The Teaching of Vocabulary Using Semantic Field Theory

Abstract

INTRODUCTION

The second language learner's vocabulary directly affects the development of one's linguistic competence. Therefore, the primary task of vocabulary instruction is to enlarge learner's vocabulary. This study aims to determine the effectiveness of Semantic FieldTheory in teaching vocabulary in English subjects. In this study, the researcher identify the effectiveness of Semantic Field Theory as integrated in English subject to enhance the vocabulary skills of the students. The level of performance of the students in vocabulary test in terms of antonymy; hyponymy and synonym are being measured. Least mastered competencies are also identified by the researchers as basis on which areas in the subject will give focus to enhance.

METHODS

The descriptive method of research was applied in the study with the Researcher-made-test as the main data gathering instrument. The formative assessment is also used in this study to identify the least mastered competencies in the subject. Selected Grade 12 students in Palahanan National High School served as the respondents of this study. The statistical tool used were frequency, percentage rank and the item analysis.

RESULTS

The important step of the application of the semantic field theory in vocabulary instruction is the buildingup of semantic fields. In order for second language learners learn it, new information must be integrated with and be built upon what learners already know. In general, semantic field theory is useful and effective in teaching vocabulary to second language learners. Among the three sense relation, it is the Hyponymy which is the most effective and most useful in teaching vocabulary to the second language learners. The least of them is the use of Synonymy.

DISCUSSIONS

The result of the study revealed that the used of semantic field can enhance the vocabulary skills of the students. The mastery of the students in vocabulary skills enhance and has a great response. It is recommended in the study that the proposed intervention activities may enhance English for Academic and Processional Purposes teaching and help teachers resolve difficulties encountered in the teaching of the subject.