applied in any educational level, from elementary up to university level. It also had the detail and flexible process. The teaching learning activities designed to motivate
the students in learning vocabulary using realia as the media.
The framework covered all necessary steps for the instructional materials design. The designed materials for the sixth grade elementary students of Kanisius
Babadan elementary school provided several teaching and learning activities which aim at motivating students to learn and practice English Vocabulary more actively as
a target language. The framework of this study can be expressed bellow. 1. Conducting need survey Yalden
First, the writer conducted need survey. In this step, the writer made some observations in the classroom, distributed questionnaires to the sixth grade students
and interviewed the English teacher to gain the data about the students’ interests, knowledge, and difficulties in learning English vocabulary. It was attempted to find
out the feedback from English teacher of Elementary School about the idea of material design whether or not it could be applied for the sixth grade students of
elementary school.
2. Considering goals, topics, and purposes Kemp
The goal of this study was to help the sixth grade students in mastering the English vocabulary and achieving the language competence through the teaching
learning activities using materials which had been designed by the writer. The writer decided the goals, topics, and general purposes based on the School Based
Curriculum KTSP. The topics of the designed materials were formulated from the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questionnaires’ result. After the data have been gathered, the writer specified the topics to design supplementary English instructional vocabulary materials.
3. Specifying learning objectives Kemp
The writer specified the learning objectives. In this stage, the writer identified what should be learnt by the sixth grade students of elementary school in terms of
learning objective. The writer employed Learning Indicators LI for each meeting of the English lesson should achieve.
4. Listing the subject content Kemp
In order to organize the content of the material product, the writer listed the subject content. The content must relate to the objectives and student’s needs. The
writer selected the topics and organized the specific knowledge, skills, and activities for each topic.
5. Selecting teaching learning activities and resources Kemp
The writer adapted Kemp’s model, it was selecting teaching learning activities and resources. The writer selected the teaching learning activities which
could support the students in mastering the vocabulary. The resources of the designed materials were formulated from the questionnaires. In this step, the writer adapted
some theories about teaching vocabulary, the media, and realia as the teaching media. In designing vocabulary materials, the writer had to know first about the nature of
vocabulary, the vocabulary selection, and the principle of teaching and learning vocabulary, such as: aims, quantity, students’ needs and interests, frequent exposure
and repetition, meaningful presentation, presentation in context, learning vocabulary PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
in the mother tongue and in the target language, and inference procedure in vocabulary learning.
The writer conducted the observation in the classroom to get the information about the media used in teaching and learning activities. In designing the teaching
media, the writer adapted some theories about the function of media and realia. The writer decided to create realia as the teaching media in the designed materials.
6. Conducting evaluation Yalden and Kemp
