IMPROVING VOCABULARY

PSYCHOLINGUISTICS

ANDREAS TOYA
Reg. Num. 212 112 241
Class H Rantepao

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
CHRISTIAN UNIVERSITY OF INDONESIA TORAJA
2014

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. Furthermore, Ur in Hidayati (2007:
7) 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.
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. Most recently, the National Reading Panel (2000)
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.
One of the most persistent findings in reading research is that the extent of
students vocabulary knowledge relates strongly to their reading comprehension
and overall academic success. This relationship seems logical; to get meaning
from what they read, students need both a great many words in their vocabularies
and the ability to use various strategies to establish the meanings of new words
when they encounter them. Young students who dont have large vocabularies or
effective word-learning strategies often struggle to achieve comprehension. Their
bad experiences with reading set in motion a cycle of frustration and failure that
continues throughout their schooling. Because these students dont have sufficient
word knowledge to understand what they read, they typically avoid reading.

Because they dont read very much, they dont have the opportunity to see and
learn very many new words. This sets in motion the well known Matthew
Effects, Stanovichs (1986) application of Matthew, 25:29the rich get richer
and the poor get poorer. In terms of vocabulary development, good readers read
more, become better readers, and learn more words; poor readers read less,
become poorer readers, and learn fewer words.
This particular relationship between vocabulary knowledge and reading
comprehension seems clear. But vocabulary knowledge contributes to reading
success in other important ways that are perhaps less obvious. For beginning
readers, evidence indicates a link between word knowledge and phonological
awareness. Young children who have a large number of words in their oral
vocabularies may more easily analyze the representation of the individual sounds
of those words. In addition, vocabulary knowledge helps beginning readers
decode, or map spoken sounds to words in print. If children have the printed
words in their oral vocabulary, they can more easily and quickly sound out, read,
and understand them, as well as comprehend what they are reading. If the words
are not in childrens oral vocabulary, they have trouble reading the words and
their comprehension is hindered (National Reading Panel, 2000). Thus, an
extensive vocabulary is the bridge between the word-level processes of phonics
and the cognitive processes of comprehension. The issue to address next, then, is
just how many words do students need to know so as to read with comprehension.
This is exactly what constitutes an extensive vocabulary.

B. Problem Statements
1) Difficult to develop new words.
2) Difficult to knowing the meanings of words in text.
C. Purpose of Writing
1) To know how to develop new words in learning english.
2) To know how to understand the meaning of words in text.

DISCUSSION

A. Definitionof Vocabulary
Vocabulary is the basic that must be learnt first by learners. It will help the
learner in learning English language well. 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.
Vocabulary refers to the words we must understand to communicate
effectively. Educators often consider four types of vocabulary there are :
1.

Reading vocabulary
A persons 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 persons 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
A persons 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 persons 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 readers 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.

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 2,5005,000 words. An
average student learns some 3,000 words per year, or approximately eight 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

B. Develop new words

Utilize reference tools to develop your new words, such as dictionaries.
First model its use. For example, with a dictionary, there is frequently more than
one definition of a word. Therefore, an explanation of which definition applies
and why, given the context of the text. Also, reviewing synonyms may assist in
learning other words.

C. Knowing the meanings of words in text

To knowing the meanings of the words in text you must learn information
about word parts to figure out the meanings of words in text. Understand about
prefixes and suffixes (affixes), base words, and root words, which can help to
learn the meanings of many new words.

CLOSING

A. Conclusion
After the author described in previous page, then I as a writer can draw
conclusions in this paper that learning vocabulary includes not only the
vocabulary itself and the development of new words, but also strategies that are
qualified to be noticed by someone who is learning English. The strategies are
applied in order to be able to master the Vocabulary thoroughly and
comprehensively cover the meanings, the development of spelling, and
pronunciation.

REFERENCES
Tips Meningkatkan Kemampuan Vocabulary Bahasa Inggris. December 22,
2014, from //www.inggristalk.com/tips-belajar-vocabulary-bahasa-inggris/
Vocabulary

Promblems.

December

22,

2014,

http://ntuaft.com/TISE/ReadingProblems/vocabulary_problems.htm

from