to context and facial expression. The thing to remember again is that teachers have systems other than words for carrying meaning. This does not mean that the
teacher has to become a non-stop and elaborate mime artist. It simply means that teachers deliberately increase the ways in which they normally back up what they
say by showing what they mean.
B. Theoretical Framework
In conducting the research, the theories that will be employed are the instructional design model both of Kemp’s and Yalden model of instructional
design, the theory of Natural Approach, the theory of vocabulary and the theory of young learner.
In the process of designing the materials, the study adopted the combination of Kemp’s and Yalden’s Instructional Design Model. The writer
used these two models because the combination reveals a clear and complete step in designing the materials. Kemp’s model emphasized on three major problems
those are objectives, activities and resources, and evaluation. Besides, Kemp’s model provided the flexibility to where the teacher would begin. Kemp offered to
revise in each step to obtain better performance in the next chance. Meanwhile, Yalden’s model also gave contribution in arranging the framework of the study by
completing Kemp’s instructional model and combining some step in Kemp’s to produce a well-arranged step to make the instructional material of the study.
Kemp formulated eight steps of in instructional material design model. However, the writer excluded some steps in Kemp’s model and replaced them
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with instructional material model by Yalden. Some steps from Kemp which were excluded were finding out learner characteristics, developing pre-assessment,
organizing support device and evaluating students’ achievement. The first step of Kemp’s replaced with need survey which was adopted from Yalden’s model. The
first step of Kemp’s was reordered by placed it after need survey. Further, the step five of Kemp’s was omitted because the data of learners’ background had been
covered through need survey. The writer also omitted step seven of Kemp’s model because it was not necessarily needed in the study. Besides, the writer
excluded the last step of Kemp – evaluating students’ achievement, and replaced it with the step eight of Yalden’s – evaluation. Although, both of the steps offered
evaluation, the writer considered that Yalden’s was more fit with the study. It was because what the evaluation meant by Yalden was also the evaluation of over-all
design of the course in which it could not be find in Kemp’s. Afterward, the information of learners’ needs and learners’ characteristics became the basic part
to arrange the material. Hence, the writer formulated own steps based on the combination of
Kemp’s and Yalden’s instructional design model. These steps would facilitate the writer to arrange the instructional material design of the study. It consisted of six
steps. Those steps were 1 conducting need survey, 2 specifying goals, topics, and general purposes, 3 formulating learning objectives, 4 selecting and
organizing content, 5 selecting learning activities and resources, and 6 materials evaluation.
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Step 1. Conducting Needs Survey
The data of need analysis were gathered by conducting need survey. In this stage, the writer would carry out the class observation, questionnaire, and
interview. The questionnaire was distributed to the learners of fourth grade learners of SD Negeri II Sumberejo. Furthermore, the writer also conducted an
interview with the English teacher of the class being researched to obtain the supporting data. The results of the gathered data would be considered as the
materials development.
Step 2. Specifying Goals, Topic, and General Purposes
In designing materials, the goals, topics, and general purposes were based on the needs survey and the 2006 Edition of School-Based Curriculum for
Elementary School. The goals were derived from them. The topics were sequenced according to a logical order from a simple level to a complex one. The
general purposes would specify into specific objectives in every topic.
Step 3. Formulating Learning Objectives
The objectives were the indicator that learners had to achieve through teaching-learning activities. The objectives would be performed in each topic of
the materials. It should be specific and measurable. Therefore, the writer should create such teaching-learning activities which supported the learners to achieve
the objectives stated in learning vocabulary in each topic. Step 4. Selecting and Organizing Subject Content
The subject content is always closely related to the objectives. Hence, in this stage, the subject contents would be listed in order to simplify the learning
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objectives. It should be reorganized and it was not only based on the text book. Thus, the content of the materials referred to materials that are based on the need
survey and the 2006 Edition of School-Based Curriculum for Elementary School.
Step 5. Selecting Teaching Learning Activities and Resources
The teaching-learning process deals with how the teachers conduct the class to encourage learners to learn actively. Therefore, the materials should
consist of various teaching-learning activities in order to motivate the learners to learn. The activities in the designed materials referred to the activities used in the
Natural Approach. The materials ware aimed to provide the exercises that enable the learners to work individually, in pairs, and in groups.
Step 6. Conducting Material Evaluation
The design materials were evaluated by an English teacher and some lecturers of English Language Education of Sanata Dharma University. From the
material evaluations, it would be gained the feedback, opinions, comments, and suggestions toward the vocabulary material design. Based on the evaluations, the
designed materials would be improved and revised in order to make the materials better and appropriate.
Through the elaborated explanation of the writer’s instructional model, the steps of the model could be presented in Figure 2.3.
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Figure 2.3. The Writer’s Instructional Model
The theory of Natural Approach focuses on teaching communicative abilities. Besides, Natural Approach considers that learning foreign language in
early stages should be taught in a natural way. Natural Approach also concerns about the classroom learning activities in early stages. The stages change
according to learners’ stage of linguistic development. To conduct the study and design the materials which were based on the Natural Approach, the writer used
the theory of Natural Approach by Krashen and Terrel as well as Richard and Rodger. This theory would play as the basic theory and as guidance for the writer
to design the materials. The materials are designed based on the stages which are offered by the Natural Approach theory. Since the emphasis of Natural Approach
is communicative ability, the materials provides chunks or pattern and routine as
Conducting Need Survey Specifying Goals, Topics and
General Purpose
Formulating Learning Objectives Selecting and Organizing
Subject Content
Selecting Teaching-Learning Activities and Recourses
Evaluating the Designed Materials
Revision Line
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known in the Natural Approach, so that the learners can learn to use it in a simple conversation.
The study also includes the basic theory of vocabulary. The elaboration of this theory includes vocabulary selection, learning vocabulary, and principle of
teaching vocabulary. The theories of vocabulary selection were adopted from Richards’, Harmmer’s and Davies’ and Pearse’s theory. According to Richards,
different learners may have different vocabulary list. Davies and Pearse stated that it is important for teachers to select appropriate vocabulary which fit with
students’ interest and needs in the general topics taught. Meanwhile, Harmmer’s offers theory that can be applied as consideration about what kind of vocabularies
that can be taught in the elementary level. Further, the theories of learning vocabulary which are employed in this study are based on the Hammer’s and
Decarrico’s theory. Both of Hammer’s and Decarrico’s theory are used as consideration for the writer to concern about how the vocabulary is learned and
the obstacles in learning vocabulary. This theory will be used as the basic theory and guidelines to select and determine what kind of vocabularies that should be
taught and included in the designed materials. Meanwhile, the theories of the principle of teaching vocabulary which are used in this study are Slattery’s and
Willis’, and Nunan’s as well Riddle’s theory. Nunan’s theory offers some principles for teaching vocabulary that can be applied a variety of ways and in a
variety of types of courses. This serves as consideration to how vocabularies are taught. Slattery’s and Willis’s as well as Riddle’s theory serves as consideration to
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what kind of techniques and media that can be used to illustrate meaning in the teaching and learning vocabulary.
Since the subject of the study is young learners, the writer also includes the basic theory of young learners. The theories include the characteristics of
young learners in language learning which are adapted from the theories of Bruner and Brewster at al., and principle of teaching language to young learners which
are form the theories of Slattery and Willis as well Halliwell. In the theory of characteristics of young learners in language learning, Brewster at al. stated that
young children are different from adult. Meanwhile, Bruner pointed out that children learn through three mode of representation. In the theory of principle of
teaching language to young learners, Slattery and Willis pointed out that the teacher should create an enjoyable and fun learning for learners and offered some
useful techniques in teaching language. Halliwell mentioned that a teacher should have clear priorities and practical implications in teaching and offered six theories
which allow teachers to identify and clarify priorities of teaching language to young learners. The elaboration of young learner theories serves as the basic in
designing the materials. Hence, the designed materials can fit with the characteristics of young learners and facilitate them in learning language.
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43
CHAPTER III METHODOLOGY
This chapter will provide information about the methodology applied in the study. The methodology of the study involves research method, research
instrument, data gathering technique, data analysis, and research procedure. The
further explanation of the methodology will be elaborated more in each subtitle.
A. Research Method
Based on the problem formulation of the study stated in chapter one, the objectives of the study were to make an effort to find out a suitable instructional
material design model in teaching English vocabulary. Hence, to obtain the intended specific answer, the study employed the Educational Research and
Development as the method of the study. This was suitable research method in conducting the study because Educational Research and Development R D
was a strategy for developing educational products. Borg and Gall 1983: 771 state that Educational R D consists of a cycle in which a version of the product
is developed, field-tested, and revised on the basis of field-test data. The goal of Educational R D was to take the research knowledge and incorporate it into a
product that can be used in the schools Borg Gall, 1983: 771. The Educational Research and Development R D is a process used to
develop and validate educational products Borg Gall, 1983: 772. In the study,
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