35
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