading is a process that is
carried and used by readers who want to get the message delivered by the author through
the medium of words or written language.
According to (Oka (1983:15) in Jaenal 2010) if viewed in terms of differences in scope, it
can be distinguished three kinds of meaning to read: Understanding the first is a narrow
sense, namely the sense that regards reading it as a process of written symbols
recognition. Into this process included the recognition of words carefully, in a wide
range, and quickly.
According to Harmer (2007: 99) reading is useful for language acquisition. Provided that
students more or less understand what they read, the more they read, the better they get at
it.
