ENRICHING STUDENTS VOCABULARY BY COMBINING WORD EXPERT CARD AND CAPSULE VOCABULARY STRATEGY FOR SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL

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1 ENRICHING STUDENTS VOCABULARY BY COMBINING WORD EXPERT CARD AND CAPSULE VOCABULARY STRATEGY FOR SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL Oleh: Mia Zula Rimanda Dibimbing oleh: Dra. Yeliza English Department College of Teacher Training and Education PGRI Sumatera Barat ABSTRAK Dalam penulisan makalah ini penulis mengangkat judul kombinasi strategi Word Expert Card dan Capsule Vocabulary yang merupakan sebuah strategi yang mengembangkan kemampuan siswa dalam menguasai vocabulary dengan mengidentifikasi huruf dan kata yang terdapat didalam bacaan pada umumnya. Dalam aplikasinya, strategi ini diawali dengan guru meletakkan huruf dan kata yang berhubungan dengan topic pembelajaran di awal pembelajaran. Kemudian guru bersama siswa mengidentifiasi arti beserta makna kata dalam kalimat. Hal ini diharapkan untuk tercapainya tujuan pembelajaran vocabulary pada siswa sekolah menengah pertama (SMP) dan dapat memperkaya kosakata siswa. Selain itu makalah ini juga dimaksudkan sebagai masukan bagi guru-guru Bahasa Inggris dalam melaksanakan pengajaran kosakata sehingga siswa tertarik dan termotivasi untuk balajar kosakata. Dalam makalah ini, penulis membahas tentang bagaimana cara menggunakan gabungan strategi Word Expert Card dan capsule vocabulary dalam pembelajaran kosakata. Key words: Vocabulary, Word Expert Card strategy dan Capsule Vocabulary Strategy

2 INTRODUCTION Vocabulary is one of some important components in mastering English. Vocabulary is the core of language development. Vocabulary is a component that determines someone s ability in mastering the four skills. It is also able to establish the use of language. Vocabulary has important role in mastering English, with vocabulary the students will be able to speak, write, listen, and read well. These reasons make vocabulary important to be learnt by the students. There are also two problems realized. The first problem is that the lack of knowledge of the way to teach vocabulary. Considering the strategies used in teaching vocabulary becomes the important one by the teacher. It is caused by the meaning of teaching vocabulary itself. Meanwhile, the teacher sometimes did not use any interesting strategies in teaching vocabulary. The second problem is that the teacher has a problem in determining the appropriate media in teaching vocabulary. As a result, an interesting activity in learning vocabulary is still far from what is expected. Referring to the cases above, the teacher needs to find solution for that. The solution can be through finding an appropriate strategy. In this case the writer will focus on combining Word Expert Card Strategy and Capsule vocabulary in teaching vocabulary. It is caused by the desire to reach the goal of learning easily. Sometimes, using a strategy cannot fulfill students need. That is why the writer tries to combine the two strategies in order to get the best result. REVIEW OF RELATED TO LITERATURE Vocabulary is long list of words from social studies and science textbook, spelling words list or even the homogeneous lists of terms to study and communication (Jones, 1999). Vocabulary is a list of words that have meaning. Each word has certain meaningful communication (Cruise, 2000). Vocabulary is a core

3 component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. In other words, the vocabulary used in all of skills for instance, listening, speaking, reading, and writing (Richards and Renandya, 2002). In addition, Hiebert and Kamil (2005:98) state that vocabulary is knowledge of meaning of words. It means that vocabularies are not only a list of words but also the way to use the words by conveys the meaning. Hiebert and Kamil also explain that words come into two forms such as receptive forms or input vocabulary and expressive forms or output vocabulary. The statement above is reinforced by Dugan (2010:54) vocabulary knowledge is often described as receptive or expressive. Students typically have a larger receptive vocabulary than expressive vocabulary. Thus, in generally students have a larger receptive vocabulary than expressive vocabulary. In other words, students acquire a larger vocabulary when the vocabularies appear in written form such as reading text or writing task, than when the vocabularies appear in oral form such as speaking or listening. Word Expert Card Strategy Graves (2009:76) defines word expert cards as a strategy that lets students construct cards, gaining experience in interpreting dictionary definitions. In applying word expert cards, the students will need some cards to record the words that they choose. Besides, they will also need a dictionary orderly find the meaning of their words. Dictionary is important because the students will choose some words that are not familiar for them. Then, dictionary will be used to interpret the meaning of the words. After mastering it, the students will try to define the meaning of the words by their own words based on the context where they find the words. Last, they will share it with others. Graves (2009:76) notes that word expert cards can be applied

4 through the following steps: (a) Use the page number to locate the word in the story. (b) Copy the sentence containing the word inside the card. (c) Use a dictionary to look up the meaning for each word (choose the correct definition in the context). (d) On scratch paper, write the definition in your own words and the part of speech. (e) On the scratch paper, write your own sentence using the word. (f) Get them approved by the teacher for accuracy. (g) On the lined side of the card, copy the approved definition, part of speech, and text that the word appears in on the inside the card. (h) Write the vocabulary word on the white side of the card in big bold letters and draw a neat illustration of the word. (i) Punch a hole in the upper corner of the index card and add them to your ring. Capsule Vocabulary Strategy Capsule Vocabulary strategy is one of many effective strategies that can be applied in teaching reading. Based on the definition of Capsule Vocabulary this strategy can help students improve the four skills. Christ (1998:23) explains that Capsule Vocabulary strategy is a strategy that enables English language learners to acquire vocabulary in naturalistic way by engaging them in listening, speaking, reading, and writing. Vocabulary acquisition is always the part of improving the four skills. The four skills will be involved in the case of using the vocabulary. The meaning of naturalistic way is the students gain new vocabulary through using the four skills. It is not about introducing the words directly as a new vocabulary but through using an approach like the four skills. Capsule Vocabulary strategy can be applied through some steps that relate to the gaining vocabulary activity. Christ (1998:23) explains the steps of applying Capsule Vocabulary strategy in the following steps: (a) Select from 8 to 10 words that relate to a single topic or concept. Write these words on the board. (b) Begin discussing the topic with the class. In your model discussion, include the

5 words. (c) Divide students into pairs. These pair partners hold a discussion using as many of the vocabulary words. Encourage students to use complete sentence that make sense. Each student keeps track of the vocabulary words his or her partner uses. (d) Each student then writes a summary or brief paper on the topic being addressed that day using the vocabulary words modeled by you, the teacher. Teaching Vocabulary by Combining Word Expert Card (WEC) and Capsule Vocabulary Strategy (CVS) As explanation of the procedures of Word Expert Card Strategy and Capsule Vocabulary Strategy that has been described above, the writer tries to combine steps that have been describe by Graves (2009:76) for Word Expert Card Strategy (WEC) and Christ (2008:23) for Capsule Vocabulary Strategy (CVS). The combining of the strategies describes as stated below: (a) Select from 8 to 10 words that relate to a single topic or concept. Write these on the board. (CVS). (b) Copy the sentence containing the word inside the card. (WEC). (c) Divide students into pairs. These pair partners hold a conversation using as many of the vocabulary words as they can. Encourage students to use complete sentence that make sense. Each student keeps track of the vocabulary words his or her partner uses. (CVS). (d) Begin discussing the topic with class. On the model discussion, include the words. (CVS). (e) Use the dictionary to look up the definition for each word or discuss it with others. (WEC). (f) On scratch paper, write part of speech and the definition in own words that matches the use of the word in the story. (WEC). (g) On scratch paper, write own sentence using the word. (WEC). (h) Get the definition and sentence approved for accuracy by the teacher. (WEC). (i) Copy onto the inside of the card the approved definition, part of speech and sentence. (WEC). (j) Write the vocabulary word on the front outside of the card in big

6 bold letters. (WEC). (k) On the front of the card, illustrate the vocabulary word neatly and creatively. Get the illustration approved. (WEC). (l) Write name, word, and class period on the back side of the card. (WEC). (m) Complete card must be turned in by (date). (WEC). (n) Each student then writes a summary or brief paper on the topic being addressed that day using the vocabulary words modeled by you, the teacher. (CVS) DISCUSSION There are three points that involve selecting material or topic, selecting media, and time allocation. Then, in teaching procedures consist or three activities; First pre-teaching activities is to explore the student background knowledge. Second whilst-teaching activities, in whilstteaching activities to prepare the lesson, decide on the topic of focus for the combining of Word Expert Card and Capsule Vocabulary Strategy. Gather all the words related to the topic. Make a list of vocabulary words that you want students to know based on the topic. Divide students into pairs. These pair partners hold a discussion using as many of the vocabulary words. Encourage students to use complete sentence that make sense. Each student keeps track of the vocabulary words his or her partner uses. Record the list of questions on the board. Ask students to try to name the new topic of study, based on the collection of words. Once the topic has been identified, write this topic on the board. Finally, ask students to brainstorm other vocabulary words associated with this topic and discuss quality of predictions when are presented in isolation versus in context. And the last activities are Post- teaching activities review and the evaluation material. CONCLUSION vocabulary is an important aspect in learning a language, especially in learning English. Without having vocabulary, the students cannot use the language actively and they are

7 difficult to express their idea. In order to make students easy in enriching their vocabulary, the teacher should create an interesting learning process in teaching vocabulary. The teacher should use an active and appropriate strategy. The combining of Word Expert Card and Capsule Vocabulary Strategy is interesting strategy in teaching vocabulary and enriching students vocabulary. It will help teacher and students in expanding their vocabularies since it is familiar, new and easy to remember. REFERENCES Christ Capsule Vocabulary. psulevocabulary.dugan, Christine Strategy for Building Academic in Language Arts. Chicago: Shell Education Publishing Inc. Cruise, Alan Meaning in Language: an Introduction to Semantic and Pragmatic. New York: Oxford University Press. Dugan, Christine Strategy for Building Academic in Language Arts. Chicago: Shell Education Publishing Inc. Graves, Michael, F Vocabulary Instruction for Essential Reading. New York: International Reading association Inc. Jones, Susan Multysensory Vocabulary Instruction: Guidelines and Activities. Posted December 10 th Richard, Jack C. and Renandya, Willy A Instruction to Psicology. USA: Wadsworth. Hiebert, Elfrieda and Kamil, Michael Teaching and Learnig Vocabulary Bringing Research to Practice. New Jersey: Lawrence Erlbaum associates Inc.

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