Using Incidental Vocabulary Acquisition to Enrich the Students Vocabulary Mastery

The research aimed to find out the improvement the students'vocabulary in terms of improving their understanding about of nouns and adjectives. To explain the increase, the researcher used a classroom action research (CAR) which was conducted in two cycles in which each cycle consisted of four meetings.The subject was the students at the eight grade of SMP Askari Pallangga Gowa. The number of samples consisted of 37 students. The research findings indicated that using Incidental Vocabulary Acquisition could improve the students' vocabulary of noun and adjective.It was proved by the result of the diagnostic test, the students' mean score got was 53.78. After applying the Incidental Vocabulary Acquisition in cycle I, the students' achievement increased to be 63.6. In cycle II the students' vocabulary increased to be 85.


The Concepts of Incidental Vocabulary Acquisition a. Definition of the Incidental Vocabulary Acquisition
Incidental Vocabulary Acquisition is a vocabulary learning strategy, defined as the learning of new words as a by-product of a meaning-focused communicative activity, such as vocabulary. It occurs through multiple exposures to a word in different contexts (Huckin and Coady, 1999:185).
In order to understand the present state of vocabulary acquisition research, it is important to consider how vocabulary instruction has been regarded in the past, The history of vocabulary study in language teaching has seen various movement over the countries. If one were to look at the many recent articles on the subject, one might conclude that vocabulary is only now receiving any serious attention in the field of second language research. In some ways it may be true. The role of vocabulary in language teaching does have some what of an interesting, if not unremarkable past.
The other potential of incidental vocabulary acquisition are the contextual richness in which a word is found, and the number of appearance of a word in a text. There is evidence that not "ever context is an appropriate on effective means for vocabulary development " (Beck, Mc Keown and Mc Cuslin, 1983:162). The order aspects of second language acquisition, naturally, through exposure to comprehensible impute a meaningful context (krashern 1989:75). Coady (1993:83) also observes that interest that vocabulary has recently undergone resurgence and he attributes this to the drive for 'academic' ability in English as a second language. This movement for academic English has instigated some scholar to argue for formal direct vocabulary instruction. For example, claiming that not all Vocabulary Acquisition should be left to incidental contact in context. Richard' oft-cited 1976:58 article, The role of Vocabulary Teaching, called for more research into vocabulary acquisition. At the time, Richards knowledge that the study of teaching and learning vocabulary had "never aroused the same degree of interest within language teachings have such issues as grammatical competence, contrastive analysis, reading or writing, which have received considerable attention from scholars and teacher". Coady (1986:172) contended that "vocabulary learning is a mastery and paradox". The mystery to which Coady alludes refer to the fact for years teacher have assumed that incidental vocabulary learning does take place from reading yet "there is no clear cut research demonstrates how such contextual learning take place." On one side of the paradox, Coady states that less frequent vocabulary is almost exclusively encountered through reading. On the other side, often second language readers do not have enough initial vocabulary to read well enough to learn.
In the category of Vocabulary Acquisition and Reading Research, Coudy specifically looks at the vocabulary required for reading comprehension to take place. He states that methods of developing a base vocabulary should be explored, perhaps through direct interaction.
Consequently, numerous studies fall under the category of "vocabulary and reading research" which address various features of vocabulary acquisition through reading.
Hirsh and Nation several methods which they argue may help learners to read unsimpliefied texts. The firs method they suggest is using slightly modified or simplified text on the assumption that small change in vocabulary difficulty can have significant influence in a leaner's ability to comprehend a text and learn new vocabulary. This suggestion appears reasonable and would seem to be an acceptable way of improving reading comprehension. This may be feasible for shorter stories with smaller number of unknown word.
The article to be reviewed in this section is one by Beck. Mckeown and Mc Caslin (1983:35). They are quick to point out but not all contexts are sufficient to facilitate vocabulary acquisition. They claim that there are basically two types of context, a 'pedagogical context' in which the text is specifically design for teaching vocabulary and 'natural context' in which we find all other manner of text where the author ere not concerned with conveying the meaning of unknown words.
The research concluded that the majority of text do not provide adequately rich contexts for incidental vocabulary acquisition to take place.
They propose that along with context, an effective method of vocabulary instruction is necessary for second language learners. The researchers content that leaving student to decode new word by the use of glossaries is basal readers is not a reliable method arguing that only the most enthusiastic students interrupted their reading to check on new word. This leaves the less enthusiastic, and probably the most needy student, behind. What the author suggest is that teacher discuss new word with students, have students keep a record of new word and also encourage student to use new word outside the confines of the classroom in their own writing and conversation.

b. The advantages Incidental Vocabulary Acquisition
1) It is contextualized, giving the learner a richer sense of a word's use and meaning than can be provided in traditional paired-associate exercises; 2) It is pedagogically efficient in that it enables two activities-vocabulary acquisition; 3) It is more individualized and learner-based because the vocabulary being acquired is dependent on the learner's own selection.

RESEARCH METHODOLOGY
This research was held around two cycles. Those were first and second cycle and each cycle was the series of activities which had a close relation.
The realization of the second cycle is continued and repaired from the first cycle.
In this Classroom Action Research (CAR), the writer used CAR principle to collect the data. The research consisted of two cycles with each cycle consisted of four Stages; they were: Planning, Implementation of Action, Observation, and Reflection.

Cycle I
In this research, the writer took four meetings to finish cycle. The cycle I consisted of four steps namely: planning, action, observation and reflection. Every step is explained clearly as follows:

Planning
The activities in this stage as follows: e. Arranged tests to know the students' achievement toward the Using Incidental Vocabulary Acquisition method.

Action
a. The writer explained the method that apply in the research and the instructional objectives that will be achieved.
b. The writer explained the topic to discuss. c. The writer gave questions to the students to dig their prior knowledge about the material. d. The writer asked the students to sit in a pair and gives the materials which were practice. e. The writer starts the learning process by stimulating the students through the questions referring to the topic were practice.
f. The writer explains the way to do the material in pair and after that give chance to the students to practice it. During the practice, the research control and guide them.
g. At the end of the class, the writer asked the students toward the difficulties faced.

Observation
In this phase the writer observed the situation of teaching and learning process using observation sheets and done evaluation.

Reflection
The writer analyzed and evaluated all of the data, which had collected from observation activity to assess the teaching program achievement after giving an action at the first cycle.
After finishing the cycle I, the result of the learning process not significant to what the writer expect, so the cycle II toke for improvement of the cycle achievement.

Cycle II
In cycle 2 also consists of same activity with cycle 1 they are: c. Repairing the weakness in the first cycle. d. Repairing Action research.

Action
In this stage, action done to improve the result based on the reflection in cycle 1. The stages have same procedure with different variation and material to reach target learning result.

Observation
In this phase the writer observed the situation of teaching learning and the students activity in teaching learning process to improve the result based on the reflection in cycle 1 by using observation sheets and do evaluation which use the result to know how far they the students improvement.

Reflection
The writer analyzed and evaluated all of the data, which had been collected from observation, to assess the teaching program achievement after giving an action at the second cycle.

Research Variables
Remembering that variable is one of the very important elements of research, the writer used two kinds of variable; they were dependent variable and independent variable in wich one variable could influence the other.

a. The Independent Variable
Independent variable of this research is the using incidental vocabulary acquisition .
b. Dependent variable Dependent variable was the students' improvement in vocabulary mastery.

Indicators
The indicators of the research was the students' vocabulary achievement in learning noun and adjective .

B. Research Instruments
In this research, the writer used two instruments to collect the data was used to observe and to record the students' participant in teaching learning process through incidental vocabulary acquisition. It was done in every cycle. It was summed at the end of cycle I and cycle II. It was designed to measure the students' development in reading comprehension ability after implementing action in each cycle. The test was administered in the last meeting of each cycle.

C. Technique of Data Collection
The writer some procedures in collecting the data, such in the following:

Observation sheet
The writer used observation sheet to find out the students' activeness and presence during the teaching and learning process using observation sheet.

Test
The writer gave test to students to find out their development in understanding vocabulary. The writer used test namely vocabulary test. The tests were essay and multiple choice and were given in the end of each cycle.
In scoring the result of students' test the writer used the classification of scoring as follow :

D. Data Analysis Techniques
The data has been collected was analyzed through the following steps: 1. To classified the students' score, there are seven classifications which is use as follows: Score 91 -100 = very good Score 76 -90 = good Score 61 -75 = fairly Score 51 -60 = poor Score less than 50 = very poor. (Debdikbud, 1985:6) 2. To find out the mean score of the students' test, the writer used the formula :

̅ = ∑
Where : The number of students. (Gay, 1981:298) 3. To Calculate the percentage of the students' score, the formula which is use as follows:

FINDINGS AND DISCUSSION
A. FINDINGS

The Improvement of the Students' Vocabulary in Nouns and adjectives
The application of Incidental Vocabulary Acquisition in Improving the students' Vocabulary of nouns. Each indicator had total score and it is divided by sum of students so it resulted as means score in D-Test, cycle I, and cycle II. So, the improvement of the students' vocabulary in nouns could be seen clearly in the following explanation: To see clearly the improvement of the students' vocabulary the following chart was presented:

Chart I: The improvement of the Students' Vocabulary
The chart above showed the improvement of the students' vocabulary in d-test to cycle I was 18.33%, cycle I to cycle II was 38.55% d-test to cycle II was 58.03%.

The percentage of the students vocabulary in using nouns
After evaluation in cycle I and cycle II, there was an improvement of the students' vocabulary in using noun that shown clearly in the chart after taking an action in cycle through Incidental Vocabulary Acquisition method. In the cycle I, 3 students (8.11%) got good, 15 students (40.54%) got fairly , 16 students (43.24%) got poor, 3students (8.11%) got very poor and none of the students for the other classification. And, the cycle II, 5 students (13.51%) got very good, 30 students (81.08%) got good, 2 students (5.40%) got fairly, and none of the students for the other classification.
To know the percentage of the students' achievement in vocabulary using nouns clearly, following chart was presented:  The To know the percentage of the students' achievement in vocabulary using verbs clearly, following chart was presented: The table 4 showed that the percentage of the students' vocabulary achievement, Diagnostic Test indicated that 5 students (13.51%) got fairly, 19 students (51.35%) got poor, 13 students (51.35%) got very poor and none of students for the other classification.
In the cycle I, 22 students (59.46%) got fairly, 14 students (37.84%) got poor , 1 students (2.70%) got very poor, and none of the students for the other classification. And then the cycle II, 5 students (13.51%) got very good, 24 students (64.86%) got good, 8 students (21.62%) got fairly, and none of the students for the other classification.
To know the percentage of the students' achievement in vocabulary achievement, following chart was presented: The chart above showed that the result of the students' vocabulary

The Result of the Students' Activity in Teaching and Learning
Process.
The result of observation of the students' activity in teaching and learning process toward the application of Incidental Vocabulary Acquisition in improving the students vocabulary mastery in finding Nouns and adjectives at the second of SMP Askari Pallangga in class VIIIc which is conducted in 2 cycle during 8 meeting is taken by the observer through observation sheet, it can be seen clearly through the following table The result above is formulated based on the technique of data analysis and the students' score that are collected through observation sheet. The table above shows that the students' activity in cycle 1 improves normally, where at the first meeting in cycle I, the students' activity is 52.14% then increase to 56.62% at the second meeting, in the third meeting in cycle I, the students' activity improves to 63.97%, and then in the fourth meeting the students' activity improves 65.97%. the mean score of the students activity in cycle I is 59.68% This is caused by the teaching material is interesting for the students.
In cycle II, the students' activity improve normally, where at the first meeting in cycle II, the students' activity is 70.71% then increase to 70.45% at the second meeting, in the third meeting in cycle II, the students' activity improves to 80.30%, and then in the fourth meeting the students' activity improves 81.76%. This is caused by the teaching material is really interesting for the students. So the average of the students' activity in cycle II is 75.56%.. It means that the students' participation is progress.

A. Discussion
The research had been done in two cycles and each cycles consists four meeting. To make this discussion clear, the researcher would like to explain the result of data analysis as follows: Based on the result of data analysis of the test the students' vocabulary achievement of the data analysis of the second year students of SMP Askari Pallangga Gowa is still relatively low. So that to made thus discussion clear, the researcher would like to explain in two parts; (1) the students' vocabulary in using noun through Incidental Vocabulary Acquisition; (2) The students' vocabulary in using adjective through Incidental Vocabulary Acquisition.
The improvement of the students' vocabulary achievement through Incidental Vocabulary Acquisition had effect that was effective. Where the researcher found in cycle I, the mean score of students' vocabulary achievement in using noun was 64.86 and the cycle II the mean score is 86.49. While the research found in cycle I, the mean score of the students' vocabulary achievement in using adjectives was 62.43 and the cycle II the mean score was 83.51. It was good from the standard curriculum and target score that the researcher wants to achieve. Where standard curriculum is 65.00 and the target score is 70.00. So, the target score could be achieved in the cycle II.
The result of the students' activeness also improved the first meeting until the last meeting for each cycle. The cycle I in the first meeting students' was 52.14%, the second meeting the students' activeness was 56.62%, and the third meeting of students' activeness was 63.97%, and the last meeting was 65.97%. And the averages of students' activeness in learning vocabulary of cycle I was 59.68%.
The result of the students' activeness the cycle II in the first meeting was 70.71%, the second meeting of students' activeness was 70.45%, then the third meeting was 80.30%, and the last meeting was 81.76%. And, the averages of students' activeness in learning vocabulary of cycle II was 75.56%.

A. Conclusion
Based on discussion that proposed in previous other chapters, inferential the following: 1. The improvement of the students' vocabulary in noun through the use of Incidental Vocabulary Acquisition at the second year students of SMP Askari Pallangga Gowa in cycle I, the mean score of students' vocabulary achievement in using noun was 64.86 and the cycle II the mean score is 86.49.
2. The improvement of the students' vocabulary in adjectives through the use of Incidental Vocabulary Acquisition at the second year students of SMP Askari Pallangga Gowa cycle II, the mean score of students' vocabulary achievement in using adjectives was 62.43 and the cycle II the mean score was 83.51.
3. The result of the students' activeness also improved the first meeting until the last meeting for each cycle. The cycle I the averages of students' activeness in learning vocabulary of cycle I was 59.68% and the averages of students' activeness in learning vocabulary of cycle II was 75.56%.

B. Suggestion
To improve the vocabulary mastery command of the students' the writer puts forward some suggestions: 1. In teaching vocabulary, the teacher plays an important role. So, the teacher have to be creative to apply various kind of suitable strategy, in order the students will never bored, but they will be more interested in learning English.
2. The students should be highly motivated to know much vocabulary and use them in oral and written communication.
3. The writers in the future are suggested that they develop these research findings to investigate in learning and teaching vocabulary issues in any level of students. Moreover, the use of classroom action research as research design can be first research implication to secure the issues or problem in increasing the students' vocabulary mastery.