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PENGEMBANGAN VOCABULARY (KOSAKATA) DALAM PEMBELAJARAN ANAK Oleh : Haslan Dosen Program Studi Pendidikan Bahasa Inggris FKIP Universitas Lakidende Abstrak Penelitian ini merupakan penelitian kualitatif dengan fokus pada pengembangan vocabulary (kosakata) dengan menggunakan Key word( kata kunci) dalam pembelajaran anak yang meliputi sepuluh langkah untuk memahami dan menguasai vocabulary antara lain: (1) Key word in context, (2) key word and definition,(3) key word in comprehension check, (4) key word on word families, (5) key word on same word, different meaning,(6) key word in sentences,(7) key word in collocation and expression,(8) key word in a reading, (9) key word in discussion, (10) and key word in writing. Dengan demikian diharapkan anak akan lebih cepat mengembangkan vocabulary dalam menghapal dan menggunakannya. Kata kunci : Pengembangan, vocabulary A. Pendahuluan. Bahasa adalah alat untuk berkomunikasi antara sesama pengguna bahasa itu sendiri. Namun di dalam bahasa masih memerlukan aturan dan vocabulary (kosakata) tujuannya adalah untuk, berkomunikasih harus banyak mengetahui vocabulary (kosakata) dengan banyak. Dalam memahami vocabulary (kosakata) seseorang akan lancar dalam berkomunikasi dan tidak akan terjadi salah komunikasi kepada lawan bicara saat mengadakan pembicaraan. Pengembangan vocabulary dengan menggunakan kata kunci sebagai salah satu cara untuk menghapal dan menggunakan dalam kalimat,dengan demikian penguasaan vocabulary akan semakin cepat dan dalam pemahaman akan semakin tinggi dan luas. Karena selama ini vocabulary adalah merupakan salah satu kendala untuk memahami suatu bahasa yang sedang dipelajari, salah satunya adalah bahasa Inggris yang sampai saat ini masih merupakan suatu momok yang selalu diperbincangkan yang dinyatakan bahwa bahasa Inggris itu susah. Memang pada dasarnya mempelajari suatu bahasa pertamanya memang susah, namun kita perlu mencari cara untuk mengetahui dengan cepat dan dapat menggunakannya. Cara itu adalah dengan menggunaa key word (kata kunci) yang merupakan suatu cara yang efektif dan cepat. Penggunaan key word ( kata kunci) akan banyak menimbulkan banyak Vol. 8 No. 1 Juni 2013
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pertanyaan ketika memasuki wilayaah pemaknaan misalnya munculnya idiom, phrase, pelambangan, penandaan dan sebagainya. Dengan demikian penggunaan key word (kata kunci) harus berdasarkan sepuluh langkah yang harus digunakan langkah itu antara lain: (1) Key word in context, (2) key word and definition,(3) key word in comprehension check, (4) key word on word families, (5) key word on same word, different meaning,(6) key word in sentences,(7) key word in collocation and expression,(8) key word in a reading, (9) key word in discussion, (10) and key word in writing. Dengan demikian diharapkan ini adalah salah satu cara, namun masih banyak cara yang harus diungkap dalam penelitian berikutnya. B. Fokus penelitian Fokus penelitian ini adalah pemberian key word (kata kunci) dalam pengembangan vocabulary. Pertanyaan Penelitian 1. Bagaimana cara mengembangkan vocabulary(kosa kata)? C. Kajian Teori 1. What is vocabulary? Apa itu vocabulary/kosa kata pemberian definisi atau pemaknaan baik itu kata yang berdiri sendiri atau satu suku kata maupun yang dua atau lebih sehingga dapat dimaknai dan dimengerti baik dari konteks maupun dari segi kalimatnya, vocabulary seperti yang dartikan oleh penny ur sebagi berikut: Vocabulary can be define, roughly, as the word we teach in the foreign language, However, a new item of vocabulary may be more than 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. There are also multi-word idiom such as call it a day, where the meaning of the phrase can not be deduced from a analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary “ item” rather than a words. What need to be taught? Apa saja yang seharusnya diajarkan dalam vocabulary sehingga anak dapat menguasai key word yang telah disediakan, pertayaan ini dapat dilihat penjelsan sebagai berikut: 1) From: pronunciation and spelling The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling). These are fairly obvious characteristics, and one or the other will be perceived by the learner when encountering the item for the first time. In teaching, we need to make sure that both these aspects are accurately presented and learned. AL-IZZAH
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2) Grammar The grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. An item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic way of connecting with other words in sentences; it is important to provide learners with this information at the same time as we teach the base form. When teaching a new verb, for example, we might give also its past form, if this is irregular (think, though), and we might note if it is transitive or intransitive. Similarly, when teaching a noun, we may wish to present its plural form, if irregular (mouse, mice), or draw learners’ attention to the fact that it has no plural at all (advice, information). We may present verbs such as want and enjoy together with the verb form that follows them (want to, enjoy-ing), or adjectives or verbs together with their following prepositions (responsible for, remind someone of). 3) Collocation The collocations typical of particular items are another factor that makes a particular combination sound ‘right’ or ‘wrong’ in a give context. So this is another piece of information about a new item which it may be worth teaching. When introducing words like decision and conclusion, for example, we may note that you take or make the one, but usually come to the other; similarly, you throw a ball but toss a coin; you may talk about someone being dead tired but it sound odd to say *dead fatigued. Collocations are also often noted in dictionaries, either by providing the whole collocation under one of the head-words, or by a note in parenthesis. 4) Aspects of meaning (1): denotation, connotation, and appropriateness. The meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary. For example, dog denotes a kind of animal; more specifically, a common, domestic carnivorous mammal; and both dank and moist mean slightly wet. A less obvious component of the meaning of an item is its connotation: the associations, or positive or negative feelings it evokes, which may or may not be by most British people, has positive connotations of friendship and loyalty; whereas the equivalent in Arabic, as understood by most people in Arab language, moist has favorable connotations while dank has unfavorable; so that you could describe something as ‘pleasantly moist’ where ‘pleasantly dank’ would sound absurd. Vol. 8 No. 1 Juni 2013
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A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not. Thus it is useful for a learner to know that a certain word I very common, or relatively rare, or ‘taboo’ in polite conversation, or tends to be used in writing but not in speech, or is more suitable for formal than informal discourse, or belong to a certain dialect. For example, you may know that weep is virtually synonymous in denotation with cry, but it is more formal, tends to be used in writing more than in speech, and is in general much less common. 5) Aspects of meaning (2): meaning relationships How the meaning of one item relates to the meaning of others can also be useful in teaching. There are various such relationships: here are some of the main ones. Synonyms: item that mean the same, or nearly the same; for example, bright, clever, smart may serve as synonyms of intelligent. Antonyms: items that mean the opposite; rich is an antonym of poor. Hyponyms: items that serve as specific example of a general concept; dog, lion, mouse are hyponyms of animal. Co-hyponyms or co-ordinates: other items that are the ‘same kind of thing’; red, blue, green and brown are co-ordinates Superordinates: general concepts that ‘cover’ specific items; animal is the superordinate of dog, lion, mouse. Translation: word or expression in the learners’ mother tongue that are (more or less) equivalent in meaning to the item being taught. Besides these, there are other, perhaps looser, ways of associating meaning that are useful in teaching. You can, for instance, relate parts to a whole (the relationship between arm and body); or associate items that are part of the same real-world context (tractor, farmer, milking and irrigate are all associated with agriculture). All these can be exploited in teaching to clarity the meaning of a new item, or for practice or test materials. 6. Word formation Vocabulary items, whether one-word or multi-word, can be broken down into their component ‘ bits’. Exactly how these bits are put together is another piece of useful information- perhaps mainly for more advance learner. You may wish to teach the common prefixes and suffixes for example, if learner know the meaning of sub, un-and AL-IZZAH
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–able , this will have them guess the meaning of words like substandard, ungrateful, and untranslatable. They should however, be warned that in many common words the affixes no longer have any obvious connection with their root meaning, (for example, subject, comfortable). New combination using prefixes are not unusual, and the reader or hearer would be expected to gather their meaning from and understanding of their components (ultra-modern, super-hero). Another way vocabulary item are built is by combining two words(two nouns, or a gerund and a noun, or a noun and a verb) to make one item: single compound word, or two separate, sometime hyphenated words (bookcase, follow-up, swimming pool). Again, new coinages using this kind of combination are very common. Demikian juga Jack Richard dalam penjesannya tentang vocabulary sebagai berikut: Vocabulary is a core component of language proficiency and provides much of the basis for how well leaner, speak, listen, read, and write. Without an extensive vocabulary and strategies for acquiring new vocabulary. Learner often achieve less than they potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different context, reading, or watching television. Research on vocabulary in recent years has done a great deal to clarify the level of vocabulary learning leaner s need to achieve in order to read both simplified and unsimplified materials and to process different kinds of oral and written texts, as well as the kinds of strategies learners use in understanding, using and remembering words. Intensive reading can be an opportunity for teachers and learners to work on vocabulary. In the broad scheme of things, vocabulary work in intensive reading should make up only a very small proportion of the vocabulary development program. Vocabulary teaching during intensive reading need to share the time in the language – focused learning strand of a vocabulary program with deliberate learning using word cards, vocabulary stratery training, and vocabulary teaching not related to intensive reading. The follow principles should guide attention to vocabulary in intensive reading. 1. High frequency word (word from the first 2,000 and academic word list) deserve sustained attention. 2. Low frequency word are best ignored or dealt with quickly. 3. The vocabulary learning strategies of guessing from context, analyzing word using word parts, and dictionary use deserve Vol. 8 No. 1 Juni 2013
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repeated attention over a long period of time. These strategies can be practiced with both high frequency and low frequency word. D. Pembahasan Pengembangan vocabulary adalah salah cara dengan memberikan key word (kata kunci) Key words. Analyze Debt
construct intend
distribute reflect
master rival assist witness
WORD IN CONTEXT. Word in in context memberi penjelasan dan definisi serta memberi latihan dalam pemahaman vocabulary seperti contoh berikut: 1. Analyze If we want to build better cars, we need to analyze the information we get from drivers When Greg makes a serious decision, he usually analyzes it, thinking carefully and logically rather than using his emotions. Analyze mean…. a .to think about something carefully b. to look at c. to reach to 2. Assist If you need help finding a book in a library, a librarian can assist you Have you ever assisted an elderly person across the street? Assist mean………a. to help b. to walk c. to read 3. Construct It took four and a half years to construct the golden gate bridge The pyramids of Egypt were constructed thousand of years ago Construct means…..a. to find b. to imagine c. to build something large 4. Debt AJ buys lots of expensive clothes with his credit cards, but he never pays his credit bills. As a result, he owes to bank a lot of money; he is in debt. A company that has a lot of debt may have problems borrowing more money from the bank. Debt means….. a. money you gave someone b. money you owe someone c. money you save.
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Word and definition. word and definition bertujuan meminta kepada anak agar mencocokan key word yang telah disediakan dengan membaca petunjuk sebagai berikut: Match each key word its definition 1.Construct To build something large 2…………….to have something in your mind as plan or purpose 3…………….someone who saw something, especially an accident or crime 4…………….to help someone do something. Comprehension check Comprehension check ingin mengetahui penguasaan key word yang telah diberikan/disediakan dengan membaca petunjuk sebagai berikut. Choose the best answer 1.Which of following items cannot reflect ? a. a mirror b. a tree c. a window d. a shiny piece of metal 2. If you’re playing soccer, your rival a. want you to lost b. does not want to stop you. c. want help you win d. is your friend. WORD FAMILIES. Word families ingin mengetahui sampai dimana penguasaan key word yang telah disediakan dan mencocokan mana yang masuk noun, verb, adjective, dan adverb, dengan membaca petunjuk sebagai berikut: A. Look at each model phrase and decide whether the word in bold is used as a noun, verb, adjective, or adverb
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No 1
Noun
verb
Adjective Adverb
analyze To think analytically An Analytical mind An excellent analysis 2 assist To assist people In need of assistance 3 Intend To intend With the intention of leaving B.Match each of the following sentences with the definition of the word in bold ……..1. Please let us know if you a. using methods that help you need assistance examine ……...2.Allberto thinks b. to learn something so well that analytically, so he can you know it completely figure out math problem easily ……..3.no one can rival Diana’s c. to be good or important as beauty someone or something else Same word, different meaning. Same word, different meaning adalah menjelaskan kata yang sama tapi berbeda arti seperti yang tertera sebagai berikut. Most word have more than one meaning. Study the additional meanings of master, construct, and witness. Then read each sentence and decide which meaning is used a. master (n) b. master (n)
someone who is very skilled at something a document from which other copies are made.
c. construct (v) to build something large d. Construct (v) to form something by joining words or ideas together Word in sentences. Word in sentences ingin mengetahui penguasaan pemberian key word yang telah disediakan dan memasukan dalm kalimat seperti berikut. AL-IZZAH
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Complete each sentence with one of the words from the box Analysis Assistance
construct debt
distributed intends
master rival reflected
witness
1.when Allison borrow a lot of money to pay for her trip to India, she went into debt 2.The police officers told to the family,” if you……..anything unusual in your neighborhood, please call us.” 3. If you……….algebra, you could become a math teacher 4.Graduate students often give professors………..by grading papers or teaching some classes. Word in collocation and expression. Word in collocation and expression adalah ingin mengetahui key word yang disedikan dan penjelasannya dan dapat memasukan kedalam percakapan yang telah disediakan sebagai berikut: Following are common collocation (word partners) and expressions with some of the key words. Read the definition and then complete the conversation with the correct form of the collocations and expression. 1 To help someone do something Assist Assist somebody in doing something 2 Debt To owe money Be in debt To start owing money Fall in to debt 3
To be very skillful at something Master Be a master something 4 Competition between brothers Rival and sisters Sibling rivalry 5 Reflect To think about something Reflect on something 1. Jule : wow, look at Yamiko! She’s won another championship Mark ; That’s no surprise. She has a black belt. Yumiko is a master at karate. She’s certainly stronger than I am
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2. Kaylee : did you see the new car that our neighbors have, grandma? It must have cost a fortune they must be rich Grandma : Don’t believe it, honey. I heard they lost their jobs a year ago. They pay for everything with their credit cards, so they owe a lot of money. They……………….in…………………… Word in reading Word in reading adalah ingin mengetahui penguasaan key word yang telah disediakan dan dapat menempatkan dalam kalimat sehingga menjadi bacaan yang lengkap dan bermakna seperti berikut: Read this article about personal finance. Complete it with words and expression from the boxes Distribute
Fall debt
into intend
master
rivaling
PERSONAL FINANCE FOR TEENEGERS When parents and teenagers talk about money it’s frequently about how much Mom and Dad are willing to give them. Many parents …….to teach their children the skills necessary to……….. personal finance but they rarely explain how to write checks, handle credit card or save for the future. As a result, many young people spend more money then they should and………….In fact, personal finance is rarely talked at home,………only sex and drug as the least discussed subject between teens and their parents, according to the Incharge Institute Of America, a national nonprofit organization that ………….information about personal finance education Word in discussion. Word in discussion adalah ingin mengetahui penguasaan key word yang telah disediakan dan dapat mendiskusikan dan dapat menempatkan dalam kalimat sebagai berikut: Apply the key words to your own life read and discuss each question in small groups, try to use the key words. 1. Something I want to be construct town……………………. 2. A subject I want to master……………………. 3. A person whom I have assist………………. AL-IZZAH
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4. A place that I intend to visit in my lifetime……………… 5. If I become very successful, the person who will be my rival………… Word in writing. Word in writing adalah cara yang terakhir diberikan kepada anak untuk mengetahui sejauh mana penguasan key word yang disediakan dapat dikuasai sehingga dapat membuat suatu paragraph contoh sebagai berikut: Choose two topics and write a short paragraph on each. Try to use the key words. 1. What kind of person do you b to be ten years. How long has this been your intention? 2. Do you think that it is better to be good at many things or a master at one thing? Explain 3. If you Witnessed a poor person asking for money on the street , would assist him? Do you think it would better to give him financial assistance (money) or help in another way explain.
REFERENCES Brown Douglas. H. Teaching by Principle. Prentice Hall Regents.1994. Digle Kate Jennifer Recio Lebedev. Vocabulary Power. Pearson Longman,2008 Hindmarsh,R. camridge English Lexicon, Cambridge: Cambridge university Press. 1980 Nation, I.S.P. Vocabulary Learning and Intensive Reading .AE Jurnal 21:20-29 2004a Nation, I.S.P. Vocabulary Resource Booklet.ELI occasional Publication 21 Welington school of linguistic and applied language studies Victoria University of Welington New Zeland. 2004b. Nation, I.S.P. How Large a Vocabulary is needed for reading and listening?Canadian modern Language Review 63,1;59-82.2006. Nation I.S.P.Teaching vocabulary. Strategy and technique. Boston;Heinle Cengage Learning. 2008. Nation I.S.P.and Beglar,D. A vocabulary size test. The Language Teacher. 31,7:9-13. 2007. Nation. I.S.P. deweerdt J-p. a Defence of Simplication. Prospect. 16,3;5567.2001 Nation. I.S.P.and gu,P.Y Focus on vocabulary ; Sydney maquarie university. 20007 Vol. 8 No. 1 Juni 2013
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Nation. I.S.P and Malarcher,c. Reading for Speed and Fluency. Book .1-4 seoul compass Publishing. 2007. Nation. I.S.P and Newton,J.Teaching ESL/EFL. Listening and Speaking. New York; Routledge. 2009. Richards, Jack. C Willy A. Renandya. Methodology in Language Teaching. Cambridge University Press. 2003. Ur Penny. A course in Language Teaching. Cambridge University Press.2003
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