this learning method, there are many questions about both the teacher and the student, about the number of words to be taught and learned, and what they should be. This is at the beginning of the decisions that need to be made before learning the word. Many researchers today argue that a large number of vocabulary learning is required in the first stages of language learning (at least 3000 high frequency words) (Richards and Renandya, 2002: 259). Among the ways in which the words to be taught can be identified, the province may be to use lists where the most commonly used words are identified. The most famous and most commonly used word list is West’s (1953) ”General Service List of English Words”. This list gives about 2000 words, along with meaning and frequency information, from millions of words. Although it is quite old, it still can not be filled. Nation (1990) argues that knowing the words in this list means knowing about 80% of the words in any written text, which in turn contributes to the motivation of students (Richards and Renandya, 2002: 259). In order to have general academic vocabulary knowledge, it is necessary to know the 3,000 most commonly used words, because this proportion constitutes a large majority of the words of an average text. Laufer (1990) found that at least 3,000 words It is necessary for effective reading at university level, and for 5000 words to be able to achieve academic achievement (Richards and Renandya, 2002: 260). Another way to determine the number of words that need to be taught is to use the Nation (1990) word-level test or checklist (Richards and Renandya, 2002: 259). Some researchers argue that for some group students, the 2000 word is not enough. It is considered that university students learning language for a specific purpose require more than 1000 words of learning with a high frequency of use (Celce- Murcia, 2001: 287).>