“Vocabulary Problems”

Submitted As An Assignment The Reading for Discourse Comprehension major

Arranged by :
Annisa anggiani : 60403100320093
Moch Firman Asmianto : 60403100320068
Neng Deril Fahrisa : 60403100320099
Supervior : Taufik Hidayat, M.Pd

STUDY PROGRAM OF ENGLISH EDUCATION II

STKIP BINA MUTIARA PALABUHANRATU

2021
A. Vocabulary Using Context
Context is part of a description or sentence that can support or add clarity to
the meaning of a situation related to an event.
Learning Vocabulary in Context is One of the most important strategies to
help build your vocabulary, increase your reading speed and how much you
understand is by learning vocabulary in context. “In context” means using the
situation that you understand in the sentences you have read so far to guess the
meaning of new vocabulary without depending on a dictionary constantly.
Guessing the meaning of new words using the context of the situation also
means using a dictionary less. When you are reading something, if you stop and use a
dictionary every time you come across a new word, not only do you use more time,
but you may forget what you learned from the reading and you won’t remember the
new vocabulary as well. In addition, many words in English have several different
meanings depending on the context. As much as possible, try to guess the meaning of
the vocabulary using context clues. You could make a note of the new word and look
up the meaning in a dictionary after you read, just to confirm your guess against the
dictionary definition, but wait until you have finished reading a page or two before
you use a dictionary. Also, of course you should use a dictionary if what you are
reading becomes confusing and it is difficult to understand.
There are many different strategies you can use to help you build your vocabulary
without becoming dependent on a dictionary.

The following practice questions for each strategy contain both vocabulary
you have read or will read in future stories and GRE vocabulary words–ones that are
more commonly used in English. (Except “hydrangea” and “enchilada.” I just like
those words.)

Before you guess the meaning of the new vocabulary, you need to know how
it functions in the sentence. Is it an action (a verb)? Is it a thing or a person (a noun)?
Is it trying to describe something (an adjective)? Is it trying to describe an action
(adverb)? You can also use your knowledge of word roots, especially suffixes, to
guess its part of speech. That will be practiced later.
B. Vocabulary Using Word Part
Word part is an Important aspect in comprehending a text Many words can be
broken into several parts When you know the meaning and function of
some common word parts, you can:
1. guess the meaning of some new words
2. remember the meaning of new words better
3. increase the number of words you know.

- Words in English can have three parts:

1) The Root of a word contains the basic meaning,example: happy There are
two types of roots:
1). Roots that can stand alone as words in English, example: happy, usual,
break, etc.
2). Roots that cannot stand alone. These include many roots coming from
Latin, Greek, and other languages.
Examples: philos (Greek meaning ‘love’), annus (Latin meaning ‘year’),
visus (Latin meaning ‘see’)
2) The Prefix is letter or group of letter added before the root to change its
meaning, example: un (not) + happy = unhappy
3) The Suffix is letter or group of letter added after the root to change its
grammatical function: happy (adj) + ness = happiness (noun).

C. Vocabulary Using Glossary

A glossary is an alphabetical list of specialised or technical words, terms or
abbreviations and their definitions, usually related to a specific discipline or field of
knowledge.
Glossaries can be useful for helping students identify and acquire the
vocabulary of the discipline. Having students intuitively understand words from their
use in readings or in class is often not the best solution since not all students have the
skills required to learn vocabulary from limited exposure. Additionally, providing a
glossary ensures that students have an accurate source for word definitions.
By learning and understanding the words found in the glossary the student can
become more adapt at properly using the discipline specific vocabulary and through
practice acquire a better understanding of the related concepts. Glossaries can be used
to provide our students with not only the definitions, but examples of using the words
in context.
In many textbooks, glossaries can be found at the back of each chapter or at
the end of the book, just before the index. You can also find glossaries on many
different topics through online searches.
D. Vocabulary Using Dictionary
Dictionary is a data structure that looks like a dictionary. There are keywords,
then there are values. Keywords must be unique, while values can be filled with
anything.
Dictionaries can be helpful but they are difficult to use well. The skills needed
to use a dictionary well will depend on your purpose (Nation, 2001, pp. 284-288).
If you want to use your dictionary for understanding spoken or written texts,
you will mainly be interested in looking up the meanings of words. It is important to
remember, though, that the dictionary can never know the exact context in which the
word is being used, so you will have to use your knowledge of the language as well.
You will need to:
1. use your knowledge of the language to get information about the
grammar of the word you want look up.
2. guess the general meaning of the word in the context.
3. decide if it is necessary to look up the word - can you understand the
sentence without it?
4. find the word in the dictionary
5. choose the correct entry in the dictionary.
6. check the meaning given by the dictionary to see if it fits in the
context.

E. Learning And Reviewing Vocabulary Words

1. Learning vocabulary words
a. Definition of learning vocabulary
Vocabulary learning is the process acquiring building blocks in second
language acquisition Restrepo Ramos (2015). From being a "neglected aspect
of language learning" (Meara, 1980, as cited in Xu & Hsu, 2017) vocabulary
gained recognition in the literature and reclaimed its position in teaching.
Educators shifted their attention from accuracy to fluency by moving from the
Grammar translation method to communicative approaches to teaching. As a
result, incidental vocabulary teaching and learning became one of the two
major types of teaching programs along with the deliberate approach.
b. Goals of the vocabulary learning
Vocabulary learning goals help in deciding the kind of language to be
learnt and taught. Nation (2000) suggests three types of information to keep in
mind while deciding on the goals.
1) Number of words in the target language.
2) Number of words known by the native speakers.
3) The number of words required to use another language.
 c. Types of vocabulary learnning
There are two major types of vocabulary learning: deliberate and
incidental. Vocabulary learning types and low-frequency are important
components in a vocabulary teaching program. The two major types of
vocabulary learning are deliberate and low-frequency. It is important to treat
these types as complementary -rather than mutually exclusive- by using
different vocabulary learning strategies and their combinations.
1) Deliberate Vocabulary Learning
Deliberate learning (DL) provides an efficient and convenient way of
memo- rizing vocabulary. Learning from word lists and flashcards can
be done outside of the language classroom and target vocabulary can
be personalized to the needs and learning goals of individual learners.
2) Incidental Vocabulary Learning
Another type of vocabulary learning is called incidental vocabulary
learning. By its nature, incidental vocabulary learning is one of the key
aspects of language acquisition. This concept, which is also referred to
as passive learning (Shmidth, 1990; as cited in Alemi & Tayebi, 2011)
or implicit learning (Gu, 2003), is the process of acquiring vocabulary
without placing the focus on specific words to be learned (Paribakht &
Wesche, 1999). It is deemed that, this type of learning should occur
with low-frequency words (Nation, 2005) as the first few thousand
words are better learned through deliberate learning approach (Huckin
& Coady 1999).
2. Reviewing vocabulary words
The review is mean to look back over something for evaluation or memory. so
reviewing the vocabulary is, studying and reviewing what has been learned in the
vocabulary.
There are 7 best way to reviewing vocabulary :
1) Weave a Web
Use an idea web to review any themed vocabulary your students have
studied. Start with your theme in the center of the board (e.g. sports, school,
etc.). Then add spokes off that topic for each word your students offer (e.g.
soccer, baseball, etc.). You may even want to add spokes off those words for
further related vocabulary (e.g. goal, goalie, score, etc.).
2) Put Your Cards on the Table
Have students create their own set of vocabulary flash cards. Using a metal
ring and small cards or cardstock, students write each vocabulary word with
its definition on a card. Then, they punch a hole in the corner of their card and
attach it to their ring. Students can carry these convenient sets of words with
them and review them in any free moment they have.
3) Join the Chorus
Have your students respond to questions or repeat what you say in chorus.
First, give them the correct pronunciation of a word and then listen as
everyone repeats it in unison. Then ask a question and see if your class can
answer it together.
4) Fill Everyone In
Fill in the blank activities are a classic and effective way of teaching and
reviewing vocabulary. Give your students independent sentences, paragraphs
or phrases with key vocabulary omitted and have them fill in the blanks. You
can also have your students write their own fill in the blank activities for their
classmates.
5) Get Your Point Across
Use an original crossword puzzle to review vocabulary with your students.
Clues can be word definitions, fill in the blank sentences, synonyms or
antonyms. Then, students fill in the puzzle with the target vocabulary words.
6) Get Together
Pair work can be a great means of vocabulary review for your students.
Have one person read a sentence or definition and quiz his partner. Then have
students switch roles. As students play the role of teacher, they will also be
learning themselves.
7) Keeping Order
To review a conversational pattern which includes new vocabulary, give
groups of students a list of the phrases that should be used in the dialogue.
Students must then put those phrases in the correct order so that the
conversation makes sense. If you like, have students copy the correct
conversation into their vocabulary notebooks.
 REFRENCE
https://en.wikipedia.org/wiki/Vocabulary_learning
https://www.vaniercollege.qc.ca/pdo/2012/04/teaching-tip-glossaries-what-
glossaries-why-glossaries-where-glossaries/
http://www.uefap.com/vocab/learn/dic.htm
https://www.petanikode.com/python-dictionary/
https://iagtm.pressbooks.com/chapter/learning-vocabulary-in-context/#:~:text=“In
%20context”%20means%20using%20the,means%20using%20a%20dictionary
%20less
https://id.wikipedia.org/wiki/Konteks