Steps on Designing English Vocabulary Materials Based on Task Based

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CHAPTER IV RESULTS AND DISCUSSION

This chapter presents the research results and discussion of vocabulary materials based on task based learning. This chapter is divided into two main parts. The first part presents the steps on how to design English supplementary materials to teach vocabulary based on task based learning. The second part presents what English vocabulary materials for seventh graders look like.

A. Steps on Designing English Vocabulary Materials Based on Task Based

Instruction for Seventh Graders There were four steps on designing English supplementary vocabulary materials which were elaborated in this chapter. They were 1 research and information collecting, 2 planning and developing product, 3 preliminary testing, and 4 product revision. Each step will be elaborated as follows. 1. Research and Information Collecting Before designing English vocabulary materials based on task based learning for seventh graders, the writers conducted an interview and distributed questionnaire, which aimed at obtaining data and information related to the students’ needs. a. Interview the Teacher The informal interview was directed to English teacher of seventh graders of SMP BOPKRI 2 Yogyakarta. From the interview, the writer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI obtained some information related to the students’ characteristics, interest and need in learning English especially in learning English vocabulary. From the result, it was found that the students had different background of learning English. Generally, the students have already had background of learning English since they were in elementary school although it was different from one to the others because most of them have learnt English for one to three years and there were only few of them who have learnt English since they were in the first grade of elementary school. It can be said that the students were mostly in the low to medium level of intelligence. According to the teacher, since the students had different background of learning English, they had different understanding, knowledge of English and vocabulary mastery. It was one of the difficulties found in learning English. The other difficulty was the students’ motivation in learning English, especially in learning vocabulary. From the writer’s observation and teacher’s explanation, some of the students had less interest in searching words’ meaning in dictionaries or in other sources. One of the proof is when they found difficult and new words in which they did not know the meaning, they did not want to open the dictionary to find the meaning unless the teacher asked them to do it. They preferred waiting for the teacher to tell them the meaning rather than looking it up in the dictionary. They were indolent to consult the dictionary. This condition made the students have lack of vocabulary mastery. The teacher added that the lack of vocabulary mastery was one of the reasons why the students were not confident enough when they PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI had to speak in front. Besides, the students sometimes did not actively involve in the teaching learning process. Dealing with the teaching techniques used in classroom, the students felt excited, and active in learning English if the teacher delivered the materials by using pictures or games. Media also played important role in the teaching learning process. There were some media can be used in the classroom activity. Media helped the teacher to create fun and interesting teaching learning activity in class. Besides, media also helped the students to remember and understand the materials faster. In learning vocabulary, especially, the students were motivated when they had to find words through pictures, puzzle or crossword. Based on the interview, there were 4 contact hours in a week of English class. The teacher taught the English language skills and elements including vocabulary in an integrative way. It was because the materials used were from handbook, which were constructed as integrated materials. However, the teacher sometimes provided certain time to discuss the vocabulary for example after they discussed the materials or in the end of the class. It aimed at recalling the vocabulary they have learnt during the class. Dealing with the materials used in class, the teacher said that the materials were taken from some handbooks which adapted School Based Curriculum. Some handbooks were used because the teacher had to adjust the materials with the students’ capability. It was difficult to find book which were suitable and appropriate with the students’ level of intelligence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Although most of the activities and tasks were based on the handbook prepared, the teacher still created her own tasks to be given to the students. The teacher also provided some pictures or games which were not in the book. b. Questionnaire The need analysis questionnaire’s respondents were twenty students of seventh graders of SMP BOPKRI 2 Yogyakarta. The data were recorded in Table 4.1. Table 4.1 : Data of the Respondents Respondents Sex Ages Male Female 12 13 14 Seventh graders of SMP BOPKRI 2 Yogyakarta 14 6 8 7 5 There were seven questions that were asked in the questionnaire. The questions were about the teaching learning process in class, the implementation of vocabulary teaching, the difficulties they found when learning English, the activities they like in the teaching learning process and the topics they like at the most. The result of questionnaires indicated that most of the students liked to learn English. There were 18 students who stated their enjoyment of learning English. There were some reasons why they liked English. Some of them considered that English is important for their life that was why they were motivated to learn English in order to be able to speak in English. The others stated that learning English is fun and motivating. A few PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI of them considered the teacher as the important factor why they liked to learn English. There were 8 students who did not like to learn English. They stated that English is difficult to be understood and to be learned. The next two questions were about the vocabulary teaching. All of the students stated that the teacher taught vocabulary during the teaching learning process. The students were motivated to learn vocabulary through all skills but they chose reading and speaking as the priority. The fourth question was related to the difficulty the students found when they learn English. Most of the students considered new vocabulary as one of the difficulties they found in learning English. The students also felt difficult to learn English because they didn’t have much time to practice English. Two of the students wrote their own answers mentioning that the uncomfortable of the classroom situation and the uninteresting learning method used by the teacher became their difficulties of learning English. The fifth question was about the method used learning English. Question and answer were considered as the better method chosen by the students. Some of the students also chose discussion as the method they like in learning English. The next question showed detailed activities that the students liked most. Since most of the respondents chose learning by doing pairgroup discussion, the writer designed materials which gave a lot of chance for the students to do the activities in a pairgroup. Other favorite activities were games and question and answer. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The last question was related to the topic that the writer offered. From the result of the questionnaire, the students chose procedure, asking and giving information, like and dislike, family life, giving instruction, do and don’t, describing people and numbers. Those topics were considered as the wants of the students. The writer might reorder, add or reduce the topics based on the lacks of the students, the need of the students, the curriculum and the degree of the topics’ difficulties. The result of the questionnaire can be seen in Table 4.2 Table 4.2 : The Result of the Questionnaire Questions Responses N Percentage Do you like English? a. Yes b. No 18 2 90 10 Does your the teacher teach vocabulary in class? a. Yes b. No 20 - 100 - What kind of activities do you like when you learn vocabulary? you may choose more than 1 a. Listening b. Speaking c. Reading d. Writing 5 11 12 7 14 31 35 20 What are the obstaclesdifficulties you found in learning English? a. Boring activities b. The explanation aren’t really easily understandable c. A new vocabulary d. The materials are not various 1 2 8 1 5 10 40 5 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Questions Responses N Percentage What are the obstaclesdifficulties you found in learning English? e. Less practice f. Other answers Uncomfortable class situation Uninteresting method 6 1 1 30 5 5 What kinds the methods do you like in learn English? a. Lecture b. Discussion c. Question and answer 3 8 9 15 40 45 What are your favorite activities in learning English? you may choose more than 1 a. Role Play b. Question and answer c. PairGroup discussion d. Problem solving e. Games 4 12 15 3 11 9 27 33 7 24 What are your favorite topics? choose 5 of them a. Procedure b. Asking Giving Information c. Like Dislike d. Describing Animal e. Family Life f. Numbers g. Giving instruction h. Describing People i. Do Don’t j. Thank you 13 11 12 6 12 11 11 10 10 4 13 11 12 6 12 11 11 10 10 4 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2. Planning and Developing Product After obtaining the data, the writer developed the framework of the materials to be designed. It consisted of stating goals, topics and general purposes, specifying learning indicators and organizing subject content. a. Stating Goals, Topics and General Purposes To state the goals, general purposes and topics, the writer observed the recently curriculum used that is School Based Curriculum. Since the goal of teaching vocabulary was not stated in the curriculum, the writer then created the goal. The goal of this study was to assist the seventh grade students of Junior High School to be able to master and learn English vocabulary related with certain topics so that they would find it easy in developing their skills. Observing the curriculum would help the writer know the general purposes of teaching English in the second semester of seventh grade of Junior High School which stated in term of basic competences, and the topics to be considered. The general purposes of this study were formulated based on the basic competencies stated on the curriculum. The writer determined the general purposes for each meeting in order to achieve the goals in Table 4.3. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.3 : Topics and General Purposes Topics Basic Competences Family Be able to respond the meaning in simple functional text about family Instructions Be able to respond the meaning of things in classroom and instructions Shopping List Be able to respond the meaning in simple functional text about things in shops in a form of shopping list Describing Animals Be able to respond the meaning in simple descriptive text about animal Profession Be able to respond the meaning in simple text on one’s job and responsibility Like and Dislike Be able to respond the meaning in simple sentences of dislike and like about hobby Describing People Be able to respond the meaning in simple descriptive text about people Procedure Be able to respond the meaning in simple procedure text To select the topics, there were many factors to be considered. The writer chose the topics not only based on the result of the need analysis questionnaire but also based on the teacher’s suggestion, the other handbooks, and the curriculum. The topics in these supplementary materials were the topics which were listed in the curriculum especially in the second semester for the seventh graders. Since some of the topics chosen by the students were not listed as the topics for teaching English in the second semester, the writer changed the topics with the other topics. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The writer also considered the teacher’s suggestions. The teacher suggested that the topics should be based on the curriculum. Besides, the teacher also said the students’ level of proficiency should be considered. She added it was better to develop topics which were familiar to the students. There were 8 topics developed, in which five of them were selected by the respondents while the others were selected by the writer. The topics selected by the students were like and dislike, family life, instruction, procedure and describing people while the topics selected by the writer were describing animals, shopping list and profession. The writer organized the topics based on the level of difficulty of each topic. The topics were stated in Table 4.4. Table 4.4 : Learning Topics No Learning Topics 1. Family 2. Instructions 3. Shopping List 4. Describing Animals 5. Profession 6. Like and Dislike 7. Describing People 8. Procedures PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b. Specifying Learning Indicators After stating the goals, general purposes and learning topics, the writer then specifies the learning indicators. The learning indicators were defined to measure the students’ achievement of the competency in every meeting, whether the students were able to achieve the general purposes. The learning indicators are presented in Table 4.5. Table 4.5 : The Learning Indicators of the Materials Basic Competences Learning Indicators Be able to respond the meaning in simple functional text about family At the end of the lesson, the students are able to: 1. Mention the members of family 2. Draw a family tree 3. Write sentences based on the picture Be able to respond the meaning of things in classroom and instructions At the end of the lesson, the students are able to: 1. Mention the things in classroom 2. Mention words and its function 3. Write instructions Be able to respond the meaning in simple functional text about things in shops in a form of shopping list At the end of the lesson, the students are able to: 1. Name the words based on pictures 2. Write a shopping list Be able to respond the meaning in simple descriptive text about animal At the end of the lesson, the students are able to: 1. Mention and classify animal 2. Write a descriptive text PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Basic Competences Learning Indicators Be able to respond the meaning in simple text on one’s job and responsibility At the end of the lesson, the students are able to: 1. Mention jobprofession 2. Write a descriptive text Be able to respond the meaning in simple sentences of dislike and like about hobby At the end of the lesson, the students are able to: 1. Mention words related to hobby 2. Express like and dislike Be able to respond the meaning in simple descriptive text about people At the end of the lesson, the students are able to: 1. Mention adjectives used in describing people 2. Write a descriptive text Be able to respond the meaning in simple procedure text At the end of the lesson, the students are able to: 1. Mention words related to procedure 2. Rearrange procedure text 3. Write procedure text c. Organizing Subject Content After stating the goal, general purposes, learning topics and learning indicators, the writer completed the next step which was listing the subject content. In this step, the writer classified and arranged the topics to be developed in which each topic would be developed into the materials used for one meeting. The designed materials contained eight meetings. The classification and arrangement of the learning topics into units can be seen in Table 4.6. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.6 : The Organization of Subject Contents Unit Unit Name Subject Contents Vocabulary Skills 1 My Family  Short text about family  Family tree Brother, sister, mother, little brother, etc. Speaking, reading and writing 2 Things around Me  Things in classroom  Instructions Points at, listen to, read, ask, etc. Writing and listening 3 Things in the Market  Vegetables, fruits, food and drinks  Shopping List Carrot, bread, milk, apple, rice, salt, etc. Speaking, writing and reading 4 I Love Cat Describing animal Tame, wild, short, fast, etc. Cat, dog, giraffe, crocodile, etc. Writing and speaking 5 I Want to be a Doctor Profession Teacher, doctor, pilot, nurse, etc. Restaurant, hospital, etc. Writing and reading 6 I Like Cycling Like and dislike Fishing, reading, collecting stamps, cycling, climbing, etc. Listening, writing and speaking PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Unit Unit Name Subject Contents Vocabulary Skills 7 She is Beautiful Describing people Beautiful, lazy, friendly, curly hair, short, etc. Listening, reading and writing 8 Show Me How Procedures Boil, pour, heat, add, put, mix, etc. Writing and speaking After classifying and arranging the learning topics and the subject content, the writer described the content of each unit of the designed materials. The writer designed the learning materials based on the results of research and information colleting and the principles of task based learning. The principles of task based learning used in this study were based on the notion of the Task-Based Language Teaching framework proposed by Willis 1996:40. In order to design well-arranged vocabulary materials, the framework which consists of three phases namely pre-task phase, task-cycle and language focus, was adapted. There were eight units in the designed materials. The writer designed the materials in four phases. The four phases included Come in, Work it out, Make it better, and Do it over. These phases were actually the modification of the three phases task based learning framework, in which a new phase namely Do it over was added. The first phase, Come in, was designed to introduce the topic to the students. This phase served as the pre- task phase in Willis’s task based learning framework. Its aim was also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI to prepare the students for the main task. The second phase, Work it out, served as the main task of the lesson. This phase tried to facilitate the students to learn and produce language by accomplishing the activities. The third phase, Make it better, included the language focus. The last phase, Do it over, was additional phase whose aim was to review the vocabulary given in the previous phases. There were various kinds of tasks used in teaching learning activities. The writer designed the activities to be solved both individually and pair or group work. Since the task based learning was meant to be used with English as the language of classroom instruction, pair and group work would be helpful in achieving meaningful communication. Besides, pair and group works allowed the students to work together and the higher level students would help the lower level students in finishing the task. In the following the kind of tasks used in each phase of the designed materials as well as the purpose of each phase were discussed.

A. Come in