CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theorical Framework
1. Vocabulary
a. Definition of The Vocabulary
The primary function of language is communication. We learn foreign
language to be able to understand speak and be understood when staying
abroad or cummunicating with foreigners. In learning english language,
vocabulary is one of the component of the language that is important thing
to be mastered. According to Mccarten (2007:21), “learning vocabulary is
largery about remembering, and students generally need to see say, and
write newly learned words many times before they can be said to
havebleraned them”.
Learning language cannot be separated from learning vocabulary.
Vocabulary supports the speaker to express their opinions, ideas, and
feelings in communication. Vocabulary is the most important component
language because it affects the four language skills, there are listening,
speaking, reading, and writing. Harmer. J (2003) states that the ability of
speaking, listening, and writing. English
Depend on the mastery of vocabulary and grammar learning English
particularly is very important for supporting the ability of speaking,
listening, reading and writing .there is no language exist without words.
Words are designig ideas as well as the means to enchance people’s
thoughts. The more words one learnes, the more ideas he/she has, and we
can share the ideas more effective because without vocabularly nothing is
going to be told. So English should be introduce earlier because the
younger a learner a foreign language, the better she/he is producing the
language. (Nunan 2015:113) the most useful vocabulary that every English
language learner needs whether they use the language for listening,
speaking, reading, or writing. Whether they use the language in formal and
informal situations, is the most frequent 1000 words famiies inEnglish.
Vocabulary will give the meaning if we we use a language.

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b. Types ofvocabulary
According to Pikulski and Templeton (in Prima Ardya Mukti, 2012)
have categorized for vocabulary into four types the followings:
1. Expressive Vocabulary, which is used to refer to both
since these are the vocabularies we use to express our
selves.
2. Receptive Vocabulary, which is used to refer to listening
and reading vocabularies.
3. Meaning or Oral Vocabulary, which refers to the
combination of listening and speaking vocabularies.
4. Literate Vocabulary,

Taken from Pikulski& Templeton (2004: 2)

Figure 2.1 The Relationship of Vocabulary Categories with Skills.

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c. The Basic of Vocabulary

Pikulski and Thempleton (in Prima Ardya Mukti, 2012) point out that
“there are some differences in the number of words that are used by
and understood by the students.

1. Receptive Vocabulary

It is the words that the students understand when they listen

to speech and when they read. Then term receptive vocabulary is
used to refer to listening and reading vocabularies.

2. Expressive Vocabulary

Is it the words that the students use when they speak and
write. The term expressive vocabulary is used to refer tp both since
these are the vocabularies they use to express themselves.

3. Oral Vocabulary

It is the words that the students understand when they hear

and them can use in their speech.

Them term oral vocabulary refers to the combination of listening

and speaking vocabularies.

4. Written Vovabulary

It us the words that the students understand when they read

they can use in their writing. The term written vocabulary refers to
the combination of reading and writing vocabularies.

Acording to chall in cooper (2000:228), to develop their

vocabulary, the students need to learn two aspects about words,
namely recognition and meaning vocabularies.

d. Kinds of Vocabulary Meaning

The caharacterizing of the word meaning of a word not in terms of

its component features, but in terms of its relationship to other word is
treated as the analysis of lexical relation (Yule : 2010).

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The meaning of a word can only be understood and learnt in terms of its
relationship with other words in the language.

Including in term of sense relations are as follows:

1. Synonyms are words which sound different, but have the same
or nearly the same meaning, e.g. flat= apartment, kid = child,
happy =glad, etc.

2. Hyponymy, i.e. words related to one another by its

classification, e.g. fruit = orange, but the meaning of ‘fruit’ is
included in the meaning of ‘orange’ as it is in the meaning of
‘apple’ and ‘plum’.

The sense relation is expressed by saying that orange, apple,

and plum are classified into or hyponyms of fruit.

3. Antonyms are words or expressions which are opposite in

meaning.

4. Complementary pairs/mutually exclusive pairs ;i.e. forms of

antonyms which truly represent opposite ness of meaning, e.g.
alive ›‹ dead, married ›‹ single, man ›‹woman, boy ›‹ girl ,etc.

5. Gradable pairs; i.e. the negative of one word is not

synonymous with the other, e.g. not happy is not necessarily
equal to sad.

It is also true of grad able antonyms that more of one is less of

another, e.g. more bigness is less mall ness, wider is less
narrow.

6. Relational/Converse ness pairs; i.e. the relationship between

the pairs are reciprocal and display symmetry in their meaning,
e.g. give ›‹ receive, buy ›‹sell, wife ›‹ husband, speaker›‹
listener, etc.

7. Homophony. Homophony is used to describe the realtionship

between two more different forms. (written) which have the
same pronounciation like the pains: die-dye, curb-verb, key-

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 quay, fore-four, gait-gate.

8. Homonymy. The term homonymy is used when one form

(written or spoken) has two or more unrelated meaning.

Examples of homonyms are the pairs: lead (first place of

position) – (of water pipes), sow (adult female pig) – sow
(plant).

9. Polysemy. Polysemy is a property of a single lexeme. Example

of polysemous words are “head” which can be used to refer the
object on top of our body, on the top of company, and foot
which can be used to refera person, of bed of mountain and so
frth. The difficulties of learning as aquiring new word is likely
to convey when it is put in different sentences contexts.

Indeed the essence of learning vocabularies are learning the

emanings they conveyed, otherwise the learning and aquistion
of words are simply nothing.

e. Vocabulary Mastery

Mastering vocabulary is the ability toget or to receive a lot of

words. By mastering vocabulary, people will know the meaning of
vocabulary in the context. In addition, the student learns English
reading text is still lack of vocabulary, whereas in fact vocabulary is
the most important thing in reading skill.

Mastering vocabulary means that students have comprehensive

knowledge about the vocabularies which include the meanings, the
spoken form, the written form, the grammatical behavior, the word
derivation, the collocations of the words, the register of the word -
spoken and written, the connotation or associations of the word, and
word frequency (Thornbury, 2002).

According to Hiebert and Kamil (in Herlina Fatmawati, 2017)

state that vocabulary is not a developmental skill or one that can ever
be seen as fully mastered. The expansion and elaboration of
vocabularies is something that extends across a lifetime.

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 Aulina (2012) defines the vocabulary as a word or group of words that
have a particular meaning. Based on the definitions above, it can be
concluded that vocabulary is not a developmental skill, it is total
number of the words that should be mastered by language learners as
integral part of comprehension. Mastery means as comprehensive
knowledge. Vocabulary mastery does not mean as knowing meaning
of vocabulary. It also means that the person is able to recognize,
understand and produce the stock of words and their meaning.

f. Teaching Vocabulary

Teaching vocabulary is a crucial aspect in learning a language as

languages are based on words Alqahtani, 2015 (in Alpino Susanto,
2017). It is almost impossible to learn a language without words; even
communication between human beings is based on words. Recent
research indicates that teaching vocabulary may be problematic
because many teachers are not confident about the best practice in
vocabulary teaching and at times do not know where to begin to form
an instructional emphasis on word learning (Berne & Blachowicz,
2008). Either teachers or students agree that acquisition of the
vocabulary is a central factor in teaching a language (Walters, 2004).
Teaching vocabulary is considered as one of the most discussed parts
of teaching English as a foreign language.

When the teaching and learning process takes place, problems

would appear to the teachers. They have problems of how to teach
students in order to gain satisfying results. The teachers should be
concerned that teaching vocabulary is something new and different
from student’s native language. They also have to take into account
that teaching English for young learners is different from adults.

The teacher should prepare and find out the appropriate techniques,
which will be implemented to the students. A good teacher should
prepare himself or herself with various and up-to-date techniques.
Teachers should be creative and be able to master the material in order
to be understood by students, and make them interested.

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 The teachers have to know the characteristics of his\her learners.
They more over need to prepare good techniques and suitable material
in order to gain the target of language teaching.

Commonly, there are several techniques concerning the teaching

of' vocabulary. However, there are a few things that have to be
remembered by most English teachers if they want to present a new
vocabulary or lexical items to their students. It means that the English
teachers want students to remember new vocabulary then it needs to
be learnt, practiced, and revised to prevent students from forgetting.
Techniques employed by teachers depend on some factors, such as the
content, time availability, and its value for the learners (Takač &
Singleton 2008). This makes teachers have some reasons in employing
certain techniques in presenting vocabulary. In presenting one planned
vocabulary item, the teacher usually combined more than one
technique, instead of employing one single technique. Teachers,
furthermore, are suggested to employ planned vocabulary presentation
as various as possible Pinter, 2006 (in Alpino Susanto, 2017). The
followings are some techniques of teaching vocabulary as proposed by
some experts.

1. Teaching vocabulary using Objects

This technique can help learners in remembering vocabulary

better, because memory for objects and pictures is very reliable and
visual techniques can act as cues for remembering words. Using this
technique includes the use of visual aids, and demonstration. (Takač
& Singleton, 2008). In addition, Gairns & Redman (1986) state that
real objects technique is appropriately employed for beginners or
young learners and when presenting concrete vocabulary.

Objects can be used to show meanings when the vocabulary consist of

concrete nouns. Introducing a new word by showing the real object
often helps learners to memorize the word through visualization.
Objects in the classroom or things brought to the classroom can be
used.

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2. Teaching vocabulary by drilling, spelling, and active

involvement Drilling is employed to make learners get

accustomed to the word form especially to how it sounds. To make
learners more familiar with the word, drilling should be clear and
natural (Thorbury, 2002).

Drilling is very necessary since learners need to say the word to

themselves as they learn it to recall the words from memory (Ellis &
Beaton, 1993, in Read, 2000; 2004).

The primary means of spelling is actually memorizing words

(Reed, 2012). Word spelling needs to be considered since spelling
forms of English words is not always inferred by the pronunciation.
Employing this technique, the teacher encourages the students to find
out word’s meaning by elicitation (Takač & Singleton2008).
Elicitation maximizes learners’ speaking opportunities, and acts as a
way of checking learners’ understanding (Thorbury, 2002). This
technique also includes personalization, which is using the word by
learners in a context or sentence that is related to their life.

Related to the above techniques, Pinter (2006) argues that teachers

are suggested to conduct planned presentations of vocabulary as
various as possible, so it is better that teachers present word meaning
and form by combining more than one technique. In addition, Takač
and Singleton (2008) points out that in choosing which techniques to
be used in the classroom, teachers consider time availability, the
content or teaching material.

3. Teaching vocabulary using drawing and picture

Objects can either be drawn on the blackboard or drawn on flash

cards. The latter can be used again and again in different contexts if
they are made with cards and covered in plastic. They can help young
learners easily understand and realize the main points that they have
learned in the classroom.

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 Teaching vocabulary using pictures connect students’ prior
knowledge to a new story, and in the process, help them learn new
words. There are plenty of vocabularies that can be introduced by
using illustrations or pictures. They are excellent means of making the
meaning of unknown words clear. They should be used as often as
possible. The list of pictures includes: posters, flashcards, wall charts,
magazine pictures, board drawings, stick figures and photographs.

Pictures for vocabulary teaching come from many sources. Apart

from those drawn by the teacher or students, they are sets of colorful
pictures intended for schools. Pictures cut out of newspapers and
magazines are very useful as well. Nowadays many readers,
vocabulary books and course books contain a vast number of
attractive pictures that present the meaning of basic words. The
teacher can use learning materials provided by the school. They can
also make their own visual aids or used pictures from magazines.
Visual support helps learners understand the meaning and helps to
make the word more memorable.

4. Teaching vocabulary using mime,expressions and gestures

The term "mime or gesture is useful if it emphasizes the

importance of gestures and facial expression on communication
Alqahtani, 2015). At the essence it can not only be used to indicate
the meaning of a word found in reading passage, but also in speaking
activity as it stresses mostly on communication. Many words can be
introduced through mime, expressions, and gestures. For example,
adjectives: "sad"," happy"; mime and taking a hat off your head to
teach hat and so on.

Several studies have emphasized the role of gestures in second

language (L2) acquisition (Alqahtani, 2015). Teachers tend to gesture
a lot (Sime, 2001; Hauge, 1999), especially when addressing young
learners and/or beginners. It is commonly acknowledged that
“teaching gestures” capture attention and make the lesson more
dynamic.

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 Using analyses of video recordings of English lessons to French
students, Tellier (2007) determined three main roles for teaching
gestures: management of the class (to start/end an activity, to question
students, request silence, etc.), evaluation (to show a mistake, to
correct, to congratulate, etc.) and explanation to give indications on
syntax, underline specific prosody, explain new vocabulary, etc.).
Teaching gestures appear in various shapes: hand gestures, facial
expressions, pantomime, body movements, etc.

They can either mime or symbolize something and they help

learners to infer the meaning of a spoken word or expression,
providing that they are unambiguous and easy to understand.
5. Teaching vocabulary using enumeration and contrast
An enumeration is a collection of items that is a complete, ordered
listing of all of the items in that collection. It can be used to present
meaning. In other words, this technique helps when any word is difficult
to explain visually. We can say "clothes" and explain this by enumerating
or listing various items. Teacher may list a number of clothes e.g. address,
a skirt, trousers etc ,and then the meaning of the word "clothes" will
became clear.
6. Teaching vocabulary through guessing from Context
Guessing from context as a way of dealing with unfamiliar vocabulary
in unedited selections has been suggested widely by L1 and L2 reading
specialists (Dubin, 1993). Alqahtani (2015) claims that there are two types
of contexts. The first type is the context within the text, which includes
morphological, semantic and syntactic information in a specific text,
while the second one is the general context, or non-textual context, which
is the background knowledge the reader has about the subjects being read.
Alqahtani (2015) considered the specific context as ‘‘the other words and
sentences that surround that word. It follows that other words in the
context of the unfamiliar word often ‘throw light on’ its meaning. These
other words can be found in the sentence containing the unknown word or
other sentences beyond the sentence of the unknown item.

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 Learning from context not only includes learning from extensive reading,
but also learning from taking part in a conversation, and learning from
listening to stories, films, television or the radio (Nation, 2001).
g. The Principle in Teaching Vocabulary
In teaching vocabulary to students, there are some experts put forward
the principles in teaching English vocabulary.Nagy and Stahl, 2006:62 (in
Risma Anggiani 2018) in their book titled “Teaching Word Meaning”
there are 3 principle in teaching vocabulary, namely:
1. Include definitive information and cotextual information about the
meaning of each word.
2. Involve the child more actively in learning words.
3. Give some exposure to meaningful information about the word.
When teachers invite students to memorize some vocabulary,
of course students can feel bored because of some they still consider
the vocabulary difficult. Though they are only required to know the
definitive information of vocabulary that they memorize. Just imagine
if the teacher only explains the meaning or definiton of a vocabulary,
without telling the student how to aplly it in a sentence would
certainly be a waste.
2. Memes 9gag
a. Definition of Memes 9gag
The term Internet memes is common to the Internet users since
it has become quite popular on the Internet, especially in social media
and certain comedy websites.
There are many meme-sharing websites that use Internet
memes to share ideas, thoughts, or opinions Achadiat, 2013(in Santi
Trisnawati, 2016). One of which is 9gag.com. In 9gag.com, the
Internet users are allowed to create their own memes because 9GAG
features memes or rage comics submitted by the netizens (Ren, 2012).
Memes in 9GAG are divided into different categories which are
typically displayed as humorous images or comic strips with their
captions conveying certain messages, such as Trending, Hot, Memes,
etc.

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 The virtual world is now one of entertainment which is quite
popular among teenagers games, social networking sites like Facebook
and Twitter, funny videos, etc.). The ease of accessing the internet
currently makes Internet users are increasingly widespread in various
like the world, for example like internet users on the 9gag website.
Website is a collection of components which consists of text, picture,
sound animation that gives interesting information to be visited
(Pipiapioh: 2010).
9gag is a international scale website that contains funny
pictures (some are in the form of videos). 9gag is an international
comedy website set in Hongkong but hosted in the United States
(Sayani, 2012).9gag was founded in 2008 by five young men come
from Hong Kong, namely Ray Chan, Chris Chan, Marco Fung, Brian
Yu, and Derek Chan. 9gag comes from the 9gag utterance in
Cantonese (gau gag) which means to be funny, so that the goal 9gag's
main website is to become a website comedy.Therefore, in a short
explanation meme internet is meme which spreads in internet via social
media, blog, email, and so on. In the real world, meme is called “idea”,
but most people call it as meme (Richard Face, 2012).
b. Types of Memes
There are so many types of memes but, here the writer just
wants to focus on 9gag memes. 9gag is an online comedy site that
displays various pictures of jokes and happiness. 9gag popularity has
also spread to Indonesia.The writer takes three samples and their
varieties of random memes and then analyzes vocabulary on how the
image and the caption are used to create meanings. Pusanti (2015)
analyzed meme in social media during the general election in2014.

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 Example of Memes 9gag as follows:

1. Rage Face

Figure 1. Example illustration of Rage Face

This Rage Face illustration was introduced by Christopher

Poole (an American internet entrepreneur, New York) through his
website, namely www.4chan.org in 2007. But because 9GAG is more
interested than 4chan, the Rage Face illustration is then better known
on the website 9GAG. Starting with the emergence of Rage Face on
the 9GAG website, the use of Rage Face illustrations has subsequently
grown and demand is increasing in various social networks such as
Facebook. Rage Face Illustration is useful as an illustration that aims to
entertain. In the world of visual communication design, this illustration
can also be used to tell stories (comics) or express one's expression on
things such as activities in daily life, innuendo for certain groups
(political, social, cultural, etc.).

Rage comics themselves are cartoons using an ever-growing set

of internet memes. He feels that Rage comics are special because they
consist of well known faces and expressions–anger, shock, defeat,
surprise, pleasure, success, or horror, which therefore mean to show
universal feelings or emotions of varying degrees under a variety of
conditions (Wolford, 2011).

17
2. Success Kid Meme about Announcement School

Figure 2.Success Kid Meme.

Figure 2 shows a character called Success Kid, an adorable toddler

clenching a fist while expressing a determined and victorious pose
towards the viewer. The cheeky-faced angelic baby first showed up in
early 2008 and spread across several social media networks. Today the
photo is used to depict different episodes of successful events along with
accompanying text. Success Kid appears to be hilarious and witty, saying
many of the things that we wish we could say but do not have the courage
to do so.

3. Animals Meme

Figure 3. Animals Meme.

The writer considers the urgency of this research as a way to

keep up with the internet culture to show an alternative of
communication and a cost-effective way of mass advertising.

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 Additionally, it is to improve students’ media literacy concerning the
study of signs/symbols, philosophy, and how images and text relates
each other and creates a new meaning.
These memes contain humor, universal emotions, social
message, cultural message, political message, and many more. It also
shows how effective it is in teaching language. Every meme has its
own theme. Therefore, it allows the user to always come up with newer
and more creative ideas in delivering its message and edd English
vocabulary.
3. The relevance theory of Memes and Vocabulary Mastery
Taking memes’ original definition into perspective, researcher would
like to develop a new strategy toward vocabulary mastery enhance students’
classroom participation and the teaching and learning process of English using
Experiment method. “Examples of memes are tunes, ideas, catch-phrases,
clothes fashions and ways of making pots or of building arches.“Examples of
memes are tunes, ideas, catch-phrases, clothes fashions and ways of making
pots or of building arches. Just as genes propagate themselves in the gene pool
by leaping from body to body via sperms or eggs, so memes propagate
themselves in the meme pool by leaping from brain to brain via a process
which, in the broad sense, can be called imitation” (Dawkins, 2006: 192).
The writer assumes that since memes embody longevity, fecundity,
and copying-fidelity traits, thus it will be easier to be applied into classroom
that is fully loaded in vocabulary mastery by Digital Natives.Researcher
assumes that since memes embody longevity, fecundity, and copying-fidelity
traits, thus it will be easier to be applied into classroom that is fully loaded by
Digital Natives. Furthermore, Brodie(2009) says that “A meme is a unit of
information in a mind whose existence influences events such that more copies
of it get created in other minds.” When some people understand memes merely
as catchy images with catchy texts, do not forget that those are only ‘vehicles’.
A cart carries information. Anything that can be copied and spread between
brains, are definitely memes.

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B. Relavant Studies
In relevant studies, the writer found a several research:
The first: Febriyansyah, Imas. 2015, conducted the research entitled
“IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH
BINGO GAME”.The method used in this research is clasroom action
research.The objective of the research are to know that vocabulary mastery of
most students improved after Bingo Game was used in the teaching and learning
process. The steps of the research were reconnaissance, planning, action and
observation and reflection. The subjects of this research were 28 students of X IIS
3 class. The rsearch conducted this reserach was an action research from 20th of
October to 29th of November 2014 at SMAN 4 Purworejo. It was indicated by the
increase of the mean of students’ vocabulary score in the pre-test and post-test
(64,3 to 89,1). The result shows by students’ enthusiasm during the game. the
students’ vocabulary mastery was improved through the implementation of Bingo
Game. During the action the research found that students had shown their
improvement in pronouncing vocabulary correctly.
The second: Ali, Irwan Ro’iyal. 2010, conducted the research entitled“THE
CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND
READING COMPREHENSION”. This research was using experiment method
in the quantitative form by collecting the data from the documentations, and
observation. Data analysis shows statistical and calculation, it is found that rxy
is 0.641and rt is 0.361 and 0,463 with the degree of freedom ( df=N-nr) is 28.
By comparing the values of rxy and rt, it can be got that rxy is bigger that rt
and the statistic hypothesis states: If ro > rt significance: there is correlation
and Ha accepted. If ro < rt non signification: there is no correlation and Ha is
rejected and Ho is accepted. The result of hypothesis is rxy bigger than rt
which means the alternative hypothesis is accepted. The populations of the
researchare135students and30 students were being the objects of the research.
The third: Prima, Ardya Mukti. 2011, conducted the research entitled
“IMPROVING STUDENTS’ VOCABULARY MASTERY USING
CARTOON FILMS”. The objectives of this research are to know whether the
use of cartoon films can improve the students’ vocabulary mastery and to identify
what happens when cartoon films are used as media in teaching vocabulary. The
method used in this research is clasroom action research.

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 The researcher conducted this research from 9 th February until 3rd June 2011 at
SMP Negeri 1 Grogol Sukoharjo at class VII A. This class consisted of 40
students. During the action, the researcher found that students had shown their
improvement in pronouncing English words correctly.
Based one some relevant studies above, the studies concern on teaching
vocabulary. they are similar to this study which concerns on teaching vocabulary
but this research the wrirter using memes 9gag as a method of teaching in the
class. the studies above were using experimental method. the differences between
the three studies above and this study are the place to conduct it and the kinds of
vocabulary that will be taught. In this research, the writer will teach about english
vocabulary using memes 9gag to add new vocabulary to students in the tenth
grade of SMK Daruttaibin Pabuaran.
C. Hypothesis
Hypotheses in research are basic assumption of how the result of the research

will be. It is a prediction of a phenomenon. Moreover, in formulating hypotheses,

the Researcher has to ensure that the hypotheses is real or based on fact. There are

two kinds of hypotheses :

1. Hypotheses Alternative (Ha) : there is significant The correlation between

students’ vocabulary and memes of 9gag.

2. Hypotheses Null (HO) : there is no significant The correlation between

students’ vocabulary and memes of 9gag.

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