14 d.
The communicative events in which the learners will participate. e.
The language function involved in communicative events, or what the learners will need to be able to do with or through the language.
f. The notion involved, or what the learners will need to be able to talk about.
g. The skills involved in the “knitting together” of discourse: discourse and
rhetorical skills. h.
The variety or varietes of the target language that will be needed, and the levels in the spoken and written language which the learners will need to
reach. i.
The grammatical content that will be needed. j.
The lexical content that will be needed.
4. Production of a proto-syllabus
In this step the content of syllabus will have the preparation of syllabus specification. It means that it may cover general notions, discourse and rhetorical
skills, variety of language, and communicative events.
5. Production pedagogical syllabus
In this step the designers should employ the pedagogical syllabus to provide a repertoire of words and phrases, chosen as exponents of function and to
the topics identified as important to the learners.
6. Development of classroom procedure
The purposes of this step are selecting the techniques of teaching and types of exercises, preparing lesson plan, preparing weekly schedules.
15
7. Evaluation
This step is used to evaluate all components in the language program such as the students, the intructional program, and the teaching.
8. Recycling Stage
This is the last step in order to fit between goals set and the final performance of the learners. This step is called “recycling stage” because the
whole cycle can be begun again at this point, and adjustment made anywhere in the system based on the feedback gathered from the evaluation stage. All of the
steps of Yalden’s Model are presented in figure 2.2.
Figure 2.2. Yalden’s Instructional Design Model Yalden, 1983, p. 88 2.
Teaching Vocabulary
In this part, the writer gives information about teaching vocabulary. They are the nature of vocabulary, the principle of teaching vocabulary and learning
vocabulary, and the importance of vocabulary.
a. The nature of vocabulary
Lado 1996 defines vocabulary as a form of expression which is associated with the content of meaning p.114. Learning English or other
languages always deal with vocabulary. It indicates that vocabulary is important
Need Survey
Descripti on of
Purpose Selection
Develop- ment of
syllabus type
Product ion of
porto- syllabu
s Product
ion of pedago
gical syllabus
Developme nt and
implementa tion of
classroom procedure
Evalua tion
16 to be learnt before learning the other skills, listening, speaking, reading, and
writing. Buron supports that vocabulary is the range of world that can support the students to learn other aspect of language 1982, p.98.
Learning vocabulary not only focuses on the words and its meaning but also some aspects should be considered, such as recognizing, recalling,
pronouncing, spelling and using the words Wallace, 1982, p.144.
b. The Principle of Teaching and Learning Vocabulary
Unlike adults, children have their own characteristics. Helay 1987, p.49 says that children are not self-motivated and do not have an immediate need to
learn English. They are not concerned with job or university degree that requires knowledge of English. Their world is their daily games, events of interest to them;
new knowledge that may come across and question that their inquisitive mind may ask.
It makes the teacher has to know the principles to teach and learn vocabulary. Wallace 1982, pp.27-35 describes that there are eight 8 principles
of teaching and learning vocabulary. They are 1 Aims. In this part the teacher should focus on hisher aims. Heshe has to think of how many things are words
that could be achieved by the students. 2 Quantity. Deciding on the quantity of the vocabulary to be learnt might be started by asking a question like how many
new words in a lesson can be learned. 3 Need. The teacher has the responsibilty to choose the kind of vocabularies that are related to the students’ needs and
interest. 4 Frequent exposure and repetition. In teaching vocabulary repetition is important to know wheter the students have understood the target word or not.
17 Since the students are expectedto know a huge number of words the teacher
should teach the vocabulary regularly. 5 Meaningful presentation. Learners must have a clear and specific understanding on what the words denote or refer to so
the appropriate choice of word is needed. 6 Presentasi in context. The words should be presented in context. The words must be relevant with the students’
natural environment and collocates with. 7 Learning vocabulary in the mother tongue in the target language. It means that the ability of the learners’ second
language might acquire equally well in the first language. 8 Inference procedure in vocabulary learning. The ability of the learners’ second language might acquire
equally well in the first language. Nunan 2003, p.135 also mentions four principles in teaching vocabulary.
They are 1 It should focus on the most useful vocabulary, 2 It should focus on the vocabulary in the most appropriate way, 3 It should give attention to teach
the high frequency of words, 4 It should encourage learners to reflect on and take responsibility for learning.
c. The Importance of Vocabulary
Previously, the writer has mentioned that vocabulary is important to be learnt before learning the other skills. According to Krashen 1981 having limited
vocabularies, students will find difficulties in understanding the four skills. The students cannot take a part in a conversation if they do not know the meaning of
the words used by others. The students will also find some problems in reading skill. They will not understand any passages or texts if they have limited
18 vocabularies. Those problems will also affect the rest of the skills. Therefore,
mastering vocabulary is important.
3. Outdoor Learning Activity
Children and adults have their own characteristics. To give the best quality of teaching English to the children, the teacher should know their characteristics.
Scott and Yteberg 1990, pp. 3-4 describes the characteristics of the children. 1 They are imaginative, which means that they can tell the difference between fact
and fiction, 2 they are curious so that they will ask the teacher or the instrutor in the learning procces, 3 they are able to make some decisions about their own
learning, 4 they have definite views about what they like and do not like doing, 5 they are able to work with others and learn from others. In this opportunity the
researcher conducts outdoor learning activity to overcome the students’ boredom. Outdoor learning activity is a combination of adventure and environmental
activities which are carried out outside the classroom. Ford 1981 defines outdoor learning activity as an experiential process of learning by doing, which takes place
primarily through exposure to the out-of-doors. By doing outdoor learning activity, the students can make the relationships, such as a relationship between
people and a relatinship between natural resources. . Outdoor learning activity encompasses all of the children to do, see, hear,
and feel. Based on The Early Years Foundation Stage journal 2007 outdoor learning activity offers so many opportunities which are addressed to the children
to 1 be excited, energetic, adventurous, noisy, and messy, 2 talk, listen, interact, and make friends, 3 imagine, dream, invent, and fantasise , 4
19 investigate, explore, discover, experiment with their own ideas and theories, 5
make sound and music, express idea and feelings, 6 find patterns, make marks, explore different media and materials, 7 investigate concepts and ideas, 8 be
active, run, climb, pedal, jump, throw, 9 dig, relax, find calm, reflect, 10 have responsibility, be independent, elaborate with others.
Choudhury Obaidullah 1980, p.17 mention the main objectives of outdoor activities in the fifth grade. They are to enable students to learn about the
application of mother tongue in the activities of daily life, to enable students to have direct experience of an environment and nature, to develop creative ability,
to increase the students’ curiosity, and to develop an attitude of helpfullness. Outdoor learning activity also offers so many advantages as mentioned by
The Early Years Foundation Stage 2007, pp.5-7. The advantages are a support the development of positive attitudes towards new opportunities, challenges and
responsibilities, b offer children exciting opportunities for developing upper body and limb strength through physical activity and movement, c explore and
investigate a wide range of materials that cannot be found indoors, d outdoors children can be physically active on a scale that is less possible indoors, e full of
creative opportunities and rich with sensory stimuly so that the children can explore and respond in a variety of ways to what they see, hear, feel, touch, and
smell. Whereas, the teacher should be consider with some disadvantages in
conducting outdoor learning activity. There are some disadvantages of outdoor learning activity. The students are difficult to be handled since the space is quite
20 big rather than the classroom. The students tend to disturb other classes. Besides,
outdoor learning activity will attract the attentions from others therefore the learning process will be disturbed The Early Years Foundation Stage 2007,
pp.11-12 If the teachers conduct the learning process outside the classroom they
should consider to some requirements as stated by Decker 1976, pp.267-268. They are stated as follows.
1. The design should be based on the needs of the children. It is due to the
children play for stimulation, need increasingly complex activities, choice in activities, and separation from adults.
2. Outdoor space should provide opportunities for activities similar to those
conducted in the indoor space, such as social interaction and physical activity. In short, the indoors must be extended outside.
3. Outdoor space should be aesthetically pleasing.
4. The outdoor space must be safe. It means that the place should be arranged
properly and consider with some considerations, such as location, size, surface, and so on.
B. Theoretical Framework
In order to design a set of vocabulary materials for outdoor learning activity the writer combines two models as the major basics of the design
procedures. They are Kemp’s and Yalden’s model. Kemp’s model is used because it has clear steps to form objectives, activities and resources, and evaluation.
